China has the largest education system in the world today. It educates more than 260 million people and employed 15 million teachers in 2015. Besides its social impact, educational development has often been argued to be one of the primary reasons behind China’s stunning economic growth after the economic reform implemented in 1978. It is therefore of paramount importance to understand how education evolved in Chinese history.

Research on creativity by Chinese researchers began to boom in the 1990s. From then on, creativity research and practice regarding the enhancement of creativity in Chinese societies, particularly in Mainland China, have developed very quickly. The present chapter gives an overview of the enhancement of creativity across the lifespan in Mainland China, focusing on the literature published in the new millennium. Major approaches of creativity enhancement proposed by Chinese researchers on the basis of decades of creativity research and education experience in Mainland China will be introduced. Typical examples of creativity enhancement measures for different age phases, ranging from kindergarten to later life, will be presented. Based on the review, characteristics of the research and practice on creativity enhancement across the lifespan will be summarized, and it is pointed out that more “bottom-up” approaches should be encouraged and promoted in Mainland China in its further efforts in enhancing creativity among people of different ages.

This chapter critically examines twenty years of English language teaching and teacher education reform in Hong Kong as well as the rationale behind these changes and what they mean for Hong Kong’s English language teachers. It throws a light on the role of English language in local teacher education policy, something which has fuelled controversy and debate. The chapter details the wide-ranging reforms that have been enacted by authorities in response to local and global issues in English language teaching including curriculum changes, assessment reform, language proficiency requirements, medium of instruction (MOI) policies across schools, recruitment of overseas language teachers and the provision of mandated continued professional development. Positioning Hong Kong as a complex and multilayered landscape where cultural, political, economic, linguistic and educational factors all intertwine, the chapter concludes that a form of government ‘mandate’ has characterised the implementation of education reforms since 1997.

This chapter presents a case study of Queen Mary University of London and its School of Business and Management. It describes the transformation of the undergraduate curriculum into a Liberal Management Education. We discuss the importance of a public research programme as a spur to the growth of Liberal Management Education.

This chapter explores how the subject of L1 English Language is currently assessed in England at different stages of learning, drawing on official requirements as set out by the United Kingdom Department for Education (DfE), on test papers and assessment arrangements devised by the Standards and Testing Agency (STA), on the subject criteria as defined by the exams regulator for English qualifications (Ofqual), and on the qualifications that have been developed by the various exam boards, termed ‘Awarding Bodies’ or ‘Awarding Organisations’, within the United Kingdom.