Youth Hong Kong | 13.3 Back to school, how does it feel?

Back to school Youth HONG KONG

How does it feel?

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

Hon Adviser

Veronica Pearson

CIRCULATION (unaudited)

10,000 in Hong Kong, throughout the region and overseas

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

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OVERVIEW & INTERVIEWS

Elaine Morgan, Ada Chau & CPS team

TRANSLATION

Or Mei-kwan, Lee Sum-yi, William Chung, Angela Ngai

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This year, far greater hurdles than usual face young people beginning the new academic year. The youngest are taking on a delayed challenge: learning how to adjust to being part of a larger class, as they try to fit in and find their feet at primary school. The experiences of those making the transition from primary to secondary school, or from secondary school to tertiary education, is compounded by the additional stresses of a new environment, new people and even new expectations.

Students of all ages have also missed out on so many opportunities this last year and a half. For the older ones, it has been particularly poignant: sitting public exams; saying a formal farewell to classmates and teachers; end of year trips and attending leaving ceremonies.

In this issue, we ask students of different ages to reflect on what they believe they’ve lost or will gain. We talk to teachers and parents too. They have shared their experiences and thoughts on these unprecedented times. While there are many different views, there is also a shared empathy and determination to somehow get through.

What are your thoughts?

As we in Hong Kong begin a new academic year, we want to send our best wish to others doing the same and those who have already begun. Whatever form this year’s teaching takes – hybrid, online or in person – we hope that every student will feel the joy of learning and feel motivated to do their best.

Andy Ho Wing-cheong Executive Director, HKFYG September 2021

Time for transitions

l The pandemic has impacted everyone’s equilibrium and the new school year is beginning hesitantly.

l Missed friends, foregone celebrations and a year of disrupted education have combined to upset many students.

l Support for them, their teachers and parents will help all to regain balance and wellness.

After more than a year of pandemic-induced stress, isolation and anxiety, few people will be able to simply go back to normal. The process will take time. Indeed, mental health professionals and doctors are warning that young people everywhere are reporting more symptoms of anxiety and depression. Students’ lives have been upended. Their classes went online and they stayed at home, missing their social lives badly. Other young people have lost jobs or university places and everyone confronted isolation at some level, while struggling to find quiet places for work and or even a reliable internet connection.

As students begin face-to-face classes again and COVID-19 vaccination rates rise, the community is hoping to return to a semblance of normal pre-pandemic life. The social interaction and collective activities that they have missed so much can start once more and the camaraderie between classmates can be rebuilt.

Nevertheless, many people of all ages are experiencing some form of hesitancy about returning to old routines. None of us have been through a global pandemic before, so it’s completely understandable to be anxious about all the constant changes. After all, change and uncertainty are hard for many people even when there is no pandemic taking place.

Adjustment to a long period of mandatory maskwearing, social distancing and a limit to the number of people you could spend time with, have all taken their toll on our mental states and attitudes. Reacclimating to a former way of life, springing back into step at school is not a straightforward process and for parents who have spent more time than ever before with their children, there are added complications.

l 疫情影響了學生的精神健康，新學年校園彌 漫著忐忑的氣氛。

l 學生過去一年深受影響，包括未能跟朋友見 面、缺乏學校生活，以及教學模式轉變等。

l 為學生提供精神健康支援，有助他們重新適 應校園生活。

While almost everyone has suffered an overload of some kind, school closures and social restrictions have meant that students facing exams and teachers who are also parents probably bore one of the heaviest loads, having to rapidly adopt classroom teaching and learning to online lessons to be done at home under parental supervision. It’s been a tough year, when both physical and psychological wellness have become more precious than ever.

How can students who need support improve their sense of wellness? The Federation has developed services that address many dimensions of wellness. To begin with, there is physical wellness that relies on regular, balanced habits of exercise, nutrition and sleep. Emotional wellness is equally important, involving recognition of feelings that may be buried in the subconscious but which control reactions and behaviour.

A mindful approach to online learning, social media and leisure is needed more than ever. As the months of the pandemic grind on, teachers, coaches and youth leaders who normally see youngsters regularly in person have been unable to see the symptoms of developing mental health problems. Now, as classroom teaching begins, it will be easier to track the moods and behaviour that betray signs of mental health challenges during adolescence.

Life may be quite different from what it was before the COVID-19 pandemic. Many people are navigating changes to their relationships, studies and futures. The best way to get more comfortable with postpandemic life is to start living it and taking baby

steps to ease the way back in. Setting boundaries also helps, whether sharing a dorm or an MTR carriage.

We all have different comfort levels around pandemic safety. Adjusting to post-pandemic life is a significant transition and many people aren’t ready to move forward yet. For students eager to get back on campus who are actively in the process of readjusting to life at school, feeling well both mentally and physically well will make a big difference. For those who need extra support, please remember the wellness counselling offered by HKFYG. Practicing the principles embodied in our services can make all transitions easier, whatever your age, circumstances and temperament.

Half-day schooling a new start

Face-to-face classes resumed in September on a halfday basis but manpower issues and problems with online teaching modes remain at the forefront of principals' minds.“While experience has been gained and the school has made strides in adapting to the world of online learning, significant difficulties remain,” says Dr Tse.

To add to the stress, IT skills have become a foundation stone of teaching so various online communication channels were established early on during the pandemic. “Rules, including login for online classes, roll call, use of cameras and deadlines for handing in homework are essential, but teachers cannot respond immediately to all pupils and they also need to communicate with the parents if there are problems and then follow up,” she points out.

“The older students have been using the school’s selflearning platform for up to five years, including Google Classroom and Google Sites, so the transition was smoother than expected,” Dr Tse explains. “Before class or shortly after, teachers upload videoed lessons and PowerPoint slides with important teaching points and worksheets but the videoed lessons must have high quality, teaching content that is interesting and appropriate.”

Support for challenging times

Apparently, the pressure on teachers has been immense. “Offering support to teachers has been of prime importance,” Dr Tse stresses. “Fortunately, we have foundation training and experience in this field so we have set up a lot of workshops to equip teachers with the latest IT skills and have been able to hire three more teachers.” If there are problems in the implementation of online learning, there is also a team of ICT teachers on hand to offer help immediately, with both software and hardware.

Some of the school’s teachers act out stories for students in order to stimulate their interest in learning at home. Although it takes a lot of time, teachers find it worthwhile. Creating online assignments is another technical task that teachers need to face every day. “Although all this ‘virtual’ work takes up quite a lot of time, it provides a good opportunity for the school to reflect and explore how e-learning can be integrated in the future,” Dr Tse remarks.

Learning with online timetables

For those entering Primary One, an “Adaptation Month” was arranged in September, with foundation courses that included phonics and pinyin. “Group games, singing songs and life education allow students to integrate into school life while teachers observe their language abilities before formally dividing them into different classes a month after the start of term.”

During the pandemic, Zoom meetings of teachers and students provided a chance to practise language while parents sat beside them at home. “They could easily understand how learning took place and sometimes offered a lot of help which was conducive to learning.” However, the extensive use of Zoom created its own problems. “The students are young and eye development is crucial, but long-term, continuous use of Zoom will affect their health so the daily limit is set at two hours. The school, thus, created a unique timetable with learning tasks such as reading aloud, reading

Long-term, continuous use of Zoom will affect health so the daily limit is two hours.

l As the new academic year begins, how are primary schools adapting?

l Dr Tse Wai-lok, principal of the HKFYG Lee Shau Kee Primary School, describes the ongoing challenges.

l Despite hurdles faced by parents, teachers and students, she remains optimistic about the future.

l 香港青年協會李兆基小學校長謝煒珞博士

books independently and sports. These key daily elements guide students into setting up a regular routine for learning.”

Although young children can’t be left to study alone, the school advocates the importance of cultivating selfdiscipline. “Fortunately, because the school was already practising self-directed learning, most students were quite ready for the change,” Dr Tse continues. Nonetheless, they encountered three new challenges: the suitability of their home environment for learning, the availability of computer equipment at home, and their attitude while having lessons at home with parents as supervisors.

Cooperating with parents

School-parent cooperation will be very important during the coming academic year if students are to settle into school life easily. “The most recent training courses we offered focus on parent education,” Dr Tse explains, noting that parents spent a lot of time with their children during class suspensions. Many were working at home under pressure, so friction was probably inevitable.

It was no wonder, in the circumstances, that some parents asked the school for help if they worried about their children’s learning attitudes. “Indeed, communication with parents became very important,” Dr Tse says. “The school always uses an electronic communication system to allow parents and teachers to contact each other whenever necessary. This makes it easy for the school to know how many families need support to cope with online lessons and whether their children

are in need of further help.” There are established policies for borrowing computer hardware and software, though few students apply. “Students are familiar with using electronic equipment for classes and we expect them to buy their own devices. However, the problem that persistently affects the quality of classes is network instability,” she notes.

“We believe parents must have patience and wisdom, communicating with their children in a suitable way, rather than scolding blindly or nagging,” Dr Tse says. Positive, flexible parent-child relationships are more important than ever. “With so much time spent on computers, the students are easily exposed to inappropriate content on the internet,” Dr Tse points out. “Curiosity is natural so this is a good chance to discuss internet content rationally. Education is available everywhere in life and parents must seize the opportunity.”

The way forward

For the school, the biggest challenge is planning. “Whenever we have to make a decision, we need to formulate two plans, not just one,” Dr Tse points out. She always thinks ahead and the underlying concern is a sudden suspension of classes. “We have our original plan for face-to-face schooling but at the same time, we need to prepare a back-up plan so that the school can handle sudden changes more efficiently.”

The past two years have brought tremendous changes to the school, teachers, parents and students alike, but Dr Tse is optimistic. “We still stay positive and explore how these changes in learning can benefit our students in the future.”

For information about the HKFYG Lee Shau Kee Primary School, go to ilklearning.com/school/hkfyglee-shau-kee-primary-school/

l 隨著新學年開始，本港小學如何應對新常 態的種種挑戰？

道出學界所面臨的困境。

l 儘管家長和師生都面對著各種難關，她對 未來依然感到樂觀。

A good opportunity to reflect and explore how e-learning can be integrated in the future.

Teaching in transition

l Adjustment is a preoccupation for everyone involved in education now, especially those concerned about underprivileged students.

l Inequality, disengagement, disparities in parental support and failed socialization are among the hurdles.

l Ms Leung and Ms Li, both primary school teachers, are worried about restoring normality.

“When I get back to face-to-face teaching, my very first focus will be the emotional wellness of my students and their parents,” says Ms Li. Most of her pupils are from underprivileged or ethnic minority. families whose cramped living conditions in sub-divided flats easily provoke conflict, especially when noisy siblings compete for scarce devices with poor internet access.

“Resources are so inadequate that not only do the children not have computers at home, despite government policy, they also have no extra tutorials or interest classes outside school, unlike the more affluent children,” she points out. “All they have is the online platform provided by our school which is not enough in Hong Kong where all the emphasis is on good results. I am afraid that the achievement gap will only get larger.”

After a year stuck at home, some children have put on so much weight that they barely fit into their school

l 教育界的當務之急，是幫助學生適應疫情下的學習新 常態，對基層學生的支援尤其重要。

l 資源不均、提不起興趣、缺乏父母支持、未能融入社 交圈子等，都是基層學生常見的難題。

l 同樣來自小學的梁老師和李老師，均對全面恢復面授 課堂感到擔憂。

uniforms,” Ms Li continues. “They get out of breath just climbing stairs so we need to ensure they get more outdoor activities.” She also expects the new arrivals to have shorter concentration spans than older pupils, break the rules and hand in sloppy, if any, homework.

“So,” she says patiently, “we will get in touch with parents and explain the requirements. Discipline teachers and social workers visit if students are regularly absent from online classes. This term, if necessary, we will let them stay in school for individual tutoring in the afternoon and parents can come to the school once a fortnight to hand in homework and pick up new exercises.

Such logistical problems are exacerbating endemic issues. “My students will leave primary school at the end of this year. I will have to train them for interviews. I also want to arrange for them to enter competitions and take part in performances to broaden their minds and enhance their competitiveness.” NonCantonese-speaking pupils have an extra problem. “They have had far less chance to practice their second language than they normally would have at school.” Ms Li fears they will be even less competitive at secondary school and eventually face unemployment. What can be done in the face of so many problems. Ms Li is determined: “Stronger communication and social skills. That’s what they need, plus a sense of wellbeing.”

The achievement gap will only get wider.

Schools are conducting half-time classes at the beginning of the 2021/2022 school year and teachers have to film instructional videos while holding classes in real time. Zoom is used for online learning and SEESAW for sending and receiving student homework, dictation and assessments. E-class, WeChat and WhatsApp are used to communicate with parents, both in Hong Kong and mainland China “We send details of the teaching focus, homework format, dictation guidelines and so on, so that they can help their children learn better,” explains Ms Leung, “as well as holding online parent meetings to strengthen communication.”

