Annex 1 CHINA: Basic Education in Western Areas Ethnic Minority Education Strategy Matrix of Specific Actions to be Taken Project Issues Implementing Components Identified in Specific Action When Responsibility the Social Assessment Component 1: Improving School Facilities School Improving i. Poorer villages and townships will i) Overall construction Local education construction access to be targeted as priority areas for investment plan bureaus and upgrading primary upgrading and construction of schools finalized during project sub- education (expected to be of disproportionate appraisal and annual component benefit to minority children because review of yearly they tend to live in townships and construction plans in villages outside of the county seats.) the annual action plans. Confirmation that poorer villages will be targeted will be sought prior to project approval ii. Innovations in school construction ii) Plans to study to reduce long terms expenditure and innovations are provide a better environment in included in provincial schools will be studied. implementation plans Included in Current Project Design Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized closure Authorized
Transcript
Annex 1CHINA: Basic Education in Western Areas
Ethnic Minority Education StrategyMatrix of Specific Actions to be Taken
Project Issues ImplementingComponents Identified in Specific Action When Responsibility
the SocialAssessment
Component 1:ImprovingSchoolFacilitiesSchool Improving i. Poorer villages and townships will i) Overall construction Local educationconstruction access to be targeted as priority areas for investment plan bureausand upgrading primary upgrading and construction of schools finalized during projectsub- education (expected to be of disproportionate appraisal and annualcomponent benefit to minority children because review of yearly
they tend to live in townships and construction plans invillages outside of the county seats.) the annual action plans.
Confirmation thatpoorer villages will betargeted will be soughtprior to projectapproval
ii. Innovations in school construction ii) Plans to studyto reduce long terms expenditure and innovations areprovide a better environment in included in provincialschools will be studied. implementation plans
Included in Current Project Design
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Improving Infrastructure investment will take Overall construction Local educationaccess to junior place in junior secondary schools in investment plan bureaussecondary minority areas, including construction finalized during projecteducation of new schools in minority counties appraisal and annual
with no lower secondary provision. review of yearlyconstruction plans in
Included in Current Project Design the annual action plans.
Primary school No decrease within project townships Details to be provided Local educationclose to of schools within 2.5 km distance in sample county plans bureausminority from home or 20 minutes walk. It has at appraisal, duringchildren been agreed that project funds will not consultation team visits,
be used for new boarding schools at and annualthe primary level and that funds used implementationto improve existing schools should not supervision missions.expand them to compensate for theclosure of local schools. In areaswhere a standard 6-class modelprimary school is not viable,alternatives will be considered,including multi-grade schools,satellite-core school networks,incomplete schools with alternate yearintakes, and small mobile schools. Inaddition, girls only classrooms will beconsidered.
During Implementation
Providing Through provincial implementation Methods described in Local,
improved plans, and with the use of national, final provincial Provincial
educational provincial and local funds, school and implementation plans education
opportunity for textbook fees paid or remitted for poor authority
poor minority children.girls and boys
Included as parallel activity inproject areas
Project Issues Identified in ImplementingComponents the Social Specific Action When Responsibility
AssessmentEquipment Sufficiency of Furniture and teaching Provincial equipment Local educationand materials school furniture and equipment for minority schools and materials standards bureaussub- teaching equipment should be consistent with MOE to be specified in finalcomponent in minority primary standard criteria for all schools provincial
and junior (includes teaching points and implementation planssecondary schools village primary schools).
Equipment needs will take intoaccount the requirements ofparticipatory teaching methods.
Included in Current ProjectDesign
Texts and i) Existing minority language i) Minority language i,) Local andsupplementary textbooks to be available to textbooks made provincialreading materials for corresponding minority girls and available at the start of educationprimary and junior boys; each academic years authoritiessecondary schools
Included in Current ProjectDesign
ii) Promote wider distribution of iia)Identification of ii) Provincialmaterials appropriate for supplementary reading educationminority children. needs, provided end of authorities with
year one; China ExpertsDuring Implementation iib) Provincial-level Panel
plans for supplementarymaterials prepared inconjunction with ChinaExperts Panel by mid-term review
Project Issues ImplementingComponents Identified in Specific Action When Responsibility
the SocialAssessment
Component 2:StrengtheningManagement andAdministrationSchool i) Minority i) School Development Planning i) Organizational role and i) CountyDevelopment community (SDP) is piloted. World Bank and plans for training of Head educationPlanning Sub- participation in DFID will review allocations to Teachers, School District bureauscomponent improving SDP at the Mid Term Review. Directors and education
access to officials and pivotal roleprimary SDP is local level planning with of communityeducation and by schools and their consultations described in
communities. The school works final provincialclosely with the community to implementation planssolve its problems and promote itsdevelopment. SchoolDevelopment planning facilitatesthe involvement of all members ofthe community including thepoorest, both non-minority andminority parents, women, andchildren who are given a say indecision making.
Included in Current ProjectDesign
ii) community consultations heldin minority areas to monitor and
review progress and results ofSchool Development Planning
Included in Current ProjectDesign
ii) Providing ii) Methods described in ii) Provincialimproved final provincial and countyeducational implementation plans educationopportunity for authoritiespoor minoritygirls and boys
Monitoring and Improving i)Capacity of government i)Plans for training of Local,Evaluation sub- capacity to officials to undertake monitoring government officials provincialcomponent monitor and and evaluation will be will be set out in education
ii) Minority-specific (and gender- ii)Monitoringdisaggregated) monitoring indicators to beindicators to track key aspects of developed as part ofminority educational performance DFID-funded study towill be developed. These could establish impactinclude: assessment system
* Number of minority during first sixteachers trained months of project.
