(1)Index Page Replies to initial written questions raised by Finance Committee Members in examining the Estimates of Expenditure 2021-22 Director of Bureau : Secretary for Education Session No

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Index Page

Replies to initial written questions raised by Finance Committee Members in examining the Estimates of Expenditure 2021-22

Director of Bureau : Secretary for Education Session No. : 18

Consolidated e-file name : EDB-1-e1.docx Reply Serial

No.

Question Serial No.

Name of Member Head Programme

EDB001 1374 CHAN Chun-ying 156 (6) Other Educational Services and Subsidies

EDB002 1952 CHAN Hak-kan 156 (8) Policy and Support EDB003 2687 CHAN Pierre 156 (5) Special Education EDB004 2688 CHAN Pierre 156 (5) Special Education EDB005 2689 CHAN Pierre 156 (3) Primary Education

(4) Secondary Education (5) Special Education EDB006 2690 CHAN Pierre 156 (2) Pre-primary Education

(3) Primary Education (4) Secondary Education (5) Special Education

(6) Other Educational Services and Subsidies

(7) Post-secondary, Vocational and Professional Education (8) Policy and Support

EDB007 2691 CHAN Pierre 156 (6) Other Educational Services and Subsidies

(8) Policy and Support EDB008 2692 CHAN Pierre 156 (5) Special Education

(8) Policy and Support EDB009 2693 CHAN Pierre 156 (3) Primary Education

(4) Secondary Education (5) Special Education

(8) Policy and Support EDB010 2712 CHAN Pierre 156 (3) Primary Education

(5) Special Education EDB011 2713 CHAN Pierre 156 (3) Primary Education

(4) Secondary Education EDB012 2714 CHAN Pierre 156 (5) Special Education EDB013 2715 CHAN Pierre 156 (3) Primary Education

(4) Secondary Education EDB014 2716 CHAN Pierre 156 (3) Primary Education

(4) Secondary Education (6) Other Educational Services and Subsidies

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Reply Serial No.

Name of Member Head Programme (8) Policy and Support

EDB015 2717 CHAN Pierre 156 (1) Director of Bureau’s Office (8) Policy and Support

EDB016 2718 CHAN Pierre 156 (2) Pre-primary Education (3) Primary Education (4) Secondary Education (5) Special Education

(7) Post-secondary, Vocational and Professional Education EDB017 2719 CHAN Pierre 156 (2) Pre-primary Education

(7) Post-secondary, Vocational and Professional Education EDB018 2940 CHAN Pierre 156 (5) Special Education EDB019 2964 CHAN Pierre 156 (2) Pre-primary Education

(7) Post-secondary, Vocational and Professional Education EDB020 2965 CHAN Pierre 156 (2) Pre-primary Education EDB021 3253 CHAN Pierre 156 (3) Primary Education

(8) Policy and Support

EDB022 0005 CHENG Chung-tai 156 (1) Director of Bureau’s Office EDB023 0528 CHENG Chung-tai 156 (2) Pre-primary Education EDB024 2777 CHENG Chung-tai 156 (8) Policy and Support EDB025 2778 CHENG Chung-tai 156 (8) Policy and Support

EDB026 2779 CHENG Chung-tai 156 (7) Post-secondary, Vocational and Professional Education EDB027 2780 CHENG Chung-tai 156 (2) Pre-primary Education EDB028 2781 CHENG Chung-tai 156 (2) Pre-primary Education EDB029 2782 CHENG Chung-tai 156 (3) Primary Education

(3)

Name of Member Head Programme EDB035 2788 CHENG Chung-tai 156 (4) Secondary Education EDB036 2789 CHENG Chung-tai 156 (7) Post-secondary, Vocational

and Professional Education EDB037 2793 CHENG Chung-tai 156 (7) Post-secondary, Vocational

and Professional Education EDB042 2800 CHENG Chung-tai 156 (5) Special Education EDB043 2801 CHENG Chung-tai 156 (3) Primary Education

(4) Secondary Education EDB044 2802 CHENG Chung-tai 156 (3) Primary Education

(4) Secondary Education EDB046 2804 CHENG Chung-tai 156 -

EDB047 2805 CHENG Chung-tai 156 (3) Primary Education (4) Secondary Education EDB048 2806 CHENG Chung-tai 156 (6) Other Educational Services

and Subsidies EDB049 2807 CHENG Chung-tai 156 -

EDB050 2808 CHENG Chung-tai 156 (7) Post-secondary, Vocational and Professional Education EDB051 2810 CHENG Chung-tai 156 (3) Primary Education

(4) Secondary Education EDB053 2831 CHENG Chung-tai 156 (8) Policy and Support

EDB054 2841 CHENG Chung-tai 156 (6) Other Educational Services and Subsidies

EDB055 2842 CHENG Chung-tai 156 (6) Other Educational Services and Subsidies

EDB056 2861 CHENG Chung-tai 156 (1) Director of Bureau’s Office EDB057 2122 CHENG Wing-shun,

Vincent

156 (2) Pre-primary Education EDB058 2123 CHENG Wing-shun,

Vincent

156 (8) Policy and Support EDB059 2124 CHENG Wing-shun,

Vincent

156 (6) Other Educational Services and Subsidies

EDB060 2125 CHENG Wing-shun, Vincent

Vincent

(4)

Name of Member Head Programme EDB062 2127 CHENG Wing-shun,

Vincent

EDB065 2130 CHENG Wing-shun, Vincent

156 (2) Pre-primary Education (3) Primary Education (4) Secondary Education EDB066 2131 CHENG Wing-shun,

Vincent

156 (3) Primary Education (4) Secondary Education EDB069 2202 CHEUNG Kwok-

kwan

156 (3) Primary Education (4) Secondary Education (6) Other Educational Services and Subsidies

