YHK 12 3 Covid-19 Impact by Youth Hong Kong

Youth

a quarterly journal from the hongkong federation of youth groups

HONG KONG

September 2020

Volume 12 Number 3

COVID-19 IMPACT at home school work

OVERVIEW 4 Changing normality LEARNING 6 Online schooling Prof Nancy Law University of Hong Kong 10 eLearning: working or not? Youth IDEAS report 50 13 School leavers and graduates Students coping with change 17 Public exams DSE stress 18 Snapask with M21 Tutors on tap 19 Contest at M21 Online teaching 20 Blended learning SEN and Nesbitt Foundation WORK 21 Jobseekers and employees Working for the future 26 Employers and startups Innovative entrepreneurship 30 YEN: Hope for Success Creating job opportunities LIVING 31 Parents’ stories Harassed @ home 35 Parent Support Network Tips for sharing 36 Wellness Mind Centre Managing challenge 38 Lockdown generation World snapshots FEATURES 42 Taking risks Christian Suen 44 Through new lenses Matthew Ngai HKFYG PUBLICATIONS 46 Future Skills report 49 Youth IDEAS on virtual banking 50 New publications

YOUTH HONG KONG published quarterly by The Hong Kong Federation of Youth Groups EDITORIAL BOARD Andy Ho (Chair) Elaine Morgan (Contributing Editor) Ada Chau (Managing Editor) Wilson Chan Angela Ngai Lakshmi Jacotă Hsu Siu-man Christa Cheung William Chung Miranda Ho

VIEWS EXPRESSED are the authors’ and interviewees’, may come from official sources, and do not necessarily reflect the views of the editorial board or publisher REPRODUCTION OF CONTENTS without written permission from the publisher is prohibited OVERVIEW & INTERVIEWS Elaine Morgan, Ada Chau & Professional Publications Unit TRANSLATION Ada Chau, William Chung & Angela Ngai

Hon Adviser Veronica Pearson

PHOTOGRAPHS By editorial team, acknowledged as captioned, stock images or in public domain

CIRCULATION (unaudited) 9,000 in Hong Kong, throughout the region and overseas

TRADEMARKS All brand names and product names are registered trademarks. Youth Hong Kong is not associated with

Contents

September 2020 | Youth Hong Kong

Volume 12 Number 3

4 OVERVIEW

6-20 LEARNING

21-30 WORK

31-41 LIVING

42-45 FEATURES

46-51 HKFYG

any product or vendor mentioned in articles. ARTWORK & DESIGN DG3 & HKFYG COVER DESIGN DG3 LAYOUT & PRINTING DG3 ISSN 2071-3193 (Print) ISSN 2519-1098 (Online) WEB youthhongkong.hkfyg.org.hk CORRESPONDENCE to The Editor, Youth Hong Kong, 21/F, The Hong Kong Federation of Youth Groups Building, 21 Pak Fuk Road, North Point, Hong Kong TEL 3755 7096, 3755 7108 FAX 3755 7155 EMAIL youthhongkong@hkfyg.org.hk

ADVERTISING ENQUIRIES Ada Chau 3755 7108 The Hong Kong Federation of Youth Groups was founded in 1960 and is the city’s largest youth service organization. More than 25,000 activities are organized by over 80 units annually with attendance of nearly 6 million. Services Camps, Leisure, Cultural and Sports Services, Counselling, Creativity education and STEM, Education and continuous learning, Employment and entrepreneurship, Exchange, Leadership training, M21 Multimedia, Parenting, Publications, Research and Publications, Volunteering, Youth at Risk, Youth SPOTs WEB hkfyg.org.hk m21.hk Online donations giving.hkfyg.org.hk

Editorial September 2020â&#x2C6;ŁYouth Hong Kong

What a year! All over the world people have had to adjust to a new way of life, whether working or studying from home, social distancing with restrictions on travel and gatherings, and of course, the new essentials: masks and hand sanitizers. This issue of Youth Hong Kong looks particularly at the effects of COVID-19 on young peopleâ&#x20AC;&#x2122;s lives. In education, we look at school leavers and university graduates. In employment we hear from those coping with change, whether out of work, looking for work or employed in a new environment. We also interview parents and young employers facing difficulties. These are not easy times, nor are they unique to Hong Kong. Wellness, resilience and optimism must be our shared objective in seeing out such challenging days and we hope that some of the stories we share will help shine a light into this dark tunnel. Who knows what the future holds. But we do know that it belongs to youth and it remains our mission to support, encourage and uphold them, especially now. Andy Ho Wing-cheong Executive Director, HKFYG September 2020

Overview September 2020∣Youth Hong Kong

Changing normality

• COVID-19 has changed the world and young people are bearing the brunt of its impact.

• 新冠肺炎全球肆虐，為大家的生活帶來翻天覆地的轉變，年輕一代更要適應學習及工作的新常態。

• Hong Kong’s experience is paralleled by a global phenomenon and a return to normality recedes with each new wave of viral infections.

• 跟其他國家的抗疫工作一樣，香港社會的復甦情況跟疫情變化息息相關，每次出現新一輪疫情爆發，社會各界都深受影響。

• In order to face the future with optimism we all need to • 然而，我們應該懷著樂觀的心態，勇於面對未來的 embrace change and the unexpected with enthusiasm. 挑戰。

Health, learning, economies and wellbeing have all been hit hard by COVID-19 this year but there are glimmers of light as the world adjusts to uncertainty and change. Innovation in science and technology is blossoming and despite social isolation and school closures, flexibility in attitudes and responses has resulted in the discovery of alternatives to normal modes of communication, schooling and working. Yet, not everyone has been able to switch seamlessly and wherever one looks, this has created a particularly acute situation among lower-income families and affects 4

both students and workers. This underlines the sharp digital divides that exist in Hong Kong and around the world. Indeed, a recent survey from the Society for Community Organization reported that despite the community’s best efforts about 40% of Hong Kong’s grassroots children are without computers at home.1 In response to the crisis, the Federation launched several programmes including supporting 100,000 underprivileged students with SIM cards and data plans as well as stepped-up hotline and online counselling.

Studying disrupted, jobs hit

Signs of hope

The pandemic is also inflicting a heavy toll on young workers, removing employment opportunities and undermining career prospects. In Hong Kong, the youth unemployment rate was up to 10.4% by July2 but global figures from the International Labour Organisation show that 17% of young people who were employed before the outbreak stopped working altogether. Working hours among employed youth fell by nearly 25% and 42% reported a reduction in income.3

We can expect major disruptions in education and the economy that will arrive in multiple waves. It is here that opportunity will lie, both for students and young entrepreneurs. There are already bright prospects for educators to build platforms and tools that work well in a covid-dominated world. For students, these will point towards lifelong learning rather than schooloriented study and they will prioritze IT skills.

In Hong Kong, 12.4% of respondents in a recent youth survey were currently unemployed. 55.6% cited the COVID-19 outbreak as a reason for losing their jobs and 69.8% of them had little hope of finding work within the next three months. 7.1% of those currently working saw their income reduce by more than half since the end of 2019.4

For the future, despite all-too-real economic woes, signs of optimism can already be seen in the young. 40% of those surveyed in a World Economic Forum study viewed their future career prospects optimistically. Amid such signs of hope and resilience, almost half of the young people surveyed reported pursuing new training or learning opportunities since the pandemic began.

Coming to terms with an era where any “new normal” is only temporary.

Youth Business Hong Kong (YBHK), HKFYG’s startup support project, has been offering practical help to young entrepreneurs in a rapid response and recovery programme funded by Google.org. An ongoing series will encourage startups to examine business strategies, review and redefine business goals while providing one-on-one consultations and mentoring by professionals. Nevertheless, while innovative startups can benefit, those in lower-skilled jobs will suffer from the pandemic’s economic impact for years. Faced with this social challenge, Federation projects have been catering not only for the academic, emotional, health and social needs of young people but also for economic needs in the community. Believing firmly that youth can not only be beneficiaries but also have the potential to reach out in times of crisis, volunteers in the HKFYG NEIGHBOURHOOD First Project distributed much-needed healthcare resources and provisions to frail, isolated people.

However, while online education works for some learners, it can harm academically weak students and compromise conceptual learning. There is an urgent need to complement educational technology with the power that is generated by people face-to-face in vibrant communities. This is where the Federation can concentrate efforts, building supportive communities that will enable young people to grow and thrive in the future. By working together, with and for youth, the negative effects of COVID-19 and its potentially longlasting impact on young people’s lives may be mitigated. We are having to come to terms with an era where normality is abnormal, an era where any “new normal” is only temporary. To meet this unforeseen challenge, young people and those concerned with their wellbeing will need patience, tolerance of others and above all, acceptance of the fact that where normal is abnormal, individual differences must be both recognized and encouraged and change needs to be expected and welcomed rather than feared.

Sources 1. scmp.com/news/hong-kong/society/article/3099455/disadvantaged-hong-kong-pupils-struggling-online-classes 2. statista.com/statistics/217448/seasonally-adjusted-monthly-youth-unemployment-rate-in-the-us/ 3. ilo.org/global/topics/youth-employment/publications/WCMS_753026/lang--en/index.htm 4. mwyo.org/index.php/english/analyses/covid19_survey

Learning September 2020∣Youth Hong Kong

Online schooling a must have • Online learning is taking place on an unprecedented scale this year and the eCitizen Education 360 Project is monitoring progress.

• 今年全港大規模使用網上學習，可謂前所未見。

• Educators were not prepared for prolonged school suspensions, says Project Coordinator and Principal Investigator Prof Nancy Law of the University of Hong Kong. • She talks about the urgent need to strengthen strategies.

Professor Nancy Law monitors the ways in which adaption to online education is taking place. “E-learning only played a minor role in Hong Kong schools before the pandemic,” she points out. Her study of the effect of class suspensions was underway as the first swift adjustments were being made. She appreciates efforts to sustain learning, but she also recognizes the steep learning curve that has to be climbed. “In February 2020, a few pioneering schools used Zoom for interactive, real-time lessons.” Those schools made headline news, but a few months later, Zoom had become a norm. It is remarkable in the circumstances that Prof Law’s ongoing study [see eCitizen Education 360 Project, page 8] revealed that stakeholders had no particular concern over students’ long-term development. “I would interpret this as evidence of students’ learning through work submitted to their teachers for grading. It also indicates that the efforts made by schools, teachers and parents paid off.”

Maintaining contact However, going to school involves real-time face-toface interaction with teachers and other students. This element was largely missing from online learning this year and student-centred interactive learning needs to be addressed, says Prof Law, as well as results. “Schooling is more than academic learning and teaching. It is also a socialisation process.” A lot of students in her study said they missed the opportunity to socialize with 6

• 香港大學教育學院羅陸慧英教授認為教育工作者並未預料到學校會長時間停課。 • 她跟讀者探討了當只能使用電子教學時，教育工作者首要加強使用電子教學的能力以及制定相應策略。

In terms of competence [in online learning] there are huge differences between and within schools. peers and teachers. They also missed the chance for the “casual negotiation of meaning,” an element that face-toface lessons makes possible when clarification is needed but which is difficult in the context of online learning. “Teachers also reported difficulty accurately assessing students’ learning outcomes,” Prof Law continues. “When conducting a lesson face-to-face, teachers regularly check students’ facial expressions to gauge understanding. They walk around the classroom to check on progress or ask questions.” When such feedback is hidden behind computer screens, assessment is much more difficult. Subjects requiring hands-on or essentially creative engagement revealed more complications. “A teacher at one of the surveyed schools walked the extra mile by posting individual science activity kits to students.” Many teachers of the visual arts and music changed their curriculum entirely to accommodate the online learning mode, she reports. “Engaging students in creative or inquiry-oriented online learning without the materials or hands-on guidance is no easy endeavour.”

Trying to narrow divides

Changing and adapting

Adverse effects of online learning revealed in Prof Law’s study were partly connected to socioeconomic disparities. Nevertheless, “The digital competence divide is not entirely due to socioeconomic divides,” Prof Law advises. Whether students already had opportunities to use digital technology at school before the pandemic contributed much to their digital competence level.

First, schools should enhance their capacity for blended, or mixed-mode learning. For younger children in particular, and for certain subjects, Prof Law advises a combination of digital and non-digital home learning. “This can include both written and craft work that can be uploaded to a learning management system for feedback from teachers and students.”

