Cultural Literacy and Student Engagement: The Case of Technical and Vocational Education and Training (TVET) in Hong Kong

Autor/inn/en	Hui, Sammy King Fai; Cheung, Hoi Yan
Titel	Cultural Literacy and Student Engagement: The Case of Technical and Vocational Education and Training (TVET) in Hong Kong
Quelle	In: Journal of Further and Higher Education, 39 (2015) 4, S.553-578 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2014.938263
Schlagwörter	Cultural Literacy; Learner Engagement; National Surveys; Correlation; Student Attitudes; Student Participation; Vocational Education; Technical Education; Ethics; World Views; Individual Characteristics; Foreign Countries; Interpersonal Relationship; Values; Educational Practices; Benchmarking; Lifelong Learning; Outcomes of Education; Postsecondary Education; Hong Kong; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Korrelation; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausbildung; Berufsbildung; Technikunterricht; Ethik; World view; Weltanschauung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wertbegriff; Bildungspraxis; Life-long learning; Lebenslanges Lernen; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Hongkong
Abstract	Technical and vocational education and training (TVET) is often seen to be constraining and focused on specific skill development for specific occupations. This goal is at odds with the demands of a knowledge economy that requires more general educational outcomes for an uncertain and unpredictable labour market. For this reason, Hui (2012) has adopted a broader definition of student learning outcomes and assessed the extent to which "cultural literacy" might be a preferred goal for TVET to supplement the skills training element. Cultural literacy refers to an individual's world view, ways to interact with people, character, personal ethics, values and style. Hui's study highlighted the need for TVET to emphasise the development of these generic outcomes, students' comprehensive attitudes and personal qualities in particular. To achieve greater control over the quality of outcomes, this study aims to investigate the influence of students' participation in institutional activities on their growth. Through modifying the well-known National Survey of Student Engagement (NSSE), this study examines the relationship between the five benchmarks of effective educational practice and students' cultural literacy and their self-reported academic performance. Results of a survey study of 238 Hong Kong TVET students indicated that some of the benchmarks could predict to a strong and moderate degree these two important outcomes. It is argued that proper planning and facilitation of educationally purposive activities could enhance both their learning and development. This article will contribute to the discussion on how to advance TVET students' learning performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01