Education in Hong Kong, 1941 to 2001 Visions and Revisions

Anthony Sweetin g

# m * * * iss t *t HONG KON G UNIVERSIT Y PRES S Hong Kon g Universit y Pres s 14/F Hin g Wa i Centr e 7 Tin Wan Pray a Roa d Aberdeen Hong Kon g

© Hong Kon g Universit y Pres s 200 4

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Hong Kon g Universit y Pres s i s honoure d tha t X u Bing , whos e ar t explores th e comple x theme s o f languag e acros s cultures , ha s writte n the Press' s nam e i n hi s Squar e Wor d Calligraphy . Thi s signal s ou r commitment t o cross-cultural thinking and th e distinctive nature o f ou r English-language book s publishe d i n China .

ffi "At firs t glance , Square Wor d Calligraph y appear s t o be nothing mor e unusual than Chinese characters, but in fact it is a new way o f rendering English word s i n th e forma t o f a squar e s o the y resembl e Chines e characters. Chines e viewer s expec t t o b e abl e t o rea d Squar e Wor d Calligraphy but cannot. Western viewers, however ar e surprised t o fin d they ca n rea d it . Deligh t erupt s whe n meanin g i s unexpectedl y revealed/' — Britta Erickson, The Art ofXu Bing CONTENTS

Preface vi i

Abbreviations i x

List o f illustration s xii i

Introduction: Vision s an d Revision s 1 Commentary 1 Chronicle 1 0 Evidence 1 1

Part One : Occupationa l Hazard s (An d Therapy?) , 1942-194 5 8 1 Commentary 8 1 Chronicle 8 8 Evidence 10 1

Part Two: Reconstruction , expansion , an d transformation , 13 7 1945-1964 Commentary 13 7 Chronicle 16 0 Evidence 17 6

Part Three: Policy , Pressur e Groups , an d Paper s — O n th e Wa y 23 7 to Mas s Access , 1965-198 4 Commentary 23 7 Chronicle 25 1 Evidence 28 7

Part Four : Plannin g fo r a More Certai n Future , 1985-199 7 36 5 Commentary 36 5 Chronicle 38 0 Evidence 45 4 VI CONTENTS

Part Five : A Mor e Certai n Futur e — Th e Pleasure s an d Peril s 52 3 of Post-colonialism , 199 7 t o th e New Millenniu m Commentary 52 3 Chronicle 52 8 Evidence 58 2

Bibliography 64 3

Index 655 LIST OF ILLUSTRATIONS

Illustration Page No.

Introduction: Table 1 : Distribution o f Evidenc e accordin g t o Level s o r Aspect s o f 7 Education Figure 1 : Enrolments b y Leve l o f Schooling , 1955-199 1 4 4 Figure 2 : Enrolments b y Metho d o f Finance , 1966-199 1 4 4 Figures 3 : Charts showin g Enrolment s b y Leve l and Gende r 4 5 Figure 4 : Proportion o f Tota l Governmen t Expenditur e devote d t o 4 6 Education, 1966-199 1 Figure 5 : Government Expenditur e o n Educatio n b y Leve l o f Schoolin g 4 6 Figure 6 : Data concernin g schoo l desig n 47-5 1 Figure 7 : Main Post-wa r Developments : a multi-dimensional time-char t 5 2 Figure 8 : An Educatio n Polic y Matri x fo r Post-wa r Hon g Kon g 5 2 Cartoon o n Bridge s an d Dropout s 5 3 Photograph (i) : The Righ t Rev . Ronald O . Hall, , the Anglican Bisho p o f 5 4 Hong Kon g an d Maca u Photograph (ii) : Mr. L.G . Morgan an d Dr . Phili p Tya u 55 Photograph (iii) : The Provisiona l Join t Counci l o f St . Paul's College , 5 6 1949 Photographs (iv) : Map showin g locatio n o f school s i n a part o f Hong 57 Kong Islan d an d a n aeria l photograph o f th e sam e are a Photograph (v) : Mr. D.J.S . Crozier 5 8

Part 1: Extracts fro m Japanes e Censu s o f Hon g Kong , 194 3 102-10 6 Adult Educatio n — Japanese Internmen t Camp , Stanley, Hong Kon g 108-10 9 (Classified accordin g t o subjects ) Table Showing Positio n o f Majo r Charitabl e Organization s relate d t o 12 5 Education a t Decembe r 194 2 XIV LIST OF ILLUSTRATIONS

Allocation o f Subsidie s b y th e General Associatio n o f Chines e Charitie s 12 6 (founded i n Septembe r 1942 ) t o education-relate d organization s Cartoon o f Educatio n i n Hon g Kon g unde r Japanes e Occupatio n 12 7 Photograph o f a Japanese Teache r an d hi s Chines e Pupil s a t th e To a 12 7 Gakuin The Mai n Buildin g o f th e Universit y o f Hon g Kong , immediately afte r 12 8 the Japanes e Occupatio n o f Hon g Kon g Photograph o f a n Applicatio n t o attend a Japanese Languag e Schoo l 13 5 by a Chinese adul t residen t o f Hong Kon g i n 194 4 Page fro m a Japanese languag e textbook , hel d i n th e Centra l Library , 13 6 Garden Road , Hong Kong , 194 4

Part 2: Table showin g ol d an d ne w way s o f referrin g t o Primar y Schoo l 18 5 classes and Secondar y Schoo l form s Table showin g th e founder-member s o f th e Gran t School s Counci l 19 1 Changing Educationa l Pyramid s o f Hong Kong , 1947-196 4 20 9 Organization Chart s fo r th e Educatio n Department , 1946-49 , 1951-52, 21 0 and 195 8 Summary Table s o f th e Reconstructio n o f Schoolin g i n Postwa r Hong Kong : (i) Th e Earl y Reconstructio n Phas e (c . 1945-c . 1949 ) 211-21 2 (ii) Th e Late r Reconstructio n Phase , c . 1950-195 4 212-21 4 (iii) Th e Seve n Yea r Pla n i n Actio n 214-22 1 Photograph (i) : The Educatio n Departmen t 22 1 Photograph (ii) : Demonstration Lesso n a t Grantha m Trainin g Colleg e 22 2 Photograph (iii) : Art Lesso n a t Northcot e Trainin g Colleg e 22 2 Photograph (iv) : Oral Englis h a t Northcot e Trainin g Colleg e 22 3 Po Ko k Schoo l i n Happy Valle y 22 3 Typing clas s i n a commercia l schoo l 22 4 Shoemaking i n a Trade Schoo l 22 4 Extra-curricular activities : a schoo l harmonic a ban d broadcastin g 22 5 A Persona l Aspec t o f th e "194 6 Outlook" 22 5 Student's Repor t Car d 22 9 Front Cove r an d tw o page s fro m a popular Geograph y textbook , 231-23 3 early 1960 s Front cove r an d sampl e page s o f a typica l schoo l textboo k o n Chines e 234-23 6 language/letter writing , 1950 s LIST OF ILLUSTRATIONS XV

Part 3: Analysis o f SSE E Data, containe d i n th e Annual Report: Secondary 31 2 School Entrance Examination, Educatio n Department , 197 3 Figures 1 : The Education Departmen t i n 197 5 and i n 198 0 313-31 4 Cartoon: Pre-schoo l o r Prep-school ? 31 5 Cartoon: Dangerou s Structur e 31 6 Summary Table s (i) : Predictable Polic y Developments , 1965-8 4 317-32 4 Summary Table s (ii) : Less Predictabl e Polic y Developments , 1965-8 4 324-32 7 Summary Table s (iii) : Policy-Related Papers , 1965-8 4 327-33 9 Summary Table s (iv) : Other Education-Relate d Paper s 340-34 1 Photograph (i) : Rooftop Schoo l o n a Resettlemen t Block , c . 196 6 34 1 Photograph (ii) : Students protestin g i n 196 7 34 2 Photograph (iii ) Extra-curricula r activitie s a t TWG H Schools : 34 2 Painting b y a Primary 6 pupi l Photograph (iv ) Extra-curricula r activitie s a t TWG H Schools : Model 34 3 of a Far m Photograph (v) : Extra-curricular activitie s a t TWG H Schools : 34 3 Mountain climbin g Typing lesso n a t th e Ebeneze r Schoo l and Hom e fo r th e Blind , 197 6 34 4 School Timetable s 357-35 8 Children's handwor k (fro m th e Kindergarte n Clas s 2 C A.M. , St . Paul's 35 9 Convent Schoo l Calendar o f th e Debatin g Society , St . Paul's Conven t Schoo l 36 0 Photocopies o f sample s o f test-item s fro m Primar y On e Entranc e 361-36 4 Examinations

Part 4 : Table fo r th e Strategi c an d Organizationa l Revie w o f th e Vocationa l 48 4 Training Counci l Table showin g Graduat e Teache r Educatio n Enrolments , 1985-9 2 48 5 Time-chart showin g th e chronolog y o f th e developmen t o f th e Ope n 48 6 Learning Institut e up t o 199 6 Table 6. 1 from th e EMB' s Statistica l Projectio n o f Manpower 48 7 Requirements an d Suppl y fo r Hon g Kong , March 199 0 First Impression s o f a Conceptual Framework for Civic Education, 199 6 48 8 Organization Chart s o f th e Educatio n Department , 1990-9 1 and 489-49 0 1992-94 Further dat a abou t schoo l desig n 491-50 0 Cartoon: ECR 3 and th e Universities, Th e Ca t among th e Pigeon s 50 1 XVI LIST OF ILLUSTRATIONS

Cartoon: Th e Ca t an d th e Pigeon s Revisite d 50 2 Photograph: A danc e clas s a t th e Academy fo r Performin g Arts , 198 5 50 3 Photograph: Th e new campu s o f th e Open Learnin g Institute , 50 4 1990-1996 Photograph: "Permanent " campu s buildin g fo r th e OL I on Goo d 50 4 Shepherd Street , Homanti n

Part 5 : Homepage o n Continuin g Educatio n 59 4 Front-cover illustratio n fro m Learning for Life: Review of Education 60 5 System: Framework for Education Reform Table showin g Populatio n Age d 1 5 and Over , b y Educationa l 60 8 Attainment (Highes t Leve l Attended), 1991 , 1996, & 2001 Post-secondary Schoo l Career s Surve y (1999-2000) , Queen's Colleg e 60 9 Education Departmen t Organizatio n Charts , Septembe r 199 7 and 611-61 2 July 200 0 Table showin g School s an d Enrolments : (i ) Primary School s i n 61 3 2000/2001 Table showin g School s an d Enrolments : (ii ) Secondary School s i n 61 4 2000/2001 Further dat a abou t schoo l desig n 615-61 6 Cartoon: Policy-maker s i n Hon g Kon g a t th e beginnin g o f th e ne w 61 7 millennium Photograph (i ) and (ii ) News o f th e result s t o th e appea l abou t 61 8 language polic y Items i n th e HkeducationCity.ne t package , November 200 0 641-64 2 INTRODUCTION: VISIONS AND REVISIONS

COMMENTARY

Rationale

This book is a sequel. Its rationale is, therefore, substantially the same as that which applied to its predecessor, Education in Hong Kong, Pre-1842 to 1942: Fact and Opinion. Like its predecessor, it attempts to present enough instances o f information, ideas , attitudes, an d skill s t o enabl e th e reade r t o becom e his/he r ow n historia n o f Education. If, however, at least in the beginning, this objective seems unrealistically ambitious, the n i t hope s t o provid e sufficien t stimulu s or , even , provocation t o encourage th e reade r t o enjo y browsin g throug h it , reaching , perhap s serendipitously, her/his own conclusions about the latest phases in the history o f education i n Hong Kong . The mos t salien t difference s betwee n thi s book an d it s precurso r relate , o f course, to the actual factual content s and t o their chronological scope. The earlie r work attempted to tackle issues and developments, some o f which could be traced back man y centuries . Eve n it s mor e detaile d treatment s focuse d o n a century' s worth o f facts and opinions. The present work is confined t o a little less than sixt y years o f moder n and , perhaps , post-moder n developments . Wit h it s correspondingly sharper and more familiar focus , it seeks to illuminate the visions and th e revisions that typified educatio n in Hong Kong in the years from th e en d of 194 1 to beginning o f th e ne w millennium . In a more general sense, it seeks to fulfill bot h the "main purposes" o f Histor y that Richar d Aldric h identified : "t o furnis h a n accoun t o f pas t events " an d t o "provide an interpretation o f those events and by so doing to locate ourselves, both as individuals and a s members i n society, within historical time", recognizing, a s Aldrich did , tha t "suc h locatio n i s particularly appropriat e i n th e earl y year s o f a ne w centur y an d a new millennium". 1 The predecesso r o f thi s book emphasize d th e concept s o f fac t an d opinion , together with the way thei r interactions shape an understanding o f the history o f education. Thus , two apparentl y contrastin g concept s wer e see n a s essentiall y connected i n a manner tha t i s reflected i n the Chinese notion o f yin an d yang. I n this sequel , a majo r content-oriente d focu s i s o n anothe r pai r o f apparentl y

1. Richar d Aldric h (ed.) , (2002), A Century of Education, London , Routledge-Falmer, p. 1. 2 EDUCATION I N HONG KONG , 194 1 TO 2001 opposing, but fundamentally complementar y an d reciprocal , yin/yang-like ideas : visions an d revisions .

Visions

In Hong Kong , the years fro m 194 1 to the new millenniu m haboure d numerou s and varie d visions , whic h ha d implication s fo r education . The y range d fro m glimmers o f the (Japanese ) Greater Eas t Asia Co-prosperity Spher e to aspiration s for a brave new (and "free" ) world — once dictators and ultra nationalists had been defeated i n 1945 . Subsequently, i n relatio n t o th e link s between educatio n an d politics, the y include d Col d War-influence d concept s o f 'counter-communis t activities', Littl e Re d Boo k inspire d image s o f th e Grea t Proletaria n Cultura l Revolution, and, eventually more pragmatic views o f Realpolitik and modernization , with al l the change s o f directio n an d emphasi s tha t thes e inspired . Wit h regar d to the economy, the y varied fro m interes t i n entrepot commerce to preoccupatio n with mainl y small-size d manufacturin g industr y an d o n t o a diversificatio n tha t emphasized tertiar y or service industry, such as banking, finance, and hospitality . In specificall y educationa l terms , som e wer e imbue d wit h progressivis t ideal s concerning pupil-centred curricula , 'relevance', and 'involvement' ; more recently , others wit h Ne w Rightis t formulation s fo r 'effectiv e schooling' , wit h focu s o n benchmarks, appraisa l exercises , an d othe r qualit y indicators . And, o f course , throughout th e year s fro m 1941 , there wer e students , teachers , parents , an d administrators i n Hon g Kon g (a s elsewher e i n th e world) , fo r who m th e ver y concept o f vision was practically irrelevant — or, i f anything resembling a visio n about educatio n existe d a t all , i t was a blinkered, "instrumental " one , directe d towards surviva l or , optimally, prosperity. A t times, the apparent predominanc e of suc h peopl e a t senio r level s o f educatio n administratio n an d i n loca l politics , provoked commentator s o n more than a few policy documents t o condemn the m for thei r lac k o f (or , at best , ver y restricted ) vision .

Revisions

Visions varied , bot h betwee n differen t peopl e an d withi n th e sam e perso n a t different times . They varied i n nature an d i n clarity . This ensured tha t revision s were a recurring feature o f developments i n education policy and practice. As fa r as polic y wa s concerned , fo r example , governmen t attitude s abou t whethe r t o support privat e school s change d radicall y i n th e secon d hal f o f th e twentiet h century. Especially in a centralized education system, the distinction between policy as formulated a t the centre and a s implemented a t the grassroots als o generate d the type s o f revision s tha t wer e eithe r consciou s o r unconsciou s adaptations . Moreover, i n a n educatio n syste m tha t wa s ope n t o internationa l influences, 2

2. A t least, fo r al l but th e firs t fe w year s (1942-45 ) o f the period unde r study . INTRODUCTION: VISION S AND REVISION S 3 revisions o f curricular , pedagogic , an d heuristic , a s wel l a s o f policy-related , approaches an d day-to-da y practices , according t o prevalen t worl d trend s wer e neither uncommo n no r unexpected . An d thes e occurred , no t onl y a t th e syste m level, but also at the level of individual schools, individual teachers, and individua l students. This tendency was accentuated a s more students returned fro m studie s abroad and , from th e late 1980 s onwards, as more temporary emigrant s returne d to Hong Kong, having received their foreign passports or 'green cards'. It was also reinforced a s Hong Kong residents became increasingly sophisticated i n their us e of information technology , such as via computer acces s to the Internet, the use o f mobile telephones , etc . As fa r a s vision , revision , macro-leve l polic y making , an d prospect s fo r th e future are concerned, Hong Kong's track record reinforces the acuity of a prediction made, quit e som e tim e ag o i n anothe r society , b y on e o f th e sharpes t o f it s observers, H.L . Mencken: "T o every problem , th e solutio n wil l be foun d soone r or later , an d tha t solutio n wil l alway s b e wrong" .

From 194 1 to th e Ne w Millenniu m

Education policy and practice during the three years, eight months o f the Japanese occupation may seem totally different fro m thos e o f the remainder o f the century . In quantitative terms , it represents a contraction, when both th e preceding year s and, especiall y th e subsequen t one s were characterize d b y expansion . Effort s t o control languag e use , both insid e an d outsid e schools , were fa r mor e draconia n than the y ha d eve r bee n befor e o r woul d b e fo r a t leas t th e nex t half-century . Serious attention was paid to the messages conveyed by such channels of 'informa l education' a s the radio, the cinema , an d th e pres s — negatively t o the exten t o f strict censorship, more positively via the use made o f propaganda, which was, of course, anti-Britis h an d anti-colonial . On th e othe r hand , recognitio n o f th e relativel y sympatheti c receptio n o f Japanese effort s t o discredi t colonialis m b y a t leas t som e Hon g Kon g residents 3 probably contribute d t o attempts in the post-occupation year s by Britis h official s to moderate any colonialist assumptions, especially since they were able to remind survivors o f th e occupatio n year s abou t th e harshnes s o f th e Japanese styl e o f colonialism. Indeed, much o f the remainder o f the century, as fa r a s both forma l and informal education (and many other aspects of life) were concerned, consiste d of progress towards "applied decolonization", followed by the experience o f post- colonial realities. And other themes that characterized the later years were presaged, to an extent, during the Japanese occupation. Thus, concern about the equality o f educational opportunities might have been pre-echoed by Japanese arrangement s

3. See , for example , K.S . Lo's referenc e t o Chinese people shouting "Sin g Lei, Sing Lei!" (Victory! Victory!) as the Japanese invasion succeeded, in Sweeting (1990), Fact and Opinion, p. 466. See, also, Lethbridge (1969) , p. 127, for comments on how the "British mandarinate ... los t its Teak mentality 7 an d colonia l arrogance i n the post-war period . 4 EDUCATION I N HONG KONG , 194 1 TO 2001 to discuss the possibility of introducing free and compulsory education in December 1943. And late r inducements t o teachers could be compared with the readiness o f the Japanese authorities to pay schoolteachers in rice at a time of rampant inflatio n and widesprea d hunger . In order to translate some o f these generalizations into a form o f more personal meaning, on e ca n imagine a young boy, named, say , Wong Wing-yan , who wa s about seve n years old in January 1942 . Wing-yan's chance s o f entering a primar y school were non-existent a t the beginning o f the year. And, even i f he was one o f the few childre n accepted by the first twelv e school s to open again in May 1942, 4 his chances o f remaining in the same school until the end o f the occupation in the summer o f 194 5 were not great, probably less than one in a hundred. If , however , one assumes that, one way or another, possibly by escaping into 'Free China', Wong Wing-yan manage d t o continu e som e for m o f schoolin g and , eventuall y (afte r returning t o Hon g Kon g an d probabl y afte r havin g repeate d on e o r more year s of primary school), he would have applied to enter a secondary school in, say, 1950. His chances, then, would have been worse than one in twenty fo r a 'public sector ' school and th e possibility o f his entering the onl y university the n i n existence i n Hong Kong seven years later were even more remote. I f one's imagination i s now deployed t o consider Wing-yan's eldes t son, born, say, in late 1964 , then it would encompass a ver y differen t situation . Th e eldes t son , Wong Tse-kwong , woul d certainly hav e secure d admissio n t o a primary schoo l i n 1971 . Six years later , i n 1977, he woul d hav e ha d a goo d chanc e (bette r tha n on e i n two ) o f enterin g a secondary school, provided that he performed reasonabl y well on the final occasion the dreaded SSEE 5 was set. If he made good progress through his secondary forms , his chances of proceeding to some form o f tertiary education were much better than his father's had been, thanks to the establishment o f the Chinese University o f Hong Kong an d th e Hon g Kon g Polytechni c — thoug h entr y int o a fully-fledge d university would have shown him to be part o f the academically top 4% of his age- group! Th e educationa l opportunitie s h e experienced , however , woul d see m limited, when compared with those presented to his son, or even his daughter, born, say, in 1988. For either or both of these, admission to primary and secondary schools could be assumed. Moreover, with th e establishment o f new universities and th e elevation o f older institutions to university status, with the expansion o f distanc e

4. Al l schools in Hong Kong had been closed on 8 December 1941 , when the Japanese firs t invaded Hong Kong. They all remained closed at least until 12 May 1942, when twelve were allowed b y the Japanese Occupatio n authoritie s t o re-open. Se e the Commentary i n Part 1 o f this book, p. 69, and the Chronicle entries for February, April, and May 1942 , below. 5. Fo r those readers who are too young to remember or too unfamiliar with the //nitty-gritty,, of Hong Kong education to know, it should be pointed ou t that 'SSEE ' was the acronym for th e Secondar y School s Entranc e Examination , whic h bega n a s the Joint Primar y 6 Examination i n 1949 , was renamed th e Secondary School s Entrance Examination i n 1963, and was replaced by the Secondary School Places Allocation Scheme in 1978. The SSEE was widely criticize d fo r it s effect s o n th e primar y schoo l curriculu m an d fo r it s allege d encouragement o f the rote learning o f Chinese, English, and Arithmetic . INTRODUCTION: VISIONS AND REVISION S 5 learning opportunities , an d wit h increasin g recognitio n bein g accorde d t o "continuing education " provision , undertakin g som e for m o f tertiar y educatio n became a realistic expectation. Thus, in personal terms, the years from 194 1 to 2001 represented major changes in educational opportunities. Grandfather, Wong Wing- yan would almos t certainl y appreciate the value o f these changes, though, as th e elderly often do, he might underrate the educational problems (now mainly related to quality) stil l faced b y the younger generatio n and disapprov e o f some o f thei r actions and behaviour. During some o f the occasions when th e three generation s were together , perhap s ove r a New Yea r dinner , the y woul d sho w eac h othe r memorabilia o f their schooling and thei r informal education — school magazines, report cards , examination questio n papers, press cuttings, photographs o f pupil s (and some , even o f teachers ) i n schoo l uniform. 6 Thes e might facilitate a sharpe r appreciation o f th e change s tha t too k place . Whethe r o r no t an y o f th e thre e generations considered eithe r the change o f sovereignty in mid-1997 or the majo r time-change (identifie d a s happening eithe r at midnight o n 31 December 199 9 or at th e sam e tim e exactl y a year later ) a s "millennialist " i n th e mor e apocalypti c sense, depende d o n th e visio n h e o r sh e ha d o f th e future . Member s o f th e Education Commission, together with their supporters among local politicians and some "front-line educators" tended to speak and write as if they possessed the key to som e educationa l paradis e — o r a t leas t th e "blueprint " t o a "diversified" , "flexible", syste m tha t woul d guarante e "all-roun d education " an d "lifelon g learning".7 Othe r peopl e (bot h practitioners an d observers ) tende d t o be rathe r more pragmatic and less millennialist in their expectations. These included not only spokespersons fo r th e PTU , who focuse d o n anticipate d effect s o n th e teachers ' workload, but even one o f the ''ke y architects" o f the reforms, who subsequentl y claimed tha t th e refor m movemen t ha d bee n "hijacke d b y th e bureaucrats". 8

Structure: Similarities an d Change s

Since the rationale underlying thi s book is fundamentally th e same as that whic h governed it s predecessor , th e reade r woul d b e justifie d i n expectin g th e basi c structure o f the book als o to remain the same. In this, at least, he/she wil l not b e disappointed. As was true of the earlier publication, the investigation o f the various periods encompasse d b y thi s on e find s expressio n throug h thre e allied , bu t conceptually distinct, formats. The first is a Commentary, which is intended to offe r

