Special Planning of Innovative Development of Qianhai

前言

RESEARCH TEAM OF PLANNING

Tan Guozhi, Pan Zhihui (Hongkong Wangdong Architects)

Johnny Kwan Chun Wah (Chairman of Junior Chamber International Hong Kong 2014 and Executive Director of Real Education)

Eugene Ho (Executive Director of Real

Education)

Special Planning of Innovative Li Kelang (Shenzhen University)

Development of Qianhai Educational Li Yiwen (Postgraduate of Department of Education of Hong Kong Baptist University) Facilities

2015 – 2030

前言

Contents

Preface ...... 1

Chapter I Planning Background ...... 2

1.1Planning Significance ...... 4

1.2 Planning Objective ...... 4

1.3 Planning Contents ...... 4

1.4 Technical Route ...... 5

Chapter 2 Current Situation and Demands ...... 6

2.1 Analysis of Comprehensive Planning ...... 8

2.2 Supply Status of Educational Resources in Qianhai and Its Peripheries ...... 10

2.3 Degree Demands in Qianhai ...... 10

Chapter 3 Facilities Planning ...... 20

3.1 Site Selection Case ...... 20

3.2 School Site Selection and Layout Principle ...... 21

3.3 Layout of educational facilities ...... 27

Chapter 4 Education Planning ...... 31

4.1 Investment Management Mode ...... 31

4.2 Curriculum Model ...... 34

4.3 Management of Teacher Resource ...... 41

4.4 School assessment and education management organization: Qianhai Education Advisory Committee...... 43

4.5 Education Policy ...... 47

Chapter 5 Construction Implementation Plan ...... 51

5.1 Construction Sequence ...... 51

5.2 Estimate of construction investment ...... 52

5.3 Land Transfer Policy ...... 53

前言

5.4 Program of Construction Standard ...... 55

Appendix ...... 58

Preface

The “Special Planning of Innovative Development of Qianhai Educational Facilities 2015-2030” (hereinafter referred to as the “Planning”) is formulated hereby according to the General Development Plan of Shenzhen-Hong Kong Cooperation on Modern Service Industries in Qianhai Area approved by the State Council (hereinafter referred to as the “Approval”) and based on the Comprehensive Planning of Shenzhen-Hong Kong Cooperation on Modern Service Industries in Qianhai Area (hereinafter referred to as the “Comprehensive Planning”) to vigorously promote the construction of Shenzhen-Hong Kong Cooperation on Modern Service Industries in Qianhai Area, coordinate with Qianhai Area to actively develop the finance, modern logistics, information services, technology services and other professional services, build the Qianhai Cooperation Area as the innovation zone of modern service industry system and mechanism, cluster of modern service industry, the pilot zone of close cooperation between Hong Kong and the mainland and the leading zone of industry upgrading of the Pearl River Delta region, build Guangdong Modern Service Industry Innovation Cooperation Demonstration Zone, implement the concept of integration of city construction and industry and Shenzhen- Hong Kong cooperation, and create a high quality education in the humanities environment.

1. Planning Background

Chapter I Planning Background

On August 26, 2010, the State Council approved the "General Development Plan of Shenzhen-Hong Kong Cooperation on Modern Service Industries in Qianhai Area”, which defined the construction of Qianhai Area as the Guangdong Modern Service Industry Innovation Cooperation Demonstration Zone. According to the "Approval" of the State Council, the implementation of “Comprehensive Planning” shall further deepen the close cooperation between Guangdong and Hong Kong under the framework of “One Country and Two Systems”, promote the optimization and upgrading of industrial structure with the development of modern service industry, and play an exemplary role in building a new pattern of Chinese opening, to transform the economic development method and realize the scientific development. The planning will give full play to the advantages and role of Hong Kong as the international economic center, promote the close cooperation and integration development with Hong Kong through Qianhai – Guangdong-Hong Kong cooperation platform, and gradually build Qianhai Area into Guangdong Modern Service Industry Innovation Cooperation Demonstration Zone, which plays a leading role in promoting cooperation in the service industry in Hong Kong and the mainland.

The "Approval" supports the construction of Shenzhen- Hong Kong special zone of personnel in Qianhai, establish the mechanism that is conducive to the agglomeration of talents of modern service industry, and creates a convenient working and living environment. The innovation of management mechanism and research and formulation of relevant policies and measures provide convenience on such aspects as employment, life and immigration for foreign talents, Hong Kong and Macao talents, overseas Chinese and returned overseas talents in Qianhai Area. The "Approval" 2

1. Planning Background

supports to conduct cooperation pilot in medical, education, and other aspect in Qianhai and Hong Kong. The service providers from Hong Kong are allowed to set up wholly- owned international schools in Qianhai Area after approval, the enrollment range can be extended to the children of overseas Chinese and returned overseas talents who has obtained long-term residence right in the foreign countries and worked in Qianhai Area.

The release of the "Approval" makes Qianhai Area enter into a high-speed lane that being constructed as the important base for the modern service industry and production services center that has strong ability of radiation. On December 7, 2012, General Secretary, Xi Jinping visited Qianhai Area, requiring the Qianhai Area to engage in the most intensive and meticulous work and achieve the best results, which injected new vitality for the innovation and development of Qianhai.

The educational facilities are an integral part of the development and construction of Qianhai; besides it is also an outstanding l name card attracting talents, gathering resources, and creating a high-end cultural environment. Through the education facilities, it deeply explores the mechanism of cooperation between Shenzhen and Hong Kong, expands areas of cooperation, builds in-depth reform, enlarges the open frontier city, and attracts domestic and foreign high-end talents. If we say that the overall construction of Qianhai Area sounded the horn of the reform and opening up of Shenzhen, then the education development of Qianhai Area is the most cheerful one in the beautiful chapter.

1. Planning Background

1.1 Planning Significance - Create a good cultural environment for the development of Qianhai to attract high level talents;

- Implement the development concept of integration of city construction and industry and Shenzhen- Hong Kong cooperation, build Qianhai Area the second livable center in Shenzhen;

- Build Guangdong-Hong Kong Innovation Cooperation Demonstration Zone, a test field with thorough reform, innovative development, wide openness and inclusive culture.

1.2 Planning Objective

Make full use of the resources of Shenzhen and Hong Kong, deepen cooperation in education, set foot on Shenzhen, think globally, build the blueprint of Qianhai education development through the planning and, build the fifth industry for the development of Qianhai, conduct pilot study and scientific advice to build Qianhai Area as the leading domestic and international first-class education demonstration zone with typical representation and highly exemplary in China.

1.3 Planning Contents

——According to the population characteristics of "high education level, high income population and high internationalization" in the future in Qianhai and the industrial characteristics and environment of social demand, put forward the specific education demand with the characteristics of Qianhai.

1. Planning Background

——According to the positioning of Qianhai international education and under the premise of meeting the demand of compulsory education, put forward the specific needs and standards of international school planning in the future in Qianhai according to the international first-class standard and high level design.

——According to the characteristics of population in Qianhai, for the middle (2020) and long-term (2030) demand, put forward the detailed suggestions about the middle and long-term construction scale, design standard, running mode, investment and operation, etc. of education facilities in Qianhai Area.

1.4 Technical Route

2. Current Situation and Demands

Chapter 2 Current Situation and Demands

2.1 Analysis of Comprehensive Planning

2.1.1 Total Benchmark Construction

According to the Comprehensive Planning of Qianhai, the benchmark size of the construction land of Qianhai cooperation zone is 2600 hectares, and the maximum size is 3000 hectares.

Among them, the benchmark office building area is 1060 hectares, and the upper limit is 1310 hectares. The commercial construction area is 230 hectares, and the upper limit is 260 hectares. The housing and business apartment is about 380 hectares, and the upper limit is 440 hectares. The public services and municipal area is about 130 hectares, and the upper limit is150 hectares. The flexibly controlled land reserved is about 260 hectares, and the maximum area does not exceed 300 hectares. The underground space is about 800 hectares, with an upper limit of 900 hectares.

Total construction scale of Comprehensive Planning is shown as the picture below.

2. Current Situation and Demands

2.1.2 Public Green Space and Open Space

The Comprehensive Plan creates a green and ecological environment with the natural landscape and coastal shoreline resources, which includes urban park, city square, green land on the street, sidewalk. Among them, it can meet the requirements of 5-minute accessibility (about 400-meter walking distance), the per capital space area is 4-5 square meters (calculated according to the employment population). 10%~15% of the construction land area shall be provided as open space for new projects.

The major public open space includes:

——Promenade Park: covering an area of about 184 hectares;

——Three Water Finger Parks: The Shuangjie River, covering an area of 22.5 hectares, and the Guiwan River is about 53 hectares, The Liwan River is about 53 hectares.

Coastal Promenade Park and Local Park of Water Finger Park is shown as the picture below:

2. Current Situation and Demands

2.1.3 Educational Facilities Planning in Comprehensive Planning

The Comprehensive Planning preliminarily delimits 22 development units, which consists of a number of neighborhood, meaning the basic unit of space control unit. s 102 neighborhood have been delimited firstly.

The public facilities of Qianhai include educational services, mainly kindergartens, primary and secondary schools, which implement the international standards of education and training services. It’s suggested to build 15 kindergartens in the Comprehensive Planning, which are attached to the buildings. The benchmark number of the primary and secondary schools (including nine-year education schools) are 5. Additional 2 schools are planned for the flexible program.

2.1.4 Location of the Current Educational Facilities

There are a total of 8 kindergartens in Guiwan Zone, which are located in unit 03, 05 and 06 respectively; one primary school with 24 classes is located in unit 05 (15221/ 8000 square meters); a nine-year education school with 54 classes is located in unit 04 (33018/28300 square meters), a nine-year education school with 48 classes is located in No. 7 Plot of Qianhai Shidai (21000/20000 square meters).

There are a total of 3 kindergartens in the Qianhai Zone, which is located in unit 11.

There are a total of 5 kindergartens in Mawan Zone, which are located in unit 15, 19, and 20 respectively; a nine- year education school with 54 classes is located in unit 20 (32000/ 23500 square meters).

Layout of kindergarten is shown as the picture below

2. Current Situation and Demands

Comprehensive Planning below

2. Current Situation and Demands

2.2 Supply Status of Educational Resources in Qianhai and Its Peripheries

In early 2015, there were 2 kindergartens under construction in Qianhai Development Zone, which have not yet put into use. No primary school, middle school and other educational facilities are under construction.

Adjacent to Nanshan District and Bao’an District, Qianhai is, has 15 kindergartens within 4 kilometers around There are 10 kindergartens 2km away from Qianhai in Nanshan District and 5 kindergartens 4km away from Qianhai in Baoan District.

There are 11 primary and secondary schools within 6km around (including nine-year government school and high school). Among them, there are 5 elementary schools 6km away from Qianhai, four 9-year-Government Schools and high schools in Nanshan District and only two primary schools in Bao’an District 6km away from Qianhai, without any junior or senior high schools.

2.3 Degree Demands in Qianhai 2.3.1 Population and Demand Forecast in Qianhai

According to the Comprehensive Planning, the benchmark employment population of Qianhai cooperation zone planning is about 650 thousand, with the resident population of 150 thousand. According to the planning, the upper limit of employment population is about 750 thousand ,with the resident population of 220 thousand.

Method 1 of demand budget of compulsory education: predicted according to Qianhai situation

2. Current Situation and Demands

Method 2 of demand budget of compulsory education: predicted according to the statutory plan of Shenzhen standards

2. Current Situation and Demands

A According to the above population base, the total degree demand can be calculated from the resident population. It can be concluded that 3-4 compulsory education schools shall be constructed in Qianhai.

Method 1 of demand budget of international school: calculated according to the demand situation of international

schools in Qianhai

2. Current Situation and Demands

Method 2 of demand budget: calculated according to the demand situation of international schools in Qianhai through GDP.

