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Master of Education | The Education University of Hong Kong

The Master of Education at the Faculty of Education and Human Development of EdUHK offers a cutting-edge curriculum for educators. The area of focus covers teaching and assessment, educational management and psychology.

Master of Education programmes - FEHD EdUHK

Our Master of Education programme prepares educators for professional advancement. In addition to generalistic study, the faculty offers specialized studies in curriculum, teaching and assessment, early childhood education, educational and developmental psychology, educational management and leadership, life and values education and special needs, giftedness and counselling.

Students may select to take our Master of Education programmes either in full-time or part-time mode. Classes may be held in Tai Po, Tseung Kwan O or Kowloon Tong. Educators and professionals with experience in schools and other education settings seeking academic and professional advancement are welcome to apply for the Master of Education programme.

Master of Education

Special Features

Cutting edge curriculum

Wide range of Areas of Focus paving the way for career advancement in different professional areas

Flexible learning routes

Renowned and experienced academics in their respective fields

Proactive learning approaches

Gateway to further study and professional network

Individuals who aspire to professional advancement in the educational sector, and those who intend to strengthen their foundational knowledge and deepen their study in certain Areas of Focus

The Master of Education (MEd) programme comprises 24 credit points (cps). Students are required to take 8 courses (3 cps for each course) to complete the requirements. The Faculty of Education and Human Development offers the specialist route. Students can take a generalist route or a specialist route.

Specialist Route

This route is designed for students who wish to deepen their professional knowledge in a particular Area of Focus, complemented by elective courses offered in the programme.

2 Core Courses + 3 Specialist Courses within an Area of Focus + Any 3 Specialist Courses/ Research Project*

* Students may choose to carry out a research project instead of taking 3 courses in the same Area. The research project comprises supervised work on an agreed topic with the research project supervisor.

Areas of focus offered by the Faculty of Education and Human Development:

• Curriculum, Teaching and Assessment
• Early Childhood Education
• Educational and Developmental Psychology
• Educational Leadership
• Life and Values Education
• Special Needs, Giftedness and Counselling

The medium of instruction of Faculty of Education and Human Development courses can be English or Chinese (including Putonghua), depending on the areas of focus.

• Hold a recognised Bachelor’s degree, or equivalent.
• IELTS 6.0; or
• Grade C or above in GCSE / GCE OL English; or
• a TOEFL score of 80 (internet-based test); or
• Band 6 in the Chinese Mainland’s College English Test (CET) (a total score of 430 or above and the test result should be valid within two years); or
• Other equivalent qualifications.

The requirements for admission may vary in certain Areas of Focus.  Shortlisted applicants may be required to attend an interview or take a test.

Tuition Fee: HK$141,600  (Provisional and subject to adjustment) The University reserves the right to make changes to tuition fee without prior notice. Tuition fees paid are normally not refundable or transferable.

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Email: [email protected]

3917-1951 / 3917-5712 / 3917-8044

Please make sure that you include (i) your full name and (ii) the 10-digit University Number (printed on your Student Card) in all your correspondences, which should be written in English and sent with your HKU email account, otherwise we will not be able to handle your enquiries.

© 2019 Master of Education , Faculty of Education , HKU .

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Online Master of Education in Elementary Education -Faulkner University

Faulkner University

A Christian University

Imagine a career where you are not just teaching subjects, but inspiring curiosity, fostering critical thinking, and molding the next generation of leaders! As an education major, you have the power to ignite a lifelong love for learning, and it enables you to travel on a fulfilling journey that not only has the power to transform the lives of your students, but also your own.

Why Secondary Education?

• Median Pay - $50,180*
• Family-friendly schedule
• Build skills and competencies beyond Bachelor's Degree
• Earn a Class B educator certificate
• Receive advanced pay
• Opportunity for public, private, and charter schools
• Transform lives

Why Faulkner?