Data collected before the pandemic already revealed serious digital inequalities across Hong Kong’s student population, in terms of both access and competence. Where the latter is concerned, “There are huge differences between and within schools,” Prof Law says. “A very small percentage of students do not have access to the internet at all at home but around 10%, higher for primary compared to secondary students, could only use smartphones for online learning.” Access to devices with larger screens, including desktop computers, laptops or tablets was an important contributing factor to the level of digital competence students could achieve. Prof Law confirms that there are problems with the way in which government measures have addressed disparities and not all needy students have good access. “Unlike textbook subsidies, for which over 200,000 students applied and received last year, digital devices were not subsidized unless schools had enrolled needy students via the Bring Your Own Device (BYOD) scheme prior to the pandemic.” Furthermore, subsidies (see BYOD box page 9) are means-tested, and some needy students do not meet the criteria. Schools may make decisions based on the characteristics of their own students. Educators could also consider how digital literacy skills could be developed by incorporating them in the teaching of different subject areas and topics. Having a tablet or a laptop does not automatically translate to better learning. Students have to know how to use them well and safely too. At a time when only a small minority of students from needy families is benefitting from subsidies, much more needs to be done. Asked what real action might be taken immediately, Prof Law says that many schools will attempt to mitigate the widened achievement gap by providing remedial and supplementary teaching and assessing the impact on students’ learning outcomes. She recommends three major areas for change.

We believe that individual schools should draw upon each other’s positive experiences to improve their own planning and implementation. Second, there needs to be more appropriate professional development, both for designing student-centred interactive online learning and authentic assessment. “This is actually a key priority reported by the schools too. We believe that individual schools should draw upon each other’s positive experiences to improve their own planning and implementation,” Prof Law continues. Third, partnerships are needed between schools and community organizations to provide support for the specific needs of students from low-income families. “This would include offering devices on loan, providing parent education and ensuring good digital literacy education for students.” Despite the problems students are facing, Prof Law concludes on an upbeat note, saying that there will be positive outcomes for online teaching learning skills in the post-pandemic era. “A definite gain that all stakeholders agree on is an improvement in the digital skills of both teachers and students. It is reassuring to see that the whole education community has now invested more attention and effort on promoting learning with the aid of technology.”

Learning September 2020∣Youth Hong Kong

This interview with Professor Nancy Law of the Faculty of Education at the University of Hong Kong follows up the release of findings from the first part of her team’s study of the effect of class suspensions on learning, the eCitizen Education 360 project. * The project consists of six parts on six themes. Further findings will be released over the coming months.

eCitizen Education 360 Project All Hong Kong schools were invited and 53 took part. Respondents included 1,279 primary school pupils from P3 upwards, 5,050 secondary school students, about 1,200 teachers and 1,300 parents. About 50% of the secondary schools and 40% of primary schools indicated that they did not have a Bring Your Own Device policy (see opposite page).

Participation ● 78% government aided schools ● 12% government schools

Response from families of lower socioeconomic status ● Difficulties caused by insufficient digital devices and poor network access. ● Lower expectations among parents about performance in post school suspension exams. ● Less improvement in digital competence during school suspensions both by students and parents. ● Tendency for parents to be less involved in children’s learning. ● Up to 20% of students reported slow or unstable connections at home that were inadequate for online learning.

● 8% direct subsidy schools ● 2% private or special schools

Findings ● Teachers and students reported improved digital skills.

● Parents more likely to report inability to provide internet connection and/or digital devices adequate for children’s online learning.

● Mastery of complex concepts and skills became harder in purely online learning.

Recommendations

● Teachers in BYOD schools were more confident because they used online learning before class suspensions and had better technical support. ● They were also more confident about teaching online than others. ● Schools with good online learning management systems as well as BYOD could offer more help to students during class suspensions. ● Students at schools that had not implemented BYOD tended to be more distracted by entertainment on devices.

● Urgent need to develop and strengthen e-learning capacity. ● Imminent need to prepare for mixed-mode teaching and learning. ● Training in online learning needed for teachers and students. ● Better communication with parents and support when needed. ● More funding for good internet access and devices for all students.

More details

360-cms.ecitizen.hk/uploads/press_conference_20200720-complete_2390a14537.pdf

Findings of the first part of the study were released in July 2020 and of the second part in August 2020. More details ecitizen.hk/360

BYOD ● All government schools have been encouraged to implement a Bring Your Own Device (BYOD) policy and operate a WiFi campus since 2015/2016. ● Only a minority of schools had implemented or were formulating measures relating to BYOD by 2017-2018. ● Assistance for buying computers in the form of Community Care Fund government subsidies is currently available only to a minority of needy primary and secondary students. ● About 190 primary and secondary schools applied for assistance in 2018/19. ● The number of schools grew to 270 in the 2019/20 school year.

However, according to official figures: ● The number of student beneficiaries in 2018/19 was only 13,856.

Recent surveys say: ● 40% of children from grassroots families do not have a computer at home according to Society for Community Organization ● 80% of low-income families in Hong Kong cannot afford computers for children’s home e-learning and 20% have no WiFi either according to the Alliance for Children Development Rights

● The total number of students in all Hong Kong schools was 710,143 in 2019/2020. ● Beneficiaries of the assistance scheme as a proportion of the total is only 1.95%. ● But the poverty rate among Hong Kong’s children before intervention in 2020 was 23.3%.

Source • news.rthk.hk/rthk/en/component/k2/1546804-20200830.htm • scmp.com/news/hong-kong/society/article/3100441/coronavirusfour-five-needy-hong-kong-families-cant-afford

Read more • edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/BYOD/byod_index.html • info.gov.hk/gia/general/202004/22/P2020042200479.htm • edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/ITE-CCF/ccf_index.html • edb.gov.hk/en/about-edb/publications-stat/figures/index.html • info.gov.hk/gia/general/201912/13/P2019121300605.htm

Learning September 2020∣Youth Hong Kong

e-Learning how well is it working? • All face-to-face lessons in Hong Kong schools stopped in February 2020 because of the pandemic.

• 受疫情影響，本港所有學校於 2020 年 2 月起全面停止面對面授課。

• This study at HKFYG took place as learning online doubled and the need for effective self-direction was heightened.

• 本研究集中討論網上學習需求倍增以及需要學生提升自學能力的情況。

• Gladys Wong and Derek Lee, who joined the group responsible for the study, explain the background and recommendations.

• 青年創研庫成員 Gladys 及 Derek 跟讀者闡釋他們的研究，包括其背景以及建議。

“In Hong Kong, self-directed learning seems to be merely moving traditional education online,” says Gladys Wong, but good online learning depends on active self-direction and, “The crux of the matter is personalizing the process.”

What were the challenges? According to students who took part in this study, the biggest challenge in online learning this year has been the absence of an appropriately educational atmosphere at home. Confirming the finding, 82.8% schools and 47.5% of students consider the key to learning online is the ability to learn independently. Education sector professionals also point out that teacher training should provide skills for effective use of e-learning tools to stimulate students’ interest and engagement.

Policy goals achieved? When the study took place, the government’s Fourth Strategy on Information Technology in Education (ITE4) was in place. It included the goal of strengthening students’ self-directed learning. Gladys thinks this goal has not been achieved. She points out that independent learning at school today relies on good access to the internet and up-to-date hardware. Furthermore, it is largely driven by teachers. “Professional teacher training 10

33.6% of schools agree that their teaching staff cannot effectively manage the progress of students’ online learning. about the application of new technology is exceptionally important but burdened by workload, teachers have little time for it.” This has to change if progress is to be made. Instead, students are still doing the same tasks, learning at the same pace and in the same manner as each other, Gladys observes, and signs of effective independent learning are lacking. “Moreover, our study shows that 35.2% of schools are neutral and 33.6% of schools agree that their teaching staff cannot effectively manage the progress of students’ online learning.” Derek Lee emphasizes the need for a communicative, two-way interactive atmosphere for good online learning. Such enhancement would include data on students’ learning performance. “This would give teachers a more comprehensive understanding of the strengths and weaknesses of their teaching strategies.”

Half of the respondents think the poverty gap emphasizes the inefficiency of e-learning and explains discrepancies among students.

beneficiaries significantly. “Eventually, all students should have equal access to e-learning materials when at home, especially during class suspensions, and their parents should be given the support they need to facilitate the process.”

In Hong Kong, self-directed learning seems to be merely moving traditional education online. A major obstacle to good online learning identified by the survey is lack of access to essential hardware and software. The government has a Bring Your Own Device (BYOD) policy but according to the survey, just one-fifth of students (20.9%) and around one-third of schools (36.4%) participate. Derek’s conclusion is that although BYOD may benefit some, it has fallen far short of real needs. “As mentioned by Charles Mok in the Legislative Council on April 22, deficiencies in e-learning by students from grassroots families include limited bandwidth and poor WiFi networks at home. This also fits with our finding that half the respondents think the poverty gap emphasizes the inefficiency of e-learning and explains discrepancies among students. Derek suggests that the Education Bureau (EDB) should examine the concerns of schools and parents and increase

Both Derek and Gladys point out how important it is for different sectors of society to work together to alleviate educational inequality. “Schools should keep in close communication with parents to provide clear information and direction on how to deal with problems and use monitoring systems properly,” says Gladys. “Technology firms can also be facilitators by offering students extendable free trial periods for e-learning software,” comments Derek. “During the suspension of classes, some telecommunication companies provided free SIM cards for students from grass-root families who live in those areas with poor or no broadband coverage.” By working in partnership with NGOs, such initiatives can go some way to reduce hardship and inequality, but government policy must underpin all such efforts.

All students should have equal access to e-learning materials when at home. As Gladys says, “It is five years since ITE4 was announced. Technology and society have advanced rapidly since then and it is high time the EDB to set up a task force to review the current education system and set out a timetable for ITE5.”

1. edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/ITE4_report_ENG.pdf

Learning September 2020∣Youth Hong Kong

Teachers’ views ●

●

33.6% say they can’t

manage students’ online learning progress well.

29.5% say they have difficulties using e-learning tools for teaching. 69.7% of schools prioritize more appropriate teacher training 45.9% of schools say better hardware for students is a priority.

“E-learning is just a tool. It will be useless if it is not used effectively. Teachers can also think about how to improve their teaching by using all the tools available to them.” Ms Elsa Tsang, President

Hong Kong E-Textbook Association

“Online classroom design allows many students to be involved in discussion and to give feedback to teachers, but it also encourages introverted students to express themselves.”

Students’ views ●

60.4% say main problem

●

56.7% have difficulty

●

46.8% say the

is lack of home atmosphere conducive to learning.

concentrating when trying to learn online.

effectiveness of their learning has deteriorated.

● Students evaluate their confidence in e-learning at an average of 5.63 on a scale of 0-10 where 10 means very confident. ●

●

10.5% say they don’t have enough electronic devices to meet their needs for e-learning. 53.5% think that

e-learning cannot replace face-to-face teaching.

Recommendations ● A task force within the Education Bureau (EDB) is urgently needed to review the curriculum and make progress toward a Fifth Strategy on IT in Education (ITE5). ● The EDB should reduce teachers’ contracted lesson hours and increase their training. ● An IT coordinator is needed in all schools for long-term planning and execution of e-learning. ● E-learning platforms should be used by schools to enhance communication and analyze data about students’ learning and progress. ● Support from various sectors is needed for the continuous development of e-learning, especially for economically disadvantaged students.

Gladys Wong is a law student at the University of Hong Kong and an alumni of the HKFYG Leadership Institute. Derek Lee graduated from the same university and is now a self-employed entrepreneur. They joined the HKFYG Youth IDEAS think tank in 2020.

Ms Corina Chen, Principal Hong Kong University Graduates Association College

Report No. 50 HKFYG Youth I.D.E.A.S. Education group Published title Enhancing Support for e-Learning in Schools Respondents

Note The terms ‘online learning’ and ‘e-learning’ are used interchangeably in this article. The EDB’s preferred term is e-learning and so this term was used in the study’s questionnaire. 12

● 1,039 Hong Kong 12-19-year-olds ● 122 government, aided or direct subsidy scheme schools ● Five education sector experts More details [in Chinese] yrc.hkfyg.org.hk/2020/07/30/yi050/ Enquiries Vivian Yeung 37557038

School leavers and graduates coping with change

• Eight students talk about studying this year, their difficulties in cramped, noisy homes and their paradoxical sense of isolation.

• 8 位學生跟我們分享他們這年的學習生活以及當中遇到的問題，例如在家學習時受嘈音影響以及他們未能上學的孤單感。

• The majority did not like learning online, a few found it worked well and a couple discovered the ability to think more independently.

• 他們大部分都不喜歡網上學習，但有部分覺得學習進度良好以及鍛鍊了獨立思考的能力。

• Some had good results and feel lucky to be at university but others feel disappointed and frustrated about belonging to the class of 2020.

• 他們有些學習成績較好，順利升讀心儀大學，但有部分表示失望以及不想於 2020 年畢業。

Jeremy, 18, prepared for exams in cramped conditions but still had good results and is now at university overseas.

At home, I have no desk and have to work with a phone too small for Zoom while writing my notes on the floor. Libraries and study rooms were shut. Schools opened for limited periods and only those of us in need went there. At least I slept better and could eat more healthily because I could cook for myself but my family constantly played loud music or watched movies and I learned more slowly. I think my grades suffered. It is harder to discipline myself when trying to learn online. There is no interaction and I really miss the motivation classmates and teachers provide. There is no real atmosphere without them and all of us lost the chance to create memories of each other. But I’m glad that I did well enough for a good UK university to accept me to do my chosen degree although in the first year everything will be online.

