CCCH9015

POPULATION, SOCIETY AND SUSTAINABLE DEVELOPMENT IN HONG KONG

Second Semester, 2022/23
16:30-18:20 | Wednesday | LE1 [Library Extension Building]

Course Coordinator and Key Teachers:

Prof. Paul YIP | Phone: 3917 4375 | E-mail: sfpyip@hku.hk

Office: Room 512, Jockey Club Tower, The Centennial Campus, HKU

Dr. Karen Cheung | E-mail: cslk@hku.hk

Mr. Matthew Cheung | E-mail: matthewkccheung@hku.hk

Teaching Assistant (Course Administrator): Tutor

Ms. Charmaine CHOI (course admin) Ms. Priscilla SHAM
E-mail: choismc@hku.hk E-mail: shampris@hku.hk

Ms. Sijia LI
E-mail: sijiali@connect.hku.hk

COURSE DESCRIPTION

1. Rationale
Very much alike that of economic and social development, the population of Hong Kong has
undergone substantial changes. The population growth of Hong Kong was initially the result of
largescale refugee migration from Mainland China since the 1930s until the 1950s affected
mostly by political upheavals and the additions through excess of births over deaths associated with
relatively high fertility and low mortality. By the second half of the twentieth century, the size and
composition of the population of Hong Kong have dramatically restructured due to firstly the
settlement of Chinese immigrants into Hong Kong and the wave of the population locally born, then
later the quota system of migration control, rapid declining fertility, and increasing life
expectancy. Today, several important demographic concerns are still pronounced such as the
persistence of low fertility, cross-border marriage, shrinking workforce, and population ageing.
Its demographic characteristics and processes are much influenced by social and political
developments in Mainland China and economic growth and modernization in Hong Kong.

These population dynamics can compound and magnify, if not create, a wide variety of social,
economic and political problems. These changes have significant impacts on our daily lives and
values, education, employment, housing, physical environment, social welfare services, medical
and health care, and old age support, more importantly, economic sustainability. It is of prime
importance to understand the causes and consequences of demographic processes not only from a
historical perspective, but multidisciplinary approaches.

2. Semester offered: Semester two

3. Enrolment number: 120

4. Duration of Lecture: 1 hour and 50 minutes

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5. Duration of tutorial: 1 hour and 30 minutes
6. Aims

This course is geared towards introducing the various population theories, concepts, facts and general
techniques to enable students to develop a broader and critical thinking of the inter- relatedness of
the demographic, social, cultural, economic and political issues among Hong Kong, Mainland
China and the world. Based on a variety of proactive teaching and learning activities, students are
encouraged to play an active role to use demographic data and information to analyze and
characterize the linkages between population patterns and trends and the socioeconomic, political
and policy issues that associate with Hong Kong and Mainland China and replicate the analysis
to international settings. We shall perform a critical analysis of how the rapid demographic
changes will act upon the community as a whole in terms of manpower planning, healthcare and
social welfare provisions. Population policies specific to Hong Kong will also be discussed.

This course aims at:

1) providing students with fundamental knowledge and theories about population processes and
their relationship with the process of modernization;
2) introducing the updated information and its determinants leading to population changes of
Hong Kong and how these relate to the historical events and modernization of Hong Kong.
3) arousing their awareness of the importance of population composition, structure and movement
and understanding the consequences of these changes towards Hong Kong and applying the
analysis to a global context;
4) identifying the similarities and differences of the demographic challenges between the
responses from Hong Kong to other countries in this region.
5) analyzing empirical findings based on social and public policies in reaction to the rapid
change of population dynamics.

7. Key issues and relevant themes of the designated AoI

Three main demographic processes: fertility, mortality and migration will be surveyed to enhance
the understanding of current population, social, economic, cultural and political issues and of
its interconnectedness with particular emphasis on the experiences of Hong Kong and Mainland
China.

Key intellectual ideas and identified fundamental issues:

I) The Impact of Modernization on Fertility

Hong Kong’s population had been characterized by its transitionary nature in the past. The greater
part of the population came to Hong Kong mainly for trade and employment without the aim of
settling permanently. Many of those who came from China did not bring their wives and families,
but commuted to and from their places of origin. The 30 year period between 1930 and 1960
was one of the political and economic turmoil for both China and Hong Kong – the World War
II in 1937 for China and the Communist victory over the Nationalists in 1949. Since 1980s,
Hong Kong has grown in a highly industrialized city. With limited natural resources, we are largely
dependent on the deep harbor in favor of export and import trades. By the end of 20th century,
the economy of Hong Kong has transformed quickly and now it becomes one of the world-class
hubs.

From a tiny fishing village to a knowledge-based world city, the transformation and modernization
of Hong Kong is not contingency. Most people in Hong Kong today are themselves immigrants
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or are the children or grandchildren of immigrants, primarily from China. Their demographic
behaviors have changed prominently, from a high level of fertility, 5 children per woman in a post-
World War II period to an ultra-low level of fertility, less than 1 child per woman by the beginning
of the 21st century. The tendency of childlessness becomes considerably commonplace at present.
The trends of marriage, spinsterhood and divorce have dramatically changed over time. The mean
age at marriage and childbearing has been postponed more than 10 years since 1960s.

Curbing undesired babies and birth control has been one of the most significant
accomplishments in human history. As explicated from the Malthusian perspective, the ultimate
check of population growth is due to limited resources such as food, land and water. As one of the
most dense world cities, Hong Kong has undergone this transformation to minimize a fear of
population explosion. However, the consequences of the rapid decline in fertility are of extremely
profound. The effect of modernization on fertility is very complex.

