2026 年 6 月 17 日，教育局公布《中小學數字教育發展藍圖》，同日向所有公帑資助學校發放一筆過 50 萬元，啟動為期三年的「『智』啟學教」撥款計劃[3]。On 17 June 2026 the Education Bureau published the Blueprint for Digital Education in Primary and Secondary Schools and, the same day, disbursed a one-off HK$500,000 to every publicly funded school, opening the three-year AI for Empowering Learning and Teaching Funding Programme[3].對已經收到撥款的學校，問題由「申請還是不申請」變成「這一年怎樣用」。 For a school that has received the money, the question stops being whether to apply and becomes how to use it this year.
通函第 221/2025 號把要求寫成可以點算的項目：五項承諾，每項有數字；承諾書另外要求獨立分類帳、經審核的帳目，以及兩份按時交回的報告[1]。把這些項目放上一個學年的日曆，就是一份 12 個月計劃書。它的難處在協調，不在文字：三個科目要各有兩個級別的課堂，三次公開課要落在三個不同範疇，兩份報告要在兩個指定的九月交回。Circular No. 221/2025 turns the requirement into items that can be counted: five commitments, each with a number attached, and an undertaking that adds a separate ledger, audited accounts and two reports returned by set dates[1]. Put those items on one school year and the result is a twelve-month plan. The difficulty is coordination, not wording: three subjects each need classes at two levels, three open classes have to fall in three different areas, and two reports are due in two separate Septembers.
一份計劃書在校內要過三個人。校長簽名，課程主任執行，負責採購與帳目的同事把單據留住。三個人看的東西不同，所以同一件事要寫三次：承諾寫給教育局，時間表寫給科目，證據留給兩年後接手的人。Inside a school, one plan passes three people. The principal signs it, the panel head runs it, and the colleague who handles procurement and accounts keeps the receipts. Each reads a different part, so the same work has to be written three ways: the commitment for the Bureau, the timetable for the subjects, and the evidence for whoever takes over in two years.
摘要Summary
- 五項承諾，加一份帳目與兩份報告，合成六個部分。通函第 5 段列出五項；承諾書另外要求分類帳、經審核帳目，以及中期與總結報告。把報告與帳目合成第六個部分，因為它們由同一批人做，在同一個時間點交。Five commitments plus the accounts and two reports make six parts. Paragraph 5 of the circular lists five; the undertaking adds a separate ledger, audited accounts and the interim and final reports. The accounts and the reports form one part because the same people produce them and they fall due at the same points.
- 撥款在 2026 年 6 月 17 日發放，2028 年 8 月 31 日到期。中期報告在 2027 年 9 月 30 日或以前交回，總結報告在 2028 年 9 月 30 日或以前。這五個日期不隨校情改動，其餘日子由學校排。The money was disbursed on 17 June 2026 and lapses on 31 August 2028. The interim report is due by 30 September 2027 and the final report by 30 September 2028. Those dates do not move with school circumstances; everything else is the school's to arrange.
- 要求寫成數字：3 個科目或課程範疇、每範疇最少 2 個級別、6 個教學例子、3 次公開課、3 次分享會、2 項學生活動。時間可以壓縮，數字不可以。一份把 3 個範疇寫成 1 個範疇的計劃書，交報告時補不回來。The requirement is written in numbers: three subjects or curriculum areas, at least two levels in each, six teaching examples, three open classes, three sharing sessions and two student activities. Time can be compressed; the numbers cannot. A plan that turns three areas into one cannot be repaired at reporting time.
- 錢可以用在工具、平台、學與教資源、校本方案與學生活動，不可以出裝修、餐飲、宴會與宣傳開支，也不可以資助教師或家長讀外面的課程。教師專業發展由教育局另行提供，這一項最容易在計劃書裡寫錯。The money covers tools, platforms, learning and teaching resources, school-based solutions and student activities. It does not cover renovation, food and drink, banquets or publicity, and it cannot subsidise teachers or parents attending outside courses. Teacher development is provided separately by the Bureau, and this is the item plans most often get wrong.
- 三種寫法之中，科目嵌入的一種最耐用。它留下的證據來自平時課堂，不靠額外活動；代價是要給科目主任時間，第一學期只完成一半的數字是正常的。Of three ways to write the plan, embedding it in subjects lasts longest. Its evidence comes from ordinary lessons instead of extra events. The cost is time for panel heads, and finishing only half the numbers in the first term is normal.
錢、期限與誰合資格The money, the dates and who qualifies
這筆錢是 2025 年《施政報告》提出的數字教育措施之一：教育局在優質教育基金預留 20 億元，撥款計劃為期三年，每間成功申請的學校獲一筆過 50 萬元[2]。The money is one of the digital-education measures in the 2025 Policy Address: the Bureau earmarked $2 billion under the Quality Education Fund, the programme runs for three years, and each successful school receives a one-off HK$500,000[2].
合資格的學校是公帑資助的中小學：官立學校、資助學校（包括特殊學校）、按位津貼學校與直接資助計劃學校[1]。通函在 2025 年 12 月 16 日發出，申請在 2026 年 2 月 28 日截止，結果一般在 3 月 31 日或以前通知，撥款一般在 6 月 30 日或以前發放。用款期由 2025/26 學年開始，到 2027/28 學年結束，即 2028 年 8 月 31 日。Eligible schools are publicly funded primary and secondary schools: government schools, aided schools including special schools, caput schools and Direct Subsidy Scheme schools[1]. The circular was issued on 16 December 2025, applications closed on 28 February 2026, results were normally notified by 31 March, and funds were normally released by 30 June. The spending period runs from the 2025/26 school year to the end of 2027/28, which is 31 August 2028.
