Where's Hong Kong's diversity pledge?

We are all in the same community," asserted the chief executive's election manifesto, where he promised "to review existing policies to reduce estrangement and help ethnic minorities, especially the younger generation, integrate into the local community".

Does this mean Hong Kong is likely to see the endorsement of multiculturalism as a driving force to recognise and value the diversity in society? It is important that Leung Chun-ying has at least recognised that, despite the fact that 94per cent of Hong Kong's residents are Chinese, the remainder are not.

The challenge for the new government is to continue building a harmonious society that recognises its diversity, builds on its strengths and benefits from the richness of different heritages and cultures. This is how Hong Kong can truly earn the title of "Asia's world city". But can Leung do what his predecessors have failed to: provide an environment where all residents feel equally valued, are equally treated and whose potential can be developed for a stronger and more vibrant Hong Kong?

Multiculturalism as a concept will not be found in any government policies, despite the fact that the Tourism Commission highlights the "cultural diversity and cosmopolitan lifestyle" of Hong Kong. This description is probably meant to emphasise the Westernised bars of Lan Kwai Fong and Wan Chai rather than the curry shops in Jordan or the mosque in Tsim Sha Tsui.

At the policy level, multiculturalism has been assiduously avoided in Hong Kong despite the everyday experiences of many of its citizens. This has resulted in disadvantages that prompt serious questions about Hong Kong's aspirations to be truly democratic, since this requires equality for all. There are many spheres where this lack of equality is strongly felt.

Education is one. It is very difficult for ethnic minority students to reach higher levels of the education system. Drop-out rates in secondary school are high and the transition to higher education is difficult. Language is at the core of the problem.

The Education Bureau has endorsed an alternative Chinese language subject for ethnic minority students but has been reluctant to consider alternative curriculum and assessment arrangements as recommended by the Equal Opportunities Commission. Thus students suffer because, while they want to learn Chinese, neither the curriculum nor its teaching and assessment strategies support them. This is despite the very best efforts of teachers and schools that are simply not supported well enough to meet the real language learning needs of ethnic minority students.