2022-23 Annual Program
Program details
Admin
6/4/202311 min read


Introduction
The 2022-23 Annual Program, organized by EdQuity Hong Kong, was a remarkable event focused on addressing educational inequity and empowering youths through discussion-based learning and mentorship. This innovative program integrated design thinking to encourage participants to take action and make a positive impact on the educational landscape of Hong Kong.
Venue and Dates
The event took place at the Mongkok Kai-fong Association Limited Chan Hing Social Service Centre. Throughout the program, various activities were conducted on specific dates, providing students with opportunities for personal growth and learning. The program dates were as follows:
August 17th, 19th, 24th, 26th, and 28th, 2022: Mentorship bonding activity, workshop, seminar, and discussion session on each day.
December 27th and 30th, 2022: Mentorship bonding activity/reunion.
June 24th, 2023: Closing ceremony.
Participants
The program welcomed 34 senior participants, who were students above the age of 15, while 26 junior participants were aged between 10 and 14. The program's mentorship component fostered a meaningful connection between the senior and junior participants, as they were paired together to form 26 mentorship pairs. This intergenerational mentorship approach aimed to facilitate mutual learning, guidance, and support, creating a valuable experience for all participants involved.
Discussion Topics
One of the key components of the 2022-23 Annual Program organized by EdQuity Hong Kong was the series of discussions aimed at examining different facets of educational inequity. These discussions provided an invaluable platform for participants to engage in critical conversations, share their perspectives, and develop a deeper understanding of the challenges faced by various marginalized groups in the Hong Kong education system. By addressing these pressing issues, the program sought to empower youth and drive positive change towards a more equitable educational landscape.
The discussions were structured around specific topics, each shedding light on a distinct aspect of educational inequity. Let's take a closer look at the topics covered and their significance in the context of youth empowerment and educational improvement:
Different Modes of Learning (17th August): This discussion explored the diverse ways in which students engage with the learning process. Participants examined the strengths and weaknesses of the current Hong Kong Diploma of Secondary Education (HKDSE) system, which has often been criticized for its emphasis on rote memorization and academic grades. By critically evaluating the education system, participants were encouraged to consider alternative approaches that prioritize personal growth and foster a love for learning. This discussion aimed to empower participants to challenge existing norms and contribute ideas for a more holistic and student-centered education system.
Educational Inequity between the Two Sexes (19th August): The focus of this discussion was on the gender disparities present within the education system. Participants explored the ways in which male and female students may experience differential treatment in terms of learning opportunities, expectations, and societal norms. By examining the underlying causes of these inequities, participants were able to challenge existing biases and promote a more inclusive educational environment that provides equal opportunities for the two genders.
Educational Inequity for Ethnic Minorities (24th August): This discussion centered around the unique challenges faced by ethnic minority students in accessing quality education. Participants examined the systemic barriers that hinder their educational opportunities, such as language barriers, cultural biases, and limited support networks. By raising awareness of these issues, participants were empowered to advocate for inclusive policies and practices that ensure equal educational rights for all students, regardless of their ethnic backgrounds.
Educational Inequity for SEN/Disabled Students (26th August): The focus of this discussion was on the experiences of students with special educational needs (SEN) and disabilities. Participants delved into the challenges faced by these students, including inadequate support systems, limited accessibility, and social stigmatization. By highlighting the importance of inclusive education and support structures, participants were encouraged to promote an inclusive learning environment that addresses the diverse needs of all students.
Educational Inequity due to Socioeconomic Disparities (28th August): This discussion aimed to address the educational inequities arising from socioeconomic disparities. Participants examined how social statuses, such as income levels and family backgrounds, can significantly impact a student's educational opportunities and outcomes. By discussing the causes and consequences of these disparities, participants explored strategies and policies that can bridge the gap and create a more equitable education system.
Guided by thought-provoking questions, participants engaged in meaningful discussions and critically analyzed the issues at hand. They examined the impact of the education system on their personal growth, compared educational practices in Hong Kong with those in other countries, and assessed how schools evaluate their students.
Through these discussions, participants gained a deeper understanding of the multifaceted nature of educational inequity and its implications for youth empowerment. By actively examining the causes and consequences of these inequities, participants were encouraged to develop innovative solutions, advocate for change, and contribute to a more inclusive and equitable education system.
The integration of design thinking into these discussions provided an additional layer of empowerment, encouraging participants to take the next step and actively contribute to reshaping the educational landscape in Hong Kong. By fostering critical thinking, empathy, and a solutions-oriented mindset, the program aimed to equip participants with the tools and knowledge needed to drive positive change and create a more equitable future for all students.
Discussion-based learning Activities for Juniors
In addition to the discussions, we also designed a series of engaging activities specifically tailored for the junior participants. These activities were thoughtfully crafted to provide a fun and interactive learning experience, allowing the juniors to explore important educational concepts and discover the joy of learning through games.
