摘要

自從20世紀90年代末期，香港教育改革與學校改革已成為重要的教育議題之一。本文就相關文獻，以及近年部分有關學校效能及改善的計劃的成果作分析和整理，並從學校內部改善能量的提升、大學－學校夥伴協作，以及政府所提供的改革平台三方面，討論未來的發展方向。

Abstract

After a brief inquiry into the meanings and definitions of the concept of globalization, this article investigates the economic, political, and social changes caused by globalization. It then looks into the educational problems and challenges that educators have to face. The article contends that the recent development of globalization is limited to the scopes of information and economic arenas. The education challenges that globalization aroused are basically the loss of value and human subjectivity, which is the extension of the problems resulting from scientific-cum-industrial-commercial culture of the past centuries. Confucian humanistic values education, with moral education as its core, is remedial for the scientific, industrial, and capitalistic culture since Confucianism emphasizes human subjectivity and directs life experiences.

摘要

近年來，香港和上海的教育改革進行得如火如荼，課程改革作為教育改革的核心課題，自然受到了兩地教育界的高度關注。本文首先簡單比較兩地課程改革的脈絡因素，包括兩地的教育、社會、政治、經濟、文化等因素；接著試圖透過兩地所頒布課程改革的部分主要文件，從系統和學校兩個層面中課程決策、課程設計（包括課程理念、目標、概念和結構）、課程實施和課程評鑑四方面，將兩地的課程改革放在同一個框架中進行較深入的分析和比較。比較的結果相信對兩地課程理論的發展和課程實踐的優化應有所增益。

Abstract

In recent years, both Hong Kong and Shanghai are facing drastic education reforms. Curriculum reform, the essential component of education reform, has obviously drawn much attention of the educational sectors of these two societies. This article compares, in the first section, the contextual factors of the curriculum reforms in these two places, which include educational, social, political, economical, and cultural factors. It goes on to analyze and compare the curriculum reforms of these two societies by means of some of the major reform documents published according to the following four domains at the system and school levels: curriculum decision-making, curriculum design (which include curriculum ideals, goals, concepts and structure), curriculum implementation, and curriculum evaluation. The result of this analysis will hopefully be beneficial to the development of curriculum theory and the improvement of the curriculum implementation in both societies.

摘要

教育是「人力資本」和「社會資本」的重要投資手段，香港的大學教育從20世紀80年代中期起迅速發展。教育成本昂貴，公共資源有限，高等教育的整體成本漸向學生轉移。但個人的教育融資市場並不完善，這對窮人尤甚。因此，政府對學生的資助計劃非常重要。本文從足夠、效率和公平三方面評析香港現時的高等教育學生資助計劃。香港高等教育貸款的「還貸負擔」，由畢業生初就業時工資的11%，到十年後工資的5%，拖欠並不嚴重，但若要求資助計劃自我持續並不可行，政府仍需不斷投入資助。此外，為調動更多社會資源支持高等教育投資，商業銀行參與教育貸款應有發展空間。

Abstract

Education is an important investment in “human capital” and “social capital.” Higher education in Hong Kong has expanded rapidly since mid-1980s. However, education is expensive and public resource is limited. Students should gradually take up a greater share of the costs for higher education. However, the education loans market is not perfect, and is particularly unfavorable to the poor. Government participation in student loans scheme is important. This article examines the Hong Kong student loans scheme from the perspectives of adequacy, efficiency, and equity. The repay burden is about 11% at the beginning of employment and 5% after ten years, and the default rate in Hong Kong is not serious. But it is not feasible for the scheme to be self-sustaining, and government should continue to invest in the scheme. Besides, there should be possibilities for the participation of commercial banks in the student loans scheme so that more social resources can be mobilized for higher education.

