LO Nai Kwai 盧乃桂

Research Projects


  • Programme for International Student Assessment (PISA) 2006 in Hong Kong
  • HO Sui Chu, LO Nai Kwai Leslie, CHUNG Yue Ping Stephen, TSANG Wing Kwong, YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick (Curriculum & Instruction), LAW Huk Yuen (Curriculum & Instruction), MAN Yee Fun Evelyn (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), SZE Man Man Paul (Curriculum & Instruction), TONG Choi Wai (Hong Kong Institute of Educational Research), CHIU Ming Ming (Educational Psychology)
    11 October 2004
    Education & Manpower Bureau, HKSAR Government

    The Programme for International Student Assessment (PISA) is a new regular survey of 15-year olds assessing their preparedness for adult life. The PISA programme was launched in 1997 by the OECD with the objective to develop regular, reliable and policy relevant indicators on student achievement. The data strategy defines three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 and HKPISA 2003 were successfully implemented by the HKPISA Centre, the Hong Kong Institute of Educational Research of me Chinese University of Hong Kong. PISA 2006 constitutes the third cycle of the project, which will be conducted in 2004-2006. The purpose of the HKCPISA 2006 study is to continue the investigation of HKPISA2000 and HKPISA2003 and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will parallel the third cycle of PISA study conducted by the OECD in over 40 countries. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students’ learning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED04383)


  • Programme for International Student Assessment 2003 in Hong Kong
  • HO Sui Chu, LO Nai Kwai Leslie, CHUNG Yue Ping Stephen, TSANG Wing Kwong, WONG Ka Ming Patrick (Dept of Curriculum & Instruction), LAM Chi Chung (Dept of Curriculum & Instruction), YIP Din Yan (Dept of Curriculum & Instruction), CHIU Ming Ming (Dept of Educational Psychology), CHUN Ka Wai Cecilia (Dept of Curriculum & Instruction), SZE Man Man Paul (Dept of Curriculum & Instruction), MAN Yee Fun Evelyn (Dept of Curriculum & Instruction)
    1 April 2002
    Education Department, Hong Kong SAR Government

    The programme for International Student Assessment (PISA) is a regular survey of 15-year olds assessing their preparedness for adult life. The OECD, with the objective to develop regular, reliable and policy relevant indicators on student achievement, launched the PISA programme in 1997. There are three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 is being successfully implemented in Hong Kong by the Hong Kong Institute of Educational Research of The Chinese University of Hong Kong. HKPISA 2003 constitutes the second cycle of the project, which is supported by The Chinese University of Hong Kong in preparing the field trial in 2002. The HKPISA 2003 study will be conducted in 2003-2006 in over forty countries. The purpose of the HKPISA 2003 study is to develop a longitudinal database for the study of several problems confronting 15-year old youths in Hong Kong secondary schools. The result of the study will extend our understanding of the cumulative yield of the education system for students who will nearly finish their basic compulsory education in Hong Kong. Moreover, the cross-cultural, multilevel and longitudinal design of the study will extend the literature on school effectiveness and will be useful to policy-makers, school administrators, teachers, parents and students. (ED01712)


  • Programme for International Student Assessment 2009 in Hong Kong
  • HO Sui Chu, CHUNG Yue Ping Stephen, TSANG Wing Kwong, MAN Yee Fun Evelyn (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), LAU Kit Ling (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick*, WONG Ka Lok*, LO Nai Kwai Leslie, CHIU Ming Ming (Educational Psychology), HUNG Fan Sing (Hong Kong Institute of Educational Research)
    11 September 2007
    Education Bureau

    The Programme for International Student Assessment (PISA) is developed by the Organization for Economic Co-operation and Development (OECD). It aims at assessing how well students aged 15 near the end of compulsory education have acquired the knowledge and skills essential for participation in society. Operationally the literacy domains of reading, mathematics, and science are assessed. Background data are also collected using questionnaires. Based on the findings, educational indicators are developed to help governmental bodies and policy makers examine, evaluate, and monitor the effectiveness of the education system at both national and school levels. The study takes place every 3 years starting from 2000, with each of the literacy domains in turn to be the major domain and subjected to deeper investigation. PISA 2009 will have Reading as the major domain and reading of electronic text will also be assessed. The purpose of the PISA 2006 in Hong Kong is to continue the investigation of previous PISA cycles (2000, 2003 and 2006) and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will simultaneously carried out in about 60 countries or regions. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students earning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED07310)


