The university education system in Hong Kong.

The university education system in Hong Kong is not holistic because there is a large number of students in Hong Kong universities who lack self-awareness. Most students do not know how to form opinions because they lack an understanding of themselves. They have been taught to focus on schoolwork so much so that they do not have individual identities. Shek et al. (2012) state that the education system highly intensifies adolescent problems. Shek et al. (2012) explain that drug and substance abuse is very high among students from secondary schools and intensifies even further in universities. Other developmental problems such as violence and mental health problems are also very rampant in these demographics of students. Shek et al. (2012) further explain that they agreed that they were dissatisfied with one another among the university students themselves. The system failed them because they also failed to put in any effort. The students of Hong Kong universities said that they unsatisfactory assignments, failure to submit assignments on time, irresponsible sexual behaviour, lack of class attendance, cheating in exams and chasing after material things are some of the ways that lack of self-awareness portrayed itself among the students. The university also did not teach them how to manage these factors and only focused on their academics. Secondly, poor mental health among university students is an issue deserving our attention. For example, there were high rates of emotional and anxiety problems in first-year tertiary education students in Hong Kong. Shek et al. (2011) mention that the focus on academics only pressured the students, contributing to rising mental problems such as anxiety and depression. The education system is solely focused on grades placing a lot of pressure on the student to succeed, and thus those who fail to attain good grades become very depressed, which further impacts their academics.

Universities in Hong Kong lack a whole person development teaching approach. Shek (2010) explains that many universities in Hong Kong claim that they aim to deliver a whole-person development approach to education, but this is not the case. Shek (2010) explains that university students lack psychological and psychosocial development. Despite the number of universities stating in their mission and vision statements that they offer holistic development, more and more graduates have been found to be lacking in cognitive and social skills. Shek et al. (2011) mention that most employers fail to employ university graduates because they find them lacking in interpersonal skills. They claim that most graduates are competent when it comes to concept and theory, but they lack the personal skills required for a job. They are unable to work with customers, and they also lack the capacity to deal with work pressures. Shek et al. (2011) also mention that because of a lack of psychological nurturing, when graduates join the workforce, they lack the capacity to grow and express themselves within their work areas and end up not being productive. Shek (2010) says that the university system in Hong Kong does not impact any psychosocial competencies for graduates. They are unable to cope with the changing dynamics of a functional workplace, making them stagnant. It creates a phenomenon where there is many, very many unemployed graduates because employers will not hire them. The whole idea of university education hence starts to look like an abstract measure.


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