This paper provides an overview of the considerable turmoil that erupted in Hong Kong following attempts to impose a form of national education in schools. From mid July to September 2012, mass gatherings and street demonstrations occurred in Hong Kong in response to the decision by the government to introduce a compulsory school subject titled Moral and National Education. A teaching kit titled the 'China Model National Conditions Teaching Manuel' prompted a public outcry for its approach to embedding a particular version of national identity and citizenship in the curriculum which was considered by many citizens in Hong Kong to be extremely biased. Parents and students in Hong Kong were alarmed when they discovered that many supporting teaching materials, suggested teaching plans, and even organised visits to the Mainland were biased, aiming only at presenting a positive picture of China to the students. This approach to developing a national identity was regarded by many protestors as not representative of the freedom of opinion and association that citizens in Hong Kong regarded as essential for citizenship and as part of understanding their rights in China under 'One Country, Two Systems'. The introduction of this program led to debates about the nature and purposes of civics and citizenship education and whether efforts to secure a national approach to education are in fact a form of indoctrination. This paper outlines the context for these questions about embedding a form of national identity and citizenship in the curriculum in Hong Kong and discusses the purposes of civic education. It concludes that students should have access to effective civics and citizenship education that allows them to develop their own sense of identity and opinions about their community as 'critical patriots'.
[Copyright © 2014 Informit]

The research reported here investigated pre-service English language teachers' perceptions of newly arrived immigrant children from Mainland China in Hong Kong. Seventeen participants, who had at least 10 weeks of experience working with these immigrant children during teaching practicum, participated in focus group discussions and shared their perceptions. The data analysis revealed that the participants widely perceived these children as deficit and consider them a serious professional challenge. Further examination of the data helped reveal media, life and teaching practicum experiences with immigrant children as crucial sources that contributed to the formation of these perceptions. The findings call for teacher education programmes to involve pre-service teachers in critical engagement with the mass media and their own experiences so that they can address the deficit model applied by teachers to immigrant children.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607476.2013.869966]

This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realising that learning is vital to active ageing, the Hong Kong government has implemented policies and programs to encourage continued learning among the elderly to help improve their health and quality of life as they age. Given the government commitment, it is essential that the policy and provision be critically reviewed for effectiveness to ensure that it is meeting the needs and expectations of older people and supporting providers in delivering high-quality programs to elders. In this light, this paper examines the role of government, providers and community agencies in developing policy and provision for elder learning in Hong Kong. It discusses the approach to elder learning in Hong Kong before and after 1997, which is marked by the establishment of the Hong Kong Elderly Commission. It investigates new directions in elder learning policy and provision and finally, it identifies the needs for future research and policy development of elder learning in Hong Kong.
[Copyright of Studies in Continuing Education is the property of Routledge. Full article may be available at the publisher’s website:
http://dx.doi.org/10.1080/0158037X.2010.515573 ]

Hong Kong's ageing population is growing at an unprecedented rate. Over the past two decades, the government has implemented policies and innovative engagement activities for elders in areas including lifelong learning and community participation. This paper aims to discuss conceptual, policy and practical issues relevant to the participation of elders in lifelong learning; examine the role of government, providers and community agencies in developing policy and practice for elder learning in Hong Kong; discuss the "Elder Academy Network" approach to elder learning set up in 1997, which is marked by the retrocession to China and establishment of the Hong Kong Elderly Commission; investigate new directions in elder learning policy and practice; and finally, identify the needs for future research and policy development of lifelong learning for elders in Hong Kong.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02601370.2012.663805]