Cheryl, 17, had difficulty with online learning, took a low-paid job and postponed university.

I had to study in the living room to get a good WiFi connection but I could not concentrate. It was crowded and noisy at home and I definitely learned more slowly. In a real classroom I have more energy and can concentrate. I’m glad that some teachers recorded their lessons and we could replay them later. I relied much more on social media for contact than usual and really missed hanging out with friends. At least I saw more of my parents but I worried about getting infected when taking exams and passing it on at home. When the exams were delayed, I felt let down. I couldn’t do as well as expected and have been very worried about unemployment. My plan was to start studying abroad in February but now it has all been delayed and I've found a job. Luckily, I saw poster in a shop window and the owner hired me. Others are not so lucky. I think the government should offer them financial support.

Learning September 2020∣Youth Hong Kong

Although others found it harder to concentrate in online lessons, I reacted quite differently. I thought more clearly and found it easier and quicker to learn. There were no interruptions or distracting chat. There was no pressure to find instant answers and one of our lecturers shared more professional knowledge and experience than usual. I love that way of teaching. I have never been terribly keen about campus life and usually went home straight after classes. In fact, I wish all my lectures could have been online and tutorials face to face. I could have saved both time and travel costs. For most of the pandemic I’ve had good internet access and a stable connection on my own computer. My teachers used Zoom and PowerPoint for interactive online lessons. Zoom was new to me but it was userfriendly. I could ask questions with the microphone or in the Zoom chatroom, and I could check online sources for unfamiliar term and concepts. On campus, I don’t have my computer with me. One of my courses was an elective in drawing and when the lecturer noticed some students only had enough space to draw on the floor he asked us to take photos of drawings later and upload

Nelson, 24, graduated from university this year and prefers online lessons.

them so we could also see each other’s work and he could comment on everyone’s efforts. I was unlucky once. My building has a five-yearly telecoms maintenance schedule and it clashed with one of my exam days. I found out about it well enough in advance and managed to find a quiet place with good internet access when I could do the exam, but it was an extra worry. Overall, I would say online learning not only enhanced the effectiveness of my learning and improved my concentration, it also improved my work life balance because there was less commuting. In fact, because online learning suited me, I think I got better grades than I would have done otherwise.

Heiko, 17, learnt how to stay positive Nevertheless, I admit that my progress was slower than in proper lessons but my motivation stayed solid and unchanged. Although social media and being at home could distract me, I put in as much effort as possible. In fact, it was easier to manage time and there was more flexibility than at school. Learning online has been a good experience. I appreciate my teachers’ efforts on Zoom and Google Meet. They made lessons funny and appealing, sent plenty of material and gave us the sources we needed to prepare for exams.

It did bother me that admission to local universities was affected but I had a job during the summer holidays with a telecommunications company. It was interesting and kept me busy. Although it hasn’t been easy, I think this year has made me stronger and showed me how to stay positive in the future.

Ana, 18, was unimpressed with online learning and admits running out of self-discipline.

While I understand that online learning was the most pragmatic way to deal with school closures, I cannot say it was all positive. Classes followed classes almost immediately online but when we are at school, we walk from one class room to another, creating a transition period between subjects. I also feel teachers gave us far more work to do which created a lot of stress. Online learning requires a lot of discipline, mental, physical and emotional, but by mid-March I had run out of all three. When IB exams were cancelled, everything stopped: classes, revisions, camaraderie. It was so anticlimactic. I usually do well in exams and

I didn’t like Zoom and Google Meet lessons. They lacked interaction and that was demotivating. I like listening to other students’ ideas in class. It’s stimulating.

was disappointed I couldn’t prove myself. My results were above average but I still think I could have done better even though I had already been accepted into the university of my choice. Not going to school was difficult socially. Even though there were opportunities to get together, it was not the same. There was a cap on numbers which meant that we missed out on many celebrations, birthdays, end of school parties and graduation. I also missed a wider circle of classmates and acquaintances that I would normally speak to in school. Even with close friends it wasn’t the same. I feel my mental health did deteriorate. I became more anxious about the unknown. I also lost motivation to go outdoors, even for walks. My eating habits definitely became worse and I snacked far too much. I don’t know if this experience will make me more resilient. I am normally a well-organized person, but I know I must be more flexible and open to the unexpected. I cannot let things I cannot control take charge, especially of my moods, and I have to learn how to manage expectations. All this might have happened with maturity, but the pandemic certainly accelerated the process!

Hayley, 18, thinks this year has made her more independent.

I also learned more slowly online and tended to be distracted by the phone. My revision schedule was confused and my grades probably suffered. Although it was convenient to study at home, I certainly prefer no more online learning in future. Plans for university are unchanged and fortunately, my private tutor asked me to work as an assistant. It gave me confidence. Even though

the exams were very stressful and my appetite disappeared, the experience of COVID-19 has helped me become more independent.

Learning September 2020∣Youth Hong Kong

Google Classroom, PowerSchool, ManageBac, outlook, we used them all. Our teachers tried to cram all the syllabus in as quickly as possible when they thought we were doing the IB exams. Then they were cancelled.

Lois, 18, says her last year at school taught her lessons about herself despite lack of motivation.

We still had to do online lessons which are unmotivating. A lot can be misinterpreted and instructions may be unclear. All lessons were hard but maths was the worst. It’s hard to write equations in a word document and it’s harder to speak into a camera and microphone. We can’t bounce ideas off each other. It depends entirely on the teacher what we do in class even though the IB talks about how the learner takes charge of their own education. Our online classes were the opposite so I would constantly have 20 tabs open and watch YouTube or message other people in my class time. My stress levels went through the roof because all I had to focus on every day at home was studying. There was nothing else to distract me. Most of the time I did no exercise and ate a lot of junk food.

Lancy, 22, graduated and recognizes how important adaptability is.

Our final grades were based on our school’s past records, our predicted grades and internal assignments. Getting our results back was surprising to say the least, and we had no idea how they were calculated. I did better than expected. A few months of being stuck at home with absolutely nothing to do really made me realize how much I take for granted. One good thing. Most of the day I was left alone with my thoughts, and perhaps I now understand myself better.

classroom as well. I’m glad we had time for discussion after each online class and our teachers were very patient when we asked questions. Initially, I was worried about not finding work, but my results were not affected and a friend’s introduction led to a job. My plan is to work for a year before launching an education centre for young children with both online and offline learning in case the pandemic continues.

Online learning at uni has improved my selfdiscipline but I lose focus with my family chatting in the background. Some of the class atmosphere is missing too but I easily get distracted in the

The virus has made everyone think how tremendous change like this can affect the whole world and as well as shouldering responsibilities today, we have to be ready to adapt.

Public exams stress levels up Over half of this year’s DSE students rated their stress levels at 7 out of 10, the highest since DSE public exams began in 2012, according to the latest annual survey from HKFYG’s DSE 27771112 counselling service. This year’s class suspensions followed months of social unrest and protests. Normal levels of anxiety about exams were then heightened by delays and cancellations plus healthcare concerns. Taken together, these factors intensified psychological burdens. Further analysis shows that high self-expectations probably exacerbated already high stress levels. Inevitably, this year’s DSE candidates experienced more stress than that of previous student cohorts and the consequence is that they are less confident about their future. What would you most like other people to say by way of support?

Survey findings • 60.4% failed to meet own expectations • 51.1% lacked academic support • 47.8% missed normal social environment • 45.7% did not make expected progress because of disrupted classes • 25.1%, compared to 19.1% last year, considered studying overseas • 28.3% considered taking the DSE again if not admitted to their preferred local institution • 63.9% regretted missing school speech day, graduation dinner or graduation trips • 66.2% expected to be given more personal space and sensitive, low-key parental support instead of nagging about results

Replies

250

46.5

“It’s ok. You have tried your best.”

186

34.6

“We’ll support you no matter what your results are.”

• 37.5% expected parents to respect their choice of study or career even if they disagreed

169

31.4

• 40.2% found support from schools during the pandemic insufficient

“I’m sure you will find your way.”

164

30.5

“Can I give you a hug?”

151

28.1

“I’m here whenever you need me.”

130

24.2

“Don’t let grades upset your life.”

119

22.1

“Just relax and wait for your results”

115

21.4

“Keep fighting!”

113

21.0

“Don’t be afraid.”

16.2

“I understand how difficult it is

What sort of support do you expect from your parents?

Recommendations and suggestions DSE students This year's candidates faced multiple challenges and will need encouragement to stay optimistic. Coping well with unforeseen hurdles will require fundamental resilience. Good problem-solving and creative thinking skills, as well as the confidence demanded by further studies, will be needed. Parents While observing reactions carefully, parents should allow more mental and physical space to build their children's confidence for independent decision-making. Survey dates 27 June - 14 July 2020 Number of Respondents 538

Replies

Low profile support only.

356

66.2

Freedom to choose my own future path.

202

37.5

Don’t expect too much.

179

33.3

Discuss study and career path options.

154

28.6

Helpdesk:

Help me to search information about studying.

18.2

• WhatsApp 6277 8899

Share their own experience with me.

11.7

• Online 27771112.hk

More details 27771112.hk HKFYG’s DSE 27771112 helps to prepare Secondary 6 students for exams and further studies. • DSE Hotline 2777 1112

Learning September 2020∣Youth Hong Kong

Tutors for the asking

essons and learning have been transformed by COVID-19 but some students have had to cope with serious disadvantages. M21, the Federation’s media centre, has been organizing support in partnership with several organizations.

M21 has collaborated with Snapask to let young learners put questions to trained university students. They are available to help 24/7 and this Hong Kongbased app offers this service to students in Hong Kong, Singapore, Thailand, Korea, Indonesia, Japan, Malaysia and Taiwan. The app supports image recognition technology and machine learning algorithms that make learning much more interesting. Usually, students pay a monthly fee of HK$640 and can ask up to 50 questions. However, as Timothy Yu Yau-him, the 25-year-old co-founder says, “Our mission is to level the playing field.” The aim of M21’s initiative is to connect Snapask to needy students with insufficient access to online learning tools. Now, about half of the app’s users are underprivileged children who receive the service at a discounted rate. Each registered student for the Scheme can ask 30 questions for free for up to 90 days. A total of 4,000 primary and secondary school students from low-income families are expected to benefit.

More details and online applications m21.hk/academic_support/ Enquiries Christy Yeung 3979 0034

Snapask with M21 Major partners INCO Education Accelerator and Google.org

Supported by • Association of I.T. Leaders in Education (AiTLE) • FlippEducators@HK • Hong Kong Association of Careers Masters and Guidance Masters (HKACMGM)

More M21 COVID-19 Supporting Schemes Bandwidth Support for eLearning at Home 100K free SIM cards for students and free upgrades of Zoom accounts for schoolteachers conducting online learning: a special project sponsored by The Hong Kong Jockey Club Charities Trust eDevice Support for eLearning at Home 380 free new tablets and SIM cards with technical support for students: sponsored by The Hong Kong Jockey Club Charities Trust Emergency Fund Mask Support for Schools Free delivery of discount high quality masks to 100 primary and secondary schools during mask shortages STEM from Social Innovation A youth empowerment project that combats COVID-19 through social inclusion:

Shine online W

ith many of the world’s population in quarantine, learning everything from programming to photography has been available online. The Federation came up with a great idea: motivate the online teachers to shine. Trainers and tutors who took up the challenge presented their skills online at HKFYG’s M21 Media Centre in Aberdeen. The venue provided the basics and IT support while each contestant provided props for their presentation.

Ten young finalists from all walks of life showed the way, with body paint, musical instruments, jianzi shuttlecock, sketching, e-commerce and manga drawing.

Criteria ● Course content: application and feasibility, uniqueness and creativity, superiority and market positioning ● Teaching techniques: effectiveness and interactivity, adaptability and flexibility of live broadcast teaching, use of supplementary tools

Winners and prizes 1st Gip Chan (Percussion) HK$10,000 2nd Blue Cheng (Body painting) HK$5,000 3rd Angus Tang (Harmonica) HK$3,000 4th Kevin Or (Shuttlecock kicking/ Jianzi) HK$2,000 Plus HK$500 Merit Awards for 5th to 10th place and Star-rated Online Tutor prizes for all contestants who also had the chance to gain exposure at HKFYG summer programmes.

Judges with expertise in IT education, online marketing and youth employment Thank you! Ar Shek – Marketer, Online Marketing Player Ivan So – Digital Consultant, HD Course Limited Stanley Kam – President, The Hong Kong Association for Computer Education Albert Wong – President, Association of I.T. Leaders in Education Alice Lui – Deputy Executive Director, HKFYG

More details [in Chinese] hkfyg.org.hk/onlinemaster/ Enquiries Vicky Kwong tel 3755 7067

Learning September 2020∣Youth Hong Kong

Blended learning

special experience for special needs The Nesbitt Centre is a day activity facility for anyone aged 16+ with learning disabilities. These can include autism spectrum disorder, intellectual disabilities, cerebral palsy and Down’s syndrome. The Centre’s aim is to help them achieve independence, maximize their potential and empower them to live independently. Due to the pandemic, the Centre’s programmes were cancelled and learners, who typically receive holistic and direct support, remained at home in the interests of safety. In response, we began developing an e-learning programme to allow continued engagement.