Questions posed to these newly emerging demographic phenomena are numerous but always ill-
solved, such as how the process of modernization results in the decline of fertility; is it due to a rapid
secularization and westernization or theories of rational choice and wealth flow? Why fertility
could not be risen today up to the replacement level as if every family has nearly two children
to replace their parents; what are the childbearing barriers to Hong Kong couples facing with? Apart
from incentives and disincentives to childbirth, how the policies of birth planning are in place to
check the population growth such as the establishment of the Family Planning Association in Hong
Kong? What are the impacts of declining childbirth to individuals, family and society? How did
the values of family and marriage dissolve in exchange of a family moving towards a nuclear
type and pattern of power relations between husband and wife changing from that of paternalistic to
more equalitarian? When and how do cross-border marriages and births to Mainland women occur
in Hong Kong? And what are its impacts affecting Hong Kong’s social, educational and welfare
systems?

II) The Impact of Modernization on Mortality

Mortality in Hong Kong was rather high before World War II and extremely high during the
Japanese occupation, but it declined very rapidly after WWII. The first era of great mortality decline
can be attributed to the spread of public health campaigns such as immunizations, antibiotics,
effective public health services, public education, improving water supplies and sewage systems.
The success of medical technology and public health schemes realizes greatly today the lowest
infant mortality, 1.7 per 1 000 registered live births and highest life expectancy at birth, 79.3 years
to male and 85.4 years to female in Hong Kong. An avalanche of new technologies improves the
living environment and simultaneously enhances human lifetime. Hong Kong, like other
developed countries, is undergoing the fourth stage of epidemiological transition in which
most deaths occur at older ages dominated by degenerative organ diseases, chiefly coronary
heart disease, stroke, and cancer, as so called – “modern social diseases”.

A prolonged low fertility and declining mortality exacerbate a noticeable population age shift towards
the older end of the age spectrum. The proportion of elderly people such as age 65 and over
increases significantly from 1 in 15 persons in 1981 to 1 in 8 in 2008 and will double to 1 in 4
by 2036. The oldest old (aged 80 and over) will also increase rapidly from 1 in 29 in 2008 to 1 in
13 by 2036. How and when does the process of modernization result in the occurrence of mortality
and health transitions in Hong Kong? What are the inevitable and possible consequences of these
transitions for our society in future? Does this success transform to “the failure of success” making
more people living longer but in a poor health? Could the dissolution of marriage and family
solidarity provide a sustainable support for the long-term care of the elderly people? Do we have
sufficient working age people to support non-productive population? The fundamentally important
question is: how can Hong Kong society adequately sustain our development and competitiveness
and face the challenges of population ageing?
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III) The Impact of Modernization on Migration

Hong Kong has been essentially a “migrant metropolis”. This modernity is marked by successive
flows of population changes and revolutions, prominently inter-related mainly with the political
instability of Mainland China in the pre-1949 years. Since 1950s, the size and composition of the
population of Hong Kong has considerably changed due to firstly the settlement of Chinese
immigrants into Hong Kong and secondly the wave of the population locally born – post-war baby
boomers. Migration and its policy still play an increasingly important role in affecting the
population structure and characteristics of Hong Kong.

From a shift of an influx of Shanghai capitalists and Vietnam refugees to Hong Kong in the early
period to a more recent realization from “brain drain” – intellectuals emigrating to Canada,
Australia or the United States in a pre-1997 period to “brain dearth and return” – returned
migrants back to Hong Kong in a post-1997 period. The complexities and the interrelationship
of the migration, socioeconomic and political issues are of deeply sophisticated, including such
as an earlier introduction to the quota system of migration control and touch-base policy, and
a later formation of one-way permit scheme, old age retirement scheme to Hong Kong elderly
in China and Hong Kong residents work and reside in China and elite program to attract outstanding
Chinese Mainlanders to stay in Hong Kong. Those demographic movements are highly related to
the quest for modernization during the different historical periods. Why do people from Mainland
China migrate to Hong Kong? Could the “push and pull” theory solely explain the process of
migration? What are the roles played by those capitalists and intellectuals contributing to Hong
Kong’s modernization? How did political and social forces shape and accelerate the mechanism
of migration in the different historical eras? What are the characteristics of the different paths of
modernization and the stages of migration in Hong Kong? What are the challenges of governance
confronting the Hong Kong government today? More importantly, will Chinese immigrants
alleviate the population ageing of Hong Kong in future?

8. Course topics

Nine topics are introduced in this course. Each topic comprises specific issues and contents as
follows:

Topic 1: A Demographic Perspective

• Introduction; Why study population?
• A brief history of world population; the role of the agricultural and industrial
revolutions and modernization;
• World patterns of population growth;
• An overview of the Hong Kong population in terms of demographic characteristics;
• The Malthusian perspective; the Marxist perspective; demographic transition; the theory
of demographic change and response; the relative income hypothesis.

Topic 2: Mortality
• Components and measurements of mortality; age, gender and social status
differentials in mortality;
• Causes of death, products of the social and economic environment; data sources and
limitations;
• Epidemiological transition: from the Roman era to the present;
• Mortality and health transitions: causes and consequences;
• The case of Hong Kong and overseas experience.

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Topic 3: Fertility Transition
• Fertility concepts and measurements;
• Fertility trends, levels, and explanations; data source and limitations;
• High-fertility and low-fertility countries;
• The studies of the Hong Kong Family Planning Association (KAP) and One-child Policy
in China;
• Explanations for the fertility transition: the supply-demand framework, the
innovation/diffusion and “cultural perspective”, preconditions for a fertility decline.

Topic 4: Migration
• Defining and measuring migration;
• Why do people migrate? The push-pull theory; migration selectivity; theories of
international migration; which theories are best?
• Demographic components of urbanward migration; modernization theory and theories built on
the core-periphery model;
• The history of the migration of Hong Kong: causes and consequences
• Hong Kong residents working in Mainland China; the impact of cross-border
marriage; aspiration of Hong Kong elderly retire in China and elite program.

