Youth Series No. 3: Who Is at Fault?

In April 2005, as a Form Six graduate (12th grader, n.b. the British system has 13 grades), I had three choices:

1) The five-year dual degree programme (BA/LLB) in Public Administration and Law at the University of Hong Kong (HKU), a rather renowned programme for nurturing government and business leaders in Hong Kong;

2) The three-year Bachelor of Business Administration (BBA) specialized in Global Business at the Hong Kong University of Science and Technology (HKUST), which according to rumours, had nearly 25 applicants fighting for one slot; and,

3) The four-year undergraduate programme at a liberal arts college called Grinnell College in the middle of the United States.

With support from my career counsellor and my family, the decision was made that I would go abroad.

I use the passive voice here because I am a bit hazy about how exactly the decision was made. I remember, though, that I was totally unprepared to apply for overseas colleges. Preoccupied with other things, I only started to pay attention to “overseas studies” in September 2004 and realize how unprepared (and screwed) I was.

The application process was torturous. Apart from the SAT, the hardest part of the application was the Personal Statement. While I was “skilled” in taking exams, writing complex chemistry equations, completing physics problems and remembering Chinese essays (just the “essence,” or 精讀), I just had no clue what to write. Questions like “please write about your interests and career goals” were just beyond my scope. Surely, I was almost an examination machine, busy getting ready for the public exam (i.e. the Hong Kong Certificate Examination, HKCEE, for all Form 5 students). I had never given any serious thought about “my life,” “my goals,” “my career” and “my future.”

While the application process was stressful, I became more stressed when I decided to go to Grinnell instead of HKU or HKUST. My teachers came to tell me that it was a “waste” for me to go to an unknown college. They thought that Grinnell was a community college (because in British English, “college” often refers to two-year programmes). When I assured them that Grinnell is an accredited undergraduate institution, they told me that I should go to a University. They said that only students at HKU and HKUST will be of my calibre. Others expressed their concern that I will get a useless degree (i.e. not in the business, medical or legal field) and cannot find a lucrative job in Hong Kong when I return.

I write about my own past experiences in order to elaborate on the conclusions I made in the previous blog post: Who is at fault as young people become discouraged and also angry about their education and their career? I am now arguing specifically in the context of Hong Kong, but hopefully this train of thought can echo the youth population in other societies.

Having lived abroad for the past five years and met really smart peers, I have come realize that young people must recognize, understand and accept that there is no longer an easy and direct path to success (and has there ever been such a path?). In particular, due to rapid globalization and the rise of the middle and upper classes within developing countries, many more people can afford quality education. As a result, young women and men from developed market economies are gradually losing their absolute and comparative advantages against those from relatively poorer countries.

But young people are not the only ones to blame for being discouraged by job insecurity, un-/under-employment, low wages, etc. Problems related to young people are not necessarily “generational” per se. They are social problems closely linked to the life cycle – how one is educated by their teachers, guided by their parents and socialized by their relatives, friends and peers from a young age. Therefore, while young people should take responsibility of their lives, it would not hurt if they are encouraged to have a vision for their own lives and, more broadly, have a vision for their community, their country and even their world. It would not hurt if they are socialized in schools and in their families that apart from taking the necessary examinations, they can also develop some life-long interests.

For many years, in Hong Kong, many parents and students have been fond of the idea of out-of-school tuition (“補習”). In 2004, as a Form Five student studying for the public exam, every day, after eight hours of classes, I would see many of my friends rushing to attend tuition classes, where they get “accurate exam tips” and “detailed notes.”

I was one of few who despised this culture. I played basketball instead for three days a week. My parents, though supportive of my choice, often humoured me as a “bad example” for my friends.

There needs to be a readjustment in attitudes on education, examinations and good results. Through advocacy and sensitization, perhaps the older generation can also recognize, understand and accept that the young ones need to develop their intellectual, moral and physical abilities holistically, that versatility and flexibility are essential qualities in the modern globalized society and that they must be given the space for creativity and personal reflections.

