Abstract
In this article the researcher sets out to investigate the development of lifelong learning policy in Hong Kong. The policy analysis is focused specifically on the Hong Kong Government’s policy for Hong Kong to be a Regional Education Hub. Qualitative data was gathered using questionnaire surveys of leading local and overseas lifelong learning providers, through semi-structured interviews with experts who are leading practitioners in the field, and, through analysis of policy documents. The research highlights the extent of non-local provision of higher education in Hong Kong by the lifelong learning sector in association with overseas institutions. The study also shows that despite the policy rhetoric Hong Kong could not currently be described as a regional hub for education although all those experts surveyed consider Hong Kong well placed to develop as an education hub and were surprised that more has not been done.
Highlights
The thesis study set out to consider the development of the Hong Kong Government’s policy for Hong Kong to be a Regional Education Hub, the effectiveness of government policy towards achieving that end and the implications for the lifelong learning sector
A sample from the Literature Review in terms of the key issues and concepts underpinning the study is given in the following: Human capital theory is of direct relevance in studies that relate to lifelong learning provision, where this is, as in Hong Kong, financed largely by individuals rather than the state
This study has shown the extent of non-local provision of higher education in Hong Kong by the lifelong learning sector in association with overseas institutions and that this is a significant proportion of the total in Hong Kong
Summary
The thesis study set out to consider the development of the Hong Kong Government’s policy for Hong Kong to be a Regional Education Hub, the effectiveness of government policy towards achieving that end and the implications for the lifelong learning sector. Prior to 2000 much of this activity was for part-time students but since 2000 this lifelong learning sector has played a significant role, within some of the UGC funded institutions, and has developed self-financed community colleges to meet the government’s post-secondary expansion targets for full-time students in the 17-21 year age cohort. This expansion, to Associate Degree and Higher Diploma level, has generated more demand for tertiary places to first degree level which can only be fully met through self-financed first degrees offered in Hong Kong by local or overseas institutions.
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