This is an abridged report on an exploratory research project on the suitability of Andragogy and Action Learning approaches to management education for local adult learners. Adult learners of the Open University of Hong Kong (OUHK) taking hig her-lever courses in business and management were invited as respondents. The objectives were to find out respondents' predominant learning styles, learning preferences, motivation of study and possible influence of local Chinese culture which might have impact on the suitability of the two approaches and management education. The research findings revealed that the predominant learning styles and learning preferences were mainly the Reflector style and Reflective activities, compatible with the general expectation and stereotype of local Chinese learners as discussed elsewhere in various literature, local and overseas. It appeared that Chinese culture would have some impact on the learning styles of local learners. However, the preliminary attempt to est ablish a closer link/relationship between the local Chinese culture and the learning styles by using Hofstede's cultural framework and Honey and Mumford's learning styles typology was inconclusive. The study nevertheless did reveal that the Andragogy and Action Learning approaches were not very much in favour as most features of these approaches did not quite match the predominant learning style, predominant learning preferences or the most important motivation of study of the respondents.
本研究利用問卷調查《運用成人學習方式》及《行動學習法於管理 教育》對本地成人學生的恰當性。目的是探討調查對象的主要學習風格，學習偏好， 學習動機及本地中國文化對該兩種學習法運用於管理教育方面的可能影響。 調查顯示學生的主要學習風格及喜好是沉思型及思考類型的學習方／活動，與一般 海內外公認的華人學習形式（Chinese learning stereotypes）相同。似乎支持中國 文化對學習風格及喜好有一定影響的論點。調查嘗試以Honey & Mumford的學習風格 類別（Learning style typology）及Hofstede的文化指標（cultural framework） 進一步探討中國文化與學習風格的關係， 但沒有肯定結論。無論如何，調查結果顯示《成人學習》及《行動學習法》兩種 學習方式，整體來說並不符合學生的主要學習風格，喜好甚至動機。如果上述調查 結果可以一般化，則《成人學習》及《行動學習法》兩種學習方式，對本港成人學 生來說，學習效果（effectiveness）並不高；但從管理教育方面考慮，上述兩種 方法仍有可取之處（usefulness）

本研究調查教師對現行中學中國文學科課程的看法和意見，作為未來課程發展的參考。研究結果，教師對現行課程內容和整體印象態度正面，對任教本科的能力和興趣有信心，對學生的看法亦態度積極，並且能在應試教育和文學教學之間取得平衡；他們希望教育當局從考試制度上去配合，發展文學教育，減輕學生考試的壓力，培養學生欣賞文學的能力。
This study investigated the teachers' views and comments on the Chinese Literature course syllabus in secondary schools for the reference of future curriculum development. It was found that the teachers were positive to the present syllabus contents and overall impression. They were confident of their abilities and interests to teach the course, and of the students' attitudes towards it. They found a certain balance between assessment and literature education. However, it was hoped that the EMB could further fine tune the assessment instruments to alleviate students' examination pressure and raise their ability in literary appreciation.
[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/]

背景：政府建議通識科列為必修，發表了課程及評估架構建議，引起很大的爭議。然而，通識科仍歷經三次諮詢定稿。
討論焦點：從政策層面和學校層面的角度，分析通識教育科課程的適切程度。
論點：從該科的基本理念來看，通識教育科適應全球和本地發展的趨勢、切合本土教育發展、引入社會議題、聯繫不同學科的知識，以及引入較新的學與教策略。然而，其原有通識科的銜接、知識基礎的問題、課程組織的問題、考試的文化、教與學的轉變和教師的專業培訓等方面，則仍與學校層面的脈絡格格不入。
總結：不同層面的持分者有自己的關注。通識教育科的設計者，必須掌握學校層面教師的關注和實施，否則該科的理念仍無法實現。
Background: The government proposed Liberal Studies as a core subject and issued the curriculum and assessment guide, which aroused controversial debate. Nevertheless, the subject was finalized after three consultative stages.
Focus of discussion: This paper attempts to analyze, from perspectives at societal and school levels, the appropriateness of Liberal Studies curriculum.
Arguments: This paper argues that the basic rationales of this subject suit the global and local development trends, local educational development, emphasis of social issues, trends in associating knowledge from various disciplines and using new strategies of teaching and learning. However, this subject is incongruent with school level context, as it is not in line with the original Liberal Studies, knowledge-base, curriculum organization, examination culture, teaching and learning traditions and teacher professional development in Hong Kong.
Conclusion: Stakeholders in different levels have different concerns. The curriculum designers need to learn the concern and implementation of teachers in school level. Or, the ideas in this subject could not be implemented.
[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/]