6. Wheneve r possible, samples of these sorts of materials will appear in the Evidence sections of the remainder o f thi s book. 7. Th e expressions that are surrounded by inverted commas in this paragraph are ones that the authors o f the education refor m packag e use very frequently . 8. Persona l communicatio n fro m Professo r Chen g Kai-ming , 1 1 May 2002 . See, also, Katherine Forestier , 'Educatio n reform s fai l t o impress thei r ke y architect' , South China Morning Post, Education Section , 22 June 200 2 pp. 4-5. 6 EDUCATIO N I N HONG KONG , 194 1 TO 2001 some sens e o f coherenc e to , an d verification , o f th e period . Th e secon d i s a Chronicle, in which th e mos t salien t development s withi n th e period ar e briefl y outlined i n as objective a manner a s possible. The third i s an Evidence section , in which a rang e o f (mainly ) primar y source s i s displayed s o tha t th e reade r ma y appreciate more immediately and, perhaps, more vividly the nature o f educational experiences, as well as both the problems and the achievements of education policy- makers durin g th e period . The earlie r work , structure d i n this way, earne d a largely positiv e receptio n from reviewer s i n academi c journals , a s wel l a s fro m numerou s colleague s an d acquaintances. A s migh t hav e bee n anticipated , thi s receptio n include d severa l suggestions abou t possibl e improvements . On e o f thes e concerne d th e lengt h o f some o f th e "chapters " tha t mad e u p th e publication . Anothe r relate d t o th e relatively brie f Commentaries , whic h di d no t see m t o signa l th e author' s interpretations and views. A third suggested tha t the Chronicles were merely lists of events, with no obvious effort made to highlight themes. And a fourth indicate d that th e Evidenc e section s comprise d mainl y 'macro-level ' source s an d could , therefore, be open to the criticism o f being excessively concerned with 'top-down ' pronouncements. Again, a s migh t b e anticipated , I have response s t o eac h o f thes e points . Concern about th e length o f chapters, for instance , derives possibly fro m a strict , perhaps rathe r rigid , definitio n o f "chapter" , whe n eac h o f th e content-unit s appearing i n Fact and Opinion consiste d o f three , conceptuall y distinc t an d stylistically differen t sub-units . Moreover, a s the Prefac e an d th e Introduction o f the publicatio n mad e clear , the book was not intende d primaril y t o be read a s a narrative or necessarily studied sequentially chapter by chapter, but, instead, used and browse d throug h a s a work o f reference . Secondly , I had deliberatel y mad e an effor t t o minimize th e number an d lengt h o f my personal opinions appearin g in th e Commentarie s s o tha t th e reader s woul d fee l mor e comfortabl e abou t seeking, reaching , an d justifyin g thei r ow n conclusions . Thirdly , agai n wit h ful l awareness, I had attempted to produce reasonably complete registers of the relevant events i n eac h period , a s fa r a s possible , i n th e orde r o f thei r occurrenc e (i.e . organized chronologically), rather than organized into subsequently-conceptualize d (and hindsight-influenced ) themes . I n thi s way , I had hope d t o emphasiz e th e difference betwee n commentaries , chronicles, and item s o f evidence. Finally, m y own impressio n wa s tha t a compilatio n o f evidenc e tha t include d suc h item s a s samples o f students ' work , examinatio n questions , newspaper advertisements , school rules, extracts from schoo l magazines, and their like was clearly making an effort t o offe r alternative s t o macro-level , top-dow n generalizations . Despite these convictions, I concluded that these constructive suggestions fro m readers merited considered amendments within any future publication o f the same type, but wit h a differen t chronologica l span . With regar d t o the terminolog y o f the ne w book' s structure , I had n o reservation s abou t re-titlin g "Chapters " a s "Parts"; i n fact , th e newe r expressio n wa s probabl y mor e accurat e becaus e i t accommodated les s pre-judged conceptua l baggage. As far a s the Commentarie s were concerned , I suppose I felt flattere d b y suggestion s fro m colleague s an d friends a s wel l a s reviewer s tha t the y woul d gai n b y becomin g mor e openl y INTRODUCTION: VISIONS AND REVISION S 7 indicative o f my ow n judgments. This led me to become more comfortabl e wit h the prospect o f filling ou t academic allusions with more personal impressions, a s well a s wit h th e additio n o f sub-heading s indicatin g theme s an d meaningfu l sequences a s far as the actual content o f a "period" was concerned. In connectio n with the Chronicles, I persuaded mysel f that , especially sinc e the initial selectio n inevitably involve d subjectivity , the n the inclusion o f some reasonably sustaine d narratives, to qualify an d alternat e with lists o f unrelated events , could only hel p — both the readers and the writer! Finally, with regard to the ostensibly top-dow n emphases within the Evidence sections, I promised myself to ensure that, for every part o f a future publication , I would see k (an d hope to find) evidenc e that coul d be defined as micro-level, rather than macro, and that was typical of the education- related memorabili a possesse d b y individua l familie s i n Hong Kong . This effor t ensured tha t I would als o see k t o mak e mor e consistent , an d i n a sens e t o systematize, th e compilation s o f evidenc e fo r eac h period , rathe r tha n allo w subjective impressions/memorie s o f th e period t o contro l th e selectio n o f items . Table 1 , below, indicates how the evidence reproduced i n the various parts o f th e book allude s t o differen t level s o r aspect s o f education .

Table 1 : Distributio n o f Evidenc e accordin g t o levels o r aspects o f educatio n Part of Level or Aspect of Education Book ECE Prim'y Sec'y Tert'y Cont Teach Tech Special Informal Curr'm Lang Admin Intro S / / / / S / / Part 1 / / / / • S s / / s Part 2 / / / / / / / s / / Part 3 / / / / / / / / Part 4 / / / / / / / / / / Part 5 / / / / / / / / / / /

Despite effort s t o systematiz e th e selectio n an d presentatio n o f evidence , inevitably overlaps occurred, both as far as the levels or aspects o f education an d as far as the type o f source and medium used were concerned. For example, some items containe d reference s t o mor e tha n on e leve l o r typ e o f educatio n an d photographs appea r i n the categor y labelle d Family/Individua l Source s a s wel l as in Graphic Sources. In order to assist some readers and expedite understanding, I fel t tha t variou s form s o f 'processed ' source s merite d inclusion , despit e th e possible qualms o f the type o f historical purist who feel s more comfortabl e wit h those that can be termed 'original' and 'primary'. Among these processed sources , 'summary tables' , which offere d concis e an d impartia l information , seeme d a s useful an d as justifiable as various forms o f graphs and charts. On the other hand , 1 remained convince d that source material warrants the status o f "Evidence" onl y if i t ca n be see n t o provid e clue s t o th e answerin g o f question s o r solutio n o f problems tha t ar e explicitl y recognize d b y th e reader . Fo r thi s reason , a s i n th e preceding volume, I have included some specific questions in each o f the Parts of 8 EDUCATIO N IN HONG KONG , 194 1 TO 2001 this one . These ar e not intende d t o be exhaustiv e an d exclusive , but, instead , t o stimulate eac h reade r t o concoc t he r o r hi s own . As part o f th e quest fo r a n overvie w o f education i n Hong Kong , the reade r of this Introduction may wish to consider (and supplement) the following questions: • Wha t hav e been th e main strength s an d virtue s o f educatio n i n Hong Kon g during the whole of this period and what have been the main weaknesses and vices? • Wh y has language policy been such an important aspect o f schooling in Hong Kong i n th e perio d fro m 1941 ? • Wh o were the most seminal agents (individuals) and the most potent agencie s (organizations) influencing educational policy and practice in the whole period? • WTia t were the most important exogenous factors that affected th e development of educatio n i n Hong Kon g durin g th e period ? • Wha t wer e th e mos t importan t endogenou s factor s tha t affecte d th e development o f educatio n i n Hon g Kon g durin g th e period ? • Whic h typ e o f influence s wer e mos t instrumenta l i n shapin g educationa l developments i n Hong Kong over the whole period — political, economic, or social (includin g demographi c an d cultural) ?

Uses o f Thi s Boo k

Offering advic e to readers about how to use a book could seem presumptuous o r even pointless . I hope neithe r characteristi c i s true o f th e followin g suggestions . For thos e reader s wh o wis h t o obtai n a coheren t sens e o f th e narrativ e an d thematic developmen t o f educatio n i n Hon g Kon g sinc e th e beginnin g o f th e Japanese occupation , thei r mos t effectiv e strateg y i s likel y t o b e perusin g th e Commentary section s o f eac h Part o f th e book sequentially . Fo r thos e who wis h to loo k up specifi c fact s (e.g . about polic y statements , the openin g o r closin g o f schools, curriculum changes , etc. , etc., etc.), the section s mos t directl y usefu l ar e the Chronicles , whic h are , o f course , structure d chronologicall y b y yea r and , whenever possible , b y month , an d which , i n orde r t o minimiz e distractions , deliberately kee p footnote s t o a minimum. An d fo r thos e wh o see k a sens e o f atmosphere, thei r goal s ma y b e achieved , perhap s eve n serendipitously , b y browsing throug h th e Evidenc e section s o f th e book . Fo r an y an d al l readers , including those few unhappy souls who will be earnestly seeking errors to publicly correct, I wish you wel l and attemp t t o help, but no t distract, by settin g up suc h signposts as cross-references between sections and various other forms o f subsidiary comment. There ar e a fe w point s concernin g terminology , whic h ma y als o b e mos t suitably addressed here, near the beginning o f the book's Introduction. One of the more important o f these concerns the designation provided in English for the group of schools that were associated in one way or another with the Chinese Communist Party (CCP). To call them "pro-China schools", although generally accurate, could be taken to imply that all other schools were anti-China. To refer to them as "leftis t schools" is open to the criticism that, especially in international Marxist terms, this INTRODUCTION: VISIONS AND REVISIONS 9 term ha s becom e increasingl y inappropriat e fo r supporter s o f th e Beijin g Government i n the secon d hal f o f the twentieth century . I eventually decide d t o use the term "Patrioti c Schools", fully realizing that unsympathetic commentator s will argue that this could be taken to imply that all other schools were unpatriotic. The simple reason for my decision was that this term seems closest to the expression in Chinese that their organizers, teachers, and student s most frequently used. 9 A less important matter concerns the title adopted for the men and women who were at th e administrativ e "head " o f a school . People unfamilia r wit h th e day-to-da y situation in Hong Kong sometimes assume that there is a "default" expressio n fo r this an d tha t i t i s th e non-gender-specifi c "Principal" . Although ther e ar e man y schools tha t hav e adopte d thi s usage , ther e ar e als o many tha t retai n th e titles , "Headmaster" o r "Headmistress" . I n thi s book , I adopt th e titl e use d b y th e particular school to which I am referring. In a similar spirit, I also make use o f the Romanization schemes most commonly adopted in Hong Kong in the early twenty- first century. On the whole, this has led to the frequent us e o f Pinyin expressions . There are, however, severa l quit e significan t exception s t o this, including "Hon g Kong"!

Declaration o f Interest s

As someone who was involved professionally and personally in education for quite a larg e par t o f th e perio d covere d b y th e book (i.e . from 196 9 to th e present) , I believe that I should, even at the risk o f appearing self-concerned , b e open abou t my own "connections" . These clearly include my employment, from lat e October 1969 to the beginning o f July 1998 , as someone involved i n teacher education vi a the Department/School/Faculty o f Education at the University of Hong Kong. This has enabled me to benefit fro m the insights o f my students and my colleagues. For much o f the same time, I was a member or chairman o f various committees, both within th e Universit y an d appointe d b y th e Hon g Kon g Government , involve d especially i n curriculu m developmen t an d evaluation . Thus , I gaine d som e knowledge o f the working processes that contributed to (and sometimes hindered ) policy appraisal and policy change. My personal involvement in various sports and arts led me into clos e associations with people i n these fields and , sometimes , t o interesting committe e o r council memberships and , thus, to some appreciation o f the vitality o f aspects o f non-formal education . Especially during the 1970s , I was also a member o f the Education Action Group, the Educators' Social Action Council, and th e education committe e o f the Hong Kong Council o f Social Service. As th e bibliography shows , I co-authored severa l article s an d a fe w book s wit h othe r people who were actively involved in educational practice, policy, and/or analysis . What the bibliography doesn't show i s that, in 1975,1 married on e o f them — Ms

9. Wher e appropriate , however , I make us e o f th e mor e accurat e an d specifi c term , "Workers' Children's Schools". See, especially, Chronicle entries in Part 2, below, for 1947- 49. 10 EDUCATION I N HONG KONG , 194 1 TO 2001

Sansan Ching Teh-chi! In the early 1990s , I accepted a commission fro m Mr . K.Y . Yeung, then th e Secretar y o f Educatio n an d Manpower , t o carr y o n th e analysi s of education policy in Hong Kong, which I had begun for my Ph.D. thesis, by taking it u p fro m 195 5 t o 1991 . I submitted m y repor t t o th e (then ) Educatio n an d Manpower Branc h o f th e Hon g Kon g Governmen t i n 1995 . I would lik e t o think that , fa r fro m disablin g m e fro m creatin g a n impartia l account o f educational development s i n Hong Kong , these connections and thei r numerous by-product s hav e ver y substantiall y increase d m y eligibility , m y resources, and my compass a s an analyst. If , despite the best o f intentions, any o f my personal biases intrude into this book, I ask for the readers' indulgence. At least, there i s a possibilit y tha t wha t socia l scientist s cal l a "participan t observer's " perspective will add a sense o f immediacy and a dash o f commitment to the work I am now publishing. In this sense, and considerin g the use made throughout th e book o f field-data collecte d over three decades, perhaps it deserves to be regarded as th e outcom e o f a n ethnographi c a s wel l a s a n historica l approac h The remainder o f this Introduction comprise s a brief explanatio n and sampl e of a chronicle that may also provide an overview for the whole chronological scop e of th e book an d severa l example s o f eac h type o f evidenc e tha t I have searche d for i n orde r t o add substanc e an d flavou r t o the book .

CHRONICLE

One o f th e mos t importan t task s involve d i n creatin g a se t o f chronicle s fo r th e new book derived fro m th e requirement t o create a set o f coherent 'periods ' and , therefore, 'Parts' that would make sense historically and in terms of structure. Afte r a numbe r o f fals e starts , provoked mainl y b y a wish t o kee p th e boo k tid y b y ensuring tha t th e ensuin g period s woul d no t b e to o muc h lengthie r tha n th e historically constrained phase in which Hong Kong was occupied by the Japanese, I decided t o opt fo r longer, rather than shorter, chronological spans. As it (i.e . the actual event s and thei r repercussions ) actuall y happened, i t made mos t sens e t o create periods o f abou t tw o decade s i n duration fo r al l but th e most recent , an d still incomplete , phas e o f development . Thus , i n a genera l sens e followin g th e guidance o f E.M. Forster with regard t o the difference between story and plot, but more specificall y heedin g Davi d Phillips ' observations 10 abou t the importance o f periodization within histories o f education and their likely connections with othe r aspects o f history , I identified th e followin g period s fo r th e new book :

10. Davi d Phillips (1994), 'Periodisation in Historical Approaches to Comparative Education: Some Considerations from the Examples of Germany and England and Wales', British Journal of Educational Studies, XXXI1 , 3, 261-272. INTRODUCTION: VISIONS AND REVISION S 1 1

1942-1945: Occupational Hazard s (an d Therapy? ) 1945-1964: Reconstruction, Expansion , and Transformatio n 1965-1984: Policy, Pressure Groups, and Paper s — on the way t o mass acces s 1985-1997: Planning fo r a More Certain Futur e 1997-2001: A More Certain Future? — the Pleasures and Perils of Post-Colonialism

An attempt to explain and justify eac h o f these periods, their beginning-dat e and end-date , appears nea r th e beginning o f eac h subsequent Par t o f the book.

EVIDENCE

As was true of the items of evidence that appeared in the Introduction to Education i n Hong Kong, pre-1841 to 1941: Fact and Opinion, the items presented below have been selected to give an impression of the range and type of possible sources, rather than to encapsulate a coherent set of messages, reflecting a comprehensive overview of the whole period. Indeed, if the latter were possible, there would be no need for the five Parts of the book that follow (and owe some of their distinctive shapes to) this Introduction).

1. Newspape r Source s

More conspicuously than in many other parts of the world, education in Hong Kong is, and invariably has been, a major item of news and, especially, newspaper comments. Below is a selection of mass media commentary and reportage, which also offers some evidence of an important channel of informal education in Hong Kong.

(a) The Hong Kong News, 8 February 194 2 p. 2. The Hong Kong News was a Japanese-controlled local newspaper. It had first appeared as an English language weekly in 1939. Briefly, it ceased publication on the outbreak of actual hostilities (8th December, 1941), but resumed on 26th December, the day after the British surrender, in the offices of the South China Morning Post. Its Managing Director was Toshihiko Eto, who also published two other newspapers from the same office: The Hong Kong Nippo (in Japanese) and The Hong Kong Yat Po (in Chinese). All three newspapers reflected the views of the Japanese occupation authorities. The Hong Kon g News was supplied to the internment camps. As a source of news and of propaganda, it was generally despised in the camps. Elsewhere it was probably taken more seriously, especially since the few local Chinese newspapers which were permitted to reopen their presses carried much the same sort of message. For the historian, despite and sometimes especially because of its lack of impartiality, it is a valuable source. Part One OCCUPATIONAL HAZARDS (AND THERAPY?), 1942-1945

COMMENTARY

The Japanese occupation o f Hong Kong remains an emotive subject. Most readers, today, will readily recognize the hazards that the people of Hong Kong experienced during these years. Familiarity with published histories, journalistic accounts, and folk-memories o f th e way th e Japanes e treate d thei r conquere d territorie s wil l ensure that dangers and risks in education, as in other fields, receive attention an d respect. Thus , evidenc e abou t th e regimentatio n o f th e schools , thei r students , teachers, and curricula , will seem almost predictable. Fewer readers, however, a t least o n firs t consideratio n o f th e matter , ar e likel y t o accep t th e ide a tha t th e Japanese occupatio n o f Hong Kon g migh t als o have acte d a s a for m o f therapy . The therap y concep t include s th e vie w tha t anti-colonialis t propagand a disseminated by the Japanese and their own harshly colonial policies paradoxically combined t o create an antidote to any future resurgenc e o f Britis h colonialism. I t interprets discussio n b y th e Occupatio n authoritie s o f eve n th e possibilit y o f compulsory primar y schoolin g a s providing a n important, clearl y define d targe t for futur e polic y makers , especiall y sinc e thi s wa s th e firs t officiall y sanctione d discussion o f such a possibility sinc e Frederick Stewart' s rathe r naiv e suggestio n in the 1860s. 1 I t accepts that other discussions about future educationa l provision , which too k plac e i n th e internmen t camp s o f Hong Kon g and i n th e committe e rooms o f the Colonial Offic e i n London, also had catharti c and therapeutic effect s and, eventually, some influence upon both policy and practice. Unfortunately, th e existing publication s o n th e histor y o f Hong Kon g an d especiall y thos e o n th e history of education in Hong Kong, almost totally neglect consideration of schooling during th e years 1942-1945. 2 Give n the complexity a s well as the emotiveness o f

1. Se e Sweeting (1990) , Fact and Opinion, p. 224. 2. E.g. , the chapter o n the Japanese Occupation i n Frank Welsh (1993) , A History of Hong Kong, London, HarperCollins, contains one very short paragraph on education (p. 421). Alan Birch (1991) provides a similarly short paragraph on schools, the University and its library in his Hong Kong: The Colony That Never Was, Hong Kong, Odyssey (p. 68). Nigel Cameron (1991), An Illustrated History of Hong Kong, Hong Kong, Oxford University Press, makes no reference t o it whatsoever. Bernard H.K . Luk (2000) , A History of Education in Hong Kong, Hong Kong, Report to the Lord David Wilson Heritage Trust Fund, also omits all reference to education in Hong Kong during the Occupation. On the other hand, Philip Snow (2003), The Fal l o f Hong Kong : Britain, China an d th e Japanese Occupatio n Ne w Haven , Yale 82 EDUCATIO N IN HONG KONG , 194 1 TO 2001 the issues , perhaps i t i s best t o mak e a preliminary attemp t t o understand th e various dimensions o f occupational hazards and therapy via reference to relatively objective statistic s and forma l documents . To provide a context fo r consideratio n of schoolin g durin g th e occupation , firstl y th e genera l situatio n i n Hong Kon g requires impartia l appraisal .

Reports o f th e Genera l Situatio n

The Japanese Census o f 1943 claimed a total population fo r the territory of 968,524. This shoul d b e compared wit h th e estimate d 1,639,33 7 for mid-1941 . At th e en d of the War and, therefore, o f the Japanese Occupation o f Hong Kong (August 1945), the population was estimated to be slightly below 600,000, this last figure indicatin g an averag e reductio n o f abou t 23,00 0 peopl e per month throughou t th e whol e Occupation. Suc h a larg e an d continuin g dro p i n populatio n wa s th e combine d result o f deliberat e Japanes e policy , th e escap e o r withdrawa l o f Hon g Kon g Chinese int o "Fre e China" , an d war-associate d death s (fro m starvation , disease , executions, allie d air-raids , etc.) . There were at least 120,00 0 pupils in school in early 1941. 3 B y February 1944 , however, th e Japanese, themselves, estimated th e schoo l population o f Kowloo n to be 7,705. 4 At the end o f the Occupation, according to British sources, there were about 4,00 0 pupils enrolle d i n the whole o f Hong Kong , Kowloon, and th e Ne w Territories. As mentione d i n th e Introduction , however , thi s estimat e shoul d b e treated wit h cautio n sinc e i t appear s t o b e base d o n a misinterpretatio n o f a newspaper source and, of course, it was clearly in the interest of British propaganda to accentuat e th e destructio n an d deca y cause d b y th e Japanese occupation . O n the othe r hand , tw o o f th e more recentl y publishe d historie s o f Hong Kon g pu t the figur e a s lo w a s 3,00 0 o r eve n 2,500. 5 Some impression o f Japanese attitudes to Hong Kong may be gained from th e following extrac t fro m th e "Orde r o f th e Day " (2 0 February 1942 ) by Lt . Gen . Resuke Isogai , then th e Japanese Militar y Governo r o f th e territory :

The previous conditio n o f Hong Kon g must be swept clea n before i t ca n take its position in the East. The present strength and cultur e o f the plac e

University Press , provides a n impressiv e exceptio n t o the general trend , offerin g som e interesting comments about education (e.g., on pp. 99,130,175,226,263), as well as several examples of the effects o f the Occupation on British attitudes towards Hong Kong (e.g., on pp. 197-205 , 288-290, 302-304). 3. Th e EDA R for 193 9 reported a total attendance o f 118,193 , representing a n increase of 14,059 over the previous year, (p . Ol). 4. Hong Kong News, Thursday, 2 4 February 1944 , p. 2. 5. Fran k Welsh (1993), A History of Hong Kong, p. 421, indicates the number to be 3,000. Alan Birch (1991), Hong Kong: The Colony That Never Was, p. 68, declares it to be "a mere 2,500". Neither autho r provide s a source fo r thes e figures . OCCUPATIONAL HAZARD S (AN D THERAPY?), 1942-1945 8 3

must be elevated to the same spiritual stream in order to attain the kingl y way whic h wil l shin e upon th e eterna l basi c prosperity o f Eas t Asia .

Social and economi c conditions were very severe, especially towards the en d of the Occupation. Corpses in the streets were a common sight. Some records eve n suggest that the practice o f cannibalism was not unknown i n this period o f Hon g Kong's history . Other than the very marked reduction in the provision o f schooling, the main educational development s i n thi s perio d were , a s migh t b e expected , effort s t o "Japanify" th e curriculu m and , especially , t o sprea d th e us e o f th e Japanes e language while prohibiting the use o f English, which was deliberately associate d with Europea n colonialis m an d exploitation . Plan s t o mak e a t leas t primar y education compulsor y wer e discusse d b y th e Japanes e authorities , thoug h no t implemented. A scholarship system was put into practice, but this had more value as propaganda than it had as a major contribution to the education of the common people. Newspaper an d othe r sources show the Japanese authorities to have been especially interested in publicizing the small numbers o f students from Hong Kong who, i n th e absenc e o f a reopene d universit y i n th e territory , wer e grante d scholarships t o procee d t o highe r educatio n i n Japan . There was considerable destruction o f school buildings (including Queen's and King's Colleges , th e tw o show-piece s o r "flagships " o f th e previou s colonia l government), an d th e disappearanc e o r destructio n o f furnitur e an d othe r equipment. Thi s was cause d mainl y b y looting, 6 especiall y a t the beginning an d end o f the Occupation, although allie d bombing towards the end o f the war als o contributed. School s that suffere d leas t in a material way were the Grant school s run b y Neutral s (eg. , Irish an d Italia n priests) , which wer e usuall y allowe d t o operate throughou t th e Occupatio n provide d tha t th e Japanes e languag e wa s included i n th e curriculum . The precedin g paragraph s offe r a n accurate , i f rathe r broadl y sweeping , overview o f th e educationa l situatio n i n Hon g Kon g durin g th e Japanes e occupation. Subsequent ones, as supplemented by the year-entries in the Chronicle, seek to add at least some more precise detail and, thus, a sharper focus to the view.

Education an d Backgroun d Factor s durin g th e Occupatio n

All schools were closed by order o f the Director o f Education on the very first da y of th e Japanes e invasion , Monday , 8 December 1941 . It was t o be a lon g schoo l "holiday" which lasted through Christmas, the Western New Year, Chinese Ne w Year, and several months after that, even for the few who eventually found place s as eithe r student s o r teachers .