Ms Leung also fears adaptation problems because her pupils have been away from school for so long. She says it was important to have a little interaction before term began. "The children adjusted to online classes last year and now they will have to readjust to face-toface classes. I will try my best to create a relaxed learning atmosphere and give them as little homework as possible at the beginning of school.”

The two schools where Ms Leung and Ms Li work have pupils from both Hong Kong and mainland China. They attend classes together if possible. Otherwise, synchronized real-time online lessons are given to cross-border students. “Socialization is another thing that worries me, because they

haven't been together for a long time and many classmates have made no friends because of distance learning.”

There is disparity in class discipline and parental support. “Some submit assignments smoothly, attend classes punctually and perform well but others, including some of the non-Chinese speakers and cross-border students learn less effectively, fail to attend class on time and are neither engaged or active in class.”

Ms Leung worries that even close communication with parents can improve the situation only slightly. “Online classes have made students lazy and uncommunicative.” The disobedient ones don’t turn on the cameras on their computers or actively answer questions in online classes. “They failed to take their homework seriously or hand it in on time.” Many crossborder parents have suspended their children’s schooling in Hong Kong and sent them to schools in mainland China.

“Some of our families have up to five children,” Ms Leung explains, “and online classes were usually held in the morning in the last academic year. This made it really difficult for the larger, non-Chinese speaking families at a time when just coping with daily life was hard.” Even though the school went to extra lengths to help them, sometimes neither parents nor students know how to use resources they were given.

In face-to-face classes, teachers can give clearer guidelines and correct mistakes immediately but online, that’s not possible. “We had to prepare lessons and instructions very carefully and try to reestablish contact with students who have now become disengaged.”

As well as helping her pupils to catch up with their education, restoring her students' confidence and calming their fear of social contact are always at the forefront of Ms Leung’s mind. “I think that more appreciation will give them back the will to learn and more encouragement will dispel wariness.”

Sometimes, neither parents nor students know how to use the resources they are given.

We missed so much!

l Even though the teachers are anxious, these pupils aged 8-11 are keen.

l They are all desperate to see their friends and want to get back into class.

l Some are a bit nervous about catching up and feel shy.

Christian, 8-year-old government-aided school student

More than anything, I have missed face-to-face lessons with my class teacher. I like her very much and even though she won’t be teaching me this year I can go to find her during break. I have missed my friends too and I feel excited about going back. I’m the class monitor and during recess I talk to the other monitors about who has been naughty.

It might be a bit difficult to make new friends though. I won’t know what to say. I am not used to it after so much time at home and feel a bit shy. It will take time to warm up and get used to sharing again.

In online lessons we did Kahoot quizzes for English grammar. That was fun and exciting. PE was the worst online class. It was so boring doing exercises in front of the computer’s camera. Now, I’ve got lots of new textbooks to read so that I am ready.

Sze-yuet, 11-year-old cross-border student

Please let me go back to school! This is my last year in primary and it would be such a pity to spend it stuck at home. I feel nervous and worried though. It’s so long since I was there and I think my Cantonese is getting worse and worse. It will take a long time to catch up and get to know my old friends again. I think I have even forgotten the rules of the games we play.

I have to cross the border from Shenzhen to go to my Hong Kong school and I know I will need a super-loud alarm clock to wake me up. My mother rented a room for us in Hong Kong. It’s really small and I will miss my desktop computer at home Shenzhen.

Honestly, I like online classes. I kind of got used to them, and I really liked the visual arts lessons. We watched a lot of good animations that I would very much like to make myself. But I have missed my teachers, my classmates and my school lunch so much!

It will take time to warm up and get used to sharing again.

This is my last year in primary and it would be such a pity to spend it stuck at home.

Yip, 11-year-old government-aided school student

I’m so happy to think that I will be able to back to school again. I feel nervous and excited at the same time. If there are any new COVID-19 cases, we all have to stay at home for seven days but I love going to school and having face-to-face classes. I only see my mom at home. It is so boring and I cannot live with this boredom.

But I did like the online computer lessons we did at home with Scratch software. I didn’t like online English lessons but then I don’t like them anyway, even in class at school. There, I can chat and play games and chess with my friends. I have missed that so much. At home, even though I have more time, I have only myself to play with. What I have to do now is prepare loads of masks and alcohol tissues to make sure I stay safe.

Molly, 11-year-old going to Secondary 1 this year

I only had one day with my school friends at the end of term last summer and now we are all at new schools. That makes me sad. I feel very nervous too but also excited. I think it will be easy to fit in but I am not sure about making new friends at my new school. I feel safe there, safe enough to share snacks with classmates. If I didn’t feel safe, I would tell my mum.

Things that helped me prepare for school over the summer have been keeping in touch with friends then getting my new uniform ready, and my books and pencil case. I prefer learning in a classroom. It’s easier and we can do role play together and that helps us learn fast. We couldn’t do that online. I was also really pleased to join the netball team. I got another uniform and I am enjoying school a lot.

Garry, 9-year-old international school student

I’m a bit lazy and so I am not looking forward to attending classes all day even though I like being there and being able to talk to my friends. When we have to do online lessons, the best is the library class and reading. The worst was music class when they gave us stupid rap music to listen to and we couldn’t choose anything else.

When we are at school, we have to wear masks. I didn’t like masks at all in the beginning because it was difficult to hear what my friends were saying but I got used to them. They make PE difficult though. Running in a mask is very uncomfortable.

I can only see my mom at home. It is so boring!

I only had one day with my school friends at the end of term and now we are all at new schools. That made me so sad.

The worst was online music class when they gave us stupid rap music to listen and we couldn’t choose anything else.

All change

an international foundation course

l Secondary students have gained self-awareness during the pandemic but all have a sense of regret about lost time with friends.

l Some are anxious about their academic progress although a few have taken the disruptions in their stride.

l All are eager, if cautious, about getting on with life as soon as possible.

That special time at the end of term was lost. I have had the same classmates since the second year of high school but there was no chance to create shared memories with them before I left school. It’s a chance that will never come again.

Still, one thing I liked about staying home during pandemic was fewer tests. Those we had were in openbook format. But without face-to-face interaction, it was hard to concentrate. I had to do a lot of research and sometimes I didn’t even know if I had understood the topic. It was also hard to ignore all the distractions. Our phones and computers have become non-stop essentials. It’s barely possible to ignore them and multi-tasking leads to bad quality work.

In a new environment, with new people around, I guess I need some time to adjust, but we can hang out together after school, even if we still have to wear masks. Although it is always hard to step out and say “hi” in an unfamiliar place and with people of an unfamiliar culture, I want to be independent and take care of myself without worrying my parents.

Our attitudes to learning and studying have all changed. It wasn’t easy to learn or understand new concepts and there were lots of technical errors during classes. We couldn't ask the teacher for help faceto-face so there were many misunderstandings.

I’ve also lost interest in some of the extracurricular activities I used to do because they were all cancelled. The best lessons were on an online platform where we could give our opinions and there were a lot of tasks to complete instead of facing the laptop and doing nothing for a whole hour.

I think my communication skills have become weaker and it probably won't be as easy to socialize as it used to be. Getting to know new people and becoming friends will take me longer. I am looking forward to my new school as it will be a brandnew experience and everything will be different.

Sesame has left Hong Kong to do

Ethan is in Secondary 9 but is switching school this year

That special time at the end of term was lost.

Our attitudes to learning and studying have all changed.

l 雖然一些中學生能藉停課期間加深自我認識，但 也因失去了和朋友共聚的時刻感到遺憾。

l 不少學生擔心學業進度落後，也有部分對困境處 之泰然。

l 儘管不少看法各異，有一點卻是一致的——學生 們都期盼盡快走出疫境，展開新生活。

I am mainly worried about how well I will absorb information if classes are online. I think my hurdles at school have been self-discipline, procrastination and finding the motivation to concentrate and finish work to the same quality as I would in a normal school setting.

My university has said that some lectures might be online, but because of the course I'm studying, most of the lab sessions will be face-to-face. In lessons online, the information tends to be less “concrete” than in face-to-face classes. Sometimes virtual words escape us and the meaning is lost. Perhaps it is because of the lack of interaction and the body language that reveals to teachers that we are left half confused.

Miscommunication is common in written messages and misunderstandings happen easily if you can’t hear someone’s tone of voice. If teachers are engaging, and speak with clear intonation and interest that helps us to focus. They need to encourage use of microphones and enforce the rule of turning on cameras.

Although I’m disappointed about missing big end of term events at school, I’m looking forward to being in class.

I do worry about the undergraduate workload and whether the course material will be too difficult but at least I am more confident about working independently than I was before the pandemic. Complex science concepts have been difficult to learn online. They took longer than they would have done in the classroom. I had to refer to a variety of sources and many of them used language that was too complicated.

It is also difficult to stay motivated and engaged during online lessons and collaboration with others is hard if you can’t see people face-to-face. When I meet new people in London, I know I will make a conscious effort to be sociable and look and sound friendly.

Personally, although I think I can learn more independently now I don't think the pandemic has made any difference to my attitude outside of school. I feel well-prepared after doing online lessons for a long period of time as I found I could be more productive if I managed my time well.

Jasmine is leaving Hong Kong to study veterinary science in Bristol

Chloe leaves school this year to study psychology in London

It is difficult to stay motivated and engaged and collaboration is hard if you can’t see people face-to-face.

Miscommunication is common in written messages.

Tammy is in Secondary 3

I think the hardest part of the pandemic has not being able to talk to my classmates normally. It’s usually so easy. You don’t really need to think. You just chat. Using WhatsApp and Instagram is just not the same. Unless I really have something to say, I just keep quiet.

To be honest, though, now that face-to-face classes have begun again, I miss all the free time I had at home. But some subjects don’t work online. How can anyone imagine playing volleyball in an online PE class? I do realize how important it is now to keep my computer skills up-to-date. They are easy for us to pick up I guess but, frankly some of our older teachers just cannot use Zoom smoothly.

Nicholas is in Secondary 4

I’m not really worried about anything except about COVID-19 lasting so long. I think we all gained and lost something, but I don’t think it will be a big deal in the long term, even though it seems like at least a whole year has been stolen. Nobody will ever forget this time.

I am good at using computers so I was used to online learning and enjoyed classes when we didn’t have to switch on the camera, but that didn’t last. Some teachers were not ready in the beginning and it was difficult for me to stay focused if they looked like they didn’t know what they are doing, but the teachers improved as time passed. Maybe the most difficult part was not being able to go to the lab to do experiments and knowing how to deal with boredom at home.

Maybe there will be more challenges in the future. Maybe I need to learn how to be alone and think more out of the box. Maybe next time is will be a super bug. I think everyone should just be flexible, then it would be fine.

Chatting is usually so easy. You don’t really need to think. Using WhatsApp and Instagram is just not the same.

It seems like a whole year has been stolen. Nobody will ever forget this time.

A totally new experience

l Schools had to respond with great urgency to the sudden changes caused by the pandemic.

l Mr Dennis Mok, deputy principal of the HKFYG Lee Shau Kee College, talks about the experimentation that took place.

l He explains the continuous learning curve for teachers, the current hybrid mode and all the challenges caused by change.

The school adopted a mixed mode of teaching but faceto-face instruction and online lessons performed in parallel were very challenging. Difficulties were overcome by experimenting, Mr Mok recalls. “In the early days, while everyone was getting used to cameras and mics on computers, online classes tended to flow into one-way teaching but in order to make classes on Zoom efficient, improve student participation and enable students to make instant feedback, teachers had to improvise.”

l 因應疫情變化，學校需要迅速應變並不斷 調整應對策略。

l 香港青年協會李兆基書院莫一帆副校長為 我們介紹學校採取的應對措施。

l 他解釋，老師需要不斷學習新技能調整教 學方法，目前學校採取混合教學模式，以 應對新學年的挑戰。

This process involved a continuous learning curve for educators. “Our learning interface dealt with unprecedented challenges. This was a totally new experience for teachers who had to constantly change their teaching modes depending on the situation: from face-to-face instruction to online lessons and back again.” Some extracurricular activities, such as debates, were moved online. As Mr Mok says, “This was a real test of the teachers’ creativity and adaptability and subjects like physical education were difficult.”

Nobody expected the epidemic to last such a long time and after a few months of class suspensions, Mr Mok says the school realized that important communication with parents had broken down. “We held vital parent-teacher meetings online where concerned parents told us they needed to know much more about their children's learning. We had to explain the use of various platforms such as Zoom, email, Google Classroom, Google Hangout and WhatsApp for online learning while students were submitting virtual homework.”

Online classes tended to flow into one-way teaching and teachers had to improvise.

In the 2021/2022 school year, students will need more physical activities, Mr Mok advises. In the early stages, all extracurricular activities were cancelled. “Later, I realized continuing like that was impossible. Students could not stay active at home and their emotional reactions were unpredictable. Staying at home for such a long time will have hindered physical growth.”