兩份官方文件在措辭上有一點差別，值得放進計劃書之前弄清楚。通函寫的是「成功申請的學校」獲得撥款；教育局在 2026 年 6 月 17 日的公布則說，已向所有公帑資助學校發放一筆過 50 萬元[3]。學校按自己收到的通知與撥款紀錄為準，兩句都列在這裡，因為計劃書的第一頁要寫清楚錢從哪裡來、哪一天到帳。Two official documents word this slightly differently, and the difference is worth settling before it goes into a plan. The circular says successful applicants receive the grant. The Bureau's announcement of 17 June 2026 says the one-off HK$500,000 was disbursed to all publicly funded schools[3]. A school should work from the notification and the record it actually holds. Both sentences are set out here because the first page of a plan has to state where the money came from and when it arrived.
| 項目Item | 內容Detail |
|---|---|
| 撥款Amount | 一筆過 HK$500,000，每間公帑資助中小學A one-off HK$500,000 per publicly funded primary or secondary school |
| 合資格學校Who qualifies | 官立、資助（包括特殊學校）、按位津貼、直接資助計劃中小學Government, aided (including special), caput and DSS primary and secondary schools |
| 申請與發放Application | 2026 年 2 月 28 日截止；結果一般於 3 月 31 日或以前通知；撥款一般於 6 月 30 日或以前發放Closed 28 February 2026; results normally by 31 March; funds normally by 30 June |
| 發放紀錄Disbursement | 教育局於 2026 年 6 月 17 日公布，已向所有公帑資助學校發放The Bureau announced on 17 June 2026 that the sum had been disbursed to all publicly funded schools |
| 用款期Spending period | 2025/26 至 2027/28 學年，即 2028 年 8 月 31 日或以前用完2025/26 to the end of 2027/28, that is by 31 August 2028 |
| 中期報告Interim report | 2027 年 9 月 30 日或以前交回，涵蓋 2025/26 至 2026/27 學年Due by 30 September 2027, covering the 2025/26 to 2026/27 school years |
| 總結報告Final report | 2028 年 9 月 30 日或以前交回Due by 30 September 2028 |
| 餘款Unspent balance | 2028 年 8 月 31 日仍未用完的餘款由教育局收回，不得調往其他帳項Any balance left on 31 August 2028 is clawed back and cannot be transferred to another account |
- 012025 年 12 月 16 日：通函發出16 December 2025: the circular
五項承諾、兩份報告與不當用途清單，同日寫進同一份文件。Five commitments, two reports and the list of improper uses arrive in one document.
- 022026 年 6 月 17 日：撥款發放17 June 2026: the money
同日公布《中小學數字教育發展藍圖》，學校可以把兩份文件放在一起讀。The Blueprint was published the same day, so the two documents can be read together.
- 032027 年 9 月 30 日：中期報告30 September 2027: interim report
第一學年結束後一個月。附件三問每一項是「已完成」還是「準備中」，所以第一年的證據要在八月前齊。One month after the first school year ends. Annex 3 asks whether each item is completed or in preparation, so year-one evidence has to be ready by August.
- 042028 年 8 月 31 日：用款期滿31 August 2028: the money lapses
未用完的餘款收回。最後一筆開支要在這一天之前入帳。The unspent balance is clawed back. The last payment has to be recorded before this date.
- 052028 年 9 月 30 日：總結報告30 September 2028: final report
錢已經結算，報告在一個月後交。單據要留七年，所以這一份報告的數字要對得上兩年前的帳。The money is settled and the report follows a month later. Receipts are kept for seven years, so its figures have to match a ledger opened two years earlier.
圖一：五個不隨校情改動的日期。學校可以決定幾時做公開課、幾時辦分享會，不能決定這五個日期。Figure 1: five dates that do not move with school circumstances. A school chooses when to run an open class or a sharing session; it does not choose these.
中期報告的日期決定第一年的節奏。報告在 2027 年 9 月 30 日或以前交回，第一學年在 8 月 31 日結束，所以六月之後才開始收集的證據，多半趕不上。把附件三的表格提前在五月打開，逐項對照，是比較穩妥的做法。The interim report sets the rhythm of year one. It is due by 30 September 2027 and the school year ends on 31 August, so evidence first collected in June is unlikely to make it. Opening the Annex 3 table in May and checking each row against what exists is the steadier route.
總結報告的日期決定第二年的收尾。用款期在 2028 年 8 月 31 日結束，報告在 9 月 30 日或以前交回，中間只有一個月。這一個月用來填表，不用來找單據。The final report sets the end of year two. The spending period closes on 31 August 2028 and the report is due by 30 September, which leaves one month. That month is for filling in the form, not for finding receipts.
六個部分是怎樣數出來的How the six parts are counted
通函第 5 段列出五項承諾。承諾書在附件一再加兩項：妥善保存收支紀錄並按規定提交經審核帳目，以及按時完成並交回中期與總結報告[1]。把最後兩項合成一個部分，就是六個。這樣分與湊數無關：帳目與報告由同一批人做，在同一個時間點交，放在一起才有人負責。Paragraph 5 of the circular lists five commitments. The undertaking in Annex 1 adds two more: keeping proper records of income and expenditure and submitting audited accounts as required, and completing and returning the interim and final reports on time[1]. Treating the last two as one part gives six. The grouping is not cosmetic: the accounts and the reports are produced by the same people, fall due at the same points, and only get done if one person answers for both.