6. Ora l sources suggest that most o f the looting was motivated by a need to find wood and other combustible materials for fuel. See, for example, Evidence 6(a) and 6(c) in this chapter, below. 84 EDUCATION I N HONG KONG , 194 1 TO 2001

Local people, young and old , who survived th e physical dangers o f the battle and the consequent sacking, pillaging, and raping, reacted to the Japanese invasion and its increasingly obvious success in a number o f different ways . In general, the Chinese masses regarded it with resignation. Many o f them had witnessed Japanes e incursions into China and ha d only recently reached Hong Kong in an attempt t o escape their worst effects . Som e local Chinese, however, were already committe d to collaboratin g wit h th e new rulers , having provide d informatio n abou t Britis h military installations to the Japanese before and during the invasion. Others wer e ready t o adop t a n opportunisti c approach . Man y o f thes e experience d a t firs t something like a "School is Out" mood7, the feeling that, at last, the tables had bee n turned. Th e racia l an d cultura l indignitie s o f th e pas t wer e no w over . Amongs t the lowest socio-economic segments o f Hong Kong Chinese society especially, there were people who were only too willing to conduct a type of social civil war, venting their resentment s o n th e mor e successfu l o f thei r compatriot s who m the y considered t o have been collaborators with British colonialism. Thus, the worst o f the lootin g o f privat e house s wa s ofte n o f thos e belonging t o wealthy member s of th e earlie r Chines e an d Eurasia n elite. 8 It was, however, largely to members o f the Chinese and Eurasian elite that the Japanese authoritie s turne d i n orde r t o se t u p a t leas t th e facad e o f loca l participation i n their rule. The first loca l Chinese resident o f Hong Kong to mak e a public appearance a s a leader ready to relate with the new Japanese authoritie s was Tung Chung-wei, the treasurer o f the Chinese General Chamber o f Commerce. It wa s Tun g wh o le d th e othe r member s t o petitio n th e Japanes e militar y o n 10 January abou t suc h issues a s food, fuel , public utilities (e.g. , water, electricity , and telephones), public safety, the currency, and the need to formalize prostitution . It was also Tung who chaired a meeting o f the Chamber which organized the new "Rehabilitation Committee" . Th e latter , soo n rename d "Rehabilitatio n Advisor y Committee" consiste d o f nin e leadin g member s o f th e Chines e an d Eurasia n business community , includin g al l th e Chines e "unofficial " member s o f th e Legislative Council , togethe r wit h othe r prominen t leader s o f th e Chines e community, an d wa s chaire d b y Si r Robert Kotewal l (no w L o Kuk-wo), with Si r Shouson Cho u (no w Cho u Shou-son ) servin g a s Vice-Chairman . Thre e othe r members were added o n 6 February. Its main function wa s to arrange that publi c processions and othe r celebrations would appear to have the enthusiastic suppor t of th e Chines e resident s an d th e endorsemen t o f thei r leaders . A s a channe l t o represent th e business interest , however , i t was o f mor e tha n toke n importance . It was superseded on 30 March by the small "Chinese Representative Council" and the larger "Chinese Cooperative Council", which similarly consisted o f Chinese and Eurasian notables . These Councillor s were eac h no doubt influence d t o differen t degrees by a sense o f responsibility fo r thei r fello w citizens , a conviction o f thei r

7. H.J . Lethbridge (1969, 'Hong Kong under Japanese Occuption: changes in social structure', in I.C . Jarvie (ed.) , Hong Kong: A Society in Transition, London , Routledge & Kegan Paul, p. 97. 8. Intervie w with . Mr. K.S . Lo, 2nd March , 1982 . See Evidence 6 (a), below. OCCUPATIONAL HAZARD S (AN D THERAPY?), 1942-1945 8 5 own importance, and an awareness of the opportunities which they might gain fo r themselves, their families, and friends. Amongst the whole group o f local leaders who participate d i n Japanese-dominate d governmenta l activitie s durin g th e occupation, Chan Lim-pak and Lau Tit-shing were the two who most conspicuousl y acted ou t o f sympath y fo r th e Japanese cause . Th e other s displaye d a varyin g degree of enthusiasm for their tasks, with most serving the new authorities because they fel t the y had n o alternative, but some also taking personal advantage o f th e situation Among the non-Chinese population o f Hong Kong, Indians were, on the whole, particularly susceptible to anti-British, pro-"Asiatic" propaganda. Even before Pearl Harbour, th e Japanese ha d begu n t o cate r fo r India n resentmen t agains t Britis h colonialism throug h th e establishmen t o f th e "Indi a Independenc e League " i n Tokyo. Thi s was forme d b y India n nationalists , suc h a s Ras h Behar i Bos e and , subsequently, Subha s Chandra Bose , who ha d fle d t o Japan. Rober t S . Ward, a n American commentator , argue s tha t th e speed wit h whic h th e League went int o action after Pearl Harbour indicates that at least the framework o f its organization had been prepared wel l in advance o f the Japanese attack. 9 Earl y in January 1942 , shortly after the Japanese victory, a branch o f the India Independence League was set up in Hong Kong. On 25 January, the Hong Kong News announce d tha t on th e following da y ther e would b e a mass meetin g under th e auspice s o f the Leagu e of all Indians in Hong Kong to celebrate "Indian Independence Day". Newspape r reports clai m that the meeting was attended by "severa l thousand" persons , tha t it was presided over by Sohil Khan, M.R. Malik, and Zahoor Ahmed who had com e to Hong Kon g fro m Canto n especiall y fo r th e occasion , an d tha t i t passe d tw o resolutions, on e t o seve r al l relation s wit h th e British , th e othe r t o "mak e th e determination that we shall fight to the last, not only for the freedom o f India, but for th e freedom o f the continent o f Asia". In March, D.M. Khan, described a s th e President o f the Hong Kong branch o f the India Independence League , broadcast a fiery message to Indians everywhere in which his peroration was: "Drive out the common enemy by force, to save yourself and your country from the most dreaded and obnoxiou s diseas e o f th e whole huma n rac e — Britain!" . The British , th e Dutch , som e o f th e Eurasian , and , fo r a time , the America n civilian population s o f Hon g Kon g wer e interne d i n th e cam p a t Stanley . Th e Americans were repatriated within a year, but the British and Eurasians remaine d incarcerated unti l th e en d o f th e war .

The Firs t Yea r

The mai n featur e o f th e firs t yea r o f th e Occupatio n wa s th e establishmen t an d organization o f Japanes e rule , whic h wa s deliberatel y linke d closel y wit h a n infrastructure o f local Chinese advisory bodies, at both central and distric t levels.

9. Rober t S . Ward: Asia for the Asiatics? The techniques of Japanese Occupation, University o f Chicago Press, Illinois, 1945, pp. 179-180. See Evidence 3 (c) (i), below. See, also, Snow (2003), pp. 118-119. 86 EDUCATION I N HONG KONG , 194 1 TO 2001

The Japanese authorities made efforts to gain propaganda benefits from the contrast between thei r ow n "Asian " styl e o f participator y governmen t an d th e colonialistically aloo f manner s o f th e (defeated ) British . Individua l instance s o f courtesies show n b y Japanes e militar y o r civilia n officer s toward s th e loca l population were , however , counterbalance d b y case s o f brutalit y — with face - slapping (o r worst) as punishment i f a Chinese person failed t o bow to a Japanese soldier or answer him in Japanese being a very common occurrence. It soon became obvious that the Japanese did not consider Hong Kong important enough to merit the full-scale encouragement o f an independence movement (simila r to those they fostered i n the Philippines and Indonesia). Instead it was treated as a "Conquere d Territory", with som e value strategicall y fo r th e defenc e o f the Pearl Rive r Delt a and th e souther n approache s t o Guangzho u an d a s a smal l bas e whic h migh t manufacture equipment needed fo r the Pacific War. The Japanese realized that they would be able to seize some o f the wealth o f Hong Kong either as personal boot y or as resources which coul d be siphoned of f t o Japan. The y also drained of f par t of Hon g Kong' s wealt h mor e indirectl y b y makin g i t obviou s t o th e ne w loca l advisory bodies that "donations" to the war effort and/or t o "construction" woul d be appreciated . It is hardly surprising, then, that the early part of the year did not witness much in the way o f social welfare and relie f work. The small and sporadic relief that was organized wa s almos t entirel y provide d b y loca l Chines e guilds , native-plac e associations, and lineage-societies. Schools did not reopen until May and, for muc h of the remainder o f the year, were mainly confined t o privately-operated Chines e Primary an d Middl e Schools . In general , however, condition s wer e a s goo d a s the y migh t b e expecte d i n wartime, especiall y considerin g Hon g Kong' s norma l relianc e o n import s fo r it s economic health and social survival. According to Lethbridge, it was a time "whe n many loca l businessmen though t tha t trade would soone r or later pick up, whe n cheerfulness kep t breakin g in". 10 Durin g th e year, loca l transport facilitie s wer e quickly restored . Th e tram an d ferr y service s ra n regularl y agai n an d ther e wa s soon a daily steamshi p connectio n wit h Maca u an d Guangzhou . Th e Kowloon - Canton Railwa y lin e was cleare d and th e service reopened. Though a t a reduce d level, food supplie s an d othe r necessitie s were maintaine d an d wer e distribute d through a serie s o f rationing measure s — rice in January, suga r i n June, oi l an d firewood i n July , sal t i n August , an d matche s i n September . B y the year's end , however, most o f the Chinese i n Hong Kong , with th e exception o f fully-fledge d collaborationists, ha d alread y develope d a stron g dislik e fo r th e brutalities , corruption, and hypocrisy o f the Japanese "New Order". In Lethbridge's view, "by the end o f the year, the mood o f 'school is out' was over: the Japanese had prove d themselves t o be mor e discriminatory , racialis t an d arrogan t tha n th e British" , though there were few, i f any, indications o f regret fo r the defeat and humiliatio n of the British at this time. Certainly by the early months o f 1943, very few Chines e in Hong Kong felt that Japan would win the war. Consequently, not many familie s

10. H.J . Lethbridge (1969) , Hong Kon g under Japanese Occupation , p. 96. OCCUPATIONAL HAZARD S (AND THERAPY?), 1942-1945 8 7 were willing to allow their children to take up opportunities fo r higher studies i n Japan, eve n wit h th e adde d inducemen t o f scholarshi p awards .

The Late r Occupatio n Perio d

From earl y 1943 onwards, the situatio n deteriorated . Shortage s o f foo d an d fue l became more and mor e critical . It became increasingl y obviou s tha t there woul d be no upturn i n trade. Instead, there was a generally upward movemen t in prices which wa s a t leas t partly connecte d wit h th e banning o f the Hong Kon g dollar . Allied bombing bega n t o take effect . B y late 194 4 and throug h th e earl y month s of 1945, conditions verged on the desperate. Inflation ran out o f control. Starvation became a constan t threa t and , fo r some , a reality . Th e econom y wa s i n almos t complete collapse. Though some schools remained open, more had closed because of the lack o f teachers, students, and resources . In very few circle s was schoolin g regarded an y longe r a s a n importan t priority , althoug h eve n i n th e darkes t moments, cinema s an d theatre s provide d a mixtur e o f non-forma l education , entertainment, and , probabl y mor e significantly , escapism . In the civilia n internment cam p at Stanley, discussions among a small grou p of academics about the future o f the University o f Hong Kong, which had begu n in mid-1942 , continue d an d becam e mor e specific . I n London , a Hong Kon g Planning Unit (HKPU ) was created i n 1943 and staffe d mainl y by former official s from the Hong Kong Civil Service who happened no t to have been in Hong Kon g in December 194 1 or who had escaped shortly thereafter. The HKPU began drawing up plans for the post-war futur e o f Hong Kong and was ready in August 194 5 to assume the hands-on responsibilities of the civil affairs branch of the British Military Administration. By August 1945 , when the Japanese forces in Hong Kong had to acknowledg e the unconditional surrender o f the Japanese Empire to the Allies, education in Hong Kong had certainly experienced the hazards o f Occupation. In retrospect, it appears that the experiences might als o have been a form o f therapy, facilitating th e late r growth o f a les s colonia l an d mor e home-grow n educatio n system , howeve r purgative tha t therap y certainl y woul d hav e seeme d a t th e time . Questions, whic h coul d hel p direc t furthe r investigatio n o f th e Japanes e occupation perio d withi n th e histor y o f educatio n i n Hong Kong , include : • I n what way s was schoolin g differen t fo r a young Chines e boy or gir l livin g in Hon g Kon g i n 194 3 when compare d wit h th e situatio n i n 1940 ? • Ho w di d student s an d teacher s i n Hong Kon g adjus t t o th e new regime ? • Wh y di d studen t enrolment s dro p i n th e late r month s o f th e Occupation ? • Wha t wer e th e mai n type s o f informa l educatio n durin g thi s period ? Ho w popular wer e they ? • Wha t wa s th e significanc e fo r educationa l developmen t i n Hon g Kon g o f activities and plan s within th e Civilia n Internmen t Cam p a t Stanle y and th e proceedings o f th e Hong Kon g Plannin g Uni t i n London ? • I n what positive ways, if any, did the Japanese occupation contribute toward s the developmen t o f educatio n i n Hong Kong ? 88 EDUCATION I N HONG KONG , 194 1 TO 2001

CHRONICLE

1942: January — On 1 January, the Japanese establishe d th e "Civi l Departmen t of th e Japanes e Army " (als o know n a s th e Civi l Administratio n Department), under Major-Genera l Yazaki , to tak e officia l responsibilit y for protectin g th e lives and property o f Chinese residents o f Hong Kon g and non-enem y aliens. 11 Almos t immediately , the y als o se t u p th e Repatriation Bureau, assisted, after 1 2 January, by the Chinese Repatriatio n Committee (se e below) . I n th e firs t wee k o f January , th e Japanes e authorities gav e notic e tha t al l peopl e wh o ha d n o residenc e o r employment woul d hav e t o leav e Hong Kong . I t i s clea r tha t the y wer e more intereste d i n movin g ou t o f Hon g Kon g peopl e the y considere d surplus to their own needs than they were in the conditions in which they departed (e.g. , the sea-worthines s o f th e vessels takin g them , difficultie s in obtaining passages ou t o f Hong Kong , rigid restriction s o n what the y were allowe d t o tak e wit h them , etc.) . On 5 January, th e exchang e rat e betwee n "militar y yen " (th e ne w currency issue d b y th e Japanes e a s note s printe d o n on e sid e only , unnumbered, an d wit h validity only in Hong Kong) and th e Hong Kon g dollar wa s arbitraril y fixe d a t tw o dollar s t o on e militar y yen . The Japanese militar y authoritie s contacte d th e heads o f th e variou s local trad e guild s an d ensure d tha t the y becam e associate d unde r th e "Hong Kong and Kowloon Labour Assistance General Guild", which wa s set up t o deal with al l matters concernin g Hong Kon g labour , subjec t t o the assen t o f th e Japanese . The Hong Kong News succeede d in attracting the services o f several of the best Chinese and Eurasian journalists who had been on the staff o f the pre-war South China Morning Post. It was edite d b y E.G . Ogura, believe d to hav e bee n brough t fro m Japa n especiall y fo r tha t purpose . O n 2 5 January, th e Informatio n Burea u o f th e Japanes e militar y authoritie s provided a n officia l lunc h fo r loca l journalists . Th e actin g hea d o f th e bureau, Majo r Saida , addresse d th e gathering , explainin g t o the m th e important part they had to play in the development o f the "Co-prosperit y Sphere". Another Japanese official, Mr. Takao, the chief o f the Press Section of th e Informatio n Bureau , outline d th e authorities ' vie w o f th e futur e course of newspaper work in Hong Kong and urged the guests to cooperate fully i n this. A local newspaper owne r replied i n suitable terms, assuring the Japanes e o f th e earnes t assistanc e o f th e pres s an d askin g fo r

11. Th e new administration was announced in the Hong Kong News on 2 January 1942. This report also scotched the rumour that Mr. Franklin Gimson, former Colonial Secretary, was to become Governor-designate unde r th e Japanese, but require d al l former governmen t officials, unles s they were British, to resume their dutie s under th e new regime. See G.B. Endacott (edite d & with additional notes by Alan Birch), (1978), Hong Kong Eclipse, Hong Kong, Oxford Universit y Press , Appendix 5. OCCUPATIONAL HAZARD S (AN D THERAPY?), 1942-1945 89

appropriate guidance. It was at about this time that ten Chinese languag e newspapers wer e permitte d t o recommenc e operations , under th e clos e supervision o f th e Pres s Section . During th e firs t week , th e ol d radi o station , JB W ("Hon g Kon g Calling") resume d operation s a s Statio n JPHA , operatin g o n 1,15 4 kilocycles o r 26 0 metre s o n th e mediu m wave . It s dail y schedul e o f broadcasts laste d fro m 6.0 0 p.m . unti l 10.3 0 p.m. , wit h programme s including recorde d music , news i n Japanese, Cantonese, and Mandarin , and lesson s o n th e Japanese language . Street lighting was resumed on 11 January, gas supplies on 23 January. Water reache d al l district s o n 2 0 January whe n al l meter s ha d t o b e registered. Fo r th e poor , th e Japanese provide d stree t fountains . The large r cinema s wer e reopene d fo r th e showin g o f propagand a films. B y 20 January, five cinemas (the Central, the Cathay, the King's, the Queen's, and th e Oriental ) wer e ope n o n Hong Kon g island an d twelv e in Kowloon, nine showing Cantonese films, one a Japanese film, and tw o presenting Japanes e stage-shows . On 1 2 January, th e Chines e Chambe r o f Commerce , whic h ha d petitioned the Japanese military authorities on 31 December 194 1 and agai n on 1 0 January 194 2 about suc h difficultie s a s th e disruptio n o f publi c utilities an d o f supplies , the currenc y problem , and prostitution , forme d the Rehabilitatio n Advisor y Committee , originall y wit h nin e members, 12 increased t o twelve o n 6 February.13 This Committee wa s chaire d b y Si r Robert Kotewall (now using the name Lo Kuk-wo), with Sir Shouson Chow (Chow Shou-son) as vice-chairman. It held fifty-nine meeting s before it was dissolved and replaced. 14 It s main concerns were with such matters as the sale an d distributio n o f Japanes e flag s fo r displa y a t celebrations , th e organization o f a welcome for the incoming Japanese Governor, and way s of ensurin g th e presenc e a t suc h celebration s an d officia l welcomin g ceremonies o f prominent businessmen , forme r justice s o f th e peace , an d other notables . Partly a s a resul t o f th e representation s mad e b y th e Executiv e Committee o f the Chinese Chamber o f Commerce urging "protectio n fo r family women through the reopening of brothels", the Japanese authorities established specia l red-ligh t districts , one a t West Poin t fo r Chines e an d another i n Wanchai fo r Japanese . On 2 1 January, the Japanese se t up a new for m o f local government , known a s Distric t Bureau x (o r Offices) . Twelv e Distric t Bureau x wer e

12. Th e original members, in addition to the chairman and vice-chairman, were Messrs. Lo Man-kam, L i Tse-fong, L i Koon-chun, Tam Nga-shi, L i Chung-po, Tung Ching-wei, and Wong Tak-kwong . 13. Th e three additional members were Dr. Wong Tung-ming, Mr. Kong Tai-tung, and Mr. Cheng Tit-sing. 14. Se e the Chronicle entr y fo r 30t h March 1942 , below. 90 EDUCATIO N I N HONG KONG , 194 1 TO 2001

created fo r Hong Kong island and, a few days later, six for Kowloon. Each had a Chines e hea d an d wa s mad e responsibl e fo r repatriation , publi c health, business, and the welfare o f the residents o f the particular district , representing thei r problems and requests to the central authorities. In the Civil Administration Department, a District Affairs Bureau was establishe d to serve as a link between the central government and the district bureaux. The Director o f the District Affairs Burea u was Si n Ping-hsi, a prominen t Chinese lawyer, who had also been appointed Head o f the Central District Bureau. The educational and cultura l officer s o f the Japanese Army arrange d a meetin g o f well-known educator s i n Hong Kon g an d persuade d the m to organize a body called the Hong Kong Overseas Chinese Committee o n Education. Thi s Committee, under th e "guidance " o f the Japanese Arm y began holding meetings to discuss the reopening of schools. At one of these meetings, Japanese officer s announce d tha t al l forme r schoo l teacher s would nee d t o join course s se t up by th e military authoritie s i n order t o learn th e Japanes e language . Teacher s wh o successfull y complete d th e Japanese languag e course s woul d the n b e allocate d t o schools . Headmasters were directed to register their schools with the Japanese authorities. Th e teachers wer e agai n publicl y instructe d tha t the y woul d have to learn the Japanese language. The general public was informed tha t the Japanese languag e woul d b e use d compulsoril y i n schoo l educatio n as " a fundamental principle " and warned tha t without th e permission o f the Japanese militar y authoritie s n o schoo l coul d reopen . February — Early in the month, a scheme for dividing each district (a s defined b y th e Distric t Bureaux ) int o wards wa s announced , wit h eac h ward consistin g o f thirt y families . Th e firs t t o procee d wa s th e Centra l District Burea u whic h name d 13 1 Chinese war d leaders . The capacity o f the radio station was increased and o n 1 1 February i t began broacastin g simultaneousl y o n shor t an d lon g wav e wit h a n extended programme. On 9 February, the Hong Kong News note d tha t th e resumption o f short-wave broadcasting by Station JPHA would hav e th e effect o f offerin g a n opportunit y t o "Hon g Kon g Indian s t o tel l thei r brothers a t home o f the very generous treatment they are receiving at the hands o f th e Japanese, which i s such a welcome relie f fro m th e tyrann y they suffere d unde r th e rul e o f th e Union Jack" . By mid-February, the telephone system had reached 90 % of its forme r capacity. A four-day campaig n to remove all shop signs in English began on 1 5 February. Various members o f the new Distric t Bureaux were prominen t in this work. The eradication o f the English language from publi c view i n Hong Kon g was extende d t o road sign s an d th e majo r hotel s i n April. 15

15. Se e the Chronicle fo r 2 0 April 1942 , below. OCCUPATIONAL HAZARD S (AN D THERAPY?), 1942-1945 9 1

A "Fly Week" was held from 1 4 to 20 February, when members o f the public were offered on e catty of rice for every two taels of house-flies the y brought t o th e authorities . On 18 February, the celebrations of the fall o f Singapore to the Japanese (which had taken place on 15 February) were held. Preparations had begun before the actual fall and involved a five-man Chinese committee, selected with th e approval o f the Japanese to organize the occasion. According t o the Hong Kong News, 30,00 0 Chinese joine d i n th e parade hel d o n Hon g Kong island and 20,00 0 the one held on the Kowloon side o f the harbour . Lo Kuk-wo (th e former an d late r Si r Robert Kotewall) gave the signal fo r the Hon g Kon g sid e parade t o star t an d hi s own performanc e include d standing on a table in Statue Square and jumping up and down three times while he shouted "Banzai!" . It was reported that the parade was two miles in length, included the usual dragon dancing, and, in addition to the many Chinese participants, also incorporated groups of Indian, Filipino, Thai, and Macanese celebrants . Banner s wer e strun g acros s th e street s an d al l business premises and private homes were instructed to fly Japanese flag s of prescribed dimensions. The Kowloon parade featured tw o clowns, who, directly following the large "victory banner", led the march in formal dress, complete with top hats. They were meant to represent President Roosevel t and Prim e Ministe r Churchil l and , t o th e visibl e amusemen t o f th e commander-in-chief o f the Japanese forces , were kicked an d beaten wit h brooms an d spades . The Civil Government took over from the Japanese military authorities on 2 0 February, wit h th e appointmen t o f Lieutenant-Genera l Rensuk e Isogai a s firs t Japanes e "Governo r o f th e Conquere d Territor y o f Hon g Kong". Thi s heralde d majo r administrativ e changes . Th e "Governor' s Office" or Secretariat replaced the Civil Administration Department, which now disappeared . Th e ne w bod y wa s heade d b y Major-Genera l Ichiki , assisted b y a Japanese civilian , an d wa s divide d int o department s o r bureaux. These included a "Civil Affairs Bureau" , which appears to hav e been the main policy-framing body, exercising supervision and control over the other government bodies and advisor y committees. Among the othe r bureaux were those dealing with "education and culture", "foreign affairs" , "economic affairs" , "finance" , an d "lan d an d housing" . Thre e specia l bureaux — thos e o f Communications , Information , an d Repatriatio n — were made more directly responsible to the Head o f the Governor's Offic e because the y wer e regarde d a s vita l matter s fo r Japan' s security , propaganda needs, and relations with the Hong Kong Chinese. There were also several more technical departments, dealing with public works, water supply, medica l an d healt h services , and electricity. 16 The firs t two-mont h trainin g cours e fo r teacher s (150 ) started i n th e buildings o f St . Paul's Girls ' (late r Co-educational ) College . No fe e o r