Source: the method used by Hong Kong Bureau of Education to predict the number of international schools in Hong Kong

Principle: the growth of international degree in a city is typically matched to the GDP growth in the city, that is, the more developed the city economy is, the greater the demand for international schools is. Through the study of the ratio of international degree and GDP in previous years among international cities, such as Hong Kong, it can get a relatively stable coefficient. It is predicted that the GDP of Qianhai will be RMB 150 billion, equivalent to $24.16 billion. Taking the coefficient of Singapore (23.67) and Hong Kong (21.2) in 2013 as a reference, we conclude that it will need about 5500 degrees in Qianhai in 2020 according to the degree of Qianhai in 2020 predicted with 23. [241.6*23=5556.8]

2. Current Situation and Demands

Method 3 of demand budget of international schools: predicted according to the growth rate of global international degree

2. Current Situation and Demands

Principle: through the comparison of the gap between the growth rate of international degree of Qianhai and that of the number of international degree, it gets the lowest limit of international degree required by Qianhai to create the internationalization education.

Calculation process: the growth rate of global degree is obtained according to the forecast report about the number of the students in worldwide English international schools, and According to the number of degrees in Qianhai in line with the international growth rate, there will 4 schools completed in 2017, 5 schools completed in 2020. According to the growth rate of our conservative program, there will be 2 schools completed in 2017, and 3 completed in 2020, but if this conservative growth rate can’t be met, the degree growth of international education in Qianhai will be far below the international standard.

2.3.2 Degree Supply Planning of Comprehensive Planning

In the Comprehensive Planning, it’s proposed to build 15 kindergartens, one 2 primary school with 24 classes, one 9-year-Government School with 48 classes and two 9-year- Government Schools with 54 classes in Qianhai.

2.3.3 Demand for International Education Degree

High quality international education has a close link with the promotion of city competitiveness. The experience of Hong Kong shows that the supply of degree in international schools matters the attraction for overseas company to develop business in Hong Kong, or the decision to set up regional offices in Hong Kong. The insufficient supply of 16

2. Current Situation and Demands

international degree will affect the business environment and overall competitiveness in Hong Kong.

It’s conservatively estimated that 3 to 4 international schools shall be set up to meet the demand of 3000 to 4000 international degrees calculated according to 150 thousand resident population in the Comprehensive Planning, and the survey of British ISC 2013 global international school combined with the development positioning of Qianhai,., it is considered ahead to introduce policies to encourage landlords that have sold the land to self-build 1-2 international school again. So as to may become a competitive international city. i

Main conclusions:

a. There shall be enough reservation to the compulsory education degree in the Comprehensive Planning. The preschool education (kindergarten) and compulsory education are predicted according to the Shenzhen Standards and combined with the industry development and population structure of Qianhai. In accordance with the relevant planning, the future residential population will be 150,000 to 200,000 in Qianhai (including apartments), currently, the demands for population residing in the apartments rises due to the increasing demand for compulsory education, relative to the statutory plan, the forecast of education demand has been expanded, and the proportion of expatriates in Qianhai will be higher in the future, while the population with the demands for compulsory education is less than the predicted population. Therefore, the proposed compulsory degree can meet the demands for compulsory education of Qianhai in the future.

b. The degree demands of floating population and foreign population is large, and the surrounding educational i Data: The British International School Organized the global survey in 2013, ISC http://isc.uk.com. Research department of Yawen Education

2. Current Situation and Demands

resources are saturated, which shall have an overall planning and be fully expected.

c. According to the strategic layout of actively absorbing the international and Hong Kong high level talents of Qianhai, the international schools shall be improved as the Hong Kong International School featured by Qianhai by referring to the “independent and private school” in Hong Kong / UK, and attract all kinds of talents in Europe and America, Hong Kong, Macao and Taiwan and at abroad.ii

d. In view of “Shenzhen-Hong Kong cooperation” and geopolitical factors, Hong Kong schools are needed to dock with the education system in Hong Kong, so as to meet the demands of Hong Kong and Macao business administration and stakeholders of "Dream works" to the curriculum.

e. With reference to the international level degree increase, there shall be 5 completed international schools in Qianhai by 2020, and the conservative quantity shall be at least 3 schools. Otherwise, the internationalization education degree of Qianhai will be far below the international level.

f. According to the transfer of Qianhai land by 2015, there shall be 3 kindergartens, one primary school of compulsory education and one 9-year-Government School and at least one international school under construction in the first batch of Qianhai projects that can accommodate 700~1000 degrees.iii

g. The schools for children of foreign nationality shall be examined and approved in accordance with the Interim Measures for ii Schools for children of foreign personnel (commonly known as international school), there is no difference of foreign or Hong Kong international schools. In order to facilitate operation, the planning is subdivided into international school (Hong Kong Funded), international school (children of Hong Kong people), etc. iii The international school enrolls 1,000 or 900 or 2000 students, which depends on the operation method of the school itself, but the planning comprehensively considers the factors such as the land use of schools, so it is recommended that the enrollment shall not be more than 1,000 students.

2. Current Situation and Demands

Building the Schools for Children of Foreign Personnel by State Education Commission of the People's Republic of China (Teaching Comprehensive [1995] No. 130) and the Guiding Opinions on the Management of the Schools for Children of Foreign Personnel in Guangdong Province; the school for children from Hong Kong shall be examined and approved in accordance with the Hong Kong Style curriculum and social capital to enter the Shenzhen Municipal School standard.

h. At present, schools for children of foreign nationality that is, the international schools can only recruit the children of foreigners and a small part of Hong Kong, Macao and Taiwan students living legally in Guangdong Province, but no children of Chinese nationality. According to the Approval about the Policy Related to Develop and Open Qianhai Shenzhen-Hong Kong Modern Service Industry Cooperation Zone in Shenzhen by the State Council, it allows Hong Kong service providers in Qianhai to set up the wholly- owned international schools, and its enrollment range can be extended to the children overseas Chinese working in Qianhai who have obtained foreign long-term residence rights and returned overseas Chinese. To appropriately expand the scope of enrollment, it’s proposed to strive for relevant policies from the education department and the business sector.

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Chapter 3 Facilities Planning

3.1 Site Selection Case

Case 1: German Swiss International School

Land Government $1 rental land

Position peak of Hong Kong Island

Area 22,000 square meters (total capacity)

Height 30m

Section Quite safe at the end of the street,

Environment Quiet, without any noise source

Although there is no traffic jams, the school implements

Transport bus policy, so all the students are not allowed to go to

school by private car

Case 2: Shekou International School

Supporting within the scope of Jinghsan Villa of China Land Merchants Group

Position peak of Hong Kong Island

Area 5,500 square meters(construction area)

Height Height standard of high school in mainland

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Section Quite safe at the end of the street,

Environment Quiet, without any noise source

Transport No major traffic problems

Case 3: Singapore International School (Hong Kong)

Land Government $1 rental land

Position Deep Bay in the south of Hong Kong Island

Area 38,000 square meters (total capacity)

Height 55

Section A number of schools on one street

Environment usually quiet

There are 4 schools around, and it is very crowded when Transport the class is on or off

3.2 School Site Selection and Layout Principleiv

(1) Principle of suitable land v

v Applicable to the compulsory education schools and international schools, it focuses on the latter, since the latter one has more strict requirements. The same below

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According to present study, the lands that are most suitable for the development of the school are those have been planned for comprehensive development project uses, such as residence, serviced apartment, etc. In traditional planning, the school shall be the center of the community (Clarence Perry: 1929).

(2) Far from the offensive trade / facilities

Based on safety, the development projects of school must be located in the site that is far from the offensive facilities under planning, such as sewage treatment plants, power stations and areas that freight vehicles go in and out frequently. The United States Environmental Protection Agency and the National Institute of Architectural Science suggest that the school location must be at least 400 meters away from air pollution facilities.

(3) Far from the rail or main road

The location selection also needs to be far away from the position that is completed or in-planning area in which there is the train passes through to avoid noise impact. The environmental standard recommended by the United States government is the buffer area of 180 to 300 meters; Hong Kong Planning Standards Guide and Hong Kong Environmental Impact Assessment Law stipulate that: if the noise protection screen is not set, the minimum distance is 180 to 300 meters. In the 14 kindergartens under planning, 9 kindergartens are planned to be built in the range closing to the intercity line. The remaining 5, include the completed 2 kindergartens which are located between the Shenzhen- Guangzhou line and the MTR line 15, and one of that is located in the north end of the Mawan district between Line 15 and Guangzhou-Dongguan- Shenzhen intercity line. There are 5 9-year-Government schools, four of which are planned to be built in the scope of the Shenzhen-Guangzhou intercity

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line. One is to be built in the northeast of Mawan District in between Shenzhen –Guangzhou intercity line and Line 15.

Generally, only a small number of teaching facilities are located close to the railway hub.

(4) 5 minutes of walking distance

One core idea of the neighborhood unit theory of Perry is to put the school in the center of the residential area, so that the children can walk to school, with a distance of 400 meters only (or equivalent to 5 minutes walking distance) and shall not be more than 800 meters, in order to avoid crossing the main road in the city.

Theoretically, the maximum distance from the school to the subway station is 500 meters. This planning can also reduce the demands for school parking spaces when the students are picked up, and also reduce the traffic congestion in the area.

Relationship diagram between Qianhai transportation and educational facilities in the Comprehensive Planning is as below

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(5) Traffic safety and static

In view of the students' safety, it is very important to plan the urban main trunk at the edge of the land, because these not only define and divide different blocks, but also exclude the crossing of traffic flow not in the area. Thus, the main road defines the overall situation of the residential area, rather than divide the residential area.

(6) Close to the public open space and green space

Qianhai is planned based on the concept of neighborhood unit, aiming to create an ideal community for citizens to promote cooperation, self-sufficiency, public health, safety and welfare. In the same way, not only the schools shall be set up for students, but also the need of community facilities shall be take into account. Therefore, it is necessary to consider the school community and school facilities and community share together, and there shall be enough public open space with water resource and green space. In this way, both the school and the community can enjoy the facilities.

In some countries (such as Japan), the school has barn, so it also can be used as an emergency shelter in case of natural disasters or terrorist attacks.

Compulsory education school (kindergarten) under planning

In addition to the 2 kindergartens of Mawan District outside the public green belt , the rest of kindergartens will be built in the residential area. Among five 9-year- Government schools, two of them are planned to be built in the residential area, two in the comprehensive development area of public facilities, and one in business district.

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Layout of educational facilities in the Comprehensive Planning

(7) Close to other educational facilities

The industrial cluster phenomenon has been widely recognized and used by the world literature and practice - such as the theory of Potter Michael (Michael Porter:1990). The famous successful examples shall be the Silicon Valley of Palo Arto, the financial cluster in London, Cambridge Venture Park, as well as the University City in Boston, America. Similar to industrial clusters, the educational facilities can produce similar effects. Gathering the school nearby as an education center will bring innovation and cooperation to the Qianhai special economic zone in a long- term.

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3.3 Layout of educational facilities

3.3.1 Site selection of kindergarten

The 15 kindergartens are mainly attached to a building, which have independent design and operation. The specific location is shown in picture below.

3.3.2 Site selection for school of compulsory education

This plan recommends 3+1 compulsory education schools, of which there are three 9-year-Government schools and one compulsory education primary school.

Site selection 1: build one primary school and two 9- year-Government schools between unit 4 and unit 5.

Site selection 2: build one 9-year-Government Schools in unit 20.

3.3.3 Site selection of international school

This plan recommends 3+1 international schools, two of which are foreign international schools, one is Hong Kong Style international school, while the rest is the school for the demand of flexible setting in the future: or compulsory education school, or school for the children of Hong Kong.

Site selection 1: build one Hong Kong Style international school in unit 10. According to the Approval of State Council to Qianhai on August 26, 2010, it allows Hong Kong service providers to set up wholly-owned international school, whose enrollment range can be extended to the children of overseas Chinese working in Qianhai that have foreign long-term residence rights and returned overseas talents. Transfer the independent and private Hong Kong school to Qianhai, the

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Hong Kong people who are patriotic to Hong Kong and China shall invest and construct, the admission range is: foreign pupil, children of Hong Kong, Macao and Taiwan compatriots, the children with permanent residency rights and returned from overseas.

Site selection 2: build one foreign international school in unit 19. Namely, the international school in strict sense, is set by foreigners to recruit foreign children.

The term of foreign international school and Hong Kong funded international school with supporting dormitories is 12 years.

Site selection 3: build one international school in unit 6

Site selection 4: build one school for the children of Hong Kong in unit 11. Dock the Hong Kong education system, and the admission policy is the same as Hong Kong local school.

When specific implementation is carried out , the way of school running can be adjusted mutually in the four blocks for site selection according to the actual needs of Qianhai.