  • Provision Services for Conducting the “Study on the Curriculum Reform 2008”
  • FOK Ping Kwan, LO Nai Kwai Leslie (Educational Administration & Policy), WONG Hin Wah (Hong Kong Institute of Educational Research), CHAN To, CHU Ka Wing, HA Sau Ching Amy (Sports Science & Physical Education), HAU Kit Tai (Educational Psychology), LAU Kit Ling, Edith Lai, LEUNG Yat Ming (Ctr for University & School Partnership), NG Pun Hon, TANG Kwok Chun*, TANG Lai Yiu Eunice, WONG So Lan*, XU Huixuan (Office of University General Education)
    6 June 2008
    Education Bureau

    The study aims at exploring the views of stakeholders concerning the curriculum reform in the past few years, with three specific objectives (Education Bureau, 2008, pp.1-2):
    1. In the report entitled Learning to Learn: The Way Forward in Curriculum Development, 2001, the Curriculum order to inform the way forward for curriculum reform for 2012 and beyond. As the baseline snapshot at the beginning of the medium-term phase of the reform, the information collected would provide the basis for tracking the development of the curriculum reform in basic education (Primary 1- Secondary 3) and the impact on students in medium-term phase;
    2. In the 2005 report entitled The New Academic Structure for Senior Secondary Education and Higher Education: Action Plan for Investing in the Future of Hong Kong, the blueprint for a new academic structure which comprises a 3-year school curriculum at senior secondary level and a 4-year undergraduate programme at university, and the road map for introducing the new academic structure were laid out. The Study is to solicit views from secondary school heads/deputy heads, middle managers and teachers on curriculum planning and preparation as they migrate towards the New Senior Secondary (NSS) curriculum, as well as to collect baseline data from students for evaluating the impact of the NSS. The information collected would also help the Bureau to identify and address critical issues and concerns as we approach the launch of the NSS curriculum in 2009; and
    3. The information collected from students will form baseline data for evaluation of the impact of the medium-term curriculum reform in basic education and the NSS curriculum on students. (ED07400)


  • Public Perception on Education Policy in Hong Kong
  • WONG Chack Kie, LO Nai Kwai Leslie (Dept of Educational Administration & Policy), TIK Chi Yuen*
    1 April 2001
    CUHK Research Committee Funding (Direct Grants)

    The education policy affects all walks of life and education is commonly regarded as the key to the success of Hong Kong society. In the last few years, education sector is flooded with many reform initiatives which have largely changed the landscape of local education development. Accompanied with these policy changes is a set of new concepts or values towards education advocated by the Government. Whether the public welcomes these concepts or values will affect the implementation of different reform initiatives. Besides, people's expectation of the roles of the different parties involved in education business, such as government, parents, schools, and so on will be examined in the telephone survey. (SS00627)


  • Quality School Improvement Project
  • LO Nai Kwai Leslie, CHIU Chi Shing (Curriculum & Instruction), WONG Hin Wah (Curriculum & Instruction), CHUNG Yue Ping Stephen
    1 December 2004
    The Permanent Secretary for Education and Manpower Incorporated

