The author seeks to identify the decisions needed to plan and develop the primary sector of schooling. The planning of the school system requires a sound theoretical base of a kind which can only be provided through the expertise of professional educators. Further, a complete reconceptualization of primary education is needed. Finally, the author identifies the implications of this concept of primary education for the preparation of teachers and for the notice of the graduate primary teachers.

此文為一調查研究報告。通過半結構式訪問，嘗試了解香港九間學校在1993年新轉全日制時教師對全日制的期望和學校的實際情況，籍此找出兩者間的差異和原因。研究結果印證了改革實施的效果是受到改革本身因素影響的看法。

作者嘗試比較中、港、台三地的九年義務教育的實施，描繪出三地政府對教育效能的看法，並說明三地政府在其中所探取的措施。整體而言，雖然三地的客觀條件不同，社會經濟發展的模式亦有差異，但三地均為中國人的社會，故其基礎教育的發展，可互相參考。

作者首先嘗試探討義務教育的源與背景，並說明香港與廣州發展義務教育的社會、經濟、文化的背景。其次，作者亦描述了香港及廣州義務教育的實施概況。第三，作者總結了兩地實施義務教的成果與經驗，亦探討了其困難和問題。最後，作者再思義務教育探索新的教育模式實施的理念和經驗，提出了不少新的想法。

作者匯報其研究，重點在於香港某辦學團體33間資助小學的學校環境特質，從以探討不同的環境對教師和學生的群性和個人表現的影響。採納了熊智銳的系統理論為研究架構，就不同的物質環境與精神環境的學校作量性比較。

An innovative scheme known as Project Yi Jin that provided an alternative route for students who failed in the Hong Kong Certificate of Education Examination (HKCEE) to gain an academic status for, and access to, higher education was evaluated after one year's implementation. A survey of 2416 students via telephone found that students who successfully completed the project had better opportunities for further study and tended to do so at higher academic levels than those who did not complete the programme. They also had better subsequent employment opportunities and felt more satisfied with the course. The programme was found to be gender and age unbiased and was able to differentiate higher academic achievers from lower academic achievers for more advanced academic pursuit. Project Yi Jin has served as a bridge between secondary and tertiary education and provided a route for those who had completed secondary education in Hong Kong with unsatisfactory results and those mature students who are 21 or above to obtain a formal qualification for both employment and continuing education purposes.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/026037042000233494]

This paper reports on a study which investigates the implementation of a synchronous e-learning system (Interwise) for online tutorials on an information technology related course offered by the Open University of Hong Kong (OUHK). It examines a set of interview data related to students' and tutors' views on the use of the system. Issues concerning students' participation in online tutorials, opportunities for interaction in using the system, and tutors' roles in real-time conferences are discussed. The findings suggest that both the students and tutors are positive about the use of Interwise for online tutorials in general. Some students, however, indicate dissatisfaction with the one-way communication and teacher-control functionalities of the system. The results also indicate that the tutors are concerned about the workload involved in using Interwise in terms of managing the functionalities of the system and the different learning tasks. Implications are then drawn for supporting synchronous online learning both in the OUHK and a wider academic context.
[Copyright of International Review of Research in Open & Distance Learning is the property of Athabasca University.
Access via Directory of Open Access Journals: http://www.irrodl.org]

The growing popularity of e-learning may pose one of the greatest challenges currently facing traditional educational institutions. The questions often asked are how, rather than whether, to embrace this new form of instructional delivery and how to create an appropriate learning environment for the learners. Educational institutions in Hong Kong have the option of adopting programmes or learning materials developed in other parts of the world for local learners, or not. Such an approach of acquiring learning materials is not without risks in terms of the suitability of materials embedded with cultural contents 'foreign' to local learners, or in terms of the suitability of assumptions in the communication context. What are the issues involved in the globalization of education through e-learning? This paper explores - from a critical-dialectical perspective - the implications of globalization on educational policy through cross-border delivery of educational programmes by e-learning, with particular attention given to the threat of cultural imperialism. The paper concludes that Hong Kong seems to be coping with 'cultural imperialism' rather well because of its unique history of being a cross-road for East and West, and also with some recommendations to e-learning providers to mitigate the potential damage of cross-cultural delivery of e-learning.
[Copyright of International Review of Research in Open & Distance Learning is the property of Athabasca University.
Access via Directory of Open Access Journals: http://www.irrodl.org]

As part of the reform of the overall education system in Hong Kong, the government set a target in October 2000 of raising the percentage of senior secondary school graduates who could receive higher education from the current 30% to 60% within a period of ten years. Prior to this announcement, however, the School of Professional and Continuing Education of The University of Hong Kong (or HKU SPACE for short) had already taken the lead by establishing the first Community College in March 2000. The Associate Degree programme of the College offered an alternative route to higher education to many aspiring young people. The broad-based curriculum with its equal emphasis on science and humanities (as well as solid generic skills) is a new attempt to produce people that can meet the challenges of the knowledge society. The first intake of 740 students in 2000 was followed by a second intake of more than a thousand in 2001. This paper examines the experience gained during the first two years of this new development, and explores the role of community colleges in general in the education reform movement and human resources development strategy of Hong Kong.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0260137032000055312]