3.3.4 Planning Scheme

The total number of schools: 8, including: 3+1; 4 international schools; 15 kindergartens.

The unit 6 is composed of one international school built by China system with foreign teaching elements.vi

vi This planning determines the number and size of school and implements the layout of the school according to the Comprehensive Planning and relevant planning and forecasting demands, in the specific implementation, the specific location can be adjusted reasonably according to the development needs of Qianhai and the development situation of the bonded port area. If it is really necessary to increase or decrease the school facilities, it shall re-study the number and layout of school according to the new situation of development and layout

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The site selection of the compulsory school is implemented mainly according to the comprehensive planning, and the site selection of new school is in accordance with the service radius. To fully consider the growth of demands for high quality education in the city and surrounding areas in the future, the number of schools shall have reservations according to the size of the population, this planning proposes to reserve 2-3 blocks of lands to meet the educational needs. In the control of land reserve, the planning proposes to take the 1.5 level development of leasehold land as the school use for long-term construction combined with short and long term land use.

Below picture: comprehensive layout of educational facilities

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Chapter 4 Education Planning

4.1 Investment and Management Mode

Generally, there are two investment and management modes: public schools and private schools.

School running mode Characteristics

Funded by the government, formed by the

state and institutional units of the school, all or

most of the assets are assets of the government,

all or almost all of the staff are servants of the

state, which is convenient to facilitate the Publ Public government's management and guidance and ic schools achievement of the state will. But the

government running procedure is complex and

difficult to hold, the sources of funds are limited,

which need to coordinate various relations, the

cost of supervision is great in the future.

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Contributed by folk capital, helped by the

government, contract management, market Shareholdin operation, it’s helpful to mobilize social Privat g system resources, mobilize the initiative of the main e Private body of running school. So it is particularly schools conducive to attracting quality school groups

and educational resources.

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The core of public and private school lies in the degree of marketization, the higher the degree of marketization, the more the school for choosing, and the more the subjects of running school and development mode, the easier the entrance of higher quality school. However, the government regulation is more difficult, and the deepening degree is not enough to implement the government will. On the other hand, running a school by the government can reflect the will of the government, to ensure the social benefits of school, and coordinate the relationship between the parties. However, the low marketization level will lessen the attraction of social education resources, which is not conducive to the entry of high level school.

On the construction of educational facilities, the plan recommends the introduction of relevant policies to attract more high-quality social forces to run the school.

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4.2 Curriculum Model

The curriculum implementation of compulsory education school is based on the relevant educational regulations of the People's Republic of China, so this plan is omitted here.

4.2.1 Curriculum Model of International School

The curriculum model from most of the world international schools is local curriculum + international curriculum + language curriculum + art curriculum. Among them, there are three main types of international curriculum:

——IBDP curriculum, International Baccalaureate Diploma Programme, referred to as IB, is a two-year course designed for high school students by the International Baccalaureate organization.

——AP curriculum, namely (advanced placement) American University pre-courses, referred to as AP, is the curriculum for the students in high school to have the opportunity to learn part of American University's basic

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courses to obtain American university credit in their spare time.

——A-Level curriculum, namely (General Certificate of Education Advanced Level) British high school curriculum, referred to as A-Level, is the national curriculum system in the UK, as well as the university entrance exam course for students in England.

In China, there are 63 schools adopting IB courses, accounting for 18.3%; 114 schools adopting AP courses, accounting for 33.1%; 167 schools adopting A-Level course, accounting for 48.6%. In Chinese Hong Kong, there are 24 schools adopting IB course, accounting for 47%; 6 schools adopting AP course, accounting for 11%; 21 schools adopting A-Level course, accounting for 38.9%. In recent years, the IBDP course has continued growth trend.

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The growth trend picture of global IB in the below picture

The International Baccalaureate Organization provides four International Baccalaureate Education Projects for the world of children and adolescents: the primary school programs (PYP), middle school project (MYP), college preparatory program (DP) and IBCC has gradually become a trend. In 2014, these educational programs are adopted by 4949 schools with over 1 million students in 144 countries around the world..

As to foreign international schools, the planning proposes to give priority to the IB curriculum under the same conditions.

4.2.2 Curriculum Models of Kindergarten

The curriculum models in the kindergarten are very rich, the curriculum models that are popular globally include: Montessori, Harvard Multiple Intelligence, Waldorf, IB International, etc. All kinds of operators of the kindergarten

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selects the curriculum model in the kindergarten in accordance with the relevant policies of the state and the market demand, making the curriculum model in the kindergarten diversified, The proportion of proposing to adopt the curriculum model in the domestic accounts for 1/3, 1/3 for the Hong Kong style and international kindergarten, and 1/3 for the other .

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The way of running the kindergarten will be based on Several Provisions of Management of Private Education in Shenzhen and Interim Measures of Preschool Education Management in Shenzhen and the relevant provisions and requirements of the Certain Opinions on the Development of Preschool Education by the municipal government.

4.2.3 Assessment Mechanism of International School

In the planning stage, the assessment mechanism is mainly the school selecting mechanism. A survey on the best middle school in the United States from USnews.com, the authoritative report of the American news magazine -- "will be acted as the blueprint with Qianhai elements as the index of school choice.

The American News Magazine focuses on three indicators: the ratio of students to teachers, college preparatory ability and American advanced examination result.

The planning believes that Qianhai elements are mainly examined from three aspects: 1 school management background, and level of qualifications, for example, school running experience, qualification of the member of running the school, case of entering a higher school, teacher qualifications and so on shall be taken into account; 2 school shall conform to the city positioning and environment of Qianhai, for example the admission service object, social feedback, education pattern matching the needs of Qianhai shall be taken into account; 3 the construction planning shall be scientific and reasonable. The concept of school

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construction shall be in line with Qianhai, while the green and arts facilities shall be designed in a scientific and complete way ,and open to the public, with proper traffic arrangement and the software and hardware construction of the school which meet expectation of Qianhai.

As shown from picture below.

In the operation period after the completion of the school, the continuous supervision and evaluation suggestions

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shall be assessed with PISAvii and Qianhai elements. The specific composition of the Qianhai element shall be determined by the Qianhai Education Commission or the similar institutions on behalf of the government for the exercise of public administrative power.

The planning is suggested to be divided into two categories for the international school, one is the pure international school, that is European famous schools with IB courses, which recruits international students. The land lease in Qianhai is preferential, which has less intervention in the school autonomy, and appropriately supports the school construction, such as allowing issuance of bonds and so on. The second category is the Qianhai international school character with Chinese system and foreign teaching elements, which can operate a dual track system (local courses plus IB, AP or A-Level courses). It can award junior high school certificate issued by Qianhai, and admit 70% local students.

4.2.4 International School (for children of Hong Kong Permanent Resistant)

Shenzhen-Hong Kong cooperation is indispensable to the construction of Qianhai, as well as an aspect of the key research of the planning. The existing research shows that it needs to overcome the following three difficulties to run schools in Qianhai: A. it is difficult for the Hong Kong children studying in Shenzhen to enjoy Hong Kong welfare. B. it’s difficult for the Hong Kong children studying in Shenzhen to dock the education system in Hong Kong n. b. parents are generally concerned about the fact that studying

vii A test plan for test of the learning level of the 15-year old students in the world, which is organized by the economic cooperation and development organization, first began in 2000 and was conducted once every three years. The plan aims to develop educational methods and outcomes. It’s currently one of the most influential international student learning evaluation programs in the world.

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in Shenzhen will make their children become a new isolated group and be detached from Hong Kong.

The proposal of this planning: a. the government shall talk with the Hong Kong SAR Government on the issue of welfare transit, and Qianhai District can enjoy Hong Kong educational benefits and promote the recognition of the Qianhai Diploma in Hong Kong. B. The qualifications of teachers in Hong Kong can be recognized in Qianhai, and support the mainland teachers in Qianhai to obtain Hong Kong teacher qualification certification. c. allow one or two schools in Qianhai to implement the "Bi-literacy and Tri- lingualism" policy.

This planning proposes to build one 12-year-system of Hong Kong curriculum primary and secondary school in Qianhai, which shall be undertaken by the “famous schools” or sponsoring bodies (e.g. Po Leung Kuk or the Chinese Foundation Secondary School) with a long history and patriotic background. The curriculum is given priority to Hong Kong secondary school diploma test, and the investment mode is given priority to direct investment, supplemented by government funding or support policy.

4.3 Management of Teacher Resource

Establish a caring, healthy and positive international and professional teacher team with excellent teaching skills and reasonable structure

1. The teacher management authority of Qianhai is Qianhai education committee which is responsible for building a professional (temporary) committee to extend the employment of principal of kindergarten and the principal of part of the educational institutions of Qianhai.

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2. The specific implementation body of extending the employment of the teachers is the school, Qianhai education committee or the education management authority shall not interfere in the autonomy of running a school, but have the duty of supervision to the teacher development and teacher management of the school .

3. The extension of employment of the teachers in Qianhai shall be in accordance with the Education Law of the People's Republic of China, Teacher Law of the People's Republic of China, Compulsory Education Law and the relevant rules on the management of foreign teachers in the country and the province and municipality.

4. Qianhai implements the teacher qualification access system, the teachers in Qianhai shall obtain the corresponding Teacher Qualification Certification in accordance with the Teacher Qualification Regulations of the People's Republic of China. Qianhai recognized Hong Kong teacher qualification certificate, all foreign teachers, including Hong Kong teachers, must obtain the appropriate teacher qualifications in Qianhai. All administrative, support staff, security personnel of educational institutions within Qianhai territory shall also have the corresponding qualifications.

5. All schools within Qianhai shall be equipped with adequate staff, and the ratio of student to teacher shall not be higher than the average level of similar schools in Shenzhen city. Qianhai education committee will implement the school inspector system, the ratio of students to teachers will be considered as one of main index of education supervision.

6. All educational institutions within the scope of Qianhai shall be equipped with sufficient strength of international teachers, and the proportion of foreign teachers will be an important condition for the construction of international schools in Qianhai, so as to guarantee that the education of Qianhai has an international perspective, thus, highlighting the aim of Qianhai in the construction of international education demonstration zone.

7. All educational bodies of Qianhai shall ensure the rights and interests of the teachers with extended employment, develop detailed 42

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and professorial appointment, promotion, salary promotion, professional evaluation, and retirement security system, enhance the sense of belonging and honor of teachers in Qianhai. Qianhai education committee or Qianhai education authority shall set up the arbitration committee of rights and interests of teachers, which specially deals with the disputes of rights and interests between the school and teachers.

8. The schools within the scope of Qianhai shall implement the teacher employment system, and they are managed according to the contract, restricted by the law and guaranteed by the system.

4.4 School Assessment and Education Management Organization: Qianhai Education Advisory Committee

To further expand Qianhai Shenzhen-Hong Kong Modern Service Industry Cooperation Zone (hereinafter referred to as "Qianhai Shenzhen-Hong Kong Cooperation Zone") Shenzhen-Hong Kong cooperation, with the help of external planning and implementation of environmental education in the construction of software and hardware development, it intends to set up Qianhai Education Advisory Committee (hereinafter referred to as "Education Advisory Committee"), the organization program is as follows:

I. Organizational Structure

1. The total number of the members of the Advisory Committee is 10, including 5 mainland members, and 5 Hong Kong members. One secretary general is appointed except for 10 members.

2. The Advisory Committee assign some chairman committee , serving by the mainland professional; two deputy directors can serve by the Hong Kong and the mainland professionals respectively.

3. The members that actually participate in the education services in the Advisory Committee shall not be less than 4.

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4. The organization, implementation and the daily communication and liaison work of the Advisory Committee is charged by the Secretary General and the Secretariat of the Qianhai Administration (hereinafter referred to as "the Secretariat").

II. Selection and Appointment Procedure

The members of the Advisory Committee shall be selected according to the following procedure after the approval of the Secretariat in the Qianhai Shenzhen-Hong Kong Professional Education Advisory Committee:

The Secretariat shall propose the name list of candidate members in the mainland and Hong Kong educational experts through the screening, among which the name list of candidate members in Hong Kong shall solicit the opinions of Liaison Office in Hong Kong; after the approval of the Liaison Office, Qianhai Authority shall send out invitation to the candidate; after the consent of the proposed member, the Secretariat will submit the proposed name list of committee candidate to Qianhai Authority for review; after review, the member will officially become the member of the Advisory Committee, and Qianhai Authority will present letters of appointment. The Advisory Committee implements the appointment system with 3-years term is, which can be hired for re-election.

