Source: Hong Kong Government special administrative region
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
Source: Hong Kong Government special administrative region
The Government has implemented the Kindergarten Education Scheme (Scheme) with effect from the 2017/18 school year to provide subsidy directly to kindergartens joining the Scheme (Scheme-KGs). Under the Scheme, “Registration Certificate for Kindergarten Admission” (RC) is used for nursery (K1) registration in the 2025/26 school year. Parents are required to apply to the Education Bureau (EDB) for RC as the registration document for admission to K1 classes in Scheme-KGs.
Source: Hong Kong Government special administrative region
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:
Industry As of August 31, 2024, the subsidies involved in the PISE in the 2023/24 AY amounted to around $21 million.
The Government has also implemented the Pilot Subsidy Scheme since the 2016/17 AY to provide tuition fee subsidies (60 per cent of the tuition fees) with a cap of $45,000 per person for practitioners admitted to designated professional part-time programmes offered by the VTC related to the discipline of engineering. From the 2019/20 AY, the Pilot Subsidy Scheme has been expanded to cover VTC’s programmes related to creative industries, with a subsidy cap of $36,000 per person. The numbers of participants under the Pilot Subsidy Scheme in the 2023/24 AY by industries are as follows:
IndustryAs of October 31, 2024, the subsidies involved in the Pilot Subsidy Scheme in the 2023/24 AY amounted to around $15 million.
(2) and (3) As far as the Pilot Subsidy Scheme is concerned, the tuition fee subsidy levels for different designated courses are different, depending on the respective disciplines of the courses. The Financial Secretary announced in the 2024-25 Budget, the PISE and the Pilot Subsidy Scheme would be extended for five years. The Government will work closely with the VTC and review the effectiveness of the above two schemes, in order to consider their long-term operation and arrangements, including the tuition fee subsidy arrangements of the Pilot Subsidy Scheme. Issued at HKT 14:15
Source: Hong Kong Government special administrative region
During the rain and tropical cyclone season, Hong Kong may occasionally be affected by tropical cyclones and the weather becomes unstable, with the possibility of strong winds and heavy rainfalls.
Students and parents are therefore reminded that in the event of tropical cyclones and heavy persistent rain, the Education Bureau (EDB) will announce the class suspension arrangements for that day based on the latest weather information and the conditions of roads, slopes, and traffic. The announcements will be made through the following channels:
Weather conditions
Corresponding measures
When Tropical Cyclone Warning Signal No. 1 is issued
All schools, including kindergartens, are to operate as usual unless advised otherwise.
When Tropical Cyclone Warning Signal No. 3 is issued
All Classes of kindergartens, schools for children with physical disability and schools for children with intellectual disability are to be suspended.
Other schools are to operate as usual unless advised otherwise.
When Tropical Cyclone Warning Signal Pre-No. 8 / No. 8 or above is issued
Classes of all schools are to be suspended.
When Tropical Cyclone Warning Signal No. 8 or above is replaced by Signal No. 3
Classes of all kindergartens, schools for children with physical disability and schools for children with intellectual disability are to remain suspended.
Unless previous announcement has been made to the effect that classes will be suspended for the entire day, other schools are to resume if Tropical Cyclone Warning Signal 3 has been issued before 5:30 a.m. (for AM and whole-day schools), 10:30 a.m. (for PM schools) or 5:00 p.m. (for evening schools).
When Tropical Cyclone Warning Signal No. 3 is replaced by Signal No. 1 or when all tropical cyclone signals are cancelled
All schools are to resume with the next session unless previous announcement has been made to the effect that classes will be suspended for the entire day.
When “The combined effect of strong wind and prolonged rainstorm is affecting/expected to affect Hong Kong” is disseminated by the Hong Kong Observatory (HKO)
In general, if this information is disseminated during the following periods, it means that student need not attend schools:
At or after 5:30 a.m. and before 8:00 a.m.: AM and Whole-day Schools
At or after 10:30 a.m. and before 1:00 p.m.: PM Schools
At or after 5:00 p.m. and before 7:00 p.m.: Evening Schools
If the above information is disseminated during school hours, schools should continue lessons until the end of normal school hours and ought to ensure that conditions are safe before allowing students to return home. Parents do not need to pick up their children from school immediately.
As the situations in localised areas may differ from the territory as a whole, parents can exercise their discretion in deciding whether or not to send their children to school if the local weather, roads, slopes or traffic conditions are adverse. Schools will be flexible in handling the affected students who arrive late or are absent from school at parents’ discretion on the day, and such students will not be penalised.
Weather conditions can change rapidly, so it is important for students and parents to pay close attention to the latest weather conditions provided by the HKO and check if the EDB has announced class suspension before leaving for school and during their journey to ensure safety.
