Celebrating ten years of DFID in Gansu

Ten Years, Ten Innovations

British Support to Basic Education in Gansu Province, China

Ten Years, Ten Innovations

British Support to Basic Education in Gansu Province, China

www.dfid.gov.uk www.camb-ed.com

Gansu Province, China

Gansu Province is located in the north-west of China. With a population of over 26 million, the minority population accounts for more than two million. Of the province’s 54 different nationalities, Hui is the largest minority nationality.

Gansu Basic Education project (GBEP)

Support to Universal Basic Education Project in Gansu (SUBEP)

Acknowledgement

Writer: Zhao Jing

Editor: Corrie Mills

Reviewers: Hu Wenbin, Andy Brock

Produced by Cambridge Education

Photographers: Jiang Shenglian, Hsu Ming, You Jia

Design: David Blenkey, Lex Wilson, Kaci Din

Special thanks

Special thanks to the children, teachers and education officials in the Gansu project counties, to the Project Management Office in Gansu Provincial Education Department, and to GBEP and SUBEP’s many consultants and friends.

Foreword

I arrived in China in July 2003. The first project I really knew about was the DFID-funded Gansu Basic Education Project (GBEP). This was because four children who had benefited from the project came to Beijing to meet the then UK Prime Minister, Tony Blair, and his wife at the formal opening of the DFID office in China on 21 July 2003.

This book records the innovations made over the last 10 years in Gansu education. With the combined efforts of teachers, head teachers, education officials, international and national consultants, and DFID officials, the two projects have achieved a great deal. Targets were reached and many valuable experiences and lessons were accumulated along the way.

Over six years, the project was successful in improving access for out-of-school children in Gansu’s four poorest counties, with net enrolment increasing by 12% in just five years. Not only that, but the project also helped to improve the quality and relevance of education and encouraged the local communities to become more involved with the education of their children.

Many important lessons were learnt through this project, some of which are already being made use of elsewhere in China. As GBEP came to an end, DFID decided to continue supporting education in Gansu by funding the Support to Universal Basic Education Project (SUBEP) in cooperation with the Gansu Provincial Education Department. The aim was to expand the key lessons of GBEP to a further 31 counties in Gansu.

The two projects made a very positive impact on education in Gansu and these achievements have been widely disseminated nationally and internationally, raising great interest in education circles. have visited Gansu many times over the last seven years in the company of UK dignitaries, including Princess Anne, to show them the progress that has been made and people’s higher living standards as a result of improvements in primary education across the province.

DFID is proud to have been associated with these changes and innovations and is happy to have contributed to the achievement of universal basic education in Gansu. We hope that our friendship with the people of Gansu will last for years to come.

Adrian Davis Director, DFID North and East Asia

GANSU BASIC EDUCATION PROJECT (GBEP)

Duration: December 1999 to June 2006

Funding: £14,400,000

Location: GBEP operated in four of Gansu’s poorest counties in Linxia Hui Autonomous

Prefecture: Kangle, Hezheng, Jishishan and Dongxiang.

Project purpose:

To achieve universal primary education by 2005 and universal basic education by 2010 in Gansu Province. To have more boys and girls entering and completing the primary and junior middle school cycles in Gansu, especially in the four target counties, and to reduce inequalities within the education system.

Main activities

Sustainable and improved school building programme.

Creating an enriched learning environment for children.

Improved education management through School Development Planning.

Implementation of the new National Curriculum through participatory approaches to teaching.

Experimental strategies to improve access, especially for girls.

Strengthened student retention through a focus on early years’ education.

New approaches to children with special education needs.

Improved resources for teachers and children, through culturally relevant storybooks developed by local teachers.

Head teacher training for strengthened school management.

Stronger focus on standards and achievement through a new approach to inspection.

Introduction of evidence-based County Education Planning.

Better data management through an improved Education Management Information System (EMIS).

A scoring system for prioritising school rebuilds and deciding the location of new schools.

Increased funds for equipment and training through county education budget reform.

Research focused on practical issues and getting research into policy and practice.