EDB070 2203 CHEUNG Kwok- kwan

156 (3) Primary Education (4) Secondary Education (5) Special Education (8) Policy and Support EDB072 2207 CHEUNG Kwok-

kwan

156 (3) Primary Education (4) Secondary Education (5) Special Education

(7) Post-secondary, Vocational and Professional Education EDB076 2211 CHEUNG Kwok-

kwan

156 (3) Primary Education (4) Secondary Education

(5)

Name of Member Head Programme EDB079 2214 CHEUNG Kwok-

kwan

156 (8) Policy and Support EDB080 2223 CHEUNG Kwok-

kwan

156 (7) Post-secondary, Vocational and Professional Education EDB081 2230 CHEUNG Kwok-

kwan

156 (1) Director of Bureau’s Office EDB082 2947 CHEUNG Kwok-

kwan

156 (3) Primary Education (4) Secondary Education EDB085 1697 CHEUNG Wah-

fung, Christopher

EDB086 1698 CHEUNG Wah- fung, Christopher

(8) Policy and Support EDB092 1061 CHEUNG Yu-yan,

Tommy

(8) Policy and Support EDB093 1062 CHEUNG Yu-yan,

Tommy

156 (8) Policy and Support EDB094 1063 CHEUNG Yu-yan,

Tommy

(7) Post-secondary, Vocational and Professional Education EDB095 1073 CHEUNG Yu-yan,

Tommy

156 (7) Post-secondary, Vocational and Professional Education EDB096 1074 CHEUNG Yu-yan,

Tommy

156 (8) Policy and Support EDB097 1077 CHEUNG Yu-yan,

Tommy

156 (2) Pre-primary Education EDB098 1282 CHIANG Lai-wan 156 (4) Secondary Education

(6)

Name of Member Head Programme EDB099 1287 CHIANG Lai-wan 156 (8) Policy and Support EDB100 1295 CHIANG Lai-wan 156 (2) Pre-primary Education

(3) Primary Education (4) Secondary Education (5) Special Education EDB101 1296 CHIANG Lai-wan 156 (2) Pre-primary Education

(3) Primary Education (4) Secondary Education EDB102 1297 CHIANG Lai-wan 156 (2) Pre-primary Education EDB103 1298 CHIANG Lai-wan 156 (2) Pre-primary Education

(3) Primary Education (4) Secondary Education EDB104 1299 CHIANG Lai-wan 156 (2) Pre-primary Education

(3) Primary Education (4) Secondary Education EDB105 1300 CHIANG Lai-wan 156 (3) Primary Education

(4) Secondary Education EDB106 1301 CHIANG Lai-wan 156 (2) Pre-primary Education

(3) Primary Education (4) Secondary Education EDB107 1723 CHOW Ho-ding,

Holden

156 (3) Primary Education (4) Secondary Education EDB108 1724 CHOW Ho-ding,

Holden

156 (3) Primary Education (4) Secondary Education EDB109 1530 HO Kwan-yiu,

Junius

156 (8) Policy and Support EDB110 1531 HO Kwan-yiu,

Junius

156 (8) Policy and Support EDB111 1543 HO Kwan-yiu,

Junius

156 (8) Policy and Support EDB112 0503 IP LAU Suk-yee,

Regina

156 (7) Post-secondary, Vocational and Professional Education EDB113 0505 IP LAU Suk-yee,

Regina

156 (7) Post-secondary, Vocational and Professional Education EDB114 0506 IP LAU Suk-yee,

Regina

156 (4) Secondary Education (6) Other Educational Services and Subsidies

EDB115 1757 IP LAU Suk-yee, Regina

156 (8) Policy and Support EDB116 1759 IP LAU Suk-yee,

Regina

EDB117 0241 KWOK Wai-keung 156 (4) Secondary Education EDB118 0242 KWOK Wai-keung 156 (3) Primary Education EDB119 0243 KWOK Wai-keung 156 -

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EDB122 0247 KWOK Wai-keung 156 (7) Post-secondary, Vocational and Professional Education EDB123 0667 KWOK Wai-keung 156 (2) Pre-primary Education

(3) Primary Education (4) Secondary Education EDB124 0017 LAM Kin-fung,

Jeffrey

156 (5) Special Education EDB125 1358 LAM Kin-fung,

Jeffrey

156 - EDB126 1359 LAM Kin-fung,

Jeffrey

156 (3) Primary Education (4) Secondary Education (5) Special Education EDB127 1360 LAM Kin-fung,

Jeffrey

156 (2) Pre-primary Education (3) Primary Education (4) Secondary Education (5) Special Education

(7) Post-secondary, Vocational and Professional Education EDB128 2991 LAM Kin-fung,

Jeffrey

(7) Post-secondary, Vocational and Professional Education (8) Policy and Support EDB129 2992 LAM Kin-fung,

Jeffrey

(7) Post-secondary, Vocational and Professional Education EDB130 1898 LAU Ip-keung,

Kenneth

EDB131 1899 LAU Ip-keung, Kenneth

EDB132 1815 LEE Wai-king, Starry

156 (4) Secondary Education EDB133 1816 LEE Wai-king,

Starry

156 (2) Pre-primary Education (3) Primary Education (4) Secondary Education (5) Special Education EDB134 1817 LEE Wai-king,

Starry

156 (2) Pre-primary Education

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Name of Member Head Programme EDB135 1818 LEE Wai-king,

