The fierce competition largely brought by the globalization of a knowledge-based economy provided an impetus for the Hong Kong government to endorse massive education reforms in 2000, as proposed by the Education Commission, as the central strategy to improve and sustain workforce quality and social justice through the provision of lifelong learning for all. The purpose of this article is to provide a preliminary analysis of the impact of reforms on lifelong learning thus far, through an examination of its implementation in the higher education sector and the operation of the qualifications framework. A comparison between the policymaking of the Education Commission and the Education Bureau was made to demonstrate how the process affected resulting policies. The preliminary analysis presented a pessimistic outlook, and implications for policies and practices to achieve lifelong learning were discussed. Key recommendations for future success included balancing the conflicting demands and interests, using wisdom and tact, without losing sight of upholding the quality of educational outcomes.
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