At Faulkner University, faculty and staff are committed to helping self-motivated adult students take the next step on their path to success. The Master in Education Alt A English Language Arts with Secondary Education provides the highest standard for graduate education with the flexibility you need to manage work, school, and family. To get started, apply online at no cost or contact us today.

Degree Plan

• Submit a completed  online application .
• Complete and print the  Official Transcript Request form  and submit it to all previously attended schools with the appropriate fee.
• Send all additional items via mail to:

Faulkner University Attn: Graduate Enrollment 5345 Atlanta Hwy Montgomery, AL 36109

Tuition - $475  per semester hour

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eConnect: A Gift to Transform Life Science and Medicine | Architecture Degree Show 2024 | Statelessness: The Burden of Our Times | Corporate Greenwashing | Honour your Parents and Loved Ones

• A Gift to Transform Life Science and Medicine
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• Programme Information
• Faculty of Education

Master of Science in Technology, Design and Leadership for Learning*

The Master of Science in Technology, Design and Leadership for Learning [MSc(TDLL)] (formerly known as Master of Science in Information Technology in Education [MSc(ITE)]) is intended for instructional designers, educators and professionals, including educational publishers, software developers, tertiary sector staff, school administrators, IT coordinators and people involved in staff IT training in business settings, who have an interest in ITE and wish to update, extend and reflect on their knowledge and practice. The programme provides a comprehensive understanding of the cultural, administrative and technological implications of current and new educational technologies. It prepares students to design, develop, implement and evaluate the use of IT in various educational level and settings.

The MSc(TDLL) programme has a modular programme structure, including taught courses and a capstone course.

The programme extends over one academic year of full-time study or between two and four years of part time study. There will be three semesters in each academic year. The three semesters will begin in September, January and May.

*formerly known as Master of Science in Information Technology in Education.

What Our Students Say

Mode of Attendance

Full Time (normally one year, up to a maximum of two years)

Part Time (normally two years, up to a maximum of four years)

Medium of Instruction

Programme entrance requirements.

A candidate shall satisfy both the University Admission Requirements and the Programme Specific Requirements as listed below:

1. comply with the General Regulations and the Regulations for Taught Postgraduate Curricula;

2. hold a bachelor's degree of this University or a qualification of equivalent standard from this University or another comparable institution accepted for this purpose;

3. for qualification from a university or comparable institution outside Hong Kong where the language of teaching and/or examination is not English, a candidate is required to obtain a score of 550 or above (paper-based test) or 80 or above (internet-based) in the Test of English as a Foreign Language (TOEFL)#; a minimum overall band of 6 with no subtest lower than 5.5 in the International English Language Testing System (IELTS)#; or Grade C or above in either the Overseas General Certificate of Education, the International General Certificate of Secondary Education, or the Cambridge Test of Proficiency in English Language; and

4. satisfy the examiners in a qualifying examination, if required.

# For admission, only TOEFL or IELTS scores recorded in the two years before the date of application will be considered.

Programme Admissions Advisor(s)

Dr Daniel Churchill

List of Programmes

Application deadline.

Full Time: 12:00 noon (GMT +8), January 31, 2024

Application Closed

Part Time: 12:00 noon (GMT +8), May 16, 2024

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• TS PGECET hall ticket 2024 out: Here's the direct link to download

TS PGECET hall ticket 2024 out: Here's the direct link to download

How to download TS PGECET Hall Ticket 2024

Visual stories.

Chris Provido, 22, was ready.

His final class assignment had been submitted. His white button-down and brand-new Lululemon dress pants were crinkle-free. A gold “Honors Program” stole was draped around his neck.

Similar scenes have unfolded at colleges across the country for ages. Students don colorful caps and gowns and sit in neat rows of folding chairs. They line up to walk the stage and shake hands with deans and college presidents while “Pomp and Circumstance” plays in the background.

But this year is different. Provido and thousands of other students in the Class of 2024 are finally getting what they didn’t four years ago .

