Source: Hong Kong Government special administrative region – 4
Attention TV/radio announcers:
Please broadcast the following as soon as possible:
Here is an item of interest to swimmers.
The Leisure and Cultural Services Department announced today (June 27) that according to the Beach Water Quality Forecast System of the Environmental Protection Department (www.epd.gov.hk/epd/english/environmentinhk/water/beach_quality/forecast_system.html), the Beach Water Quality Forecast Index for Silver Mine Bay Beach in Islands District is 4, which means the predicted water quality at this beach is “Very Poor” due to potential transient water quality fluctuations caused by heavy rain. The red flag has been hoisted, and beachgoers are advised not to enter the water to safeguard their health.
Source: Hong Kong Government special administrative region – 3
Following is a question by the Hon Tommy Cheung and a reply by the Secretary for Education, Dr Choi Yuk-lin, in the Legislative Council today (July 23):
Question: (3) whether any PI KGs have participated in the Guangdong-Hong Kong Sister Kindergarten Exchange Programme which has been launched by the EDB since the 2023-2024 school year; if so, of the details; if not, the reasons for that? President,
Source: Hong Kong Government special administrative region – 3
LCQ17: Mainland exchange programmes for students Question:
The media earlier reported that some Hong Kong students had developed problems of different natures while participating in Mainland exchange tours (exchange tours), which has aroused public concerns about the quality of the exchange tours and may have an impact on the willingness of parents, teachers and students to go north for exchange. In this connection, will the Government inform this Council:
School year(rounded down to the nearest hundred)++ Provisional figures (actual figures to be confirmed after departure)
In addition, following the launch of CS Mainland study tours since April 2023, the EDB has arranged for a cumulative total of more than 140 000 senior secondary students and 15 000 teachers to take part in the study tours in the past three school years (from the 2022/23 to 2024/25 s.y.). The EDB has continued to enhance the scale of and arrangements for CS Mainland study tours. With respect to the number of routes, there is an increase from 22 one-to-three-day tours in the Guangdong Province in the 2022/23 s.y. to 28 one-to-five-day tours in the 2024/25 s.y., covering 11 provinces and municipalities, so as to enable students to participate in various types of learning activities during CS Mainland study tours. Experiential learning activities are arranged in the activity bases for students’ comprehensive practice or other visiting spots as part of the itinerary. The numbers of students participating in CS Mainland study tours from the 2022/23 to 2024/25 s.y. are as follows:
School year(rounded down to the nearest hundred)++ Provisional figures (actual figures to be confirmed after departure)
In conclusion, it is without doubt that MEPs for primary and secondary students and CS Mainland study tours are beneficial to students. According to the results of questionnaire survey, feedback from teachers and students on these programmes are very positive. They generally consider that Mainland exchange and study tours have extended classroom learning and deepened students’ understanding of our country’s history, culture and technological development, etc, thereby instilling in them a sense of belonging to our country and enhancing their sense of national identity; facilitated friendship building through exchanges between local and Mainland students; and enhanced students’ understanding of the rapid development of our country to help them seize future development opportunities. Issued at HKT 16:00
Source: Hong Kong Government special administrative region – 3
LCQ20: Nurturing environmental, social and governance talents Question:
In recent years, environmental, social and governance (ESG) has become a core strategy for global development, and Hong Kong has also been actively promoting Hong Kong’s Climate Action Plan 2050 (Plan) and the development of green and sustainable finance. It has been reported that according to a study, only 27 per cent of the secondary schools in Hong Kong have included references to matters relating to sustainable development, climate and biodiversity in their school development plans, reflecting that there are still inadequacies in the nurturing of ESG talents and civic awareness in Hong Kong. According to the Report on 2023 Manpower Projection, the Labour and Welfare Bureau has also envisaged that ESG will be deemed essential knowledge in the future employment market. In this connection, will the Government inform this Council:
(1) as it is stated in the Plan that the authorities will broaden school teachers’ knowledge about climate change, and that schools may strengthen the relevant learning materials in different subjects, but the findings of the aforesaid study have revealed that such efforts seem to have failed to achieve the intended results, whether the authorities have assessed the effectiveness of schools’ education on climate change and biodiversity, etc;
(2) whether the authorities have considered further strengthening education on ESG (e.g. climate actions and social responsibilities) in secondary schools, and formulating interdisciplinary teaching guidelines; if so, of the details; if not, the reasons for that;
(3) as the Plan has mentioned the need to incorporate learning materials relating to climate change, low-carbon technologies and green finance, etc, into the curricula in tertiary institutions, whether the authorities have assessed if the relevant curricula in the institutions can satisfy the need to train ESG talents; how to ensure that students are equipped with ESG literacy to meet the needs of the future job market, thereby facilitating the development of Hong Kong into a regional green finance centre; and
(4) regarding the workforce in the local employment market at present, whether the authorities have plans to promote the popularisation of ESG education, thereby assisting members of the public in enhancing their ESG knowledge to address the needs of the future employment market; if so, of the details; if not, the reasons for that?
