Youth

a quarterly journal from the hongkong federation of youth groups September 2020 Volume 12 Number 3

HONG KONG

COVID-19 IMPACT
at home
school
work
 OVERVIEW
Contents
September 2020 | Youth Hong Kong
4
LEARNING
Changing normality
Volume 12 Number 3
6 Online schooling
Prof Nancy Law
University of Hong Kong
10 eLearning: working or not?

13
Youth IDEAS report 50
School leavers and graduates
4
Students coping with change OVERVIEW
17 Public exams
DSE stress
18 Snapask with M21
Tutors on tap
19 Contest at M21
Online teaching
20 Blended learning
SEN and Nesbitt Foundation
WORK
21 Jobseekers and employees
6-20
Working for the future
LEARNING
26 Employers and startups
Innovative entrepreneurship
30 YEN: Hope for Success

LIVING
Creating job opportunities
21-30
31 Parents’ stories WORK
Harassed @ home
35 Parent Support Network
Tips for sharing
36 Wellness Mind Centre 31-41
Managing challenge
38 Lockdown generation LIVING
World snapshots
FEATURES
42

Taking risks
Christian Suen
42-45
44 Through new lenses FEATURES
Matthew Ngai
HKFYG PUBLICATIONS

46-51
46 Future Skills report
49 Youth IDEAS on virtual banking
50 New publications
HKFYG

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2
Editorial
September 2020∣Youth Hong Kong

What a year! All over the world people have had to adjust to a new way of life,
whether working or studying from home, social distancing with restrictions on travel
and gatherings, and of course, the new essentials: masks and hand sanitizers.

This issue of Youth Hong Kong looks particularly at the effects of COVID-19 on young
people’s lives. In education, we look at school leavers and university graduates. In employment
we hear from those coping with change, whether out of work, looking for work or employed
in a new environment. We also interview parents and young employers facing difficulties.

These are not easy times, nor are they unique to Hong Kong. Wellness, resilience and
optimism must be our shared objective in seeing out such challenging days and we
hope that some of the stories we share will help shine a light into this dark tunnel.

Who knows what the future holds. But we do know that it belongs to youth and it
remains our mission to support, encourage and uphold them, especially now.

Andy Ho Wing-cheong
Executive Director, HKFYG
September 2020

3
 Overview
September 2020∣Youth Hong Kong
Changing normality
• COVID-19 has changed the world and young
people are bearing the brunt of its impact.
• Hong Kong’s experience is paralleled by a global
phenomenon and a return to normality recedes
with each new wave of viral infections.
• In order to face the future with optimism we all need to • 然而，我們應該懷著樂觀的心態，勇於面對未來的
embrace change and the unexpected with enthusiasm.
Health, learning, economies and wellbeing have all been hit
hard by COVID-19 this year but there are glimmers of light
as the world adjusts to uncertainty and change. Innovation
in science and technology is blossoming and despite social
isolation and school closures, flexibility in attitudes and
responses has resulted in the discovery of alternatives to
normal modes of communication, schooling and working.
Yet, not everyone has been able to switch seamlessly
and wherever one looks, this has created a particularly
acute situation among lower-income families and affects
4
• 新冠肺炎全球肆虐，為大家的生活帶來翻天覆地的
轉變，年輕一代更要適應學習及工作的新常態。
• 跟其他國家的抗疫工作一樣，香港社會的復甦情況
跟疫情變化息息相關，每次出現新一輪疫情爆發，
社會各界都深受影響。
挑戰。
both students and workers. This underlines the sharp
digital divides that exist in Hong Kong and around
the world. Indeed, a recent survey from the Society for
Community Organization reported that despite the
community’s best efforts about 40% of Hong Kong’s
grassroots children are without computers at home.1
In response to the crisis, the Federation launched
several programmes including supporting 100,000
underprivileged students with SIM cards and data plans
as well as stepped-up hotline and online counselling.
Studying disrupted, jobs hit
The pandemic is also inflicting a heavy toll on young
workers, removing employment opportunities and
undermining career prospects. In Hong Kong, that opportunity will lie, both for students and young
the youth unemployment rate was up to 10.4% by
July2 but global figures from the International Labour
Organisation show that 17% of young people who
were employed before the outbreak stopped working
altogether. Working hours among employed youth fell by
nearly 25% and 42% reported a reduction in income.3
In Hong Kong, 12.4% of respondents in a recent youth
survey were currently unemployed. 55.6% cited the
COVID-19 outbreak as a reason for losing their jobs and
69.8% of them had little hope of finding work within
the next three months.
7.1% of those currently
working saw their income
reduce by more than half
since the end of 2019.4
Youth Business Hong
Kong (YBHK), HKFYG’s
startup support project,
has been offering practical help to young entrepreneurs
in a rapid response and recovery programme funded by
Google.org. An ongoing series will encourage startups to
examine business strategies, review and redefine business
goals while providing one-on-one consultations and
mentoring by professionals. Nevertheless, while innovative
startups can benefit, those in lower-skilled jobs will
suffer from the pandemic’s economic impact for years.
Faced with this social challenge, Federation projects have
been catering not only for the academic, emotional,
health and social needs of young people but also
for economic needs in the community. Believing
firmly that youth can not only be beneficiaries but
also have the potential to reach out in times of crisis,
volunteers in the HKFYG NEIGHBOURHOOD
First Project distributed much-needed healthcare
resources and provisions to frail, isolated people.
Signs of hope
We can expect major disruptions in education and the
economy that will arrive in multiple waves. It is here
entrepreneurs. There are already bright prospects for
educators to build platforms and tools that work well
in a covid-dominated world. For students, these will
point towards lifelong learning rather than school-
oriented study and they will prioritze IT skills.
For the future, despite all-too-real economic woes, signs
of optimism can already be seen in the young. 40% of
those surveyed in a World Economic Forum study viewed
their future career prospects optimistically. Amid such
signs of hope and resilience, almost half of the young
people surveyed reported
pursuing new training or
learning opportunities since
Coming to terms with an era the pandemic began.
where any “new normal” is only However, while online
temporary. education works for some
learners, it can harm
academically weak students
and compromise conceptual learning. There is an urgent
need to complement educational technology with
the power that is generated by people face-to-face in
vibrant communities. This is where the Federation can
concentrate efforts, building supportive communities
that will enable young people to grow and thrive in the
future. By working together, with and for youth, the
negative effects of COVID-19 and its potentially long-
lasting impact on young people’s lives may be mitigated.
We are having to come to terms with an era where
normality is abnormal, an era where any “new normal” is
only temporary. To meet this unforeseen challenge, young
people and those concerned with their wellbeing will need
patience, tolerance of others and above all, acceptance of the
fact that where normal is abnormal, individual differences
must be both recognized and encouraged and change
needs to be expected and welcomed rather than feared.

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

5
 Learning
September 2020∣Youth Hong Kong
Online schooling
a must have
• Online learning is taking place on an unprecedented
scale this year and the eCitizen Education
360 Project is monitoring progress.
• Educators were not prepared for prolonged school
suspensions, says Project Coordinator and Principal
Investigator Prof Nancy Law of the University of Hong Kong.
• She talks about the urgent need to strengthen strategies.
Professor Nancy Law monitors the ways in which adaption
to online education is taking place. “E-learning only played
a minor role in Hong Kong schools before the pandemic,”
she points out. Her study of the effect of class suspensions
was underway as the first swift adjustments were being
made. She appreciates efforts to sustain learning, but she also
recognizes the steep learning curve that has to be climbed.
“In February 2020, a few pioneering schools used Zoom for
interactive, real-time lessons.” Those schools made headline
news, but a few months later, Zoom had become a norm.
It is remarkable in the circumstances that Prof Law’s
ongoing study [see eCitizen Education 360 Project, page
8] revealed that stakeholders had no particular concern over
students’ long-term development. “I would interpret this
as evidence of students’ learning through work submitted
to their teachers for grading. It also indicates that the
efforts made by schools, teachers and parents paid off.”
Maintaining contact
However, going to school involves real-time face-to-
face interaction with teachers and other students. This
element was largely missing from online learning this
year and student-centred interactive learning needs
to be addressed, says Prof Law, as well as results.
“Schooling is more than academic learning and teaching.
It is also a socialisation process.” A lot of students in her
study said they missed the opportunity to socialize with
6
• 今 年全港大規模使用網上學習，可謂前
所未見。
• 香 港大學教育學院羅陸慧英教授認為教
育工作者並未預料到學校會長時間停課。
• 她跟讀者探討了當只能使用電子教學時，
教育工作者首要加強使用電子教學的能
力以及制定相應策略。
In terms of competence [in online
learning] there are huge differences
between and within schools.
peers and teachers. They also missed the chance for the
“casual negotiation of meaning,” an element that face-to-
face lessons makes possible when clarification is needed
but which is difficult in the context of online learning.
“Teachers also reported difficulty accurately assessing
students’ learning outcomes,” Prof Law continues. “When
conducting a lesson face-to-face, teachers regularly check
students’ facial expressions to gauge understanding.
They walk around the classroom to check on progress
or ask questions.” When such feedback is hidden behind
computer screens, assessment is much more difficult.
Subjects requiring hands-on or essentially creative
engagement revealed more complications. “A teacher
at one of the surveyed schools walked the extra mile
by posting individual science activity kits to students.”
Many teachers of the visual arts and music changed
their curriculum entirely to accommodate the online
learning mode, she reports. “Engaging students in
creative or inquiry-oriented online learning without the
materials or hands-on guidance is no easy endeavour.”
Trying to narrow divides
Adverse effects of online learning revealed in Prof
Law’s study were partly connected to socioeconomic
disparities. Nevertheless, “The digital competence divide
is not entirely due to socioeconomic divides,” Prof Law
advises. Whether students already had opportunities to
use digital technology at school before the pandemic
contributed much to their digital competence level.
Data collected before the pandemic already revealed serious
digital inequalities across Hong Kong’s student population,
in terms of both access and competence. Where the latter is
concerned, “There are huge differences between and within
schools,” Prof Law says. “A very small percentage of students
do not have access to the internet at all at home but around
10%, higher for primary compared to secondary students,
could only use smartphones for online learning.” Access to
devices with larger screens, including desktop computers,
laptops or tablets was an important contributing factor to
the level of digital competence students could achieve.
Prof Law confirms that there are problems with the way
in which government measures have addressed disparities
and not all needy students have good access. “Unlike
textbook subsidies, for which over 200,000 students
applied and received last year, digital devices were not
subsidized unless schools had enrolled needy students
via the Bring Your Own Device (BYOD) scheme prior
to the pandemic.” Furthermore, subsidies (see BYOD
box page 9) are means-tested, and some needy students
do not meet the criteria. Schools may make decisions
based on the characteristics of their own students.
Educators could also consider how digital literacy skills
could be developed by incorporating them in the teaching
of different subject areas and topics. Having a tablet or a
laptop does not automatically translate to better learning.
Students have to know how to use them well and safely too.
At a time when only a small minority of students from
needy families is benefitting from subsidies, much
more needs to be done. Asked what real action might
be taken immediately, Prof Law says that many schools
will attempt to mitigate the widened achievement gap
by providing remedial and supplementary teaching and
assessing the impact on students’ learning outcomes.
She recommends three major areas for change.
Changing and adapting
First, schools should enhance their capacity for blended,
or mixed-mode learning. For younger children in
particular, and for certain subjects, Prof Law advises
a combination of digital and non-digital home
learning. “This can include both written and craft
work that can be uploaded to a learning management
system for feedback from teachers and students.”
We believe that individual schools
should draw upon each other’s
positive experiences to improve
their own planning and
implementation.
Second, there needs to be more appropriate professional
development, both for designing student-centred
interactive online learning and authentic assessment.
“This is actually a key priority reported by the schools
too. We believe that individual schools should draw upon
each other’s positive experiences to improve their own
planning and implementation,” Prof Law continues.
Third, partnerships are needed between schools and
community organizations to provide support for the specific
needs of students from low-income families. “This would
include offering devices on loan, providing parent education
and ensuring good digital literacy education for students.”
Despite the problems students are facing, Prof Law
concludes on an upbeat note, saying that there will be
positive outcomes for online teaching learning skills in the
post-pandemic era. “A definite gain that all stakeholders
agree on is an improvement in the digital skills of both
teachers and students. It is reassuring to see that the whole
education community has now invested more attention and
effort on promoting learning with the aid of technology.”
7
 Learning
September 2020∣Youth Hong Kong

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

eCitizen Education 360 Project Response from families of lower

All Hong Kong schools were invited and 53 took
part. Respondents included 1,279 primary school
pupils from P3 upwards, 5,050 secondary school
students, about 1,200 teachers and 1,300 parents.
About 50% of the secondary schools and 40% of
primary schools indicated that they did not have a
Bring Your Own Device policy (see opposite page).
Participation
● 78% government aided schools
● 12% government schools
● 8% direct subsidy schools
● 2% private or special schools
Findings
● Teachers and students reported improved
digital skills.
● Mastery of complex concepts and skills
became harder in purely online learning.
socioeconomic status
● Difficulties caused by insufficient digital devices
and poor network access.
● Lower expectations among parents about
performance in post school suspension exams.
● Less improvement in digital competence during
school suspensions both by students and
parents.
● Tendency for parents to be less involved in
children’s learning.
● Up to 20% of students reported slow or unstable
connections at home that were inadequate for
online learning.
● Parents more likely to report inability to provide
internet connection and/or digital devices
adequate for children’s online learning.
Recommendations

● Teachers in BYOD schools were more confident
because they used online learning before class
suspensions and had better technical support.
● They were also more confident about teaching
online than others.
● Schools with good online learning management
systems as well as BYOD could offer more help
to students during class suspensions.
● Students at schools that had not implemented
BYOD tended to be more distracted by
entertainment on devices.
● Urgent need to develop and strengthen e-learning
capacity.
● Imminent need to prepare for mixed-mode
teaching and learning.
● Training in online learning needed for teachers
and students.
● Better communication with parents and support
when needed.
● More funding for good internet access and
devices for all students.