III. Job Responsibilities

The members of the Advisory Committee shall perform the following duties:

1. Take the assistance of Qianhai education and supervision department, and provide professional advice for the purpose of implementing the education environment in Qianhai to achieve the aim of the leading domestic and international first-class international education demonstration zone.

2. Provide professional advice to optimize the compulsory education.

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3. Communicate with foreign excellent educational institutions and actively research, combined with the national conditions, and seriously introduce the measures and methods that are favorable to the development of Qianhai. Assist with the planning and implementation of innovative measures (including but not limited to communicate with International Baccalaureate Organization, study the dual track system, breakthrough school building height, optimize the admission qualifications, school bond, Qianhai characterized international school, Hong Kong schools for the children 2.0, etc.).

4. Take measures to attract and retain domestic and international education professionals, and help create the educational talent market with depth and width.

5. According to the development road map of Qianhai, assist the study of geographical range and population of Shenzhen-Hong Kong modern industry cooperation zone currently and in the future, coordinate with the supply and demand of degree of the surrounding area.

6. Optimize regulatory measures to ensure that the education from kindergarten to high school and other educational services achieve zero accidents in health, safety, operating and the highest quality.

IV. Relevant work arrangement

1. Before the end of January 2016, the Secretariat shall be responsible for the specific formation and preparation work, draft of Organization Scheme of Qianhai Education Advisory Committee (Draft), and the development of the first selection of candidate member of Advisory Committee.

2. Before the early February 2016, make efforts to let this plan be approved by the director's office, when the Hong Kong preparation staff is confirmed by the Liaison Office, carry out the invitation work of the members and confirm the name list of the members of the Advisory Committee.

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3. Before the end of February 2016, carry out the preparation work of the first plenary session of the Advisory Committee, determine the time, place, form and content of the first meeting of the first plenary session, invite members to attend the meeting.

4. Before the end of March, 2016, hold the inaugural ceremony of Education Advisory Committee and the first plenary meeting, award the letter of appointment to members. Submit the consideration of the first plenary session of Working Rules of Qianhai Education Specialized Committee (Draft).

The education facilities will be an important link of Qianhai in serving the high-end talent, and the planning proposes Qianhai Authority to complete the construction and bidding actions of education committee and the relevant units within 3-6 months.

V. Recommendations on the Composition of the Membersviii

In order to promote the high efficiency coordination and cooperation between Qianhai and the education and supervision departments of surrounding areas, the composition of the members is recommended as follows, the details shall be determined by the Authority:

1. Qianhai Authority - head of education affairs (work as director)

2. Qianhai Authority – Representative of Planning Department

3. Representative of Shenzhen Municipal Bureau of Education

4. Representative of Education Bureau in Nanshan District

5. Representatives of the education sector in China

6. Representative of the Hong Kong Board of Education (famous scholar, for example, from Hong Kong University)

viii This plan only put forward some suggestions, but the specific implementation shall be subject to the work plan of

Qianhai management authority.

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7. Representative of Hong Kong education sector (international education)

8. Representative of Hong Kong / foreign education and technology sector ICT (Information, Communications & Technology)

9. Representative of construction firm with international education planning experience from Hong Kong and Shenzhen

10. Prominent figures in Hong Kong

11. Secretary General: the Authority appoints the representative of the international planning party of education of Qianhai, so as to maintain the continuity of implementation of the planning.

The planning proposes to organize the most authoritative consultant to set up on the Education Advisory Committee. The Education Advisory Committee is not to monitor the operation, but only to provide a market and policy advice, and the final decision right and the interpretation right shall be owned by Qianhai administration bureau.

4.5 Education Policy

The education policies involved in this plan include:

a. The P.R.C. Law for Promoting Private School: encourage private capital to establish all kinds of schools in Qianhai.

b. Interim Measures about the Establishment of the School for Children of Foreign Personnel by the State Education Commission of the People's Republic of China, according to the regulation, the examination and approval authority of the schools for children of foreign personnel is in the people's at the provincial level, and Guangdong Province has authorized Qianhai to exert the power of examination and approval.

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On June 27, 2012, the Approval of the State Council supports the more special pilot and policy of Qianhai other than any special economic zone.

The Approval supports Qianhai to construct the Shenzhen- Hong Kong talent special zone, establish a sound mechanism for agglomeration of talents of modern service industry and create a convenient working and living environment. Innovate the management mechanism, study and formulate relevant policies and measures, and provide convenience of employment, life and immigration, etc. for foreign talents, Hong Kong, Macao and Taiwan talents, overseas Chinese and overseas students.

The Approval supports the education of Qianhai in Shenzhen and Hong Kong and conduct cooperation pilot in medical. The Hong Kong service providers are allowed to establish wholly owned international schools in Qianhai, and their enrollment can be extended to children of overseas Chinese and returned overseas students who work in Qianhai and obtain long-term residence rights.

According to the future development orientation of Qianhai, the regulations of policies that shall be broken through include:

a. The international school recruits Chinese students. The Chinese students conforming to the requirements shall be encouraged to go to the international school. Set 30% threshold to appropriately relax the regulation, and it clearly stipulates that: 1) one or both parents and students must have a third country permanent residence. 2) Qianhai work certificate.

b. Allow the implementation of a dual track system, and use the revised diploma. There have been a lot of previous cases that meets the market needs in the domestic.

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c. Clarify the education authorities. It shall immediately set up an education and supervision department, enjoy independent policy to implement the right to speak, do not rely on the education management department of other areas, it can immediately conduct tender (Education Advisory Committee will assist).

d. Establish Qianhai Education Advisory Committee. Establish the Educational Advisory Committee (similar to the "Youth Affairs Committee") composed of government representatives and experts in education and planning. The Government + Advisory Committee will appropriately involve in the operation of the school: the foreign international shall give maximum freedom, besides, it is recommended that the other schools need to set aside a position of "board of directors" for Qianhai / Education Advisory Committee. In addition, Qianhai / Education Advisory Committee will have 10% degree of admission to all schools to attract investment.

e. Allow schools to issue bonds: currently it does not allow schools to issue bonds. It’s recommended to introduce the "Enterprise Edition" bonds, which can be used as investment for Qianhai Authority.

f. The qualified staff can enjoy the personnel tax concessions of Qianhai: all kinds of professional staff have preferential, and the teaching staff are not listed. It’s suggested that not only the teachers, but also the education administrative personnel that can prove professional qualifications shall be included together, to promote popularity for the construction of "international education community".

g. Encourage the Hong Kong architects to participate in school design, and allow flexible design of the school buildings.

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h. Macroeconomic regulation and control of government, strengthen the market operation, attract the diversified sponsoring body to run the school in Qianhai. Limited market of compulsory education reflect the public welfare, and realize government functions. Highly market-oriented international schools, reflect the differences to achieve brand promotion.

5 Construction Implementation Plan

Chapter 5 Construction Implementation Plan

5.1 Construction Sequence This plan began in 2015, and ended in 2030. The construction of all educational facilities is divided into three stages. The first stage is the starting period from 2015 to 2017. Its main job is to construct three kindergartens, one primary school of compulsory education, one nine-year Government School and one international school. The second stage is the high speed growth period, from 2018 to 2020, including construction of twelve kindergartens, two nine-year Government Schools and one international school. One international school (for children of Hong Kong Permanent Resistant). The third stage is the mature stage, from 2020 to 2030ix, , 3-5 kindergartens, and 1-2 international schools, as well as a number of education facilities will be constructed as required.

ix The specific development and construction subjects are subject to the specific work plan of Qianhai Administration.

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Below picture: construction sequence of Qianhai educational facilities

. 5.2 Estimate of Construction Investment

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5.3 Land Transfer Policy The general land transfer method is mainly the land for market rental; conditionally symbolic land rent; distribution of vacant teaching buildings and dormitories; school site expansion. For Qianhai, the planning suggests to take conditionally symbolic land rent as the main land transfer mode on the condition that the lessee shall bear social responsibility of Qianhai to a certain degree and reach agreement on admission, open facilities, with Qianhai.

In the construction method, there are three main types: completely independent construction; loan construction; construction funded by Qianhai. The planning proposes to RMB 1 symbolic land rent for the school, which does not provide non / low interest loansx; for the independent private school, it can use RMB 1 as symbolic land lease, which can also fund the application of non/ low interest loans.

x There is no "RMB 1 rent policy" of Hong Kong in mainland China, but there is a policy called "new land policy", that is, any land agreements for culture and education, sports and public facilities can use the method agreement transferring. As long as that it’s consistent with this agreement, it is legal. The planning proposes to retain the RMB 1 rent policy of Hong Kong as cooperation between Shenzhen and Hong Kong in the policy, and refers to the existing poli cy advantage of Hong Kong, whether it will be agreed will be discussed separately.

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The planning proposes that the first independent private school shall be firstly undertaken by Hong Kong funded sponsoring body with experience of running a school. RMB 1 rent emphasizes the Chinese elements and public benefit; the bond is allowed under the intervention of Qianhai education committee; Qianhai has 20 percent of admissions decision right of the degree; and receives a certain percentage of the local students according to the regulated proportion; xi；this is related to the loan of negotiation engineering of land value and the decision conditions of holding.

xi Since each school has its own definition, this plan doesn’t recommend the recruitment limit to each school, especially the international school. The planning suggests that one of the international schools can receive mainland students, the proportion of admission is suggested to be 20-30%, but the actual approval shall prevail.

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5.4 Program of Construction Standard The construction of the education facilities in this planning refers to the standards of 12 world famous schools in the world, such as American International School, Hong Kong International School, Harrow International School, Island School, King George V School, etc.

5 Construction Implementation Plan

(表一) 建议学校土地面积及相关开发参数估算截止2020 截止2030 预计招生人数土地面积容积率建筑高度数目数目每校人数约 1080 每校约0.7公顷 + 1 国际学校（36班 x 每班30人）约32米（允许5%以 1 1 至 2 公顷住宿设施（请 2.50 (外国) 含住宿及教职员工宿内的调整 - 请见注4）见注2及5）舍设施

国际学校每校（人数约 1080 约32米（允许5%以内 (港资) 1 1 至 2 约0.7公顷（请见注2） 2.50 (36班 x 每班30人）的调整 -请见注4）

每校人数约 1800～香港／ 3 4 2000 每校 3.5公顷（请见注3） 0.49（请见注3）不超过5层义务学校 [请见注一]

注： 1. 可由港资机构运作管理 2. 美国初中及高中用地面积约5到6.5公顷，将根据学生实际录取人数而定。 3. 参考深圳规划设计标准 4. 参考香港一般规划设计标准 5. 参考香港哈罗国际学校标准

Refer to the above construction standards of schools, in combination with the practical situation of Qianhai and the overall plan of Comprehensive Planning, the planning proposes the covering area of Qianhai education facilities construction planning and related development parameters as follows:

5 Construction Implementation Plan

(表二) 建议学校配置土地面积估算

(1) 9洞完整高尔夫球场（资料来源：高尔夫发展指南） (见 20-30公顷注一) (2) 标准溜冰场=62 x 32米含1.5米控制台及通道围边（资 0.19公顷料来源：国际冰球联盟）(见注二) 国际学校 (3) 50 x 25米国际标准泳池（如设10条泳道）加至少3米宽共用设施 0.18公顷的通道 (资料来源：拉姆齐建筑标准1994） (4) 上述(2)项及(3)项的辅助设施，约3700平方米, (设施共 0.2公顷用,分两层)（资料来源：国际冰球联盟）(见注三)

由上述(1)项至(4)项所需的总用地面积估算 30 公顷

根据深圳规划设计标准（表5.4.1）需包括以下内容 (己包含在表一面积计算中): 建议的青少 (1) 200-400米环型跑道年综合文娱 (2) 室内体育馆训练中心： (3) 2-3 篮球场 “动工场” (4) 2-3 排球场 (5) 1 个25米游泳池 (6) 1 器械场地

Appendix

（1） Decision-making Worksheet

The school selects the proposal and suggestion, the final decision right shall be owned to Qianhai Education Advisory committee.