Source: Hong Kong Government special administrative region
LCQ13: Promoting students’ physical and mental health Question:
Last year, the Ministry of Education issued the Special Action Plan for Comprehensively Strengthening and Improving the Mental Health Education for Students in the New Era (2023-2025), pointing out that promoting the physical and mental health and all-round development of students is an important issue. However, there are views pointing out that a number of student suicide cases were reported in Hong Kong at the beginning of the school year in September this year, highlighting the critical situation of students’ mental health and the need for the Government to strengthen the co-operation among schools, families and the community in order to establish a more comprehensive support system. In this connection, will the Government inform this Council:
(1) whether it will review afresh the Three-Tier School-based Emergency Mechanism implemented in December last year in order to strengthen the assistance to schools in early identifying students with higher suicidal risk and providing them with appropriate support expeditiously;
(2) whether it will formulate quantifiable guidelines (e.g. setting maximum daily homework load) based on the four elements (i.e. Rest, Relaxation, Relationship and Resilience) and the objectives for promoting mental health covered in the Education Bureau’s 4Rs Mental Health Charter to enable schools to take practical actions to reduce student stress;
(3) whether it will further implement small class teaching and improve the teacher-student ratios so as to increase the level of student participation and the opportunities for teacher-student interaction, so that teachers can better understand the individual needs and challenges of each student, thereby enhancing the care and counselling for individual students;
(4) whether it will improve the resources for life-wide learning so that schools can be more flexible in applying them to help students achieve the aims of whole-person development;
(5) whether it will strengthen the comprehensive implementation of positive education and the establishment of a caring school culture, so as to enhance the sense of well-being in schools; and
(6) as some studies have pointed out that the emotional stress of teachers and parents positively correlates with the depression level of students, whether the authorities will introduce various activities and measures (e.g. streamlining the administrative work of schools) at the level of teachers and parents to relieve their emotional stress, so as to prevent their negative emotions from affecting students?
Reply:
President,
The Education Bureau (EDB) attaches great importance to physical and psychological well-being and whole-person development of students, and has been assisting schools in adopting the Whole School Approach at three levels, namely Universal, Selective and Indicated, to promote students’ mental health.
Our reply to the question raised by Dr the Hon Hoey Simon Lee is as follows:
(1) The Government has implemented the Three-tier School-based Emergency Mechanism in all secondary schools in Hong Kong since December 2023 through cross-departmental collaboration among the EDB, the Social Welfare Department and the Health Bureau, working with the schools’ multidisciplinary teams, the off-campus support network and medical services for early identification and support of students with high risk. The 2024 Policy Address has announced to extend the Mechanism to the end of 2025 and that enhancement would be made to strengthen collaboration. The Government will continue to review the operation of the Mechanism.
(2) The EDB implements the 4Rs Mental Health Charter in 2024 to foster the mental health of students, staff and parents in a more holistic manner. It is pleased to see that over 500 schools have joined the Charter. In the relevant circular memorandum, the EDB has set out the action pledges that participating schools have to achieve in relation to the four elements for promoting mental health (i.e. rest, relaxation, relationship and resilience). Schools are also required to implement various measures and organise activities for the promotion of students’ mental health starting from this school year to help students develop healthy living habits and positive interpersonal relationships, provide them with more opportunities to relax and reduce stress, and enhance their sense of well-being and resilience. In particular, schools should formulate an appropriate school-based assignment policy and co-ordinate the workload across different subjects to strike a balance between the quality and quantity of assignments.
(3) It is an established government policy to implement small class teaching (SCT) in public sector primary schools. SCT is a teaching strategy that provides teachers with an environment conducive to greater flexibility in adopting different teaching strategies for diversified educational activities and promoting teacher-student and student-student interactions. Currently, over 90 per cent of public sector primary schools in Hong Kong have implemented SCT, achieving the target set in the 2022 Policy Address one year ahead of schedule. The EDB has also arranged nine schools to start implementing SCT in the 2025/26 school year. By then, the percentage of public sector primary schools implementing SCT will increase to nearly 95 per cent. The EDB will continue to prudently assess the circumstances of individual districts/school nets and maintain communication with schools to pragmatically and flexibly advance SCT in public sector primary schools as soon as possible.
The current standard class size of 25 for primary schools implementing SCT is smaller when compared to the average class size in some advanced places. For secondary schools, the current allocation class size of public sector secondary schools ranges from 31 to 34, while the actual average class size is just 27.1, which is comparable to those in other developed countries. With the implementation of various measures, the overall teacher-to-student ratios in public sector primary and secondary schools have been improving from 1:14.4 and 1:14.5 respectively in the 2012/13 school year to 1:11.9 and 1:11.1 respectively in the 2023/24 school year, which are better than those in most other regions, providing teachers with greater flexibility to nurture students’ whole-person development.