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

Findings of the first part of the study were released

in July 2020 and of the second part in August 2020.
More details ecitizen.hk/360

8
BYOD
● All government schools have been encouraged to implement
a Bring Your Own Device (BYOD) policy and operate a WiFi
campus since 2015/2016.

● Only a minority of schools had implemented or were

formulating measures relating to BYOD by 2017-2018.

● Assistance for buying computers in the form of Community

Care Fund government subsidies is currently available only
to a minority of needy primary and secondary students.

● About 190 primary and secondary schools applied for
assistance in 2018/19.
● The number of schools grew to 270 in the 2019/20 school
year.
However, according to official figures:
● The number of student beneficiaries in 2018/19 was only
13,856.
Recent surveys say:
● 40% of children from grassroots families do not have a
computer at home according to Society for Community
Organization
● 80% of low-income families in Hong Kong cannot afford
computers for children’s home e-learning and 20% have
no WiFi either according to the Alliance for Children
Development Rights

● The total number of students in all Hong Kong schools

was 710,143 in 2019/2020.

● Beneficiaries of the assistance scheme as a proportion of

the total is only 1.95%.

● But the poverty rate among Hong Kong’s children before

intervention in 2020 was 23.3%.

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

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

9
 Learning
September 2020∣Youth Hong Kong
e-Learning 
how well is it working?
• All face-to-face lessons in Hong Kong schools stopped
in February 2020 because of the pandemic.
• This study at HKFYG took place as learning online doubled
and the need for effective self-direction was heightened.
• Gladys Wong and Derek Lee, who joined the group responsible
for the study, explain the background and recommendations.
“In Hong Kong, self-directed learning seems to be merely
moving traditional education online,” says Gladys Wong,
but good online learning depends on active self-direction
and, “The crux of the matter is personalizing the process.”
What were the challenges?
According to students who took part in this study, the
biggest challenge in online learning this year has been
the absence of an appropriately educational atmosphere
at home. Confirming the finding, 82.8% schools
and 47.5% of students consider the key to learning
online is the ability to learn independently. Education
sector professionals also point out that teacher training
should provide skills for effective use of e-learning
tools to stimulate students’ interest and engagement.
Policy goals achieved?
When the study took place, the government’s
Fourth Strategy on Information Technology in
Education (ITE4) was in place. It included the goal
of strengthening students’ self-directed learning.
Gladys thinks this goal has not been achieved. She points
out that independent learning at school today relies on good
access to the internet and up-to-date hardware. Furthermore,
it is largely driven by teachers. “Professional teacher training
10
• 受疫情影響，本港所有學校於 2020 年 2
月起全面停止面對面授課。
• 本研究集中討論網上學習需求倍增以及需
要學生提升自學能力的情況。
• 青年創研庫成員 Gladys 及 Derek 跟讀者
闡釋他們的研究，包括其背景以及建議。
33.6% of schools agree that their
teaching staff cannot effectively
manage the progress of students’
online learning.
about the application of new technology is exceptionally
important but burdened by workload, teachers have little
time for it.” This has to change if progress is to be made.
Instead, students are still doing the same tasks, learning
at the same pace and in the same manner as each other,
Gladys observes, and signs of effective independent
learning are lacking. “Moreover, our study shows that
35.2% of schools are neutral and 33.6% of schools
agree that their teaching staff cannot effectively
manage the progress of students’ online learning.”
Derek Lee emphasizes the need for a communicative,
two-way interactive atmosphere for good online
learning. Such enhancement would include data on
students’ learning performance. “This would give
teachers a more comprehensive understanding of the
strengths and weaknesses of their teaching strategies.”
 Half of the respondents think the
poverty gap emphasizes the
inefficiency of e-learning and
explains discrepancies among
students.

beneficiaries significantly. “Eventually, all students should

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

Both Derek and Gladys point out how important it

is for different sectors of society to work together to
alleviate educational inequality. “Schools should keep
in close communication with parents to provide clear
information and direction on how to deal with problems
In Hong Kong, self-directed and use monitoring systems properly,” says Gladys.
learning seems to be merely moving
“Technology firms can also be facilitators by offering
traditional education online. students extendable free trial periods for e-learning
software,” comments Derek. “During the suspension of
classes, some telecommunication companies provided
A major obstacle to good online learning identified free SIM cards for students from grass-root families who
by the survey is lack of access to essential hardware live in those areas with poor or no broadband coverage.”
and software. The government has a Bring Your By working in partnership with NGOs, such initiatives
Own Device (BYOD) policy but according to can go some way to reduce hardship and inequality, but
the survey, just one-fifth of students (20.9%) and government policy must underpin all such efforts.
around one-third of schools (36.4%) participate.

Derek’s conclusion is that although BYOD may

benefit some, it has fallen far short of real needs. “As All students should have equal
mentioned by Charles Mok in the Legislative Council access to e-learning materials when
on April 22, deficiencies in e-learning by students
from grassroots families include limited bandwidth at home.
and poor WiFi networks at home. This also fits
with our finding that half the respondents think the
poverty gap emphasizes the inefficiency of e-learning As Gladys says, “It is five years since ITE4 was
and explains discrepancies among students. announced. Technology and society have advanced
rapidly since then and it is high time the EDB to
Derek suggests that the Education Bureau (EDB) should set up a task force to review the current education
examine the concerns of schools and parents and increase system and set out a timetable for ITE5.”

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

11
 Learning
September 2020∣Youth Hong Kong

Teachers’ views Students’ views Recommendations

● 33.6% say they can’t
manage students’ online
learning progress well.
● 29.5% say they have
difficulties using e-learning
tools for teaching.
● 60.4% say main problem
is lack of home atmosphere
conducive to learning.
● 56.7% have difficulty
concentrating when trying to
learn online.
● A task force within the
Education Bureau (EDB) is
urgently needed to review
the curriculum and make
progress toward a Fifth
Strategy on IT in Education
(ITE5).

● 69.7% of schools ● 46.8% say the ● The EDB should reduce

prioritize more appropriate
teacher training 45.9% of
schools say better hardware
for students is a priority.
“E-learning is just a tool. It
will be useless if it is not used
effectively. Teachers can also
think about how to improve
their teaching by using all the
tools available to them.”
Ms Elsa Tsang, President
Hong Kong E-Textbook Association
“Online classroom design
allows many students to be
involved in discussion and to
effectiveness of their learning
has deteriorated.
● Students evaluate their
confidence in e-learning at
an average of 5.63 on a
scale of 0-10 where 10
means very confident.
● 10.5% say they don’t
have enough electronic
devices to meet their needs
for e-learning.
● 53.5% think that
e-learning cannot replace
face-to-face teaching.
teachers’ contracted lesson
hours and increase their
training.
● An IT coordinator is needed
in all schools for long-term
planning and execution of
e-learning.
● E-learning platforms should
be used by schools to
enhance communication and
analyze data about students’
learning and progress.
● Support from various sectors
is needed for the continuous
development of e-learning,
especially for economically
disadvantaged students.

give feedback to teachers, but

it also encourages introverted
students to express
themselves.”
Ms Corina Chen, Principal
Hong Kong University Graduates
Association College
Note The terms ‘online learning’ and
‘e-learning’ are used interchangeably in
this article. The EDB’s preferred term is
e-learning and so this term was used in
the study’s questionnaire.
Gladys Wong is a law student at the University of Hong Kong and an alumni of the
HKFYG Leadership Institute. Derek Lee graduated from the same university and is now
a self-employed entrepreneur. They joined the HKFYG Youth IDEAS think tank in 2020.
Report No. 50 HKFYG Youth I.D.E.A.S. Education group
Published title Enhancing Support for e-Learning in Schools
Respondents 
● 1,039 Hong Kong 12-19-year-olds
● 122 government, aided or direct subsidy scheme schools
● Five education sector experts
More details [in Chinese] yrc.hkfyg.org.hk/2020/07/30/yi050/
Enquiries  Vivian Yeung 37557038

