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.
[Copyright of Journal of Social Work is the property of SAGE Publications. Full article may be available at the publisher's website:
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.
[Copyright of International Journal for the Advancement of Counselling is the property of Springer New York LLC. Full article may be available at the publisher's website:
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。
[Copyright © 2000 The Hong Kong Institute of Education.]