HKAHSS 60th Anniversary: Hong Kong Education Colloquium 2025

20/01/202520/01/2025 jack

Over 300 local secondary school principals, educators, and international scholars gathered on 17 January 2025, for the “Hong Kong Education Colloquium 2025”, organized by the Hong Kong Association of the Heads of Secondary Schools (HKAHSS). The colloquium focused on exploring breakthroughs in the existing education system to prepare for challenges posed by rapid social changes.

The “Hong Kong Education Colloquium 2025” event is a significant milestone for the HKAHSS, celebrating its 60^th anniversary and marking the Association’s third international education colloquia in recent years. The Colloquium, entitled “Raising the Bar: To Go Above and Beyond” featured 7 internationally-renowned scholars from Mainland China, abroad and locally, who engaged in in-depth discussions on 3 subthemes: academic, student development, and professionalism, providing valuable insights for the future education in Hong Kong.

Mr. Chan Kwok-ki, the Chief Secretary for Administration of Hong Kong, emphasized the importance of quality education to Hong Kong in a video address at the Opening Ceremony. He stated, “It is encouraging to see how our strong and sustained commitment to education has made Hong Kong’s education system one of the best in the world.” Mr. Chan also congratulated the HKAHSS on its 60^th anniversary and appreciated its dedication to education.

Professor Cheng Kai-ming, Emeritus Professor at the University of Hong Kong, delivered a keynote speech titled “Challenges Facing Education”, outlining the numerous challenges humanity faces in modern society. He remarked, “Although we often find ourselves in unfavorable environments, humanity excels at creating positive “small environments”; perhaps that is the mission of school principals.”

Mr. Lu Zhiwen, Honorary Dean of the New Education Research Institute, and Professor Wong Kwok-yin, Vice President (Teaching) of the Hong Kong Polytechnic University, focused on “Reinventing the Curriculum for Future-ready Learners,” demonstrating how basic education in Mainland China and the Hong Kong Polytechnic University are fostering positive small environments through various curriculum reforms.

Mr. Lu compared those who are involved in the new education initiatives in Mainland China to a group of “modern-day Yu Gong (愚公Foolish Old man)”, who have worked over the past 25 years to dismantle the three “mountains” of over-emphasis on examination, classroom knowledge, and scores. He believes, “The purpose of education is not success, but happiness; the quality of education is not measured by scores, but by growth. While success does not necessarily lead to happiness; happiness itself is success.” Maintaining a positive outlook on new educational approaches, Mr. Lu believed that work itself can be a potential source of fun and joy.

Professor Wong highlighted 3 key drivers affecting university education development: the need to cultivate information and moral literacy, interdisciplinary knowledge and skills, and lifelong learning abilities to tackle technological advancements and complex social issues. He also shared the Hong Kong Polytechnic University’s 6-year development strategy, which aims to enhance student quality through cross-curricular design, revised general education programme, and service-learning projects.

In the session of “Student Development”, Professor Dianne Vella-Brodrick from Australia and Professor Hau Kit-Tai, Emeritus Professor at the Chinese University of Hong Kong, discussed “Balancing Academics and Student Well-being,” emphasizing holistic student development and the integration of mental health with academic progress to foster an environment that supports students’ overall growth.

Professor Vella-Brodrick, Director of the Wellbeing Science Centre at the University of Melbourne, pointed out that skills for cultivating well-being can be learned. Schools should implement positive education policies and programmes, such as designing supportive learning environments (both physical and digital) and incorporating well-being training into foundational teacher education, with core learning outcomes focused on enhancing academic performance and well-being.

Professor Hau encouraged participants to rethink conventional concepts by analyzing data from the OECD’s Programme for International Student Assessment (PISA). He posed thought-provoking questions for attendees: “If you had only 10 minutes, would you take students to heaven or hell to enjoy eternal happiness? When war occurs, do people still care about whether we are happy?”

