News and Related Activities


Learning can be seen as an informal, everyday phenomenon; as a formal, systematized process; or (lying somewhere in the middle of an informal-formal spectrum) as a more flexibly planned and organised ‘non-formal’ activity. Everyday learning can be conscious or subconscious, planned or unplanned, whereas formal learning is more planned, formalized and systematic. Studies of diverse contexts highlight the dynamics of everyday learning and its importance to various communities, which is often overlooked in research focusing on the formal sector. This is perhaps especially true in societies, such as those of South Asia, where access to institutions of formal education remains highly problematic for many. But the significance of informal learning is generally under-appreciated in mainstream educational scholarship. Realizing the potential for life-long learning everywhere depends on understanding how informal learning complements and shapes learning in more formal settings. Comparative perspectives are crucial to an analysis of how different forms of learning interact in different social and cultural contexts, and therefore to efforts to render education more relevant and accessible to various social groups. As a forum for exchanging comparative insights (particularly, but not only, in relation to Asia), the 12th Biennial CESA Conference will contribute to bridging the gulf between studies of formal and informal learning.


The conference theme is: Valuing Diversity in Education: Formal and Informal Learning Across Cultures

While keynote and plenary sessions will directly address the overall conference theme, the sub-themes (around which parallel sessions will be organised) are framed quite broadly in order to accommodate a wide range of presentations.


What is learning, and what is it for? – Ethical frameworks for debating learning/education.

Historical perspectives on learning across Asia

Curriculum development and the ‘skills’ debate – standardization vs. diversity

Assessment and accreditation of learning across the formal-informal divide

Planning, governance and finance of learning systems (formal and informal)

Confronting inequalities in access to learning

21st Century Skills’: learning, technology and ‘new media’

Learning to belong – identity formation, political socialization and values

Learning for diverse societies

Learning for sustainable development – the challenge of SDG 4.7

Learning and the market – shadow education, privatization and related issues

Lifelong learning and learning in the workplace

In addition to keynotes, plenaries and parallel sessions, the conference will feature poster presentations, panel discussions and a pre-conference writing workshop.


If you are interested in presenting, please fill out the “Presenter’s Proposal Form” below giving details of your presentation(s) and send it to by January 31 2020.



For further details, please contact:

CESA 2020 Conference Secretariat, GPO BOX NO 6250, Kathmandu, Nepal

Phone: +977-1– 5250524 Email:


Important dates

Aug 1, 2019                             Call for submission open

March 31, 2020                       Deadline for proposal submission

May 30, 2020                          Acceptance notification

Jun 3, 2020                            Conference Registration

Sep 24-25, 2020                      Pre-Conference Workshop

Sept 25, 2020                          CESA Board Meeting

Sept 26-27, 2020                     Conference sessions

Sept 28, 2020                          Sightseeing

Citizenship and democracy

Ella Rhodes reports from a symposium at the European Congress of Psychology in Moscow.

We live in extraordinary times – across the world authoritarian regimes are reducing the rights and freedoms of citizens, belief in democracy is crumbling and well-established democracies themselves are slowly shifting towards populist and authoritarian ideals. The causes for this are myriad, but a group of researchers is attempting to unravel whether young adults feelings towards citizenship may play any part in this apparent surge in embracing authoritarian regimes. 

Professor Kerry Kennedy (The Education University of Hong Kong) opened the symposium asking whether the authoritarianism of today is the same to that of Nazi Germany and fascist Italy of the past. Are authoritarian regimes in Asia, such as China’s government, similar to those in Europe such as in Hungary? He pointed to a Freedom House report on democracy which outlined some of the drivers behind the rise in authoritarian regimes and focused particularly on low trust in the media, state control of the media and that all-too-common phrase used to quash bad news stories by many regimes – 'fake news'. 

Researchers from six European countries came together to study more than 2,000 young adults, mainly students aged 18 to 30, and three of those researchers came to share their country-specific findings at the ECP. Dr Beata Krzywosz-Rynkiewicz (University of Warmia, Poland) explained that participants were asked about their citizenship activity, including aspects such as voting and protesting, categorising them as passive, semi-active or active citizens, and their views on democracy, including perceptions of media independence, freedom of speech and election honesty. 

