Category: MIL-OSI

LCQ11: Supporting students with special educational needs 
Question:
 
There are views pointing out that the support provided under the existing policy for students with special educational needs (SEN) at public sector ordinary schools is insufficient. In addition, many primary and secondary schools have relayed that due to curricula constraints, they do not have the time to take care of and support the needs of SEN students, and Special Educational Needs Coordinators (SENCOs) also find it difficult to cater for the needs of SEN students because of their heavy administrative workload. In this connection, will the Government inform this Council:
 
(1) of the current number of (i) SENCOs and (ii) Special Educational Needs Support Teachers (SENSTs) in Hong Kong, and the respective average numbers of SEN students supported by each SENCO and SENST;
 
(2) of the service programmes currently provided by the Government for various types of SEN students, and the average amount of subsidies received by each student;
 
(3) whether the Government has considered allocating additional resources to provide accessible applied behaviour analysis trainings for students with autism spectrum disorder and attention deficit/hyperactivity disorder; if so, of the details; if not, the reasons for that; and
 
(4) given that under the existing policy, the Social Welfare Department (SWD) provides pre-school support for SEN children (from birth to six years old), while the support services for school-aged SEN children over six years old are provided by schools funded by the Education Bureau, but there are views that the support services provided by the SWD and schools, as well as their effectiveness, are completely different, whether the Government will consider having the support services for SEN students provided by the SWD instead?

Reply:
 
President,
 
The Government attaches great importance to supporting students with special educational needs (SEN) and has continuously introduced enhancement measures to strengthen the support for students with different SEN. The annual expenditure on integrated education has increased substantially from $1.5 billion in the 2017-18 financial year to about $4.1 billion in the 2024-25 financial year, representing an increase of up to 170 per cent. This reflects the great importance and long-term commitment of the Government attached to integrated education. 
 
     The consolidated reply to the question raised by the Hon Gary Zhang is as follows:
 
(1) to (2) To assist public sector ordinary schools in supporting students with SEN, the Education Bureau (EDB) provides schools with additional manpower and professional support on top of regular subvention. The EDB provides schools with the Learning Support Grant (LSG) on an annual basis based on the number of students with SEN in a school and their respective tier of support required. In the 2023/24 school year, the unit grant rates for Tier-2 and Tier-3 support are $15,779 and $63,116 respectively. If the total amount of the LSG reaches a specific threshold, the schools will be provided with additional regular teaching post(s), titled Special Educational Needs Support Teacher (SENST) by the EDB. Also, the post of Special Educational Needs Coordinator (SENCO) has been established in each public sector ordinary school. In the 2023/24 school year, there are 844 and 1 355 posts of SENCOs and SENSTs respectively within the staff establishment. Under the Whole School Approach (WSA), all teachers in a school should have the ability and the responsibility to support students with SEN, while the SENCO plays a leading role in collaborating with other teachers and professional support staff. Schools can flexibly pool together and effectively deploy the LSG as well as other resources based on the overall needs of students and according to the principle of “individual calculation and holistic deployment”, including employing additional teachers and teaching assistants and hiring professional services. 
 
Apart from additional teachers, the EDB provides schools with additional professional support staff. At present, the School-based Educational Psychology Service has covered all public sector ordinary schools in the territory, and the Enhanced School-based Speech Therapy Service has also been fully implemented. Besides, the EDB has launched support programmes and services to address different types of SEN so that students in need can be provided with targeted support, such as the Chinese Language Tiered Intervention Programme for students with dyslexia, the respective support programmes for students with visual impairment and hearing impairment; and the School Partnership Scheme to support ordinary schools to cater for students with intellectual disability who display severe adjustment difficulties.
 
(3) Autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (AD/HD) are the major types of students with SEN. Schools can provide appropriate support for them according to their severity of SEN through the 3-tier Intervention Model, such as in-class adaptation and support, group training targeted for learning, emotional and behavioural adjustment, and individual education plan for students with severe learning or adaptation difficulties, so as to make the best use of resources and maximise the effectiveness. The EDB has also implemented the Project on “Whole School Approach to Providing Tiered Support for Students with Autism Spectrum Disorder”. Through the “School-based Multi-Disciplinary Professional Support” and the “Non-Governmental Organisation and School Collaboration”, schools are assisted in adopting evidence-based and diversified strategies to help students develop their abilities in learning, social and emotional adaptation, facilitate their integration in classroom learning and the community, unleash their potential and strengthen their life planning. 
 