Independent e-learning for those with special needs is especially challenging. Independent e-learning for those with special needs is especially challenging. They commonly have communication impairments and typical online media may not be suitable. The standard “Q&A” approach in online sessions, for example, offers minimal benefits for learners who find verbal communication challenging. Realizing that we needed to be innovative, with assistance from The Hong Kong Jockey Club, we developed a programme that encompassed eleven live online sessions streamed via WebEx video-conferencing. Lessons included functional skills such as general studies and literacy and leisure-based subjects such as expressive art and drumming. We also produced three activity videos for learners each week, grouped under three themes ‒ #TastyTuesday, #ThoughtfulThursday, #SensorySaturday ‒ and uploaded on Instagram or YouTube with which our learners are familiar. Video or phone conferencing enabled us to provide one-on-one music therapy, speech and language therapy, counselling and clinical psychology. We also organized online classrooms containing interactive worksheets to enrich the learning experience. 20

by Matthew Wong

Our initial goal was continued engagement and prevention of regression. However, we soon realized that supporting parents was equally important so we developed parent-child online workshops – a social and educational experience providing therapeutic coping strategies for these unprecedented times. The one-hour workshops emphasized music therapy and expressive art therapy and explored creativity and playfulness through music, visual arts and physical sensation. The Nesbitt Centre is now gradually resuming normal programmes but components of e-learning are still incorporated. Our experience with such blended learning furthers the notion that a holistic and person-centred approach to online education can benefit anyone, regardless of capabilities.

Where travel or geographic challenges used to be limiting factors, future advances in technology will allow for extended support. We also believe that where travel or geographic challenges used to be limiting factors, future advances in technology will allow for extended support, further breaking down the barriers caused by misconceptions about online education for those with learning disabilities.

More details Matthew Wong, Program Manager The Nesbitt Centre Tel: +(852) 2813 4550 Fax: +(852) 2813 4536 www.nesbittcentre.org.hk

Work

Professionals with responsibility • Three stories of people with jobs they love, coping with COVID-19 and never giving up.

• 疫情下，本港各界人士持守專業、守望相助，永不放棄。

• They respond to life with resilience, perseverance, solidarity and compassion.

• 他們跟讀者分享抗疫期間展現出的堅持沉著、團結關愛。

• Lee Chun-ho, chosen to represent Hong Kong at the Olympics, faces another challenger.

• 香港空手道代表李振豪為本港首位確診專業運動員，他跟我們分享了未來預備奧運的挑戰。

• Chiang Pui-king, a paediatrician dedicates herself to the isolation wards.

• 蔣珮琼醫生跟讀者分享她在隔離病房工作的點滴以及她跟家人的相處。

• Lee Kam, a country parks craftsman finds peace with hikers amid life’s uncertainties.

• 郊野公園技工李錦熱愛工作，視山野為家，樂意跟山友分享如何愛護大自然。

Lee Chun-ho: fighting for the future “I became Hong Kong’s national karatedo champion in 2010. My mum was so happy and I decided to focus on sport and aim for the Olympics. But my fight this year was not in karate. It was against COVID-19.”

I used what I learnt in karatedo to fight the virus: endurance, patience, focus, perfection. In the hospital, Lee heard only the air-conditioning, the fan and the machines. “Once you catch this virus, you can do virtually nothing, no matter how fit you are. The rest of your world disappears.” His doctor said his lung function was reduced by 20%. Determined, he kept moving, holding on to strength and stamina.

Holding on, fighting back Other patients arrived, and then left hospital, but Lee stayed, till one day the nurses told him he was nearly well enough. “My spirits soared, but it was too soon. The virus came back and I screamed with frustration.” Lee posted his updates on Facebook. Others, comforted by his news and his shared feelings, thanked him for expressing difficult thoughts. “Perhaps it gave us all the positive energy we needed to keep fighting the virus.”

When he made a video asking people to stay home. “The doctors and nurses thanked him. It touched my heart to know how much it meant to them.”

Lessons for life Lee never forgot he was an athlete. Whether in karate uniform or hospital uniform, people cheered him on for fighting. “Knowing that they looked to me for help made me fight my fear and act responsibly.” When Lee finally left hospital two months later, the city looked fresh and bright. Finally, he could prepare for the future, for the Olympics. “I’ve lost a lot but I’ll get it all back.” Talking about karate makes his eyes light up. “I used what I learnt in karatedo to fight the virus: endurance, patience, focus, perfection.” 21

Work September 2020∣Youth Hong Kong

Chiang Pui-king: children’s doctor “You never see fear here. All you see is passion,” says Dr Chiang, a young paediatrician on the COVID-19 isolation ward. The only goal is to beat the virus. She remembers feeling sad when her roster was confirmed. “It was the second day of the Lunar New Year and I knew it meant being away from home for weeks and not seeing my little boy for a long time.” But she buttoned up her white coat and got back to work. She knew it was crucial. 100% attention on the fight against the virus, that was what she needed.

No excuse, no options It was like SARS all over again. Another terrible disease, but this time with Dr Chiang on the front line. Phones ringing all day long, constant life and death decisions. “I had to put everything else aside. It was the only way to keep up team morale.”

When I told him my worries he simply told me to take care. “We wore protective gear like armour,” she says. “It gave us strength for the war we were fighting. We needed to both attack and defend.” But the essential gear was in short supply and healthcare workers had help each other preserve what they had. “Once, a colleague helped me get ready. That had never happened before. When things get tough it helps so much to know you can rely on one another.” Dr Chiang took care of patients aged from under two to 17 years old. “Luckily, they were physically stable but they were just children and needed a lot of emotional support, especially because they had no visitors.” Dr Chiang remembered to stop and chat, and she encouraged them to have family video calls.

Coping under pressure After her nine-hour working day, Dr Chiang always called her son. “All I could talk about was the virus. When I told him my worries he simply told me to take care.” In her son’s eyes, Dr Chiang was a strict mother, but he was growing up fast and understood how brave she was. He was proud when she finished her duty and came home again. For Dr Chiang, it has been both stressful and strengthening. “I had to stay calm. I had no option. It has taught me I can cope, no matter what.”

Lee Kam: breath of the hills Lee Kam takes care of Hong Kong’s country parks. He smiles whenever he talks about the hills. He loves them as children. Unlike most Hong Kong people, he looks forward to going to work every day. “Work in the hills has changed this year,” says Lee Kam. “Used masks, empty bottles and lunch boxes everywhere. I clear them up so my plants can breathe.”

The pandemic is a symbol of all life’s uncertainties. Our world is changing and we have to adjust to get by. He is happy to see more young people appreciating the charm of the hills. “There are more and more hikers because of the virus, enjoying fresh air at a difficult time, but I wish they understood about leaving no trace. People and wild things should live in harmony.” He gives the hikers a kindly reminder. “Please take your litter home.” He is gentle when he tells them and never gets angry. Most people listen and take his advice. Working with flowers and trees has taught him the value of patience and peace. The pandemic is a symbol of all life’s uncertainties. “Our world is changing and we have to adjust to get by - just like plants that change to fit in with their environment.” Lee Kam hopes that one day the hills will not only be a haven for people like him but for everyone. “I hope they will see this as a place to treasure and protect, a place where their hearts can to take break, where they can breathe again, a place like home.” Lee Kam’s spirit and soul are in his work. “The hills are my home and I give myself to them as I give to my family. I will work as hard as I need to, just to protect them.”

These extracts have been translated from the original touching stories about Hong Kong people, working to combat COVID-19, helping each other in difficult times, seeing how it changes lives. Title Care Beyond Professionalism – Ten Stories of COVID-19 Publisher HKFYG ISBN 978-988-79951-8-0 Price HK$160 Orders

This is a spirit that the pandemic has made familiar to us all. 23

Work September 2020∣Youth Hong Kong

Jobs on hold • Four young adults describe changed lives.

• 四位青年跟讀者講述他們生活的轉變。

• Unemployment looms for several.

• 失業率攀升令人憂心。

• Working from home is not always feasible.

• 在家工作非理所當然。

• Part-time work or unpaid internships have become attractive.

• 疫情下有兼職或實習機會已經不錯。

Ashley, in her early 20s, is lucky. Despite the pandemic, she still has a job. Ashley has been on 60% of her usual income ever since February, thanks to the government’s pandemic Employment Support Scheme. “It covers all my basic needs,” she says. As a member of the airport’s ground staff since spring 2019, she was told to work from home as far as possible. “Actually, there is almost nothing we can can do from home except check updates on aircraft operations and airline company policies in different countries. The situation changes constantly and that make me feel very unstable.” By staying at home, however, Ashley does feel she is helping to control the spread of the virus when she would otherwise be working in a packed office. “I can do some professional training while I am on standby,” Ashley continues, “but it does seem as if many people have less energy.” “I wish the government would provide more job-related courses that I could do while I am furloughed. It would mean I had a chance to work in another field if I lost my airport job. While almost nobody is travelling, I feel vulnerable. I think we could be replaced by a stateof-the-art automated system at any moment.” For the future, Ashley says she wants to do a part-time degree, maybe in tourist and event management or maybe in aviation, and then look for work in customer services. For now, she feels motivated by a health incentive offered by her employer. It encourages her take exercise. “Staff who take a daily walk of up to 8,000 steps each month get a little gift.” It’s not a lot but it’s a lot better than nothing.

Thomas, also in his 20s, was not so lucky: he lost his job with Hong Kong Airlines. “In February, I had just enough saved to begin paying off my student debts. Three months later, I had nothing left. I had to borrow from the bank to pay off the student debt and now I have to pay off the bank loan.” Commenting on government wage subsidies, he says he doesn’t think he would have been eligible and was so low-paid that, “60% of my income would have been very little anyway.” Now, Thomas has no option but to take even lowerpaid jobs. He has one that means up to four hours of commuting every day. “I get up early and take a 6.30am bus to avoid the rush hour but I can’t help but wish I could work from home. It would be so much more efficient.” Asked what support he would most like to see from government, Thomas thinks of the “sandwich-class” as the neediest group. “We barely make a living but still pay tax, rent and bills with hardly any of the subsidies we would be entitled too if we were poorer. Instead, we have had to reduce outgoings on everything. Rich people have nothing to worry about. They are still making money. It’s the people in between who suffer.” Thomas thinks that the minimum wage has done nothing to help people like him. “Instead of protecting the low-paid, it has damaged the free labour market and created more unemployment. I believe the minimum wage has been used more as a political tool than a government support measure.” On the other hand, unpaid internships are good, Thomas says. “I would do one, if I could. They give people the chance to learn something new and maybe change their occupation someday. The more skills you have, the more opportunities you get.”

Chloe is unemployed and finding life hard. “First a waitress and then an administrative assistant, I was happy to have a new job lined up. It’s seven months since I should have started but it was postponed indefinitely. In the meantime, I have tried applying for a few part-time jobs but the business downturn means wages have dropped a lot. Anyway, I haven’t had any job offers.” While some young people think that the government’s wage subsidy should be given directly to employees instead of employers, Chloe’s view is that even if she had been eligible it would not have been enough. “In general, my income has been around $14,000. Of that, I expect to spend at least $10,000 on basic needs.” Working from home, should a job offer that in future, doesn’t appeal to Chloe. “It would mean too much close contact with my family. That would cause arguments and when I tried to focus on my work, they would disturb me.” For now though, the real stress is seeking employment. “A lot of companies can’t even hold interviews, let alone offer jobs. I realize that I just have to keep on trying, make contingency plans and accept the possibility that I will only ever be a part-timer. It would be better than having no job at all.”

Fion had just been hired when the COVID-19 outbreak started. Her life is on hold. “I had just started my first job when the virus outbreak happened.” Furloughed even before her work began, preemployment training stopped and her position was put on hold. “I have had no income for over half a year.” Fion would be happy even with an unpaid internship or a placement, at least it would earn her some work experience, she says. But so far, she has been unlucky. “I have been stuck at home instead. Faced with the pandemic, people just try to stay away from each other. Everyone just wants to be alone with no communication with anyone. It is a cheerless existence.” Nevertheless, she wants to try to make the best of the time available to try something new. She talks of the “bad atmosphere in our society” and thinks that people have become more anxious than ever. “So I must try to make the best of it to experiment with something I never had the time to try before, Drawing perhaps, or finding out about something new. There is a lot to learn.”

Work September 2020∣Youth Hong Kong

Startups find solutions • Young entrepreneurs give some hope and ideas.

• 疫市之中，年輕創業家認為只要敢想，前路就有希望。

• All say they need subsidies to thrive and grow when youth unemployment is up to 9.9%.

