NewzIntel.com

Category: Education

  • MIL-OSI Asia-Pac: LCQ4: Implementation of increased admission quota of non-local students

    Source: Hong Kong Government special administrative region

    LCQ4: Implementation of increased admission quota of non-local students 
    Question:
     
         Regarding the implementation of the increased admission quota of non-local students, will the Government inform this Council:
     
    (1) whether it has provided specific guidelines to various funded universities, self-financing post-secondary institutions, and the Vocational Training Council and its member institutions (various institutions) explaining the meaning of the cap on non-local student admissions or the method of calculating it; if so, of the details;
     
    (2) of the numbers of local students and non-local students in various institutions (including students of self-financing post-secondary institutions who come from the Mainland, Macao and Taiwan region) in the 2024/2025 school year, and the percentage of non-local students in local student places (including the percentage of relevant students of self-financing post-secondary institutions in the total number of students of the relevant programmes in the preceding school year), together with a breakdown by sub-degree, undergraduate degree, and postgraduate degree programmes (including Post-graduate Diploma in Education programmes); whether it will request various institutions to step up the publicity of the “Study in Hong Kong” brand, and urge them to actively meet the enrolment cap or target on non-local students; and
     
    (3) of the total tuition income generated by the enrolment of non-local students for various institutions in the past three school years, and whether it has assessed the peripheral economic benefits brought about by such students; whether it will consider further increasing the admission quotas of various institutions (especially self-financing post-secondary institutions) to attract more outstanding students from outside Hong Kong to come here, thus providing a wider source of students to build Hong Kong into an “international hub for high-‍calibre talent”?
     
    Reply:
     
    President,
     
    (1) The Chief Executive announced in the 2023 Policy Address to build Hong Kong into an international post-secondary education hub, and announced that the enrolment ceilings for the non-local students of Government-funded post-secondary institutions would be doubled to 40 per cent from the 2024/25 academic year onwards. To this end, the University Grants Committee (UGC) Secretariat has promulgated clear guidelines on the definition and calculation of enrolment ceilings for the admission of non-local students for the institutions. The UGC has issued letter to universities, setting out in detail the principles and methods of calculating the enrolment ceilings and the exact figures of the enrolment ceilings for non-local students for taught programmes for each university, to facilitate the university’s planning on student admission. It is also clearly indicated that, the relevant ceilings are calculated having regard to the total number of local student places for all years of study at each study level. Redeployment of the ceilings among different study levels is not permitted. It is worth noting that all non-local students pursuing UGC-funded taught programmes do not receive public funding, and that the number of such non-local students is accounted for separately from local student places so as to ensure that study opportunities for local students will not be affected.
     
         As regards the self-financing post-secondary sector, save for students from the Mainland, Macao and Taiwan (MMT), there is no quota restriction on the admission of non-local students to full-time locally-accredited self-financing local sub-degree, undergraduate and postgraduate programmes. Currently, for MMT students enrolling in full-time locally-accredited self-financing local sub-degree and undergraduate (including top-up degree) programmes, the calculation of quota should be not exceeding 10 per cent to 20 per cent of the total student enrolment in such programmes in the preceding academic year. There is no quota restriction for postgraduate programmes. So far, there are a total of six local self-financing institutions which have been approved by the Ministry of Education (MoE) to admit Mainland students to their undergraduate and postgraduate programmes. The Education Bureau (EDB) has all along been maintaining communication with self-financing post-secondary institutions on the admission of non-local students, facilitating their understanding and implementation of the relevant admission arrangements.
     
    (2) Currently, the EDB is consolidating the relevant provisional figures for the 2024/25 academic year. Respective UGC-funded universities will submit, at the end of this year, the actual enrolment of non-local students in the 2024/25 academic year. Based on the UGC Secretariat’s preliminary understanding from the universities, the non-local student enrolment in UGC-funded undergraduate programmes in the current academic year has increased to more than 17 000, which is equivalent to about 23 per cent of the local student places. The Government is pleased to see that the funded universities have utilised the relaxed enrolment ceilings and successfully recruited more non-local students to pursue their studies in Hong Kong.
     
         In the 2023/24 academic year, about 64 200 non-local students enrolled in full-time locally-accredited publicly-funded and self-financing post-secondary programmes. Among them, about 23 100 non-local students enrolled in the eight UGC-funded universities. These include about 14 800 students on undergraduate programmes coming from over 100 countries or regions, taking up over 200 different programmes, which is equivalent to 19.9 per cent of the local student places at that study level. Among these students, around 73 per cent are MMT students. A breakdown of the non-local students enrolling in UGC-funded programmes in the 2023/24 academic year is at Annex 1.
     
         Moreover, in the 2023/24 academic year, the numbers of local and non-local students of full-time locally-accredited local sub-degree and undergraduate programmes of the Vocational Training Council (VTC) and self-financing post-secondary institutions as well as the relevant percentages are at Annex 2. The numbers of local and non-local students of research and taught postgraduate programmes are at Annex 3. 
     
         As a matter of fact, the Chief Executive announced in the 2024 Policy Address that the “Study in Hong Kong” brand will be promoted on a global scale, including to strive to host international education annual conferences and exhibitions, encouraging local post-secondary institutions to enhance collaboration and exchange with their counterparts around the world, and attracting more overseas students by offering scholarships and other incentives, especially those from the Association of Southeast Asian Nations and other Belt and Road countries, to study in our city. The initiative has received a positive response from the universities. The 40 per cent enrollment ceiling is an upper limit, not an indicator. In the course of expanding the scale of post-secondary education, we need to allow certain space and flexibility for the universities to set specific goals and pace in view of their capacity, and to proceed step by step while ensuring the teaching quality and adequacy of supporting facilities. This will enable the higher education sector to expand capacity and enhance quality in parallel, thereby building Hong Kong as an international post-secondary education hub.
     
    (3) Under the principle of institutional autonomy, universities may set the tuition fee levels for non-local students as they see fit, having regard to their own circumstances; and ensure that, the relevant tuition fees should be at a level which is at least sufficient to recover all additional direct costs. The EDB does not maintain the data on the income from the tuition fees for non-local students.
     
         As a matter of fact, increasing the enrolment ceiling for non-local students aims to consolidate the competitive edge of the high degree of internaionalisation and diversity in the post-secondary education, so as to attract top talent from around the world, enhance institutions’ capacity in scientific research and teaching, and expand the talent pool for Hong Kong to foster the economic development of Hong Kong. Increasing the income from tuition fees is not the policy objective.
     
         To encourage non-local students to stay in Hong Kong for development and broaden Hong Kong’s talent pool, the Government has implemented the Immigration Arrangement for Non-local Graduates to allow non-local students to stay for 24 months after graduation to apply for work in Hong Kong. Over the past five years, an average of about 12 340 applications were approved. Moreover, it was further announced in the 2024 Policy Address that starting from this month, the Government would temporarily exempt full-time non-local undergraduate students from the restrictions on taking up part-time jobs with a view to enhancing their personal exposure to and knowledge of working in Hong Kong and incentivising them to stay in Hong Kong for development after graduation.
     
         President, the Government has all along been adopting a pragmatic approach in reviewing the non-local student enrolment ceiling in a timely manner, and considering the extent and timing of relaxation in the light of the policy objectives and actual circumstances such as the impact on teaching quality. As regards self-financing programmes, the EDB has all along been supporting the healthy development and continuous quality enhancement of the self-financing sector by providing support and strengthening regulation. We will continue to keep in view the track record of operation, the performance in student admission, and the utilisation of the prevailing quota, and maintain close liaison with MoE to explore feasible enhancements with a view to aligning the relevant admission quotas for non-local students of self-financing post-secondary institutions with those of the Government-funded sector in the long run. We will closely monitor the number of non-local students and collaborate with institutions to attract more students from around the world to study in Hong Kong, so as to strive towards the goal of building Hong Kong into an international hub for high-calibre talent.
    Issued at HKT 16:12

    NNNN

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Final Call for Parents’ Talks on “Choices of Secondary Schools”

    Source: Hong Kong Government special administrative region

    The Education Bureau (EDB) will hold five parents’ talks in early December 2024 to enhance parents’ understanding on the Secondary School Places Allocation (SSPA) System. The talks will be conducted in Cantonese and are free of charge. Parents of students who will be admitted to Secondary 1 in September 2025 are welcome to join.

    Each talk will be divided into two parts. The guest speakers will share with the audience how parents can help children grow up healthily and happily through home-school co-operation, and tips on choosing a suitable school in the first part, while the representatives from the EDB School Places Allocation Section will explain the mechanism and procedure of the SSPA 2023/2025 in the second part. The talks will be conducted in Cantonese and admission is free. The details of the talks are as follows:

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Inclusivity And Freedom Of Expression Are Our Rich Legacy – Vice-President

    Source: Government of India

    Inclusivity And Freedom Of Expression Are Our Rich Legacy – Vice-President

    Gradient Of Expression And Inclusivity Is Comparably The Highest In Bharat –says VP

    We Must Move From Food Security To Farmer Prosperity – Says VP

    Farmer Must Transform From Producer To Entrepreneur –urges VP

    Citizens Must Be Extremely Mindful That Freedom Of Expression And InclusivityTurn Out To Be National Assets – VP

    Innovation And Research Must Be Farmer-Centric – VP

    Vice-President Addressesthe Gathering At Tamil Nadu Agricultural University In Coimbatore

    Posted On: 27 APR 2025 2:49PM by PIB Delhi

    The Vice-President of India, Shri Jagdeep Dhankhar today said,“Bharat is the world’s oldest civilisation, a peace-loving nation where inclusivity and freedom of expression and thought are our legacy.”

    Addressing the gathering at Tamil Nadu Agricultural University, Coimbatore, Tamil Nadu on the theme “Fostering Agri-Education, Innovation and Entrepreneurship for Viksit Bharat”, the Vice-Presidentobserved that if one traverses history for thousands of years, one would find that in our civilisation, inclusivity and freedom of expression thrived, blossomed, and were respected. In present times, he said, the quotient and gradient of expression and inclusivity are comparably the highest in the world, “Look around, there is no other country like Bharat which can demonstrate inclusivity and freedom of expression,” he said, adding that as citizens of this great nation—the largest democracy, the oldest democracy, the most vibrant democracy—we need to be extremely watchful, mindful and cognisant that freedom of expression and inclusivity must turn out to be our national assets.

    Turning to the agriculture sector, the Vice-President underscored that “we must move from food security to farmer prosperity.” The farmer, he said, has to be prosperous, and this evolution must originate from institutions like Tamil Nadu Agricultural University.

    He further elaborated that farmers must step out of the farmland and involve themselves in marketing their produce. “Farmers should not just be a producer and forget about it. That would mean they will painstakingly, tirelessly raise a produce and will sell it at a time when it is right for the market, without holding it. It doesn’t give much financially,” he noted. He called for empowering the farmers by generating awareness and by informing them that the government cooperative system is very robust.

    “For the first time, we have the Cooperation Minister. Cooperatives find place in our Constitution. Therefore, what we need is farmer traders. We need farmer entrepreneurs. Change that mindset, so that a farmer transforms himself from producer to a value adder, starting some industry which is based on least produce,” he said.

    The Vice-President also emphasized that the farm produce market is gigantic, and when value is added to the farm produce, industry will thrive.

    Shri Dhankhar underlined that it is the duty of every citizen to bear this in mind, particularly at a time when the nation is witnessing unstoppable exponential economic rise, extraordinary growth in infrastructure, technological penetration reaching to the last mile, and the international repute of the nation and its leader, the Prime Minister, is at the highest ever, “We as citizens, therefore, have a great role to contribute to sustain this rise of the nation,” he asserted.

    Emphasizing citizen participation, the Vice-President said that this is the right time for every citizen to fully become aware and also take advantage of the ecosystem of hope and possibility. He urged everyone to take a firm resolve that nation first will be our motto, our unflinching commitment to nation and ever guiding star. “No interest can be higher than that of the Nation,” he stressed.

    Highlighting the role of research and technology in agriculture, he stressed that the gap between lab and land must not merely be bridged—it must be a seamless connect. “Lab and land must be together and for this, over 730 Krishi Vigyan Kendras must be vibrant centres of interaction with farmers, to educate the farmers,” he said. He also called for connecting Krishi Vigyan Kendras and the Indian Council of Agricultural Research, which in itself has over 150 institutions focusing on every aspect of Agronomy.

    Applauding the government’s initiatives, the Vice-President noted that innovative schemes like PM Kisan Nidhi Samman are not freebies but are measures of doing justice to a sector that is our life-line. “This is a direct transfer to the farmer,” he emphasized.

    In this context, Shri Dkhankhar said “in our country there is a massive subsidy for fertilisers. Institutions like Tamil Nadu Agricultural University, he said, must think that if the subsidy currently given to the fertiliser sector for the benefit of the farmer goes directly to the farmer, every farmer would be getting around 35,000 rupees every year.”

    On the larger national vision, the Vice-President asserted, “attainment of Viksit Bharat has to be navigated carefully by institutions like Tamil Nadu Agricultural University. He called it a privilege to be at the University which, he said, has made seminal contributions to India’s food security.”

    He recalled, “India has traversed from food scarcity to food being in plenty, and Tamil Nadu Agricultural University has effected agrarian development and served the broader cause of rural transformation.”

    Paying rich tributes, the Vice-President noted, “one of the towering giants of the agro-sector, one of the proudest sons of Bharat, Dr. M.S. Swaminathan, was an alumnus of Tamil Nadu Agricultural University”. He pointed out that Dr. Swaminathan had the rare distinction of being the recipient of all four civilian awards, including the highest one—the Bharat Ratna.

    Calling for impact-oriented innovation and research, he said that innovation and research initiatives must be evaluated as to what impact they have on the farmer. “Are they having ground impact? Therefore, research has to be applied. Research must be based on need. Research must serve a cause which you identify,” he advised. He added that research must be supported not only by government at the Centre and the State but also by industry, trade, business, and commerce.

    In his concluding remarks, the Vice-President observed that India—our Bharat—has always been a land of agriculture. Its heart pulsates in villages. It is the lifeline of employment and economy, and the spinal strength of the nation in every sense of the term.

    Recalling the ancient wisdom of the Tamil land, he remembered that in this sacred land, the role of the farmer was taken to a high level by the great poet-saint Thiruvalluvar. Citing him, the Vice-President said, “Farmers are the cornerstone of humanity and agriculture as the foremost craft.”He lauded Thiruvalluvar’s wisdom, calling it timeless, and remarked that “the farmer is the provider of our food. The farmer is the architect of our destiny.”

    Shri R.N. Ravi, Governor of Tamil Nadu, ⁠Smt. N. Kayalvizhi Selvaraj, Minister for Human Resources Management, Govt. of Tamil Nadu, ⁠Shri V. Dakshinamoorthy, Agricultural Production Commissioner and Secretary to Government, Dr. M. Raveendran, Director of Research, Tamil Nadu Agricultural University, ⁠Dr. R. Thamizh Vendan, Registrar and Acting Vice Chancellor Tamil Nadu Agricultural University and other dignitaries were also present on the occasion.

    ****

    JK/RC/SM

    (Release ID: 2124709) Visitor Counter : 64

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Text of the Vice-President’s address to the Faculty and Students of Tamil Nadu Agricultural University in Coimbatore (Excerpts)

    Source: Government of India

    Posted On: 27 APR 2025 2:11PM by PIB Delhi

    Good afternoon, all of you. 

    Distinguished audience, faculty and students. Fostering agri-education, innovation, entrepreneurship for Viksit Bharat. The theme could not have been more appropriate, more timely and the theme is at the right place. This is need of our times, this is priority for the country because passage of Viksit Bharat is through the farmlands and the farmlands have to be nurtured by such institutes like yours. 

     

    Attainment of Viksit Bharat has to be navigated carefully by institutions like yours. It is a privilege to be at this university, Tamil Nadu Agricultural University. It has made seminal contributions to India’s food security. We have traversed from food scarcity to food being in plenty. You have affected agrarian development and served the broader cause of rural transformation, but I have a special reason to come to this place. One of the towering giants of agro-sector, one of the proudest sons of Bharat happens to be your alumnus. 