For students with AD/HD, the EDB has been developing a series of teaching resources for enhancing students’ execution skills and relevant software for secondary schools to facilitate individual coaching for the students concerned. Besides, the EDB organises talks and experience-sharing sessions for school personnel on a regular basis, and provides support for primary and secondary school students, parents and teachers under the Jockey Club Keen and Active Kids Project through cross-sector collaboration with university. 
 
Currently, there are various evidence-based support strategies to assist students with ASD and AD/HD, and applied behaviour analysis (ABA), which mainly reinforces positive behaviour using rewards, is one of them. The EDB has all along been promoting effective and evidence-based support strategies through teacher training and support programmes to enhance schools’ capacity to support students. In addition, a series of learning and teaching resources that make use of information technology and interactive multimedia, such as “Video Modelling”, digital interactive learning and teaching platforms, and digital learning games will be launched by phases. The elements of ABA approach have already been included in these initiatives. Schools are encouraged to deploy their resources flexibly and adopt diversified and appropriate strategies to cater for the needs of different students.
 
(4) The Government has been providing support services for children with special needs through cross-sector collaboration. In brief, the Health Bureau and the Hospital Authority (HA) provide assessment and medical services; the Social Welfare Department (SWD) provides pre-school rehabilitation services; while the EDB provides learning support.
 
Children at different stages have different needs for support. At the pre-primary level, kindergartens adopt an integrated approach of theme-based learning, enabling children to learn through a variety of games and activities based on their progress of development and learning needs. Most of the children showing slower development in individual aspects are able to gradually develop their capabilities at their own pace of personal growth. Therefore, at the pre-school level, the SWD provides subvention for non-governmental organisations to operate pre-school rehabilitation services for children with special needs under six years of age. At the primary level, students will transition to a more structured learning approach with different subjects. Schools will also gradually grasp the types of SEN of their students. By adopting the WSA, SENCOs collaborate with various professionals and subject panels in the school to cater for the learning and adaptation needs of students in a holistic manner.
 
To enhance the effectiveness of the transition from pre-school to primary schooling, a collaborative mechanism has been put in place among the EDB, the SWD, the Department of Health and the HA to ensure that the recipient primary schools can be aware of the special needs of students progressing to Primary One early, and facilitate their integration in the learning life of primary schools. Primary schools will make appropriate support arrangements according to the actual needs of students and provide parents with the “Summary of Transition Support for Primary One Student” to help them understand the support arrangements provided by schools and make suitable complements to enhance the effectiveness and promote home-school communication.
Issued at HKT 11:30

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LCQ16: Results documents for Hong Kong Diploma of Secondary Education Examination 
Question:
 
It has been reported that some students were recently found to have allegedly submitted fake results documents for the Hong Kong Diploma of Secondary Education Examination (HKDSE) when applying for and during enrolment to a university in Macao. The relevant authorities in Macao have now stepped up verification for academic qualifications and examination results, while the Hong Kong Examinations and Assessment Authority (HKEAA) has also filed a police report on the incident. In this connection, will the Government inform this Council:
 
(1) of the number of enquiries received by the HKEAA from institutions outside Hong Kong for establishing the authenticity of the HKDSE results in the past five years;
 
(2) of the number of cases involving suspected forgery of the HKDSE results documents uncovered by the HKEAA in the past five years;
 
(3) of the existing anti-forgery features in the HKDSE certification documents including result notice, statement of results and certification of results; whether the HKEAA has explored enhancements to anti-forgery measures for such documents; if so, of the details; if not, the reasons for that; and
 
(4) whether the Government will, by drawing reference from the practice of the Ministry of Education to establish the China Higher Education Student Information website, consider providing a unified platform that collates information on students’ academic qualifications, student status and public examination files, and offers online verification services; if so, of the details; if not, the reasons for that?
 