(4) The EDB has been proactively encouraging schools to promote students’ life-wide learning in and outside the classroom. Starting from the 2019/20 school year, the EDB has been providing a recurrent Life-wide Learning Grant (the Grant) to all public sector schools and schools under the Direct Subsidy Scheme each year, with the aim of supporting schools in organising more out-of-classroom experiential learning activities and procuring the necessary equipment, so as to enrich the learning experiences of students. In view of the latest education development and students’ needs, the EDB issued a circular in September this year to update the ambit and guidelines on the use of the Grant, related examples, etc, which includes encouraging schools to make good use of the Grant to organise activities relating to the promotion of students’ mental health, or procure related services, materials and learning and teaching resources.
(5) The EDB has all along been encouraging schools to promote positive education and help students face challenges positively. In terms of curriculum, the EDB strives to nurture students with a positive and optimistic attitude towards life through values education. The Values Education Curriculum Framework (Pilot Version) released in 2021 has included “strengthening life education” as one of its emphases, with continuous support given to schools to foster students’ positivity and a positive and optimistic attitude towards life through learning as well as life-wide learning activities within and beyond the classroom. In addition, diversified student activities have been organised to help create a caring and harmonious campus atmosphere. Examples of such include the launch of the “Active Students, Active People” Campaign” to support schools in promoting physical activities; the organisation of Understanding Adolescent Project in primary schools, the Enhanced Smart Teen Project in secondary schools in collaboration with disciplinary forces and uniform groups, and the Pupil Ambassador Scheme on Positive Living to enhance students’ resilience through adventure-based, team-building and problem-solving training; and the “WE” Positive Dynamic Scheme and the “Gratitude, Forgiveness & Happiness Project” to help students build a positive self-image. Besides, the EDB has been organising the “Caring School Award Scheme” annually to recognise schools that are dedicated to implementing caring school measures, and encourage them to establish a caring school culture.
(6) In parallel, the EDB also concern about the mental health of teachers and parents. In this regard, the EDB has set up the Teachers’ Helpline to provide telephone counselling and follow-up services to help teachers cope with stress at work or emotional problems. There are also courses on stress management and promotion of physical and psychological well-being for teachers organised under the Teachers’ Helpline initiative. Over the past few years, the Quality Education Fund has subsidised various projects relating to teachers’ physical and psychological well-being, such as the Mindshift Educational Networking Programme launched by the University of Hong Kong to help teachers learn how to relieve stress. In the 2023/24 school year, the EDB organised a total of 48 workshops and courses for teachers, covering topics such as mental health, expressive arts, mindfulness and physical health. The EDB will continue to organise such workshops and courses for teachers.
The EDB has implemented various new initiatives in recent years to allocate additional manpower and resources to support teachers’ work continuously. Examples of the related measures include increasing the teacher-to-class ratio for public sector schools by 0.1 across-the-board starting from the 2017/18 school year to enhance their teaching manpower; providing additional regular teaching posts for schools; providing cash grants for schools to hire additional teaching and non-teaching staff; and implementing the “One Executive Officer for Each School” policy starting from the 2019/20 school year so as to reduce the administrative work of teachers, thereby creating more room for them.
For parents, the EDB has been implementing the territory-wide Positive Parent Campaign since 2020 to foster parents’ positive thinking and attitudes. The focus of the Positive Parent Campaign this year is to encourage parents and children to develop a healthy lifestyle together, and help parents take good care of the physical and psychological well-being of themselves and their children. In addition, the EDB has introduced the Curriculum Frameworks on Parent Education for kindergartens, primary schools and secondary schools respectively, providing reference for schools and other organisations in designing parent education programmes or activities, and one of the four core strands of the Curriculum Frameworks is “Promotion of Parents’ Physical and Psychological Well-being”. Starting from the 2022/23 school year, the EDB has been organising parent education courses and talks for parents of kindergarten and primary school students based on the Curriculum Frameworks. The themes include how to help children cope with stress, and exercising empathy to help children understand, express and regulate their emotions. Meanwhile, the EDB has all along been making use of the one-stop parent education website “Smart Parent Net” to provide information on positive parenting, emotional management of parents, etc. In the 2024/25 school year, the EDB will organise more thematic parent education programmes, and promote positive parent education and enhance parents’ awareness of children’s mental health through diversified modes such as district-based film gala presentations. Issued at HKT 17:35
Source: Hong Kong Government special administrative region
The Mainland University Study Subsidy Scheme (MUSSS) aims to support Hong Kong students in pursuing undergraduate studies on the Mainland and ensure that no students will be deprived of post-secondary education opportunity due to a lack of means. MUSSS comprises two components: “means-tested subsidy” (eligible students who have passed a means test will receive either a full-rate subsidy or a half-rate subsidy, depending on their needs) and “non-means-tested subsidy”. The subsidy is granted on a yearly basis, and the subsidised period is the normal duration of the undergraduate programme pursued by the student concerned in a designated Mainland institution. Eligible applicants can only receive either a means-tested subsidy or a non-means-tested subsidy in the same academic year. MUSSS is not subject to any quota.
