Career and life planning is extremely important for all adolescents in order to enhance transition outcomes, but to date, little attention has been paid to its role in education for students with special educational needs (SENs). There is no specific model in Hong Kong for supporting career and life planning for SEN students, nor has there been any research on the topic. As a result, their needs are easily overlooked and they have had fewer opportunities to explore and develop their vocational interests. To address this problem, a charitable organization in Hong Kong initiated in 2016 a two-year program for junior secondary students with SEN. The program aimed to develop a service model for supporting career and life planning for these students in Grades 7–9. Evaluation of the program included obtaining views from different stakeholders, including parents of the SEN students. In this chapter, we discuss findings from the evaluation study using a qualitative approach with data from parent interviews. Copyright © 2020 Springer Nature Singapore Pte Ltd.

The psychological construct of self-efficacy plays a salient role in students’ pursuit of a career path. Career-related self-efficacy is strongly associated with life satisfaction and emotional well-being. Most of what is known about this construct has come from research with mainstream students in the West, and considerably less attention has focused on students with special educational needs. The limited knowledge we have of SEN students’ career-related self-efficacy may be due to lack of appropriate assessment instruments with sound psychometric properties that can be used across cultures. This chapter reports steps taken to validate such an instrument, the Career Development Self-Efficacy Inventory (CD-SEI), for assessing career life skills self-efficacy in SEN students. The authors describe the use of a short form of CD-SEI in Hong Kong with a sample of SEN students and a comparison group without special needs. Theoretical and practical implications of using this instrument to assess career life skills self-efficacy of SEN students are discussed in light of current career development theories. Copyright © 2020 Springer Nature Singapore Pte Ltd.

隨著粵港澳大灣區建設的大力推進,來內地就讀和畢業後留在內地創業就業的港澳學生將不斷增加。本研究通過對港澳學生佔比較大的J大學的調查,發現當前內地高校在港澳學生創業就業教育方面還有進一步改進的空間。政府、高校、產業界等應該聯合推動頂層設計、明確教育目標和思路、兼顧港澳學生的主體性特征、加強師資建設、增設實踐平台、優化考核方案與支持體系,以提升港澳學生創業就業教育實效。

This paper draws on Marcia and Porfeli's identity status models to examine the relationship between adolescent career identity formation and its contextual aspects. Focus group interviews were conducted with 26 students at two Hong Kong senior secondary schools. It was found that most participants exhibited the career identity statuses of achievement, searching moratorium, or moratorium towards the end of school. Influences that were identified from family, school, and social culture varied across individuals with different career identity statuses. By reporting the findings from an East Asian school setting, the paper provides theoretical and practical implications for career development for senior secondary school students.
[Copyright of Journal of Career Development is the property of SAGE Publications.]

Globally, the rise of entrepreneurial economies poses challenges to, but at the same time provides opportunities for, higher education. Universities around the world are becoming increasingly entrepreneurial, a development that can be stimulated through their graduates as the most robust source of innovative talents. In post-industrial economies with high graduate unemployment, entrepreneurship education has been touted as a potential solution to facilitate transitions from higher education to work. In the literature of higher education studies, a research gap exists concerning graduate entrepreneurship, despite an emerging body of research on graduate employment/ employability. Besides, notwithstanding the concept of entrepreneurship spirit has been attempted to incorporate in specific subjects under New Senior Secondary (NSS) academic structure, the outcome of entrepreneurship education under local education system, including higher education, still requires room for improvements. By examining the constructions of aspiration for graduate entrepreneurship, and exploring the decisive factors on entrepreneurship decision, this paper will contribute to critical studies in education on socioeconomic disparities and framings of youth aspiration through higher education, against the backdrop of deepening global inequalities. By purposive sampling, empirical case study will draw on in-depth interviews with a sample of 30 graduates embodying varying degrees of entrepreneurial aspiration and success from research-intensive universities in Hong Kong.Positive correlations between social class and entrepreneurial intentions are revealed in the business literature as entrepreneurship founded by working class students are restricted by limited resources and collaborative networks. Paradoxically, studies have also found that lower middle-class students often have the strongest desire for social mobility and perceive entrepreneurship as a desirable pathway. Employing the analytical

