THE ZUBIN FOUNDATION Improves the lives of Hong Kong’s marginalised ethnic minorities by providing opportunities and reducing suffering
Policy Address 2020 Submission by The Zubin Foundation ETHNIC MINORITY CHILDREN 1. Education has been severely impacted by Covid-19. In particular, this has resulted from digital exclusion and the lack of access to reading books. As the last six months has shown, financially disadvantaged families are more significantly impacted than others. 1.1. We know that the EDB runs Community Care Fund Assistance Programme - Provision of Subsidy to Needy Primary and Secondary Students for Purchasing Mobile Computer Devices. We recommend the government to continue the programme and supplement this fund with scheme to free broadband access to financial needy students across Hong Kong. 1.2. The closure of schools and public libraries has demonstrated that the marginalised ethnic minority community do not have access to reading books at home. Possibly due to their financial situation, children stuck at home for long periods of time, have not been able to read books. Given that reading is a core skill as well as a necessary for educational attainment, steps need to be taken to ensure that families in financial needy can still access books. 1.3. The government needs to consider subsidising the cost of children’s books. In addition, in the UK for example, all children’s online books are available for a free fixed sum a month (Kindle Unlimited for Kids). We recommend that this is supplemented with Cantonese stories and Putonghua stories as well. 2. The role of parents in the Importance of Education for ethnic minority children. 2.1. With the rise in unemployment, there are some ethnic minority families that are encouraging their children to leave school and instead, to find work- for example in supermarkets or elsewhere. 2.2. We recommend that the government invest in messaging that will encourage families to look at the long term of their children’s future. 3. Tertiary education institutes are increasingly taking on ethnic minority students and this is a very positive step. 3.1. It is very difficult for many student development officers at tertiary institutes to understand the needs of the ethnic minority community. We have been faced with questions about how to support female students in particular (for example, forced marriage situations, whether or not to continue studying when parents do not accept, abuse at home, etc.). Extra support is important for these young women to complete their education and to be able to earn an income that will help their families to break the cycle of poverty. 3.2. We recommend tertiary educating institutes receive funding earmarked for cultural training so that they may be better able to support the needs of the ethnic minority community. 4. Families with children with special needs in the public system of educational need various forms of assistance. 4.1. It is very difficult for South Asian parents to support their children at home. EDB has launched Catering for Students with Special Educational Needs - Joyful Online Learning at Home” summer series and “Summer Tips for Special Educational Needs Coordinators (SENCOs)” on the EDB website for parents’ and teachers’ reference.
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