2003: Tony Blair meets Vice Governor of Gansu

2004: Former UK Ambassador Sir Christopher Hum plays table tennis in a Dongxiang School

2005: Princess Anne meets the GBEP team

Dear Uncle Blair:

Many thanks for the help of your country, which has made me finish my school study and further will help me to realise my life ideal. I’m also grateful to your attention and support for us rural children ... Because I lost my parents when I was just a little girl, I never felt cared and cherished. I am very proud because I have become the happiest child from the bitterest one. It’s you who gave me confidence and hope. It’s you who gave me a bright future and life. I won’t betray your expectations. I’ll enrich myself with plenty of knowledge and become a qualified primary school teacher in the future.

Best regards,

‘Lucky girl’ Kang Lanlan

Letter from Gansu schoolgirl to former UK Prime Minister Tony Blair

Main activities

Revised the training materials developed by GBEP, including teacher and head teacher training materials, inspection guidance and teaching research training materials. Developed participatory training materials for Tibetan primary school teachers.

Conducted large scale trainings for primary and secondary teachers, head teachers, inspectors, teaching research staff and education administrators in the 31 new project counties. Implemented School Development Planning tailored to the local context to improve school leadership and management.

Introduced new school inspection models in 31 counties and set up a teaching support system prioritising rural village schools.

Further developed and scaled up the GBEP Education Management Information System to provide more scientific data evidence for policy making.

SUPPORT TO UNIVERSAL BASIC EDUCATION PROJECT IN GANSU (SUBEP)

Duration: April 2006 to March 2010

Funding: £6,250,000

Location: SUBEP targeted 35 counties in Gansu, including the four counties covered by GBEP.

Project purpose:

2008: Director of DFID North and East Asia Adrian Davis visits Dongxiang school

2009: Nigerian delegate talks with teacher in Minqin

2010: New UK Ambassador Sebastian Wood visits Gansu school

“I think one of the strengths of the Gansu education project is the way it was created for the Gansu education context and suited local practice. Its sustainability lies with the people. The project philosophy has been internalised in the minds of local managers and educators, so it has been rooted deeply in the land of Gansu. This is no longer a British import; it has been made a Gansu product. So it will last much longer, even now the projects are finished.

To support the Government of Gansu to achieve its goals on basic education, by increasing government capacity to implement effective programmes that increase equitable access, school completion and achievement for the most excluded boys and girls.

Provincial Education Department

Bai Jizhong, Head of

Gansu

Making it happen

Through GBEP, 177 schools were built or re-built in four counties in Linxia Prefecture.

All the schools built with DFID support have:

concrete structures with quakeproof ring beams soundproofed, insulated roofing larger windows and lower blackboards display rails and space to hang teaching aids and students’ work clean toilets facilities for disabled children

The ‘Happy Campus Initiative’ was introduced in 672 schools.

During the last 10 years DFID funding has helped to make enormous improvements in school conditions. Not only contributing to physical changes, but also helping schools to create a childfriendly learning environment.

The project prioritised upgrades to, and construction of, teaching points (small rural schools that only provide teaching until 3rd or 4th Grade) and village schools.

Before the project, the school building was in a bad state and would let in the rain. I was worried the building might collapse. Many parents were not willing to send their children to school due to these poor conditions.

SCHOOL SWEET SCHOOL

The ‘Happy Campus Initiative’ was introduced by GBEP to make schools more attractive, stimulating and enjoyable places for children. This included the provision of sports and play facilities and equipment, landscaping school grounds and attention to quiet and public spaces for all children.

Ma Haimei, 13, Little River School, Hezheng County

Last term I moved to Xinjiang Province with my parents. I didn’t understand the local language there so I came back to my hometown. Here I understand the language and the teachers treat me very well. They like me and I like them. There wasn’t a ‘Happy Campus’ programme in the school in Xinjiang. Here we have a ‘Happy Campus’ programme and I have lots of friends. We can discuss our classwork together so I can check my answers before submitting them to the teacher. I learn a lot from my classmates.

Ma Haimei was one of over 7,000 ethnic minority girls who received support to go to school through GBEP. Now in 6th Grade she loves school and hopes to go to University.