Starry

156 (2) Pre-primary Education EDB136 1819 LEE Wai-king,

Starry

156 - EDB138 1840 LEE Wai-king,

Starry

156 (8) Policy and Support EDB140 1860 LEE Wai-king,

Starry

156 (8) Policy and Support EDB141 1876 LEE Wai-king,

Starry

156 (3) Primary Education (4) Secondary Education EDB142 1877 LEE Wai-king,

Starry

EDB143 0372 LEUNG Che-cheung 156 (8) Policy and Support EDB144 0390 LEUNG Che-cheung 156 (8) Policy and Support EDB145 1609 LEUNG Che-cheung 156 (3) Primary Education

(4) Secondary Education EDB146 1610 LEUNG Che-cheung 156 -

EDB147 2450 LEUNG Mei-fun, Priscilla

(8) Policy and Support EDB148 2451 LEUNG Mei-fun,

Priscilla

156 (3) Primary Education (4) Secondary Education (8) Policy and Support EDB149 2452 LEUNG Mei-fun,

Priscilla

(7) Post-secondary, Vocational and Professional Education (8) Policy and Support EDB150 2463 LEUNG Mei-fun,

Priscilla

156 (2) Pre-primary Education EDB151 2464 LEUNG Mei-fun,

Priscilla

156 - EDB152 2466 LEUNG Mei-fun,

Priscilla

156 (3) Primary Education (4) Secondary Education EDB153 2517 LEUNG Mei-fun,

Priscilla

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Name of Member Head Programme EDB156 0290 LO Wai-kwok 156 (2) Pre-primary Education EDB157 0296 LO Wai-kwok 156 (6) Other Educational Services

and Subsidies

EDB158 0297 LO Wai-kwok 156 (6) Other Educational Services and Subsidies

EDB159 0736 LUK Chung-hung 156 (7) Post-secondary, Vocational and Professional Education EDB160 0737 LUK Chung-hung 156 (7) Post-secondary, Vocational

and Professional Education EDB161 0738 LUK Chung-hung 156 (7) Post-secondary, Vocational

and Professional Education EDB162 2031 LUK Chung-hung 156 (8) Policy and Support EDB163 2318 MA Fung-kwok 156 (8) Policy and Support EDB164 2345 MA Fung-kwok 156 -

EDB165 2360 MA Fung-kwok 156 (7) Post-secondary, Vocational and Professional Education (8) Policy and Support EDB166 2377 MA Fung-kwok 156 (3) Primary Education

(4) Secondary Education EDB167 2378 MA Fung-kwok 156 (2) Pre-primary Education

(3) Primary Education (4) Secondary Education EDB168 2379 MA Fung-kwok 156 (8) Policy and Support EDB169 2380 MA Fung-kwok 156 (8) Policy and Support EDB170 2381 MA Fung-kwok 156 (8) Policy and Support EDB171 2382 MA Fung-kwok 156 (4) Secondary Education EDB172 2383 MA Fung-kwok 156 (4) Secondary Education EDB173 2384 MA Fung-kwok 156 (3) Primary Education

(4) Secondary Education EDB174 2385 MA Fung-kwok 156 (8) Policy and Support EDB175 2387 MA Fung-kwok 156 -

EDB176 3132 MA Fung-kwok 156 -

EDB177 3136 MA Fung-kwok 156 (1) Director of Bureau’s Office EDB178 0025 MAK Mei-kuen,

Alice

156 (2) Pre-primary Education EDB179 0026 MAK Mei-kuen,

Alice

156 (8) Policy and Support EDB182 0029 MAK Mei-kuen,

Alice

156 (3) Primary Education (4) Secondary Education EDB183 0030 MAK Mei-kuen,

Alice

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Name of Member Head Programme EDB185 0118 MAK Mei-kuen,

Alice

156 (7) Post-secondary, Vocational and Professional Education EDB187 1996 MAK Mei-kuen,

Alice

EDB188 0548 NG Wing-ka, Jimmy 156 (3) Primary Education EDB189 2404 OR Chong-shing,

Wilson

EDB190 2405 OR Chong-shing, Wilson

156 (7) Post-secondary, Vocational and Professional Education EDB191 2425 OR Chong-shing,

Wilson

156 (3) Primary Education (4) Secondary Education EDB192 2619 OR Chong-shing,

Wilson

156 (7) Post-secondary, Vocational and Professional Education EDB193 1036 POON Siu-ping 156 (7) Post-secondary, Vocational

and Professional Education EDB194 0705 QUAT Elizabeth 156 (3) Primary Education

EDB195 0706 QUAT Elizabeth 156 (6) Other Educational Services and Subsidies

EDB196 0707 QUAT Elizabeth 156 (7) Post-secondary, Vocational and Professional Education EDB197 0708 QUAT Elizabeth 156 (7) Post-secondary, Vocational

and Professional Education EDB198 0709 QUAT Elizabeth 156 (8) Policy and Support

EDB199 1909 QUAT Elizabeth 156 (6) Other Educational Services and Subsidies

EDB200 1992 QUAT Elizabeth 156 (7) Post-secondary, Vocational and Professional Education EDB201 1997 QUAT Elizabeth 156 (7) Post-secondary, Vocational

and Professional Education EDB202 2013 QUAT Elizabeth 156 -

EDB203 2014 QUAT Elizabeth 156 (4) Secondary Education EDB204 0569 SHEK Lai-him,

Abraham

156 - EDB205 0570 SHEK Lai-him,

Abraham

EDB206 0571 SHEK Lai-him, Abraham

156 (2) Pre-primary Education (3) Primary Education (4) Secondary Education EDB207 0572 SHEK Lai-him,

Abraham

156 (2) Pre-primary Education (3) Primary Education

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156 (2) Pre-primary Education (3) Primary Education (4) Secondary Education (6) Other Educational Services and Subsidies