* EnroUment rate ofminority children
* Primary completion rate ofminority children
* Percentage of minoritychildren completing 9years of school
* Number of teaching pointswith minority languageinstruction (needs to bechecked with provinces)
During Implementation
Project Issues Identified ImplementingComponents in the Social Specific Action When Responsibility
AssessmentInstitutional Strengthen the capacity of local Final provinciat Provincial educationDevelopment departments of education to implementation plans authoritiessub-component administer education policies to describe measures
which include minorityeducation strategies.
During ImplementationChinese Experts Assure adequate Chinese Experts Panel to Final National Ministry ofPanel Sub- attention to include expertise in minority implementation plan Education, Foreigncomponent minority and gender expertise (eg. to describe CEP Investment and Loan
Project Issues Identified in the ImplementingComponents Social Assessment Specific Action When ResponsibilityComponent 3:Strategies toImprove Quality ofTeaching andLearningTeacher training i) poor quality and i) Promote the increase a) Plans for Provincialsub-component limited coverage of number and competency of training of education
bilingual teachers in bilingual teachers teachers to be authoritiesprimary schools. set out in
Included in Current provincialProject Design implementation
plansb) Provincial-
ii)low enrollment of ii) Promote the increase of level targets tominority girls in the proportion of female be prepared forprimary and junior minority teachers in mid-termsecondary schools. primary and junior review
secondary schools.
Included in CurrentProject Design
iii) poor quality of iii) Improve quality oftemporary (daike) daike teachers throughteachers in primary training programsschools
To be discussed withprovinces duringappraisal
iv) Quality of trainingprograms to be assessedand improved
To be discussed withprovinces during appraisal
Knowledge Lack of resources to do Support local organizations Guidelines for ProvincialGeneration sub- adequate research on local and education units to the use of educationcomponent minority issues. conduct research on issues knowledge officials and
such as: generation research units- Culturally appropriate funds and with appraisallocal curriculum content, priority areas team- Girls' education, for funding to-Improving the demand for be agreed byeducation, etc. appraisal- low demand for educationby some parents
Included in CurrentProject Design
Support both provincial Following the Provinces toand national level research delivery of do thewhich introduce the results findings of the research, CEPof the findings of the consultation to manage andstrategy consultation teams teams visits to direct theto further develop and sample research andrefine minority education counties and MOE to takestrategies throughout the research
Taole county 10600 34.42%5 County Yueyahu Xiang 7700 89.53%
Dongsha Xiang 800 47.06%Gaorenzheng
_________ Xiang 1100 31.43%
continued
Seue populati percentage of minorities in languages in minoritiesnce County minorities on total population over 5% of the projectnumb Cony Huizu county's populationer 1 2 3
16 Hongsiba project county 82360 58.00%0 Dahe Xiang 10787 57.90%
Shaquan Xiang 10172 56.56%
population of the
project coun ty 288700 80.55%
Jijia Xiang 11310 100.00%
WangtuanXiang 16545 57.71%
17 Tongxin Chengguan Xiang 29102 100.00%
County Xiamaguan Town 7567 29.15%
Weizhou Town 18285 70 00%
Shishidiaozhuang
Development
Zone 16545 57.65%
4
continued
Seque .. languages in minorities
nce minorities p over 5% of the project
numb County Huizu on total population county's population
er 1 2 3
population of the
project county 258345 69.55%
Xinren Town 810 4.05%
Liwang Town 24100 89.18%
Shidian Xiang 14510 86.14%
Jiatang Xiang 14010 84.57%
Gaotai Xiang 10900 71.71%
18 Haiyuan Xian Xiang 13200 53.44%
County Luoshan Xiang 1010 10.66%
Shutai Xiang 17020 709.76%
Yanchi Xiang 3600 49.92%
Guanqiao Xiang 13200 86.35%
Xinlong Xiang 13000 77.32%
Gaoya Xiang 13500 72.55%
Caowa Xiang 8510 74 96%
Hongyang Xiang 9400 78.63%
population of th
eproject county 234000 52.47%
Chengjiao 8256 28.50%
19 Xiji Xiaohe 14350 80.88%
County shizi 18099 82.01%
Piancheng 14061 80 78%
Subao 486 2 05%
Xiabao 9890 97.88%
population of theproject county 81316 97.90%
20 Coun Baimian Town 14166 100.00%
County Xinmin Xiang 15135 100.00%
Huitai Xiang 6744 100.00%
Note The statistics is of the year of 2001.
5
Table 2: Educational statistics in Ninxia
Seque rate of school-age children entering primary schools
nce minorities male femalenumb county
numb 1 2 3er
1 Yinchuan suburbs 82 84 80
2 Yongnin County 97.61 97.62 98.56
3 Helan County 98 98 1 97
4 Pingluo County 89.5 96 88
5 Taole County 67 69 63
6 Huilong County 97.4 97 8 98.3
7 Wuzhongshi
litongqu 96 97 95
8 Qingtongxiashi 97.8 98 96.4
9 Zhongnin County 68 70 58
10 Linwushi 98 7 98.8 98.7
11 Zhongwei County 96 98.8 97 5
12 Yanchi County 100 100 100
13 Longde County 97.3 99.3 99.1
14 Guyuaan County 95.3 97.8 96.3
15 Pengyang County 96 96.9 95.8
16 Hongsibao 84 86 82
17 Tongxin County 94.6 96.6 92.5
18 Haiyuan County 95.26 96 13 92.8
19 Xiji County 95.1 97 92.9
20 Jinyuan County 97.8 97.6 97.1
Note: The statistics is of the year 2001.