A female teacher from Dongxiang County

Ma Haimei

Making it happen

Over six million RMB of scholarship money has been provided to schoolchildren, of whom 72% are minority girls.

Free lunches were introduced in four schools, resulting in a significant increase in enrolment.

Female teachers were posted in rural schools, in order to attract more Muslim girls.

Training in special education needs was organised for both teachers and head teachers.

An early years’ education programme was introduced to improve student retention, this included training in active teaching methods, purchase of round or half-hexagonal tables to encourage group work, and big picture books in the classroom.

WE WANT TO GO TO SCHOOL TOO!

Ma Zhengqing (main picture right), 19, who suffered from polio as an infant and returned to school with GBEP support.

A lot of effort has been put into encouraging disadvantaged children to go to school, in particular minority girls, disabled children and drop-out students. After 10 years of project implementation and a rise in government investment in education, the enrolment rate across Gansu increased to 99.45% in 2009.

Ma Jinfang, 18, Chui Ma Tan Secondary School, Jishishan County

In some counties, the gross enrolment rate of minority girls increased from 60% to 79%. By 2010 all counties in Gansu will meet the Chinese Government’s target of nine years’ compulsory education for all children.

If I hadn’t stayed at school, I would know very little and know nothing about the outside world. In our minority area, girls my age tend to marry very early. I am very lucky. If I hadn’t gone to school, I am pretty sure I would be married by now. Schooling changed my fate and I now have a very different life!

Ma Jinfang received a DFID-funded scholarship and was one of four girls to meet former UK Prime Minister Tony Blair in 2003. She is now a high school student. As a result of the projects, Jishishan County has decided to provide free high school education.

Ma Jinfang

“

I was lonely and sad at home. After going to school, I became very happy because I made new friends.

3 3

Ten years ago, schoolchildren throughout China would sit in rows facing the blackboard. Teachers would lecture them without considering the pupils’ different needs. That was until DFID supported the introduction of participatory teaching methods in Gansu: first in four counties and later in a further 31 counties. At the same time the Chinese Government started introducing a National Curriculum based on child-centred approaches.

Now children sit in groups and their teachers use more child-centred methods to promote active learning. Children have responded well to this new style of teaching: they enjoy learning more and statistics show that this has been accompanied by an improvement in their academic results.

Making it happen

A total of 18 participatory training modules were developed including Effective Participatory Teaching, Classroom Management, Child Learning Strategies and Education Equity.

Over 40,000 teachers and head teachers in the 35 counties have been trained in teaching skills relevant to their job.

Participatory training modules have been developed and delivered in Tibetan in order to promote bilingual teaching.

Twenty four story books have been developed to reflect local culture and the students’ lives.

Hezuo Kajiaman County Primary School

Sophia

Goes to School was one of the storybooks developed by GBEP. It tells the story of Sophia’s (a common name for Muslim girls) first day at school. The book is very popular with girls, who often say “it tells my story!”

I like Tibetan Language class the best. I don’t like PE. I want to be a teacher in the future, then I could pass on my knowledge to other students. During our lessons, we like asking questions.

We also like it when the teacher uses games, like role play.

Jia Huacao is a Tibetan girl. Her teachers have received training in participatory approaches. In Tibetan class, her teacher makes use of role play to help the children learn the language.

Jia Huacao, 11,

Jia Huacao

STRONGER TOGETHER

Making it happen

A Guidebook for Teaching Research Staff has been developed and training was delivered to both full and part time TRS.

TRS were encouraged to prioritise support to teachers in teaching points and village schools.

A new model of teaching support was developed, which includes notes on best practice, teaching demonstrations, interactive discussions, suggestions for improvement and practice in classroom teaching.

Professional development for young teachers has been encouraged. Consequently some young teachers have become Gu Gan or ‘backbone’ teachers, who play a leading role in their school’s teaching and curriculum development.

Teaching Research Staff (TRS) are employed by the education bureaus to support teaching in local schools. A more effective teaching support system was set up in the project areas to help create a partnership between TRS and teachers.

The role of TRS has now changed from simply supervising teaching to supporting teachers’ professional development, developing teaching resources and providing advice in the classroom.