For the 2024/25 academic year, there are 197 designated Mainland institutions. The means-tested subsidy and the non-means-tested subsidy will be disbursed to eligible students based on the distance between the location of their institutions and Hong Kong, which will be grouped under three categories, category (I) for distances less than 450 km, category (II) for distances between 450 km and 1 000 km as well as category (III) for distances over 1 000 km. Details of the subsidy rates under the different categories will be announced later.(a) having right of abode Note(1)(b) having received and completed senior secondary education in Hong Kong Note(2)(c) pursuing undergraduate studies in any of the 197 designated Mainland institutions in the 2024/25 academic year.(a) having right of abode Note(1)(b) having received and completed senior secondary education in Hong Kong Note(2)(c) pursuing undergraduate studies in any of the 197 designated Mainland institutions in the 2024/25 academic year; and (d)(1) attained “3322” Note(3)(d)(2) pursuing studies in Huaqiao University through “Pilot Scheme on the Articulation of Hong Kong Sub-degree Graduates to Huaqiao University”; OR (d)(3) admitted to a Mainland institution through the “School Principal Nomination Scheme” under the “Scheme for Admission of Hong Kong Students to Mainland Higher Education Institutions”.(1) A student who is expected to receive his/her right of abode within the 2024/25 academic year may also apply.(2) To also cover schools for Hong Kong children on the Mainland listed under the HKDSE Participating School List published by the Hong Kong Examinations and Assessment Authority. For the 2024/25 academic year, HKDSE graduates from Shenzhen Hong Kong Pui Kiu College Longhua Xinyi School and Affiliated School of JNU for Hong Kong and Macao Students are eligible to apply provided that they also fulfill other criteria listed under “Eligibility” of MUSSS.(3) Applicable to HKDSE results obtained on or before 2023.(4) Citizenship and Social Development subject replaced the original Liberal Studies subject in the 2024 HKDSE. The scoring criteria for the Citizenship and Social Development subject is “Attained” and “Not Attained”, with “A” representing “Attained”. The HKDSE results obtained in 2024 or later have been revised to “332A”.
Eligible students are required to submit their applications via the MUSSS Electronic Application Platform (https://musss.edb.gov.hk) or send the completed application forms and relevant supporting documents by post to EDB on or before 13 September 2024.
Details of MUSSS (including the list of designated Mainland institutions) are available at the EDB website (http://www.edb.gov.hk/musss).
Source: Hong Kong Government special administrative region
LCQ8: Supporting students with special educational needs in post-secondary institutions Question:
It is learnt that the community has all along been concerned about whether various post-secondary institutions can adequately support students with special educational needs (SEN) in terms of their learning needs, so as to equip them for pursuing further studies and joining the workforce. In this connection, will the Government inform this Council:
(1) whether it knows the number of SEN students studying in the eight universities funded by the University Grants Committee (UGC) (the eight universities) in the current academic year, together with a breakdown by type of SEN, including but not limited to hearing impairment, visual impairment, physical disability, and specific learning difficulties;
(2) as the Government has indicated in its reply to a question raised by a Member of this Council on November 8 last year that the UGC further allocates additional resources to the eight universities between 2022 and 2025 by providing an additional special funding of $67.5 million for the Special Grant to Enhance the Support for Students with Special Educational Needs (the Special Grant), which seeks to enable the universities to (i) enhance the teaching and learning experience of SEN students, (ii) strengthen staff training, and (iii) promote campus integration, whether the Government knows the actual amount of funding granted to each university, the expenditure on items (i) to (iii), as well as the relevant specific measures and their effectiveness respectively;
(3) whether it knows if the UGC will extend or regularise the Special Grant in the future to continuously implement one of the strategic recommendations of the Persons with Disabilities and Rehabilitation Programme Plan, which is to provide adequate resources and ensure equal opportunities for SEN students to receive higher education or pursue further studies; if the UGC will, of the estimated relevant annual expenditure; if not, the reasons for that;
(4) as some organisations and their assistance seekers have relayed that some university students need to engage sign language interpretation services to support their studies, but due to limited study hours funded by their universities, rather exorbitant sign language interpretation costs have to be borne by such students in their three or four-year undergraduate programmes, whether the authorities will require the eight universities to strengthen the support for such students and ensure that the relevant measures are put in place in a proper and effective manner, so that no such students will be unable to complete their studies or pursue further studies because of lack of means; if so, of the details; if not, the reasons for that; and
(5) whether the authorities will consider offering dedicated post-secondary programmes that are suitable and able to provide support for SEN students, complemented by related all-round support services (including but not limited to sign language interpretation), so that they can equip themselves and join the workforce; if so, of the details; if not, the reasons for that?
Reply:
President,
The eight University Grants Committee (UGC)-funded universities have all along been making special teaching arrangements and providing support services to students with special educational needs (SEN).