6
II Statistics on minorities in Gansu
Table 1: Statistics about minority population in Gansu
minority
Sequenc percentage anguages(over5e county Minorities population of minoritie % of the
number in total population of thepopulation project Xiang)
1 2 3
population of the project county 131440 33.25 YesZhouqu
I County population of the project xiang 22353 31.95 yes
Zangzu 7141 31.95 yes
population of the project county 306214 69.2 -
2 Zhangjiachuan County population of the project xtang 52943 68.92 -
Huizu 36488 68.92 -
population of the project county 524000 2.67 -
Wudu
3 County population of the project xiang 112428 1.73 -
Huizu 1941 1.73 -
population of the project county 168111 2.99 -
4 Yumenshi population of the project xiang 4764 85.5 -
_uizu 4076 85 56 -
7
Table 2: Educational statistics in GansuSeque rate of school-age children entering primary schools
nce County minorities male femalenumb Cut
er 1 2 3er
I Quzhou county 95.72 96 98 95.372 Zhuangjiachuan county 98 98 8 97.23 Wudu county 87 92 814 Yumen city 88.4 89.2 77.6
8
III Statistics on minorities in Sichuan
Table 1: The Information of Ethnic Minority Population in Sichuan ProvinceEthnic
LanguageProportion of Minority (Over5%of the
Project- Population in the Total Population totalNumber Participatory Ethnic Minorities (%) population of
Counties project county
population)
1 2 3
Population of theProject-participated 57000 35.10
CountyPopulation of the
Jiuzhaigou Project-participated 36593 27.80 YesCounty Town
The Tibetans 4072 11 10 Yes
The Chiangs 2443 6.70
The Huis 2132 5.80
Population of theProject-participated 104019 90.65
County2 Maoxian Population of the
County Project-participated 18845 90.69 YesTown
The Chiangs 17091 90.69 Yes
Population of theProject-participated 67760 63.16
CountyPopulation of the
Songpan Project-participated 11837 88.60 YesCounty Town
The Tibetans 9279 78 39 Yes
The Huis- 1183 9.99 Yes
The Chiangs 25 0.21
Population of theProject-participated 111486 47.00
County
Wenchuan Population of the4 County Project-participated 27428 60.07 Yes
Town
Tibet 4149 15.13
The Chiangs 12326 44.94 Yes
Population of theProject-participated 77099 12 50
County
Luding Population of the5 CCounty Project-participated 24651 22.32 Yes
Town _ _ _ _ _
Tibetans 3965 16.10 Yes
The Yis 1392 5.60 Yes
9
continuedEthnic
LanguageProportion of Minority (OverS%of
Project- Population in the Total Population the totalNumber Participatory Ethnc Miorities (%) population of
Counties project county
population)
1 2 3
Population of theProject-participated 138453 94.34
County6 Butuo Population of the
County Project-participated 23128 92 85 YesTown
the Yis 21474 92.85 Yes
Population of theProject-participated 362511 8 26
CountyPopulation of the
7 Huidong Project-participated 80657 5.62 YesCounty Town
The Yis 2961 3.67 Yes
The Lisus 877 1.09
The Buyis 696 0.86
Population of theProject-participated 320073 34.15
County8 uMianng Population of the
County Project-participated 35441 14.72 Yes
Town
The Yis 5218 14.72 Yes
Population of theProject-participated 72392 17.00
County
Huili Population of the9 County Project-participated 15184 18.20 Yes
Town
The Yis 12392 81 61 Yes
The Tais 2450 16.14 Yes
Population of theProject-participated 174810 38.80
County
10 Mabian Population of theCounty Projec,participated 11234 54.93 Yes
Town
The Yis 6171 54.93 Yes
10
continued
Ethnic Language
Project- Proporthon of Miority (Over5%of the total
Number Participatory Ethnic Minorities Put population of project
Counties county population)
1 ~~~~2 3
Population of the
Project-participated 258300 2.36
County
I I Pngshan Population of theCounty Project-participated 183600 3.32
Town
The Yis 6100 3.32
Population of the
Project-participated 655000 5 65
County .-
12 Xuyong Population of theCounty Project-participated 260700 6 96 Yes
Town
The Miaos 13631 5.23 Yes
The Yis 4513 1.73
Population of the
Project-participated 741000 4.00
Gulin County13 County Population of the
Project-participated 259153 4.64
Town
The Miaos 12022 4.64
Population of the
Project-participated
County 123261 21.22
14 Shimian Population of the
County Project-participatedTown 29303 37.12 Yes
The Yis 6215 21.21 Yes
The Tibetans 4630 15 80 Yes
Note: The data of population mostly come from the 2000 census statistics.
Table 2: The Information of Education in Sichuan Province
The Rate of Enrollment of School-aged Children
Number Project-participated In Elementary Schools
Number Counties Ethnic Minority Male Female
1 2 3
1 Jtuzhaigou County 97.8 95.5 94.6
2 Mao County 98.5 98.5 98.2
3 Songpan County 95.66 95.73 95.56
4 Wenchuan County 99.3 99.4 99.3
5 Luding County 98.6 99 98.5
6 Butuo County 72.32 80 63.5
7 Huidong County 89.2 93.4 82.29
8 Mianning County 80.4 89 72.35
9 Huili County 83.2 95.3 91.3
10 Mabian County 54 87 80
1 1 Pingshan County 68.2 95.8 94.3
12 Daxian County 99.1 98.9
13 Xuyong County 94.30 98.80 97.00
14 Gulin County 96.13 97.9 96.89
15 Xichong County 99.02 99.01
16 Zhongjiang County 99.72 99.71
17 Bazhou District 98.87 98.69
18 Zizhong County 99.3 99.4
19 Anyue County 97.3 97.3
20 Fushun County 94.72 94.35
21 Yuechi County 98.5 96.35
22 Daying County 98.5 97.5
23 Shimian County 92.31 97.45 95.6
Note: These are the data of the year 2001.