Topic 5: Population Structure and Characteristics

• What is an age/sex structure? Classical model of population pyramids;
• Impact of population processes on the age/sex structure;
• Population dynamics; population age structural transition; demographic window and
dividend;
• Population projections;
• The case of Hong Kong: inverse and right-skewed population pyramid.

Topic 6: Families and Household Structure

• The transformation of households: household composition, extended and nuclear, childless
families;
• Proximate determinants of changing household structure: spinsterhood, delayed marriage
and childbearing; increase in divorce and remarriage;
• Explanations of the transformation of families and households: male domination, demographic
factors facilitating higher status for women, new household economics and female labor force
participation;
• The social impact of demographic shifts in household composition.

Topic 7: Population Ageing

• What is old? Population ageing, how many older people are there?
• The effect of declining fertility, mortality and migration;
• Tradeoff between longer live and poor health; theories of compression of morbidity and
disability; limits to longevity;
• The sex and structure of the older population: feminization, widowhood,
institutionalization, the third and fourth ages;
• The case of Hong Kong and international comparisons.

Topic 8: Sustainable Development and Population Policy

• What is a population policy? Does Hong Kong have a population policy?
• What are indirect policies that influence fertility: beyond the incentives and
disincentives;
• Migration policies of Hong Kong: from past to the present;
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 • Public health services and old age welfare policies – local and global contexts;
• Governance challenges and sustainable development in future.

Topic 9: Poverty
• What is poverty and why measure it?
• How to measure poverty? How to define a poverty line?
• Poverty, inequality, and social exclusion
• Describing poverty: the case of Hong Kong and international comparisons
• Understanding poverty from a demographic perspective
• Determinants of poverty
• Poverty reduction policies
• Public housing and poverty
• Retirement protection and poverty

9. Course learning outcomes and alignment with institutional Learning outcomes

Course Learning Outcomes Alignment with Institutional Learning

1. Identify and explain the concepts, theories,
models and facts about population processes
and demographic indicators
2. Describe the key facts about population
policies and schemes, evaluate the impacts of
the forces on modernization, and examine the
social and economic implications of population
dynamics in a multidisciplinary context with
reference to Hong Kong, China, and
international settings
3. Identify and analyze population issues in
relation to social services and public policies
4. Analyze the contributions of fertility,
mortality, and migration to population
change, characterize the political and social
forces in the process of modernization, and
specify the demographic challenges at the
local and global levels
Outcomes
Articulate a broader perspective and a
deeper critical understanding of the
complex connections between issues of
profound importance
Better navigate the similarities and
differences between their own and other
culture
More fully participate as individuals,
members of social groups, and citizens in
global, regional, and local communities
Demonstrate the creative, collaborative,
and communication skills that will
contribute to the quality of their own and
others’ lives

10. Study load

Activities Number of hours

Lectures 24
Tutorial participation (e.g. discussion) 9
Reading / Self-study 20
Screening (including writing reflection paper) 10
Group Presentation (including research and preparation) 30
Individual Essay 50
Total 143
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11. Teaching and learning activities

Each class consists of lectures. In-class participation and group discussions will be held on specific
dates during tutorials. For the course to be successful, students must complete all required readings
prior to class. They are highly encouraged to read the supplementary readings for more information,
but it is optional. All reading materials will be on reserve and available on the Moodle course website.
The course notes will be posted on Moodle before the class, but they are not substitutes for class
attendance. Selected relevant DVD and/or videos will be shown to the class for some specific topics.
Useful links of websites for demographic data, analysis and research will be available on Moodle.
Some guidelines and suggestions for preparing a group debate and paper will also be uploaded on
Moodle at the beginning of the course.

1) Tutorial attendance and participation

Tutorial attendance is compulsory. Students are expected to prepare for class and attend all lectures
and tutorials. As 100% attendance is required for tutorials, there will be mark penalty (25% out of
tutorial participation per session) for your absence. If you are late for more the 15 minutes, you will
be considered late. If you are late for class for more than 15 minutes, you will also be considered
absent.

Absence may only be granted upon provision of reasons and proof/evidence. Students may be able to
write a 500-word essay based on a topic provided by their tutor to compensate for the absence. Absence
without reason and/or evidence will directly lead to a mark penalty.

Tutorial participation refers to active involvement in the class, including discussion participation, asking
question, giving feedback on presentations and teaching, expressing reflections, etc.

Tutorial Registration
Tutorial registration in the SIS will open at 12pm, 30th January, 2023 to 11:59pm, 3rd February,
2023. Please select your tutorial slot via Tutorial Sign-up App or Tutorial Sign-up System under
eLearning Tab. Students are required to observe the following:
1. Please choose only one group. The selected group cannot be changed after registration.
2. You will be attending 9 (6 tutorials, 1.5 hours each) hours of tutorials in total on a weekly
basis
3. Availability of tutorial groups is on a first-come-first-served basis.
4. Please select your preference well ahead of time, to avoid any technical issues which may erupt
at the last minute.

Please refer to point 15 of the course outline for tutorial dates and times.

2) News Report Discussions

In tutorials, we will be looking at recent news articles on each of the six project topics below. In groups
of 3, you will be given time to prepare and have 5 mins to share your views on the articles in relation
to course material and lead a 10-mins discussion. All students will participate and join in the 10 min
discussion. Further details will be announced in class.

