We note, however, some gaps in the current provision of languages which are not desirable. First, some students in our local schools are not learning Chinese. Second, languages other than Chinese and English are spasmodically offered with variable certification.

Concerning Chinese language, we expect all publicly funded schools to provide students with opportunities to learn Chinese. However we recognise that for some schools with students whose mother tongue is not Chinese or who are returnees there will need to be adaptations to the curriculum and teaching.

The Chinese Language curriculum in Hong Kong sets clear learning targets and develops a learning outcomes framework with level descriptors. Schools can adapt the curriculum to suit the needs of their students. The Education and Manpower Bureau provides on-site support to help individual schools develop school-based Chinese curriculum for non-Chinese speakers. We will also develop a supplementary Chinese Language curriculum guide for these students.

We encourage non-Chinese speakers and returnees who have comparable Chinese proficiency to local students to take the Chinese Language paper in the Hong Kong Certificate of Education Examination under the current system or Hong Kong Diploma of Education (HKDSE) after 2012.

For those who prefer to attain alternative qualification(s) in Chinese, in particular those who have a late start in the learning of Chinese or have not been given full opportunities to learn the local Chinese Language curriculum, the Hong Kong Examinations and Assessment Authority (HKEAA) provides alternative exams such as the GCE and IGCSE. The GCSE Chinese exam will be available this year.

Schools will make the best arrangements for non-Chinese speakers and returnees to learn Chinese which may or may not include public assessment and certification.

Transitional arrangement is also allowed in the interest of students who have been studying a foreign language in lieu of Chinese. While we will be as flexible as possible, we would expect that starting from September 2007, all local Primary One students should study the Chinese Language curriculum recommended by the Curriculum Development Council, with or without school-based adaptations.

As for learning other languages, the New Senior Secondary attempts to expand opportunities for students to study other languages. For example, the HKEAA is exploring with Cambridge Assessments to offer examination for six languages, i.e. French, German, Hindi, Japanese, Spanish and Urdu to Hong Kong students. The results will be included in the HKDSE. Universities have also said they would continue to accept other languages, subject to any necessary modification, as an alternative to Chinese language under the '3+3+4' academic structure.

We have also earmarked resources, including the Diversity Learning Grant to promote diversification in curriculum. This supports our aim to tap into the abilities and interests of students and to expand the number of students taking other languages.

There is no question of marginalisation of other languages under the NSS curriculum. Students can take other languages as NSS elective subjects. Schools can make flexible time-tabling arrangement to accommodate their choices either within and/or outside the regular lesson time.

The highest learning standards possible of Chinese and English of our students will support the development of the society, culture and economy of Hong Kong. We also expect the study of other languages by more students to flourish as a result of the '3+3+4' reform and will work together with various stakeholders to achieve this goal.

KWAN SIU-KAM, for the Secretary for Education and Manpower

HKIEd must move on from this crossroads

Now that the council of the Hong Kong Institute of Education has taken the decision not to reappoint Professor Paul Morris as president, it is time for the institute to move on.

Some staff and students may feel that the decision has been manipulated by government. If so, one must hope and trust it has been as part of government's legitimate role of representing the community in overseeing the quality of teacher education. Sadly, since its formation in 1994, the institute has been plagued by senior management that has seldom inspired confidence.

Replacing the senior management could lead to a power vacuum but if handled well it could be liberating. Let us hope that whatever decisions are now taken, they will capitalise on existing talent and focus on providing innovative teacher education.

If there is to be a merger with one of the universities, then it should be planned carefully so students will benefit from being part of a much larger corporate student body.

Staff may yet find they have a stronger voice. One empathises with Professor Morris at this time; he has done many good things. But if he feels that the decision not to reappoint him is because he spoke out strongly on the issue of merger, he might reflect that over the years there have been many brave souls at the institute who have suffered a similar fate. They spoke out on the things that concerned them and then had to move on, so must he.

DEREK SANKEY, Former senior lecturer at HKIEd