In the Education Reform in Hong Kong, music is a discipline of study within the Art Education Key Learning Area. The music curriculum for primary and secondary schools takes on new considerations both in content and in implementation. Up to the present, the reform has been in place for over two years being introduced in 2000. The success of the implementation is governed by the contributions of various stakeholders including the schools, public bodies rendering educational services and supports and the education policy makers of the Government of Hong Kong SAR. A brief review of the state-of-the-art in schools will be presented, followed by an overview of the development of the music curriculum guide by the Curriculum Development Councial Committee on Art Education Hong Kong Special Administrative Region; a document which is currently in its final stage of consultation. The merits of the guideline and the possible challenges to music teachers in schools will be discussed. The new insights in the provision of music in primary and secondary schools requires a refreshing of music teacher education programmes, including those offered at Hong Kong Institute of Education.

二十一世紀將是一個應用高科技的資訊時代。資訊科技開拓了多元的溝通模式，並提高了工作效能，但高速的變化卻給人帶來了疏離感，人類的精神生活亦同時受到衝擊。教育目的雖然要緊扣著社會脈搏，把資訊科技教育作為新世紀課程的重點，但亦應承擔發展人類素質的重任，香港的教育應該如何定位，以助新一代的青少年得到適當的發展是一個當前重要的課題。本文將就這個課題作初步探討，以發展人類素質為一所新小學的遠景，進行討論及分析。

近年來香港政府對教育的注意加強了不少，並積極推動優質教育及改善學前教育的質素，以優質教育基金的撥款更為龐大，經濟支助無疑能協助或者促進教育改革，但仍有其他的因素影響著教育改革的成功與否。本研究試以三所同屬一個機構的幼稚園在本學期嘗試推行「設計活動」(Project Approach) 的經經中，探討及分析香港幼兒教育在革新及改善教育的質素時，所面對的問題、困難及作出建議。