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Following is a question by the Hon Lee Cheuk-yan and a reply by the Secretary for Education, Mr Eddie Ng Hak-kim, in the Legislative Council today (January 28):
Question:
It has been reported that at a seminar held earlier in Beijing, a former Deputy Director of the Hong Kong and Macao Affairs Office of the State Council cum Chairman of Chinese Association of Hong Kong and Macao Studies said that some young people in the Hong Kong Special Administrative Region (SAR) "are grossly lacking" in national and civic awareness, and that the Education Bureau and school sponsoring bodies of the SAR should be held responsible for that. He also considered that the Secretary for Education had to be subject to the supervision of the Central Authorities. In this connection, will the Government inform this Council:
(1) whether the work of the various Directors of Bureaux within the scope of affairs which the SAR administers on its own is subject, under the Basic Law, to the supervision of the Central Authorities; if so, of the relevant legal basis and details of the supervision;
(2) whether it has received any directions or instructions issued by the Central Authorities on the education policy of the SAR (e.g. the implementation of national education) since the establishment of the SAR; if so, of the details; and
(3) whether the authorities will take measures and use vast educational resources to provide school sponsoring bodies, advisory bodies and educators, etc., with guidance on how to further deepen students' understanding of the Basic Law and the "One Country, Two Systems" concept as well as enhance the national identity of young people; if so, of the details?
Reply:
President,
The replies to the questions raised by Hon Lee Cheuk-yan, after consulting the Constitutional and Mainland Affairs Bureau, are as follows:
(1) Article 45 of the Basic Law stipulates that the Chief Executive of the Hong Kong Special Administrative Region shall be selected by election or through consultations held locally and be appointed by the Central People's Government. Article 15 of the Basic Law provides that the Central People's Government shall appoint the Chief Executive and the principal officials of the executive authorities of the Hong Kong Special Administrative Region in accordance with the provisions of Chapter IV of the Basic Law. According to Article 48(5) of the Basic Law, the Chief Executive nominates and reports to the Central People's Government for appointment the principal officials including Secretaries of Departments and Directors of Bureaux. Against the above, the Central People's Government possesses the substantive power of appointment of the Chief Executive and principal officials of the Hong Kong Special Administrative Region.
Article 43 of the Basic Law stipulates that the Chief Executive of the Hong Kong Special Administrative Region shall be the head of the Hong Kong Special Administrative Region and shall represent the Region. The Chief Executive of the Hong Kong Special Administrative Region shall be accountable to the Central People's Government and the Hong Kong Special Administrative Region in accordance with the provisions of the Basic Law. According to Article 48 of the Basic Law, the Chief Executive is responsible for the implementation of the Basic Law and lead the Government of the Hong Kong Special Administrative Region.
Article 12 of the Basic Law provides that the Hong Kong Special Administrative Region shall be a local administrative region of the People's Republic of China, which shall enjoy a high degree of autonomy and come directly under the Central People's Government. Article 2 of the Basic Law also stipulates that the National People's Congress authorises the Hong Kong Special Administrative Region to exercise a high degree of autonomy and enjoy executive, legislative and independent judicial power, including that of final adjudication, in accordance with the provisions of the Basic Law. According to Article 136 of the Basic Law, on the basis of the previous educational system, the Government of the Hong Kong Special Administrative Region shall, on its own, formulate policies on the development and improvement of education, including policies regarding the educational system and its administration, the language of instruction, the allocation of funds, the examination system, the system of academic awards and the recognition of educational qualifications. The Basic Law has clearly stipulated that education is a policy area where the Hong Kong Special Administrative Region Government can exercise a high degree of autonomy.
In accordance with Article 60 of the Basic Law, the head of the Government of the Hong Kong Special Administrative Region shall be the Chief Executive of the Region. "Code for the Principal Officials under the Accountability System" (the Code) stipulates that principal officials are responsible for their respective portfolios designated to them by the Chief Executive and lead the executive departments within their respective portfolios. They are accountable to the Chief Executive for the success or failure of their policies. The Code also clearly reminds the principal officials that the Government of the Hong Kong Special Administrative Region must abide by the law and be accountable to the Legislative Council according to Article 64 of the Basic Law.
(2) As I mentioned in Part (1), the Basic Law has clearly stipulated that education is a policy area where the Hong Kong Special Administrative Region Government can exercise a high degree of autonomy. The Hong Kong Special Administrative Region Government shall implement education policy based on the Basic Law, our education philosophy and the actual needs. We welcome and treasure all the opinions from our citizens. Insofar as education policies are concerned, I have never received any direction or instruction from the Central Authorities.
(3) The Education Bureau (EDB) has always attached great importance to the promotion of the Basic Law as its regular, on-going task. Related learning elements of the Basic Law have long been incorporated into the curricula of primary and secondary schools. These include, for example, General Studies at primary level, Life and Society at junior secondary level and Liberal Studies at senior secondary level. The "Revised Moral and Civic Education Curriculum Framework" (2008) has strengthened the related content of the Basic Law. In addition, schools could promote Basic Law education with close reference to their own contexts and needs for curriculum development, through the relevant curricula and learning activities.
Promotion of Basic Law education should proceed along with the times. In tandem with the work of the Basic Law Promotion Steering Committee and the 25th anniversary of promulgation of the Basic Law in April 2015, the EDB, apart from progressively deepening its regular tasks on Basic Law education that embrace curriculum content, professional development programmes for school heads and teachers, learning and teaching support, etc., would also strengthen its work in other areas. These include the production of a video teaching resource package and the organisation of an "Inter-school Online Quiz Competition" so as to enhance students' understanding of the Basic Law and the concept of "One Country, Two Systems".
All along, the cultivation of national identity among students has been one of the learning goals in the school curriculum. Since 2001, the EDB has continuously strengthened students' recognition of their national identity and the elements about China. For example, elements of different dynasties, festivals, cultures and major historical figures, etc., have been progressively enriched in General Studies at primary level. Chinese History and Chinese culture are made compulsory learning contents in the junior secondary curriculum. Chinese History is an independent subject at both junior and senior secondary levels. Chinese culture is a core learning strand in the Chinese Language Key Learning Area. In Geography, the element of China-related learning content has been increased up to 30 per cent of the whole curriculum at junior secondary level; Chinese music and art have been incorporated into the curricula of Music and Visual Arts. In addition, EDB has continuously strengthened the content and quality of mainland exchange programmes for primary and secondary students from the 2003/04 school year. Through its existing mechanism, the Curriculum Development Council has continuously enhanced the related curricula as well as learning and teaching for students' better understanding of their country, culture and recognition of their national identity.
Ends/Wednesday, January 28, 2015
Issued at HKT 14:43
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