Myth of the inferior status of vocational education: The case of Hong Kong

Myth of the inferior status of vocational education: The case of Hong Kong

• Yau, Thomas Siu Ho Chinese University of Hong Kong
• Chung, Ming Lun The University of Hong Kong
• Li, Ho Ching The Education University of Hong Kong
• Chun, Derek Wai Sun The Education University of Hong Kong

Chinese Education & Society, 51(6), 476-490, 2018

Routledge

2018

• Q Philosophy of Education, Educational System & School At Different Levels
  • QF Vocational & Technical Education

Vocational Education Critical Discourse Analysis Vocational Guidance Professional Education Education Policy Inferior Status Policy Analysis

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

In this article, factors contributing to the poor perceptions and inferior status of vocational education in Hong Kong are discussed. Critical discourse analysis (CDA) is employed as the methodology in examining the discursive construction of vocational education in the policy context. A total of five policy documents published between 1970 and 2015 are included. Our findings show that the socioeconomic transformation of Hong Kong in recent decades, massification of higher education, and cultural factors such as parental expectations are pertinent to the stigmatization observed in vocational education. This article discusses the implications from the findings and concludes with possible solutions for the future development of vocational education in Hong Kong under the novel vocational and professional education and training (VPET) initiative launched by the government.
[Copyright of Chinese Education & Society is the property of Routledge.]

• English

Journal Articles

• 10611932

• 10.1080/10611932.2018.1570801

https://bibliography.lib.eduhk.hk/en/bibs/07fa9f12

2020-03-03