近年，不少東亞地區的政府關切到全球大學排名的重要性,紛紛採取不同的策略，參照全球最優秀的大學辦學模式和指標，藉以提升本地區大學的全球競爭力。與此同時，不少大學銳意在全球大學排名榜上力爭上游，嘗試重組它們的大學架構和尋求新的管治策略以晉身成為世界知名大學。在東亞及歐洲大陸地區，大學管治其中一個最主要的變革趨勢是“監管地區主義”(regulatory regionalism)的興起，這類“地區管治”(regional governance)模式的特點是它超越國界，促進地區內大學的合作。跟歐洲的情況相似，亞洲地區的大學管治也逐漸和全球接軌，一方面越來越要符合外界的評審標準，另一方面內部管治程式也要變得更加“管理主義化”(managerial)。在這種政策背景下，本文探討中國內地、臺灣地區、香港地區、韓國、新加坡和馬來西亞的政府採用了什麼主要政策和策略來提升它們的大學至世界級水準。本文集中探討這些國家/城市採取什麼具體策略來發展成為高等教育的地區中心(regional hub of higher education)和如何在區內推廣跨國教育(transnational education) 。

中國大陸、台灣、香港和澳門都是中華民族的地區，但由於歷史因素，香港(1842-1997)和澳門(1887-1999)分別被英國和葡萄牙管治。其後國共內戰，1949年國民黨南遷台灣，形成四地局面。這些歷史背景因素塑造了四地不同的課程取向和特色。本章首先根據第二章至第五章有關四地不同時期的幼兒課程與教學發展作比較，接着探討影響四地幼兒課程與教學發展的因素及當中的問題，最後就四地所論述的議題提出改善建議，並預測香港未來幼兒課程與教學的發展趨勢。

Elite schools take globalization seriously. But, how do they imagine globalization and put "globalization in action"? Drawing on Burawoy's (2000) sociological framework, "global forces, connectivity and imaginations", this paper reveals how two elite schools, Catheral College in Hong Kong, and Clarence High, in Singapore re-position schooling vis-à-vis globalization. From the broader global imaginings of the two elite schools, the paper then moves on to the micro analysis of the school's curriculum as an exemplification of "globalization in action". There is a visible articulation of learning outside the classroom and beyond its shores in the two elite schools. Students travel to far flung and regional countries for immersion, service learning, leadership training and study tour to widen their portfolio of academic credential; for elite schools know best that good grades for these high caliber students is a given. What they need to add on to their cultural capital are cosmopolitan sensibilities and dispositions. Elite schools clearly have this pedagogical mission in mind when they globalized their curriculum, but are these travels merely educational tourism as critics have suggested or does travel and mobility indeed shape their cosmopolitan sensibilities and dispositions? And is this for the nation or beyond the nation? The final section of the paper draws on interview data to discuss how travel and mobility shape students' subjectivity and affect, and their 'being' and 'becoming' in relation to the nation and/or beyond the nation.