Our replies to Dr the Hon Chow Man-kong’s questions are as follows:
(1) In the past three academic years (AY), the numbers of full-time UGC-funded sub-degree and undergraduate students with SEN (Note 1) are tabulated below by their types of SEN –
Type of SENAYAY(provisional figures)language impairmentNote 2: Including different types of disabilities, visceral disability /chronic illness, etc.
We do not have the relevant figures for the 2024/25 AY for the time being.
(2) and (3) To assist students with SEN in pursuing UGC-funded programmes and adapt to campus life, as well as promoting an inclusive culture, the UGC has launched the Special Grant for Enhancing Support for Students with SEN (the Special Grant) since 2015 to provide additional resources for universities to take forward three key objectives, i.e. (i) improving the educational experience of students with SEN, (ii) enhancing staff training and (iii) promoting an inclusive campus. The subsidy scope of the Special Grant is comprehensive, with specific initiatives covering professional services such as educational psychology services, development of e-learning platforms, enhancement of awareness of students with SEN through seminars, workshops, online resources, etc, implementation of integrated education, improvement of campus accessibility, and provision of additional assistive tools for students with SEN, etc.
With the support and efforts of the stakeholders over the years, the Special Grant has been effective in supporting students with SEN and promoting a caring culture among staff and peers. According to the results of surveys conducted by the UGC-funded universities among students with SEN in the 2022/23 AY, the average student satisfaction rating was 4.1 (i.e. above the “satisfactory” level) on a five-point scale. The UGC has also noted the positive impact of the Special Grant on the UGC-funded universities in deepening their institutional changes and addressing the needs of students with SEN in a more organised and systematic manner.
In view of its effectiveness, the UGC has further increased the funding to $67.5 million in the 2022/23 – 2024/25 (2022-25) triennium to extend and enhance the support for students with SEN, and to expand the scope of funding to cover employment support, etc. The special grant for the 2022-25 triennium was allocated primarily with reference to the average numbers of students with SEN enrolled in full-time publicly-funded sub-degree and undergraduate programmes at the UGC-funded universities in the past five AYs. Allocations of the special grant to the UGC-funded universities are set out in the table below –
UGC-funded universities2022-25 triennium （$ million）Science and Technology Regarding the expenditure in different areas, the UGC-funded universities will formulate appropriate support strategies and allocate budgets having regard to their actual circumstances. Overall, the UGC-funded universities deploy about 40 per cent of the funding for staff and general expenses, while about 50 per cent of the remaining funding is deployed to enhance the learning experience of students, 20 per cent to strengthen staff training, and 30 per cent to promote an inclusive campus.
Recurrent funding for the UGC-funded universities is provided on a triennial basis. Like other funding schemes, the existing special grant is aligned with the current funding cycle (i.e. the 2022-25 triennium). For the arrangements of the next triennium, the UGC will continue to communicate with the funded universities closely, and consider the means for supporting the universities as they continue to provide appropriate assistance for students with SEN in a timely manner.
(4) Under the existing arrangements, the UGC-funded universities may make use of the special grant to support students with hearing impairment, including hiring staff to provide sign language interpretation service to support their learning. The UGC believes that the funded universities will balance the needs of different students with SEN and deploy the special grant appropriately to render suitable support, including those with hearing impairment. Meanwhile, with the rapid advancement in technology, the UGC encourages the funded universities to actively explore the use of new technologies and adopt various technological solutions to provide more comprehensive support to students in need in a more cost-effective manner.
(5) Under the existing policy on integrated education, the Education Bureau advocates “equal opportunities and enhancing students’ learning having regard to the uniqueness of individual students”. With suitable support and assistance from institutions, all students are provided with equal learning opportunities such that students with SEN can overcome their learning barriers and join the mainstream campus life together with others. On the one hand, the UGC is making use of the special grant to motivate the UGC-funded universities to provide students with SEN with the necessary support, barrier-free facilities and information such that they can learn in the same way as their peers. On the other hand, the special grant promotes an inclusive campus through various means to advocate the sharing of campus life among teachers, students and those with SEN such that they can learn to respect, understand and accept each other, thereby cultivating whole-person development in a wider context. At the same time, with the special grant for the 2022-25 triennium, the UGC has further expanded the scope of funding to cover activities and projects that will help students to join the society and develop their careers in the future. This involves encouraging the universities to provide more comprehensive, targeted and practical support to students with SEN, and to enable them to plan and prepare for their career paths upon graduation as early as possible during their studies. Apart from the special grant, the UGC-funded universities could make use of the block grant to take forward integrated education on their campuses. Issued at HKT 14:15
Source: Hong Kong Government special administrative region
LCQ11: Supply of hostel places of post-secondary institutions Question:
