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This paper examines the role and position of continuing education in the lifelong learning society of Hong Kong. The first section describes the basic components of Hong Kong's lifelong learning system, which is composed of two interconnected sub-systems--namely, conventional education and continuing education--integrated under a common qualifications framework. The second section illustrates the contribution of the Federation for Continuing Education in Tertiary Institutions, an organisational alliance formed among key continuing education providers to assure quality in the sector; enhance communication among government, industries and the professional bodies; map strategies for developing human capital; and widen access to higher education by providing high-quality continuing education programs. In the final section, the HKU SPACE case study highlights "sharing of quality education resources with overseas collaborators", "achieving self-financing status through economies of scale", and the "provision of flexible, multiple-level, well articulated and quality education services" as key features of the Hong Kong model of continuing education. (Contains 4 tables and 1 figure.)

Nearly all tertiary institutions in Hong Kong now offer associate degrees; the intent is a broad-based science and humanities curriculum with the aim of achieving the government goal of increasing access to higher education. However, a narrowly focused curriculum still predominates and few associate degree recipients view it as a terminal qualification. (SK)

Two major groups of theories - the existential norm theory and the ontological theory - are often employed in research studies in lifelong learning. Existential norm theory emphasizes policy formulation while ontological theory focuses more on the role of the learner. Regardless of which theory a survey is based upon, empirical evidence is indeed crucial. To date, surveys based on empirical evidence are rare in quantity. The objective of this study was to conduct a large-scale survey of local citizens to obtain their general opinions on the demand for continuing education. The survey was conducted between March and May in 2008 through stratified random telephone interviews, and 1,506 Hong Kong citizens aged between 18 and 64 were successfully interviewed. This paper summarizes the survey findings in five major aspects: (1) participation rate of continuing education and projected participation rate in the next twelve months; (2) most preferred subject areas and the learners' learning motives; (3) channels and/or media through which course/programme information was obtained; (4) hindrances to learning and the reasons behind them; and (5) attitude towards online learning and reasons for choosing (or not choosing) the online learning mode. The authors hope that the findings help the Government, in some way or other, to formulate education policies, and also assist education providers in planning the offering of courses/programmes. It is hoped that this kind of survey will promote empirical studies in the field of continuing education and lifelong learning, and can be used as references for the continuing education sector. [ABSTRACT FROM AUTHOR]

The authors reflect on the significance of educational research from the western and eastern countries. They mention that the western scholars have focused on the design and methodology of scientific research, while the eastern scholars would focus on reflective thinking. They state that they would integrate its advantages, connect the outcomes, and eliminate language barrier.

The article discusses various articles published within the issue covering topics including open education resources and qualifications frameworks of lifelong learning.

An introduction is presented in which the editor discusses various reports within the issue on topics including distance education, employment rate for disabled students and the development of continuing higher education.

An introduction is presented in which the editor discusses various reports within the issue including the issues related to life-long learning, the insight of university students on foreign curricula, and learning society.

The authors reflect on the concept of lijiaoqiao, a Chinese term that express interchanges in road system, which is being adopted in continuing education in China. They mention the factors need to be addressed for the development of lijiaoqiao which include unified qualification approach, provide the needs of on-the-job-trainees, and quality control must be ensured. They argue on the need for assessment of quality of trainings.

An introduction is presented in which the editor discusses various reports published within the issue on topics which include the importance of continuing education, the demand for lifelong education system in China, and the implementation of innovative educational systems in different countries.

The author discusses the implications of the approval of the Development Plan which was approved during the general council meeting of the China State Council on May 6, 2010. The author claims that the approval of the Development Plan signifies the beginning of China's education reform through conducting a fresh review of the continuing education sector which has been marginalized for some time. The author also relates the development tasks and reformation rules of the Development Plan.

The article offers updates of the "International Journal of Continuing Education and Lifelong Learning (The Journal)." According to the authors, the starting point of the journal is sharing the good among all with the goal of building together, striving for prosperity. They state that they have invited the Beijing Open University (BJOU) to be a collaborating institution for promoting the journal to achieve the goal of using it as a medium for academic discussion and building of a shared knowledge base. It mentions that the journal has also appointed Professor Daixia Zhang as one of its chief editors both in Chinese and English editions. Furthermore, the China Higher Continuing Education Association (CHCEA) has favoured the journal and is formally supporting the journal.