This thesis analyses proposals for reform of the education system in Hong Kong (the Policy). Using textual analysis, the thesis has identified two paradoxical lines of reform. The first and central line identifies the priority of the education reform. It emphasises the inner qualities of a person that intrinsically motivate lifelong learning. The Policy envisages that students will construct their personal knowledge through integrated learning experiences that make use of problems and issues in daily life and in the workplace. However, although the resulting educational change would be a paradigm shift, the Policy proposes low-status implementation strategies. The second line of reform expects schools to supply flexible and competitive knowledge workers to the businesses in Hong Kong. The proposed reforms emphasise workplace generic skills and propose highstatus assessments of Chinese, English, and Mathematics at di fferent stages in the school system. This would reduce the envisioned paradigm shift to a series of tests in core curriculum subjects. The thesis recommends that, at student leveL a model of social construction of collective knowledge is needed to capitalise on student diversity. Integrated learning experiences should focus on social and psychological principles. At school organisational leveL professional development should give priority to on-site activities based on horizontal teacher teams. The purpose is to construct the collective background knowledge that is needed to apply the formal professional knowledge required to actualise the priority of the education reform. At territory level, innovative projects in pioneering schools could create useful background knowledge but it would be difficult to transfer this knowledge to other schools. Key personnel from these projects could work as consultants, sharing their experience with other schools. An exchange system is needed to match consultants to the needs of schools. This could also extend career options for school educators.