     

    I am referring to Bharat Ratna, Mankombu Sambasivan Swaminathan. Nationally and globally known as Dr. M. S. Swaminathan. He is having a rare distinction of being recipient of all the four civilian awards including the highest one. Dr. Swaminathan received Padma Shri, Padma Bhushan, Padma Vibhushan and then rightly became Bharat Ratna.

     

    It was my good fortune when I announced this in Rajya Sabha to the thunderous applause of all the members that Dr. Swaminathan who has played pivotal, transformative, game-changing role in agro-sector has been awarded Bharat Ratna. I hope and I am sure my hope is well-founded, you will keep his legacy aframed. You will promote his legacy, you will put his legacy on a higher gradient so that we can face the challenges the farmer faces.

     

    Agro-sector has enormous potential that still remains to be tapped and that must begin in institutions like yours. Why I say so, let me reflect on our nation for a moment. Bharat is world’s oldest civilisation, a peace-loving nation where inclusivity and freedom of expression and thought are our legacy.

     

    Traverse history for thousands of years and you will find in our civilisation inclusivity and freedom of expression thrived and blossomed and were respected. In present times, the quotient and gradient of expression and inclusivity is comparably the highest in the world. Look around, there is no other country like Bharat which can demonstrate inclusivity and freedom of expression but we as citizens of this great nation, the largest democracy, the oldest democracy, the most vibrant democracy need to be extremely watchful, mindful and cognisant that freedom of expression and inclusivity must turn out to be our national assets and they should be. 

     

    It is duty of every citizen to bear in mind, particularly at a time when the nation is witnessing unstoppable exponential economic rise, extraordinary growth in infrastructure, technological penetration reaching to the last mile and the international repute of the nation and its leader, the Prime Minister is highest ever. We as citizens therefore have a great role to contribute to sustain this rise of the nation. This is right time for every citizen to fully become aware and also take advantage of ecosystem of hope and possibility. 

     

    Boys and girls and distinguished audience, I appeal to you to take a firm resolve that nation first will be our motto. Our unflinching commitment to nation and ever guiding star. No interest can be higher than that of the nation. India our Bharat has always been land of agriculture. Its heart pulsates in villages. It is lifeline of employment and economy. It is final strength of the nation in every sense of the term and let me remember in this sacred land, the role of the farmer was taken to a high level by great poet, saint Thiruvalluvar, commonly known as Valluvar and this great poet, this great saint praised the farmers and said, ‘farmers are the cornerstone of humanity and agriculture as foremost craft’. He was right, he should be our beacon for enlightenment that farmer is ‘Annadata’, farmer is our ‘Bhagyavidhaata’.

     

    The nation has made huge progress, remarkable progress over the decades. There was a time of food deficiency, there was a time when we used to import wheat from United States of America. I am sure seniors would know ‘PL 480’ but we have become self-sufficient in food. 46% of our population supports this and now a word of caution for you. The sector contributes only 16% to the GDP. Institutions like yours have to carry ahead legacy of Dr. M. S. Swaminathan to ensure there is quantum leap in contribution of this sector to our GDP.

     

    You will be happy to know, India is now exporter of agriculture produce, with agri-food products forming approximately over 11% of our total exports but you have to script a new chapter. You have to write it differently. It is time that our national agriculture agenda must move from food security, which was prime importance and national priority at one point of time, because we had food scarcity. So our concern was food security but now time has changed. We must move from food security to farmer prosperity. Farmer has to be prosperous and this script has to evolve from institutions like yours.

     

    Therefore, I appeal to you and also compliment simultaneously for doing much in this direction. The gap between lab and land must not get bridged. It must be seamless connect. Lab and land must be together and for this, over 730 Krishi Vigyan Kendra must be vibrant centres of interaction with farmers to educate the farmers. But you have to be pipeline, you have to be supportive to those Krishi Vigyan Kendra. You must connect with Krishi Vigyan Kendra surround and also Indian Council of Agriculture Research has over 150 institutions focussing on every aspect of agronomy.

     

    It was soothing for me and my wife to see your exhibition. Your remarkable contribution I could see but that has to be shared extensively. All stakeholders must work in unison for the same purpose being on the same page. Therefore, road ahead has to be evolved by you and that first and foremost has to be through your curriculum. I must compliment that you have evolved curriculum, different from others, which is making a difference. But now this change in curriculum must align to make farmer an entrepreneur. 

     

    You must persuade the farmer to rise above just being producer. You must have courses, formal and informal, whereby farmers, their children, get attracted to farming as marketeers, as value adders and you will be happy to know big change is taking place. But my confidence is optimal, because institutions like yours have the capacity and potential to be crucibles of change for our agro-farm sector.

     

    Innovation and research initiatives must be evaluated as to what impact they have on the farmer. Are they having ground impact? And therefore, research has to be a priority. Research must be based on need. Research must serve a cause which you identify. I would urge that research must be supported, apart from government, at central then state, but also by industry, trade, business and commerce. Have courses for it. I am sure you will make some success. 

     

    Look at the situation we see in the country. When there is production in plenty of perishable goods, the challenge is right on the wall. What does the farmer do? The product, let’s say tomato, can’t last for long. Therefore, institutions like yours must transform perishable goods into self-stable, high-quality products. We can multiply profitability. We can also create employment and cater to both domestic and global markets. If you have courses, there can be transformative industrial mechanisms on wheels. This can be addressed for a great, positive result.  Therefore, agri-entrepreneurship needs to be given a great flip. 

     

    There are 6,000 agri-startups, but for a country of 1.4 billion, a country that has 100 million farming communities farmlands, this is not the right number. The government has taken many initiatives. People have to be aware about them. Make them aware about them. Farmer Producer Organization (FPO), I studied it in great depth. There is a budgetary allocation of 1 lakh crore. This can fund various activities to enhance and strengthen infrastructure for the farmer. 

     

    The government has started innovative schemes, PM-Kisan Samman Nidhi. It is not freebie, it is distinct from freebie. It is doing justice to a sector that is our lifeline. This is a direct transfer to the farmer. United States of America helps its farmers massively, but it has only one motto. It will directly help the farmer. There will be no intervening situation. In our country also, there is a massive subsidy for fertiliser. Institutions like yours must think that if subsidy that is given by the government to fertiliser sector for the benefit of farmer, if it goes directly to the farmer, every farmer would be getting every year around 35,000 rupees. You must do a study on this.

     

    There has to be market linkage. The government has done much by national agriculture market mission but I want, as a son of the farmer, that the farmer must step out of the farmland. Farmer must involve himself or herself for marketing of his and her produce. Farmer should not just be a producer and forget about it. That would mean he will painstakingly, tirelessly raise a produce and will sell it at a time when it is ripe for market without holding it. He doesn’t gain much financially. You have to empower the farmer by generating awareness, by telling them government cooperative system is very robust. For the first time we have a cooperative Minister. Cooperatives find a place in our constitution. Therefore, what we need is farmer traders, we need farmer entrepreneurs. 

     

    Boys and girls and distinguished faculty, you can change that mindset so that a farmer transforms himself from producer to value adder, starting some industry which is based on his produce. If you just look around, farm produce market is gigantic, when value is added to farm produce, industries thrive. Corporates can play bigger role, more and more corporates are entering into agronomy.

     

    I would urge them to share their profits with the farmer. To connect with the farmer, to give back to the farm sector. The connect must be genuine, lasting. I urge the corporates to invest in research and development. Particularly with keeping in mind that value addition must happen at the farmland for the local populace. 

     

    We were self-sustaining units thousands of years ago. Why not now? The populace will have quality produce. In conclusion, I must say that I have no doubt and there is no other option also. Agriculture has to play a vital role, if India has to become a 30 trillion economy in 2047, the income has to go eightfold. This is possible, this is achievable. 

     

    Our last decade development has shown to the world, India is capable of negotiating developmental journey unknown to history in recent times. Therefore, institutions like this will lead agri-revolution. India’s destiny is rooted in the fertility of our fields, the resilience of our farmers, and the innovation crucibles which institutions like this will make available. 

     

    I appeal to those who are involved with this sector to dream big, plan big, have large scale, and achieve it. We have a role model in our Prime Minister, he thinks very big. Toilet for every home. He thinks much bigger, gas connection in every home, Internet connection in every home. Just imagine how things have transformed. I, being a member of Parliament in 1989, a Minister in 1990, I know the difference, the difference is beyond imagination.

     

    I see now all around development I never conceived, never dreamt. Therefore, I carry great hope, optimism, and confidence that institutions like yours will bring about the change the farm sector needs, the country deserves, and the world must acknowledge it because if India gains, the world benefits – ‘Vasudhaiva Kutumbakam’.

     

    Thank you so much.

    ****

    JK/RC/SM

    (Release ID: 2124707) Visitor Counter : 76

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: NIELIT signs MoUs with 8 Visionary Organizations to Propel Digital India Initiatives

    Source: Government of India

    NIELIT signs MoUs with 8 Visionary Organizations to Propel Digital India Initiatives

    MoU signed with SCL Mohali, ERNET India, AMRITA University, NISE, Heartfulness Institute, Kyndryl India, Skyroot Aerospace & IFMR

    Strategic Collaborations to Drive Innovation, Skilling, and Research in Emerging Technologies

    Posted On: 27 APR 2025 2:09PM by PIB Delhi

    In a major stride towards advancing the Digital India mission, the National Institute of Electronics and Information Technology (NIELIT) signed Memorandums of Understanding (MoUs) with eight visionary organizations on 25thApril, 2025 at Electronics Niketan, New Delhi.

    The MoU signing ceremony, graced by the esteemed presence of Sh. S. Krishnan, Secretary, Ministry of Electronics and Information Technology (MeitY), marks a new chapter of strategic collaborations for NIELIT aimed at strengthening the digital ecosystem of the nation.

    The organisations with whom NIELIT has signed MoU are Semi-Conductor Laboratory (SCL), ERNET India, National Institute of Solar Energy (NISE), Amrita Vishwa Vidyapeetham, SKYROOT Aerospace, Institute for Financial Management and Research (IFMR) and Kyndryl India.

    These partnerships are designed to enhance education, skilling, research, and innovation in the fields of Electronics and Information Technology. The areas of collaboration span across joint research projects, curriculum development, capacity building, training, skilling programs, and support for emerging technologies and innovation.

    Speaking on the occasion, Sh. S. Krishnan, Secretary, MeitY, highlighted the significance of such synergies, stating,

    “This is a strategic convergence of academia, industry, and government institutions to foster a robust digital ecosystem and develop a future-ready workforce. Collaborative efforts like these are essential to shaping a digitally empowered society and a thriving knowledge economy.”

    He further appreciated the leadership of Dr. M. M. Tripathi, Director General, NIELIT, and the entire NIELIT team for their pivotal role in forging these partnerships and advancing the organization’s commitment to bridging the gap between industry needs and academic outcomes through high-quality, practical education and skilling initiatives.

    The event was graced by distinguished dignitaries including Ms. Preeti Nath, Economic Adviser, MeitY, Dr. M. M. Tripathi, DG, NIELIT, Ms. Tulika Pandey, Scientist G & Group Coordinator, MeitY,  Dr. Kamaljeet Singh, DG, SCL, Sh. Sanjeev Bansal, DG, ERNET India, Ms. Girija Mukund, Director CSR & ESG, Kyndryl India, Dr. Krishnashree Achuthan, Dean & Director, Amrita Vishwa Vidyapeetham, Dr. C. V. S Kiran, VP, Skyroot Aerospace, Dr. Prof. Mohammad Rihan, DG, NISE, Dr. Narsi Reddy, Director, Heartfulness Institute.

     

    About NIELIT

    The National Institute of Electronics and Information Technology (NIELIT) is an autonomous body under the Ministry of Electronics and Information Technology (MeitY), Government of India. NIELIT is dedicated to promoting education, training, and research in Electronics, IT, and emerging technologies.

    With 56 own centers, a vast network of over 700 Accredited Training Partners, and more than 9,000 facilitation centers across the country, NIELIT plays a pivotal role in developing skilled manpower for the digital economy. It is also recognized as a National Examination Body for accrediting institutions and organizations conducting non-formal sector courses in IT and Electronics.

    *****

    Dharmendra Tewari/ Navin Sreejith

    (Release ID: 2124706) Visitor Counter : 70

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Information Expo on Multiple Pathways 2024; “Smart Parent Net” Recommendation: (Video)家長教室: 管教劇場 – 讚賞(Chinese version only)

    Source: Hong Kong Government special administrative region

    The Study Subsidy Scheme for Designated Professions/Sectors (SSSDP) will subsidise a total of 2 330 places under 32 sub-degree programmes offered by eight post-secondary institutions, including Caritas Bianchi College of Careers, HKCT Institute of Higher Education, HKU SPACE Po Leung Kuk Stanley Ho Community College, Hong Kong College of Technology, Hong Kong Metropolitan University (including Li Ka Shing School of Professional and Continuing Education), Saint Francis University, Tung Wah College and YMCA College of Careers, for the cohort to be admitted in the 2024/25 academic year. The programmes and number of subsidised places, which fall under six disciplines with keen manpower demand, namely Architecture and Engineering, Computer Science, Creative Industries, Health Care, Sports and Recreation, and Tourism and Hospitality, are determined by the Education Bureau in consultation with relevant policy bureaux and departments.

    In the 2024/25 academic year, the annual subsidy amounts for non-laboratory-based programmes and laboratory-based programmes are up to about $22,000 and $39,000 respectively. The subsidy amounts are applicable to both new and continuing eligible students. The subsidy is tenable for the normal duration of the programmes concerned. Subsidised students will pay a tuition fee with the subsidy applied. Students in need may still apply for student financial assistance from the Student Finance Office of the Working Family and Student Financial Assistance Agency in respect of the actual amount of tuition fee payable.

    The subsidised places are allocated according to existing admission arrangement of the self-financing sub-degree programmes, i.e., through direct admission by institutions. Students can apply for admission to the designated sub-degree programmes directly through the institutions concerned. Local students who have attained (a) Level 2 or above in five subjects, including English Language and Chinese Language, in the HKDSE Examination; (b) Diploma of Applied Education / Diploma Yi Jin; or (c) Diploma of Foundation Studies awarded by the Vocational Training Council are eligible for the subsidy for sub-degree programmes under SSSDP. The participating institutions are allowed to admit local students with other relevant qualifications, subject to a ceiling of 50% of the subsidised places of the designated programmes.

    For details of the SSSDP, please visit www.cspe.edu.hk/sssdp.

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Civil Aid Service holds Passing-out Parade for 90th Recruits and 13th Tactical Force Secondment Scheme

    Source: Hong Kong Government special administrative region

         The Civil Aid Service (CAS) held the Passing-out Parade for the 90th Recruits and 13th Tactical Force Secondment Scheme at its headquarters today (April 27). The parade was reviewed by the Secretary for Security, Mr Tang Ping-keung.
     
         Speaking at the Parade, Mr Tang noted that the CAS, as an auxiliary emergency force of the Government, is tasked with serving the public. Mr Tang highlighted the determination and dedication demonstrated by the recruits during their training, which has prepared them to face future challenges. He expressed the hope that the graduates will continue to carry forward the CAS’s 70 years of great tradition by playing four roles, namely guardians of the wild, disaster responders, community supporters and youth leaders, helping government departments in discharging mountain search and rescues and providing emergency rescues during natural disasters, assisting in maintaining order at major activities, as well as cultivating their sense of national identity and civic responsibility.
     
         Mr Tang stressed that the Director of the Hong Kong and Macao Work Office of the Communist Party of China Central Committee and the Hong Kong and Macao Affairs Office of the State Council, Mr Xia Baolong, said at the opening ceremony of National Security Education Day that external forces’ attempts to destabilise Hong Kong and use it to contain China will not change and can never succeed. Mr Tang said he hoped that everyone will continue to enhance their awareness of national security, forming a collaborative and efficient framework with other disciplined forces to maintain national security and ensure high-quality development for Hong Kong.
     