Reply:
 
President,
 
The Hong Kong Diploma of Secondary Education Examination (HKDSE) is a widely recognised academic qualification in Hong Kong and abroad. It is also an important credential for further studies and employment of candidates. The Education Bureau (EDB) attaches great importance to the verification of the HKDSE results to maintain the confidence of people at home and abroad in the HKDSE qualifications. Falsification or provision of fake academic qualifications is a serious offence. If any person attempts to use false documentation of results, the Hong Kong Examinations and Assessment Authority (HKEAA) will certainly refer the case to law enforcement agencies for follow-up action. The reply to the question raised by the Hon Chu Kwok-keung is set out below:
 
(1) and (2) In the past five years, the HKEAA has received one enquiry from a non-local tertiary institution about the authenticity of the HKDSE results held by its students. After verification, the HKEAA found that the HKDSE results of the students involved in this case were forged.
 
(3) Documents such as the HKDSE results notice, certificate, statement of results and certification of results issued by the HKEAA have multiple security features, including the use of watermarked fibre paper and microprinting technology for lettering. The HKEAA has also provided candidates, tertiary institutions and employers with result verification services (Note 1) to ensure that they can obtain or verify candidates’ public examination results directly from official sources.
 
The HKEAA will annually review the various operational arrangements for the current HKDSE cohort for continuous improvements. It will also review and optimise the results verification services and security measures where necessary.
 
(4) It is understood that, as regards post-secondary institutions in Hong Kong, the Joint Universities Computer Centre, which is established by 19 post-secondary institutions and organisations (Note 2), has successfully developed and launched an inter-institutional academic certificate verification platform using blockchain technology. Post-secondary institutions and students may choose to use the platform at their own discretion. Participating institutions can digitalise and upload academic certificates of graduates to the platform, in order to allow students to share their credentials with relevant persons via the platform when seeking employment or further studies. The platform streamlines the verification of academic qualifications and helps combat forgery of credentials. As for the HKDSE, the HKEAA will closely monitor the situations and study the feasibility of developing an electronic results verification solution to enhance the efficiency of service. The EDB will closely monitor the application and development of the aforesaid qualification verification platforms and explore the feasibility of establishing a more comprehensive verification platform at a suitable juncture.
 
Notes:
1. The services include:
(a) HKDSE results extraction service: The HKEAA currently provides direct access to the results of the HKDSE for over 20 local and non-local universities, institutions and admission authorities, including the majority of the local tertiary institutions, Joint University Programmes Admissions System Office, the EDB, the respective joint admission offices of the Mainland and Taiwan, as well as a number of self-financing institutions in Hong Kong. After obtaining the consent of the student applicants concerned, the institutions may obtain the HKDSE results of the student applicants concerned directly from the HKEAA on the release date of the HKDSE or on a specified date, and the whole process is conducted without the intervention of a third party, so as to ensure the authenticity of the information; and
(b) Provision of Certification of Results: The HKEAA maintains records of candidates’ results in public examinations since its establishment in 1977. Tertiary institutions or employers who need to check the public examination results of individual applicants may request the applicants to apply to the HKEAA for the issue of a “Certification of Results”, which will be sent directly to the organisations specified by the applicants to certify the results of their public examinations.
 
2. Including the eight universities funded by the University Grants Committee; and the Hong Kong Metropolitan University, Hong Kong Shue Yan University, the Hang Seng University of Hong Kong, Saint Francis University, the Hong Kong Academy for Performing Arts, Vocational Training Council, Construction Industry Council, Hong Kong Chu Hai College, Tung Wah College, UOW College Hong Kong and University of Macau.
Issued at HKT 11:05

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LCQ9: Students’ use of mobile phones in school 
Question:
 
It has been reported that, starting from this school year, middle schools in a number of districts in France have launched an experimental project to prohibit students from using mobile phones in school, requiring them to hand over their phones upon arrival at school. The objective of the project concerned is to reduce the use of mobile phones by students, so as to avoid affecting their physical and mental development. In addition, it is learnt that different states of the United States also have similar requirements. In this connection, will the Government inform this Council:
 