我們在到校 AI 課程方案的頁面上把同一組要求寫成六大承諾，順序與這裡一致。兩處的數字相同，因為兩處都抄自同一份通函，沒有加也沒有減。The same set appears on our page for on-campus AI programmes as six commitments, in the same order. The numbers match because both pages copy the one circular, adding nothing and dropping nothing.
| 部分Part | 通函寫的要求What the circular asks | 怎樣算完成What counts as done | 留下甚麼What it leaves |
|---|---|---|---|
| 1 學校發展計劃1 School plan | 把「發展人工智能賦能教育」納入學校發展計劃及／或周年計劃Put “Development of AI-empowered Education” into the school development plan and/or the annual school plan | 文件裡有這一行，並經校董會或法團校董會通過The line exists in the document and the SMC or IMC has endorsed it | 計劃書那一頁、會議紀錄The page itself and the minutes |
| 2 科目與例子2 Subjects and examples | 在最少 3 個科目或課程範疇推行 AI 輔助教學，每個範疇最少 2 個級別，並發展最少 6 個教學例子或學與教資源AI-assisted teaching in at least three subjects or curriculum areas, at least two levels in each, and at least six teaching examples or resources | 3 個範疇各有 2 個級別的課堂；6 件由教師寫成、另一位教師可以直接拿去用的例子Classes at two levels in each of three areas, and six examples written by teachers that another teacher can pick up and use | 6 份教案與學生作品、觀課紀錄Six lesson plans, student work and observation notes |
| 3 公開課3 Open classes | 在最少 3 個科目或課程範疇舉辦合共最少 3 次公開課或示範課，校內或校外At least three open classes or demonstrations, in at least three different areas, inside or outside the school | 3 次，落在 3 個不同範疇；每次有日期、科目與觀課者Three events in three different areas, each with a date, a subject and observers | 教學設計、觀課表、照片或錄影The lesson design, the observation sheet, photographs or a recording |
| 4 分享會4 Sharing sessions | 舉辦最少 3 次 AI 輔助教學經驗分享會，校內或校外At least three experience-sharing sessions on AI-assisted teaching, inside or outside the school | 3 次，每次有講者、題目與參加人數Three sessions, each with a speaker, a topic and an attendance figure | 簡報、簽到表、參加者回饋Slides, a sign-in sheet and participant feedback |
| 5 學生活動5 Student activities | 舉辦或安排學生參加最少 2 項以提升 AI 素養與技能為重點的活動Host or arrange at least two activities focused on students' AI literacy and skills | 2 項，校內或校外，主辦機構是學校信得過的Two, inside or outside school, with an organiser the school has confidence in | 活動通告、參加名單、學生作品The notice, the list of participants and student work |
| 6 帳目與報告6 Accounts and reports | 獨立分類帳、經審核帳目、中期報告與總結報告A separate ledger, audited accounts, the interim report and the final report | 兩份報告按時交回；帳目數字與單據對得上Both reports returned on time, with figures that match the receipts | 分類帳、審核帳目、附件三與附件四The ledger, the audited accounts, and Annexes 3 and 4 |
- 01學校發展計劃的一行One line in the school plan留下的是一頁簽了名的文件A signed page
- 02三個範疇、六個例子Three areas, six examples留下的是六份另一位教師可以用的教案Six lesson plans another teacher can use
- 03三次公開課Three open classes留下的是三次有人來看過的紀錄A record of three lessons that someone watched
- 04三次分享會Three sharing sessions留下的是三份講過的簡報Three sets of slides that were actually presented
- 05兩項學生活動Two student activities留下的是兩份名單與學生做出來的東西Two participant lists and what students made
- 06帳目與兩份報告The accounts and two reports留下的是一本對得上的帳A ledger that reconciles
圖二：六個部分，每一部分留下一件東西。報告由這六件東西組成，不由記憶寫成。Figure 2: six parts, each leaving one object behind. The reports are assembled from these six objects, not written from memory.
一項承諾寫在通函裡是一句數量；寫在計劃書裡要變成一個日期、一個科目與一個人。同是「三次公開課」，一句承諾與一份計劃的分別，在於十一月十七日第三節由誰教、誰來觀課、觀課表交到哪裡。In the circular a commitment is a quantity. In a plan it becomes a date, a subject and a person. “Three open classes” is the same phrase in both, and what separates the sentence from the plan is which teacher takes the third period on 17 November, who observes, and where the observation sheet goes afterwards.
六個部分還有一個共同點：每一部分都留下一份文件。到 2027 年 9 月要填附件三的時候，那些文件就是答案。反過來說，一份沒有留下文件的計劃，即使課上得很好，報告也只能寫「準備中」。The six parts share one more property: each leaves a document. When Annex 3 is filled in during September 2027, those documents are the answer. A plan that leaves nothing behind can have taught well and still have to write “in preparation”.
由九月走到八月的十二個月Twelve months from September to August
下面這一張表按一個 2026/27 學年排：第一個月是九月，最後一個月是八月。學校如果由一月才開始，把月份整體後移，五個固定日期不動。每一行有三件事：那個月做甚麼、留下甚麼、由誰簽。The table below follows one school year, 2026/27: month one is September and month twelve is August. A school starting in January shifts the months and leaves the five fixed dates alone. Each row carries three things: what happens that month, what it leaves behind, and who signs.
