It is challenging for schools to manage collections of digitised resources for different subjects in different academic levels. It is not uncommon for a school to have thousands of pages of stored content, including books, magazines, teaching materials, students' works, administration documents and examination papers. Often these files are stored in many different places and in a way that is not well organised and sometimes teachers may encounter difficulties while retrieving documents. Therefore schools can implement a knowledge repository and design taxonomy for centralising the storage and categorising of school's contents respectively in order to enhance the aforesaid current situation. This dissertation paper presents a case study at a secondary school in Hong Kong. This case study examined the effect of the implementation of a new knowledge repository system as the school has already had some existing storage devices for storing the contents. Also, we studied the factors that affected the implementation of a designed taxonomy on which it helps categorise the digitised documents stored in the knowledge repository at the school. To conduct the project, a pilot team from four Departments was formed at the school. A new knowledge repository system was selected to store and manage digitised resources at the school. Also, a taxonomy was defined with a standard structure suitable for each Department to restructure its existing file folders in computer servers. Evaluations were made through conducting surveys regarding the users' behaviour and system performance, and interviewing with the Heads of the four Departments.

The development of creativity is parallel to the development and evolution of our culture and society, and researchers see creativity as the ultimate goal of education. Educators and researchers of design education believe that creativity can be developed in Design and Technology (D&T) classrooms at the secondary school level, as the design process in D&T relies on the development of novel, useful, and appropriate ideas. D&T is one of the best platforms to foster creativity, as it lends a kind of creative experience in realising objects which is distinctive from other subjects. However, the value of D&T at the secondary school level in Hong Kong is underestimated by the Hong Kong government, school administrators, teachers, parents, and other stakeholders. If creativity is important in education, there is no reason to neglect a subject which can foster creativity. This study investigates creativity and its roles in design education at the secondary school level. Its objectives are (i) to review and investigate how teachers, students, and policymakers understand creativity, (ii) to understand the practical issues in the design education classroom or school, (iii) to suggest possible methods for teaching creativity in design education, (iv) to identify the roles of creativity in design education, and (v) to identify the issues related to the cultivation of creativity in design education. Discussions of creativity are often related to four different areas: product, process, person, and environment. This study investigates these areas using a data triangulation approach. It begins by examining 46 exemplar design projects and their artefacts on the Hong Kong government website and public examination design projects on D&T syllabuses from 2005 to 2009. Thirteen interviews with Hong Kong teachers, students, and officers were conducted to understand issues of creativity in design education. This study finds that creativity is not fostered to its fullness in D&T. Some perceptions