(8) Policy and Support EDB211 0436 TIEN Puk-sun,

Michael

156 (1) Director of Bureau’s Office EDB212 0561 TIEN Puk-sun,

Michael

156 (8) Policy and Support EDB213 0562 TIEN Puk-sun,

Michael

156 (2) Pre-primary Education EDB214 0563 TIEN Puk-sun,

Michael

156 (2) Pre-primary Education (3) Primary Education EDB218 0567 TIEN Puk-sun,

Michael

EDB219 0175 TSE Wai-chuen, Tony

156 (3) Primary Education (4) Secondary Education (8) Policy and Support EDB220 0176 TSE Wai-chuen,

Tony

156 (3) Primary Education (4) Secondary Education (8) Policy and Support

EDB221 0022 WONG Kwok-kin 156 (6) Other Educational Services and Subsidies

EDB222 0023 WONG Kwok-kin 156 (3) Primary Education (4) Secondary Education (5) Special Education

(7) Post-secondary, Vocational and Professional Education EDB223 0024 WONG Kwok-kin 156 (3) Primary Education

(7) Post-secondary, Vocational and Professional Education EDB224 0116 WONG Kwok-kin 156 (7) Post-secondary, Vocational

and Professional Education EDB225 1040 WONG Kwok-kin 156 (8) Policy and Support

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Name of Member Head Programme EDB226 1042 WONG Kwok-kin 156 (3) Primary Education

(4) Secondary Education EDB227 1003 YIU Si-wing 156 (3) Primary Education

EDB228 1437 YUNG Hoi-yan 156 (2) Pre-primary Education (3) Primary Education (4) Secondary Education (5) Special Education EDB229 1442 YUNG Hoi-yan 156 (5) Special Education

EDB230 1474 YUNG Hoi-yan 156 (6) Other Educational Services and Subsidies

EDB233 1477 YUNG Hoi-yan 156 (3) Primary Education (4) Secondary Education (5) Special Education WFSFAA

EDB234 3061 CHAN Hak-kan 173 (1) Student Assistance Scheme EDB235 2799 CHENG Chung-tai 173 (1) Student Assistance Scheme EDB236 2809 CHENG Chung-tai 173 (1) Student Assistance Scheme EDB237 2811 CHENG Chung-tai 173 (1) Student Assistance Scheme EDB238 2206 CHEUNG Kwok-

kwan

173 (1) Student Assistance Scheme EDB239 2948 CHEUNG Kwok-

kwan

173 (1) Student Assistance Scheme EDB240 1352 LAM Kin-fung,

Jeffrey

173 (1) Student Assistance Scheme EDB241 2620 OR Chong-shing,

Wilson

173 (1) Student Assistance Scheme EDB242 1106 WONG Kwok-kin 173 (1) Student Assistance Scheme EDB243 1108 WONG Kwok-kin 173 (1) Student Assistance Scheme EDB244 3069 WONG Kwok-kin 173 (1) Student Assistance Scheme

UGC

EDB245 0913 CHAN Han-pan 190 (1) University Grants Committee

EDB246 0529 CHENG Chung-tai 190 (1) University Grants Committee

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Name of Member Head Programme EDB249 2792 CHENG Chung-tai 190 (1) University Grants

Committee

190 (1) University Grants Committee

EDB253 1761 IP LAU Suk-yee, Regina

EDB254 0246 KWOK Wai-keung 190 (1) University Grants Committee

EDB260 2386 MA Fung-kwok 190 (1) University Grants Committee

EDB264 1109 WONG Kwok-kin 190 (1) University Grants Committee

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Examination of Estimates of Expenditure 2021-22 Reply Serial No.

EDB001 CONTROLLING OFFICER’S REPLY

(Question Serial No. 1374)

Head: (156) Government Secretariat: Education Bureau Subhead (No. & title): (000) Operational expenses

Programme: (6) Other Educational Services and Subsidies

Controlling Officer: Permanent Secretary for Education (Ms Michelle LI) Director of Bureau: Secretary for Education

Question:

Last year’s revised estimate is 28.7% lower than the original estimate, and as explained on page 388, this is mainly due to the significant decrease in the other operating expenses due to the COVID-19 epidemic. In this connection, please advise:

(1) whether the decrease in expenses is due to the suspension of Mainland exchange programmes; and

(2) whether the increase of 37% in this year’s estimate is meant for supporting Mainland exchange programmes upon the re-opening of borders expected in this year.

Asked by: Hon CHAN Chun-ying (LegCo internal reference no.: 10) Reply:

(1) Due to the COVID-19 epidemic, all Mainland exchange programmes organised or subsidised by the Education Bureau (EDB) have been suspended or postponed since end-January 2020. In this regard, the expenditure has been revised from the original estimate of $115 million to $4.5 million, resulting in the decrease in the expenses under the relevant item.

(2) Students’ health and safety is the EDB’s primary concern in considering the resumption of Mainland exchange programmes. The EDB will keep in view closely the development of the epidemic and the arrangement for re-opening of borders, and resume Mainland exchange programmes at an appropriate time, so that students could gain first- hand and multi-perspective experience of our country’s developments in different aspects and strengthen their sense of national identity. The estimated expenditure on Mainland exchange programmes for students for 2021-22 is $115 million, comparable

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Head: (156) Government Secretariat: Education Bureau Subhead (No. & title): (000) Operational expenses

Programme: (8) Policy and Support

Question:

Regarding efforts to teach local students to protect animals from an early age, please advise this Committee of the following:

(1) whether the Government has put in place a holistic curriculum for teaching students on animal protection; if yes, the details;

(2) details of the curriculum contents about animal protection in the kindergarten curriculum;

(3) details of the curriculum contents about animal protection in General Studies for primary level;

(4) details of the curriculum contents about animal protection in Science for junior secondary level;

(5) details of the curriculum contents about animal protection in Liberal Studies for senior secondary level;

(6) details of the curriculum contents about animal protection in the moral and civic education curricula for primary and secondary levels; and

(7) whether the Government will incorporate elements about animal protection, such as animal adoption in lieu of pet buying, due diligence of a pet owner and neutering of animals, into its revision of guidelines for the aforesaid curricula; if yes, the details; if no, the reasons.