摘要

自20世紀90年代末，滬港兩地積極推動教育改革，以發展優質／素質教育為主要的發展方向。面對教與學的種種改革，教師的工作出現了新的轉變及挑戰。本文比較上海及香港兩地在教育改革的大情境下教師專業性的面貌，以呈現兩地教師在教改下的處境及面對的困難。據研究所見，香港教師傾向於選擇性地落實有利於學生學習的官方教改政策，上海教師則傾向於轉變自己的觀念，適應中央政策的要求。在強調問責性的評核下，香港教師的工作呈現出密集性趨勢。對於何謂教師專業性，香港教師有其獨立的詮釋，上海教師則較傾向於服膺國家的看法。然而，香港教師的工作受教育市場的牽制日增。無論是受國家主導或是受教育市場的牽制，兩地教師在教育改革的過程中，均呈現出「規限的專業性」。研究亦發現，兩地教師對於教師專業性的意識偏弱，為教師增權相信是未來教師發展的主要方向。

Abstract

The quality of school education has been a major concern in the education systems of Hong Kong and Shanghai since the 1990s. As indispensable contributors to such massive reform efforts, teachers in Hong Kong and Shanghai were counted on to ensure the successful implementation of “quality education” in the schools that they served. From field observation and interviews, teachers working in schools of the two cities responded differently to the policy measures for “quality education.” While teachers in Hong Kong tended to adopt those policy measures that were considered beneficial to their students, teachers in Shanghai were more likely to be accommodating in applying those measures. Teachers in Hong Kong were more vocal in expressing their frustration caused by the intensification of work. Their Shanghai counterparts seldom expressed their dissent from state initiatives. Teachers’ work in Hong Kong was being increasingly mediated by influences of the emerging market of schooling, whereas the work of Shanghai teachers was still monitored by the state. Whether teachers were able to have their own interpretation of “professionalism,” like those in Hong Kong, or followed closely the official interpretation of “professionalism” in state rhetoric, like those in Shanghai, teacher professionalism in both cities can be viewed as “confined professionalism.” The relatively weak awareness of professionalism, as demonstrated by teachers in Hong Kong and Shanghai, should warrant that serious consideration be given to teacher empowerment in both societies.

摘要

1997年《教育統籌委員會第七號報告書》建議，以外在和內在的質素保證機制來保證香港學校的教育質素。本文探討香港學校教育質素保證架構的早期發展，並分析和比較內外質素保證機制的效能、優點和缺點。本文亦介紹學校自我評估的概念和基本步驟，及香港中文大學學校發展及評估組所推行一系列學校發展計劃的內容，好使學校行政人員掌握以自我評估來管理學校發展的技巧。在文章最後一節，筆者從三個議題評析「香港學校教育質素保證架構」的最新發展，並作出建議。

Abstract

The Education Commission Report No. 7 recommended that Hong Kong schools should adopt a two-pronged approach, which includes an internal quality assurance mechanism and an external quality assurance mechanism, to assure the quality of school education. This article attempts to review the development of such an approach since 1997 and to compare the effectiveness of the two mechanisms as well as their strengths and weaknesses. The author then introduces the concept of school self-evaluation and its basic steps of implementation. There are also delineations of the school improvement projects organized by the School Development and Evaluation Team of The Chinese University of Hong Kong, including their aims, strategies and deliverables. In the final session, the author reviews the recent development of the School Development and Accountability Framework in Hong Kong, in which three areas of interest are reviewed and suggestions for further development are made.

摘要

本文描述香港中文大學教育學院與四十所中、小學合作進行的一個全面、互動的大學與學校夥伴協作計劃──為期兩年（2001–2003學年）的優質學校計劃──的經驗及成效。本文首先介紹優質學校計劃的理論基礎，分析如何建立大學與學校的互信關係，以及在教與學範疇的支援策略。接著，從個案、訪談、觀察及日誌等分析數據資料，記錄及分析計劃的進程及成果：包括（1）提升學校自我改進能力；（2）提升教師專業能量；（3）改善學生學習經驗和表現；（4）加強跨校分享和協作；及（5）加強家校夥伴協作關係。最後，本文結合上述經驗及成果，提出香港未來推動學校改進的策略及方向。

Abstract

This article records the experience and effect of a two-year (2001–2003) university-school improvement project — Quality Schools Project — launched by the Faculty of Education, The Chinese University of Hong Kong. The article first provides the knowledge base of school improvement and analyzes the concepts and practices of the Project. Secondly, it explains the effectiveness of the school improvement project through analyzing qualitative data from case studies, interviews, observations, and logs, including: (1) increasing self-improvement ability of schools; (2) enhancing teachers’ professional capacity; (3) improving students’ learning experience and performance; (4) strengthening inter-schools sharing and collaboration; and (5) strengthening home-school relationship and cooperation. Lastly, the article suggests some strategies and approach to enhance school improvement.

