Minister Gu said that many participants lacked a clear sense of identity since they were born or immigrated overseas. The exchange program enabled them to find back their heritage as Hakka people. The courses center on different themes each day, including an introduction to the origin and culture of Taiwanese Hakka people, community building and elderly care, forest conservation and sustainable development, old building reconstruction and local revitalization, Hakka tea culture and food and agriculture education, Hakka language promotion, and sharing of practical experience from young people returning to their hometowns.
This exchange program attracted a total of 30 students from home and abroad (18 Taiwanese youth and 12 overseas youth). International participants included two from Japan, one from the US, one from Australia, one from France, one from Spain, one from the Philippines, one from Malaysia, one from Hong Kong, one from Cambodia, one from Vietnam, and one from South Africa.
The exchange program combines rich field experiences and leads participants to visit distinctive cultural and natural sites in Taoyuan and Hsinchu. For instance, participants made handicrafts and learned forest conservation practices at the historic Raknus Selu Trail; carried out elderly care and agricultural activities in Xincheng community to experience local exuberance; exchanged views with returning young entrepreneurs at Lo Vug Academy and learned about successful cases of old building renovation and local revitalization; and experienced Hakka language immersive teaching at Ruei Yuan Elementary School. Through the close integration of classroom and hands-on activities, participants are able to deepen their humanistic care and cultural awareness of Hakka ethnicity in addition to learning new knowledge.
At the outcome exchange gathering, participants shared their observations and experiences during the exchange program. Yet it doesn’t finish here: a group of young people are harnessing their own strength to understand Hakka culture and gradually expand their understanding of cultural diversity, sustainable development, and local practices. This demonstrates the enthusiasm and vision of younger generations regarding cultural heritage and social care.