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3) Group Presentation

(i) Group presentation

Students are required to form groups of 6-7 within their tutorial group. Students will work
on a selected topic, complete a progress report and a final presentation (to be conducted during
last 2 lectures). Students are required to apply the knowledge and analytical skills they acquire
during the course to form a critical understanding of the immediate social issues. Please
select one topic from the options below for your presentation. Discussion questions and
considerations added for your reference, you may consider other aspects of the topic as you see
fit.
Thrust area
Fertility 1. Is boosting fertility rate the best solution to Hong Kong’s
population ageing and “brain drain”? Consider why child bearing
incentives are low and your viewpoints on increasing population
in reference to limited resources and ageing population.
Migration 2. Hong Kong is facing drastic increase in outward migration, adding
pressure on the looming “brain drain”. Consider the challenges that are
brought about this current exodus and the causes as well. Suggest ways
to alleviate this challenge with consideration to Hong Kong’s price
index, fertility rate, policy, and other possible influential factors with
the support of examples and data.
Population 3. Should we improve the family friendly working culture in Hong Kong
structure and to adapt to current population characteristics? Discuss with reference
characteristics to limited resources, gender equality, fertility, and possible concrete
policy Hong Kong can adopt. Support your argument with a case of
another country of your choice.
Population ageing 4. Discuss possible causes and consequences of population ageing,
roles of different stakeholders. What has been done by the
government to address this phenomenon and are these changes
enough? Substantiate your claim with appropriate examples or
case studies.
Families and 5. The has been massive changes in family and household structure in
household Hong Kong. Discuss this in regards to education, marriage trends,
structure fertility rates and women in the workforce and examples on whether
Hong Kong has caught up with these changes to provide a family
friendly environment.
Poverty 6. Has the public rental housing (PRH) scheme been effective in
alleviating poverty in Hong Kong. Should the HKSAR government
allocate more public funding to improve PRH facilities or in other areas
to tackle this issue? Support your discussion with rationale, relevant data
or case studies.

(ii) Progress report

Each group will submit a one-page outline specifying the basic structure of your
presentation. Template and format will be available on Moodle. Please check Moodle for
details. Deadline of submission is 6pm, 24th March, 2023.

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4) Screening and Reflection Paper

Students are required to watch a selected short film/documentary (to be announced on Moodle)
during reading week and write a short reflection paper (800-1000 words) on it to be submitted by
6pm, 13 March, 2023. The reflection paper should show student’s observations and understanding
of the video’s themes/messages and discuss them in a critical manner in relation to theories
introduced in lectures and readings. Students are also encouraged to give their own thoughts,
perspectives and arguments of the issues introduced in the video in an organized and logical manner
that demonstrates analytical skills. Further details will be announced on Moodle and in tutorials.

5) Individual Essay

The paper should include some literature review, historical development, current structure, cross
cultural information and local data to back up your claims and suggestions. The length of the paper
will be in the range of 2500-3000 words, exclusive of appendices, the reference list, tables, figures,
photos etc. The group paper must be submitted by 6pm, 5 th May, 2023. A coversheet including
self-assessed workloads for each student will be available on the Moodle course website.
Students will be required to apply appropriate concepts and measures to analyze population
dynamics of Hong Kong. Students are advised to go through recommended chapters in the
textbook, some news and histories about Hong Kong society, as well as lecture slides to prepare for
their in-class test.

12. Assessment tasks and weighting

Assessment Tasks Weighting

Tutorial Attendance & Participation 10%

News Report Discussions 20%

Screening & Reflection Paper 15%

Progress Report (5%)

Group Presentation 25%

Presentation (20%)
(including 10% peer marks)
Individual Essay 30%
Total 100%

13. Grade descriptors and penalties

The following is the current marking scale for undergraduate programmes used by the Department of
Social Work and Social Administration.

1) Grade Descriptors

Grade Standard GPA

A+ Excellent 4.0*
A Excellent 4.0
A- Excellent 3.7
B+ Good 3.3
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 B Good 3.0
B- Good 2.7
C+ Satisfactory 2.3
C Satisfactory 2.0
C- Satisfactory 1.7
D+ Pass 1.3
D Pass 1.0
F Fail 0

2) Penalty for late submission

Late for % of marks to be deducted

1 day 10%
2 days 20%
3 days 30%
4 days 40%
5 days 50%
6 days 60%
7 days 70%
More than 7 days No mark will be given
3) Academic Conduct

The University Regulations on academic dishonesty will be strictly enforced! Please check the
University Statement on plagiarism on the web: http://www.hku.hk/plagiarism/.

Academic dishonesty is behavior in which a deliberately fraudulent mis-representation is employed

in an attempt to gain undeserved intellectual credit, either for oneself or for another. It includes,
but is not necessarily limited to, the following types of cases:
a. Plagiarism - The representation of someone else's ideas as if they are one's own. Where the
arguments, data, designs, etc., of someone else are being used in a paper, report, oral presentation,
or similar academic project, this fact must be made explicitly clear by citing the appropriate
references. The references must fully indicate the extent to which any parts of the project are
not one’s own work. Paraphrasing of someone else’s ideas is still using someone else's ideas, and
must be acknowledged.
b. Unauthorized Collaboration on Out-of-Class Projects - The representation of work as solely
one's own when in fact it is the result of a joint effort. Where a candidate for a degree or
other award uses the work of another person or persons without due acknowledgement.

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14. Course Schedule
Date Lectures Required Readings

18th Jan Introduction: Hong Kong Population

25th Jan Chinese New Year
1st Feb A Demographic Perspective Weeks, John R. Chapter 3, p. 91-133.
8th Feb Mortality Weeks, John R. Chapter 4, p. 139-184
15th Feb Fertility Transition Weeks, John R. Chapter 5, p. 187-237.
nd
22 Feb Migration Weeks, John R. Chapter 6, p. 241-284.
1st March Population Structure and Characteristics Weeks, John R. Chapter 7, p. 296-312 and
Chapter 8, p. 329-351.
8th Mar [Reading Week] No Class
15th Mar Families and Household Structure Weeks, John R. Chapter 9, p. 367-410.
22rd Mar Population Ageing Weeks, John R. Chapter 8, p. 351-364.
29th Mar Sustainable Development and Population Weeks, John R. Chapter 10, p. 414-452.
Policy
5 Apr [Public Holiday] No class
12thApr Poverty Lister, R. Chapter 1-4, p. 12-98
19th Apr Group Presentations
29th Apr Group Presentations