The Third Plenary Session of the 20th Central Committee of the Communist Party of China (the CPC Central Committee) adopted the Resolution of the CPC Central Committee on Further Deepening Reform Comprehensively to Advance Chinese Modernization, in which support for Hong Kong’s position to become an international hub for high-calibre talents was stated. Moreover, last year’s Policy Address proposed to build Hong Kong into an international hub for post-secondary education by increasing the admission quota of non-local students to Government-funded post-secondary institutions. According to a recent report published by an organisation, it was envisaged that by 2028, the shortfall in hostel places for students of local post-secondary institutions would further increase to some 120 000. In this connection, will the Government inform this Council:
(1) whether it has projected and compiled statistics on the respective (i) numbers, (ii) proportions and (iii) hostel application proportions of local and non-local students in post-secondary institutions in the coming five years; given that the Government has, starting from the current academic year, increased the admission quota of non-local students to Government-funded post-secondary institutions to 40 per cent, of the current nationality distribution of the non-local students;
(2) whether it knows (i) the respective proportions of local and non-local students in post-secondary institutions who were successfully allocated with hostel places upon application and (ii) their terms of hostel residence in the past 10 years; whether various post-secondary institutions have set a limit on the term of hostel residence; if a limit has been set, of the details (set out in a table), and whether the Government has plans to extend the term of hostel residence for students;
(3) given that the Government established in 2018 the Hostel Development Fund with some $10.3 billion to provide six University Grants Committee-funded universities with an additional 13 473 hostel places, whether it has compiled statistics on the current number of hostel places provided by universities across the territory; of the Government’s projected growth in the supply of university hostel places in the coming five years, and the shortfall in hostel places when set against students’ demand for accommodation; whether it will consider injecting funds into the Fund again in the future; if so, of the details; if not, the reasons for that;
(4) whether it will study allocating idle lands in the vicinity to the post-secondary institutions concerned for the construction of academic buildings or hostels, or consider relaxing the plot ratio of land adjacent to universities in rural areas to allow for greater flexibility in university expansion; if so, of the details; if not, the reasons for that; and
(5) given that as indicated in the paper submitted by the Government to the Subcommittee on Matters Relating to the Development of the Northern Metropolis of this Council in April this year, 19 post-secondary institutions had participated in the engagement activity of the Northern Metropolis University Town (NMUT) and submitted proposals, whether the Government has estimated the number of post-secondary institutions that can be accommodated by the NMUT, and whether sites have been reserved for hostel purposes; if so, of the expected number of hostel places to be provided; if not, the reasons for that?
Reply:
President,
The 2023 Policy Address stated building Hong Kong into an international post-secondary education hub and a cradle of future talents. The 2024 Policy Address also announced further measures to nurture future talents and to create the “Study in Hong Kong” brand. At the same time, the Government will set up the Committee on Education, Technology and Talents to be chaired by the Chief Secretary for Administration. The Committee will co-ordinate and promote the integrated development of education, science and technology and talent, so as to enhance convergence and coherence and formulate policies to promote the synergistic development of nurturing talents, gathering talents and science and technology, as well as to facilitating international high-calibre talents to stay in Hong Kong. Developing Hong Kong into an international post-secondary education hub is also one of the three major strategies. My reply to the various parts of the Hon Benson Luk’s question is as follows:
(1) The enrolment ceiling of non-local students in University Grants Committee (UGC)-funded taught programmes has been doubled from a level equivalent to 20 per cent of local student places in the 2023/24 academic year (AY) to 40 per cent with effect from the 2024/25 AY. There are no restrictions on research postgraduate programmes. It is important to note that all non-local students pursuing UGC-funded taught programmes do not receive public funding, and the number of such non-local students is accounted for separately from local student places. This ensures that the study opportunities for local students will not be affected.
In the 2023/24 AY, the total number of local students pursuing full-time locally-accredited publicly-funded and self-financing programmes was about 158 300, whereas there were about 64 200 non-local students. As far as UGC-funded taught programmes (i.e. undergraduate, sub-degree and taught post-graduate programmes) are concerned, the actual number of non-local students was about 14 900 while that of local students was about 76 400; the proportion of non-local students was about 19 per cent. The non-local students come from over 100 places of origin. In the 2023/24 AY, the numbers of students by study levels and by places of origin are tabulated below:
Programme types As for student hostels, the relative proportion of applications from local students and non-local students of the UGC-funded universities at the beginning of the 2023/24 AY is 55 per cent and 45 per cent respectively. Looking ahead, we envisage that universities will continue to take into account their capacity in promoting the advantages of our higher education sector around the world using the “Study in Hong Kong” brand, with a view to gradually admitting more non-local students to study in Hong Kong. Self-financing programmes will also flourish. As our post-secondary education sector in Hong Kong continues to enhance quality and expand capacity, the corresponding demand for student hostels will increase. We are delighted to explore flexible and innovative ways with the institutions and different stakeholders to increase the supply of student hostels.
(2) Based on the data provided by the UGC-funded universities, the success rate of local students and non-local students in hostel applications in the past ten AYs (2014/15 to 2023/24 AY) is at Annex. We do not maintain information on the terms of residence of local students and non-local students.