12
School leavers and graduates
coping with change
• Eight students talk about studying this year, their difficulties
in cramped, noisy homes and their paradoxical sense of
isolation.
• The majority did not like learning online, a few found it
worked well and a couple discovered the ability to think
more independently.
• Some had good results and feel lucky to be at university but
others feel disappointed and frustrated about belonging to
the class of 2020.
Jeremy, 18,
prepared for exams
in cramped
conditions but still
had good results and
is now at university
overseas.
At home, I have no desk and have to work with
a phone too small for Zoom while writing my
notes on the floor. Libraries and study rooms
were shut. Schools opened for limited periods
and only those of us in need went there.
At least I slept better and could eat more healthily
because I could cook for myself but my family
constantly played loud music or watched movies and
I learned more slowly. I think my grades suffered.
It is harder to discipline myself when trying to learn
online. There is no interaction and I really miss the
motivation classmates and teachers provide. There
is no real atmosphere without them and all of us
lost the chance to create memories of each other.
But I’m glad that I did well enough for a good UK
university to accept me to do my chosen degree
although in the first year everything will be online.
• 8 位學生跟我們分享他們這年的學習生活以
及當中遇到的問題，例如在家學習時受嘈
音影響以及他們未能上學的孤單感。
• 他們大部分都不喜歡網上學習，但有部分
覺得學習進度良好以及鍛鍊了獨立思考的
能力。
• 他們有些學習成績較好，順利升讀心儀大
學，但有部分表示失望以及不想於 2020 年
畢業。
Cheryl, 17, had
difficulty with
online learning,
took a low-paid job
and postponed
university.
I had to study in the living room to get a good WiFi
connection but I could not concentrate. It was
crowded and noisy at home and I definitely learned
more slowly. In a real classroom I have more energy
and can concentrate. I’m glad that some teachers
recorded their lessons and we could replay them later.
I relied much more on social media for contact than
usual and really missed hanging out with friends. At
least I saw more of my parents but I worried about
getting infected when taking exams and passing it
on at home. When the exams were delayed, I felt
let down. I couldn’t do as well as expected and
have been very worried about unemployment.
My plan was to start studying abroad in February
but now it has all been delayed and I've found a
job. Luckily, I saw poster in a shop window and the
owner hired me. Others are not so lucky. I think the
government should offer them financial support.
13
 Learning
September 2020∣Youth Hong Kong
Although others found it harder to concentrate in
online lessons, I reacted quite differently. I thought
more clearly and found it easier and quicker to learn.
There were no interruptions or distracting chat. There
was no pressure to find instant answers and one of
our lecturers shared more professional knowledge and
experience than usual. I love that way of teaching.
I have never been terribly keen about campus life and
usually went home straight after classes. In fact, I wish
all my lectures could have been online and tutorials face
to face. I could have saved both time and travel costs.
For most of the pandemic I’ve had good internet access
and a stable connection on my own computer. My
teachers used Zoom and PowerPoint for interactive
online lessons. Zoom was new to me but it was user-
friendly. I could ask questions with the microphone
or in the Zoom chatroom, and I could check online
sources for unfamiliar term and concepts. On
campus, I don’t have my computer with me.
One of my courses was an elective in drawing
and when the lecturer noticed some students only
had enough space to draw on the floor he asked
us to take photos of drawings later and upload
Heiko, 17, learnt
how to stay positive
Learning online has been a good experience. I
appreciate my teachers’ efforts on Zoom and
Google Meet. They made lessons funny and
appealing, sent plenty of material and gave us
the sources we needed to prepare for exams.
14
Nelson, 24,
graduated from
university this
year and prefers
online lessons.
them so we could also see each other’s work
and he could comment on everyone’s efforts.
I was unlucky once. My building has a five-yearly
telecoms maintenance schedule and it clashed
with one of my exam days. I found out about it
well enough in advance and managed to find
a quiet place with good internet access when I
could do the exam, but it was an extra worry.
Overall, I would say online learning not only enhanced
the effectiveness of my learning and improved
my concentration, it also improved my work life
balance because there was less commuting. In
fact, because online learning suited me, I think I got
better grades than I would have done otherwise.
Nevertheless, I admit that my progress was slower
than in proper lessons but my motivation stayed
solid and unchanged. Although social media and
being at home could distract me, I put in as much
effort as possible. In fact, it was easier to manage
time and there was more flexibility than at school.
It did bother me that admission to local universities
was affected but I had a job during the summer
holidays with a telecommunications company. It
was interesting and kept me busy. Although it hasn’t
been easy, I think this year has made me stronger
and showed me how to stay positive in the future.
 Ana, 18, was
unimpressed with
online learning and
admits running out
of self-discipline.
While I understand that online learning was the
most pragmatic way to deal with school closures,
I cannot say it was all positive. Classes followed
classes almost immediately online but when we are
at school, we walk from one class room to another,
creating a transition period between subjects. I also
feel teachers gave us far more work to do which
created a lot of stress. Online learning requires a
lot of discipline, mental, physical and emotional,
but by mid-March I had run out of all three.
When IB exams were cancelled, everything
stopped: classes, revisions, camaraderie. It was
so anticlimactic. I usually do well in exams and
I didn’t like Zoom and Google Meet
lessons. They lacked interaction and that
was demotivating. I like listening to other
students’ ideas in class. It’s stimulating.
I also learned more slowly online and tended to
be distracted by the phone. My revision schedule
was confused and my grades probably suffered.
Although it was convenient to study at home, I
certainly prefer no more online learning in future.
Plans for university are unchanged and fortunately,
my private tutor asked me to work as an
assistant. It gave me confidence. Even though
was disappointed I couldn’t prove myself. My
results were above average but I still think I could
have done better even though I had already been
accepted into the university of my choice.
Not going to school was difficult socially. Even though
there were opportunities to get together, it was
not the same. There was a cap on numbers which
meant that we missed out on many celebrations,
birthdays, end of school parties and graduation.
I also missed a wider circle of classmates and
acquaintances that I would normally speak to in
school. Even with close friends it wasn’t the same.
I feel my mental health did deteriorate. I became more
anxious about the unknown. I also lost motivation
to go outdoors, even for walks. My eating habits
definitely became worse and I snacked far too
much. I don’t know if this experience will make
me more resilient. I am normally a well-organized
person, but I know I must be more flexible and
open to the unexpected. I cannot let things I cannot
control take charge, especially of my moods, and
I have to learn how to manage expectations. All
this might have happened with maturity, but the
pandemic certainly accelerated the process!
Hayley, 18, thinks
this year has
made her more
independent.
the exams were very stressful and my appetite
disappeared, the experience of COVID-19 has
helped me become more independent.
15
 Learning
September 2020∣Youth Hong Kong
Google Classroom, PowerSchool, ManageBac,
outlook, we used them all. Our teachers
tried to cram all the syllabus in as quickly as
possible when they thought we were doing
the IB exams. Then they were cancelled.
We still had to do online lessons which are
unmotivating. A lot can be misinterpreted and
instructions may be unclear. All lessons were hard but
maths was the worst. It’s hard to write equations in a
word document and it’s harder to speak into a camera
and microphone. We can’t bounce ideas off each other.
It depends entirely on the teacher what we do
in class even though the IB talks about how the
learner takes charge of their own education.
Our online classes were the opposite so I would
constantly have 20 tabs open and watch YouTube
or message other people in my class time.
My stress levels went through the roof because all
I had to focus on every day at home was studying.
There was nothing else to distract me. Most of the
time I did no exercise and ate a lot of junk food.
Lancy, 22,
graduated and
recognizes
how important
adaptability is.
Online learning at uni has improved my self-
discipline but I lose focus with my family chatting
in the background. Some of the class atmosphere
is missing too but I easily get distracted in the
16
Lois, 18, says her
last year at school
taught her lessons
about herself despite
lack of motivation.
Our final grades were based on our school’s
past records, our predicted grades and internal
assignments. Getting our results back was surprising
to say the least, and we had no idea how they
were calculated. I did better than expected.
A few months of being stuck at home with
absolutely nothing to do really made me realize
how much I take for granted. One good thing.
Most of the day I was left alone with my thoughts,
and perhaps I now understand myself better.
classroom as well. I’m glad we had time for
discussion after each online class and our teachers
were very patient when we asked questions.
Initially, I was worried about not finding work, but my
results were not affected and a friend’s introduction led
to a job. My plan is to work for a year before launching
an education centre for young children with both online
and offline learning in case the pandemic continues.
The virus has made everyone think how
tremendous change like this can affect the whole
world and as well as shouldering responsibilities
today, we have to be ready to adapt.
Public exams
stress levels up
Over half of this year’s DSE students rated their stress levels at 7 out of 10, the
highest since DSE public exams began in 2012, according to the latest annual
survey from HKFYG’s DSE 27771112 counselling service.

This year’s class suspensions followed months of Survey findings

social unrest and protests. Normal levels of anxiety • 60.4% failed to meet own expectations
about exams were then heightened by delays and • 51.1% lacked academic support
cancellations plus healthcare concerns. Taken together, • 47.8% missed normal social environment
these factors intensified psychological burdens.
• 45.7% did not make expected progress
Further analysis shows that high self-expectations probably because of disrupted classes
exacerbated already high stress levels. Inevitably, this • 25.1%, compared to 19.1% last year,
year’s DSE candidates experienced more stress than considered studying overseas
that of previous student cohorts and the consequence • 28.3% considered taking the DSE again if not
is that they are less confident about their future. admitted to their preferred local institution
• 63.9% regretted missing school speech day,
graduation dinner or graduation trips
What would you most like other people to say by way of support? • 66.2% expected to be given more personal
Replies % space and sensitive, low-key parental
“I understand how difficult it is support instead of nagging about results
250 46.5
• 37.5% expected parents to respect their choice
“It’s ok. You have tried your best.” 186 34.6 of study or career even if they disagreed
“We’ll support you no matter • 40.2% found support from schools
169 31.4
what your results are.” during the pandemic insufficient
“I’m sure you will find your way.” 164 30.5
“Can I give you a hug?” Recommendations and suggestions
151 28.1
“I’m here whenever you need me.” 130 24.2 DSE students This year's candidates faced multiple
challenges and will need encouragement to stay
“Don’t let grades upset your life.” 119 22.1 optimistic. Coping well with unforeseen hurdles will
require fundamental resilience. Good problem-solving
“Just relax and wait for your results” 115 21.4 and creative thinking skills, as well as the confidence
“Keep fighting!” demanded by further studies, will be needed.
113 21.0
“Don’t be afraid.” 87 16.2 Parents While observing reactions carefully, parents
should allow more mental and physical space to build their
children's confidence for independent decision-making.

Survey dates 27 June - 14 July 2020

What sort of support do you expect from your parents?
Number of Respondents 538
Replies %
More details 27771112.hk
Low profile support only. 356 66.2
Freedom to choose my own future path. 202 37.5 HKFYG’s DSE 27771112 helps to prepare Secondary 6
Don’t expect too much. 179 33.3 students for exams and further studies.

Discuss study and career path options. 154 28.6 Helpdesk:

• DSE Hotline 2777 1112
Help me to search information
98 18.2 • WhatsApp 6277 8899
about studying.
Share their own experience with me. 63 11.7 • Online 27771112.hk

17
 Learning
September 2020∣Youth Hong Kong

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

M21 has collaborated with Snapask to let young

learners put questions to trained university students.
They are available to help 24/7 and this Hong Kong- Snapask with M21
based app offers this service to students in Hong
Kong, Singapore, Thailand, Korea, Indonesia, Japan, Major partners
Malaysia and Taiwan. The app supports image INCO Education Accelerator and Google.org
recognition technology and machine learning algorithms
Supported by
that make learning much more interesting.
• Association of I.T. Leaders in Education (AiTLE)
Usually, students pay a monthly fee of HK$640 and can ask
• FlippEducators@HK
up to 50 questions. However, as Timothy Yu Yau-him, the
25-year-old co-founder says, “Our mission is to level the • Hong Kong Association of Careers Masters
playing field.” and Guidance Masters (HKACMGM)

The aim of M21’s initiative is to connect Snapask to needy

students with insufficient access to online learning tools.
Now, about half of the app’s users are underprivileged
children who receive the service at a discounted rate.
Each registered student for the Scheme can ask
30 questions for free for up to 90 days. A total of
4,000 primary and secondary school students from
low-income families are expected to benefit.
More M21 COVID-19 Supporting Schemes
Bandwidth Support for eLearning at Home 100K free SIM
cards for students and free upgrades of Zoom accounts for
schoolteachers conducting online learning: a special project
sponsored by The Hong Kong Jockey Club Charities Trust
eDevice Support for eLearning at Home
380 free new tablets and SIM cards with technical
support for students: sponsored by The Hong Kong
Jockey Club Charities Trust Emergency Fund

Mask Support for Schools Free delivery of

More details and online applications
m21.hk/academic_support/
Enquiries Christy Yeung 3979 0034
discount high quality masks to 100 primary and
secondary schools during mask shortages
STEM from Social Innovation A youth empowerment
project that combats COVID-19 through social inclusion:

18
Shine online
W ith many of the world’s population in quarantine, learning everything from
programming to photography has been available online. The Federation came up
with a great idea: motivate the online teachers to shine.
Trainers and tutors who took up the challenge presented Ten young finalists from all walks of life showed the
their skills online at HKFYG’s M21 Media Centre in way, with body paint, musical instruments, jianzi
Aberdeen. The venue provided the basics and IT support shuttlecock, sketching, e-commerce and manga drawing.
while each contestant provided props for their presentation.

Criteria
● Course content: application and feasibility, uniqueness and
creativity, superiority and market positioning

● Teaching techniques: effectiveness and interactivity,

adaptability and flexibility of live broadcast teaching, use of
supplementary tools

Winners and prizes

1st Gip Chan (Percussion) HK$10,000

2nd Blue Cheng (Body painting) HK$5,000

3rd Angus Tang (Harmonica) HK$3,000

4th Kevin Or (Shuttlecock kicking/ Jianzi) HK$2,000

Plus HK$500 Merit Awards for 5th to 10th place and Star-rated
Online Tutor prizes for all contestants who also had the chance
to gain exposure at HKFYG summer programmes.

Judges with expertise in IT education,

online marketing and youth employment
Thank you!
Ar Shek – Marketer, Online Marketing Player

Ivan So – Digital Consultant, HD Course Limited

Stanley Kam – President, The Hong Kong Association for

Computer Education

Albert Wong – President, Association of I.T. Leaders in

Education

Alice Lui – Deputy Executive Director, HKFYG

More details [in Chinese]

hkfyg.org.hk/onlinemaster/
Enquiries Vicky Kwong tel 3755 7067

19
 Learning
September 2020∣Youth Hong Kong

Blended learning
special experience for
special needs by Matthew Wong

The Nesbitt Centre is a day activity facility for anyone
aged 16+ with learning disabilities. These can include
autism spectrum disorder, intellectual disabilities,
cerebral palsy and Down’s syndrome. The Centre’s aim
is to help them achieve independence, maximize their
potential and empower them to live independently.
Due to the pandemic, the Centre’s programmes were
cancelled and learners, who typically receive holistic
and direct support, remained at home in the interests of
safety. In response, we began developing an e-learning
programme to allow continued engagement.
Independent e-learning for those with
special needs is especially challenging.
Independent e-learning for those with special needs
is especially challenging. They commonly have
communication impairments and typical online media
may not be suitable. The standard “Q&A” approach in
online sessions, for example, offers minimal benefits for
learners who find verbal communication challenging.
Realizing that we needed to be innovative, with assistance
from The Hong Kong Jockey Club, we developed a
programme that encompassed eleven live online sessions
streamed via WebEx video-conferencing. Lessons included
functional skills such as general studies and literacy and
leisure-based subjects such as expressive art and drumming.
We also produced three activity videos for learners each
week, grouped under three themes ‒ #TastyTuesday,
#ThoughtfulThursday, #SensorySaturday ‒ and uploaded on
Instagram or YouTube with which our learners are familiar.
Video or phone conferencing enabled us to provide
one-on-one music therapy, speech and language
therapy, counselling and clinical psychology. We also
organized online classrooms containing interactive
worksheets to enrich the learning experience.
Our initial goal was continued engagement and prevention of
regression. However, we soon realized that supporting parents
was equally important so we developed parent-child online
workshops – a social and educational experience providing
therapeutic coping strategies for these unprecedented times.
The one-hour workshops emphasized music therapy and
expressive art therapy and explored creativity and playfulness
through music, visual arts and physical sensation. The Nesbitt
Centre is now gradually resuming normal programmes
but components of e-learning are still incorporated. Our
experience with such blended learning furthers the notion
that a holistic and person-centred approach to online
education can benefit anyone, regardless of capabilities.
Where travel or geographic challenges used
to be limiting factors, future advances in
technology will allow for extended support.
We also believe that where travel or geographic challenges
used to be limiting factors, future advances in technology
will allow for extended support, further breaking down
the barriers caused by misconceptions about online
education for those with learning disabilities.
More details
Matthew Wong,
Program Manager
The Nesbitt Centre
Tel: +(852) 2813 4550
Fax: +(852) 2813 4536
www.nesbittcentre.org.hk

