School counselling in Hong Kong eagerly look for effective ways to support students in needs. In this study, psychosocial condition was mainly conceptualized as well-being, aimed at improving the psychosocial effects by cultivating a state of mindful awareness, as school counselling intends to achieve. The study aims to 1) examine the participants’ constructs of mindfulness; 2) evaluate the feasibility and acceptability of the programme, and 3) to evaluate its possible impacts for improving the psychosocial condition of student in the context of school guidance. Finally, the implication for the development of cultural approaches to counselling will be discussed, in against the situation that the counselling theories and practices currently adopted by Hong Kong schools are mainly “borrowed” from western societies.

本文檢視香港融合教育的階段性發展，說明由「全校參與推展融合教育」至「全校參與照顧學生的不同學習需要」的現況。面對「全校參與照顧不同學習需要」的專業培訓需求，文章更以香港教育學院的特殊教育教師培訓課程為例，說明這方面教師培訓重點的轉變。
[Copyright © 2004 The Hong Kong Special Education Society.]

本港自八二年開始推行輔導教學，其目的在於“幫助那些學業上有困難的學生。輔導範疇是中、英、數三科。在輔導教學推行伊始，確是引起了一陣的熱潮，所有學校也按照教育署的建議，為成績不到理想的學生作出輔導。然而，輔導教學自八二年開始推行至今，經歷了十七年，期間課程的改革，教育目標的更新，以致教學法的改變等，都跟八二年的時候有著顯著的不同。究竟在這十七年中，本港的輔導教學的進展情況是怎樣呢？面對教育的改革，輔導教學應作出如何的改革，以配合當前教育的改革呢？在輔導教學的方法皈技巧上，負責輔導教學的老師，又該運用一些怎樣的教學技巧以達致輔導教學的目的呢？本研究試以直接觀課和訪談的模式，對上述的問題作出探究，以期對本港的輔導教學作出一些改革的意見。

OBL with its merits and demerits is now being practiced in the Hong Kong Institute of Education (HKIED) as well as other local tertiary institutes. Some demonize it as a "controller" type of mechanism that focuses on the effectiveness and accountability issue of programme and practice in higher education. Others support it as saying that it builds on the assumption that all learners call learn and succeed (Schwartz (1994). The approach can help give learning clear directions and serve as a basis for determining what learning has taken place. Also as teacher educators, we can use this information only at the end of a course but also during a course to improve further teaching and learning. Nevertheless, the process for creating outcomes at different levels needs to be collaborative and open. Ideally speaking it needs to involve a broad range of stakeholders. In the reality world, whether such opportunity or mechanism could exist is of critical importance. In this paper, the case concerns the implementation of an OBL programme that is developed form top down and in a post hoc manner in the Institute. From our student questionnaires and interview findings, we found great discrepancy between teaching team's and student's preference for and expectation in the CILOs and the assessment modes. These inevitably lead us to think of some philosophical and pedagogical issues like "How to decide what is most important to learn for students? By our professional judgment? Through students' voices? How to resolve the divide?' Some solutions and other issues are also presented for stimulating academic dialogue.

A principal consideration in recent cross-sector educational reforms in Hong Kong is ensuring that undergraduate programmes prepare students for the future workplace, a factor that has made the capstone a central feature of the new four-year curriculum. This paper discusses a study that explored the final-year student experience based on a final-year project (FYP). Both recent graduate and final-year student feedbacks reveal some uncertainty and a lack of confidence over successful transition that graduates attribute to an overtly research focus in the current design of FYPs. Inviting comment from senior academics allows a fuller picture of the rationale behind, and administrative considerations in, conducting a capstone experience. This formative study highlights specific features in designing a capstone experience and the need for academic engagement in order to support the desired outcome of graduate employability.
[Copyright of Higher Education Research & Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07294360.2013.841646]