• 年青創業家一致認同在青年失業率高至 9.9% 的環境，他們需要資助來生存及發展。

• The IT sector is doing much better than F&B where unemployment was 14.6% in August.*

• 資訊科技行業於疫情下發展較飲食業為佳，飲食業於 8 月的失業率為 14.6%*。 ADAM

Not long ago, smartphones and other devices were considered a distraction for students. That changed with the pandemic. “Use of our educational app has soared,” says Adam. His company designs tools for schools, students and parents. “We plan to increase staff by 50% in the coming 12 months, adding technical support and more resources for parents.”

What does the future bode for online learning software? The app currently uses the open-source Jitsi Meet video conferencing platform instead of Zoom. “It supports P2P encryption,” Adam explains. “The videos are not saved permanently on the server and this solves the problem of data leakage.”

With Hong Kong spirit, we are trying to make the best of it because people now really need our services.

While other education apps used in Hong Kong function principally as administrative, communication and management tools for teaching and learning, Adam’s app targets parenting and student growth. “More than 300 institutions and other stakeholders provide us with information about youth health and development. We want to offer parents choices.” The company also offers a “virtual mall” with interest classes like dancing, kungfu and handicrafts, useful when so many activities have been curtailed.

A pilot project with ten schools is strengthening parentfriendly features. “They are nervous about learning online and want to understand their children’s progress and pace of learning. We also have a private family blog where children and parents can write about their feelings.” 26

The platform offers schools a way to communicate with learners and parents. “Features for school management include support for e-payments as well and that gateway has been very useful for paying fees during the pandemic. Use was up by 100% in July.” Revenue has dropped despite the increase in use, but Adam is positive. “Of course, we can’t say COVID-19 has been good, but with Hong Kong spirit, we are trying to make the best of it because people now really need our services.” Adam concludes with an idea for government financial support. “Education should be seen as a process, not a piecemeal series from kindergarten, primary, secondary and university education. Startups like us need the kind of subsidies you can see in D-Biz from the Innovation and Technology Commission.”

DAVID

The most important thing is to be flexible.

“I had always dreamt of being an entrepreneur but I was a designer and worked in a Japanese restaurant until finally, in 2017, I opened my own restaurant in Tuen Mun. Our specialty is slow-cooked steak,” says David who is in his 30s. “The takeaway business has helped a bit and as my restaurant is very small, with only around 16 seats, I’ve used platforms like Deliveroo and Foodpanda right from the very beginning.” With all the social distancing measures in place, capacity has dropped drastically and David can only serve about eight customers at any one time. “It has really affected our business. Fortunately, our clientele is very loyal and we provide ad hoc discounts to attract people.” David has also applied for a subsidy under the government’s Target Industry Supporting Scheme.**

David’s landlord is kind and offered a reduced rent for a few months. “But I won’t ask again. I think everyone is facing a difficult situation now and I do not want to shift all the burden to my landlord. It is not quite fair. I still employ 10 people, most of them working part-time and I think if we are ready to face challenges, we can always find solutions to problems. I am planning to expand my business and will soon sell raw steak. The most important thing is to be flexible. David took part in HKFYG’s young entrepreneur support programme, YBHK (Youth Business Hong Kong) He suggests that online clinics where startups can get comments from experienced businessman will help them to learnt a lot and cope with the impact of COVID-19. More details about YBHK sic.hkfyg.org.hk/en/ybhk/

Work September 2020∣Youth Hong Kong

MOSES

RUDY

“My social media advertising company saw a sharp drop in revenue this spring. For a couple of months our business activities just stopped, but luckily, given our target clients, most brands, including the traditional ones, switched to digital during this tough period.”

Moses founded his incubator and angel investment company in 2018. “Our turnover is approximately 50% down. We are international and the pandemic restrictions mean overseas startups can’t come to Hong Kong so to solve the problem, all our screening has gone online.” The company is small and agile and nobody has been fired or furloughed. If they are to continue to thrive, however, Moses says they need government subsidies for rent and wages. “That would create a better business environment and help maintain Hong Kong’s advantages.” In fact, Moses is quite optimistic. “We are looking for talented people with both a technical and business mindset. We would also consider taking on unpaid interns or short-term employees as a part of jobskills programmes run by NGOs and it would help us if they did the screening of applicants.”

They need to know that perseverance and innovation are the key to success in both good times and bad. Rudy adopted a completely new approach in response. “Most SMEs and international brands are now targeting the digital space. Working from home with all meetings via virtual conferencing, we aimed for a more salesdriven approach with the huge surge in ecommerce platforms. It suits Hong Kong and online stores that use live-streamed videos to attract netizens to buy online.” The company has about 20 staff in Hong Kong and another 10 in Malaysia and Thailand. “We are always looking to hire young energetic talent familiar with social media trends. NGOs like HKFYG can help by equipping young people with training before they enter the workforce, introducing entrepreneurs and teaching soft skills. They need to know that perseverance and innovation are the key to success in both good times and bad.”

SUNNY

Sunny started up his own siu mei ( 港猿燒味 ) barbecued meat restaurant in Fanling this year, just when the pandemic was beginning. It was a really a big decision when Sunny gave up a stable, well-paid job in IT sector. “The job was boring and I wanted to spend a few years trying out something new.” First, he learnt a lot about siu mei working in the food industry. “I really love siu mei and knew I could use new cooking methods to make it healthier. My target customers are from factories and offices and my dinner time customers are local families.” As social distancing took a grip, many started working from home and business was badly affected. I can only seat ten diners now and depend on the takeout trade. “Takeaway platforms are more and more important and

I can only seat ten diners now and depend on the takeout trade. so I really hope the government launches a campaign to add more and make them less expensive to use.” Government subsidies are helping Sunny keep going. “I still have all my four of my staff. Of course I am stressed but all I have to do is to think of ways to keep my business running.”

* More statistics • scmp.com/news/hong-kong/society/article/3098497/coronavirus-hong-kongs-low-income-residents-suffering • censtatd.gov.hk/hkstat/sub/sp200.jsp?tableID=011&ID=0&productType=8 • dimsumdaily.hk/unemployment-rate-in-hong-kong-improves-from-6-2-to-6-1/ • scmp.com/news/hong-kong/health-environment/article/3095716/coronavirus-87-cent-hong-kong-employees-suffering ** FEHD Target Industry Supporting Scheme

Work September 2020∣Youth Hong Kong

Creating job opportunities Call to action from the Youth Employment Network Community United

Unemployment for Hong Kong’s youth is a serious problem and likely to get worse. Among 20-24-year olds, the figure is already 13.4% [27,600], approaching the worst figure on record: 14.6%. That was a consequence of the recession following the 2003 SARS outbreak. Later this year, again unemployment is expected to worsen with the rate for the catering sector as high as 17%. Worse, 20-29-year-olds are likely to suffer most.

In partnership with Simon K. Y. Lee Karen's Fund, HKFYG launched the “Combat COVID-19” project to connect unemployed young people with the underprivileged and provide them with an allowance to ease their short-term financial burdens. So far, youth like those pictured have provided domestic cleaning services to the elderly and dispatched healthcare and household necessities to over 6,000 low-income households, a service that will continue till October 2020. Enquiries Wong Man-shun 3113 7999

In an effort to meet the challenge, HKFYG’s Youth Employment Network needs more partnership projects like these. All employers can help. They can devise short-term job skills programmes, offer internships, schedule traineeships and trial work schemes: all of these options and many more can be organized with HKFYG. We just need the willpower and determination to make them work. Here are a couple of examples. Bleak forecast for 15-29-year-olds

In predictions made by MWYO, a Hong Kong think tank, a base-case scenario assumes that the local economy reaches its lowest point in the fourth quarter of 2020 and then begins to recover. MWYO forecasts a rise in the unemployment rate of persons aged 15 to 19 from 10.2% in the fourth quarter of 2019 to 21.3% in the fourth quarter of 2020. The biggest threat is to 20-29-yearolds amongst whom unemployment is forecast to rise from 5.8% to 8.7% with a corresponding increase in the unemployed population of around 19,500 people.

Hope for Success This Federation partnership project is sponsored by Prudential Hong Kong Limited and called “Hope for Success - Ready Get Set Go.” It offers participants short video introductions to emerging industries and is intended to match job-seekers with vacancies. It is forward-looking and positive and will hold online interview workshops as well as hosting a Youth Career Expo Online Platform.

Call us! Let’s discuss the opportunities in store for the Class of 2020 graduates.

In the worst-case scenario that would mean that about 25% of all Hong Kong’s jobless would be in the 20-29 age group.

More details yen.hkfyg.org.hk

Read more mwyo.org/assets/docs/career/ unemployment/Unemployment_FullReport_Eng.pdf

Enquiries HKFYG Youth Employment Network Jasmine Siu 3113 7999

Harassed @ home • Six harassed parents talk about work at home and home schooling.

• 6 位身心俱疲的家長跟我們分享在家工作以及子女在家學習的情況。

• Lack of learning progress, lethargy and conflict at home are their main concerns.

• 他們最關注的是子女在家學習進度緩慢、缺乏學習動力以及長期在家帶來的相處問題。

• Working, whether at home or outside, makes life even more difficult but monitoring education is hardest.

• 無論在家工作還是在公司上班，工作本身都已經帶來壓力，但家長認為要兼顧監察子女學習進度最令人頭痛。

Wendy Six months ago, we decided to move in with my parents-in law: me, my husband, my son aged six and my one-year-old daughter. I work part-time in sales for an environmental company and in the past, I could take the children with me to work. The virus made it too dangerous but looking after them at home as well as working was too much to handle. I needed help. Imagine: doing all the cooking when the restaurants are closed, doing all the teaching Monday to Friday, getting any work done and playing with them. Impossible. Bella Our five-year-old is at in a government kindergarten. I can help her with online lessons most of the time while working at home. The school provided video clips for the children via the school app but they can’t be played on a mobile phone and have to be downloaded on a computer after copying and pasting the URL via email. It is clumsy system.

Ivy We have a seven-year-old who is at an aided primary school which implemented BYOD (bring your own device) in his first year. The school arranged for purchase of iPads so we were lucky and he had his own at home during class suspensions. Since both my husband and I have been working at home most of the time, one of us could help him with online lessons. Mazzy I have two boys aged eight and 12 at a government subsidized school. My husband is a civil servant and I usually work part-time in a restaurant kitchen. These days, I spend most my time trapped at home with the boys. At the very beginning, when they used Zoom for the first time, I helped but after that, they didn’t need me even though the school didn’t offer much support.

Living September 2020∣Youth Hong Kong

Angel My two daughters, aged 13 and 16, are at two different schools. My husband and I are in the insurance business, so we can usually work from home. Both girls are quite grown up and can take care of themselves. The older one is quite self-disciplined and has her own computer. The younger one uses the home iPad. Both of them are often bored at home and tell me how much they want to go back to school. They miss their teachers and friends and find it hard to concentrate on their own. Libby I’m a researcher for a company and although I could work at home, I found it difficult during school suspensions. My children, who both went to an ESF school, are 18 and 19. The older one had come home from university and was doing courses online and my younger one was originally working towards her IB exams. There were some technical issues to begin with, usually relating to online access to resources or incompatible formats. Either the school or the children sorted them out. Spare time was much more of an issue. My daughter was increasingly reluctant to go outside and get fresh air or even to leave her room on some days. With my son, the time difference between his university location and Hong Kong meant that his hours did not always gel with ours. Mazzy The network at home is ok, but we have only one computer and it’s a problem when both of them need to do online learning. The older boy has to use my phone instead. Once they are on the computer, they stay there as

long as possible, I have to make a schedule and try to make sure they share fairly. Bella I find working from home very stressful. I have to deliver with the same quality at the same speed as usual and with a five-year-old kid running around there are a lot of tensions. He expects my attention all the time when I am at home, even when he is doing art or crafts, playing or watching his favourite shows and videos. Wendy It is very difficult. Not just for us but for many parents. After six months living with our in-laws, we had to give up. We are too much accustomed to a different lifestyle and living together didn’t work out. There was no online learning at our boy’s kindergarten last term. Instead, the school sent worksheets and other material by mail. Parents have to do the teaching. I buy exercise books and games too but it is all really time consuming. Still, we feel lucky to have relatives. They still help in various ways. Ivy Conflict has become a problem in our family because we are all together at home all the time. Hong Kong flats are so small. We don’t have much personal space, let alone personal time. I try to make home life varied. My son and I read and watch TV together and I make sure he stays busy. Exercise is very important so we always have an hour or two in the playground every day.