摘要

「中外合作辦學」與「非本地課程」分別是中國內地與香港進行跨國高等教育活動的主要形式之一。本文分析了內地中外合作辦學相關法規建設的歷程及目前所遇到的主要問題，並以這些問題與香港非本地課程相關法規進行了比較。文章提出內地應當加強全國及地方人民代表大會立法，完善相關法規體系；發揮國家名牌大學領軍作用，引進更多境外優質教育資源；承認中外合作辦學的商業性，注重維護求學者的合法權益。

Abstract

“Chinese-foreign cooperation in running schools” and “non-local courses” are the main form of transnational activities of higher education in the Chinese mainland and Hong Kong respectively. This article analyzes the development of relevant laws and regulations related to Chinese-foreign cooperation in running schools and its major problems encountered, and then compares them with those in Hong Kong. The author proposes that the Chinese mainland must strengthen the legislation at the level of the national and local people’s congress to perfect the current relevant laws and regulations; Chinese top-ranking universities should play the leading role in introducing high-quality educational resources from overseas; and the Chinese Government should admit the commercial element of cooperation in running schools, and place emphasis on the protection of students’ legal rights.

摘要

過去數年，上海和香港兩地都開展了大規模的教育和課程改革，對德育的推行和發展有深遠的影響。本文旨在比較和總結兩地的經驗，並前瞻未來發展的方向，冀能在實務和研究上有所啟發和進益。

Abstract

Over the past several years, there have been large-scale education and curriculum reforms in Hong Kong and Shanghai which carry profound impact on the implementation and development of moral education in these places. This article aims to summarize their experiences in a comparative perspective. When pointing to the future directions of development, it also discusses their implications on practices and research.

摘要

中國在爭取創辦世界一流大學的過程中，在一定程度上是以美國的研究型大學為楷模。但是，高等教育技術革命、教育工程化管理、規模經濟和市場擴大等情況使教育市場由零碎型（fragmented market）走向集中型，非研究型但卻是第一流的教學型大學要和營利性的高等教育機構競爭，使美國的研究型大學受到了嚴峻的挑戰。對中國和國際高等教育大趨勢的分析結果顯示，研究型大學與教學型跨國大學（公司）一體化的模式有可能使中國的若干名牌大學既發展成為一流的教學型大學，亦顯著增加它們邁向世界一流研究型大學的條件。

Abstract

On their ways to becoming world-class institutions, many universities in China are actually following the models of research-oriented institutions in the United States. However, these U.S. institutions are experiencing the following challenges: the emergence of higher education technology revolution, the emphasis of education engineering management, the increasing benefits from economy of scale, and the transformation from fragmented education markets to relatively massive ones. They also need to face the competition from teaching-oriented institutions and profit-making organizations of higher education. Based on the analyses of the megatrends of China’s higher education market as well as the global one, the author believes that there exist very good opportunities for a few outstanding research-oriented institutions in China to turn into world-class teaching-oriented multinational universities, which will in turn prepare them well for becoming world-class research-oriented institutions in the near future.

摘要

學校教育效果未如理想，很多時是因為學校組織內的知識發展停滯不前，教師未能使用新教學方法或改進學校運作模式。近年的學校專業發展研究、網絡理論、組織理論等均指出，通過建立專業發展網絡，以及一些夥伴計劃和具創意的安排，有助學校推行變革和提升質素。本文嘗試從知識管理作為出發點，解釋專業知識的本質和知識轉移的策略，並說明建立知識推廣平台如何有助學校推行變革。文章亦以香港曾經出現的知識推廣平台為例，解釋它們的實踐方法。

Abstract

The lack of success in school education is mainly attributed to the lack of progress in knowledge creation in school organizations, and to the fact that teachers are unable to apply new teaching methods or improve the management models. Recently, researches in school professional development, network theories, and organizational theories have all pointed out that schools can be empowered to change and improve their quality through establishing professional development networks, partnership arrangements, and so on. Based on knowledge management theories, the present article attempts to explain the nature of professional knowledge and the strategies of knowledge transfer, and to delineate how the establishment of a knowledge transfer platform can enable schools to change. This article will also use the recent knowledge transfer platforms as examples to explain their applications.

