How to help more of Hong Kong’s non-Chinese-speaking students reach university

Hong Kong's non-Chinese-speaking students continue to face significant barriers in accessing higher education, according to recent reports. The percentage of these students who took the Hong Kong Diploma of Secondary Education (DSE) exams and were admitted to the city's public universities has remained consistently low over the past five academic years. Despite efforts to improve outcomes, there is no indication of substantial progress. The issue affects a group of students identified by the government as non-Chinese-speaking (NCS), who often struggle with the language requirements necessary for university entry. Educators familiar with the challenges faced by NCS students have pointed to several key obstacles. High failure rates in core mathematics subjects are a major concern, as many students find the subject particularly difficult. Additionally, deficiencies in Chinese-language studies pose another hurdle, given that proficiency in Chinese is essential for success in local universities. Schools, despite receiving considerable public funding, have been criticized for lacking clear performance targets that could better support these students. Data from the Education Bureau and the University Grants Committee reveals that the average admission rate for NCS students into government-funded undergraduate programs was approximately 10 percent over the last five years. In the 2020-21 academic year, this figure stood at 8.8 percent, slightly rising to 8.9 percent in 2021-22. There was a modest increase to 12.2 percent in 2022-23, followed by a decline to 11.6 percent in the subsequent year and further down to 10.5 percent in 2024-25. These figures highlight a persistent challenge, even as other groups of students see higher admission rates. Comparatively, the overall admission rate for the general student population is significantly higher, with nearly a quarter of all DSE exam takers securing spots in publicly funded universities. This disparity underscores the systemic issues facing NCS students, which include both educational and linguistic barriers. Experts suggest that targeted interventions are needed to address these disparities effectively. Schools and educational institutions have been urged to develop clearer performance benchmarks and provide more tailored support for NCS students. Some educators argue that current teaching methods fail to adequately prepare these students for the rigors of university-level coursework, especially in subjects requiring strong analytical skills. Others emphasize the need for improved language instruction, particularly in Chinese, which is a fundamental requirement for university admission in Hong Kong. The situation has sparked discussions among policymakers and educators about potential reforms. Suggestions include increasing resources for language support programs, offering additional tutoring opportunities, and implementing more rigorous assessment systems to identify areas where NCS students require extra assistance. However, there is currently no consensus on the best approach, and implementation of new strategies remains uncertain. As the academic year progresses, stakeholders will be watching closely to see whether any meaningful changes occur. With continued pressure from educators and parents, there is hope that future admissions rates may show improvement. Nonetheless, the current trajectory suggests that without significant intervention, the gap between NCS students and their peers will remain a pressing issue in Hong Kong's education system.