The Hong Kong Green School Award (HKGSA) is a school award scheme hosted by the Environmental Campaign Committee (ECC) to encourage schools to promote environmental awareness and for students to develop an environmentally-friendly lifestyle. Since its inception in 2000, the HKGSA has undergone several phases of development. Between 2000 to 2008 it took the form of a competition with 3 winning schools and 10 merit schools After an initial review in 2005, it was decided to change the 8th HKGSA from a competition format to a benchmarking process. The successfully accredited schools were given the title of Green School once they fulfilled certain requirements. Another major reform took place in the 12th HKGSA in 2013 to allow flexibility for schools to satisfy the requirements in phases by completing the accreditation to attain the gold award over a period of 3 years, the introduction of facilitators to act as mentors and the enforcing of a maximum validity period for the accreditation. This structure mirrored the sustainable schools program in Victoria, Australia. HKGSA has become a well-received accreditation scheme which can also act as a driving force to promote education for sustainable development in the school sector which in 2020 will be subsumed under the Hong Kong Awards for Environmental Excellence (HKAEE). This chapter describes the development of this initiative in Hong Kong, its framework, implementation, impact and future. Copyright © 2020 Springer Nature Switzerland AG.

當前，在學校教育中環境教育日益受到重視。環境教育旨在讓學生認識環境、在環境中學習、關心環境。香港的《學校環境教育指引》確定了學校環境教育的目標，學校的正規課程和非正規課程均在環境教育中扮演重要角色。澳門教育司成人署積極組織各種環境教育活動，澳門教師對推行學校環境教育的目標和方向表示同意。進一步推動環境教育，應該強化持續發展的概念，在課程與教學上處理好地方環境教育與國情環境教育的關係，加強港澳地區與國內外同行的交流。 Copyright © 1997 首都師範大學學報編輯部.

在"一帶一路"背景下,根據專利計量信息,對港澳台高校技術創新發展情況進行了分析。研究發現:在國家知識產權局申請專利數量呈大幅增長趨勢,年均增長33.23%;技術創新優勢領域發展不平衡,優勢技術領域為A類、H類、G類和C類;專利被引用程度和專利申請協作程度較高,更加注重技術創新核心能力提升和技術創新協同發展;應該進一步加強港澳台地區高校與國家其他地區的技術創新交流、合作、吸收和協同發展。

Can residential experiences help undergraduates develop holistic competencies? To answer this question, a study was conducted based on the insights of 211 residents in Hong Kong. Deductive and inductive content analyses were respectively used to examine residence life outcomes, particularly in holistic competencies, and to categorise the types of residential experiences deemed to be effective for these outcomes. Results revealed that participation in hall activities led to the development of residence life outcomes, including justice, humanity, wisdom, courage, transcendence, and wellbeing. Furthermore, planning/organising hall activities greatly improved students' sense of justice while interpersonal dynamics facilitated the improvement of humanity only. The analyses indicated that students without specific engagement in hall activities were also able to develop temperance, particularly in self-regulation. Recommendations are suggested based on the analyses. It is hoped that this study might help inform policy-making processes to provide better residential environment that is beneficial to student holistic development.
[Copyright of Journal of Higher Education Policy and Management is the property of Routledge.]

“新農村學習型學校社區建設工程”是一項由政府、大學與非政府組織、學校與社區、城市與農村共同參與的大型夥伴協作項目。該項目的實施採用了一種演化漸進的取向，參與各方對目標的詮釋各有側重。從變革實施的“忠實觀”和“調適觀”兩種觀點來看，該項目取得了一定的成效。今後同類項目的實施可考慮在學校領導、社會參與及評價方法等方面做出改進。 "The Construction of New Village Learning School and Community" is a large-scale project which involves the partnership between local government, a local university and a non-government organization from Hong Kong, the school and the community, the city and the village. The implementation of this project is featured by an evolutionary orientation allowing local adaptation. Participants of various parties have different emphases about the goals of this project. From the two perspectives of change implementation, i.e., fidelity and adaptation, this project brings a lot of changes to local schools and communities. In future, the school leadership, social participation and evaluation strategies could be improved to facilitate the implementation of similar projects. Copyright © 2010 西北師範大學.

香港中文大學學習借鑒美國經驗，在提高學校教育質量、人才素質培養方面，大膽地進行了與傳統學校教育相佐的改革嘗試——推行《躍進學校計劃》。她將教育置於社會大背景下，融學校教育、家庭教育、社會教育於一體；充分發揮大學對中小學教育質量的促進作用。這種合作夥伴關係貫通大中小學校，延至社區，並與國外攜手形成立體合作網絡，拓寬了“教育”的視野，使得教育更富有成效。《躍進學校計劃》對教育改革頗有啟發。 Copyright © 1998 上海市教育科學研究院; 上海市高等教育學會.