Furthermore, when it comes to creating an environment which enables young people to realize their potential, the government plays an essential role in putting in place relevant policy frameworks. Here, I would like to highlight the policy gaps based on the Hong Kong context and make suggestions for policy improvement (though my analysis may also be applicable to ongoing discussions in other country contexts.)

Education Sector Strategy: It is one thing to have an education system, but another to ensure the quality and relevance of its curriculum in this ever-changing world. At present, it is not clearly stated in the mission statements and policies of the Education Bureau (EDB) (i) what skills the EDB has identified as crucial for the young generation and (ii) how the Bureau’s current and future policies will equip young people with those appropriate skills for personality development and decent jobs. This lack of clear direction has led to a vague vision to “provide quality education,” to “ensure effective use of resources” and to “forge partnership for academic excellence.” In my opinion, the Bureau has the responsibility to paint a clearer picture of the role education plays in Hong Kong’s economic, political, social and cultural development. More importantly, as globalization intensifies competition and calls upon more creative minds, there needs to be a stronger emphasis on inter-disciplinary learning, soft skills (e.g. communication, problem-solving decision-making and teamwork skills), broad competencies and versatility towards new knowledge, environments and competition.

Recently, a friend who studied dentistry at the University of Hong Kong informed me of the department’s inside joke: The tooth is our earth; the mouth is our universe. This joke humours the very narrow worldview of the so-called highly educated professionals.

But young people can no longer afford to have a narrow worldview. They need to be trained to think critically, to speak and write well in Chinese, English and preferably a third language, to “learn how to learn” and to be self-motivated and ready to absorb new knowledge as the interest or need arises. The Education Sector Strategy should then take into account the changes in the contemporary society and equip young persons with the soft and hard skills needed to compete in the future.

Employment Policy: Labour markets consist of both the demand for labour and expertise by employers and the supply of skills. Any policies that strengthens one side and not the other would create mismatch and hence unemployment and economically inefficient wage levels. In the 2009 Annual Policy Address, the Chief Executive proposed to strengthen traditional industries i.e. financial services, tourism, trading and logistics and professional services and to develop six new priority industries (優勢產業), namely medical services, education services, testing and certification services, environmental industries, innovation and technology, and cultural and creative industries. As many Chinese cities catch up with Hong Kong’s strengths, the Policy Address rightly highlights the importance of economic diversification.

However, there is a lack of awareness and information about these new priority industries. Specifically, it is not clear what specific skills may be required for these industries at different levels of employment, where interested persons can find appropriate courses and at what qualification level, how a career path in these industries may look like, etc. Such information gap can discourage many fresh graduates interested in entering those fields. As a result, as I recall my conversation with a friend, a Master candidate for Biochemistry, she complained that there are no jobs. Another friend, with a Bachelor in Geography and Environmental Science, was pressured by her parents to enrol in a Master in Accounting and Finance – precisely because the field of environmental protection “offers no career (沒出色).”

Furthermore, in this globalized world, the Hong Kong economy will inevitably integrate with Mainland China and more broadly, the rest of Asia. In the past years, the Hong Kong government has concluded rounds of the Closer Economic Partnership Agreements (CEPA) with Mainland authorities, hence fostering mechanisms to recognize and certify professional qualifications from Hong Kong. But according to one of my relatives, a lawyer, there is little information about how to prepare for relevant qualification exams, how to access Mainland clients and how to address other barriers for setting up offices and hiring Chinese staff members. Again, there is an information gap about how opportunities in Asia and new and supposedly favourable policies may be exploited.

On the other hand, the lack of gainful employment have led many ponder on the possibility of entrepreneurship. Yet, let’s be frank, it is not easy for young people to procure the finances necessary to capitalize on their business ideas.