1. "職業的男女之分?" (Gender Stereotypes in Professions?): Stereotypes related to one's sex (17th August)
The purpose of this activity was to help participants recognize stereotypes related to the two sexes. Groups were assigned different job roles, and representatives from each group had to perform tasks associated with those jobs within a given time limit. The twist was that each group had to choose a representative of the opposite sex for each task. Through this activity, participants reflected on the challenges and biases associated with gender stereotypes in different professions, inspiring discussions on equal opportunities and breaking down societal barriers.
2. "無臂車神急轉彎" (No-Armed Racing Challenge): Socioeconomic inequity in education (19th August)
This activity aimed to convey the message that one's socioeconomic status does not define their final success and that success can be defined differently for everyone. Participants were divided into groups and tasked with constructing a car using provided materials. Each group received additional materials randomly, representing differences in socioeconomic status. The objective was for groups to reach the finish line, emphasizing that success is not solely based on resources but rather on individual effort, determination, and a fair playing field.
3. "齊來學菲律賓話" (Let's Learn Tagalog): Ethnical inequity in education (24th August)
In this activity, participants had the opportunity to learn Tagalog, the language of the Philippines. Through pronunciation and spelling exercises, participants learned numbers, daily expressions, and basic vocabulary in Tagalog. By experiencing the challenges faced by ethnic minority students when learning a new language, participants developed empathy and understanding. The activity sparked discussions on inclusivity, cultural diversity, and the importance of creating a supportive environment for non-local students.
4. "共融學習由我起" (Inclusive Learning Begins with Me): Educational inequity for students with Special Educational Needs (SEN) or Disability (26th August)
This activity aimed to raise awareness and understanding of students with special educational needs and disabilities. Each participant was randomly assigned a type of SEN or disability and experienced its challenges firsthand. Facilitators conducted a lesson on fun facts related to each type of SEN or disability, followed by a Kahoot quiz competition. This activity fostered empathy and encouraged participants to reflect on the importance of inclusivity and support for their peers with different learning needs.
5. "銀齡與一零" (Silver Age and Generation Z): Different modes of learning (28th August)
This activity provided an opportunity for participants to engage with the older generation and understand different modes of learning. Participants had deep conversations with elderly individuals, asking questions about their schooling, learning conditions, experiences, and resources. By comparing and contrasting their own learning experiences with those of the elderly, participants gained insights into the evolution of education and the valuable lessons that can be learned from the past.
These carefully designed activities not only engaged the junior participants in enjoyable learning experiences but also encouraged them to think critically, empathize with others, and reflect on the issues of educational equity. Through interactive and thought-provoking games, the juniors were empowered to become agents of change and contribute to creating a more inclusive and equitable educational environment for all.
Mentorship Activities
To strengthen the mentorship relationships and foster deeper connections, we have designed a series of engaging activities that provide mentorship pairs with opportunities for interaction, sharing, and reflection. These activities aim to enhance communication, understanding, and bonding between mentors and mentees.
"閃電約會" (Speed Dating): This activity aims to facilitate the initial interaction between mentors and mentees. Mentees have the opportunity to ask questions and get to know their potential mentors. Mentees can also indicate their preferences for mentor pairing. Mentors and mentees are grouped based on their interests and backgrounds, and each mentee interviews each mentor in the group for 5 minutes. Example questions are provided as guidance to help facilitate meaningful conversations.
"模擬人生遊戲" (Simulated Life Game): The simulated life game provides mentorship pairs with an opportunity to make decisions together and bond through shared experiences. Each mentorship pair receives a score sheet with categories such as social status, happiness, wealth, and health. They visit booths of their choice and complete tasks to earn scores in selected categories. This interactive game encourages mentorship pairs to collaborate, strategize, and explore different aspects of life through decision-making scenarios.
"生活小劇場" (Life Theater): The life theater activity allows mentees to reflect on potential challenges they may face in the future, while mentors have the chance to share their own experiences. Mentorship pairs are placed in groups and presented with a random scenario, such as dealing with academic pressure, communicating with parents, peer pressure, or teacher communication. Within their groups, mentorship pairs collaboratively create and act out a drama based on the given scenario. This activity encourages creativity, empathy, and problem-solving skills as the mentorship pairs explore and portray possible solutions to various hardships.
"職業身分大拆解" (Career Identity Breakdown): This activity aims to foster discussions about mentees' career goals and the mentor's goal-setting experiences. Mentorship pairs are grouped together, and the game "Who is the spy?" is played within each group, with mentor and mentee forming a team. In each round, mentorship pairs receive different words related to professions, and they take turns describing their word. The group can then vote for the "spy" (mentorship pairs with a different word) to eliminate them. Through this game, mentorship pairs engage in lively discussions about career aspirations, choices, and the skills required for different professions.
"反思及計劃" (Reflection and Planning): In this final activity, mentorship pairs reflect on what they have learned about each other and themselves during the previous workshops. They also discuss their expectations for future contact and the ongoing mentorship relationship. Mentors take the lead in facilitating the conversation, allowing mentees to share their reflections, ask questions, and seek guidance. Committee members are available to provide additional support if needed. This activity encourages mentorship pairs to consolidate their experiences, set future goals, and strengthen their bond for continued growth and support.