20

Work
Professionals with responsibility
• Three stories of people with jobs they love,
coping with COVID-19 and never giving up.
• They respond to life with resilience,
perseverance, solidarity and compassion.
• Lee Chun-ho, chosen to represent Hong Kong
at the Olympics, faces another challenger.
• Chiang Pui-king, a paediatrician dedicates
herself to the isolation wards.
• Lee Kam, a country parks craftsman finds peace
with hikers amid life’s uncertainties.
Lee Chun-ho: fighting for the future
“I became Hong Kong’s national karatedo champion in
2010. My mum was so happy and I decided to focus
on sport and aim for the Olympics. But my fight this
year was not in karate. It was against COVID-19.”
I used what I learnt in karatedo to
fight the virus: endurance, patience,
focus, perfection.
In the hospital, Lee heard only the air-conditioning,
the fan and the machines. “Once you catch this virus,
you can do virtually nothing, no matter how fit you are.
The rest of your world disappears.” His doctor said his
lung function was reduced by 20%. Determined, he
kept moving, holding on to strength and stamina.
Holding on, fighting back
Other patients arrived, and then left hospital, but Lee
stayed, till one day the nurses told him he was nearly
well enough. “My spirits soared, but it was too soon.
The virus came back and I screamed with frustration.”
Lee posted his updates on Facebook. Others, comforted
by his news and his shared feelings, thanked him for
expressing difficult thoughts. “Perhaps it gave us all the
positive energy we needed to keep fighting the virus.”
• 疫情下，本港各界人士持守專業、守望相助，永不
放棄。
• 他們跟讀者分享抗疫期間展現出的堅持沉著、團結
關愛。
• 香港空手道代表李振豪為本港首位確診專業運動
員，他跟我們分享了未來預備奧運的挑戰。
• 蔣珮琼醫生跟讀者分享她在隔離病房工作的點滴以
及她跟家人的相處。
• 郊野公園技工李錦熱愛工作，視山野為家，樂意跟
山友分享如何愛護大自然。
When he made a video asking people to stay home.
“The doctors and nurses thanked him. It touched
my heart to know how much it meant to them.”
Lessons for life
Lee never forgot he was an athlete. Whether in karate
uniform or hospital uniform, people cheered him on
for fighting. “Knowing that they looked to me for
help made me fight my fear and act responsibly.”
When Lee finally left hospital two months later, the city
looked fresh and bright. Finally, he could prepare for the
future, for the Olympics. “I’ve lost a lot but I’ll get it all back.”
Talking about karate makes his eyes light up. “I
used what I learnt in karatedo to fight the virus:
endurance, patience, focus, perfection.”
21
 Work
September 2020∣Youth Hong Kong

Chiang Pui-king: children’s doctor

“You never see fear here. All you see is passion,” says
Dr Chiang, a young paediatrician on the COVID-19
isolation ward. The only goal is to beat the virus.

She remembers feeling sad when her roster was

confirmed. “It was the second day of the Lunar New
Year and I knew it meant being away from home for
weeks and not seeing my little boy for a long time.”
But she buttoned up her white coat and got back to
work. She knew it was crucial. 100% attention on the
fight against the virus, that was what she needed.

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

When I told him my worries he

simply told me to take care.

“We wore protective gear like armour,” she says. “It gave
us strength for the war we were fighting. We needed to
both attack and defend.” But the essential gear was in short
supply and healthcare workers had help each other preserve
what they had. “Once, a colleague helped me get ready.
That had never happened before. When things get tough
it helps so much to know you can rely on one another.”
Dr Chiang took care of patients aged from under
two to 17 years old. “Luckily, they were physically
stable but they were just children and needed a lot
of emotional support, especially because they had no
visitors.” Dr Chiang remembered to stop and chat,
and she encouraged them to have family video calls.
Coping under pressure
After her nine-hour working day, Dr Chiang always called
her son. “All I could talk about was the virus. When I
told him my worries he simply told me to take care.”
In her son’s eyes, Dr Chiang was a strict mother, but he was
growing up fast and understood how brave she was. He was
proud when she finished her duty and came home again.
For Dr Chiang, it has been both stressful and
strengthening. “I had to stay calm. I had no option.
It has taught me I can cope, no matter what.”

22
Lee Kam: breath of the hills

Lee Kam takes care of Hong Kong’s country parks.

He smiles whenever he talks about the hills. He loves
them as children. Unlike most Hong Kong people,
he looks forward to going to work every day.

“Work in the hills has changed this year,” says Lee

Kam. “Used masks, empty bottles and lunch boxes
everywhere. I clear them up so my plants can breathe.”

The pandemic is a symbol of all life’s

uncertainties. Our world is changing
and we have to adjust to get by.

He is happy to see more young people appreciating the

charm of the hills. “There are more and more hikers
because of the virus, enjoying fresh air at a difficult
time, but I wish they understood about leaving no trace.
People and wild things should live in harmony.”

He gives the hikers a kindly reminder. “Please take

your litter home.” He is gentle when he tells them
and never gets angry. Most people listen and take
his advice. Working with flowers and trees has
taught him the value of patience and peace.
These extracts have been translated from the
The pandemic is a symbol of all life’s uncertainties. “Our original touching stories about Hong Kong people,
world is changing and we have to adjust to get by - just working to combat COVID-19, helping each other
like plants that change to fit in with their environment.” in difficult times, seeing how it changes lives.

Title Care Beyond Professionalism –

Lee Kam hopes that one day the hills will not only Ten Stories of COVID-19
be a haven for people like him but for everyone.
“I hope they will see this as a place to treasure and Publisher HKFYG
protect, a place where their hearts can to take break,
ISBN 978-988-79951-8-0
where they can breathe again, a place like home.”
Price HK$160
Lee Kam’s spirit and soul are in his work. “The hills are
Orders
my home and I give myself to them as I give to my family.
I will work as hard as I need to, just to protect them.”

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

23
 Work
September 2020∣Youth Hong Kong
Jobs on hold
• Four young adults describe changed lives.
• Unemployment looms for several.
• Working from home is not always feasible.
• Part-time work or unpaid internships have become attractive.
Ashley, in her early 20s, is
lucky. Despite the pandemic,
she still has a job.
Ashley has been on 60% of her usual income ever since
February, thanks to the government’s pandemic Employment
Support Scheme. “It covers all my basic needs,” she says.
As a member of the airport’s ground staff since spring
2019, she was told to work from home as far as possible.
“Actually, there is almost nothing we can can do from
home except check updates on aircraft operations and
airline company policies in different countries. The situation
changes constantly and that make me feel very unstable.”
By staying at home, however, Ashley does feel she is
helping to control the spread of the virus when she
would otherwise be working in a packed office.
“I can do some professional training while I am
on standby,” Ashley continues, “but it does
seem as if many people have less energy.”
“I wish the government would provide more job-related
courses that I could do while I am furloughed. It would
mean I had a chance to work in another field if I lost
my airport job. While almost nobody is travelling, I feel
vulnerable. I think we could be replaced by a state-
of-the-art automated system at any moment.”
For the future, Ashley says she wants to do a part-time
degree, maybe in tourist and event management or maybe
in aviation, and then look for work in customer services. For
now, she feels motivated by a health incentive offered by her
employer. It encourages her take exercise. “Staff who take a
daily walk of up to 8,000 steps each month get a little gift.”
It’s not a lot but it’s a lot better than nothing.
24
• 四位青年跟讀者講述他們生活的轉變。
• 失業率攀升令人憂心。
• 在家工作非理所當然。
• 疫情下有兼職或實習機會已經不錯。
Thomas, also in his 20s, was
not so lucky: he lost his job
with Hong Kong Airlines.
“In February, I had just enough saved to begin paying
off my student debts. Three months later, I had nothing
left. I had to borrow from the bank to pay off the student
debt and now I have to pay off the bank loan.”
Commenting on government wage subsidies,
he says he doesn’t think he would have been
eligible and was so low-paid that, “60% of my
income would have been very little anyway.”
Now, Thomas has no option but to take even lower-
paid jobs. He has one that means up to four hours of
commuting every day. “I get up early and take a 6.30am
bus to avoid the rush hour but I can’t help but wish I could
work from home. It would be so much more efficient.”
Asked what support he would most like to
see from government, Thomas thinks of the
“sandwich-class” as the neediest group.
“We barely make a living but still pay tax, rent and bills with
hardly any of the subsidies we would be entitled too if we
were poorer. Instead, we have had to reduce outgoings on
everything. Rich people have nothing to worry about. They
are still making money. It’s the people in between who suffer.”
Thomas thinks that the minimum wage has done nothing
to help people like him. “Instead of protecting the low-paid,
it has damaged the free labour market and created more
unemployment. I believe the minimum wage has been used
more as a political tool than a government support measure.”
On the other hand, unpaid internships are good,
Thomas says. “I would do one, if I could. They give
people the chance to learn something new and
maybe change their occupation someday. The more
skills you have, the more opportunities you get.”
 Chloe is unemployed
and finding life hard.
“First a waitress and then an administrative
assistant, I was happy to have a new job lined up.
It’s seven months since I should have started but
it was postponed indefinitely. In the meantime, I
have tried applying for a few part-time jobs but the
business downturn means wages have dropped
a lot. Anyway, I haven’t had any job offers.”
While some young people think that the government’s
wage subsidy should be given directly to employees
instead of employers, Chloe’s view is that even if she
had been eligible it would not have been enough. “In
general, my income has been around $14,000. Of that,
I expect to spend at least $10,000 on basic needs.”
Working from home, should a job offer that in
future, doesn’t appeal to Chloe. “It would mean
too much close contact with my family. That
would cause arguments and when I tried to
focus on my work, they would disturb me.”
For now though, the real stress is seeking employment.
“A lot of companies can’t even hold interviews, let
alone offer jobs. I realize that I just have to keep
on trying, make contingency plans and accept
the possibility that I will only ever be a part-timer.
It would be better than having no job at all.”
Fion had just been hired
when the COVID-19 outbreak
started. Her life is on hold.
“I had just started my first job when the virus outbreak
happened.” Furloughed even before her work began, pre-
employment training stopped and her position was put
on hold. “I have had no income for over half a year.”
Fion would be happy even with an unpaid internship
or a placement, at least it would earn her some
work experience, she says. But so far, she has been
unlucky. “I have been stuck at home instead. Faced
with the pandemic, people just try to stay away from
each other. Everyone just wants to be alone with no
communication with anyone. It is a cheerless existence.”
Nevertheless, she wants to try to make the best of the
time available to try something new. She talks of the
“bad atmosphere in our society” and thinks that people
have become more anxious than ever. “So I must try to
make the best of it to experiment with something I never
had the time to try before, Drawing perhaps, or finding
out about something new. There is a lot to learn.”
25
 Work
September 2020∣Youth Hong Kong

Startups find solutions

• Young entrepreneurs give some hope and ideas. • 疫市之中，年輕創業家認為只要敢想，前路就有希望。
• All say they need subsidies to thrive and grow • 年青創業家一致認同在青年失業率高至 9.9% 的環境，他
when youth unemployment is up to 9.9%. 們需要資助來生存及發展。
• The IT sector is doing much better than F&B • 資訊科技行業於疫情下發展較飲食業為佳，飲食業於 8 月
where unemployment was 14.6% in August.* 的失業率為 14.6%*。

ADAM

Not long ago, smartphones and other devices were What does the future bode for online learning software?
considered a distraction for students. That changed with The app currently uses the open-source Jitsi Meet video
the pandemic. “Use of our educational app has soared,” conferencing platform instead of Zoom. “It supports
says Adam. His company P2P encryption,” Adam
designs tools for schools, explains. “The videos are
students and parents. “We not saved permanently on
plan to increase staff by 50% With Hong Kong spirit, we are the server and this solves the
in the coming 12 months,
adding technical support and
trying to make the best of it problem of data leakage.”

more resources for parents.” because people now really need
While other education
our services.
apps used in Hong Kong
function principally as administrative, communication
and management tools for teaching and learning,
Adam’s app targets parenting and student growth.
“More than 300 institutions and other stakeholders
provide us with information about youth health and
development. We want to offer parents choices.” The
company also offers a “virtual mall” with interest
classes like dancing, kungfu and handicrafts, useful
when so many activities have been curtailed.
A pilot project with ten schools is strengthening parent-
friendly features. “They are nervous about learning online
and want to understand their children’s progress and pace
of learning. We also have a private family blog where
children and parents can write about their feelings.”
The platform offers schools
a way to communicate
with learners and parents.
“Features for school
management include support for e-payments as well
and that gateway has been very useful for paying fees
during the pandemic. Use was up by 100% in July.”
Revenue has dropped despite the increase in use, but Adam
is positive. “Of course, we can’t say COVID-19 has been
good, but with Hong Kong spirit, we are trying to make
the best of it because people now really need our services.”
Adam concludes with an idea for government financial
support. “Education should be seen as a process,
not a piecemeal series from kindergarten, primary,
secondary and university education. Startups like us
need the kind of subsidies you can see in D-Biz from
the Innovation and Technology Commission.”