16. Th e Electricity Department included the telephone service in its set o f responsibilities. EDUCATION I N HONG KONG , 194 1 TO 2001 deposit was required. The course comprised Japanese language, Japanese affairs, genera l knowledge , an d physica l education . Accordin g t o pres s reports, three hundred person s completed the application forms and too k the competitive entrance examination. Of these, one hundred and fift y me n and women were selected and admitted to the course. They were provided with free board and lodging in what had been a fashionable schoo l for th e daughters o f wealth y Chines e an d Eurasian s befor e th e war . Furthe r courses wer e hel d ever y thre e month s unti l number s bega n t o dwindle . March — On 1 March, the District Bureaux were made responsible fo r rice rationing. This automatically entailed responsibility for census control. On 17 March, another spectacular victory celebration was held to mark the capture o f Rangoon and the fall of the Dutch East Indies. This included eighteen lio n danc e displays , the participatio n o f si x aeroplanes an d th e performance o f on e stun t plane. Thousands o f propaganda leaflet s wer e dropped an d i t was reporte d tha t som e foreig n neutral s too k part i n th e festivities. Bags of rice were distributed as a reward fo r those who marche d and abou t a fortnigh t late r ever y participan t receive d a memento o f th e occasion. The Rehabilitation Advisory Committee succeeded i n persuading th e Japanese authorities to permit a visit by rice merchants t o Annam t o take place during Apri l i n orde r t o re-establish th e ric e trade and , thus, hel p feed th e Hon g Kon g population . Laws wer e announce d o n 2 8 March fo r th e contro l o f Hon g Kon g affairs. These strictly regulated people entering, leaving, or residing in the territory, a s well a s th e import o r expor t o f good s an d th e settin g up o r operation o f any business. Details had t o be provided t o the Gendarmeri e Headquarters i n quadruplicate. People had t o register their requirement s for th e basi c utilitie s (water , gas , electricity , an d telephones) . Al l householders ha d t o registe r thei r propert y an d appl y fo r permissio n t o make repairs . Al l doctors , lawyers, herbalists , marke t stall-holders , an d hawkers ha d t o provide ful l detail s when the y registere d themselves . On 30 March, the Rehabilitation Advisory Committee was replaced by two bodies: the Chinese Representative Council, with a membership at first of thre e and , fro m earl y April , o f four , includin g tw o wh o ha d bee n members o f the pre-war Legislative Council; and the Chinese Cooperativ e Council, chaired by Chou Shou-son and consisting of over twenty members from a wider cross-sectio n o f the Chinese Community. Th e former bod y met daily and the latter twice weekly. Neither body was actually entrusted with any real power, but both were expected to make "recommendations" , to organize donations and public displays o f support for the Japanese, and to shar e th e blame fo r unpopula r law s and regulations . In "Fre e China", th e Britis h Army Ai d Grou p (BAAG ) was founde d by Colonel Lindsay Ride, a former Professor o f Physiology at the University of Hong Kon g (an d futur e Vice-Chancello r o f th e University) , who ha d escaped fro m th e military internment cam p i n the very earl y days o f th e occupation. A t first , BAA G wa s a smal l unit focusin g o n helpin g other s OCCUPATIONAL HAZARD S (AN D THERAPY?), 1942-1945 9 3

escape Hong Kong and evade the Japanese. It grew into a guerrilla-linke d informal army , responsibl e fo r intelligenc e reports , propaganda , an d sabotage, officiall y a part o f th e Britis h Arm y o f India . April — On 2 April, the formal graduation ceremony for the first clas s of speciall y traine d teacher s wa s held . Mr . Nagao, 17 th e head o f th e Education Departmen t i n th e Civi l Affair s uni t o f th e Japanes e administration, handed certificates to the 148 teachers who had successfull y completed th e course . Three "Are a Bureaux " wer e superimpose d o n th e syste m o f Distric t Bureaux on 1 6 April. These strengthened th e links between the latter an d the Civil Affairs Burea u a t the Secretariat. They comprised on e fo r Hon g Kong and the outlying islands as far as Cheung Chau, another for Kowloon, and the third for the remainder o f the New Territories. Each had three sub- offices: one for general business, finance, education and culture; the second for th e economy , transport , othe r form s o f communications , an d th e development o f raw materials ; the third, a Health Offic e concerne d wit h public health and th e whole range o f medical services . On the same day , the Governor , Rensuk e Isogai , issued regulation s fo r th e bureaux unde r his Order No. 13. Also on 16 April, the Occupation authorities issued Publi c Notification No . 10 , which stated :

All religious bodies, which ar e included i n the governance o f th e Office o f th e Governo r o f th e Capture d Territor y o f Hongkong , should they wish to resume the practice or the preaching of religion or an y othe r activit y connecte d therewith , mus t furnis h th e information lai d down thereunde r an d transmi t thei r reques t fo r permission t o the Governor's Offic e throug h th e intermediary o f their loca l Bureau .

If the y faile d t o compl y wit h thi s requirement , the y woul d b e 'considered to have contravened these instructions and will be ordered t o discontinue thei r activities' . The information require d include d th e nam e of the body, together with names o f its 'various sect s and branches', their address, the name o f the 'Representativ e o f th e body (Antecedent s t o b e attached)', the names o f preachers o f the religion, the date when teachin g of the religion started, the languages used, the nationality and number o f the followers , 'Activitie s attached t o the religious body', with particular s of organization and position, and the expenses of running the organization. A second teacher training class began on 1 7 April. At its inauguratio n ceremony, Mr. Ichiki, from the Government General, congratulated the new students, evenly divided by gender, as being the 250 specially selected from over a thousand applicants and exhorted them to recognize that they were

17. Th e present writer was unable to find Mr. Nagao's full name in either English language or Chinese language sources . 94 EDUCATION I N HONG KONG , 194 1 TO 2001

"now workin g t o make a good foundatio n fo r educatio n i n Greater Eas t Asia". On 2 0 April , "Publi c Notificatio n No . 12" , announced th e new , Japanese, names fo r al l the main roads and street s on Hong Kong Islan d and in Kowloon.18 Th e major hotels were also renamed. On the same day , the Education Department issued a statement announcing that "all schools obeying the Governmental regulation s and [that ! are efficiently manage d in othe r respect s wil l be permitte d t o function" . Th e statemen t added :

Teachers o f school s her e mus t realiz e thei r responsibilit y t o ai d civilization i n th e Greate r Eas t Asi a Sphere . I n th e pas t th e Hongkong education system has been an obstacle to the progres s of Eas t Asia reconstruction. Therefore , a stop should b e made t o this, an d th e futur e educatio n programm e mus t b e shape d i n accordance with the natural tendency o f East Asian thought wit h the objec t o f spreadin g Nippones e civilization .

The firs t post-invasio n hors e race meeting was held a t Happy Valle y race course on 25 April, with all the ponies renamed eithe r in Japanese o r in Chinese . On 28 April, prescribed charge s were imposed to cover the telephon e service. B y November, onl y abou t te n thousand telephone s wer e i n use , compared wit h th e pre-wa r figur e o f abou t 170,000 . May — Th e firs t twelv e school s re-opened . Originally , twent y wer e scheduled t o reope n o n 1s t May , bu t non e o f thes e wa s foun d u p t o standard. B y 1 5 May , however , twelv e school s wer e declare d t o b e satisfactory an d permitte d t o open . Nine mor e opene d soo n after . June — Report s state d tha t 4 6 private Chines e school s wer e no w i n operation, employing about 200 teachers, 80% of whom knew no Japanese. The Chinese Press Association was formed, comprising journalists fro m the te n loca l newspapers whic h ha d bee n permitted t o reopen earlie r i n the yea r an d whic h ha d bee n amalgamate d int o fou r i n May . By mid-June , 7 1 religiou s organization s ha d registere d wit h th e Japanese authoritie s a s th e latte r ha d require d an d al l 7 1 receive d permission to carry on their activities. The Japanese-controlled loca l press reported thi s and added th e warning that "i f any o f the [religious ] bodie s which hav e been grante d permissio n t o continue ar e foun d t o be actin g contrary t o th e interest s o f th e Government , the y wil l b e suppresse d immediately". Official currenc y was revalue d durin g Jul y at four dollar s to the ye n and th e yen wa s mad e sol e tender fo r officia l purposes . Article s fo r sal e had to be marked or their prices otherwise quoted in yen. However, dollar s

18. See , also, Evidence 2 (a), below. OCCUPATIONAL HAZARD S (AN D THERAPY?), 1942-1945 95

continued t o circulat e partl y becaus e the y wer e believe d t o b e full y supported b y th e Britis h Government . New regulation s issue d o n 2 0 July arranged tha t while the head an d deputy head o f each District Bureau were appointed by the Governor, the rest o f the staff were appointed by the District Bureau head. District Bureau Councils, consisting of from five to ten members selected from the residents to approve the actions of the head, were organized. The names o f the heads and deput y head s o f th e distric t bureaux wer e announce d o n 2 3 July. August — I t was announce d tha t MY40,00 0 ha d bee n donate d i n response to a request from the Chinese Representative Council for financia l support t o be show n t o th e "constructio n o f Eas t Asia" . Bisho p Jos e d a Costa Nunes o f the Roman Catholic Church o f Hong Kong 19 approache d Sir Robert Kotewall with an offer t o make available MY5,000 from Churc h funds fo r th e relie f o f th e starving . The Japanese Government General of the Conquered Territory of Hong Kong developed ou t o f the Hong Kon g and Kowloo n Labou r Assistanc e General Guild, the existence o f which they had "encouraged " durin g th e first mont h o f occupation , a mor e elaborat e "Hon g Kon g an d Kowloo n Labourers' Genera l Association", which was formally chartered . It s basic objectives, according to the charter, were (1 ) to serve in the reconstructio n of Greater East Asia; (2) to help workers in the Conquered Territory to fin d work; (3 ) t o rende r mutua l aid ; an d (4 ) t o hel p th e worker s gai n th e techniques necessar y t o improve th e standard s o f thei r labour . September — At a meeting o f the Chines e Representativ e Counci l o n 1 September, the Governor, General Rensuke Isogai , offered t o make th e East Asia Construction Fund money so far collected available for the relief of th e starving . H e als o directe d th e Chines e Representativ e Council , Bishop Nunes , an d th e Boar d o f Director s o f th e Tun g Wa h Grou p o f Hospitals t o submi t plan s fo r furthe r relie f work . Thi s le d t o th e establishment o f th e Genera l Associatio n o f Chines e Charities . The Hon g Kon g Burea u appointe d 777 persons , deeme d t o b e "responsible" citizens , to loo k afte r condition s i n th e street s where the y lived. Thus, the Japanese administrative system now reached street- level, via th e us e o f loca l "leaders" . October — The head o f the Wanchai District Bureau complained to the Governor that there was only one school in his District, whereas there had been thirt y befor e th e war . The Nationa l Schoo l opened , wit h 9 7 pupils. B y 1943 , the Nationa l

19. Thi s is the term used to describe Bishop Nunes by Kwan Lai-hung (1984), p. 181. It may clarify matter s to note, however, that Bisho p Nunes was visiting Hong Kong, in order t o help Bishop Valtorta, then the Roman Catholic Bishop o f Hong Kong, from Macau , which was not occupied by the Japanese and was administered b y Portugal, a country that was neutral during the Second World War. I am indebted to Fr. Louis Ha Kee-loon, the archivist of the Roman Catholic Church in Hong Kong for this additional information abou t Bishop Nunes. EDUCATION I N HON G KONG , 194 1 TO 2001

School ha d nin e classes , 1 0 members o f staf f ( 8 male an d 2 female), 36 4 pupils (17 7 male and 18 7 female) in the "ordinary level" classes and eleve n (5 male and 6 female) in the "higher level" class, or, in other words, a total enrolment o f 375 . Hong Kon g experience d it s first ai r raid by the allie s on the night o f 24 October. The planes returned with incendiary bombs the next day. This led to black-out restrictions and a promise by the Governor that the injure d would receiv e compensation . November — Aw Boon-ha w donate d M Y 12,00 0 towards socia l relief . This helpe d trigge r of f furthe r publi c donations . On 1 6 November , Cha n Lim-pak , o n behal f o f th e Chines e Representative Council , announce d tha t th e Japanes e wer e considerin g allowing a business syndicat e t o ru n a "pleasur e resort " centr e (i.e. , brothels) i n Shamshuipo . December: Horse-drawn carriage s bega n t o operat e i n Kowloon .

Air raids resumed durin g the year, the first being on 28 July and th e tota l number o f raid s nine . I n eac h case , the loca l pres s was silen t abou t th e number o f casualties . January: Chan Lim-pak , La u Tit-shing , an d L o Kuk-w o (Si r Rober t Kotewall), al l member s o f th e Chines e Representativ e Council , mad e explicit public statements i n support o f the declaration o f war against th e United State s an d th e Unite d Kingdo m b y th e puppe t Governmen t o f China, preside d ove r b y Wan g Ching-wei . February: A scholarshi p schem e wa s launche d b y th e Chines e Representative Council . Thi s initially benefited 40 0 pupils fro m poverty - stricken backgrounds in selected schools. Applicants had to sit examination papers a t th e schools . Th e numbe r o f scholarship s graduall y grew . Eventually, th e numbe r o f beneficiarie s wa s increase d t o 1,000 . On 1 8 February, the Hong Kong News reported that the Japanese Head o f the Civil Affairs Department had provided a lunch party for three Chinese student s who wer e abou t t o depar t fo r Japa n i n orde r t o furthe r thei r studies . A census conducted in February gave the figure for the total population as 968,524 . Apart fro m th e numerou s privat e tutoria l colleges , ther e wer e 3 9 schools specializin g i n th e teachin g o f th e Japanese language . Under order s fro m Tokyo , th e Governmen t Genera l issue d a proclamation anouncing the unification o f the eighteen different Protestan t sects i n Hon g Kon g int o a singl e Hon g Kon g "Christian " sect . Representatives o f each of the eighteen Protestant churches were required to atten d th e inauguratio n ceremon y o f th e ne w unifie d bod y o n 2 7 February. Following instructions from Tokyo , where the same policy ha d been implemented earlier, the Japanese authorities in Hong Kong registered the differen t order s and congregation s o f the Roman Catholi c Church a s a single , separate entity , differen t fro m th e "Christian " sect . Thi s polic y facilitated Japanes e contro l ove r religiou s bodies . OCCUPATIONAL HAZARD S (AN D THERAPY?), 1942-1945 9 7

March: A Hon g Kong Fertilizer Syndicat e was forme d an d th e Taip o Experimental Farm set up under the Taiwan Engineering Company. Thi s company als o organize d large-scal e irrigatio n scheme s an d distribute d vegetable seeds. A year later, it also produced and distributed an improved rice strain . April: A "Japanes e Languag e Abilit y demonstration " wa s held . Numerous people took part, presumably in the hope o f gaining one of the prizes fo r Chines e who had mad e mos t progres s i n their learnin g o f th e Japanese language . Entrance examination s were organize d o n 21, 22, and 2 3 April a t th e premises o f what was formerly St . Stephen's Girls' College and was abou t to become th e Toa Gakuin (o r Eas t Asi a Academy) . The examinations o n 21 Apri l wer e i n Japanese , Composition , Chines e penmanship , an d Mathematics. O n 2 2 and 2 3 April, candidate s face d "Personality " an d "physical examination". An Oratorical Contest was held at the Toa Gakuin on 2 7 April to commemorate th e first anniversary o f the establishment o f Japanese Languag e Schools . May: The East Asia Academy (Toa Gakuin) formally opened on the firs t of th e month . It s purpose wa s t o serv e a s a centr e fo r highe r studies . I t was coeducationa l an d wa s staffe d b y Japanese lecturers . These devise d and implemente d a curriculum which , besides includin g "instructio n i n all things Japanese", encompassed languages (predominantly Japanese), the "principles o f publi c citizenshi p an d publi c morale" , physica l training , music, law , "norma l schoo l education " (i.e. , teacher training) , book - keeping, commercia l training , th e us e o f th e abacus , and , fo r females , "training i n house-keepin g an d domesti c duties" . July: The Governor presided over the foundation day of the Toa Gakuin on 8 July, declaring tha t "Educatio n i s one o f the most important factor s in the building up o f culture in Hong Kong". The principal of the Academy, in his opening address, said that "Th e chief objec t o f the school is to offe r higher educationa l facilitie s t o Chinese i n Hongkong, s o that th e peopl e in the future will be able to assist and cooperate with Japan in the building up o f th e Greate r Eas t Asi a Co-prosperit y Sphere" . The footbal l tea m fro m Ta i Wah (Grea t Chin a Sport s Association ) visited Hong Kong for a charity match. Proceeds from admissio n charge s amounted t o MY5,500 , which was donated t o the General Association o f Chinese Charities . The 'bus service was restricted, with several routes suspended, in order to sav e fuel . The General Association o f Chinese Charities became responsible fo r the management o f twent y temples . The Education Committee o f the General Relief Association announce d that the number o f free scholarship s fo r poor childre n at selected school s (six on Hong Kong Island, six in Kowloon) would be increased fro m 50 0 to 1,000 . August: O n 1 August, a Japanese Language Teachers' Training Course EDUCATION I N HONG KONG , 194 1 TO 2001 was started. By the following March, it had already produced fift y speciall y trained teacher s an d ha d enrolle d it s secon d class . By August 1943 , scarcity had driven the price of rice, which had stoo d at 6 0 cents a catt y i n Februar y 1942 , up t o 75 cents a catty . Examinations for the 1,00 0 free scholarships for poor pupils were held in designated school s on Hong Kon g Island an d i n Kowloon o n Sunday , 22 August . A small planning staff was proposed in London to deal with post-wa r developments i n th e Fa r Easter n colonie s an d protecte d territories . Subsequently (i.e. , in September), the Hong Kong Planning Unit (HKPU ) was formed unde r the aegis of the British War Office an d Colonia l Office . At first, it was headed by Mr. N.L. Smith, a pre-war Colonial [Chief] Secretary in Hong Kong, who helped to recruit staff, chiefly from among former Hong Kong civi l servants who had been outside Hong Kon g in December 194 1 (for example , on leav e o r retirement) o r who ha d succeede d i n escapin g from Hon g Kong during o r immediately afte r th e Japanese invasion . September: A Japanes e radio commentator reporte d tha t "everywher e in formerly foreignize d Hon g Kong, one can hear Japanese conversation" . He claime d tha t al l sorts o f people — Chinese, Indians, Portuguese, an d 'third nationals' were "enthusiastically learning the Japanese language" and were eve n usin g i t to convers e wit h eac h other . Bicycles fitted t o carry 'pillio n passengers' appeared o n the streets o f Hong Kong , certainly outnumberin g cars , 'buses , or an y othe r transpor t requiring petrol . November: The Japanese opene d a n Agricultural Trainin g Institut e a t Fanling. The official entr y was thirty-four students , although only twenty- one actuall y enrolle d o n th e openin g day . December: Plans to introduce a system o f compulsory educatio n wer e discussed b y th e loca l Chinese head s o f th e Distric t Bureaux .

There were another nine air raids during the year, with the first taking place on 1 2 February . During the year, teachers' allowances (i.e., sums they were paid on top of thei r salaries ) wer e increased . B y th e en d o f th e year , th e genera l situation had become so difficult an d the shortage o f teachers so acute that many teacher s wer e pai d i n rice . Also durin g th e year , th e Japanese-controlle d Hong Kong News commented o n severa l occasion s abou t th e popularit y o f th e Japanes e language amon g Chines e students . Th e sam e sourc e als o remarked , however, o n th e "stead y declin e i n schoo l attendances" . The amount o f scholarships (both in terms o f money awarded and th e number o f student s t o whom award s wer e made ) wa s increased . A larg e publi c librar y wa s opene d i n th e building o n Garde n Roa d previously (an d subsequently) occupie d by the Helena May Institute. The library stoc k include d book s whic h ha d bee n take n fro m th e Universit y of Hon g Kong' s library . OCCUPATIONAL HAZARD S (AN D THERAPY?), 1942-1945 99

There were bombing casualties in, and destructio n to, schools durin g this yea r an d i n earl y 1945 . By January, the pric e o f ric e rose to 75 sen (o r the ol d HK$3 ) a catt y — i.e . by 500 % sinc e February 194 2 and 400 % sinc e August 1943 . Mr. Jiro Kimura, 20 the new hea d o f the Education Departmen t o f th e Governor's Offic e arrive d i n Hon g Kon g fro m Toky o o n 2 1 January t o succeed Mr . Nagao i n thi s post . March: On 1 March, the Association of Principals of Japanese Language Schools wa s formed . A t abou t thi s time , i t was claime d tha t ther e wer e approximately sixt y larg e an d well-organize d school s i n Hon g Kon g dedicated entirel y to the teaching o f the Japanese language and that thes e schools had , t o date, graduated ove r thirt y thousan d students . May: Th e Pa t W o Theatrica l Associatio n donate d fo r charit y th e proceeds fro m tw o days' admission. This amounted t o MY26,674, half o f which went t o the Theatrical Association's own need y members, half fo r distribution t o othe r charitabl e bodie s b y th e Genera l Associatio n o f Chinese Charities . In August, th e price o f rice rose to MY8.80 a catty (i.e. , an increase o f well ove r 1000 % sinc e th e beginning o f th e year) . September: In London, Mr. D.M. MacDougall was appointe d a s Chie f Civil Affair s Office r i n th e Hon g Kon g Plannin g Uni t (HKPU ) and , prospectively, head o f Civil Affairs fo r Hong Kong after its liberation. T.R . Rowell, forme r principa l o f Northcot e Trainin g College , too k u p th e responsibility for education within the HKPU on a part-time basis. Because of th e Wa r Offic e connection , MacDougal l wa s als o commissione d a s a Brigadier and Rowell as a Colonel. The establisment o f the HKPU indicates either considerable British confidence in the ultimate result of the war and/ or a stratagem t o boost moral e and/or effort s t o ensur e tha t th e Britis h would b e abl e t o circumven t an y attempt s b y Chines e Nationalists , a s supported by their American allies, to take over Hong Kong at the end o f the war . Yamaguchi, a prominent Japanes e civilian, 21 gav e MY100,00 0 t o th e Chinese Relie f Fund , specifyin g tha t hal f shoul d b e used fo r educationa l purposes. October: An amateur theatrical group donated MY21,000 to charity fro m the proceed s o f it s admissio n charges . On 1 6 October, a schoo l receive d a direc t hi t fro m a n allie d ai r rai d which ha d targete d th e Kowloo n doc k yard . In December, rice was MY1 8 a catty .

