International School Places

How serious is the problem of lacking international school places in Hong Kong and what causes this problem?

5.1.1 Seriousness of the problem of lacking international school places in Hong Kong

Over the past decade, the provision of international school places in Hong Kong has increased drastically, and this trend is expected to continue in the future. From 2000 to 2014, total enrolment in all types of schools fell from 950,672 to 702,431, yet enrolment in international schools, surprisingly, rose from 25,362 to 36,635. The followings are statistics on the seriousness of the problem:

Source: Study report, Provision of International School Places in Primary and Secondary Levels in Hong Kong,

Education Bureau, Dec. 2012

Based on the above findings, there is an increase in successful international school applicants waiting for admission. It may be because of a lack of international school places. Besides, it should be noted that applicants not placed on the waiting list are not considered. Roughly 2.1-12.1 applications are received for every available place. Therefore, the shortage of international school places is extremely severe.

Source: Study report, Provision of International School Places in Primary and Secondary Levels in Hong Kong,

Education Bureau, Dec. 2012

Based on Table 6.5, the “unmet” demand for places is increasing, and by 2016, it would reach to nearly 4000.

As a result, the problem of lacking international school places is severe and is worsening, especially for primary section. A great demand on more international school places results.

5.1.2 Causes of the problem of lacking international school places in Hong Kong

(i) Lack of space/ school campus site

Hong Kong is well-known for its lack of space problem. Meanwhile, some international schools are also facing this problem. The principal of International Montessori School (IMS), Karin Ann, said that IMS has always been looking for a permanent campus site since 2002. Many applicants were rejected due to the lack of space problem. (Refer to case study B)

Lack of school space forces international schools to reduce the number of enrolled students, in order to maintain a relatively spacious learning environment.

Likewise, lack of school campus sites in Hong Kong exists. In 2012, only four vacant campus sites were called for tender. However, there were already 40 bidders fighting for only Stanley campus, although renovation work had to be done at that time. (Refer to case study B) Therefore, the demand for international school campus is huge. The present supply of vacant sites is not sufficient to cater such need.

Lack of vacant campus sites makes operating schools hard to expand their campuses; and overseas school operators unable to eastablish a new school in Hong Kong. Hence, without much increasing spaces for international schools, international school places cannot increase.

(ii) Slow increase in international school places

According to a research conducted by ICS on international schools, there were currently 5,689 international schools worldwide, with an annual growth rate of 9%. (Retrieved from LC Paper No. CB(2)1692/11-12).

Based on such growth rate, the number of international school places in Hong Kong should increase by 20,000 from 2011-2016. However, the government only provided additional 2,177 primary and 4,078 secondary places (6,255 in total) in the same period by international schools expansion and growth. Thus, the supply is inadequate.

Charts 3.1 and 3.2 illustrate the slow increase in international school places between 2000 and 2011. Except 2004/05, the annual growth rates are below world standard.

Source: Study report, Provision of International School Places in Primary and Secondary Levels in Hong Kong,

Education Bureau, Dec. 2012.

(iii) Most non-Cantonese speaking children not getting into local school

According to Education and Manpower Bureau, the government encourages non-Chinese speaking children to study in local schools by providing support services, e.g. Initiation Programme, Induction Programme. Meanwhile, all local schools can admit eligible non-Chinese speaking children.

However, a survey conducted by NETA reveals that rejecting non-Cantonese speaking children is a rule in public schools, as extra resources and capitals has to be allocated while maintaining high quality of education, e.g. extra tutorial classes. It increases burden on local schools.

Amanda Chapman and Jessica believe that local schools helps their children become fully integrated into local culture. Besides, local schools offer high quality of teaching in much affordable prices. Unfortunately, their children’s local school applications were both rejected due to their inarticulateness in Chinese. (Refer to case study C) Therefore, even if some expat parents desire local education, it is nearly impossible for their children to enroll in local schools. Consequently, they can only resort to international schools.

Furthermore, international schools may appeal to some expat parents while public schools may not. Studying Chinese, a compulsory subject under local curriculum, may deter them from local schools. Conversely, a higher standard of English instruction of international schools, admitted by the Education Bureau, may attract them. It is because teaching of English is expat parents’ top concern (89.7% of “Canadian Chamber Survey on International School Placements for Expatriates”). Therefore, these parents choose international schools instead of local schools.

In short, expat children are either unable or unwilling to enroll in local schools. Together with the increasing number of expat children, the demand for international school places more forceful and urgent.

(iv) Local children studying in international schools

Proportion of local students