An Investigation of Adult Education and Lifelong Learning in Hong Kong: A Systematic Literature Review

Abstract: The United Nations adopted the Sustainable Development Goals (SDGs) as a global agenda to promote sustainable peace and prosperity, including inclusive and equitable quality education. The “Global Report on Adult Learning and Education” from UNESCO also highlighted research evidence that demonstrated the importance of adults and their learning, emphasizing promoting lifelong learning opportunities for all. The adoption of the 2030 Agenda for Sustainable Development articulates a much broader vision of the role of education in societal development (Heribert & Sylvia, 2016). Education for sustainable development aims to address the growing environmental challenges facing the planet. Education should include the knowledge, skills, values, and attitudes that empower learners to contribute to societal development (Leicht, 2018). However, the learning needs of youth and adults were somewhat neglected in the global education agenda in the past decade. Adult education in Hong Kong started to be discussed in 1970s, and there was no well-defined and generally accepted concept on adult education (Wong, 1975). It is important to expand the existing education programmes and enhance the quality of education for all (Legislative Council, 2010). The contemporary society should emphasize the inclusion of adults into the future agenda to enhance the education policy to contribute to a sustainable society. This research covers a literature review focusing on adult education development and institutions’ practices for achieving lifelong learning in general and in Hong Kong specifically. The findings would generate insights for future study on adult education and sustainable development, local policy developments, which would be beneficial for education policymakers and practitioners in contemporary policy creation in adult education for the Hong Kong context.

Key words: adult education, lifelong learning, Hong Kong