国际小中（外国办学团体） +

目标群体课程制式土地出让选校机制投资模式营运/债券建筑评核监管

By 可发行企 IB国际 Invitation 业型学校文凭高度必根据办学债券，受教育咨办学团体须适量声誉，多教育咨询询委员出资大部突破英国GCSE 10年项条件, 委员会定期分，前海外籍人士 (或+IB) 1元租地定向邀请监督.前海（每3年） /控股出如前海/ 3家学校 /控股拥审核资占部分控股拥美国制式商谈，最有(按出学校，股权有股权， (或+IB) 后教育咨资比例) 延续 15年亦负责询委员会债券话语租约 1元租地工程港澳台不建议其投票权他非一线教育学制，全学校不允许发跟随国譬如加拿公开招标不审核大、澳纽出资行债券内高度

注：名校与否，首批学校寸金尺土; 非一线教亦将仔细影响前海给前海工不突破高育制式，前海保留考虑回本形象，应具，用以度，无国 - 没策略话语权 “ 期，不应定向邀请招商际标准价值 ” 过短 “名校” 可言

Appendix

Category 1: The international schools run by the foreign sponsoring bodies mainly serve the foreign and Hong Kong and Macao groups.

The curriculum standard is recommended to choose from the three mainstream international courses: IB International Diploma, British GCSE (or +IB), American Standard (or +IB). For the consideration of strategy value, the other non first-tier education systems are not recommended, such as courses of Canada, Australia, etc. The method of land transfer, whether or not the elite school, shall be carefully considered in this period, which shall not be too short. So it is suggested to use RMB 1 to rent, the leasing period is 10 years or 15 years.

Considering the influence of the first school to the image of Qianhai and large impact of building high-quality education brand, it’s recommended to regularly invite elite schools for the school selection mechanism. According to the school's reputation and a number of conditions, three schools shall be invited to discuss, and the final result shall be considered comprehensively by the Education Advisory Committee and determined after voting. In respect of the investment mode, Qianhai retains the right to speak, s the sponsoring body contributes the most part, while Qianhai/holding contribution accounts for a part of the shares.

国际小+中（香港办学团体） In the aspect of operation, the corporate school bonds may be issued as a tool for Qianhai to attract investment,目标群体 which课程制式 shall 土地出让be supervised选校机制 by the Education投资模式 Advisory营运/债券 Committee.建筑 Qianhai评核监管 / holding have the right中国香港 of speak to bond in accordanceBy with the proportion可发行企 of contribution. 特色国 Invitation 业型学校 IB 高度必 Qianhai has high cost of land, Qianhai/ holding根据办学 has the办学团体 ownership,债券，受 which is also responsible教育咨 for 际文凭须适量声誉，多出资大部教育咨询询委员港澳台（双语、突破 engineering,and the我国价值） building height10年 has not项条件 achieved, the分，前海 international委员会 standards, so it can定期 have 1元租地定向邀请 /控股出监督.前海（每3年） appropriate breakthrough. 如前海/ 3家学校资占部分 /控股拥审核英国GCSE 控股拥商谈，最股权，可有(按出学校， + IB 有股权， In the aspect of the assessment regulation,后教育咨 the Education达40% Advisory资比例 )Committee would延续华侨、海 15年亦负责询委员会债券话语租约 regularly归、 (every不超 thre不建议其e years) review1元租地 school, and continue the lease. 工程过10%对他非一线投票权前海重要教育学制，全学校不允许发跟随国内地企业譬如加拿公开招标不审核高管子女大、澳纽出资行债券内高度

注：首批学校寸金尺土; 非一线教学费比类前海保留一名校董影响前海给前海工不突破高育制式，别1学校低，话语权及由教育咨形象，应具，用以度，无“国没策略所以租约部分询委员委定向邀请招商际标准价值可略长管理权 ” 派出任 “名校” 可言

Appendix

Category 2: The international schools run by the Hong Kong sponsoring bodies mainly serve the Hong Kong, Macao and Taiwan people, overseas Chinese, returnees, as well as no more than 10% of the children of mainland business executives who have important contributions to Qianhai.

The curriculum standard is recommended to choose IB International Diploma with Chinese Hong Kong characteristics (bilingual, China's value system), or the British GCSE+IB courses. Since the other non first- tier education systems have no strategy value, it’s not recommended to use the non first-tier education system, such as Canada, Australia, etc. For the land transfer method, it is suggested to use RMB 1 rental for 10 years or 15 years. Considering that the school tuition is lower than that of Category 1, the lease may be slightly longer.

Considering the influence of the first school to the image of Qianhai and large impact of building high- quality education brand, it’s recommended to regularly invite elite schools for the school selection mechanism. According to the school's reputation and a number of conditions, invite three schools to discuss, which shall be considered comprehensively by the Education Advisory Committee and determined after voting. In respect of the investment mode, Qianhai retains the right to speak, which proposes the sponsoring body to contribute the most part, Qianhai / holding contribution accounts for a part of the shares, which can be up to 40% and has part of management rights.

In the aspect of operation, the corporate school bonds may be issued as a tool for Qianhai to attract investment, which shall be supervised by the Education Advisory Committee. Qianhai / holding have the right of speak to bond in accordance with the proportion of contribution. Qianhai has high cost of land, Qianhai/ holding has the ownership, which is also responsible for engineering, and the building height has not achieved the international standards, so it can have appropriate breakthrough.

In the aspect of the assessment regulation, the Education Advisory Committee would regularly (every three years) review school, and continue the lease. One of the board of trustees recommended the Education Advisory Committee to act as the advisory. The planning proposes the management of the market, and supervises and operates according to the national related policies, it’s not suggested to increase too much regulations, since the school itself will cooperate with global educational institutions.

Appendix

(2) Guiding plan of the implementation of the construction of Qianhai education facilities

Appendix

(3) Highlighted Matters Records in Planning Formulation Innovative Planning for Qianhai Education Development

Highlighted Matters Records in Formulation Work

On July 3, 2015, Zhang Bei, the Director General of Qianhai Management Bureau listened to the mid-term report about Planning, therein, the recent progress of the project group was recognized and the following basic principles were determined, namely, establish 15 kindergartens, 4 compulsory education schools and 3+1 international schools in 2020. In the Planning, Planning Division and Project Team were requested to mark off 8 large-area lands to establish schools, clearly determine school unit planning and guarantee the establishment of compulsory education schools (dual system); Yawen Education was asked to put forward establishment scheme and working rules for Qianhai Education Consultation Committee, catch opportunity to establish committee, select the optimal international school, as well as make negotiation with cooperating partners for school establishment matters; make use of real estate rental- sales policy to appeal to Hong Kong people and foreigners to settle in Qianhai for the sake of guaranteeing the enrollment of Qianhai International School.

In May 2015, the Project Team sent 188 Educational Demands Questionnaire and took back all of the questionnaires from employees who held post in Vanke Enterprise Mansion in Qianhai Cooperative Zone, Qianhai Shenzhen-Hong Kong Youth Dreamworks Enterprises, and people who were going to dwell at Qianhai Era, Xiangjiang Financial Building, Zhuoyue Qianhai and other buildings.

Appendix

Main conclusion from questionnaire: As for the kindergarten and nursery demands, Hong Kong kindergarten curriculum is the most popular, followed by American Harvard curriculum, therein, 62% child-bearing women have 1-5 years old babies; 43% babies are in urgent need of resources.

In terms of schoolhouse and public devices demand, the large-scale libraries are most desirable, followed by indoor playground and concert hall/lecture hall. When it comes to educational system, most people opt to mainland and Hong Kong DSE curriculum, followed by international baccalaureate and England curriculum. The dual-system experimental schools rank first with 41% demand degree, followed by foreign international schools (32%). Most people (83.5%) believe that it would be better for Qianhai Education to give its best to develop towards multi-outlet internationalization. There is a popular belief (62%) that the secondary schools (especially senior high schools) are in urgent need of dormitory. As for the educational service, only 6% people refuse to support the international school to enroll the local students who have non-local residence right, and only 3% people go against to establish the professional school recruitment consultation units.

In the mid-term report and discussion about Planning on May 12, 2015, the core conclusion of report was determined to make clear explanation for the logic thought about demand calculation, in addition, the international school put forward layout scale, planning operation, design, investment-attracting schemes as well as establishment time. Then, the mid-term report is under preparation.

Appendix

On Apr. 16, 2015, the Project Team thought that it was important to allow foreign international schools and Hong Kong-invested international schools to recruit a handful of local students after the conversation with Hong Kong Education Bureau and the international renown sponsoring bodies.

On Apr. 16, 2015, the Project Team knew that the operating space of Hong Kong international school was extremely large, the schoolhouse can be raised in the premise of guaranteeing the high-safety standards. There is no case that the international schools in Hong Kong is closed due to unqualified school conditions after investigation and survey in Hong Kong Education Bureau. In addition, some innovative policies need to be discussed with governmental departments, for example ,to issue school bonds and kindergarten bonds, or to attend university in Hong Kong, etc.

On Mar. 18, 2015, the Project Team went to Nanshan Education Bureau for investigation and survey to discover the rare educational resources and hard-won academic degree in Nanshan District.

On Feb. 27, 2015, Zhang Bei, the Director General of Qianhai Management Bureau listened to the mid-term report about Planning, therein, the previous works and basic conclusion of Planning were basically recognized, and the Project Team was asked to hold two forums with Shenzhen Education Bureau and Hong Kong Education Bureau.

Appendix

On Feb. 5, 2015, Tang Shaojie, the Director General of Qianhai Management Bureau listened to the mid-term report, therein, the conference affirmed that the basic research orientation of Planning was relatively old-fashioned, as a result, Yawen Education and Planning Division shall emancipate thoughts and took bold ideas to make preparations to report to Zhang Bei (Director General) and the whole staff.

On Jan. 26, 2015, Ye Weihua and others from Planning Division held seminar with Yawen Education Project Team in Wong Tung Group of Companies with regard to the mid-term report details, therein, Wong Tung was asked to put forward the school site selection and work out conceptual architectural design, what’ s more, the Project Team needed to determine school quantity and land transferring schemes, establish assessment agencies as well as formulate school-choice standards an d school selection , and establishment time sequence.

On Jan. 22, 2015, the Project Team went to Planning Division of Qianhai Education Bureau to discuss with Ye Weihua and others with regard to mid-term planning report, as a result, they analyzed the current planning of Qianhai, put forward revision suggestions for academic degree demands, device layout, school-running pattern research and other matters, then, made preparations for the mid-term report matters for Director General.

On Jan. 14, 2015, Jin Yanwei and other employees from Planning Division held discussion with Wong Tung Group of Companies and Yawen Education for the sake of revising the mid-term report framework.

Appendix

On Dec. 31, 2014, the Project Team gave an account of working progress in recent days to Planning Division of Qianhai Management Bureau, and communicated fully its views on academic degree measurement in the mid-term seminar of Planning.

On Dec. 19, 2014, the Project Team went to Qianhai to investigate the school site selection.

On Dec. 18, 2014, the Project Team coordinated with Planning Division of Qianhai Management Bureau to participate in the establishment promotion conference for Shenzhen Internationalization School.

On Dec. 2, 2014, the Project Team paid a visit to Shenzhen Planning Bureau to hold talks with persons in charge from Planning Bureau and China Development Institute for the sake of understanding the population measurement methods and paths of Qianhai in Comprehensive Planning, as a result, the major conclusion included: taking 2-hour traffic capability as the major measurement basis, the Comprehensive Planning finally determined that the benchmark employed population was 650,000 with 150,000 residential population; the upper-limit employed population was 750,000 with the residential population of 22 0,000, which was the political decisions made by major city leaders.

On Nov. 20, 2014, Lin Hong, the Deputy Director General of Qianhai Management Bureau listened to the mi-term report about Planning with the requirements to take practical measures and conduct scientific school and academic degree predication, in

Appendix addition, Planning Division shall make coordination with departments of holding companies to participate it in advance.

On Nov. 13, 2014, seven persons from Project Team and Planning Division of Qianhai Management Bureau went to Hong Kong to investigate the international school running situations.

On Nov. 11, 2014, Yawen Education talked about draw-up content for report and the coordination matters about architectural standard suggestions with Wong Tung Architects Office.

