Due to the increase of immigrants from Mainland China, in 1995 the Education Manpower Bureau initiated an “Induction Programme for Newly Arrived Children” (NAC). This programme includes teaching basic Cantonese to NAC, introducing them to cultural differences, allowing them to become more familiarized with their own community, helping them to increase their self-esteem, and teaching them emotional management. 

However, this six-month programme tends to focus more on helping NAC in social adaptation than on academic learning. The mainland education system and curriculum are very different from that of Hong Kong, and many NAC struggle with their academic learning, especially in English. In 2001 the EMB revealed that 67% of students from the Mainland either had to repeat the current grade or go back to the previous grade http://paper.wenweipo.com/2007/12/06/HK0712060052.htm;

http://andrewffy.sinatown.com/soccapn.htm

This is mainly due to the students’ inability to fulfill the requirement for English. On a more positive note, however, it was found that many of them perform better in Chinese and Mathematics than their Hong Kong-born counterparts (Yuen, 2004).  In other words, despite their struggles, NAC have great intellectual potential, but they need specialized support in order to foster their great talents. 

Figures from the Hong Kong Census and Statistics Department (2005) underscore the fact that Hong Kong is suffering from a low birth rate. By the same token, the elderly population by proportion is increasing rapidly.  It is estimated, for example, that by 2036 those over 65 will account for 27% of Hong Kong’s population http://www.info.gov.hk/gia/general/200707/16/P200707160130.htm. This means in effect that in order to sustain this population and develop further, Hong Kong will need to ensure a constant influx of talented people. Immigrant students from Mainland China could potentially fulfill much of this requirement and be a valuable component towards Hong Kong’s future prosperity. But this needs investment. Since NAC are held back in particular with regard to their English, it is most important they be provided enhanced assistance in this area so they can improve academically as well as emotionally.

The Hong Kong Institute of Education has launched several professional support scheme projects sponsored by Quality Education Fund to help teachers tailor the curriculum, instruction and assessment to accommodate the learning needs of NAC. The Principal Investigator of this project, for example, has conducted the following projects:

(1) A study of the Educational Provision for and School Experiences of Cross-Border and Immigrant Children in Hong Kong (2007-2008).

( 2) School-Based Management and Development Programme for the Newly Arrived Students from the Mainland (2001 -2004),

(3) Professional Support Scheme for the Education of Newly Arrived Children from Mainland China (1999-2003).

The future of Hong Kong is in some measure dependent upon the success of today’s immigrant students, and all the more so given that they are a fast growing population group. However, because they tend to come from disadvantaged families, there is an urgent need to provide them with additional professional support. Parental involvement in students’ academic learning is a crucial factor. Many mainland mothers have high expectations for their children and are keen to get involved in their education, and so it is sound strategy to capitalize on this and help empower the parents to play an effective role in their children’s schooling. The current project “School-Based Support Scheme for Cross-Border and Immigrant Children in Hong Kong” aims to provide quality home help precisely in this area. The key element of the project, the Parent-child English Reading Scheme, is therefore felt to be an important contribution.