A five-year-old kindergarten girl who died of maltreatment in 2018 shocked Hong Kong, bringing up the recommendation on the legislation of “Failure to Protect” offence. The unprecedented increase in domestic violence globally since the onset of the COVID-19 pandemic made the United Nations Women describe it “shadow pandemic”. The paper aims to explore the new school practice for protecting children from maltreatment under the “shadow pandemic” and “failure to protect” offence from the perspective of teacher education. This paper contributes cutting-edge views on the unprecedented issue. The views of this paper are based on the author’s comparison and professional interpretation. Comparison is made between the 2020 newly revised “Protecting Children from Maltreatment – Procedural Guide for Multi-disciplinary Co-operation” and its previous version. Professional interpretation is generated from the author’s professional experiences. The implication is that school personnel have not effectively reported these cases mainly because of insufficient knowledge to recognise the signs of abuse. It is recommended to strengthen the Family-School-Community Collaboration training of protecting children from maltreatment. Copyright © 2021 International Conference on Learning and Teaching.

As with the rest of the world, schools in Hong Kong have undergone a series of educational reforms to raise accountability and quality assurance of education. Schools need to enhance their capability of problem-solving and decision-making for meeting this standard for sustainable development. Intellectual Capital (IC), as an intangible knowledge asset of school organisations, has excellent potential to promote sustainable school improvement. School leaders, teachers, and other staff members ought to realise the value of their knowledge and manage these intangible resources for effective production and application of IC since knowledge management (KM) is the critical strategy for schools to create knowledge assets for the development of IC. This chapter reports a case study of two Hong Kong secondary schools to reveal how school principals can practice KM to generate and apply IC to improve educational performance. Copyright © 2023 selection and editorial matter, Eric C. K. Cheng; individual chapters, the contributors.

This study aims to explore how East Asian flagship universities develop understanding of academic entrepreneurialism, reconsider forms of scholarship and transform the strategic planning of university missions. This study collected data from government and institutional documents related to academic entrepreneurialism and “scholarship of engagement” of University of Hong Kong (HKU) and Seoul National University (SNU) during 2011-2020. This study applied the Critical Discourse Analysis, which explores the relationship between academic entrepreneurial discourse and social structures as dialectic. We found that HKU and SNU present a hybrid image while they are reconsidering the scope and forms of scholarship. Portraying themselves as public institutions, the two East Asian flagship universities emphasize community engagement and social contribution in their pursuit of academic entrepreneurialism. Copyright © 2022 AERA.