         During the ceremony, Mr Tang presented awards to outstanding recruits. The graduates staged demonstrations of vegetation firefighting and rescue techniques, showcasing the outcomes of their training.
     
         A total of 22 officer trainees, 58 recruits and for the first time, 20 officers and members from the Tactical Force Secondment Scheme, participated in the passing-out parade. All graduates are from diverse backgrounds. The CAS Recruit Training Certificate Programme has been recognised under the Hong Kong Qualifications Framework as meeting the accreditation standards at Level 3 by the Hong Kong Council for Accreditation of Academic and Vocational Qualifications. Graduates will be awarded the Certificate in Auxiliary Forces Basic Training (Civil Defence). The graduates will apply their acquired knowledge and skills to serve society.
        
         Recruitment of CAS Grade IV Officers and Grade I Members is open for application throughout the year. Recruitment details and application forms are available on the CAS website (www.cas.gov.hk/eng/adult_recruitment.html). 

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Study Subsidy Scheme for Designated Professions/Sectors – Sub-degree programmes; Public Voting for the Most Popular Award of the “Biliteracy and Trilingualism Campaign: One-minute Video Production Competition”

    Source: Hong Kong Government special administrative region

    The Study Subsidy Scheme for Designated Professions/Sectors (SSSDP) will subsidise a total of 2 330 places under 32 sub-degree programmes offered by eight post-secondary institutions, including Caritas Bianchi College of Careers, HKCT Institute of Higher Education, HKU SPACE Po Leung Kuk Stanley Ho Community College, Hong Kong College of Technology, Hong Kong Metropolitan University (including Li Ka Shing School of Professional and Continuing Education), Saint Francis University, Tung Wah College and YMCA College of Careers, for the cohort to be admitted in the 2024/25 academic year. The programmes and number of subsidised places, which fall under six disciplines with keen manpower demand, namely Architecture and Engineering, Computer Science, Creative Industries, Health Care, Sports and Recreation, and Tourism and Hospitality, are determined by the Education Bureau in consultation with relevant policy bureaux and departments.

    In the 2024/25 academic year, the annual subsidy amounts for non-laboratory-based programmes and laboratory-based programmes are up to about $22,000 and $39,000 respectively. The subsidy amounts are applicable to both new and continuing eligible students. The subsidy is tenable for the normal duration of the programmes concerned. Subsidised students will pay a tuition fee with the subsidy applied. Students in need may still apply for student financial assistance from the Student Finance Office of the Working Family and Student Financial Assistance Agency in respect of the actual amount of tuition fee payable.

    The subsidised places are allocated according to existing admission arrangement of the self-financing sub-degree programmes, i.e., through direct admission by institutions. Students can apply for admission to the designated sub-degree programmes directly through the institutions concerned. Local students who have attained (a) Level 2 or above in five subjects, including English Language and Chinese Language, in the HKDSE Examination; (b) Diploma of Applied Education / Diploma Yi Jin; or (c) Diploma of Foundation Studies awarded by the Vocational Training Council are eligible for the subsidy for sub-degree programmes under SSSDP. The participating institutions are allowed to admit local students with other relevant qualifications, subject to a ceiling of 50% of the subsidised places of the designated programmes.

    For details of the SSSDP, please visit www.cspe.edu.hk/sssdp.

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: LCQ20: School bullying

    Source: Hong Kong Government special administrative region

    LCQ20: School bullying 
    Question:
     
         Some members of the public have noted that according to the guidelines on the handling of bullying incidents set out in the School Administration Guide published by the Education Bureau (EDB), the EDB advises schools to adopt a “Whole School Approach” (WSA) to formulate and implement anti-‍bullying strategies; the EDB requires schools to intervene and follow up bullying incidents as soon as possible only if such incidents occur; and the EDB should be notified only if the school bullying incidents are of a more severe nature (e.g. teachers being the bullies, and incidents involving brutal violence, injuries or deaths). There are views that as neither the adoption of WSA nor the reporting of school bullying incidents is mandatory, the handling of school bullying incidents has been ineffective for a prolonged period. In this connection, will the Government inform this Council:
     
    (1) of the number of student cases involving school bullying handled by schools, as well as the respective numbers of requests for assistance, complaints and reported cases in relation to school bullying received by the EDB, in each of the past three school years;
     
    (2) of the number of schools currently adopting WSA to formulate and implement anti-bullying strategies, as well as their proportion to the total number of schools;
     
    (3) whether it has grasped the primary reporting channels and handling procedures for school bullying adopted by schools under WSA; if so, of the details;
     
    (4) whether it has plans to change the current practice of not requiring schools to notify the EDB of all school bullying cases; if so, of the details; if not, the reasons for that; and
     
    (5) given that the authorities have indicated the establishment of a one-‍stop hotline and the offering of online counselling services in the 2023-2024 school year to provide students and parents with advice on and support in handling school bullying, of the details of such hotline and services, and whether an assessment of their effectiveness has been conducted?
     
    Reply:
     
    President,
     
         The Education Bureau (EDB) has all along been adopting a “zero tolerance” policy on school bullying. Any bullying act, irrespective of the form or for whatever reasons, is totally unacceptable. School is a place where students learn to show care, concern, support and respect for one another. Creating a safe and harmonious school environment for students to learn and grow up happily is the fundamental responsibility of schools, as well as the common goal of the EDB and all educators. Our reply to the question raised by the Hon Lai Tung-kwok is as follows:
     
    (1) According to the information collected from the EDB’s annual questionnaire survey on guidance and discipline cases in public sector primary and secondary schools, the number of student cases handled by schools related to school bullying from the 2020/21 to 2022/23 school years was about 420 on average per year. Schools have all along been handling bullying incidents properly and explaining the incidents to parents in accordance with their school-based policy. Parents and other people may also seek assistance from the EDB as necessary. In the three school years, the EDB had received a total of 47 requests for assistance, complaints and reports in relation to school bullying, which mainly involved physical/ behavioural violence and verbal attack. The EDB had completed 45 cases, of which five complaints were found substantiated or partially substantiated upon investigation.
     
    (2) to (4) The EDB has required all public sector schools in the territory, through issuance of circulars and guidelines, to take bullying incidents seriously, implement proactive measures and adopt the Whole School Approach in formulating and implementing anti-bullying policies. The School Administration Guide (SAG) and circular issued by the EDB lay down clearly and in details the principles of handling school bullying, as well as the relevant procedures, methods and follow-up actions, which should include a clear standpoint of “zero tolerance”, reporting mechanism and handling procedures, and monitoring with high transparency. In addition, the EDB has also adopted a multi-pronged approach to help schools implement the policy on prevention and handling of school bullying, including raising anti-bullying awareness among students and school staff, nurturing students’ proper values and cultivating in them a positive sense of mutual trust, inclusion and friendship through school curriculum, learning and teaching resources, student activities and teacher training.
     
         Under the spirit of school-based management, the Incorporated Management Committees should lead schools in formulating their school-based mechanisms and procedures for administering school operation, including the policy on prevention and handling of school bullying, with a view to fostering of a harmonious school environment that enables student learning and growth. Schools should take a proactive approach to handle each school bullying incident seriously, while all school staff are required to report to the school management or the responsible team when any bullying case is known to them. If school bullying incidents occur, schools should take education, guidance and protection of their students as the prime concern, handle the cases in accordance with the “Flowchart for Handling Bullying Incidents in Schools” provided in the SAG and circular by the EDB and activate school-based crisis management mechanism as the situation so warrants. Upon informed of a school bullying incident, action should be taken to stop the bullying immediately. The school should assess whether the student(s) concerned is/are injured or emotionally unstable, contact their parents as soon as possible and arrange for first aid or treatment as appropriate if there is any physical injury. Thereafter, the school should intervene and render an initial mediation, and arrange guidance personnel or relevant professional service outside school to provide in-depth follow-up for the student(s) involved in the school bullying incident. For school bullying incidents of a more serious nature (such as those involving serious violence or injury), the school should notify the respective regional education office of the EDB as soon as possible so that assistance could be rendered. If illegal acts are involved, schools should proactively contact the respective Police School Liaison Officer. For serious cases, schools should report the incidents to the Police immediately. The EDB will liaise with the schools, the Social Welfare Department (SWD) and the Police for appropriate handling measures. 
     
         We believe that in the handling of bullying incidents, education, guidance and protection of students should be the prime concern. Schools are staffed with professionals (including guidance personnel, school social workers and school-based educational psychologists) to provide students in need with due support and mediation. In the process of handling these cases, schools should work with parents to help the students involved rectify their behaviours and better protect the students being bullied. Moreover, through professional consultation and school visits, the EDB’s guidance professionals review with schools their anti-bullying work on an ongoing basis, and provide appropriate support according to schools’ needs. To further enhance schools’ capability of preventing and handling bullying in schools, the EDB will continue to provide professional training programmes, seminars and workshops for school personnel to keep them abreast of the latest information and strengthen their skills in handling bullying incidents, thereby enabling schools to implement their anti-bullying measures more effectively. The EDB will collaborate with other government departments such as the SWD and the Police to provide schools with assistance in various aspects to facilitate the cultivation of a harmonious and caring school environment. The EDB will continue to monitor the situation of schools and provide timely support to prevent school bullying and protect the well-being of students.
     
    (5) The EDB will set up a one-stop hotline and offer online counselling services in the 2023/24 school year to provide students and parents with advice on and support in handling conflicts among peers or school bullying. Through the hotline and online services, duty counsellors and registered social workers will provide advice and counselling services for students and parents, and may refer the cases to government or non-governmental organisations for follow-up where necessary. The hotline and online counselling services will commence operation in May 2024. The EDB will disseminate the details of the hotline and online services through various channels such as circular memorandum, briefings and websites, and will monitor the services operation on an on-going basis.
    Issued at HKT 11:47

    NNNN

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: English rendering of PM’s address in the 121st Episode of ‘Mann ki Baat’ on 27.04.2025

    Source: Government of India

    Posted On: 27 APR 2025 11:47AM by PIB Delhi

    My dear countrymen, Namaskar. Today as I speak to you in ‘Mann Ki Baat’, there is a deep anguish in my heart. The terrorist incident that took place in Pahalgam on the 22nd of April has hurt every citizen of the country. Every Indian holds deep sympathies for the affected families. No matter which state one belongs to, no matter which language one speaks, one is feeling the pain of those who have lost their loved ones in this attack. I can feel that the blood of every Indian is on the boil after seeing the pictures of the terrorist attack. This attack in Pahalgam shows the desperation of the patrons of terrorism; displays their cowardice… at a time when peace was returning to Kashmir, there was a vibrancy in schools and colleges, construction work had gained unprecedented pace, democracy was getting stronger, the number of tourists was increasing at a record rate, people’s income was increasing, new opportunities were being created for the youth. The enemies of the country, the enemies of Jammu and Kashmir, did not like that. The terrorists and the masterminds of terror want Kashmir to be destroyed again and hence they executed such a big conspiracy. In this war against terrorism, the unity of the country, the solidarity of 140 crore Indians, is our biggest strength. This unity is the basis of our decisive fight against terrorism. We have to strengthen our resolve to face this challenge that has surfaced before the country. We have to demonstrate strong willpower as a nation. Today the world is watching, after this terrorist attack, the whole country is speaking in one voice.

    Friends, the anger that we the people of India feel, that anger is there in the whole world. After this terrorist attack, condolences are continuously pouring in from all over the world. Global leaders have called me up as well; written letters and sent messages too. Everyone has strongly condemned this heinous terrorist attack. They have expressed condolences to the families of the deceased. The whole world stands with 140 crore Indians in our fight against terrorism. I once again assure the affected families that they will get justice, and justice will be done. The perpetrators and conspirators of this attack will be served with the harshest response.

    Friends, two days ago we lost the country’s great scientist Dr. K. Kasturirangan ji. Whenever I met Kasturirangan ji, we discussed topics like the talent of Indian youth, modern education, Space-Science. His contribution in lending newer heights to science, education and India’s Space Program shall always be remembered. ISRO attained a new identity under his leadership. The Space Programs that moved forward under his guidance gave global recognition to India’s efforts. Many of the satellites that India uses today were launched under the supervision of Dr. Kasturirangan.

    There was one more special facet to his personality, which the younger generation can learn from. He always accorded importance to innovation. The vision of learning, knowing and doing something new is very inspiring. Dr. K. Kasturirangan also played a major role in formulating the new National Education Policy of the country. Dr. Kasturirangan came up with the idea of ​​forward looking education according to the modern needs of the 21st century. His selfless service to the country and contribution to nation building will always be remembered. Very humbly, I pay my tribute to Dr. K. Kasturirangan.

    My dear countrymen, this month of April marks 50 years of the launch of the Aryabhatta Satellite. Today, when we look back and remember this journey of 50 years, we realize how far we have come. This flight of India’s dreams in space once commenced with just conviction. Some young scientists with the passion to do something for the nation … they neither had the modern resources like today, nor the access to world technology as such. If at all they had anything, it was talent, dedication, hard work and the passion to do something for the country. You must have seen pictures of our scientists carrying critical equipment themselves on bullock carts and bicycles. It is the result of that very dedication and spirit of service to the nation that so much has changed today. Today India has become a Global Space Power. We have created a record by launching 104 Satellites simultaneously. We have become the first country to reach the South Pole of the Moon.

    India has launched the Mars Orbiter Mission and we have reached pretty close to the Sun through the Aditya – L1 Mission. Today India is leading the most cost effective but successful Space Program in the entire world. Many countries of the world take help of ISRO for their Satellites and Space Missions. Friends, when we see a Satellite launch by ISRO, we are filled with pride. I had a similar feeling when I witnessed the launch of PSLV-C-23 in 2014. I was also present at the ISRO Center in Bengaluru during the landing of Chandrayaan-2 in 2019. At that time Chandrayaan failed to achieve the expected success, it was a very difficult time for the scientists. But I could see with my own eyes the patience of the scientists and their zeal to achieve something. And a few years later, the whole world too noticed how the same scientists made Chandrayaan-3 a success.

    Friends, now India has opened her Space Sector for the private sector as well. Today many youth are attaining new milestones in the field of Space Startups. 10 years ago, there was only one company, but today there are more than 325 Space Startups working in the country. The times to come are ushering in a lot of new possibilities in Space. India is going to scale new heights. The country is busy preparing for many important missions like Gaganyaan, SpaDeX and Chandrayaan-4. We are also working on the Venus Orbiter Mission and Mars Lander Mission. Our Space Scientists are going to fill the countrymen with new pride through their innovations.

    Friends, you certainly must have seen the horrific pictures of the earthquake that struck Myanmar last month. The earthquake caused huge devastation there… every breath, every moment was precious for the people trapped under the debris. That is why India immediately started Operation Brahma for our brothers and sisters in Myanmar. From Air Force aircraft to Navy ships, everything was sent to help Myanmar. The Indian team set up a field hospital there. A team of engineers helped in assessing the damage to important buildings and infrastructure. The Indian team supplied blankets, tents, sleeping bags, medicines, food items and many other things. During all of that, the Indian team also received a lot of appreciation from the people there.

    Friends, in this crisis, many heart-touching examples of courage, patience and ingenuity came to light. The Indian team rescued an elderly woman of more than 70 years of age who was buried under the debris for over 18 hours. Those who are watching ‘Mann Ki Baat’ on TV right now, you must be able to see the face of that elderly woman. The team from India provided every treatment facility, from stabilizing her oxygen level to treatment of fractures. When this elderly woman was discharged from the hospital, she expressed her gratitude to our team. She expressed that she had got a new life because of the Indian rescue team. Many people told our team that because of them they were able to locate their friends and relatives.