Reply:
President,
Regarding the question raised by the Hon Chan Siu-hung, the consolidated reply, after consulting the Environment and Ecology Bureau, the Labour and Welfare Bureau, and the Financial Services and the Treasury Bureau, is as follows:
(1) and (2) The Education Bureau (EDB) attaches great importance to promoting education for sustainable development (ESD). It has been encouraging schools to adopt a “multi-pronged and co-ordinated” approach to enhance students’ understanding of sustainable development (SD) and encourage them to practise green living through different subjects, cross-curricular learning and life-wide learning activities. The relevant learning elements, which include climate action, biodiversity conservation, renewable energy, energy saving and waste reduction, making good use of resources and corporate social responsibilities, have been incorporated in the curriculum guides of various subjects, such as Primary Humanities and Primary Science at the primary level, and Geography, Science, Biology, Business, Accounting and Financial Studies, Citizenship and Social Development as well as some Applied Learning courses at the secondary level.
ESD is an important component of values education across different subjects in primary and secondary school education. The Values Education Curriculum Framework (Pilot Version) lists “actively practising green living as well as encouraging and supporting joint efforts from people around” and “possessing a global perspective as well as being concerned about global environmental issues and the challenges in attaining sustainable development” as the expected learning outcomes, encouraging students to take responsibility for environmental conservation and nurturing in them proper values and attitudes, such as respecting, be thankful to and caring about nature.
To support teachers in implementing ESD, the EDB has organised various teacher professional development programmes. Field studies and seminars have been conducted to deepen teachers’ understanding of ESD and related topics as well as enhance their teaching capacity. Since the 2020/21 school year, the EDB has conducted nearly 200 relevant training activities with the number of teacher participation exceeding 12 300. The EDB has also collaborated with Radio Television Hong Kong Radio 3 to produce the “Savvy Earth Savers” segment featured in the English learning programme “In the Common Room”. The segment explores environmental, social and governance (ESG) issues and provides teachers with English learning and teaching resources for promoting ESD.
The EDB has also organised diversified student activities, such as slogan and poster design competitions, drawing and photo-taking competitions and picture book creation competitions, to help students understand the rationale and importance of sustainable development as well as enrich their learning experiences. To further promote ESD, the EDB launched the “Achieving Carbon Neutrality Student Ambassador Training Scheme 2024/25” for the first time in this school year. Through the collaborative efforts with different government departments, green groups and the business sector in organising diversified experiential learning activities, such as bank visit, coral conservation field trips and green building tours, the EDB aims to deepen students’ understanding of green finance and intelligent green buildings and the importance of marine biodiversity. Building on the first year’s experience with the ambassador scheme, the EDB will continue to collaborate with different stakeholders to provide students with more learning opportunities to further increase their understanding of the efforts of the Government and various sectors of society in achieving the target of carbon neutrality in Hong Kong.
Under school-based management, when formulating the School Development Plan (SDP), schools have to set out a clear direction for development and focused priority tasks, which should be in line with the school’s vision and mission, the latest education development, as well as the school context. Schools have been promoting ESD for years with good progress, and have generally taken forward relevant work as the routine ones. If there are new development focuses, strategies or measures, they will be included in the SDP as appropriate.
