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Title: An investigation on the attitudes of Hong Kong adult learners and continuing education providers towards government funding on continuing learning
Author: Yung, Venus Wai Ling
ISNI:       0000 0001 3576 2898
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2005
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To increase the competitiveness of Hong Kong and strengthen her economic status in the global market, the Government of the Hong Kong Special Administrative Region has recognised the importance of establishing a Knowledge Economy by improving the standard and competence of the labour market. One of the strategies to achieve this target is through strengthening the education system by promoting Continuing Education. Therefore, the Government has launched a Continuing Education Fund (CEF) in 2002 to offer more opportunities for the public to gain better knowledge and skills. The public can then contribute themselves to the industries of the new age economy. The major aim of this research is through exploring the perspectives of Adult Learners towards the CEF policy to investigate how the Government funding programme performs in relation to Continuing Learning. To provide a comprehensive, rational and neutral explanation of the views of Adult Learners, perspectives from the Policy Maker and Implementers were also collected and analyzed as supporting arguments. A Conceptual Framework is further COHstructed to guide the investigation of the policy based on four main policy stages (Planning, Implementation, Deployment, Review) and five components (Knowledge Economy, Suitability, Sufficiency, Complexity, Transparency). After examining the perspectives from the target groups, the results have highlighted a number of concerns in the CEF policy that require improvement. They are mainly related to the ability of the CEF in helping the Government to achieve a knowledge economy, suitability of CEF industry sectors, sufficiency of funding amount, complexity of application procedure, transparency of CEF information, efficiency of funding approval process, effectiveness of feedback systems, quality control on implementation, and effectiveness of communications. Having reviewed the problematic areas, constructive recommendations have been proposed at the end of the study to illustrate improvements in the CEF policy that might contribute to promoting Continuing Learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available