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" Educational duties of the Hong Kong Federation of Trade Unions : "
Leung Man Kit, Christopher
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Latin Dissertation
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1095877
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TLets415834
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| Main Entry
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Leung Man Kit, Christopher
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| Title & Author
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Educational duties of the Hong Kong Federation of Trade Unions :\ Leung Man Kit, Christopher
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| College
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Durham University
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| Date
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2005
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| student score
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2005
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| Degree
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Ph.D.
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| Abstract
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Abstract of thesis entitled: "Educational Duties of the Hong Kong Federation of TradeUnions: Past, Present and Future" submitted by LEUNG MAN KIT, Christopher forthe degree of Doctorate of Education (EdD) at the University of Durham in December2004.In this thesis the argument is developed that workers' trade unions have an importantrole to play in promoting Lifelong Learning for working people. The thesisdemonstrates that trade unions in Hong Kong once did playa strong role in workers'education and that role became less important as time passed. Under the very specialcircumstances of Hong Kong since 1997, the function and political position of tradeunions has altered. They are now in a position to develop their work in workers'education once again. But it cannot be as it was in the past. Hong Kong, like manycountries in East Asia is changing fast under the impact of globalisation. This meansthe context in which trade unions work has changed profoundly. Also, since the earlypost-war involvement, governmental policies and programmes in education have alsoevolved in which trade union policies must also adapt. This thesis argues that it is nolonger the case that trade unions should supply primary or secondary education as thegovernment now provides it. There remains, however, a real challenge a) to broadenopportunities for learning and b) to promote lifelong learning that works in HongKong. That challenge is being met - though not well yet - by trade unions. This study,in brief, examines the work of trade unions in Lifelong Learning.The first 3 chapters indicate that most of the existing workers' education programmesarc organised on a market-oriented basis and there is no shortage of educationopportunity for the workers as long as they are willing to learn. Yet there are signs ofdiscrepancy of learning attitude among different social classes with significantlylower participation rate among blue-collar workers. These attitudes are probablyrelated to the lack of social support for the working people, as described from theobservation by the trade union leaders that the participation rate is particularly lowerwhile the economic condition is poor: workers have to work harder and longer inorder to stay in the workforce. Under the argument that education could assist employment opportunity, the irony is that those who are in danger of unemploymentand need to work harder would be the ones who need further education but could notafford the time and resources for education activities.Research based on documents and secondary literature in Chapter 4 to 5 indicates thatthe Government had accorded workers education with lower priority and adopted"hands-off' approach in promotion of workers education. Historical materials andcontemporary documents were consulted together with public debates to reflect suchapproach in the past. The findings however also show that this has not been changedwhen entering into new age. Although the Government fonnulates different kinds ofeducational programmes, both direct operation or monetary, to promote education, theorientation of the Government in promotion is from economic consideration ratherthan learners' interest. As a result, some social groups cannot benefit from theGovernment support. On the other hand, the Government, being the major financialsource on education, plays a pivotal role of the direction of education. Therefore alarge part of the trade union's educational duties depends on how they work with thegovernment and to steer the government's education direction towards a better equalplaying field for the workers.This thesis concludes that the Hong Kong Federation of Trade Unions should assistthe workers to develop and embrace a Lifelong Learning attitude, not by simplyproviding educational programmes, but by exercising its political power to influencethe curriculum of the primary and secondary schools in the territory, and to provideguidelines and advice for educational and vocational advancement for the workerswhile they are young.
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Durham University
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