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.

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