九十年代開始，香港的課程改革具有重大意義。本文就課程的設計、決策、實施 和評估各個範疇，從普及教育和目標為本課程兩方面對本年代香港的課程改革作出探討。從 普及教育的角度作分析可以了解改革的背境，從目標為本課程的角度作分析可了解香港大型 課程改革各方面的情況。 本文從多個研究的結果可見，香港的課程發展，無論是設計、決策、實施和評估都較具 篩選性質，未能達到普及教育理想狀態的要求。各學者和教育界人士對TOC的理論和設計 提出全面的質疑。多個研究亦顯示TOC的實施與評估存在著不少有待改善的地方。

　　　　　Since the beginning of this decade, there has been significant change in Hong Kong's curriculum. This study attempts to analyze the curriculum change of universal education and Target- oriented Curriculum (TOC) from dimensions of design, decision making, implementation and evaluation. We can understand the context of change and the characteristics of a comprehensive innovation from the analysis of universal education and TOC. Based on the findings of various studies, it is clear that the nature of curriculum design, decision making, implementation and evaluation in Hong Kong are more selective rather than universal in nature. Many scholars have expressed their concern and worrites over the throry and the design of TOC. Various studies also indicate that improvement is urgently needed in the implementation and evaluation of this curriculum initiative.