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15. Tutorial Arrangement
Time/Day Monday Tuesday Wednesday Thursday Friday Time/Day

10:30-11:30 CCCH9015 CCCH9015 10:30-11:30

Group 2 Group 7
11:30-12:00 11:30-12:30

12:30-13:30 12:30-13:30
CCCH9015 CCCH9015 CCCH9015 CCCH9015 CCCH9015
Group 1 Group 3 Group 5 Group 8 Group 10
13:30-14:00 13:30-14:30

14:30-15:30 14:30-15:30
CCCH9015
Group 6
15:30-16:00 15:30-16:30

16:30-17:30 16:30-17:30
CCCH9015 CCCH 9015 CCCH9015
Group 4 (LECT) Group 9
17:30-18:00 17:30-18:30

Group 1 Mon Group 2 Tue Group 3 Tue Group 4 Tue Group 5 Wed

1230-1400 1030-1200 1230-1400 1630-1800 1230-1400

Session 1 13 Feb 14 Feb 14 Feb 14 Feb 15 Feb
Session 2 20 Feb 21 Feb 21 Feb 21 Feb 22 Feb
Session 3 27 Feb 28 Feb 28 Feb 28 Feb 1 Mar
Session 4 13 Mar 14 Mar 14 Mar 14 Mar 15 Mar
Session 5 20 Mar 21 Mar 21 Mar 21 Mar 22 Mar
Session 6 27 Mar 28 Mar 28 Mar 28 Mar 29 Mar

Group 6 Wed Group 7 Thu Group 9 Thu Group 10 Fri

Group 8 Thu
1430-1600 1030-1200 1230-1400 1630-1800 1230-1400
Session 1 15 Feb 16 Feb 16 Feb 16 Feb 17 Feb
Session 2 22 Feb 23 Feb 23 Feb 23 Feb 24 Feb
Session 3 1 Mar 2 Mar 2 Mar 2 Mar 3 Mar
Session 4 15 Mar 23 Mar 23 Mar 23 Mar 17 Mar
Session 5 22 Mar 30 Mar 30 Mar 30 Mar 24 Mar
Session 6 29 Mar 6 Apr 6 Apr 6 Apr 31 Mar

Please refer to your SIS for the venue of the tutorials.

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16. Important dates

Tutorial Registration
News Report Discussion
Reflection Paper
Progress Report Submission
Group Presentations
Individual Essay
12pm, 30th Jan, 2023 to 11:59pm, 3rd Feb, 2023
In tutorials
6pm, 13th March, 2023
6pm, 24th March, 2023
In lecture 19th Apr, 2023 and 29th Apr, 2023
6pm, 5th May, 2023

17. Required Reading

Weeks, J. R. (2021). Population: An introduction to concepts and issues (13th Ed.).
Belmont, Calif.: Wadsworth, Cengage Learning.

Topic 1: A Demographic Perspective

Weeks, John R. Chapter 3, p. 91-133.

Topic 2: Mortality
Weeks, John R. Chapter 4, p. 139-184

Topic 3: Fertility Transition

Weeks, John R. Chapter 5, p. 187-237.

Topic 4: Migration
Weeks, John R. Chapter 6, p. 241-284.

Topic 5: Population Structure and Characteristics

Weeks, John R. Chapter 7, p. 296-312 and Chapter 8, p. 329-351.

Topic 6: Families and Household Structure

Weeks, John R. Chapter 9, p. 367-410.

Topic 7: Population Ageing

Weeks, John R. Chapter 8, p. 351-364.

Topic 8: Sustainable Development and Population Policy,

Weeks, John R. Chapter 10, p. 414-452.

Topic 9: Poverty
Lister, R. (2004). Poverty. Cambridge: Polity Press. Chapter 1-4, p. 12-98

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18. Recommended Readings (optional)
Topic 1: A Demographic Perspective

Chen, M., & Yip, P. S. (2018). A study on population dynamics in “Belt & Road” countries and
their implications. China Population and Development Studies, 2(2), 158-172.

Livi-Bacci, Massimo. (2007). A Concise History of World Population. (4th ed.) (pp. 112-
158 and
pp.159-214). Oxford, UK: Blackwell.

McFalls, Joseph A., Jr. (2007). Population: A lively introduction (5th ed.). Population Bulletin.
62(1). Washington, D.C.: Population Reference Bureau.

Topic 2: Mortality

Caldwell, J. C. (1992). Old and new factors in health transitions. Health Transition Review.
Vol. Supplementary Issue (2), 205-215.

Cheung, S L Karen, J-M. Robine, E. J-C. Tu, and G. Caselli. (2005). Three dimensions of the
survival curve: Horizontalization, verticalization, and longevity extension. Demography, 42
(2), 243-258.

Feigin, V., Nichols, E., Alam, T., Bannick, M., Beghi, E., Blake, N., ...Yip, P., ... (2019). Global,
regional, and national burden of neurological disorders, 1990–2016: A systematic analysis for
the Global Burden of Disease Study 2016. The Lancet Neurology, 18(5), 459-480.

Fogel, R. (1994). The relevance of Malthus for the study of mortality today: Long-run influences
on health, mortality, labor force participation, and population growth. In K. Lindahl-
Kiessling & H. Landberg (Eds.). Population, Economic Development, and the Environment
(pp. 231-294). Oxford University Press.

James, S.L., & Geleijnse, J.M. (2018). Global, regional, and national incidence, prevalence, and
years lived with disability for 354 diseases and injuries for 195 countries and territories, 1990–
2017: A systematic analysis for the Global Burden of Disease Study 2017. The Lancet,
392(10159), 1789-1858.