Asked by: Hon CHAN Hak-kan (LegCo internal reference no.: 63) Reply:

(1) to (7)

The Education Bureau has all along attached great importance to nurturing students’ positive values and attitudes, and strives to promote values education (including life education) in schools, so as to provide students with holistic learning experiences and foster their whole- person development. Learning contents related to life education, such as understanding, cherishing, respecting and exploring life, have already been incorporated into the curricula

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from the kindergarten (KG) to secondary levels to cultivate positive values and attitudes, such as care for others and responsibility, among children and students. The topic of animal protection is also covered.

“To respect, appreciate and care for nature” is one of the learning objectives of the learning area “Nature and Living” in the KG curriculum. As for the primary and secondary curricula, students learn to care for animals in General Studies at the primary level; learn about how humans live in harmony with animals and show respect for all living things and the environment in Science at the junior secondary level; acquire an understanding of the significance of co-existence between humans and animals in Ethics and Religious Studies at the senior secondary level; and learn about the principles of animal welfare and related regulations in the Applied Learning course “Animal Care”. The moral and civic education curriculum for the primary and secondary levels also covers the priority values and attitudes, such as care for others, empathy, respect for others and responsibility.

We have adopted two themes, namely “caring for animals is my duty” and “caring for animals”, for the development of learning and teaching resources to support schools in helping students learn about respecting life, caring for animals and being responsible for pet keeping.

Schools are also advised to identify themes relevant to students’ development and everyday life, and adopt a variety of approaches, such as morning assemblies, personal growth/life education lessons and life-wide learning activities (including visits and talks), to deepen students’ understanding of the relevant topics and encourage them to actively explore and consider the preciousness of life, thereby developing positive values and attitudes, and learning how to respect life and care for animals.

- End -

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Head: (156) Government Secretariat: Education Bureau Subhead (No. & title): (-) Not specified

Programme: (5) Special Education

Question:

Please provide this Committee with the following information for the past 5 years:

(1) the number of students in each type of special schools for children with intellectual disabilities and the unit cost per capita (disaggregated by day student, 5-day boarder, 7- day boarder, orphan and non-Chinese speaking (NCS) student);

(2) the number of new students and their age (disaggregated by day student, 5-day boarder, 7-day boarder, orphan and NCS student);

(3) the number of school leavers and their age (disaggregated by day student, 5-day boarder, 7-day boarder, orphan and NCS student); and

(4) the number of special school graduates that newly joined the waitlist for various types of adult services (disaggregated by day student, 5-day boarder, 7-day boarder, orphan and NCS student).

Asked by: Hon CHAN Pierre (LegCo internal reference no.: 56)

Reply:

(1) to (4)

For the past 5 school years, the average unit cost per school place and the average unit cost per boarding place for each type of special schools for children with intellectual disability (ID schools) are set out at Annex 1; the number of students, number of boarders and number of graduates waiting for adult services are set out at Annex 2; and the number of new students and number of school leavers are set out at Annex 3. The figures shown in Annex 2 and Annex 3 include the number of non-Chinese speaking (NCS) students. The Education Bureau does not keep personal information such as background of students’ parents, and is therefore not able to provide the information on orphan as requested.

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Annex 1 Table 1: Average unit cost per school place for each type of ID schools from the 2015/16

to 2019/20 school years

School type

Average unit cost ($)

2015/16 2016/17 2017/18 2018/19 2019/20 Mild intellectual

disability 171,500 177,000 195,500 211,500 242,000

Moderate intellectual

disability 253,000 260,000 285,500 304,500 339,000

Severe intellectual

disability 329,000 342,000 361,500 389,000 442,500

Table 2: Average unit cost per boarding place for each type of ID schools from the 2015/16 to 2019/20 school years

School type

Average unit cost ($)

2015/16 2016/17 2017/18 2018/19 2019/20 Mild intellectual

disability ^Note N.A. N.A. N.A. N.A. N.A.

Moderate intellectual

disability 243,000 252,000 258,500 273,000 287,000

Severe intellectual

disability 306,000 321,000 331,500 350,500 367,500

Note:

Schools for children with mild intellectual disability do not provide boarding service.

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Annex 2 Information on students, boarders and graduates

waiting for adult services (including NCS students) of ID schools from the 2015/16 to 2019/20 school years

Item

School year

2015/16 2016/17 2017/18 2018/19 2019/20

1

No. of students ^{Note 1}

(No. of Non-Chinese Speaking (NCS) students ^{Note 2})

5 607 (266)

5 701 (275)

5 845 (311)

5 964 (322)

6 110 (353)

2

No. of boarders ^{Note 1} (No. of NCS

students ^{Note 2})

5-day boarding

296 (5)

297 (5)

294 (6)

290 (8)

290 (8) 7-day

boarding

359 (3)

362 (2)

375 (3)

392 (9)

400 (10)

3

No. of graduates waiting for adult services ^{Note 3}

(No. of NCS students ^{Note 2})

66 (4)

83 (4)

125 (3)

58 (2)

51 (3)

Notes:

1. Number of students denotes the position as at September of the respective school years.

2. Number of NCS students covers those students whose home language as known to the Education Bureau is not Chinese regardless of their ethnicity.

3. (i) Students who completed secondary education are counted.

(ii) Adult services include day activity centres, sheltered workshops cum hostels, supported hostels, etc.