    Friends, after the earthquake, there was a possibility of many people being trapped in a monastery in Mandalay, Myanmar. Our team also carried out relief and rescue operations there, that resulted in them receiving a lot of blessings from Buddhist monks. We are very proud of all those who participated in Operation Brahma. We have our tradition, our values, the sentiment of ‘Vasudhaiva Kutumbakam’ – the whole world is one family. India’s readiness as the Vishwa-Mitra in times of crisis and India’s commitment to humanity is becoming the hallmark of our identity.

    Friends, I have come to know about an innovative effort of NRIs in Ethiopia, Africa. Indians living in Ethiopia have taken the initiative to send children who are suffering from heart disease since birth to India for treatment. Many such children are also being helped financially by Indian families. If the family of a child is unable to come to India on account of lack of money, our Indian brothers and sisters are making arrangements for that too. The effort is to ensure that every needy child of Ethiopia suffering from a serious ailment receives better treatment. This noble work of NRIs is being appreciated a lot in Ethiopia. You know that medical facilities are constantly improving in India. Citizens of other countries are also benefitting from that.

    Friends, just a few days ago, India has also sent a large quantity of vaccine for the people of Afghanistan. These vaccines will be useful in preventing dangerous diseases like Rabies, Tetanus, Hepatitis B and Influenza. This week, on Nepal’s request, India has sent a large consignment of medicines and vaccines there. This will ensure better treatment for patients of thalassemia and sickle cell disease. Whenever it comes to serving humanity, India has always been at the forefront and will always be at the forefront in every such need in the future as well.

    Friends, we were just referring to Disaster Management and the most important thing in dealing with any natural disaster is your alertness. You can now get help in this alertness from a special APP on your mobile. This APP can save you from getting trapped in any natural disaster and its name too is ‘Sachet’. The ‘Sachet APP’ has been developed by India’s National Disaster Management Authority (NDMA). Be it flood, cyclone, land-slide, tsunami, forest fire, avalanche, storm, hurricane or lightning, ‘Sachet APP’ tries to keep you informed and protected in every way. Through this APP, you can receive updates related to the weather department. The special thing is that ‘Sachet APP’ also provides a lot of information in regional languages. You too should take advantage of this APP and share your experiences with us.

    My dear countrymen, today we see India’s talent being appreciated all over the world. India’s youth has changed the world’s view towards India and the interest of the youth of any country shows what the future of the country would be like. Today, India’s youth is moving towards science, technology and innovation. Even in those regions, which were earlier known for backwardness and other factors, the youth have set examples that give us new confidence. A Science Centre at Dantewada in Chhattisgarh is drawing everyone’s attention these days. Until some time ago, Dantewada was known only for violence and unrest, but now, the Science Centre there has become a new ray of hope for children and their parents. Children are enjoying going to this Science Centre. They are now learning everything from making new machines to technology.

    Through making new machines and using technology, they are learning to make new products now. They have got the opportunity to learn about 3D printers and robotic cars as well as other innovative things. Some time ago, I also inaugurated Science Galleries at Gujarat Science City. These galleries provide a glimpse of the potential of modern science, and how much science can do for us. I have been informed that the children there are very excited about these galleries. This growing attraction towards science and innovation will surely take India to new heights.

    My dear countrymen, the biggest strength of our country is our 140 crore citizens, their capability, their will power. And when crores of people join a campaign together, its impact is huge. An example of this is ‘Ek Ped Maa Ke Naam’ – this campaign is in the name of the mother who gave birth to us and it is also for Mother Earth who ensconces us in her lap. Friends, On the 5th of June, on ‘World Environment Day’, this campaign is completing one year. During this one year, under this campaign, more than 140 crore trees have been planted in the name of the mother across the country. Observing this initiative of India, people outside the country have also planted trees in the name of their mother. You too should become a part of this campaign, so that on completion of one year, you can be proud of your participation.

    Friends, all of us know that trees provide coolness… we get relief from heat in the shade of trees. But recently I came across another news related to this which caught my attention. During the last few years, more than 70 lakh trees have been planted in Ahmedabad city of Gujarat. These trees have increased the green area in Ahmedabad to a great extent. Along with that, the number of water bodies has also increased here due to the construction of the River Front on the Sabarmati river and reconstruction of some lakes like Kankaria lake. Now news reports say that in the last few years, Ahmedabad has become one of the major cities fighting against global warming.

    The people there are also feeling this change; the coolness in the environment. The trees planted in Ahmedabad are becoming the reason of bringing myriad shades of happiness there. I again urge all of you to plant trees to maintain the health of the earth, to deal with the challenges of climate change, and to secure the future of your children. ‘Ek Ped – Maa Ke Naam’.

    Friends, there is an old saying ‘where there is a will there is a way’. When we decide to do something new, we certainly reach our destination. You must have eaten a lot of apples grown in the mountains. But, if I ask you whether you have tasted the apples of Karnataka, you will be surprised. Usually, we think that apples are grown only in the mountains. But Shri Shail Teli ji, who lives in Bagalkot, Karnataka, has grown apples in the plains. In his Kulali village, apple trees have started bearing fruits even in temperatures above 35 degrees. Actually since, Shri Shail Teli was fond of farming, so he tried apple farming as well and he attained success in it. Today, a lot of apples grow on the trees planted by him and he is earning a good income by selling them.

    Friends, now that we are talking about apples, you must have heard the name of Kinnauri apple. Saffron production has started in Kinnaur, famous for apples. Generally, saffron cultivation was little in Himachal, but now it has commenced in the beautiful Sangla valley of Kinnaur. One such example is Wayanad in Kerala.

    Success has been achieved in growing saffron there as well. And in Wayanad, this saffron is not being grown in any field or soil; rather with the help of the Aeroponics Technique. Something astonishingly similar has happened with the production of litchi. We had been hearing that litchi grows in Bihar, West Bengal or Jharkhand. But now litchi is being grown in South India and Rajasthan as well. Thiru Veera Arasu of Tamil Nadu used to cultivate coffee. He planted litchi trees in Kodaikanal and after 7 years of hard work, those trees have started bearing fruit. The success in growing litchi has inspired other farmers in the area. Jitendra Singh Ranawat has succeeded in growing litchi in Rajasthan. All these examples are very inspiring. If we decide to do something new and persist despite difficulties, even the impossible can be made possible.

    My dear countrymen, today is the last Sunday of April. The month of May is beginning in a few days. I will take you around 108 years back from today. The year 1917… these two months of April and May… a unique battle for independence was being fought in the country. The atrocities of the British were at their peak. The exploitation of the poor, the deprived and the farmers had crossed inhuman levels. On the fertile land of Bihar, the British were forcing the farmers to grow indigo. The farmers’ fields were becoming barren due to indigo cultivation, but the British government was least concerned. In such a situation, Gandhiji reached Champaran in Bihar in 1917.

    The farmers told Gandhiji – “our land is dying, we are not getting food grains to eat.” The pain of lakhs of farmers made a resolve come up in Gandhiji’s mind. From there the historic Satyagraha of Champaran started. ‘Champaran Satyagraha’ was the first big experiment by Bapu in India. The entire British rule was shaken by Bapu’s Satyagraha. The British had to suspend the law that forced farmers to cultivate indigo. This was a victory that infused new confidence in the freedom struggle. All of you must be aware that another son of Bihar also contributed a lot to this Satyagraha, who became the first President of the country after independence. The great personality was – Dr. Rajendra Prasad. He also wrote a book on the ‘Champaran Satyagraha’ – ‘Satyagraha in Champaran’… every young person should read this book. Brothers and sisters, many more indelible chapters of the freedom struggle are associated with April itself. Gandhiji’s ‘Dandi March’ culminated on the 6th of April itself. This March which commenced on the 12th of March and continued for 24 days had shaken the British. The Jallianwala Bagh massacre took place in April itself. The marks of this blood stained history are still present on the soil of Punjab.

    Friends, in a few days, on the 10th of May, the anniversary of the first freedom struggle would also be there. The spark that arose in that first battle for freedom, later became a torch for millions of freedom fighters.

    On the 26th of April, we observed the death anniversary of the great hero of the 1857 revolution, Babu Veer Kunwar Singh. The entire country derives inspiration from this great freedom fighter of Bihar. We have to keep alive the immortal inspirations of lakhs of such freedom fighters. The energy we receive from them provides renewed strength to our resolve of Amritkaal.

    Friends, in this long journey of ‘Mann Ki Baat’, you have formed an intimate relationship with this programme. The achievements that the countrymen want to share with others are conveyed to the people through ‘Mann Ki Baat’. Next month, we will again meet and talk about the diversity, glorious traditions and new achievements of the country. We will learn about people who are bringing about a change in the society with their dedication and spirit of service. As always, keep sending us your thoughts and suggestions. Thank you, Namaskar.

    *****

    MJPS/SR/SKS

    (Release ID: 2124694) Visitor Counter : 151

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: 1. Fostering National Security Awareness through Learning English; 2. Should parents let their children go to school under inclement weather conditions?

    Source: Hong Kong Government special administrative region

    National security education (NSE) is an important component of values education. It is inseparable from national education and an indispensable part of the school curriculum in Hong Kong. To support schools in integrating NSE elements into and connecting them naturally with the English Language curriculum, the Curriculum Development Institute of the Education Bureau (EDB) has newly developed the English Language Resource Kit on National Security Education at the Primary Level and the English Language Resource Materials on National Security Education at the Secondary Level. The resources not only enhance primary and secondary students’ language skills, but also guide students to understand the importance of safeguarding national security.https://www.edb.gov.hk/NSE_elepri https://www.edb.gov.hk/NSE_elesec_1 

    For other information on English Language learning and the Campaign on “Promoting Positive Values and Attitudes through English Sayings of Wisdom (SOW) 2023/24”, please visit the webpage of the English Language Education Section (https://www.edb.gov.hk/ele) and its SOW webpage (https://www.edb.gov.hk/sow).

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: “Smart Parent Net” Recommendation:Fostering National Security Awareness through Learning English

    Source: Hong Kong Government special administrative region

    National security education (NSE) is an important component of values education. It is inseparable from national education and an indispensable part of the school curriculum in Hong Kong. To support schools in integrating NSE elements into and connecting them naturally with the English Language curriculum, the Curriculum Development Institute of the Education Bureau (EDB) has newly developed the English Language Resource Kit on National Security Education at the Primary Level and the English Language Resource Materials on National Security Education at the Secondary Level. The resources not only enhance primary and secondary students’ language skills, but also guide students to understand the importance of safeguarding national security.

    The English Language Resource Kit on National Security Education at the Primary Level features four learning topics, covering the major fields of cultural security, ecological security, food security and outer space security. Through engaging in viewing, reading and multifarious English activities, students can learn about the folk dances of different ethnic groups and the achievements in aerospace technology of the country, as well as the sustained efforts of the country in conserving endangered wildlife animals and stabilising food supply. Students can also reflect on how to contribute to safeguarding national security in their daily lives, thus cultivating in them a sense of belonging to the country and enhancing their awareness of safeguarding national security.

    The English Language Resource Materials on National Security Education at the Secondary Level feature a series of learning and teaching resources covering the major fields of artificial intelligence security, nuclear security, resource security and food security. The resource materials aim to heighten students’ self-awareness of national security and develop their sense of responsibility for safeguarding national security. In addition to reading, writing and speaking activities, suggestions on cross-curricular and life-wide learning activities are also provided to enrich students’ English learning experiences, enhance their understanding of the developments of the country and the significance of safeguarding national security, and foster their sense of national identity.

    Schools are encouraged to select and use the learning and teaching resources to cater for students’ needs, interests and abilities, enable students to learn and apply English across various themes, as well as develop in them an awareness of and a sense of responsibility for safeguarding national security. Besides, parents are encouraged to read the texts and view the videos recommended in the resources together with their children to not only increase their exposure to English beyond the classroom, but also enhance their understanding of the richness and beauty of the Chinese culture as well as the latest developments of the country. The resources can be accessed through the following webpages of the EDB:

    For other information on English Language learning and the Campaign on “Promoting Positive Values and Attitudes through English Sayings of Wisdom (SOW) 2023/24”, please visit the webpage of the English Language Education Section (https://www.edb.gov.hk/ele) and its SOW webpage (https://www.edb.gov.hk/sow).

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: LCQ20: Strengthening Physical Education and Arts Education in schools

    Source: Hong Kong Government special administrative region

    LCQ20: Strengthening Physical Education and Arts Education in schools 
         It has been reported that according to the figures from the Education Bureau, a total of 31 suspected fatal student suicide cases were recorded from January to November last year, which was the highest in the past five years, and even represented an increase of more than one-fold as compared to the 14 cases in the whole year of 2018. There are views that while robust Physical Education (PE) and Arts Education (AE) are conducive to the physical and mental health of primary and secondary students, there is still much room for improvement in PE and AE locally. In this connection, will the Government inform this Council:
     
    (1) whether the relevant government departments will review the overall effectiveness of local PE and AE; if so, of the details (including the method and mechanism of the review, as well as the specific timetable); if not, the reasons for that;
     
    (2) whether the relevant government departments will conduct a survey based on the situation of all students in Hong Kong to make an analysis of the number of PE and AE lessons as well as the time for extra-curricular activities needed in a week for most students in order to relieve their stress and enable them to keep a healthy body, and based on the outcome of the analysis, set indicators for implementation in all schools in Hong Kong; if not, of the reasons for that; and
     
    (3) as it is learnt that the Education Bureau of Shenzhen Municipality has put into practice since January 1 this year the Implementation Opinions of Shenzhen on Strengthening and Improving the Work on Physical Exercise in Schools, which proposes that schools offering compulsory education should provide one PE lesson per day, while senior secondary schools (including secondary vocational schools) should provide three PE lessons per week, and that PE activities during recess in primary and secondary schools should last no less than 30 minutes per day, whether the relevant government departments will consider drawing reference from the practices in the Shenzhen Municipality and require schools to provide one PE lesson per day and incorporate activities such as physical activities between lessons, and require that activities between lessons should last no less than 30 minutes, so as to increase the time students spend on exercise every day?
     
    Reply:
     
    President,
     
         The Education Bureau (EDB) has attached great importance to students’ physical and mental well-being. Establishing a healthy lifestyle is one of the seven learning goals of the school curriculum and relevant learning elements have been integrated into some subjects. The EDB has all along been committed to supporting schools in the promotion of school Physical Education (PE) and Arts Education (AE) through the life-wide learning approach, including providing curriculum guides, developing learning and teaching resources, offering training for teachers, and organising territory-wide physical and aesthetic learning activities or assisting schools in flexibly arranging activities, fully supporting schools in planning and implementing PE and AE within and beyond the classroom. The EDB’s strategies to support schools in the implementation of PE and AE and the related details are set out in Paper No. CB(4)123/2024(03) 
         Our reply to the question raised by the Hon Stanley Ng is as follows:
     
    (1) and (2) In terms of curriculum, schools have to plan their PE and AE curricula according to the requirements in the respective curriculum guides, including the provision of PE, Music and Visual Arts lessons, taking into account their school contexts as well as the needs, interests and abilities of students, etc. Currently, primary and secondary schools should arrange at least two PE lessons per week (i.e. approximately 80 minutes per week) for students, while those taking the PE elective subject for the Hong Kong Diploma of Secondary Education have the opportunity to learn sports theory and engage in sports training for around 250 hours in total. As for AE, the Music and Visual Arts subjects are generally offered in schools. The respective curriculum guides of the two subjects specify that schools must arrange for students no less than 9 per cent of the lesson time (primary level), 8 per cent to 10 per cent of the lesson time (junior secondary level), 250 hours (as senior secondary elective subjects) and no less than 10 per cent of the lesson time at the senior secondary level for Other Learning Experiences related to arts. The EDB will review the implementation of the curriculum from time to time and update the relevant content in a timely manner to facilitate the development of school PE and AE through a life-wide learning approach. 
     
         The EDB announced the updated Primary Education Curriculum Guide in September 2022. Schools are encouraged to make good use of flexible lesson time and organise students’ learning time within and beyond the classroom, thereby enriching their diverse learning experiences and promoting a balanced development. The EDB has also issued the circular titled “Developing an Active and Healthy Lifestyle Through Promoting Physical Activities” (Note 1) in February, 2024 to provide strategies, specific recommendations as well as information on relevant curriculum resources and support measures to schools, and guide students to integrate the habit of exercising into daily lives beyond PE lessons.
     