At the beginning of the first term, when full-time classes have not resumed, Mr Mok expects to work in hybrid mode, on campus in the mornings and on Zoom in the afternoons. A new timetable has been prepared to cope with the restrictions. More than 70% of the school’s staff have been vaccinated but more students need to be vaccinated to meet the requirements for full-time class resumption. “Rest assured,” he says, “classroom seating will be in single rows, with transparent baffles and no group work.” Meantime, extracurricular activities will be retained but changed to the online mode.

As social interaction begins, the students themselves will have other adjustments to make. Their social circles have been affected so the school is arranging more programmes that encourage self-expression. “The students are excited and eager. They want to get back to school and meet their friends, but it’s complicated. The senior grades have different arrangements from the junior grades and sense of belonging at the school has suffered. Some Secondary 5 and 6 students say they are worried about resuming classes and leaving their accustomed

comfort zone while the school is worried about the challenge of changed academic and learning attitudes.”

On the positive side, Mr Mok says tutoring team teachers and social workers will maintain open communication channels with class teachers and support students with emotional needs. For those making the transition from primary to secondary school, an invitation went out with welcome activities, small gifts and greeting cards.

The form teachers are also contacting parents at the beginning of the new term to tell them about the teaching modes as well as their children’s performance in school, Mr Mok explains. “We want to send special thanks to parents for their efforts to cooperate with the school during the epidemic. They have spent a long time at home together with their children, our students, and we want them to know that emotional support is available.”

For details about the HKFYG Lee Shau Kee College go to hlc.edu.hk

This was a real test of the teachers’ creativity and adaptability.

Willpower and wellness a winning combination

l The shift from classroom to virtual learning plunged many teachers into uncharted waters.

l This teacher used grit, ingenuity and creativity to make her online teaching effective.

l The author writes about the outstanding response of her students to innovation and feedback.

Converting to online learning and managing face-toface teaching in the classroom under Covid restrictions was a big challenge. Resources in the classroom could not be shared. It was quite frustrating at times because all the students had to face the front and so our usual teaching for mixed ability groups was not possible.

The only answer was to create my own teaching materials using existing online resources and quiz games to maintain a sense of fun and engagement. I worked in a team of language teachers and we shared tips. After hours of creating PowerPoint presentations for online lessons we also checked each other’s work for errors. You couldn’t see them for looking! I helped some colleagues with online platforms and presenting efficiently while developing my own techniques.

Expectations far exceeded

Many of my students excelled. They responded very positively to my continuous online feedback and I saw learners progress to an extent that could not have happened without intensive marking, returns and feedback. The whole process allowed for dialogue which wouldn’t otherwise have been possible. It was extremely effective and in the coming year, I plan to maintain PowerPoint-based teaching. It can serve to support blended learning in future if needed.

l 從傳統課堂到虛擬學習，一眾教師踏進了教學生涯的未 知領域。

l 老師憑著過人的勇氣、才智和創造力，成為網上教學的 贏家。

l 通過與其他老師分享想法，運用想像力和科技，筆者的 教學獲得學生正面肯定。

Students had their own challenges. I foresee mental health, behaviour and wellbeing issues continuing well into the coming academic year. Ongoing management and support are provided creating all-round awareness so affected students with a high prevalence of anxiety can always find help, even during panic attacks.

Aware of essential wellness

As a teacher, I appreciate the open-door policy operated by the principal. Any member of staff who needs support may talk in confidence about any problems they experience.. Regular wellbeing sessions are run and we have been able to use the local gym at reduced rates and do meditation classes online.

Personally, I have never worked so hard in my life as I have during the pandemic so, taken together, these measures have been both timely and effective and have made a huge difference at a time when we have all been under unprecedented pressure.

MBL prefers to use an acronym for her name. She is the head of a second language teaching department in the UK.

The whole process allowed for dialogue which wouldn’t otherwise have been possible.

Catching up on wellness

Young childhood is a time of quick learning and development so adaptation is easier for children than for older people. Nevertheless, the pandemic has obviously caused social isolation and has exaggerated drastically a trend that began with heavy use of social media.

The problem now is that the environment which is shaping growth and development of children is abnormal. The longterm effects are yet to be seen but they may be more adverse for the kids who find it hard to pick up social skills at school.

That doesn’t mean they will necessarily be fearful or more at risk simply because of their younger age. For most youth, after the pandemic, I foresee some adaptation problems. There is no scientific evidence that today’s young people are less adaptable or resilient than previous generations. As usual, some will adapt more easily than others as the “new normal” becomes normal.

Special needs children are among those who will face bigger hurdles. There will be problems catching up after such a long period away from their teachers. Special needs training, such as speech therapy and occupational therapy have lapsed too, and that could mean a detrimental lag in rehabilitation progress, especially during the critical preschool period.

Another group that will find it hard to catch up will be students from disadvantaged families. There has been less support and fewer resources at home. It will be more difficult for their teachers to help them because they have lost a whole year when their progress would have been tracked in school. The disparity between high and low achievers will become more marked at a stage when resources and exposure to diverse learning opportunities are very important.

As the effect of the pandemic has been to polarize and exaggerate different kinds of children, so we have also seen more symptoms of depression and anxiety emerge in all age groups. Our habits and activities have been restricted or stopped so the impact has been felt by everyone. However, for those who had mental health issues before pandemic, the effect will be emphasized.

The pandemic has exaggerated drastically the trend of social isolation that began with social media.

l Changes in children's moods, behaviour, sleep and appetite could be indicators of mental health struggles.

l Ernest Wong Chang-zhe, clinical psychologist at HKFYG, says disparities will become more marked.

l Potentially negative effects of social distancing can be counterbalanced by the combination of physical, social and mental wellness.

l The more vulnerable can be supported with extra awareness and care.

Parents and teachers can help to smooth the transition back to normal school life but teachers in particular will have a hard time managing this, especially among the younger kids who have just started school. It will add to the already heavy burden that teachers carry.

It is not that catching up is impossible. A good support network makes transitions throughout life smoother. It may sound like a panacea but it works so well. With good friends, parents and siblings sharing the struggle, everyone feels less alone.

l 若子女出現心情轉差、行為異常、睡眠質素 下降及食欲不振等情況，顯示他們可能正受 情緒問題困擾。

l 香港青年協會臨床心理學家王昌哲（Ernest） 表示，學生的適應力差距將更趨明顯。

l 強健的體魄、適量的社交和充沛精神，全人 健康（All-round Wellness）能抵消因社交距 離所造成的負面影響。

l 老師可多加關注和照顧能力較弱的學生，逐 步建立全健人生。

This is not to deny the challenges. The biggest task for teachers will be catching up with the curriculum but they will also need to be more sensitive than ever to students’ needs. They will be first in line to see if anything is wrong at school and will benefit from heightened awareness of behavioural changes or emotional signs of struggle.

From my experience in teacher training, I would advise not taking student behaviour at face value. Behavioural changes or emotional signs give clues, as does anything unusual. If a pupil is sleeping in class, for example, it may be because the class is boring but it may also be a signal that he or she is not getting enough sleep at night.

For parents managing the transition back to school, I would say look for signs of maladaptation, unexpected mood swings, activity or motivation levels, sleep and appetite. These can reflect underlying mental health changes.

Otherwise, while everyone’s socialization has been affected, we are all basically human animals. Most of us enjoy company and children enjoy school life. The majority will be looking forward to getting back to it. They will adapt to change.

While not everyone is equally adaptable to the everchanging environment, the emotional resilience and protective factors that come with wellbeing will help with coping, whatever your age. It is always worth remembering that if you want students to learn well, they also need to be mentally and physically well. These aspects of wellness are interdependent and inseparable.”

Ernest Wong completed his training in clinical psychology with a master’s degree at the University of Hong Kong after finishing his undergraduate studies at the University of Toronto. He has always been passionate about youth and community work and before practising as a clinical psychologist, he taught in an underprivileged secondary school in Hong Kong.

I would advise not taking student behaviour at face value.

Special needs children will face bigger hurdles.

Constant change

l Loneliness, no social life and children not inclined to learn have been the constants for many parents during the pandemic.

l A picture of anxiety, bordering on fear for some parents, emerges from this representative group.

l Despite the upset, resilience and adaptability have emerged, as they navigate lives through an extraordinary period of family life.

For all those months, we had stay indoors and go nowhere with no human contact apart from each other. The hardest part was just staying motivated. I’ve got two girls and I tried so hard to keep them both happy, busy and learning, but for so long, there was nobody else in their lives, just me and my husband.

To begin with, the girls didn’t have devices of their own so I let them play with an old iPad. Trying to keep them enthusiastic about lessons was very stressful. At first, I had everything organized with many different activities lined up. Each day included lessons and games and they help me with cooking and cleaning. The pandemic taught me lessons too, about how important hand-washing and hygiene are, and how quickly a fast-circulating virus can bring the whole world to a standstill.

But soon I got the feeling that I wasn’t doing enough. I kept thinking that they were missing out on important education. I couldn’t help them concentrate on lessons. Georgia, the younger one, could manage better but my older daughter, Molly, got very sad and lonely. When she got upset, I’d let her play video games with her friends. I couldn’t force her stick to a timetable, there was no point. She was used to lessons with lots of people

l 疫情期間，許多家長需要面對孤獨、 欠缺社交生活和子女不願學習等問題。

l 一些受訪父母因此感到焦慮和擔憂。

l 雖然疫情擾亂了生活，但這些家庭充 分展示抗逆應變能力，走過這段非常 時期。

and imagination and interaction. Online learning at home was so new and Molly struggled. It worried me.

Basically, I was feeling “mum guilt.” I had to try to make sure they were happy and not scared of the outside world at a time when we couldn’t let them go out. It didn’t work. I couldn’t control what happened. When all the children wanted was to get out of the house, it broke my heart. I had to say “no.” They were so upset.

I realize that I have lost closeness with my friends. I am a very tactile person and many people feel awkward about physical contact now. Even with my dad, it was months before we managed to have a hug. Although meeting up is possible now, I am conscious of preferring to do things outdoors. My attitude to physical closeness with friends has changed. There is a pause while each of us tries to find out what feels right about closeness and ask that awkward question “are you ok for a hug?”

I do believe in time this will return to normal but for the present I accept that it will be different. The fear, of variants coming back, of the vaccine not working, it hasn’t gone away.

Laura, formerly a senior nursery nurse, has two children, Molly aged 11 and Georgia aged 5.

When all the children wanted was to get out of the house, it broke my heart. I had to say ‘no.’

Basically, I was feeling ‘mum guilt’.

Many parents were very afraid of Covid in the first year and did not allow their children to go out at all, Some families broke down, parents got divorced. Perhaps this would have happened without Covid - but I think the pandemic sped things up and amplified everything. I know of many teenagers who were quite fragile and suffered from depression or self-harm, one feeling suicidal. They are all receiving various forms of counselling and are managing.

For me, the hardest part has been the loss of the freedom to travel. Hong Kong has some of the strictest quarantine rules in the world. It’s impossible to plan ahead, as government policies change at a few days’ notice when new Covid variants emerge. On the positive side, we’ve learnt that you don’t need much: a roof over your head, food on your plate, love from your family, warmth from a small number of friends. We are lucky that Hong Kong never had a hard lockdown like Australia or Europe. it’s been quite safe, even on crowded public transport, and it’s great to hike up the mountains, away from crowds - the great outdoors is one of the safest places to be.

However, each time there’s a new wave of Covid, parents, it’s very stressful, especially for parents with young kids. It’s terrifying to know that families could be split up between hospital and quarantine for lengthy periods.

Hong Kong has world-class health facilities that are almost free but most people are more afraid of the cure than the disease. You basically no longer feel safe in your own home. Even if you take great care to avoid crowded indoor spaces, you never know when you are going to

receive a compulsory testing order and get carted off to hospital or quarantine for weeks, possibly months.

Constant changes in Education Bureau policies were quite disruptive too. One month, all students at home, another month, on 1/3 time, another on half time. Children do better with routine, and that went out of the window. Nevertheless, they are a lot more adaptable than adults and the switch to online learning at very short notice went well for my son. He enjoyed getting an extra hour’s sleep and figured out ways with his friends of keeping in touch. But studying at home is lonely. You can learn a lot on Zoom, but you miss out on fun with friends and human warmth. Spending a whole day in front of a screen is bad for posture and the eyes.

I expect the world will be swept by wave after wave of Covid variants in the coming years. It’s great that vaccines were developed at breakneck speed, but they are no magic bullet. HK is in a sense a victim of its own success keeping the virus at bay. However, very low vaccination rates among the elderly leave them very vulnerable if the Delta variant breaches strict quarantine measures for overseas arrivals. Vaccination is the only way out, coupled with public health measures, mask-wearing, extensive testing and contact tracing.

I don’t see any end in sight right now. Sometimes, I despair and think the world has gone mad. There's no going back to the way it used to be before December 2019. COVID-19 is here to stay. We have to adapt and live with it.

It’s terrifying to know that families could be split up between hospital and quarantine for lengthy periods.

There's no going back to the way it used to be.

