Exploring Secondary School Students, Parents and Teachers' Knowledge, Attitudes, and Experiences with Vocational and Professional Education and Training (VPET)

Dr. Andrew Low

Vocational and Professional Education and Training (VPET) is a key government initiative to prepare young people for future careers and professional development. The Hong Kong government's policy aims to provide multiple and flexible education pathways for young people with diverse aspirations and abilities. It provides an alternative pathway for young people apart from joining the Diploma in Secondary Education which seems to be the only pathway for young people in Hong Kong nowadays. VPET was able to broaden the learning opportunities for school leavers as well as nurturing human capital in support of Hong Kong's development. Through VPET, students acquire skills and knowledge essential for employment and lifelong learning. The government has provided subventions and support measures for universities funded by the University Grants Committee (UGC), the VTC, and other post-secondary education and training institutions to run VPET programs, as well as subsidies for students to pursue such programs. Additionally, the government has invested significantly in developing the Hong Kong Qualifications Framework (QF) to facilitate the recognition of vocational and professional qualifications. As Hong Kong continues to evolve into a knowledge-based, high-value-added, and diversified economy, as well as a finance and business service hub, VPET might not be perceived as a valued education pathway by many stakeholders. Despite the increasing opportunities for students to pursue post-secondary education, VPET is often associated with relatively lower qualifications and career opportunities involving manual work only. This narrow view is held by many students, parents, and teachers, highlighting the need for a shift in perception and promotion of VPET as a viable and respected educational pathway. This proposed innovative study explores current attitudes and experiences of stakeholders including secondary schools' teachers, students, and their parents on VPET. The major objective of this project is to explore whether stakeholders consider VPET not a choice for themselves. The demographic data of the survey participants will be correlated with their answers on their attitudes towards VPET. The result of this study could inform the government of stakeholders' attitudes towards this policy. What are the different views on VPET among different stakeholders with different demographic backgrounds. It also sheds lights on how to improve the promotion of VPET among young people, parents and teachers.