The afternoon session with the sub-theme “Empowering Educational Leadership: Building a Legacy of Excellence” addressed the vital role of school leadership. Professor Andy Hargreaves from Boston College emphasized that “the key to learning, achievement, and happiness is participation.” Professor Bruce Macfarlene from the Education University of Hong Kong asserted that the Hong Kong education system must cultivate diverse leadership to respond to challenges at local, national, and global levels.

Professor Hargreaves noted that while Hong Kong’s bar (education level) is already high, raising the bar requires reflection on novel ways such as increased teacher participation. He illustrated how a collaborative culture in 4 Canadian schools can improve teachers’ well-being and drive transformational change. Professor Bruce Macfarlene highlighted the need for future talents to possess both ability and virtue—where “ability” encompasses specialized, general, and creative talents, and “virtue” refers to professional ethics, patriotism, integrity, and respect for diversity.

The Hong Kong Education Colloquium 2025 provided a platform for local, national, and international scholars to exchange views and share experiences on educational development. There is much good food for thought for all in areas of reinventing curriculum for future learners, enhancing academic development and students’ well-being and empowering education leaders to build a legacy of excellence. With new insights gained, the HKAHSS Executive Committee will further explore and map out the way for the betterment of students and nurture of talents. The Association will continue its mission in the past 60 years to uphold its commitment and dedication to education through advocating professionalism and quality education at policy and practical levels.

The HKAHSS is the most embracing and largest association of principals in Hong Kong, and this colloquium is the third large-scale international academic seminar organized by the Association since 2018 and 2019. The Hong Kong Education Colloquium 2025 is generously sponsored by the Lee Shau Kee Foundation, the Hong Kong Pei Hua Education Foundation, the Tin Ka Ping Foundation and the Miramar Group.

香港中學校長會60周年會慶

香港教育論壇2025

超過300名本港中學校長、教育工作者及國際級學者於2025年1月17日聚首一堂，參與由香港中學校長會（HKAHSS）舉辦的「香港教育論壇2025」，探討如何在現有良好的教育基礎上作出突破，為迎接快速社會變化帶來的挑戰做好準備。

「香港教育論壇2025」為香港中學校長會60周年會慶的重要活動，亦為該會近年舉辦的第三次國際教育論壇。論壇以「上下求索．跨高越遠」為主題，由七位來自內地、國外及本地的國際級學者圍繞學術、學生發展及專業精神這三個子題展開深入討論，為推動未來香港教育發展帶來啟示。

香港政務司司長陳國基先生在開幕禮透過錄影視像演說肯定優質教育對香港的重要性。他表示：「我們對教育的強大和持續支持，使香港的教育體系成為世界上最優秀的教育體系之一，令人振奮。」陳司長並恭賀香港中學校長會60周年會慶及表揚其對教育的貢獻。

香港大學榮休講座教授程介明教授在主題演講中，以「教育面臨的挑戰」點題，羅列現代社會人類面對的無窮挑戰。程教授表示：「雖然經常處於不利大環境，但是人類善於創建有利的小環境，這也許就是校長的使命。」

在「學術」的環節，中國新教育研究院名譽院長盧志文先生及香港理工大學副校長(教學)黃國賢教授重點討論「為面向未來的學習者重塑課程」，展示內地基礎教育及本港大學教育如何透過不同的課程嘗試，創建有利的小環境，共同推動教育邁向新高度。

盧院長比喻在內地進行新教育實驗的人是一群「當代愚公」，在過去25年嘗試移去偏重考試、課堂知識及分數的三座大山。他認為：「教育的目的，不是成功，而是幸福；教育的品質，不是分數，而是成長。成功，不一定幸福；而幸福本身，就是成功。」他對新教育抱正面的態度，認為工作可成為樂事和喜事。

黃國賢教授指出有三大動力影響大學教育的發展，包括：要培養學生具備資訊和道德素養、具備既專且博的跨學科知識和能力及終身學習的能力，以應對科技進步及複雜多變的社會問題。黃教授也分享了香港理工大學的六年發展策略計劃，如何透過跨課程設計，如通識教育、服務學習等提升學生的素質。

