Rethinking the Design of Internship Practicum: What Education is Meant for

Internship is gaining its popularity among students and employers. However, this precarious job is loosely monitored and subjected to the university's orientation and implementation. The research is a student-led project funded by Hong Kong Sociological Association in 2019. Choosing a practicum programme introduced in some of the UGC institutions, and by the voices of students, partner organisations and academic staff, there is a call to rethink having internship as part of the curriculum, or as part of the graduation requirement in
relation to social class and the philosophy of education. In terms of the curriculum design, qualitative data shows less privileged students are in vulnerable positions but willing to exploit themselves in paving the way for graduate employment. Granting credits ensue the class-oriented models on the use of time, especially when underprivileged have limited resources to endow themselves for better future, but getting trapped in impasse of managing their budget by participating in routinisd part-time work. It is therefore suggested to have alternative part-time positions that meet both ends from students' perspective. Assessment tools are needed to be reviewed, especially when scholars' professional fail to produce material that truly and wholly reflect students' learning outcome nor getting the voices of employers heard. Further recommendations are made based on stakeholders' opinion and has been adopted. Otherwise speaking, a bottom-up approach contributes and fine-tunes the practicum/curriculum that takes parties' interests and concerns into account.