(1) whether it has grasped the existing rules and arrangements of primary and secondary schools across the territory in respect of students bringing mobile phones to school, e.g. allowing students to keep the mobile phones in their own custody after switching them off, having schools keep the mobile phones under their custody and store in lockers, or completely prohibiting the bringing of mobile phones;
 
(2) whether the authorities have provided guidelines to assist schools in drawing up a “code of conduct for bringing mobile phones” and setting out specific regulations and penalties, so as to ensure that students are not allowed to use mobile phones in school, thereby avoiding problems such as impeding the lesson progress and affecting the learning atmosphere and classroom order;
 
(3) whether it had, in the past three years, gained an understanding of the various problems arising from students bringing mobile phones to school, such as the pecuniary losses resulting from the loss of mobile phones; if so, how the schools addressed such problems; and
 
(4) whether the authorities will make reference to the practices in other regions and formulate measures or policies to regulate students’ use of mobile phones in school; if so, of the details; if not, the reasons for that?
 
Reply:
 
President,
 
In accordance with the Education Ordinance (Cap. 279), the management committee or incorporated management committee of a school shall be responsible for ensuring that the school is managed satisfactorily and the education of the pupils is promoted in a proper manner. For implementation, schools should lay down school rules to specify the basic requirements on the behaviour of students in the school, thus cultivating a safe, healthy and orderly learning environment for the students.
 
Our consolidated reply to the four parts of the question is as follows:
 
The School Administration Guide issued by the Education Bureau (EDB) sets out clearly the general principles that schools may refer to when formulating and enforcing their school rules. Schools should collect and consider the views of teachers, parents and students when drawing up their school rules. Through discussion and communication, schools should help students apprehend the meaning of the school rules as well as reach a common understanding and consensus, and review the school rules periodically. Schools should enforce the school rules in a lawful, sensible and reasonable manner while ensuring fairness and consistency in application. Due regard should be paid to students’ dignity, individual differences and their rights to education. In this connection, when schools formulate rules in relation to students taking mobile phones to or using mobile phones at schools, they should make reference to the relevant guidelines and legislations and consider their own circumstances. While paying concern to students’ learning and classroom discipline, schools should also take into account the genuine needs of students and parents so as to make appropriate school-based arrangements. In addition, the EDB has suggested ways of handling students who play games on smartphones during lessons in the Case Study Kit on Managing Students’ Behavioural Problems for schools’ reference.
 
Furthermore, facing the challenges brought by emerging information and communication technologies, the EDB attaches importance to nurturing students’ information literacy and provides the “Information Literacy for Hong Kong Students” Learning Framework to strengthen the relevant information literacy learning elements in primary and secondary curricula, so as to foster students’ ability and attitude to use information and communication technology effectively and ethically in their learning and daily lives, so that they can use the Internet and electronic devices properly and healthily.
 
Formulation and enforcement of school rules fall within a school’s daily operation and internal affairs. It is in general handled directly and professionally by a school according to the school context. Schools are not required to submit details of day-to-day case handling (such as cases of individual students losing mobile phones at school) to the EDB. Hence, the EDB does not have the particular information.
 
The EDB has been maintaining close communication and exchanging views with school sponsoring bodies and the education sector regarding the professional aspects of school administration and management. The prevailing school-based approach to handle student mobile phone use at schools follows the principles outlined in the School Administration Guide. It effectively meets the operational needs of schools while also enables schools to follow the established school administrative framework for good school governance. The EDB will continue to support the operation of schools and will provide appropriate advice and assistance when necessary.
Issued at HKT 11:10

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LCQ11: Raising public’s Putonghua standard 
Question:
 
     There are views that with the integration of Hong Kong into the overall development of the country, raising the public’s Putonghua standard is of significance to enhancing their sense of national identity and patriotic education, and being conversant with Putonghua can help the public better understand the policies, culture and history of the country, thereby deepening their patriotic sentiments and sense of belonging. In this connection, will the Government inform this Council:
 
(1) of the specific measures currently taken by the Government to raise the Putonghua standard of Hong Kong students, so as to enhance their sense of national identity and awareness of patriotism; whether it has plans to increase the proportion of school curriculum using Putonghua as the teaching medium;
 
