Listen to #Hashtag Hong Kong every Sunday morning at 8.15
Focussing on issues affecting civil society, we'll hear from representatives of NGOs, associations, statutory bodies, and non-profit groups.
(Sundays 8.15am - 8.25am)
The Hong Kong Jockey Club Financial Education Programme is an initiative designed to empower upper primary students with essential financial competency they need for financial well-being and lifelong success.
Financial capability is more than just a skill—it’s a life necessity. It determines whether young people can navigate adulthood with confidence, achieve financial stability, and avoid pitfalls like scams or poor financial decisions. While Hong Kong ranks highly on global financial literacy indices, younger individuals often exhibit lower scores and express dissatisfaction with their financial situations.
Regardless of socio-economic background, all young people face financial decisions that can shape their long - term well-being. Unfortunately, most existing initiatives and after-school activities often fall short of providing a comprehensive, scalable solution. This gap underscores the urgent need for a structured, impactful programme like the one we’re discussing today.
Aligned with curriculum reforms in primary school Humanities subjects and supported by the Education Bureau, this programme is a collaborative effort initiated and funded by The Hong Kong Jockey Club Charities Trust . Partners include The University of Chicago Financial Education Initiative , The Education University of Hong Kong , the Hong Kong Family Welfare Society , CoCoon Foundation , and Solomon Learning Group .
At its core, the programme seeks to strengthen financial literacy as a future-ready skill. By equipping students with essential knowledge, the right mindset, and critical decision-making abilities, it aims to help them achieve long-term financial well-being and personal fulfillment. Students will learn to judge right from wrong in financial matters, avoid scams, and make informed choices, these are skills indispensable in today’s fast-paced digital economy.
What distinguishes this initiative is its holistic and sustainable design. By collaborating with local educators and global experts, the programme delivers high-quality learning materials and professional development support. Its integration into the formal curriculum ensures longevity, while its focus on experiential learning and community engagement makes it uniquely impactful.
The programme adopts a holistic approach, engaging three key stakeholders: students, teachers, and parents.
Central to the programme is a culturally relevant, age-appropriate curriculum tailored for upper primary students. Developed in alignment with the Hong Kong Financial Competency Framework and researches from the University of Chicago’s Financial Education Initiative, the curriculum integrates financial education into formal lessons, particularly in Humanities subjects. This ensures sustainability and creates a lasting impact within the school system.
To reinforce classroom learning, experiential activities such as marketplaces and inter-school competitions allow students to apply decision-making skills in real-life scenarios. These activities foster critical thinking, practical decision-making and problem-solving skills, helping students build confidence in assessing risks, and making sound judgments.
Teachers are pivotal to the programme’s success. To support them, professional development training and certification are provided, equipping educators with the tools and expertise needed to teach financial education effectively. Additionally, Communities of Practice will be established, bringing together teachers from different schools to co-create resources, share experiences, and foster collaboration. This network ensures that best practices are shared and scaled across participating schools.
Parents play an equally vital role in shaping their children’s financial habits. The programme offers parent-child workshops and public talks, providing expert advice and practical strategies for modeling sound financial behavior. Parents will also learn how to guide their children in recognising and avoiding financial scams which is a growing concern in today’s digital age. By involving parents, the programme creates a supportive ecosystem that reinforces financial education both at home and in school.
To ensure effectiveness, the programme incorporates an evidence-based evaluation design. This approach assesses student learning outcomes and provides valuable insights for continuous improvement. Data-driven feedback loops enable the programme to adapt and evolve, ensuring maximum impact.
Over the course of its implementation, the programme will benefit:
17,800 students , 240 teachers , and 1,500 parents across 70 schools.By targeting these groups, the programme creates a ripple effect, fostering a culture of financial literacy in school system.
The Hong Kong Jockey Club Financial Education Programme represents a critical step toward preparing young people for the future. By equipping them with the skills, knowledge, and mindset to make sound financial decisions, we are nurturing a generation of confident, financially responsible citizens.
Financial education is not just about numbers, it’s about empowerment, resilience, and opportunity. Together, we can create a brighter future for our children and our communities.
How has life treated you? Each of you may have a different answer at different stages of life.
When I was small, I wished to stand tall.
I asked my teacher, “What will I be?”
Here’s what my teacher said to me,
“Any dream will do.”
I’m sure many of you have been encouraged to do the same: pursuing your own dreams. But I doubt whether many adolescents have dreams of their own in this day and age. For those who do, I am wondering whether the dreams contribute to genuine happiness. The World Happiness Report 2024 sounds alarm on the mental well-being of the youth. Our youth’s happiness has hit a new low.
Many teenagers are living with the mundanity of daily routines, and worryingly, lack long-term plans of their own. With a lack of personal life goals, these youngsters go with the flow, and tend to follow a fragmented path, which is not sustainable in the long-term. When facing headwinds, they can become disoriented and experience mental breakdown easily. Their setbacks in life include unsatisfactory academic results, huge pressure from parents and the deprivation of social life. To our dismay, despair often leads to tragic stories.
Career and life planning is particularly important for our youth. Gone are the days when we were burdened with making important life decisions, such as choosing university courses or applying for a job, in the nick of time. Life is a journey and it should be perceived this way.
Now I have students of my own,
they ask me, “What will I be?”
I say to them, “Whatever will be will be.”
Of course, I am not encouraging them to engage in inaction. What I am telling them is that they should plan ahead without excessive planning.
There is a world of opportunities awaiting them. I usually tell them this: go all out and explore. Yet nothing should be set in stone to start with. Nor should they overwhelm themselves with as many experiences as possible. Remember, it is not the more, the merrier. They should embrace new opportunities while committing themselves to a few experiences at a time. Gradually, they will form their own goals, work towards the goals, review them from time to time, form new life priorities and build career resilience. It’s okay to face hardships. Don’t be failed by the future but let future find us. Life planning is a perennial and dynamic process.
To be future ready, we are often told that we should adapt to the emerging AI world. I am not worried about Gen Alpha’s preparedness for the AI world because they are generally tech-savvy. What I am worried about is their exposure to the real world experience. When some youngsters have spent too much time in the virtual world, they only know how to write fragmented sentences as social media messages instead of composing proper emails; or they only know how to customise their online experience without feeling the need to collaborate with others. Worse still, some of them only know how to input commands in order to generate music and artworks while losing human creativity. I hope none of these will become the norm or else our future will be bleak.
Our future will be bleak because the youth is our future. If they thrive, we thrive. That’s why I encourage NGOs, schools and businesses to work together to organise experiential activities for our youth so as to connect their learning experiences with the real world. Nothing is more valuable than providing them with mentorship and internship. Giving them a flavour of the workplace allows them to appreciate the beauty of teamwork and gain practical experiences making them more humanistic. In fact, many of our students are grateful for the enlightening and life-transforming experiences of learning from mentors experienced in the field. Their experiences are conducive to their career planning.
At the end of the day, we are reduced to a name, or slightly better, a character. I hope when we reach that note, we can proudly say:
“I lived a life that's full
And traveled each and every highway
And more, much more than this
I did it my way”
These few lines are taken from the song “My Way” by Paul Anka. “My way” does not denote a solitary journey. Rather, it means that we, especially our youth, should navigate the world ourselves, have forward planning and chart a course that suits us best. If we can, Hong Kong will prosper.