Policies of career-planning education have been developed and implemented in different societies over the past decades. The policy facilitates the sustainable development of people, particularly the youth, in exploring career aspirations, identities and pathways at different stages of their development. In Hong Kong, the senior secondary school curriculum has been revised to incorporate career-related learning for all students. A teacher in the position of career master/mistress is responsible for the coordination of student career development in each ordinary public school. The teacher has specifically experienced increasing learning diversity in the school setting where integrated education is provided for students with special educational needs (SEN). This paper aims to explore the teacher’s experience in support of career development of students with or without SEN in the school. We adopted an interview method to capture three teachers’ experiences in three schools located in different districts in Hong Kong. What were the teachers’ experiences of implementing the policy of career-planning education for senior secondary students in the schools? What effects on the students’ career development did the teachers perceive? The findings can unveil the challenges facing the teachers for coordination of career-planning programmes in the schools. Although the programme can generally awaken the students’ self-understanding and career competencies, more resources and intense support for SEN students’ career development are needed. This seems to be an agenda missing in the current policymaking. Implications of the education for positive whole-person development of students are also discussed.過去數十年，不同社會都實施職業規劃教育政策。該政策有助於人們，特別是青年人的可持續發展，於不同階段中探索職業志向、專業身份和發展方向。香港的新高中學課程亦為所有學生提供多種職業相關的學習，而學校亦增設職業輔導主任及教師為高中學生制定職業規劃課程。不過，教師也要面對在融合教育環境內，不斷增長的學習多樣性。本文旨在探討職業輔導教師支援學生職業發展的經驗（包括有特殊教育需要學生）。透過面談，研究問题包括：學校為高中學生實施職業規劃教育，教師有甚麼經驗？職業規劃教育對學生的職業發展有何影響？調查顯示教師在統籌學校職業規劃教育活動所面對的挑戰。雖然職業規劃教育活動可以喚醒學生的自我理解和職業能力

The high incidence rate of learning disabilities has drawn inevitable attention from governments around the world. The Hong Kong government has also developed support services in the last few decades. Such effort has become more prominent following the implementation of integrated education in 1997 when students are now given accommodation measures in public examinations upon the completion of their secondary education. This article, however, stresses the need for post-secondary support services, whether for further studies, employment, and adult life. Considering the lack of literature to inform the professionals of the field of learning disabilities and the government of Hong Kong of the issues related to and needs of adults with learning disabilities, this article highlighted the author's insight from experiences as a spouse of a person with learning disabilities in three major aspects to pinpoint pertinent issues in post-secondary education, employment, and family/social life confronting adults with learning disabilities and discuss the way forward in the context of Hong Kong. The article proposed three major aspects to develop the adult support framework in Hong Kong: (a) establishing policies and practices for transition programs and adult services, (b) aggressive publicity and public education, and (c) developing a culture of social advocacy. 日益增加有學習障礙的個案已令舉世政府義無反顧地提出照顧方案，香港政府在過去數十年間亦發展了不同的支援服務。自一九九七年香港正式確立推行融合教育以來，政府已訂下為有學習障礙的同學在中學會考應試時應得到適切的安排。本文特別強調中學畢業後成人支援服務的需要。由於現時甚少文獻或資料提及對有學習障礙成人在持續進修、就業及成人生活方面的支援，可供業界仝工參考，本文作者會以學習障礙成人配偶的經驗，分享個人的心得，特別會強調以下三方面的重要性︰(一) 轉銜到成人服務的政策及實務；(二) 進取的宣傳及公眾教育推廣﹔及 ( 三) 倡議及發展接受學習障礙的社會文化。
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There has not been ample recent research on teaching older adults. However, as described below, there is mounting research in how and why older adults want to learn. This brief discussion is derived from work undertaken for a workshop in Hong Kong on issues in teaching older adults. It combines recent research on learning and teaching in higher education as it applies to older adults. The paper addresses: learning and ageing, learning choices, an information processing view of learning, deep and surface learning, teaching and learning approaches, formal, non-formal and informal learning, teaching roles, evaluation, and technology. Some sections are exemplified with information from teaching older adults in Australia and Hong Kong. Copyright © 2018 Taylor & Francis.