Yajin, Teaching Research Staff, Liangzhou District

A survey indicated that 80% of village schools and 87.5% of teaching points got TRS support frequently and among them, 95% of teachers were satisfied with the support received.

SUBEP End of Project Report, 2010

There were two stages of developing our teaching support system. In the first stage, teachers who had received training in participatory approaches weren’t sure how to introduce it or even dared not try it. So our full and part time TRS went to the project pilot schools and demonstrated how to use participatory teaching in the classroom. Now we have entered the second stage. We want to integrate this teaching method into Chinese practices and adapt it to the Liangzhou context –combining good Chinese teaching traditions with a participatory philosophy, to improve the quality of basic education.

Feng

Feng

Yajin is a part time TRS who received training on how to support school teaching. 800 full and part time TRS have been trained during the project, 40% were female.

Feng Yajin

Making it happen

Training was provided to teachers in five key teacher training schools. Twelve modules were developed through the project including Classroom Management, Child Learning Strategies and Education Equity. From 2001 to 2005, 2,447 teachers were trained.

A special Masters of Education programme was introduced in Gansu’s Northwest Normal University to improve the academic level of more than 50 teachers in training institutions.

All newly employed teachers were provided with training in child-centred learning. Books and equipment were donated to teacher training institutions to set up Learning Resource Centres.

Twenty training institutions were selected as training bases to implement participatory teacher training for teachers in the 35 counties. This process was closely monitored.

The projects helped to build a connection: a dialogue and cooperation between the university faculties and school teachers. Education practices are complex, so we need to base our teacher training and research on what is actually happening in the classroom.

NEW TEACHERS, NEW METHODS

It wouldn’t have made sense to train all Gansu’s practicing teachers in participatory approaches, if the province’s teacher training institutions continued to coach new teachers in the traditional way. The projects worked to improve the capacity of teacher training institutions and to introduce new participatory methodologies.

Throughout the province, universities, teaching colleges and teacher training schools benefited from training of trainers, study tours to UK training institutions for key personnel, materials development, and other training activities.

The project paid great attention to training in teaching schools, colleges and universities, which was the basis for pre-service training in basic education. Teachers in these institutions in Gansu were involved in the project. These teachers changed a lot. The skills they acquired not only contributed to the project in the short term, but will also contribute to the development of Gansu basic education in the long term. I think the project was well planned and took a systematic approach to improving teacher training skills and in this way it is more sustainable.

Professor Wang is a renowned scholar specialising in basic education in Western China, especially teacher training. Involved in GBEP from the very beginning, he led several research programmes including case studies for the Mid-term and End of Project Reviews.

Professor Wang Jia Yi, Vice President, Northwest Normal University

Wang Jia Yi

Faculty member, School of Education, Northwest Normal University, Gansu

Making it happen

Training was provided to 4,146 head teachers across the 35 counties. The projects developed nine modules including Responsibility and Awareness in School Development in a Changing Era, Practice and Innovation in School Development in a Changing Era.

School Development Planning was implemented in 1,900 schools as a new method of school management.

Training was provided to female community members to give them the encouragement and skills to get more involved in school management.

After a year of SDP, the situation was not very encouraging. Many problems hadn’t been solved and community participation was not good. This was because the SDP objectives and actions were just a ‘shopping list’ and tried to cover everything. I then realised that the process of making the SDP is very important. Without a good process, there won’t be good results.

BETTER LEADERSHIP, BETTER SCHOOLS

The management of a school plays an essential role in ensuring the quality of the education the school provides. The projects provided a series of leadership and management training to head teachers.

Guidance was also given on how to make School Development Plans. This not only helped improve the quality of school management, but increased community involvement in the running of their schools, fostering relationships between the school, the community and the county education bureau. As a result more children were encouraged to go to school and provided with a better education when they got there.

Our original understanding of SDP was that it was a document to write on paper and stick up on the wall. This has changed to an understanding that it is a whole process, which includes the diagnosis of a school’s problems followed by the implementation of school plans and, in the end, improvements. The project aims to reduce poverty and increase equity. It worked by changing peoples’ minds instead of just giving people physical support. SDP was used as a vehicle to inspire new ideas. SDP helped head teachers and teachers to take ownership of their schools.

