none of these schools is easily accessible. There would be a transport problem;
the local schools are village schools without standard facilities such as laboratories and special rooms; they would not materially improve the standard of education;
resettled outside
as most children will be Hong Kong in due course, there is little merit in integrating them into the local education system;
the refugee children would have to continue to be taught in Vietnamese in separate classes. Vietnamese teachers would
teachers would also have to be taken outside the closed centres; and
there may be strong objection from the management committees of the local schools and the local parents.
Option 2 would solve the problems set out in paragraph 25(a), (b) and
(b) and (c); but those of curriculum and integration with local children would remain. pupils living in the catchment schools, refugee children would parents might then be reluctant then be reluctant schools.
Given the small number of area of such new primary form the majority. Local to send their children to the
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Option 3 As the major resettlement countries are English-speaking this option would prepare children for future schooling abroad. But few children would satisfy the language requirement for entry to English School Foundation
Foundation Schools. Nor is there any guarantee that all refugees will be resettled: nearly 2,000 have been here for more than five years. Secondly, ESF schools do not have the necessary spare capacity. Thirdly, ESF tuition fees are high. There would be a severe burden on refugee parents or any agency which might meet them. The commuting problem would be greater even than in the previous two options because there are only eight ESF primary schools and four ESF secondary schools. The ESF school parents might resent a large number of refugee children (to judge
from their attitude to children of non-English-speaking minorities who have attended ESF schools.)
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Option 4
While continuing the present system of educating refugee children inside the closed centres, measures to improve the quality of the education and to enrich the children's experience outside the centre could be introduced. The following have been considered -