I lived through several wars and dramatic social upheavals in my own childhood and teenage years. Together with my fellow countrymen, I survived and this pandemic seems miniscule to those events. Resilience and adaptiveness are the two skills which, together with my family members, I tested, exercised and enhanced and I think they will serve us well in the future. I also learned more about my limits and appreciated even more the value of family support in stressful situations like the pandemic.

The most stressful aspect of staying at home was having too much to do. Chaotic public policies throughout the world, although less so in Hong Kong, the inconsistent news and public relations campaigns about the pandemic, all these made me upset. More importantly and sadly, I saw how easily manipulated most citizens are everywhere.

The pandemic taught me more about my elder son, his character and daily life, as well as class dynamics and academic weaknesses. Probably, I’ve become more patient

and engaged with him too. His school was very forthcoming in planning for and introducing online learning and I could check regularly that he was doing online classes. Because I use IT quite extensively, I could be a de facto teacher assistant but that meant I could do nothing else until late afternoon.

Initially, I had “apocalyptic” expectations about home schooling, but my son proved quite resilient and adaptive. He joined various e-groups to do group-work and to play and although nothing can replace actual schooling, especially in sports, for a limited period of time, I don’t think loss of development was dramatic.

As the pandemic subsides, I will respect restrictions that others may have, but personally, I and many of my friends already seem to be back to the “old normal.

What I fear most about the end of restrictions is human stupidity coupled with political power, regardless of time and place. What I welcome most is the opportunity for kids to go back to actual schools and take part in sports.

David, a researcher and former teacher and public servant, looks after two children aged 9 and 2.

Initially, I had ‘apocalyptic’ expectations about home schooling, but my son proved quite resilient and adaptive.

I have worried more about my son’s learning than anything else during the pandemic. I suppose I am a rather greedy, tiger mom and but I’m not alone. My neighbour enrolled her daughter in online English classes with teachers in America and Putonghua classes with teachers in China. She even had violin practice classes where the teacher practised with the child.

Christian has had four hours of Zoom lessons every school day but the teaching was only half as effective as face-to-face lessons. The teachers needed to spend time solving Wi-Fi problems, calling out those not sitting in front of the camera or turning their mics on and off. Still, what he lost most was the valuable experience of ordinary school life and the good memories that go with it.

So, after work and during my time off, I spent much more time with him than usual, checking his homework and going through the textbook in case he missed something important. I also gave him supplementary exercises to kill time and helped him improve his language skills.

Nevertheless, Christian is an only child and I wanted him to have a social life so I let him go to the playground every day during the pandemic when other parents forbade their children to go out at all. This has greatly affected their language and interaction skills. Moreover, children who have little chance to observe facial expressions fail to develop skills related to feelings and reactions so when

they meet people they don't know face-to-face they lack social skills such as politeness and good manners.

In the coming year, I don’t think Christian will find it too difficult to readapt to the old patterns. He is an attentive, adaptive and obedient student and we have made sure his routine stayed the same, but I guess children who have been allowed to run around at home during online lessons will need some time to adjust and readapt to the hectic homework of ordinary routine. Some of them also will have to learn again how to play fairly with other children at school. Readapting will take time for adults too. I have noticed that some of my friends are much more cautious than me when we go out for meals, they eat more quickly, minimizing the “mask-off” time. However, I admit that when restrictions end, what I fear most is that people will reduce their alertness and there may be another totally different pandemic.

I look forward to the day when we can all take off our face masks. With masks on for nearly two years, I guess some teachers at school don’t even know what Christian looks like, and vice versa. In the past this was unimaginable. Confined to our small home for a long time without social activities was a huge challenge but we got through it. I cannot imagine a worse time than this and it has proved to me that we human beings are quite adaptable.

Gabrielle is an NGO executive officer with a son aged 8.

I cannot imagine a worse time than this but it has proved to me that we human beings are quite adaptable.

DSE students meeting stress with resilience

l University entrance exams cause high anxiety among students and families, especially during the pandemic.

l HKFYG specialist in counselling, Ms Hsu Siu-man, comments on the annual survey examining candidates’ reactions.

l More intend to study overseas than in the past and may be better prepared for uncertainties.

In April and May this year, nearly 50,000 candidates took the DSE exams. About 17,000 achieved the minimum requirement for university entrance compared to 18,600 in 2020. They did so while meeting many challenges and disruptions, both from civil unrest and from COVID-19.

Adjusting to a syllabus revised to fit new modes of learning caused inevitable anxiety and inconvenience. In the past two years, Hong Kong students have experienced class suspensions that lasted for months, like most of their counterparts around the world. Combined with strict precautionary health measures, new levels of flexibility and determination were demanded from everyone.

Most common stress factors

l 疫情下，公開試為考生及其家庭帶來更多焦慮。

l 長期專責學生輔導的資深青年工作者徐小曼就一份 關於本港中學文憑試考生的年度調查分享意見。

l 相比往昔，現在有更多人萌生海外留學的念頭，她 建議青年在不明朗的環境下更要做足準備。

Better prepared for uncertainty

Nevertheless, perhaps the DSE students were better psychologically prepared for uncertainty this year, says Ms Hsu. “They have adapted to the continued restrictions caused by the pandemic and are probably relieved that infection control measures were much better than they were a year ago.”

The majority also want to continue their studies longer, with 10% wanting to do a master’s degree compared to 6.3% in 2020 and with 4.6% wanting to do a doctoral degree compared to 2.2% in 2020.

Resigned over lack of control

For 70.5%

l Not being able to meet their own expectations.

For 60.3%

l Effect on progress in lessons because of suspension of face-to-face classes.

“Perhaps they have also become more resigned to the unpleasant feeling of lacking control over their own lives,” she continues. “The prolonged pandemic, class suspensions and the resulting hybrid mode of study may have upset their plans and intensified the psychological burdens of doing the public exams.” They may want to stay at university longer, with more of them considering retaking the DSE exams if they don’t get a place at the university of their choice.

For 44.5%

l Uncertainty induced by the pandemic.

Exploring the ways in which DSE students responded, Ms Hsu points out that many had grave doubts. “We found that 50% of this year’s respondents rated their stress levels at 7 or above on a scale of 1-10,” says Ms Hsu. “Worries about failure to meet expectations, mainly because of the pandemic, have been common.”

“Compared to 2019, more are also considering studying overseas than in the past,” Ms Hsu continues. “Most Hong Kong students tend to stay in the city to complete tertiary education. They are familiar with the environment here. Tuition fees are relatively low and there are no language barriers.” Although not asked directly for their reasons for considering study abroad, the likelihood is that they have been affected by the changing political environment in Hong Kong and the signs of other students leaving the city.

Leaving comfort zones

“International school and DSS school pupils are usually different in this respect,” Ms Hsu observes. “They and their families tend to make plans well ahead for overseas study. Now we see a new trend developing with more students at government secondary schools planning or intending to study abroad. Their eyes are more open to new pathways and different opportunities so they are no longer as likely to confine themselves to their usual comfort zones.”

While recommending that students make choices for their future that match their personal interests and abilities, they also need to be aware of the relationship between the subject area they choose, their aspirations and future plans or career development, advises Ms Hsu. “Analysis of the findings of our survey suggest that the DSE cohort this year has perhaps acquired a different level of maturity or resilience than candidates in the past. Maybe this is because of their experience of circumstances beyond their control,” Ms Hsu points out. “We therefore suggest that parents leave their children ample mental space to make their own decisions and respect their choice of subjects to study and future pathways.”

The HKFYG “DSE 27771112” service aims to help Secondary 6 students be well-prepared for the public exams and for further studies. Unprecedented conditions led to remote learning from February to May 2020 and from December 2020 to mid-February 2021. Online classes were adopted during class suspensions and a hybrid mode of learning was adopted for the rest of school year. The annual survey, which took place online and on the DSE hotline from 22 June to 12 July this year, sought greater understanding of changes in students’ stress levels and the preparations they are making for the future.

Read last year’s survey Youth Hong Kong September 2020, page 17

Read more facebook.com/Dse27771112

27771112.hk

DSE is the Hong Kong Diploma of Secondary Education, a Hong Kong's university entrance examination, administered at the completion of a three-year senior secondary education. DSS schools operate under the Direct Subsidy Scheme in Hong Kong whereby they are allowed to have greater flexibility in various areas including resources deployment, curriculum design and student admission.

New!

Wellness PLUS

This all-round platform offers professional services with learning and healing for youth who want to build wellness into their lives while connecting with the community.

PLUS highlights the value of wellness and stands for:

Ø Professionalism

Ø Learning

Ø Utilization

Ø Synergy

Interactive courses

Zen Room

Kinetic Studio

Quality of life

Designed and offered by our in-house clinical psychologist, these courses aim to improve quality of life. Troubled by daily hassles or wanting effective peer support skills, needing to stop procrastinating or emerge from the whirlpool of insomnia, whatever the problem, solutions can be found here.

Using fun, approachable language, participants learn how to analyze distress, apply time-proven skills and build habits in order to set in motion life-changing decisions. All participants receive a practical package to help them start a more fulfilling and active life.

Self-healing workshops

Living stressful lives or facing hard times means you need is a place to relax and recharge your batteries. These selfhealing workshops will do all that while you learn the wisdom of living in the moment. Thematic activities including art, handcrafts, exercise and mindfulness all give me-time and encourage a sense of inner peace.

Being mindful can calm a busy mind and the Zen Room provides an urban oasis in the frenetic city, employing all five senses to create a calm and comfortable environment. Seated on a cushion on the floor of the Zen Room, you’ll hear gentle music, breathe in a refreshing aroma and let the soft lighting ease your mind. If you are new to mindfulness, you can also try a guided journey with voice navigation, understand your emotions and practice breathing and relaxation exercises.

Physical health is at the heart of wellness and the new studio in the HKFYG building offers a convenient option for staff and members of the public who want to get up and get moving. Two smart fitness mirrors using AI technology capture posture and movement and give instant feedback with virtual wellness coaching. Designed to help people achieve personal fitness goals, a smart monitor gives a comprehensive body composition report before and after a workout. Simple, muscle stretching tools in the studio are another aid to relaxation and wellness.

Opening Hours

Monday-Friday 09:00-17:30, Saturday 09:00-13:00

Bookings

Zen Room anytime.tw/zen

Kinetic Studio anytime.tw/wp

Location

1/F HKFYG Building, 21 Pak Fuk Road, North Point, HK

Find all the latest information: wp.hkfyg.org.hk

Enquiries Sandy 3755 7021

Zen Room and Kinetic Room

p Virtual instructor in the Kinetic Studio

p Relax in the Zen Room

Wellness111 Campaign

Wellness recharges our stressed-out souls. It rejuvenates us and deserves pride of place in our everyday lives. That’s why our Wellness111 Campaign lasts right through the year, encouraging us all to cultivate wellness in a weekly wellness action.

With three phases of online and offline promotional events, the aim is to shine a spotlight on the three major components of a wellness lifestyle. We call them Wellness ABC, invoking Awareness, attaining Balance and Creating positive Connections in all six dimensions of wellness:

Phase A: Enhancing Awareness of Wellness #Wellness111 – Online Social Media Challenge

§

§

Occupational

Digital

Environmental

A 6-week online social media challenge kicked off on August 17 on both Facebook and Instagram aiming to promote awareness of the benefits of establishing wellness habits with at least one Wellness Action each week. There will also be a “Wellness Theme” each week to address all six dimensions of wellness. With an interactive, fun approach, we hope the challenge will bring enjoyment in daily wellness.

Ø Accomplish the #Wellness111 challenge on Facebook or Instagram

Healing Tuesday – Offline Wellness Promotion

After the 6-week online campaign, this promotion reaches out with an offline network connecting our local community. The network includes cafes, bistros, bookshops and markets that share our wellness motto. The aim is to introduce alternative ways of experiencing wellness in these everyday places, reminding everyone that wellness is actually very reachable.

Ø Every Tuesday October-December 2021 customers of network partners will receive a refreshing gift, motivating them to practice wellness every day.

Phase B Attaining Wellness Balance

Advocating the significant balance between all six dimensions of wellness, the campaign combines the efforts of HKFYG units to target each aspect of wellness. By expanding our reach into the community, we want to share our values and our knowledge of co-creating a favourable environment for wellness.

Phase C Igniting Wellness Connections in Daily Settings

Weekend markets are a delightful escape from the stress of everyday life so three weekend markets aim to connect wellness in daily settings and promote local businesses that share our values.

The first weekend market “Feel to Heal” was at Jao Tsung-I Academy on July 17. A great success with many local businesses and special guests, it also offered visitors the chance to savour a healing and pampering experience of wellness.

More details Facebook/Instagram page: @hkfygwholewellness

Contact details Tel: 3755 7021, email: wp@hkfyg.org.hk

27

Vaccination or not dilemmas at the start of school

The HKSAR Government launched a “COVID-19 Vaccination Programme” for schools in June 2021 and the Education Bureau announced half-day face-to-face classes for the start of the 2021-2022 school year. This survey gathered parents’ and students’ views on vaccination while looking at the preparedness of students after almost two years of online learning on an unprecedented scale.