Kyu, H., Abate, D., Abay, K., Abbafati, S., Abbasi, C., Abbastabar, N., … Yip, P., ... (2018). Global,
regional, and national disability-adjusted life-years (DALYs) for 359 diseases and injuries and
healthy life expectancy (HALE) for 195 countries and territories, 1990–2017: A systematic
analysis for the Global Burden of Disease Study 2017. The Lancet, 392(10159), 1859-1922.

Rau, R., Soroko, E., Jasilionis, D., & Vaupel J.W. (2008). Continued reductions in
mortality
at advanced ages. Population and Development Review, 34(4), 747-768.

Tulijapurkar, S., Nan, Li and Carl, B. (2000). A universal pattern of mortality decline in the G7
countries. Nature, 405, 89-792.

Zheng, Y. S., Chang, Q., & Yip, P. (2019). Understanding the increase in life expectancy in Hong
Kong: Contributions of changes in age- and cause-specific mortality. International Journal of
Environmental Research and Public Health, 16(11).

14
Topic 3: Fertility Transition

Bryant, J. (2007). Theories of fertility decline and the evidence from development
indicators.
Population and Development Review, 33(1), 101-127.

Chen, M., & Yip, P. (2018). Decomposing the crude divorce rate in five countries:
Singapore,
Taiwan, South Korea, the UK, and Australia. Asian Population Studies, 14(2), 137-152.

Law, Y. W., Chan, M., Zhang, H., Tai, L., Tsang, S., Chu, P., & Yip, P. (2019). Divorce in
Hong
Kong SAR, 1999–2011: A review of 1,208 family court cases. Journal of Divorce &
Remarriage, 1-15.

Kohler, Hans-Peter, Billari, F.C., Ortega, J. A. (2006). Low fertility in Europe: Causes,
implications, and policy options. In F. Harris (Ed.). The baby bust: Who will do the
work? Who will pay the taxes? (pp. 48-109). Rowman & Littlefield Publisher.

Tu, J-C. (2005). Patterns of low fertility in Hong Kong and Taiwan. Journal of National
Development Studies, 4(1).

Yip, P., Law, C.K., and Cheung, S.L.K. (2009). Ultra-low fertility in Hong Kong: A
review
of related demographic transitions, social issues, and polices to encourage childbirth.
In G.
Jones, P. Straughan & A. Chan (Eds.). Ultra-low fertility in Pacific Asia: Trends,
causes and policy issues (pp. 132- 159). Routledge.

Yip, P. S. F., Lee, J . , Chan, B . , & Au, J. (2001). A study of demographic changes
under
sustained below-replacement fertility in Hong Kong SAR. Social Science & Medicine,
53,1003-1009.

Topic 4: Migration

Cheung, K. S. L., & Yip, P. S. F. (2010). Hong Kong and the Pearl River Delta: Cross- boundary
demographic dynamics and policy implications. Journal of Youth Studies, 13(1): 3-21.

Massey, D. S., Arango, J., Hugo, G., Kouaouci, A., Pellegrino, A. & Taylor, J. E. (1993). Theories
of international migration: A review and appraisal. Population and Development Review, 19(3),
431-466.

Shen, J. (2006). Population growth, fertility decline, and ageing in Hong Kong: The
perceived and
real demographic effects of migration. Shanghai-Hong Kong Development Institute,
Hong Kong Institute of Asia-Pacific Studies.

Yip, P.S.F. and Lee, J. (2000). The effects of migration on the population distribution in
Hong Kong.
Asian Journal of Public Administration, 22(1): 90-104.
15
 Topic 5: Population Structure and Characteristics

Bloom, D. E., Canning, D. and Sevilla, J. (2003). The demographic dividend: A new
perspective on
the economic consequences of population change. Rand Corporation.

Bloom, D.E., Canning, D., Fink G., & Finlay, J.E. (2007). Fertility, female labor force
participation, and the demographic dividend. Journal of Economic Growth, 14(2), 79-
101.

Topic 6: Families and Household Structure

Martin, L. (1990). Changing intergenerational family relations in East Asia. Annals of the
American
Academy of Political and Social Science, 510, 102-114.

Mulvey, T. (2005). Hong Kong families in the twenty-first century. In R. Estes, Social
welfare in
Hong Kong (pp. 225-236). Oxford University Press.

Topic 7: Population Ageing

Cheung, S. L. K. and Yip, S. F. P. (2010). Trends in healthy life expectancy in Hong Kong SAR,
1996-2008. European Journal of Ageing, 7,257-269.

Haub, C. (2007). Global aging and demographic divide. Public Policy and Ageing Report,
17(4).
Population Reference Bureau.

Jagger, C. (2006). Can we live longer, healthier live? In Z. Yi, E. M. Crimmins, Y. Carrière,
and J-M. Robine (Eds). Longer life and healthy aging (pp.7-22). Springer.

Kojima, H. (2003). aging societies with fewer children in East Asia and changes in social
structure. Economic and Social Research Institute.

Kwok, C. L., Lloyd, C. J., & Yip, P. S. F. (2013). Aging population scenarios: An Australian
experience. Journal of Population Research. 30(4), 335-345.

Yip, P. S. F., Cheung, K. S. L., Law, S. C. K., Chi, I., & Robine, J. M. (2010). The demographic
window and economic dependency ratio in the Hong Kong SAR. Asian Population Studies,
6(2), 241-260.

Topic 8: Sustainable Development and Population Policy

Chen, M., Kwok, C., Shan, H., & Yip, P. (2018). Decomposing and predicting china's
GDP
growth: Past, present, and future. Population and Development Review, 44(1), 143-
157.

Greenhalgh, Susan. (2005). Governing China’s population. Stanford University Press.

16
 Lutz, W., Sanderson, W. C., & Scherbov, C. (Eds). (2004). The end of world population
growth in
The 21st century: New challenges for Human Capital Formation and Sustainable
Development. Earthscan.