26
 DAVID
“I had always dreamt of being an entrepreneur but I
was a designer and worked in a Japanese restaurant
until finally, in 2017, I opened my own restaurant in
Tuen Mun. Our specialty is slow-cooked steak,” says
David who is in his 30s. “The takeaway business has
helped a bit and as my restaurant is very small, with
only around 16 seats, I’ve used platforms like Deliveroo
and Foodpanda right from the very beginning.”
With all the social distancing measures in place,
capacity has dropped drastically and David can only
serve about eight customers at any one time. “It has
really affected our business. Fortunately, our clientele
is very loyal and we provide ad hoc discounts to attract
people.” David has also applied for a subsidy under the
government’s Target Industry Supporting Scheme.**
The most important thing is
to be flexible.
David’s landlord is kind and offered a reduced rent
for a few months. “But I won’t ask again. I think
everyone is facing a difficult situation now and I do
not want to shift all the burden to my landlord. It is
not quite fair. I still employ 10 people, most of them
working part-time and I think if we are ready to face
challenges, we can always find solutions to problems.
I am planning to expand my business and will soon sell
raw steak. The most important thing is to be flexible.
David took part in HKFYG’s young entrepreneur support
programme, YBHK (Youth Business Hong Kong)
He suggests that online clinics where startups can get
comments from experienced businessman will help them
to learnt a lot and cope with the impact of COVID-19.
More details about YBHK
sic.hkfyg.org.hk/en/ybhk/
27
 Work
September 2020∣Youth Hong Kong
MOSES
Moses founded his incubator and angel investment
company in 2018. “Our turnover is approximately 50%
down. We are international and the pandemic restrictions
mean overseas startups can’t come to Hong Kong so to
solve the problem, all our screening has gone online.”
The company is small and agile and nobody has been
fired or furloughed. If they are to continue to thrive,
however, Moses says they need government subsidies
for rent and wages. “That would create a better business
environment and help maintain Hong Kong’s advantages.”
In fact, Moses is quite optimistic. “We are looking for
talented people with both a technical and business
mindset. We would also consider taking on unpaid
interns or short-term employees as a part of job-
skills programmes run by NGOs and it would help
us if they did the screening of applicants.”
28
RUDY
“My social media advertising company saw a sharp
drop in revenue this spring. For a couple of months our
business activities just stopped, but luckily, given our
target clients, most brands, including the traditional
ones, switched to digital during this tough period.”
They need to know that
perseverance and innovation
are the key to success in both
good times and bad.
Rudy adopted a completely new approach in response.
“Most SMEs and international brands are now targeting
the digital space. Working from home with all meetings
via virtual conferencing, we aimed for a more sales-
driven approach with the huge surge in ecommerce
platforms. It suits Hong Kong and online stores that use
live-streamed videos to attract netizens to buy online.”
The company has about 20 staff in Hong Kong and
another 10 in Malaysia and Thailand. “We are always
looking to hire young energetic talent familiar with
social media trends. NGOs like HKFYG can help by
equipping young people with training before they enter
the workforce, introducing entrepreneurs and teaching soft
skills. They need to know that perseverance and innovation
are the key to success in both good times and bad.”
 SUNNY

Sunny started up his own siu mei ( 港猿燒味 )

barbecued meat restaurant in Fanling this year,
just when the pandemic was beginning. I can only seat ten diners
It was a really a big decision when Sunny gave up a now and depend on the
stable, well-paid job in IT sector. “The job was boring takeout trade.
and I wanted to spend a few years trying out something
new.” First, he learnt a lot about siu mei working in
the food industry. “I really love siu mei and knew I
could use new cooking methods to make it healthier. so I really hope the government launches a campaign
My target customers are from factories and offices to add more and make them less expensive to use.”
and my dinner time customers are local families.”
Government subsidies are helping Sunny keep going. “I still
As social distancing took a grip, many started working have all my four of my staff. Of course I am stressed but all I
from home and business was badly affected. I can only have to do is to think of ways to keep my business running.”
seat ten diners now and depend on the takeout trade.
“Takeaway platforms are more and more important and

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

29
 Work
September 2020∣Youth Hong Kong

Creating job opportunities

Call to action from the Youth Employment Network

Unemployment for Hong Kong’s youth is a serious
problem and likely to get worse. Among 20-24-year olds,
the figure is already 13.4% [27,600], approaching the
worst figure on record: 14.6%. That was a consequence
of the recession following the 2003 SARS outbreak.
Later this year, again unemployment is expected to
worsen with the rate for the catering sector as high as
17%. Worse, 20-29-year-olds are likely to suffer most.
Community United
In partnership with Simon K. Y. Lee Karen's Fund,
HKFYG launched the “Combat COVID-19” project
to connect unemployed young people with the
underprivileged and provide them with an allowance to
ease their short-term financial burdens. So far, youth
like those pictured have provided domestic cleaning
services to the elderly and dispatched healthcare
and household necessities to over 6,000 low-income
households, a service that will continue till October 2020.
Enquiries Wong Man-shun 3113 7999

In an effort to meet the challenge, HKFYG’s Youth

Employment Network needs more partnership projects
like these. All employers can help. They can devise
short-term job skills programmes, offer internships,
schedule traineeships and trial work schemes: all of
these options and many more can be organized with
HKFYG. We just need the willpower and determination
to make them work. Here are a couple of examples.

Bleak forecast for 15-29-year-olds Hope for Success

In predictions made by MWYO, a Hong Kong think tank,
a base-case scenario assumes that the local economy
reaches its lowest point in the fourth quarter of 2020 and
then begins to recover. MWYO forecasts a rise in the
unemployment rate of persons aged 15 to 19 from 10.2%
in the fourth quarter of 2019 to 21.3% in the fourth
quarter of 2020. The biggest threat is to 20-29-year-
olds amongst whom unemployment is forecast to rise
from 5.8% to 8.7% with a corresponding increase in
the unemployed population of around 19,500 people.
In the worst-case scenario that would mean that about 25%
of all Hong Kong’s jobless would be in the 20-29 age group.
This Federation partnership project is sponsored by
Prudential Hong Kong Limited and called “Hope for
Success - Ready Get Set Go.” It offers participants short
video introductions to emerging industries and is intended
to match job-seekers with vacancies. It is forward-looking
and positive and will hold online interview workshops as
well as hosting a Youth Career Expo Online Platform.
Call us! Let’s discuss the opportunities
in store for the Class of 2020 graduates.
More details yen.hkfyg.org.hk

Read more mwyo.org/assets/docs/career/ Enquiries HKFYG Youth Employment Network

unemployment/Unemployment_FullReport_Eng.pdf Jasmine Siu 3113 7999

30
Harassed @ home
• Six harassed parents talk about work
at home and home schooling.
• Lack of learning progress, lethargy and
conflict at home are their main concerns.
• Working, whether at home or outside,
makes life even more difficult but
monitoring education is hardest.
Wendy Six months ago, we decided to move in
with my parents-in law: me, my husband, my
son aged six and my one-year-old daughter. I
work part-time in sales for an environmental
company and in the past, I could take the children with me
to work. The virus made it too dangerous but looking after
them at home as well as working was too much to handle. I
needed help. Imagine: doing all the cooking when the
restaurants are closed, doing all the teaching Monday to
Friday, getting any work done and playing with them.
Impossible.
Bella Our five-year-old is at in a government
kindergarten. I can help her with online lessons
most of the time while working at home. The
school provided video clips for the children via
the school app but they can’t be played on a mobile phone
and have to be downloaded on a computer after copying
and pasting the URL via email. It is clumsy system.
• 6 位身心俱疲的家長跟我們分享在家工作以及子女
在家學習的情況。
• 他們最關注的是子女在家學習進度緩慢、缺乏學習
動力以及長期在家帶來的相處問題。
• 無論在家工作還是在公司上班，工作本身都已經帶
來壓力，但家長認為要兼顧監察子女學習進度最令
人頭痛。
Ivy We have a seven-year-old who is at an aided
primary school which implemented BYOD
(bring your own device) in his first year. The
school arranged for purchase of iPads so we were
lucky and he had his own at home during class
suspensions. Since both my husband and I have been
working at home most of the time, one of us could help
him with online lessons.
Mazzy I have two boys aged eight and 12 at a
government subsidized school. My husband is
a civil servant and I usually work part-time in a
restaurant kitchen. These days, I spend most my
time trapped at home with the boys. At the very beginning,
when they used Zoom for the first time, I helped but after
that, they didn’t need me even though the school didn’t
offer much support.
31
 Living
September 2020∣Youth Hong Kong
Angel My two daughters, aged 13 and 16, are
at two different schools. My husband and I are
in the insurance business, so we can usually
work from home. Both girls are quite grown up
and can take care of themselves. The older one is
quite self-disciplined and has her own computer. The
younger one uses the home iPad. Both of them are often
bored at home and tell me how much they want to go back
to school. They miss their teachers and friends and find it
hard to concentrate on their own.
Libby I’m a researcher for a company and
although I could work at home, I found it
difficult during school suspensions. My
children, who both went to an ESF school, are
18 and 19. The older one had come home from university
and was doing courses online and my younger one was
originally working towards her IB exams. There were some
technical issues to begin with, usually relating to online
access to resources or incompatible formats. Either the
school or the children sorted them out.
Spare time was much more of an issue. My daughter was
increasingly reluctant to go outside and get fresh air or
even to leave her room on some days. With my son, the
time difference between his university location and Hong
Kong meant that his hours did not always gel with ours.
Mazzy The network at home is ok, but we
have only one computer and it’s a problem
when both of them need to do online learning.
The older boy has to use my phone instead.
Once they are on the computer, they stay there as
32
long as possible, I have to make a schedule and try to make
sure they share fairly.
Bella I find working from home very stressful.
I have to deliver with the same quality at the
same speed as usual and with a five-year-old
kid running around there are a lot of tensions.
He expects my attention all the time when I am at
home, even when he is doing art or crafts, playing or
watching his favourite shows and videos.
Wendy It is very difficult. Not just for us but
for many parents. After six months living with
our in-laws, we had to give up. We are too
much accustomed to a different lifestyle and
living together didn’t work out.
There was no online learning at our boy’s kindergarten
last term. Instead, the school sent worksheets and
other material by mail. Parents have to do the
teaching. I buy exercise books and games too but it
is all really time consuming. Still, we feel lucky to
have relatives. They still help in various ways.
Ivy Conflict has become a problem in our family
because we are all together at home all the
time. Hong Kong flats are so small. We don’t
have much personal space, let alone personal
time. I try to make home life varied. My son and I
read and watch TV together and I make sure he stays busy.
Exercise is very important so we always have an hour or two
in the playground every day.
 Angel My older daughter reads and help me
cook. She finds recipes online, we buy the
ingredients and sometimes make a cake
together. My young daughter is more difficult.
She just sits on the sofa and plays online games. She uses it
far too long and I don’t know what kind of friends she is
meeting online. We have fights, over too much screen use,
going to bed late and getting up late. But I am not the kind
of parent to add pressure. I want them to be happy and
make their own plans.
Mazzy I worry about their schooling, their
progress and their chances of going to
university one day. I worry that neither of them
really seems to be focusing during online lessons.
They go to the toilet all the time, play games, watch TV,
eat. Actually, I’m often not sure what they are doing. This
would never happen if they were at school.
I worry about emotional health and communication
skills. It is really a long time since they have seen and
talked to either classmates or teachers face to face. There
has been a lot of conflict at home, between the boys
especially, fighting for the computer, for toys, for the
TV. I have no way to solve this problem. What can I
do? I try not to shout at them, but sometimes I lose my
temper. If they ask why they can’t go out, I try my very
best to explain about the pandemic. Sometimes they
are ok with it, but sometimes they just keep asking.
Wendy My son started primary school this
year. I bought him a laptop for online classes
for when they use Microsoft Teams. I don’t
want him to use a tablet. The screen is so small
and not good for his eyes. I also worry about him not
going to school for so long. I am afraid he will never
catch up and will become withdrawn. When I take him
to play with my friend’s 8-9-year-old, he is so shy. He
was never like that when he went to school every day.
Now, his eyes are always glued to a screen. I am so afraid
about this.
Libby The biggest problem was the time they
both spent online. I also found that without
any designated break or lunch times my
daughter remained on her computer literally all
day. Some of this had to do her homework and class work
which increased compared to when she was at school but it
also had to do with being connected online with her
friends. For my son, it was very similar.
Bella Lack of physical exercise due to staying
home is one concern but the main one is lack
of social interaction. Without it, my kid finds
learning uninteresting. I cannot help wonder
how long the pandemic will last and I the only way I find
relief is to share my worries with friends.
Ivy Practical knowledge is easy to learn, but
soft skills cannot be learned at home, even in
interactive lessons. What he has missed out
most on is developing of social skills, soft skills,
self-discipline, how to assert himself.
Now his school will try to do interactive online lessons.
I hope they include discussion time but how can a
teacher to lead a discussion through video conferencing,
especially with a large group of young kids?
33
 Living
September 2020∣Youth Hong Kong
Angel My worries never go away but I worry
most about too much use of digital gadgets. I
don’t even know what the apps they use do. Is
it all games? Is it for communication? My older
daughter talks to me more, but my adolescent
younger girl always keeps things to herself.
In the real world, I think I can recognize risks and know
how to prevent them. But in the digital world? I feel lost and
I wish someone could teach me. The girls have both started
to use foul language. I suppose they must think it is funny.
Libby Before the IB exams were cancelled, and
when the workload was very heavy, my
daughter had an excuse not to anything but sit
in front of her computer. This was especially so
about exercising. After the cancellation of exams, she
became used to comfortably lazing around, not really
making an effort to do anything. It made being at home
very stressful and led to more raised voices than before.
Definitely not a relaxing environment.
Mazzy I am still trying to find a way to stay calm,
keep my voice level and explain to them that we
all need a break sometimes. Standing in front of
the air conditioner helps a bit. Sometimes it is just
too hot and we all feel trapped at home with no place to go.
We have never been together at home for such a long time
before. We get on each other’s nerves. I think it is inevitable
and nobody’s fault. The teachers agree but say marks have gone
down. It makes me feel sick at heart.
34
Libby To be honest, I’m happy that they have
gone to university where classes will be online
and tutorials will be face-to-face. The stress
was just getting too much. Home conversation
deteriorated and so did general enthusiasm for doing other
things. I would say that anxiety and irritability increased as
well. My real worry is actually not about education, but
about general mental wellbeing. Not going to school really
did become an excuse to withdraw and engage only online,
especially for my daughter. I hope their experiences at
university will be different, in close proximity with others
in the same situation. But of course the worry will then be
safety and health.
Wendy Actually I feel sad all the time, I didn’t
like living with my in-laws. Our way of life is
so different. Even though my husband works
full-time in construction I cannot give up my
job. We have to pay our rent and support both families.
Even though we have moved back into our own place, I
depend on my mother-in-law. She cooks all the meals but
she said it would drive her insane to live any longer with
my little boy. He is too naughty and the arguments were
endless.
Ivy I feel hopeless whenever I watch the news
about COVID-19 around the world. When
will it end?
Parent Support Network
H KFYG’s Parent Support Network offers tailor-made services to meet
family needs. Findings of two surveys highlight the isolation and
pressures felt during the pandemic.