Key findings

Students’ views on going back to school

l 76.7% hope face-to-face extracurricular activities will resume.

l 55.9% worry about not being able to adapt to normal class arrangements.

l 48.3% report greater stress during school suspensions.

Parents’ and students’ views on COVID-19 vaccination

l 81.5% of parents are willing to get vaccinated and 50.3% had already been.

l 64.6% of parents are willing to get their children vaccinated.

l 44.9% of students are willing to get vaccinated.

Recommendations

l Hsu Siu-man, HKFYG coordinator “Schooling is more than academic learning and teaching and going to school involves face-to-face interaction between teachers and students. Most students missed the opportunity to socialize and interact with classmates in the past two years and this might cause some adjustment issues so attention needs to be paid to students who face difficulty adapting and support should be given to ensure a smooth resumption of school life.”

l Jessica Ling, HKFYG Parent Support Network “Even though the vaccination programme was launched months ago, some parents may not have been confident enough to explain the need for vaccination to their children. If professional and medical experts had provided reliable, simple, easy to understand information it would have facilitated discussions at family level.”

l Media Counselling Centre & Parent Support Network “To effectively control the pandemic and prevent future spread of the virus in the community, active participation and cooperation is essential. Public health education can play an important role by increasing health literacy and young people can contribute by reinforcing the message. We encourage parents and students to get vaccinated in order to create an 'immunity barrier' for society.”

Understand more about vaccination

Three videos in Chinese from HKFYG's M21

Online survey 5-15 July 2021

Respondents

1,079 secondary school students and 330 parents

Covid immunity where does Hong Kong stand?

Despite Hong Kong’s triumph in containing COVID-19 local infection rates at a relatively low level in comparison with other regions of the world, the city has been struggling to drive up vaccine uptake among its citizens. The vaccination programme was rolled out in February 2021 but it took eight months to reach a 55% inoculation rate for the second dose of vaccine. That is still 15% short of the 70% threshold for herd immunity as suggested by government public health advisors. 1 2

As a global business hub, the Hong Kong’s current strategy of “zero-infection”, and the associated quarantine and social-distancing measures, are apparently unsustainable in the long term. If we are to meet the instated goal of a 70% vaccination rate by the end of 2021 and open ourselves to international business again3, we must focus

on two questions. What are the major reasons behind the vaccine hesitancy of Hongkongers? More importantly, how can the vaccination drive be steered on course?

Vaccination hesitancy in Hong Kong

Whether to get vaccinated or not is a decision influenced by our judgement and the information we are exposed to, as in making any important decision. Information about the pandemic in this case includes the misinformation and conspiracy theories that have been identified by researchers as a major contributor to vaccine hesitancy worldwide.4 While members of the general public are not expected to understand all the medical technicalities, during the early stage of the vaccination roll-out, the relentless local media coverage of deaths and cases

63.8%

1st dose

55.1%

2nd dose

Source and updates covidvaccine.gov.hk/en/dashboard

1. HK Vaccination Dashboard: covidvaccine.gov.hk/en/dashboard

2. Vaccination rate in HK and herd immunity threshold: .scmp.com/news/hong-kong/health-environment/article/3145933/coronavirus-hong-kongs-zero-infection-policy?module=perpetual_scroll&pgtype=article&ca mpaign=3145933

3. Vaccination goal to reach by end of 2021: thestandard.com.hk/breaking-news/section/4/155363/Vaccine-to-cover-70-percent-of-population-by-end-of-2021--David-Hui

4. Rumours and conspiracy theories about COVID-19 vaccines: journals.plos.org/plosone/article?id=10.1371/journal.pone.0251605

Figure 1. Vaccinated Hong Kong population [as of early-mid September]

by Peter Cheung

of rare adverse reactions such as facial paralysis after receiving a jab, created hysteria over vaccine side effects. Nevertheless, there is no proof that such side effects have any connection with the Covid vaccine according to a report conducted by Hong Kong Baptist University.5,6

Concurrently, as more and more people use social media to acquire information about the disease and modes of prevention during the pandemic, social media platforms have also grown into notorious breeding grounds for misinformation and conspiracy theory. A Harvard Kennedy School review7 showed that individuals who were exposed to vaccine-related information on social media were more likely to be misinformed and become vaccine-hesitant than those who use traditional media. The heightened distrust of established authority among vaccine-hesitant individuals then evokes further emotional resistance to any message, including those emanating from traditional sources, and leads to an entrenchment of “anti-authority” beliefs.

All these factors constitute a negative feedback loop: as the number of people who are reluctant to get vaccinated rises because they are worried about vaccine safety and efficacy. As more people seek vaccine-related information on social media rather than conventional sources, the public becomes increasingly sceptical about the government and its vaccine programme. Compounded by local media headlines that amplify serious adverse reactions without giving important context, the number of individuals willing to get vaccinated becomes even fewer.

Steering the city’s vaccination drive

In view of the fact that such online health informationseeking behaviour on social media puts users at risk of exposure to misinformation, mitigation measures should be carried out to minimize the threat to public health. Monitoring social media data in real-time has been identified as one of the best measures to track and dispel misinformation. Regardless of debates over the possible infringement of digital privacy and freedom of speech, in this turbulent time of pandemic, many studies agree that such real-time tracking of COVID-19 vaccine misinformation and engagement

Sources

5. Deaths unrelated to vaccination: news.rthk.hk/rthk/en/component/k2/1583019-20210328.htm

with social media can aid the dissemination of accurate information, help safeguard the public and, ultimately, restore their confidence in vaccination.

Nevertheless, progress is being made (see Figure 2)8,9. Incentives from the government and private businesses have proved effective in boosting vaccine uptake among Hongkongers. The recent spike in vaccination since June 2021 coincided with the rollout of lottery schemes run by many different private businesses that offered prizes – from new iPhones and a Tesla electric car, to even a million-dollar luxury flat – for citizens who have been fully vaccinated in Hong Kong.10 Apart from the lucky draws, the government’s imminent policy of making vaccines mandatory for certain workers, and the provision of additional incentives such as partial exemption from social distancing measures in restaurants, fueled an uptick in the vaccination rate in the summer.11

Looking forward

As of early to mid- September 2021, 4.28 million people had received their first COVID-19 jab, accounting for 63.8% of the eligible population. The uptake concentrated on those aged between 20 and 59, with

6. HKBU report on vaccine-related ‘fake-news’: research.hkbu.edu.hk/f/page/20480/21838/(EN)OVH_Report_No.9.pdf

7. Review on misinformation about vaccines: misinforeview.hks.harvard.edu/article/users-of-social-media-more-likely-to-be-misinformed-about-vaccines/

8. Daily vaccination doses administered figure in HK: fortune.com/2021/07/29/hong-kong-Covid-vaccination-rate-hesitancy-comeback-lottery/

9. HK Vaccination Dashboard: covidvaccine.gov.hk/en/dashboard

10. Vaccination lucky draws in Hong Kong: hongkongfp.com/2021/07/22/hkfp-guide-hong-kong-Covid-19-vaccination-lucky-draws-you-can-enter-now/

Figure 2. Doses of vaccine administered

more than 70% vaccinated but dropped for people aged 60 to 69, with only 56% having had their first jab. It fell to 37% and 12% respectively for those in their seventies and eighties.12 While it is likely that the 70% inoculation rate will be achieved by the end of 2021, given current vaccination progress, what next?

Singapore has one of the highest vaccination rates worldwide with more than 80% of its population fully vaccinated by the end of August 2021.13 The city-state is now moving on to cautiously reopening its border with free-entry for vaccinated travellers from low-risk countries, a list of countries that is growing.14 Hong Kong, as a similar economy that relies on the flow of foreign talent and investment, should consider a likewise shift in its coronavirus strategy as soon as certain conditions are met. Professor Ivan Hung, one of the government’s public health advisors, stated in a television interview in mid-August 2021 that the city could further relax social-distancing rules once 80-90% of the population had been inoculated.15

Until then, we should expect loosening of border and social restrictions to be conducted in a cautious and calibrated manner to keep the pandemic in check. Young people aged 12 and above became eligible for

walk-in vaccination at 24 of the city’s 29 vaccination centres in late August and perhaps they can lead the way in a trend. So far there has been comparatively low take-up in both the young and the elderly.

Source bloomberg.com/graphics/covid-vaccine-tracker-global-distribution/

11. Government relaxation of social distancing measures in April 2021: info.gov.hk/gia/general/202104/28/P2021042800868.htm

12. scmp.com/news/hong-kong/health-environment/article/3148134/coronavirus-hong-kong-officials-announce-measures

13. straitstimes.com/multimedia/graphics/2021/06/singapore-covid-vaccination-tracker/index.html?shell

14. Singapore gradually reopens its border: scmp.com/week-asia/health-environment/article/3145833/singapore-trades-Covid-zero-Covid-resilience-how-will?module=perpetual_scroll&pgtype=article&campai gn=3145833

15. Prof. Ivan Hung’s call for vaccination: scmp.com/news/hong-kong/health-environment/article/3145933/coronavirus-hong-kongs-zero-infection-policy

Peter Cheung Man-hin is studying Science in Public Health at the Chinese University of Hong Kong. He was awarded an HKFYG Innovation and Technology Scholarship in 2020.

Figure 3. Double vaccinated in HK by age

Pandemic anxiety, depression and S

urveys around the world find that many teenagers have been struggling to cope during the coronavirus pandemic. Parents have suffered burnout too. Forebodings about unemployment and intergenerational resentment are widely felt.

More than half of the undergraduate students responding to a 21-country survey published in March 2021 said that their mental health had suffered as a result of COVID-19. The survey gathered responses from nearly 17,000 students aged 18–21 in October and November of 2020.1

A few months later, findings of a metaanalysis of 29 studies that included more than 80,000 children in Asia, Europe, the Middle East and North, Central and South America confirmed that the prevalence of depression and anxiety symptoms during COVID-19 had doubled compared with prepandemic estimates. The study2, published in JAMA Pediatrics in August 2021 showed these figures were higher when collected later in the pandemic, in older adolescents, and in girls.

46% of 977 parents of American teens report worsening mental health conditions since the start of the pandemic. Researchers suggest that one reason is that just as young people are seeking independence from their families, COVID-19 precautions have kept them at home. They say depression during the pandemic is associated with the teenagers' own fears and uncertainties as well as high levels of parental stress. Parental stress, depression, and anxiety also increased with the heightened restrictions in the UK, according to a report from Oxford University.

Ø Increased anxiety/worry 36% of teenage girls’ parents compared to 19% of boys’

Ø Increased depression/sadness 31% compared to 18% of boys’

Sources

• webmd.com/lung/news/20210315/pandemic-has-harmed-mental-health-of-teens#1

• ox.ac.uk/news/2021-01-19-parental-mental-health-worsens-under-new-national-covid-19-restrictions

An OECD survey3 conducted across 48 countries explored the ways in which the pandemic is shaping the mental health, expectations and decisions of international students. It found youth were far more worried about mental health, income, and employment than about their physical health or education (see Figure 1). Nevertheless, the UN estimates4 that 1.5 billion youth have been out of school and over a third had no access to remote learning. The OECD notes that even before the Covid crisis, youth aged 15–29 were 2.5 times more likely to be unemployed than people aged 25–64.

Figure 1 Diverse worries

mental health

A global survey by the Financial Times (FT)5, to which more than 800 15-30-year-olds in 16 countries responded, shows that the difficulties related to the pandemic are translating into growing resentment towards older generations, which are both better off and hold greater political sway.

Many surveyed by the FT said they were afraid of catching or transmitting the virus, but others admitted to a more nonchalant attitude —behaviour that has been criticized by political leaders as one reason for a resurgence of the pandemic in Europe and the US after the summer. Respondents’ sense that the pandemic was out of control was highest in Spain, the US and the UK.

Hong Kong

A smaller survey, conducted in 2020 by researchers at the University of Hong Kong, also assessed international students’ mental health in the pandemic. Interestingly, it distinguished between overseas students who stayed in their host country when Covid hit and those who returned home to Hong Kong.

Ø 84% faced “moderate-to-high” levels of stress

Students who remained in their host country had significantly higher stress including health and lack of social support, higher perceived stress and more severe insomnia. Researchers noted that the quickly changing, sometimes contradictory, often alarming messages that all students were subject to during the first months of the pandemic would have been particularly distressing for international students far from home. These complications would have been on top of the acute universal worry that everyone had about contracting Covid.