The Canadian Chamber of Commerce in Hong Kong, & The City University of Hong Kong.
(2003).
Hong Kong Sustainable Development Index (HKSDI) 2003.

United Nations. (2008). World population policy 2007. Department of Economic and
Social
Affairs, Population Division.

Topic 9: Poverty

Citron, C F., & Michael, R. T. (1995). Measuring poverty: A new Approach. National
Academy Press. http://www.bls.gov/pir/spm/nasrpt.htm

Guo, Y., Chang, S., Chen, M., & Yip, P. (2018). Do poorer areas have poorer access to services
in Hong Kong? A small-area analysis based on multiple spatial accessibility indicators.
Social Indicators Research, 138(1), 1-21.

Haughton, J. & Khandker, S. R. (2009). Handbook on poverty and inequality. The World Bank.
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPA/0
,,contentMDK:22405907~pagePK:148956~piPK:216618~theSitePK:430367,00.html

Hong Kong Census and Statistics Department. (2013). Hong Kong poverty situation report 2012.
http://www.povertyrelief.gov.hk/pdf/2012_Poverty_Situation_Eng.pdf

Peng, C., Fang, L., Wang, J., Law, S., Zhang, Y., & Yip, P. (2019). Determinants of poverty
and their variation across the poverty spectrum: Evidence from hong kong, a high-income
society with a high poverty level. Social Indicators Research, 144(1), 219-250.

Peng, C., Kwok, C., Law, Y., Yip, P., & Cheng, Q. (2019). Intergenerational support,
satisfaction with parent-child relationship and elderly parents' life satisfaction in Hong
Kong. Aging & Mental Health, 23(4), 428-438.

World Bank. (2011). Choosing and estimating a poverty line.

http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTPA/0,,con
tentMDK:20242879~menuPK:435055~pagePK:148956~piPK:216618~theSitePK:430367,
00.html

Yip, P., Chan, M., So, B. K., Wat, K. P., & Lam, K. F. (2020). A decomposition analysis to
examine the change in the number of recipients in the comprehensive social security
assistance (CSSA) system. China Population and Development Studies.

19. Recommended Websites

• HK Population Census/By-census,
https://www.censtatd.gov.hk/en/page_8000.html?titleId=menu_action25
• European Sustainable Development Network – ESDN, http://www.sd-network.eu/
17
• World Bank – Poverty, http://www.worldbank.org/en/topic/poverty
• Eurostat, http://epp.eurostat.ec.europa.eu/portal/page/portal/eurostat/home/
• Global Action on Aging, http://www.globalaging.org/
• HKCensus & Statistics Department, http://www.censtatd.gov.hk/
• HK Commission on Poverty, http://www.povertyrelief.gov.hk/eng/welcome.html
• Institute for Research on Poverty, http://www.irp.wisc.edu/research/method/oakvos.htm
• Institute National d’etudesDémographiques, http://www.ined.fr/en/
• Max Planck Institute for Demographic Research (MPIDR), http://www.demogr.mpg.de/
• National Poverty Center (The University of Michigan), http://www.npc.umich.edu/
• OECD, http://www.oecd.org/home/0,2987,en_2649_201185_1_1_1_1_1,00.html
• Population Council, http://www.popcouncil.org/
• Population Reference Bureau, http://www.prb.org/
• Poverty and Social Exclusion (UK), http://www.poverty.ac.uk/ RAND, http://www.rand.org/
• REVES, http://reves.site.ined.fr/en/home/about_reves/
• Stanford Center on Poverty and Inequality, http://web.stanford.edu/group/scspi/index.html
• Sustainable Development Online Research Centre,
http://www.susdev.gov.hk/resourcecentre/index.htm
• The Council for Sustainable Development,
http://www.susdev.gov.hk/html/en/council/index.htm
• United Nations Economic Commission for Europe (UNECE), http://www.unece.org/
• US Census, http://www.census.gov/
• Vienna Institute of Demography, http://www.oeaw.ac.at/vid/
• WHO, http://www.who.int/en/
• World Business Council for Sustainable Development, http://www.wbcsd.org/
• U.K. Sustainable Development Commission, http://www.sd-commission.org.uk/