Associate Professor László Kinyó (University of Szeged, Hungary) compared the differences between countries in young people’s attitudes to the state of elements of democracy in the past two years. Out of all the countries studied, Hungary, Latvia, Estonia, Poland, Lithuania and Ukraine, Hungarian attitudes were worst. Kinyó said young people in Hungary perceived democracy to have declined most in the past two years, followed by Poland and Estonia. Lithuania had the best attitudes towards democracy of all six countries. 

When broken into sub scales most of those studied felt most positively about repression, or the lack thereof in their countries. Ukrainians felt positively towards freedom while the five other countries had a worse perception of freedom in their respective countries. Perceptions of media independence were low, Ukrainians aside, and honesty in elections was again viewed most favourably by Ukrainians and Polish people while Hungarians and Latvians felt the freedom of elections was in decline. 

University of Tartu (Estonia) researcher Dr Kristi Kõiv examined citizenship activity across participants from all six countries. In general people from all countries were most likely to be involved in semi-active and personal citizenship behaviour.

Looking at this in more depth with a cluster analysis Krzywosz-Rynkiewicz said they found clusters of young people related to their citizenship behaviours. Some of these clusters included activists who were interested in all areas of citizenship from protesting to having a general interest in politics, another cluster were the rebels or those who are low in patriotism and respect for the state but with a high interest in political activity and protest. The alienated group were found to be low in all areas of citizenship, individualists identified with the state, had respect for their country and its institutions, they were not generally interested in politics but were interested in taking action for change. Finally the politicians cluster were found to have respect for their country, its institutions and civic virtues, were not particularly interested in taking action for change but were very interested in politics. 

Across all the countries 34 per cent were individualists, 8 per cent were rebels and 25 per cent were alienated. When looking at the countries individually interesting patterns seemed to emerge, in Poland, Estonia and Hungary there were no rebels at all but there were a large number of rebels in Ukraine while Lithuania had a high number of politicians. Krzywosz-Rynkiewicz asked what were the young adults’ perception of democracy in relation to citizen attitudes? Did these different clusters of citizens look at democracy in a different way? 

Kõiv gave the audience a potted guide to Estonia and described the results from the country. Young people in Estonia have a number of challenges, they are more likely to be working and studying simultaneously and are more vulnerable to unemployment, and many have little involvement in policy. 

In their survey findings Kõiv and colleagues found young people in Estonia felt election honesty, freedom of speech and media independence had worsened over the last two years. With regards to the citizen activity clusters Estonian young people were less likely to be in the alienated or politician groups with a high number of individualists and zero rebels. 

Describing Hungary’s results Kinyó pointed to the country’s right wing Fidesz party and the rise of autocratic rule. They found those participants with a higher level of national identity saw the state of democracy in Hungary more favourably, generally there were a large number of individualists in the Hungarian sample, more alienated individuals than the general population of the study, fewer politicians than average and zero rebels.   

Moving to the Polish sample Krzywosz-Rynkiewicz pointed out that since 1989 Poland had been moving in an extremely positive direction. The country has a free media, free elections and voting, quality and length of life have also both improved dramatically in that time. However, in the recent EU elections around 51 per cent of the public in Poland voted for parties which promoted populist and authoritarian ideals, Krzywosz-Rynkiewicz also pointed to research which showed that those who vote for populist parties often aren’t those who are most marginalised in society. 

With regards to attitudes to democracy many of the Polish young people surveyed saw democracy as having declined in the past two years. As with Hungarians, young Poles were most likely to be categorised as individualist or alienated – they made up 76 per cent of the Polish sample. The individualists, who are more focused on individual goals, especially saw freedom of speech and media independence as having declined in recent times. 



Citized and CiCea joint conference York 14-16 May 2020

Dear CitizED and CiCea Friends and Colleagues,
Its time to take out your '2020 conference calendar' and save those dates!
We are pleased to announce that as a direct consequence of CiCea and CitizED continuing their long standing collaboration, in 2020 we will be holding the 22nd CiCea and 3rd Joint CitizED International  Conference. 
The upcoming conference will be held at the University of York in the UK from May 14th to May 16th, 2020.  
The final conference title and details will be announced very soon. You can keep apprised of the conference details by 'following' the CiCea Facebook page and/or periodically checking on the web page. More details will be posted to you as well as on social media at the beginning of October.
Be sure to mark those dates! We look forward to having you all a part of this next exciting joint endeavour!
With best regards,
On behalf of CitizED and CiCea
Andrew Peterson and Beata Krzywosz-Rynkiewicz
CiCea Administration

