The purpose of this study is to explore the possible impact of short-term Mainland exchange programmes on the Hong Kong youths’ national identity. A study using both quantitative and qualitative methods was conducted in 2016/17 to investigate the students’ national identity. There were 676 secondary school students completed the survey and subsequent focus group interviews were conducted to examine whether there was any difference in their national identity after they returned from the Mainland exchange programmes. The results show that some of the participants’ cultural identity was enhanced while their national identity was not necessary strengthened. These findings were related to the structure and the objectives of the Mainland exchange programmes. The complexity of the formation of national and local identities will be discussed. This presentation will provide insights for schools to enhance meaningful Mainland exchange activities and inform policy makers ways to formulate effective strategies for promoting such activities. This study is supported by Public Policy Research (PPR) Grant.

The Basic Law, a law of the National People’s Congress of the People’s Republic of China, plays a fundamental role in the life of Hong Kong people, As Gittings (2013) recently explained: As the highest law with practical effect in Hong Kong, it sets the framework for Hong Kong’s system of government, how its courts operate, and the rights and freedoms enjoyed by its residents, to name just a few examples. Yet the school curriculum does not deal with these major civic issues in any great depth. As Chinese citizens, the city’s youth need to be aware of what defines their citizenship in legal terms, how they can take on their responsibilities as citizens and how they can make a productive contribution to Hong Kong and the nation. This paper will draw on the Basic Law Education Project that has been funded by The Education University of Hong Kong. It will describe the five domains of study that have been identified (Rule of Law, Rule by Law, Historical Contexts of the Basic Law, How the Basic Law was Made, Changing the Basic Law), compare and contrast these to other law education projects both in Hong Kong and internationally and indicate pedagogies that can be used to enliven Basic Law Education in Hong Kong classrooms.

Learning about political issues through the new core subject of Liberal Studies (LS) in senior secondary education in Hong Kong has become ‘socially problematic' amid mounting concern of politicians and pundits who see a link between such learning and the recent waves of student protests. Using data from in-depth interviews with senior secondary students in Hong Kong, we explore how politically disengaged and engaged youth experienced their LS learning and how they perceived and made sense of the relationship between LS learning and political participation or its absence. Our findings indicate that while there appear to be circumstances that give rise to diversified learning experiences, LS has little bearing on youth political participation or otherwise.
[Copyright © 2017 Sage Publications and YOUNG Editorial Group.]

Purpose The purpose of this paper is to contribute to the worldwide discussion of conceptualization, multiple functions and management of national education in an era of globalisation by proposing a new comprehensive framework for research, policy analysis and practical implementation. Design/methodology/approach Based on a review of the diversity in definitions of national education, the controversies in policy and implementation of national education are discussed. The different interpretations of national education stem from different assumptions and perspectives. Each of them seems too confining in globalisation. To overcome the controversies, this paper calls for a re-conceptualisation of national education from a broader perspective. Findings The conceptualisation of broad-based national education is premised on two fundamental principles. First, national education which is meant for development is a process by which humankind moves forward at multiple levels including the personal, local, national and global levels. Second, national education nowadays must be understood against a globalised context, in which there are multiple, complex and dynamic developments at play including technological, economic, social, political, cultural and learning developments of not only individuals and local communities within the nation but also the global world beyond the nation. In brief, broad-based education serves multiple functions at multiple levels. With national identity understood in a broader perspective, the multiplicity and complexity of national education may be better addressed. Identifying with one's own nation is a dynamic and complicated process in which interaction and integration between the different levels and different functions of civic identities are involved. The approaches to management, implementation and pedagogy of broad-based national education are also discussed. Research limitations/implications The new framework of conceptualisation and the comparison

This study aims at assessing the existing effort in civic education in Hong Kong secondary schools after the implementation of the 3-3-4 educational reforms from 2009 onwards. The assessment framework is based on the IEA civic education model (Torney-purta et al., 2001). Qualitative data were collected from focus group interviews from 18 Form 3 students of four schools. The findings support the previous research that adolescents engaged actively in the process of political socialization. Rather than political activities, the majority of interviewees preferred to engage in social activities. Moreover, interviewees held positive beliefs in civic efficacy in changing school policies though they might not be confident to change government policies when they became adults. Interviewees suggested having more "space" in the present civic curriculum by allowing more discussion / activities on current issues or news. Finally, students had positive comments about existing efforts in civic education during Liberal Studies lessons.
[Copyright © 2012 HKFYG.]

This book makes a timely contribution to understanding perceptions on national identity and National Education, with both of them have become controversial topics in Hong Kong Special Administrative Region (SAR) of China. In a so-called globalization era, national identity and National Education, with the latter having an aim of fostering a Chinese national identity in education, have been significantly pushed ahead by the Hong Kong SAR government since the early 2000s as a response to the return of sovereignty to China in 1997. Teacher perception matters to what they select and how they teach in the schools. By incorporating fieldworks of teacher interviews, observation and documentary analysis, this book argues for a multi-layered conception of identity, different aims, contents and diversified methods of National Education should be recognized. This book is likely to become a useful account of teacher perception on national identity and National Education in citizenship education literature, and it will be relevant to policymakers, teachers, trainers and researchers.
[Copyright © 2017 Routledge.]