Pressure due to COVID-19 Ten tips for parents

● 300 parents replied.
● Take an active interest in online learning
● Nearly 60% feel stressed.
● Support children whenever they need help
● Over 70% feel the negative impact of such stress with:
● Communicate with teachers where possible
• 18.5% feel anxious
● Try to give feedback on progress and development
• 17.6% feel helpless
● Offer helpful suggestions about the learning process
• 16.6% feel nervous
● Try to keep to a daily routine
Main sources of pressure ● Use the timetable from school or set one yourself
● 19.5% Sourcing anti-epidemic supplies ● Make time for better parent-child relationships
● 16.7% Finding out about public health ● Check on wellbeing, encourage taking exercise
related to the epidemic ● Find out all you can about home hygiene

Key problems More help

● Missing foreign domestic helpers who
could not return to Hong Kong
● Absence of husbands who could not leave
mainland China because of work
● No help from relatives and friends
● Frictions at home due to social distancing rules
● psn.hkfyg.hk/news/detail/2269/
● psn.hkfyg.hk/news/detail/2179/
● psn.hkfyg.hk/news/detail/2197/
● psn.hkfyg.hk/news/detail/2258/
● psn.hkfyg.hk/news/detail/2205/

Economic downturn and wellbeing

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

Enquiries about HKFYG’s Parent Support Network

WhatsApp 6811 2959
Website psn.hkfyg.hk/
Contact Jessica Ling 2402 9230

35
 Living
September 2020∣Youth Hong Kong
Whole wellness
finding inner peace
W ishes for the wellness of your family friends and community are at the top of everyone’s
personal agenda so HKFYG’s Wellness Mind Centre has pages on Facebook and
Instagram where anyone can post ideas and hints. Here are some examples.
Fear of the unknown
“Our anxiety does not come from thinking about the
future, but from wanting to control it”
Kahlil Gibran
● When facing the unknown, it’s perfectly natural to feel
unsure. What should you say when you meet new
friends? Will your loved ones always love you? When will
the epidemic end?
● We are all unsettled, sometimes panicky. The future is
always uncertain and fear of the unknown breeds anxiety.
● Some people want to avoid all risks, stay safe and never
try anything new. They think if they avoid challenges, they
will ensure safety. People like that want to control
everything but nobody can control the future 100 %.
● Imagine your house is on fire. You run away to survive.
There’s no question of stopping and thinking about it. It’s
instinctive. In fact, if you feel anxious, it usually means
there’s no immediate risk.
● Now think about the present. At this moment, you are
safe. So, rather than being anxious about a future you
can’t control, try recognizing real risks and focusing on
what you can do in the present.
36
Take care of yourself
● Many people prioritize the needs of others,
forgetting their own.
● They try to take care of everyone and refuse to
rest even when very tired.
● Such selflessness is admirable but please
remember to take care of yourself before
supporting others.
● We can’t share wellbeing if we have none
ourselves.
● No matter how busy you are, reserve “me-time”
to relax and heal.
Bravery, not fearlessness
● It’s not the brave but the reckless who fear nothing.
● Fear and bravery are actually inseparable and true
bravery means being willing to act despite your
fears, even if you know it will be hard.
● Accept your fears, face up to uneasiness, prepare
yourself. That's what it means to be brave.
hkfygwholewellness
hkfygwholewellness
Whole Wellness ( 好治癒 ) is a HKFYG
Project STEP initiative sponsored by
HSBC 150th Anniversary Charity
Programme
 Advertorial

Finding inner peace LevelMind@JC

● With schools closed, working from home, restrictions a HKFYG partnership with
everywhere, many of us need to learn how to be alone
and how to cherish those moments in time. The Hong Kong Jockey Club Charities Trust
● But has anyone taught us how? We’ve been told from
childhood to work together, play together, stay
together and help each other. But how can you help
others if you can’t help yourself alone?

● Knowing how to be comfortably alone means finding

out about yourself. If you feel lonely, try writing a
letter, reading a book, listening to music, cooking a
meal or just doing nothing. If you are worried, try
philosophy or meditation. Having time alone lets you
listen to your inner voice, be yourself and learn about
yourself. Make time for it and you will discover how
precious it is.

Living with Anxiety:

a new book from HKFYG

Life is an adventure and you

can't control everything, even if
you want to try. Whether you’re
suffering from exam anxiety,
isolation anxiety or anxiety
caused by illness or death, you
will find something that echoes
your feelings in this book.
Buy Living with Anxiety
Online discount offers
while stocks last
Youths are facing different challenges in life today, and their
physical and psychological conditions will also be more
susceptible to stress when undergoing rapid changes in their
development stage. In view of this, The Hong Kong Jockey
Club Charities Trust initiated and earmarked funding to launch
the “LevelMind@JC” in cross-sectoral collaboration with six
non-governmental organisations and The University of Hong
Kong in 2019.

The four and a half year project caters for the specific needs in
our youths by developing a stigma-free, youth-specific and
youth friendly mental wellness service model for youth mainly
aged between 12 and 24, as well as cultivating a new
generation of youth workers to address the needs. A total of
Sample here Order now
eight “LevelMind” hubs are established across the city, to
bit.ly/30b2pgz bit.ly/3gYzbIq
enhance youth’s cognitive resources, personal strengths and

overall mental wellness, to address early distress signals and
provide early intervention and to change their health seeking
behaviour.
More details
wmc.hkfyg.org.hk/wellnesstips Enquiries
Enquiries Cecilia Ng 2698 5565
Amy Wong wmc@hkfyg.org.hk

37
 Living
September 2020∣Youth Hong Kong

Lockdown generation
impact of COVID-19 around the world

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

38
 By July, people under 39 were driving a surge in cases
in Canada where they accounted for 60% of new cases
reported in Ottawa towards the end of the month,
with over a third ending up in hospital.4 The surge was
attributed to COVID-19 “lockdown fatigue” and a higher
Vulnerability and resurgence number of infections in the under-20s and the 20-29
age group was first noticed in Toronto as early as May.
An analysis by the WHO of six million cases of
COVID-19 worldwide between late February Learning or deprivation
and mid-July 2020 found that the proportion of
15-24-year-olds rose from 4.5% to 15%.1 More than 1.725 billion children and youth worldwide
have been affected by school closures. The potential losses
In Italy, a country where – like China – there are many that may accrue in learning for today’s young generation,
large, multigenerational households, a theory for the rapid, and for the development of their human capital, are
early spread of the diseases was that as young Italians impossible to predict. While distance learning can help
continued to go out and get a mild dose of COVID-19 those who can take advantage of it, it is the already
they then went home and infected elderly parents and marginalized who remain left out. More than two-thirds
grandparents who developed severe or fatal illness.2 of countries have introduced distance learning platforms,
but among low-income countries the share is only 30%.5
In the US, underlying conditions in youth are a
concern. 18.5% of American children between 2 In Hong Kong, about 40% of Hong Kong’s grassroots
and 19 suffer from obesity, or about 13.7 million children are without computers at home6 whereas in the
children. About 6 million children under age 18 US, nearly half of Native American pupils and 35% of black
have asthma, according to the CDC. About 193,000 and Hispanic ones do not have access to either a computer
people under age 20 in the US have diabetes. or the internet at home, compared with 19% of whites.7

Hong Kong Youth Cases up to mid-September 2020

3
Cases reported in the 15-24 age group spiked in March 2020 and again in the early summer.
Overall figures show the highest peaks in cases in the under-20s so far have been:
• 17 cases out of 64 on 28 March
• 16 cases out of 128 on 26 July
• 16 cases out of 125 on 1 August
• 11 cases out of 69 on 10 August 11
Hospitalized Discharged Deceased
Ages
Male Female Male Female Male Female Total Percentage
0 to 20 10 11 323 267 0 0 612 12.6%
21 to 30 18 13 401 350 0 0 791 16.3%

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

39
 Living
September 2020∣Youth Hong Kong

This situation is mirrored elsewhere. In deprived areas of of jobs in hospitality can be done from home. Unlike in
England, for example, researchers say the gap between Hong Kong, relatively few youth work in the finance and
some pupils and their wealthier peers widened by 46% in insurance, professional, scientific, and technical services
the 2019-2020 school year.8 In the US, researchers say where more than 75% percent of jobs are “teleworkable.”13
school children did 30% less reading and 50% less maths
than in a typical year and 14% of children ages 3-18 don't Because unemployment rates are substantially higher
have internet access at home.9 Around the world, 65% of among those without a degree, these shifts, together
young people reported having learnt less since the pandemic with disruptions in the education system could
began and 51% believe their education will be delayed. contribute to a permanent reduction in employment
prospects for today’s youth. According to a Society for
Work and unemployment Community Organization survey,14 over a third of the
city’s low-income residents lost their jobs between May
Prior to the onset of COVID-19, 15-24-year-olds and July. More than half were underemployed.15
worldwide were already three times more likely to be
unemployed compared to older adults, while 126 million Mental health and depression
young workers were in extreme or moderate poverty
according to the International Labour Organization.10 A US survey16 found 75% of respondents 18-24
To update this, the UN reported in August that one in reported at least one adverse mental or behavioural
six young people employed before the pandemic have health symptom and serious suicidal ideation among
stopped working. For those who still have jobs, working this group was 25%. In the UK, the worsening of
hours have fallen on average by 23%, nearly 25% of mental health among young people aged 18-24 was
18-24-year-olds reported having stopped working and more marked than among any other group. 17 18
41% of young people have had their income reduced.11
A Hong Kong survey that polled nearly 11,500 people
In the US, the problem is acute. Estimates in June 2020 between February and July this year, with 49% aged
say 25% of 16-24 year-olds are neither studying nor below the age of 25, found that nearly three-quarters
working and unemployment is as high as 32% for youth showed moderate-to-high levels of depressive symptoms,
aged 16-19, a stark increase on 2019 figures when the such as feelings of worthlessness and recurrent thoughts
figure was 8.4%.12. Only 14% of jobs in retail and 4%

