For the past 150 years, the government of Hong Kong has had no clear-cut policy on the implementation of moral and civic education in schools. So far, the Education and Manpower Bureau (previously the Education Department) has issued two Guidelines for schools' reference: the 1985 Guidelines and the 1996 Guidelines on Civic Education in Schools. The 1996 Guidelines seek to prepare young people to be responsible and participating citizens. To understand how civic education is implemented in Hong Kong schools, in 1999-2000, a working group of the Hong Kong Institute of Education carried out case studies of five secondary schools of different background. The study focused on the following areas: aims, curriculum planning and information, deployment of resources and teacher training, problems encountered and conductive factors. The conclusion is that school tradition, consensus of teaching staff, teachers' attitude and cooperation, teacher expertise, teaching resources and students' attitude are the main factors affecting the effectiveness of civic education.

China has already resumed sovereignty of Hong Kong since 1st July, 1997. In the period of British rule, the education of Hong Kong was commented as a tool to develop subject political culture among citizens who are thus becoming apolitical and anational. The Civic Education Guidelines published in 1996 has included nationalistic education as part of the content of citizenship education in both primary and secondary schools. This paper aims at finding out whether primary school teachers are sufficiently equipped with the necessary knowledge of nationalistic education specied in the Guideline through a survey.

The debate about the effectiveness of the liberal arts curriculum is centuries old, but recent financial and social pressures have placed the survival of the liberal arts in the United States at even greater risk. Using Kimball's (1995) notion of the oratorical and philosophical traditions of liberal education, this article first identifies the critical importance of balancing breadth and depth in the curriculum before honing in on breadth as being in particular danger in the current climate. After analyzing the major threats to breadth in American higher education, the article looks overseas to find a new case for the value of breadth in the curriculum. It focuses on Hong Kong's university system, where a large-scale, multiyear project is underway to graft a fourth year of general education onto a three-year model of discipline- or profession-specific training. The resulting contrast between American institutions discarding curricular breadth while foreign universities rediscover it is telling. This topic has particular relevance for Christian colleges and universities as they seek the holistic development of their students.
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http://dx.doi.org/10.1080/15363759.2015.973344