LCQ2: Raising students' awareness of their hometowns and ancestral origins
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Question:
It has been reported that every year around Ching Ming Festival, a large number of members of the public travel north with their children to pay tribute to their ancestors and visit their ancestral hometowns. On raising students' awareness of their hometowns and ancestral origins, will the Government inform this Council:
(1) given that in the reply to my question in 2022, the Government has indicated that it would keep in view the suggestions from various sectors of society for follow-up action regarding the suggestion of adding the item on "native place" back to the Student Information Form of students of kindergartens, primary schools and secondary schools, of the progress of the relevant work, including whether it will explicitly require students to fill in the correct information about their native places; if so, of the specific implementation timetable; if not, the reasons for that;
(2) whether the Education Bureau will consider incorporating the element of "exploring one's roots" into the teaching according to the students' native places, so as to raise their awareness of their hometowns and ancestral origins; if so, of the specific plans; if not, the reasons for that; and
(3) as there are views that the activities under the Government's Clansmen Culture Promotion Scheme are all organised by clansmen associations, it is difficult for such activities to cover the student level, whether the Government will consider launching clansmen cultural activities targeted at students; if so, of the specific plan; if not, the reasons for that?
Reply:
President,
The Education Bureau (EDB) attaches great importance to nurturing students' sense of nationhood, encouraging schools to implement national education through a "multipronged and co-ordinated" approach and organising diversified student activities in a manner of "organic integration and natural connection", with a view to enhancing students' understanding of the same cultural roots the Mainland and Hong Kong share. A number of related learning elements have been incorporated into the curricula of primary and secondary levels. For instance, Primary Humanities covers the concepts of family members, family names, native places and hometowns, etc. It helps students understand the history and development of their hometowns, so as to enhance their awareness of their ancestral origins and foster the affection for their native places and clansmen. Junior Secondary History includes the topics on the development of various local Chinese organisations, including clansmen associations, to help students learn about the services and contributions of relevant organisations, promoting the virtues of philanthropy and mutual support.
"We treasure our historical legacy and never forget our roots". Filial piety and fraternal duty are important values in Chinese culture. Enhancing students' understanding to their native places and ancestral origins contributes to cultivation of their inheritance of Chinese culture, national identity and sense of belonging to the country.
In fact, the understanding of nowadays primary and secondary school students on their native places or family backgrounds and histories is not solely derived from school education or classroom learning. It is more shaped by the students' life experiences, such as tomb sweeping and visits to relatives in the hometown as aforementioned, family gatherings, or travelling to hometown, etc. In addition to the diversified learning activities organised by schools, such as hometown cuisine sharing sessions and tours for students to explore their roots, many school sponsoring bodies and schools in Hong Kong are named after clansmen associations or hometowns. As a result, students are generally familiar with the concept of "native places" and the sentiments associated with it.
Our reply to the question raised by Professor the Hon Lau Chi-pang is as follows:
(1) and (2) There are still different opinions and views in society on requiring students to fill in their "native place" in the personal information column of the student handbook. Some believe that requiring students to fill in their "native place" in the personal information on the Student Information Form is conducive to "native place" education and cultivating students' affection for home and country. At the same time, some pointed out that the "native place" column in the Student Information Form is a type of personal information. When collecting the data, schools must comply with the requirements of the Personal Data (Privacy) Ordinance, clearly stating the purpose of collection. Data collection must also be appropriate and commensurate with the objectives. It is learnt that more and more schools have resumed adding the "native place" column to the Student Information Form currently.
In fact, by understanding their native places, students can trace their family histories, learn about the cultural characteristics of different regions, and gain a more comprehensive understanding of the country, as well as the multicultural nature of the world. However, the implementation strategies can be flexible and varied according to the school situation. Requiring students to report their "native places" in the personal information section of the student handbook is just one such way. Enforcing a unified and mandatory implementation method would not contribute to increasing the effectiveness of learning and teaching.
