published_or_final_version / Public Administration / Master / Master of Social Sciences

by Chiu Mo Chi. / Includes questionaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 73-80). / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.ii / LIST OF FIGURE --- p.v / LIST OF TABLES --- p.vi / Chapter CHAPTER ONE --- INTRODUCTION / Chapter A --- BACKGROUND --- p.1 / Chapter B --- RESEARCH QUESTION --- p.11 / Chapter C --- SIGNIFICANCE OF THE STUDY --- p.12 / Chapter CHAPTER TWO --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter A --- THEORIES OF MOTIVATION FOR ADULT LEARNING --- p.14 / Chapter B --- THEORIES OF PARTICIPATION --- p.24 / Chapter C --- THEORIES OF ADULT STUDENT'S RETENTION --- p.33 / Chapter D --- CONTEXTUAL VARIABLES --- p.36 / Chapter E --- CONCEPTION OF THE STUDY --- p.38 / Chapter CHAPTER THREE --- RESEARCH METHODOLOGY / Chapter A --- DEFINITIONS --- p.42 / Chapter B --- HYPOTHESES --- p.45 / Chapter C --- INSTRUMENTATION --- p.46 / Chapter D --- SAMPLING --- p.49 / Chapter E --- DATA ANALYSES --- p.52 / Chapter CHAPTER FOUR --- FINDINGS / Chapter A --- CONTEXTUAL VARIABLES --- p.53 / Chapter B --- "RELATIONSHIP BETWEEN STUDENT SELF-ESTEEM, STUDENT EXPECTATION, CLASSROOM ENVIRON- MENT AND RATE OF CLASS ATTENDANCE" --- p.56 / Chapter CHAPTER FIVE --- DISCUSSION AND CONCLUSIONS --- p.63 / REFERENCES --- p.73 / APPENDICES --- p.81

published_or_final_version / Public Administration / Master / Master of Public Administration

published_or_final_version / Social Work / Master / Master of Social Work

Adult education is shaped by the socio-cultural and historical context in which it occurs. Hong Kong is confronting immense social change as it will cease to be a colony of the United Kingdom and become a Special Administrative Region of the People's Republic of China in 1997. The reversion of sovereignty to China in 1997 is already changing the political, social, and cultural context although the Sino-British Joint Declaration (initialled on September 26, 1984 and formally took, effect on May 27, 1985) stipulated that Hong Kong's existing capitalist system and life-style would remain unchanged for 50 years after 1997. However, by 1989, it was clear that what people were "thinking" or "believing" about the situation was having a more potent effect on Hong Kong than legal documents or slogans such as "one country, two systems." Thus, this study was largely couched within a phenomenological frame of reference. The situation of Hong Kong is unprecedented and people face uncertainty as they enter the run-up to 1997. The "city of jitters" is undergoing a process of decolonization on the one hand and integration with Mainland China on the other. Adult education helps people prepare for change, but at the same time, is shaped by people's ideas of what the present situation is and what the future will be like. The purposes of this study were: 1. To obtain estimates concerning the anticipated changes in the content and processes of adult/continuing education (ACE) in the run-up to 1997. 2. To establish the extent to which socio-demographic variables of respondents explained variance in estimates (concerning the anticipated changes in the content and processes of ACE). 3. To establish the extent to which the political orientations of respondents explained variance in estimates (concerning the anticipated changes in the content and processes of ACE). 4. To examine the relationships between respondents1 "emigration intentions" and their estimates (concerning the anticipated changes in the content and processes of ACE). This was an ex post facto study in which 122 Hong Kong adult educators completed questionnaires which asked them to make estimates concerning the future content and processes of adult education. Following this, the researcher examined the extent to which the respondents' socio-demographic characteristics (and political orientations) explained variance in estimates (concerning the content and processes of adult education). Respondents claimed that in the run-up to 1997, for people staying, interests in "Management," "China Studies" and "Business & Commerce" programs will increase strongly. They believed that people leaving Hong Kong temporarily or leaving permanently will be greatly interested in "Technical Training" programs but their interests in "Law," "China Studies" and "Social Sciences" will decrease. Respondents thought that in the run-up to 1997, the use of adult education methods and techniques will increase (generally and in the workplace). They claimed that there will a larger increase in the use of "Courses By Computer" in Hong Kong generally and in the workplace. Age and educational qualification of respondents were significantly related to their estimates concerning the anticipated changes in ACE. There was no significant association between respondents' political orientations and their estimates. Nor were their "emigration intentions" significantly related to estimates. It appears that, in general, the structional-functional approach to adult education will remain. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

