This dissertation, "English Proficiency in Hong Kong" by Tsui-ping, Cindy, Wu, 胡翠萍, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Chapter One Introduction 1.1 Background of the Thesis English proficiency is defined as accuracy and fluency in the use of English Language. Hong Kong has a population close to 6.8 million of which ninety-eight percent of it speaks Chinese the mother tongue. English is a foreign language but has been made an auxiliary language because of its paramount importance in respect of international trade and communications. In June 2003 the Standing Committee on Language Education and Research of the Education and Manpower Bureau (EMB), SAR Government aligned the Action Plan to Raise Language Standards in Hong Kong (The Action Plan). The Action Plan set out the recommendation of the Committee such as in aspects in standard setting and curriculum, teaching training, school management support, and community support. 1.2 The Research Questions This dissertation investigates firstly why English language proficiency is brought to the attention of the Government, more specifically the EMB and secondly as whether the EMB's language policy is conducive to heightening English proficiency in Hong Kong. English proficiency is a perceived problem for various reasons. To tackle the problem, the government intervened and puts in place solutions in the form of the Action Plan. This paper attempts to explain the government intervention in two aspects. Firstly, the government recognizes English proficiency a significant human capital development and factor of competitiveness. Hence provision of relevant education at a level deemed sufficient is recognized an imperative goal of education. With this in mind, the government's initiatives such as benchmarking teachers, fuelling money for adult education and workplace education, setting standards for university graduates naturally follow to form a package. In the main these initiatives target productivity and prosperity. It is against this background why thisstudy draws references from research and publications, International Competitiveness Reports and Human Development Reports to consider whether English proficiency is relevant to economic growth. It has been found that among the best performing economies, English is not necessary the mother tongue of the people but it is afforded a high priority. English proficiency correlates if not directly, indirectly to increased earnings, output, employment opportunities, and higher-status occupation choices. The links between economic growth, human development and English education are discussed and the importance of various links is explored empirically with the help of abundant statistical reports available in the international scene, hi the main, human development can be the ends while economic growth is instrument for advancing it. From the macro-perspective of economists, economic growth is the ends while education as well as Research and Development (R&D) are the means to generate technical progress for productivity and profits, hi Hong Kong, increasing public expenditures in education has translated into higher human development indexes over recent decades. Investment in human capital and technology has yielded increased output, bringing forth economic growth. To enjoy economic prosperity, English proficiency will continue to stay on the top of the education agenda so far English proficiency is perceived a genuine economic factor nevertheless the dynamics in the labor market. Secondly, speaking of government intervention this dissertation specifies the rece