12
IV Statistics on minorities in Yunnan
Table 1: Information on the population of minority nationalityCounties Title of the Population Percentage of Languageparticipated and minority minority used(proceedingpopulation nationality nationality 5% of the total of
the countiesparticipated)
Fumin county Total population 109934of the countyparticipatedTotal population 54967of the townshipparticipated
The Yi 9861 8.97 The Yi languagenationalityThe Mxao 6709 6.10 The Miaonationality language
Sui'jiang county Total population 153000 County with theof the county HansparticipatedTotal population 106975of the townshipparticipated
Shui'fu county Total population 93109 County with theof the county Hansparticipated
Luo'ping county Total population 523000of the countyparticipatedTotal population 359154of the townshipparticipatedThe Yi 34024 6.51 The Yi languagenationality
The Bouyei 26774 5.12 The zhuangnationality language
Fu'yuan county Total population 654000of the countyparticipatedTotal population 543513of the townshipparticipatedThe Yi 46515 7.11 The Yi languagenationality
Hui'ze county Total population 887000 County with theof the county Hansparticipated
Total population 324132of the townshipparticipated
13
continuedCounties Title of the Population Percentage of Languageparticipated and minority minority used(proceedingpopulation nationality nationality 5% of the total of
the counties.___________________ participated)
Yuan'mou Total population 202000county of the county
participated
Total population 51193of the townshipparticipated
The Yi 46720 23.13 The Yi languagenationality
The lisu 16846 8.34 The lisu languagenationality
Lufeng county Total population 413261of the countyparticipated
Total population 128490of the townshipparticipated _
The Yi 63636 15.40 TheYi languagenationality
Yuanjiang Total population 193000county of the county
participated
Total population 68627of the townshipparticipated
The Hani 78711 40.78 The Haninationality . languageThe Yis 42882 22 22 The Yi languageThe Dai(Tai) 23845 12 35 The Dai languagenationality _
Jlanshui county Total population 489000of the countyparticipated
Total population 299222of the townshipparticipated __.
The Yis 138257 28.27 The Yi language
Shiping county Total population 285000of the countyparticipated .Total population 163984of the townshipparticipated
The Yis 142083 49.85 The Yi language
14
continuedCounties Title of the Population Percentage of Languageparticipated and minority minority used(proceedingpopulation nationality nationality 5% of the total of
the counties._____________ _ . participated)
Hekong county Total population 77000of the countyparticipatedTotal population 30756of the townshipparticipatedTheYis 23241 30.18 TheYi languageThe Miaos 12483 16 21 The Miao
languageThe zhuangs 10685 13.88 The zhuang
________ _ languageWenshan county Total population 414000
of the countyparticipatedTotal population 160136of the townshippart;cipated
The Zhuang 88108 21 28 The Zhuangnationality languageThe Yi 72790 17.58 The Yi languagenationalityThe Miao 55269 13.35 The Miaonationality language
Guang'nan Total population 730000county of the county
participatedTotal population 392789of the townshipparticipatedThe Zhuang 315755 43.25 The Zhuangnationality languageThe Miao 88444 12.12 The Miaonationality languageThe Yi 42675 5.85 The Yi languagenationality
Simao county Total population 185000of the countyparticipatedTotal population 49655of the townshipparticipatedThe Yi 26572 14.36 The Yi languagenationality
15
continuedCounties Title of the Population Percentage of Languageparticipated and minority minority used(proceedingpopulation nationality nationality 5% of the total of
the countiesparticipated)
Pu'er county Total population 186000of the countyparticipated
Total population 111252of the townshipparticipated
The Hani 42648 22 93 The Zhuangnationality languag eThe Yi 34706 18 66 The Yi languagenationality
Jinghong county Total population 367000of the countyparticipatedTotal population 112800of the townshipparticipated
The Dai 129706 35.34 The Dai languagenationality
The Hani 59123 16.11 The Haninationality lanuguageThe Jinuo 18576 5.06 The Jinuonationality language
Yangbi county Total population 98000of the countyparticipatedTotal population 51237of the townshipparticipatedThe Yi 44155 45.06 The Yi languagenationalityThe Bai 11328 1156 TheBai languagenationality _
Midu county Total population 306000of the countyparticipatedTotal population 145709of the townshipparticipatedThe Yi 25042 8.18 The Yi languagenationality
Longyang Total population 830000locality of the county
participated ._
Total population 123879of the townshipparticipated_The Yi 37699 4.54 The Yi languagenationalityThe Bai 33747 4.07 The Bai languagenationality
16
continuedCounties Title of the Population Percentage Language used(proceedingparticipated and minority of minority 5% of the total of thepopulation nationality nationality counties participated)Changning Total population 333000county of the county
participated
Total population 77672of the townshipparticipated
The Yi 20187 6.06 The Yi languagenationality
Yingjiang county Total population 258000of the countyparticipatedTotal population 73527of the townshipparticipated