Angel My older daughter reads and help me cook. She finds recipes online, we buy the ingredients and sometimes make a cake together. My young daughter is more difficult. She just sits on the sofa and plays online games. She uses it far too long and I don’t know what kind of friends she is meeting online. We have fights, over too much screen use, going to bed late and getting up late. But I am not the kind of parent to add pressure. I want them to be happy and make their own plans. Mazzy I worry about their schooling, their progress and their chances of going to university one day. I worry that neither of them really seems to be focusing during online lessons. They go to the toilet all the time, play games, watch TV, eat. Actually, I’m often not sure what they are doing. This would never happen if they were at school. I worry about emotional health and communication skills. It is really a long time since they have seen and talked to either classmates or teachers face to face. There has been a lot of conflict at home, between the boys especially, fighting for the computer, for toys, for the TV. I have no way to solve this problem. What can I do? I try not to shout at them, but sometimes I lose my temper. If they ask why they can’t go out, I try my very best to explain about the pandemic. Sometimes they are ok with it, but sometimes they just keep asking. Wendy My son started primary school this year. I bought him a laptop for online classes for when they use Microsoft Teams. I don’t want him to use a tablet. The screen is so small

and not good for his eyes. I also worry about him not going to school for so long. I am afraid he will never catch up and will become withdrawn. When I take him to play with my friend’s 8-9-year-old, he is so shy. He was never like that when he went to school every day. Now, his eyes are always glued to a screen. I am so afraid about this. Libby The biggest problem was the time they both spent online. I also found that without any designated break or lunch times my daughter remained on her computer literally all day. Some of this had to do her homework and class work which increased compared to when she was at school but it also had to do with being connected online with her friends. For my son, it was very similar. Bella Lack of physical exercise due to staying home is one concern but the main one is lack of social interaction. Without it, my kid finds learning uninteresting. I cannot help wonder how long the pandemic will last and I the only way I find relief is to share my worries with friends. Ivy Practical knowledge is easy to learn, but soft skills cannot be learned at home, even in interactive lessons. What he has missed out most on is developing of social skills, soft skills, self-discipline, how to assert himself. Now his school will try to do interactive online lessons. I hope they include discussion time but how can a teacher to lead a discussion through video conferencing, especially with a large group of young kids? 33

Living September 2020∣Youth Hong Kong

Angel My worries never go away but I worry most about too much use of digital gadgets. I don’t even know what the apps they use do. Is it all games? Is it for communication? My older daughter talks to me more, but my adolescent younger girl always keeps things to herself. In the real world, I think I can recognize risks and know how to prevent them. But in the digital world? I feel lost and I wish someone could teach me. The girls have both started to use foul language. I suppose they must think it is funny. Libby Before the IB exams were cancelled, and when the workload was very heavy, my daughter had an excuse not to anything but sit in front of her computer. This was especially so about exercising. After the cancellation of exams, she became used to comfortably lazing around, not really making an effort to do anything. It made being at home very stressful and led to more raised voices than before. Definitely not a relaxing environment. Mazzy I am still trying to find a way to stay calm, keep my voice level and explain to them that we all need a break sometimes. Standing in front of the air conditioner helps a bit. Sometimes it is just too hot and we all feel trapped at home with no place to go. We have never been together at home for such a long time before. We get on each other’s nerves. I think it is inevitable and nobody’s fault. The teachers agree but say marks have gone down. It makes me feel sick at heart. 34

Libby To be honest, I’m happy that they have gone to university where classes will be online and tutorials will be face-to-face. The stress was just getting too much. Home conversation deteriorated and so did general enthusiasm for doing other things. I would say that anxiety and irritability increased as well. My real worry is actually not about education, but about general mental wellbeing. Not going to school really did become an excuse to withdraw and engage only online, especially for my daughter. I hope their experiences at university will be different, in close proximity with others in the same situation. But of course the worry will then be safety and health. Wendy Actually I feel sad all the time, I didn’t like living with my in-laws. Our way of life is so different. Even though my husband works full-time in construction I cannot give up my job. We have to pay our rent and support both families. Even though we have moved back into our own place, I depend on my mother-in-law. She cooks all the meals but she said it would drive her insane to live any longer with my little boy. He is too naughty and the arguments were endless. Ivy I feel hopeless whenever I watch the news about COVID-19 around the world. When will it end?

Parent Support Network

KFYG’s Parent Support Network offers tailor-made services to meet family needs. Findings of two surveys highlight the isolation and pressures felt during the pandemic.

Ten tips for parents

Pressure due to COVID-19 ● 300 parents replied.

● Nearly 60% feel stressed. ● Over 70% feel the negative impact of such stress with: • 18.5% feel anxious • 17.6% feel helpless • 16.6% feel nervous Main sources of pressure

● Take an active interest in online learning ● Support children whenever they need help ● Communicate with teachers where possible ● Try to give feedback on progress and development ● Offer helpful suggestions about the learning process ● Try to keep to a daily routine ● Use the timetable from school or set one yourself

● 19.5% Sourcing anti-epidemic supplies

● Make time for better parent-child relationships

● 16.7% Finding out about public health related to the epidemic

● Check on wellbeing, encourage taking exercise ● Find out all you can about home hygiene

Key problems

More help

● Missing foreign domestic helpers who could not return to Hong Kong

● psn.hkfyg.hk/news/detail/2269/ ● psn.hkfyg.hk/news/detail/2179/

● Absence of husbands who could not leave mainland China because of work

● psn.hkfyg.hk/news/detail/2197/

● No help from relatives and friends

● psn.hkfyg.hk/news/detail/2205/

● Frictions at home due to social distancing rules

● psn.hkfyg.hk/news/detail/2258/

Economic downturn and wellbeing ● 310 parents replied

● Nearly 70% said they usually feel nervous now about the economic downturn ● Over half suffer from insomnia and/or anxiety ● About half found it difficult to afford household expenses

Enquiries about HKFYG’s Parent Support Network WhatsApp 6811 2959 Website psn.hkfyg.hk/ Contact Jessica Ling 2402 9230

Living September 2020∣Youth Hong Kong

Whole wellness finding inner peace W

ishes for the wellness of your family friends and community are at the top of everyone’s personal agenda so HKFYG’s Wellness Mind Centre has pages on Facebook and Instagram where anyone can post ideas and hints. Here are some examples. Fear of the unknown

Take care of yourself

“Our anxiety does not come from thinking about the future, but from wanting to control it” Kahlil Gibran

● When facing the unknown, it’s perfectly natural to feel unsure. What should you say when you meet new friends? Will your loved ones always love you? When will the epidemic end?

● Many people prioritize the needs of others, forgetting their own. ● They try to take care of everyone and refuse to rest even when very tired. ● Such selflessness is admirable but please remember to take care of yourself before supporting others.

● We are all unsettled, sometimes panicky. The future is always uncertain and fear of the unknown breeds anxiety.

● We can’t share wellbeing if we have none ourselves.

● Some people want to avoid all risks, stay safe and never try anything new. They think if they avoid challenges, they will ensure safety. People like that want to control everything but nobody can control the future 100 %.

● No matter how busy you are, reserve “me-time” to relax and heal.

● Imagine your house is on fire. You run away to survive. There’s no question of stopping and thinking about it. It’s instinctive. In fact, if you feel anxious, it usually means there’s no immediate risk. ● Now think about the present. At this moment, you are safe. So, rather than being anxious about a future you can’t control, try recognizing real risks and focusing on what you can do in the present.

Bravery, not fearlessness ● It’s not the brave but the reckless who fear nothing. ● Fear and bravery are actually inseparable and true bravery means being willing to act despite your fears, even if you know it will be hard. ● Accept your fears, face up to uneasiness, prepare yourself. That's what it means to be brave.

hkfygwholewellness hkfygwholewellness Whole Wellness ( 好治癒 ) is a HKFYG Project STEP initiative sponsored by HSBC 150th Anniversary Charity Programme

Advertorial

Finding inner peace ● With schools closed, working from home, restrictions everywhere, many of us need to learn how to be alone and how to cherish those moments in time.

LevelMind@JC a HKFYG partnership with The Hong Kong Jockey Club Charities Trust

● But has anyone taught us how? We’ve been told from childhood to work together, play together, stay together and help each other. But how can you help others if you can’t help yourself alone? ● Knowing how to be comfortably alone means finding out about yourself. If you feel lonely, try writing a letter, reading a book, listening to music, cooking a meal or just doing nothing. If you are worried, try philosophy or meditation. Having time alone lets you listen to your inner voice, be yourself and learn about yourself. Make time for it and you will discover how precious it is.

Living with Anxiety: a new book from HKFYG Life is an adventure and you can't control everything, even if you want to try. Whether you’re suffering from exam anxiety, isolation anxiety or anxiety caused by illness or death, you will find something that echoes your feelings in this book. Buy Living with Anxiety Online discount offers while stocks last

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More details wmc.hkfyg.org.hk/wellnesstips Enquiries Amy Wong wmc@hkfyg.org.hk

Youths are facing different challenges in life today, and their physical and psychological conditions will also be more susceptible to stress when undergoing rapid changes in their development stage. In view of this, The Hong Kong Jockey Club Charities Trust initiated and earmarked funding to launch the “LevelMind@JC” in cross-sectoral collaboration with six non-governmental organisations and The University of Hong Kong in 2019. The four and a half year project caters for the specific needs in our youths by developing a stigma-free, youth-specific and youth friendly mental wellness service model for youth mainly aged between 12 and 24, as well as cultivating a new generation of youth workers to address the needs. A total of eight “LevelMind” hubs are established across the city, to enhance youth’s cognitive resources, personal strengths and overall mental wellness, to address early distress signals and provide early intervention and to change their health seeking behaviour. Enquiries Cecilia Ng 2698 5565

Living September 2020â&#x2C6;ŁYouth Hong Kong

Lockdown generation impact of COVID-19 around the world

ow does Hong Kong compare with the rest of the world for COVID-19? Some statistics reveal the situation in the US and UK, and snapshots from Argentina, Australia, Canada, Germany, South Korea and Spain offer insight.

By July, people under 39 were driving a surge in cases in Canada where they accounted for 60% of new cases reported in Ottawa towards the end of the month, with over a third ending up in hospital.4 The surge was attributed to COVID-19 “lockdown fatigue” and a higher number of infections in the under-20s and the 20-29 age group was first noticed in Toronto as early as May.

Vulnerability and resurgence An analysis by the WHO of six million cases of COVID-19 worldwide between late February and mid-July 2020 found that the proportion of 15-24-year-olds rose from 4.5% to 15%.1

Learning or deprivation

In Italy, a country where – like China – there are many large, multigenerational households, a theory for the rapid, early spread of the diseases was that as young Italians continued to go out and get a mild dose of COVID-19 they then went home and infected elderly parents and grandparents who developed severe or fatal illness.2 In the US, underlying conditions in youth are a concern. 18.5% of American children between 2 and 19 suffer from obesity, or about 13.7 million children. About 6 million children under age 18 have asthma, according to the CDC. About 193,000 people under age 20 in the US have diabetes.

More than 1.725 billion children and youth worldwide have been affected by school closures. The potential losses that may accrue in learning for today’s young generation, and for the development of their human capital, are impossible to predict. While distance learning can help those who can take advantage of it, it is the already marginalized who remain left out. More than two-thirds of countries have introduced distance learning platforms, but among low-income countries the share is only 30%.5 In Hong Kong, about 40% of Hong Kong’s grassroots children are without computers at home6 whereas in the US, nearly half of Native American pupils and 35% of black and Hispanic ones do not have access to either a computer or the internet at home, compared with 19% of whites.7

Hong Kong Youth Cases up to mid-September 2020 3

Cases reported in the 15-24 age group spiked in March 2020 and again in the early summer. Overall figures show the highest peaks in cases in the under-20s so far have been: • 17 cases out of 64 on 28 March • 16 cases out of 128 on 26 July • 16 cases out of 125 on 1 August • 11 cases out of 69 on 10 August 11 Ages 0 to 20

21 to 30

Hospitalized Male 10

Female 11

Discharged Male 323

401

Female 267

350

Deceased Male 0

Female 0

Total 612

791

Percentage 12.6%

16.3%

Sources • covid19.sph.hku.hk/ • RECHECK latest https://en.wikipedia.org/wiki/COVID-19_pandemic_in_Hong_Kong#Cases_by_age_groups_and_gender

Living September 2020∣Youth Hong Kong

This situation is mirrored elsewhere. In deprived areas of England, for example, researchers say the gap between some pupils and their wealthier peers widened by 46% in the 2019-2020 school year.8 In the US, researchers say school children did 30% less reading and 50% less maths than in a typical year and 14% of children ages 3-18 don't have internet access at home.9 Around the world, 65% of young people reported having learnt less since the pandemic began and 51% believe their education will be delayed.

