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Notes
Luis Martinez, “Evolution of Hong Kong Education from Colonial Times through World War II”, (26 February 2013), https://sites.miis.edu/hongkonged/2013/02/26/evolution-of-hong-kong-education-from-colonial-times-through-world-war-ii/
OECD, Education at a Glance : OECD indicators, (OECD Publishing, Paris, 2022), https://doi.org/10.1787/3197152b-en, p. 23.
Self-Determination Theory (SDT) explains that more evolved psychological needs must be satisfied if individuals are to develop to their fullest potential. SDT identifies three universal needs: autonomy, competence, and relatedness. Autonomy involves the need to experience one’s behaviour as “freely chosen”; competence involves the need “to feel capable and effective in one’s actions”; relatedness involves “the need for belonging, intimacy, and connectedness to others” (p. 508) Cf. A. Timothy Church, Marcia S. Katigbak, Kenneth Locke, Hengsheng Zhang, “Need Satisfaction and Well-Being: Testing Self-Determination Theory in Eight Cultures”, Journal of Cross-Cultural Psychology 44(4) (May 2013), pp. 507–534. https//doi: 10.1177/0022022112466590
Ibid.
Masood A. Badri, Mugheer Alkhaili, Hamad Aldhaheri, Guang Yang, Muna Albahar, Asma Alrashdi, “Exploring the Reciprocal Relationships between Happiness and Life Satisfaction of Working Adults-Evidence from Abu Dhabi”, Int. J Environ Res Public Health 19(6), 3575, (17 March 2022), p. 2., https//doi: 10.3390/ijerph19063575.
Ibid., p. 3.
Cambridge dictionary online, https://dictionary.cambridge.org/dictionary/english/well-being, accessed March 2024.
Wellbeing Concepts, https://archive.cdc.gov/www_cdc_gov/hrqol/wellbeing.htm
The Better Health Channel is part of the Digital Strategy and Services Unit in the Victorian Government's Department of Health, Victoria, Australia.
About wellbeing, https://www.betterhealth.vic.gov.au/health/healthyliving/wellbeing, accessed March 2024.
Health-related quality of life (Wellbeing concepts), https://archive.cdc.gov/www_cdc_gov/hrqol/wellbeing.htm
Iside Costantini, “Health, Education and Wellbeing in Hong Kong: British Legacy and New Challenges since the Handover to China”, in Louise Dalingwater, Iside Costantini, Nathalie Champroux (eds), Le bien-être : discours politique et politiques publiques dans le monde anglophone. Interventions économiques 62, (2019), https://doi.org/10.4000/interventionseconomiques.6472.
Social Indicators of Hong Kong, The Hong Kong Council of Social Service, 2018, https://www.socialindicators.org.hk/en
Ibid.
In this initiative, each region is measured on eleven topics relevant to wellbeing – income, jobs, housing, health, access to services, environment, education, safety, civic engagement and governance, community, and life satisfaction. No data for Hong Kong appears on the map. https://www.oecdregionalwellbeing.org/FR1.html, accessed May 2023.
UNESCO, UNESCO strategy on education for health and well-being, Health and Resource Strategy Centre homepage, (31p.), (2022), https://healtheducationresources.unesco.org/library/documents/unesco-strategy-education-health-and-well-being.
UNESCO, Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all., Korea Unesco summit, (85 p.), (2016), Preamble 9, p. 8. https ://unesdoc.unesco.org/ark:/48223/pf0000245656.
UNESCO, Education 2030, op. cit., p. 9; UNESCO, “Education for health and wellbeing”, (2023), https://en.unesco.org/themes/education-health-and-well-being, accessed May 2023.
UNESCO, Education 2030, op. cit., Preamble 5, p. 6.
The UN Sustainable Development Group, Policy Brief : Education during Covid 19 and beyond, (August 2022), https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond, p. 3.
