Student Perceptions Towards Local Accreditation of the Non-Local Learning Programmes in Hong Kong

Introduction

Pursuit of international higher and professional education is popular in Hong Kong. People are eager to have lifelong learning enthusiastically. ‘Education is a highly valued commodity’ in Hong Kong (Evans & Tregenza, 2001). The Government’s policy aims to enable 60% of young generation to access to post-secondary education (EDB, 2022). Various pathways are provided to local students to seek their post-secondary education in Hong Kong. It mainly includes local and non-local programmes. Local higher education provides publicly-funded programmes and self-financing programmes to young generation. A total of eight publicly-funded universities offer courses to local students, with about 15000 first-year-first-degree places every year, which is very competitive for young generations. To support the Government’s policy objective

Whereas the self-financing local courses provide learning opportunities at sub-degree level and above. Regarding the non-local higher and professional education, it aims to provide further and continuing education to local people (EDB, 2022).

Many overseas universities developed learning programmes in Hong Kong since 1980s. They collaborate with local higher education institutions. Hong Kong students are provided with learning opportunities of transnational education by non-local institutions. By November of 2021, there are a total of 1021 non-local post-secondary courses registered in Hong Kong. They are provided by educational institutes in United Kingdom, Australia, Canada, Mainland China, and others (EDB, 2022). Locally delivered international higher education is in high demand in Hong Kong. It is required by many students, who desired to pursue internationally recognized degree qualifications locally, as there are limited places available provided by local university (Jim, 2014). The activity of transnational education is borderless with mobility of students, instructors, institutions, curriculum, or other educational services. By taking the offshore learning programmes, students are able to get overseas academic and professional qualifications. They can enjoy the benefits of internationally recognized education and gain valuable experiences from global learning environment. The education providers develop their programmes and gain reputation globally.

However, the quality of non-local learning education is a major concern due to its accessibility of learning resources and teaching staff’s experience (Heron, 2006). Therefore, the government introduced regulations to manage the non-local programmes. The Non-local Higher and Professional Education (Regulation) Ordinance (Cap 493) was enacted in 1997 (EDB, 2022). All non-local programmes are requested to fulfill the registration criteria locally, or they should be exempted from registration with the Education Bureau of Hong Kong, otherwise they are not allowed to operate (EDB, 2022). Meanwhile, the Hong Kong Qualification Framework (HKQF) was introduced in 2008. To assure the quality standards under the Hong Kong Qualifications Framework, the operators may seek accreditation of those offshore learning programmes with the Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ). The HKCAAVQ is an independent statutory body to provide advice on academic standards of learning programmes. The local education authority launched a series of incentives to encourage the non-local programmes seeking accreditation locally. For example, only students of accredited offshore programmes are eligible to apply for financial assistances. The offshore programmes with local accreditation, meeting the standards of HKQF, they are recognized with comparable qualifications with local programmes, thus graduates are provided with equal job opportunities as those graduated from local institutes. Accreditation plays an important role in educational market in Hong Kong.