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This book critically examines the key issues facing the public with implications for education policy makers, professionals and researchers, confronting current issues about social justice and segregation. The author uses Arendtian ideas to help the reader to 'think politically' about education and how public services education can be reimagined.

Despite adjustments to Hong Kong's citizenship education since the 1990s transition period to Chinese sovereignty, survey research and public opinion suggest that citizenship education, as currently practised in Hong Kong, shows considerable continuity with the pre-1997 period and is
not achieving intended results in areas such as the development of national identity and active citizenship among students. This article aims to contribute to explanations for such ineffectiveness and to determine whether there are more effective government policy measures which could improve
the provision of citizenship education. Specifically, the article explores the question of whether the Hong Kong government should mandate a compulsory, independent subject of citizenship education at the secondary school level. Based on interviews with sixteen education leaders from government
bodies, education concern and advocacy groups, teachers' unions, citizenship education-related teachers' associations, student associations, political parties, and academia, it addresses more specific questions about the intended outcomes of citizenship education, the role of government in
attempting to achieve those outcomes, the strengths and weaknesses of current citizenship education practice, suggested methods for improving upon ineffective practices, and the possibility of (and obstacles to) mandating an independent citizenship education subject. The article concludes
that while making citizenship education compulsory would address many concerns about its current ineffectiveness, the independent subject approach would not necessarily help to achieve improved outcomes and would raise other substantial concerns from the education community and society at
large.

Cover -- Half Title -- Dedication -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Preface -- List of Abbreviations -- 1 Education and Economic Development -- 1.1 Development Performances of Developing Countries -- 1.2 Role of Education in Economic Development -- 1.3 Level and Composition of Educational Expenditure -- 1.4 Importance of Quality -- 2 Principles of Quality Assurance in Higher Education -- 2.1 Meaning of Quality in Higher Education -- 2.2 Instrumental Approach to Quality Assurance -- 2.3 Quality Audit System -- 2.4 Learning Organisation -- 2.5 Management Plans -- 2.6 Variations in Implementation -- 3 Quality Assurance in Higher Education in the United Kingdom -- 3.1 University Sector -- 3.2 Early Attempts at Quality Assurance -- 3.3 Quality Assurance in Teaching -- 3.4 Quality Assurance in Research -- 3.5 League Tables -- 4 Quality Assurance in Higher Education in Australia -- 4.1 University Sector -- 4.2 Early Attempts at Quality Enhancement -- 4.3 CQAHE Quality Audit, 1993-95 -- 4.4 1996-2000 Quality Assurance Framework -- 4.5 Australian University Quality Agency -- 5 Framework for Analysing Relevance -- 5.1 Quality Assurance and Economic Growth -- 5.2 Analytical Framework for Assessing Relevance -- 5.3 Example from Economics -- 6 Relevance of Quality Assurance in Developing Countries -- 6.1 Required Conditions for Quality Assurance -- 6.2 Actual Conditions in Developing Countries -- 6.3 Differences Between Required and Actual Conditions -- 7 Quality Assurance for Developing Countries -- 7.1 Impact of Conditions on Quality Assurance -- 7.2 Usefulness of Quality Assurance -- 7.3 System for Developing Countries -- 8 Quality in Papua New Guinean Higher Education -- 8.1 Development Performances -- 8.2 Higher Education Sector -- 8.3 Proposed Quality Assurance Initiatives

This article seeks to explain the role of the presence of various world-class educational institutions in Qatar which is a concrete step for Qatar in development, social and cultural by Qatar. Qatar believes that education is a major way and has a strong influence to increase Qatar's inclusiveness in the world so that it can maintain a good investment climate. This research is a conceptual paper where the data presented in this study comes from literature studies from Emerald, Science Direct, and Google Schoolar where 314 articles were found which were selected and narrowed down to find 18 articles that were most suitable from the title, abstract, to useful results. This paper also conducted simple SWOT analysis in order to mapping the strategy and provide a valid explanation in this study. From the results of the agreement in this paper, it can be found that as a socio-economic effort which is a long-term plan, education is not the only step that is achieved, but also utilizes mass media and various other aspects.