IConEGS 2020, Osaka, Japan

2020 International Conference on Education and Global Studies
Osaka, Japan
January 15-17, 2020

IConEGS 2020 will be held in Osaka, Japan. We cordially invite you and your colleagues to participate and submit papers to 2020 International Conference on Education and Global Studies (IConEGS 2020) which will be held in Osaka, Japan during January 15-17, 2020. We welcome submissions from all over the world and we encourage you to join us to share your research and knowledge. To submit abstracts/papers for presentation or participate as a listener, please visit the conference website for more details. All accepted manuscripts will be published in the conference proceedings under an ISSN reference.
The objectives of the conference are: 
1. Provide a platform for researchers to seek further opinions, comments, and suggestions.
2. Contribute knowledge in the fields of Education and Global Studies.
3. Provide wider opportunities for participants to interact and create networking.
4. Deliver your research findings to a global audience.
5. Participate in a truly international, interdisciplinary and intercultural event.
The conference venueOsaka is famous for the host city of G20 Summit. Osaka with a population of about 2.6 million is the third-most populated city in Japan (after Tokyo and Yokohama). Osakans are usually characterized as being outgoing and clever at money affairs. It’s also known for its food, castle, port, underground shopping arcades, and bunraku puppet theater, and boasts the oldest state temple in Japan, one of the nation’s best aquariums, and the only Universal Studios outside the United States. Because of its international airport, it also serves as a major gateway to the rest of Japan. Indeed, some travelers base themselves in Osaka, taking day trips to Kyoto, Nara, and Kobe. All participants not only will have a fruitful stay at the conference, but also an enjoyable trip in the city of Osaka.
If you need any assistance, please feel free to contact us.
Submission deadline: Oct. 5, 2019
Conference Chair
Yuka Kawasaki, Hyogo University of Teacher Education, Japan
Conference Local Chair
Nobutaka Odake
Regional Industry Policy Research Center, Nagoya Institute of Technology, Japan

Protest is not just about extradition when

Hong Kong youth feel they have no future and no voice

(South China Morning Post, 18 Jun 2019 )

Call For Papers - Measuring Citizenship Conference 

(Deadline: 7 June 2019)


Submissions are now invited for the European Network Young-IN and the annual Amcis/LLAKES Citizenship Education Conference. It will be held at Roehampton University, London on the 26 and 27  September 2019 and will focus on measuring citizenship in all its forms. It will discuss how to evaluate the effectiveness of education programmes in terms of its effects on citizenship competences and how to overcome the challenges of designing evaluation programmes for non-formal as well as formal education programmes. A special focus will be on programmes for disadvantaged youth.


For further information on the conference and the call for papers, see attached or online


For further details about the conference please email


Concepts, Contexts and Contentions
Date: September 27-29, 2018
Venue: Room 404, Thomas Aquinas Research Complex

Third Brown Bag Session for FEHD Research Students

This time the brown bag session will be led by Prof. Kerry Kennedy from the Department of Curriculum and Instruction (C&I). Prof. Kennedy will let you know what you need to be doing during your studies so that you can be prepared to become a valued member of a research community in the future. The presentation will focus on the social aspects of becoming a researcher, the academic requirements that are necessary, the skills that are needed and the values that are important.  

As usual, we will provide light lunch and drinks to registered attendees.


Date:    Sep 11 (Tue)

Time:   12:00 to 13:30

Venue: D2-G/F-05G

Call For Proposals - APNME Conference

(Deadline for Submission Proposals is December 15 of 2018)




The13thAnniversary Conference of the Asia-Pacific Network for Moral Education (APNME)

June 26-30, 2019, Ganesha University of Education (UNDIKSHA), Bali, Indonesia


Moral Education and Cross-Cultural Understanding
An International Conference for Interdisciplinary and Intercultural Dialogue

Moral education continues to be a vital part of every culture and society, and especially in this time of increasing uncertainty and moral confusion. While ancient religious and political traditions remain firm in many parts of the world , we still have wars attributed toreligious and political differences. The Internet and social media are having an ever-widening influence, but are they promoting a “world community” or leading to further fragmentation? Moral education in our schools, and at the family, village, city and national levels, continues to be a crucial part of every society.