20. A s is true in the case of Mr. Nagao, the present writer was unable to find Mr. Kimura's given-name in English language sources. Thanks to the help of his colleagues, Dr. Flora Kan and Dr. Tom Stanley, he was, however, able to locate and romanize it from th e reports in the Hong Kong Yat Pao, the Chinese language newspaper published durin g th e Japanese occupation o f Hong Kong . 21. Yamaguch i had been arrested as a Japanese secret agent by the British in August 1940. 100 EDUCATION I N HONG KONG , 194 1 TO 2001

1945: Ther e were eleve n ai r raids , the firs t takin g plac e o n th e mornin g o f 1 5 January. A particularly sever e air raid o n 1 6 January caused casualtie s a t Stanley Internmen t Camp . Anothe r sever e rai d o n 1 7 January cause d numerous casualtie s in Wanchai and brought th e race meeting at Happ y Valley to a halt. On 4 April, about 7 0 planes bombed Wanchai , aiming a t the Kempeitei [Secret Police] headquarters in the French Mission building, but creatin g heav y damag e an d man y casualtie s i n th e Frenc h Missio n Hospital. The last air raid, by 59 planes, was on Central District on 1 2 June, causing abou t a hundred casualtie s an d makin g 2,00 0 people homeless . During the year, many schools required that their fees be paid in rice. Classes i n thos e school s tha t manage d t o remai n ope n wer e quit e commonly o f up t o abou t 6 0 pupils . In January, the Tung Wah Hospital Committee announced tha t it ha d to sell some of the property belonging to the Tung Wah Group o f Hospitals in orde r t o continu e t o exis t a s a charitabl e body . February: A ne w Governor , Lt.-Genera l Tanak a too k ove r fro m Lt. - General Isogai . The organizatio n o f th e Governor' s Offic e wa s slimme d down t o tw o departments , instea d o f th e forme r three . Thes e wer e th e Department o f Commerc e an d Industry , subdivide d int o thre e section s dealing with Civil Affairs an d Education, Manufacture, and Finance; and, secondly, the Department o f Transport, also in three sections dealing with Trade and Se a Communications, Ship-building, and Post s and Telegraph . The more technical, functional departments such as public works and water supply continue d i n thei r earlie r form . April: A lendin g sectio n was adde d t o the Publi c Librar y o n Garde n Road. A "rat week" was held during which people were rewarded with small amounts o f ric e fo r bringin g i n th e bodies o f dea d rats . In July, rice was MY90 a catty. Civil servants, teachers, and journalist s received thei r salarie s i n rice . On 16 August: th e Imperia l Rescript , announcin g th e unconditiona l surrender o f Japan, was read by a Japanese officer outsid e the Hong Kon g Hotel, first i n Japanese and the n in Chinese. Mr. F.C . [later, Si r Franklin ] Gimson, the interned Colonial Secretary, set up an interim administration . 29 August sa w th e arriva l o f a Britis h nava l force , commande d b y Rear-Admiral C.H.J . Harcourt . On 1 September, the British Military Administration o f Hong Kong was formally established under Harcourt as military governor. On 7 September, MacDougall an d th e advance d part y o f th e Civi l Affair s staf f arrive d i n Hong Kon g afte r a lon g an d circuitou s ai r voyag e fro m Britain . I n thei r luggage, they carried copies of Policy Directives which had been prepared by the HKPU (in most cases, themselves), including a rather brief Directiv e on post-wa r educatio n policy . INDEX

Aberdeen Trad e Schoo l 19 3 Advisory Committe e o n School-Base d Academic Aptitud e Tes t (AAT ) 268 , 278, Management 57 4 301, 421, 424, 426, 444, 560, 571, 627 Advisory Committee on Teacher Educatio n Abolition o f 559 , 560, 562, 567, 569-70, and Qualification s (ACTEQ ) 25 , 371, 572, 58 6 408,411,421-22,, 424,425,428,435 ,443, Differences i n performance between girls 449 and boy s 523 , 562, Training o f teacher s i n fiel d o f specia l Parents7 view s abou t replacemen t fo r educational need s 40 9 572 Advisory Committe e o n TO C 41 3 Proposed replacemen t b y Academi c Aided Schoo l Teachers Associatio n 38 7 ability assessmen t (AAA ) 59 4 Aided secondar y school s Academic contacts between Hong Kong and Proposal t o cut administrative grant s t o the People' s Republi c o f Chin a 37 7 381 Academic freedo m Aims o f Schoo l Educatio n i n Hon g Kon g Alleged fear s abou t 573 , 574 407 Accelerated School s Projec t 54 1 Anglo-Chinese school s 34 , 151, 169, 185, Action Committee on School Textbooks and 186, 19 4 Supplies 249 , 267, 319 Ann Tse-kai 68-69,264 , n. 68,268,271,296, Activism i n Educatio n 25 0 326, 34 0 Adult educatio n 153-55,157,168-70,199 , Anti-colonialism 3 , 81, 211, 379, 524, 561, 201, 333, 337, 545-56, 548, 551, 563, 570, Apprenticeship Ordinanc e 26 9 601 Arts Developmen t Counci l 43 4 Demand caused by influx o f immigrant s Arts-in-Education pilo t programm e 57 6 from Mainlan d Chin a 55 1 Asian Value s 53 8 Extra-mural Stuidie s Departmen t a t Asiaweek magazin e HKU 157 , 164, 166 , 169, 19 6 Rating o f universitie s 55 1 Adult Educatio n an d Recreatio n Centr e Association o f Lecturer s a t College s o f 168-70, 176 , 258, 259, 260, 309, 319 Education (ALCE ) 410 , 416, 421, 429, Closure 44 3 Association o f Principal s o f Japanes e Adult Educatio n Wee k 17 6 Language School s 9 9 Advanced Leve l Certificat e o f Educatio n Au Boon-ha w 9 6 271, 286 , 310-12, 388, 401 Au Pak-kue n 427 , 450, 547, 568 Suggested Intermediate Level 276,368 , Au Wei-kuo , Davi d 16 4 385 Language marke r 37 7 Banding o f secondar y student s 268 , 386, Advanced Supplementary examination (A S 407, 408-09, 411, 413, 425 level) 394-9 5 Reduced fro m 5 to 3 58 7 Advisory Committe e fo r Educatio n i n th e Barker, Kathlee n (o r Kay ) 63 , 15 6 n. 61, Colonies (ACEC ) 14 , 16 6 277, 510, 515 656 INDEX

Barrett, Fr . Cyril, S.J . 272 , 277, 283, 291 Butler, Judy 247 , 262 Belilios Publi c Schoo l 170 , 354 Bennett, Rev . Joyce 62 , 278, 344-46 C.K. La w Memoria l Schoo l 25 5 Bickley, Verne r 40 2 Canadian Internationa l Schoo l 401 , 551, Bill o f Right s Ordinanc e 40 1 577 Bishop Hall Memorial Prevocational Schoo l Canning, Jac k 25 7 274 Capitation gran t 224 , 260, 318 Board o f Education (BOE ) 141,149,161ff. , Carroll, Milli e 247,26 2 167, 172 , 198 , 204, 214ff. , 244 , 252, 258, Carr-Saunders, Alexander 15 3 n. 54 , 16 5 262,279,280, 301, 308,321, 366,370,377, Catholic Boar d o f Educatio n 6 0 394. 399, 401, 405, 407-08, 411, 436, 472, Central Librar y 577 473, 57 2 Centre for Language-in-Education Research , Ad Ho c Sub-committe e o n Pre-Primar y Innovation an d Evaluatio n (CLERIE ) Education 361 , 466 Proposal b y E C 41 8 Committee proposa l t o compe l mor e Certificate o f Entitlemen t 52 7 schools t o teac h i n Chines e 55 3 Certificated Masters ' Dispute 68-70 , 239- Report on the Development o f Secondary 40, 24 1 247, 250, 263-6 4 Education ove r th e Nex t Decad e Commission o n 69-70 , 263-64 , 264 , (Green Paper , 1973 ) 264f. , 289, 300, n. 68, 268, 271, 296, 326, 340 304-06, 329-3 0 Ch'ien M u 152 , 162 , 17 8 Report o f Committe e o n Sixt h For m Chak Ya n Centre Schoo l 54 3 Education 276 , 310-1 1 Chan Cho-chak , John 400 , 404, 405, 507 Sub-committee report o f review of 9-year Chan Lim-pa k 85 , 96 Compulsory Educatio n 452 , 588 Chan Man-man , Johannes 58 4 Sub-committee o n specia l educatio n Chan Pui-la i 44 0 449, 59 3 Chan Tat-ming , Fr , 41 4 Technical education committee to report Chan Fan g On-sang , Anso n 54 9 to 27 2 Chang Cheuk-cheung , Terenc e 53 5 Working group on pre-school educatio n Chang Wan-ki , Gloria 58 4 412, 41 5 Chau, Sik-ni n 16 7 Brain drai n Chen Kuen-yiu , Edwar d 557 Effects o n educatio n 366 , 389-90, 393, Criticizes pre-school s a s 'weakes t link ' 395, 437, 485 544 Bridge, Ronald G.B . 372 , 383, 388, 392 Cheng Hon-kwa n 39 0 Brimer, M . Alan 303 , 347-^8 Cheng Kai-ming 59-64 , 72, 247 n. 30, 385, British Arm y Ai d Grou p (BAAG ) 9 2 412,416,438,439,448,515, 536, 560. 484, British Governmen t 562, 620 , 621 Fee increase s fo r "oversea s students' 7 Comments o n post-199 7 educatio n i n 276 Hong Kon g 627-2 8 British Militar y Administratio n Comments o n th e us e o f Cantones e a s Civil Affair s staf f 87 , 100 , 16 0 Medium o f Instructio n 56 5 Buddhist Ta i Hang Colleg e 25 8 Resignation a s Chairma n o f th e CPC E Budget for six areas of improvement, March 532, 580 1997 45 2 Cheng Kai-na m 43 3 Bureaucratic incrementalis m 24-25 , 368, Cheng Mo-chi , Moses 451 , 531 371, 524 , 525 Cheng Wai-kin , Edward 53 6 Burt Committe e (Technica l Trainin g Cheng Yiu-chung, Patrick 571,574,584-8 6 Investigating Committee ) an d Repor t Cheung Kin-chung , Matthew 562 , 575 164, 165 , 195, 212 Cheung Man-kwon g 63-67 , 72 , 427, 429, Burt, Sydney J.C . 195-9 6 431,432,433,435,436,437,438,440, 442 , INDEX 657

445,507f., 511,514,537,556,563,566,573, Chinese Representative Council 84,92 , 95, 579 96 Cheung Man-ping, Mervyn 424 , 443, 528, Chinese Schoo l Certificat e 150 , 151 , 159, 565 164, 168 , 17 3 Cheung Sh a Wa n Governmen t Secondar y Chinese Studie s Committe e School 44 4 Report, 195 3 166 , 202-0 3 Cheung Wing-min g > 549 Chinese Textbook s Committe e 40 1 Cheung Won g Wen-yiu , Angel a 72 , 129, Chinese Universit y Convocatio n 438, 44 0 Survey commissione d o n qualit y o f Extracts fro m intervie w wit h 132-33 , undergraduates 44 5 512-14 Chinese Universit y o f Hon g Kon g Cheung, David C.K. 376,387,391,394,398 , (CUHK) 4 , 23, 27, 34, 67, 152-53 , 159, 467-69, 508 , 514 173, 174-75 , 180 , 253, 265, 269, 292, 351 Cheung, Oswal d 14 3 Background o f student s 35 1 Chief Executiv e Designat e Campus lif e i n 1970 s 354-5 5 Self-declared agend a afte r 1 July 199 7 Cyber Campu s Lin k 46 3 453 Dispute with Director o f Education ove r Chief Executive' s Commissio n o n PAS 37 3 Innovation an d Technolog y 53 4 Faculty o f Educatio n Child car e centre s an d Kindergarten s Involvement i n th e Accelerate d Age-based definition s o f 279 , 338 Schools Projec t 54 3 Chinese College s Join t Counci l 152 , 169 , Faculty o f Socia l Scienc e 14 8 178-81 Flexible credi t uni t syste m 34 4 Chinese Cooperativ e Counci l 84 , 92 Provisional Acceptanc e Schem e (PAS ) Chinese Histor y 373 Beijing offiicia l suppor t fo r independen t School o f Educatio n 25 3 status 57 0 Survey o f graduates ' subsequen t Proposed merge r wit h Worl d Histor y employment 41 3 568 Chinese University Preparatory Committe e Suggestion it should become compulsory 172 437, 43 8 Ching Teh-chi , Sansan 10 , 15 , 70-74, 247, Chinese Languag e Foundatio n 27 9 248-49, 262 , 275, 412, 427, 619-2 2 Chinese Language Movement 241 , 245-46 Choi Kwok-kwon g 438 , 548, 549 Chinese languag e pres s 89 , 94, 162 , 166 , Chok Kin-han , Phili p 58 1 176, 404 , 425, 428 Chow Shou-so n 84, 8 9 Chinese languag e teacher s Chung Chi College 150,15 1 n, 48,152,164, Attitudes toward s Putonghu a a s 166, 167 , 169 , 17 9 medium o f instructio n 55 5 Chung Lai-kwo k 430 , 431 Chinese Manufacturers ' Associatio n 154 , Chung Sze-yue n 252 , 255, 257, 309 , 384 , 167-68, 195 , 212 390 Chinese Mediu m o f Instructio n 375 , 398, Chung Ting-yiu, Robert 573 , 574, 576, 586 436 Dispute over opinion polls and academi c Chinese Mediu m o f instructio n (CMI ) freedom a t HK U 573 , 586-88 schools 375 , 436, 469, 53 0 Chung Wa h Middl e Schoo l 254-55 , 256, Funds fo r textbook s 54 2 294-95, 324-2 5 Package o f measure s t o help 53 6 Closure and its effects 256,294-95,324 - Chinese Middl e School s 150 , 15 9 25 Chinese Middl e School s Associatio n 6 0 Chung Yue-pin g 54 1 Chinese Post-secondary Colleges 150,152 - Church of Christ in China (CCC) 60,263,40 2 53, 169 , 170 , 171 , 174, 178 , 187-8 8 Church-State relation s 59 4 658 INDEX

Citizens' Part y Community college s 566 , 573, 608, 62 9 Survey o n us e o f computer s i n school s Community Cybe r Points for the blind an d 535 visually impaire d 57 0 City Polytechni c o f Hon g Kon g (CPHK ) Compulsory educatio n 283, 287 , 384, 385, 387, 388, 392, 402 review o f 424 . 449 , 452 , 535 , 590-93, City Universit y 448 , 451, 513, 529 595-97 Proposed communit y colleg e 57 0 Compulsory retiremen t polic y 541 , 555 Civic Education 374-75 , 379, 426-27, 428, Concordia Luthera n Colleg e 25 6 439, 457, 536, 558, 560, 591-9 2 Consumer Counci l 552 , 56 9 Conceptual framewor k 460-62 , 48 8 Investigation int o textboo k pric e Guidelines (1985 ) 38 1 increases 57 3 Guidelines (1996 ) 439 , 441, 446 Consumer protectio n fo r Hon g Kon g Resource Centr e 38 2 students 44 9 Civic Education Coordinators ' Associatio n Corporal punishment i n schools 370 , 401, 452 447, 54 0 Civil Servic e Bureau' s ne w polic y r e Council o n Professiona l Conduc t i n Commonwealth qualification s 54 5 Education (CPCE ) 413 , 416, 417, 429, Clark, J.R . 517, 534, 538, 582 Report o n educationa l administratio n Perceived weaknesse s o f 44 5 258 Counselling 278 , 280, 282 , 405, 407, 424, Clementi Middle School 150-151,159,168 , 434, 452, 170, 23 0 Topley r e rol e an d limitation s o f 34 7 Special Classes Centre 150-51,168 , 230 Country park s Code for the Education Profession o f Hong Shotcreting o f slope s 56 5 Kong 371 , 379, 399, 475, 517 Cronin, Fr . Fergus, S.J . 226-2 7 Code o f Ai d fo r Primar y School s 26 7 Cross-departmental wor k uni t Colleges o f Educatio n Review o f pre-primar y educatio n an d Specialist course s 31 8 services 415-16 , 42 4 Colonialism 3 , 81, 83, 84, 85,137,179, 370, Crozier, Douglas J.S. 58,147,152,162,166 , 528 351 Commercial schoo l 22 4 Curriculum 26 , 28, 70, 83, 97, 103, 121-22, Commercial Televisio n (CTV ) 27 4 124,132,134,159,162, 211, 243, 265, 270, Commission o n Certificate d Master s 276, 282, 283, 284, 285, 286 Report (T.K . An n Report ) 52 , 69-70 , Changes i n 1990 s 37 9 268-69, 271, 291, 296-98, 326, 327,340 Chinese 29-32 , 202-0 3 Committee fo r Concer n fo r 199 7 41 6 Moral educatio n 280 , 345, 381 Committee for the Improvement o f Primary Curriculum developmen t committee s 2 4 School Entranc e Procedure s (CIPSEP ) Curriculum Development Committee 261 , 249, 27 5 262 Committee fo r th e Promotio n o f Civi c Common cor e cours e fo r junio r Education 55 8 secondary form s 26 7 Committee o f Enquir y int o PBGJS S Affai r Curriculum Developmen t Counci l (CDC ) (Rayson Huan g Committee ) 273-74 , 375 n. 3 6 327, 34 0 Curriculum reforms ' allege d lin k wit h Committee o n Home-Schoo l Cooperatio n teacher burnout 58 1 371, 406, 413, 425, 453, 508, 513-514, 561, Curriculum reform s describe d a s a 563-64 'castle i n th e air ' 58 1 Committee o n Post-secondar y an d Holistic review o f the school curriculu m Technical Education (Topley Committee) 560 277, 335-33 8 Learning to Learn 58 0 INDEX 659

Curriculum Developmen t Institut e (CDI ) Early childhoo d educatio n 377, 399 , 402, 418, 419, 431, 441, 474 Conflicts over , 1985-199 7 37 7 Dispute ove r Histor y o f Hon g Kon g Ebenezer Hom e an d Schoo l fo r th e Blin d 418 125, 126 , 158 , 344 Suggestions fo r disestablishmen t 418 , Economic downturn , post-199 7 52 4 445 Effects o f 524 , 555-56, 55 8 Cyber-resource centr e 56 3 Effects o n application s t o teache r education course s 55 2 Daily Medi a Summarie s Effects on distance learning courses 557 Two example s 455-57 Effects o n teacher s 55 3 Deane, Basi l 38 3 Economy o f Hon g Kon g Delaney, Sr , Joan 246 , n. 2 9 Changes 167-6 8 Democratic Part y 43 1 Education (Amendment ) Bill , 197 9 27 6 Education Sub-grou p 44 9 Education (Amendment ) Bill , 199 0 397 , Questionnaire i n primar y school s 44 3 398 Deng Xiaopin g 241 , 519 Education (Amendment ) Ordinances , 194 8 Department o f Technica l Educatio n an d 162 Industrial Trainin g 28 1 Education (Amendment ) Ordinance , 195 8 Development Committe e 170 Report o f th e Educatio n an d Cultura l Education Action Group (EAG ) 9 , 70, 247, Sub-committee 197-20 0 262, 265 , 275, 300-01, 42 8 Diocesan Boys ' Schoo l (DBS ) 14 , 77-79 , Alarm ove r HKCE E result s 556 , 57 7 101, 143 , 191, 192-93, 228-29 Comments on 1973 Green Paper 300-0 1 Rules 76-7 9 Education Advancemen t Societ y 1 3 Diocesan Girls' School (DGS) 70-71 , 79-80, Education advisor y bodie s 273 Suggestions re student representation o n Direct subsidie s fo r kindergarten s 407 , 574 422, 423 , 427, Education an d Manpowe r Branc h (EMB ) Direct Subsidy Scheme (DSS) 322,329 , 344, Statistical Projectio n o f Manpowe r 347, 348 , 350, 367, 482, 492, 568 Requirements an d Suppl y fo r Hon g Director o f Education' s discretionar y Kong 372 , 397, 457-6 0 powers 16 2 Table fro m Statistica l Projection s o f Ex officio place o n Legislativ e Counci l Manpower Requirements and Suppl y 144, 16 3 for Hon g Kon g 48 7 Powers t o enforc e attendanc e order s Education an d Manpowe r Burea u (EMB ) 261, 27 7 Website on Continuing Education 593 - Distance-learning 94 Increasing popularit y o f 384 , 557 Education Circles Anti-Persecution Struggl e Students alleg e E D trea t the m a s Committee 24 5 'abandoned babies ' 54 7 Education Commissio n (EC ) 367-72 , 374, Disturbances i n 196 7 79-80 , 254-55, 324- 376, 37 7 25, 34 2 Post 199 7 'reform package ' 42-43 , 74, Effects o n school s 80 , 255, 294-95 527, 557 , 559. 562, 566 , 568-69, 571, Donohue scheme 155,156-57,172-73,175 , 574, 577 176, 253, 317 Resignations fro m 41 2 Donohue, Pete r 157 , 172 , 17 5 Review o f Education Syste m 540 , 549, Draft Agreemen t o n th e Futur e o f Hon g 564 Kong 286 , 298-9 9 Overview 606-0 8 Draft Bil l o f Right s 39 7 'Stuffed duck ' syndrom e 60 5 Review o f educationa l goal s 54 9 660 INDEX

Role and management strategie s 471 - Education Convergence 426,427,436 , 437, 74 438, 448, 54 8 Suggestion r e 'through-road' schoolin g Education Department (ED ) 13,15,19 , 27, 565 32, 34 , 40, 58, 59, 62, 65, 74, 143 , 144, Task forces , 199 8 53 5 148ff., 155 , 158, 160ff., 252ff. , 257-28 7 Terms o f referenc e 366-6 7 passim, 291ff. , 296ff . Working Grou p o n Educationa l Alleged "earthquake " o f resignation s Standards 417 , 424 from 41 3 Working Grou p o n Languag e Announcement r e 1s t SSPA 27 4 Proficiency 418-19 , 421 Annual Report s an d Summaries 182 - Working grou p o n Outstandin g 85, 294-9 6 Teachers' Award s 54 7 Arrangements fo r Fir m Guidanc e o n Working group proposal re structure o f Secondary Schools ' Mediu m o f secondary schoolin g 561-6 2 Instruction 45 3 Working grou p t o review cas e fo r GTC Assessment b y Directo r o f Educatio n 425, 427 , 43 2 460 Working group s o n languag e Careers Educatio n Centr e 28 3 proficiency, educationa l standards , Communication with schools 273 , 298, and schoo l fundin g 410-11 , 416 - 302, 326 , 327, 340, 341, 417 17 Community Yout h Clu b movemen t Working group s t o revie w academi c 272 structure 53 8 Computer trainin g packag e 54 8 Education Commissio n Repor t No . 1 Criticized a s bureaucratic an d stubbor n (ECRl) 367-6 8 370 , 380, 382, 454-55 582-83 Extract from, re Teaching Service 475 - Discussion o f "junior technical colleges" 76 (later, rename d pre-vocationa l Education Commissio n Repor t No . 2 schools), 196 9 25 7 (ECR2) 368-69 , 384 , 385, 389, 391, 45 5 Efforts to "streamline" structure of 271 , Education Commission Report No. 3 (ECR3) 320, 410, 532, 53 9 369, 389, 390, 391, 392, 395, 463, 473, 501 Evening Institut e 17 1 Education Commission Report No. 4 (ECR4) Further Educatio n Divisio n 31 9 369-70, 376, 399, 400, 401, 402, 403, 472, Guide to Kindergarten Curriculum 28 6 474, 506 Guidelines o n the promotion o f mora l Extract from , r e approac h & fundin g education i n schools 28 0 479-81 Guidelines o n Civi c Educatio n i n Education Commission Report No. 5 (ECR5) Schools, 198 5 38 1 370-71, 372 , 401, 402, 403, 404, 406, 408 , Information and Public Relations Section 442, 471, 473, 474, 513 262 Education Commission Report No. 6 (ECR6) Invitation o f practisin g kindergarte n 371-72, 405, 437, 438, 441, 442, 444, 446, teachers t o joi n a curriculu m 451 development tea m 28 2 Education Commission Report No. 7 (ECR7) Junior Secondary Education Assessmen t 448, 530-31 , 532 , 592, 610 (JSEA) Section 28 0 Consultative documen t 450-5 1 Kindergarten Sectio n 16 5 Education Commission , 196 3 (Marsh - Draft curriculu m 28 3 Sampson) Report 148-49 , 175-76, 206- Language camp s 57 2 08, Language Improvement Measures 391 , Terms o f Servic e 17 4 397 Comments o n 181-8 2 Medium o f Instructio n Guidanc e fo r Education Consultativ e Counci l 416 , 422 Secondary School s 53 0 INDEX 661

Music Sectio n 17 1 Education Ordinanc e Organization 210 , 313-14,489-90, 611- Amended to permit kindergartens to run 12 nursery classe s 28 3 Photograph o f HQ Buildin g i n 1950 s Amendments t o 14 4 221 Education Ordinance, December 195 2 16 4 Placement Servic e fo r redundan t Education Ordinance , 197 1 26 1 teachers 267 , 320 Education polic y 238 , 239, 244ff. Profiles o f primary school s 57 6 "Our Nex t Fiv e Years" , accordin g t o Refresher course s 26 9 Chris Patten , 199 2 481-8 3 Research, Testin g an d Guidance Centr e Achievement o f aim for Primary schoo l 252, 317 provision 26 0 Review o f textbook s 41 7 A-historical approac h an d Tabula rasa Revised Manual of Kindergarten Practice syndrome 52 6 380 Alleged conspirac y t o restor e elitis m Self-rating o f performance pledg e 41 4 462-63 Seminar o n Civi c Education 28 7 Applied decolonizatio n 15 9 Special Burea u 162 , 163 CE's policy address , October 199 8 54 4 Special Educatio n Sectio n 260 , 320 CE's policy address, October 2000 577 - Special Educatio n Service s Centre 26 7 78, 606-0 8 Special School s sectio n 158 , 171 Reactions t o 578 , 579 Student disciplin e tea m 44 6 Changes influenced b y pressure group s Student Guidanc e Officers ' trainin g 249 course 274-7 5 Concern fo r manpower plannin g 37 2 Syllabus an d Textbook s Committe e Criticism o f 'sincerity ' o f th e model primar y schoo l syllabuse s Government r e reforms 54 6 255-56 Culture o f planning 243-4 4 Teachers' Da y 435 , 543 Exogenous influence s o n 24 1 Technical Educatio n Divisio n 26 1 Governor's Addres s t o the Legislativ e Training Uni t 278-79 , 281 Council, Octobe r 198 9 476-7 9 Triennial Survey , 1955-5 8 186-8 8 Governor's Address at the opening of the Working Part y on Phasing Out o f JSEA Legislative Council , Octobe r 199 4 381 421 Education exchang e programme 579 , 580 Governor's address at the opening of the Education Guid e 56 7 Legislative Council , Octobe r 199 5 Education i n Post-war Hon g Kon g 438 Change factor s an d agent s 239-4 4 Influence o f 'New Right' populism 37 8 Early Reconstructio n phas e 211-1 2 Influence o f SEM s o n priorit y t o External influence s o n 144^ 6 manpower plannin g 37 2 Language development s 159 , 177, 160 , Less predictable developments , 1965-8 4 264ff., 381-82 , 391 , 396-97, 4 1 Iff., 245, 324-2 7 418ff., 445-46 , 453, 530ff Opening o f processes 23 9 Later Reconstructio n phas e 212-1 4 Papers 247ff . Local and international background 146- Planning throug h th e EMB 372-7 4 47 Planning vi a ECR s 366-7 2 Planning 147-4 8 Politicization o f 379 , 407 Scope o f responsibilit y 18 3 Positive discriminatio n i n favou r o f Themes 24-2 8 Chinese mediu m schools , 1985 - Education i n the vernacular 15 0 1997 375ff. , 50 5 Education official s fro m Hon g Kon g an d Predictable developments, 1965-84 244 , China 'get-together ' 44 1 317-24 662 INDEX