Shedding light on the complexities of employment issues, an Employment Policy should not only focus on “creating job opportunities.” More emphasis is also needed on putting in place mechanisms to build knowledge about new priority industries, to provide entrepreneurship training and to open up lines of credit for young people. Furthermore, government-initiated advocacy campaigns may be helpful for disseminating relevant information through schools and professional associations and for raising awareness about the career potential for young people to test new waters.

Youth Policy: The Youth Policy complements the Employment Policy or the Education Policy and in fact covers wider social and economic challenges specific to youth. The Policy may propose a multi-pronged framework through which young people can participate in building a more enabling environment for them to contribute to the society.

In this rapidly evolving world and with changing expectations from youth about their lives and careers, the transition from school to work, for example, is a youth-specific issue that weaves together education and employment concerns. On the one hand, in developed societies (and increasingly also in developing societies), post-secondary education is a necessary entrance ticket for decent employment. It is therefore important that there are multiple alternative paths in place for reaching the education level needed, such as vocational training, distance learning and associates degrees etc. On the other hand, young people often have difficulty obtaining stable, decent long-term employment corresponding to their skill levels. The increasing importance employers are placing on previous work experience also puts young people at a disadvantage. In effect, initiatives to put in place apprenticeships, internships and job placements opportunities for students, services for increasing access to career counselling, incentives for employers to hire youth and legislative safeguards for job quality may be some examples of possible interventions under a comprehensive Youth Policy.

But youth concerns are not merely confined to economics. The concern for disadvantaged youth touches on various social issues, such as youth from poor families who involuntarily fall into a lower starting point because they lack the financial resources to pursue tertiary education, take up internships or participate in extracurricular activities. Other youth who suffered from drug addiction or those juvenile delinquents and others with anti-social behaviours also require assistance to reintegrate into the society. Their inability to participate meaningfully in society would represent wasted economic potential.

As regards social problems, the challenges young people face in an aging society should also be flagged. At present, the median age and dependency ratio in most developed economies are moving up. This fact implies that each young person may have to financially support their parents and perhaps their relatives. This financial burden, coupled with difficulties in obtaining a decent job, can severely impact quality of life. Perhaps some support mechanisms and social protection measures may be in place to help young persons and their family members when unexpected expenditures arise.

In Europe, where aging is a growing concern, Youth Policies have also been implemented to ensure that young people participate meaningfully in society. In fact, the Council of the European Union established a framework for youth development in which “young people’s active citizenship” was among the top priorities. Specifically, this policy aims at motivating youth participation in society (i.e. community life, civil society and political life), building knowledge, encouraging voluntary activities and international exchange and fostering dialogue between youth, governments and EU bodies. This participatory approach to youth issues is an example for Hong Kong. Indeed, the formulation of any Youth Policy can also be an opportunity to garner full participation of youth organizations and individuals during the consultation process. This process can well be an innovative policy-making exercise which responds readily to the society’s demands and enhances the transparency and accountability of governance.

Long Term Strategy for Development: The balance between economic growth and the preservation of the natural environment, cultural assets, historical monuments and leisure space, etc. is at the heart of the notion of sustainable development. In Hong Kong, many people would agree that there lacks a long-term strategy which guides such balanced growth.

In fact, in recent months, the activity of youth was especially focused on opposing the construction of a multi-billion dollar high speed railway connecting with the Chinese city Guangzhou. To build this railway, the government would tear down a farming community called Tsoi Yuen Tsuen. The destruction of the few agricultural communities left in Hong Kong and the relocation of the villagers have reignited discontent towards rampant and unrestrained land development activities.

Some villagers have since pushed for the replication of the village; the Transport and Housing Bureau has tentatively agreed to identify such space. But this move has immediately led to criticisms that the concerned parties are wrong to believe that historical sites and cultural heritage are only worth the price incurred in rebuilding its replica (等價交換). In reality, the intrinsic value of these cultural assets (價值) and the re-creation cost (價格) of these sites cannot be compared superficially. A longer term vision for sustainable development would be needed to show the government’s commitment for balance growth and other intangible assets of the society. More importantly, such verbal and written commitment must be coupled with a clear action plan to define cultural, historical and social assets, to put in place mechanisms to preserve these assets or use them productively and to provide incentives for the public and businesses to take proactive steps towards sustainable growth.