Likely topics for presentations may include the following:

  1. To what degree may increasing individualism have influenced traditional moral, familial and social-communal values? How has the rise of the Internet and social media influenced these? How can moral and civic education, in the home and in school, reinforce a young person’s sense of his/her own essential worth, and of his/her responsibility to family, friends and community?
  2. What may be the fundamental role of moral education when it comes to our relationships withother cultures, ethnic minorities and with the non-human members of our natural environment? How can the fundamentally important moral component be still further emphasized in ecological education?
  3. What might be the role of traditional (ancient) cultural texts—myths, poems, songs, stories—in moral and civic education? How may these be related back to our ancestors’ thinking and to the harmony between human beings and nature?
  4. What is the nature of “moral dilemmas” in both Western and Asian-Pacific cultures, and to what degree may these dilemmas differ? Does this also raise the question of the relevance of philosophical and psychological theories, which may themselves come from a particular regional and cultural context? Is it possible to identify certain core values that are “universal”?
  5. How can we continue to strengthen moral, civic and environmental education in our families, schools, towns and cities? What are some of the best methods that teachers may use in their classrooms—in kindergarten, primary and secondary schools, and universities—to develop and strengthen their students’ moral values, their capacity for compassion, for understanding and caring for others?

Whilst priority will be given to presentations addressing these topics, any topics concerned with moral and civic education will be welcomed. We sincerely welcome to our conference all those who care about exploring and enhancing the role of moral education, through theory and practice, in the Asia-Pacific region and in the world.

We welcome submissions from scholars, students and practitioners across the many disciplines that contribute to the study and practice of moral education, including education, psychology, philosophy, historical and cultural studies, social and anthropological studies, neurobiological and neuro-ethical studies, ecological and religious studies, civic and legal studies. Plenary sessions and invited symposia will explicitly address the conference theme. We encourage individuals to submit proposals that address this theme; however, we also welcome any proposals that address the study and practice of moral and values education, civic engagement, and education more generally.


To submit a proposal and to learn more about the conference, including invited speakers, go to

The Deadline for submitting proposals is December 15, 2018.


For further information please contact the conference managers:

Visiting Professor - Professor Carole Hahn (2 March - 16 March)

Professor Carole Hahn from Emory University in the United States was recently a Visiting Professor sponsored by the Centre for Governance and Citizenship and the Department of Curriculum and Instruction. She is seen here in discussion with staff and doctoral students.


Call for Papers/Presentations 2018 CiCea / CitizEd International Conference

The 2018 International CiCea is our 20th conference and 2nd with CitizED. The conference theme is ‘Citizenship & Identity in a ‘post-truth’ world’ and will focus on the discourse, research and praxis related to this theme.  With these and other challenges in mind, we invite innovative interpretations from any academic discipline with respect to practice and/or research concerned with citizenship, identities and the conference theme to submit a presentation proposal. We welcome papers, posters, symposiums and workshops presented in person or virtually.

If you wish to be considered for 2018 Conference, please submit an abstract of no more than 300 words via the CiCea/CitizED proposal link [see below] on or before Friday 22nd December 2017. This conference accepts papers in English only.

The formal call for papers as well as information, forms and proposal submission links can be found at the website 

New Book from Routledge:

Young People and Active Citizenship in Post-Soviet Times


THE 15th European Congress of Psychology         For congress details, please click HERE

Professor Kerry John Kennedy is the discussant of the topic: "Reflections on the changing nature of civic engagement".

Date and Time: Friday, 14 July 2017, from 11:15 to 12:45

Venue:               Room G106 

Session:            PS23 The Future of Democracy: Readiness of European Youth for Citizenship.

For program details, please click HERE


This poster will be shown in the Congress.




Call for Papers: 12th Annual CitizED Conference Citizenship and Character: Clarifying Characterisations and Exploring Collaboration, University of Birmingham, 28 – 30 July 2016

The 12th Annual CitizED Conference will focus on the relationship between citizenship and character education, particularly regarding the use of collaboration techniques and the clarification of categorisations between and representations of citizenship and character. We wish to explore the ways citizenship education programmes contribute to the development of character education, and vice versa, as well as the achievement of high standards in other curriculum areas and educational matters.

Proposals that explore matters from qualitative and/or quantitative studies are welcome.

The 12th Annual CitizED Conference will be hosted by the University of Birmingham from 28 to 30 July 2016.