生涯規劃不單只是職業上的規劃,而是要為個人面對人生種種不同情境,作出全面的分析和規劃。有特殊教育需要的學生因著智能、肌能及職能發展上的限制,職業發展只屬於他們生涯規劃的一部份;更重要的是讓他們的生命有意義、有質素,並有尊嚴地渡過。本文嘗試討論香港及其他地方有關特教生生涯規劃的原則與理念,為建立他們整全人格的生涯規劃定位。文中介紹美國行之有效的生活為本教育轉銜課程,並以香港不同課程體系為比較實例,展示如何將生涯規劃應要掌握的內容在課程中實踐。Life planning is not just career planning but also helping individuals to face with all kinds of situations in life and make comprehensive analysis and planning. Students with special educational needs, because of their intellectual, physical and work limitations, career development can only account for a part in their life planning. The most important thing is to create a meaningful life with both quality and dignity. This paper attempts to discuss the principles and concepts in life planning of students with special needs in Hong Kong and other countries for establishing holistic personal development. In the paper, effective implementation of the Life Centered Education (LCE) Transition Curriculum in United States would also introduced. Some Hong Kong curriculum models were discussed for showing how local institutions practice life planning throughout the local curriculum context.
[Copyright of 香港特殊教育期刊 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

本文探討在倡議智障人士應有生涯規劃下，香港的特教工作者可以如何為智障人士設定引向其期望的生涯規劃。在缺乏成人出路的配套，許多智障人士畢業後變成宅男、宅女。少數得到安置的智障人士，由於成人單位人手不足，他們的生涯亦在少活動、長等待中過去，要求提昇人手比例或生活照顧質素看似奢求。智障人士家長面對子女的醫療、居住、交通等種種生活難題，得到的只是政府重覆的敷衍回應，家長的訴求退卻至致力減少輪候的年期。通過作者個人觀察及實踐體驗，本文提出一些對智障人士生涯規劃的初步建議。 This paper looks at how in advocating for the right to proper career planning, special educators in Hong Kong should guide people with intellectual disabilities to achieve their expected career path. Without the provision of adequate exit arrangements for career placements, many students with intellectual disabilities become unemployed after completion of their school education. For the few who have been given immediate placements, there are very few activities organized for them as adult service units are always short of staff. They tend to spend most of the time idling. Any request to raise the staffing ratio and the quality of care appears to be luxurious. Confronted with other problems in medical services, housing and transportation, what parents of people with intellectual disabilities get are repeated casual responses from the government resulting in parents only asking for the shortening of waiting period. Through personal observation and practical experiences of the author, this paper offers some initial suggestions on career planning for people with disabilities.
[Copyright of 香港特殊教育論壇 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
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The authors provide an overview of past and present trends in career guidance, career education, and vocational training in Hong Kong. Particular attention is given to evaluating career education policies and how these have evolved and affected practices in secondary schools over the past few decades. Topics also covered within the paper include students who drop out, mentor systems, teacher training, vocational training vs. university education, and parent involvement. Two representative case studies are used to illustrate successful programmes. The future development of career education and vocational training in Hong Kong is anticipated, and implications for school-based career counselling practices are considered.
[Copyright of International Journal for the Advancement of Counselling is the property of Springer New York LLC. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s10447-018-9361-z]

School to work transition is an important aspect of lifelong learning that has increased in significance as the knowledge-based economy takes off in developed countries. Rapid structural economic changes, the importance of innovation, and a shorter lifecycle of products require education systems to adjust to the needs of economies and individuals. Educational reforms in many countries aim to improve school students' readiness for their important move to post-school life. Countries organize different pathways for students following secondary school level that are designed to meet both students' demands and the needs of economies. This article explores Hong Kong students' aspirations and realities. Although the majority of students plan to complete the final year of high school and 91.5% planned to undertake the Hong Kong Diploma of Secondary Education (HKDSE) to be eligible for higher education, in reality a significant number of school leavers do not perform well and should undertake training for employment. In addition, many students who are eligible for tertiary education cannot be admitted to government sponsored universities due to the limited number of places. This article begins with a consideration of students' aspirations, and then outlines the realities of transition and current issues. It concludes with some suggested policy measures that could improve equity during this school to work transition period.
[Educational Research for Policy and Practice is a copyright of Springer, 2017]