The value of complementing the mainstream curriculum with workplace learning to promote lifelong learning among youth : a Delphi study

Abstract

The purpose of this study is to explore the value of complementing the mainstream curriculum with a work-based learning element in promoting lifelong learning by aggregating experts’ opinions using the Delphi approach. In fact, lifelong learning has been promoted as an education policy goal worldwide, with different approaches of vocational education and training (VET) adopted in support of lifelong learning of youth. While the Hong Kong Government has advocated the promotion of VET since its Policy Address in 2014, there has been a lack of concrete policy initiatives or relevant research on how to make VET more effective and attractive within secondary education. This research is conducted to address the need for relevant information in the deliberation of future policy directions regarding the provision of VET. The theoretical framework of the research is based on a system approach (input-process-output) to understanding of lifelong learning concepts and the experiential learning cycle. The literature review of two approaches to VET, a work-based approach and a school-based vocationalization of general education for the relevant age cohort of secondary students, in Germany and Hong Kong respectively, forms the basis of the research and the proposed introduction of a subject-based workplace learning (SWL) model in the existing curriculum in Hong Kong. The Delphi approach was used to solicit the collective opinions of an expert panel of school principals on the areas of investigation through three rounds of iteration. The findings suggest that SWL would be useful for catering to diverse learning needs, effective in developing most of the lifelong learning capabilities, and supportive of students’ attainment of individual, social and economic well-being. While social recognition is considered the major constraints, promoting the recognition of VET and other support measures evident in the German system is necessary for the effective implementation of such an SWL initiative. The findings of this study could help inform relevant stakeholders and policy makers of the value of workplace learning and the necessary considerations for enhancing the existing provision of VET. These could provide useful insights to the Government to devise a more viable and acceptable mode of workplace learning within Hong Kong’s education system for the benefit of a wider spectrum of students, providing them with more opportunities to explore their abilities and talents apart from the traditional mode of learning, as well as inspiring them to be lifelong learners.