(2) to facilitate the implementation of Putonghua education, whether it has provided targeted professional training to teachers to raise their standard of teaching in Putonghua; whether a dedicated training fund or scholarship has been established to support teachers to pursue further studies in Putonghua;
 
(3) whether it has policies or plans to raise civil servants’ Putonghua standard; whether it will include the Putonghua proficiency test as a criterion for the recruitment and promotion of civil servants; if so, of the specific arrangements; and
 
(4) whether it has conducted surveys on the implementation of Putonghua education in Hong Kong at present to assess its effectiveness; if so, of the assessment outcome for recent years; if not, the reasons for that?
 
Reply:
 
President,
 
     Under the “one country, two systems”, Hong Kong’s policy on language education is to develop the biliterate and trilingual abilities of our students, enabling them to express themselves and communicate fluently in Putonghua, English and Cantonese. Putonghua is the standard Chinese language of our country. It is also a symbol of our nation. A good mastery of Putonghua not only enhances expression and communication but also facilitates integration into the overall development of the country, boosting national pride and confidence.
 
     Our reply to the question raised by the Hon Tang Fei is as follows:
 
(1), (2) and (4) The Education Bureau (EDB) has been actively promoting the teaching and learning of Putonghua, and adopting a multi-pronged strategy, which covers the aspects of curriculum, learning and teaching support, student activities and teachers’ professional development, to promote students’ learning of Putonghua within and beyond the classroom.
 
Curriculum
 
     Since 1998, Putonghua has officially been included as a core subject at the primary and junior secondary levels to ensure that all primary and secondary school students can master Putonghua. We will continue to review the curriculum, closely keep in view the grading standards and the testing outlines of the Putonghua Proficiency Test for secondary and primary school students (pilot version) promulgated by the Ministry of Education of the People’s Republic of China and the State Language Commission (SLC), and make timely refinement to the curriculum of the Putonghua subject for primary and secondary schools in Hong Kong, so as to align with the national standards and enhance the effectiveness of Putonghua learning and teaching.
 
Learning and teaching support
 
     To support the learning and teaching of Putonghua, the EDB has been developing diversified learning and teaching resources for reference and use by teachers and students. These include enhancing the content and the functions of the “Tong Da Xue Pu” self-learning website, producing resource materials such as a Glossary of Easily-mispronounced Terms, a game booklet on the Correct Pronunciation and Application of Putonghua and the “Voice and Expression: Learning Materials for Reading Aloud in Putonghua with Background Music for Primary and Secondary Schools”, as well as preparing school exemplars.
 
     Furthermore, the EDB provides school-based support services for primary and secondary schools, collaborating with teachers to enhance the learning and teaching of Putonghua in schools such as developing Pinyin teaching, encouraging students to read aloud, telling stories relating to classical Chinese poetry, and designing various Putonghua learning activities. The EDB also works under the Mainland-Hong Kong Teachers Exchange and Collaboration Programme to arrange for Mainland expert teachers to enhance teachers’ professional capacity in implementing Putonghua teaching through on-site collaboration, teacher networks, open lessons and teacher professional development activities.
 
     To further promote the effective use of Putonghua by students so as to boost their national pride and national confidence, the Chief Executive has also announced in his 2024 Policy Address that the EDB would earmark approximately $200 million in the Language Fund for providing a one-off grant to each public sector primary and secondary school in the 2024/25 school year. This grant aims to enrich the Putonghua language environment and enhance the atmosphere for learning Putonghua.
 
Multifarious activities and Mainland exchange
 
     The EDB has all along been encouraging schools to organise multifarious activities to give students more opportunities to use Putonghua on and off campus. The EDB also collaborates with schools, educational organisations and social organisations to regularly organise various kinds of Putonghua activities for students such as the Putonghua Public Speaking Competition for Primary and Secondary Schools. The Standing Committee on Language Education and Research (SCOLAR) makes use of the Language Fund to encourage and provide funding to different sectors of the community to conduct a variety of Putonghua activities, thereby creating a diversified Putonghua learning environment for students outside the classroom. Since the 2019/20 school year, a total grant of over $60 million has been approved by the SCOLAR to fund projects initiated by different organisations for the promotion of Putonghua, including interactive theatres, radio dramas, video production, quiz competitions, public speaking contests and community exploration activities, and the attendance of beneficiary students has exceeded 400 000. According to the feedback gathered by the organisers and the observations by the SCOLAR Secretariat, participating students were able to speak Putonghua with enthusiasm and they demonstrated good Putonghua proficiency in general. 
 
