香港自2012年推出新高中學制之後，除了考試制度的改革，非正規教育的改革亦馬不停蹄，生涯規劃教育與職業教育的變化特別明顯。自2014年開始，香港全面推行生涯規劃教育，以求改善舊有升學及就業輔導之弊，2015年則開始重塑職業教育為職業專才教育，將職業教育重新納入主要的教育政策議題之中。相對下，生命教育的發展較為停滯不前。直至2019年，香港政府委託顧問就生涯規劃教育推行成效發表研究報告，並建議將生涯規劃教育結合生命教育一同推行，推動學生的全人發展，生命教育方重新成為整個教育改革藍圖的一部份。同年，香港政府提出進一步推動價值觀教育的發展，尤其優先重視生命教育，可見生命教育與價值觀教育將成下一步非正規課程改革的重心。明顯地，生涯規劃教育、生命教育與職業教育三者的拓展似乎正在呼應《教育行動計劃2030》宣言的提倡。有鑑及此，本文將申論三者其實應該如何貫穿實踐，以切合香港實況，並以香港一項大型生涯規劃的項目為切入點作深入分析。Since the introduction of the New Academic Structure in 2012, policy reform in non-formal education was implemented along with a structural change of the public examination system. In 2014, Life Planning Education was launched to optimize the problem in the over-reliance on career counselling and guidance, while Vocational Education was officially rebranded as Vocational Professional Education and Training in 2015, and it is now regarded as one of the main agendas in the current Hong Kong education policy. In comparison, the development of Life Education has stalled for a long time until the publication of one policy consultancy research report in 2019, which recommended the possible merge of Life Education with Life Planning Education in the future implementation. In the same year, the Hong Kong government proposed the strengthening of support on Values Education in schools through prioritizing Life Education in the policy. This implies that critical role of Life and Values Education in the forthcoming non-formal curriculum reform. It is apparent that the newest development of Life Planning Education, Vocational Education and Life Education are all well-aligned with the initiative of ＂Education 2030＂ proposed by UNESCO. In light of this, this paper will examine how these three components have developed and implemented in the local Hong Kong context, with the support of an analytical case study based on a large-scale youth programme for Career and Life Planning for illustration. Copyright © 2020 台灣教育研究院社.

In most of the Christian churches in Hong Kong, children Sunday schools were established for nurturing children’s spirituality. Bible storytelling is the major activity in Sunday school lessons. Sunday school teachers are church goers and serve voluntarily. However, some of them feel frustrated as they have difficulties in engaging children.Various research studied the characteristics of children’s spirituality and the influences of storytelling. Scholars suggested that adults can learn from children. Therefore, the author of this study is interested in the experience of Sunday school teachers on children’s spirituality in the lessons. Therefore, a conceptual framework of how the Sunday school teachers or Bible storytellers experienced children’s spirituality was established. A qualitative research was worked out and 15 Sunday school teachers were recruited. Semi-structured interviews were conducted and the verbatims were the major data. Five observation sessions were also done, providing supplemented data.This study identified three kinds of Bible stories that are more attractive to children and visualization of the ancient world with suitable teaching materials also facilitated children’s engagement. When the children were engaged, the teachers experienced children’s spirituality in terms of relational consciousness and characteristics of children as spiritual beings.For the relational consciousness, teachers experienced the children making meanings of Bible stories to God’s stories, self-story and others’ story. Interestingly, the teachers also perceived that they experienced spiritual growth in terms of feeling connected to self, God and others.For the experience of the essential characteristics of children as spiritual beings, it was in terms of simple, wholeness, genuine, and joy. It impacted the teachers and they hoped to be “becoming like a child”.Therefore, this study identified that the teachers were spiritually nurtured in terms of growth in relationships

Childcare centers are increasingly recognized as education agents, and school-based parent activities are part of home-school partnerships. Based on a survey of 265 parents, this study examined: (1) What made school-based parent activities useful? (2) What factors facilitated or inhibited parents’ participation? (3) What topics interested parents the most? Results showed that both structured activities (e.g., training workshops) and unstructured activities (e.g., parent-child tours) could meet parents’ needs. Parents were more likely to participate in activities that they perceived useful and allowed them to cope with the restrictions imposed by their work and family demands. Parents were most interested in activities that taught them how to deal with their children’s emotions. Finally, parents’ interests and participation varied by demographics. Copyright © 2022 AERA.