Sources
1. reuters.com/article/us-health-coronavirus-youth/proportion-of-youth-with-covid-19-triples-in-five-
months-who-idUSKCN2502FS
2. theguardian.com/world/2020/jun/26/more-young-people-infected-with-covid-19-as-cases-surge-
globally
3. journals.plos.org/plosone/article?id=10.1371/journal.pone.0235306
4. cbc.ca/news/politics/tam-young-people-covid19-virus-fatigue-1.5662206
5. data.unicef.org/topic/covid-19-and-children/
6. scmp.com/news/hong-kong/society/article/3099455/disadvantaged-hong-kong-pupils-struggling-
online-classes
7. economist.com/united-states/2020/08/29/disrupted-schooling-will-deepen-inequality-for-american-
students
8. theguardian.com/education/2020/sep/01/disadvantaged-and-bame-pupils-lost-more-learning-study-
finds
9. usafacts.org/articles/internet-access-students-at-home/
10. ilo.org/wcmsp5/groups/public/---ed_emp/documents/publication/wcms_753026.pdf

40
of death. Almost half aged 24 or younger reported
symptoms of post-traumatic stress or depression when
questioned specifically about the pandemic.19

Trust and media

This year, almost a quarter of the younger generation
considered that the right to freedom of information
had been affected by the pandemic.20 In general,
young people relied more on online sources to inform
themselves and as the risk of fake news rose, the
fragile balance between freedom of expression and
the right to truthful information was exposed.

A report21 commissioned by the Reuters Institute covering

Argentina, Germany, South Korea, Spain, the UK and
the US, countries with a combined population of more
Read more
than 600 million and representing different media systems
• un.org/development/desa/youth/news/2020/05/covid-19/
and different political systems, found that young people
and people and those with low levels of formal education • youthforum.org/sites/default/files/publication-pdfs/blueprint.pdf

are much less likely to say the news media or the national
government has helped them understand the pandemic.
At the beginning of August, the New South Wales
government in Australia found that many young people
were not comfortable about getting information about
coronavirus through the mainstream media.22 Nevertheless,
the Reuters report found that people of all ages place very
high levels of trust in scientists, doctors and other experts.
• ec.europa.eu/eurostat/documents/2995521/10294960/3-
03062020-AP-EN.pdf/b823ec2b-91af-9b2a-a61c-0d19e30138ef
• who.int/docs/default-source/coronaviruse/situation-
reports/20200305-sitrep-45-covid-19.pdf?sfvrsn=ed2ba78b_4
• ec.europa.eu/info/sites/info/files/communication-tackling-
covid-19-disinformation-getting-facts-right_en.pdf
• unfpa.org/sites/default/files/resource-pdf/COMPACTCOVID19-05.pdf
• oecd.org/coronavirus/policy-responses/youth-and-covid-
19-response-recovery-and-resilience-c40e61c6/

11. ohchr.org/EN/NewsEvents/Pages/Youth_and_COVID-19.aspx 17. theconversation.com/young-peoples-mental-health-deteriorated-the-most-during-the-pandemic-

12. mathematica.org/our-publications-and-findings/publications/breaking-down-the-numbers-what-does-
covid-19-mean-for-youth-unemployment
13. atlanticcouncil.org/blogs/new-atlanticist/if-history-repeats-coronavirus-economic-dangerto-youth/
14. scmp.com/news/hong-kong/society/article/3099455/disadvantaged-hong-kong-pupils-struggling-
online-classes
15. news.rthk.hk/rthk/en/component/k2/1538862-20200720.htm
16. usatoday.com/story/news/health/2020/08/13/covid-19-takes-mental-toll-youth-minorities-essential-
workers/3365719001/
study-finds-143326
18. thelancet.com/journals/lanpsy/article/PIIS2215-0366(20)30308-4/fulltext#%20
19. scmp.com/news/hong-kong/health-environment/article/3096326/one-two-punch-protests-
coronavirus-playing-havoc
20. ohchr.org/Documents/Press/WebStories/Youth_COVID-19_Survey_Report_DJY_FINAL.pdf
21. reutersinstitute.politics.ox.ac.uk/our-research/how-young-people-consume-news-and-implications-
mainstream-media
22. abc.net.au/news/science/2020-08-07/why-young-people-are-avoiding-covid-news/12531468

41
 Features
September 2020∣Youth Hong Kong

Taking risks
a leap of faith
by Christian Suen

One day, my English teacher asked me to stay behind after

class to discuss something important. She pulled a poster
from her folder. It advertised the annual English Public
Speaking Contest hosted by HKFYG. Saying she had
been observing my interaction with classmates, combined
with the ideas I proposed during group work, convinced
her I might do well in the competition public speaking.

It may not sound like such a daunting proposition

to you, but to a nervous 12-year-old with limited
experience of standing up and speaking, gained only in
school oral exams and mini speeches to rubber ducks
in the bathroom, the suggestion seemed preposterous.
Then she asked, “What’s the worst that can happen?”

That was what persuaded me. Looking at the worst

possible scenarios, perhaps a couple of hours might
be “lost” preparing for the contest, or maybe a few
hundred dollars lost in a registration fee. However,
there were possible benefits too, maybe a new skill,
or even success. I took the plunge ‒ the risk of
trying something outside my comfort zone.

It may sound clichéd but I attribute what has happened
since then to my risk-taking. Six years ago, my most
“impressive” achievement was ranking among the top
16 players in a card game! Since then, I’ve represented
Hong Kong in public speaking tournaments, scored
top marks in this year’s IB and am planning to do a
degree at Cambridge University on a scholarship.
That doesn’t mean that you should jump at every risky
opportunity just because you believe fallout will be
minimal. We need to find the right balance between over-
and under- achieving by taking on risks that bring the
highest chance of success. This is where advice can be
useful. My teacher had years of teaching and coaching
experience. That’s how she recognized my potential.

If you had seen me as a kid, you would never have guessed.
I would hide behind my mother’s back hoping to avoid
relatives or neighbours. It wasn’t endless hours of all-star
tutoring or a life-altering event or a secret IQ-boosting
pill that changed me. It was being prepared to take risks.
Perhaps I can incentivize you too “to take a leap of faith.”
Yet, you have to deal with the fear of failure. With
all the encouragement in the world, even if it makes
logical sense to give it a shot after analysing all the
pros and cons, the person making the active decision
is you. Sadly, fear cannot usually be overcome quickly.
It takes time, practice and constant reassurance.

42

To this day, when faced with a new scenario or an
unfamiliar activity, I still get that sinking feeling
in my gut and just want to politely decline and go
back to watching a Netflix show. Truth to be told,
that’s the situation I find myself in right now as I
type this article. Writing has never been my strong
suit. However, instead of letting fear get to me, I
use it to motivate me to try harder and do better.
Once you acknowledge your fear you can use it.
My last piece of advice is to visualize your goal, whether
it is learning a new and valuable life skill, entering a
top university, or preparing yourself for your career.
Remember, every risk you take and all the effort
Making the best of opportunities
 Think logically, analyse risks and
compare potential loss and gain.
 Listen to the advice of your elders
when deciding which risks to take on.
 Rather than trying to get over your
fear, learn to use it as a motivator.
 Be determined in everything you do
to make your dream into reality.
you put in can bring you a step closer to that goal.
This is what gives you the motivation needed to pull
through, even at the most difficult of times.
Christian Suen went to St. Paul’s Co-educational
College and will study Human, Social, and Political
Sciences at Cambridge University
from October 2020. He was
selected as champion in the 2019
HKFYG English Public Speaking
Contest and was the champion
in that year's "21st Century
Cup" National English Speaking
Competition, Hangzhou, China.
43
 Features
September 2020∣Youth Hong Kong

Through
new lenses
by Matthew Ngai

I peered through the viewfinder with one eye. Suddenly,

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

It was the summer of 2019 in Papua New Guinea. I was

volunteering at Bolaven Farms, a social enterprise that aims
to improve the livelihoods of smallholding coffee farmers
through better production methods. Not long before, I had
been a lazy, unmotivated teenager. Every day, I would wake
up late having snoozed my alarm four times, rush to school
without eating breakfast or even brushing my teeth, sleep
through most if not all of my classes, and, after school,
sit on the couch all day playing FIFA on my PlayStation.
One thing I had always been a little bit passionate about,
though, was photography. Ever since my dad handed me his
camera when I was nine, I had been the family paparazzo,
constantly taking shots of my family, but it wasn’t until this
trip that I truly understood the power of photography.

To the naked eye, that little boy was just another

impoverished child living in an underdeveloped country.
As I zoomed in with my camera and observed his
every move, I started to understand his story. How his
bare feet were swollen red from stepping through the
waterlogged floors of the mill. How a layer of crusted
mud coated his dark skin. How at the same age, I had
been given a digital single lens reflex (DSLR) camera
on a family vacation while that little boy spent his days
among labouring men and whirring machinery. But I

44

also saw how his face was filled with faith and his eyes
with hope as he gazed up at his father’s silhouette.
With this awakening, I started a two-year association
with Bolaven Farms and its founder Sam, immersing
myself in the economy of developing countries starting
with Papua New Guinea. Inequality was no longer just
a term in textbooks but a living image in photos and
memory. For every photo, I sought out the next little
boy. Each image was a unique story conveyed through
an array of facial expressions – frozen in time, but very
much alive. The impact was encouraging – Sam and
I created content that attracted a coalition of impact
loaners. They put up US$300,000 to finance Bolaven’s
first plant in Papua New Guinea. Photography gave me
the tools to tell visual stories of our disparate society.
My camera has not only become my trusted assistant but
has also taught me to see. Whenever I peek through the
tiny rectangular box of the viewfinder, I try to discover
a story to tell. As blurry images sharpen and focus,
surroundings gradually become much clearer. After
taking thousands of photos and unearthing thousands
of stories, I can now observe little details. The marks
and scratches on the body of my camera are a collection
of past experiences. The scar across the glass face of the
screen is from a low-hanging branch in the Rwandan
mountains, encountered while trekking on a project that
took electricity to village houses. The chip on the edge
of the battery compartment is from the camera swinging
into a boiler at a school’s heating plant when shooting
portraitures of forgotten background employees. Through
these new “lenses”, I aim to help others see beyond
the statistics of economic inequality and empathize
with the real, personal stories behind the numbers.
This past spring, I founded a non-profit, Stories Thru Our
Lenses, based on the experience of working with different
NGOs. With that, I finally decided to retire my old DSLR
and make the transition to the new generation of mirrorless
cameras. It marked the start of a new journey. One in
which I no longer have to wait for the lenses to focus in
order to see, but also one in which I hope to continue my
mission of visual storytelling and make a bigger impact
for all the little boys standing barefoot on a rock.
All photos by Matthew Ngai
Matthew Ngai studied at Diocesan
Boys’ School and is now at Phillips
Exeter Academy in the US. A passionate
photography enthusiast, he has been
involved with various NGOs during
secondary scxhool and will soon be
applying for a place at college.
45
 HKFYG Publications
September 2020∣Youth Hong Kong
Facing the
future
U nprecedented changes are affecting
every aspect of our lives and
COVID-19 is having significant impact on
young people’s expectations. This HKFYG
survey explores their perspective and the need
to respond.
The younger generation needs to be ready to cope
with ongoing and emerging challenges so HKFYG
conducted an online survey to gather their views on skills
needed for the future. It also explored young people’s
understanding of the “future skills” concept and how
they define leadership qualities. The aim was to get
a grasp of current trends and a clearer understanding
of how resources might best be allocated by NGOs
like the Federation to provide for future needs.
Key findings from youth
● Over 35% lack the confidence needed to face the future.
● Nearly 40% think soft skills such as teamwork,
interpersonal skills and communication skills are crucial.
● They believe important qualities for a future leader are
integrity (50%), vision (40%), social responsibility (38%)
and empathy (37%).
● Over 70% say chances to develop soft skills/ qualities
are inadequate in Hong Kong.
Recommendations
● Future skills development should aim at more than just
enhanced employability.
● Life skills are equally important for overcoming emerging
challenges.
● Balanced hard and soft skills should include practical
knowledge and values education.
● Underlying skills such as empathy and media literacy are
necessary.
● The ability to show respect for others and think positively
is vital.
46
Six essential skills, attributes
and attitudes are important
to youth development
Digital skills
for example:
● Practical skills including coding and big data
analysis
● Qualitative skills for better digital literacy
Artificial intelligence and automation are
transforming the nature of work while
technological advances continue to provide new
ways of working and living. Strong practical digital
skills are therefore very important and digital
literacy provides the skills needed to live, learn,
work and evaluate in a society where
communication and access to information rely
increasingly on internet platforms, social media
and mobile devices.
Innovation & problem-solving
for example:
● Knowledge of STEM
● Logical thinking
● Curiosity
An innovative mindset increases the chances of responding
well to change and new opportunities. Problem-solving is a
vital life skill for work and daily life. The ability to innovate
and solve problems can empower youth in both personal
and professional life, helping them to create practical and
creative solutions to 21st century challenges.
Life planning
for example:
● Career identification
● Financial literacy
● Money management
● Knowing how to learn
The decision-making process known as life planning
includes financial planning. Regardless of the decision to
be made, whether to study, choose a career or have a
family, it involves management skills. With changes in
demographic structure and the increasing number of elderly
people, the ability to plan one’s life well is increasingly
relevant and essential.
 Resilience and adaptability
for example:
● Knowledge of crisis
management and problem-
solving
● Entrepreneurial spirit
● Adversity quotient*