He Long, Head Teacher, Xinji Primary School, Hezheng County

Xinji Primary School started School Development Planning in 2000 as a pilot in the early stages of GBEP. He Long went on to provide SDP training and to share his experiences with other head teachers.

” He Long

Wang Guocai, SDP Coordinator, Jishishan Education Bureau

Making it happen

THE NEW INSPECTORS

As schools changed the way they carried out planning and taught the new National Curriculum, the inspection system needed to change too. There needed to be realignment between what teachers were doing and what was being inspected.

The project developed and implemented a new inspection system focusing on childrens’ achievements and assessing the extent to which teaching, learning and school management were contributing factors.

In addition to the new inspection framework, the projects piloted an education management information system (EMIS), and the heads of county education bureaus were trained in education planning in order to improve the capacity of county education officials.

Support was provided to develop an Inspection Framework and an Inspection Guidance Manual. New inspectors were selected from project and non-project counties across the province, including some head teachers who benefited from learning about other schools and were also able to share their own experiences.

Key officials in four county education bureaus were trained and produced a three-year rolling County Education Plan.

A set of planning guidelines was produced and county education staff were helped to become more aware of their role as coordinators and ‘champions of change’.

The EMIS introduced by the projects focused on gathering data at student rather than school level. This has allowed for a much richer data set, including the ability to track pupils as they change school or drop-out.

Gao Fangxia, Inspector and Deputy Head Teacher, No. Six Middle School, Wuwei City

During the inspection process we observed almost every teacher’s lesson: 100% of primary school teachers and 70% in secondary schools. We provided feedback after the observation, which teachers appreciated and found encouraging. For example, we observed one teacher several times and I could see the improvement lesson by lesson. No inspection, no improvement. Head teachers would like to be improved by inspection so they welcome it. I learnt a lot during the process.

Gao Fangxia is one of 1,600 inspectors who were trained by GBEP and SUBEP. She received seven days’ team inspector training, increased from the four days provided under GBEP. Over 10 years, more than 1,200 schools have been inspected using the new model.

Gao Fangxia

I want to study inspection training because it could help me to improve my school management skills.

Head Teacher, Liangzhou District

SHARING THE LEARNING

The research capacity of local researchers and research institutions was improved over the course of DFID’s support to Gansu education. The project set up 10 research topics all related to project activities, for example Action Research on Girls’ Education, The Impact of Participatory Teaching in Normal Schools and Education Cost Sharing.

As a result, local researchers began to focus on the education practices and real problems in rural education rather than academic and theoretical research. The project disseminated lessons learnt through its website, public media and professional events in order to maximise impact.

Making it happen

The Young Researcher Scheme recruited local young researchers and provided them with training and consultant support to help them fulfil their potential.

The project websites and regular newsletters provided information for both internal and external audiences.

The Chinese media, including CCTV and Southern Weekend TV, was targeted to raise awareness of equity in education.

Written reports, professional conferences and short films were used to share lessons learnt and to influence the education and development communities.

Links were made with other donors’ education projects, and the project welcomed visitors from other provinces, Asian and African countries, and large international organisations.

Lessons learnt from GBEP were used to rollout a similar DFID-funded project in 27 counties in Southwest China (Southwest Basic Education Project, 2006-2011).

Deng Hong, Associate Professor, Lanzhou University

I was selected to join the Young Researcher Scheme in 2004 and took charge of the action research project “School Life through Children’s Eyes”. I received training and mentoring from the international and national consultants, which led me into the field of research on minority education. I really enjoyed the process, although it was hard work. Being involved in this scheme not only increased my research capacity and deepened my understanding of minority education, but also had a great impact on the direction of my career. I have now started my doctorate in educational anthropology and have carried out several research projects on minority education in poor areas and published several papers.

Even though each school revealed its unique characteristics, there was a common thread running through them all: the pupil-centered learning and participatory style of teaching; the functional make-up of the school and its efficient management and administrative structure; and the emphasis on School Based Development Planning.