創建於1870年的東華醫院,是香港歷史最久遠及規模最大的慈善機構,設立醫療服務、教育服務及社會服務。至2017年,東華三院在全香港設有超過300個服務單位,僱員人數逾一萬名。自1880年開始在香港提供教育服務,在香港共設有52所學校,包括專上院校、中學、小學、幼兒園,以及特殊學校的完整教育體系,為香港最具規模的辦學團體之一。東華醫院成立初期至二十世紀初一段長時間內,曾一度是華人社會的權力中心。東華醫院的董事集中了香港社會上舉足輕重,及具有名望的華人紳商,屬於士紳階層的東院董事,經常負起排解紛爭、維持地方秩序的責任。英政府亦樂意透過東華醫院來維持華人的社會秩序。東華醫院故此一直有特殊的社會地位,直至二次大戰之後,方才日漸減退。本文以東華三院(The Tung Wah Group of Hospitals)興辦教育的過程及其教育服務的變遷為例子,探討民間非牟利組織(Non-government organization)在香港社會經營教育服務的態度及實況。本文通過研究香港政府對東華教育服務的扶助及干涉的情況下,東華如何擴大其服務範圍,改變課程和教學,由塾館演變為現代化的多元教育機構。本文共分為五章:第一章是簡介東華三院的歷史發展,概括說明從廣福義祠至建立東華醫院,以及三所醫院聯合組織成“東華三院”的歷史背景。東華三院除贈醫施藥外,更同時兼及社會福利服務,東華總理在不同的階段,開展的社會服務皆有不同特色,救濟範圍廣及國內外同胞,也反映了東華三院和港英政府、中國政府、海外華人的互動情況;第二章是說明東華興辦教育的第一階段,東華自1880年利用文武廟捐款收益從事教育服務,創辦第一所義學,從私塾形式擴展至現代化的小學,為貧苦學生提供免費教育的發展過程,其間義學在課程及管理上皆改了重大的改革,進而與另一歷史悠久機構香港樂善堂義學作橫向比較,以分析東華教育在當時發展的水平;第三章是敘述東華教育發展的第二階段,戰後東華三院全面恢復教育服務,及至上世紀五、六十年代以後,東華三院配合政府的發展步伐,著手開辦中、小學、幼兒教育及特殊學校,發展正規和系統化的教育服務。到了 1997年,東華三院的教育進入了第三階段,在配合政府的教育政策的前提下,學校課程及活動上皆有不同的調適,而且發展了東華三院的德育課程,以建立“東華人”對國家及辦學機構的歸屬感。東華三院亦與時並進,配合社會的轉變和市民的需求不斷改善及擴展包括大專等各項教育服務;影響東華三院教育發展的因素很多,政治的影響及“東華人”精神尤其是突出的方面,東華三院與港英政府、特區政府、香港社會的互動上,皆有超越其他辦學團體的優勢;東華學校重視價值教育,品德培養,因此栽培了眾多出色的畢業生,這些“東華人”反映了“東華精神”,在香港各行各業均發光發亮。研究顯示,東華教育事業的發展對民辦教育具有重要的啟示,從辦理學校的經過觀之,東華在經費取得、學校的管理、發展策略與政府的交涉,均有其成功之處,總結東華成功從傳統民間慈善機構轉型為現代化的多元辦學機構的成功經驗,能為中港未來民辦教育的發展,提供了一個可資參考的模式。

Transmission of traditional art forms in the modern world has been a major issue in the field of arts education. Different issues have been raised on how to preserve the traditional art forms for further development. Cantonese opera is a representative Chinese opera popular in south China including Hong Kong. However, the genre has been experienced fluctuation since 1950s with the difficulties of transmission through oral tradition to conservatory tradition. While the Hong Kong Government promotes the genre to reserve the cultural tradition, great masters have been fading out and younger generation encounters difficulties in inheriting the genre. This article reports parts of a large-scale study on the nature and characteristics of oral tradition, learning in community settings, conservatory tradition, and proposes a model of transmission of Cantonese opera in Hong Kong. The model may shed light on preserving, inheriting, and further developing traditional performing arts in the modern world. Copyright © 2018 The Author(s).

A pilot study explored the effectiveness of art therapy in improving the self-motivation and emotional and behavioral adjustment of children with special educational needs in Hong Kong. Six children aged between 6 and 10 participated in an art therapy group for 14 weekly sessions. Results from a range of standardized tests administered before and after the session block indicated that the art therapy group had little impact on the children's sense of autonomy, competence, and relatedness in their learning. However, in-session observations showed that the art therapy facilitated the fulfilment of these three areas, and parental reports via interview indicated that art therapy had improved the emotional and behavioral adjustment of their children. Issues in facilitating art therapy groups for children with special education needs are discussed.

The article discusses the In Light of Visual Arts, a knowledge transfer project initiated by Hong Kong Baptist University's Academy of Visual Arts and the Knowledge Transfer Office in partnership with light manufacturer MEGAMAN® Hong Kong. Topics include the objectives of the project, such as enhancing students' ability in the use of lighting in visual arts communication, how knowledge transfer could be integrated with informal learning approaches, and students' experiential learning.
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