A longer term strategic plan can also help the city to navigate its role in amidst the rapid development of China and other countries in the Asia region. Furthermore, as the world become closer and closer to a “global village,” perhaps Hong Kong’s traditional role as a financial and commercial centre would be challenged. A longer term vision of the city’s development would serve to complement the annual Policy Address and lay out the stages of adjustments envisioned to take place. The formulation of such a vision is an ideal opportunity to engage multiple voices from the society to express their aspirations for the city, highlight future challenges and propose widely agreed policy directions. In the long run, drafted properly, the strategy can enhance the quality of governance and public participation in Hong Kong.

In a recent news report from the South China Morning Post, the Chief Executive of the Hong Kong Council of Social Services commented that the government should not only hand out ad hoc, shortsighted “sweeteners.” Sweeteners, in biological terms, can release energy swiftly; in policy terms, they offer quick fixes through handing out cash and other tax incentives.

However, what disadvantaged people need are “vitamins” which can address the root causes of poverty, enhance the competitiveness of disadvantaged people and allow them to stand on their own feet.

As regards youth issues, vitamins are much needed to enable them to embark on meaningful careers, develop their own interests and engage in gainful jobs. Seeing and echoing the frustration among youth, I believe the question of “who is at fault” requires a thoughtful answer. The ideal solution in the Hong Kong society would be to simultaneously mobilize young people to try harder, educate parents and teachers about the contemporary youth and fill the policy gaps which have hinder meaningful youth participation in the city’s development.

Elsewhere, the conclusions may differ according to the country context. However, whichever formula(s) to be applied, the youth would appreciate frank consultation and wide participation in formulating policies that will benefit them and the future society.

References:
“Active Citizenship of Young People,” European Commission.

“2009-10 Policy Address: Breaking New Ground Together,” Hong Kong SAR Government.

“Give Lasting Aid To Poor, Finance Chief Urged,” South China Morning Post, 19 February 2010

“從「複製菜園村」到「複製張愛玲」——什麼是最值得守護的精神和價值？,”馬家輝, 明報, 2010年2月23日

Youth Series No. 2: Going against the Tide

A while ago, I attended a gathering of a group of Hong Kong people I met in Cambodia. Among this group of ten, eight were in their 20s and 30s. As we munched on delicious Korean appetizers and as our mouths water over Korean barbecue and hotpot, we chatted for hours about some of the many life problems encountered by us young people – unemployment, low wages, long working hours, lack of upward mobility, work-life imbalance etc.

There was only one older couple in their fifties within the group. The husband, an experienced architect, echoed our views.

“Indeed,” he said, “nowadays, the world of work is not favourable for youth.”

At his time, he continued, getting a professional degree is a guarantee for work. In fact, when he graduated from university, employers had to “fight over” qualified candidates. But now, in almost any field, contracts are shorter, deadlines are tighter and clients’ demands are more burdensome.

Right before his retirement, for the first time in many years, his clients delayed payment for more than three months. “Even the veterans are affected. That’s why I am glad that I am in the retirement age,” he sighed.

To be frank, youth unemployment (and even poverty) is to be expected in every society. Young graduates freshly out of school lack the work experience and professional contacts leading to the positions they aspire to reach. With limited experience in the labour market, they may also lack the job-search, interview and presentation skills needed for landing in certain jobs. In most economies, therefore, the youth unemployment rate is higher than the official unemployment rate.

Nonetheless, apart from these lifecycle challenges, structural reasons may also account for the social and economic problems faced by the young population. In some cases, the skills and knowledge possessed by the graduates do not match the existing market demand.

