New Horizons

Abstract

In April, 1993, it was announced that the introduction of TTRA into Hong Kong's schools was to be postponed. This postponement has created a breathing space in which we can look at TTRA from a broader perspective. This article considers TTRA in the light of some principles which emerge from the extensive literature on the implementation of educational change. The studies reported in this literature suggest that evolutionary change, which respects the system which will implement it, is usually more successful than revolutionary change. It is important that all groups involved in the change should have a sense of "ownership", which motivates them to invest their efforts into implementing it. A condition for this is that all interested groups should have opportunities to participate in the design, planning and development of the change. It is therefore crucial for planners to facilitate a suitable mix of "top-down" and "bottom-up" processes. Implications are drawn for future attempts to introduce change into the schools of Hong Kong.

_{[ Chinese version | Index | New Horizons | Other Journals | Faculty Home Page | Enquiry ]}

Mail any comments and suggestions to en@fed.cuhk.edu.hk.