The Dai 95798 37 13 The Dai languagenationalityThe Jingpo 29927 11.60 The Jingpo languagenationality
The Lisu 15766 6.11 The Lisu languagenationality
Longchuan Total population 165000county of the county
participatedTotal population 94126of the townshipparticipatedThe Jingpo 44640 27.05 The Jinpo languagenationality
The Dai 27673 16 77 The Dai languagenationality
The Lijiang Total population 347000county of the county
participatedTotal population 141396of the townshipparticipatedThe Naxi 204444 58.92 The Naxi languagenationalityThe Bai 39130 11.28 TheBai languagenationalityThe Lisu 26531 7.65 The lisu languagenationality
The Yongsheng Total population 377000county of the county
participated .. _
Total population 121858of the townshipparticipatedThe Lisu 46997 12.47 The lisu languagenationality I_ I
The Yi 44652 11.84 The Yi languagenationality
17
continuedCounties Title of the Population Percentage Language used(proceedingparticipated and minority of minority 5% of the total of thepopulation nationality nationality counties participated)The Lushui Total population 153000county of the county
participated
Total population 86000of the townshipparticipatedThe Ltsu 88712 57.98 The Lisu languagenationalityThe Bai 29297 19.15 The Bai languagenationality
The Weixi Total population 143000county of the county
participatedTotal population 78233of the townshipparticipatedThe Lisu 78690 55.03 The Lisu languagenationalityThe Naxi 18321 12.81 The Naxi languagenationality
The Zang 11278 7.89 The Zang languagenationalityThe Bai 7878 5 51 The Bai languagenationality
The Yongde Total population 321000county of the county
participated
Total population 268666of the townshipparticipated
The Yi 27296 8.50 The Yt languagenationality
The Wa 17652 5.50 The Wa languagenationality
The Gengma Total population 249000county of the county
participated
Total population 88291of the townshipparticipated
The Dai 51157 20.54 The Dai languagenationality
The Wa 41892 16.82 The Wa languagenationalityThe Lahu 18839 7 57 The Lahu languagenationality
18
Table 2: The Information of Education in Sichuan Province
Project- The Rate of Elementary School EnrollmentParticipatory Ethnic Minority Total Male Female
Counties
Total 98.13 98.25 98.0
Fuming County The Yis 98.25 98 5 98.0Fuming County The Miaos 98.00 98 0 98.0
Total 97.04 98.24 95.83Suijiang County Ethnic Minority 97.04 98.24 95.83
Total 95.50 98 1 92.9Shuifu County Ethnic Minority 95.50 98.1( 92 9_
Total 94.25 95.0C 93 5
The Yis 94 00 95 0C 93.0
Luoping County The Buyis 94.50 95.00 94.01
Total 98.60 98.90 98 3
Fuyuan County The Yis 98.60 98.90 98.3
Total 98.3 99.5 97.1H uize County E h i i oiy_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Ethnic Minority 98 30 99 5( 97.1
Total 95.62 97.23 94.0
The Yis 96.65 98.20 95.1
Yuanmou County Th Lisus 95.00 97.30 92.7
The Miaos 95.20 96.2 94 2
Total 97.98 97.8( 98.15
Lufeng County The Yis 98.50 98.3( 98.7
Other Ethnic Minorities 97.45 97.3 97 6
Total 99.4 99.5C 99.3
The Hanis 98.80 99 1C 98.5
Luoping County The Yis 99.60 99.60 99 6
The Dais 99.80 99.8 99.8
Total 99 85 99 90 99.8C
Jianshui County The Yis 99.85 99.90 99.8(
Total 96.0 93.10 98.9
Shiping County The Yis 96.00 93.10 98.90
Total 98.70 99.23 98.17
The Yaos 99 50 99.80 99.2C
Hekou County The Miaos 97.00 98.00 96.OC
The Zhuangs 99.60 99.9C 99.3(
19
continued
Project- The Rate of Elementary School EnrollmentParticipatory Ethnic Minority Total Male Female
Counties _Total 99 26 99 39 99.12
The Zhuangs 99 47 99 51 99.43
Wenshan County The Miaos 98.86 99.17 98.55
The Yis 99.44 99.49 99.39
Total 98.12 98.03 98.2C
The Zhuangs 98.20 98 1 98.3
Guangnan County The Miaos 98.05 98.00 98.1(
The Yis 98 10 98 00 98 2
Total 99.8 99 8 99 8Simao The Yis 99.80 99.80 99.8c
Municipality
Total 99.65 99.69 99.6
The Hanis 99.65 99.70 99.6CPuer County The Yis 99 64 99.68 99 6C
Total 98.05 98.00 98.1c
The Dais 98.00 98.0 98 0Jmnghong The Hanis 98.05 98.00 98 1
The Jinos 98 10 98 00 98 2(
Total 98 83 99.25 98 4C
The Yis 98.00 98.7 97.3Yangbi County The Bais 99.65 99.80 99.5C
Total 98.40 98 5( 98 3C
Midu County The Yis 98.40 98.5 98.3
Total 99.50 99 8( 99.2C
The Yis 99.50 99.8 99.2Longyang County The Bais 99.50 99.80 99.2C
Total 95.0 96.0 94.0Changning The Yis 95.00 96.00 94.00County
Total 95 2 96.1 94.33
The Dais 98.40 98.80 98.00Yingjiang The Jingpos 95.25 96.50 94 00
County The Lisus 92.00 93.OC 91.0
20
continued
Project- The Rate of Elementary School Enrollment
Participatory Ethnic Minority Total Male Female
Counties
Total 89.82 93.39 86.25
The Jingpos 90.00 93.6C 86.4
Conchunty The Dais 89.57 93.68 85.45County
The Achangs 89.89 92.88 86.89
Total 98.42 98.5C 98.33
The Naxis 99.00 99.0C 99.0
Lijiang County The Bais 98.25 98.5C 98.00
The Lisus 98.00 98.0C 98.0c
Total 73.00 83 0 63.0C
The Yis 77.00 86.00 68.0Yongsheng County The Lisus 69.00 80.0 58.OC
Total 94.50 96 0 93 0
The Lisus 91.00 94.0 88.0Lushui County The Bais 98.00 98.00 98.00
Total 89.75 90.75 88.75
The Lisus 88.00 89.00 87 0(
The Naxis 90.00 91.00 89.0Weixi County The Tibetans 89.00 90.00 88.0c
The Bais 92.00 93.00 91.0(
Total 94.16 95.64 92.68
