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71.
PETER KENNEDY 《International Journal of Lifelong Education》2013,32(6):589-624
This article is concerned with the politics of lifelong learning policy in post‐1997 Hong Kong (HK). The paper is in four parts. Continuing Education, recast as ‘lifelong learning’, is to be the cornerstone of the post‐Handover education reform agenda. The lineaments of a familiar discourse are evident in the Education Commission policy documents. However, to view recent HK education policy just in terms of an apparent convergence with global trends would be to neglect the ways in which the discourse of lifelong learning has been tactically deployed to serve local political agendas. In the second part of this paper, I outline what Scott has called HK’s ‘disarticulated’ political system following its retrocession to China and attempts by an executive‐led administration to demonstrate ‘performance legitimacy’—through major policy reforms—in the absence of (democratic) political legitimacy. Beijing’s designation of HK as a (depoliticized) ‘economic’ city within greater China must also be taken into account. It is against this political background that the strategic deployment of a ‘lifelong learning’ discourse needs to be seen. In the third section of this paper, I examine three recent policy episodes to illustrate how lifelong learning discourse has been adopted and has evolved to meet changing circumstances in HK. Finally, I look at the issue of public consultation. The politics of education policy in HK may be seen to mirror at a micro‐level, the current macro‐level contested interpretations of HK’s future polity. 相似文献
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PETER JARVIS 《比较教育学》1999,35(2):249-257
The argument of this article is that higher education is forced to respond to the dominant social pressures of the day, especially the demands of advanced capitalism. Globalisation has produced an international division of labour with more knowledge-based workers in the West. Higher education in those countries has, consequently, endeavoured to respond to the demands of these workers in innovative ways and these changes point the direction that higher education elsewhere might have to go. However, some countries will not have sufficient knowledge-based workers to force changes in the higher education system and market-orientated Western universities will fill that gap through new means of delivery. Where universities are not responding to the needs of the international division of labour, transnational companies are taking the initiative in creating their own universities. 相似文献
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Civil engineering drawing courses need to relate to the students expectations, and discipline and maintain their interest. The main objectives of the drawing course in the Department of Civil Engineering at Monash University are: to teach students the main drawing techniques; to enable students to read and transmit the details on these drawings into understandable information and instructions; to develop the visualization skills of students; and to teach them to present their ideas using drawings. These aims are not uncommon, the main innovation in teaching this material was the introduction of a problem-based learning approach in the progressive assessment. A problem was set and the students asked to solve it progressively. The course was built around a particular civil engineering structure; a house. This allowed many of the students to relate the drawing to their experience and expectations. The house was used as a basis for the development of ideas and the presentation of these ideas using a large number of drawing types. Students' reaction to the course was positive. Statements like “This course is real engineering” were common. Areas for further improvement in the approach are highlighted. 相似文献