Sources

• frontiersin.org/articles/10.3389/fpsyt.2020.584240/full

• monitor.icef.com/2021/03/survey-finds-majority-of-students-struggling-with-mental-health-during-covid/

Source ft.com/content/0dec0291-2f72-4ce9-bd9f-ae2356bd869e

1. insidehighered.com/news/2021/03/01/global-student-survey-focuses-mental-health-and-financial-and-other-pressures

2. huffingtonpost.co.uk/entry/kids-mental-health-covid-study_l_611132c4e4b075592c7ebcc5

3. monitor.icef.com/2021/02/how-the-pandemic-is-shaping-the-expectations-and-decisions-of-international-students/

4. theguardian.com/global-development/2021/sep/06/lost-generation-education-in-quarter-of-countries-at-risk-of-collapse-study-warn

5. ft.com/content/0dec0291-2f72-4ce9-bd9f-ae2356bd869e

Figure 2 Heightened sense of anxiety

Pet welfare taking care and being fair

As pet ownership is on the rise across the world, do we really understand enough about the meaning of animal welfare? Imagine a polar bear confined in a 300 square foot enclosure. Does it look as if its welfare is being considered? Then imagine a dog kept in a 100 or 200 square foot flat without outdoor access. To many, the former demonstrates compromised animal welfare. However, not many consider keeping pets in small flats to be a problem, especially in Hong Kong where the majority of households are of medium to small size.

What is animal welfare? It concerns sentient1 animals and according to a report by the British Brambell Committee in 19652 it depends on five criteria of assessment, namely the Five Freedoms which have influenced the perception of animal welfare in many contexts. They

by Monica Chan

include freedom from thirst and hunger, freedom from discomfort, freedom from pain, injury and disease, freedom to express normal behaviour and freedom from fear and distress. The concept was developed in DJ Mellor’s Five Provisions, published in 2016, which have a similar intention but which emphasize positive protection.3

Research findings such as these have helped us understand the physiological, social and psychological needs of different species better while legislation in countries such as Switzerland and the UK protects animal welfare by specifying animals’ needs based on scientific evidence. For instance, Swiss legislation lists requirements of enclosure sizes for different species and require that social animals like guinea pigs should be kept in groups of at least two because they may feel stress when alone.

The core argument is not that a pet owner needs also to own a mansion, but that the natural needs of animals should be satisfied for pet ownership to be justified. This applies not only to nutrition and animal enclosures but also to forms of environmental enrichment that come with daily interaction with humans and animals, both of the same species and other species.

Many other points need to be borne in mind by potential pet-owners. Some are inevitably linked to the size of homes and access to other provisions listed by Mellor. For dogs, physical activity is important even for toy breeds which need sufficient space to run around and regular walks. Cats need shelter and access to vertical space to feel secure: they take comfort from heights. Rabbits need hiding spots and a proper diet if they are to avoid dental problems.

Even fish need tanks with appropriate water parameters and stocking densities while exotic species like pygmy gliders and ferrets have special needs that are even more important. Cute little pygmy gliders are known to selfmutilate (bite and scratch themselves) under stressful conditions and ferrets commonly suffer from adrenal gland disease. Compromising the needs of any pet will make them vulnerable to stress and fever and can predispose them to various infections as well as behavioural abnormalities.

According to this line of thinking, it is difficult to judge whether it is fair to keep pets in small flats. Instead, not only should we consider whether there is enough twodimensional space for them but we should also stop and think out of the box. Consider the specific needs of your chosen pet before taking it home and decide whether their Five Freedoms can be satisfied.

Mellor’s Five Provisions for Animals

Good nutrition Provide ready access to fresh water and a diet to maintain full health and vigour as well as minimizing thirst and hunger and enabling eating to be a pleasurable experience.

Good environment Provide shade/shelter or suitable housing, good air quality and comfortable resting areas while minimizing discomfort and exposure and promoting thermal, physical and other comforts.

Good health Prevent or rapidly diagnose and treat disease and injury, and foster good muscle tone, posture and cardiorespiratory function while minimizing breathlessness, nausea, pain and other aversive experiences and promoting the pleasures of robustness, vigour, strength and well-coordinated physical activity.

Appropriate behaviour Provide sufficient space, proper facilities, congenial company and appropriately varied conditions while minimizing threats and unpleasant restrictions on behaviour and promoting engagement in rewarding activities.

Positive mental experiences Provide safe, congenial and species-appropriate opportunities to have pleasurable experiences while promoting various forms of comfort, pleasure, interest, confidence and a sense of control.

Monica Chan is studying veterinary science at the City University of Hong Kong and is the founding president of its Veterinary Medicine Society. In addition to several earlier scholarships, she is a 2021 awardee of an HKFYG Innovation and Technology Scholarship.

Sources

1. Criteria for animal sentience were suggested by Broom in 2014. His concept of sentience concerned the capacity to have feelings and the ability to: (1) evaluate the actions of others in relation to itself and third parties; (2) have some memory of its actions and their consequences; (3) evaluate risks and benefits; (4) have some feelings; and (5) have some degree of awareness. Read more wellbeingintlstudiesrepository.org/cgi/viewcontent.cgi?article=1015&context=animsent

2. Brambell’s Five Freedoms originated in the UK in the 1960s as a result of the British parliament creating a committee to assess the welfare of livestock raised in factory farms. While originally intended for farm animals, the Five Freedoms can be applied to any animal that is kept by humans. Read more /en.wikipedia.org/wiki/Five_freedoms

3. Source mdpi.com/2076-2615/6/3/21

Sports a must have for youth

If you are a student, are you currently involved in sports? If you are a parent, are your children currently involved in sports? In either case, what are the reasons?

I grew up to be a sports lover. After participating in a variety of sports as a kid, I decided to focus on track and field training in secondary school. That said, I still competed for my school in handball, badminton, swimming and rugby at different times. At the time, I just knew that I enjoyed them all. Now, having studied kinesiology, I

have come to appreciate the tremendous benefit of sports in my youth. In this article, I want to provide you with a glimpse of the robust evidence of physical and psychosocial health benefits from sports for child and youth development.

Nobody disputes the benefits of sports for physical health and the development of fitness, but not many realize how certain the scientific community is on this issue. There

Sports participation is also associated with better psychosocial development. Exercise increases self-esteem,4 decreases depression and anxiety,5 feelings of hopelessness and suicidal tendencies. theory of the Five C’s for positive youth development supports the connection between sports and the development of a positive sense of self. The theory states that when five C’s: Competence, Confidence, Connection, Character, and Compassion are developed through sports, youths also develop a sixth C: Contribution.7 A stable sense of self is also developed along with the sixth C, which leads to ongoing positive personal development. Adolescence is the most critical period for healthy personality and identity development.8 A healthy identity and stable sense of self grounds an individual and gives the inner stability needed for the pursuit of personal aspirations.9 This relates to the most significant indicator of development in youth aged 12-18 : the ability to increasingly recognize their potential for making contributions in the public sphere.10

While the evidence for the benefits of sports is beyond doubt, I understand that academic performance is an important consideration

Sources

among Hong Kong youth and parents when prioritizing time and resources. This deters many from sports participation. However, sport is not at odds with academic performance. Engaging in exercise for short durations improves attention, concentration, learning and memory.11 Regular strength exercise is associated with higher GPA among university students.12 Sports training taught me resilience, selfdiscipline, and embracing successes and failures, all of which serve a role in my pursuit of academic success.

Even though I spent a lot of time on sports at secondary school and recently, and as a part of the mountain biking team at my university, I was also commended as the most outstanding graduate in my university programme, so it didn’t mean I had to compromise excellence in other areas of life. I hope the evidence for physical, psychosocial, and academic benefits of sports and my personal experience convinces you, and that you too believe in the power of sports!

Tiffany Tiu graduated recently from the University of Toronto. She took part in HKFYG’s HK200 Leadership Project in 2015 and was one of the ten awardees in the 2016-2017 HK Outstanding Youth Commendation programme.

1. Corbin, C. B., Pangrazi, R. P., & Franks, B. D. (2000). Definitions: Health, fitness, and physical activity. President's Council on Physical Fitness and Sports Research Digest.

2. Moeijes, J., van Busschbach, J. T., Bosscher, R. J., & Twisk, J. W. (2019). Sports participation and health-related quality of life: a longitudinal observational study in children. Quality of life research, 28(9), 2453-2469.

3. Faigenbaum, A. D. (2001). Strength training and children's health. Journal of Physical Education, Recreation & Dance, 72(3), 24-30.

4. Smith, J. J., Eather, N., Morgan, P. J., Plotnikoff, R. C., Faigenbaum, A. D., & Lubans, D. R. (2014). The health benefits of muscular fitness for children and adolescents: a systematic review and meta-analysis. Sports medicine, 44(9), 1209-1223.

5. Mikkelsen, K., Stojanovska, L., Polenakovic, M., Bosevski, M., & Apostolopoulos, V. (2017). Exercise and mental health. Maturitas, 106, 48-56.

6. Taliaferro, L. A., Rienzo, B. A., Miller, M. D., Pigg Jr, R. M., & Dodd, V. J. (2008). High school youth and suicide risk: exploring protection afforded through physical activity and sport participation. Journal of School Health, 78(10), 545-553.

7. Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., ... & Von Eye, A. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H study of positive youth development. The Journal of Early Adolescence, 25(1), 17-71.

8. Machell, K. A., Disabato, D. J., & Kashdan, T. B. (2016). Buffering the negative impact of poverty on youth: The power of purpose in life. Social Indicators Research, 126(2), 845-861.

9. Frosh, S. (1991). Identity crisis: Modernity, psychoanalysis and the self (p. 4). London: Macmillan International Higher Education

10. Gambone, M. A., Yu, H. C., Lewis-Charp, H., Sipe, C. L., Lacoe, J. (2006). Youth organizing, identity-support, and youth development agencies as avenues for involvement. Journal of Community Practice, 14, 235-253.

11. Blomstrand, P., & Engvall, J. (2021). Effects of a single exercise workout on memory and learning functions in young adults—A systematic review. Translational Sports Medicine, 4(1), 115-127.

12. Keating, X. D., Castelli, D., & Ayers, S. F. (2013). Association of weekly strength exercise frequency and academic performance among students at a large university in the United States. The Journal of Strength & Conditioning Research, 27(7), 1988-1993.

Tai O Let’s Go!

Tai O Cultural Festival 2021

This colourful four-day programme celebrates the local customs and folklore of Tai O, Hong Kong’s famous fishing village on stilts, while introducing visitors to its industries, food and handicrafts.

Tai O Store

A tasty treasure hunt in Tai O village will showcase local attractions with elements of modern design and traditional culture. 70 tertiary students have been recruited to help redesign local store logos, with menus, uniforms and shop layouts to match.

Ø Local Tai O food reflects the long history of this Lantau Island fishing village and its distinctive flavours. Shrimp paste stores are stocked with produce of the local factory that has stood for three generations. Dried, locallysourced seafood including mullet roe, squid and shrimp comes from the village’s own drying factory where craftsmen and women have developed their own techniques.

Ø Leaflets describing the produce and stores will be given to tourists and visitors and those who collect a stamp from each store will receive a Tai O gift as a souvenir. Meanwhile, young volunteers from the HKFYG Hong Kong Youth Ambassadors will act as guides to local history and the discovery of Tai O culture.

Stilt Houses

The origins of the local fishing community can be traced back to the Song dynasty. Local people lived on boats before moving into houses built on stilts over the water, known in Cantonese as pang uk [ 棚 ]. The wood used to build them is resistant to rot and their structure reveals the folk wisdom of their builders, withstanding the rise and fall of the tides.

Ø An experiential exhibition incorporating the building of an imitation pang uk stilt house will help visitors imagine the lives of the community and their homes. Events such as the catastrophic 21st century fires and typhoons will be presented in a performance illustrating local life.

Tai O Sampans

During the heyday of the fishing industry, local people mainly used sampans for transport and for delivering goods.

Ø Folk memory revival tours will reenact the waterborne service, bringing fanciful images of gondolas in Venice to the minds of visitors.

Ø A glimpse of the Tai O waterways from a sampan sculled by a skillful boatman weaving between stilt houses to the sound of sea shanties [ 鹹水歌 ] will revive melodies of old Tai O for the audience.

River Parade

A River Cruise and Carnival on dragon boats, sampans and wedding boats, will show off decorations by local artists according to traditional designs. Performers afloat will depict fishermen’s families on houseboats and brides and grooms on wedding boats.

Ø As the fleet parades through the waterways, it will create the atmosphere of a living maritime museum, bringing to life the culture of the old fishing village. Meanwhile, a host on a stage over the water will explain the different types of decorated boats in both Chinese and English.

Traditional Festivals

Tai O’s intangible cultural heritage includes events such as the Chinese Lunar New Year, the Birthday of Kwan Tai and Dragon Boat Festival and an exhibition will show visitors their significance to the local people.

Ø A special part of Tai O’s culture is the Water Wedding and several Hong Kong couples are being recruited online to perform a mock-water wedding. The “brides” will sing traditional songs and perform the chants of their ancestors according to the threeday and three-night custom, thanking their parents for looking after them. Meanwhile, a band called a dang dang peng ( 噹噹澎 ) will play traditional music.

Sponsors & partners

Co-partner: Tai O Cultural Association Limited

Supported by: Tourism Commission; Hong Kong Tourism Board

Sponsors include: MTR Corporation; Glow Makeup Academy

Participators: ( 響應機構 ): Tai O Rural Committee; Tai O Chinese Chamber of Commerce; Hong Kong Interior Design Association; Hong Kong Cruise and Yacht Industry Association; 360 Holidays Limited; Lantau Tours Limited

Organized by HKFYG Cultural Services Unit

Enquiries: Michelle Ho 2395 5753

Let's do sports!

