Please use this identifier to cite or link to this item: http://vpet.vtc.edu.hk/dspace/handle/999/954
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dc.contributor.authorShak, Wai Han, Therese, 1932-2010en_US
dc.date.accessioned2021-04-28T02:45:33Z-
dc.date.available2021-04-28T02:45:33Z-
dc.date.issued2008-12-
dc.identifier.issn1683-1381-
dc.identifier.other<a class="btn btn-default" target="_blank" href="https://files.eric.ed.gov/fulltext/EJ832909.pdf">Administrative Arrangements and a Curriculum for a University Training Programme for Adult Educators in Hong Kong</a>-
dc.identifier.urihttp://vpet.vtc.edu.hk/dspace/handle/999/954-
dc.description.abstractBackground: In the early 1980s, the author of this article researched, in her M.Ed thesis, the state of adult education in Hong Kong with regard to its general support and delivery through university channels. At that time, adult education had a separate identity and, since, has generally become vocationalized, creditized or subsumed into postsecondary education and part-time higher education. Dr. Shak's recent book to be published: Lifelong Education: Consensus in Characteristics and Practices (2008), describes what adult education has evolved into globally. In this article, her research of the 1980s is revisited and considered in contemporary context. Aims: The study explored a training programme for adult educators in universities in Hong Kong. Administrative arrangements, including funding, staffing, the provision of facilities, and a curriculum were of key focus. Interviewees were immersed in the adult education of their era. Method: An examination of administrative arrangements and development of curriculum was done based on a needs assessment model. Identification of problems was based on literature internationally, and questionnaires and interviews with respect to relative stakeholders. Results: Findings were that, for adult education, universities were ideal for training administrators and specialists who could, in turn, provide part-time in-service training for volunteers and part-time teachers. Further, an appropriate curriculum was devised. Conclusion: Dr. Shak's research of some 25 years ago yielded seven recommendations, all of which--of interest--now characterize (in some form) not only education in Hong Kong, but also continuing education and lifelong education globally today. This article provides information that highlights the historical, conceptual, and empirical development of adult education and its derivatives that point the way to the future.en_US
dc.language.isoenen_US
dc.publisherHong Kong Teachers' Associationen_US
dc.relation.ispartofNew Horizons in Educationen_US
dc.subjectAdult educationen_US
dc.subjectTrainingen_US
dc.titleAdministrative Arrangements and a Curriculum for a University Training Programme for Adult Educators in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.volume56en_US
dc.identifier.issue3en_US
dc.identifier.spage47en_US
dc.identifier.epage54en_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptCaritas Institute of Community Education-
Appears in Collections:Teaching and Learning
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