摘要

每當教育成為社會關心的問題，有關政府就不得不對教育提出改善的構想。這些構想也就成為由上而下的教育改革措施，而這些措施不少是屬於課堂教學上的新要求。要想這些要求產生預期的效果，就必須有教師的配合。但在實際的改革過程中，教師在教學技巧或觀念的層面上，往往都不易轉變過來。上海的研究性學習和香港的專題研習在學校的推行就是一個很好的例證。本文擇取兩地教師在學校實施研究性學習／專題研習時所遇到的困難為入手點，透過一個小規模的兩地教師個案比較研究，嘗試從教師的知識、技能和信念等因素來分析教師在專業發展（professional development）過程中所面對的困難，並從而解釋某些改革的推行措施失效的原因。最後，本文亦提出大學如何可以在改革中為社會、學校、教師擔當支援改變的角色（change agent），令改革構想得以有效落實。

Abstract

Whenever education becomes an issue that arouses public concern, the government involved will have to put forward some ideas to improve education. Such ideas will then develop into top-down education reform measures. A number of these measures pertain to new demands in classroom teaching. For such demands to achieve any expected results, it is essential to have coordination from teachers. However, when such measures are put into practice, teachers often find it difficult to make changes in terms of skills or perceptions about teaching. In Shanghai and Hong Kong, implementing project learning in schools illuminates this very well. In this study, difficulties encountered by teachers of the two cities in carrying out project learning were selected as an entry point. Then, using a small-scale comparative case study of the teachers in these two cities, attempts were made to analyze difficulties encountered by teachers in terms of professional development, taking into account factors such as teachers’ knowledge, skills, and beliefs. Through these attempts, reasons for lacking effects for certain implemented reform measures were explained. Finally, suggestions were made on how university can take the role of a change agent in supporting the society, schools, and teachers during the reform, such that the reform ideas can be effectively implemented.

摘要

2005年2月3日教育統籌委員會公布《檢討中學教學語言及中一派位機制諮詢文件》，引起了教育界之間對中學教學語言政策的不少爭論。為有助對有關議題的理性討論及理解，本文的目標是從較宏觀的視點去重新檢視香港特別行政區中學教學語言政策的本質。據此，本文首先將會重新檢視本港中學教學語言的根本目標，並把它們放置在香港特別行政區這個一國兩制政體、細少開放經濟及後殖民社會的宏觀體系內，以剖析中學教學語言政策目標在本質及結構上存在的矛盾。其次，本文會剖析「檢討工作小組」的政策分析與建議本身在方法取向上的盲點與缺失。第三，本文會進一步質疑工作小組整個政策建議的根本理據基礎。最後，將會提出另一個與工作小組建議不同的具體方案供各方參考。

Abstract

The Education Commission of Hong Kong issued a consultation document entitled Review of Medium of Instruction for Secondary Schools and Secondary School Places Allocation on 3 February 2005. The document has generated heated debates among different parties concerned. In order to facilitate rational discourse and understanding about the issue, this article intends to approach the issue from a macroscopic standpoint and to examine the essential constituents involved in the medium of instruction (MOI) policy of the Hong Kong Special Administrative Region (HKSAR). Accordingly, the article will begin with an examination of the objectives of MOI policy in the HKSAR. These policy objectives will then be set against the context of the political system of “one country, two systems,” a small and open economic system, and the post-colonial social system to analyze the structural contradictions at work in the MOI policy of the HKSAR. Second, the article will reveal the blind spots and faults committed by the Working Group in their policy analysis and design. Third, the article will further question the fundamental rationales underlying the whole proposal of MOI policy put forth by the Working Group. Finally, an alternative proposal will be outlined to serve as a reference for public discussion on the issue.