Myth of the Inferior Status of Vocational Education: The Case of Hong Kong

Autor/inn/en	Yau, Thomas Siu Ho; Chung, Ming Lun; Li, Ho Ching; Chun, Derek Wai Sun
Titel	Myth of the Inferior Status of Vocational Education: The Case of Hong Kong
Quelle	In: Chinese Education & Society, 51 (2018) 6, S.476-490 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2018.1570801
Schlagwörter	Foreign Countries; Vocational Education; Educational Attitudes; Status; Negative Attitudes; Educational Policy; Discourse Analysis; Higher Education; Access to Education; Secondary Education; Educational Change; Parents; Expectation; Barriers; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Negative Fixierung; Politics of education; Bildungspolitik; Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Sekundarbereich; Bildungsreform; Eltern; Expectancy; Erwartung; Hongkong
Abstract	In this article, factors contributing to the poor perceptions and inferior status of vocational education in Hong Kong are discussed. Critical discourse analysis (CDA) is employed as the methodology in examining the discursive construction of vocational education in the policy context. A total of five policy documents published between 1970 and 2015 are included. Our findings show that the socioeconomic transformation of Hong Kong in recent decades, massification of higher education, and cultural factors such as parental expectations are pertinent to the stigmatization observed in vocational education. This article discusses the implications from the findings and concludes with possible solutions for the future development of vocational education in Hong Kong under the novel vocational and professional education and training (VPET) initiative launched by the government. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01