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

REFERENCES

• Bacchi, C. 2000. Policy as discourse: What does it mean? Where does it get us? Discourse: Studies in the Cultural Politics of Education 21 (1):45–57. doi: 10.1080/01596300050005493.
   Google Scholar
• Bauhinia Foundation Research Centre. 2017. Vocational education and youth development. Research report (In Chinese). http://www.bauhinia.org/assets/document/EduHK%20Study_20170905_CHT.pdf
   Google Scholar
• Blommaert, J., and C. Bulcaen. 2000. Critical discourse analysis. Annual Review of Anthropology 29 (1):447–66. doi: 10.1146/annurev.anthro.29.1.447.
   Web of Science ®Google Scholar
• Brown, D. K. 2001. The social sources of educational credentialism: Status cultures, labor markets, and organizations. Sociology of Education 74:19–34. doi: 10.2307/2673251.
   Google Scholar
• Chan, C. 2016. School-university partnerships in english language teacher education: Tensions, complexities, and the politics of collaboration. New York: Springer.
   Google Scholar
• Chau, W. K. S. 2016. Vocational-oriented education at senior secondary level: perceptions, decision-making, and life planning. Hong Kong: Hong Kong Institute of Asia-Pacific Studies, The Chinese University of Hong Kong.
   Google Scholar
• Cheung, C. K. 2016. Issues in the future development of business education in Hong Kong secondary curriculum. Cogent Education 3 (1):1129688. doi: 10.1080/2331186x.2015.1129688.
   Web of Science ®Google Scholar
• Chong, T. 2014. Vocational education in Singapore: meritocracy and hidden narratives. Discourse: Studies in the Cultural Politics of Education 35 (5):637–48. doi: 10.1080/01596306.2014.927165.
   Web of Science ®Google Scholar
• Chouliaraki, L., and N. Fairclough. 1999. Discourse in late modernity: Rethinking critical discourse analysis. Edinburgh: Edinburgh University Press.
   Google Scholar
• Education and Manpower Bureau. 2005. The new academic structure for senior secondary education and higher education—Action plan for investing in the future of Hong Kong. Hong Kong: Government of the Hong Kong Special Administrative Region, Education Bureau.
   Google Scholar
• Education and Manpower Bureau. 2006. Action for the future: Career-oriented studies and the New Senior Secondary Academic Structure for special schools. Hong Kong: Government of the Hong Kong Special Administrative Region, Education Bureau.http://www.edb.gov.hk/attachment/en/curriculum-development/cross-klastudies/applied-learning/ref-and-resources/Report –Action for the Future_E.pdf
   Google Scholar
• Education Commission. 2000. Review of education system: Reform proposals. Hong Kong: Government of the Hong Kong Special Administrative Region. http://www.info.gov.hk/archive/consult/2000/Full-Eng.pdf
   Google Scholar
• Education Department. 1997. Review of prevocational and secondary technical education. Hong Kong: Government of the Hong Kong Special Administrative Region.
   Google Scholar
• Eurostat. 2018. Archive: School-to-work transition statistics. https://ec.europa.eu/eurostat/statistics-explained/index.php/Archive:School-to-work_transition_statistics#Employment_rate_after_leaving_education_over_80.C2.A0.25_in_nine_countries
   Google Scholar
• Fairclough, N. 2001a. Critical discourse analysis as a method in social scientific research. In Methods of critical discourse analysis. ed. R. Wodak and M. Mayer, 121–38. London: Sage.
   Google Scholar
• Fairclough, N. 2001b. The discourse of new labour: Critical discourse analysis. In Discourse as data. A guide for analysis. ed. M. Wetherell, S. Taylor, and S. J. Yates. London: Sage.
   Google Scholar
• Fairclough, N. 2009. A dialectical-relational approach to critical discourse analysis in social research. In Methods of critical discourse analysis. ed. R. Wodak and M. Meyer, 162–187. London: Sage.