         On the other hand, the EDB has been supporting or organising major PE and AE student activities to allow students with different talents and interests to unleash their potential. For instance, the EDB subsidises organisations such as the Schools Sports Federation of Hong Kong, China and the Hong Kong Schools Music and Speech Association to organise various primary and secondary inter-school sports competitions, music festival, speech festival and dance festival every year, among others. The EDB has also launched the “Active Students, Active People” Campaign (also known as “ASAP” Campaign) and MVPA60 (Note 2) Award Scheme to encourage students to develop a habit of regular participation in physical activities as soon as possible. Moreover, the EDB has been collaborating with various departments, tertiary institutions, organisations and groups to promote a variety of PE and AE activities. For instance, the Leisure and Cultural Services Department’s (LCSD) School Sports Programme and iSmart Fitness Scheme have been well-received by schools, allowing students of primary, secondary and special schools in Hong Kong to participate regularly in diverse sports activities during leisure time, fostering a sporting culture on school campuses, developing an active and healthy lifestyle, enhancing the standard of sports performance among students, and helping identify student athletes with potential for further training. The scheme on A Journey on Learning the Arts for Senior Secondary Students launched by the EDB and supported by the LCSD and various arts groups aims at encouraging secondary school students to participate in and appreciate arts programmes in authentic contexts outside the classroom, including performances of Chinese and Western music, Chinese operas, dramas and dances as well as visual arts exhibitions and film shows. Some of these programmes also include activities such as guided tours or seminars.
     
         Different departments of the EDB regularly review the implementation and effectiveness of the PE and AE curricula in schools through inspections, curriculum visits and school visits, looking into aspects including whether the PE and AE curriculum guides have been implemented effectively with a view to helping students acquire relevant knowledge, generic skills, values and attitudes, and providing feedback to schools in a timely manner.
     
         Schools are generally making good use of in-house and external resources to arrange school PE and AE activities for students within and beyond the classroom according to their interests and abilities. For instance, having regard to school contexts, a variety of PE and AE activities may be arranged for students before morning assemblies, during recess or lunch break, and after school hours; organising PE and AE-related extra-curricular activities; conducting sports days, swimming galas, music competitions, school team and orchestra trainings; arranging students to participate in various off-campus PE and AE competitions and art appreciation, to increase opportunities for students to engage in PE and AE activities.
     
         Rather than setting hard indicators, schools are currently allowed to plan the learning and teaching within and beyond the classroom flexibly according to their own circumstances so that schools can better cater for learner diversity and facilitate students’ development needs as a whole. Such arrangement has been running smoothly and is widely supported by the educator sector.
     
         On the other hand, to promote mental health in schools in a more comprehensive and systematic manner, the EDB has recently launched the 4Rs Mental Health Charter (the Charter) in April. It calls for all schools to join the Charter, thereby working together to set practical and feasible goals and take concrete actions to promote students’ physical and psychological health. The 4Rs in the Charter cover four elements and objectives for promoting mental health, including “Rest”, helping students cultivate healthy habits from an early age as well as including having enough rest, adequate sleep and leisure activities; and “Relaxation”, teaching students to take the time to relax, take care of their mental health and practise self-compassion, as well as encouraging them to do more exercise, such as arranging morning exercises/exercises between lessons for students, providing appropriate sports equipment for students to use, and participating in different activities under the EDB’s ASAP Campaign, to cultivate the habit of regular exercise among students. We firmly believe that schools participating in the Charter, through implementing various measures and organising activities for the promotion of student mental health, will help students develop healthy living habits, provide more opportunities for them to relax and reduce stress, help them build positive interpersonal relationships, and enhance their well-being and resilience, thereby enhancing an overall healthy culture in schools. 
     
    (3) The education systems, curriculum frameworks, teaching and assessment policies in different regions are developed based on factors such as their unique social culture, background, physical environment, history and economy. In formulating the PE curriculum in Hong Kong, the EDB and the Curriculum Development Council have taken into account students’ development needs as a whole and have sought to balance the diverse expectations of Hong Kong society regarding student learning. Currently, primary and secondary schools are providing at least two PE lessons per week for students in accordance with the curriculum guides and, through a wide range of physical activities, foster students’ interest in sports, develop their motor skills and improve their physical fitness. These initiatives aim to develop students’ habit of doing regular exercise and cultivate their positive values and attitudes.
     
         To effectively increase students’ physical activity level, offering subject lessons alone is not adequate. In fact, many schools currently make arrangements for students to participate in different types and levels of physical activities within and beyond the classroom apart from PE lessons by, for example, arranging morning exercise/exercise between class periods before, during and after school, and setting up an exercise corner during recess/lunch break. The EDB has issued the EDBC No. 5/2024 titled “Developing an Active and Healthy Lifestyle Through Promoting Physical Activities” in February 2024 to provide strategies, specific recommendations as well as information on relevant curriculum resources and support measures to schools to help increase students’ physical activity level, with a view to achieving the World Health Organization’s recommendation that children and adolescents aged 5 to 17 should accumulate at least an average of 60 minutes daily of moderate- to vigorous-intensity physical activities (i.e. MVPA60) across the week as well as the direction for the development of the PE curriculum. Besides, in line with the development of the PE curriculum, the EDB provides a one-off grant of $150,000 (Note 3) for each public sector school and schools under the Direct Subsidy Scheme in the 2023/24 school year. Schools may deploy the grant to organise or subsidise students to participate in diversified PE activities, purchase or upgrade PE/sports equipment in schools, etc, to create a better sports ambience and further promote MVPA60, thereby increasing the daily exercise time of students and helping them develop a healthy lifestyle.
     
    Note 1:     applications.edb.gov.hk/circular/upload/EDBC/EDBC24005E.pdfNote 2: An accumulation of at least an average of 60 minutes daily of moderate- to vigorous-intensity physical activities across the week
    Note 3:     applications.edb.gov.hk/circular/upload/EDBCM/EDBCM24073e.pdfIssued at HKT 12:25

    NNNN

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Prime Minister Shri Narendra Modi addresses participants during 15th tranche of Rozgar Mela held simultaneously at 47 locations nationwide through Video Conferencing

    Source: Government of India

    Prime Minister Shri Narendra Modi addresses participants during 15th tranche of Rozgar Mela held simultaneously at 47 locations nationwide through Video Conferencing

    Over 51,000 appointment letters distributed to newly-inducted youth in various government departments and organisations

    Posted On: 26 APR 2025 8:50PM by PIB Delhi

    The 15th edition of the Rozgar Mela, a flagship initiative dedicated to enhancing employment opportunities across India, was held on April 26th, 2025.

    Addressing the event via videoconferencing, Prime Minister Shri Narendra Modi distributed over 51,000 appointment letters to newly-inducted youth in various government departments and organisations.

    Addressing the gathering, the Prime Minister emphasized that the youth are undeniably the bedrock of a nation’s progress and prestige. He remarked that wherever young people actively engage in the process of nation-building, those countries not only accelerate along the path of development but also carve out a distinct and respected identity on the global stage. Highlighting the government’s unwavering commitment to empowering the youth, he spoke of various mission-driven initiatives such as Skill India, Make in India, and Digital India, which aim to create abundant employment and self-employment opportunities.

    He bestowed upon the newly appointed recruits a guiding mantra — “Nagarik Parmo Dharma” — urging them to adopt it as a lifelong principle. Concluding his address, the Prime Minister extended his heartfelt congratulations to all the selected candidates and their families.

    Union Minister for Railways Shri Ashwini Vaishnav and Minister of State, Dr. Jitendra Kumar handed over appointment letters to 25 candidates. Total 185 candidates received appointment letters today including 31 women. So far, the Rozgar Mela initiative has facilitated the onboarding of more than ten lakh of young professionals into public service, acting as a catalyst for transforming aspirations into meaningful careers.

    The newly-appointed individuals will assume different roles ranging from administrative and technical positions to field-level operational duties, reflecting a broad spectrum of government functions. These appointments are expected to significantly enhance the delivery of public services, improve governance outcomes, and bring fresh energy and innovation to the government workforce. Aimed at not just job creation, but also at creating opportunities for professional growth, Rozgar Mela aligns with the vision of Viksit Bharat@2047 — a future-ready India built on the pillars of employment, empowerment, and efficiency.

    Held simultaneously at 47 locations nationwide, this edition of the Rozgar Mela facilitated large-scale recruitments across multiple Ministries and Departments of the Central Government. All of these 47 locations across the country were connected with the Mela during the Prime Minister’s address through Video Conferencing mode.

    The Rozgar mela in Delhi, hosted by CBIC was held at the National Media Centre, Delhi. The dignitaries that attended the occasion included Chief Guest, Shri Ashwini Vaishnaw, Union minister of Railways, Information & Broadcasting and Electronics and Information & Technology, Guest of Honour Dr. Jitendra Kumar, Minister of State (Independent charge), Ms. Rachna Shah, Secretary, DoPT, Shri Sanjay Kumar Aggarwal, Chairman, CBIC, among others.

    A total of 185 appointment letters were distributed to the new appointees at this location placing them in key sectors, including the Ministry of Home Affairs, Department of Revenue, Department of Higher Education, Ministry of Health and Family Welfare, and Ministry of External Affairs, among others—strengthening the administrative machinery while empowering the next generation of public servants.

    Shri Ashwini Vaishnaw expressed his joy in handing over appointment letters to the newly recruited youth. In his address, the Minister underscored the government’s steadfast commitment to building robust infrastructure and fostering opportunities that enable young citizens to become self-reliant and future-ready. He urged the new recruits to embrace the guiding principle of “Rashtra Pratham, Sadaiva Pratham” — placing the nation first, always — as a compass throughout their careers dedicated to public service and nation-building.

    In his welcome address, Dr. Jitendra Kumar highlighted the remarkable inclusivity reflected in the 15th tranche of the Rozgar Mela, under which more than 51000 appointment letters are being distributed. He noted that approximately 28% of the new recruits are women, around 26.4% belong to the Other Backward Classes (OBC), about 13.9% are from the Scheduled Castes (SC), and 7.8% represent the Scheduled Tribes (ST). These figures, he emphasized, are a testament to the government’s continued commitment to ensuring diversity, equity, and equal opportunity in its recruitment processes.

    ****

    NB/KMN

    (Release ID: 2124648) Visitor Counter : 57

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: LCQ9: Student Activities Support Fund

    Source: Hong Kong Government special administrative region

    LCQ9: Student Activities Support Fund 
         The Government established in early 2019 a $2.5 billion Student Activities Support Fund (the Fund) to support primary and secondary students with financial needs to participate in school-organised or recognised out-‍of-‍classroom life-wide learning activities, so as to foster their whole-‍person development. In this connection, will the Government inform this Council:
     
    (1) of the annual and cumulative (i) amounts of revenue and expenditure of and (ii) numbers of school and student beneficiaries as well as activities organised (together with the types and natures of the activities) under the Fund since its establishment;
     
    (2) whether there are schools which have never or scarcely applied for subsidy under the Fund; if so, whether the authorities know the reasons for that, and whether assistance has been provided to such schools to ensure that all students with financial needs are given the opportunity to participate in life-wide learning activities;
     
    (3) as it is reported that situations such as low birth rate, decline in the number of school-age children and the addiction of many students to online activities arise in Hong Kong, whether the authorities will encourage schools to make use of the subsidy granted under the Fund to organise more life-wide learning activities conducted in groups and physical settings;
     
    (4) whether the authorities have received complaints on or identified problems in the operation of the Fund since its establishment; if so, of the follow-up actions; and
     
    (5) whether the authorities have assessed if the operation of the Fund since its establishment can achieve its intended objectives; whether a comprehensive review of the overall operation of the Fund will be conducted in the light of the experience gained in the operation of the Fund, feedback of stakeholders, development of society, changes in students’ needs, etc.?
     
    Reply:
     
    President,
     
         The Education Bureau (EDB) has been providing resources for schools to organise a wide range of learning activities and schools may deploy such resources flexibly to support student learning and offer after-school student activities to foster students’ whole-person development. Starting from the 2019/20 school year, the EDB has been providing a recurrent Life-wide Learning Grant (LWL Grant) with an annual provision of about $900 million to support public sector and Direct Subsidy Scheme (DSS) schools in taking forward life-wide learning based on the present foundation. The LWL Grant aims to help students develop lifelong learning capabilities and foster their whole-person development through the knowledge, skills and positive values and attitudes acquired in experiential learning. At the same time, the Government set up the Student Activities Support Fund (SAS Fund) in 2018-19 with an allocation of $2.5 billion, and the investment return of the SAS Fund has been used to provide the Student Activities Support Grant (SAS Grant) for public sector and DSS schools to support students with financial needs to participate in out-of-classroom life-wide learning activities organised or recognised by schools. While the SAS Grant is supplementary in nature, schools should make good use of the LWL Grant and the SAS Grant, having regard to their own development contexts and students’ needs.
     
         Our consolidated reply to the question raised by the Hon Tony Tse is as follows:
     
    (1) and (2) The SAS Grant has been available for schools’ application since the 2019/20 school year. The amount to be disbursed to a school is calculated based on the number of students of the school in receipt of the Comprehensive Social Security Assistance (CSSA) or the full-grant under the School Textbook Assistance Scheme (STAS full-grant) in that school year (based on the number in December of the school year). The rate for each primary student is $350 and that for each secondary student is $650. Noting that some families may be in need of support but are not in receipt of the CSSA or STAS full-grant for various reasons, so besides providing support for students receiving the CSSA or STAS full-grant, schools are given the flexibility to, at their discretion, deploy up to 25 per cent of the total provision of the SAS Grant for the school year to support students who are identified as needy according to the school-based criteria (e.g. students receiving the STAS half-grant) to participate in out-of-classroom experiential learning activities. Since the 2019/20 school year, nearly 95 per cent of schools have applied for the SAS Grant. For the schools which have not submitted any application, the main reason is that their numbers of students with financial needs are relatively small and they have flexibly deployed the LWL Grant and other resources to support student learning.
     
         From the 2019/20 to 2023/24 school years, the incomes and expenditures of the SAS Fund, the numbers of beneficiary schools and the numbers of students are set out in the table below:
     

    School year($ million)($ million)(Provisional figures)(Estimate)# Due to the epidemic, life-wide learning activities were generally reduced during the suspension of face-to-face classes. Consequently, the usage rates of the SAS Grant were lower than expected and the numbers of school applications were also slightly affected.
     
    (3) to (5) Schools are required to formulate school-based criteria according to the learning needs of their students. They have to ensure that the SAS Grant is deployed in a fair and impartial manner to support students with financial needs to participate in out-of-classroom learning activities, including visits, training, competitions, exploration and exchange activities, and procurement of necessary materials, uniforms or equipment for participation in life-wide learning activities, with a view to enriching intellectual development, values education, community service, physical and aesthetic development, and career-related experiences for students. The EDB has uploaded relevant guidelines, together with examples of life-wide learning activities of different areas and themes, to its website (www.edb.gov.hk/en/curriculum-development/curriculum-area/life-wide-learning/index.html 
         Under the principle of school-based management, schools should evaluate the utilisation of the SAS Grant (including the number, area and expenditure of the activities) on a regular basis, and include the report on the use of the SAS Grant in the School Report of the respective school year for endorsement by the School Management Committee/Incorporated Management Committee before uploading such report to the school website. The EDB does not keep statistics on the total number, type or nature of activities related to the SAS Grant.
     