Summary While the increasing awareness of risk in late modernity has resulted in the proliferation and complication of parental roles and choices, few attempts have been made to explore how parent education can empower parents to reconstruct parenthood and transform parental lives. Based on the results of a mixed-methods study conducted in Hong Kong, this article discusses the possible outcomes and experiences of a parent education program that aimed to facilitate parents' holistic growth in dealing with the prevailing culture of intensive parenting. The program was composed of 30'h of seminars and workshops. The participants included 387 Hong Kong Chinese parents recruited from seven primary schools and 27 nursery schools. A pretest'posttest assessment survey and postintervention focus groups were adopted for the evaluation methods. Findings The quantitative results showed that the participants experienced an enhancement in confidence, understanding, and trust in parenting. The qualitative findings indicated that the program helped the participants reflect upon the meaning of parenthood, underline the gains and accomplishments of parenting, and adjust parental expectations. They could also foster parent'child relationships in accordance with their children's developmental needs, uniqueness, and emotions. As a result, these parents were more ready to face the challenges of the anxious parenting culture. Applications The findings support the reconceptualization of parent education as a reflexive practice. Such practice can unleash parents' capacity to construct knowledge from their lived experiences and reconstitute their reflexive and emotional selves to negotiate life choices among the diversity of options in childrearing.
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http://dx.doi.org/10.1177/1468017316656090]

The authors provide an overview of past and present trends in career guidance, career education, and vocational training in Hong Kong. Particular attention is given to evaluating career education policies and how these have evolved and affected practices in secondary schools over the past few decades. Topics also covered within the paper include students who drop out, mentor systems, teacher training, vocational training vs. university education, and parent involvement. Two representative case studies are used to illustrate successful programmes. The future development of career education and vocational training in Hong Kong is anticipated, and implications for school-based career counselling practices are considered.
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http://dx.doi.org/10.1007/s10447-018-9361-z]

How schools could play a role in facilitating youngsters’ transition from school to work or from secondary school to post-secondary institution has become an important educational issue. Against this backdrop, this chapter intends to examine the means of two different secondary schools in Hong Kong of providing support for postschool planning and how these two schools and their teachers make use of the funding from the government to strengthen their support for students’ postschool planning. The two schools under review promoted classroom-based career education programmes which operated from S1 to S6. Talks and visits to businesses, companies and local universities were also organised. However, authentic career-related learning was relatively not dominant in these two schools. The implications for promoting school’s support for postschool planning are discussed.

Purpose: This paper examines the way in which higher education participation is democratized in the entrepreneurial city of Hong Kong by the policy innovation that encompasses internationalization. There is a dearth of empirical studies about transnational education in Hong Kong, except for a few which examine students' perceptions of transnational education from a user perspective, situated in marketized conditions (Leung and Waters, 2013; Waters and Leung, 2013a; Waters and Leung, 2013b). The minimal volume of existing research has ignored the innovative aspects of democratizing higher learning by internationalization, namely the operation of international degrees by overseas universities on offshore campuses. This policy innovation by transnational institutions is significant in an era of the globalization of higher education, as access to higher education cannot be otherwise realized given the local education policies. Design/methodology/approach: Employing documentary research, this paper presents and assesses the growth of community college international education at the University of Hong Kong and its unique facets, juxtaposing it with the marketized context of East Asian higher education. It engages in specific reviews surrounding the operational mode and academic collaborations of the international educational programs and practices at the Hong Kong University’s School of Professional and Continuing Education (HKU SPACE). Findings: This documentary research finds that the internationalized academic profession of partner universities enables curriculum design, pedagogy, teaching ideas and assessment methods to be informed by an diversity of international academic cultures and indigenous knowledge. Through this policy innovation, international education is institutionalized in such a way that it takes Hong Kong students beyond the community college context, which is relatively localized. It also illuminates the way in which the "ideoscape" of American community

隨著社會經濟發展，生活環境不斷改變，世界各國都強調持續學習與終身教育的重要。在過去十多年，因為香港的經濟結構轉形，加上大量新來港人仕，人們為了適應新環境，便要不停的接受新知識和學習新技能，所以對延續教育的須求愈來愈多。政府及志願團體為了滿足社會的須要，開辦了很多不同程度、內容和形式的延續教育和再培訓課程。本文是從觀察成人夜中學所得，試就成人和延續教育的課程設計、編排、評估及質素管理給教育工作者提供一些指引。
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