Higher education vocational institutions train professional applied talents and accounting study is one of those vocational studies. A survey was conducted in Hong Kong and views collected from the responding practitioners on whether they agreed with the inclusion of an accountant's involvement in ethics education could benefit accounting students, meanwhile, their views on additional ethics elements required for our current ethics education. We found that a majority (82.3%) of total respondents (N = 164) answered positively that the inclusion of an accountant's involvement in ethics education could benefit students. In addition, age and gender do make a difference in their answers while their working location do not affect much of their answers. Practitioners voiced out that practical work experience, for example, internship is more important than knowledge learnt. The views from the responding vocational practitioners reveal that boarder ethics elements of accounting education are expected to be included in our current curriculum. Copyright ©KKG Publications.

This paper reports a case study of the manifestation of the teaching-research nexus in a research-active professor's classroom teaching of a research methods course targeting a cohort of Master of Education (MEd) students in early childhood education (ECE). The study was conducted at a research-intensive English-medium university in Hong Kong where excellence in both teaching and research is emphasized. Data were gathered through classroom observation and interviews with the focal participant. Data analyses showed that in teaching the research methods course the focal professor aimed to train the students to become critical 'consumers' and novice 'producers' of research through a 'PBL-triple'--problem-based, practice-based, and project-based--approach, and his identity as a prolific researcher also influenced his class teaching. Our study contributes to the literature by providing a new perspective on research-teaching relationships from the classroom. Copyright ©Springer.

In the contexts of population aging and English as a second language (ESL) proficiency decline in Hong Kong, a 12 weeks program that matched 15 retired citizens with 30 secondary school children who wanted to practice English outside the classroom was established. Using proficiency tests, open-ended questions, and Likert scales, this study examined the program value in terms of participants’ program experiences and performances. Results indicated that intergenerational contacts through games, activities, mutual understanding, and friendships appeared to be conducive to children’s ESL learning and relevant to retirees’ post-retirement development. Ideas on exploring ways to increase more available linguistic practice encounters while promoting active aging, and an insight on responding to intergenerational segregation are considered. Copyright ©Routledge.

This article describes a learning unit for seniors within a university in Hong Kong, as an example of offering lifelong learning opportunities for senior adults. This article reports and discusses findings from a small-scale research study conducted at the unit, which aimed to explore the effectiveness of the current mode of integrating elder learning into higher education, specifically how this related to the promotion of intergenerational learning between elders and university students. This article reports on the findings of a quantitative survey conducted with elders, university students and instructors, in order to compare their views on the impact of a mixed intergenerational classroom and to identify the benefits of elder learning. The most positive impact of the mixed-class arrangement was upon the elder learners, who reported very positive learning experiences and a number of positive benefits to learning. All three groups positively reported that the class arrangement did improve intergenerational learning. Whilst all three groups responded very positively to the mixed-class arrangement and presence of elders, there were less positive responses reported from both undergraduates and their instructors as to the impact of elders in the same class upon helping undergraduates learn better. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Purpose: This article aims to (1) systematically examine the development of career guidance practices in Hong Kong over the past 40 years, (2) discuss developmental attention to the career-related self-concept of diverse learners, and (3) propose a multidimensional model of self-concept by integrating the career-related domains with recent advances in self-concept research pertaining to students' in-school and post-school outcomes.Design/Approach/Methods: This article charts the developmental trend of career guidance and counseling (CGC) over more than 40 years in Hong Kong. The article also examines key findings relating to self-concept research made in the fields of education and career counseling in the past 50 years.Findings: For 50 years, Hong Kong has progressively recognized the importance of CGC. The government's continued determination to refine its policies and practices in this domain was succinctly highlighted in the Chief Executive's 2018 policy address. However, many challenges pertaining the professional competence of career guidance teachers and the ability of school administrators to manage the paradigm shift from informal to formal career guidance and counseling practices (CGCPs) remain. Meanwhile, the effects of these CGCPs on students' gains of career-related abilities and interests directly and indirectly remain under-researched.Originality/Value: This article integrates research into the developmental trend of career guidance practices in secondary schools and the study of academic self-concept. The article builds upon previous self-concept research by proposing an extended self-concept model that includes the career-related domain, setting a theoretical model for further research to explore. Finally, the article demonstrates the importance of tailoring career guidance activities in secondary education to reflect the diverse career-related self-concepts held by today's students with diverse abilities. Copyright © 2020 The Author(s).