Please send an abstract of no more than 250 words in Word format to by 12pm on Monday 25th January 2016 with the email subject ‘CitizED conference 2016 CFP’. Please include full name, position, affiliation, and email in the abstract. This conference accepts papers in English only.

Please click here for details.



Publication News:



作者: 莫慕貞 甘國臻      2016年3月4日刊登於明報




Discontent runs deep: Hong Kong faces a real risk of losing its alienated youth

Authors: Magdalena Mok and Kerry Kennedy

Published by South China Morning Post on 24 February 2016

Magdalena Mok and Kerry Kennedy say research on youth and radical protest behaviour indicates a worrying tendency among some to see civic participation in negative terms.

Please click for here details.  


‘Out of School’ Ethnic Minority Young People in Hong Kong

Authors: Miron Kuma Bhowmik and Kerry J Kennedy, published by Springer in 2016.

This book offers a comprehensive overview of ‘out of school’ ethnic minority young people in Hong Kong.  The focus is on the extent of the phenomena, reasons behind it and a description of ‘out of school’ life. Employing qualitative research methods and adopting a case study approach that involved fieldwork comprising 15 in-depth interviews and 2 observations with 11 ‘out of school’ ethnic minority young people, this book provides detailed insights into the phenomena. Information gained from an additional 22 in-depth interviews with 20 other stakeholders related to ethnic minority education, from time spent at three schools and key document analysis are also incorporated. Drawing on critical race theory, this book presents a critical discussion of the ‘out of school’ issue for ethnic minority young people in a privileged Chinese context.


CGC Directors Kerry J Kennedy, Sonny Lo and Leung Yan Wing are Series Editors.

Governance and Citizenship in Asia (Springer Book Series) in 2016.

Centre for Governance and Citizenship (CGC) initiated this book series that explores how citizenship is shaped by social, political, cultural and historical contexts and how it may be moulded to serve the nation state in the age of globalization. In these publications we see how governance relates to all aspects of civic life, including politics, public policy, administration, civil society and the economy, as well as the core values of society. 

First two volumes in 2016:

"Organisational Justice and Citizenship Behaviour in Malaysia" by Lai Wan HOOI

This book presents the current state of knowledge concerning developments in organisational behaviour and human capital management in the new millennium. It features an in-depth study among managerial staff in the manufacturing sector in Malaysia to reflect employee perceptions of organisational justice, organisational citizenship behaviour, job satisfaction and manager-employee exchanges.

"Ethical Dilemmas in Public Policy: The Dynamics of Social Values in the East-West Context of Hong Kong" co-edited by Betty YUNG and Kam Por YU
This book employs a unique interdisciplinary approach to analyze different ethical dilemmas in public policy, applying values and concepts to examine substantive policy and public issues that are grounded in practical realities (by integrating philosophy, political science, law, policy studies etc.), thereby bringing fresh insights to governance.


Professor Kerry Kennedy, and Professor Andreas Brunold co-edited Regional Contexts and Citizenship Education in Asia and Europe, published by Routledge in October 2015.

This book is concerned with the social and political aspects of regional groupings, particularly how citizenship education fares in regional contexts. The European Union (EU) has revolutionised its political and economic aims into more encompassing social and political goals. The Association of Southeast Asian Nations (ASEAN), on the other hand, is still moving towards fuller integration in social and economic terms as South East Asian nations seek a greater role on the global stage and particularly in the global economy. Both the EU and ASEAN have drawn up educational frameworks that collectively work to harness educational achievements which in turn work to fulfill social and economic objectives at the regional level. This book portrays citizenship issues affecting the two regions and describes the way citizenship education can reflect and address these issues. Case studies on EU and ASEAN member countries make up the book’s two parts which analyse, among other issues:

l    The Changing Landscape of Citizenship Education in England

l    Political Didactics and Political Education in Germany

l    Rethinking a Conceptual Framework for Citizenship Education in ASEAN Countries

l    Education for ASEANness: A tool to build an ASEAN community

This book explores new ideas on citizenship and comparative education in regional contexts and will be of interest to researchers concerned with the impact of regionalism on social development and to citizenship educators studying the influence of contexts on the construction of citizenship education.

Professor Sonny Lo Shiu-Hing, CGC Co-Director, explores in his forthcoming book, the specific role of government institutions and agencies, notably the police, in controlling organized crime and cross-border crime in Greater China.