UNESCO, “What you need to know about education for health and wellbeing”, (2023), https://www.unesco.org/fr/health-education/need-know
OECD Better Life Index. “According to OECD website, while money does not necessarily increase levels of happiness, it is an important means to achieving higher living standards”, (2019), https://www.oecdbetterlifeindex.org/countries/france/
Paula Vagos, Lénia Carvalhais, “Online Versus Classroom Teaching: Impact on Teacher and Student Relationship Quality and Quality of Life”, Frontiers in Psychology 13, (February 2022), DOI:10.3389/fpsyg.2022.828774
UNESCO, Resuming or Reforming? Tracking the global impact of the COVID-19 pandemic on higher education after two years of disruption, Education 2030, 68 p., (2022), p. 9. https: //unesdoc.unesco.org/ark:/48223/pf0000381749
Ibid.
Rynke Douwes, Janneke Metselaar, Gerdina H.M. Pijnenborg, Nynke Boonstra, “Wellbeing of students in higher education: The importance of a student perspective”, Cogent Education (10)1, (2023), https://doi.org/10.1080/2331186X.2023.2190697
Office for Students, “Meeting the mental health needs of students”, Insight Brief (October 2023), https://www.officeforstudents.org.uk/publications/meeting-the-mental-health-needs-of-students/
Joe Lewis, Paul Bolton, “Student mental health in England: Statistics, policy and guidance”, Research Briefing, House of Commons Library, UK Parliament (30 May 2023), https://commonslibrary.parliament.uk/research-briefings/cbp-8593/
Ibid.
William Yat Wai Lo and Danling Li, “Reimagining the notion of Hong Kong as an education hub: National imperative for higher education policy”, International Journal of Educational Development 103, 102938 (November 2023), https://doi.org/10.1016/j.ijedudev.2023.102938
The Government raised the cap on tuition fees for new student to £9,000 in 2012/13 and cut most ongoing direct public funding for teaching in England. In 2018/19, fee income from non-EU students in the UK was £5.8 billion or 14.4% of the total income of all UK universities.
UNESCO, Resuming or Reforming?, op. cit., p.12.
Statistica Research Department, Share of households with internet access in the UK and EU 2009-2020, (10 May 2021), https://www.statista.com/statistics/275043/percentage-of-households-with-internet-access-in-the-uk-and-eu/#:~:text=In%202020%2C%20the%20overall%20share%20of%20households%20in,of%2017%20percent%20over%20the%20last%2010%20years
Simon Kemp, Digital 2020: Hong Kong — Data Reportal – Global Digital Insights, (13 February 2020), https://datareportal.com/reports/digital-2020-hong-kong
UNESCO, Resuming or reforming?, op. cit., p. 12.
Ibid., p. 24.
Ka Ho Mok, Weiyan Xiong, Hamzah Nor Bin Aedy Rahman, “COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences”, Hong Kong International Journal of Chinese Education, 10(1), pp. 1–20 (January-April 2021), https://doi.org/10.1177/22125868211007011 p. 6.
Fayyaz Qureshii, Sarwar Khawaja, Tayyaba Zia, “Mature Undergraduate Students’ Satisfaction with Online Teaching during the Covid-19”, European Journal of Education Studies 7(12), (2020), p. 460. http://dx.di.org/10.46827/ejes.v7i12.3440
Ibid, p. 462.
Paul McGivern, Jack Shepherd, “The impact of COVID-19 on UK university students: Understanding the interconnection of issues experienced during lockdown”, in Power and Education, 14(3), pp. 218–227 (2022), p. 219, https://doi.org/10.1177/17577438221104227
Ibid., pp. 220-221.
Ibid., p. 222.
Ibid., p. 221.
Ibid., p. 222.
Holly Knight, Sophie Carlisle, Morna O’Connor, Lydia Briggs, Fothergill Lauren, Al-Oraibi Amani, Yildirim Mehmet, Morling Joanne R., Corner Jessica, Ball Jonathan, Denning Chris, Vedhara Kavita, Blake Holly, “Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education : A Qualitative Study”, International Journal Environmental Research in Public Health 18 (20), 10675, (October 2021), https://doi.org/10.3390/ijerph182010675. This is one of the first studies to explore the impact of self-isolation on students and staff in British higher education (p. 13).