         The EDB learns about schools’ utilisation of the SAS Grant through daily contacts (including school visits) and provides professional advice in a timely manner. The EDB will continue to seek the views of the school sector and review schools’ utilisation of grants in supporting students with financial needs to participate in life-wide learning activities, so as to ensure that schools have sufficient resources and that resources are used properly to enable all students to gain life-wide learning experiences. The SAS Fund has been operating smoothly since its launch in 2019, and is able to meet the expenditure of the SAS Grant with its investment return. So far, the EDB has not received any complaints. On the whole, schools have flexibly deployed the SAS Grant, the LWL Grant and other resources to support all students, regardless of their socio-economic status, to participate in diversified life-wide learning activities, including those in group and face-to-face mode.
    Issued at HKT 11:35

    NNNN

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: LCQ14: Examinations Support System of Hong Kong Examinations and Assessment Authority

    Source: Hong Kong Government special administrative region

         Following is a question by Dr the Hon Hoey Simon Lee and a written reply by the Secretary for Education, Dr Choi Yuk-lin, in the Legislative Council today (May 22):

    Question: 
    (1) “Check-in Smart (HKDSE)”: to allow candidates to check examination information and perform self check-in before the examination;
    (2) “i-Invigilation (HKDSE)”: for invigilators to verify the candidates’ identities, confirm attendance, and count the answer scripts collected; and
    (3) “Centre Supervisor Control Panel”: to enable centre supervisors to monitor the examination operations, confirm the candidates’ attendance and answer scripts collected, handle irregularities and communicate with the HKEAA Command Centre.  
         Prior to the commencement of the 2024 HKDSE, the HKEAA has developed contingency measures in the event of any issues with the PESS2. If the system is unable to function properly, examination personnel should handle the candidates’ attendance and the checking of answer scripts manually using paper forms. These paper forms were delivered to centre schools with other examination stationery in mid-March. The details of these contingency measures were outlined in the Centre Supervisor’s Handbook and explained to examination personnel during the PESS2 Briefing Session and the Centre Supervisors’ Conferences held in February and March 2024 respectively.

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Information Expo on Multiple Pathways 2024; “Smart Parent Net” Recommendation: 如何幫助資優學生做好時間管理(Chinese version only)

    Source: Hong Kong Government special administrative region

    The Education Bureau (EDB) will hold the Information Expo on Multiple Pathways 2024 (Info Expo) from 10am to 6pm on 10 and 11 May 2024 (Friday and Saturday) at Rotunda 2 of the Kowloonbay International Trade & Exhibition Centre.

    Around 30 institutions and organisations will set up exhibition booths at the Info Expo to provide information on locally accredited post-secondary programmes (including programmes eligible for various government subsidy schemes as well as vocational and professional education and training (VPET) programmes and applied degree programmes), the Diploma of Applied Education programmes, as well as relevant online platforms such as the Information Portal for Accredited Post-secondary Programmes (iPASS), the Electronic Advance Application System for Post-secondary Programmes (E-APP), the Concourse for Self-financing Post-secondary Education (Concourse), and the Qualifications Framework.Time：10:00 a.m. – 6:00 p.m.
    Venue： Rotunda 2 of the Kowloonbay International Trade & Exhibition Centre
    Website：https://www.cspe.edu.hk/en/Resources-CareerGuidance-MultiplePathwaysExpo.html

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: LCQ7: Supply of places in aided primary schools

    Source: Hong Kong Government special administrative region

    LCQ7: Supply of places in aided primary schools 
    Question:
     
         Some members of the education sector have pointed out that the existing mechanism for operation of Primary One (P1) classes in aided primary schools has not given sufficient consideration to the demand for school places from (i) minor dependants of talents admitted to Hong Kong under various talent admission schemes such as the Top Talent Pass Scheme (TTPS), (ii) minors arriving in Hong Kong with their newly issued Permits for Proceeding to Hong Kong and Macao, and (iii) local students (including non-Chinese speaking students) applying for late admission (including but not limited to P1) in the middle of a school term, leading to the continuous “class reduction and school closure” by the Government under the mechanism despite the shortage of places in aided primary schools. In this connection, will the Government inform this Council:
     
    (1) whether it will compile statistics on/estimate the total number of minor dependants of talents admitted to Hong Kong under TTPS who attended aided primary schools in the 2022-2023 school year and this school year; if so, of the details, together with a breakdown by level; if not, the reasons for that;
     
    (2) if it will review the existing mechanism, for instance, whether it will include the number of students admitted in the middle of a school term at various levels of aided primary schools in the past school year as the basis for deciding the actual number of P1 classes to be operated by the relevant primary schools; if so, of the details; if not, the reasons for that; and
     
    (3) as there are views pointing out that with the gradual completion of various new development areas (NDAs), the medium and long‍-‍term demand for primary school places in such NDAs will increase, how the Government plans for the supply of the relevant school places to avoid reinstating the previous arrangement of temporarily allocating more students per P1 class?
     
    Reply:
     
    President,
     
         Our reply to the question raised by the Hon Chu Kwok-keung is as follows:
     
    (1) The Education Bureau (EDB) makes reference to the latest population projections released by the Census and Statistics Department (C&SD) when planning the provision of public sector primary school places. The latest population projections released by C&SD in August 2023 have taken into account the impact of various talent admission schemes (including Top Talent Pass Scheme (TTPS)) and initiatives on the future population. According to the information available, the provision of public sector Primary One (P1) places in the current school year is sufficient to meet the demand of eligible children in Hong Kong.
     
         According to the information from the Labour and Welfare Bureau and the Immigration Department, as at end December last year, nearly 21 000 unmarried dependent children under the age of 18 arrived in Hong Kong under TTPS. Talent coming to Hong Kong can choose to arrange their school-age children to study in private schools or publicly-funded schools. They are not required to obtain prior permission from Director of Immigration for receiving education in Hong Kong. On the part of primary and secondary schools, they do not need to report to the EDB upon admitting such dependants. Hence, the Government does not have statistics on the number of the relevant dependants studying in Hong Kong.
     
    (2) The actual number of P1 classes that a school may operate depends on a number of factors, including parental choices and the number of classrooms available. Based on the number of children already admitted by a school during the Discretionary Places Admission stage and the result of computer analysis of the actual choices made by parents during the Central Allocation stage, the EDB would work out the total number of children to be allocated to each primary school. This will form the basis for deciding the number of P1 classes that a school may operate.
     
         The current Primary One Admission (POA) mechanism has been working effectively. On the whole, the current mechanism has strived to strike a balance between the expectations of various stakeholders and has been generally accepted by the public over the years. The EDB has no plan to conduct a comprehensive review on POA mechanism. We shall continue to closely monitor the implementation of POA System.
     
         At present, schools have to comply with the requirement of enrolment cap when admitting students in the middle of a school term. Normally, schools admit students in the middle of a school term only by using the vacancies at different class levels. In most cases, meeting such demand for school places by means of operating additional classes is not necessary. Even if there are students admitted in the middle of a school term at other class levels, it bears no relation to the demand for P1 places. Therefore, it is not appropriate to use the number of students admitted in the middle of a school term at various class levels in the previous school year as a basis for determining the actual number of P1 classes to be operated in the following school year.
     
    (3) The provision of public sector primary school places is planned on a district basis. For new development areas, under the established mechanism, the Government would reserve sites for school development when formulating town plans and planning large-scale residential developments, having regard to the planned population intake and the needs for community services in accordance with the guidelines set out in the Hong Kong Planning Standards and Guidelines. Before launching a school building project, the Government would take into account various factors including the development plan of the area concerned, the school-age population projections which are compiled and updated based on the latest information provided by C&SD and the Planning Department, the actual number of existing students and the number of school places available at different grade levels, the prevailing education policies, other factors which may affect the demand and supply of school places, etc.
     
         The Government has already made it clear that school allocation in the future would mainly focus on reprovisioning schools. Since the number of school-age children in a district would change with population movement, the demand and supply of school places would change accordingly. If construction of new school premises is necessary to meet the demand for school places arising from large-scale new housing developments in the districts, the EDB would give priority to cross-district reprovisioning, viz. reprovisioning schools in districts with a surplus of school places to districts with a greater demand for school places, so as to rationalise the demand and supply of school places among districts.
     
         The demand for P1 places in a school net in each school year may vary due to different unforeseen factors. In view of this, the EDB has been adopting flexible measures to cope with the transient changes in demand for school places in individual school nets. These measures include borrowing school places from other school nets, making good use of vacant classrooms to operate additional P1 classes, and temporarily allocating more students to each P1 class for the schools in the school nets concerned in individual school years when necessary. Given that the school-age population of P1 students has been declining in recent years, arrangements for temporarily allocating more students to each P1 class are not required for any school in the 2023/24 school year.
    Issued at HKT 15:03

    NNNN

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Students and parents should pay attention to the change in weather

    Source: Hong Kong Government special administrative region

    During the rain and tropical cyclone season, Hong Kong may occasionally be affected by tropical cyclones. These tropical cyclones may bring both strong winds and heavy rainfalls to the region.

    Students and parents are 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:
    • Radio and televisions
    • Government press releases (https://www.info.gov.hk/gia/general/today.htm• EDB Website (https://www.edb.gov.hk/• EDB Hotline (Telephone: 2891 0088)
    • Mobile application “GovHK Notifications” (download link:     https://www.gov.hk/en/theme/govhknotifications/• • • At or after 5:00 pm and before 7:00 pm: 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. For more information on the combined effect, please refer to the HKO’s online educational resources (

    https://www.hko.gov.hk/en/education/tropical-cyclone/weather-effects-and-impact/00674-Beware-of-Multi-Hazard-Combined-Effect.html).

    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.

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Get ready for the release of HKDSE Examination results

    Source: Hong Kong Government special administrative region

    The Hong Kong Examinations and Assessment Authority will release on 17 July the results of the 2024 Hong Kong Diploma of Secondary Education (HKDSE) Examination. To get prepared for this crucial moment, Secondary 6 students should be positive and proactive, keep themselves updated on the information on multiple pathways and plan ahead their way forward.

    The Education Bureau (EDB) will continue to provide students with appropriate support and timely updates on the Designated Webpage for Secondary 6 Students (the Webpage) (https://www.edb.gov.hk/s6/en). The Webpage contains information about various pathways for further studies, such as local bachelor’s degree and sub-degree programmes, vocational and professional education and training programmes, Diploma of Applied Education programmes, non-local courses and further studies in the Mainland and abroad. Students may also utilise the electronic tool “e-Navigator” (https://enavigator.edb.hkedcity.net/main/index.php) on the Webpage to search for local institution programmes for which they meet the minimum entrance requirements and work out an appropriate plan for further studies by inputting their predicted or actual HKDSE Examination results. In addition, the Webpage also provides students with essential information pertaining to the release of the HKDSE Examination results, multiple pathways and counselling and support services. To facilitate students’ and parents’ grasp of the above information, the EDB has updated a series of “Reminders for 2024 HKDSE Exam and Exam Results Release” in which important timelines and reminders are presented in vivid images and concise language.

    To enable parents of Secondary 6 students to get ready for the results release ahead of time, the EDB will organise an online parents’ seminar titled “Get prepared for the Release of HKDSE Examination Results – the Latest Information on Multiple Pathways” on 12 June 2024 (Wednesday). The seminar will cover various topics including the EDB’s support measures for Secondary 6 students, arrangements for the HKDSE results release, procedures for programme choice modification and announcement of results through Joint University Programmes Admissions System (JUPAS), and latest information on post-secondary studies and multiple pathways. Enrolment of the seminar is now open. For details, please visit the EDB Parents’ Talks webpage (https://www.edb.gov.hk/parentstalks) (Chinese version only). The presentation slides (Chinese and English versions) and video recording of the seminar will be uploaded to the “One-stop Portal on Articulation to Multiple Pathways‧Transition to Senior Secondary and Post-secondary Education” website (https://www.edb.gov.hk/amp/en) in early July 2024 for public reference.

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: “Smart Parent Net” Recommendation: (Video)24 個品格優點 (Chinese version only); ‘e-Generation Joyful Internet Surfing’ Parent Seminar (5): Know more about Myopia Management under e-Learning & Recognising Online Pitfalls

    Source: Hong Kong Government special administrative region

    IT in Education Section of EDB, Hong Kong Education City and Committee on Home-School Co-operation will co-organise ‘e-Generation Joyful Internet Surfing’ Parent Seminar (5): Know more about Myopia Management under e-Learning & Recognising Online Pitfalls. The seminar will be held on 8 June 2024 from 11:00 am to 12:30 pm in webinar mode. Cantonese and English sessions will be arranged. Registration is now open (application deadline: 8 June 2024 11:00 am). A resident optometrist from the Optometry Clinic of the Hong Kong Polytechnic University will provide parents with knowledge about protection of vision and offer them methods to prevent myopia in children and reduce its progression, allowing children to maintain ocular health in their daily lives and studies. A senior inspector of police from the Cyber Security Division of the Cyber Security and Technology Crime Bureau (CSTCB) of the Hong Kong Police Force will share with parents strategies to prevent their children from falling prey to cyber pitfalls, and help parents to enhance children’s awareness of digital safety and prevent them from becoming victims of cyber traps. Parents are cordially invited to join the seminar. For details, please refer to the website (https://www.hkedcity.net/eventcalendar/event/66389267cc9f93d2758c0156).

    For enquiries, please contact HKEdCity at 2624 1000 or email to info@hkedcity.net.

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: LCQ1: Mental health of primary and secondary school students

    Source: Hong Kong Government special administrative region

    LCQ1: Mental health of primary and secondary school students 
    Question:
     
         Last year, the number of suspected student suicide cases reported to the Education Bureau (EDB) by primary and secondary schools in Hong Kong remained high and even hit a record high in the past five years. In addition, self-‍administered questionnaires were collected from 330 000 primary and secondary school students attending the Student Health Service Centres of the Department of Health in the 2022-2023 school year, with results indicating that 1.3 per cent of the students had attempted suicide in the past 12 ‍months. In this connection, will the Government inform this Council:
     
    (1) as the Government implemented a Three-Tier School-based Emergency Mechanism in all secondary schools in Hong Kong in December last year to address the problem of student suicide, how the EDB assists schools in identifying at an early stage students with mental health needs, and of the number of referral cases received so far by the off-campus support network team and the follow-up situations; whether it has assessed the effectiveness of these two tiers under the mechanism;
     
    (2) of the number of students with severe mental health needs who were referred by school principals under the aforesaid mechanism to receive psychiatric specialist services of the Hospital Authority in the past six months, and the follow-up situations of such cases; and
     
    (3) given the EDB’s call for active participation from primary and secondary schools in the 4Rs Mental Health Charter to be launched in the next school year to enhance students’ mental health, of the number and percentage of schools signing up for joining the charter before the deadline last month?
     
     
    Reply:
     
    President,
     
         Nurturing students with proper values and a positive attitude has all along been the objective of education, and “leading a healthy lifestyle” is one of the goals of school curriculum. The Education Bureau (EDB) attaches great importance to the physical and psychological well-being of students. Through cross-departmental and cross-sectoral collaboration with the Health Bureau (HHB), Department of Health (DH), Social Welfare Department (SWD), Hong Kong Police Force and other non-government organisations (NGOs), we work together to provide support for schools, students and parents. With the efforts of all parties, we can build a more robust safety net for students.
     
         In consultation with the HHB and SWD, my consolidated reply to the question raised by Dr the Hon Tik Chi-yuen is as follows:
     
    (1) and (2) In view of the upward trend of suspected student suicide cases in 2023, the Government has implemented the Three-Tier School-based Emergency Mechanism (the Three-Tier Mechanism) in all secondary schools in Hong Kong from December 2023 to December 2024 through the cross-departmental collaboration of the EDB, HHB and SWD so as to provide support for students with higher risk as early as possible.
     