(iii) The above information was collected from special schools in July and August of the respective school years.

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Annex 3 Information on new students and

school leavers (including NCS students) of ID schools from the 2015/16 to 2019/20 school years

Item

Age range (Age)

School year

2015/16 2016/17 2017/18 2018/19 2019/20

1

No. of new students^{Note 1} (No. of NCS students^{Note 3})

Day place 6-19 562 (44)

584 (45)

648 (87)

697 (42)

608 (54) 5-day

boarding 6-18 46 (1)

42 (1)

44 (3)

47 (2)

36 (2) 7-day

boarding 6-21 34 (0)

48 (2)

57 (6)

47 (2)

37 (2)

2

No. of school leavers ^{Note 2} (No. of NCS students^{Note 3})

Day place 6-26 487 (28)

497 (17)

569 (30)

515 (24)

499 (23) 5-day

boarding 6-24 43 (1)

52 (1)

44 (1)

43 (2)

50 (0) 7-day

boarding 8-23 43 (0)

41 (0)

35 (0)

36 (1) Notes:

1. The number of new students is counted as follows:

(i) Day place:

- only first admission to ID schools is counted;

- excluding those students transferred to another ID school after admission.

(ii) 5-day and 7-day boarding:

- students who changed from 7-day boarding after admission to 5-day boarding are counted as new admission to 5-day boarding;

- students who changed from 5-day boarding after admission to 7-day boarding are counted as new admission to 7-day boarding.

2. The number of school leavers is counted as follows:

(i) Day place:

- excluding those students transferred to another ID school after leaving.

(ii) 5-day and 7-day boarding:

- students who left from 5-day boarding after admission to 7-day boarding are counted as school leavers of 5-day boarding service;

- students who left from 7-day boarding after admission to 5-day boarding are counted as school leavers of 7-day boarding service.

3. Number of NCS students covers those students whose home language as known to the Education Bureau is not Chinese regardless of their ethnicity.

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Programme: (5) Special Education

Question:

Regarding the “Additional Support Grant for Enhancing the Support for Boarders with Medical Complexity in Aided Special Schools”, please provide the number of students in different types of special schools benefitted in the past 3 school years in the following table:

2018-2019 2019-2020 2020-2021 Type of special

schools

Day student 5-day boarder 7-day boarder

Reply:

Starting from the 2014/15 school year, an Additional Support Grant for Enhancing the Support for Boarders with Medical Complexity (MC) in Aided Special Schools (Additional Support Grant) has been provided for special schools with a boarding section. The amount of grant is calculated based on the number of eligible boarders. Since there is only 1 special school in certain type, it is not desirable to provide relevant information by type of special schools to avoid labelling effect on the school. In the 2018/19, 2019/20 and 2020/21 school years, the number of boarders eligible for the Additional Support Grant is tabulated as follows:

School year

Number 2018/19 2019/20 2020/21

5-day boarder 127 132 113

7-day boarder 194 210 217

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Starting from the 2017/18 school year, the Education Bureau has extended the Additional Support Grant to cover day students with MC. In the 2018/19, 2019/20 and 2020/21 school years, the number of day students and day student-cum-boarders with MC eligible for the Additional Support Grant is tabulated as follows:

2018/19 school year 2019/20 school year 2020/21 school year

412 451 614

Note:

The Hospital Authority has strengthened collaboration with nurses in special schools and made special assessment arrangements in the 2020/21 school year. The number of day students and day student-cum- boarders eligible for the Additional Support Grant has increased.

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Programme: (3) Primary Education, (4) Secondary Education, (5) Special Education

Question:

Please advise this Committee of the following:

(1) the number of educational psychologists (EPs) serving in primary, secondary and special schools by school type (i.e. government, aided, Direct Subsidy Scheme (DSS) and private schools) in the past 5 years;

(2) the average and median waiting time for EP services in the past 5 years;

(3) the average number of cases handled by each EP, and the average, highest and lowest numbers of school visits made by EPs by district and school type (i.e. government, aided and DSS primary and secondary schools, and special schools) in the past 5 years;

(4) the wastage rate of EPs and number of EP vacancies by school type (i.e. government, aided, DSS and private schools) in the past 5 years;

(5) the number of cases of suspected dyslexia pending assessment by EPs, with a breakdown by primary and secondary schools and grade level;

(6) the support and accommodation currently provided by schools for students suspected to have special educational needs (SEN);

(7) the number of students studying in mainstream primary and secondary schools and their percentage share in the total number of students by grade level and by type of SEN; and (8) the number of students with SEN studying in primary and secondary schools in the

territory by severity (i.e. Tiers 1, 2 and 3) in the past 5 years.

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Reply:

(1), (3) and (4)

In the past 5 years (from the 2015/16 to 2019/20 school years), the respective number of educational psychologists (EPs) providing the School-based Educational Psychology Service (SBEPS) for public sector ordinary primary and secondary schools in the territory is 114, 138, 144, 151 and 156, and their respective wastage rate is 6.7%, 0%, 3.8%, 5.9% and 4.2%.

When an EP resigns, the Education Bureau (EDB) or school sponsoring body (SSB) will engage a replacement as soon as possible and there is a chance that the vacancy can be filled within the school year. During the vacant period, existing EPs of the SSB or EDB will shoulder up the provision of support for the schools concerned. Hence, providing the number of EP vacancies by school year is not meaningful. In general, each EP serves 7 to 8 public sector ordinary primary and secondary schools depending on the needs of the schools and their students. The average number of visit days to each school is around 20 per school year. For schools with a comparatively large number of students with special educational needs (SEN) and receiving the Enhanced SBEPS, the average number of visit days to each school is around 30 per school year. As schools under Direct Subsidy Scheme and private schools make their own arrangements for educational psychology service, we have not collected information on the number of school visits paid by EPs, number of EPs, the wastage rate and vacancies of these EPs in the past 5 years.

