SDG 01: No Poverty

The General Education capstone course, "Service-learning in Fighting Poverty", taught by Dr Wong Kin-ming, led 21 students to explore poverty issues through lectures and community engagement activities. Collaborating with 9 non-governmental organisations and social enterprises, students interacted with the 445 members from the grassroots community in Hong Kong by actively participating in community programmes. These included collecting leftovers from wet markets and developing digital resources for underprivileged children. Students also engaged in multiple service-learning projects, devising innovative solutions to alleviate poverty and promote social inclusion in the community. At the end of the course, they showcased their service-learning experiences and reflections in booklets, raising public awareness of poverty issues and social equality in Hong Kong.

On 23 March 2024, the Social Service Association (SSA), a student organisation, collaborated with the Hong Kong Federation of Youth Groups (HKFYG) to organise a "Rice Sending Activity" to support the city's vulnerable elderly. Fifteen student volunteers were divided into groups to personally deliver bags of rice to residents in the Kwai Fong district, gaining insights into local poverty challenges. SSA and HKFYG work to cultivate the next generation of social change-makers committed to creating a more equitable society. Through hands-on initiatives, students were inspired to become active contributors to the sustainable development of Hong Kong by addressing complex social issues like poverty in a meaningful way.

Department of Social Work
Author: Vincent Wan Ping LEE

The article examines the livelihood of the underprivileged groups in the Central and Western District of Hong Kong, an area often being seen as affluent. It found that many low-income families face grave challenges, such as high housing costs, inadequate living conditions and shortage of educational resources. The qualitative interviews with residents and community stakeholders revealed problems like strained relationships among these families, and a lack of educational support for children. Despite living in an affluent district, these families struggle with financial burdens that affect their well-being and opportunities. To promote social inclusion, it suggests that the government and community groups should prioritise affordable housing for these families and provide educational support for the children through tutoring services and the donation of resources like books and digital devices.