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Durham E-Theses Educational duties of the Hong Kong Federation of Trade Unions: past, present and future Leung Man Kit, Christopher How to cite: Leung Man Kit, Christopher (2005) Educational duties of the Hong Kong Federation of Trade Unions: past, present and future, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/1277/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Educational Duties of the Hong Kong Federation of Trade Unions: Past, Present and Future A. copyright of this thesis rests with t~e author. No quotation fr~m It should be published Wlth?ut his prior written consen t and Information derived from it should be acknowledged. A Thesis Submitted for the Degree of Doctorate of Education By Leung,Man Kit, Christopher School of Education, University of Durham, December, 2004. - 1 SEP 2005 1 ABSTRACT Abstract of thesis entitled: "Educational Duties of the Hong Kong Federation of Trade Unions: Past, Present and Future" submitted by LEUNG MAN KIT, Christopher for the degree of Doctorate of Education (EdD) at the University of Durham in December 2004. In this thesis the argument is developed that workers' trade unions have an important role to play in promoting Lifelong Learning for working people. The thesis demonstrates 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 special circumstances of Hong Kong since 1997, the function and political position of trade unions 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 many countries in East Asia is changing fast under the impact of globalisation. This means the context in which trade unions work has changed profoundly. Also, since the early post-war involvement, governmental policies and programmes in education have also evolved in which trade union policies must also adapt. This thesis argues that it is no longer the case that trade unions should supply primary or secondary education as the government now provides it. There remains, however, a real challenge a) to broaden opportunities for learning and b) to promote lifelong learning that works in Hong Kong. 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 programmes arc organised on a market-oriented basis and there is no shortage of education opportunity for the workers as long as they are willing to learn. Yet there are signs of discrepancy of learning attitude among different social classes with significantly lower participation rate among blue-collar workers. These attitudes are probably related to the lack of social support for the working people, as described from the observation by the trade union leaders that the participation rate is particularly lower while the economic condition is poor: workers have to work harder and longer in order to stay in the workforce. Under the argument that education could assist 11 employment opportunity, the irony is that those who are in danger of unemployment and need to work harder would be the ones who need further education but could not afford the time and resources for education activities. Research based on documents and secondary literature in Chapter 4 to 5 indicates that the Government had accorded workers education with lower priority and adopted "hands-off' approach in promotion of workers education. Historical materials and contemporary documents were consulted together with public debates to reflect such approach in the past. The findings however also show that this has not been changed when entering into new age. Although the Government fonnulates different kinds of educational programmes, both direct operation or monetary, to promote education, the orientation of the Government in promotion is from economic consideration rather than learners' interest. As a result, some social groups cannot benefit from the Government support. On the other hand, the Government, being the major financial source on education, plays a pivotal role of the direction of education. Therefore a large part of the trade union's educational duties depends on how they work with the government and to steer the government's education direction towards a better equal playing field for the workers. This thesis concludes that the Hong Kong Federation of Trade Unions should assist the workers to develop and embrace a Lifelong Learning attitude, not by simply providing educational programmes, but by exercising its political power to influence the curriculum of the primary and secondary schools in the territory, and to provide guidelines and advice for educational and vocational advancement for the workers while they are young. 111 I, Leung Man Kit, Christopher, declare that this thesis represents my own work and it has not been submitted to this or any other institution in application for admission to a degree, diploma or any other qualification. IV ACKNOWLEDGEMENTS I am greatly indebted to my supervisor, Professor Bill Williamson, for his invaluable guidance, patience, motivation and encouragement throughout the course of the study. I also wish to thank the staff members of the School of Education, University of Durham for their assistance, Prof. Michael Byram, the Director of research Degrees, for his advice and Ms Anita Shepherd from the Graduate Studies Division, for the administrative support. TABLE OF CONTENTS ABSTRACT DECLARATION III ACKNOWLEDGEMENTS IV CHAPTER I. INTRODUCTION 1.1 The general scene of Lifelong learning 1 1.2 Definition of working class and a worker 4 1. 3 Definition of workers' education 5 1.4 The educational duties of the trade unions 7 CHAPTER II. EDUCATION AND WORK IN HONG KONG 2.1 The role of education for workers 11 2.2 The effects of education on employment in Hong Kong 12 2.3 Summary of the chapter 17 CHAPTER III. METHODOLOGY 3.1 Workers' education in Hong Kong 21 3.2 Telephone survey of people engaged in continuing education 22 3.3 Interviews with the trade union leaders: workers' education services of Hong 24 Kong Federation of Trade Unions 3.4 Strengths and weaknesses of the methods 27 CHAPTER IV. PRESENT LIMITATIONS OF WORKERS EDUCATION 4.1 Government and the education system 29 4.2 Functions of education and the attitudes of the government before 1997 31 4.3 Using education for social engineering, investment and management 32 4.4 Limitations of the education system to meet with the workers' demands 35 4.5 Challenges facing the workers today 40 4.6 Possible role of education in solving the problems of the workers 42 4.7 Using resources allocation to control educational direction 44 4.8 Summary of the chapter 47 CHAPTER V. THE AGENCY ROLE OF TRADE UNIONS IN EDUCATION 5.1 Patterns of expectations: cultural capital in Hong Kong 49 5.2 The major agency: the government 50 5.3 Articulation agency: Hong Kong Federation of Trade Unions 51 5.4 Summary of the chapter 54 CHAPTER VI. PROFILE OF PEOPLE ENGAGED IN CONTINUING EDUCATION 6.1 Survey of people engaged in continuing education 58 6.2 Demographic characteristics of the subjects 61 6.3 Rates of participation in continuing education 64 6.4 Nature of courses attended 69 6.5 Motivation of course participants 69 6.6 Deterrents (general) 71 6.7 Deterrents (for respondents of different backgrounds) 72 6.8 Summary of the chapter 74 CHAPTER VII. INTERVIEWS WITH THE TRADE UNION LEADERS: WORKERS' EDUCATION SERVICES OF HONG KONG FEDERATION OF TRADE UNIONS 7.1 Findings of the individual interviews 78 7.1.1 Interview with Ms Chan Yuen-Han 79 7.1.2 Interview with Mr. Leung Kai-Lik 82 7.1.3 Interview with Mr. Chan Cheuk-Hay 85 7.1.4 Interview with Mr. Wu Tat 89 7.1.5 Interview with Mr. Tam Yiu-Chung 91 7.1.6 Interview with Mr. Cheng Yiu-Tong 95 7.1. 7 General observation of the SWOT analysis of individual interviewees 98 7.1.8 General observation of the PEST analysis of individual interviewees 99 7.2 Cross-referencing of the comments from SWOT and PEST analysis 101 7.3 Efficient responsiveness to market demand 105 7.4 Efficient responsiveness to workers' demand 106 7.5 Sensitive to workers' needs/familiarity to public on adult education 106 7.6 Mutual helping community - mobilisation! members teaching 107 7.7 Members from different disciplines/ established networks/ long history with 108 established reputation 7.8 Lack of resources/ insufficient places or venues/ not enough manpower 108 7.9 Lack of qualification accreditation 108 7.10 Lack of government policy 109 7.11 Poor economy affects participants' learning motivation and participation 110 7.12 Low cost 110 7.13 Integration of the themes identified by the SWOT and PEST analysis with III the themes of the thesis 7.13.1 Challenges to the workers III 7.13.2 Education and employment 112 7.13.3 Limitation of the present education system 112 7.13.4 Resources allocation 113 7.13.5 Agency of change 113 7.

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