Besides, the relevant bureaux and departments have also been actively implementing various education and publicity programmes to enhance students’ understanding of SD, including:
(i) The Environment and Ecology Bureau has organised a range of seminars, workshops, field trips and interactive dramas, etc, on various topics through the Sustainable Development School Outreach Programme (Outreach Programme) and the Sustainable Development School Award Programme, so as to promote the concept and practice of SD among secondary students, and at the same time recognise the efforts of schools and students in promoting SD in the community. In the 2024/25 school year, under the theme of Food Waste Reduction and Recycling, the Outreach Programme attracted the participation of 231 schools, encompassing about 82 000 teachers and students. In 2024, the EPD also launched the “We-recycle@School” Activity (the Scheme). Through providing a variety of teaching materials, support and teacher training to primary and secondary schools in Hong Kong, the Scheme assists schools and teachers in integrating waste reduction and recycling knowledge into daily teaching, encourage students to make good use of recycling facilities in schools and the community, and motivate their family members to practise resource separation and recycling together. Since its launch, the Scheme has received an overwhelming response, with the participation of about 350 000 students from around 550 primary and secondary schools. In addition, from January to May 2025, the EPD organised in collaboration with GREEN@COMMUNITY operators over 460 publicity activities on waste reduction and recycling involving or co-hosted by schools, thereby raising environmental awareness among students.
(iii) The Drainage Services Department (DSD) has been supporting schools in promoting environmental protection education through organising guided tours at sewage treatment facilities. For instance, students can learn about the sewage treatment process, energy efficiency design and the measures in combating climate change through visits to the DSD’s facilities such as the Stonecutters Island Sewage Treatment Works and the Sha Tin Sewage Treatment Works.
(3) The EDB has all along supported post-secondary institutions offering post-secondary programmes that meet the social and economic needs of Hong Kong, having regard to different policy bureaux’ and departments’ recommendations on manpower needs. In response to the ever-changing social needs for sustainable development, the University Grants Committee (UGC)-funded universities have offered various funded programmes relevant to “Environment, Society and Governance” in recent years, to nurture students to become talents in sustainable development and green finance. In the 2024/25 academic year, there are about 40 programmes at undergraduate and postgraduate levels. The EDB and the UGC will continue to encourage universities to nurture talents for growth, transformation and future challenges, and meet Hong Kong’s future development’s talent needs. Self-financing institutions also have the flexibility to develop programmes that meet market needs, and adjust the curricula and intake places of relevant programmes, in response to the ever-changing manpower needs of different sectors of society, and provide diversified articulation pathways.
(4) Bureaux and departments take forward sector-specific talent training programmes in response to the latest industry development and manpower situation to enrich the local human resources.
The Government launched in 2022 the Pilot Green and Sustainable Finance Capacity Building Support Scheme (Pilot Scheme) for application by local eligible market practitioners and related professionals as well as students and graduates of relevant disciplines. There are currently 94 eligible programmes and qualifications, including green and sustainable finance programmes and qualifications related to banking services, asset management, insurance industry, etc. These are provided by the professional and continuing education schools of local universities, professional institutions, international training providers, etc, and the list will continue to be updated. As of May 2025, over 7 200 reimbursement applications were approved, involving a total reimbursement amount of over $40 million. To continuously support local green finance talent training, we will extend the Pilot Scheme to 2028.
Besides, the Green and Sustainable Finance Cross-Agency Steering Group (Steering Group) formed by relevant Government Bureaux, financial regulators and the Hong Kong Exchanges and Clearing Limited launched in October 2022 the Sustainable Finance Internship Initiative to create more relevant local internship opportunities for students. Members of the Steering Group also regularly offer training seminars and forums, at which representatives from financial regulators as well as experts from the academia and industry are invited to share insights to deepen university students and industry’s understanding of sustainable finance.