In Oct. 2014, six persons from Project Team and Planning Division of Qianhai Management Bureau and 3 persons from Yawen Education Co., Ltd. went to Beijing and Shanghai to investigate the international school running situations, study functional orientation, planning construction of the local excellent international schools and introduce experience about design, service and running modes of international brand schools and some international schools.

Appendix

(4) Report about Going to Beijing, Shanghai and Hong Kong to Investigate Studying Educational facilities Planning and Construction Situation

Report on Investigation of Educational facilities and Planning Construction Situation in Beijing, Shanghai and Hong Kong Planning Division of Qianhai Management Bureau Yawen Education Co., Ltd.

Educational facilities are considered as an important indispensable part in public devices of Qianhai. In order to expand horizons, draw lessons from advanced experience of the domestic regions and lay solid foundation for formulating Qianhai international educational device planning, 6 persons from our Planning and Construction Division, Operation Development Division, Financial Division and Holding Companies and 3 persons from Yawen Education Co., Ltd. went to Beijing, Shanghai and Hong Kong in Oct. and Nov. 2014 to study the functional orientation and planning construction of the local excellent international schools, and introduce the experience of design, service and running mode of international brand schools and some international schools. After the intensive investigation and survey for two weeks, they had carried out on-the-spot investigation for seven schools and kindergartens with different levels, different orientations and different school-running patterns in three places, as a result, the following survey report was formulated as follows:

I. Survey process overview We investigate 4 schools in Beijing and Shanghai, therein, 3 schools are located in Beijing, namely, Ivy Academy, Daystar Academy Bilingual Education in Beijing, Beanstalk International Bilingual School; one school in Shanghai: YK Pao Bilingual School in Shanghai. In Hong Kong, 3 schools are covered in our survey range, namely, German Swiss International School (Secondary Section), Victoria Shanghai Academy and Po Leung Kul Lam Man Chan English Primary School.

II. Basic conditions 68

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(I) Ivy Academy Located in Dongcheng District of Beijing Municipal and established in 2004, Ivy Academy is the unique authority which is recognized by MI Academy of Harvard University, of which the establishment target lies in making use of the existing research basis to carry out practice for the sake of creating active and supportive learning environment, and motivate all potentials of children. Ivy Academy can provide three different academies:

——Ivy Academy (noble class): Ivy Academy accepts students of ages two through six and offers curriculum which is designed based on MI theory proposed by American Harvard University Graduate School of Education. What’ s more, all teachers come from English-speaking countries, in such case, Ivy Academy will initiate English curriculum for primary school attendance by top-class children, as a result, most children will enter the international schools or English schools of their motherland. ——Ivy Bilingual School (elite class): Ivy Bilingual School accepts students of ages two through six with the educational purpose of providing education which includes Chinese unique culture and being based on the latest research to children, especially infants. After graduation, the children can make communication in fluent English and Chinese. ——Ivy MI Kindergarten (mass class): Ivy MI Kindergarten accepts students who are going to enter into primary schools and offers the high-quality Chinese teaching. With the multiple-theory curriculum which is specially designed for Chinese family, the project can provide first-class education environment with international style for the children. The student source proportion of kindergarten: Asia/North America/Europe/Australia=25/20/44/11

Appendix

Curriculum highlights: MI theory curriculum; English teaching; high-quality teachers; small- class teaching with low student-teacher ratio; individual online weekly report and growth report. Due to the early establishment and high-end orientation, it has great influence on the local teaching. It is worth mentioning that it was awarded as “Model Teaching Base” by China Education Society in 2008, as “Annual Excellent Kindergarten in Beijing Municipal Private Kindergartens” by Beijing Municipal Education Commission in 2008 and as “Top 100 Kindergartens in China” by China Association of Private Education in 2010.

The service group are mainly Chinese and foreign middle-class families with the tuition fees of RMB 150,000 (including tuition fees, school bus, lunch money, etc.).

Appendix

Kindergarten appearance Reading Area for students

Movement Area for students Multi-purpose classroom

Appendix

(II) Daystar Academy Located in Shunbai Road, Chaoyang District of Beijing Municipal, Daystar Academy is an internationalized bilingual school which is established by Doctor Cai Jinyong from Boston University and his wife, Dawn Vermylia, a master from University of Pennsylvania. With the occupied area of 22 mu ,of which teaching buildings and gymnasium cover 5060 square meters. The school ,designed by England Robarts Interiors & Architecture ,adapts to the education and teaching demands of 21-century schools by advanced and innovative design. As for campus, the advanced and innovative design, elegant environment and rich Chinese and western culture atmosphere are filled. Established in 2002, the school had authorized with the formal school-running permission by Chaoyang District Education Bureau in the year 2008. Until now, the school has recruited 259 students around 17 countries (age: 22 months-12 years old) ranging from kindergarten to sixth-grade . Differing from the general international schools, the school is engaged in exploring a kind of international leading balanced bilingual education mode which is based on personality education and applies bilingual education system in China; it also works on cultivating the high moral character for students for the sake of enhancing their personality quality and promoting them to achieve equal development in Chinese and English school works. A significant feature of the school is the balanced bilingual education (dual system). After graduation, the students will successfully transit to international schools or enter into the international section of the domestic primary schools. As a result, they will adapt to the primary school in a hurry and achieve qualified English level under the request of school. In most cases, Chinese-speaking students will be among the best in the international classes. Until now, the school has cultivated 9-class graduates to get the following attendance orientation: International primary school Public school

Western Academy of Beijing Beijing No.55 High School

International School of Beijing Beijing No. 4 High School

Dulwich International School Beijing No. 80 High School

Harrow International School The High School Affiliated to Beijing Normal University

Beijing World Youth Academy Tsinghua University High School

Appendix

The school mainly provides service for the foreign senior executives and middle-class families with the tuition fess of RMB 100,000 every year.

Students and teachers Campus environment

Classroom Playground

(III) Beijing Beanstalk International School

Located in North Dongsihuan Road, Chaoyang District of Beijing Municipal, the school is held by International Youth Exchange Center directly under the the Central Committee of the Communist Young League, differing from the previous two private schools. Since the year 73

Appendix

1993, it began to carry out internationalized education projects. Until now, Beanstalk International School has established 7 campuses, including 5 kindergartens, 1 primary school and 1 junior-senior high school. Thanks for the unique Chinese-English and multiple-cultural teaching mode and environment, the school has attracted more than 1,000 students from over 30 countries and regions around the world. Beanstalk International School offers Chinese-English teaching environment for students in kindergarten. Until the junior grades in primary school, teaching language proportion with 60% English and 40% Chinese will be gradually in the highest flight, then, 70% English and 30% Chinese will be applied until senior grades. During junior-senior high school grades, English is always considered as the leading language for the sake of helping students to pass the pre examination of IB University successfully. Until now, the school has obtained Cambridge IGCSE curriculum, IB-DP International Baccalaureate, IB PYP International Baccalaureate as well as WASC (Western Association of Schools and Colleges) certificates.

——————————— (1) Cambridge IGSCE (International General Certificate of Secondary Education) is one system which has the most students (14-16 years old) in the examination around the world in foreign countries at present. As one part in CIE (Cambridge International Examination), the foregoing certificate will be admitted by all English-speaking countries and regions, similar to American SSAT. If you want to apply for England universities, such as, Cambridge and Oxford, the score is considered as one important reference for your application.

Beijing Beanstalk International Bilingual School offers services for foreign senior executives and middle-class families with the tuition fees of RMB 168,000 per year.

Playground and schoolhouse Computer classroom

Appendix

Reading room Lecture room

——————————— (2) As the university preliminary course project without geographic restrictions which is famous internationally, IB-DP certificate is recognized by the first-class universities in the world. (3) IB-PYP project is a standard curriculum which is specially designed for 3-12 years old students, which includes four core concepts, six cross-discipline research topics, twelve basic attitudes, etc. Therefore, it can satisfy the curriculum requirements of most countries and regions to lay solid foundation for students after entering into MYP. (3) Established in 1962, WASC is an abbreviation of American Western University Academy and University Education Appliance. As a non-profit and unofficial education assessment authority, it’s assessment range covers preschool education, primary school education, secondary school education and audit education. WASC is a professional assessment authority which is recognized by COPA.

Appendix

(IV) YK Pao Bilingual School in Shanghai Established in 2007, the school is a non-profit Chinese-English bilingual school with primary school and secondary school section, therein, the primary school section is located in Changning District of Shanghai City with non-residential system, and the secondary school section is located in Songjiang District of Shanghai suburbs to provide boarding (non- residential model can also be selected) education with Anglo-American model. TK Pao Bilingual School in Shanghai can accept Chinese and foreign students and offer 12-year coherent education. The school carries out headmaster-in-charge system under leading, in details, Board of Governors will make decision about overall planning and major policies and guidelines of the school development, then, the headmaster is responsible for putting it into practice. Bao Peiqing, the firstborn daughter of the deceased shipping magnate Sir Yue-kong Pao, holds the post of chairman, and the vice chairmen are held by Tan Fuyun (former vice president of All- China Women’s Federation) and Su Wenjun (president of Hong Kong Global Education Group). The 12 directors are from government, educational experts, well-known representatives from industry and commerce field as well as grassroots teachers. The school has an internationalized teacher team, in details, all teachers and teaching assistants are from countries with different languages and cultural backgrounds, including China, America, England, Canada, Australia, New Zealand, etc. Therefore, they are able to give classes in their mother languages and actively participate in and organize various interactions for the sake of disseminating Chinese and Western languages and cultures both inside and outside the classroom. What’s more, more than 50% teachers have obtained master’s degree from Oxford University, Brown University, Columbia University, Fudan University, Chinese University of Hong Kong and other well-known universities, of them the average teaching experience lasts for 12 years. Until now, the proportion between foreign teachers and Chinese teachers in the total 188 teachers is 6:4. In addition, the school also pays more attention to teacher training, such as, inviting former headmasters from England Dragon School, Eton College and many well-known schools in Shanghai at regular intervals.

School values

Appendix

Schoolhouse Library

Art room Classroom

Indoor basketball court Dining hall

(V) German Swiss International School As an international school in Hong Kong, German Swiss International School is located in Guildford Road and Pok Fu Lam Road, Gough Hill, Victoria Peak with beautiful surroundings. Established in 1969, the school accepts students who speak German or English. Although there are only 73 students in the first establishment year, the school has recruited

Appendix

1,300 students from more than 40 different countries until now. Until 2010, German Swiss ranked ninth in all secondary schools in Hong Kong. The school includes four sections: kindergarten, primary school, secondary section and vocational skill training center, therein, the primary-secondary section is divided into German Section and International Section, carrying out German teaching and English teaching respectively with German system and England system in terms of educational system. Carrying out England-style and German-style education, German Swiss is based on IBDP. In order to guarantee the teaching quality, German Section conducts inspection per 5 years and follow-up per 2.5 years. The school offers services to the company senior executives with the annual tuition of 113,000 Hong Kong dollars. In the four campuses, there are 1,300 students (the visited Secondary Section has 600 students) from more than 40 countries, therein, 1/3 and 2/3 students are allocated in German Section and International Section (including 70% Chinese students) respectively.

Relations with government: make payment of 1 Hong Kong dollar to government as rental with ten-year tenancy term; government carries out non-intervention for the school matters. The school issues school bonds (every student shall purchase bonds before attendance), then, which will make use of the obtained proceeds by itself. The individual bonds and company bonds are 4.75 million Hong Kong dollars. What’s more, Parents Teacher Association (PTA) will be established by the school to coordinate the relationship between parents, students and school, therein, the representatives are from two parents of every class. In case of any schoolhouse refurbishment, teacher employment, teaching devices purchase and other matters, PTA will make negotiation in the premise of complying with parents and teaching devices’ requirements.