| 月份Month | 做甚麼What happens | 留下甚麼What it leaves | 誰簽Who signs |
|---|---|---|---|
| 第 1 個月（9 月）Month 1 (Sep) | 把項目寫進學校發展計劃或周年計劃；選定 3 個科目與每個科目的 2 個級別；指定一位統籌Write the item into the school plan; choose three subjects and two levels in each; name one coordinator | 計劃書那一頁、科目與級別名單The page of the plan, and the list of subjects and levels | 校長、校董會Principal, SMC |
| 第 2 個月（10 月）Month 2 (Oct) | 定採購路線與報價；開獨立分類帳；記錄起點：哪幾班、哪位教師、哪個單元Settle the procurement route and quotations; open the separate ledger; record the starting point: which classes, which teachers, which units | 報價文件、分類帳第一頁、起點紀錄Quotations, the first ledger page, the baseline record | 採購同事、統籌Procurement, coordinator |
| 第 3 個月（11 月）Month 3 (Nov) | 完成第一批 2 個教學例子；教師簡介；把學生資料安排寫成一頁Finish the first two teaching examples; brief the teachers; put the data arrangement on one page | 2 份教案、簡介紀錄、資料一頁Two lesson plans, a briefing record, one page on data | 科目主任Panel head |
| 第 4 個月（12 月）Month 4 (Dec) | 第 1 次公開課，落在範疇一；完成例子 3 與 4The first open class, in area one; examples three and four | 觀課表、2 份教案An observation sheet and two lesson plans | 科目主任、統籌Panel head, coordinator |
| 第 5 個月（1 月）Month 5 (Jan) | 第 1 次分享會，校內；完成例子 5 與 6；第 1 項學生活動The first sharing session, in school; examples five and six; the first student activity | 簡報、活動名單Slides and the participant list | 統籌Coordinator |
| 第 6 個月（2 月）Month 6 (Feb) | 第 2 次公開課，落在範疇二；校董會中期檢視The second open class, in area two; a mid-year review with the SMC | 觀課表、檢視紀錄An observation sheet and the review note | 校長Principal |
| 第 7 個月（3 月）Month 7 (Mar) | 第 2 項學生活動；開始收集學生作品The second student activity; start collecting student work | 活動名單、學生作品A participant list and student work | 統籌Coordinator |
| 第 8 個月（4 月）Month 8 (Apr) | 第 3 次公開課，落在範疇三；第 2 次分享會The third open class, in area three; the second sharing session | 觀課表、簡報An observation sheet and slides | 科目主任Panel head |
| 第 9 個月（5 月）Month 9 (May) | 第 3 次分享會，校外或家長場；打開附件三，逐項對照The third sharing session, outside school or for parents; open Annex 3 and check each row | 簡報、簽到表、證據索引Slides, a sign-in sheet and an index of the evidence | 統籌Coordinator |
| 第 10 個月（6 月）Month 10 (Jun) | 分類帳對帳；起草中期報告的表格部分Reconcile the ledger; draft the tabular part of the interim report | 對帳紀錄、報告草稿A reconciliation and the draft | 採購同事、統籌Procurement, coordinator |
| 第 11 個月（7 月）Month 11 (Jul) | 校董會通過報告；補齊缺漏的文件The SMC endorses the report; fill the gaps in the evidence | 通過紀錄、修訂版The endorsement and the revised version | 校長Principal |
| 第 12 個月（8 月）Month 12 (Aug) | 學年結算；把未完成的項目寫進第二年，並註明誰接手Close the year; carry unfinished items into year two with a named person | 結算表、交接清單A closing statement and a handover list | 校長、統籌Principal, coordinator |
中期報告在 9 月 30 日或以前交回，所以第 12 個月的工作是結算與交接，填表在九月做。第二學年由 2027 年 9 月開始，到 2028 年 8 月 31 日用款期滿，總結報告在 9 月 30 日或以前交回。The interim report is due by 30 September, so month twelve closes the year and hands over; the form is filled in during September. Year two runs from September 2027 to 31 August 2028, with the final report due by 30 September.
表上有三個假設。第一，統籌有固定的時間，並非兼任到開會才出現。第二，三個科目在十月之前定下來，因為十二月要交第一次公開課。第三，採購在十一月之前完成，否則第一批課與第一次公開課會疊在同一個月。三個假設之中，最常出問題的是第三個。The table rests on three assumptions. First, the coordinator has protected time instead of appearing only when there is a meeting. Second, the three subjects are fixed before October, because the first open class falls in December. Third, procurement is finished before November, or the first classes and the first open class land in the same month. Of the three, procurement is the one that slips.
會打亂這張表的三件事：採購拖延、人事變動、考試月份。採購拖延的處理方法是把例子先行，用學校已有的工具做兩個課堂；人事變動的處理方法是每一項都有兩個名字；考試月份的處理方法是把公開課放在考試之後，不放在考試之前的一星期。Three things disturb the table: procurement delays, staff changes and examination months. For a procurement delay, run two lessons on tools the school already has and let the examples lead. For a staff change, put two names against every item. For examinations, schedule the open class after the papers, not in the week before them.
每一項要交甚麼What each part has to produce
六個部分之中，五個有數字，一個有日期。數字怎樣數、哪裡最容易出錯，逐項寫清楚。共同點是：每一項的證據都在做的時候產生，事後補做不了。Five of the six parts carry a number and one carries a date. How each number is counted, and where it usually goes wrong, is set out below. They share one property: the evidence is produced while the work happens and cannot be manufactured afterwards.
1 學校發展計劃的一行1 One line in the school plan
通函給的寫法是固定的：「發展人工智能賦能教育」[1]。這一行放進學校發展計劃及／或周年計劃，經校董會或法團校董會通過，然後按既有做法上載到學校網頁[1]。寫法照抄，因為兩年後填報告時要引回同一句。The circular gives the wording: “Development of AI-empowered Education”[1]. The line goes into the school development plan and/or the annual school plan, is endorsed by the SMC or IMC, and is uploaded to the school website under existing practice[1]. Copy the wording, because the report two years later quotes it back.
《中小學數字教育發展藍圖》的重點之一是訂定中小學人工智能素養學習架構[4]，所以這一行可以指向該架構的學習階段，讓「教甚麼」有出處。常見的錯是把這一行寫成硬件升級或者平台採購：兩者都是手段，審視的人讀的是學習那一面。One focus of the Blueprint is an AI literacy learning framework for primary and secondary schools[3], so the line can point at that framework's key stages and give the “what is taught” an origin. The usual mistake is to write the line as a hardware upgrade or a platform purchase. Both are means, and the reader is looking at the learning.