Take the example of Hong Kong – an economy wishing to diversify its economy. With favourable policies and financial incentives from the government, more investments have moved into new priority sectors (e.g. environmental engineering, cultural and creative industries, medical and other professional services, etc.). However, the education system has not been updated to meet changes in future skills demand. Parents and students, of course, are still socialized to believe that the financial sector will forever remain invincible. Therefore, young graduates with Bachelors in Business Administration (BBA) flood the market every year and very few graduates possess the technical skills and specialized knowledge required for the changing economic structure.

Even worse, at times (if not often), students who were directed into these finance- and commerce-related subjects have no clue why they are studying these subjects, except to say that everybody was following suit or that finance and banking offer lucrative salaries. In the recent global economic crisis, these graduates were the most disoriented – suddenly, it daunts on them that they have no clue what they want to do with their lives. Hence, the mismatch of skills demand and supply reflects not only a generational problem, i.e. young people not having the appropriate education and skills required. It is also linked closely with deficiencies in the education system, traditional perceptions and attitudes of parents and teachers and shortcomings of the government’s strategies towards economic diversification.

Besides, youth unemployment also becomes a concern when the jobs market is not expanding abreast with growth of the labour force. In many developing countries where the population is young, school leavers and school graduates overwhelm the slowly growing formal economic sectors. As a result, there are too few stable jobs in registered (formal) businesses to satisfy the young graduates.

In Cambodia, at an interview with the Director of a state-run vocational training institution, he gladly informed the team that the school provides a free two-week entrepreneurship training course as a “graduation gift.” In a subtle way, his statement hints on a severe shortage of decent jobs for his graduates. Many graduates (of electrical engineering, mechanics, etc.) are expected to return to their home villages, start up their own small business and receive unstable and small incomes each month. If I were a graduate, I would also be discouraged by job insecurity and low wages.

A similar problem permeates developed societies, as the supply of high-skilled jobs lags behind the growing demand for jobs among those completing undergraduate, graduate and post-graduate studies. Even in China, the drastic growth of graduates has caused many economic and social issues. As indicated in a recent report, the number of university graduates in China was merely 1.07 million in year 2000. In 2009, however, this number has reached at least six-fold, at 6.3 million. Overall, counting graduates and other job-seekers, the shortage of jobs is estimated to peak at 12 million. These statistics indicate that there will be fierce competition for jobs; young graduates with an aspiration for high salaried jobs may very likely be disappointed.

The problems of job insecurity, unemployment and poverty among youth have caught the limelight in China’s thriving cities, notably Beijing, Shanghai and Guangdong (or Bei Shang Guang 北上廣). Numerous reports and studies have found that although cities offer more opportunities, many graduates still end up in jobs with meagre pay and can hardly support their daily expenses. Following interviews with more than 3,300 Chinese youth in various Chinese cities, a recent opinion survey found that 80 percent of youth dissatisfied with their standard of living. Nearly 50 percent wish to switch jobs. This study seems to confirm that many young people feel that their jobs do not match with their skills but few opportunities are present for them to fulfil their ambitions.

Furthermore, seeing this influx of young graduates into the labour market, many employers push up eligibility requirements for entry-level jobs. In the end, high academic qualifications become an entrance ticket for many jobs. “That piece of paper” may determine whether your CV is considered or not, let alone getting an interview or landing in the actual job. In Cambodia, a Bachelor degree is precious; in China, a Master degree is precious; but in Taiwan, perhaps one would need a Doctoral degree to find gainful employment. Surely, these trends are to be expected as societies attain higher education levels and living standards.

But, at the same time, those with little interest in academics, low intellectual capacity and/or few financial resources to pursue higher studies are at a disadvantage.