PTU criticism s o f 575 Education-related papers , 1965-8 4 Target fo r junior secondar y educatio n Summary tabl e 327-3 9 264, 268, 32 9 Educators' Socia l Actio n Counci l (ESAC ) Target for secondary education 265-66 , 9, 61, 246-47 300 Social attitudes and the teaching o f EPA Target fo r senio r secondar y educatio n 299-300 332-34 Effective Schoolin g Movemen t 37 8 Third Universit y announce d 38 2 Elementi Colleg e 6 0 Education Polic y Directiv e 194 5 122-2 4 Elite Education policy-makers at the beginning of Chinese an d Eurasian 8 4 the new miHenniu m Elliot, Elsie (late r Tu, Elsie) 24 2 n. 17 , 288 Cartoon r e 61 7 Emigration wav e Education policymakin g 71-7 3 Shortage o f schoo l principal s 43 7 Education reform package 42-43 , 74, 526- English exi t tes t 53 4 27, 557, 566, 568-69, 577, 588-90, 592, English Languag e Fun d 45 3 605-08 English Languag e Teachin g Centr e Advice o n implementation b y team o f 252 senior educator s 58 1 English mediu m o f instructio n (EMI ) Criticisms o f 557 , 559, 562, 571, 57 4 schools 537 , 562, 576 Education reform s Uneven geographica l distributio n o f SMI and TOC criticized a s 'piecemeal ' 535 546 English Schools Foundation (ESF ) 253-54 , Education Televisio n (ETV ) 258 , 261, 268, 275, 276 , 447, 48 8 272, 285 , 31 8 Long waitin g list s fo r studen t Education website 555 , 573, 575, 580, 593- applications 57 9 94 Putonghua lesson s 53 4 Education Wee k 163 , 21 2 'Through-train' privat e independen t Education Whit e Paper , 196 5 (Educatio n school 566 , 571 Policy) 33-40 , 222-2 3 English School s Foundatio n Ordinanc e Comments o n 287-8 9 253 Education White Paper, 197 4 265-67 , 330- Environmental educatio n 40 3 31 Bi-lingual, multi-media kit for secondary Comments o n 29 0 school teacher s 55 4 Educational administration 258 , 259, 319- Equal Opportunitie s Commissio n 21, 539 Announcements r e SSPA 57 3 Educational Consultativ e Counci l 41 6 Code o f Practic e fo r school s 55 6 Educational opportunitie s 4-5 , 53, 243 , Finding r e SSP A gende r discriminatio n 250, 287, 368, 373, 399, 406, 559ff. 573 allegations 55 9 Educational provisio n European Communit y Expansion 137 , 143, 146, 147, 149, 156 , Textile quota s 29 1 157, 158, 167, 204-06, 208-09, 214-21, Evening School for Higher Chinese Studie s 237, 244 , 247ff., 368 , 372, 388f., 399, 164 349, 578 Expatriate Englis h Languag e Teache r Contraction 3 Scheme 371-72 , 392 , 396-97, 407-08 , Educational publisher s 426, 437, 442, 444, 44 8 Concern ove r suggestion s o f PWC' s Extra-curricular activitie s 254 , 269, 281 , Education an d Cultur e sub-grou p 283, 341, 343, 356 432 Guidelines fo r 432-3 3 Fact and Opinion 1 , 6, 11 Self-censorship 42 8 False Start s 155-57 INDEX 663

Fan Hs u Lai-tai , Rit a 373 , 388, 390, 393, Report o f workin g grou p o n 453-5 4 394, 402, 409, 50 6 Tung Chee-hwa' s promis e abou t 528 , Extracts fro m intervie w wit h 506-51 1 510, 558, 601, 606 Fan Kam-ping , John 61 , 549 Gifted Childre n Educatio n Centr e 386 , Federation o f Yout h Group s 556 , 560 404, 44 3 Findings o f surve y o n mothe r tongu e Gimson, Frankli n C . 8 8 n. 11 , 100 education 53 0 Global trends i n education 37 8 Fee remission 251 , 256, 266, 331, 406, 478, Goodban, Geral d A . 143 , 191-93, 228, 229 483 Government primar y school s Finance Committe e o f Legislativ e Counci l Conversion into secondary schools 27 0 408, 413 , 414, 417, 418, 422, 423 T.K. Ann Report proposal to decentralize Budget-related educatio n issue s 44 7 70, 297, 340 Fisher Repor t o n Educationa l Expenditur e Government secondar y classe s 144, 157 , 163 , 200-02 Free place s i n 16 4 Fisher, Norma n G . 163 , 166-6 7 Government secondar y school s Floating classe s 247 , 33 4 n.14 3 Principals o f 43 3 Abolition o f 52 8 Government Technica l Colleg e 193-9 6 Four Modernization s programme s 24 1 Government vernacula r primar y school s Four-year first-degre e programm e 159, 161 , 183 Part o f Tun g Che-hwa' s educatio n Governor's speec h a t th e Openin g o f th e platform 45 1 Legislative Counci l Sessio n 1977-7 8 Friends o f th e Eart h (Hon g Kon g branch ) 272 249, 39 6 Extract fro m 306-31 0 Full-day primar y schoolin g Grant Cod e Part o f Tun g Chee-hwa' s educatio n Conflict ove r 144 , 16 1 platform 45 1 Grant School s 83 , 144, 149 , 160 , 168 , 186, Fulton Commissio n o n th e Chines e 191-92, 196-97 , 20 0 University 17 3 Grant School s Counci l 156 , 245 Report, 1963 174^75 Constitution & members 189-9 1 Fulton Cornrnission (second) on the Chinese Grantham Trainin g Colleg e (Grantha m University 26 9 College o f Educatio n fro m 1967 ) 16 4 Fulton, Joh n S . 152 , 17 1 166, 167 , 172 , 187 , 194 , 206, 265, 282 Functional constituenc y fo r th e teachin g Demonstration lesso n i n 22 2 profession 374 , 37 9 Grass-roots initiative s 62 2 Funding formul a t o encourag e school s t o Green Pape r (1973 ) o n Junio r Secondar y accept DS S statu s Education 264f. , 289, 300, 304-06, 329- Speculation abou t effect s o n school fee s 30 580 Green Pape r (1977 ) on Senio r Secondar y Fung Ho n Ch u Gifte d Educatio n Centr e and Tertiar y Educatio n 249 , 332-33 3 404, 44 3 Green Pape r (1980 ) on Primar y Educatio n Fung Ping-fa n 173 , 174 , 246 n. 2 6 and Pre-primar y Service s 277 , 334-3 5 Fung Yi u Kin g Secondar y Schoo l 44 5 Gregg, Willia m D . 175 , 257 Guidance Gender difference s i n HKCE E an d "Whole Schoo l Approach" 37 0 HKALE result s 58 0 Guidelines o n Civi c Educatio n 381 , 426- Gender discriminatio n i n educatio n 27, 441, 446, 457, 460-62, 48 8 Separate SSP A exercise s fo r girl s an d boys 525 , 541, 556 Ha Man-ho , Anthon y 63-64 , 247 , 262 General Teaching Council (GTC) 427,442 , Ha Wing-ho , Timoth y 391 , 401, 411, 441 453-54, 535 , 546, 608, 622-23, 62 9 Haking Won g Technica l Institut e 27 0 664 INDEX

Hall, Ronald Owe n (1895-1975) , Anglica n Home Affair s Departmen t Bishop 13 , 53-54, 58-59, 74 , 140 , 141, Handbook fo r immigrant s int o Hon g 142,143,144,152,157,164,191, 226, 227, Kong 53 7 287-88 Home-School Cooperatio n Committe e Views o n Educatio n Whit e Paper , 196 5 371, 406 , 413, 425-26, 453 , 508, 513-14, 258 561, 563-64 , 56 7 Harcourt, Rear-Admira l Ceci l H.J . 100 , Honeyville Home fo r the Blind (Canossia n 138, 16 0 Institute) 15 8 Harris, Ro y 393 , 400 Hong Kon g Academy 57 7 Hartwell, Charle s 25 7 Hong Kon g Academy fo r Performin g Art s Haye, Colvy n 277 , 287 286 Hayhoe, Rut h 57 6 Photograph o f a danc e clas s 50 3 Heads o f tertiart y educatio n institution s Hong Kon g Aide d Schoo l Teachers ' Comments o n effect s o f reductio n i n Association 38 7 funding 569 , 57 1 Hong Kon g an d Maca u Affair s Offic e Joint assessmen t schem e indicatin g (HKMAO) 440,44 1 graduates' language proficiency 57 2 Hong Kong Anglo-Chinese Private School s Reform packag e proposal s fo r entir e Association 60 , 270, 301 education syste m 536-37 , 54 2 Review of Government policy on private Headship appointment s schools 301-0 2 Effects o f pressur e grou p membershi p Hong Kon g Associatio n fo r Continuin g 353-54 Education 424 , 443, 553 Heep W o Colleg e 26 1 Hong Kon g Associatio n o f th e Head s o f Henderson, J.N . 37 4 Secondary School s 39 8 Henderson, Norma n K 176 . Hong Kong Baptist Colleg e 259 , 333, 337, Heung Mee-ke e 42 7 380, 388, 410 Higher Educatio n Accreditation by CNA A 380 , 388, 391 Comparisons 180-8 1 Hong Kong Baptist College Ordinance 28 4 Joint Colleges ' respons e t o Priestle y i n Hong Kon g Baptis t Universit y (HKBU ) SCMP 178-8 1 Continuing educatio n programm e i n Language i n 18 0 human resourc e managemen t 57 9 Review o f 30 9 Plan to operate a kindergarten, primar y Higher level s o f educatio n school, an d secondar y schoo l 564 , Public debate s o n 373-7 4 565 Hinton, Arthu r 24 6 n. 29 , 35 4 Hong Kon g Basi c Law 397 , 416, 422, 428, History textboo k controvers y 418 , 428 432, 446, 534, 550, 592, 59 4 HKeducationcity.net Hong Kon g Census , 196 1 142 , 146 , 148 , Items fro m websit e 641-4 2 172, 173 , 317 Ho La p Colleg e 25 8 Hong Kon g Census , 197 1 26 0 Ho Sau-lan , Cy d 58 1 Hong Kon g Census , 200 1 52 3 Ho Ta k Suk-fu n 54 8 Hong Kon g Certificat e o f Educatio n 255 , Ho Tun g Technica l Schoo l fo r Girl s 165 , 259, 264, 304-0 5 193 Hong Kon g Certificat e o f Educatio n Ho Tung , Si r Rober t 16 5 Examination (HKCEE ) 261 , 269, 271, Ho Wai-kit , 54 3 323-24, 329, 590, 597, 60 1 HokYauClub 56 4 Multiple-choice question s introduce d Holy Famil y Canossia n Colleg e 23 2 255, 25 6 Home Affair s Burea u (HAB ) Results 381 , 396, 419, 541, Educational publication s abou t equa l Hong Kon g Christia n Colleg e 25 3 opportunities 555 Hong Kong Conservancy Association 24 6 INDEX 665

Hong Kon g Counci l fo r Academi c Hong Kong Government and the Universities Accreditation (HKCAA ) 386 , 389, 396 , Cartoons o f th e Ca t and th e Pigeon s 398, 404 , 420, 44 9 501-02 Hong Kon g Counci l o f Earl y Childhoo d Hong Kon g Governmen t Secretaria t Education an d Service s (CECES ) 249 , Education Branc h 280 , 346 284, 393, 44 8 Education an d Manpowe r Branch / "Children's Month " 38 7 Bureau (EMB ) 283 , 346, 367, 372, Comments o n k g teachers' fluenc y i n 379, 383, 397 , 457, 462, 487, 526 n. 9 English 56 8 Hong Kon g Heritage Museu m 58 1 Pre-school training needs analysis 463 - Hong Kong Institute o f Education (HKIEd ) 65 25, 371, 410, 413, 414, 416, 419, 420, 421, Hong Kon g Counci l o f Socia l Servic e 423, 425, 428,431, 439, 440, 442, 451, 457, (HKCSS) 9 , 61, 249, 331, 540, 566 533, 555, 576, 57 8 Comparative stud y o f educational cost s Early Childhoo d Learnin g Centr e 50 3 by leve l 38 7 Involvement i n the Accelerated School s Education sub-committe e 24 9 Project 54 3 Hong Kon g econom y Liaison wit h Eas t Chin a Norma l Changes t o 153-54 , 167 , 238 University 55 1 Influence o n education 238 , 243-44: PGDE (Primary ) cours e doubt s 44 9 Hong Kon g Educatio n Polic y Concer n Plans fo r a 'through-train' schoo l 57 1 Organization 528 , 529, 530 Plans r e university statu s 442 , 566 Hong Kong education system 407,426,50 5 Staffing 410 , 413, 416, 419, 420, 425, Dangerous Structure ? Cartoo n 31 6 428-29 Overall review of 275,279,280 , 281,283 Two new centres, 199 9 550-5 1 Predicted collaps e o f 52 8 Virtual centr e t o promote independen t Review o f 532 , 536-37, 540, 564, 590- learning 57 0 593, 595ff . Visison announcemen t 56 1 Role o f 'religious' i n 350-5 1 Hong Kon g Institut e o f Vocationa l Hong Kon g Education , 1985-199 7 Education (IVE) 545 , 555, 556, 558, 575, Issues i n vogue 374-8 0 624 Hong Kon g Examination s Authorit y Hong Kon g Internationa l Schoo l (HKIS ) (HKEA) 271 , 276, 409, 419, 423, 440, 448, 452 , 55 9 451, 537-38 , 541, 554, 577, 636ff . Hong Kon g Legislative Counci l 246 , 255 , Hong Kon g Executiv e Counci l 79 , 167, 260, 274, 278, 283, 285, 288, 328, 331, 339, 257, 258, 383, 388, 390, 392,401,403,406, 344, 345, 374, 375, 379, 398, 399, 406, 415, 420, 425, 429, 431, 438, 528, 532, 571, 573 422, 424, 425, 431, 442-43, 446, 448, 524 , Hong Kon g Famil y Plannin g Associatio n 555, 558 , 560, 578, 579, 58 1 (FPA) 24 0 Education constituenc y 374 , 406-07, Hong Kong Federation of Catholic Students 435, 436, 538, 57 4 264 Education pane l 407 , 421, 547, 559 Hong Kon g Federatio n o f Educatio n Finance Committe e 253 , 258, 262, 375 , Workers 382 , 383, 386, 405, 416, 433 394, 402, 408, 413, 414 , 417, 418, 422 , Hong Kon g Federatio n o f Student s 170 , 423, 447 264, 396 Opening o f 272 , 275, 306-10, 382, 389 , Hong Kon g Federatio n o f Trade Union s 391, 395 , 404-05, 411, 421, 438-39 Support fo r makin g Putonghu a a Hong Kon g Managemen t Associatio n compulsory subjec t a t Junio r (HKMA) 57 2 Secondary leve l 41 1 Hong Kon g Museu m o f Coasta l Defenc e Hong Kon g Federatio n o f Yout h Group s 576 439, 530 Hong Kon g Museum o f History 535 , 543 666 INDEX

Hong Kong News 11-12 , 85, 88, 90, 91,101- Hong Kon g Universit y o f Scienc e an d 07, 117 , 12 2 Technology (HKUST ) 383 , 390, 396 , Hong Kon g Observer s 24 9 401, 40 2 Hong Kong Planning Unit (HKPU) 98 , 99, Business schoo l course s onlin e 57 6 100 Courses i n I T 57 2 Hong Kong Polytechnic (HKP ) 4 , 24, 243, Hong Kong' s ratin g i n I E A mathematic s 252, 254, 255, 257, 260, 262, 269, 273, 369, and scienc e survey s 45 4 384 Hsu Chen-ping , Franci s (Roma n Catholi c Degree programme s 285 , 386, 38 8 Bishop o f Hong Kong ) 263 , 296 Institute o f Socia l Wor k Trainin g Huang Mong-hwa , Denn y 24 8 272 Huang Li-song, Rayson 272 , 273, 276, 277, Hong Kong Polytechnic University (HKPU ) 286, 296 , 327 534 Hui Chin-yiu , Stephe n 55 8 Credit-based learnin g syste m 45 4 Strategic plan fo r 2001-200 7 56 3 Independent Commissio n agains t Hong Kon g Primar y Educatio n Researc h Corruption (ICAC ) 70 , 241 n. 15 , 427 Association 552 , 573 Independent examination s authorit y 257 , Hong Kong Private Anglo-Chinese School s 271 Association 60 , 270, 30 1 Industrial trainin g centre s 45 9 Hong Kong School for the Deaf 14 2 n. 18, Informal educatio n 3 , 87, 188 , 469-71 158, 227-28, 43 6 Information Technolog y (IT ) i n school s Hong Kon g School s Musi c Festiva l 526, 528, 538, 540, 547, 551, 562, 572, 583, 149 592, 64 1 Hong Kon g Scienc e Par k 54 1 In-service teacher training course 165,171 , Hong Kon g Shu e Ya n Colleg e 268 , 276 187 Hong Kong Social Workers' General Unio n Integrated Scienc e 26 5 571 Institute o f Englis h 15 8 Hong Kon g Spinners ' Associatio n 17 3 Institute o f Languag e i n Educatio n (ILE ) Hong Kon g Sport s Associatio n 17 1 25, 279 , 281-82, 382, 425 Hong Kong Standard 1 5 Bridging cours e 40 2 Article on Precious Blood Golden Jubilee International Associatio n fo r Educationa l Secondary Schoo l problem s 27 1 n . Achievements (IEA ) 88, 32 6 n. 12 8 Mathematics an d Scienc e survey s Editorial r e HK U academics ' visi t t o 454 China 177-7 8 Pre-school stud y 38 6 Hong Kon g Subsidize d Secondar y School s International Pane l o f Visitor s (Llewelly n Council 55 8 Commission) 244 , 250, 281 Hong Kong Teachers' Association 161 , 247 Plenary session s 28 1 n. 3 3 Report 282 , 283, 292-94 Hong Kong Teachers' Centre 61 , 370, 382, International school s 366 , 399 , 401, 423, 425, 444 , 516-1 9 425, 432, 438, 448, 474, 546, 559, 571, 577, Hong Kon g Technica l Colleg e 154 , 162 , 579, 59 0 164, 167-68 , 169 , 170 , 172 , 193-96 , 198 , Background an d changin g role s 597 - 212ff., 255 , 256 600 Hong Kon g Trainin g Counci l 26 4 Director o f Education' s comment s o n Hong Kon g Tru e Ligh t Colleg e 56 5 579 Hong Kon g Universit y Advisor y Ip Kin-yue n 429 , 430 Committee (HKUAC ) Repor t 16 0 Islamic Colleg e Hong Kon g Universit y Chil d Guidanc e Extract fro m student' s articl e i n 20t h Centre 17 0 Anniversary magazin e 519-2 0 INDEX 667

Isogai, Rensuke, Lt. General 82 , 91, 93, 95, Registration o f teacher s 90 , 10 1 100, 105 , 12 0 Rice rationing 86 , 9 2 School lif e durin g 132-3 4 James, D.G . 16 5 Schools an d enrolment s 82 , 95-96, 99, Japanese Censu s o f Hong Kong , 194 3 82 , 102, 104 , 10 5 96, 107-11 1 Street name s 91 , 106, 11 8 Japanese invasio n 8 3 Subsidies fo r Chines e charitie s 12 6 'Social civi l war' durin g 3 n. 3 , 84 Teacher training 90 , 91-92,93,93-94,97 Japanese language ability demonstration 9 7 Teachers' salarie s an d allowance s 98 , Japanese Language Schools 97,99,117-11 8 100 Japanese Languag e Textboo k 13 6 Therapy 8 1 Japanese occupatio n 3 , 81-136, 137 , 14 2 Japanese propagand a 81 , 83, 85, 86 , 92, Air raid s 82 , 96, 98, 99, 10 0 122, 13 9 Application t o enter Japanese Languag e Japanese teacher and Chines e pupils a t the School 13 5 Toa Gakui n 12 7 Application t o teac h durin g 10 7 Jeffrey, A.J . (HMI ) 26 5 Area bureaux 9 3 Jennings/Logan Repor t (1953 ) 165 , 16 8 Attitudes o f India n minorit y i n Hon g Jockey Clu b Sara h Ro e Schoo l 45 1 Kong 85 , 90 Jockey Clu b T i I College 533 , 535, 537 Cartoon 12 7 John F . Kennedy Children' s Centr e 25 4 Chinese charitie s relate d t o educatio n Joint Admission Schem e 383 , 393-95, 396 124-26 Joint Declaratio n o n th e Futur e o f Hon g Chinese Pres s Associatio n 9 4 Kong 43 2 Chinese Relie f Fun d 99 , 10 2 Joint Primary 6 Examination 16 4 169,170, Cinemas durin g 87 , 89 175, 18 7 Civil Administratio n Departmen t 88 , Joint Selectio n Boar d fo r College s o f 89, 9 1 Education 26 1 Civil Affair s Burea u 9 1 Joint Universitie s an d Polytechnic s Comments b y Lethbridg e 121-2 2 Admission Schem e (JUPAS ) 404 , 45 2 Compulsory educatio n plan s 83 , 98 Joint workin g grou p o n pre-schoo l District bureau x 89-90 , 92 , 93, 95, 98, education 39 2 104, 12 0 June 4th , 198 9 'incident' i n Beijin g Emotive subjec t 8 1 Effects o n educatio n i n Hon g Kon g First year o f 85-8 7 394, 396,397,418,449,459,476ff., 455 - "Fly Week " 9 1 56, 518-2 0 Free school s fo r th e poo r 104-0 5 Junior secondary educatio n 237 , 242, 278, General Association o f Chinese Charitie s 329-331 95, 9 9 Measures t o mak e i t universal , Horse rac e meeting s 9 4 compulsory, and fre e 272 , 291, 295- Internment diar y 11 2 96, 304-0 6 Language polic y 83 , 90, 11 7 Opposition t o making i t fre e 270 , 272, Later perio d 8 7 291-92, 29 3 Looting durin g 83 , 84, 113 , 133 Reasons fo r makin g i t fre e an d Military ye n 88 , 94 compulsory 250 , 305-0 8 National Schoo l 95-9 6 Junior Secondar y Educatio n Assessmen t Opening o f school s (Ma y 1942 ) 9 4 (JSEA) scheme 60 , 61,276,278,280, 287, Price o f ric e 98 , 99, 10 0 322-323, 367, 381, 382, 383, 384, 387, 410, Public librar y 98 , 10 0 419, 434 , 454, 54 2 Radio servic e 89 , 9 0 Junior Technica l Schoo l 161 , 169, 19 3 Registration o f religiou s bodies 93 , 94 Juvenile delinquenc y 34 5 668 INDEX

Home Affair s Departmen t Repor t o n Specimen test s fo r Englis h teacher s 278 636-40 Teachers' attitude s toward s 454 , 552 , Kao, Charle s K . 396 , 414 570, 578, 580 Keswick Cornmittee (on Higher Education ) Language Circulars, 1946 160-61,189,196 - 152, 16 4 97 Keswick Repor t (o n Highe r Education) , Language Fund 25 , 371, 411,413,414, 426, 1952 157 , 158 , 164 , 165 , 169 , 21 2 435, 448 , 453, 536, 53 9 Kiangsu-Chekiang Colleg e 41 9 Language Fund and th e Quality Educatio n Kiangsu-Chekiang Primar y Schoo l 40 9 Fund Kimura, Jir o 9 9 Alleged inconsistent policies o f 619-2 0 Kindergarten fe e remissio n schem e 40 7 Language Improvement Measures 393-94 , Kindergarten Subsid y Schem e 429 , 431, 397 447, 44 8 Language in Education 368 , 370, 371, 418, Kindergartens 480, 51 6 Age o f entr y int o 58 0 Language learnin g Illegal practice s 549 , 552-53, 554, 556, Enhancement o f 371 , 560, 565 , 566, 568, 569 Language Polic y 83 , 90, 117 , 143-44, 161, Proposals for direct subsidies to 406-0 7 196-97, 303-04, 304 n. 110 , 370, 421, 437, Thematic approac h 284-8 5 467-69, 479 , 480, 530, 537, 57 2 Kindergartens (non-profit-making ) Firm guideline s 453 , 530 Fee assistance schem e fo r parent s 282 , Putonghua 372 , 379, 381-82, 405, 409, 338 411, 414 , 419, 421, 434, 436, 437, 438, King's Colleg e 83 , 112 , 133 , 17 0 439, 441, 442, 443, 444, 445, 447, 455, Kotewall, Rober t (L o Kuk-wo) 84 , 89, 91, 532, 534 , 544, 555, 567, 568, 576, 593, 95, 96 , 120 , 598, 601 , 634 Kowloon Dock s Memoria l Schoo l 17 2 tests vi a computer s 54 3 Kowloon Technica l Schoo l fo r Boy s 17 3 Language proficienc y standard s Kuo Min Jih Pao 17 6 for al l teachers 37 2 Kvan, Rev . Eri k 27 2 for ne w teacher s 44 2 Kwong Man-h o 54 8 Language proficienc y tes t fo r studen t Kwong Wa h Hospita l Schoo l 158 , 16 8 teachers 44 0 Kwong Wa h Primar y Branc h Schoo l 10 6 Lau Kong-wa h 56 7 Kwun Ton g Inter-Schoo l Educatio n Ne t Lau Ming-ki , Nelso n 56 5 559 Lau Oi-wa h 56 3 Lau Tit-shin g 85 , 96 La Sall e Colleg e 261 , 280 Lau Wai-hing , Emil y 55 8 Lai Ch i Ko k Hosptia l Schoo l 15 8 Lau, C.K . 58 2 Lai La u Wei-ki t 56 2 'Educators registe r disquiet ' 582-8 3 Lai Yee-tak , Pete r 56 8 Lau, Siu-ka i Lam Woon-kwon g 42 3 Comments o n Educatio n Refor m Language package 56 9 English standards 34,277 , 385,432,437, Law Fa n Chiu-fun , Fann y 545 , 547, 562, 453, 529 , 530, 557 564, 566, 567, 570, 574, 575-76, 577, 619, Language benchmarks 372 , 442, 443, 444, 620, 621, 623, 629, 630, 64 1 449, 454, 525, 540, 552, 568, 569-70, 570, Law Pin g 56 9 571, 572 , 577, 578, 580 Learning Environmen t ACTEQ proposal s r e 449 , 575-7 6 Whole-day primar y schools , goals 60 2 Allegations o f error s i n test s 577 Lee Kit-hong, Pau l 57 4 Announcment r e firs t test s 577 Lee Ngok 449 , 483, 534, 544 , 56 6 INDEX 669

