In the past, the aim of education was to impart knowledge to students so that they could develop their talents and their own unique personalities. It was hoped they would grow up to be morally upstanding, responsible and respectful. Yet the goals seem to have changed, and now it is about getting good exam results while ignoring whole-person development.

Education can play a vital role in reducing inequality and preparing children for inclusive economic growth, however, it does not always do so. The result-oriented education system exacerbates the level of inequality in Hong Kong. It is self-evident that more prosperous families are able to purchase greater quantities and better qualities of supplementary tutoring than low-income families. It undermines the official statements about fee-free education and creates threats to social cohesion. 

In some settings, it may be argued that tutoring operates as a safety valve that allows elites to maintain certain advantages in the face of government policies that otherwise promote equality. As noted by Ali and Zhuang (2007:4–5):

...increases in the absolute gaps between the rich and poor and very visible changes in the consumption patterns and lifestyles of the rich are leading to a perceptible increase in social and political tensions, undermining social cohesiveness.... Persistent and growing inequalities in access to social services such as education and health, exacerbated by income inequalities, are ... a significant concern.

According to Examinations and Assessment Authority, only 40% of the students taking the Diploma of Secondary Education (DSE) achieved the minimum requirement for local undergraduates programme (English: 3, Chinese: 3, Mathematics: 2 and Liberal Studies: 2). By providing free support of the four core subjects to those students in need, we seek to improve the students’  understanding and exam skills.