In the spring of 2020, Provido was planning his promposal. He wanted to ask his potential date by standing in front of their high school with a big poster board and a few friends.

And, of course, there was graduation. Provido is the youngest of three and would be the last to cross the stage and collect a diploma.

Then, everything got derailed.

“I was in the middle of AP Calc when I found out,” Provido said. At first, he thought he was getting a vacation when he and his classmates were sent home for two weeks because of the coronavirus . “Me and my friends were all so excited to go home and play video games all day.”

But two weeks turned into several, and slowly, all the celebrations Provido had been looking forward to slipped away. Prom was canceled, and instead of crossing a graduation stage , Provido sat in his living room and waited for his name to scroll past on the TV screen — a local news station aired the names of all the high school graduates.

His parents tried to make it an exciting day for him, and families in his suburban Maryland neighborhood passed out candy and goody bags to other graduates in a drive-by ceremony. But it all felt forced, Provido said. He remembers sitting in his parents’ car as his neighbors passed small gifts through the window — but it didn’t feel like a celebration.

“It felt like that chapter never really ended,” Provido said. “And I really just lost the sense of who I was then, and I never really knew where I was going to go next.”

Provido and millions of other students found themselves at a crossroads in the summer of 2020: Go off to college or stay at home. Many of his peers were choosing the latter. More than 461,000 fewer students enrolled in college that fall, nearly twice the rate of decline from the previous year, according to national estimates . Most of that loss was driven by undergraduates.

It was hard to think about the future when the present felt so fragile. Provido felt the drive he had in high school seeping out of him, and he says he couldn’t envision finishing college. “I didn’t know where the world would go, I didn’t know where else my life would go,” he said.

With an enrollment deadline looming, Provido landed somewhere in the middle. He would go to college but stay home. He enrolled at nearby Bowie State University and, although he had a scholarship that would cover the cost of housing, lived with his parents about 30 minutes from campus.

“Although it was very hard for me, I still wanted to follow in their footsteps, and I still wanted to make them proud,” Provido said. He had spent the first several years of his life in the Philippines, where his father grew up in a one-room cinder-block house and chased sponsorships at universities abroad. “My dad knew America would bring my siblings and me so much more opportunity.”

But it wasn’t the start to college that Provido expected. He had looked forward to the hallmarks of campus life — living in dorms, meeting new people and joining clubs. Instead, all of his classes were virtual, and he watched lectures from his bed. The courses weren’t as challenging as he thought they would be.

Provido and his classmates spent so much time online that the internet also became their student center and library. He made friends on social media and in online groups.

By his sophomore year, many colleges were slowly reopening their doors. In the fall of 2021, he had his first in-person classes. He said it was a “major transition” from his online coursework.

“When I did finally go in person, I did finally experience that rigor,” Provido said about his courses.

He also found a community of classmates, professors and mentors. He dove into his field — his degree is in biology — and spent every summer interning and doing biomedical research at places like the University of Virginia and Harvard University medical schools.

“I realized that I loved the field, I loved the work, I loved the research,” he said about his summer at Harvard, where he helped validate what was potentially a first-of-its-kind protein while conducting immunology and genomics research.

Provido loved it so much he applied for a PhD program in immunology at Stanford University. He got in and will move in the fall after a 2½-month research internship in France. He was due abroad this week but told his program managers he would have to arrive late — he couldn’t miss another graduation.

But first, there were more mundane celebrations. He enjoyed one last Taco Tuesday, a cherished tradition, in Bowie State’s cafeteria with a hard-shell taco and ground beef topped with rice, corn and beans — plus sides of salsa and guacamole. “I was really getting all the sides and living it up.”

Provido got his first glimpse at commencement during a practice ceremony earlier this week, where hundreds of anxious soon-to-be graduates assembled in an air-conditioned auditorium. They exchanged hugs, showed off fresh manicures and tried on gowns while a university official ran through a list of rules: no balloons, no strollers, get here early.