本文目的是探討本港中小學科學課程在現階段和朝向廿一世紀的發展。世界科學教育的主要潮流是甚麼？是否有普世性的新方向？若有的話，香港能否作出相應的配合呢？
香港現時經已開展數項科學課程的革新。小學方面：於1996年實施了嶄新的常識科課程，它把社會、科學、健教三科綜合為一，而在科學部份則強調「科學、技術與社會」的關係和有關環境的課題。中學方面：新的初中綜合科學課程將於公元二千年實施，強調科學的探討，藉以發展學生在科學探究技巧上的能力，亦有考慮到小學與中學科學課程的銜接；高中科學課程在日後修訂時，探討性課題(包括科技對社會及環境的影響並科學探究技巧)亦將會成為重點。另一重點乃是資訊科技發展，現時香港政府正全力向中小學推廣。
This paper intends to look at what is happening and what will happen in the Hong Kong primary and secondary science curricula from now to the years beyond 2000. What are the major trends in the world about science education? Are there any new global directions? If yes, is Hong Kong ready for the change?
There are several innovative curriculum projects being initiated in Hong Kong. In primary education, a new General Studies (GS) curriculum has been implemented in 1996, emphasizing on the integration of 3 primary subjects: Science, Social Studies and Health Education. In the science component of GS, more emphases have been placed on the inter-relationship between STS as well as issues concerning our environment. In secondary education, a new Integrated Science syllabus has been developed recently for implementation in the year 2000, placing strong emphasis on science investigative work which develops students' proficiencies in science process skills, and paying due respect to vertical integration between GS and IS. In other science subjects at higher levels, investigative work involving process skills and studies on the impact of Science and technology on society and environment constitute significant elements in the future revised curricula. Another hot topic is Information Technology Education, currently the Hong Kong Government is in full swing to promote it to secondary and primary 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/]

In Hong Kong, various changes in education policy have taken place since the 1980s in response to the different impacts generated by globalization, the application of information technology and changes in political, economic and educational en vironments. During the transitional period, various education policies on curriculum reform were implemented for the preparation for the return of sovereignty to China. In 1996 General Studies, a new integrated subject, was introduced as one of the core s ubjects in the primary curriculum. It aims at preparing children for a comprehensive education in the course of the primary education. Children are guided to acquire basic knowledge related to the individual, family, society, science and technology and th e natural world. General Studies also aims to equip children "with skills and attitudes and enable them to solve problems which they encounter now and in the future so that they can gain understanding of their world, develop positive attitudes and be read y to be good citizens". As Hong Kong was going to reintegrate with the People's Republic of China, in order to help pupils to have increased knowledge about China, the syllabus contents of Primary five and six were extended beyond Hong Kong to China and t he world as a whole. This paper analyses the aims, objectives, contents and the implementation of the General Studies syllabus. The aim is to study whether the subject helps develop the national identity in Hong Kong Special Administrative Region of the P eople's Republic of China. The significance of this study is to provide suggestions to strengthen pupils' awareness of their Chinese national identity.
自80年代以來，因應全球化、資訊科技的應用、政治、經濟和教育環境 的轉變，香港推行不少教育改革。過渡期間，香港的課程亦作出不少改革。一九九六年 開始常識科已成為香港的小學的共同核心課程中的一科。常識科不單培養兒童獲取 知識，亦著重技能和正確的態度。 目的是讓兒童學會如何解決問題、培養積極的態度、和做個良好的公民。因中國對 香港恢復行使主權，常識科的課程選材亦由香港擴闊至中國和世界。本文分析常識科 課程的目標、宗旨、內容和推行的情況，旨在研究常識科能否培養學生認同中國人的 身份，並提出建議以增強學生對中國人的身份的醒覺。
[Copyright of New Horizons: The Journal of Education