Comments o n VT C 624-2 5 Ma Li u Shu i 166 , 265 Lee Siu-ti n 438 , 451 MacDougall, Davi d M . 99 , 100 , 13 8 n. 5 , Lee Wing-on 439 , 457, 488, 551, 160 Lee Ying-li n 16 4 MacLehose, Murray (later, Lord) 248 , 273, Lee, Pete r 41 2 275, 306-1 0 Lee, Quo-we e 285 , 321, 367, 369, 38 5 Mainland childre n with the righ t o f abod e Legislative Counci l Educatio n Pane l 407 , in Hon g Kon g 528 , 529, 534, 540, 548, 411, 421, 442, 513, 547, 56 0 549 Leung Chi-keun g 414 , 416, 431 Management trainin g fo r SME s 577 Leung Kam-chung, Antony 450 , 515, 516, Maria Colleg e 38 8 528, 532, 538, 539, 540, 567, 569, 582, 588, Marine lif e centr e 56 7 600, 623 , 624 Marsh. R.M . 148 , 156 , 17 4 Leung Man-kin , Michae l 62-63 , 287 , 386 Maxwell, Gordo n 56 5 Leung Siu-ton g 435 , 438, 444, 516ff. , 53 5 Medium o f Instructio n Comments o n th e G T Schoo l an d o n Effects o n achievemen t o f Secondar y Post-1997 Educatio n i n Hon g Kon g Form 2 students 303-30 4 625-29 Medium o f Instructio n Groupin g Leung Yat-ming, Julian 432 , 433, 434, 436, Arrangements (MIGA ) 376 , 412 , 414 , 440, 44 6 433, 46 2 Li Cheng U k Governmen t Primar y Schoo l Medium o f instructio n issu e 375-77, 384 , English-speaking strea m 28 6 391, 398, 399, 404, 414, 415, 428, 454-55, Li K a Shin g Institut e o f Professiona l an d 478, 505, 536, 539, 541, 560, 567, 571, 576, Continuing Educatio n 56 5 598-99, 630-3 3 Li Kwok-cheung , Arthu r 412 , 52 6 n . 9 , Medium o f instructio n polic y 236 , 384 , 618-19, 62 9 391, 403, 411, 414, 428, 453, 462, 478, 479, Li Luk-wah 226 , 227-2 8 480, 505, 506, 524-25, 530, 532, 533, 536, Li Po Chun United World College 405 , 563 537, 542 , 556, 562, Li Po-chun 16 7 Appeals fo r exemption fro m 532 , 630- Li Sing Government Primar y Schoo l 154 , 33 167, 16 8 Outcomes o f appeal s agains t faile d Li Yuet-mei 45 6 applications fo r exemptio n fro m Li Yuet-ting 62 , 65 , 66, 386, 392, 398, 404 536, 537 , 539, 541, 542, 63 3 Comments on policy initiatives 505-0 6 Reactions t o appeals ' verdict s 617 - Lieh-Mak, Felic e 421 , 422 18 Lifelong educatio n Meeting Poin t 249 , 403, 404, 405, 513 Alleged lip-servic e t o 56 6 Millennialist attitude s 5 , 64 1 Lifelong learnin g Ming Ke i Anglo-Chinese Colleg e 25 6 Institutional allianc e t o promote 57 2 Ming Pao Daily News 438 , 441, 437 Lingnan College (earlier and later, Lingnan Ming Yi n Colleg e 25 3 University) 275 , 386, 389, 390, 403, 423 Mixed cod e 376 , 63 0 CNAA revie w 38 6 Mongkok Workers ' Children' s Schoo l Retitled Lingna n Universit y 555 227-28 Right t o accredi t ow n course s 54 2 Morgan, Lewi s Geoffre y 55, 59 , 150 , 152, Llewellyn, Si r John 19 , 281, 292 168, 191-92 , 217-19, 226-2 7 Lo Cheung-on , Andre w 58 6 Morris, Pau l 412 , 471-7 4 Lo Kin-ki, Edmund 55 8 Morrison Hill Technical Institute 243 , 256, Lo Kwee-seong 129-3 0 257, 258 , 260, 318 Lo Man-kam 59 , 142 , 163 , 228 Most effectiv e schoo l competitio n 43 0 Lo Nai-kwai , Lesli e 412 , 439, 449 Mother Tongu e Educatio n Charte r 43 6 Local Student Financ e Schem e 53 8 Mother-tongue teachin g 51 1 670 INDEX

Mother-tongue educatio n 372 , 376 , 391, Difficulties wit h Englis h classe s 41 8 398, 404, 411, 412, 414, 416, 418, 423, 425, Induction programm e fo r 43 2 432, 434, 438, 444, 453, 530, 536, 539, 550, Ng Cheu k Man-lin g 57 4 561, 567 , 572, 578, 583, 598, 63 1 Nichol, Ala n 130-3 1 Arguments fo r 467-6 9 "Nineteen forty-si x outlook " 138 , 225 Boost by HKC E result s 537 , 54 5 "Nineteen ninety-seve n factor " 36 6 Movement of - Opinion Directio n (MOOD ) Nine years o f compulsory educatio n 535 , analyses 23 9 n, 5 , 24 2 590-93 Multiple Choic e Question s 25 5 Comments o n effect s o f 27 7 Music Administrator' s Offic e 27 1 Ning P o Colleg e 26 2 Non-Chinese speakin g (NCS ) student s Nagao, Mr . (Hea d o f Japanese Occupatio n School-based programme s fo r 57 6 Education Departmen t 93 , 99, 10 2 Non-graduate Teache r Qualification s Native English Teacher (NET) scheme 445 , Assessment (NGTQA ) Section 406 , 409 532, 532-33, 538, 541, 543, 551, 554, 565, Non-Local Highe r an d Professiona l 575, 577, 584, 62 2 Education (Regulation ) Ordinanc e Complaints fro m disillusione d teacher s 449 in 545 , 559-60, 575, 58 4 Non-means Tested Loan Scheme 538 , 568 Efforts t o defen d th e schem e 54 5 Northcote Trainin g Colleg e (Northcot e Pupils' opinon s o f teacher s 57 2 College o f Educatio n fro m 1967 ) 151 , Recruitment drive for 532 , 532-33, 538, 160, 164 , 170 , 171, 173, 187 Shortage o f teacher s 541 , 543 Art lesso n i n 22 2 National Schoo l (Japanese ) 95-9 6 Oral Englis h i n 22 3 Naylor, Fr . Harold, S.J . 24 7 Students' Handboo k 188-8 9 New Asi a Colleg e 150 , 152 , 162, 167, 169, Nunes, Bishop Jose da Cost a 9 5 (& n. 19 ) 178, 17 9 New Generation Cultural Association 55 4 Obesity New Managerialis m 378 , 525 Increase amon g youn g peopl e 53 7 New Metho d Colleg e 25 5 "Off-shore" tertiar y institution s 56 1 New Territorie s One Country , Tw o System s concep t 43 3 Allegations o f inadequat e plannin g fo r Open College of the University o f East Asia 373 Objectives 302-0 3 As sit e fo r entir e CUH K communit y Open educatio n 368 , 389 265 Open Learnin g Institut e (OLI ) 390 , 392 , Central primary schools for remote areas 394, 40 3 338 'Chronology' o f development s t o 199 6 Five new seecondar y school s fo r 373 , 486 394 Photographs o f campuse s 503-0 4 Inducement allowanc e fo r teacher s i n Open Universit y o f Hon g Kon g (OUHK ) 265 25, 543 , 546, 551, 562, 564, 56 5 In th e administratio n o f school s 256 , Organization fo r Economi c Cooperatio n 259, 31 9 and Developmen t (OECD ) 244 , 27 9 Prevocational school s i n 27 4 Our Lad y o f Rosar y Colleg e 26 2 Relocation o f school s t o 38 8 Outstanding teachers ' award s 55 0 Shortage o f school s i n parts o f 41 5 Overall revie w o f educatio n 14 , 606-0 8 Students' protest s durin g 196 7 25 4 Briefing documen t 19-2 2 Newly arrive d childre n (NACs ) fro m th e Chronological sketc h i n th e Llewelly n PRC 379,432,452,453,454,456-57,458 , Commission Repor t 23-2 4 525, 537 , 574 Extract fro m Llewelly n Commissio n Additional schools to cater for 413 , 574 Report, 198 2 40-4 2 INDEX 671

Overcrowded kindergarten s 549 , 552-53, Postiglione, Gerar d A . 554, 556 , 560 , 566, 56 8 Anti-colonial natur e o f educatio n Overseas studies appearing more attractiv e reforms 56 2 as affecte d b y th e educatio n refor m Post-Secondary College s 150,151,152-53 , package an d mother-tongu e educatio n 169,170,171,173,179,187, 276, 292, 309, 578 333, 335-3 8 Post-Secondary College s Ordinanc e 171 , Pak A u Tak-chue n 56 3 259, 268 , 275, 284 Pat Si n Len g Countr y Par k Baptist Colleg e registration , 197 0 25 9 Hillfire 44 5 Lingnan Colleg e registration, 197 8 27 5 Pang King-che e 45 7 Shue Yan College registration, 197 6 26 8 "Patriotic" (i.e. , pro-CCP ) secondar y Post-secondary educatio n 277 , 47 7 schools 382 , 387 Post-war development s i n educatio n 24 - Patten, Chri s 435 , 481-8 3 28,52 People's Republi c o f Chin a (PRC ) 144-4 5 Post-war educationa l problem s 13 9 Physical education (PE ) 168,171,189 , 201, Emergency measure s 143 , 16 5 211, 256 , 265, 521, 522, 551, 558 Post-war Reconstructio n Physical Fitnes s Extende d Curriculu m Varying concept s 138-4 1 Experimental Projec t 53 8 Post-war reconstructio n o f educatio n Po Ko k Schoo l 22 3 Emergency an d makeshif t measure s Po Leun g Ku k 16 7 143, 160 , 16 5 Po Leung Ku k Tsin g Y i Secondary Schoo l short course s fo r teacher s 16 1 (Skills Opportunity) 55 1 Practical School s 413 , 441, 449 Po Leun g Ku k Vicwoo d K.T . Chong sixt h Precious Bloo d Golde n Jubile e Secondar y form colleg e 55 0 School Affai r 237 , 241, 242, 250 , 271, Poinsettia Primar y Schoo l 58 1 273-74, 326-27, 340-41, 35 5 Policy Addres s a t Openin g o f th e Developments i n 197 7 27 1 Legislative Council , Octobe r 199 5 43 8 Developments i n 197 8 273-7 4 Policy-related papers , 1965-8 4 Preliminary Working Committee (PWC) fo r Summary tabl e 327-33 9 the Specia l Administrativ e Regio n Political Correctness (late twentieth century ) Preparatory Committe e 409 , 421, 438 379 Education an d Cultur e Subgrou p 420 , New emphasis on anti-colonialism 241 , 437, 43 8 375 Preparatory Committe e 410 , 443 Politicization o f educatio n policy-makin g Pre-school educatio n 25 , 73-74, 102 , 165, Bandwagon-jumping an d buzz-word s 279,315,334-35,338-39, 360-64,374,386, 379 392, 393, 396, 397, 399, 404,406,412,415- 'Busy work ' fo r E D an d EM B 37 9 16, 427, 429-30, 431, 439, 448, 540, 546, Polytechnic Plannin g Committe e 257 , 574, 578, 579, 580-81 , 260 Attempts t o 'unify ' 415 , 427, 429, 57 8 Popular cultur e an d informa l educatio n Common basi c trainin g programm e 469-71 443 Population 15 , 82,107-11,141^2, 239-40, Improvement package 396 , 399, 406-07 259, 365, 523 Parents' application s fo r financia l "Brain drain " 366 , 389-90, 393, 395 support 46 5 Census o f 196 1 146 , 14 8 Public debat e r e Governmen t subsidie s Highest educationa l attainmen t in 1991, for 406-07 , 429-430, 431, 448 1996, 2001 60 8 Reforms needed , accordin g t o th e Post-1997 economic downtur n 52 4 PTU 44 5 Post-colonial aspiration s 38 0 Role an d futur e 40 7 672 INDEX

Pre-school or Prep-School? Private school s Cartoon 31 5 Bought place s schem e 157 , 221 , 248, Pressure group s (education-related ) 71 , 270, 274, 275, 302, 374, 383, 386, 395, 240, 24 2 398, 454, 478, 505, 558 Types an d activitie s 245-5 0 Conversion t o fully-aide d statu s 276 , Pressure o n childre n b y parent s 54 4 284, 46 3 Pre-vocational school s 248 , 257, 264, 266, Criticisms o f Whit e Paper , 196 5 28 8 283, 305, 306, 329, 331, 382, 387, 404, 553 Future o f 369 , 374, 387, 390, 39 5 Curriculum 382 , 55 3 Plans t o gran t chea p lan d an d interest - Pre-vocational an d Technica l Educatio n free loan s t o 186 , 214, 217, 54 2 Review o f 596-9 7 Private School s Revie w Committe e 395 , Priestley, Kennet h E . 166 , 170 , 178-8 1 423 Primary an d Secondar y Educatio n Private tuitio n course s 56 2 Classes an d Form s 184-8 5 Professional Cod e for Educational Worker s Clear separatio n o f 164 , 20 0 61, 371 , 379, 399, 475, 517, Reorganization o f 155,156,172-73,17 5 Professional Teache r Trainin g Boar d 16 4 Primary education 24 , 34-36, 81, 163, 169, Professional Teachers' Union (PTU) 69-70 , 256, 38 7 271, 352-53, 386, 388, 389, 396, 401, 403, Activity approac h 262 , 280, 382, 62 2 405, 407, 410, 412, 413, 418, 428, 437, 440, Decentralization o f administration 25 6 447, 509 , 518, 532, 538ff. , 565 , 568, 579, Free an d compulsor y 259 , 260 581, 622-23, New 4-yea r degre e a t HKIE d i n 53 9 As describe d i n websit e 32-3 3 Universal 237 , 244, 26 0 Call fo r additiona l sixt h for m classe s Whole day schooling 392,401,447 , 541, 556 444 Comments o n Languag e benchmar k Primary On e Admissio n (POA ) syste m 547 282, 38 7 Control of Legislative Council Functional Primary On e Entranc e Test s Constituency for Education 379 , 436, Examples 360-6 4 570 Primary schoo l allocatio n schem e ED "phobia " abou t 6 2 Parents' confusio n 445-4 6 Leadership withi n 63-64 , 40 0 Primary schoo l classe s Opposition t o Languag e benchmar k Size o f 165 , 402, 404, 482-83, 540, 559 525, 540 , 547, 570, 57 8 Primary schoo l curriculu m Origins o f 69-70 , 247 , 263-6 4 General Studie s 415 , 427, 456 n. 7 4 Publications o f 455 , 462-63 Primary school expansion 147-48,166-67 , Project Springboar d 575 169, 171 , 172, 187 , 204-06, 214-22 0 Alleged discriminatio n b y employer s Primary schoo l teachin g post s 41 8 against graduate s fro m 58 1 Primary school s Public expenditur e o n educatio n 46 , 158 , Conversion into secondary schools 41 3 163, 200-02, 204, 207, 278, 283, 384, 386, "Mixed Mode " o f operation s 400 , 48 0 390, 397, 398, 399, 421, 426, 427, 445, 452, Entry ag e 32 8 480-81, 528 , 572, 583, 590, 604, 621, 624, Graduate teachin g post s i n 425 , 432, Public opinio n poll s 573 , 585, 58 7 381 Public secto r school s 4 , 44 , 66 , 171 , 175, Pilot TO C programme s i n 41 3 256, 286, 320, 349, 374, 453, 475, 478, 505, PTU cal l fo r Deput y Hea d post s 58 1 562, 565 , 575, 580, 597, 598, 599, Princess Alexandr a Re d Cros s Children' s Primary school s 257-58 , 325, 408, 564, Home 17 3 Class librar y schem e 286 , 38 1 Private Independen t Schoo l (PIS ) schem e POA syste m i n 28 3 566, 575 Teacher-class rati o 28 2 INDEX 673

Secondary school s 272 , 273, 274, 275, Radio an d televisio n fo r educationa l 296, 308 , 332 programmes 17 6 Additional teacher s t o improv e Raphael, Bro . 28 0 language standards and strengthen Reform Clu b o f Hon g Kon g 27 3 staffing resources 280-81,282-8 3 Reforms proposed by CDI labelled "castle s Additional teachin g pos t unde r I T in th e air " 58 1 Coordinator schem e 55 1 Reid, F.H . 16 4 Band 5 students & additional staf f Reorganization o f Primar y an d Secondar y 384 Education (Donohue scheme) 155,156 - Computer Studie s i n curriculu m 57, 172-73 , 175, 176, 253, 317 284, 286 , 38 1 Research Grant s Counci l (RGC ) 55 0 Pui Ki u Middl e Schoo l 6 0 Resettlement Area s Pui Yin g Primar y Schoo l 13 2 Schools buil t i n 16 4 Pun Tin-ch i 64 , 416, 430 Returned emigran t childre n Pupil recor d card s 28 4 Problems o f 42 0 Pupil-teacher confrontatio n 43 0 Review o f 9-yea r Compulsor y Educatio n Putonghua classe s 40 5 (See, also, under 596-97 "Language Policy) Revised Code s o f Ai d fo r Primar y an d Secondary School s 28 6 Quality Assuranc e Uni t (QAU ) 417 , 424 Revision o f the advisory structure related to Quality Educatio n Fun d (QEF ) 25 , 526 , education policy-makin g 539, 541, 542, 543, 544, 554, 62 8 Part o f Tun g Chee-hwa' s educatio n Complaints about 544 , 546, 547, 619-20, platform 45 1 621, 62 8 Revisions 2-3 , 58 1 Most effectiv e teachers ' bonuses 54 7 Ride, Lindsay 92 , 15 2 n. 53 , 16 5 Outstanding School s Award s schem e Right o f abod e issu e 557, 56 0 Court o f Firs t Instanc e decisio n Quality i n Educatio n 240 , 350 , 365, 370, 534 427, 432 , 528, 530ff. , 532 , 62 7 Court o f Appea l overtur n 54 0 Quality o f educatio n 305 , 307, 345 , 538, Court o f Fina l Appeal rulin g 54 8 544, 546, 548, 549, 550-51, 577, 578, 583, Robert Chun g affai r 589, 600ff. , 62 7 Enquiry int o 574 , 57 6 Alleged effect s on , o f influ x o f childre n Robinson, Kennet h 350-5 2 from Mainlan d Chin a 528-29 , 548, Roebuck, Dere k 38 8 549 Roman Catholi c school s 407 , 59 4 Link wit h trainin g o f teacher s an d Roman Catholi c Secondar y School , Cho i principals 45 4 Hung Estat e 25 2 Quality o f lega l educatio n i n loca l Rooftop Schoo l o n a resettlemen t block , universities 55 1 c. 196 6 34 1 Quality o f schoo l educatio n Rowell, Thoma s R . 99 , 160 , 163 , 351 Business-donated fund s t o improv e Royal Hong Kon g Jocke y Clu b 451 Donation toward s specia l secondar y Queen Elizabet h Schoo l 16 6 school fo r gifte d childre n i n ar t an d Queen Mau d Secondar y Schoo l 435-3 6 music 38 6 Queen's Colleg e 83 , 121 Rural Training College (RTC), Fanling 160 , Example o f 'libera l education ' 35 4 166 Post-secondary schoo l career s survey , Ryan, Fathe r Thoma s F. , S.J . 55 , 59 , 1999-2000 60 9 141 n. 15 , 142 , 22 6 Questions 8 , 87, 159 , 251, 380, 527-2 8 S6 admission procedure s 41 9 674 INDEX

Sai Yin g Pu n Governmen t Primar y School Textboo k Assistanc e Schem e 28 2 School 25 2 School textbooks 121,134,139,160-61,211 , Salaries Commissio n 68 , 263, 278 303, 305, 319, 338, 345, 356-57, 375, 376, Sampson, J.R . 148 , 156 , 17 4 384, 406, 417, 418, 423, 428, 432, 440, 441, Scholarships 28 , 83, 87, 96, 97, 98,122,169, 444, 468, 542, 544, 550, 553, 573, 581 187, 258 , 35 5 Action Committe e o n School Textbook s Scholtz, Han s 24 8 and Supplie s 249 , 26 7 School 'buse s 44 8 ED's Syllabus and Textbooks committe e School bags 550 , 55 7 255-56 School Based Curriculum Tailoring Scheme Chinese 30-32 , 197 , 234-3 6 440 Geography 231-3 3 School buildings 163 , 185 , 186 , 198 , 204, Japanese 13 6 283, 56 5 School Textboo k Assistanc e Schem e Height restriction s revise d 55 2 282 School catchmen t area s 53 6 Textbook an d Stationer y Gran t 25 8 School Certificat e Examination s 150 , 151, School-based Curriculu m Developmen t 159, 164 , 168 , 171, 173, 179, 188 , 19 7 (SBCD) 377 , 390 , 392 , 395 , 428, 576 , Renamed Hon g Kon g Certificat e o f 580 Education Examinations , 196 7 25 5 Effects o f Bureaucratizatio n o f 37 8 School curriculum 26 , 28, 29-32, 70, 83, 97, School-based curriculu m exhibitio n 40 6 103, 121-22, 124 , 132, 134, 159, 162, 202- School-based curriculum resource centre fo r 03, 211, 243, 265, 270, 276, 280, 282, 283, teachers 42 0 284, 285, 286, 345, 379, 38 1 School-based guidanc e teacher s 40 1 Proposal t o mak e art , music , an d P E Schoolchildren optional subject s 57 4 Supplementary die t fo r 18 3 Tung Chee-hwa's comments on 604-0 5 Schoolless childre n School desig n 47-50 , 491-500, 615-1 6 Estimate o f number 21 5 School drama project on "Spirit o f the Basic Registration o f 16 3 Law" 55 0 Schools School Educatio n i n Hon g Kong : a Alleged Tria d influence s i n 278 , 280 , Statement o f Aim s 379 , 405, 406, 407 370, 55 4 Published b y EM B 40 4 Closure order , 194 1 4 n. 4 , 8 3 School enrolments 19 , 44^5, 142-43 , 149, Politics in 144,192-93 , 241, 254-55, 394- 173, 205, 216, 309, 373, 553, 554, 568, 613- 95, 41 4 14 Schools Art Exhibitio n 16 2 School fee s 36 , 37, 132, 148, 176, 185, 205, Schools Medica l Servic e 16 3 207, 217, 219, 227, 251, 328, 415, 544, 595 Schools' name s School fo r Professiona l an d Continuin g Use o f "international " 56 5 Education (SPACE ) 566 , 62 4 Scouts an d Gir l Guide s School guidanc e officer s 45 1 Fund t o suppor t i n school s suc h School Manaagemen t Initiativ e (SMI ) organizations a s 57 8 scheme 65 , 378, 400, 401, 403, 404, 410, Seamen's Training Temporary Centre 28 5 412, 420 , 424, 435-36, 450 , 546 , 59 1 Secondary Education 25 , 36-37, 65-66,143, School management committee s 237 , 297, 149-51,156,262,264-65,265-67, 269,270 , 298, 353 , 514 273-77, 280-81,282-83, 290, 291-92, 304- Devolution o f responsibilitie s t o 37 8 06, 329-31, 332-34, 358,367-68, 376, 382- School Meal s Servic e 161 , 162 83, 393, 414, 446, 511-12, 523, 524-25, 532, School principal s 533, 590 , 618, 630-3 3 Leadership trainin g programm e fo r Access to 237, 250, 272, 303, 307-09, 319, 555, 55 8 387 INDEX 675

