In response to the fierce competition resulting from globalization and the knowledge-based economy, the Hong Kong government launched massive education reform in 2000 as the central strategy to improve manpower quality. The ultimate goal of this reform was to facilitate lifelong learning for all. This education reform set a foundation for the establishment of its companion structure, Qualifications Framework (QF), which was launched on May 5, 2008. The QF is expected to be a catalyst for lifelong learning through its two mechanisms: Recognition of Prior Learning (RPL) and training programs based on Specification of Competency Standards (SCS). The purposes of this paper are 1) to examine the viability of the QF as a catalyst for lifelong learning and 2) to examine the current policies governing the RPL mechanism and SCS-based programs of the QF. Issues arising from the current policies and implications on policies and practices of the quality branding of QFs are central to the analyses and discussions.
[Copyright © 2010 Pennsylvania Association for Adult Continuing Education (PAACE). The journal web site is located at http://www.iup.edu/ace/publications/default.aspx]

Parents in dysfunctional family situations and those in intact well-functioning families have distinct requirements for parental learning and parent education. For intact well-functioning families, a developmental-educational paradigm for parent education is more appropriate. Although school-based parent education is ideal for well-functioning families, most policy makers and school leaders have overlooked the utility of this approach. Recent studies, however, have provided further support for in-school parent education. This paper presents some of the results from new research on parental learning and offers findings in support of in-school parent education.
[Copyright of Learning: Research and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/23735082.2015.1028714]

This paper aims at discussing the effectiveness of the College_Asia project, which involved EFL students from Indonesia, Japan, Thailand and Hong Kong. Participants were asked to upload their photos on Flickr.com with the purpose of drawing attention and arousing curiosity. They then made acquaintance with students from the partner universities, commenting on each other's photos and postings. This practice generated topics for class discussions and provided a platform for students to use English in authentic situations. The paper concludes that the project has a lot of potential in improving learner motivation and possibilities of international collaboration in English language classrooms.