    The Hong Kong Institute of Educational Research was commissioned by the Education and Manpower Bureau to provide site based professional support for principals and teachers in Hong Kong commencing in November 2004. The title of the project is “Quality School Improvement Project” (QSI), the duration of the project is for five years.
    The QSI is a consolidation of the invaluable experiences from the Accelerated Schools for Quality Education Project (HK-ASP) 1998-2001, Quality Schools Project (QSP) 2001-2003 and Quality Schools in Action (QSA) 2003-2004.
    The QSI takes an integrated, interactive and organic approach in working collaboratively with the school practitioners. The goals are (1) to create an environment conducive to school improvement and to promote quality of school education; (2) to facilitate school-based development and provide students learning environment so that each and every one of them can have all-round and unique development; (3) to help schools transform into learning organizations, emphasizing teaching and learning effectiveness, in institutions where synergy and professional responsibilities are established. The objectives are (1) to help school develop an ever-going self-inquiry process with strong evidence-based knowledge and professional responsibilities; (2) to enhance teachers’ capacity through collaborative effort in promoting effective learning; (3) to advise, construct, design and implement appropriate and effective curriculum, action plans and staff development programmes; (4) to establish quality networks in system, key learning areas and personal level; and (5) to cultivate students' life-long learning interest and abilities.
    The QSI adopts the concept of “evaluation of”, “evaluation for” and “evaluation as” school improvement. (ED04743)


  • Quality Schools in Action
  • LO Nai Kwai Leslie, CHIU Chi Shing (Dept of Curriculum & Instruction), CHUNG Yue Ping Stephen, WONG Hin Wah (Dept of Curriculum & Instruction)
    1 September 2003
    Quality Education Fund, HKSAR Government

    Since 1998, the Hong Kong Institute of Educational Research, in collaboration with the Centre for University & Partnership of the Chinese University of Hong Kong, has participated in a number of school improvement development and research projects funded by the Quality Education Fund, HKSAR. We have awarded grants that accumulated to over 100 million (1998 to present). These school improvement projects include Accelerated Schools for Quality Education Project (HK-ASP 1998-2002), Quality Schools Project (QSP 2001-2003) and the Quality Schools in Action Project (2002-2004)
    The objectives of the school improvement projects are to enhance the quality school education through an innovative and dynamic university-school partnership model of comprehensive school change. Through these projects, knowledge on school change and improvement are generated. The Hong Kong Institute of Educational Research and the Faculty of Education, The Chinese University of Hong Kong has gradually built up a Hong Kong research base on hat works in Hong Kong schools”. These research findings shred lights to future reform policy and practice in Hong Kong primary and secondary schools.
    The Quality Schools in Action Project focus on (1) enhancing teachers’ professional abilities for continuous developments; (2) establishing network among schools; and (3) coaching some staffs of the regional education offices of Education & Manpower Bureau for school improvement endeavor. (ED03904)


  • Quality Schools Project
  • CHUNG Yue Ping Stephen, CHIU Chi Shing, LO Nai Kwai Leslie, WONG Hin Wah (Dept of Curriculum & Instruction,) LEE Chi Kin John (Dept of Curriculum & Instruction)
    1 August 2001
    Quality Education Fund, HKSAR Government

    The Quality Schools Project (QSP) is a new school improvement project consolidated from the experience gained from the Accelerated Schools for Quality Education Project (originated from ASP, Professor Henry Levin). It aims at helping 40 full-model schools, 20 support schools and 30 associate schools in Hong Kong to become a workplace of full learning capacity with inspiring environment. The QSP will focus on the domain of "teaching and learning" especially on English language learning, project learning and learning programs for "the gifted" and the "underachievers" such as mathematics, thinking and problem-solving skills, creativity, multiple abilities and other generic skills.
    The action plan designed for full-model schools includes (1) paradigm shifting activities; (2) collaborative demonstration and implementation of programs / activities (for technical know-how transfer); (3) teacher internalization / consolidation programs and (4) teacher empowerment activities (for dissemination of good practices). The QSP will provide support to selected teachers in support schools to try out innovative curriculum programs. In return, teachers in support school will disseminate good school practices to full-model schools and associate schools. Support schools will take the lead in forming district school networking. The QSP will perform the match-making role, networking associate schools with full-model schools and support schools to form quality circles. The Hong Kong Institute of Educational Research will provide a sound research back up (both quantitative and qualitative) for the QSP. Cross-schools study and case study approach will be employed to understand the change process of schools and to develop an accelerated school transformation model. (ED01326)


