Community College Policy in Hong Kong: Intention, Practices, and Consequence

Autor/in	Wong, Yi-Lee
Titel	Community College Policy in Hong Kong: Intention, Practices, and Consequence
Quelle	In: Community College Journal of Research and Practice, 39 (2015) 8, S.754-771 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2014.880164
Schlagwörter	Educational Policy; Community Colleges; Foreign Countries; Associate Degrees; Academic Aspiration; Supply and Demand; Labor Force Development; Higher Education; Bachelors Degrees; Postsecondary Education; Academic Degrees; Enrollment Trends; Institutional Characteristics; Hong Kong + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Community college; Community College; Ausland; Bedarfsplanung; Arbeitskräftebestand; Hochschulbildung; Hochschulsystem; Hochschulwesen; 'Bachelor''s degrees'; Bachelor-Studiengang; Post-secondary education; Tertiäre Bildung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Hongkong
Abstract	In order to increase the competitiveness of the workforce at low cost, the Hong Kong government brought in the idea of community colleges and the associate degree while keeping the same annual set quota of first-year, first-degree places at publicly-funded universities. At first glance, in doing so, the government could avoid expanding the sector of university education, which could eventually lead to credential inflation usually found in the West. However, the policy, perhaps unintentionally, boosts up students' educational aspiration: while a greater number of students obtain an associate degree, they do not take an associate degree as a final degree but demand a bachelor degree. This rising demand, then, leads to the emergence and subsequent expansion of the self-financing sector of university education. This Hong Kong experience demonstrates that it is perhaps a mission impossible, to let more people have a higher education while keeping the sector of higher education intact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01