背景：香港的中學正面對334新學制及課程改革的挑戰，完善學校的策略發展規劃能有助減低這些變革對學校帶來的衝擊和影響。
目的：探討影響香港資助中學策略發展規劃的因素，並就如何完善學校策略發展規劃作出建議。
調查方法：隨機向香港一百位資助中學的校長寄發問卷，成功收回五十二份有效問卷。
調查結果：經線性回歸模型分析研究後發現，將校本評估的建議列入學校發展重點，鼓勵教師參與發展規劃，提供教師培訓均與學校策略發展規劃的效能相關。
總結：把校本評估機制緊扣學校發展規劃，提升教師專業能力，讓他們共同參與規劃，這樣學校可以更有效地面對教育改革所帶來的衝擊和影響。
Background: Secondary schools in Hong Kong are facing the challenge of implementing the 334 New Senior Secondary and curriculum reform, improving the mechanism of school strategic development planning could reduce the impact and influence of these change.
Aims: This paper aims to investigate the factors affecting strategic development planning of aided secondary schools in Hong Kong, and to suggest ways to improve the mechanism of school strategic development planning.
Survey methods: 100 aided schools in Hong Kong were selected randomly in this survey, 52 principals took part in the questionnaires survey.
Results: Results of the multiple regression analysis show that considering the recommendations from school-based evaluation, encouraging teacher participation, and providing teacher training relate to the effectiveness of school strategic development planning.
Conclusion: By linking the school-based evaluation mechanism with the strategic development planning, improving teacher professional competency and involving teacher in school planning, schools can effectively tackle the impact and challenge resulted from the education reform.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

教育統籌委員會第七號報告書為推動「優質學校教育」提出了不少的建議，包括確立質素保證架構，透過校本管理加強學校各主要成員的合作，以及推行學校自我評估來保證各校本身的質素。為了支援本港小學更好的發展校本評估機制，香港初等教育研究學會於2001-2002 年得到地區教師專業交流計劃的支持，與教育署合辦一個小學校本評估支援計劃，為了更好地推廣及利用上述的成果，香港初等教育研究學會又得到地區教師專業交流計劃的支持，於2002 年10 月至2003 年9 月推行「小學學校自我評估的行動研究與分享」計劃。是項計劃一共接納了九間學校參與，此論文將分享其中的實踐經驗及就學校自我評估提出一些推行建議。
The Education Commission Report No. 7 suggests focus on ways to improve school management and performance towards the provision of quality school education to better meet the needs of pupils. Internal quality assurance should be achieved through school-based management, participation of parents and teachers, and self-evaluation by schools. The Hong Kong Primary Education Research Association carries out a plan: Support Scheme for School-based Evaluation of Primary school to assist primary schools to develop their own school-based evaluation plans in 2001.Then the HKPERA gain another project: Sharing and Action research on School Selfevaluation in Primary School which is funded by District Teacher Network. This article aims to share the experience within nine participating schools and suggest ways for the implementing of self-evaluation in schools.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

根據七號報告書的建議，教育署於成立了質素保證視學組後，標誌了香港學校教育的評估踏進一個新階段。九七以前，香港政府並沒有建立一個機制去評估公辦學校的表現。就學校教育的評估，本港學者鄭燕祥曾指出教育質素指標就是描述學校層面或系統層面的輸入、過程及產出主要方面的質素指標。但除了關注中央性指標外，亦有國際學者注視校本評估的重要性。故此，教育署亦鼓勵各學校進行校本自我評估，質素保證組於零零年發出一份學校自我評估資料冊，期大力推動本港學校的校本評估。而這篇文章的重心則在回顧校本評估的發展，引用一間曾受評鑑的學校同工的回應，探討香港學校校本評估的前景。
In order to pursue quality education in school, the Education Department set up the quality assurance framework for school education in 1997. This framework aims to achieve the due balance between providing support to school through school improvement and exerting pressure through accountability within this framework. External review on the performance of school is taken up by the Quality Assurance Inspection teams from Education Department and each school should carry out her self-evaluation. As part of school-based management, each school is engaged in on-going review of her strengths and weaknesses. This paper aims to discuss the development of school-based evaluation in Hong Kong by reviewing of related government policy papers and a case of an evaluated school.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

隨著中小學學位數目供應漸趨穩定，政府在上世紀九十年代提出推行教育質素保證程序。本文回顧了教育質素保證的發展經過，由分科視學到目前的學校發展與問責架構。內文亦從前線教育人員的角度討論質素保證程序的影響和提出一些發展期望。
Following the stable supply of the places for school education, Hong Kong government proposed quality assurance for the education system in the 1990s of the last century. This paper reviews the process of implementing the quality assurance procedures, from subject inspection to the school development and accountability framework. Discussion on the influence of quality assurance and expectation on future development is given, from the point of view of a frontline teacher.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

Operating a quality assurance system in tertiary education is the rule rather than the exception, because of the belief that it will improve quality. However, proving this is not easy. This study examines three ways of providing the evidence: the a priori method, the stepwise backtracking method, and the external evaluation method. The quality assurance system of the Vocational Training Council of Hong Kong is used as a case-study, but the findings on the advantages and disadvantages of using these methods have relevance for testing the effectiveness of quality assurance systems for other education institutions.
[Copyright of Journal of Vocational Education and Training is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13636820902933247 ]

Research Findings: Hong Kong launched the new mechanism of the Quality Assurance Inspection (QAI) in 2000 to enforce accountability and school improvement in the sector of early childhood education. The QAI comprises 3 stages: school self-evaluation, external inspection, and release of the QAI report to the public. To understand the roles of self-evaluation and external inspection and their interactions, we analyzed all 80 QAI reports released by the government from 2004 to 2007 and interviewed the principals and teachers of 3 kindergartens that had been ranked excellent, good, and satisfactory on Learning and Teaching performance in the QAI. The results indicated that (a) school performance on self-evaluation was significantly and positively correlated with Learning and Teaching performance but negatively correlated with the number of problems found in the QAI, (b) all kindergartens reported 4 types of challenges brought about by the external inspection (i.e., uncertainty, personnel, workload, and psychological burdens), and (c) the QAI was a facilitative and productive process for school self-evaluation and quality improvement. Practice or Policy: These findings suggest that an effective quality assurance mechanism should maintain a balance between external and internal evaluations and should work toward school empowerment and improvement.
[Copyright of Early Education & Development is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10409281003638725]