HKIER

摘要

學校改進工作是一項複雜工程，牽涉多個層面的互動和持續發展，而能動者的能動性及其工作的延續力是提升學校整體發展能量的關鍵。本文以「活動理論」中的「活動三角形式」為基礎，以香港「優質學校改進計劃」為個案，探討與學校改進計劃工作有關的兩種延續力：計劃自身發展的延續力，以及其支援工作在學校裏所發揮的延續力。本文探討計劃如何配合教育環境和學校需要的改變而不斷蛻變與更新，從其持續發展之中展現延續力，並分析計劃的能動性如何在學校層面發揮作用，並使學校的改進能量得以延續。本文發現，過去鮮為人探討的一些活動實踐元素，如改進計劃和學校的價值取向及角色分工，都對其工作發展和更新產生積極作用。

關鍵詞：學校改進；香港教育；大學與學校協作；延續性

Abstract

School improvement is a complex and challenging project. It warrants multi-layers of interaction among stakeholders. The goal of such interaction is sustainable development. The agency of change agents and the sustainability of their work are crucial to the success of school improvement. This article discusses the sustainability of school improvement endeavors from the perspective of cultural-historical activity theory. The developmental experience of the Quality School Improvement Project, a major university-school partnership program in Hong Kong, is used to illustrate the intricacies of sustainability. Two facets of “sustainability” are discussed: the sustainability of the school improvement project itself and the sustainability of its impact on schools. The analysis suggests that elements such as value, belief, and role of the internal and external change agents have an impact on the sustainability of school improvement.

Keywords: school improvement; Hong Kong education; university-school partnership; sustainability