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Abstract
This article argues for reconstructing Hong Kong's civic education in the post-national education era, and puts forward some rethinking on conceptual, curricular and pedagogical matters. This article starts with a brief critical review of the development of school civic education in Hong Kong to set the context. This is followed by a discussion of the MNE controversy. It points out that the shelving of the mandatory subject and reversion to depoliticized school-based civic education is inadequate to address the needs of civic education in Hong Kong. Finally, this article argues in favour of the type of civic education that aims at cultivating politically literate, critically thinking and actively participating citizens, with particular reference to the Civic Education Guidelines from Civil Society. This set of unofficial Guidelines proposes that Hong Kong's civic education has to be reconstructed both in conceptual, curricular and pedagogical terms accordingly. Hopefully, this article will shed light on the development of civic education in societies that are facing similar challenges in the process of democratization and an upheaval of civic consciousness of the citizenry.

The outstanding blot on the record of public educational systems in recent years has been the "high" or secondary school. Once effective enough for a narrower purpose with a selected clientele, its enforced accommodation of the entire youth population, being kept off the labour market for a few more years, has been accompanied by no real change in what society expects of it or what government designs. Mosher reviews the characteristics of people in this phase of life, a time when almost every aspect of the mature adult is at a crltical - and hence highly educable - stage of development, and sketches out by contrast the extraordinary gaps between the need and the supply. The traditional academic route has not an inessential part to play; but if the school does not play any of the other parts to any effect, as can now be done with our new understanding and new processes, it will be a lamentable failure for democracy. RÉSUMÉ La plus grosse tache au dossier des systèmes d'enseignement public est depuis plusieurs années l'école secondaire. Jadis plus efficace pour une clientèle plus restreinte, l'école secondaire a dû depuis accueillir tous les jeunes à qui le marché de travail était désormais fermé en raison de leur âge, sans qu'aucun changement ne s'accomplisse tant au niveau du gouvernement que de la société. Mosher examine les jeunes à une époque où presque chaque aspect de leur caractère est en voie de développement (et donc parfaitement éducable) et il dresse un tableau saisissant des fossés qui séparent l'offre de la demande. Le cheminement scolaire traditionnel n 'a pas un rôle négligeable à jouer; mais si l'école ne joue aucun des autres rôles qui lui sont impartis, ce que notre perception et nos méthodes rendent aujourd'hui possible, cela constituera un échec retentissant pour la démocratie.

This article examines the dynamic evolution of China's ideology work through the prism of journalism education. Official sensitivity about both student activism and the media makes journalism education a critical sector for observing how the Party attempts to instil ideology. The article interrogates the process of negotiation of official ideology among authorities, educators and students at elite journalism schools. It demonstrates that alongside state-sanctioned media commercialization and globalization, official influence still looms large in journalism training. Ideological teachings continue to occupy a core place in the curricula, and the authorities deploy a mix of structural oversight, ad hoc surveillance and coercion to keep the educators in check. The effects of the official ideology work, however, are ambivalent, as educators and students engage in the active reinterpretation of the Party's media principles. While these practices do not directly undermine the Party's legitimacy, they demonstrate that official ideology has merely constructed what Yurchak terms a "hegemony of form," highlighting a degree of vulnerability in China's mode of adaptive authoritarianism. (China Q/GIGA)

"Trends in institutional partnership in higher education have shown tremendous growth in the past three decades. These trends in higher education are manifested through the growing initiatives of joint programs that promote collaborative research, academic mobility, joint curriculum developments and course delivery, joint bidding for development projects and benchmarking. Partnerships in higher education have been used not only as an instrument for institutional development through a wide range of strategic alliances but also as essential ways of introducing new voices to the operations of the universities by initiating new paradigms that bring new perspectives and bear competitive advantage on the partners. As the trend of partnership in higher education grew, scholars in higher education studies have also engaged in conceptualizing higher education partnership from academic venture providing perspectives, analyzing trends and developing models of higher education collaborations. Partnership in Higher Education: Trends between African and European Institutions is a pioneer bringing a comprehensive perspective on matters of higher education partnership among African and European institutions pressing important policy and practical issues. It discusses the ongoing debates on higher education partnership and internationalization strategies providing empirical insights from various case studies"--

AbstractA major challenge facing management educators is redefining what knowledge managers "need to know". The increased rapidity of change taking place across the globe has enhanced the need for renewed efforts at developing curriculum relevant to management education. Beginning with a historical overview of the evolution of University‐based management education programs, this paper critically examines pivotal concerns of management education in Canada together with current curricular challenges.RésuméLes formateurs en gestion font face à tin défi considérable: redéfinir ce que les cadres doivent connaître. L accélération dit changement qui se produit à travels le monde remet en évidence le besoin de nouveaux efforts pour développer un curriculum qui colle aux besoins de formation en gestion. Cet article fait un href historique de l'évolution des programmes de formation en sciences administratives dans les universités canadiennes; on y trouve aussi un examen critique des principales inquiétudes que l'on retrouve en formation dans les sciences administratives uu Canada ainsi que les defis majeurs.

The following essay contains a more general philosophical reflection on the significance and some main elements of pre-modern Confucian learning. The topic is developed by presenting some essential elements in the whole range from explicit (linguistically expressible) knowledge to symbolic aspects as well as the (philosophical) problem of ineffable knowing. The essay starts with the general conception of man which underlies the mainstream of Confucian learning. On that basis, the more explicit contents and easily explicable subjects or branches of classical Confucian learning are mapped out. This becomes the starting point to move on to reflect on a more symbolic layer of Confucian learning. Finally, the core level of Confucian learning is addressed. This presents us with the problem of ineffability. The reference points of the present essay are restricted to some important classical passages as well as the thought of Wang Yangming 王陽明 (1472–1529).