What Got You Here Won’t Get You There: A Case for Bolstering Science, Research and Development

Jerry Barretto, West Island School

It is towards the end of each academic year when we say goodbye to colleagues who are either retiring or taking up posts in other departments or institutions. Around this time, there are a number of secondary school graduates saying their own goodbyes, this time to family and friends, as they continue with their education abroad. This includes students who have secured places in science programmes in prestigious institutions overseas. These students either did not apply to local programmes or applied to local programs and were unsuccessful or chose not to accept their offers. Their departure can be traced to the limited number of study places for science students in our universities.

Hong Kong Science students leaving to study abroad can be likened to a coin. On one side is the praiseworthy realisation that our students gaining entry to rigorous programmes worldwide is suggestive of their hard work, the quality of teaching in our secondary schools, and the possible efficacy of tutoring [1]. Simply put, our science students can be just as good as the best that the world has to offer.

The other side of the coin – the limited local options – suggests the expansion of the number of science places. In 2020, 37.5 per cent, or about 15,600 students, of the cohort were offered places in bachelor’s degree programmes [2]. Given the number of candidates in the cohort who earned a grade 3 or higher in Biology, Chemistry, and Physics [3], it is prudent to say that the number of offers may not keep up with the demand.

Other push factors include family aspirations [4] and the difficulty, perceived or otherwise, of the HKDSE which is related to the high stress levels associated with academic performance and motivation to learn [5] knowing that passing does not guarantee an offer of a university place [6]. While it is difficult to ascertain the number of students and their reasons for studying abroad, the reality remains that students scoring well in science may still not be able to access a science degree programme [7] of their choice at a local university.

Historically, Hong Kong has been an entrepôt and its subsequent development into a global financial hub underscores the importance of trade and commerce disproportionately with respect to science and technology. Knock-on effects of this disproportionality are the relatively fewer places for science subjects in local universities as well as jobs in research and development. Science programmes in our universities are world-class. They are characterised by sound administration, generous funding, and leadership of top-tier scientists. The limited number of places, however, is a catalyst for an exodus of local student talent.

Retaining students – or attracting foreign ones – to do science in Hong Kong will help bolster the science and engineering, research development sector of the economy. Consequently, industries such as service and manufacturing will benefit, translating to more jobs, businesses, and an increased inflow of capital. Hong Kong’s long-term prosperity and growth would be augmented in part by students as human capital in science and engineering research and development [8]. Patents, products, and novel processes are amongst the output of science research. The countries that our students go to will, one way or another benefit from these, so why not Hong Kong instead?

The emergence of the Greater Bay Area and the implementation of the Belt and Road initiative should not be opportunity costs waiting to happen for Hong Kong. Jobs in and related to research and development that are generated could be better promoted. This in turn will signal a demand for graduates with backgrounds in science, technology, and engineering. Scholarships can cover deserving students wanting to study science at a local university or for those completing their science degree at a foreign university, an agreement covering return-of-service in Hong Kong after graduation.

I suspect that professors in local universities will relish the opportunity to mentor apprentices from our secondary schools. This is the essence of scientific progeny, building research capacity, developing local expertise, and enriching scientific tradition. These intangibles will serve Hong Kong well in an era of advanced technology because what has made Hong Kong successful in the past is not enough to power it through an increasingly globalised society.

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