These diverse mentorship activities offer a well-rounded approach to fostering meaningful connections and mutual learning between mentors and mentees. Through these engaging and interactive experiences, mentorship pairs can develop strong bonds, share valuable insights, and navigate their personal and professional journeys together.
Guest Speakers
The 2022-23 Annual Program was privileged to host esteemed guest speakers who shared their expertise and insights on various aspects of educational inequity. These speakers provided valuable perspectives, sparking meaningful discussions and encouraging participants to delve deeper into the challenges faced by different marginalized groups in the Hong Kong education system. The guest speakers included:
Professor Poon Yu-Hin: Professor Poon is a Lecturer at the Department of Education Policy and Leadership at The Education University of Hong Kong. With over 20 years of experience in social service, program evaluation, and policy advocacy with disadvantaged groups, he brings a wealth of knowledge to the discussion. His expertise encompasses areas such as the sociology of education, teacher professionalism, and experiential learning.
Representatives from Project Ethnic Minority Empowerment (PEME): PEME is a youth-led organization that has been working tirelessly since 2015 to transform the lives of ethnic minority students in Hong Kong. They focus on mentorship, mental health awareness, and advocacy to empower young individuals with professional and educational opportunities. The representatives from PEME shared their insights into the challenges faced by ethnic minority students in accessing quality education and discussed ways to address educational inequity in this context.
Professor Darren Lam: Professor Lam brings extensive experience in addressing educational inequity for students with special educational needs (SEN) and disabilities. Throughout his 18-year career, he has worked in various educational settings, including evening schools, skill opportunity schools, and special schools. As a frontline education worker, he has witnessed the positive developments in SEN support and is passionate about promoting inclusive education. Professor Lam shared strategies and best practices for supporting students with different educational needs, emphasizing the importance of a whole-school approach to SEN support.
Professor C.K. Cho: Professor Cho is a retired university professor and barrister, bringing his expertise in educational inequity due to socioeconomic disparities. With a background in law and extensive experience in investigation and law enforcement, he offers unique insights into this aspect of educational inequality. Professor Cho's knowledge and expertise provide a valuable perspective on the challenges faced by socioeconomically disadvantaged students and the importance of addressing these disparities to create a more equitable education system.
Judges
The success of the 2022-23 Annual Program would not have been possible without the support and expertise of the judging panel. These individuals generously contributed their time and knowledge to assess and evaluate the presentations given by participants at the end of the program. The judges included:
Adnan Riaz: Adnan served as a Community Business support assistant at the Foundation for Shared Impact. With a background in community development, he brought valuable insights into the program's goals and objectives. His expertise and understanding of social impact initiatives contributed to the judging process.
Jackson Cheung: Jackson held the position of Assistant Program Manager at the Youth Arch Foundation. His experience in program management and youth development brought a unique perspective to the judging panel. Jackson's expertise ensured a comprehensive evaluation of the program's effectiveness and impact.
Rachael Chuang: Rachael served as the Marketing and Recruitment Manager at Teach for Hong Kong, a renowned organization dedicated to addressing educational inequality. With her experience in marketing and recruitment, Rachael provided valuable insights into the program's outreach and recruitment strategies. Her expertise contributed to the evaluation of the program's effectiveness in reaching and engaging a diverse range of participants.
Michael Wong: Michael was the Center in Charge of the Po Leung Kuk Cho Kwai Chee Energetic Youth Club. His role involved overseeing youth development programs and ensuring the well-being of young individuals. Michael's experience and understanding of youth engagement and empowerment added valuable perspectives to the judging panel.
Partnerships
We express their gratitude to all partners who contributed to the success of the program. These partners played an essential role in recruitment, providing suggestions for improvement, and other forms of support. Additionally, a special acknowledgment was extended to the venue provider, the Mongkok Kai-fong Association Limited Chan Hing Social Service Centre, for generously hosting the program.
Conclusion
The 2022-23 Annual Program has been instrumental in empowering youths to address educational inequity in Hong Kong, while also providing significant benefits to both mentors and mentees. Through engaging discussions, thought-provoking design thinking workshops, and meaningful mentorship relationships, the program has provided a platform for mentors and mentees to collaborate, learn, and grow together. Mentors have generously shared their knowledge, experiences, and guidance, helping mentees navigate challenges, set goals, and expand their horizons. In turn, mentees have brought fresh perspectives, innovative ideas, and a thirst for knowledge, enriching the mentorship experience for both parties.
The program's emphasis on discussions and design thinking has enabled participants to tackle pressing educational issues, develop critical thinking skills, and explore creative solutions. By fostering strong mentorship connections and encouraging open dialogue, the program has empowered youths to drive positive change, advocate for educational equity, and make a lasting impact on their communities.
As we celebrate the success of this year's program, we recognize the transformative power of mentorship and meaningful discussions in creating a supportive and inclusive educational environment. The dedication, enthusiasm, and mutual learning between mentors and mentees have played a vital role in advancing educational equity in Hong Kong. We are inspired by the progress made and look forward to the continued growth and impact of our initiatives in the years ahead.





