The EPD has all along been supporting the continuous development of environmental professions in Hong Kong, so that the standards and credibility of environment-related services and industries can be enhanced through professionalisation. The EPD is exploring collaboration with the Hong Kong Institute of Qualified Environmental Professionals to provide ESG-related training, with a view to addressing the rapid development and growing demand for talents in the ESG field. Besides, relevant courses are offered by course providers under the Continuing Education Fund in response to market development and needs, which are currently mainly provided by higher education institutions, and the Employees Retraining Board also provides relevant courses. Issued at HKT 14:25
Source: Hong Kong Government special administrative region – 3
LCQ5: Establishment of smart education platform and large language models Question:
It has been reported that the Mainland has set up a national smart education public service platform (“smart education platform”) covering primary and secondary education, vocational education, higher education and lifelong learning to provide personalised online interactive learning materials along with round-the-clock support for students and continuing education participants. Some members of the community have suggested that the Government should prioritise the establishment of large language models (LLMs) and an education platform applicable in Hong Kong’s education system and incorporate therein correct history, culture and values so as to elevate the quality of education and the depth of cultural inheritance in the territory. In this connection, will the Government inform this Council:
(1) whether it has compiled statistics on the total numbers of educational institutions in Hong Kong (including universities, secondary and primary schools, and vocational education institutions) which have currently established on-premises LLMs for subject-based education;
(2) whether it has plans to develop LLMs of subject-based education with local characteristics for use by students and people pursuing further studies in Hong Kong; if so, when the development will begin; if not, whether it will consider establishing such models; and
(3) given that the Mainland has already established a smart education platform, whether the Government will consider discussing with relevant Mainland authorities the possibility of replicating the platform in Hong Kong and adapting them for use by local educational institutions at various levels, following integration with the local curriculum?
Reply:
President,
As global digitalisation continues to progress, the Education Bureau (EDB), in line with the national strategy for invigorating the country through science and education, actively promotes education innovation and takes forward digital education in order to nurture future talents to embrace the challenges and opportunities in the era of Artificial Intelligence (AI). With the formation of the Steering Committee on Strategic Development of Digital Education, we have identified the directions and key focus areas for digital education, and are continuously optimising the curricula, strengthening relevant training for teachers, improving digital education infrastructure, enhancing learning platforms and AI technology as well as collaborating with stakeholders from various sectors, with a view to promoting the implementation of digital education and enhancing the quality of local education.
Our consolidated reply to the question raised by Professor the Hon William Wong is as follows:
With training in the form of deep learning of massive amounts of text data, large language models (LLMs) are able to generate natural language text and handle various natural language tasks such as text summarisation, questioning and answering, and translation. In the field of education, the application of LLMs serves as a learning and teaching aid which assists teachers in preparing lessons, setting questions and marking assignments on one hand, and help students search for information, obtain writing advice, etc on the other hand. At present, the application of LLMs in teaching is being developed and improved continuously. To effectively enhance the quality of education and the depth of cultural heritage, including incorporating proper values with respect to history and culture through the application of LLMs, it is essential for teachers to apply technology in a professional manner and make reference to resources from local, national and international online platforms, so as to flexibly adopt teaching strategies and design quality learning activities which align with the curriculum and meet the needs of students.
In this connection, the EDB has been encouraging and supporting schools to explore and adopt diversified and appropriate teaching strategies based on their school contexts and students’ learning needs, and to make good use of technology including LLMs. At the same time, schools are encouraged to nurture students’ information literacy as well as proper attitudes and values towards the application of innovation and technology (I&T) which align with the aims and objectives of the school curriculum. Currently, some schools in Hong Kong are trying to develop school-based LLMs for application in learning and teaching. While the EDB supports school-based innovation, we do not require all schools to develop their own LLMs for subject-based teaching at the present stage. As such, relevant statistics are not available. To keep abreast of the times, we will closely take heed of the trends in technological development and application, strengthen the professional development of teachers, and review the application of LLMs in a timely manner.
To promote digital transformation in education, we have allocated $500 million under the Quality Education Fund for the implementation of the e-Learning Ancillary Facilities Programme to develop e-learning ancillary facilities that meet local learning and teaching needs. There are a total of 22 funded projects in which I&T such as LLMs are deployed. The deliverables of the projects are to be released in four batches starting from mid-2025 for the use of publicly-funded schools. In fact, schools may utilise different resources such as the Composite Information Technology Grant in a flexible manner according to their school contexts for procuring different digital teaching tools and platforms to tie in with subject teaching and cater for the diverse learning needs of students in learning.
On resources development, the EDB has been committed to providing schools with quality teaching materials, including learning and teaching resources on different subjects, the Educational MultiMedia and the EDB One-stop Portal for Learning and Teaching Resources, covering the Key Learning Areas and cross-disciplinary subjects or areas at kindergarten, primary and secondary levels. The EDB has also been collaborating with the Hong Kong Education City Limited (HKEdCity) to provide one-stop services on e-learning, e-reading and e-assessment including platforms such as the eRead Scheme and the Student Assessment Repository to meet the needs of local schools, and with the provision of the online learning platform and related courses on AI and computational thinking for students, the aim of sharing resources is achieved.
Regarding the smart education platform developed by our country, local teachers and students at present can browse around for free without the need to register. However, as the curricula of the two places vary, Hong Kong schools need to make adaptations and relevant technical adjustments when using the platform. The EDB has already liaised with relevant authorities to gain insights into the mode of operation and types of resources provided by the platform. We will also actively study and make reference to the relevant experience of the platform, so as to explore feasible options for the enhancement of local teaching and learning resource platforms to better support learning and teaching. We will continue to strengthen professional teacher training on I&T and AI, optimise the platform of the HKEdCity, make reference to and utilise existing high-quality learning and teaching platforms, LLMs and programmes locally and from our country and overseas, encourage cross-sectoral and cross-school sharing of resources, and explore cost-effective approaches to further support the learning and teaching of digital education in Hong Kong.
For post-secondary education, with the advent of AI, innovative and breakthrough technology in the new era, post-secondary institutions are encouraged to actively explore and experiment in teaching and learning. Amongst others, the University Grants Committee (UGC) launched the $100 million Fund for Innovative Technology-in-Education in 2023 to provide an impetus for universities to harness innovative and breakthrough technologies in transforming pedagogies and enriching student learning experiences. The eight UGC-funded universities are capitalising on the funding to continuously implement around 100 new projects, with the aim to drive transformation in pedagogies, curricula, assessments, and student development; advance digital competency comprehensively; promote technological social responsibilities and academic integrity; and foster academia-industry collaboration and enhance authentic learning experience. The goal is to nurture university students into a digitally competent and technologically responsible new generation under the digital economy. These projects are underway and expected to be completed in 2026.
In addition, through targeted support measures, including the Enhancement and Start-up Grant Scheme for Self-financing Post-secondary Education, as well as the Quality Enhancement Support Scheme, we support universities of applied sciences and self-financing post-secondary education institutions to enhance teaching quality by seizing the opportunities arising from technological advancement and make good use of AI.
In response to the rapid development of AI technologies, the Vocational Training Council (VTC) has also established the Hong Kong Institute of Information Technology (HKIIT), which admitted its first cohort of students in the 2024/25 academic year (AY). The VTC is developing AI-enabled interactive learning materials, including introducing educational chatbots to provide students with instant learning feedback to enhance their learning outcomes. The EDB has been supporting post-secondary institutions to introduce appropriate teaching frameworks and new programmes, so as to enhance support for academic staff and students, and meet ever-changing societal needs. In the 2024/25 AY, there are about 10 programmes related to AI offered by the UGC-funded universities. A number of UGC-funded universities have also offered AI-related undergraduate programmes in the 2025-28 triennium in response to the strategic directions set by the Government, for example, “Bachelor of Engineering in Artificial Intelligence” of the Hong Kong University of Science and Technology, and “Bachelor of Arts and Bachelor of Engineering in Artificial Intelligence and Data Science” of the University of Hong Kong. In sum, the EDB will continue to encourage schools to use I&T and keep a close watch on the application and development of I&T in this field, strengthen the exchange and collaboration with partners in the Mainland and overseas to facilitate the high-quality development of digitisation of local education.
Source: Hong Kong Government special administrative region – 4
A spokesman for the Housing Bureau said today (June 30) that as of this morning, a total of 1 698 duly signed “Letters of Acceptance” have been received from the owners of the eight buildings of Wang Fuk Court (Blocks A to H), accounting for about 85.6 per cent of the total number of flats in these eight buildings. Among them, 1 481 letters came from the seven buildings from Blocks A to G, representing about 85.3 per cent of the total number of flats in these seven buildings, and 217 letters came from Wang Chi House (Block H), representing about 87.5 per cent of the total number of flats in Block H.
The Housing Bureau reminds owners of Wang Fuk Court to grasp the opportunity to return the duly signed “Letter of Acceptance” today to confirm their intention to sell their titles to the Government and secure flat selection priority under the Special Sales Exercise in the first batch.
Owners may submit the duly signed “Letter of Acceptance” with the return envelope enclosed with the “Letter of Offer” by post, by hand or by courier to the following address:
Housing Bureau, Hong Kong Special Administrative Region Government
c/o Wang Fuk Court Property Rights Acquisition Limited
1/F, Block 2, Hong Kong Housing Authority Headquarters,
33 Fat Kwong Street, Ho Man Tin, Kowloon, Hong Kong
For owners who opt to send the return by post, the postmark date will be taken as the submission date. Owners must therefore send their return by post before the cut-off time ends today to ensure the envelope is postmarked today. Owners may also choose to submit the return in person to the drop-off box at the above address, or hand it over to their designated Engagement Team member, who will ensure the letter is delivered to the Housing Bureau before the deadline.
Source: Hong Kong Government special administrative region – 4
The Tobacco and Alcohol Control Office (TACO) of the Department of Health (DH) carried out surprise inspections in Central yesterday (June 29) and issued a total of four fixed penalty notices (FPNs) in an effort to clamp down on illegal cigar smoking in no-smoking areas.
During the operation codenamed “Smokeshield”, officers from TACO (including plainclothes officers) carried out inspections and enforcement action at one cigar retail shop in Central, and issued a total of four FPNs to persons smoking cigars illegally at the premises. TACO’s investigation is ongoing, and prosecution may also be taken against operators of the cigar retail shop who are suspected of aiding and abetting smoking offences.
Under the Smoking (Public Health) Ordinance (Ordinance), smoking in a statutory no-smoking area (including indoor areas of shops) is prohibited. Any person who smokes in a statutory no-smoking area is liable to a fixed penalty of $3,000. Venue managers of statutory no-smoking areas are empowered by the Ordinance to request a smoking offender to cease the act. If the offender is not co-operative, the manager of the no-smoking area may contact the Police for assistance.
Moreover, where smoking products (including cigars) are sold, whether in cigar retail shops or otherwise, the restrictions on the promotion and sale of smoking products stipulated in the Ordinance apply. Offenders are liable on summary conviction to a maximum fine of $50,000.
In addition, under the Criminal Procedure Ordinance, any person who aids, abets, counsels or procures the commission by another person of any offence shall be guilty of the same offence.
“From January 2025 to date, the DH has conducted over 100 inspections of cigar shops regarding illegal smoking activities, and issued a total of 13 FPNs for illegal smoking in these premises. The DH will continue to closely monitor and rigorously enforce the law against smoking in no-smoking areas, as well as the illegal sale and promotion of smoking products,” said the Head of TACO, Dr Manny Lam.
He cautioned that cigar smoking is just as harmful to health as other smoking products, and urged smokers to quit as early as possible for their own health and that of their family and friends. The DH has collaborated with the School of Nursing of the University of Hong Kong to launch a pilot AI-assisted smoking cessation counselling service – “Chat to Quit” this year. The AI provides accurate and appropriate smoking cessation information instantly, and offers personalised smoking cessation counselling according to users’ smoking history and quitting preferences. It can also provide emotional support.