The pandemic has underlined the

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

Online survey May 2020

Organizer HKFYG Leadership Institute

Communication & cooperation
for example:
● Language proficiency
● Empathy
● Leadership qualities
Interpersonal skills include communicating well, collaborating
effectively and being able to take the lead. These are likely to
remain irreplaceable skills despite the growth of AI.
A prerequisite of skillful communication is the ability to express
basic values and to show empathy and respect for others.
Another is the cultivation of a broad perspective that helps to
solve today’s complex problems.
Respondents
625 youth aged 13-35, three experts from education,
human resources and business sectors plus 10 HKFYG
frontline youth workers
Experts and stakeholders interested in youth development
contributed to this study, offering insight from various
viewpoints and sectors.
Given the important role played by frontline youth social
workers, a 10-member focus group comprising HKFYG
staff offered their understanding of young people’s
mindset and helped to build up a clearer definition of the
skills they would needed in the future.

Published title Enhancing Skills for Future Challenges:

Wellness management a HKFYG Survey

Enquiries Christa Cheung tel 3755 7078

for example:
● Management of physical and mental health More details in Chinese
● Ability to be socially integrated/connected

All-round wellness includes physical, mental, social and spiritual

health so it is important to have both a healthy body and a healthy
mind. These can help young people build the self-awareness
needed to cope with life’s challenges and lead meaningful lives.

47
 Advertorial
September 2020∣Youth Hong Kong
Fashion and flair at SIC
D iscover both passion and perseverance in these two young entrepreneurs from HKFYG’s Social
Innovation Centre (SIC). Intergravity’s Carmen knows that Rome wasn’t built in a day and
Kenneth from Nearko has an eye for animation.
INTERGRAVITY
“Fashion can balance beauty and sustainability,” says
Carmen Ng of INTERGRAVITY, a social work graduate.
She focuses on making products that are ethical both
for people and safe for the environment but as she
says, “They can also make wearers feel cozy.”
The traditional fashion industry - especially fast fashion - is the
second most polluting in the world. “But it is not necessary to
sacrifice the environment because people want to look stylish,”
explains Carmen. “Fashion does not have to deprive factory
workers in developing countries or sacrifice the ecosystem. We
have worked with fabric suppliers all over the world and studied
how we can source eco-alternatives for fabric & trim. Clients are
always willing to pay a slightly higher price for sustainability.”
Since its establishment, INTERGRAVITY has helped more than
50 brands worldwide to create their collections. “Clients provides
design sketches and ideas. We do the sourcing, production and
quality control. We help emerging talented designers and brands
to transform their ideas into real products,” Carmen continues,
and she is happy to take small orders even though they mean
less profit. “We understand how difficult it is to start a brand with
limited resources. Rome is not built in a day. We aim to grow
with the brand with mutual support in a long-term relationship.”
This year, INTERGRAVITY launched their own fashion
line with the emphasis on sustainability and practicality.
“Pandemic lockdowns have increased online shopping even
in the fashion industry. It encourages customers who can
buy eco-fashion at more affordable prices,” Carmen points
out though she admits there are still many challenges.
The company has benefitted from several HKFYG Social Innovation
Centre programmes including an interest fee loan, business
clinics, mentorship and media exposure. “We appreciate all the
useful resources and networks provided by HKFYG to stimulate
our growth. It is not easy to build a business and unconditional
support from others is always heart-warming,” says Carmen.
48
NEARKO
Back in 2017, Kenneth and Deep from NEARKO created
a cartoon brand called Journey to the Sweet with its own
comics, animation and games for users to download
and play on multiple platforms. That was just the start
of it. “Now we focus on character design for licensing
business and brands such as Such as Sanrio Hello
Kitty, Line Friends, and Disney,” Kenneth explains.
Matching products and services with multimedia, Kenneth
says the business fills market demand for promoting
and packaging products. “We provide a series of cute
characters that are instantly applicable to products.”
HKFYG’s Social Innovation Centre (SIC) provided
Nearko with capital and consultancy support. “Both
funding and consultants are very important in the
startup period,” Kenneth stresses, going on to describe
how most of the company’s offline corporate product
licensing and mall exhibitions came to a sudden
stop this year with the pandemic, especially because
contacts with mainland China clients were delayed.
During this period, SIC held online consultancies and
meetings to build knowledge of online marketing
and help companies like Nearko enhance their
experience with digital technologies. Kenneth hopes
that SIC will continue to support startups like this
and by offering funding, networking in future.
Highlighting SIC’s strengths, Kenneth points out that
“Online product sales and online marketing promotion
such as animation for YouTube and TIKTOK: this is
where we are headed and we will place high value
on introductions to major potential customers.”
More details
Youth Business Honh Konh (YBHK) Support Series
sic.hkfyg.org.hk
 Virtual Banking
T his study looks at ways to facilitate young people’s access to financial services through virtual
banking. It is believed to have greater capacity for providing services to small and medium
enterprises and to people with little capital and low incomes.
Virtual banking, which delivers retail services through the internet
or via other electronic channels instead of at physical branches, is
increasingly popular around the world. To facilitate FinTech and to
promote financial inclusion, the Hong Kong Monetary Authority
granted eight virtual banking licences last year and two such banks
have already been officially launched.
Key points from respondents in the study
● 73.0% know of virtual banks
● 63.6% think that the benefit of virtual banking is its speed
● 35.0% recognize the benefit of its 24-hour service
● 24.6% say the bonus is accessibility anywhere
Out of a possible total of 10, they gave it the following number
of points:
5.35 electronic transaction system
4.77 confidence in depositing cash
4.72 regulation
4.55 security
Report No.51 HKFYG Youth I.D.E.A.S.
Employment and Economic Development group
Published title Facilitating Young People’s Access to Financial
Services through Virtual Banking
Participants/respondents 525 Hong Kong youth aged 18-39
were polled. 20 active bank service users and business
operators in Hong Kong aged 18-39 were interviewed.
More details in Chinese yrc.hkfyg.org.
hk/2020/07/03/yi051/
Enquiries Amy Yuen 3755 7037
On the other hand, interviews revealed problems with physical
banking services among active young bank users and business
operators. Experts said that virtual banks may provide them
with a solution since overheads are greatly reduced in virtual
banking because they need no physical premises and are based
on new technology.
Problems with physical banking
● denial of access to certain services due to low balances
● high minimum thresholds for investment products
● difficulty getting small loans
● bad experience with online services
Comments from Youth I.D.E.A.S. think tank
members
William Du, deputy group convenor “Young people and
startups can access more diversified financial services through
virtual banking thereby improving their financial literacy. The
Hong Kong Monetary Authority and the Privacy Commissioner
for Personal Data should enhance confidence in internet
security among members of the public. They should also
strengthen public education about personal privacy protection
and explain to the public that both virtual banks and physical
banks need to comply with the same privacy regulations.”
Keith Leung, group member “Intelligent self-help and
financial analysis may soon be available via virtual banking.
Recommendations to clients using artificial intelligence and big
data analysis are recommended but similarly not yet offered.
Nevertheless, by understanding their own financial needs and
the risk levels they can tolerate, clients can plan their finances
better. Regulatory bodies should also study ways of providing a
better environment for virtual platforms given the present
mature development of FinTech.
Allison Chan and Ken Yung, group members “Virtual
banks should provide discounts to encourage merchants to try
electronic payment services. They can provide channels for
cash and cheque deposits during the transitional period from
cash to non-cash transactions. In addition, virtual banks should
develop accounting systems that match the daily operations of
both startups and small and medium enterprises as well as
providing complete electronic transaction records for business
use.”
49
 HKFYG
September 2020∣Youth Hong Kong

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

Life is Beautiful Language of Love

Isabelle, chosen this year shares for her dual talent,
uses beautiful illustrations to charm her readers.
Every one of these cheering stories has a cute drawing
to match while main characters, Big Teeth and
Bulbble are tailor-made for troubling times.
Ariel, another star from HKFYG’s first School
Writers’ Competition, sponsored by SCOLAR
sees the world in an exceptional way. Find out
through the warm words she writes as one of the
55 shortlisted secondary students who joined the
HKFYG creative writing training under pandemic.

Mom’s Training: the Gift of Life

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

50
Living with Anxiety Beyond Failure: Learning from
《地球好危險 —— 與焦慮共處之道》 Outstanding Young Volunteers
ISBN: 978-988-79951-4-2 《讓我代你失敗 —— 義工領袖
也曾上過的課》
Price: HK$100
ISBN: 978-988-79951-2-8
● Introducing 40 types of panic-
related behaviour Price: HK$80
● Suggestions on how to live with them ● True stories from experienced volunteers
● Ways to make failures work
● Insight on volunteering developments
Turning Point V Postcards - Beautiful
《重新出發 V》 Hong Kong Scenes
ISBN: 978-988-79951-5-9 《郵歷香港 II》
Price: HK$90 ISBN: 978-988-79951-7-3
● Eight real stories of youth doing wrong Price: HK$120
● Starting again helped by caring people ● 50 iconic scenes
● With a few words from their ● Captured through the lens of youth
most important supporters ● Local landscapes, food,
clothes and culture

Love and Sex: Narrative Language of Love

Therapy for Youth 《花說 —— 綻放有時》
《敘事森林 • 與青少年談戀愛與性》 ISBN: 978-988-79951-1-1
ISBN: 978-988-79951-6-6 Price: HK$80
Price: HK$120 ● Creativity in words and art
● Introducing narrative therapy ● Talented teen champion
● Showing how it works for love voices her thoughts
and sex-related topics ● With a charming flower for every month
● Real-life cases of youngsters it helped

Mom's Training: The Gift of Life Care Beyond Professionalism

《媽媽火車 —— 尋找生活的禮物》 - Stories under COVID-19
ISBN: 978-988-79951-3-5 《非常疫情 • 非常關懷》
Price: HK$100 ISBN: 978-988-79951-8-0
● 12 sweet stories about inimitable moms Price: HK$160
● Showing the way, walking the talk ● Ten true stories of COVID-19
● All different, all unique ● Hong Kong people standing firm
● Fighting the pandemic in
their personal ways

Understanding Mediation II: Life is Beautiful

A Guide to Theories & Cases 《人生是美好的》
《勝在調解 2》 ISBN: 978-988-79951-0-4
ISBN: 978-988-79950-8-1 Price: HK$100
Price: HK$100 ● Super illustrations made to inspire
● For all readers interested in mediation ● Showing how to appreciate life
● Real cases with tips on ● Bringing peace of mind to readers
techniques that work
● Information about the market

Extra discounts for YHK readers

Visit online store
to find out more Quote discount code with order yhk2020
books.hkfyg.org.hk Enquiries Sum-yi Lee tel 3755 7109
51
 yvn.hkfyg.org.hk

Tr y n o w

at
Ch

now

Publisher :
The Hong Kong Federation of Youth Groups 香港青年協會 hkfyg.org.hk．m21.hk
Youth Hong Kong: 21/F, The Hong Kong Federation of Youth Groups Building, 21 Pak Fuk Road, North Point, Hong Kong
Tel : 3755 7097．3755 7108．Fax : 3755 7155．Email : youthhongkong@hkfyg.org.hk．Website : youthhongkong.hkfyg.org.hk
The title of this journal in Chinese is Xiang Gang Qing Nian 香 港 青 年

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