在「學生發展」的環節，來自澳洲的Dianne Vella-Brodrick教授及香港中文大學榮休講座教授侯傑泰教授討論「平衡學業與學生的幸福感」，關注學生的全人發展，思考如何把心理健康與學術發展有機結合，營造一個支持學生全面成長的環境。

墨爾本大學教育學院福祉科學中心主任Dianne Vella-Brodrick教授指出培養幸福感的技巧是可以學習的。學校需要制定正向教育政策和計劃，例如設計有利的學習環境（包括實體和數位空間），把幸福感培訓納入基礎教師教育等，而核心學習成果是提升學業表現和幸福感。

侯教授則通過分析「經濟合作暨發展組織」（OECD）發布的「國際學生能力評估計劃」（PISA）數據，提出多項迷思，刺激與會者重新思考一些固有的想法。侯教授以一連串問題讓與會者自行思考答案：假如只有10分鐘，你會帶學生去天堂還是地獄，以獲得永遠的快樂？當戰爭發生時，人們仍會關心「我/我們是否快樂」？

下午「專業精神」的環節，論壇以「賦能教育領導：打造卓越遺產」為題，探討學校領導的重要角色。著名學者波士頓學院(Boston College) Andy Hargreaves教授強調「學習、成就、幸福感的關鍵是參與」，而香港教育大學教育領導講座教授麥博思教授認為香港教育制度需要培養多元領導力以回應來自本地、國家、世界的挑戰。

Andy Hargreaves教授認為香港的教育水平已相當高，如果要再提升，就要有新的應對方法，提升老師的參與十分關鍵。他以加拿大四所學校的例子，說明協作文化可以提升教師的幸福感，成為轉型變革的推動力。麥博思教授認爲未來需要才德兼備的人才——「才」是指專才、通才和創才；「德」是指專業操守、愛國情懷及愛國主義、守正及創新，並且尊重多元文化的人。

香港教育論壇2025不僅為本地、國內與國際學者提供專業交流的平台，讓參加者在未來教育發展的議題上交流分享和提出真知灼見，亦展示了香港中學校長會60年來的發展歷程及對未來教育的承擔。香港中學校長會執委會將會總結論壇討論的成果，深入探討課程創新、教育專業發展、學生全面發展等核心議題，繼續在本港中學實踐和推動教育的新發展，發揮香港教育獨特的優勢，造福莘莘學子，為社會國家培養人才。

香港中學校長會是本港涵蓋面最廣及擁有最多會員的校長會，是次論壇是該會繼2018及2019年後第三次舉辦的大型國際學術研討會，也是香港中學校長會成立60周年的慶祝活動。香港教育論壇2025得蒙李兆基基金、香港培華教育基金會、田家炳基金會和美麗華集團支持和贊助。

Mr. Chan Kwok-ki, the Chief Secretary for Administration, emphasized the importance of quality education to Hong Kong in a video address at the Opening Ceremony
政務司司長陳國基先生在開幕禮透過錄影視像演說肯定優質教育對香港的重要性

The Hong Kong Education Colloquium 2025 is sponsored by the Lee Shau Kee Foundation, the Hong Kong Pei Hua Education Foundation, the Tin Ka Ping Foundation and the Miramar Group

香港教育論壇2025由李兆基基金、香港培華教育基金會、田家炳基金會和美麗華集團贊助

HKAHSS 60^th Anniversary Hong Kong Education Colloquium 2025: Open Ceremony

香港中學校長會60周年香港教育論壇2025：開幕禮

Over 300 local secondary school principals, educators, and international scholars gathered on 17 January 2025, for the
“Hong Kong Education Colloquium 2025”

2025年1月17日超過300名本港中學校長、教育工作者及國際級學者參與香港中學校長會60周年「香港教育論壇2025」