It was “nerve-racking,” Provido said after the dry run. Not only was it his first time meeting the university’s president, but the fact that he was done with college was sinking in.

“The excitement that I had four years ago is back,” he said. “The chapter never really closed [then] because of the circumstances. This time I feel like my undergraduate chapter, and my life these past four years, are actually coming to a close .”

The next morning, Friday, as Provido and other graduates filed into Bulldog Stadium, memories from the pandemic loomed large. The senior class president joked about how good everyone was at picking out shirts for Zoom class. University President Aminta H. Breaux congratulated the class for overcoming the “obstacles and hurdles” of covid. In a prerecorded video, Vice President Harris offered her praise.

“Through early-morning classes and late-night study sessions, through remote learning and social distancing, with the support of your friends and family and the faculty and staff, you made it to graduation,” Harris said.

A little more than three hours in, it was time for Provido to line up. As the officials onstage called the names of his seatmates — Tae’lor A. Francois, Joshua Spann and Renee Elizabeth Taylor — he felt hope . Then came the moment he’d waited for.

“Chris Geo Aleligay Provido,” the announcer said. “Magna cum laude.”

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Large Police Response at Harvard Graduate School of Education After 2 People Fall Off Balcony

Two people fell approximately 20 feet after leaning on a railing that gave way outside the Harvard Graduate School of Education’s Larsen Hall, according to Cambridge Police Department spokesperson Robert Goulston.

A crowd of more than 300 was gathered on Appian Way, in the center of the Ed School’s campus, for a block party that followed HGSE’s Class Day ceremonies in Radcliffe Yard. The incident prompted an ambulance, four Cambridge fire trucks, and several Harvard University Police Department and Cambridge Police Department cars to respond to the scene.

HUPD spokesperson Steven G. Catalano wrote in a statement that first responders were “dealing with a medical situation resulting from injuries.”

The extent of the injuries were not immediately clear, but Goulston wrote in an email that both individuals were conscious when they were taken from the scene.

Goulston wrote that CPD “helped with a medical assist report” but that HUPD was handling the situation, which took place on Harvard property.

Following the incident, Securitas and HGSE staff directed the crowds toward Gutman Hall, away from the DJ booth and food stations initially set up outside Larsen Hall.

Two people at the HGSE celebrations said they heard screams and a commotion, though there was no formal announcement about the incident and the festivities continued largely undisturbed after the crowd shifted away from Larsen Hall.

The railing that gave way was lying on the ground level of the building along with shards of glass from a broken window panel on the side of the building.

—Staff writer Asher J. Montgomery contributed reporting.

—Staff writer Azusa M. Lippit can be reached at [email protected] . Follow her on X @azusalippit or on Threads @azusalippit .

—Staff writer Cam N. Srivastava can be reached at [email protected] . Follow him on X @camsrivastava .

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Measuring Scope 3 Emissions: What are the Costs and Benefits?

Prof. Gaoqing Zhang Visiting Professor of Accounting Tepper School of Business Carnegie Mellon University

We study the costs and benefits of measuring and disclosing Scope 3 emissions. In our setting, production by firms generates direct greenhouse gas emissions (Scope 1 emissions) while outsourcing to suppliers generates indirect emissions (Scope 3 emissions). A key friction is the disparity in the quality and the consistency of emissions data reported across different jurisdictions. We show that mandating emissions disclosures is desirable as firms fail to internalize the long-term environmental losses caused by climate physical risks. However, such disclosures induce emissions leakage to jurisdictions in which the measurement of emissions data is poor. We show that Scope 3 emissions disclosures complement Scope 1 emissions disclosures. Our analysis underscores the importance of improving the reliability of Scope 3 emissions disclosures given that measurements of Scope 1 emissions are highly reliable in many jurisdictions such as Europe and the United States. We also show that regulators can further improve the benefits of Scope 3 emissions disclosures by requiring the allocations of Scope 3 emissions in supply chains to individual firms. Such benefits are larger when allocating Scope 3 emissions is more reliable, and for firms/industries that are more prone to transition climate risk relative to physical climate risk.