The Yis 93.90 95.20 92.6Yongde County The Was 94.42 96 07 92.7
Total 88.67 93 OC 84.33
The Dais 88.00 93.0C 83.0O
Gengma County The Was 90.00 94 OC 86.0O
The Lagus 88.00 92.0 84.0
21
V Statistics on minorities in Guangxi
Table 1: The Information of Ethnic Minority Population
Ethnic LanguageProportion of. (~~Over5 %of the tota
Project- Minority in theNumber Participatory Ethnic Minorities Population Total Population opulation o
Counties (%) project countCounties 2) population)
1 ~ ~~2 3
Population of the
Project-participated 368000 96. 70
CountyAn Long Population of the
County Project-participated Town 284826 97. 70
The Zhuang 277322 97. 37 Yes
The Yao 780 0. 27
Population of the
Project-participated
County 402470 98.91
2 Tian Den Population of theCounty Project-participated Town 365675 98. 86
The Zhuang 360748 98.65 Yes
The Yao 752 0.21 Yes
Population of the
Project-participated
County 320000 39.69
Population of the
Rong An Project-participated Town 223382 29.053 County The Zhuang 54102 24. 22 Yes
The Yao 3951 1.77 Yes
The Miao 3212 1.44 Yes
The Dong 3175 1.42
The MuLao 432 0. 19
Population of the
Project-participated 146350 78.38
County4 Jinxiu Population of the
County Project-participated Town 90941 76.29
The Zhuang 51144 56.24 Yes
The Yao 18194 20. 01 Yes
22
continued
Proportion of Ethnic LanguageProporityion ofe Over5%of the total
Project- Population Minority In the opulation oNumber Participatory Ethnic Minorities Total Population project county
Counties ( population)
1 2 3
Population of theProject-participated 402000 0.95 Yes
CountyPopulation of the 278559 0.95 Yes
YlCheng Project-participated Town5 County The Zhuang 250739 0. 90 Yes
The Yao 13929 0.05
The Miao 5571 0.02
The MuLao 2785 0.01Population of the
Project-participatedCounty 270620 9.05
6 GuanYang Population of theCounty Prolect-participated Town 107444 8. 97
The Yao 9445 8. 79 Yes
The Zhuang 168 0.16 YesPopulation of the
Project-participatedCounty 196560 19.67
7 MengShan Population of theCounty Project-participated Town 137793 19. 09
The Yao 13667 9. 92 Yes
The Zhuang 12313 8. 94 YesPopulation of the
Project-participatedCounty 209900 91.34
8 ShangSi Population of theCounty Project-participated Town 143315 92.70
The Zhuang 124277 86. 72 Yes
The Yao 7131 4.98 YesPopulation of the
Project-participatedCounty 626020 97.50
Population of theProject-participated Town 393142 92. 90
9 DuAn The Zhuang 255707 65. 04 YesCounty The Yao 97126 24.71 Yes
The Miao 3669 0. 93 Yes
The MaoNan 1977 0. 50 Yes
The MuLao 2196 0.56The Hui 196 0.05
23
continued
Proportion of Ethnic LanguageMinority in the (Over5%of the tota
Project- Population TlPoptIon t opulation oNumber Participatory Ethnic Minorities Total Population roject count
Counties ( population)
1 2 3
Population of theProject-participated
County 279820 70.00Population of the
Project-participated Town 98114 78. 00
The Zhuang 46805 47. 70 Yes10 NanDan
10 County The Yao 22330 22. 76 Yes
The Miao 5637 5. 75 Yes
The MaoNan 1298 1.32 Yes
The Shei 305 0.31
The MuLao 111 0.11Population of the
Project-participatedCounty 142550 61.60
Population of theTianE Project-participated Town 95295 1 66. 00
11 TianE Prjc-atcpedTw 955County The Zhuang 59944 63. 00 Yes
The Yao 2673 2. 80 Yes
The Miao 475 0. 50 Yes
The MaoNan 120 0. 12 YesPopulation of the
Project-participatedCounty 327550 88.70
12 TianYang Population of theCounty Project-participated Town 179357 88. 10
The Zhuang 156890 87.47 Yes
The Yao 453 0. 25 YesPopulation of the
Project-participatedCounty 339700 99.59
13 County Population of theProject-participated Town 212907 97.88
The Zhuang 205102 96.34 Yes
The Yao 3291 1.55 YesPopulation of the
Project-participatedCounty 183150 53.80
14 LingYun Population of theCounty Project-participated Town 134566 47. 20
The Zhuang 37368 27.77 YesThe Yao 26112 19.40 Yes
24
Table 2: Educational statistics Related to Ethnic Minority in Guangxi
The Rate of Enrollment of School-aged
Children In Elementary Schools
Project-participated Ethnic Minority Male Female
Number Counties
1 2 3
1 Long An County 97.9 98.0 97.8
2 Tian Deng County 96.9 98.0 98.0
3 Rong An 98.1 98.0 96.4
County
4 Jinxiu 97.8 98.0 96.0
County
5 YiCheng 98.0 98.6 98.0
County
6 GuanYang 94.3 99.7 98.8
County
7 MengShan 97.9 98.0 97.5
8 ShangSi 95.9 96.0 95.9
County
9 DuAn 96.5 97.1 96.0
10 NanDan 97.5 98.1 96.0
County
11 TianE 91.8 91.8 91.8
County
12 TianYang 98.1 98.2 98.0
County
13 DeBao 98.9 99.6 98.2
County
14 LingYun 95.0 96.5 93.0
County
15 LeYe County 95.0 99.0 95.0
16 TianLin 97.9 98.6 97.2
ounty
17 XiLin 98.2 98.8 97.6
County
18 LongLin 86.0 88.0 84.0
County _
25
Annex 3
Draft EIGHT - 01-19-03
Ministry of EducationChina: Basic Education in Western Areas Project
6. Actions for the Ethnic Minority Beneficiaries of the Project
7. Annexes* Ethnic minority population by province
ONE - Introduction
Project goals
1. The objective of this project is to improve access to and completion of affordable, andquality basic education for poor girls and boys in Sichuan, Gansu, Yunnan Provinces, NingxiaHui and Guangxi Zhuang Autonomous Regions. This project will support and accelerate theachievement of the Chinese Government's Nine-Year Compulsory Education (NYCE) goals.
