REVIEW
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and its enrolment for full-time courses has increased four times in the past 10 years to 1,159 in March 1966, while some 11,000 students now attend evening courses. During the same period the enrolment in secondary technical and vocational schools has shown a similar increase, from 1,600 to over 11,000 pupils.
Non-technical adult education, organized by the Adult Education Section of the Education Department, is completely free, having started in a small way in 1955. Today, 12 centres have been estab- lished and give some 46,000 people interests in educational, cultural, physical and social activities, designed to develop individual talents and interests and foster a good community spirit and a sense of belonging. In addition, 21,751 people were attending formal adult education classes in 1966, while enrolment in the classes organized by the Technical College Evening Department was 11,587. In the extra-mural field both the University of Hong Kong and the Chinese University have run fee-paying courses since 1956 and 1965 re- spectively. In 1966 enrolments were 5,375 and 5,501 respectively. From the beginning of the primary school expansion programme it had been realized that more secondary schools would eventually be needed. When it became clear that the aim of a primary place for all children would be achieved, attention was focussed on the problems of secondary school provision. So 1963, 1964 and 1965 turned out to be years of much thought and much public discussion on the education facilities in the Colony. A white paper entitled 'Reorganization of the Structure of Education', tabled in Legislative Council in 1963, proposed to raise the age of entry to primary schools from six to seven, reduce the length of the primary course from six to five years and introduce a special short secondary course to bridge the gap between the age for completion of the primary school course and the minimum statutory age of industrial employment. In the same year a commission was appointed to advise on the overall educational needs of the Colony and the system of financing education. The Marsh Sampson Report, named after the commissioners, made comprehensive, and what proved in some respects to be controversial proposals, over a wide range of subjects including staffing, salaries, educational objects, organiza- tion, fees etc. Their findings were examined and revised by a special working party with strong unofficial representation, and the working party's recommendations were contained in a white paper published
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