Integrated Content & Language in Algerian Higher Education (ICLHE)

Welcome to the icl resource center.

This website has been developed in collaboration with the U.S. Department of State , the Columbia University Global Center in Tunis , the Algerian Ministry of Higher Education and Scientific Research , the Office of Global Engagement at Teachers College , and the Applied Linguistics and TESOL program at Teachers College . This resource website provides a wide-range of integrated content and language (ICL) resources and materials for in-service faculty at universities across Algeria who wish to implement the ICL approach in their own classrooms.

ICL is a state-of-the-art approach to English language education in the Algerian higher education context. In the ICL instructional approach, the focus is not just on the development of linguistic resources, but also on the simultaneous development of topical or disciplinary understandings needed to display real-world professional competencies. The motivation behind re-envisioning English language programming in the Algerian higher educational context comes from a government mandate to enable a more competitive workforce, and also to provide Algerians with the linguistic means to showcase their professional output on the world stage.

Check out the latest in ICL

2nd iclhe roundtable conference.

The Algerian Integrated Content and Language in Higher Education (ICLHE) program is a professional development initiative composed of four modules on teaching integrated content and language (ICL) in the context of higher education. All modules are based on theory and research, but will emphasize experiential learning and the application of theory to practice. Currently, the program is running its 3rd cohort.

This online roundtable will showcase the work of participants in Cohorts 1 and 2. The participants — Algerian Subject Matter Instructors (SMIs), Language Teacher Trainers (LTTs), and English Language Instructors (ELIs) — present their collaborative projects on the application of ICL instruction in the Algerian context within specific disciplinary domains.

Register to join: TBA

Exploring the significance of English-based communication for a community of medical academics in a public university teaching hospital in Algeria

About the Authors: Belkacem Outemzabet is an assistant professor in the department of English at Bejaia University (Algeria). He is a magister graduate in ESP and a PhD candidate in Medical English. His research interests include Medical English, ESP/EAP and ELT, EdTechs/ICTs, ESP discourse and genre analysis, organizational communication, and rhetorical studies. Hanane Sarnou is a professor in sociolinguistics and applied linguistics in the department of English at Mostaganem University. She is the head of the DSPM research laboratory and a reviewer in many research journals. Her research areas include, among others, EdTechs/ICTs, language and culture, intercultural communication, applied linguistics and ELT/ESP.

LINK: https://doi.org/10.1016/j.esp.2022.12.001  

First International Blended Conference on Integrating Content and English Language Blended Instruction in Algerian Higher Education: Paradigms, Issues and Perspectives *** November 27/28, 2023 *** Call for Papers***

Abstract submission should be related to ICLHE and include topics like: Implementation of ICLHE in Algeria, CBI, theme-based CBI, sheltered CBI, and adjunct CBI, CLIL and EMI, ICLHE vs CBLT in Algeria , The Algerian English language program projects, Needs Analysis and Current Materials, Technology-based English instruction, learning and assessment, Blended English learning, pro-social behavior and well-being, Bridging the gap between the content teacher (SMI) and the language teacher (ELI and ETT), EGP, EAP or ESP, ICLHE curriculum design, Learning-oriented Assessment and other assessment types, English language proficiency and the meaning-oriented model, Academic integrity and ICLHE, ICLHE Opportunities, Challenges and Recommendations

Download Program Here

Assessment, Testing, and Evaluation in Teaching Languages Extended Deadline

It is important to look into how language teachers and stakeholders are assessing, evaluating, and testing students in the language classroom. Instructors should learn what and when to assess, test, or evaluate, and how to use the results to determine what needs to be learned and how to learn it. The conference aims to bring teachers, researchers, students, university administrations, etc to share their visions and research findings for an academic debate on the subject.  The conference objectives are: Investigating the ways of assessing, testing, and evaluating learners, Introducing innovative approaches to assessment, testing, or evaluation in teaching languages, Bridging the gap between curricula /syllabi and learners' academic performance, Exchanging approaches, strategies, and resources for teaching /learning languages, and Developing standards and framework for language instruction, learning, and assessment. 