香港中文教學兼顧語文、文學及文化，這三項原也互相兼容。針對 社會人士評論香港學生文化素養及思辨能力不足之現象， 本文從文化及思辨角度切入課題討論。本文認為，中國文化之偉大在於不斷吸收 和補充新養份，中國文化不斷南移正達到這一目的。 當今世界潮流朝著民主、人權、法制、公義發展，香港社會既秉了中國文化南移 的傳統精神，又充分掌握人類社會進步的脈摶， 香港文化已成為華人社會的楷模，香港學生宜由此點反思，重訂學習目標，並將 香港建設成華夏模範城邦。
"Curriculum of Chinese" in Hong Kong consists of subjects of Chinese Language, Chinese Literature and Chinese Culture. As practices change with time, the elements of traditional Chinese culture in the content of Curriculum of Chinese has becom e less and less. In the other side, new elements like democracy, freedom, human right, justice and legality, modern management philosophy and skill, etc., is increasing in local culture of Hong Kong. Obviously, this indicated that Hong Kong society is mor e progressive than elsewhere of Chinese (including overseas Chinese) societies. This paper intended to point out that teachers of Chinese in Hong Kong should recognize this and encourage students to ponder, to criticize more about the development of moder n and contemporary culture in Hong Kong and China. Hong Kong citizens have ability to build the special region to be a model city of societies of Chinese. For this purpose, we should not change the current direction of culture development, and, to enchanc e this, our teachers should educate the young generation to study more in thinking art and contemporary culture.
[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/]

香港性教育在中學推行及發展雖然已有十多年，但由於欠缺系統的教師培訓及其他複雜原因，實踐的果效仍未見理想。本文目的在綜觀有關香港性教育主要文獻及調查、整理已有資料，務求讓讀者更清晰了解香港青少年學生對性教育的需要，反思性教育定義、目標及其範疇，從而察看性教育在香港中學的實況。最後作者提出多項建議，期盼各方面能攜手合作，為中學生提供更完備及整全的性教育。
Sex education was first officially introduced to the secondary schools of Hong Kong in 1986 when the Sex Education guideline was issued by the Education Department. Over the past thirteen years, even though more sex education programmes were implemented in schools, the overall result cannot be considered as satisfactory. There are many causes and one of them was due to the lack of systematic training for sex educators. This paper attempts to present a more systematic literature review of major local studies and surveys on sex education issues in Hong Kong, with a view that a better picture of sexuality needs of young people be emerged. The paper also tries to look at the definitions, goals, framework of sex education and the practical issues of sex education implementation in Hong Kong secondary schools. The paper concludes with recommendations for future sex education movement to gear at in order to best serve the multiple needs of secondary students from a holistic perspective.
[Copyright of Asian Journal of Counselling is the property of The Hong Kong Professional Counselling Association at http://www.hkpca.org.hk/]

課程改革是教育改革的要項，而成長課則是學校輔導中全方位輔導系統的重點。本文探討課程改革與學校輔導在香港教育革中的位置，以及它們與教育改革的關係。文章首先討論教育改革和輔導的基本精神，然後討論課程改革與成長課的關係及互相重疊之處，並建議一個融合以上系統的理念架構。最後，本文提出在跨越界限（border crossing）時，教育工作者和輔導人員要留意的地方。
One of the important aspects of education reform is curriculum reform, in which the personal growth curriculum is a vital part of the comprehensive guidance system. This article first discusses the role of curriculum reform and school guidance within the overall framework of education reform in Hong Kong. The discussion then focuses on the relationship and overlaps between curriculum reform and personal growth curriculum, and recommends a conceptual framework that incorporates the above systems. The article concludes with some essential points that educators and counseling professionals should take note of when crossing borders.
[Copyright of Asian Journal of Counselling is the property of The Hong Kong Professional Counselling Association at http://www.hkpca.org.hk/]