From the 2015/16 to 2019/20 school years, the EP establishments in aided special schools are 17, 17, 19, 19 and 19 respectively. As the educational psychology service for aided special schools is provided by EPs employed by the SSBs or school clusters, we have not collected information on the number of school visits paid by EPs, the wastage rate and the vacancies of these EPs in the past 5 years. Generally speaking, EPs pay more visits to special schools than ordinary schools to meet the needs of special schools.

The number of students requiring support from EPs varies from school to school, while the level and frequency of support that individual students need also differ. In many cases, EPs need to collaborate with teachers, social workers, etc. to jointly support the students concerned according to the principle of Whole School Approach. Besides, school-based EPs enhance the effectiveness of the support rendered by schools to students through strengthening the school support system and teachers’ knowledge and skills in catering for students’ diverse needs. In this regard, all students benefit from the provision of the SBEPS directly or indirectly.

(2) and (5)

From the 2015/16 to 2019/20 school years, on average about 80% of the cases referred to EPs in public sector ordinary primary and secondary schools were assessed within 2 months, while about 10% were assessed within 2 to 3 months. Some cases involved a longer waiting time for assessment due to their special circumstances. For example, parents requested for deferral of assessment, assessment had to be held up pending the students’ medical treatment,

(25)

progress review for prospective school leavers according to their transitional needs. Hence, no waiting for EP service is involved.

(6)

All public sector primary schools have implemented the Early Identification and Intervention Programme for Primary One (P1) Students with Learning Difficulties for early identification and support for P1 students suspected to be having learning difficulties. Schools will consult EPs on the educational needs of students with learning or emotional and behavioural difficulties. For students showing severe or persistent learning difficulties despite the intervention rendered, schools will refer them to EPs or other professionals for further assessment as appropriate. In addition, the EDB has all along encouraged schools to adopt the “intervention before assessment” principle to provide appropriate support for students displaying learning or emotional and behavioural difficulties without having to wait for the completion of assessment. Schools may work out appropriate support measures in collaboration with EPs, school-based speech therapists or other relevant professionals or refer the students to other professionals (such as psychiatrists) for further assessment as necessary.

(7)

The respective numbers of students with SEN studying in public sector ordinary primary and secondary schools by grade level and by type of SEN in the past 5 years (from the 2015/16 to 2019/20 school years) are set out at Annex. The percentages of these students are tabulated below. With increased awareness of SEN among schools and parents as well as the improvement in the identification tools and mechanisms, the number of students with SEN has increased over the years.

School year 2015/16 2016/17 2017/18 2018/19 2019/20

Primary school 7.3% 7.7% 7.8% 8.3% 9.1%

Secondary school 7.0% 7.8% 8.6% 9.4% 10.1%

(8)

All schools are requested to adopt the Whole School Approach to support students with SEN through the 3-Tier Intervention Model, taking into account their support needs. Tier-1 support refers to early identification and catering for all students with diverse learning and adjustment needs, including those with mild or transient learning or adjustment difficulties, through quality teaching in regular classroom; Tier-2 support refers to additional support/

“add-on” intervention, such as small group learning, after-school remedial programmes and pull-out remedial programmes for students with persistent learning or adaptation difficulties;

Tier-3 support refers to individualised intensive support for students with persistent and severe learning or adjustment difficulties, including drawing up of Individual Education Plans.

In the 2018/19 school year and before, ordinary schools were provided with additional resources under various modes to support students with SEN. They include the Learning Support Grant (LSG), the Integrated Education Programme, the Intensive Remedial Teaching Programme (IRTP) as well as the Mixed Mode of implementing IRTP while receiving the LSG. As schools were provided with additional resources under different modes, some schools were not required to report to the EDB the number of students under each tier of support.

(26)

Starting from the 2019/20 school year, the EDB has implemented a series of enhanced measures, including extending the LSG to all public sector ordinary schools. Hence, schools have to report to the EDB the number of their students with SEN requiring tier-2 and tier-3 support and the tier of support these students require. The numbers of students requiring tier-2 and tier-3 support in public sector ordinary primary and secondary schools in the 2019/20 school year are tabulated below:

Please note that the numbers of students set out at Annex were compiled from records of the Special Education Management Information System of the EDB in the beginning of the respective school years. For the figures shown in the table above, with students’ type of SEN and the tier of support they required being scrutinised and submitted by schools to the EDB in the middle of the school year, they were examined and compiled by the EDB. As such, these 2 sets of figures are different.

2019/20 school year

Number of students requiring tier-2 support

Number of students requiring tier-3 support

Primary school 27 959 2 094

Secondary school 21 502 1 552

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Annex Number of students with special educational needs (SEN)

studying in public sector ordinary primary and secondary schools from the 2015/16 to 2019/20 school years ^{(Note 1)}