18
Grade Descriptors for Individual Essay
Grade A Grade B Grade C Grade D Grade F
Conceptualization Identifies and addresses clearly the Identifies and addresses the Identifies and addresses the main Identifies part of the main Lacks an understanding of what
(30%) main question(s) and the main question(s) and some question(s) but does not address question(s) and only addresses the the question requires or responds
subsidiary, embedded, or implicit but not all of the subsidiary, the subsidiary, embedded or question(s) partially. inappropriately or tangentially to
aspects, addressing their embedded or implicit implicit aspects. Very limited critical engagement the task or topic.
relationships to each other. aspects. Occasional perceptive and with key issues and themes No critical engagement with
Consistent perceptive and critical Generally perceptive and critical engagement with issues issues, and themes. Essay
engagement with issues and critical engagement with and themes, but essay tends characterized by serious
themes based on comprehensive issues and themes; some toward rather superficial inaccuracies and
understanding of relevant concepts shortcomings in understanding of relevant misunderstandings.
and theories understanding of relevant concepts and theories
concepts and theories
Critical analysis Examines the question/ Examines the question/ Some important perspectives or Examines things from a single Arguments are confused and
(30%) issue/problem from all important issue/problem from most of issues are not recognized. Not all perspective. Only minimal illogical. Student fails to present
perspectives. Overall logic is the important perspectives. relevant arguments and counter examination of relevant arguments and defend a coherent position.
clear. Premises or evidence Expresses own position, and arguments are fully examined. and counterarguments. Offers own position, but
strongly support conclusions. argumentative structure is Offers own position but Offers own position, but the arguments are flawed,
Counter-evidence or rival clear and logical, but some reasoning is sometimes impaired arguments are not put forward disorganized, or difficult to
positions addressed. Arguments fit arguments underdeveloped or by weak, emotive, or inconsistent explicitly and not well supported. identify or understand.
together and build a compelling some considerations argumentation. Some Or, rarely goes beyond
case. The analysis, synthesis and overlooked. The analysis, inaccuracies in the analysis, reproduction of relevant concepts
application of knowledge is synthesis and application of synthesis and application of and theories, impaired in parts by
consistently clear and effective. knowledge is mostly clear knowledge. considerable inaccuracies.
and effective.
Structure/ Introduction states clearly writer’s Introduction states writer’s Introduction and conclusion are Topic is not properly introduced Introduction and conclusion are
Organization thesis or position, and conclusion thesis or position, and included but do not fully capture and conclusion insufficiently unclear, lack detail or missing
(20%) clearly summarizes main conclusion summarizes main the essence of the topic and summarizes the ideas. Ability to altogether. Very little evidence
arguments. Paragraphing is arguments. Paragraphing is discussion. Evidence of ability to construct a paragraph with a central of an ability to organize the
appropriate at all times with each appropriate, but some paragraph, but some paragraphs idea and supporting details is essay into paragraphs with one
paragraph containing a central paragraphs lack supporting lack a central idea or supporting somewhat limited. central idea and supporting
idea which is developed detail or contain unrelated detail details.
throughout the paragraph with details.
supporting details.
Mechanics (20%) The language contains very few, if The language is mostly The language is sometimes The language contains frequent Errors in language and
any, errors in grammar and accurate but contains a few inaccurate, although errors, when errors in simple and complex vocabulary are so frequent and
vocabulary. If slips are present, the systematic errors in complex they occur, are more often in grammar and vocabulary. Errors distracting that the essay is
meaning is still grammar and complex grammar and are distracting and effort has to be largely incomprehensible. Does
clear. Conventions of academic vocabulary. Conventions of vocabulary. Errors when they made to understand the main not adhere to the conventions of
writing (e.g. citation, references, academic writing (e.g. occur are distracting but the arguments. Conventions of academic writing (e.g. citation,
footnotes, etc.) are followed citation, references, footnotes, overall meaning is still academic writing (e.g. citation, references, footnotes, etc.).
meticulously. etc.) are mostly followed. intelligible. Conventions of references, footnotes, etc.) show
academic writing (e.g. citation, significant inconsistencies and may
references, footnotes, etc.) show contain errors.
some inconsistencies.
Grade Descriptors for Reflective Paper
Grade Descriptors for News Article Discussions
A- Excellent B – Proficient C - Average D – Poor F - Fail
Addressing the Identifies and articulates clearly Identifies and clearly Summarizes basic content of Summarizes some content of Unable to identify and
topic the key contents of the article, articulates most key contents of the article but some key ideas the article but unable to summarize content of the
(30%) summarized and presented in a the article, summarized and not clearly highlighted, and articulate key messages article. Presentation is
clear coherent manner. presented in a mostly clear articulated in a mostly clear across in a coherent manner. unclear and incoherent.
coherent manner. and coherent manner.
Argumentation Able to analyse, reflect and Able to analyse, reflect and Attempt to analyse, reflect and Lacking in analysis, No analysis, reflection and
(30%) integrate course learnings with integrate some course learnings integrate some course learnings reflection and integration of integration of course
article. Thoughtful and original with article. Thoughtful and with article but weak in course learnings with article. learnings with article. No
ideas that explore the issue in all original ideas that explore the cohesion. More original ideas Ideas introduced lacked ideas or perspectives shared.
important perspectives issue in most important can be presented and explored originality and needs more Overall logic is confusing
highlighted with solid examples. perspectives but can be in a more elaborated manner. exploration into different and poorly narrated.
Overall logic is clear and shows elaborated on. Overall logic is Overall logic is relatively clear perspectives. Overall logic is
critical analysis throughout the clear and shows critical but lacks critical analysis unclear and presentation
presentation. analysis throughout most of the throughout most of the lacks coherency.
presentation. presentation.
Delivery (20%) Presentation and storytelling Presentation and storytelling
Presentation and storytelling Poor attempt in presentation Lacking in presentation and
skills including eye contact, skills including eye contact,
skills are present but can be skills with limited eye storytelling skills with little
stage presence and intonation stage presence and intonation
improved on with more eye contact, monotone/ unclear to no eye contact and unclear
were excellent. Great interaction were good. Some interaction
contact and variety in speech speech delivery. Little to no deliverance of presentation.
and engagement with audience and engagement with audience
deliverance. Questions asked attempt in facilitating and No attempt at facilitation of
through thoughtful questions. through thoughtful questions.
but audience interaction and maintaining discussion discussion and no questions
Able to facilitate and maintain Good attempt in facilitating
engagement limited. session and questions from posed. Questions from the
discussion session and clearly and maintaining discussionAssistance required in the floor were ill-addressed. floor unanswered.
address questions from the floor. session. Addresses questions
facilitating and maintaining
from the floor well. discussion session. Questions
from floor answered but needs
elaboration.
Overall Presenter(s) adhere strictly to Presenter(s) adhere strictly to Presenter(s) adhere more or Presenter(s) may be Presenter(s) do not adhere to
performance time limits set. Presentation is time limits set. Presentation is less to the time limits set. significantly off the time the time limits set.
(Structure, time very skilfully structured and generally well structured and Structure and organisation are limits set. Presentation is Presentation is very well
management, organised. Teamwork is evident organised. Some evidence of unsound in places. Teamwork poorly structured and structured and organised.
effectiveness, and division of labour is well- teamwork and division of and division of labour could be organised. Teamwork and No teamwork and division of
teamwork) arranged. labour. better arranged. division of labour are poorly labour is evident.
(20%) arranged.
(END)