作者特從歐美國家的經驗開始，再通過一所中學校內輔導問題學生的體驗，嘗試為香港強逼教育制度面臨的困境找出路。最後綜合建議，促教育署或學校與各工商機構合作研究一套完整計劃以安排極度無心向學的學生。

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。

The author addresses in the paper the change of the socio-linguistic situation in Hong Kong after reunification with China. It is expected the distinctive linguistic identity will be diminished by the converge with Putonghua norms.

The paper discusses the victory of 14 Hong Kong secondary schools in appealing the government rule that requires them to use Cantonese instead of English as the medium of instruction starting from September 1998.

The paper reports the findings of a large-scale survey of the attitudes of students, teachers, and parents towards the use of English as a medium of instruction in Hong Kong secondary schools. Reportedly, while Hong Kong is to be taken over by the Chinese rule in July 1997, students and their parents consistently place English over Chinese as a teaching medium regardless of their agreement that teaching becomes more effective if Chinese-medium instructed.

作者就1996年11月教育統籌委員會第七號報告書“優資教育”的諮詢文件第五章，有關學校撥款新制度的改革，提出反對意見。作者認為目前分門別類的科目津貼是切合需求且不應在沒有提出理由的情況下，便把所有科目的津貼合併。美術科得不到與現時相若的撥款便會受到嚴重影響。因而作者認為現行撥款可以接受，不宜“撥正反亂”。

This article briefly describes the Hong Kong education system, discusses the policies and efforts for education quality and school improvement, and reviews the development of school effectiveness research in Hong Kong. Hong Kong people have shown their strong commitment to educational reform for better societal development in the coming decades. A number of important policies have been issued to improve educational practice and school management. Even though some drawbacks and difficulties have inevitably been encountered in policy formulation and implementation, numerous good opportunities have been created for policy-makers, school practitioners, and educational researchers to conduct educational innovation, school improvement, and school effectiveness research. The ongoing education experiments, reform experiences, improvement practices, and effectiveness studies at both the system and school levels may not only benefit Hong Kong people but also make a contribution to international concern for school effectiveness and improvement.
[Copyright of School Effectiveness and School Improvement is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/sesi.10.1.10.3517]

This article provides a brief overview of the Hong Kong system of higher education and the roles of the government, the Education Commission, the University Grants Committee, and the Hong Kong Council for Academic Accreditation in relation to the planning, development, funding, and quality assurance of higher education in the Hong Kong Special Administrative Region (HKSAR). It then describes the extent to which transnational education (i.e., non-local education delivered in Hong Kong) plays a role in meeting the demand for higher and continuing education in Hong Kong and recent measures taken by the HKSAR government aimed at assuring the quality of such offshore provision. It concludes with some comments as to how transnational education may be expected to contribute towards meeting the demand for higher and continuing education in Hong Kong in the future.
[Copyright of Higher Education in Europe is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0379772990240208]