The Politics of Controlling Organized Crime in Greater China, published by Routledge, forthcoming in December 2015. (ISBN: 9780415619561) 
Chapter 1: Crime and Politics in Greater China From Historical Perspective 
Chapter 2: Triads and Anti-Triad Operations in Mainland China, Macao and Hong Kong 
Chapter 3: Controlling Heidao in Taiwan 
Chapter 4: Suicidal Attacks and Anti-Terrorism in China 
Chapter 5: The Politics of Anti-Prostitution in Greater China 
Chapter 6: From China’s Underground Casinos to Macao’s Casinos and Hong Kong’s Casino Cruise Ships 
Chapter 7: Anti-Narcotics in Greater China 
Chapter 8: Cross-Border Crime Control Between Taiwan and Mainland China
Chapter 9: Cross-Border Cooperation and Regime Autonomy in Crime Control. 
Please click here for details.

Professor Sonny Lo Shiu-Hing, CGC Co-Director, analyzes the Politics of Crisis Management in China, and Hong Kong's Democratization in his two latest author books.

The Politics of Crisis Management in China: The Sichuan Earthquake, published by Lexington Press in November 2014. (ISBN: 978739139523)
Introduction: Crisis Management and Earthquake
Chapter 1: The Critical 72 Hours After the Sichuan Earthquake
Chapter 2: The Response of Interest Groups, Citizens and Tibetan Activists
Chapter 3: The Role of the People’s Liberation Army
Chapter 4: Post-Earthquake Reconstruction Work and Policy Learning
Chapter 5: Crisis Management in Comparative Perspective
Please click here for details.
Hong Kong's Indigenous Democarcy: Origins, Evolution and Contentions, published by Palgrave in 2015. (ISBN: 9781137397133)
Introduction: The Uniqueness of Hong Kong Democracy and Its Implications for Comparative Politics
Chapter 1: Historical Origins of the Hong Kong Model of Democracy and Interactions with the China Factor
Chapter 2: The Dual Development of Rule of Law and Judicial Independence
Chapter 3: The Role of Independent Commission Against Corruption, Audit Commission, the Commissioner for Administrative Complaints, and the Equal Opportunities Commission
Chapter 4: Perspectives on the Occupy Central Movement and Implications for Democratization 
Chapter 5: The Chief Executive Election and Hong Kong's Indigenous Democracy 
Chapter 6: Conclusion
Please click here for details.

Call for Papers: The 10th Anniversary Conference of APNME, 4-7 December 2015, Sydney, Australia

The Asia-Pacific Network of Moral Education (APNME) welcomes professional educators who have an interest in, and commitment to, moral education and moral development and who care about fostering moral values in what they teach and how they teach. The Asia-Pacific region has a long and distinguished history of moral education and education itself is often seen as a values-based endeavour. The purpose of APNME is to foster and strengthen the teaching of and research into moral education and moral development in this region and globally. From small, informal beginnings in 2006, APNME has grown into a formal network of educators who are either located in the Asia-Pacific region or who have a special interest in or connection with the region.
The 10th Anniversary Conference of the APNME will be hosted by the University of Sydney from 4 to 7 December 2015. Abstract Submission Date is 31 May 2015.
Please download the flyer here or visit the APNME website ( later for detail announcement.

Education Governance and Democratic Development in Myanmar

The Centre for Citizenship and Governance, in association with the Institute's UNESCO Chair, has been asked to provide advice on the reform of education legislation in Mynamar in line with the country's transition to democracy. Professor Kerry Kennedy, Director of CGC, recently joined a UNESCO team on a fact finding mission to  Myanmar to consult with members of the Comprehensive Education Sector Reform Team,  government representatives  and public servants, civil society groups and other donor agencies working in Yangon. He made an assessment of the current state of education legislation, reform directions to be encompassed by new legislation, and the ways in which Myanmar might benchmark its legislation with its ASEAN partners. 
Professor Kennedy has made his second trip to Myanmar in October 2013 to consult formally with groups on proposals for a new legislative framework. During the meeting with a wide range of stakeholders in the education sector, he emphasized that“Reviewing legal arrangements for education moves Myanmar one step closer to establishing the rule of law as a guiding principle in the political system. This, I think, accounted for the very high level of stakeholder engagement in discussions related to a new national education law.” Participants at the meeting further discussed on what elements need to be present in a new law to ensure fair and equitable access to high quality education for all young people.
Report of the first mission to Myanmar can be found the UNESCO webpage here:
Report of the second mission can be found at the UNESCO webpage here:
A public seminar presentation titled "Myanmar’s Democratic Transition: The Role of Education Governance"  is arranged on 22 Jan 2014 (Wednesday) 12:30pm in the HKIEd Tai Po Campus. Professor Kennedy will explore the issue of how an education system that has served the purposes of a military dictatorship might be transformed to serve democratic purposes. The focus will be on governance issues and what education governance for democracy might mean in Myanmar and elsewhere. 