The specific arrangements for hostel allocation are formulated by the UGC-funded universities and there is generally no upper limit set for the terms of residence. The universities are encouraged to reflect the priorities of different groups of students for hostel accommodation in the allocation mechanism, having regard to the practical needs and educational benefits, while maintaining suitable flexibility to ensure that resources of student hostels are utilised properly.
(3) and (4) Under the Hostel Development Fund (HDF), the UGC-funded universities are provided with a capital grant covering up to 75 per cent of the construction costs for 15 student hostel projects to provide a total of about 13 500 additional hostel places, with a target for gradual completion by 2027. Based on the data provided by the UGC-funded universities, the total number of hostel places (including publicly-funded, privately-funded and temporary hostel places) available for allocation in September 2023 was around 37 600. Taking into account the future supply from the projects under HDF, the number of hostel places will gradually increase to around 50 000 in the coming few years, to cater for the needs of students, including those arising from the additional intake.
Under the prevailing mechanism, the universities may apply to the Government for granting additional sites for campus expansion if they have strong justifications and specific proposals, which will then be considered by the bureaux and departments concerned from relevant perspectives such as policy, resources, practical circumstances, planning and land administration, etc. The universities could also as necessary apply for a relaxation of development parameters for the proposed sites, including building height restrictions and plot ratios, etc, which will be processed in accordance with the statutory procedures and established arrangements by the Town Planning Board and relevant departments.
To improve hostel facilities, the Chief Executive announced in the 2024 Policy Address that the Government would launch a pilot scheme to streamline the processing of applications in relation to planning, lands and building plans, so as to encourage the market to convert hotels and other commercial buildings into student hostels on a self-financing and privately-funded basis, increasing the supply of student hostels. The Government will also make available suitable sites for the private sector to build new hostels, having regard to market demand. The Development Projects Facilitation Office under the Development Bureau will provide one-stop advisory and facilitation services for these projects.
(5) The Government has earmarked over 80 hectares of land in the Northern Metropolis for the Northern Metropolis University Town (NMUT), and will encourage local post-secondary institutions to introduce more branded programmes, research collaboration and exchange projects with renowned Mainland and overseas institutions in a flexible and innovative manner. We will retain flexibility in the planning process to facilitate the development of student hostels.
Relevant Government departments are still discussing the site planning of the NMUT at this stage. We plan to publish the Northern Metropolis University Town Development Conceptual Framework in the first half of 2026. Issued at HKT 15:16
Suspected cases of using a false address for POA applications may be reported to the School Places Allocation Section by calling its hotline at 2832 7700.
Source: Hong Kong Government special administrative region
LCQ5: Nurturing foreign language talents Question:
In 2018, the State President stated at the National Conference on Education that vigorous efforts should be made to nurture international talents proficient in foreign languages and adept at Chinese-foreign negotiations and communications. There are views that as the country’s super connector and super value-adder, as well as the premier international financial centre connecting the country and the Middle East market, Hong Kong needs to nurture a large pool of foreign language talents. In this connection, will the Government inform this Council:
(1) when Government officials make overseas visits and when the Government releases videos and hands out publications overseas to promote Hong Kong, whether local mother tongues of the relevant places have been used as the medium of communication; if so, of the details; if not, the reasons for that;
(2) as it is learnt that there are a number of language universities in the country, such as Beijing Foreign Studies University, which is approved to teach more than a hundred foreign languages, whether the Government will study allocating more resources to tertiary institutions to strengthen training in foreign languages other than English, or establishing foreign language universities drawing on the models of the Mainland, with a view to nurturing multilingual talents in public and private organisations, so that they can tell the good stories of Hong Kong in different languages; and
(3) whether it will study enhancing the existing “biliterate and trilingual” policy by turning it into a “triliterate and quadrilingual” policy?
Reply:
President,
Hong Kong is a cosmopolitan city. In recent years, various national strategies have even brought about tremendous development opportunities for Hong Kong, which require us to strengthen exchanges and co-operation with the Mainland and overseas regions and countries by capitalising on our advantage of “linkage with our Motherland and close connection to the world”. To enhance our international competitiveness and strengthen our position as an international post-secondary education hub, we have been striving to nurture talents who are biliterate and trilingual, and proficient in other languages.
Having consulted the Commerce and Economic Development Bureau and the Information Services Department (ISD), I would like to reply to the Hon Benson Luk’s questions as follows:
(1) Currently, in taking forward overseas promotion work, the overseas Economic and Trade Offices (ETOs) of the Hong Kong Special Administrative Region (HKSAR) Government and Invest Hong Kong (InvestHK) will make appropriate arrangements taking into account the common languages of the relevant places. For instance, apart from the English version of the relevant ETOs’ websites, languages commonly used in the countries/regions under their respective purview are also available, e.g. Japanese, Thai, German, Arabic to facilitate local people in understanding the information disseminated by ETOs. Also, for meetings between officials of the HKSAR Government and local officials/representatives of the political and business sectors and preparation of relevant promotional materials, the ETOs concerned will arrange interpretation and prepare and issue the relevant promotion materials in local languages as appropriate.