   Google Scholar
• Garrick, B. 2011. The crisis discourse of a wicked policy problem: vocational skills training in Australia. The Australian Educational Researcher 38 (4):401–16. doi: 10.1007/s13384-011-0033-9.
   Web of Science ®Google Scholar
• Hoelscher, M., G. Hayward, H. Ertl, and H. Dunbar‐Goddet. 2008. The transition vocational education and training to higher education: a successful pathway? Research Papers in Education 23 (2):139–51. doi: 10.1080/02671520802048679.
   Web of Science ®Google Scholar
• Hwang, K.-K. 2009. The Development of indigenous counseling in contemporary confucian communities. Counseling Psychologist 37 (7):930–43. doi: 10.1177/0011000009336241.
   Web of Science ®Google Scholar
• Lau, W. W., and F. Kan. 2011. Colonialism and secondary technical education in Hong Kong: 1945–1997. Journal of Vocational Education and Training 63 (2):171–89. doi: 10.1080/13636820.2011.561929.
   Google Scholar
• Leung, C. Y. 2014. The 2014 policy address: Support the needy, let youth flourish, unleash Hong Kong's potential. Hong Kong: Government Printer.
   Google Scholar
• Leung, S., and P. Chen. 2009. Counseling psychology in chinese communities in Asia: Indigenous, multicultural, and cross-cultural considerations. The Counseling Psychologist 37 (7):944–66. doi: 10.1177/0011000009339973.
   Web of Science ®Google Scholar
• Leung, Y. Y., and V. W. C. Tse. 2018. An exploration of the history of vocational education in Hong Kong. US-China Education Review B 8 (5):213–20.
   Google Scholar
• Li, M., H. Xue, W. Wang, and Y. Wang. 2017. Parental expectations and child screen and academic sedentary behaviors in China. American Journal of Preventive Medicine 52 (5):680–9. doi: 10.1016/j.amepre.2016.12.006.
   PubMed Web of Science ®Google Scholar
• Lim, D. 2008. Enhancing the quality of VET in Hong Kong: recent reforms and new initiatives in widening participation in tertiary qualifications. Journal of Education and Work 21 (1):25–40. doi: 10.1080/13639080801957246.
   Google Scholar
• Lim, D. 2010. Provision of second-chance education: the Hong Kong experience. Education + Training 52 (4):304–20. doi: 10.1108/00400911011050972.
   Google Scholar
• Luke, A. 1995. Chapter 1: Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education 21 (1):3–48. doi: 10.3102/0091732X021001003.
   Web of Science ®Google Scholar
• Mulderrig, J. 2008. Using keywords analysis in CDA: Evolving discourses of the knowledge economy in education. In Education and the knowledge-based economy in Europe, ed. B. Jessop, N. Fairclough, and R. Wodak, 149–70. Rotterdam: Sense Publishers.
   Google Scholar
• Ng, T. W., and D. C. Feldman. 2009. How broadly does education contribute to job performance? Personnel Psychology 62 (1):89–134. doi: 10.1111/j.1744-6570.2008.01130.x.
   Web of Science ®Google Scholar
• OECD. 2014. Skills beyond school: Synthesis report, OECD reviews of vocational education and training. Paris: OECD Publishing.
   Google Scholar
• Renold, U., T. Bolli, K. Caves, J. Bürgi, M. E. Egg, J. Kemper, and L. Rageth. 2016. Feasibility study for a curriculum comparison in vocational education and training: Intermediary report II Education-Employment linkage index. Zurich, Switzerland: ETH Zurich, KOF Swiss Economic Institute.
   Google Scholar
• Rogers, R., I. Schaenen, C. Schott, K. O’Brien, L. Trigos-Carrillo, K. Starkey, and C. C. Chasteen. 2016. Critical discourse analysis in education: A review of the literature, 2004 to 2012. Review of Educational Research 86 (4):1192–1226. doi: 10.3102/0034654316628993.