2 三個範疇、每個兩個級別、六個例子2 Three areas, two levels each, six examples
三個科目或課程範疇，每個範疇最少兩個級別，合共最少六個教學例子或學與教資源[1]。「每個範疇兩個級別」是最容易漏的部分：三個科目各教一班中四，數字上只有一個級別。三個範疇乘兩個級別，最少是六個班級層面的組合。Three subjects or curriculum areas, at least two levels in each, and at least six teaching examples or resources in total[1]. The “two levels in each” clause is the one most often missed: three subjects taught to one Form 4 class each is one level, not two. Three areas by two levels gives at least six class-level combinations.
一份可以交給另一位教師的例子，包含四樣：任務是甚麼、用了哪個工具與哪句指令、學生做出甚麼、下一次會改哪一寸。一頁寫得完。六份都由同一位教師寫，數字達標，人卻沒有換手，第二年那位教師調走，例子就用不下去。An example another teacher can pick up contains four things: the task, the tool and the instruction used, what students produced, and what would change next time. One page is enough. Six examples written by one teacher meet the number and leave nobody else able to run them; when that teacher moves on, the examples stop.
3 三次公開課3 Three open classes
三次公開課或示範課，落在最少三個不同範疇，校內或校外都可以[1]。有觀課者才算公開：一份觀課表、幾個名字、一句回饋，比一段宣傳片有用。Three open classes or demonstrations across at least three different areas, inside or outside the school[1]. Open means someone watched: an observation sheet, a few names and one line of feedback are worth more than a promotional video.
常見的錯有兩個。一是三次都落在同一科，因為那一科最願意開門。二是把公開課做成示範表演，學生預先排好，觀課者看不到平常的課。第二個錯更難補救，因為報告要寫的是課堂怎樣改，一場表演證明不了改動。Two mistakes recur. The first is running all three in the same subject, because that panel is the most willing to open its door. The second is turning the open class into a performance with rehearsed students, so observers never see an ordinary lesson. The second is harder to repair, because the report has to describe what changed in the classroom and a performance shows nothing about change.
4 三次分享會4 Three sharing sessions
三次 AI 輔助教學經驗分享會，校內或校外[1]。分享會的內容是經驗，所以講者應該是上過那幾堂的人；由供應商代講，聽不到課堂裡發生過的事。場地可以用學校的禮堂或課室，因為宣傳推廣活動的開支屬於不當用途[1]，租酒店與印橫額的錢不能從撥款出。Three experience-sharing sessions on AI-assisted teaching, inside or outside the school[1]. The subject is experience, so the speaker should be the person who taught the lessons, not the supplier. A school hall or classroom will do, because expenditure on promotional and publicity activities is listed as improper use[1], and a hotel booking or a banner cannot come out of the grant.
一次教職員會議不算分享會。分別在於有沒有人準備內容、有沒有一份可以留下來的簡報、有沒有人因為聽完而改動自己的課。三者之中有兩者，才算一次。A staff meeting is not a sharing session. The difference is whether someone prepared content, whether slides survive the meeting, and whether anyone changed a lesson afterwards. Two of the three make it a session.
5 兩項學生活動5 Two student activities
兩項以提升學生 AI 素養與技能為重點的活動，由學校舉辦或安排學生參加，校內或校外[1]。通函的註腳列出幾類學校可以信得過的籌辦機構：專上院校、教師組織、香港教育城、香港資優教育學苑、創科機構[1]。學校要對籌辦機構有信心，這一句是實質要求，出事時問的就是這一句。Two activities focused on students' AI literacy and skills, hosted by the school or arranged for students, inside or outside school[1]. A footnote lists the kinds of organiser a school can rely on: post-secondary institutions, teachers' organisations, Hong Kong Education City, the Hong Kong Academy for Gifted Education and innovation and technology organisations[1]. The school must have confidence in the organiser, which is a substantive requirement and the sentence asked about if something goes wrong.
最容易出錯的是把一節平常課當成一項活動。活動有通告、有報名、有日期，也有學生做出來的東西；一節課只有時間表上的一格。The easy error is counting an ordinary lesson as an activity. An activity has a notice, a sign-up, a date and something students made. A lesson has a slot on the timetable.
6 帳目與兩份報告6 The accounts and two reports
獨立分類帳由第一筆開支出現時就要開，不能等到年底。中期報告在 2027 年 9 月 30 日或以前交回，附件三逐項問「已完成」還是「準備中」；總結報告在 2028 年 9 月 30 日或以前交回[1]。發票與收據不用呈交，但要保存七年，教育局可以要求查閱[1]。The separate ledger opens with the first payment, not at the end of the year. The interim report is due by 30 September 2027, and Annex 3 asks whether each item is completed or in preparation; the final report is due by 30 September 2028[1]. Invoices and receipts are not submitted, but they are kept for seven years and the Bureau may ask to see them[1].
這一項的風險與其餘五項不同。其餘五項做得不足，報告寫「準備中」；這一項做得不足，通函寫明可以要求全數退還已發放的撥款[1]。同一句也適用於承諾書上未完成的項目，所以帳目與報告值得由一位同事專責；由統籌兼顧，通常是這一項出問題的原因。The risk here differs from the other five. Where those fall short, the report says “in preparation”. Where this one falls short, the circular states that the Bureau may require the full amount to be returned[1]. The same sentence covers unfinished items in the undertaking, which is why the accounts and the reports deserve one named colleague instead of the coordinator's spare hours.