  • University of School Partnership for Quality Education (USPQE)
  • LEE Chi Kin John, CHUNG Yue Ping Stephen (Dept of Educational Administration & Policy), LO Nai Kwai Leslie (Dept of Educational Administration & Policy), WONG Hin Wah
    1 September 2000
    Quality Education Fund, HKSAR Government

    The project aims at fostering a university-school partnership and provides a school improvement model for schools to refine their self-renewal and self-evaluation capacities, and for key stakeholders to work together to enhance the quality of education. It focuses on basic education and attempts to address special school improvement. The objectives of the project are:
    (1) to assist school community members to develop teaching activities, school-based curricula and programmes which help realise the aims of education (to enjoy learning, to enhance effectiveness communication, to develop creativity, and to foster a sense of commitment);
    (2) to help school principals and teachers develop the capacity to identify their own unique challenges, search out solutions, develop action plans, implement these plans and continually evaluate the outcomes;
    (3) to enable school students to develop more positive attitudes towards learning and themselves as well as more positive feelings towards the school, gain more varied learning experiences and enhance their own performance;
    (4) to identify and help schools to reach out to community education resources for quality education; and
    (5) to establish a university-school partnership model in the context of Hong Kong. The project involves full-time school development officers who run school-based and school-wide workshops, assist school participants to engage in school-based inquiry and facilitate school community members to initiate and sustain educational changes. (ED20008)


  • Why Do They Choose to Study in Hong Kong? An Exploratory Study of Newly Enrolled Mainland Undergraduates in a Hong Kong University
  • CHEN Shuangye, LO Nai Kwai Leslie
    1 January 2007
    CUHK Research Committee Funding (Direct Grants)

    This research aims at investigating the realized university choice of the first-year Mainland students in one Hong Kong university. With the higher education policy being oriented to establish Hong Kong as the regional education hub, universities in Hong Kong have increased their enrollment in the Chinese Mainland and intensified enrolment competition with Mainland universities, especially with the elite universities like Beijing University and Tsinghua University. No study has been found yet to investigate the realized choice of Mainland undergraduate students in Hong Kong, under the Hong Kong context of developing into the regional educational hub. How attractive of Hong Kong universities to Mainland students and how sustainable the attractiveness are worth a thorough study from the perspective of digging into their individual choice-making of higher education in Hong Kong. The major research questions are: 1) Why and how did they choose to study in Hong Kong? 2) What Mainland universities would they choose if they could not be admitted by the present Hong Kong university? And why? 3) How do they view their choice now?
    This research would interview 10 students for data collection and qualitative analysis. With deep understanding of individual realized choice of Mainland undergraduates in Hong Kong, the research would explore factors of their choice and help develop a survey questionnaire in the future study and help compare the attractive factors of Hong Kong universities with their Mainland counterparts. The research finding will be expected to enrich the academic literature on students' choice for overseas higher education and generate relevant policy recommendation to the Hong Kong higher education policy. (ED06610)


  • 「香港文學教育:香港文學欣賞教材套」研究與發展計劃 Teaching and Learning of Hong Kong Literature: An Education Kit for Project: An Education Kit for Promoting the Appreciation of Hong Kong Literature
  • 崔晶盈 CHUI Ching Ying, 趙明明 CHIU Ming Ming (Dept of Educational Psychology), 李子建 LEE Chi Kin John, 黃顯華 WONG Hin Wah, 盧乃桂 LO Nai Kwai Leslie (Dept of Educational Administration & Policy), 余迺永 YU Nae Wing
    1 January 2003
    Hong Kong Arts Development Council

    此計劃旨在配合中國語文教育領域的課程改革以及教與學的理論﹐就加強文學元素、單元教材編選設計、資訊科技輔助教學等方面﹐研究開發香港文學教學軟件。 計劃同時希望透過系統的編選﹐從點到面﹐整體而概括地呈現香港文學的發展面貌﹐以期在校園內提倡及推廣香港文學教育。軟件設計將會著重發揮個別化學習的功能﹐照顧學習者的差異﹐務求達致高效能的教與學。 (ED02384)



Research Publications


  • "The Accelerated Schools for Quality Education Project: experiences of school change in Hong Kong" (co-authored with LEE Chi Kin John). Improving Schools vol.10 no.2, United States of America: Sage Publications, 2007.09. pp.180-198.