Appendix

School appearance Teaching building

Overlook student’s study room on Victoria Peak Computer room

Roof top swimming pool Rooftop playground

Indoor playground partitioned by curtain Teaching building appearance

(VI) Victoria Shanghai Academy

Appendix

Located in No. 19 of Shum Wan Road of Aberdeen, Victoria Shanghai Academy is a local private IB international school. Established in 1984, the school can offer IB-PYP, IB-MYP and IB-DP curriculum. Now, Kong Meiqi, the principal of Victoria Education Institute, holds the post of headmaster. In the year 2005, the school had formally developed into an IB world school. In the year 2006 and 2007, the Secondary Section passed through IB-MYP and IB-DP certificate to develop into the first IB world school which can provide three curricula in Hong Kong. Until now, the school has recruited more than 1,700 students, therein, every class in primary school and secondary school has 28 and 28 students respectively. In the total 150 teachers, the foreign teachers account for 50% with the student-teacher ratio of 1/10-1/12. As for kindergarten, affiliated schools have been established in Shenzhen, Suzhou and other places. The school has the perfect and complete IB curriculum-- PYP, MYP and DP curriculum, therein, the Primary Section is based on bilingual teaching (English and mandarin), after entering Secondary Section, English teaching will be applied with auxiliary Chinese curriculum. It points out that the humanity education essential lies in inquiry-based teaching and studying, as a result, the international and the local language education will be integrated to cultivate active learner and comprehensive personal development. In the Primary Section, bilingual teaching shall prevail (English and mandarin), in details, two tutors will be equipped for every class to carry out English and mandarin teaching. During the Secondary Section, pure English teaching will be applied with the Cantonese (as lingua franca) after class. The school teachers come from different countries, such as, Australia, Canada, Hong Kong, India, New Zealand, England and America. VSA teachers have participated in IB workshop and accepted IB training.

 Curriculum features: perfect IB curriculum; IB-DP The school is approved to offer all three International Baccalaureates curricula for the sake of comprehensively cultivating students’ elaborate faulty and making use of stimulating learning to develop their inquiry ability. VSA students will study IB-DP curricula in 11th-12th grade. What’s more, the curriculum has been recognized by universities in Hong Kong and countries around the world in terms of attendance acceptance, credit exemption and scholarship application.

 VSA IB curriculum features include:  Integrate the educational essentials of international and local language to cultivate the active learner and comprehensive personal development.

Appendix

 In the Primary Section, English and mandarin are considered as the teaching languages, in details, every class will be equipped with two tutors to carry out English and mandarin teaching. In Secondary Section, the pure English teaching shall prevail with the Cantonese (as lingua franca) after class.  Praise Chinese culture from an international perspective

Except for IB-PYP and IB-MPY, the school also has IB-DP project to provide a balanced and challenging two-year curriculum with attached midterm examination to 16-19 years old students. The final purpose of the school lies in cultivating students with elaborate faculty and international thought.

Six disciplines are established in IB-DP project in terms of higher-level and standard degree. Students shall select one discipline in every category (first to fifth disciplines), including language, society, experimental science and mathematics. The sixth discipline can be selected from the sixth art discipline or make one addition discipline from the first to fifth categories. In order to expand learning experience and students’ ability to use knowledge and understanding, the DP project also puts forward the following three requirements: creation, action and service (CAS) except for the foregoing compulsory subjects; monograph; knowledge theory.

 Teachers: the total 150 in-service teachers have obtained university degree or associate diploma. In Secondary Section, examiners for DP project and workshop tutors have got in-depth understanding for the examination assessment criterion and students in IB curriculum.  Devices: The school campus covers 400,000 square feet, and its devices include classrooms, science labs, humanities and language learning rooms with special purpose and outstanding equipment, beyond that, a wide and multiple-purpose auditorium and amphitheatre has been established, what’s more, sufficient sport devices are also provided, such as, indoor swimming pool, court, runway, newly-built sports center and fitness room. On the art floor, there are lecture hall, orchestra and chorus exercise room, workroom for fine art, dance and drama, campus TV room and one D&T Room with complete devices. The library for Primary Section and Secondary Section is located in the independent building within the campus to provide ideal learning environment, advanced technical resources as well as a large number of books.

Appendix

 Bond issuing: personal bonds: 800,000 Hong Kong dollars and company bonds: 2.5 million Hong Kong dollars.

School appearance Library

Small-size classroom Professional-level odeum

Computer classroom Music classroom

Indoor swimming pool Rooftopbasketball court

Appendix

(VII) Hong Kong Po Leung Kul Lam Man Chan English Primary School  Brief introduction: In this teaching team without political and religious background, various kinds of thought, opinions and regions can co-exist in the campus in the premise of putting no influence on the teaching order and complying with laws. The affiliated service units include community college, tutorial institute, sponsored and direct subsidy secondary school, independent high-quality private school, special school, dormitory, kindergarten, night school, education service center, education research and testing center, Open Course Ware for new children in Hong Kong, Central Library cum Teaching Resource Center, English learning center, pre-school education service center, CCTV and other units (in total 97 units).

 Student sources: As one international and English school in Po Leung Kul, Hong Kong Po Leung Kul Lam Man Chan English Primary School has recruited 651 students from 23 countries around the world, therein, 56% (369) students are Chinese and 44% (282) are non-Chinese speaking students.

 Tuition fee: All degrees carry out HKD12 system with 800 Hong Kong dollars per year.

 Teaching: 1) Bi-literacy and bilingual teaching: Chinese and non-Chinese speaking students will accept Chinese teaching in mandarin, except for that, all disciplines will be taught by English. The foreign English teachers and Chinese mandarin teachers shall exchange with students during class break except for teaching, and encourage students to read different Chinese or English reading materials every day; parents will hold post of reading ambassador in free-charged way. What’ s more, mandarin and English drama class will also be opened to create learning environment with bi-literacy and tri- lingualism. 2) Moral development: The morning class sets different moral topics and sharing to cultivate the personal quality and morality for children, and learn different cultures and festivals of various countries for the sake of worldview establishment. 3) Optimize sports and art education: The diversified sports, music and art activities are 83

Appendix

established after class, such as, taekwondo, roller skating, football, basketball, chorus, Institute of Fine Arts, etc., therefore, students can choose it at will, as a result, a well- rounded person can be cultivated. In every week, the compulsory MI curriculum is also set to develop their different potentials, such as, little chief, drama, Indian, setting-up exercise, mandarin tongue twister, Mathematical Olympiad, caricature, etc.

 Lessons: Although Qianhai Cooperative Zone takes high-end elite school as model in terms of conception about international school, it has great meaning to draw lessons from Hong Kong Po Leung Kul Lam Man Chan English Primary School because it can develop the mass education, and become the most successful English school.

1) Government allocations and sponsoring body management Due to the long-standing teaching experience of Po Leung Kul and long-term cooperation with Education Bureau, Po Leung Kul can make sole administration and government only carries out annual inspection. 2) In-depth English teaching, benefiting the mass Although the school accepts masses strata and has limited resources, the school teaches students by examples, such as, engaging many international foreign teachers and holding English conference for management level. It can be said that the school is a pure English which can benefit the mass. 3) Put strict control for English environment In terms of student admission, non-Chinese speaking students are in the highest flight, therefore, Chinese students quantity is strictly controlled. Due to the numerous students from Southeast Asia, the elite students selection will beneficial to creating pure English environment. 4) Free curriculum compilation Due to its special teaching mode (pure English school for masses strata) in Hong Kong, the school is also engaged in keeping the high-level English and other curricula, such as, the school also compiles teaching materials by itself, especially, English.

Appendix

 Specific suggestions 1) Except for the high-end international schools, the school which has high-quality English or foreign curriculum obligations as for Qianhai planning obligation can benefit the high-end management and special children. Except that international class can make allowance for some students, it would be better to educate the next generation and cope with the future internationalized school-running environment for Qianhai on the premise that the whole school is able to be equipped with the comprehensive English and foreign environment. 2) Sponsoring body serves as accountability management team: it could be considered that government makes allocations to establish the qualified sponsoring body (such as the body similar to Hong Kong charitable organization). 3) Popular IB school: The educational system of international school shall not only be applied by high-end schools. It would be better that the foregoing system is promoted to schools with generalised system of preferences under the proper government supports.

Schoolhouse on Shangxiang Avenue Schoolhouse on Farm Road

Appendix

Basketball court Music classroom

II. Experience from International Schools Investigation

This part will be explained in 4 parts:

(I) Land and Construction: Overview of Land and Building Covering area Students Remarks (square meters) Ivy Schools 2,500 200 Kindergarten: It cannot be compared with other surveyed schools equally Daystar Academy 9,700 260 It reconstructs old school buildings, with space area not used fully Beijing Beanstalk International 3,740 500 It reconstructs old school School buildings, with proper land area YK Pao School: Primary School 7,133 880 Located in downtown area

German Swiss International 9,267 1,300 including The buildings are nearly 30m School: Buildings on mountain top kindergarten and high, and plot ratio is about 8.5 primary students Victoria Shanghai Academy 12,000 2000 High-rise development, hollow design, and rooftop court Po Leung Kuk Lan Man Chan 2,544 700 General school area and design English Primary School and serious lack of space

Land situation. Mainland and Hong Kong are different. Two international schools in Beijing (excluding kindergartens) were surveyed, and coincidentally, both reconstructed the old school buildings. Daystar 86

Appendix

Academy inherits a high ratio of land grass, but it does not make full use of land grass to be a proper green space. Beijing Beanstalk International School inherits well-designed school buildings. The three floors of classrooms have suitable corridor width and enough classroom space. The buildings of YK Pao School Primary Division are the ones we surveyed, and we did not go to Secondary Division's buildings which are much larger. These two schools rent the land according to Beijing's ordinary school land tenure. They did not provide rent information. It is not easy to gain such school buildings in Changning District, central area of Shanghai, and we are all clear that the school has to shoulder the burden of rent. The total rent for school buildings (did not go to) of Primary Division and Secondary Division is RMB 7,000,000/year, but the school did not provide rent information about individual school buildings. In Hong Kong, the government sets aside school land area for these 3 schools (and for most schools) and the schools pay HKD 1 as a symbolic rent. The Hong Kong Government's attitude is that it will set aside land, distribute old school buildings for reconstruction or allow sponsoring bodies to expand on the current site as long as sponsoring bodies apply and qualified. But this changes in recent years. The key reasons are serious land shortage of Hong Kong Island, increasing demand for academic degree in the north of New Territories and so on, which lead to tenure shortening of land approval and renewal (reduced to 10 years or shorter).

Construction situation. In China, YK Pao School is a typical school of great reference value. Primary School Campus in Changning District covers an area of 7,133 square meters. The buildings are not so crowded and there is a basketball court in the middle. What worth mentioning is that its surroundings are old low-height residential buildings, which creates a quiet environment and is suitable for school environment. Apparently, the school has carried out a lot of work during planning stage. Both Primary School and Secondary School (did not go there) have respective indoor constant-temperature swimming pools. Key points: -  Pay great attention to sport training: Due to such reasons like I.B. educational system demand, easy entry into foreign star schools and 87

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safeguarding of "renowned school" image, the school invests a lot in sport training and team competition. This is also the common points of "international schools" both in Hong Kong and overseas.  Public facilities: Although Primary School and Secondary School locate in different places, the school arranges activities flexibly. Therefore, Secondary School’s students often come over to play basketball in indoor court, and Secondary School’s buildings can provide may sport fields for primary students’ special sport training and competition.  With its own characteristics: The buildings of Primary School and Secondary School share one element in common, that is, creating an independent school environment isolated from surroundings. Similar with successful retailer shops, school campus with strong feeling of isolated space will assist study, create distinct campus image and increase the sense of belonging. As the buildings of Secondary School (Xinsongjiang Road) are showed in the picture below, the YK Pao School adds the elements of "Thames Town" into design proposal and creates indirectly a feeling of foreign space with English-only environment. We get this information from introduction and materials although we did not go there for survey.

In the aspect of Hong Kong, the construction situation of "private independent" and international schools, which are close to generalities of international schools, is almost the same. Here are detailed characteristics:  The school is against mountains and facing the sea, and is a good place to study. In the earlier years, Hong Kong Government generally arranged better plots on mountains, sea side, or a place a little bit far away from downtown area to satisfy the requirement of respecting study environment when it approved educational land. Besides, the parents of students who study in international schools or private independent schools have a high environment expectation, and they prefer that their children do not take school buses. This promotes the schools of these types to have independent locations.  The government basically takes the policy of non-intervention. The government allows schools to develop vertically due to land 88

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shortage. German Swiss International Academy and parent have a great dispute about school expansion, and this problem was solved eventually by finding the land in Wan Chai, Hong Kong Island to construct a new branch school. So all the buildings of surveyed schools in Hong Kong are very crowed. The government allows schools to design their buildings flexibly so as to make good use of every inch of land.  Vertical development. Some international schools in Hong Kong, such as Singapore International School, have the buildings even over 50m high. German Swiss International Academy and Victoria Shanghai Academy, just like some other schools, are close to the limited height. There are tennis court, court, and even teaching facility on rooftop. There is no problem with such arrangement because all the schools in Hong Kong are equipped with elevators.  Well-equipped indoor sport field. Similarly, the indoor sport field can satisfy most of sport need for the reason of land shortage.  Professional concert hall. The same with sport competition capability, entering a higher school and upgrading school's status have an inseparable relation with the courses like performance, drama and music. Therefore, the performance equipment becomes more and more professional. In some schools, music instrument courses are no longer selective, and more like compulsory ones.

