Policy changes often consider the possibility that putting policies into practice while faithfully adhering to their intentions is unlikely. This situation occurred speciﬁcally in educational reforms in the 1960s when largescale educational reforms were initiated and designed by central curriculum agencies. However, these policies encountered resistance from schoolteachers. Reﬂections on strategies led to the belief that change is a highly contextualized and situated social phenomenon brought about by a network of agencies within the social context in which change is initiated, developed and institutionalized. Copyright © 2014 Taylor & Francis.
|Title of host publication
|Asia’s high performing education systems: The case of Hong Kong
|Colin MARSH, John Chi-Kin LEE
|Place of Publication
|Published - 2014