HKFYG CUP Grand Slam 2021

Encouraging teens to take part in sports anytime, anywhere

The HKFYG CUP Grand Slam in 2021: keep moving in simple sports gear

This year’s activities and challenges

Rope Skipping

Nine Hundred Thousand Skips: the Virtual Challenge

Target Youth aged 6-29

Location Online Event

Enrollment Ongoing

Match Dates 1-31 October

Sports Climbing Challenge

Target Youth aged 6-14

Enrollment Late September

Match Dates November

3 on 3 Basketball Matches

Target Youth aged 8-25

Enrollment Mid October

Match Dates December

Funded by Home Affairs Department

Organized by HKFYG Community Team Sports Office

More details facebook.com/communityteamsports

Enquiries Lily Tse 3611 6670

Email cts@hkfyg.org.hk

5 a side Football matches

Target Youth aged 6-16

Enrollment Early October

Match Dates December

Call for Volunteers

Aims

 To encourage teenagers to play the role of volunteers in major sports events

 To enable them to enjoy sports in a variety of ways

Sports included

 A new experience: Bouldering* + Water Adventure

 First Aid License Course and Examinations: AED + CPR**

 Sports Movie + Guest Sharing Workshop

 For 18-24-year-old students at local tertiary institutions

 Quota 100

All you need to apply easymember.hk

* Bouldering is a form of free climbing that is performed on small rock formations or artificial rock walls.

** CPR and AED training are two different steps in the process of saving the life of someone suffering from cardiac arrest. “CPR” stands for cardiopulmonary resuscitation. “AED” stands for automated external defibrillator

Join a Ōendan

Ōendan ( 応援団 ), translated literally means a cheering squad or section. It’s a Japanese sports rallying team similar to a cheerleading squad in the US but it relies more on making a lot of noise with such things as taiko drums, horn-blowing and other items as well as waving flags and banners. HKFYG will train volunteers to be the biggest ever supporting team for Hong Kong sports!!

Supporting Team

Location

 New Territories and Kowloon

Sign up

 CTS Facebook and Instagram

 Via invitation to local tertiary institutions

 Enrol from November for events in January to March 2022

Organized by HKFYG Community Team Sports Office

Enquiries Heidi Chan 3611 6670

Email cts@hkfyg.com.hk

Project Careerpillar giving a boost to youth careers

From now until January 2023, this project will be working with 25-39-year-old Hong Kong university graduates on employability skills, practicing efficient job searches and sharing experience in the world of work at seminars and workshops.

Helping participants

w to understand career planning needs

w to put ideas into practice

w to collect accurate information before job-seeking

w to gather comprehensive details about changing tracks

With special features

User-Oriented and Experiential Activities

w self-exploration to gain insight into priorities

w achievement of personal development goals and transformation

w activities organized by participants for best fit with needs and interests

Career Planning Consultation and Counselling

w counselling by social workers helps young people get to know themselves better

w identifying personal needs through careful reflection

w group counselling focus provides mutual stimulus for participants

Job and Career Matching

w job tasting opportunities

w a taste of real workplaces

w guidance on choice of work outfits and make-up

w tips for job application photos

Support Group

w building supportive relationships to provide a protective buffer

w finding support in the face of emotional distress and struggles over career pathways

w forming a mentorship society and mutual support groups for participants

Find more details and register online yen.hkfyg.org.hk/projectcareerpillar

Supported by Simon K.Y. Lee Karen's Fund

Organized by HKFYG Youth Employment Network

Enquiries Patrick Lo 3113 7999 or patrick.lo@hkfyg.org.hk

Funded by The Hong Kong Jockey Club Charities Trust, the HKFYG Leadership Institute presents“ Leaders to Leaders 2021: Ding Ding Dialogue - Travelling Towards A Sustainable Community ”this October, bringing participants a fruitful and rewarding ride on the world's largest double-deck tram fleet with distinguished guest speakers. As one of the most iconic modes of transportation in Hong Kong, trams play a significant role in witnessing the historical changes of our city in terms of lifestyle, culture and urban development.

Funded by The Hong Kong Jockey Club Charities Trust, the HKFYG Leadership Institute presents“ Leaders to Leaders 2021: Ding Ding Dialogue - Travelling Towards A Sustainable Community ”this October, bringing participants a fruitful and rewarding ride on the world's largest double-deck tram fleet with distinguished guest speakers. As one of the most iconic modes of transportation in Hong Kong, trams play a significant role in witnessing the historical changes of our city in terms of lifestyle, culture and urban development.

Funded by The Hong Kong Jockey Club Charities Trust, the HKFYG Leadership Institute presents“ Leaders to Leaders 2021: Ding Ding Dialogue - Travelling Towards A Sustainable Community ”this October, bringing participants a fruitful and rewarding ride on the world's largest double-deck tram fleet with distinguished guest speakers. As one of the most iconic modes of transportation in Hong Kong, trams play a significant role in witnessing the historical changes of our city in terms of lifestyle, culture and urban development.

Therefore, the Programme comprises six rides with four themes ranging from Architecture and History, Film, Social Innovation and Urban Wellness, encouraging and empowering future young global leaders with a better understanding of local history and culture, igniting them to take real actions and fostering a dynamic conversation with each other to co-create positive social impact locally and globally.

Therefore, the Programme comprises six rides with four themes ranging from Architecture and History, Film, Social Innovation and Urban Wellness, encouraging and empowering future young global leaders with a better understanding of local history and culture, igniting them to take real actions and fostering a dynamic conversation with each other to co-create positive social impact locally and globally.

Date

Eligibility

Therefore, the Programme comprises six rides with four themes ranging from Architecture and History, Film, Social Innovation and Urban Wellness, encouraging and empowering future young global leaders with a better understanding of local history and culture, igniting them to take real actions and fostering a dynamic conversation with each other to co-create positive social impact locally and globally.

16 - 17 October 2021 (Sat-Sun)

Date

Date

16 - 17 October 2021 (Sat-Sun)

Themes

Themes

16 - 17 October 2021 (Sat-Sun)

Travelling Towards A Sustainable Community

． Journeying into Urban Wellness

Travelling Towards A Sustainable Community

． Journeying into Social Innovation

． Journeying into Urban Wellness

． Journeying into Film

Themes

． Journeying into Social Innovation

． Journeying Into Architecture and History

． Journeying into Film

． Journeying Into Architecture and History

Travelling Towards A Sustainable Community

． Journeying into Urban Wellness

． Journeying into Film

． Senior Secondary School to Tertiary Students

Eligibility

． Ability to communicate in English and Cantonese

． Senior Secondary School to Tertiary Students

Eligibility

． Ability to communicate in English and Cantonese

Programme Fee

HK$80/ ride

Programme Fee

． Senior Secondary School to Tertiary Students

． Ability to communicate in English and Cantonese

HK$80/ ride

For details and application, please visit bit.ly/LTL-DingDing

For details and application, please visit bit.ly/LTL-DingDing

Programme Fee

HK$80/ ride

The HKFYG Leadership Institute (Ms TANG)

The HKFYG Leadership Institute (Ms TANG)

． Journeying into Social Innovation

sgl@leadershipinstitute.hk 2169-0255

sgl@leadershipinstitute.hk 2169-0255

． Journeying Into Architecture and History

For details and application, please visit bit.ly/LTL-DingDing

Hub for the Future at M21

Sammi Wong Lok-lam is majoring in Knitwear Design and Technology at the Hong Kong Polytechnic University and will do her master’s at Imperial College London. Determined to invent a new business model for the post-pandemic era, she hopes to impact her society with creative artwork combined with, mindset and business skills.

Richard Choi Wai-chak is a Year 4 medical student from the University of Hong Kong whose projects range from clinical medicine to public health. He believes in multi-disciplinary innovation through meetings with leaders and innovators, especially beyond the field of medicine,

Jonathan Ching King-him is a co-founder of Gravitons, a creative company that combines technology and marketing. To strengthen social communities, he created the Gööp social media mobile app which aims to build a sense of belonging and redefine today’s social networking landscape.

Peter Chan Kin-yan is a psychologist who wants to serve Hong Kong by focusing on high-impact advocacy work in leadership excellence, resilience and mindfulness. Founder and managing director of TreeholeHK Limited, he has given over 100 public classes, spoken on the TEDx stage and delivered corporate training to over 2,000 Hongkongers.

Yvette Leung Yuk-tin is the Executive Director of the NGO, Character Education Foundation. Her vision of Hong Kong is of a city that recognizes, values and promotes character education and strengths such as gratitude, kindness and hope.

Jasper Leung Ka-chai is a final year dental student at the University of Hong Kong. His special interests are dento-alveolar surgery and aesthetic and digital dentistry. He hopes to develop healthrelated skills essential for Hong Kong people.

HKFYG believes in the importance of young people developing skills needed in future and with generous support from HSBC, it deployed its HSBC Future Skills Development Project in 2019. The launch of M21’s “Hub for the Future” furthers this aim, creating an ecosystem that cultivates sustainability, builds social capital, and develops the skills of its members.

The hub’s three main components are engagement, skills learning, and social innovation. It provides young people with a series of systematic action-based engagements that connect future skills and enhance employability while building social capital through digital transformation.

Who can join? Recipients of HSBC Scholarships and participants in HSBC’s flagship projects

Enquiries Secretariat of the Hub for the Future

Email alumnihub@hkfyg.org.hk

Tel 3979 0000

Address HKFYG Jockey Club M21, Unit No. 2, LG2/F, Shek Pai Wan Shopping Centre, Shek Pai Wan Estate, Aberdeen, Hong Kong Hub for the Future A signature programme of 40th Anniversary of the Hongkong Bank Foundation

More details hubforthefuture.hk

This new departure at M21 is bringing together talented young change makers, equipping them with competencies for the future and supporting their collective power to contribute to society.

Members of the Hub for the Future

Thank you, volunteers!

Brand-new Volunteer Recognition Scheme

We are super-excited to announce the upcoming HKFYG “Easy Volunteer” Volunteer Recognition Scheme. Four types of award will show our appreciation of both individual and organization-based volunteers.

Individual Volunteer Awards

Gold/ Silver/ Bronze Award for Volunteer Services

Eligibility: Individual volunteers who fulfil 200/ 100/ 50 service hours on yearly basis

Continuous Service Award

Eligibility: Individual volunteers who accumulate 1,000/ 700/ 400/ 200/ 150 service hours

Outstanding Thematic Volunteer Award

For Sustainability/ Online/ Wellness/ Sports Services

Eligibility: Individual volunteers who fulfil 100 service hours on yearly basis, among which 50 hours are related to the above themes

Organization Volunteer Awards

Gold/ Silver/ Bronze Award for Volunteer Services (Groups)

Eligibility: Groups and organizations who accumulated 1,000/ 600/ 300 service hours on yearly basis by affiliated volunteer members

All you need to do to apply:

1. Register as an HKFYG volunteer at easyvolunteer.hk/ easymember.hk

2. Serve the community and record your volunteer journey

3. Apply for the awards in January 2022

4. Receive a FREE e-certificate or a printed copy for HK$50 (Individuals)/ HK$100 (Groups) each

EasyVolunteer.hk – The one-stop volunteer portal for searching, matching and recording community service opportunities!

Registration free-of-charge!

Enquiries:

HKFYG Membership and Volunteer Unit

Tel: 3755 7220

Email: yvn@hkfyg.org.hk

Web: yvn.hkfyg.org.hk/

“What is the essence of life? To serve others and to do good.”

Aristotle

The Challenges of Civil Servant Talent Development

According to the Hong Kong’s Civil Service Code, the SAR’s civil service is the backbone of the government, supporting it in the formulation, explanation and implementation of policies as well as in the conduct of administrative affairs and the delivery of both public services and law enforcement as part of service to the community.

Personnel at Directorate and Administrative Officer Grades play an important role in the HKSAR’s governance landscape. Furthermore, quite a number of Principal Officials in the Governance Team come from the civil service. As a result, it provides an important channel for training government officials in the territory. The civil service is also one of the most popular career choices for young people who can help to ensure its continuity and sustainability.

However, the city’s political and social landscape has undergone drastic changes in recent years which have jeopardized the credibility of the SAR government, and the civil service has inevitably been left feeling the heat of public opinion. Given the city's increasingly complicated social development, along with the public's high expectations of civil servants during the full implementation of the principle of "patriots administering Hong Kong”, there are concerns about the ability of the civil service to recruit, retain and nurture the talent required to face the challenges ahead.

Key points from respondents

● 92.3% take the view that nurturing talented civil servants is important for Hong Kong.

● Problems being faced by the civil service were rated in terms of severity as follows;

7.97 Lack of public trust in the government

6.96 Social divides

6.42 Failure to attract talented recruits

Note Figures reflect averages on a scale of 0-10, where 10 denotes very serious and 5 denotes moderately serious.