Work and unemployment Prior to the onset of COVID-19, 15-24-year-olds worldwide were already three times more likely to be unemployed compared to older adults, while 126 million young workers were in extreme or moderate poverty according to the International Labour Organization.10 To update this, the UN reported in August that one in six young people employed before the pandemic have stopped working. For those who still have jobs, working hours have fallen on average by 23%, nearly 25% of 18-24-year-olds reported having stopped working and 41% of young people have had their income reduced.11 In the US, the problem is acute. Estimates in June 2020 say 25% of 16-24 year-olds are neither studying nor working and unemployment is as high as 32% for youth aged 16-19, a stark increase on 2019 figures when the figure was 8.4%.12. Only 14% of jobs in retail and 4% Sources 1. reuters.com/article/us-health-coronavirus-youth/proportion-of-youth-with-covid-19-triples-in-fivemonths-who-idUSKCN2502FS 2. theguardian.com/world/2020/jun/26/more-young-people-infected-with-covid-19-as-cases-surgeglobally

of jobs in hospitality can be done from home. Unlike in Hong Kong, relatively few youth work in the finance and insurance, professional, scientific, and technical services where more than 75% percent of jobs are “teleworkable.”13 Because unemployment rates are substantially higher among those without a degree, these shifts, together with disruptions in the education system could contribute to a permanent reduction in employment prospects for today’s youth. According to a Society for Community Organization survey,14 over a third of the city’s low-income residents lost their jobs between May and July. More than half were underemployed.15

Mental health and depression A US survey16 found 75% of respondents 18-24 reported at least one adverse mental or behavioural health symptom and serious suicidal ideation among this group was 25%. In the UK, the worsening of mental health among young people aged 18-24 was more marked than among any other group. 17 18 A Hong Kong survey that polled nearly 11,500 people between February and July this year, with 49% aged below the age of 25, found that nearly three-quarters showed moderate-to-high levels of depressive symptoms, such as feelings of worthlessness and recurrent thoughts

6. scmp.com/news/hong-kong/society/article/3099455/disadvantaged-hong-kong-pupils-strugglingonline-classes 7. economist.com/united-states/2020/08/29/disrupted-schooling-will-deepen-inequality-for-americanstudents

3. journals.plos.org/plosone/article?id=10.1371/journal.pone.0235306

8. theguardian.com/education/2020/sep/01/disadvantaged-and-bame-pupils-lost-more-learning-studyfinds

4. cbc.ca/news/politics/tam-young-people-covid19-virus-fatigue-1.5662206

9. usafacts.org/articles/internet-access-students-at-home/

5. data.unicef.org/topic/covid-19-and-children/

10. ilo.org/wcmsp5/groups/public/---ed_emp/documents/publication/wcms_753026.pdf

of death. Almost half aged 24 or younger reported symptoms of post-traumatic stress or depression when questioned specifically about the pandemic.19

Trust and media This year, almost a quarter of the younger generation considered that the right to freedom of information had been affected by the pandemic.20 In general, young people relied more on online sources to inform themselves and as the risk of fake news rose, the fragile balance between freedom of expression and the right to truthful information was exposed. A report21 commissioned by the Reuters Institute covering Argentina, Germany, South Korea, Spain, the UK and the US, countries with a combined population of more than 600 million and representing different media systems and different political systems, found that young people and people and those with low levels of formal education are much less likely to say the news media or the national government has helped them understand the pandemic. At the beginning of August, the New South Wales government in Australia found that many young people were not comfortable about getting information about coronavirus through the mainstream media.22 Nevertheless, the Reuters report found that people of all ages place very high levels of trust in scientists, doctors and other experts.

11. ohchr.org/EN/NewsEvents/Pages/Youth_and_COVID-19.aspx 12. mathematica.org/our-publications-and-findings/publications/breaking-down-the-numbers-what-doescovid-19-mean-for-youth-unemployment 13. atlanticcouncil.org/blogs/new-atlanticist/if-history-repeats-coronavirus-economic-dangerto-youth/ 14. scmp.com/news/hong-kong/society/article/3099455/disadvantaged-hong-kong-pupils-strugglingonline-classes 15. news.rthk.hk/rthk/en/component/k2/1538862-20200720.htm 16. usatoday.com/story/news/health/2020/08/13/covid-19-takes-mental-toll-youth-minorities-essentialworkers/3365719001/

Read more • un.org/development/desa/youth/news/2020/05/covid-19/ • youthforum.org/sites/default/files/publication-pdfs/blueprint.pdf • ec.europa.eu/eurostat/documents/2995521/10294960/303062020-AP-EN.pdf/b823ec2b-91af-9b2a-a61c-0d19e30138ef • who.int/docs/default-source/coronaviruse/situationreports/20200305-sitrep-45-covid-19.pdf?sfvrsn=ed2ba78b_4 • ec.europa.eu/info/sites/info/files/communication-tacklingcovid-19-disinformation-getting-facts-right_en.pdf • unfpa.org/sites/default/files/resource-pdf/COMPACTCOVID19-05.pdf • oecd.org/coronavirus/policy-responses/youth-and-covid19-response-recovery-and-resilience-c40e61c6/

17. theconversation.com/young-peoples-mental-health-deteriorated-the-most-during-the-pandemicstudy-finds-143326 18. thelancet.com/journals/lanpsy/article/PIIS2215-0366(20)30308-4/fulltext#%20 19. scmp.com/news/hong-kong/health-environment/article/3096326/one-two-punch-protestscoronavirus-playing-havoc 20. ohchr.org/Documents/Press/WebStories/Youth_COVID-19_Survey_Report_DJY_FINAL.pdf 21. reutersinstitute.politics.ox.ac.uk/our-research/how-young-people-consume-news-and-implicationsmainstream-media 22. abc.net.au/news/science/2020-08-07/why-young-people-are-avoiding-covid-news/12531468

Features September 2020∣Youth Hong Kong

Taking risks a leap of faith by Christian Suen

One day, my English teacher asked me to stay behind after class to discuss something important. She pulled a poster from her folder. It advertised the annual English Public Speaking Contest hosted by HKFYG. Saying she had been observing my interaction with classmates, combined with the ideas I proposed during group work, convinced her I might do well in the competition public speaking. It may not sound like such a daunting proposition to you, but to a nervous 12-year-old with limited experience of standing up and speaking, gained only in school oral exams and mini speeches to rubber ducks in the bathroom, the suggestion seemed preposterous. Then she asked, “What’s the worst that can happen?” That was what persuaded me. Looking at the worst possible scenarios, perhaps a couple of hours might be “lost” preparing for the contest, or maybe a few hundred dollars lost in a registration fee. However, there were possible benefits too, maybe a new skill, or even success. I took the plunge ‒ the risk of trying something outside my comfort zone.

It may sound clichéd but I attribute what has happened since then to my risk-taking. Six years ago, my most “impressive” achievement was ranking among the top 16 players in a card game! Since then, I’ve represented Hong Kong in public speaking tournaments, scored top marks in this year’s IB and am planning to do a degree at Cambridge University on a scholarship.

That doesn’t mean that you should jump at every risky opportunity just because you believe fallout will be minimal. We need to find the right balance between overand under- achieving by taking on risks that bring the highest chance of success. This is where advice can be useful. My teacher had years of teaching and coaching experience. That’s how she recognized my potential.

If you had seen me as a kid, you would never have guessed. I would hide behind my mother’s back hoping to avoid relatives or neighbours. It wasn’t endless hours of all-star tutoring or a life-altering event or a secret IQ-boosting pill that changed me. It was being prepared to take risks. Perhaps I can incentivize you too “to take a leap of faith.”

Yet, you have to deal with the fear of failure. With all the encouragement in the world, even if it makes logical sense to give it a shot after analysing all the pros and cons, the person making the active decision is you. Sadly, fear cannot usually be overcome quickly. It takes time, practice and constant reassurance.

Making the best of opportunities  Think logically, analyse risks and compare potential loss and gain.  Listen to the advice of your elders when deciding which risks to take on.  Rather than trying to get over your fear, learn to use it as a motivator.  Be determined in everything you do to make your dream into reality.

To this day, when faced with a new scenario or an unfamiliar activity, I still get that sinking feeling in my gut and just want to politely decline and go back to watching a Netflix show. Truth to be told, that’s the situation I find myself in right now as I type this article. Writing has never been my strong suit. However, instead of letting fear get to me, I use it to motivate me to try harder and do better. Once you acknowledge your fear you can use it. My last piece of advice is to visualize your goal, whether it is learning a new and valuable life skill, entering a top university, or preparing yourself for your career. Remember, every risk you take and all the effort

you put in can bring you a step closer to that goal. This is what gives you the motivation needed to pull through, even at the most difficult of times. Christian Suen went to St. Paul’s Co-educational College and will study Human, Social, and Political Sciences at Cambridge University from October 2020. He was selected as champion in the 2019 HKFYG English Public Speaking Contest and was the champion in that year's "21st Century Cup" National English Speaking Competition, Hangzhou, China. 43

Features September 2020∣Youth Hong Kong

Through new lenses by Matthew Ngai I peered through the viewfinder with one eye. Suddenly, there was a little boy standing barefoot on a rock, leaning forward on the edge of a wet mill. A worker raked through the fermenting coffee cherries in the background on the right. I adjusted and readjusted the focus of my lenses, searching for the perfect framing and depth of field. Then, the boy’s father stepped into the frame on the left, towering above him on the stone ledge. The little boy glanced up. Snap!

It was the summer of 2019 in Papua New Guinea. I was volunteering at Bolaven Farms, a social enterprise that aims to improve the livelihoods of smallholding coffee farmers through better production methods. Not long before, I had been a lazy, unmotivated teenager. Every day, I would wake up late having snoozed my alarm four times, rush to school without eating breakfast or even brushing my teeth, sleep through most if not all of my classes, and, after school, sit on the couch all day playing FIFA on my PlayStation. One thing I had always been a little bit passionate about, though, was photography. Ever since my dad handed me his camera when I was nine, I had been the family paparazzo, constantly taking shots of my family, but it wasn’t until this trip that I truly understood the power of photography. To the naked eye, that little boy was just another impoverished child living in an underdeveloped country. As I zoomed in with my camera and observed his every move, I started to understand his story. How his bare feet were swollen red from stepping through the waterlogged floors of the mill. How a layer of crusted mud coated his dark skin. How at the same age, I had been given a digital single lens reflex (DSLR) camera on a family vacation while that little boy spent his days among labouring men and whirring machinery. But I 44

of past experiences. The scar across the glass face of the screen is from a low-hanging branch in the Rwandan mountains, encountered while trekking on a project that took electricity to village houses. The chip on the edge of the battery compartment is from the camera swinging into a boiler at a school’s heating plant when shooting portraitures of forgotten background employees. Through these new “lenses”, I aim to help others see beyond the statistics of economic inequality and empathize with the real, personal stories behind the numbers.

also saw how his face was filled with faith and his eyes with hope as he gazed up at his father’s silhouette. With this awakening, I started a two-year association with Bolaven Farms and its founder Sam, immersing myself in the economy of developing countries starting with Papua New Guinea. Inequality was no longer just a term in textbooks but a living image in photos and memory. For every photo, I sought out the next little boy. Each image was a unique story conveyed through an array of facial expressions – frozen in time, but very much alive. The impact was encouraging – Sam and I created content that attracted a coalition of impact loaners. They put up US$300,000 to finance Bolaven’s first plant in Papua New Guinea. Photography gave me the tools to tell visual stories of our disparate society. My camera has not only become my trusted assistant but has also taught me to see. Whenever I peek through the tiny rectangular box of the viewfinder, I try to discover a story to tell. As blurry images sharpen and focus, surroundings gradually become much clearer. After taking thousands of photos and unearthing thousands of stories, I can now observe little details. The marks and scratches on the body of my camera are a collection

This past spring, I founded a non-profit, Stories Thru Our Lenses, based on the experience of working with different NGOs. With that, I finally decided to retire my old DSLR and make the transition to the new generation of mirrorless cameras. It marked the start of a new journey. One in which I no longer have to wait for the lenses to focus in order to see, but also one in which I hope to continue my mission of visual storytelling and make a bigger impact for all the little boys standing barefoot on a rock.

All photos by Matthew Ngai Matthew Ngai studied at Diocesan Boys’ School and is now at Phillips Exeter Academy in the US. A passionate photography enthusiast, he has been involved with various NGOs during secondary scxhool and will soon be applying for a place at college.

HKFYG Publications September 2020∣Youth Hong Kong

Facing the future U

nprecedented changes are affecting every aspect of our lives and COVID-19 is having significant impact on young people’s expectations. This HKFYG survey explores their perspective and the need to respond. The younger generation needs to be ready to cope with ongoing and emerging challenges so HKFYG conducted an online survey to gather their views on skills needed for the future. It also explored young people’s understanding of the “future skills” concept and how they define leadership qualities. The aim was to get a grasp of current trends and a clearer understanding of how resources might best be allocated by NGOs like the Federation to provide for future needs.

Key findings from youth

Six essential skills, attributes and attitudes are important to youth development Digital skills for example:

● Practical skills including coding and big data analysis ● Qualitative skills for better digital literacy

Innovation & problem-solving

● Over 35% lack the confidence needed to face the future.

for example:

● Nearly 40% think soft skills such as teamwork, interpersonal skills and communication skills are crucial.

● Logical thinking

● They believe important qualities for a future leader are integrity (50%), vision (40%), social responsibility (38%) and empathy (37%).

● Knowledge of STEM ● Curiosity

● Over 70% say chances to develop soft skills/ qualities are inadequate in Hong Kong.

Recommendations ● Future skills development should aim at more than just

enhanced employability.

● Life skills are equally important for overcoming emerging

challenges.

● Balanced hard and soft skills should include practical

knowledge and values education.

● Underlying skills such as empathy and media literacy are

necessary.