香港的職業教育體系成熟完善、獨具特色,尤其是教育與培訓互通的頂層資歷架構和需求導向的多元化人才培養模式,對內地打造互通共融的職工教育體系和探索產教融合的技能人才培養模式極具參考價值。內地職工教育可在此基礎上,圍繞課程體系、師資隊伍和實訓形式展開創新探索,以職工職業發展為定位,以職業能力建設為核心,充分發揮工會"大學校"作用,大力開展高素質技能人才隊伍建設,從而激勵廣大職工以創新精神在轉型發展中發揮主力軍作用。

粵港澳大灣區的建設與發展對大灣區的人才培養提出了新的要求。研究立足於大灣區建設的人才需求,探討繼續教育在大灣區建設中的定位和人才培養模式,通過結合雲計算、物聯網等現代信息技術建立的智慧教育信息生態環境,實現了多區域、多種類、多層次的繼續教育深度融合與協同發展,為繼續教育學習者、教師和管理者創造智能化、泛在化、物聯化、感知化的智能服務環境,構建出智慧教育環境下的"1+2+9"繼續教育人才培養模式。該研究與實踐踐行了成人教育"以生為本"、"注重啟發"、"自導學習"的教育理念。

In the 2014 policy address, the Hong Kong SAR government decided to offer a grant for expanding the support of life planning education in secondary schools. It aimed to help students be better prepared for the transition from education to work. However, globalization and innovation of technology have increased future uncertainties. Students are suggested to have better preparation for different stages of life. Moreover, the expectations toward schools and education have changed. It is not limited to knowledge transfer but also whole-person development. Therefore, they were urged to provide life-based education to help students cope with various challenges in their life. This article discusses Life Planning Education promoted by the Education Bureau in terms of a Lifelong Learning perspective. It suggests expanding the current Life Planning Education to Life Education for covering all aspects of life and for achieving the goals of Lifelong Learning and whole-person development. It helps the student to be prepared for 21st century challenges.自 2014 年起，特區政府透過增加對學校的撥款用於推廣生涯規劃，協助學生訂立目標和計劃，從而面對畢業後在工作上所帶來的挑戰。然而時代的轉變，社會對教育和學校的期望亦有所提升和不應止於傳授知識。本文以終身學習的角度去討論現行生涯規劃教育，並帶出教育應該以生命為本。作者建議在現行教育局所提倡的生涯規劃教育加入生命教育元素，這不單有助培育學生發展終身學習的態度，亦能協助他們達至全人發展去面對 21 世紀所帶來的挑戰。 Copyright © 2019 Hong Kong Teachers' Centre Journal.

Past studies have supported the view that parent background and family socioeconomic status determine the post-secondary educational expectations of adolescents. They build on Pierre Bourdieu’s social reproduction theory, but do not fully explain why some adolescents aspire to post-secondary education and some do not. The capability approach adopted by Amartya Sen, uses the concept of agency to address such individual differences and ‘capability to aspire’ may explain educational transitions. The data for this study is drawn from PISA 2012 and its longitudinal extension study of adolescents in Hong Kong. Results of logistic regression analyses suggest that the reproduction effects through school socioeconomic composition and habitus pertaining to parental expectation are major factors shaping adolescents’ expectations of pursuing a bachelor degree. However, agency factors, that is adolescents’ own capabilities, after taking into account their differing family socioeconomic backgrounds, can strengthen their aspirations to pursue a bachelor degree. This combined approach and its implications for theory and practice, as well as the limitations of the study, are discussed.
[Copyright of Research in Higher Education is the property of Springer Netherlands.]

香港推行十二年免費教育，很多殘疾學生，無論就讀於主流學校或特殊學校，都可以完成高中學習階段，而生涯規劃，也是學校教育的重點。在盡展學生的潛能的概念下，為殘疾學生提供的教育及訓練，有根本的轉變。殘疾學生的生涯發展需要，已由簡單的技能評估及訓練，超越至擴闊視野、引發興趣、設定目標、培養能力及體驗學習。不少研究指出，如能以殘疾學生的興趣及優勢，配合社區支援及自主學習動機，更能發揮他們的專長，有助他們融入社會及公開就業。講者將綜合近年支援殘疾學生的措施及經驗，介紹生涯規劃的內容及重要性，協助殘疾學生如何從學習到就業階段的準備，期望能結集不同的社會力量，為殘疾人士創造機遇，指出未來發展方向。 Copyright © 2018 殘疾人士就業能力研討會.