● 62.8% say that they do not want to join the civil service. The most commonly cited reasons in order of priority are:

 Tedious nature of civil service jobs

 Political pressure

 Reluctance to make an oath of allegiance

 Unwillingness to join the current government

● 23% say they want to join the civil service, with majority citing good salary and benefits as reasons.

Note 14 civil servants among the respondents were excluded from the above

● 52.3% think that the civil service system is effective for nurturing talent for governance but 47.4% think otherwise.

From a list of important skills for today’s civil servants, top priority was given as follows:

● 53.9% Understanding public sentiment as the top priority

● 51.4% Ability to collaborate with different stakeholders

● 36.2% Capacity for leadership

● 35.1% Foresight

● 31.3% Ability to make sound political judgements

● 55.8% Hoped that the soon-to-be-established Civil Service College would nurture appropriate leadership and management skills.

● 54.1% Hoped it would aid the transfer of knowledge and experience accumulated by the civil service.

Note A Legco paper presented in February this year states that the new college will “…help the government enhance training for civil servants in different areas such as understanding of our country’s development and the relationship between the Central Authorities and the (HKSAR), leadership development, innovation and technology applications, and international outlook.”

Source legco.gov.hk/yr20-21/english/panels/ps/papers/ps20210217cb4499-4-e.pdf

Good public governance relies on outstanding talent. This study asks whether the Hong Kong civil service will continue to be an attractive career choice for talented youth and explores the capabilities needed if the civil service is to meet the challenges ahead.

Key points from individual youth interviews

15 young people were asked individually for their views. Ten were current civil servants.

● The young civil servants said they joined the civil service because of their wish to serve the public. This driving force enabled them to overcome difficulties at work.

Key points from interviews with experts and academics

● Given the rapid changes seen in the city in recent years, greater insight at societal, national and international levels were considered most needed as well as a boost to the morale of civil servants.

Report No.61 HKFYG Youth I.D.E.A.S. Governance group

Published title The Challenges of Civil Servant Talent Development

Survey respondents 527 young people aged 18-34

Parallel interviews with 15 youth and five experts or academics

Date March to April 2021

More details [in Chinese] yrc.hkfyg.org. hk/2021/06/15/yi061/

Enquiries Sharon Cheung 3755 7039

Comments from Youth I.D.E.A.S. think tank members

John Poon, group member “The brain drain in the civil service is now evident and so we call on the government to open up channels for early identification and grooming of potential talent. For example, a new scholarship programme could be launched, with secondary school students as the main target, stipulating that scholarship recipients should work in the government on a part-time or full-time basis for a specific period during their studies or after graduation. Scholarship recipients considered to be of exceptional merit could be offered promotion. The government could also expand channels for recommending students for the Administrative Service Internship Programme. Currently, channels are limited to tertiary institutions but could include think tanks and large community-service or communitybased organizations.”

Tony Tsui, group member “The government should develop a nurturing framework to broaden civil servants’ perspective at societal, national and international levels. The framework should also help enhance civil servants’ political awareness, including ability to understand the pulse of society, strengthen national perspective and maintain a world view.”

Rita Chan, group member “The government should strengthen civil servants’ sense of mission, the positive image of the service and team morale through social media platforms so as to promote the public service spirit of the profession. Civil servants should be encouraged to share touching and inspiring stories and experiences with the public.”

Navigating Career Opportunities for Young People

Hong Kong has attracted a variety of business enterprises because of its status of an international financial centre and commercial hub. In recent years, the number of mainland Chinese enterprises has surged. What opportunities and challenges does this bring for youth?

The number of enterprises in Hong Kong with parent companies in mainland China jumped from 805 in 2011 to 1,986 in 2020. The proportion of the total by country represented also increased during that period, from 11.6% to 22.0%, becoming the highest of all countries in the business community.1

According to The Hong Kong Chinese Enterprises Association, mainland Chinese enterprises employed over 90,000 people in 2017.2 The various industries they represented brought many job opportunities and hiring by mainland Chinese enterprises has expanded aggressively. However, some companies may fail to attract enough qualified staff because of cross-cultural problems and possible misunderstanding among young people,3 thereby limiting their career choices.

Key points from respondents

● Main factors in job hunting:

§ Salary / benefits: 72.5%

§ Promotion opportunities / development prospects: 39.6%

§ Job nature / personal interests: 33.1%

● Main factors when choosing companies:

§ Business nature: 59.8%

§ Company size: 36.9%

§ Company policy: 32.3%

● 70.0% say company background is not an important factor in job hunting

● 56.9% are willing to join mainland Chinese enterprises. Main factors:

§ high salary: 37.5%

§ stable job: 34.1%

● 25.6% are unwilling to join mainland Chinese enterprises. Main factors:

§ not accustomed to mainland Chinese culture: 60.2%

§ company policy not transparent: 38.3%

In-depth interviews showed that mainland Chinese enterprises can provide a broad range of work experience and, naturally, more mainland-related opportunities. However, some young employees thought that promotion prospects for Hong Kong staff were worse than for mainland staff. Human resources managers said comparative prospects might relate to the increasing competitiveness of mainland staff. Young employees, on the other hand, generally thought that job training in these companies was poor and adaptation to corporate culture was problematic, thus possibly discouraging them from staying.

William Du, group deputy convenor and Carman Lam, group member “In view of the increasing job opportunities in Chinese enterprises, certain measures could be taken to facilitate better use of youth talent, broaden their career choices and improve operational efficiency. First, both parties could benefit if the cultural gap could be narrowed. Second, new trainee programmes with job rotation in Chinese enterprises could be considered. Third, traditional enterprises could improve flexible work arrangements and set up mechanisms for staff feedback collection and response.

Tony Lau and Issac Poon, group members “Hong Kong culture is a mix of East and West and has a unique attraction for business. Hong Kong’s young people should maintain their unique competitiveness by broadening their international horizons and enhancing their cultural understanding of both East and West. Those who wish to explore different career development opportunities should find ways to understand different enterprises and choose one that suits them.”

Report No.62 HKFYG Youth I.D.E.A.S.

Employment and Economic Development group

Published title Navigating Career Opportunities for Young People

Respondents 520 employees aged 18-34 were polled. 20 of these respondents who had worked/are working in Chinese enterprises were also interviewed.

More details in Chinese yrc.hkfyg.org. hk/2021/08/02/yi062/

Enquiries Amy Yuen 3755 7037

1. censtatd.gov.hk/en/data/stat_report/product/B1110004/att/B11100042020AN20B0100.pdf

2. chinalegal.com.hk/a-list/14961-cht

3. michaelpage.com.hk/content/chinas-new-wave-hits-hong-kong/

Comments from Youth I.D.E.A.S. think tank members

Preparing for the Changes in the Senior Secondary Curriculum

In April 2021, The Education Bureau (EDB) officially announced changes in the curriculum at Secondary 4 level from the beginning of the 2021/22 school year. How have schools and teachers reacted and what do students think?

Changes in curriculum and examination formats affect four core senior secondary subjects: Chinese Language, English Language, Mathematics and Liberal Studies, now called Citizenship and Social Development (CSD). Hong Kong’s Education Bureau (EDB) says the changes release lesson time and enhance curriculum flexibility, enabling schools to cater for students’ diverse learning and development needs for the sake of a better future1

These changes, announced and implemented in such a short period of time, have raised much concern in the education sector. They affect planning and preparation as well as students’ learning, as this survey reveals.

Key points from 395 secondary teachers2

l Generally, understanding of curriculum change is rated above 6:

§ 7.46 Chinese Language

§ 8.02 English Language

§ 8.72 Mathematics

§ 6.34 CSD

● 4.8 is the average rating on progress in materials for Chinese Language

● 2.49 is the average on progress in materials for CSD

Responses from 96 former Liberal Studies teachers

● 3.63 is the average confidence rating.

● 7.97 is the level of pressure felt

Pressure on teachers in other subjects was less:

● 5.99 Chinese Language

● 4.77 Mathematics

● 72.9% say the module on “Hong Kong under One Country, Two Systems” in CSD is the most difficult to teach.

Views of 975 secondary school students

l Ratings of interest in CSD modules:

§ 4.37 Hong Kong under One Country, Two Systems

§ 4.20 Our Country since Reform and Opening-up

§ 5.71 Interconnectedness and Interdependence of the Contemporary World

l Preferences on using released lesson time:

§ 45.4% want to explore personal interests

§ 34.4% want to participate in experiential learning

Comment from a school principal

“Overall curriculum planning is the most difficult part as it involves rearranging teacher resources and balancing the abilities of students and parents’ views.”

Comments from Youth I.D.E.A.S. think tank members

Derren Lam, group deputy convenor “The EDB needs to promote these changes and explain them so everyone concerned understands the aims and details better.”

Kiu Cheng, group member “More teaching materials, sample examination papers and interactive workshops are needed for lesson planning and teacher confidence.”

Dickson Kwok, group member “A mechanism involving teachers for curriculum review that fosters diversified learning is essential. The importance and time allocated to “Other Learning Experiences” and “Applied Learning” could also be increased.”

Report No.63 HKFYG Youth I.D.E.A.S.

Education group

Published title Preparing for the Changes in the Senior Secondary Curriculum

Participants/respondents 395 secondary school core subject teachers and 975 junior secondary school students. 3 principals and 11 teachers were interviewed in-depth. More details in Chinese yrc.hkfyg.org. hk/2021/08/30/yi063/

Enquiries Vivian Yeung 3755 7038

Healing by Words at HKFYG’s Online Book Shop

A special selection of HKFYG books shine a light on some of Hong Kong’s hidden treasures and share the stories of its stars of sport.

The HKFYG Online Book Shop launched a wide-ranging collection this year, just in time for the 2021 Hong Kong Book Fair. Titles on parental education, leadership training, education services and youth counselling as well as a variety of cultural and youth products were on sale. From midsummer to autumn, they have created a wave of new reading. Join us and build that wave. Let’s surf it together!

Mountain and Sea: Leave No Trace

HK$80

People have flocked to Hong Kong’s countryside during the pandemic, enjoying the peace but also damaging the environment with a lot of rubbish and face masks. This book shares the philosophy of “leave no trace”. Coupled with accounts of seven outdoor activities: mountain hiking, trail running, camping, wilderness cooking, rock climbing, standup paddle boarding and beach cleaning, it tells the story of Hong Kong's beautiful, cherished mountains.

Now available in a limited physical edition with a simultaneously published electronic version.

Voices from Hong Kong Sports

HK$100

Passionate, moving stories of 13 Hong Kong athletes fill this book to the brim. Tears will come to your eyes as you read about Hayley Chan, the windsurfer who represented Hong Kong at the Tokyo Olympics, about our famous cyclist, Wong Kam-po, Hong Kong’s “Bun Tower”, Wong Ka-yan and Cheuk Kwun-yi, the women's baseball team member. They share their adventures, triumphs and setbacks and raise a cheer for all Hong Kong’s athletes!

Hiking Hong Kong Ridges

HK$100

Discover some less well-known places in these stories of hills and wilderness. Two post-90s youths explore ten Hong Kong’s mountains you may not know, revealing corners connected by a shared vein, on islands and in country parks, visited by seniors and juniors alike.

Explore Fanling with Five Senses

HK$75

3-D pop ups and sensuous fragrances adorn this charming account. Fanling, an old settlement in Hong Kong’s North District has been inhabited from the early days by people who farmed and fished for a living. Nowadays, it embraces old and new, urban and rural. Find its unique stories here and enjoy them at your own pace. Put your senses into gear and let your imagination run free.

Young Writers

Ken TaiDaily Maths

HK$100

Ken graduated from the Department of Physics at the Chinese University of Hong Kong before becoming a secondary school maths teacher. Yearning for a simple, environmentally friendly life and loving the science of cookery, he shares his understanding of maths through these delightful short stories.

“Mathematics can be light-hearted as well as serious and I have always wanted to use various ways to share its lighter side. Luckily, I was given this opportunity to publish my thoughts.

I spent long hours looking for my errors and worrying about mistakes. Now, after publication, I can relax, breathe, smile and share the results with relatives and friends. We all have to adapt and learn from each other. Thank you to my family for their support and to the publishers for their hard work. I hope this little book can bring a little joy and surprise to readers, whether they like or dislike mathematics!”

Christine FanMr Chicken's Philosophy

HK$100

Christine has been a song contest winner in the past but this is the first writing competition she has won. About a week after her book was published, a friend sent her a letter and she began to believe in the power of the printed word.

“A friend passed on my book to her friends and they passed it on to their friends until one day, one of those friends I had never met wrote me a letter, a full A4 page letter!

I was touched and so surprised. He had found people and events in my book that seemed familiar, echoing happenings in his own life. Roland Barthes, a theorist, wrote a book called “The Author is Dead.” He said the essential meaning of a work depends on the impressions it makes on the reader. I used to agree with him, but after “Mr Chicken's Philosophy” was published and the response I received, I have changed my mind.

Now, I know that a book is part of an author’s soul and I believe in the words of Mencius, “Read the book and know the author.”