Ibid., p. 11.
Weiyan Xiong, Ka Ho Mok and Jin Jiang, “Hong Kong University Students’ Online Learning Experiences under the COVID-19 Pandemic”, pp. 1-10 (August 2020), https://www.researchgate.net/publication/343547114_Hong_Kong_University_Students'_Online_Learning_Experiences_under_the_COVID-19_Pandemic
Ka Ho Mok, Weiyan Xiong, Hamzah Nor Bin and Aedy Rahman, “COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong”. International Journal of Chinese Education, 10(1), pp. 1-20 (January-April 2021). http://dx.doi.org/10.1177/22125868211007011
Ibid., p. 7.
Ibid., p. 9.
Ibid., p. 12.
Ibid.
Weiyan Xiong, Ka Ho Mok and Jin Jiang, op. cit., p. 6.
Ibid., p. 6.
Ibid., p. 5.
Ibid., p. 7.
Ibid.
Kyungmee Lee, “Universities after COVID: as lecture theatres reopen, some pandemic teaching methods should live on” , The Conversation, (7 March 2022), paragraph 12, https://theconversation.com/universities-after-covid-as-lecture-theatres-reopen-some-pandemic-teaching-methods-should-live-on-174652, accessed May 2023
UNESCO, Resuming or Reforming?, op. cit., p. 53.
Richard Watermayer, Cathryn Knight, Tom Crick and Mar Borras, “‘Living at work’: COVID‑19, remote‑working and the spatio‑relational reorganisation of professional services in UK universities”, Higher Education, (Dordr), 85(6):1317-1336, (July 2022), https://doi.org/10.1007/s10734-022-00892-y, p. 17.
Paul McGivern and Jack Shepherd, op. cit., p. 219.
Ibid., p. 222.
Ibid., p. 221.
Ibid., p. 222.
Holy Knight et al., op. cit., p. 11.
OECD, OECD Policy Responses to Coronavirus (COVID-19),Youth and COVID-19: Response, recovery and resilience, (June 2020), https://www.oecd.org/en/publications/2020/06/youth-and-covid-19-response-recovery-and-resilience_6f129a50.html
Marguerite Dennis, “Post-pandemic: Some ‘forever’ changes to higher education”, University World News (The Global Window on Higher Education), (September 2022), https://www.universityworldnews.com/post.php?story=20220902154032439
The survey was conducted by Salesforce, the Chronicle of Higher Education and the research firm Ipsos, of 2,000 students and staff in the United States, Spain, Norway, Denmark, the United Kingdom, France, the Netherlands, Sweden, Finland and Australia.
Paul McGivern, Jack Shepherd, op. cit., p. 222.
Holy Knight et al., op. cit., p. 10.
Ibid., p. 11.
Ibid.
Rachel Hall, “Pandemic still affecting UK students’ mental health, says helpline”, The Guardian, (14 November 2022), paragraph 15, http://www.theguardian.com/education/2022/nov/14/pandemic-still-affecting-uk-students-mental-health-says-helpline-covid
Holly Knight et al., op. cit., p. 12.
Ka Ho Mok et al., op. cit., (2021), p. 15.
Ibid., p. 12.
Ibid., p. 15.
UNESCO, Resuming or reforming?, op. cit., p. 18.
Ibid.
Ibid., p. 19.
Ha Ko Mok et al., op. cit., (2021), p. 16.
UNESCO, Resuming or reforming?, op. cit., p. 27.
Paul Bolton, Susan Hubble, “Coronavirus: Financial impact on higher education”, Research Briefing. House of Commons Library, (15 January 2021), https://commonslibrary.parliament.uk/research-briefings/cbp-8954/
Donelan Michelle (The Rt Hon, MP), Solloway Amanda (MP), and Williamson Gavin (The Rt Hon Sir, CBE MP), “Government support package for universities and students”, Press release. Department for Education, Department for Business, Energy & Industrial Strategy, (4 May 2020), https://www.gov.uk/government/news/government-support-package-for-universities-and-students, accessed 3 April 2024.
