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"Another important measure to help solve the problem at this level is a strict enforcement of entrance requirements in English by University Grants Committee- funded institutions.
"We will liaise closely with UGC on this matter and will continue to impress upon the heads and staff of the institutions that they should be more rigorous in enforcing English language entrance requirements with a view to upholding the quality of higher education," Mr Wong stressed.
Welcoming EC's final report, Mr Wong said the Government shared the Commission's view that the more pressing problems should be tackled as quickly as possible.
"We agree with the Commission's proposal to implement the various recommendations in phases, with Phase One concentrating on laying the foundation for the long-term measures and implementing the priority short-term initiatives," he said.
He pointed out that a major initiative under Phase I was the setting up of the Standing Committee on Language Education and Research (SCOLAR) later this year to provide an institutional framework for formulating and implementing language in education policy in a coherent and systematic manner.
Noting that EC in its Final Report recognised the need to rationalise the relationship between SCOLAR and the Language Fund Advisory Committee (LFAC), Mr Wong said the Government considered that SCOLAR should be set up as an independent body providing a coherent framework for language in education and to carry out various executive functions.
"Given the primary task of SCOLAR in the research and implementation of the policy on language in education, we consider it logical for SCOLAR to take over the function of LFAC in processing applications under the Language Fund. Action is now in hand to set up SCOLAR as soon as possible in 1996 and to allow LFAC to lapse.' he said.
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On teacher development and support. Mr Wong said the Government supported EC's recommendation that benchmarks should be set for language and non-language teachers as one of the measures to improve the language proficiency of students.
"We have invited the Advisory Committee on Teacher Education and Qualifications (ACTEQ) to consider the issue. ACTEQ has recently invited consultants to develop minimum language proficiency standards for all teachers by April 1996, and to develop minimum standards, competence and qualifications for language teachers by July 1996.