         Under the Three-Tier Mechanism, schools will give priority to caring for and counselling students with higher risk and will provide timely assistance and seek professional counselling or treatment services for them through the school’s interdisciplinary team in the first-tier. The EDB urges school personnel to refer to A Resource Handbook for Schools: Detecting, Supporting and Making Referral for Students with Suicidal Behaviours published by the EDB to preliminarily identify the more vulnerable students and pay attention to whether they have displayed related warning signs. If necessary, schools may arrange students with higher risk to conduct a preliminary mental health screening by using screening tools, such as Self-test Station: Depressive Mood from the DH and Kessler Psychological Distress Scale (K10) from “Shall We Talk”. The interdisciplinary team in schools, which consists of guidance masters/mistresses, guidance personnel, school social workers and school-based educational psychologists, will prioritise and launch follow-up services for students with higher risk. School personnel are recommended to refer to the Guidelines on How Schools can Help Students with Mental Health Problems published by the EDB to provide support to students as soon as possible. In order to strengthen school personnel’s early identification of and support for students with suicidal tendencies, apart from providing guidelines and a 60-hour thematic course on “gatekeeper” training for teachers every year, the EDB also organised online “gatekeeper” training courses for primary and secondary schools in December 2023. About 1 000 school personnel enrolled for the online training course. In addition, the EDB organised more than 40 additional training courses and workshops early this year, with an enhanced focus on enriching school personnel’s knowledge and skills in caring for students with mental health needs. The courses benefited about 2 200 school personnel.
     
         In the second-tier of the mechanism, if the schools consider that they need to seek extra support subsequent to the identification and school-based intervention in the first-tier mechanism, they may seek assistance from the off-campus support network (support network) co-ordinated by the SWD. The SWD has engaged five NGOs to form the support network to provide extra support to schools. Upon receiving referrals, the support network team would contact the students concerned as soon as possible and arrange follow-up services, including emergency intervention services covering assessments, support and counselling through individual, group or online format; and would also refer the students to other services such as the Integrated Family Services, the Integrated Community Centre for Mental Wellness and the Integrated Children and Youth Services Centre according to their individual needs. As of March 2024, the support network team has received a total of 69 referral cases. Besides, the EDB has also collaborated with the SWD to arrange the support network team to visit about 150 secondary schools to organise mental health activities since February this year, with a view to enhancing students’ awareness of mental health, as well as strengthening their adaptability and awareness of help-seeking.
     
         In the third-tier of the mechanism, school principals may refer students with severe mental health needs to the psychiatric specialist services of the Hospital Authority (HA). After triage and screening, the HA will accord priority to students in urgent cases. Furthermore, the HA has set up a telephone consultation hotline specifically to provide professional advice for school principals. As of March 2024, the HA’s psychiatric specialist services received a total of 168 referrals and 75 telephone enquiries from school principals through the Three-Tier Mechanism. Among the referred cases, around 3 per cent were Priority 1 (urgent) category, while about 40 per cent were Priority 2 (semi-urgent) category. The remaining cases were either Routine (stable) or were already being followed up by the HA’s psychiatric specialist services.
     
         Based on our understanding and communication with schools, with the concerted efforts of schools and various stakeholders, school personnel’s awareness on students’ mental health has enhanced in general, being able to early identify and support students with higher risk. The operations of the second-tier and third-tier of the Mechanism are smooth, providing timely and appropriate counselling and treatment to students in need. The Government will closely monitor the operation of the Three-Tier Mechanism and engage a consultant to evaluate its effectiveness.
     
    (3) The EDB launched the 4Rs Mental Health Charter (4Rs Charter) in April this year and invited all public sector and Direct Subsidy Scheme (DSS) schools in Hong Kong to join. The 4Rs cover four important elements in fostering students’ mental health, namely Rest, Relaxation, Relationship and Resilience. We hope that the stakeholders’ awareness on mental health will be enhanced and they will work together and take actions through the promotion of 4Rs Charter. Schools participating in the 4Rs Charter are required to set practical and feasible goals and take concrete actions to promote students’ physical and psychological well-being. Schools joining the 4Rs Charter must also pledge to join the Mental Health Workplace Charter, which is jointly implemented by the DH, the Labour Department and the Occupational Safety and Health Council, as well as the Whole School Health Programme launched by the DH, so as to carry on with their school-based health promotion efforts in a more comprehensive and effective manner. The EDB has also been engaging NGOs as partner organisations of the 4Rs Charter to provide schools with additional services, activities and courses to enhance students’ health. As of May 31 2024, a total of 340 primary and secondary schools have applied to join the 4Rs Charter, accounting for 34 per cent of all public sector schools and DSS schools in Hong Kong. We will continue to encourage more schools to join the 4Rs Charter, so as to cultivate a healthy environment that is conducive to students’ growth.

         The EDB will continue to work with various stakeholders to promote mental health in a more comprehensive manner, jointly establish a support network and create a caring culture, so as to promote students’ physical and psychological well-being.
    Issued at HKT 15:34

    NNNN

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Primary One Central Allocation results to be posted to parents from June 5 to June 6

    Source: Hong Kong Government special administrative region

    The results of the Central Allocation for Primary One Admission (POA) 2024 will be mailed to parents from Wednesday to Thursday (June 5 to 6).

    Parents who completed the Choice of Schools Form for the Central Allocation on or before January 28 this year will receive the Primary One Registration Form delivered from June 5 to 6 through the Local CourierPost service provided by Hongkong Post. If door delivery by Hongkong Post fails, a Mail Collection Notification Card will be left for parents to collect it from the designated post office starting from the afternoon of the following working day. If parents have not received the Primary One Registration Form or the Mail Collection Notification Card issued by Hongkong Post by June 7, they could collect the Primary One Registration Form at the designated collection centre from June 8 to 9 (please refer to the EDB’s POA System webpage for details then).Parents are required to register their child with the school allocated from June 11 to 13 (Tuesday to Thursday) during school hours.Should parents decide to give up the place allocated because of special circumstances, such as moving to another district far from the school allocated, they should not register their child with the school allocated. Under such circumstances, they are advised to go to the EDB’s School Places Allocation Section, Podium Floor, West Block, Education Bureau Kowloon Tong Education Services Centre, 19 Suffolk Road, Kowloon Tong, Kowloon, to make necessary arrangements for transfer. They should bring along the Primary One Registration Form, the original and copies of documents showing proof of the new address (such as a rental contract, rates demand notes, or water or electricity bills bearing the name of the parent or the guardian of the child).

    Any parent who finds it necessary to transfer his/her child to another school after registration is strongly advised to obtain an assurance of acceptance from that school before retrieving the Primary One Registration Form from the original school because retrieval of the registration form means cancellation of the allocated school place.

    In case of inclement weather or other special circumstances during the period for the announcement of results or on any day(s) designated for registration, parents should pay attention to announcements on radio and television for special arrangements for Central Allocation or registration.

    Enquiries

    Parents wishing to obtain general information regarding POA procedures can call the EDB’s 24-hour automatic telephone enquiry service at 2891 0088. Further enquiries can be made to the School Places Allocation Section at 2832 7610 (for Hong Kong Island and Islands), 2832 7620 (for Kowloon), 2832 7635 (for New Territories West), 2832 7659 (for New Territories East) and 2832 7700/2832 7740 (for general enquiries) during office hours, as well as from 9am to 4.30pm on June 8 (Saturday) and June 9 (Sunday).

    MIL OSI Asia Pacific News –

  • MIL-OSI Africa: Rwanda’s genocide: why remembering needs to be free of politics – lessons from survivors

    Source: The Conversation – Africa – By Samantha Lakin, Lecturer, Clark University

    Memory and politics are inherently intertwined and can never be fully separated in post-atrocity and post-genocidal contexts. They are also dynamic and ever-changing. The interplay between memory and politics is, therefore, prone to manipulation, exaggeration or misuse by clever actors to meet a range of political ends.

    This applies too to Rwanda’s commemoration period (Kwibuka). It runs from April to July each year, dedicated to remembering the 1994 genocide against the Tutsi.

    I have been researching genocide memory in Rwanda for more than 12 years. My research focuses on memorialisation, meaning-making, and senses of justice rendered for individuals who lived through the genocide, documenting personal relationships with Kwibuka.

    Remembrance poses a challenging paradox. Often, when new conflicts arise, memorialisation falls into two distinct and competing categories. There is politically motivated commemoration, where memory is used as cover to advance a political agenda. Then, there are memory practices that transcend politics. These two types of memory coexist at the same time and place.

    Drawing from more than a decade of original research on genocide memory in Rwanda, I explore commemoration practices that transcend politics, and identify why Kwibuka is still needed and how individuals keep Kwibuka relevant in today’s challenging socio-political climate.

    Three ways genocide remembrance transcends politics

    Firstly, Kwibuka can be a freeing practice for survivors.

    For many Rwandans, genocide remembrance practices like Kwibuka still hold meaning. According to interviews I held with several Rwandan genocide survivors based in the US and in Rwanda, the commemoration period can be surprisingly and unexpectedly freeing.

    One Rwandan woman in her early 40s who survived rape and was forced into hiding during the genocide explains:

    When survivors gather for Kwibuka, we feel like we are allowed to express our grief in ways that might seem bizarre to outsiders. As Rwandans, culturally we are expected to be strong and not overly emotional. Yet during Kwibuka, we cry, we tell stories, and we even laugh and tell jokes. During Kwibuka we are not judged for it. This is what it looks like for survivors to move forward.

    Secondly, there is genocide memory as a responsibility.

    Some survivors continue to engage in commemoration as an outward form of obligation to the victims lost during the genocide.

    According to interviews with several early representatives of Ibuka, the main survivors’ organisation in Rwanda, established in 1995, right after the genocide, most survivors didn’t feel ready to put their own needs aside. They doubted that justice would ever be achieved. Yet, by and large, they did it anyway for the good of the collective, or out of respect for the leaders of the movement who were advocating for their rights.

    The obligation to victims remains meaningful to genocide survivors today. When sharing her testimony at the UN commemoration on 7 April 2025, genocide survivor Germaine Tuyisenge Müller discussed her personal obligation to victims.

    Many of us still have guilt. We do not know why we survived. We tell our stories out of responsibility.

    She was only 9 years old during the genocide.

    Out of 100 people I interviewed during my research from 2013 to 2020 in Rwanda, the majority feel it’s important to attend Kwibuka ceremonies. The main reason they give is to support their neighbours and their community.

    This perspective represents a change that took place some time after 2014, the 20th Kwibuka, from negative incentives to attend (pressure, surveillance from the government and potential consequences), to Kwibuka being perceived as a positive collective good, with relatively little harm in attending ceremonies. As one Rwandan I interviewed in 2017 put it:

    We go because it holds communal value, it’s better to go rather than cause a problem in the community, and it isn’t a hassle for me to go Kwibuka.

    Thirdly, genocide remembrance provides agency.

    Many Rwandan survivors view engaging in Kwibuka as a way to have agency in the present, contrary to the genocide period when they had no control over their fate. They exercise agency through commitments and actions that support victims who experience violence today.

    The majority of interview respondents shared that they reflect on different things while attending commemorations, even when official stories told might not represent the diverse range of Rwandan experiences during the genocide. These include Rwandans from mixed marriages, or individuals falsely accused of committing acts of genocide in 1994.

    Shaping commemoration

    How can external actors and concerned citizens support efforts that shape commemoration that transcends politics?

    While it may feel that there is not much “we” can do, as ordinary global citizens, we each play an important role in protecting and promoting truth in the wake of those who manipulate history to harm survivors and gain politically. But we must be discerning. When we learn, listen to and amplify survivor voices, we must focus on two main aspects. First, are people’s stories authentic? Second, are they dedicated to pursuing justice and peace, and not causing division and conflict?

    Additionally, building peace is a long struggle. It cannot happen overnight, nor can we expect it to.

    Genocide survivors from Rwanda teach us that it takes active dedication and ongoing, daily work from individuals and organisations to confront and challenge rising manipulation by those who seek to promote violence and conflict. Suffering in the world is increasing. Survivor stories and testimonies shared around the world during Kwibuka become even more important to inform analysis and prevention of modern-day crimes and human rights abuses.

    By remembering and honouring the struggles and sacrifices made for the right to gather and remember, the international community and stakeholders dedicated to pursuing peace can learn from the forms of remembrance that transcend politics. This includes its critical role in protecting historical truth from manipulation, one of the most significant challenges faced today.

    – Rwanda’s genocide: why remembering needs to be free of politics – lessons from survivors
    – https://theconversation.com/rwandas-genocide-why-remembering-needs-to-be-free-of-politics-lessons-from-survivors-254745

    MIL OSI Africa –

  • MIL-OSI Africa: First fossil pangolin tracks discovered in South Africa

    Source: The Conversation – Africa – By Charles Helm, Research Associate, African Centre for Coastal Palaeoscience, Nelson Mandela University

    A team of scientists who study vertebrate fossil tracks and traces on South Africa’s southern Cape coast have identified the world’s first fossil pangolin trackway, with the help of Indigenous Master Trackers from Namibia. Ichnologists Charles Helm, Clive Thompson and Jan De Vynck tell the story.

    What did you find?

    A fossil trackway east of Still Bay in South Africa’s Western Cape province was found in 2018 by a colleague and was brought to our attention. It was found on the surface of a loose block of aeolianite rock (formed from hardened sand) that had come to rest near the high-tide mark in a private nature reserve.

    The site where the pangolin tracks were found. They are on the top surface of the rock in the middle of the photo. Pieter-Jan Gräbe, Author provided (no reuse)

    We studied it but our cautious approach required that we could not confidently pin down what had made the track. It remained enigmatic.

    Fossil trackway made by a pangolin. Charles Helm, Author provided (no reuse)

    How did you eventually identify it?

    In 2023, we were working with two Ju/’hoansi San colleagues from north-eastern Namibia, #oma Daqm and /uce Nǂamce, who have been interpreting tracks in the Kalahari all their lives. They are certified as Indigenous Master Trackers and we consider them to be among the finest trackers in the world today. We’d called on their expertise to help us understand more about the fossil tracks on the Cape south coast. One example of the insights they provided was of hyena tracks, and we have published on this together.

    Read more: First fossil hyena tracks found in South Africa – how expert animal trackers helped

    We showed them the intriguing trackway, which consisted of eight tracks and two scuff marks made, apparently, by the animal’s tail. They examined the track-bearing surface at length, conversed with one another for some time, and then made their pronouncement: the trackway had been registered by a pangolin.

    Master Tracker #oma Daqm examines the pangolin tracks. Jan De Vynck, Author provided (no reuse)

    This was an astonishing claim, as no fossilised pangolin tracks had previously been recorded anywhere in the world.

    It also confirms that pangolins were once distributed across a larger range than they are now.

    We then created three-dimensional digital models of the trackway, using a technique called photogrammetry.

    Photogrammetry image of fossil trackways of pangolin. Charles Helm, Author provided (no reuse)

    We shared these images with other tracking and pangolin experts in southern Africa (like CyberTracker, Tracker Academy, the African Pangolin Working Group, wildlife guides and a pangolin researcher at the Tswalu Foundation). There were no dissenting voices: not surprisingly, it was agreed that our San colleagues were highly likely correct in their interpretation.

    There is something really special about a fossil trackway, compared with fossil bones – it seems alive, as if the animal could have registered the tracks yesterday, rather than so long ago.

    What are the characteristics of pangolin tracks?

    Pangolins are mostly bipedal (walking on two legs), with a distinctive, relatively ponderous gait. Track size and shape, the distance between the tracks, and the width of the trackway all provide useful clues, as do the tail scuff marks and the absence of obvious digit impressions. A pangolin hindfoot track, in the words of our Master Tracker colleagues, looks as if “a round stick had been poked into the ground”. And being slightly wider at the front end, it has a slightly triangular shape.

    Pangolin walking (video in slow motion)

    Our Master Tracker colleagues are familiar with the tracks of Temminck’s pangolin (Smutsia temminckii) in the Kalahari, which was the probable species that registered the tracks that are now evident in stone on the Cape coast. Other trackmaker candidates, such as a serval with its slim straddle, were considered, but could be excluded or regarded as far less likely.

    How old is the fossil track and how do you know?

    The surface would have consisted of loose dune sand when the pangolin walked on it. Now it’s cemented into rock. We work with a colleague, Andrew Carr, at the University of Leicester in the UK. He uses a technique known as optically stimulated luminescence to obtain the age of rocks in the area.