Postwar "Bulge " 14-1 5 Seven-Year Pla n fo r Primar y Schoo l Sixth for m 310-11 , 39 4 Expansion, 1954-6 1 147-48 , 149 , 157 , Secondary Moder n School s 155 , 252, 255, 166-67, 168 , 171, 172, 185 , 186 , 204-08, 274 214-21 Secondary schoo l curriculu m 39 5 She, Rev . George 13-15 , 22 7 Academics cal l fo r chang e 54 5 Shek Ki p Me i Fire , Christma s Day , 195 3 Common cor e cours e 266 , 26 7 141, 185 , 213 Computer Studie s Pilo t schem e 254 , Shek, Ceceli a 44 8 255, 284 , 28 6 Shek, Theres a 347 , 35 9 Gender difference s i n studen t Sheng Kun g Hu i (SKH ) 54 , 60 , 436, 444, examination performance s 58 0 548, 57 4 Government an d Publi c Affair s (GPA ) Sheung Kwa i Chun g Governmen t 286 Secondary Technica l Schoo l 26 2 History, conflicting opinions about 418 , Shue Ya n College 268 , 276, 284, 337, 397, 428, 433, 568 561, 563 , 565, Human biolog y 28 5 Shun Le e Catholi c Secondar y Schoo l 54 5 Integrated Scienc e Pilo t schem e 262 , Sin Chung-ka i 56 0 265 Sin Ping-hs i 9 0 PWC suggestio n tha t Putonghu a an d Sing Tao Jih Pao 176 , Chinese History become compulsor y Sinn Yuk-yee , Elizabet h 43 3 437, 43 8 Sir Robert Blac k Training Colleg e (Colleg e Role o f loca l history 392 , 43 3 of Educatio n fro m 1967 ) 172 , 255, 265 Physical Educatio n 168 , 171, 189, 201, Sixth for m colleg e 211, 256 , 265, 521, 522, 551, 553 Insurance polic y t o protec t agains t Tai chi 47 1 complaints o f student s o r parent s Social Studie s Pilo t schem e 28 6 574 Technical an d prevocationa l 596-9 7 Sixth for m educatio n 368 , 373, 374, 384 , Travel an d Touris m 415 , 417 385, 388 , 391, 394-95, 404, 55 6 Secondary Schoo l Placemen t Allocatio n Board o f Education' s Committe e (SSPA) schem e 335 , 336 , 375 , 441, Report 27 6 596 Director o f Education' s workin g Allegations o f gende r discriminatio n committee, 197 6 269 , 27 0 556, 57 3 Sixth for m vacancie s poste d o n Interne t Changes influence d b y Equa l 555 Opportunities Commissio n findin g Six-year (3+3 ) secondar y educatio n about 57 3 programme Increasing complaint s fro m parent s Part o f Tun g Chee-hwa' s educatio n about 58 1 platform 45 1 Secondary schoo l place s i n new town s Skills opportunities schools (SOS) 414 , 449 "Permanent solution " 38 8 Society fo r Communit y Organizatio n Secondary School s Entranc e Examinatio n Survey o f young immigrants from Chin a (SSEE) 175 , 247, 255, 258, 263, 268, 301, 537 505 Society fo r th e Promotio n o f Chines e Data analysi s 311-1 2 Education i n Hong Kon g 24 8 Secondary technical schools 15 5 n. 59,173, South China Morning Post 13-15 , 17-18 , 174,175, 251, 252, 262, 266, 306, 317, 328, 170,178-82, 270, 288-94, 468,563, 582-84 330 Article o n Rober t Chun g an d opinio n Segal Quince Wickstead consultancy repor t polls sag a 586-8 8 on th e VT C 449 , 62 5 Article o n Educatio n Refor m Packag e Self-censorship allegation s 428 , 432 588-90 676 INDEX

Editorial o n Llewelly n Repor t 292-9 5 St. Mark's Schoo l 54 , 55, 73-75 Editorial o n Rober t Chun g affai r 58 5 St. Paul's Co-educational Colleg e 91 , 164, Editorial opposing fre e and compulsor y 191 n. 9 0 junior secondar y educatio n 291-9 2 St. Paul's Colleg e 56 , 6 0 Spastic Children' s Associatio n 17 5 St. Paul's College , Lam Ti n 26 1 Special afternoo n classe s 163 , 204, 216, St. Paul's Conven t 125 , 12 6 Special Burea u 162 , 16 3 St. Paul's Conven t Schoo l 359-6 0 Special Classe s Centr e 150 , 151 , 168, 230 St. Paul's Girls' College (Anglican) 56,10 1 Special Committe e o n Highe r Educatio n St. Ros e o f Lim a Schoo l 54 3 (SCHE) 25 5 St. Mary's Canossia n Colleg e 10 1 Special Education 24,157-58,168,171,172 , St. Stephen' s Girls ' Colleg e 97 , 228 , 173, 175 , 207, 238, 260-61, 272, 285, 320, 515 n. 8 7 331-32, 346 , 369, 390, 399, 404, 405, 409, St. Theresa's Secondar y Schoo l 273 , 340 412, 419-20 , 421 , 439-40, 446 , 449 , 452, Standard, 24-classroo m schoo l 25 3 595 Standardized attainmen t test s 253 , 254 Allegations o f chil d abus e a t specia l Standing Committe e o n Languag e schools 551 , 552 Education an d Researc h (SCOLAR ) First 5-Yea r Developmen t Programm e 418, 442 , 445-4 6 253, 317-1 8 Standing Committe e o n Technica l For non-Chinese speaking children 45 1 Education and Vocational Training 16 5 Funds fo r 56 1 Standing Committe e o n Unrul y an d Gifted childre n 404 , 419, 441, 443, 535 Delinquent Behaviou r i n School s 28 0 Improvement o f condition s fo r th e Standing Textboo k Committe e 16 2 disabled 54 2 Stanley Civilia n Internmen t Cam p Integration o f handicappe d student s i n Activities of Education Committee 113 - mainstream school s 449 , 539 , 543, 15 563, 571 , 595 Kindergarten an d transitio n classe s Integration o f mildl y disable d childre n 115-16 into mainstream kindergartens 381 , Student disciplin e 446 , 448 391 Student Healt h Servic e 43 5 Second Development Programme 260 - Student suicide s 400 , 401, 402, 403, 405, 61 406, 408, 429, 452, 553, 561, 571 Services Centr e 267 , 31 8 Students protesting in 196 7 241 , 245, 254- Staffing an d trainin g 285 , 409, 435 55, 324-2 5 Tung Chee-hwa's promises about 603 - Photograph 34 2 04, 60 7 Students' Movemen t Typing lesso n a t th e Ebeneze r Schoo l Influence i n Hong Kon g 241 , 260 and Hom e fo r th e Blin d 34 4 Study Room Project (experimental) 270-7 1 Unified cod e o f ai d fo r primar y an d Sub-degree course s 33 6 secondary school s 28 5 Increases i n 57 8 Special Form s 1 173 , 253 Subsidized School s Counci l 35 3 Special Form s 2 25 3 Subsidized Primar y Schoo l Counci l 42 1 SSPA Advisory Committe e 44 1 Subsidized Secondar y School s Counci l St. Basil's Schoo l 25 2 417, 437 , 558 St. Catherine's Schoo l fo r Girl s 258 , 345 Subsidy Cod e 159 , 169 , 17 2 St. Joan of Arc Secondary School 412 , 413, Suicide o f a teacher 424 , 42 5 St. Joseph's Anglo-Chines e Schoo l 41 4 Summerskill, Edith (Baronness Summerskill) St. Louis Schoo l 125 , 12 6 259 Appeal agains t Mediu m o f Instructio n Swift, Do n 392 , 40 0 decision 630-3 3 Symons, Catherin e Joyc e 70 , 79-8 0 INDEX 677

Szeto Ming 61 , 242 n. 17 , 246, n. 2 9 Teacher Trainin g College s 157 , 160 , 164 , Szeto Wah 63 , 64, 68-70, 247,248,263, 264, 165,166,167,168,170,171,172,173,187, 325-26, 385, 388, 391, 398, 400, 506, 507, 188-89, 194 , 201, 206 509, 516 , 539, 56 7 In-service trainin g course s 165 , 17 1 Maintenance allowance s fo r student - T.K. Ann Repor t 69-70 , 268-69, 296-9 8 teachers 17 5 Ta Kung Pao 13 , 176, 426, 43 7 Photographs o f classe s i n 222-22 3 Tai Hay-lap 71 , 354-56, 440-41, 538 , 547 Renamed College s o f Education i n 196 7 Comments o n educatio n afte r 199 7 255 622-24 Teachers Taiwan 15 0 Code o f Practice 61 , 371, 379, 399, 475, Tak Chin g Girls ' Schoo l 10 4 517 Tak Chin g Middl e Schoo l 41 7 Disdain for ED-provided e-mail accounts Tak Ming Middl e Schoo l 10 4 572 Tam Man-kwa n 43 6 438, 441 Extending rang e o f professiona l Tam Pa k Y u Secondar y Schoo l 40 4 responsibilities 278 , 355-56, 51 8 Tang Cha n Wai-lin g Retirement ag e fo r 17 0 Comments on success o f mother tongu e Wastage rat e 402 , 435, 437, 44 6 education 54 5 Work-related stres s 424 , 431, 486, 56 4 Tang Chee-poo n 55 3 Teachers' "iro n ric e bowl" 45 1 Tang Kin g P o Trad e Schoo l 16 5 Teachers an d principal s Tang Siu-ton g 42 6 Rigid application o f retirement age 541 , Tang, Henry 43 8 552 Tang Mei-sin , Louis e 3 1 Teachers fro m Mainlan d Chin a 57 8 Target Oriented Curriculum (TOC ) schem e Teachers' pay 4 , 39^0, 68-69, 201-02, 263, 426, 432 , 434, 441, 444, 546 , 54 8 374, 393, 394, 396, 404, 407, 455, 533, 542, Assessment Uni t 44 1 578, 58 1 Weaknesses o f 62 1 Pilot schem e 56 2 Targets an d Target-relate d Assessmen t Teachers' perception s o f caree r pattern s (TTRA) 378 , 403, 405, 406, 407 511-12 Renamed Targe t Oriente d Curriculu m Teachers with Britis h an d Commonwealt h (TOC) 408 , 409 qualifications 54 2 Tat Ta k [T a Teh] Institut e 13 , 144, 16 2 Teachers' workload 526 , 543, 551, 555, 577, Comments o n closur e 17 7 580, 62 8 Teacher Educatio n 17 , 25 n. 19 , 143 , 157, Teachers' Da y 435 , 543 248, 303, 318, 333, 335, 338, 366, 370-71, Teachers' Languag e Resourc e Centr e 55 1 403, 416, 419, 421, 428, 429, 432, 439-40, Teachers-in-training 454, 55 2 Foreign visits to improve English fluency "Blister Programme " 281 , 352, 38 8 571 Expansion o f course s fo r non-graduat e Teaching Profession 370-71 , 379, 393, 402, teachers 333 , 378 413,415,429,467,475,549,552,570, 582f. , Proposed Trainin g Institut e fo r 588, 589, Kindergarten teacher s 279 , 338 Status of 374 , 379, 543, 549, 601, 627-28, Re-training course s fo r primar y schoo l 636-40 teachers 28 2 Technical education 143,154,155,164,165 , Teacher Education (Graduate ) Enrolments , 166,167,174,187,198, 212, 255, 256, 257, 1985-92 258, 260, 268, 269, 270, 272, 277, 281. 283, Effects o f th e Brai n Drain 48 5 284, 287, 317, 318, 320, 321, 329, 330, 332, Teacher stres s 424 , 431, 564 333, 335-37, 339, 346, 347, 348, 458, 596- Teacher suicide s 424 , 425, 486, 56 4 97 678 INDEX

Comments o n developments 193-9 6 Students' gende r balanc e 45 , 555 Hotel-keeping an d Touris m Studie s Students influence d b y economi c 270 recession t o conside r teachin g a s New subject s (Fashio n & Clothing an d career 55 2 Accommodation & Catering Services) Tuition fee s "frozen " 54 1 382 Tung Chee-hwa' s plan s fo r 601 , 603 , Technical Institut e staf f 604, 607 Alleged pressure s o n 45 4 Unified ag e o f entr y int o 66-68 , 369, Technical Institutes 2 5 n. 19,193, 243, 256, 392 257, 258, 260, 268, 269, 270, 281, 309, 318, Universities' relation s wit h th e Hon g 332, 333, 337, 348, 454, 459, 542, 544, 575, Kong Government, cartoons of 501 - 625 02 Technical schools 13 , 36, 37,155,161,165, Tertiary educatio n expansio n proposal s 169,173,174,175,193, 201, 251, 252, 262, 67-68, 372 266,283,306,317,328,329,330-31,448,596 Possible "castl e i n the air" 57 9 Technical teacher s Tertiary educatio n institution s Inducement allowanc e fo r studen t Proposal by Heads o f 420 , 449, 536-37 teachers wit h industria l experienc e Textbook (Chinese ) 265 Pages fro m 234-3 6 Technical Teachers' Training Courses 26 0 Textbook (Geography ) Temporary study centres 270-71 , 568, 572 Pages fro m 231-3 3 Ten-Year Pla n (draft) , 195 0 161-6 2 Textbook an d stationery grant s 25 6 Tertiary educatio n (See, also, "Higher Textbook Committe e 16 2 Education", "Post-secondary", & under Textbook price s 544 , 553, 562, 573 names of individual institutions) 25ff. , 59, Third Universit y 382 , 383, 384, 386 , 152-53,164-66, 249, 250, 275, 309, 332-34, Temorary premise s 38 7 335-38, 372-74, 384, 386-87,402, 410,449, Tien Ka-pin g 54 7 452, 455, 458f., 463, 469, 608 Tik Chi-yuen 64 , 406, 421, 422, 425-26, 427, Enrolments i n 44 , 45 431, 435 , 453, 508, 513-14 Facilities fo r disable d student s 45 2 Toa Gakuin (Eas t Asia Academy) 97 , 102 , Government effort s t o hol d bac k 103, 105 , 12 7 expansion 23 8 Tongfai 144 , 189, 211, 27 3 Graduate teache r educatio n enrolment s Tong Kai-hong , Anthon y 52 9 485 Tongue, Ray 31 0 HKU remainin g "mos t respected " (i n Topley, Kenneth 243 , 248, 265, 249, 277-78, 2000) 56 8 280, 333, 335-38, 339, 347-50, 372 "Major expansion" of 395 , 404,476, 477, "Towards a Better School " (TABS ) 41 6 481, 487 Trade Schoo l 19 3 Opportunities i n 4 , 5 Training course s fo r disciplin e master s Plans fo r US-style Community College s 406 566, 567, 62 9 Tsang Yok-sin g 409 , 411, 536 , Public expenditur e o n 292 , 399, 402, Tse Chi-wai , Danie l 34 7 406, 414 , 426, 447, 452, 48 2 Tse Shek-kam 27 , 31, 7 0 Recognition o f degree s fro m outsid e Tsim Tak-l o 510 , 516 Hong Kon g 420 , 422-23, 545 Tso Kai-lo k 416 , 422 Research capacit y 395 , 481 Tsuen Wa n Government Primar y Schoo l Staff allegation s o f abuses o f power b y 173, 174 heads 552 , 554 Tsuen Wan Government Secondar y Schoo l Students a t Halls o f Residenc e 63 5 172, 441 Students a t institutions abroa d 47 7 Tsung Tsi n Middle Schoo l 43 9 INDEX 679

Tuition an d examinatio n fee s Proposal to vary fees according to social Freeze, 1998-9 9 541 , 545 value o f cours e 565 , 566 Tung Chee-hw a 454 , 524 , 548 , 558, 579, Rejection o f plans for common languag e 581, 582-83, 588ff . exit tes t 53 5 Education-related point s i n hi s firs t Research fund s 450 , 57 2 Policy Address 600-0 5 Sponsorship o f CUHK's Cybe r Campu s Extracts fro m hi s Polic y Address , 200 0 Link 54 4 606-08 University o f Hong Kon g (HKU ) 27 , 31, Opinion Pol l sag a 573 , 576, 585-8 8 60, 123 , 124 , 129 , 146 , 150-51 , 157 , 168, Promises of initiatives in education 528 , 178, 230, 273, 277, 327, 377, 533, 582, 597, 544 605, 62 4 Unreserved suppor t fo r Educatio n Alleged "eunuc h culture " o f 57 3 Reform packag e 577-78 Attitudes toward s secon d universit y Tung Wa h Grou p o f Hospital s (TWGH ) 153, 17 0 96, 100 , 341, 343, 355-56, 374 , 402, 514- Author's declaratio n o f interes t r e 9 15 Balance o f gender s i n 27-2 8 Tutorial centre s 546 , 552, 555 Bursary schem e 168-6 9 Careers Education and Placement Centr e Unemployment 472 of well-educate d 54 0 Comparative Education Research Centre Problems o f student s fro m Sout h Asia n 613 minorities 57 5 Concern abou t academi c freedo m i n Unequal geographica l distributio n o f 524, 573 , 576 schools accordin g t o mediu m o f Department o f Education 164,169 , 170 instruction 539 , 555 Director o f Extra-mura l Studie s 157 , Unified Cod e o f Ai d 65 , 263, 285, 319 169 Union o f Graduate Officer s i n Governmen t Discussion o f norma l duratio n o f firs t Secondary School s 422 , 43 3 degrees 373-74 , 384 , 38 5 United Colleg e 152 , 169 , 178, During Japanese Occupation 87 , 92, 98, Universal credi t uni t syste m 56 2 112-15, 130-3 1 Universities (See, also, "Tertiary Education") Entry requirement s 150-51 , 388-8 9 Language entr y requirement s 52 9 Extra-mural classes 115-16,130-31,16 6 Universities an d Polytehnic s Grant s Faculty o f Socia l Scienc e 25 4 Committee (UPGC ) 374 , 380, 391, 395, Foundation Year proposals 373-74 , 385, 396, 400, 458, 473, 477, 390 'Centres o f Excellence ' 41 4 Government bursarie s fo r prospectiv e Universities i n Chin a teachers, 195 4 16 7 Offices i n Hong Kon g 38 3 Graduate teache r enrolments , 1985-9 2 Universities Joint Admission Scheme 393 , 485 394, 395, 396 Hall lif e 63 5 * University admissio n Honorary Degree s Congregation , 198 3 Proposed reform s 564 , 56 7 283 University fee s refor m pla n 557 In-service trainin g course s fo r teacher s University Grants Council (UGC) 252 , 253, 169 254, 255 , 317, 442, 538, 542, 568, 569 Intervention stud y o n mediu m o f Areas o f Excellenc e quot a 547-4 8 instruction practic e a t S 2 level 30 3 Higher Education in Hong Kong 45 0 Kenneth Robinson' s view s abou t 350 - Pilot scheme for students from Mainlan d 52 China 54 2 Keswick Committe e vie w o n 152 , 16 4 Polytechnic recommendatio n 25 4 Language Centr e 25 6 680 INDEX

Main Building with damaged roo f 12 8 Kowloon Ba y Training Centr e Comple x New admission s schem e 56 4 287 Opinion poll controversy 524 , 573, 576, Kwai Chun g Trainin g Centr e Comple x 585-88 381 Proposal r e secon d campu s 33 6 Strategic an d organizationa l revie w o f Reopening afte r Japanes e Occupatio n 449, 48 3 145, 16 2 Students' protest s 56 6 Reports o n 165 , 17 0 Technician-level course s 46 1 Research fund s 57 2 Urges compulsory vocational training in Research tea m evaluatin g TO C 43 7 secondary school s 50 0 Reservations about free and compulsor y junior secondar y educatio n 27 2 Wah Kiu Yat Pao 17 6 School o f Educatio n 26 9 Wah Ya n Colleg e 105 , 134-35 , 163 , 191, School o f Professiona l an d Continuin g 272, 277, 580 Education (SPACE ) 62 4 Wah Yin g Colleg e 35 8 Senate decision on Keswick Report 16 5 Walton, Arthu r St . George 16 0 Student representatio n o n Senat e 26 0 Wang Fengcha o 44 0 Students, socia l difference s betwee n Wang Gungw u 384 , 396, 402 males an d female s 35 0 Wang Tze-sam , Wilso n 157 , 219-20 Students urged to be politically sensitive Ward, Rober t S . 117-2 1 286 Waters, Daniel 193-9 6 Unlicensed kindergarten s 549 , 553, 554, Website 556, 560 , 566 , 568, 57 9 comprehensive an d officia l 58 0 Unregistered summe r schoo l 53 5 for primar y school s t o shar e resource s Untrained teacher s 573 Difficulties o f "overnight " solution s for public to check tutorial centres 552 , 349 555 Special 4-month s cours e fo r 16 4 for schoo l leaver s 57 5 to promote continuin g education 593 - Vernacular education 23,123,161,183-84 , 94 197, 19 8 Wen Wei Pao 176 , 177 , 425, 429, 430, 436, Vernacular primary school s 159 , 161, 183, 440, 44 1 211 White Paper, 196 5 (Education Policy ) 33 - Victoria Technica l Schoo l 16 9 40, 52, 238, 244, 250, 251-52, 253, 259, 279, Violence a t schoo l 544 , 549, 57 9 287-89, 317 , 318, 319, 327-2 8 Virtual universit y se t u p b y HKP U an d White Paper, 1974 (on Secondary Educatio n Cable & Wireless HK T 57 5 in Hong Kong ove r th e Nex t Decade ) Visions 2 , 561, 581, 621 15-17,24,52,65,242,244,247-50,265-67, Visions and Revisions 268, 270, 274, 304, 309, 319, 322, 330-31 Uses o f th e book 8- 9 Public comment s o n 291 , 292, 30 1 Declaration o f interes t 9-1 0 White Pape r o n Integratin g th e Disable d Periodization 10-1 1 into th e Community : A UNITE D Rationale 1- 3 EFFORT 272 , 33 2 Structure 5-7 White Paper, 1978 , on The Development o f Terminological practice s 8- 9 Senior Secondary Education and Tertiar y Vocational trainin g 155 , 223, 264, 32 0 Education 25 , 240, 244, 275 , 276, 277 , Influence o f economi c downtur n 55 6 285, 333-34 , 372 , 45 9 Vocational Training Council (VTC) 67 , 71, White Paper , 1981 , on Primar y Educatio n 281, 320 , 346^7, 366 , 372, 392, 472, 544, and Pre-primary Services 244 , 279, 282, 549, 565 , 624-2 5 285, 324 , 338-39, 388 , 466 INDEX 68 1

Whole-day schoolin g 447 , 453, 528, 529, Working Grou p t o revie w Deman d fo r 553 Places in English-speaking Internationa l in kindergartens 43 9 Schools 423 , 425, 432 in primary school s 399 , 403, 448, 478, Working Grou p t o Revie w Guideline s o n 483, 532, 571, 602 Civic Education 426-27 , 439, 446, 457, Whole Schoo l Approach 370 , 424 460-62, 48 8 Whole Schoo l Inspectio n (WSI ) 417 , 424, Working Grou p t o Revie w Languag e 450 Improvement Measure s 39 7 Williams, Peter 24 3 Working Groups on Educational Standards, Women's Commissio n 56 8 Language Proficiency , an d Schoo l Wong Chi-hon , Simo n 56 5 Funding (EC ) 410-11 , 416-17, 418, 424, Wong Kam-cheung , Andre w 61 , 352 - 516 54 Working Partie s o n Recommendation s o f Wong Kam-lin , Sr . Margaret 43 2 the 196 3 Education Commissio n 318 , Wong Sing-wah , Domini c 402 , 404 , 410, 319, 322 , 32 7 413 Working Part y o n Developmen t o f comments o n Histor y textbook s 41 8 Rehabilitation Service s 33 1 Wong Siu-lu n 585 , 586-87 Working Part y o n JSE A scheme 381 , 383 Wong Wing-kwon g 22 7 Working Party on Kindergarten Educatio n Wong Wing-ping , Josep h 432 , 442 , 450, 412, 428, 443 452, 536 , 538, 563, Working Party on Replacement o f the SSEE Letter t o teacher s r e Languag e Report, 197 5 26 8 benchmarks 57 1 Working Part y o n Secondar y School s Proud o f mother-tongu e polic y 57 2 Placement Allocatio n (SSPA ) schem e Warning t o universitie s abou t reduce d Report 27 8 budgets 555 Working part y o n selectio n an d allocatio n Wong Yiu-chun g 456-5 7 of pupil s fo r post-For m 3 educatio n Wong Yuk-sha n 55 9 270, 273 , 322-23 Woo Chia-we i 55 9 Working Part y o n Senio r Secondar y an d Woo Pak-chue n 26 2 Tertiary Educatio n 33 2 Workers' Children's Schools 9 n. 9,13,14, Working Party to examine th e principle o f 54, 22 7 "Parity o f Subsidy " 27 5 Working Group on Awards for Outstandin g Working Part y t o stud y feasibilit y o f a Teachers 54 7 separate Chines e Language Foundatio n Working Group o n Medium o f Instructio n 279 560 World Wide Fund for Nature (WWF), Hong Working Grou p o n Post-Secondar y Kong Branc h 249 , 554 Education 53 8 Wu, Raymon d 42 0 Working Grou p o n Pre-primar y an d Universal Basi c Education 53 8 Yang T i Liang 58 6 Working Grou p o n Pre-schoo l Educatio n Yau M a Te i Ka i Fon g Associatio n Schoo l 412, 434-35, 439-40, 46 6 546 Working Grou p o n Sixt h For m Educatio n Yenching Colleg e 40 2 Report, Augus t 198 9 394-9 5 Yeung Kai-yin 10 , 63, 64-68, 372, 395, 397, Working Grou p o n Suppor t Service s fo r 398, 400, 458, 505-06, 507, 516 Schools with Band 5 Students 406,408 - Yeung Yiu-chung 433 , 436, 438, 532, 569- 09, 41 1 70 Working Group to Review Case for Genera l Yip Sau-wah 44 1 Teaching Counci l 425 , 427, 432 , 442, Young Plan for constitutional reform 137 - 453-54 38, 14 6 682 INDEX

Young Tse-tse , Rosi e 406 , 420 , 423 , 427, 433, 435 , 509, 516, 530, 53 5 Youth centre s Computer terminal s i n 54 8 Possible closur e o f 57 1 Yu La i Ching-ping , Hele n 444 , 447, 529, 533, 536 , 539, 582-8 3

Zeitgeist (spiri t o f the age) at the end o f the Millennium 52 7 Zenith o f Educatio n Commission' s achievements? (ECR4 ) 370 , 47 9