Administrative arrangements and a curriculum for a university training programme for adult educators in Hong Kong

Administrative arrangements and a curriculum for a university training programme for adult educators in Hong Kong

行政管理安排及為香港成人教育人士提供成人教育的大學培訓課程

• Shak, Therese Wai Han Ming-Ai (London) Institute, UK

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 56(3), 47-54, 2008

Hong Kong

Hong Kong Teachers' Association

2008

• D Curriculum
  • DH Adult, Lifelong & Continuing Education Programmes
• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education

Adult Education Training 成人 教育 培訓

• Hong Kong

• 1997.7 onwards

• Adult Education

Background: In the early 1980s, the author of this article researched, in her M.Ed thesis, the state of adult education in Hong Kong with regard to its general support and delivery through university channels. At that time, adult education had a separate identity and, since, has generally become vocationalized, creditized or subsumed into postsecondary education and part-time higher education. Dr. Shak's recent book to be published: Lifelong Education: Consensus in Characteristics and Practices (2008), describes what adult education has evolved into globally. In this article, her research of the 1980s is revisited and considered in contemporary context.
Aims: The study explored a training programme for adult educators in universities in Hong Kong. Administrative arrangements, including funding, staffing, the provision of facilities, and a curriculum were of key focus. Interviewees were immersed in the adult education of their era.
Method: An examination of administrative arrangements and development of curriculum was done based on a needs assessment model. Identification of problems was based on literature internationally, and questionnaires and interviews with respect to relative stakeholders.
Results: Findings were that, for adult education, universities were ideal for training administrators and specialists who could, in turn, provide part-time in-service training for volunteers and part-time teachers. Further, an appropriate curriculum was devised.
Conclusion: Dr. Shak's research of some 25 years ago yielded seven recommendations, all of which--of interest--now characterize (in some form) not only education in Hong Kong, but also continuing education and lifelong education globally today. This article provides information that highlights the historical, conceptual, and empirical development of adult education and its derivatives that point the way to the future.
背景：早在20世紀80年代，在她的碩士論文裡，作者已經研究了在香港通過大學的管道為成年人教育提供支持和幫助的狀況。那時，成人教育已經成 一種另類的個體，成人教育被稱為職業培訓教育或兼職教育。在石博士快將出版的書：終生教育：特點和實踐的共識(2008)中寫到 成人教育 怎樣走向全球化。在她的文章中，在20世紀80年代的研究被重新認識 並被 運用到現在。
目的：她的研究涉及在香港的大學為成人教育人士提供的成人教育培訓課程. 管理安排包括： 資金，員工，設施規定和課程內容是其重點。
方法：管理安排和課程發展的研究是以評估標準的需要為基準。問題的發現是以國際文學，問卷調查以及對相關人士的訪問為基準的。
結論：結果發現：對於成人教育，大學是一個提供管理培訓和培訓專門人才的理想場所，因為它可以提供培訓給志願人員和兼職教師。而且它可以制定合適的課程。
總結：石博士25年前的研究提出7點建議：成人教育不僅在香港，應該是世界性的終生教育。這篇文章提出了成人教育的歷史，理論，和經驗的 發展，以及其他發展的趨向。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• English

Journal Articles

• 16831381

https://bibliography.lib.eduhk.hk/bibs/86c50b43

2010-12-02