Civic and Citizenship Education Specialized Courses for Doctor of Education Programme 

The Centre for Governance and Citizenship offers support to taught course postgraduate students who undertake the specialized courses in the Civic and Citizenship Education area.
Specialized Courses
Civic and citizenship education is a priority for all societies. It is concerned with the development of the next generation of citizens who will have responsibility for the social and political processes that underpin the ways people interact and work together. School education plays an important role in this process but it is recognized that schools do not work in isolation from their communities and the values they represent. The influence of peers and families is also recognized as contributing to citizenship development. Specifically, this area is designed to seek a better understanding of citizenship issues in different cultural contexts, to expand that understanding with explicitly comparative studies, to move outside the bounds of the formal structures of government and investigate the role of civil society in the development of citizenship and to explore the theoretical and practical issues related to the way students view their citizenship responsibilities.

Professor Kerry Kennedy, Dr  Gregory Fairbrother and Dr Zhenzhou Zhao co-edited Citizenship Education in China: Preparing Citizens for the "Chinese Century", published by Routledge in August 2013, 240pp.

There is a flourishing literature on citizenship education in China that is mostly unknown in the West. Liberal political theorists often assume that only in democracy should citizens be prepared for their future responsibilities, yet citizenship education in China has undergone a number of transformations as the political system has sought to cope with market reforms, globalization and pressures both externally and within the country for broader political reforms. Over the past decade, Chinese scholars have been struggling for official recognition of citizenship education as a key component of the school curriculum in these changing contexts. This book analyzes the citizenship education issues under discussion within China, and aims to provide a voice for its scholars at a time when China’s international role is becoming increasingly important. 


Professor Kerry Kennedy, (Centre for Governance and Citizenship) and Professor Magdalena Mok and Mr. Michael Wong (Assessment Research Centre) have been awarded the IEA Richard M. Wolf Memorial Award, 2012 for their paper,“Developing Political Trust in Adolescents: Is there a Role for Schools?“. The paper is a chapter in Bernadette R. Curtis (Ed.). Psychology of Trust [Series: Psychology of Emotions, Motivations and Actions]. New York: Nova Publishers, 137-156.

The Richard M. Wolf Memorial Award was established in 2005 by the International Association for the Evaluation of Educational Acheivement (IEA) "in recognition of the significant contributions made to the field of educational research by the late Dr Richard M. Wolf". The award is given annually to the author or authors of a paper published in a refereed journal, monograph, or book that includes analysis of data from one or more IEA studies. For further details, please visit the web-link at: .

Mr. Joseph Kui Foon Chow, PhD Candidate of HKIEd winning the 2012 Dr. Judith Torney-Purta Outstanding Paper Award in Citizenship and Democratic Education

Mr. Joseph Kui Foon Chow, PhD Candidate affiliated to the Centre for Governance and Citizenship, under the supervision of Professor of Kerry J. Kennedy, awarded as 2012 winner of the Dr. Judith Torney-Purta Outstanding Paper Award in Citizenship and Democratic Education for his paper “Reading Beyond the Riots: Civil Disobedience Or Political Participation of Adolescents?” This paper is forthcoming in the journal Citizenship Teaching and Learning.

The award, presented by the CIES Citizenship and Democratic Education SIG, recognizes graduate students’ contribution to the development of comparative inquiry in education and encourages new research in the areas of citizenship and democratic education. This award was inaugurated in 2008 in honor of Dr. Judith Torney-Purta’s lifelong contributions to the field.

Mr. Chow will be recognized at the Citizenship and Democratic Education SIG business meeting during the 56th Annual Conference of the Comparative and International Education Society. For further details of the Conference, please visit the conference web-link at: 

Congratulations, Mr. Joseph Chow!