Youth issues are common in every generation and in every society; however, not dealt with properly, these issues can snowball into more and more social, economic and political problems. In China, a Professor in Beijing has characterized young graduates who suffer from job insecurity, underemployment and poverty as the “ant tribe.” In my opinion, this term is appropriately designated. Individually, the unemployed or underemployed youth are merely quiet and busy people working hard to put food on their own table. But when a critical mass of disgruntled youth gathers, they may react radically and violently. In a country where the Communist Party seeks to suppress public demonstrations and dissenting views against the government, the rise of these young people may cause a big headache for the national leadership.

When I last returned to my home city Hong Kong, I witnessed young people – dubbed the post-1980 generation – rising up to push for a more transparent and democratic government. They gathered in masses outside the Legislative Council, camped on the streets, blocked the exit of key government officials and legislators, called for face-to-face conversations with policy makers and at times clashed with the police.

The society reacted differently towards these young activists. Some called to phone-in radio programmes and suggested that the government should offer more extra-curricular activities and short-term vocations for young people. They believe that the youth only rose up because “they had nothing better to do.”

Others complained that the younger generation have become more fragile and less tolerable through difficult times.

Even worse, in a Phoenix TV current affairs programme, a so-called “Hong Kong specialist” called these young people “the violent masses (暴民).”

In my frank opinion, these criticisms are beside the point. We, the young generation, would only become more frustrated and desperate (and “radical”) when we hear such negative and discouraging words. In fact, we should take a closer look at the issues that trouble young people nowadays. In some cases, the young people themselves are at fault, such as not having a vision for their lives and not paying attention in their studies, etc. However, in other cases, there is room for parents, teachers and the government to change their perceptions, think outside-the-box and allow more space for the young ones to explore their interests.

Sources:

China’s “ant tribe” poses policy challenge for Beijing, Reuters, 17 February 2010

調查：七成80後感不幸福　逾3成不滿社會負面標籤, 明報, 2010年2月15日 (70% post-1980 generation feel unhappy; over 30% dissatisfied with negative image within society, Mingpao, 15 Feb 2010)

蟻族大學生吃剩飯團年寄居京郊　淒涼如上訪民眾, 明報, 2010年2月16日 (“Ant Tribe” university students eat leftovers for Chinese New Year, Mingpao, 16 Feb 2010)

630萬高校畢業生　職場爭崩頭, 明報, 2010年2月16日 (6.3 million university graduates; severe competition in labour market, Mingpao, 16 Feb 2010)

青春靠站聚居村, 2009年11月18日

Youth Series No. 1: The Power of Youth

In the heat of the U.S. Presidential Elections in 2008, I was studying in Iowa, a state with historical and strategic significance for American elections. Though not eligible to vote in the U.S., I was keenly aware of my enthusiastic peers rallying for an unfamiliar political face – that of an African American or of a woman – for possibly the most influential job in the world.
Around the country, political activity especially spurred among young people and minorities, urging for a new approach to American politics and foreign relations.

Around the world, also, the popularity of Obama was unprecedented for any other Presidential candidates in American history.

In the end, the mobilization of youth in the campaign catalyzed changes in American politics and the country’s appeal to the world. Many then asked – What made Obama so appealing to the young people? What caused the mass mobilization of youth and the sudden surge of political and civic awareness among American youth and perhaps other young people around the world?

***

In Cambodia since July 2009, I have noticed that the education and career prospects for youth are crucial factors sustaining the country’s stable and sustainable growth. Following decades of warfare and political instability, the country is now in the midst of a baby boom. 51% of the population (about 14 million) is below 25 years old and 33% below 14 years old.

Unfortunately, weaknesses in the Cambodian education system still obstruct many children and youth from gaining the necessary vocational skills and qualifications for decent work. In fact, although 94.4% of children below 12 years old are enrolled in primary schools, almost half of them would quit school by Grade 7. The lower secondary net enrolment rate (NER) and upper secondary NER (for children of suitable age) are merely 33% and 15% respectively.

Further, few people would appreciate the dysfunctional public school system. After all, only offered meagre wages, most teachers – already limited in training for the profession – had little motivation to teach. Very often, teacher absenteeism is just as serious as student absenteeism.