Specific Learning Difficulties

P1

(Note 2) P2 P3 P4 P5 P6 S1 S2 S3 S4 S5 S6

2015/16 8 285 1 920 2 101 2 133 1 918 2 198 2 137 2 210 1 882 1 386 1 203

2016/17 2 206 2 142 2 231 2 136 2 144 2 155 2 064 2 121 2 011 1 599 1 309

2017/18 5 164 2 143 2 484 2 282 2 175 2 248 2 051 2 052 1 860 1 738 1 508

2018/19 6 188 2 552 2 719 2 587 2 313 2 288 2 194 2 018 1 811 1 546 1 577

2019/20 2 147 2 651 3 004 2 767 2 627 2 354 2 253 2 145 1 762 1 527 1 434

Intellectual

Disability P1 P2 P3 P4 P5 P6 S1 S2 S3 S4 S5 S6

2015/16 87 89 140 122 95 130 219 168 181 117 121 122

2016/17 86 119 107 130 124 105 169 199 167 151 109 112

2017/18 76 113 153 102 121 125 126 149 194 137 122 99

2018/19 103 123 142 161 108 124 148 130 161 153 122 119

2019/20 108 122 168 144 153 111 144 139 139 132 128 108

Autism Spectrum

Disorders P1 P2 P3 P4 P5 P6 S1 S2 S3 S4 S5 S6

2015/16 633 803 816 814 750 604 495 471 497 384 309 227

2016/17 683 841 943 894 874 784 588 533 509 490 376 306

2017/18 743 883 974 1 005 929 892 755 633 545 518 460 365

2018/19 567 1 010 1 042 1 053 1 060 961 849 813 664 581 483 454

2019/20 977 879 1 166 1 159 1 126 1 092 939 914 858 665 543 487

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Attention Deficit/

Hyperactivity Disorder

P1 P2 P3 P4 P5 P6 S1 S2 S3 S4 S5 S6

2015/16 133 260 605 827 1 023 1 005 938 983 846 716 486 381

2016/17 159 311 675 967 1 068 1 169 1 114 1 094 1 008 801 615 461

2017/18 160 333 723 997 1 229 1 226 1 277 1 271 1 122 953 693 547

2018/19 148 346 808 1 126 1 283 1 400 1 368 1 461 1 337 1 083 874 660

2019/20 162 364 831 1 221 1 410 1 507 1 505 1 542 1 561 1 264 963 827

Physical

Disability P1 P2 P3 P4 P5 P6 S1 S2 S3 S4 S5 S6

2015/16 18 15 15 17 25 26 18 21 36 47 38 34

2016/17 12 27 16 19 16 24 26 18 23 41 44 38

2017/18 15 20 27 17 20 18 27 25 16 26 37 42

2018/19 13 20 18 25 16 22 14 32 27 17 23 40

2019/20 15 19 17 18 27 15 18 17 37 29 14 26

Visual

Impairment P1 P2 P3 P4 P5 P6 S1 S2 S3 S4 S5 S6

2015/16 7 8 6 5 3 5 8 3 16 13 23 19

2016/17 1 8 8 7 4 1 7 9 11 18 12 21

2017/18 7 4 9 8 7 4 4 7 17 12 15 10

2018/19 4 7 5 8 9 7 4 6 13 17 11 11

2019/20 3 6 6 3 7 9 6 6 6 14 19 10

Hearing

Impairment P1 P2 P3 P4 P5 P6 S1 S2 S3 S4 S5 S6

2015/16 36 49 59 46 44 45 63 58 72 74 59 68

2016/17 46 43 53 62 50 42 42 58 59 71 65 56

2017/18 72 55 54 54 61 51 50 45 58 59 68 59

2018/19 59 74 58 59 53 61 45 48 49 58 52 61

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Speech &

Language Impairment

P1

(Note 3) P2 P3 P4 P5 P6 S1 S2 S3 S4 S5 S6

2015/16 31 772 585 361 209 141 107 36 51 49 31 26

2016/17 18 872 601 469 337 220 135 74 58 37 22 28

2017/18 13 878 546 415 334 246 171 62 60 33 26 15

2018/19 19 932 593 408 297 257 177 52 60 33 17 24

2019/20 29 1 160 645 438 303 236 187 106 91 57 42 26

Mental Illness

(Note 4) P1 P2 P3 P4 P5 P6 S1 S2 S3 S4 S5 S6

2018/19 10 9 6 4 13 13 22 42 53 57 61 74

2019/20 5 8 11 11 9 21 44 58 96 90 105 103

Notes:

1. Figures refer to the position as at September of the respective school years.

2. The number of students concerned will increase during the school year with schools’ implementation of the Early Identification and Intervention Programme for Primary One Students with Learning Difficulties.

3. The number of students concerned will increase during the school year with assessments conducted by school-based speech therapists.

4. Starting from the 2017/18 school year, the Learning Support Grant covers students with mental illness (MI). As at the date when the statistics on students with SEN in the 2017/18 school year were compiled, schools had not yet submitted the information about that category of students to the Education Bureau (EDB). Hence, the figures shown in the table do not include the number of students with MI in or before the 2017/18 school year. In addition, given that some parents or students do not prefer their schools to submit information to the EDB, we assume that the number of students reported by schools may be relatively smaller.

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Programme: (2) Pre-primary Education, (3) Primary Education, (4) Secondary Education, (5) Special Education, (6) Other Educational Services and Subsidies, (7) Post-secondary, Vocational and Professional Education, (8) Policy and Support

Question:

The persistence of the epidemic over the past year has greatly affected the lessons of many students from grass-root families, as reflected by issues involving the availability of learning device, Internet service, printing and scanning equipment, etc. In the form of a table, please list the measures in support of students from grass-root families in the past and future, the expenditures involved and the number of beneficiaries.

Reply:

The Government has all along kept in view and implemented different measures to support grass-roots students’ e-learning. In respect of computer devices, the Education Bureau (EDB) has, through the Community Care Fund, implemented a 3-year assistance programme starting from the 2018/19 school year to subsidise needy primary and secondary school students to purchase mobile computer devices. This is to relieve the financial burden on students from low-income families under the development of the Bring Your Own Device policy in schools. In view of the COVID-19 epidemic, we have made flexible arrangements and accepted the applications submitted by all public sector primary and secondary schools implementing e-learning for their eligible students. About 34 000 students benefited from the programme in the 2018/19 and 2019/20 school years. In the 2020/21 school year, some