● The ability to show respect for others and think positively is vital. 46

Artificial intelligence and automation are transforming the nature of work while technological advances continue to provide new ways of working and living. Strong practical digital skills are therefore very important and digital literacy provides the skills needed to live, learn, work and evaluate in a society where communication and access to information rely increasingly on internet platforms, social media and mobile devices.

An innovative mindset increases the chances of responding well to change and new opportunities. Problem-solving is a vital life skill for work and daily life. The ability to innovate and solve problems can empower youth in both personal and professional life, helping them to create practical and creative solutions to 21st century challenges.

Life planning for example:

● Career identification ● Financial literacy ● Money management ● Knowing how to learn

The decision-making process known as life planning includes financial planning. Regardless of the decision to be made, whether to study, choose a career or have a family, it involves management skills. With changes in demographic structure and the increasing number of elderly people, the ability to plan one’s life well is increasingly relevant and essential.

Resilience and adaptability for example: ● Knowledge of crisis management and problemsolving ● Entrepreneurial spirit ● Adversity quotient*

The pandemic has underlined the importance of resilience and adaptability. Key elements to responding well to sudden change include knowing how to adapt and cope with crisis, being able to find solutions to practical problems while staying flexible and taking appropriate action when faced with adversity. The resilience needed for this can be nurtured through lifelong learning.

Online survey May 2020

Communication & cooperation for example:

● Language proficiency ● Empathy ● Leadership qualities

Interpersonal skills include communicating well, collaborating effectively and being able to take the lead. These are likely to remain irreplaceable skills despite the growth of AI. A prerequisite of skillful communication is the ability to express basic values and to show empathy and respect for others. Another is the cultivation of a broad perspective that helps to solve today’s complex problems.

Wellness management for example:

● Management of physical and mental health

Organizer HKFYG Leadership Institute Respondents 625 youth aged 13-35, three experts from education, human resources and business sectors plus 10 HKFYG frontline youth workers Experts and stakeholders interested in youth development contributed to this study, offering insight from various viewpoints and sectors. Given the important role played by frontline youth social workers, a 10-member focus group comprising HKFYG staff offered their understanding of young people’s mindset and helped to build up a clearer definition of the skills they would needed in the future. Published title Enhancing Skills for Future Challenges: a HKFYG Survey Enquiries Christa Cheung tel 3755 7078 More details in Chinese

● Ability to be socially integrated/connected

All-round wellness includes physical, mental, social and spiritual health so it is important to have both a healthy body and a healthy mind. These can help young people build the self-awareness needed to cope with life’s challenges and lead meaningful lives.

Advertorial September 2020∣Youth Hong Kong

Fashion and flair at SIC D

iscover both passion and perseverance in these two young entrepreneurs from HKFYG’s Social Innovation Centre (SIC). Intergravity’s Carmen knows that Rome wasn’t built in a day and Kenneth from Nearko has an eye for animation.

INTERGRAVITY

“Fashion can balance beauty and sustainability,” says Carmen Ng of INTERGRAVITY, a social work graduate. She focuses on making products that are ethical both for people and safe for the environment but as she says, “They can also make wearers feel cozy.” The traditional fashion industry - especially fast fashion - is the second most polluting in the world. “But it is not necessary to sacrifice the environment because people want to look stylish,” explains Carmen. “Fashion does not have to deprive factory workers in developing countries or sacrifice the ecosystem. We have worked with fabric suppliers all over the world and studied how we can source eco-alternatives for fabric & trim. Clients are always willing to pay a slightly higher price for sustainability.” Since its establishment, INTERGRAVITY has helped more than 50 brands worldwide to create their collections. “Clients provides design sketches and ideas. We do the sourcing, production and quality control. We help emerging talented designers and brands to transform their ideas into real products,” Carmen continues, and she is happy to take small orders even though they mean less profit. “We understand how difficult it is to start a brand with limited resources. Rome is not built in a day. We aim to grow with the brand with mutual support in a long-term relationship.” This year, INTERGRAVITY launched their own fashion line with the emphasis on sustainability and practicality. “Pandemic lockdowns have increased online shopping even in the fashion industry. It encourages customers who can buy eco-fashion at more affordable prices,” Carmen points out though she admits there are still many challenges. The company has benefitted from several HKFYG Social Innovation Centre programmes including an interest fee loan, business clinics, mentorship and media exposure. “We appreciate all the useful resources and networks provided by HKFYG to stimulate our growth. It is not easy to build a business and unconditional support from others is always heart-warming,” says Carmen.

NEARKO

Back in 2017, Kenneth and Deep from NEARKO created a cartoon brand called Journey to the Sweet with its own comics, animation and games for users to download and play on multiple platforms. That was just the start of it. “Now we focus on character design for licensing business and brands such as Such as Sanrio Hello Kitty, Line Friends, and Disney,” Kenneth explains. Matching products and services with multimedia, Kenneth says the business fills market demand for promoting and packaging products. “We provide a series of cute characters that are instantly applicable to products.” HKFYG’s Social Innovation Centre (SIC) provided Nearko with capital and consultancy support. “Both funding and consultants are very important in the startup period,” Kenneth stresses, going on to describe how most of the company’s offline corporate product licensing and mall exhibitions came to a sudden stop this year with the pandemic, especially because contacts with mainland China clients were delayed. During this period, SIC held online consultancies and meetings to build knowledge of online marketing and help companies like Nearko enhance their experience with digital technologies. Kenneth hopes that SIC will continue to support startups like this and by offering funding, networking in future. Highlighting SIC’s strengths, Kenneth points out that “Online product sales and online marketing promotion such as animation for YouTube and TIKTOK: this is where we are headed and we will place high value on introductions to major potential customers.”

More details

Youth Business Honh Konh (YBHK) Support Series

sic.hkfyg.org.hk

Virtual Banking

his study looks at ways to facilitate young people’s access to financial services through virtual banking. It is believed to have greater capacity for providing services to small and medium enterprises and to people with little capital and low incomes.

Virtual banking, which delivers retail services through the internet or via other electronic channels instead of at physical branches, is increasingly popular around the world. To facilitate FinTech and to promote financial inclusion, the Hong Kong Monetary Authority granted eight virtual banking licences last year and two such banks have already been officially launched.

Key points from respondents in the study ● 73.0% know of virtual banks ● 63.6% think that the benefit of virtual banking is its speed ● 35.0% recognize the benefit of its 24-hour service ● 24.6% say the bonus is accessibility anywhere Out of a possible total of 10, they gave it the following number of points: 5.35 electronic transaction system 4.77 confidence in depositing cash 4.72 regulation 4.55 security

On the other hand, interviews revealed problems with physical banking services among active young bank users and business operators. Experts said that virtual banks may provide them with a solution since overheads are greatly reduced in virtual banking because they need no physical premises and are based on new technology.

Problems with physical banking ● denial of access to certain services due to low balances ● high minimum thresholds for investment products ● difficulty getting small loans ● bad experience with online services

Comments from Youth I.D.E.A.S. think tank members William Du, deputy group convenor “Young people and

startups can access more diversified financial services through virtual banking thereby improving their financial literacy. The Hong Kong Monetary Authority and the Privacy Commissioner for Personal Data should enhance confidence in internet security among members of the public. They should also strengthen public education about personal privacy protection and explain to the public that both virtual banks and physical banks need to comply with the same privacy regulations.”

Report No.51 HKFYG Youth I.D.E.A.S.

Keith Leung, group member “Intelligent self-help and financial analysis may soon be available via virtual banking. Recommendations to clients using artificial intelligence and big data analysis are recommended but similarly not yet offered. Nevertheless, by understanding their own financial needs and the risk levels they can tolerate, clients can plan their finances better. Regulatory bodies should also study ways of providing a better environment for virtual platforms given the present mature development of FinTech.

Employment and Economic Development group

Allison Chan and Ken Yung, group members “Virtual

Published title Facilitating Young People’s Access to Financial Services through Virtual Banking Participants/respondents 525 Hong Kong youth aged 18-39 were polled. 20 active bank service users and business operators in Hong Kong aged 18-39 were interviewed. More details in Chinese yrc.hkfyg.org. hk/2020/07/03/yi051/

banks should provide discounts to encourage merchants to try electronic payment services. They can provide channels for cash and cheque deposits during the transitional period from cash to non-cash transactions. In addition, virtual banks should develop accounting systems that match the daily operations of both startups and small and medium enterprises as well as providing complete electronic transaction records for business use.”

Enquiries Amy Yuen 3755 7037

HKFYG September 2020∣Youth Hong Kong

New publications D

iscover ten new books published during the pandemic at the time of the Hong Kong Book Fair. Three are by young writers including the 14-year-old champion in a writing contest sponsored by SCOLAR and seven are in HKFYG’s professional series.

Life is Beautiful

Language of Love

Isabelle, chosen this year shares for her dual talent, uses beautiful illustrations to charm her readers. Every one of these cheering stories has a cute drawing to match while main characters, Big Teeth and Bulbble are tailor-made for troubling times.

Ariel, another star from HKFYG’s first School Writers’ Competition, sponsored by SCOLAR sees the world in an exceptional way. Find out through the warm words she writes as one of the 55 shortlisted secondary students who joined the HKFYG creative writing training under pandemic.

Mom’s Training: the Gift of Life Carmen, another chosen young writer for 2020, gives us 12 touching stories about 12 traits of motherhood. All the moms in these stories are very different and have their special ways of bonding with children. Originality, love, bravery and honesty readers can find them all.

Living with Anxiety 《地球好危險 —— 與焦慮共處之道》 ISBN: 978-988-79951-4-2 Price: HK$100 ● Introducing 40 types of panicrelated behaviour ● Suggestions on how to live with them

Beyond Failure: Learning from Outstanding Young Volunteers 《讓我代你失敗 —— 義工領袖也曾上過的課》 ISBN: 978-988-79951-2-8 Price: HK$80 ● True stories from experienced volunteers ● Ways to make failures work ● Insight on volunteering developments

Turning Point V 《重新出發 V》 ISBN: 978-988-79951-5-9 Price: HK$90 ● Eight real stories of youth doing wrong ● Starting again helped by caring people

Postcards - Beautiful Hong Kong Scenes 《郵歷香港 II》 ISBN: 978-988-79951-7-3 Price: HK$120 ● 50 iconic scenes

● With a few words from their most important supporters

● Captured through the lens of youth

Love and Sex: Narrative Therapy for Youth

Language of Love

《敘事森林 • 與青少年談戀愛與性》

● Local landscapes, food, clothes and culture

《花說 —— 綻放有時》 ISBN: 978-988-79951-1-1

ISBN: 978-988-79951-6-6

Price: HK$80

Price: HK$120

● Creativity in words and art

● Introducing narrative therapy ● Showing how it works for love and sex-related topics ● Real-life cases of youngsters it helped

Mom's Training: The Gift of Life 《媽媽火車 —— 尋找生活的禮物》 ISBN: 978-988-79951-3-5 Price: HK$100 ● 12 sweet stories about inimitable moms ● Showing the way, walking the talk

● Talented teen champion voices her thoughts ● With a charming flower for every month

Care Beyond Professionalism - Stories under COVID-19 《非常疫情 • 非常關懷》 ISBN: 978-988-79951-8-0 Price: HK$160 ● Ten true stories of COVID-19

● All different, all unique

● Hong Kong people standing firm

Understanding Mediation II: A Guide to Theories & Cases

Life is Beautiful

《勝在調解 2》 ISBN: 978-988-79950-8-1 Price: HK$100 ● For all readers interested in mediation ● Real cases with tips on techniques that work

● Fighting the pandemic in their personal ways

《人生是美好的》 ISBN: 978-988-79951-0-4 Price: HK$100 ● Super illustrations made to inspire ● Showing how to appreciate life ● Bringing peace of mind to readers

● Information about the market

Visit online store to find out more books.hkfyg.org.hk

Extra discounts for YHK readers Quote discount code with order yhk2020 Enquiries Sum-yi Lee tel 3755 7109

yvn.hkfyg.org.hk

Tr y n o w

now

Publisher : The Hong Kong Federation of Youth Groups

香港青年協會

hkfyg.org.hk．m21.hk

Youth Hong Kong: 21/F, The Hong Kong Federation of Youth Groups Building, 21 Pak Fuk Road, North Point, Hong Kong Tel : 3755 7097．3755 7108．Fax : 3755 7155．Email : youthhongkong@hkfyg.org.hk．Website : youthhongkong.hkfyg.org.hk The title of this journal in Chinese is Xiang Gang Qing Nian 香港青年

Soy-ink is made from soybeans and is both environmentally friendly and sustainable. Soy-ink is biodegradable and non-toxic.

YHK 12 3 Covid-19 Impact

Articles inside

New publications

Youth IDEAS on virtual banking

Future Skills report

Through new lenses

Parent Support Network

Taking risks

Lockdown generation

Parents’ stories

Wellness Mind Centre

YEN: Hope for Success

Changing normality

Employers and startups

Jobseekers and employees

Blended learning

eLearning: working or not?

Online schooling

Snapask with M21

School leavers and graduates