Many perceived MNE as indoctrination and politically motivated by the leadership. In 2012, thousands of school stakeholders protested against the introduction of the 2012 Guide of Moral and National Education … Wong, K. L. (2015, June). Moral, Civic and National Education is an essential element of whole-person education which aims at fostering students' positive values and attitudes through the learning and teaching of various Key Learning Areas/subjects and the provision of relevant learning experiences. The Hong Kong government has sought since 2007 to introduce "national education" courses to strengthen "national identity awareness" and nurture patriotism … Therefore, it stands to reason that students should receive moral, national and civic education. As an established practice, the EDB will continue to keep abreast of schools' development in different domains and the effectiveness of learning through a wide range of channels, such as seminars and focus group interviews. A brief review of the social and educational context of Hong Kong shows that the publication of the General guidelines on moral education in schools in 1981, by the Hong Kong Education Department, marked a milestone in the development of moral education. Haven’t found the relevant content? (l) All along, schools have been adopting a student-centred and school-based approach when providing students with worthwhile learning experiences and developing their desirable moral and national qualities. Schools make their professional decisions on the choice of teaching guides and related learning and teaching resources to be adopted with reference to their vision, aims of education, school contexts and students' needs. Hong Kong Moral and National Education. Moral education for preschool children will be strategically important to address these issues because applying early educational interventions to preschool children will effectively enhance their personal development. In this connection, will the Government inform this Council:(a) whether it will conduct another round of public consultation on issues relating to the implementation of the MNE subject; if it will, of the details; if not, the reasons for that;(b) whether it has assessed the impact of withdrawing the subject on the development of education in the short, medium and long term and on the development of young people; if it has, of the details; if not, the reasons for that;(c) whether it has assessed the impact of shelving the Curriculum Guide on the implementation of the subject; if it has, of the details; if not, the reasons for that;(d) whether it has assessed if the withdrawal of the subject will cause confrontations and deep-rooted conflicts among school sponsoring bodies, the education sector, the SAR Government and the State; if it has, of the details; if not, the reasons for that;(e) whether it has assessed the impact of withdrawing the subject on the implementation of policies by and the governance credibility of the SAR Government; if it has, of the details; if not, the reasons for that;(f) how it ensures that there are adequate quality teachers in schools to implement the subject; whether it will increase the number of related training courses; if it will, of the details; if not, the reasons for that;(g) whether it has assessed the impact of the aforesaid change of policy on the implementation of the subject by school sponsoring bodies and schools; if it has, of the details; if not, the reasons for that;(h) whether it knows the number of schools which have decided to introduce the subject so far, as well as their modes and schedules for implementation, with the number and names of such schools broken down by school zone;(i) whether it has assessed the impact of shelving the Curriculum Guide on school sponsoring bodies and schools which have already implemented the subject; if it has, of the details; if not, the reasons for that;(j) whether it has assessed if it will be unfair to schools which have implemented or plan to implement the subject when all schools are given the grant of $530,000 regardless of whether they will implement the subject or not; if it has, of the details; if not, the reasons for that;(k) whether it has assessed if it needs to increase the amount of Moral and National Education Subject Support Grant after the Curriculum Guide has been shelved, so as to provide more resources to schools for compiling teaching materials on their own; if it has, of the details; if not, the reasons for that;(l) given that schools may exercise discretion in making reference to any curriculum guides or developing their own teaching materials when implementing the subject, how the Government ensures the quality of the teaching materials of the schools;(m) whether it has planned to help relieve the pressure from the community and public opinion on school sponsoring bodies or schools which have already implemented the subject; if it has, of the details; if not, the reasons for that;(n) whether it has received any requests for assistance from school sponsoring bodies or schools intending to implement the subject which indicated that they were forced to abandon the idea as they could not stand the pressure from the community and public opinion; if it has, of the details and the assistance to be provided by the authorities for them in facilitating the smooth implementation of the subject;(o) whether any measures are in place to encourage more school sponsoring bodies or schools to implement the subject; if there are such measures, of the details; if not, the reasons for that; and(p) whether it will assess and review the effectiveness of the implementation of the subject; if it will not, of the reasons for that; if it will, the time to do so and the details?Reply:President,      My reply to the questions raised by Hon Lam Tai-fai is as follows:(a) Under the new policy on the Moral and National Education subject, if school sponsoring bodies (SSBs) and schools decide to introduce the subject, they can freely adopt any teaching guides and relevant teaching resources that their professional judgement deems appropriate. 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