Managing systemic curriculum change: A critical analysis of Hong Kong's Target-Oriented Curriculum initiative

David Robert CARLESS

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Educational innovations have rarely lived up to the expectations of their proponents and have often been reshaped, adopted half-heartedly, ignored or rejected. The difficulty of successfully implementing innovations and the complexity of the change process are now widely acknowledged. Curriculum renewal attempts in the Hong Kong context have also been problematic, with classroom practitioners often not implementing reforms disseminated by centralised government agencies. This paper focuses on Hong Kong's Target-Oriented Curriculum (TOC), a major curriculum renewal initiative designed to improve the quality of learning in local primary schools. The paper describes the innovation, the context into which it is being introduced, and a number of factors that proved problematic in the management of change. The discussion focuses on five elements in the change process, namely practicality, ownership, teacher attitudes, teacher training and resources. From this analysis, some of the implications for curriculum implementation, both in Hong Kong and elsewhere, are identified and discussed. Copyright © 2003 Open University of Hong Kong Press.
Original languageEnglish
Title of host publicationCurriculum, learning and assessment: The Hong Kong experience
EditorsPhilip STIMPSON, Paul MORRIS, Yvonne FUNG, Ronnie CARR
Place of PublicationHong Kong
PublisherOpen University of Hong Kong Press
Pages97-118
ISBN (Print)9627707376
Publication statusPublished - 2003

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Hong Kong
curriculum
innovation
teacher attitude
government agency
teacher training
primary school
classroom
reform
management
resources
learning

Citation

Carless, D. R. (2003). Managing systemic curriculum change: A critical analysis of Hong Kong's Target-Oriented Curriculum initiative. In P. Stimpson, P. Morris, Y. Fung, & R. Carr (Eds.), Curriculum, learning and assessment: The Hong Kong experience (pp. 97-118). Hong Kong: Open University of Hong Kong Press.