YK Pao School - Buildings of Primary School (Changning District)

Appendix

Swimming Pools of Primary School

YK Pao School - Buildings of Secondary School (Xinsongjiang Road)

Appendix

(II) Situation of teachers and students Teachers: Students Students Remarks Because of Singapore group's background, it insists on small- size class teaching. Foreign Ivy Schools 1:2.6 200 teachers account for 40%. There is high entry qualification for teachers. English-speaking students account for 30%. Some Daystar Academy 1:4.7 215 teachers have formal certification of Montessori, and the outflow rate is low. Obviously, teachers are younger. The number of Beijing Beanstalk International 1:6 400 ~ 500 foreign students is small, but it School implements English-only environment. 40% are foreign teachers. Most YK Pao School: Primary Schoo 1: 8 880 of consultant teachers are the l City Outstanding Teachers. Teachers are the most German Swiss International 1,300 including professional ones, including School: Buildings on mountain 1:14 (biggest) kindergarten and German educational system top primary students teachers and multi-language teachers Teacher teams are with good Victoria Shanghai Academy 1:13 2000 qualifications and the ratio of foreign teachers is low 44% are non-Chinese students. Po Leung Kuk Lan Man Chan Management level and all the 1:11 651 English Primary School school members must communicate in English.

Appendix

>> Beijing and Shanghai

(I) The paying fee of local and foreign teachers. Apparently, the teacher- student ratio of domestic schools is low, and one of the reasons is domestic teachers’ payment is lower than international level and it is much easier to hire domestic teachers. (II) Living facilities and assistance. Having a discussion with foreign teachers and local teachers from other provinces and cities, we find the key reason why certain cities like Shanghai and Hong Kong can attract more foreign teachers and local teachers is whether there are living facilities and services to facilitate teachers’ life. Unfortunately, most of the cities neglect this point. All the interviewed teachers suggested Qianhai shall provide one-stop support and this will be helpful for attracting and keeping talents stay here. This point is as important as the payment. (III) Student composition. There is a little difference between the ratio of foreign students to Chinese students in publicity materials and that surveyed in the school. Some schools have a higher ratio of Chinese students than published. The information in publicity materials is a little bit of exaggeration due to lacking of review, but this will not certainly affect teaching environment.

>> Hong Kong

I High teacher quality. Hong Kong’s international school environment has been set up for years. Therefore, there are more foreign teachers to provide more choices and higher standard.

Appendix

II Living facilities. Teachers agreed it was easy to move to Hong Kong and some other international cities. As there are more living facilities, and there is no problem to live there and they do not have the concern of life circle.

III Student composition. The big difference from domestic schools is local students can choose to study in international schools or independent and private schools of the same level. Of course, the enrollment standard is very strict but identity is not an obstacle.

(III) Development and Operation

上海包玉刚艾毅幼启明星北京青苗实验学校：德瑞国际学校：香港沪江维多利香港保良局林文儿园学校国际中学小学山顶校舍亚学校燦英文小学私人企业+外国政府出资+慈善学主体私人企业私人企业办领事馆支持团体营运

土地获取私人租地 1元租地 1元租地 1元租地

办学资金私人企业香港政府学校债券补没有高昂偏高没有助财政政府借贷建不能不能可以可能设资金

(I) The main body of running school. The schools surveyed are run with the identity of private enterprises. As their identity is more distinct and simpler than domestic sponsoring bodies’ identity is distinct and simple, there are more categories than the compulsory education (for example, public-owned private-run type). The government will not fund even though such schools are not run by pure private identity, so the main body is much simpler.

Appendix

>> Peking and Shanghai

Five types: -

a) Run by foreign legal person or natural person (do not go there in this survey) Characteristics: Only provide service for foreigners’ children Example: Guangzhou American School b) Schools and international departments run with provincial or municipal government’s participation ( do not go there in this survey) Characteristics: Enroll foreigners’ children, children with Hong Kong, Macau or Taiwan identity, or children with an identity rather than Chinese nationality Example: International Department of Shenzhen Foreign Languages School c) International courses or international departments run by public schools (do not go there in this survey) Characteristics: Cultivate students in a separate class, and some schools add tutoring and language training courses for standardized examinations needed to study abroad. Example: International courses of Shenzhen Experimental School d) International schools run by private schools Characteristics: Courses are arranged according to different foreign educational systems and there are a lot of subcategories. Example: Beijing and Shanghai’s schools surveyed this time all belong to this type e) International schools constructed and introduced by real estate enterprises, high-end real estate companies or high-end communities with purpose of creating high-end international communities.

Appendix

Characteristics: Mainly provide service for the children of owners in the communities, mainly enroll Chinese students, and applicants will not be limited by regions.

Example: Country Garden School in Shunde, Guangzhou

>> Hong Kong

Four types of “international and English schools”, with the high-end classification depending on legal school status:

a) International schools Characteristics: Run by foreigners or foreign institutions, with foreign governments’ participation Example: German Swiss International School (investigation unit), and Hong Kong American International School b) Private independent schools Characteristics: A hot school type over ten years, supported by governments, such as providing project loan. Basically speaking, there is no difference from international schools. More local elements are available, and there is no limitation to sponsoring bodies. Example: The ISF Academy, and most of affiliated schools of English Schools Foundation (ESF) c) Private bilingual and English schools

Characteristics: There is no land preferential policies and loan because they are run by private fund. Basically speaking, only kindergartens are of this type

Example: Montessori Kindergarten d) Public-owned private-run schools - all funded by government, operated by sponsoring 95

Appendix bodies, with mixed courses Characteristics: There is rarely an example of this public school. The government funds and non-profit charity bodies operate such schools. They enroll local students but have the autonomy to recruit students. Their courses are a mixture of local and foreign courses. Example: Po Leung Kuk Lam Man Chan English Primary School (investigation unit)

Appendix

(IV) Curriculum Arrangement

Classification of courses and educational systems of the schools surveyed:

启明星、包玉刚、青苗、德瑞、林文璨、沪包玉刚、启明星本次没有调研包玉刚、德瑞（渐移至 IB) 林文璨江维多利亚中国美国课程英国香港HKDSE 国际文凭IB 国家课程 AP GCSE/IGCSE A-Level 进阶次序先后不是某一国家的大学入学试为略为辅助性，但地位大学入学式大学入学式专属制式，但广 SAT、TOEFL 也具高地位为承认普通中等教育证普通教育高级水正式名称中学文凭考试国际文凭书平证书本为英国以外学史没有大化取代了 O Level 由英式演 1967年，瑞士历变生设计变相等国内高1、年级初中高中高中高中由幼儿到高中 2，13~16岁升学范围本地美国属土国家英联邦国家香港无限制课程困难难一般一般难难后期难众多国际评核，鼓励创意。认受多方面分数突所有制式，略为性已经高，增长优点出，英文也不升学范围，还是很广 - 容易率也高企。其他低，比许多国家制式正在萎缩强较多“读死书”，老式制度，与过度性制度的产缺点香港只得2家纯全球大部分名校现今要求不进吻品，投诉声音很没有大缺点美国制式学校，国外不承认合多没有代表性。数全球大部分英式国际学校，结合不可扭转的未来备注学容易参考度低 IB及演变为 IB速度加快主导制式建议的教育委员参考“上海课程前海应起码有一所，部分提供英如前海有港资国会，由政府邀请修改版”模式，式制式的学校。因为，目前，亚际学校，可助一名IB组织理事建议 - 协只针对前海的版洲地区的外企高管、中层，还是吸引香港专才，加入。必须成立本英联邦国家来的但也可采用 IB 起码1家IB认可 World School

Appendix

(V) Experience and Conclusion

(1) There is a big difference in enrollment range. The regulation of supervising the recruitment of international schools has been followed for years so as to cooperate with compulsory education policies and infuse correct national conditions and ideology to local students. This regulation was a correct strategy years ago. With the change of day, local parents’ strong appeal to broaden children’s horizon and provide multiple choices have been revealed apparently. Now, international branch schools and international departments run by public schools and emerging just like mushrooms after rain also demonstrate this situation. Therefore, we are definitely sure to discuss to accept Chinese students’ enrollment application under some conditions. For example, parents meet the qualifications that they have done contribution to Qianhai and provide relevant certificates. This is a way if we really want to make Qianhai a real international metropolis.

Hong Kong Education Bureau’s policy for “private independent” school has gained extensive positive market comment. The Hong Kong Government also suggests to increase the enrollment ratio of local students from 50% to 70%which was set up at an initial stage. This is aimed to satisfy parents’ current and future needs and the requirements of being an international metropolis.

(2) The relationship between double-track system and regional competitiveness. Most of metropolises in the world establish “double-track system” schools -- some courses, especially the courses from kindergarten to junior schools, have been already provided with some elements of foreign courses like British style and IB into its courses although they teach according to local courses. They will teach all foreign courses in senior high school, so students can get ready for international examinations. Beijing Daystar Academy, Shanghai YK Pao School, German Swiss International School (British style + IB) and Po Leung Kuk Lam Man Chan English Primary School are of this style. All the principals commented that double–track system was an irreversible high-increasing trend. They also gave some advice that double-track system could not only be helpful in internationalization, but also provide Chinese moral elements to students if we wanted to build a totally new international metropolis. The principal of German Swiss International School expressed that students of Hong Kong’s international schools, and especially Chinese students, would

Appendix

grasp knowledge and values of both places. Compared with other non-Chinese students, they would gain more opportunities on international stage for this reason. (3) The construction limitation in China, Hong Kong and overseas international schools is an obstacle for development. Due to the differences among supervision, fire control regulations and so on, domestic international schools are limited in development in the aspect of height, and forbidden to equip with elevators. On the contrary, the overseas schools, except Hong Kong, enjoy a higher height than that of China, and they only have to guarantee teachers and students’ safety and convenience in design proposal. Some international schools in Hong Kong are more than 50 meters high. Elevators are the basic infrastructure of high-end and medium and high-end schools, and can also meet the disabled students’ requirement. This situation leads to the result that schools cannot expand building area and there is a huge gap in making both ends meet (e.g. the renowned school like YK Pao School cannot make both ends meet within 8 years). Because of the land area limitation of Qianhai, there is the possibility to increase building’s altitude so as to decrease the land need. (4) There are both strength and weakness in land leasing proposals. Mainland – strength: Flexible, and can have a free negotiation with local government according to its own will. Mainland– weakness: Lack of standard, and it is not transparent to get the land. This scares renowned foreign schools off it and makes more local schools with characteristic commercial quality take up more market.

Hong Kong: - strength : Clear standards, and four school types. Microscopically there are only two ways to get the land: A) Government approves, rarely no rent and with annual inspection. B) Rent the land at the market price. But “independent and private” schools with government support can apply engineering loan. Hong Kong – weakness: Fail to forecast the scale of current external talents and foreign funded enterprises entering into Hong Kong . Foreign funded enterprises express their dissatisfaction through media and complain Hong Kong’s shortage of educational support (educational land) which has limited commercial development.

(5) Government assists excellent schools’ construction. Some big cities like Hong Kong provide more preferential policies to attract foreign or encourage excellent local sponsor groups., as the government knows that “renowned schools” will bring powerful marginal

Appendix advantages and upgrade school image. Therefore, it approves land free of charge and asks schools to pay symbolic rent. It also allows schools to issue bonds and provides engineering loan. E.g. The renowned British school, Harrow School, pays RMB 1 to rent the land and is set aside loan of about RMB 300,000,000 by the government. Of course, the school shall abide by some conditions. The loan can only be provided to “Independent and Private" schools. International schools are not permitted to apply for the government in accordance with the policy of “non-intervention”.

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