學校改進的研究與實踐均指出，院校協作扮演舉足輕重的角色。院校協作項目常涉及眾多項目學校，加強項目學校之間以及項目學校與大學之間的聯繫，是院校協作項目能夠持續發展的重要條件。本研究以香港優質學校改進計劃所舉辦的「聯校教師專業發展日」為個案研究對象，借助「實踐共同體」的理論視角，從理念層面、人際層面、實踐層面，分析「聯校教師專業發展日」這一實踐活動對於院校協作項目中建設實踐共同體的作用。Improving the quality of education through university-school collaboration carries strong theoretical and practical significance for the area of school improvement. A university-school project always involves many project schools. Endeavors in uniting these project schools are important conditions for the sustaining of school improvement project. The project under investigation in this study is Joint School Staff Development Day (JSSDD), a big event of the Quality School Improvement Project (QSIP) of Hong Kong. Through the lens of communities of practice (Cops), this study aims to explore the role of JSSDD to the construction of Cops for QSIP from three perspectives, namely domain, community, and practice. Copyright © 2012 香港中文大學.

課本是教育系統中的重要環節，也是重要的教學內容、系統知識的組織、課程與教學間的連結。然而，香港對課本的探討仍然不足，課本的品質亦有待提升。本文嘗試評析教育局在香港課本編審機制中的作用。全文主要分為兩部分，首先會探討教育局在課本編審機制中的作用，然後提出加強教育局作用的建議。本文作者認為，教育局在課本編選機制中扮演非常重要的角色；然而，除維持現有角色外，教育局也應與其他相關的組織配合以及統籌與課本有關事宜，進行更多的課本研究，以及研究優化編審課本的機制。Textbooks, crucial in educational systems, consist of essential teaching materials and represent the organization of systematic knowledge and the bringing together of curriculum and teaching. Hong Kong, however, needs to carry out more research of textbook and to improve the quality of textbooks. This article discusses the roles of the Education Bureau in textbook editing and selection mechanism and suggests ways to enhance those roles. The authors confirm that the Education Bureau plays crucial roles in the textbook mechanism. We suggest, however, that in addition to its present roles, the Education Bureau should cooperate with other relevant organizations to coordinate textbook affairs, conduct more textbook research, and strive to improve the textbook mechanism. Copyright © 2010 國家教育研究院.

This study explores the evening activities of students at the Hong Kong Design Institute in Zone24, a 24-hour opening learning space managed by Hong Kong Design Institute Learning Resources Centre, also referred to as the Library. In doing so, the purpose of this study is to evaluate the effectiveness of 24-hour learning spaces. Qualitative research was undertaken to identify and compare the students' behaviors between daytime and night in Zone24. In addition, this study investigates how overnight activities in the learning spaces facilitate a student's learning. The result of this study can contribute to improving librarians' or administrators' understanding of students' needs at night in a 24-hour learning space in order to implement more effective programs and services for users.
[Copyright of Journal of Librarianship & Information Science is the property of Sage Publications Ltd.]

教科書是教育的重要環節，聯繫教學內容、系統知識、課程與教學、學習評估。香港教科書編審和選用的機制，雖然一直引發大量爭議，但探討其機制的文章不多。本文將評析教育局在教科書編審機制的特質。教育局在編審過程中，對特定項目加以控制，如編寫內容、編寫取向、價格因素等；然而，對部分項目則容許自由編寫，如附加內容、教學活動、撰寫篇幅等。出版商為爭取通過評審，獲得更大市場份額，需要滿足教育局的要求和學校教師的口味。在選用過程中，學校需要建立選用教科書的方法，經教師商議選用，但教育局未擬定教師選用準則的嚴格標準，教師選擇具有彈性。筆者認為，香港教科書編審和選用的機制中，教育局的取態經常徘徊於控制與自由之間。Textbook, linking teaching content, system knowledge, curriculum and teaching, and assessment for learning, is an important part of education. Although the mechanism for reviewing and selecting textbooks in Hong Kong has always caused a lot of controversy, there are not many articles inquiring into the mechanism. This article analyzes the features of the textbook review mechanism of the Education Bureau. During the review processes, the Education Bureau, on the one hand, controls specific issues such as contents, teaching approaches, and pricing matters. It, however, allows freedom in other issues such as supplementary contents, teaching activities, length of writings. Textbook publishers, aiming to gain greater market share, need to meet the requirements of the Education Bureau and the desires of school teachers. In the selection process, schools need to set the procedure of textbook selection and allow teachers to select textbook. The Education Bureau, however, has not issued rigid standards for the selection and allows flexibility for teachers’ choice. The author believes that the Education Bureau often hovers between control and freedom.in the textbook review and selection mechanism. Copyright © 2019 香港中文大學.