錢可以用在甚麼，不可以用在甚麼What the money can and cannot pay for
運用指引把範圍寫成兩句：購置、訂閱或租用有助 AI 輔助教學的裝置與服務；資助學生參加學校舉辦或認可、以提升 AI 素養與技能為重點的活動[1]。以下是兩邊的清單，抄自附件二。The guidelines put the scope in two sentences: buying, subscribing to or leasing devices and services that support AI-assisted teaching, and subsidising students' participation in activities the school runs or recognises that focus on AI literacy and skills[1]. The two lists below are taken from Annex 2.
| 可以用Can pay for | 例子Examples |
|---|---|
| 軟件Software | AI 繪圖、寫作、簡報等學與教軟件AI drawing, writing or presentation software used for learning and teaching |
| 硬件Hardware | AI 機械人套件、單板電腦、AI 電腦AI robot kits, single-board computers, AI computers |
| 平台Platforms | 優質教育基金電子學習配套計劃或其他機構發展的 AI 學習平台AI learning platforms developed under the QEF e-Learning Ancillary Facilities Programme or by other institutions |
| 學與教資源Learning resources | 教案、題庫、教材授權Lesson plans, question banks, licensed materials |
| 校本 AI 應用方案School-based solution | 聘用外部機構或校內自行發展校本語言模型與應用Hiring an outside organisation, or building in house, to develop a school-based model or application |
| 學生活動Student activities | 校內或校外、由學校舉辦或認可的 AI 素養活動與比賽AI literacy activities and competitions, inside or outside school, run or recognised by the school |
另一邊有八項，每一項都在附件二寫明。最常被寫進報價單的是教師培訓與分享會的宣傳；另一個常見的誤解，是把一整班活動當成「學生活動」。The other list runs to eight, and every line is named in Annex 2. The two that most often appear on a quotation are teacher training and publicity for a sharing session; the common misreading is treating a whole-class lesson as a “student activity”.
| 不可以Cannot pay for | 為甚麼Why |
|---|---|
| 與學與教無關的資源Resources unrelated to learning and teaching | 超出計劃範圍Outside the programme's scope |
| 裝修Renovation | 指明為不當用途Listed as improper use |
| 資助教師或家長報讀外面的 AI 課程、講座或工作坊Subsidising teachers or parents to attend outside AI courses, talks or workshops | 教師專業發展由教育局另行提供Teacher development is provided separately by the Bureau |
| 宴會或禮節性開支Banquets and courtesy expenses | Listed as improper use指明為不當用途 |
| 宣傳推廣活動的開支，例如分享會的場地與宣傳Publicity for events, such as the venue and promotion of a sharing session | 承諾要辦，錢要另找The session is required; its promotion is not funded |
| 餐飲Food and drink | 指明為不當用途Listed as improper use |
| 與學習目標不符、或不合學生發展階段的活動Activities off the learning goals or unsuited to students' stage of development | 指引寫明要對準課程目標The guidelines require alignment with curriculum objectives |
| 違反教育局通函、指示或指引的活動Activities that contravene EDB circulars, instructions or guidelines | 不論金額Regardless of the amount |
採購程序按學校類型走。資助學校跟教育局通函第 4/2013 號《資助學校採購程序》與《學校行政手冊》第 6.4 章；官立學校跟局內既有的採購與物料程序；按位津貼學校跟第 4/2013 號；直資學校跟第 4/2013 號，或跟校董會或法團校董會批准的自有政策[1]。個別金額較高的項目，事前要經校董會或法團校董會批准[1]。Procurement follows the school type. Aided schools follow EDB Circular No. 4/2013, Procurement Procedures in Aided Schools, and section 6.4 of the School Administration Guide; government schools follow the Bureau's existing procurement and stores procedures; caput schools follow Circular 4/2013; DSS schools follow Circular 4/2013 or their own policy approved by the SMC or IMC[1]. Individual items that cost more need the SMC's or IMC's approval beforehand[1].
三條與帳目有關的規則，寫進計劃書的第一頁會省下兩年的麻煩。第一，撥款不得集中用在單一項目、單一範疇或少數學生身上[1]。第二，同一項開支不可以同時由兩個來源資助[1]。第三，撥款與餘款都不得調往其他帳項[1]。這三條都可以在開學前一次寫好。Three accounting rules on the first page of a plan save two years of trouble. First, the funding must not be concentrated on a single item, a single area or a small group of students[1]. Second, no single item may be funded twice[1]. Third, neither the funding nor its balance may be transferred to another account[1]. All three can be written down before term starts.
學校最常在兩處寫錯。第一處是教師培訓：計劃書把「教師工作坊」寫成開支項目，而這一項在不當用途清單上。工作坊可以辦，錢由學校本身或教育局的培訓資源出。第二處是分享會的宣傳：活動本身是承諾，租場與印製的費用不在資助範圍，把它們放進報價單，審核時要拿出來。Schools most often go wrong in two places. The first is teacher training: a plan lists a staff workshop as an expense, and that item sits on the improper-use list. The workshop can happen; the school's own budget or the Bureau's training provision pays for it. The second is publicity for a sharing session: the session is a commitment, the venue and printing are not funded, and a quotation that bundles them will be unpacked at review.
三種寫法，三種風險Three ways to write it, three risks
同一筆錢，計劃書可以寫成三種形狀。三種都交得出，分別在兩年後那一份報告好不好寫。The same money can be written into three shapes. All three can be submitted; they differ in how the report reads two years later.
採購清單式A shopping list
計劃書的主體是一張清單：平台、硬件、教材、工作坊，逐項報價。它的好處是兩個月內可以動，帳目清楚。風險是把六項承諾交給一件採購：工具買回來了，三個範疇、六個例子、三次公開課仍然沒有人負責，報告寫不出課堂裡發生過甚麼。The plan is a list: platform, hardware, materials, workshops, each with a quotation. Its advantage is speed, since it can move within two months, and the accounts stay clean. The risk is handing six commitments to one purchase: the tools arrive, and the three areas, six examples and three open classes still have no one responsible for them, so the report cannot describe what happened in a classroom.