Target beneficiaries
2. Many of the out of school children:
come from poor regions or provinces where school systems tend lack infrastructure,qualified teachers, and ample supplies of teaching and learning materials;are members of ethnic minorities without a strong cultural tradition of basiceducation for both boys and girlsdo not speak Mandarin, the language of instruction in most schoolsface other special circumstances, such as recent migration, demands for their labor, orextreme poverty.
TWO - Legal and Institutional Framework
Overarching Framework
3. China has established a complete legal framework for the protection and development ofofficially designated minority nationalities. This legal framework consists of:
* The Constitution of the People's Republic of China* Law on Autonomy in Minority Nationality Regions* Administration Regulation in Minority Nationality Townships* Law on Village Committee Organization
4. The Constitution of the People's Republic of China, as adopted in 1982, provides that "allminorities in the People's Republic of China are equal. The State guarantees the quality, unityand helping relations of all minority nationalities. The State forbids discrimination andoppression against any minority nationalities. The State forbids any activities against the unity ofall nationalities and of racial separation."
5. The Constitution also states that the State supports all minority nationalities in theireconomic and cultural development according to their needs and characteristics. Areas ofminority nationality concentration will practice autonomous administration with theestablishment of their autonomous administration bodies and the right of autonomousadministration. All autonomous minority nationality areas are an inseparable part of the People'sRepublic of China.
6. All minority nationalities have the freedom to use and develop their own oral and writtenlanguage, maintain or reform their traditions and customs. The Constitution also provides clearstipulations for the establishment of the regional autonomous governments.
2
7. The Law on Autonomy in Minority Nationality Regions, adopted by the second sessionof the Sixth National People's Congress in 1984, provides for the establishment of minoritynationality autonomous areas. This law stipulates that, apart from the same responsibilitiesaccorded to the same level of local governments, the authorities of the autonomous areas have thefollowing responsibilities for autonomous administration:
autonomous legislative powersautonomy in management of local political affairsautonomy in management of local economic developmentautonomy in management of local financial affairsautonomy in management of local affairs in science, education and cultureautonomy in organizing local public security forcesautonomy in using and developing minority nationality languagesautonomy in training and employing minority nationality cadres
8. This law stipulates that the chairman of the people's government of an autonomousregion, prefecture, or county must by law be a member of the nationality or one of thenationalities for whom the autonomous area is established. Other leadership and administrativeposts should be filled by members of that nationality or other minority nationalities living in thearea to the greatest extent possible The law also gives autonomous area governments a widerange of economic rights and responsibilities.
9. The law also provides a guarantee of religious freedom and of freedom not to believe.The law also stipulates that "the autonomous administration should support other minoritynationality groups living in the autonomous region to establish their local autonomousadministration or minority nationality townships. The autonomous administration should supportall minority nationalities in the autonomous regions in their economic, education, cultural andhealth development."
10. The Administration Regulation in Minority Nationality Townships, issued in 1993,stipulates that autonomous township administration should be set up in areas where minoritynationality population live in concentration, and that the township autonomous administration, inconsideration of local needs and minority nationality characteristics, govern according relevantlaws and regulations.
11. Law on Village Committee Organization also used stipulations regarding the organizationof villager committees in minority nationality villages.
National Minority Education Policy
12. Under the Constitution and the Law on Regional National Autonomy, autonomousminority area governments at the provincial, regional, prefecture and county levels haveindependent power over educational administration and development. The Constitution affirmedthis commitment to education with "..the state assists the areas of minority nationalities todevelopment educational undertakings in accordance with the characteristics and needs ofminority nationalities" (article 10).
13. As understood from Chinese government policy papers and notes, autonomous powerover education comprises the following rights:
3
(a) The organs of self-government may decide on plans for educational programs inthese areas, establish various kinds of schools at different levels, determine whateducational system, curricula and language will be used in instruction andestablishment enrollment procedures independently, in accordance with theeducational guidelines and laws of the state. They are also charged withdevelopment programs to eliminate illiteracy and specialized schools, such asteachers schools, secondary technical schools and vocational schools andinstitutions, designed to train specialized personnel from among the nationalminorities.
(b) The organs of self government may set up public schools and secondary schools,boarding schools and subsidized schools in pastoral areas and economicallyunderdeveloped, sparsely populated mountain areas inhabited by minoritynationalities.
(c) Schools were most of the students come from minority nationalities, textbooksand institutions should be in their own languages. Classes for the teaching ofChinese (Mandarin ) are made available in the senior grade of primary schools orin secondary schools to familiarize students to Putonghua, the common speechbased on Beijing pronunciation. (In teaching monitory nationalities, both theHan language and the language of the minority nationalities are used. Both ofthese languages play an important role in the lives of national minorities, sincelocal affairs are conducted in the language of the monitory nationality buteconomic and social exchanges between national areas and other areas withinChina are primarily conducted in Mandarin. The use of minority language is oneof the powers of autonomy and it is important that these languages continue todevelop.)