    The results he provided for the region suggest that these tracks were made between 90,000 and 140,000 years ago, during the “Ice Ages”. For much of this time the coastline might have been as much as 100km south of its present location.

    What’s important about this find?

    Firstly, this demonstrates what you can uncover when you bring together different kinds of knowledge: our western scientific approach combined with the remarkable skill sets of the Master Trackers, which have been inculcated in them from a very young age.

    Without them, the trackway would have remained enigmatic, and would have deteriorated in quality due to erosion without the trackmaker ever being identified.

    Read more: Fossil treasure chest: how to preserve the geoheritage of South Africa’s Cape coast

    Secondly, we hope it brings attention to the plight of the pangolin in modern times. There are eight extant pangolin species in the world today, and all are considered to be threatened with extinction. Pangolin meat is regarded as a delicacy, pangolin scales are used in traditional medicines, and pangolins are among the most trafficked wild animals on earth. Large numbers in Africa are hunted for their meat every year.

    What does the future hold?

    Our San Indigenous Master Tracker colleagues have just completed their third visit to the southern Cape coast, thanks to funding from the Discovery Wilderness Trust.

    The results have once again been both unexpected and stupendous, and their tracking skills have again been demonstrated to be unparalleled. Many more publications will undoubtedly ensue, bringing their expertise to the attention of the wider scientific community and anyone interested in our fossil heritage or in ancient hunter-gatherer traditions.

    We hope that our partnership continues to lead to our mutual benefit as we probe the secrets of the Pleistocene epoch by following the spoor of ancient animals.

    – First fossil pangolin tracks discovered in South Africa
    – https://theconversation.com/first-fossil-pangolin-tracks-discovered-in-south-africa-253383

    MIL OSI Africa –

  • MIL-OSI Asia-Pac: The Central Allocation Stage of the Primary One Admission (POA) will commence soon

    Source: Hong Kong Government special administrative region

    The Central Allocation Stage of the Primary One Admission 2025 Cycle will commence soon.  Parents whose children (including children who intend to commute daily to schools in Hong Kong) have not secured a discretionary place should make their choice of schools within the period from January 13 to January 19.

    In line with the Smart Government strategy, the Education Bureau (EDB) has fully implemented digitalisation of the POA.  Parents who have registered as POA e-Platform (ePOA) users and have bound their account to “iAM Smart+” may submit the Choice of Schools Form for Central Allocation from January 13 to January 19 through the ePOA.  Please refer to the related videos and Parent’s Guide on the EDB homepage (www.edb.gov.hk/en/edu-system/primary-secondary/spa-systems/primary-1-admission/poa_eplatform/index.html) for details of the procedures for activating and logging in an ePOA account and for making school choices for the Central Allocation of POA via the e-Platform. The EDB has also prepared a new promotional video to let parents better understand the functions and advantages of the ePOA.  Parents may view the video through the link (www.youtube.com/watch?v=b6FDp75y13s).

    The EDB will send letters to parents on January 8 inviting them to make their choice of schools.  To cater for the needs of different parents, parents can still submit the Choice of Schools Form in paper form by visiting the designated Central Allocation Centre at the suggested time slot (i.e. 9.30am to 12.30pm or 1.30pm to 4.30pm on January 18 (Saturday) or 9.30am to 12.30pm on January 19 (Sunday)) stated in the letter.

    Parents who are ePOA users may choose to submit the Central Allocation Application via the ePOA or in paper form to the Central Allocation Centre but should not submit duplicate applications. Parents who have not yet received the letter by January 13 should call the School Places Allocation Section of the EDB (Hotline: 2832 7700) as soon as possible.

    Only one parent of an applicant child is required to complete the school choice-making procedures.  Parents are advised not to take their children to the Central Allocation Centre where possible.  Parents who cannot make school choices within the suggested time slot can go to the designated Central Allocation Centre from 1.30pm to 4.30pm on January 19.  The Choice of Schools Form will be sent together with the letter to parents who submitted a paper Application Form at the Discretionary Places stage for filling in advance.

    In the event of adverse weather or other special conditions on any day during the period of making school choices, please pay heed to radio or television announcements on the relevant special arrangements.

    For individual parents who are unable to use the ePOA or go to the Central Allocation Centre to make school choices, they can authorise in writing a representative to bring the completed Choice of Schools Form and their signed Letter of Authorisation to proceed with the related procedures.

    To apply for POA 2025 after January 19, parents need to complete necessary procedures with the School Places Allocation Section, which will separately arrange P1 places for the applicant children in June.

    Parents who have recently moved their residence or have such plans in the near future are required to inform the School Places Allocation Section as soon as possible so that they can make school choices in the POA School Net where their new home is located.  Parents should fill in the actual residential address of their child. If they provide a false address for securing a P1 place, the POA application of their child will be rendered void and the P1 place allocated will be withdrawn.

    The EDB has put in place a monitoring mechanism to verify the residential addresses of applicant children as given by the parents.  Random checks have also been stepped up.  The public may call the School Places Allocation Section to report suspected cases of using a false address for POA application.  The EDB will take action against false address cases.

    For information about the procedures for Central Allocation, please call the EDB’s 24-hour automatic telephone enquiry service at 2891 0088.

    For parents who have already activated their ePOA account via “iAM Smart” or “iAM Smart+”, they will receive their Central Allocation results through the ePOA from 10am on June 4.  Parents who wish to receive the allocation results via SMS on June 4 may choose such an option in the Choice of Schools Form.  In addition, the allocation results will be sent to parents by post from June 4 to 5. 

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: “Smart Parent Net” Recommendation: (Video) 人工智能如何幫助學生學習？(Chinese version only); SCOLAR Biliteracy and Trilingualism Campaign 2025 – “One-minute Video Production Competition” Open for Registration

    Source: Hong Kong Government special administrative region

    Since its establishment, the Standing Committee on Language Education and Research (SCOLAR) has been committed to enabling the people of Hong Kong to become biliterate and trilingual.  To further raise the public’s attention and interest in biliteracy and trilingualism, SCOLAR continues to launch the “Biliteracy and Trilingualism Campaign” (the Campaign) this year and organise a series of activities for schools and the community in collaboration with our programme partners, with an aim of encouraging students to develop their language proficiency beyond classroom and creating a social atmosphere that promotes the effective use of biliteracy and trilingualism.

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: “Embracing the e+ Internet Generation Parent Seminar (3): Together in Spine Health Awareness of Online Pitfalls”; “Smart Parent Net” Recommendation: 創意不是天賦︰家長如何啟動孩子創意Mode?(Chinese version only)

    Source: Hong Kong Government special administrative region 3

    The Education Bureau, Hong Kong Education City, and Committee on Home-School Co-operation will co-organise the “Embracing the e+ Internet Generation Parent Seminar (3): Together in Spine Health Awareness of Online Pitfalls”. The seminar will be held on 21 February 2025 from 8:00 pm to 9:30 pm in webinar mode. Registration is now open (application deadline: 20 February 2025 5:00 pm). An Associate Professor from the School of Chinese Medicine at the CUHK will guide parents on how to check their children’s scoliosis and provide spinal care tips for daily life and online learning. A Senior Inspector from Cyber Security and Technology Crime Bureau of Hong Kong Police Force will present real-life cases of online pitfalls encountered by students and offer practical advice on safeguarding children from these dangers. Parents are cordially invited to join the seminar. For details, please refer to the website (https://www.hkedcity.net/eventcalendar/event/6796dd260646124d1bbefcac).

    For enquiries, please contact HKEdCity at 2624 1078 or email to carman@hkecl.net / info@hkedcity.net.

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: LCQ11: Student financial assistance schemes for tertiary students

    Source: Hong Kong Government special administrative region 3

    LCQ11: Student financial assistance schemes for tertiary students 
    Question:
     
    Regarding the various student financial assistance schemes (SFASs) administered by the Student Finance Office (SFO) of the Working Family and Student Financial Assistance Agency, including (i) the Tertiary Student Finance Scheme—Publicly-funded Programmes, (ii) the Financial Assistance Scheme for Post-secondary Students, (iii) the Non-means-tested Loan Scheme for Full-time Tertiary Students, (iv) the Non-means-tested Loan Scheme for Post-secondary Students and (v) the Extended Non-means-tested Loan Scheme, will the Government inform this Council:
     
    (1) among the students enrolled in recognised University Grants Committee-funded or publicly-funded programmes in each of the past five academic years, of the respective numbers of students who had successfully applied for the aforesaid SFASs and the percentages of those who had been granted full level of assistance, as well as the respective total amounts involved;
     
    (2) of the respective numbers of default cases of the aforesaid SFASs (i.e. cases with two or more consecutive overdue quarterly instalments/six or more consecutive overdue monthly instalments) and the average amounts in default in such cases in each of the past five academic years, as well as the respective total amounts in default and their percentages in the total amount of loans granted under the schemes concerned;
     
    (3) in respect of the default cases of the aforesaid SFASs in each of the past five academic years, of the respective numbers of (i) letters issued to loan borrowers by the Department of Justice before legal proceedings were initiated or judgments were obtained, and cases where Charging Orders, Writs of Fieri Facia and Garnishee Orders were enforced, and (ii) cases in which the SFO wrote off the outstanding loans, as well as the respective total amounts of such write-offs and their percentages in the total amount of the loans;
     
    (4) whether it will consider further lowering the annual interest rates of the loans under the aforesaid SFASs and extending the standard loan repayment period, so as to alleviate the burden of loan borrowers; if so, of the details; if not, the reasons for that;
     
    (5) whether it has provided further support measures for students who are unable to repay loans under the aforesaid SFASs due to financial pressure, including allowing them to suitably defer the repayment and opt for Individual Voluntary Arrangement under reasonable circumstances, so as to help them tide over difficulties; if so, of the details; if not, the reasons for that; and
     
    (6) as there are views that the continuous rising trend of students defaulting on loan repayments under the aforesaid SFASs may be related to their poor financial management, whether the Government will allocate additional resources to enhance financial management education in schools, so as to help students in making proper financial planning; if so, of the details; if not, the reasons for that?
     
    Reply:
     
    President,
     
         The Government’s policy on student finance is to ensure that no student is denied access to education due to a lack of means. The Student Finance Office (SFO) of the Working Family and Student Financial Assistance Agency currently administers five student financial assistance schemes for post-secondary and tertiary students, including two means-tested financial assistance schemes (namely the Tertiary Student Finance Scheme – Publicly-funded Programmes and the Financial Assistance Scheme for Post-secondary Students which provide grants and/or living expenses loans) and three non-means-tested loan schemes (namely the Non-means-tested Loan Scheme for Full-time Tertiary Students, the Non-means-tested Loan Scheme for Post-secondary Students and the Extended Non-means-tested Loan Scheme which provide loans to applicants for paying tuition fees).
     
         Our reply to the questions raised by Reverend Canon the Hon Peter Douglas Koon is as follows:
     
    (1) Registered full-time students taking up an exclusively University Grants Committee-funded or publicly-funded student place of recognised post-secondary programmes may apply for financial assistance under the Tertiary Student Finance Scheme – Publicly-funded Programmes or the Non-means-tested Loan Scheme for Full-time Tertiary Students. The relevant figures of these two schemes in the 2020/21 to 2024/25 academic years are set out at Annex I.
     
    (2) Cases with two or more consecutive overdue quarterly instalments/six or more consecutive overdue monthly instalments are regarded as default cases. Figures relating to student loan default under the five student financial assistance schemes in the 2020/21 to 2024/25 academic years are set out at Annex II.
     
    (3) If loan repayers do not respond or settle the arrears after the SFO’s repeated reminders and urge, the SFO will proceed to take legal recovery actions on the defaulted loan accounts. In addition, the SFO will only consider writing off outstanding loans when the defaulted amounts are confirmed to be irrecoverable (for example when the loan borrower concerned has deceased while his/her indemnifier is unable to repay the loan, or both the loan borrower and his/her indemnifier are bankrupt). Figures relating to legal recovery actions and write-offs under the five student financial assistance schemes in the 2020/21 to 2024/25 academic years are set out at Annex III.
     
    (4) and (5) The means-tested financial assistance schemes provide non-repayable grants to students for meeting their tuition fees and academic expenses, as well as low-interest loans for meeting their living expenses. The interest rate of the loans concerned is currently set at 1 per cent per annum.
     
         The non-means-tested loan schemes provide loans for students who do not intend to undergo or fail to pass the means tests for paying their tuition fees. The schemes concerned are operated according to the principles of “no-gain-no-loss (NGNL)” and “full-cost recovery”. The interest rate is also derived on a NGNL basis and comprises a risk-adjusted-factor rate (reduced to zero since July 2012), and will be adjusted regularly or in response to changes in the market interest rates in accordance with the established mechanism. The current interest rate of non-means-tested loans is 1.795 per cent per annum, which is far below the interest rate for unsecured loans in the market in general. A further reduction of the annual interest rate may result in abuse of the schemes, encourage unnecessary borrowing and increase the future repayment burden of students. Furthermore, subsidising further reductions with taxpayers’ money will deviate from the intent of the schemes and principle of prudent finance.
     
    In respect of repayment arrangements, the standard repayment period has already been extended to 15 years having regard to the repayment burden of loan borrowers. Moreover, new graduates can choose to commence loan repayment one year after graduation. Loan borrowers with proven repayment difficulties (e.g. financial hardship, further full-time study or serious illness) may apply to defer repayment of their loans without interest for up to a maximum of two years, meaning that the repayment period of the borrowers concerned can be up to 17 years.
     
    Furthermore, to ease the financial burden of student loan repayers amid the COVID-19 epidemic, the Government has been providing an interest-free deferral arrangement for loan repayment for five years from April 1, 2020 to March 31, 2025, (suspension period). In other words, the entire repayment period can be up to 22 years. Eligible student loan repayers are not required to repay the principal and instalment interest payable during the suspension period. The annual administrative fee chargeable on all loan repayment accounts under the non-means-tested loan schemes is also waived at the same time. New loan repayers who have graduated or completed their studies during the suspension period may choose to further defer the commencement of loan repayment for a maximum of one year after March 31, 2025.
     
    For loan borrowers with genuine difficulties in repaying their loans, the SFO will provide assistance on a case-by-case basis, such as working out adjustments to the repayment plan, or allowing them to opt for Individual Voluntary Arrangement under the Bankruptcy Ordinance.
     
    (6) The SFO has all along been promoting education on financial management, and reminding applicants to carefully consider their needs and repayment abilities before applying for and deciding to take out the loans. The SFO also updates information on its website from time to time to promote the message of financial prudence, credit management and responsible borrowing, as well as the possible consequences of default in loan repayment, so as to strengthen the deterrent effects.
     
    The SFO also collaborates with various post-secondary institutions. Apart from communicating with their student affairs offices from time to time to provide them with the latest information on loan application and messages about financial management for students, the SFO also distributes relevant promotional materials to institutions for use in their annual student activities. This helps instil a prudent attitude towards financial management in students while reminding them of the points to note in making applications under the financial assistance schemes for post-secondary and tertiary students.
     
    In addition, in collaboration with the Investor and Financial Education Council (IFEC), the SFO promotes, through its website, the IFEC’s financial education platform “The Chin Family” and its annual financial education campaign “Hong Kong Money Month”, to provide financial management information to student loan applicants and their parents, and educate them about the importance of early financial planning.
    Issued at HKT 15:37

    NNNN

    MIL OSI Asia Pacific News –

  • MIL-OSI Asia-Pac: Education Bureau alerts schools to fake Facebook account

    Source: Hong Kong Government special administrative region 3

    The Education Bureau (EDB) called on schools to stay vigilant against a fake Facebook account appearing online pretending to be the Secretary for Education (SED) to avoid being scammed.  The relevant clarification post is appended.

    The EDB clarifies that SED has no connection with the fake account concerned.  It has reported the case to the Police.

    Please note that the link of SED’s Facebook page is www.facebook.com/ylchoi.hk  (page name: 蔡若蓮 Christine Choi), which bears a blue tick verification badge.

    Education Bureau

    MIL OSI Asia Pacific News –