In addition, to facilitate investors from around the world to understand the latest information about Hong Kong’s business environment, InvestHK’s website is available in a number of major languages, including simplified Chinese, traditional Chinese, English, Japanese, Spanish, French, Italian, as well as Arabic, which has been newly added. Separately, InvestHK’s promotional videos are mainly in English and Putonghua. Depending on the origin of individual successful case studies, subtitles may be available in the local language. As for InvestHK’s client meetings and promotional materials, Putonghua and simplified Chinese are used on the Mainland, while English and the local language where necessary are used in overseas markets. Interpretation will also be arranged at investment promotion seminars.
On external promotion, the ISD produces a series of creative contents in multiple languages for placement in overseas and Mainland cities through digital and social media platforms, as well as outdoor advertising, in the form of short videos and banner advertisements to tell the good stories of Hong Kong. These creative contents are available in Arabic, Bahasa Indonesia, Dutch, English, French, German, Italian, Japanese, Korean, Malay, Thai, Vietnamese, etc. The ISD also translated and printed the promotional booklet entitled “HK Connect” into foreign languages such as Arabic, Bahasa Indonesia, Malay and Thai for distribution to target recipients at promotional activities during senior officials’ overseas visits.
Moreover, the ISD has held the “Immersive Hong Kong” promotional roving exhibitions in Jakarta, Indonesia; Bangkok, Thailand; Kuala Lumpur, Malaysia; and Guangzhou, China since July 2023. It will also be staged in Dubai, the Middle East next month. In addition to English, the exhibition information is also available in the local languages of each stop to enhance the publicity effect.
(2) The eight University Grants Committee (UGC)-funded universities have all along been making flexible use of their resources to offer a wide range of publicly-funded programmes with regard to their respective roles and positioning, as well as providing diversified learning opportunities for students in response to market demands. Learning foreign languages can help students to understand multiculturalism and strengthen their connections with different parts of the world, thereby enhancing their competitiveness in entering the workforce, pursuing further studies or starting their own businesses in the future. University education also aims to encourage students to acquire knowledge and skills in different fields, and nurture the high-calibre talents required by different industries, so as to inject impetus into the development of Hong Kong.
In recent years, the eight UGC-funded universities have offered as many as 12 contemporary foreign languages for learning, including Arabic, French, German, Italian, Japanese, Kiswahili, Korean, Portuguese, Russian, Swedish, Spanish and Thai. They also offer a range of specialised programmes majoring in individual foreign languages or cultures for students who aspire to become professionals in relevant fields in the future. As for students pursuing undergraduate programmes in other areas such as engineering technology, business or social sciences, a number of universities also offer minor options or foreign language courses as free electives for interested students to pursue having regard to their personal aspirations and abilities. In addition, a number of self-financing institutions at present offer post-secondary programmes related to different foreign languages and relevant elective subjects according to market demand.
The above arrangements for major, minor and free electives enable students to study foreign languages having regard to their learning objectives in an appropriate manner. The existing arrangements meet practical needs with flexibility; hence the Government has no plans to set up a foreign language university. Nevertheless, we will continue to encourage the UGC-funded universities to provide students with opportunities to learn foreign languages, and through various avenues, such as student exchange programmes and experiential learning activities, enable students to gain exposure to the cultures of more places, broaden their horizons, seize Hong Kong’s unique advantages, and be better prepared for their future development.
(3) Over the years, the Government has been collaborating with the Standing Committee on Language Education and Research, other advisory bodies and stakeholders to enable the Hong Kong people, particularly students and working adults, to become biliterate and trilingual, through sponsoring and implementing various measures using the Language Fund. Moreover, the Education Bureau (EDB) endeavours to develop students’ multilingual competence, enabling them to make life planning based on their own interests, abilities and aspirations, and to connect to the world. Over the years, the EDB has offered “other languages” courses (Note 1) (Category C of the Hong Kong Diploma of Secondary Education Examination) for senior secondary students to study as an elective subject. As announced in the 2024 Policy Address, the EDB will implement a pilot scheme to invite schools to apply for additional resources to provide opportunities for junior secondary students to learn “other languages” (Note 2), in order to facilitate a stronger articulation in their learning of “other languages” as an elective subject at the senior secondary level.
Thank you, President.
Note 1: The EDB subsidises schools to offer courses of the six “other languages”, i.e. French, German, Japanese, Korean, Spanish and Urdu, for secondary four to six students.
Note 2: Schools can use the funding to offer junior secondary courses of the six designated “other languages” (i.e. French, German, Japanese, Korean, Spanish and Urdu), which are the senior secondary elective subjects. Arabic and Russian could also be considered. Issued at HKT 15:40