活動日曆式An events calendar
計劃書的主體是一串日期：十月開放日、十一月示範課、一月分享會、三月比賽。它的好處是校內容易看見，校長與家長都有感。風險是承諾變成活動：公開課成為表演，例子用完一次就收起，學生的學習沒有被記錄，第二年換人之後要從頭再來。The plan is a run of dates: an open day in October, a demonstration in November, a sharing session in January, a competition in March. Its advantage is visibility, since the principal and parents can see it. The risk is that commitments turn into events: the open class becomes a performance, the examples are used once and shelved, student learning is not recorded, and a change of staff restarts the work.
科目嵌入式Embedded in subjects
計劃書的主體是三個範疇各兩個級別的課堂，加上六份由教師寫的例子。公開課與分享會是這些課堂的副產品，並不另開一條線。它的好處是證據在平時產生：觀課表來自真實的一節課，學生作品來自課程內的作業，報告要寫的改動就是課堂本身的改動。風險是慢：第一個學期只完成一半的數字是正常的，因為教師要先改一次課。The plan is classes at two levels in each of three areas, plus six examples written by teachers. The open classes and sharing sessions fall out of those lessons instead of running alongside them. Its advantage is that the evidence comes from ordinary work: the observation sheet describes a real lesson, student work comes from coursework, and what the report calls change is change in the classroom. The risk is speed: finishing half the numbers in the first term is normal, because a teacher has to rewrite a lesson first.
三種之中，科目嵌入式最耐用，因為它把六項承諾綁在同一批課堂上，換人時課堂還在。已經買了工具、想由清單式開始的學校，可以在合約裡寫明六個例子與三次公開課由供應商與科目主任共同完成，把清單式的起點接到科目上，這樣兩年後的報告仍然有內容。Of the three, embedded in subjects lasts longest, because it ties the six commitments to the same set of lessons and the lessons survive a change of staff. A school that has already bought tools and wants to start from the list can write the six examples and three open classes into the contract as work shared by the supplier and the panel head, which connects the list to the subjects and leaves the report with something to say two years later.
三種寫法都可以交，但只有一種會讓第二年的人接得上。計劃書的讀者裡面，最需要這份文件的是兩年後接手的那位同事。All three can be submitted; only one lets the next person pick up the work. Of everyone who reads the plan, the one who needs it most is the colleague who takes over in two years.
如果只剩一個學期If there is one term left
有些學校由一月才開始，有些學校在第一學年只剩一個學期。時間可以壓縮，數字不可以：三個範疇、兩個級別、六個例子、三次公開課、三次分享會、兩項活動，一項都不能少。可以改的是次序與間距。Some schools start in January; others have one term left in the first year. Time can be compressed and the numbers cannot: three areas, two levels, six examples, three open classes, three sharing sessions and two activities all stay. What changes is the order and the gaps between them.
壓縮的次序是：先寫學校發展計劃那一行，因為它要經校董會，而校董會不一定每個月開會。然後兩個例子與第一次公開課，讓校內看見課堂真的改了。接著兩項學生活動，因為它們最容易被推遲。最後三次分享會與其餘四次公開課，把它們排在考試之後。The compressed order runs: the school-plan line first, because it needs the SMC and the SMC does not meet every month. Then two examples and the first open class, so the school can see a lesson change. Then the two student activities, because they are the easiest to postpone. Then the three sharing sessions and the remaining open classes, placed after the examinations.
一場活動可以同時當一次公開課與一次分享會：前半節上課，後半節講設計與學生反應。這樣做合法，報告裡要分兩行寫，各自有日期、科目與參加者，因為附件三把它們當兩項承諾。分兩行寫有實際用途：兩項都數得到。One event can serve as an open class and a sharing session: teach in the first half, then explain the design and the student response in the second. That works, and the report still lists it twice, each row with its own date, subject and participants, because Annex 3 counts them as two commitments. The double entry is not paperwork; it is how both numbers are made to count.
兩樣東西不可以壓縮。學校發展計劃那一行，因為它是其餘五項的依據，也是視學時第一份被翻開的文件。證據包，因為報告由它組成。其餘的可以壓縮，包括公開課的規模：一次公開課有三位觀課者，與有三十位，在承諾上是同一件事。Two things cannot be compressed. The school-plan line, because the other five rest on it and it is the first document opened at inspection. And the evidence pack, because the report is assembled from it. Everything else can shrink, including the size of an open class: three observers and thirty observers count the same.
我們在六個部分裡負責哪幾格Which parts we can carry
我們做的是到校課程與校本方案，所以六個部分之中，我們能分擔的是第二、三、四、五項：三個範疇的課堂與六個例子、三次公開課、三次分享會、兩項學生活動。第一項與第六項留在學校：學校發展計劃由校長與校董會處理，帳目與報告由學校的同事負責。「智啟學教」撥款方案的頁面把四個校本方案與跨科課程列在一起，科目、級別與節數都可以逐項對。We run on-campus courses and school-based solutions, so of the six parts we can share the second, third, fourth and fifth: classes and six examples across three areas, three open classes, three sharing sessions and two student activities. The first and sixth stay with the school: the development plan belongs to the principal and the SMC, and the accounts and reports belong to the school's own colleagues. The page for our AI-in-education grant programme sets the four school-based solutions beside the cross-subject courses, with subjects, levels and lesson counts that can be checked line by line.
三個範疇怎樣選，取決於學校想改哪幾科。我們的課程橫跨中文、英文、數學、綜合科學、物理、生物、化學、BAFS、經濟、中史、歷史、公民與 ICT；一個學年選三個，通常是學校已經有教師想試的那三科；最多人報的那三科，多數排在後面。六個例子由我們的導師與科目教師一起寫，寫完之後留在學校，第二年由校內教師自己跑。課程對應《中小學人工智能素養學習架構》的哪一個學習階段，另一篇文章逐階段說明。Which three areas to choose depends on which subjects the school wants to change. Our courses span Chinese, English, mathematics, integrated science, physics, biology, chemistry, BAFS, economics, Chinese history, history, citizenship and ICT. A school usually picks the three where a teacher already wants to try; the three with the longest waiting list usually come later. Our instructors write the six examples with the panel teachers, and the examples stay in the school so its own staff can run them in year two. Which key stage of the AI literacy framework a course sits in is set out stage by stage in another article.