     In addition, by means of the Sister School Scheme and Mainland exchange and study tours, students are provided with opportunities to practise Putonghua, enrich their vocabulary and enhance their communication skills in an authentic environment through interacting and exchanging with their Mainland counterparts, touring different visiting spots and participating in relevant learning activities, etc.
 
Professional training and development of teachers
 
     The policy on Language Proficiency Requirement (LPR) has been implemented by the EDB since the 2000/01 school year. Under this policy, all teachers of the Putonghua subject holding a regular post in publicly-funded schools (Note) have to fulfil the language proficiency requirements. With the introduction of the enhanced LPR announced by the EDB recently, starting from the 2024/25 school year, all new or newly deployed teachers of the Putonghua subject holding a regular post should attain Grade A, Level 2 or above in the Test of Proficiency in Putonghua conducted by the SLC and obtain the attained result in the Classroom Language Assessment within the first year of taking up teaching the subject.
 
     To further encourage teachers to enhance their mastery of Putonghua, this year the EDB launches the Sponsorship Scheme for Teachers Taking the National Putonghua Proficiency Test, under which all serving and prospective teachers (including but not limited to teachers teaching Chinese Language and Putonghua subjects) employed in publicly-funded primary and secondary schools in Hong Kong will be fully sponsored by the Language Fund to take the Putonghua Proficiency Test once. The aim is to reinforce the atmosphere for using Putonghua in school.
 
     Other than these, the EDB provides in-service training on different themes for Putonghua teachers every year, which includes curriculum interpretation, teaching of listening and speaking, teaching of Pinyin, tackling learning difficulties, learning assessment and creating an environment conducive to language learning. These training courses aim to enhance the teaching quality and skills of in-service teachers with contents further expanded to include performing arts, pragmatics, as well as communication and application of Putonghua to enhance their linguistic competence. In addition, the EDB encourages teachers to enrol in the online programme on Capacity Building Relating to the Teaching and Promotion of Putonghua for Teachers of Primary and Secondary Schools in Guangdong, Hong Kong and Macao offered by the Ministry of Education. Literary and cultural study trips to the Mainland have also been organised for teachers to promote exchanges, broaden their horizon and enhance their teaching abilities.
 
     The EDB and the Department of Education of Guangdong Province co-organise the Advanced Course on Teaching of Putonghua every year to uplift the professional standards of Putonghua teachers through immersive training courses and lesson observation activities. So far, 612 Putonghua teachers have completed the course since its first launch in 1999.
 
Effectiveness evaluation
 
     The EDB has been using different channels such as curriculum development visits and inspections to understand the work of schools in uplifting students’ language proficiency (including the promotion of Putonghua education) and will make recommendations on improvement as necessary. Following the introduction of the enhanced School Development and Accountability framework in the 2022/23 school year, schools have to focus more on the seven learning goals (including language proficiency of students) in conducting the annual school self-evaluation (SSE). During the process, schools will collect the SSE information and data for integrative use to evaluate their effectiveness in related work. As observed from school inspections, schools would take into account their school-based circumstances and adopt diversified approaches to encourage students’ learning of Putonghua through application. For example, they would create a rich Putonghua learning environment within the schools and arrange students to participate in Putonghua-related activities held inside and outside their schools so as to increase students’ ability and interest in the use of Putonghua.
 
     According to the results of the 2021 Thematic Household Survey published by the Census and Statistics Department, 85.7 per cent of the responding students perceived their language competence in Putonghua for daily use as totally sufficient, sufficient or average. The percentage has been rising steadily over the past ten years.
 