Policy paper, UK Research and Development Roadmap, Department for Science, Innovation and Technology and Department for Business, Energy & Industrial Strategy, (1 July 2020, updated 21 January 2021), https://www.gov.uk/government/publications/uk-research-and-development-roadmap
Launched in April 2018, UK Research and Innovation (UKRI) is a non-departmental public body sponsored by the Department for Science, Innovation and Technology (DSIT).
This task force of four universities (Southampton, Exeter, Arden, Sussex) leaders in the UK promotes digital transformation with people at the front and gives advice on how to implement digital transformation on campuses.
Universities UK, “Lessons from the pandemic : making the most of technologies in teaching”, 15p., (March-April 2021, last updated 2 April 2024) https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/lessons-pandemic-making-most
Andy Trotman, “Universities : we can’t close the UK’s digital skills gap on our own”, (17 November 2021), https://news.microsoft.com/en-gb/2021/11/17/universities-we-cant-solve-the-uks-digital-skills-gap-on-our-own/, accessed 4 April 2024.
Ibid., paragraph 18.
D. Clark, Digital learning in the UK - Statistics & Facts, (20 December 2023), https ://www.statista.com/topics/8518/digital-learning-in-the-uk/#topicOverview
Legislative Council Panel on Education, Policy Address Education Bureau’s Policy Initiatives, The Chief Executive delivered the 2021 Policy Address on 6 October 2021, (19 p.), (2021), 20211018_PA%20panel%20paper%20
Convertisseur de devises XE, https://www.xe.com/fr/currencyconverter/convert/?Amount=15000000&From=HKD&To=EUR, accessed 4 April 2024.
Funding for UGC-funded universities is composed of recurrent grants and capital grants. The former are to support universities’ academic work and related administrative activities. The latter are used to finance major works projects and minor campus improvement works. The government allocated $63.2 billion to the UGC-funded universities as recurrent grants in the 2022/23 to 2024/25 triennium.
Helena Okolicsanyl, “Hong Kong Universities Receive Grant Funding to Support Student Wellbeing”, (2020), https://www.symplicity.com/blog/hong-kong-universities-receive-grant-funding-to-support-student-wellbeing
Hong Kong Legislative Council, “Measures to promote mental health during the Covid-19”. ISE 16/20-21, (26 January 2021), https://www.legco.gov.hk/research-publications/english/essentials-2021ise16-measures-to-promote-mental-health-during-covid-19.htm
UNESCO, Resuming or reforming?, op. cit., p. 54.
Ka Ho Mok, Weiyan Xiong, Hamzah Nor Bin Aedy Rahman, op. cit., p. 14.
Times Higher Education, « Hong Kong looks to private sector for aid », (14 February 2023), https://www.timeshighereducation.com/news/hong-kong-looks-to-private-sector-for-aid/174707.article#:~:text=Investment%20in%20the%20sector%20has%20fallen%20by%2010,look%20to%20the%20private%20sector%20to%20supplement%20funding. Investments in the sector have fallen by 10% in the past five years as the government struggles to reduce a huge budget deficit.
Ka Ho Mok, Weiyan Xiong, Hamzah Nor Bin Aedy Rahman, op. cit., p. 14.
Ibid.
Ibid., p. 16.
Ibid.
UNESCO, Resuming or reforming?, op. cit., p. 51.
Paul McGivern, Jack Shepherd, op cit., p. 225.
Holly Knight et al., op. cit., p. 14.
Ka Ho Mok, Weiyan Xiong, Hamzah Nor Bin Aedy Rahman, op. cit., p. 8.
Yong Zhao, Jeffrey Watterston; “The changes we need : Education post COVID‑19” Journal of Educational Change, 22 (3–12), (2021), https://doi.org/10.1007/s10833-021-09417-3, abstract.
The UN Sustainable Development Group (August 2020). Policy Brief: Education during Covid 19 and beyond. https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond, recommendation 4.
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