The DH also operates an integrated Smoking Cessation Hotline (1833 183) to answer enquiries about smoking cessation and provide professional counselling and referral services. Members of the public can visit the smoking cessation thematic website (www.livetobaccofree.hk) for more information on smoking cessation and related support tools and services. They can also download the “Quit Smoking App” to keep track of their quitting progress and obtain tips on fighting cravings to maintain a tobacco-free life.
Source: Hong Kong Government special administrative region – 4
The following is issued on behalf of the Hong Kong Monetary Authority:
The Hong Kong Monetary Authority (HKMA) and the Central Bank of the Republic of Türkiye (CBRT) today (June 30) announced the exchange of a Memorandum of Understanding (MOU) to strengthen co-operation on financial innovation.
The HKMA and CBRT share a common goal of advancing fintech development in their respective markets. This MOU establishes a formal framework for information sharing and potential collaboration on innovative projects. By fostering collaboration on emerging technologies and issues pertaining to innovation in financial services, the MOU strengthens the strategic partnership between Hong Kong and Türkiye.
The Chief Executive of the HKMA, Mr Eddie Yue, said, “The HKMA has been expanding its international fintech partnerships, and we are pleased to strengthen our collaboration with the CBRT. This MOU provides a solid foundation for exchanging insights and expertise, and we look forward to building a dynamic and innovation-driven future for both Hong Kong and Türkiye.”
The Governor of the CBRT, Mr Fatih Karahan, said, “In today’s rapidly evolving fintech environment, we are pleased to partner with the HKMA to advance our shared objectives. This MOU marks a significant step in deepening our bilateral ties and underscores our strong commitment to fostering a dynamic, technologically advanced, and inclusive financial landscape.”
Source: Hong Kong Government special administrative region – 3
LCQ19: Immigration Arrangements for Non-local Graduates Question:
At present, the Immigration Arrangements for Non-local Graduates (IANG) adopt a “2+3+3” year mode of stay. It is learnt that earlier this year, some of those who were admitted to Hong Kong for employment through IANG (e.g. those whose employment contracts were about to expire) were unable to obtain three-year visa renewals smoothly when extending their stay. In this connection, will the Government inform this Council:
Type of ApplicationsNote: Applications approved/refused in a year may not all be received in the same year.
(2) At present, over 90 per cent of those coming to or staying in Hong Kong under the IANG are fresh graduates. They are not required to have secured offers of employment in Hong Kong upon application. However, when applying for an extension of stay, they are required to have taken up employment in Hong Kong that are at the levels commonly taken up by degree holders and the remuneration packages are on par with the market level. For those who have established or joined in business in Hong Kong, they are required to produce proof of their business upon application for an extension of stay.
Industry/sectorThe Immigration Department does not maintain other breakdowns of statistics mentioned in the question.
(3) Since its launch in 2008, the IANG has received positive response and helped Hong Kong attract and retain talent as well as expanding the talent pool. As at the end of April 2025, a total of 177 567 applications have been received. Among them, 172 043 applications have been approved, with over 90 per cent being recent non-local graduates and 2 825 applications coming from the graduates of the GBA campuses of Hong Kong universities. The statistics on entrants admitted to Hong Kong under the IANG who eventually acquired the right of abode in the past five years are tabulated as follows:
Admission policy/schemeNote: The figures are based on the applicants’ status in Hong Kong at the time of application for the right of abode.
With the development of the GBA, it has become a trend for Hong Kong universities to set up campuses in Mainland cities of the GBA through joint ventures, and their graduates will become an important source of talent in the GBA. Starting from the end of 2022, the Government has extended the IANG on a pilot basis to cover graduates with a bachelor’s degree or higher qualification from Hong Kong universities’ campuses in Mainland cities of the GBA, so as to attract outstanding talent from these institutions to come to Hong Kong for employment and further boost Hong Kong’s human resources and competitiveness. The Chief Executive announced in his Policy Address 2024 to extend the pilot arrangement for two years. This measure not only fosters the exchange of talents in the GBA, but also meets the needs of economic development in the GBA. We will continue to monitor the implementation of the IANG, particularly the response to the inclusion of graduates of Hong Kong universities’ GBA campuses under the IANG, and review its effectiveness in due course.Issued at HKT 16:05