     The EDB will continue to create more opportunities for teachers and students to practise Putonghua and enrich the Putonghua learning environment to enhance the Putonghua proficiency of teachers and students in Hong Kong.
 
(3) Having consulted the Civil Service Bureau, response to part (3) of the question is set out below:
 
     Chinese and English are both the official languages of Hong Kong. It is the Government’s policy to maintain a fully biliterate and trilingual civil service to ensure effective communication with the public in discharging their official duties.
 
     Heads of Department/Grade would, having regard to the job requirements of the grades under their purview, specify appropriate language proficiency requirements as part of the entry requirements of the grades concerned. In assessing whether candidates meet the Putonghua proficiency required by the grade concerned, the recruiting department/grade may, having regard to its operational needs, decide on the appropriate assessment method(s), such as requiring candidates to answer questions in Putonghua during selection interviews, or requiring candidates to attain specific results in designated Putonghua proficiency tests.
 
     While maintaining the standard of public services, the Government will from time to time review the language proficiency requirements of various civil service grades to ensure that they commensurate with the job requirements and allow people of different backgrounds to join the civil service. The Civil Service Bureau is also dedicated to strengthening Putonghua training through arranging courses and web resources for civil servants. The contents include Putonghua for conducting exchange at work, methods to learn and better communicate in Putonghua, with a view to enhancing the overall ability of the civil service in using Putonghua.
 
Note: These include all teachers of Putonghua holding a regular post in aided schools, as well as teachers of Putonghua in government schools, caput schools, Direct Subsidy Scheme schools and private primary/secondary day schools offering a formal curriculum who are comparable to teachers holding a regular post in aided schools.
Issued at HKT 14:35

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LCQ2: Vocational education 
Question:
 
It is learnt that the Government has allocated quite a lot of resources to promote the development of vocational education in recent years, including setting aside some $680 million to support the Vocational Training Council’s efforts in extending the Pilot Incentive Scheme to Employers (PISE) and the Pilot Subsidy Scheme for Students of Professional Part-‍time Programmes (Pilot Subsidy Scheme) for five years. In this connection, will the Government inform this Council:

(1) of the respective numbers of employers and trainees participating in the PISE and the number of trainees participating in the Pilot Subsidy Scheme in the 2023/24 academic year, as well as the amounts of subsidies involved, together with a breakdown by industry;
 
(2) whether the PISE and the Pilot Subsidy Scheme will be regularised; if so, of the details; if not, the reasons for that; and
 
(3) whether the subsidy-to-tuition fee ratio of the Pilot Subsidy Scheme will be raised and, at the same time, whether the $36,000 cap on tuition fee subsidy for the creative industries programmes and the health and life sciences programmes will be raised, so as to align with the $45,000 cap on tuition fee subsidy for the construction and engineering programmes?
 
Reply:
 
President,
 
The Government is committed to promoting vocational and professional education and training (VPET), and, under the strategy of fostering industry???institution collaboration and diversified development, encourages the co-operation between industries and education and the collaboration between schools and businesses, with a view to providing diversified learning and career opportunities and nurturing more quality talent with applied skills. The Vocational Training Council (VTC) is the largest VPET provider in Hong Kong. The Financial Secretary announced in the 2024-25 Budget that the Government has set aside around $680 million to support the VTC in strengthening its work on VPET, including extending the Pilot Incentive Scheme to Employers (PISE) and the Pilot Subsidy Scheme for Students of Professional Part-time Programmes (Pilot Subsidy Scheme) for five years, stepping up support for student-exchange activities, strengthening assistance to students with special educational needs, and encouraging employers to provide workplace learning opportunities.
 
The reply to the different parts of the question raised by the Hon Jimmy Ng is as follows:
 
(1) With the Government’s support, the VTC has implemented the PISE under the Training and Support Scheme since the 2019/20 academic year (AY) to encourage employers to provide trainees with structured workplace learning and assessment, so that the content of training programmes could be more effectively adapted to enhance trainees’ work performance. Employers participating in the PISE can receive a subsidy of up to $36,000 (per trainee). In the 2023/24 AY, the numbers of participating employers and trainees under the PISE by industries are as follows: