CLAP has reached a large number of young people, schools, and stakeholders. Below are some examples:

• The number of network schools has increased to 52 starting from September 2017. The number of CLAP affiliated schools has risen to almost 200 in 2017. More than half of local secondary schools in Hong Kong are connected to the services of CLAP (total number of local secondary schools in Hong Kong is 475 in 2016-17, according to government figures (http://www.edb.gov.hk/en/about-edb/publications-stat/figures/sec.html)).
• Even though the school support services of CLAP is mainly to strengthen the professional capacity of teachers and schools, yet the staff of the Project has collaborated with some network schools to serve students directly, and more than 12,600 students were involved in such services (as of April 2017).
• The 5 district service teams provided an array of individual and group career development services. The teams of social workers have organized diverse activities and their services have reached 1,642 community youth (as of April 2017).
• The e-portal of CLAP had more than 30,000 users in April 2017 and the number is increasing. The CLAP website logged close to 700,000 visits in the first half of 2017.
• More than 2,500 professionals (teachers, social workers) have received training on career development and intervention through various CLAP-designed professional training modules and workshops.
• More than 5,000 parents participated in parent education or parent-youth events organized by CLAP.
• A large number of workplace learning events have been organized involving more than 840 business partners. For instance, in April 2017, about 1,500 young people participated in visits to 38 government offices to learn about diverse careers in government.

CLAP is a career development intervention programme that is theory- and evidence-based. Below are some examples:

• The CLAP Project team developed the Youth Development and Intervention Framework based on the latest career development literature as a conceptual guide to CLAP intervention (please click the “CLAP Inform” banner of website)
• Young people (n=193 non-engaged youth) who completed services (e.g., completed counseling cases) from the district service team of CLAP rated the service positively. For instance, 90% agreed that the services helped them identify their interests and strengths, and 85% agreed that the service helped them have a clear direction and plan of their road map.
• Exit surveys of Secondary 6 students (n=361) from the first group of cohort schools suggested that students were positive forwards the career guidance services they experienced in schools. For instance, more than 85% of students agreed that the career guidance and counseling activities helped them confirm their career choices and future studies, enhance their self-understanding, and increase their knowledge about career and further study opportunities.
• Students rated the e-portal of CLAP positively. For instance, the same exit survey as above revealed that more than 85% of students who used the e-portal assessment agreed that the assessment helped enhance their self-understanding and exploration of career areas that are relevant to their interest.

The Project team of CLAP for Youth @ JC is running in full gear to meet the goals and objectives of the Project. The following are examples of key initiatives that are underway:

• CLAP is experimenting with business partners on how best to build up the career development competence of young collaboratively. For instance, we are working with business partners to develop young people’s competence and exposure to entrepreneurship (e.g., collaboration with Cocoon). We are also working with business partners to gain their support and acceptance of alternative forms of CV (e.g., functional CV, CV based on an expanded notion of work).
• CLAP is working with schools and career teachers to develop models of career counseling in school settings. For instance, the project team is adapting a “life-design” career counseling model that could be implemented in school settings.
• The CLAP professional training materials are being revised and expanded to increase the emphasis on experiential learning and theory-practice integration. An e-learning platform will be developed for selected learning modules.
• Digital applications and tools on career and life planning are being developed, including videos, descriptive pathway information, and mobile applications. We hope that these resources and devices could augment and sustain career development interventions, and offer “interesting” modes of career exploration for young people.
• A CLAP web-based career advising service (“CLAP.CHAT“) has started service in the beginning of June 2017. The service is the first of its kind in Hong Kong and aims to provide an alternative channel to reach young people with career concerns.