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Transition processes from school to ...

Fan, Peter Ho-chuen.

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Transition processes from school to work: A comparative analysis in three East Asian cities--Shanghai, Tokyo and Hong Kong (Japan, China).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Transition processes from school to work: A comparative analysis in three East Asian cities--Shanghai, Tokyo and Hong Kong (Japan, China)./
作者:	Fan, Peter Ho-chuen.
面頁冊數:	211 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-04, Section: A, page: 1282.
Contained By:	Dissertation Abstracts International52-04A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9127850

Transition processes from school to work: A comparative analysis in three East Asian cities--Shanghai, Tokyo and Hong Kong (Japan, China).
Fan, Peter Ho-chuen.

Transition processes from school to work: A comparative analysis in three East Asian cities--Shanghai, Tokyo and Hong Kong (Japan, China). - 211 p.

Source: Dissertation Abstracts International, Volume: 52-04, Section: A, page: 1282.

Thesis (Ph.D.)--Columbia University, 1991.

China, Japan and Hong Kong share certain values that are important in shaping the attitudes of their people towards education and employment. Some evident examples of these common values are: the emphasis on education; the importance attached to the family; the respect for age; the hierarchical mentality; and valuing loyalty, hard work and discipline.Subjects--Topical Terms:

1019148
Education, Social Sciences.

Transition processes from school to work: A comparative analysis in three East Asian cities--Shanghai, Tokyo and Hong Kong (Japan, China).
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100 1 $a Fan, Peter Ho-chuen. $3 1952911
245 1 0 $a Transition processes from school to work: A comparative analysis in three East Asian cities--Shanghai, Tokyo and Hong Kong (Japan, China).
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-04, Section: A, page: 1282.
500 $a Sponsor: Harold J. Noah.
502 $a Thesis (Ph.D.)--Columbia University, 1991.
520 $a China, Japan and Hong Kong share certain values that are important in shaping the attitudes of their people towards education and employment. Some evident examples of these common values are: the emphasis on education; the importance attached to the family; the respect for age; the hierarchical mentality; and valuing loyalty, hard work and discipline.
520 $a The present research hypothesizes that, despite their shared values, the political and economic differences among the three systems demand different approaches in preparing students for their careers. These dissimilarites in turn produce dissimilar results.
520 $a Based on data collected through surveys among 303 high school graduates of 1986 from Shanghai, Tokyo and Hong Kong, interviews with educators, policy planners, researchers and people related to business, as well as documentary information from these three East Asian cities, issues related to the transition processes from school to work among high school students in the three systems were examined.
520 $a The results confirm a continuation of the traditional respect for and emphasis on education in these three systems. The school is perceived as an institution for inculcating values and providing the necessary certification rather than for job preparation and training which is left mostly to the firm. The emphasis on education, in combination with the hierarchical mentality and competitive nature of the educational systems in these three countries, produces tremendous pressure on the students. This is especially true when the competition in education is closely related to the selection and advancement in the work force, particularly in the cases of China and Japan which provide less chance for job change.
520 $a The study concludes that schooling and hiring practices in each of the three systems conform well to the economic and political arrangements characteristic of their respective ideologies. Schools and examinations are important institutions and mechanisms for manpower selection. Values and norms influence performance, both in education and job performance, but their effectiveness depends on the degree that the system permits their expression.
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710 2 0 $a Columbia University. $3 571054
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791 $a Ph.D.
792 $a 1991
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