公開課與分享會由我們與學校合辦：我們提供教學設計與示範，學校提供學生與場地，講者是在場教過那幾堂的人。學生活動可以用現成的三個主題：健康科技、金融科技、AI 尋秦，校內一次活動或一個短課程都可以，活動通告、名單與學生作品由雙方各自留一份。Open classes and sharing sessions run jointly: we bring the lesson design and the demonstration, the school brings the students and the room, and the speaker is the person who taught those lessons. Student activities can use three ready themes: health technology, financial technology, and the AI Quest on the Qin dynasty, as a single event or a short course, with the notice, the participant list and the student work kept by both sides.
三件事我們不做。第一，不代學校寫學校發展計劃，因為那一頁要由校內的人簽。第二，不做採購顧問，報價與程序由學校按自己的類型走。第三，不把教師培訓寫進報價單，因為它不在資助範圍，寫進去只會在審核時被拿出來。建議書按學校的科目與級別寫，沒有一份標準套餐，也沒有公開價目表；索取校本方案建議書時，請一併說明三個科目與兩個級別，我們按那個範圍回覆。Three things we do not do. We do not write the school development plan, because that page is signed inside the school. We do not act as procurement adviser, because quotations and procedures follow the school's own type. And we do not put teacher training on a quotation, because it is outside the funding and would only be taken out at review. A proposal is written to the school's subjects and levels; there is no standard package and no published price list. When you ask for a school proposal, name the three subjects and the two levels, and the reply will work within that scope.
學校最常問的問題Questions schools ask most
撥款是自動發放，還是要申請？Is the money automatic, or does a school apply?
通函寫的是成功申請的學校，申請在 2026 年 2 月 28 日截止[1]；教育局在 2026 年 6 月 17 日公布，已向所有公帑資助學校發放一筆過 50 萬元[3]。學校以自己收到的通知與撥款紀錄為準。手上沒有的，先向教育局資訊科技教育組查詢，電話 3698 3606[1]，再決定計劃書怎樣寫。The circular speaks of successful applicants, and applications closed on 28 February 2026[1]. The Bureau announced on 17 June 2026 that the one-off HK$500,000 had been disbursed to all publicly funded schools[3]. A school should work from the notification and the payment record it holds. A school without one should ask the Bureau's Information Technology in Education Section on 3698 3606[1] before writing the plan.
通函只寫五項，為甚麼這裡是六個部分？The circular lists five; why six parts here?
五項是通函第 5 段的承諾。附件一的承諾書另加兩項：保存收支紀錄並提交經審核帳目，以及按時交回中期與總結報告[1]。把最後兩項合成一個部分，因為它們由同一批人做、在同一個時間點交。分開寫成七項也可以，數字不變。The five are the commitments in paragraph 5. The undertaking in Annex 1 adds two: keeping records of income and expenditure and submitting audited accounts, and returning the interim and final reports on time[1]. The last two form one part because the same people produce them and they fall due together. Writing them as seven parts is also correct; the numbers do not change.
撥款可以支付教師培訓嗎？Can the grant pay for teacher training?
不可以。不當用途清單包括資助教師或家長報讀外面的 AI 課程、講座或工作坊[1]。教師專業發展由教育局另行提供。學校可以辦工作坊，錢由學校本身或局方的培訓資源出；把工作坊寫成撥款開支，審核時要拿出來。No. The improper-use list includes subsidising teachers or parents to attend outside AI courses, talks or workshops[1]. Teacher development is provided separately by the Bureau. A school can run a workshop and pay for it from its own budget or the Bureau's training provision; a workshop written as a grant expense will be removed at review.
學校要自己建一個 AI 模型嗎？Does the school have to build its own AI model?
不需要。可用範圍包括訂閱由優質教育基金電子學習配套計劃或其他機構發展的平台[1]。校本 AI 應用方案是其中一個選項，並非入場條件；學校用市場上成熟、合用的工具，同樣符合範圍。No. The scope includes subscribing to platforms developed under the QEF e-Learning Ancillary Facilities Programme or by other institutions[1]. A school-based solution is one option, not a condition of entry; a school that uses a mature tool already on the market is equally within scope.
未用完的錢可以留到下一學年嗎？Can unspent money carry into the next year?
可以。撥款由 2025/26 學年帶到 2027/28 學年，用到 2028 年 8 月 31 日[1]。不可以調往其他帳項；8 月 31 日之後的餘款由教育局收回[1]。所以最後一筆開支要早一點入帳，不要在八月最後一個星期才處理。Yes. The funding carries from the 2025/26 school year to 2027/28 and can be used until 31 August 2028[1]. It cannot be transferred to another account, and any balance after 31 August is clawed back[1]. The last payment is therefore worth recording early, before the final week of August.
承諾未完成會怎樣？What happens if a commitment is unfinished?
通函寫明，未按時交回報告或未完成承諾書上的項目，教育局可以要求學校向優質教育基金全數退還已發放的撥款[1]。附件三逐項問「已完成」還是「準備中」[1]，所以每一次公開課、分享會與學生活動，做完當日就留一份文件，不要等到填表才回想。The circular states that where reports are late or the items in the undertaking are unfinished, the Bureau may require the full amount to be returned to the QEF[1]. Annex 3 asks whether each item is completed or in preparation[1], so every open class, sharing session and student activity should leave a document on the day it happens instead of being reconstructed at reporting time.