CLICK HERE TO DOWNLOAD CONFERENCE PROGRAM

Implementing CLIL in Algerian Higher Education

This international conference is mainly organized to provide researchers, mainly language and content teachers, with the opportunity to work collaboratively with each from his or her disciplinary context of interest and relevance, to discuss and suggest possible teaching methods and strategies for creating instructional teaching lessons and materials in which language (English) and content are integrated. The organizers think that CLIL offers learners a natural setting for learning targeted foreign language more that when learning the language isolated from the content. It should be highlighted right from the beginning that in CBI, the determination of what to teach (“selection”) is largely derived from the content itself. This leads to the concept of “content driving the curriculum”. Because the area also colors the decision of how to order items (“sequencing”) in the syllabus… 

ENGLISH FOR SPECIFIC PURPOSES OR ENGLISH AS MEDIUM OF INSTRUCTION? THE ALGERIAN TERTIARY DILEMMA

An essential aim of the conference is to offer practical and visible evidence of innovative methodologies and practices in ESP and EMI instruction. We aspire to highlight the changes in science education that the Algerian university is making in order to bring its programs to the practitioner’s desktop. However, there is nothing like the experience of a teacher presented in person, especially given the opportunity the conference provides for comparing experiences, peer interactions, and immediate access to experts in ESP and EMI teaching curricula and practices.

Sessions and panel discussions will explore current ESP and EMI issues in terms of technical or practical contributions that should feature cutting-edge information by in a range of integrated methods monitoring ESP and EMI instruction. CLICK HERE TO DOWNLOAD CONFERENCE PROGRAM

ESP Teaching Today: Current Practices, Challenges, and Perspectives (Conference March 6th - March 7th)

Since its emergence in the late 1960s, ESP has undergone a constant process of development, defining its scope, improving methodology, shaping its objectives and orientations, and enlarging the number of course books designed to serve its purposes. Yet, ESP teaching practices remain extremely varied depending on practitioners, institutions and countries. Therefore, this conference focuses on today’s diversity of ESP teaching/learning. It also raises the question of the theoretical foundations of ESP practices and, as such, welcomes papers on all aspects and issues of ESP didactics.

The main objective of the conference is to bring together researchers and practitioners in the field of ESP over discussions of various themes building upon their classroom experiences and field research tracking day- to- day challenges and obstacles... CLICK HERE TO DOWNLOAD CONFERENCE PROGRAM

Testimonials

" As a teacher trainer, the ICLHE training was an opportunity to exchange ideas and learn about new perspectives and challenges in ICL. The training helped me understand innovative approaches and integrated methods in ICL. The modules we took and the heavy workload in this training not only helped us learn new concepts but also rectified different misconceptions we had, most notably in assessment-related practices. As challenging as it seems to apply what I learned, I believe it is crucial to collaborate with subject specialists to find a common ground, solve pedagogical issues, and share best practices. As for the materials provided by the trainers, I still check them for future use. The professors were extremely interactive and the whole team was very helpful. I am glad I was a part of a great experience."

- Dr. Tarek Assassi, University of Biskra, Language Teacher Trainer

" By taking the ICLHE course, I have developed the skills and knowledge needed to effectively integrate language and content, leading to better learning outcomes for my students. I also gained confidence in my abilities as an educator. This translated into a more positive classroom environment, where I currently feel empowered to take risks and try new teaching methods such as group work, project-based learning, authentic assessments, LOA framework and scenario-based approach. These techniques can help create a positive and interactive classroom environment that promotes deeper understanding and critical thinking.  Jim and his program team at TC Columbia deserve our highest regard, appreciation, and gratitude for their direction, compassion, and invaluable assistance."

