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

Yau, Tsz Kok; Chung, Ming Lun; Li, Ho Ching; Chun, Derek Wai Sun

doi:10.1080/10611932.2018.1570801

Cited by 9 publications

(2 citation statements)

References 27 publications

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“…The university staff might consider creating small group consultations targeting the TSs on a department or program basis to facilitate their learning experiences. In spite of the assets of the "2+2" pathway being demonstrated in this study from the university staff perspective, the general image of sub-degree studies and articulation pathways are inferior Yau et al, 2018). This contributes the challenges of poor selfidentity and social integration Ching et al, 2020b.…”

Section: Assets Of the "2+2" Pathwaymentioning

confidence: 74%

Serving Vulnerable and Marginalized Populations in Social and Educational Contexts

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Assets Of the "2+2" Pathwaymentioning

confidence: 74%

Serving Vulnerable and Marginalized Populations in Social and Educational Contexts

2024

Frontiers Research Topics

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“…The university staff might consider creating small group consultations targeting the TSs on a department or program basis to facilitate their learning experiences. In spite of the assets of the "2+2" pathway being demonstrated in this study from the university staff perspective, the general image of sub-degree studies and articulation pathways are inferior (Kember, 2010;Yau et al, 2018). This contributes the challenges of poor selfidentity and social integration (Cheung et al, 2020a;Ching et al, 2020bChing et al, , 2021.…”

Section: Assets Of the "2+2" Pathwaymentioning

confidence: 80%

University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context

Ching

Kwok

et al. 2022

Front. Psychol.

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Various countries have alternative pathway policies for 2-year community college graduates to articulate to 2-year university study, forming a “2+2” pathway. However, few studies have explored university staff members’ perceptions of this “2+2” transfer pathway and their understanding of transfer students’ (TSs) transition experiences. This descriptive qualitative study addressed this research gap. Forty-two academic and supporting staff participated in the focus group interviews. Specifically, the study explored the assets and challenges of the “2+2” pathway from the university staff perspective in Hong Kong. The articulation pathway and TSs are highly recognized for their prior learning, academic performances, and the value of the second chance. However, while the university staff were sympathetic to the challenges filling these transfer pathways, their offering of help was limited by government funding and policies restrictions. It is recommended that policies should be established at government and university levels to recognize and tackle TSs’ unique needs to alleviate their heavy workloads through better articulation between community college and university studies. Improving articulation will allow TSs time for social involvement in university life and thus enhance their mental well-being.

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Pathways from school to work: A sequence analysis of non‐engaged youth

Ngai,

Cheung,

et al. 2024

Journal of Adolescence

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IntroductionResearch on heterogeneous pathways in school‐to‐work transitions (SWT), particularly longitudinal research, has been limited, as have empirical studies examining effective interventions for facilitating multiple SWT pathways among non‐engaged youth (NEY), who are generally at risk of being not in education, employment, or training (NEET).MethodsTo develop a typology of SWT pathways, we conducted sequence analysis with longitudinal data from a sample of 630 NEY aged 14–29 (M = 19.78; 63.65% males) in Hong Kong during a 22‐month period beginning in September 2020. We also performed multinomial logistic regressions to assess the impact of career and life development (CLD) interventions on SWT outcomes.ResultsOur analysis yielded a fivefold typology of SWT pathways: the Employment/Entrepreneurship cluster (31.27%), the Vocational Education and Training cluster (13.49%), the Generic Education cluster (16.83%), the Serious Leisure Development cluster (15.24%), and the long‐term NEET cluster (23.17%). NEY in the intervention group receiving CLD services, inspired by the expanded notion of work (ENOW) and youth development and intervention framework (YDIF), demonstrated significantly higher likelihoods of being in the Employment/Entrepreneurship (OR = 34.5, 95% CI [10.53, 105.08]), Generic Education (OR = 3.74, 95% CI [1.81, 7.74]), Vocational Education and Training (OR = 1.55, 95% CI [1.05, 6.26]), and Serious Leisure Development (OR = 1.77, 95% CI [1.04, 4.46]) clusters than the long‐term NEET cluster.ConclusionsOur findings highlight the dynamic, heterogeneous nature of NEY's CLD journeys, including that CLD interventions based on ENOW–YDIF have had a beneficial effect on NEY's multiple SWT pathways.

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

Cited by 9 publications

References 27 publications

Serving Vulnerable and Marginalized Populations in Social and Educational Contexts

Serving Vulnerable and Marginalized Populations in Social and Educational Contexts

University Staff’s Perceptions of Community College Transfer Students’ Transition Experiences Within a “2+2” Pathway in an Asian Educational Context

Pathways from school to work: A sequence analysis of non‐engaged youth

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