As DSE exams intensify, candidates strive for university dreams through rigorous preparation. Yet Hong Kong's
"one-exam-decides-all" system means a setback can derail university aspirations, piling pressure on students'
academics, performance, and mental health. Alternative pathways exist—"all roads lead to Rome"—and Michael,
who repeated grades multiple times, shares his journey to inspire DSE takers, showing how online schooling can
fulfill ambitious youths' university goals.
Michael excelled academically as a child, meeting his parents' expectations by entering a Band 1 secondary school after Primary 6. However, his grades soon plummeted dramatically.
Many parents hope their children attend top primary schools and secure Band 1 secondary places. However, Band 1
entry can lead to frustration for some students. Michael performed well as a child, fulfilling his parents' expectations
by entering a Band 1 secondary school after Primary 6, only for his grades to plummet afterward.
Upon entering secondary school, Michael grew complacent, resulting in multiple grade repetitions and constant pressure
from promotion and academic demands. Feeling frustrated and distressed, he transferred to a more lenient Band 2 school.
While his performance improved there compared to Band 1, teachers in senior secondary still declared his grades insufficient
for university or even higher diplomas.
Facing repeated blows to his成绩, academics, and confidence, Michael became lost, unsure how to plan his educational path,
and succumbed to a sense of helplessness, letting himself drift.
Since entering Band 1 secondary school, Michael faced prolonged lack of recognition and results, compounded by multiple grade repetitions, dealing him a severe blow.
Since entering Band 1 secondary school, Michael endured prolonged lack of recognition and achievements,compounded
by multiple grade repetitions, which struck him a devastating blow. Despite occasional bursts of determination, he struggled
without clear direction or practical steps forward. He proactively researched university admission requirements but found his
grades and abilities fell far short, making university life seem unattainable and deepening his despair.
Seeing peers like his cousin in Form 6 preparing for DSE exams, and two relatives of similar age attending prestigious Hong Kong
universities, intensified his inferiority complex while he remained stuck in Form 4. The real pain came during family discussions of
university life, where he felt excluded, deeply lost, and embarrassed.
Michael's extra effort, one level above others, involved simultaneously studying traditional local curricula and online secondary school courses.
Fueled by a thirst for learning despite profound setbacks and self-doubt, Michael discovered Ontario eSchool (OeS), a Canadian
online secondary school, through his mother's friend. He committed to extraordinary effort—doubling that of peers—by simultaneously
tackling traditional local curricula and OeS courses. OeS's flexible global access allowed him to attend regular school mornings and
study OeS at night; even during pandemic half-days ending at noon, he diligently completed both sets of homework post-school.
Two months later, during summer break, Michael realized traditional schooling offered no path to university, while OeS steadily boosted
his grades and prospects. He left conventional school to focus solely on OeS, once studying nonstop for an entire month with just one outing.
This rigorous discipline transformed his academic trajectory toward university dreams.
Through Ontario eSchool's structured, feasible pathway to university, Michael gained clear goals, knowing exactly how to plan and execute each step, transforming him into a diligent student.
Watching peers advance while remaining stuck brings immense frustration, yet Michael's university dream drove him to
seize every opportunity. Initially experimenting with Ontario eSchool (OeS), he was thrilled by his first assignment score of
over 80, igniting belief in his potential for strong results and dream universities.
Online secondary schools like OeS differ from Hong Kong's local system by assigning advisors to craft personalized learning
plans based on grades, abilities, interests, and goals, with regular assessments for optimal adjustments. This enabled Michael
to target strengths, shore up weaknesses, and progress steadily.
Unlike DSE's "one-exam fate," OeS uses school-based grading—70% coursework, 30% final exams—securing direct university
applications worldwide without public exam risks. Flexible, self-paced with anytime access, live Canadian-certified teacher instruction
emphasizes interactive discussions over rote memorization, small classes (1-6 students, ~2 hours), peer exchange, and resubmissions
for improvement.
Michael graduated with an average score of 90 and received admission offers from 9 universities worldwide.
Michael gained a clear roadmap through Ontario eSchool's feasible university pathway, knowing precisely how to plan and execute each
step, transforming him into a diligent student. With dedicated teacher guidance, he shifted from rote memorization to interactive learning,
grasping core principles and applying them to daily life, reigniting his passion for education. Ultimately, he graduated with a 90 average
and received offers from 9 universities worldwide.
Interested in course details? Contact our education advisors via Whatsapp +852 2393 8312 or
call +852 2393 8321 / 2393 8312 .
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May 5, 2022｜sundaykiss.com｜青年追大學夢留班多次不放棄 找到合適教育 終獲9間大學同時取錄