-Dr. Wafaa Tihal, ENS Bouzareah, Language Teacher Trainer

"I must say that I have never analyzed the English language I have been using for many years, until I had the opportunity to meet Jim Purpura, Donna Brinton, and Eric Voss, thanks to the program collaboration with Teachers College in partnership with the Algerian Ministry of Higher Education and Scientific Research. With my team members, I have learnt how to analyse what I was doing in my career as researcher and teacher. Now I am applying the methods I have learnt in this training program in my own teaching practice, mainly to help my Ph.D. students write their scientific productions in English." 

- Dr. Moussa Kerkar, Univesity of Bejaia, Subject Matter Instructor (Physics)

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Hong Kong Free Press HKFP

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Hong Kong gov’t receives 12,000 reports of public housing abuses in 8 months amid crackdown on ‘rich tenants’

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Around 12,000 reports flagging suspected abuse of public housing resources have been received over the past eight months, a Hong Kong official has said amid a crack down on “rich tenants” in government-subsidised housing .

Rosanna Law, director for housing, said on Metro Radio on Sunday that the government had invited around 250,000 tenants who have lived in public housing for over 10 years to participate in a round of self-reports by May 31.

Law said around 27 per cent of tenants had completed self-reports as of May 17. Around 300 tenants had contacted the Housing Department to surrender their public housing units, she added.

Law said reports from the general public were more effective at combatting abuses of the public housing system than self-reports from tenants.

Among the 12,000 reports received from members of the public, 190 reports were confirmed valid after investigation and authorities have asked tenants to move out of the public housing units.

“We’re not encouraging a culture of reporting. But neighbours know best whether someone is actually living in a public housing unit,” Law said in Cantonese, adding that people were encouraged to submit reports under their real names and to meet with government staff to prevent abuses of the reporting system.

Meanwhile, the Housing Department had received 28 valid reports from property management companies and eight valid reports from security companies about abuses of public housing resources. These reports had helped authorities to retain public housing units, Law said.

Law’s remarks came as the government rolled out a series of measures starting last October to battle public housing abuses amid limited supply of subsidised units. Those targeted are “rich tenants” whose income or assets exceed the maximum amounts allowed for public housing tenants, and those who illegally sublet their units.

Bounty for those reporting

A policy requiring tenants who had been living in public housing units for over 10 years to report their assets and income every two years was revised last year. From last October, all tenants who had lived in public housing units for over two years have been required to declare their income and assets every two years.

Any household whose income exceeds five times the income limit or whose net asset value exceeds 100 times the limit is required to move out of government-subsidised housing. The asset value include the value of vehicles and assets in Hong Kong, mainland China and overseas.

Secretary for Housing Winnie Ho said in a February interview with Beijing-backed newspaper Ta Kung Pao that staff working at public housing estates would monitor vehicles in the parking lot, and would use the Transport Department’s vehicle registry to estimate their value if they identified any luxury cars.

Apart from self-reports, authorities offered incentives for property management companies to report abuses of public housing resources starting from last October. Companies who have made such reports will receive additional points when bidding in the next round of tenders.

Members of the public were also encouraged to report tenants suspected of abusing public housing resources. Law said on Cable TV in late March the Housing Department was planning to offer rewards for those who report abuses of public housing resources.

“By offering some rewards, we could retain the public housing units. It’s a business deal worth doing,” Law said in Cantonese.

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Irene Chan Senior Reporter

Irene Chan is a reporter at Hong Kong Free Press and has an interest in covering political and social change. She previously worked at Initium Media as chief editor for Hong Kong news and was a community organiser at the Society for Community Organisation serving the underprivileged. She has a bachelor’s degree in Journalism from Fudan University and a master’s degree in social work from the Chinese University of Hong Kong.

Irene is the recipient of two Society of Publishers in Asia (SOPA) awards and three honourable mentions for her investigative, feature and video reporting. She also received a Human Rights Press Award for multimedia reporting and an honourable mention for feature writing.

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