To enhance students' understanding of the same cultural roots the Mainland and Hong Kong share, it is considered that the implementation strategies should be comprehensive. A more effective approach would be integrating the curricula of secondary and primary schools for students to learn within and beyond the classroom in a co-ordinated way. For instance, the Primary Humanities curriculum covers the learning content of family names, native places, hometowns, etc. Teachers incorporate the learning element of "exploring one's roots" to inspire students to gain a deeper understanding of their native places, and deepen their understanding of their hometowns and ancestral origins. This also enables students to acquire knowledge of the scenic spots and specialty products of their hometowns, learning to show concern over the development and changes in their hometowns.
Schools incorporating related learning element in a multipronged way is a practice worth promoting. For example, at the teacher professional conference of the Primary Humanities recently, teachers shared their open lessons titled "My Family: Learn About Family Names, Native Places and Hometowns" and exchanged their experiences. Some schools choose their students' native places as the destinations of sister school exchanges and in the Mainland exchange programmes, so as to allow students to learn about the country's development through life experience. These are common practices.
Some schools include a "native place" field in the Student Information Form, which enables teachers to understand the backgrounds and needs of students and devise suitable learning activities to better cater for learner diversity and improve the effectiveness of learning and teaching. This is also an effective practice.
However, we also understand that some schools, for various reasons such as diverse opinion among stakeholders over collection of personal data or inapplicability to ethnic minority students, etc, have not included the "native place" field in the Student Information Form.
The EDB understands that school contexts vary and will not rigidly require all secondary schools, primary schools and kindergartens to add the "native place" field to the Student Information Form. Hong Kong is a diverse and inclusive society and there are students of different ethnicities studying together in campus. Individuals from different cultural backgrounds engage with and respect on each other. Therefore, we encourage schools to enhance communication with stakeholders to gain parents' understanding and support. At the same time, schools should deliver education on "native places" in a multipronged approach, with a view to helping students develop an understanding of their connection to their families and hometowns, recognise their cultural roots, and cultivate respect for and understanding of the cultures of different regions.
(3) To deepen the public's understanding of and sense of belonging to their hometowns, thereby fostering the spirit of loving the country, Hong Kong and their hometowns, the Chief Executive launched in his 2023 Policy Address the
"Clansmen Culture Promotion Scheme" (the Scheme) for a period of three years, for application by clansmen associations to subsidise their organisation of activities to promote and preserve hometown culture, unite clansmen in Hong Kong and facilitate exchanges between Hong Kong and the Mainland. There is no restriction on the form of the activities, as long as they are non-profit-making in nature and in line with the objectives of the Scheme. Clansmen associations applying for the subsidy may, having regard to their needs, explore collaboration with other event organisers, including schools, in organising the activities. Taking a project approved under the first year of the Scheme as an example, the Federation of Hong Kong Guangdong Community Organisations conducted the "Guangdong Intangible Cultural Heritage in Schools" programme at the end of last year to host cultural workshops in various primary and secondary schools. Nearly 1 000 students and parents were engaged.
In conclusion, to cultivate students' sense of belonging to their hometowns, we must adopt a "multipronged and co-ordinated" approach that integrates learning within and beyond the classroom, linking curriculum with real-life experiences. Education on "native places" is an important element. Enhancing students' awareness of their native places and ancestral origins involves more than school education. It also needs the efforts and co-ordination on all fronts such as public education, family education and even the social atmosphere. It requires the concerted efforts and enhanced collaboration of different stakeholders in society to advance this initiative. Various departments of the Hong Kong Special Administrative Region Government, including the Home and Youth Affairs Bureau and the EDB, will continue to be responsible for the relevant promotional work, and explore practicable measures by listening to the views of different stakeholders, including relevant organisations, community groups, schools and parents, so as to forge a consensus among different sectors and create a conductive atmosphere. We will collaborate closely with various stakeholders to cultivate in the young people the spirit of "treasuring their historical legacy and never forgetting their roots".
Thank you, President.
Ends/Wednesday, July 9, 2025
Issued at HKT 19:25
Issued at HKT 19:25
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