   Web of Science ®Google Scholar
• Ryan, P. 2001. The school-to-work transition: A cross-national perspective. Journal of Economic Literature 39 (1):34–92. doi: 10.1257/jel.39.1.34.
   Web of Science ®Google Scholar
• Siu, M. 2008. Review on the development of design education in Hong Kong: The need to nurture the problem finding capability of design students. Educational Research Journal 32 (2):179–202.
   Google Scholar
• Sweeting, A. 2004. Education in Hong Kong, 1941 to 2001: Visions and revisions. (Vol. 1). Hong Kong: Hong Kong University Press.
   Google Scholar
• Tang, W. Y., and W. L. Tang. 2018. In search of an epistemological underpinning for applied learning in Hong Kong: Insights from the Aristotelian Phronesis and its contribution to facilitating a sustainable transition from school to work. In Transitions to Post-School life: Responsiveness to individual, social and economic needs, ed. M. Pavlova, J.C.K. Lee, and R. Maclean, 151–66. Singapore: Springer.
   Google Scholar
• Taylor, S. 2004. Researching educational policy and change in ‘new times’: Using critical discourse analysis. Journal of Education Policy 19 (4):433–51.
   Web of Science ®Google Scholar
• The Task Force on Promotion of Vocational Education. 2015. Report of task force on promotion of vocational education. Hong Kong: Government of the Hong Kong Special Administrative Region. https://www.gov.hk/en/residents/government/policy/government_reports/reports/docs/Report_of_the_Task_Force_on_Promotion_of_Vocational_Education.pdf
   Google Scholar
• The Working Party on Pre-Vocational Education. 1970. Report of the Working Party of Pre-vocational Education of the functional committee on vocational training of the industrial training advisory committee. Hong Kong: The Government Press.
   Google Scholar
• Thomas, S. 2005. The construction of teacher identities in educational policy documents: A critical discourse analysis. Critical Studies in Education 46 (2):25–44. doi: 10.1080/17508480509556423.
   Google Scholar
• Tung, C. 2000. Chief executive’s policy address 2000. Hong Kong: Government Printer
   Google Scholar
• Tyson, R. 2016. When expectations clash: Vocational education at the intersection of workplace and school. Interchange 47 (1):51–63. doi: 10.1007/s10780-015-9271-5.
   Google Scholar
• Van Dijk, T. A. 1993. Principles of critical discourse analysis. Critical Discourse Analysis 4 :249–83. doi: 10.1177/0957926593004002006.
   Google Scholar
• Wilson, D. 1989. The governor's address at the opening of the 1989/1990 session of the legislative council on 11 October 1989, Hong Kong. Hong Kong, China: Government Printer.
   Google Scholar
• Wong, L. P. W. 2017. Career and life planning education in Hong Kong: Challenges and opportunities on the theoretical and empirical fronts. Hong Kong Teachers’ Centre Journal (16):125–49. https://www.edb.org.hk/HKTC/download/journal/j16/C01.pdf
   Google Scholar
• Wong, L. P. W. 2018. School counselor's reflections on career and life planning education in Hong Kong: How career theories can be used to inform practice. Journal of Counselling Profession 1 (1):1–33.
   Google Scholar
• Yang, K. 2003. Methodological and theoretical issues on psychological traditionality and modernity research in an Asian society: In response to Kwang‐Kuo Hwang and beyond. Asian Journal of Social Psychology 6 (3):263–85. doi: 10.1046/j.1467-839X.2003.00126.x.
   Web of Science ®Google Scholar
• Yuen, M., F. S. Yau, J. Y. Tsui, S. S. Shao, J. C. Tsang, and B. S. Lee. 2018. Career education and vocational training in Hong Kong: Implications for school-based career counselling. International Journal for the Advancement of Counselling. doi: 10.1007/s10447-018-9361-z.
   Google Scholar