Despite these negative facts and statistics, I have seen a few young Cambodians who have had the fortunate opportunity to enrol in the few credible institutions in Cambodia or pursue advanced studies abroad. Some of them came from wealthy or politically influential families and could financially support their studies. Others, with few business and political connections, worked extra hard to avoid falling into the gaps of the education system.

Occasionally, at work, I would meet some His Excellencies (high-level government officials) who have lived abroad, worked overseas or obtained PhDs from institutions in Japan, Korea, the U.S. or Europe. Some of them are merely in their late 20s or early 30s. Among the few I have met, some are holding top positions in pilot institutions for “public administration reform,” an effort initiated by the Prime Minister to enhance governance. Others are actively involved in drafting the country’s first National Social Protection Strategy, seeking innovative ways to include the poorest and most vulnerable in the country’s development. The capabilities and competencies of these young politicians justify increasing investment in education Moreover, the emergence of these young and successful politicians may have deep implications for the country’s economic development and democratic governance. Specifically, how could higher education levels among children and youth be translated into economic growth? How would the political activity of this young and energetic generation enhance the legitimacy of the Royal Government? How would the intellectual capacity and worldview of these young Excellencies contribute to policy improvement and sustainable growth?

***

In early January 2010, my three-week vacation in Hong Kong led me to witness the political weight of the young generation (my generation). Dubbed the post-80 generation (born from 1980 to 1989, in Chinese: 八十後), these young activists stood alongside the pan-democratic legislators to push for universal suffrage by 2012. They opposed the propositions of the government and the Beijing loyalists, who preferred a slower pace of democratization (universal suffrage for Chief Executive by 2017 and Legislative Council by 2020, as put forth by the Chinese authorities).

When the Hong Kong Government attempted to push through a multi-billion dollar proposal to build a high-speed railway to Mainland China, this post-80 group rose up unexpectedly. Although without any organizational hierarchy or leadership structure, these young people spread information through the internet and SMS, gathered in great numbers (in the thousands), rallied in the streets and at times clashed with the police. Even Long Hair, commonly perceived as the most radical anti-government legislator, had to ask these young angry youth to “calm down.”

8-9 January 2010: when it became clear that the government and Beijing loyalists would ignore public discontent and push through the funding proposal, the post-80s initiated a “happy rebellion” (快樂抗爭) around the Legislative Council Building. In the day time, they set up a fair to sell food and souvenirs – all items donned with names lamenting the undemocratic legislature and the dumb government. In the evening, they gathered to sing songs and held open-mic sessions to share public policy views. They also supported efforts to filibuster the funding proposal, supplied numerous queries via email and SMS for government officials and hence helped to delay the formal voting procedures.

16 January 2010: When the filibuster strategy finally failed, they camped around the Legislative Council, blocked adjacent roads and trapped government officials and legislators in the building for more than six hours. In turn, they demanded face-to-face consultation with the responsible officials.

Many people scratched our heads and asked: Where did these young protestors come from? What is the basis of their anger towards the government? Is this young generation more rebellious, less tolerant or less equipped to go through difficult times? What makes this generation more rebellious (more outspoken, radical and violent) than their parents’ and grandparents’ generation?

***

As many people were puzzled by the actions and behaviours of the young generation (again, my generation), I became interested in exploring the motivations behind their activities and the effectiveness of these young agents yearning for social changes. Although I cannot grasp all aspects of these activities in Hong Kong, and around the world, I would like to share some of my thoughts in the following weeks.

Hundreds Protest Costly Railway Project in Hong Kong, Reuters, 8 Jan 2010.

Other news items in Chinese:

116立法會外，3個中學同學, 明報, 2010年1月24日

高鐵撥款通過, 議事論事 (video), 2010年1月21日

反叛有理 (part 1), RTHK, 2009年12月20日

反叛有理 (part 2), RTHK, 2009年12月20日