by Ma Yat Bong. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 99-104. / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURE --- p.xi / LIST OF APPENDICES --- p.xii / ACKNOWLEDGEMENT --- p.xiii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- DEFINING THE RESEARCH PROBLEM --- p.3 / Chapter 2.1 --- "Scope of Adult Education, Continuing Education and Adult Continuing Education" --- p.3 / Chapter 2.2 --- Justification for the Development of Adult Continuing Education --- p.5 / Chapter 2.3 --- Importance of the Economic Justification for the Development of Adult Continuing Education --- p.6 / Chapter 2.3.1 --- Human Capital Theory --- p.7 / Chapter 2.3.2 --- Adult Education as Post-School Human Capital Investment --- p.7 / Chapter 2.4 --- Studies on the Economic Impact of Adult Continuing Education --- p.9 / Chapter 2.5 --- Difficulties in Identifying the Economic Impact --- p.10 / Chapter 2.6 --- Statement of Research Problem --- p.11 / Chapter CHAPTER 3 --- A REVIEW OF SELECTED LITERATURE --- p.13 / Chapter 3.1 --- Economic Role of Adult Continuing Education --- p.13 / Chapter 3.1.1 --- Basic Education for Remedial Purposes --- p.14 / Chapter 3.1.2 --- Training and Retraining for Vocational Skills --- p.15 / Chapter 3.1.3 --- Employers' Sponsor and Corporate Effort Investment --- p.16 / Chapter 3.2 --- Adult Continuing Education and Earnings --- p.17 / Chapter 3.2.1 --- Earnings and Programmes at Postgraduate Level --- p.17 / Chapter 3.2.2 --- Earnings and Programmes for Employment and Training --- p.19 / Chapter 3.2.3 --- Earnings and Resource Conversion from Youth Education to Adult Continuing Education --- p.21 / Chapter CHAPTER 4 --- DEVELOPMENT OF INSTITUTIONALIZED ADULT CONTINUING EDUCATION IN HONG KONG --- p.25 / Chapter 4.1 --- Historical Background and Its Recent Development --- p.25 / Chapter 4.2 --- Adult Continuing in Hong Kong - Agencies --- p.29 / Chapter 4.3 --- Aims at Increasing Productivity and Earnings of Participants --- p.31 / Chapter CHAPTER 5 --- RESEARCH METHODOLOGY AND THE HYPOTHESES --- p.33 / Chapter 5.1 --- The Theoretical Framework and Research Methodology --- p.33 / Chapter 5.2 --- Areas of Investigation --- p.34 / Chapter 5.3 --- The Hypotheses --- p.35 / Chapter 5.3.1 --- Testing of Earnings Differentials and Participation in Adult Continuing Education --- p.35 / Chapter 5.3.2 --- Testing of Earnings Differentials and Employment in Matched Work Fields --- p.36 / Chapter 5.4 --- Methods of Analysis --- p.36 / Chapter 5.4.1 --- Characteristics of Participants of Adult Continuing Education --- p.36 / Chapter 5.4.2 --- Concurrent Earnings Premiums for Participants of Adult Continuing Education --- p.37 / Chapter 5.4.3 --- Earnings Advantages for Participants whose Employment is Matched with their Study Field --- p.39 / Chapter 5.5 --- The Data Set and the Variables --- p.41 / Chapter CHAPTER 6 --- FINDINGS --- p.45 / Chapter 6.1 --- Characteristics of Participants --- p.45 / Chapter 6.1.1 --- Activity Status --- p.46 / Chapter 6.1.2 --- Age --- p.47 / Chapter 6.1.3 --- Sex --- p.47 / Chapter 6.1.4 --- Programme Level --- p.48 / Chapter 6.1.5 --- Occupation --- p.48 / Chapter 6.1.6 --- Industry of Main Employment --- p.49 / Chapter 6.1.7 --- Field of Study --- p.51 / Chapter 6.1.8 --- Participation Rate --- p.51 / Chapter 6.2 --- Estimates of Regression Coefficients of Respective Earnings Functions --- p.70 / Chapter 6.2.1 --- Concurrent Earnings Premiums for Participants of Adult Continuing Education --- p.70 / Chapter 6.2.2 --- Earnings Advantages for Participants whose Employment is Matched with their Study Field --- p.72 / Chapter 6.3 --- Testing of Hypotheses --- p.86 / Chapter CHAPTER 7 --- CONCLUSIONS AND RECOMMENDATIONS --- p.88 / Chapter 7.1 --- Characteristics of Participants --- p.88 / Chapter 7.1.1 --- Programme Orientation and Clientele --- p.88 / Chapter 7.1.2 --- Disparities among Participants --- p.89 / Chapter 7.2 --- Concurrent Earnings Premiums for Participants of Adult Continuing Education --- p.89 / Chapter 7.2.1 --- Justification of Employer-sponsored Programmes --- p.90 / Chapter 7.2.2 --- Motivation of Individual Participants --- p.90 / Chapter 7.2.3 --- Overcome of Brain-drain --- p.91 / Chapter 7.3 --- Earnings Advantages for Participants whose Employmentis Matched with their Study Field --- p.92 / Chapter 7.3.1 --- Remuneration Structure --- p.92 / Chapter 7.3.2 --- Adaptation to Technological Change --- p.93 / Chapter 7.3.3 --- Programme Quality --- p.94 / Chapter 7.3.4 --- Economic Performance of Individual Industries --- p.94 / Chapter 7.4 --- Recommendations --- p.95 / Chapter 7.5 --- Concluding Remark --- p.98 / BIBLIOGRAPHY --- p.99 / APPENDICES --- p.105

published_or_final_version / Education / Master / Master of Education