2020．第48卷第1期（Vol. 48 No. 1）．pp. 1–21
The Current State and Prospect of Curriculum Reform in Hong Kong Since 2001: The Views of Secondary School Teachers and Principals
林智中、何瑞珠、曾榮光（Chi-Chung LAM, Esther Sui-Chu HO, & Wing-Kwong TSANG）
It has been nearly two decades since the Hong Kong Special Administrative Region Government launched a large-scale curriculum reform in 2001. It is timely to review the current state of curriculum delivery and explore how to move forward. As principals and teachers are important stakeholders and they have first-hand knowledge of current state on the ground, it is very important to understand how they perceive the current state and the ways of moving forward.
This article reports the findings of a study which adopted focus group interview and questionnaire survey of over 1,000 teachers and principals. The study finds that the curriculum reform has brought about some changes in teaching methods, self-evaluation, and lesson observation culture in schools. However, a majority of the aims of the curriculum reform have not been achieved and quite a number of problems, such as worsening of teacher workload and widening of learning diversity, have surfaced. It is recommended that more comprehensive, systematic and in-depth evaluative work should be done so as to inform the development and planning of future curriculum. The evidences and rationales provided in the present study could be seen as a starting point for such a holistic review of curriculum reform.
Keywords: education reform; curriculum implementation; New Senior Secondary curriculum