The Government's policy objectives are to:
In the 2022/23 school year, there are 593 primary schools, 510 secondary day schools and 63 special schools.
The Government aims to raise the quality of secondary school education:
The Government has implemented at S4 level since September 2009 the NAS that covers three-year junior secondary education, three-year senior secondary education and four-year higher education. ALL students are given the opportunity to receive senior secondary education on top of the nine years basic education. There is only one public examination leading to the Hong Kong Diploma of Secondary Education under the NAS, which helps create more space and time for students to enrich their learning experience and contribute to enhancing the learning effectiveness. The diversified SS curriculum also allows students with different aptitudes, interests and abilities to reach their full potential. More details are available on the New Academic Structure Web Bulletin.
The fine-tuned Medium of Instruction arrangements aim to give flexibility to schools to provide students with more opportunities to be exposed to, and to use, English at junior secondary levels to enhance students’ ability to learn in English. More details are available on the webpage of the Medium of Instruction.
The Government launched the first, second and third IT in Education Strategies in 1998, 2004 and 2008 respectively to tie in with the global trend of harnessing IT to facilitate learning and teaching. Building on the strengths and experiences of the previous strategies on Information Technology in Education (ITEd), the Government launched the Fourth Strategy on Information Technology in Education in the 2015/16 school year. It is formulated to unleash the learning power of all our students to learn to learn and to excel through realising the potential of IT in enhancing interactive learning and teaching experiences. To achieve this goal, the Government has adopted a holistic approach under which six actions are implemented. More details are available on the webpage of the IT in Education.
Our language policy is that students should be literate in both Chinese and English and be able to speak fluent Cantonese, Putonghua and English. The Education Bureau (EDB)’s measures to enhance “biliteracy and trilingualism” include:
School premises completed in recent years, some 40% bigger than the standard designs of 1995 in terms of total floor areas, provide more facilities and open space to meet the latest requirements for effective learning and teaching. Most of them are individually designed by architects in the market, taking into consideration their physical locations and the educational visions of the school sponsoring bodies. We have also put in place various measures to enhance facilities and environment for school premises built in accordance with the building standards at the time of construction.
We are closely monitoring the admission of newly arrived children and young people to ensure that there are adequate school places and support services to cater for their educational needs. In parallel, we have been providing the following support services for these children and young people to help them integrate into the local school system as soon as possible -
More details are available on the webpage on Education and Support Services for Newly Arrived Children.
We will, subject to the assessment and recommendations of specialists and the consent of parents, refer students with more severe or multiple disabilities to special schools for intensive support services. Other students with special educational needs (SEN) will attend ordinary schools. According to their types, the EDB will provide aided special schools with additional teachers, specialists and extra resources to meet the diverse needs of their students. Some of the aided special schools operate a boarding section concurrently to provide boarding service. The EDB has all along been promoting integrated education in accordance with five basic principles of early identification, early intervention, Whole School Approach, home-school co-operation and cross-sector collaboration. In addition to the regular subvention, the EDB provides public sector ordinary schools with additional resources, professional support and teacher training to help schools cater for students with SEN. In the 2019/20 school year, all public sector ordinary schools have been provided with Special Educational Needs Coordinator (SENCO) to support integrated education. Concurrently, for schools with comparatively large number of students with SEN, the rank of their SENCO has been upgraded to a promotion rank. More details are available on the webpage of Special Education.
We have strengthened the support to schools on the implementation of LPE to help students identify their interests, abilities and orientations at an earlier stage as well as enhance their readiness for further studies and career pursuits by equipping them with career information and multiple pathways through LPE and career exploration activities. The support measures include provision of grant or manpower to schools, enhancement of on-line resources, and strengthening professional development for teachers etc. Besides, in collaboration with business corporations, government departments and community organisations under the Business-School Partnership Programme, we have been providing students with diversified career exploration activities. More details are available on Life Planning Information Website.