  • "Curriculum Reform, Standards, and the Teachers of the Chinese Mainland and Hong Kong". Paper presented in the 47th World Assembly of International Council on Education for Teaching, "Teacher Education and the Achievement Agenda", in Amsterdam, 3-7 July 2002 (Keynote address), 2002.07.



  • "Education for Sustainability in Primary Schools in Hong Kong: Rhetoric and Practice" (co-authored with LEE Chi Kin John and WONG Hin Wah). Education 3-13: The Professional Journal for Primary Education vol.28 no.2, UK, 2000.06. pp.40-45.



  • Partnership and change : toward school development. (co-authored with John Chi-kin Lee and Allan Walker) Hong Kong : Chinese University Press : Hong Kong Institute of Educational Research, 2004.
    (CUHK Library Call No: UL HK Studies L573.H7 P37 2004)



  • Research and endeavours in moral and civic education. (co-authored with Man Si-wai) Hong Kong : Hong Kong Institute of Educational Research, The Chinese Univeristy of Hong Kong, 1996.
    (CUHK Library Call No: UL HK Studies LC268 .R47 1996 c.2; CC LC268 .R47 1996 c.3; CC Reserve 4 hours LC268 .R47 1996 c.5)



  • "Teacher Professionalism in educational reform: the experiences of Hong Kong and Shanghai" (co-authored with LAI Man Hong). Compare vol.37 no.1, United Kingdom: Routledge (Taylor & Francis Group), 2007.01.03. pp.53-68.



  • 《全球化情境下的權力下放與教育改革 : 中國內地中央政府、地方政府及學校角色的探討》(與黎萬紅合編),香港:香港中文大學教育學院:香港中文大學香港教育硏究所,2004。
    (CUHK Library Call No: UL HK Studies LC94.C5 L53 2004; CC LC94.C5 L53 2004 c.3; CC Reserve 2 hours LC94.C5 L53 2004 c.2)



  • 《香港特區敎育的再發展 : 論董特首的第二份施政報告》(與曾榮光合著),香港:香港中文大學香港亞太硏究所,1999.。
    (CUHK Library Call No: UL H62.5.H6 H62 no.101; UL HK Studies H62.5.H6 H62 no.101 c.2; CC H62.5.H6 H62 no.101 c.4)



  • 《特區政府敎育政策的評估 : 香港市民的觀點》(與王卓祺及狄志遠合著),香港:香港中文大學香港亞太硏究所,2002。
    (CUHK Library Call No: UL H62.5.H6 H62 no.120 c.3; UL HK Studies H62.5.H6 H62 no.120 c.2; CC H62.5.H6 H62 no.120)



  • <基礎教育課程改革對中國內地和香港教師的挑戰>,《教育發展研究》,第四期,中國上海,2002,頁22-29。



  • <教育改革及香港和中國大陸的教師專業發展> (與黎萬紅及許慶豫合著),《教育研究集刊》 第45期,台北,2000.07,頁85-112。



  • 《滬港兩地教育改革下的教師專業性》,香港:滬港發展聯合研究所:香港亞太研究所,2005。
    (CUHK Library Call No: UL H62.5.H6 O3 no.11 c.2; UL HK Studies LB1779 .L54 2005)



  • <權力下放與教師的專業自主:港台兩地教育改革的經驗與思考>(與黎萬紅合著),《教育研究集刊》,第48卷第4期,台灣:國立台灣師範大學教育學系,2002.12,頁53-74。



  • 《敎育分流 : 敎育技術功能理論的視角--90年代中國敎育分流現象的一種理論分析》(與許慶豫合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,2003。
    (CUHK Library Call No: UL HK Studies LB3061 .X79 2003; CC LB3061 .X79 2003 c.2)


* Name of external researcher
# Name of staff who has left the University