Deng Hong

Deng Hong is one of the young researchers on the GBEP-funded research projects. For many researchers, this was the first time they were involved in action research and had the opportunity to make field visits rather than just carrying out desk-based work.

Nigerian Delegates Gansu Visit Report, 2009

During the first project, DFID contracted UK consulting firm, Cambridge Education, to provide technical assistance through a team of international and national consultants.

After this period of support, Gansu Provincial Education Department took over the consultancy management, using a team of national and local consultants.

Capacity building played an important role in both projects. Over 10 years, support was given to develop a pool of trainers, researchers and practitioners at province, prefecture and county levels. Long after DFID leaves the country, these experts will be the key contributors and innovators in both Gansu and China’s education sector.

Making it happen

DFID has invested heavily in the soft side of projects, openly seeking to foster change. In the early stages of the projects, it was recognised that professional support was essential to help stimulate the changes being initiated.

A considerable proportion of project funds (over 30%) was spent on study tours (including UK visits by local stakeholders) and consultancy support (the majority of this on national consultancy).

The success of DFID’s projects in Gansu came from a careful balance between international experience and local needs. This relied heavily on the capability of national consultants taking international best practice and making it work both within Gansu’s culture and its education system.

Under the banner of participation, process and equity, several training sessions were organised to build capacity for people across all levels and in many different roles: from teachers to parents, to education officials.

Bai Tianyou, Head of Provincial Project Management Office (PMO)

There is a large group of excellent consultants working for the project. They brought international best practice to Gansu and to our project, including the concepts of education equity, equal participation and social development. This led the change of Gansu education in the past 10 years. Our education administrators, head teachers and teachers all learnt from the experience and have put it into practice. Huge changes have been made to Gansu education by the project and it is a great example of communication and integration between Chinese and British cultures.

Bai Tianyou is an education official, and was the Deputy Head of the PMO during GBEP and became the Head of the PMO for SUBEP. Throughout 10 years of Gansu support, over 25 international and 50 national consultants worked together to transform education in the province.

The project is a result of cooperation and innovation. Cooperation between people of different nationalities and ethnicities, different professional backgrounds and positions, people with different needs from different institutions. From these different opinions and sociocultural backgrounds grew new experiences, methods and knowledge.

Bai Tianyou

Professor Shi Jinghua, GBEP Teacher Training Consultant, Tsinghua University

The success of DFID’s involvement in Gansu education relied on the effort and commitment of a lot of people, including teachers, head teachers, Chinese education officials, consultants and DFID officials.

A huge sense of ownership was generated among many of the people involved in the project. People from different backgrounds worked together to share their vision, their contribution and the success of the project, which also led to lasting friendships.

Making it happen

Great support was provided by Li Ying, Vice Governor of Gansu, and Adrian Davis, head of DFID’s Beijing Office, who visited Gansu fifteen times during his seven years’ in post.

At the beginning of the project, a culture of participation and cooperation was built up at different levels, initiated by the project management and consultant teams.

Success breeds success. Consequently, achievements early in the project helped to stimulate ownership, and encouraged people to work harder to achieve more.

A long standing trust and friendship has developed both at a personal and institutional level.

Perhaps it was due to the deep involvement of so many people in this project, but I was often surprised that people would think: ‘this is MY project!’ Everyone showed great enthusiasm and pride—it was amazing!

Professor Chen Xiangming, Teacher Training Consultant

Wang Ping, Deputy Head of Gansu Provincial Education Department

We are moved by DFID’s funding, especially the funding that went to poor minority areas in Gansu and the most disadvantaged groups. I think the project design suited the local needs of Gansu, so this made a good starting point for cooperation. The consultants and DFID officials were committed to project activities, precise in their project management and enthusiastic about children’s education. This was very inspiring and motivated us to achieve better results for the project. Finally, I believe the project improved the friendship between Britain and China, especially for young people.

Wang Ping

10 “ ” “ ”

In the last 10 years, over 20 international and national study tours have visited Gansu as an example of best practice in education. GBEP was selected as one of the best examples of girls’ education by the United Nations Girls’ Education Initiative (UNGEI).

Delegations from South Africa, Nigeria and Vietnam visited Gansu to look at participatory approaches and school development planning.