National security education: policy talk won’t lead to real action

It must be recognised that scattered initiatives, no matter how important, will rarely be taken up if issued as instructions

If there are to be changes, they need to be planned, discussed broadly, and developed in the context of a civic education curriculum

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The flags of China and Hong Kong are flown at a school in Hong Kong. Photo: Bloomberg

Kerry Kennedy

Kerry Kennedy is professor emeritus and adviser (academic development) at The Education University of Hong Kong.

Published: 8:30am, 2 Sep 2020Updated: 8:34am, 2 Sep 2020

Schools are currently being deluged with “advice” on education about national identity and the national security law, and even kindergartens are being urged to implement national identity education. This is on top of the previously developed requirements for secondary schools regarding Basic Law education and the cross-curriculum priority of civic and moral education.

For both primary and secondary schools, the emphasis on national security education comes directly from the national security law itself (Article 10), and the focus on national identity is as old as the post-handover curriculum. Yet, it is problematic to regard these simply as add-ons to existing curriculum requirements. While it is easy to issue instructions, it is much more difficult to ensure effective implementation.

This point should be clear to officials in the Education Bureau. National identity education has been part of the Hong Kong curriculum since 2001. Former chief executive Tung Chee-hwa was an ardent supporter of infusion of national identity education across the new curriculum. Yet, almost 20 years later, schools and kindergartens are still being urged to implement it.