THREE - Relevant Existing Programs Targeting Ethnic Minorities
Ministry of Education:
14. Government Strategy for Minority Education. The evolution for China's strategy forthe provision of education for ethnic monitories has undergone changes in the past four decades.For instance, in areas of large minority populations, there is an increasing use of minoritylanguages as the initial medium of instruction at primary level with significant usage forclassroom instruction although less wide spread at secondary level. The percent of local contentin primary school textbooks has increased, and levels of government - both local and national -support of teachers' salaries in predominately minority areas have been increased. Also since the1970s there has been an increased recruitment for minority teachers and school principals, andgreater efforts made training bilingual teachers.
15. Government policy on minority education can be seen in a number of other systemic foci:(a) expanding access through: construction, expansion and renovation of township/villageschools, boarding schools, teaching points and multi-grade schools; mandating universal 6-yeareducation for all minority regions or an elementary graduate per household as a minimumrequirement for remote and scattered rural inhabitation; development of a Center ElementarySchool for every township in each minority county and a Center' Secondary School and Literacy
I"Center" schools are generally town or county level schools with additional faculty and funding provided by the province orcounty to act as in-service teacher and principal training, local curricula development and instructional equipment sites
4
and Vocational Training Center for each minority county (b) improving delivery and relevance ofeducational inputs by: improving teacher selection and preparation in pedagogy, bilingualeducation, curriculum revision and development of bilingual materials for minorities; andincreasing the resource base by preferential policies of increased national and provincial resourceallocation targeted at basic education in poor minority regions for specific programs to reducerepetition and drop-out rates.
Project Provinces:
16. Financing and management of basic education (grades 1-9) is fundamentally theresponsibility of the provincial and regional governments rather than national level, with thecounty providing the bulk finance, and therefore it is useful to review the individual policies andprograms which are in place at the provincial level to support minority education.
17. Sichuan Province: The provincial government of Sichuan has attached great importanceto increase enrollments and helping drop-out students to come back to the school. Governmentsat all levels have made great efforts in this regard. They have publicized the Law GoverningCompulsory Education among parents. Taking into account local realities, the provincialgovernment has coordinated the efforts of the Educational Administration, the Ethnic AffairsCommittee, the provincial Planning Commission and the Department of Finance to launch a ten-year Plan of Action to reinvigorate education in the ethnic minority areas. The Action Plan,under the guidance of the provincial government, included financing from the ProvincialEducation Commission, Provincial National Affairs Commission, Provincial Planning andProvincial Finance Commission.
18. The financing, totaling 300 million RMB annually (USD 35.6 million) is specificallytargeted toward development of education in minority areas. Funds are from recurrent educationbudgets, county level budgets, Provincial Planning Commission and Anti-Poverty Office, selfraised funds from minority county funds and financial aid from the central government. (In 2001280 million RMB was raised and the shortfalls are reportedly to be provided by the Provincialgovernment.) The policy supports the "one town has one boarding school" policy where schoolsprovide dorms for students whose homes are far away from school. Students are provided withsubsidies for living, for junior secondary school students. The Action Plans also supported civilworks according to plans to make sure that there are enough safe places for regular students, inclassrooms or dorms. Through these programs the government has subsidized 144,000 studentsand the number will rise to 159,000 by the end of 2002.
19. Ningxia Hui Autonomous Region: Ningxia has adopted many policies and measures inresponse to the special difficulties faced by the minority ethnic groups, especially the Hui peoplein receiving compulsory basic education.
(a) Educational Legislation - Law of the Ningxia Hui Autonomolus Region GoverningEducation was adopted at the 21 Session of the Standing Committee of theEighth People's Congress held in September 2001. This law provides alegislative framework for matters related to the education of ethnic minorities inthe region and a guarantee for the development of the education of these people.
(b) Education Input and Funds - Since 1995 the government of the Ningxia HuiAutonomous Region has earmarked two million RMB annually for compulsoryeducation, 500,000 RMB for illiteracy elimination, one million Yuan forprofessional training, one million RMB for the education of ethnic minorities,
5
five million RMB to providing decent housing for teachers with a matchingallocation from the local budget. To enhance the educational conditions forpeople concentrated in the southern mountains in the Region, Ningxia invested87 million RMB in aggregate.
(c) Tuition Exemption - In 2002 the Educational Department of Ningxia issuedseveral circulars relating to tuition exemption for poor students and minoritystudents making it a rule to exempt poor and minority students from tuition feesaccording to a certain proportion.
(d) The Region in order to boost the education for the ethnic minorities: (1)established more boarding schools for Hui students. The government offerspreferential policies to ensure that the boarding schools are prioritized wheninvestment, equipment and personnel decisions are made; (2) attract Hui studentsback to school through preferential policies. For instance, Huimin MiddleSchool, Shishi Middle School, and Girls' Middle School in Tongxin enroll 100minority students every year and give them a monthly grant of 15 RMB; (3)established more special schools and specialty classes. To bring more girls backto school and to solve their difficulties, Weizhou Elementary School for Girlswas established in 1985 and Hairu Middle School for Girls was established in1986. Specialty courses are offered for this purpose: embroidery classes andsewing classes at Weizhou Elementary School for Girls and labor skill (e.g.sewing, knitting etc.) classes at Hairu Middle School for Girls.
(e) Lower Enrollment Eligibility - In some counties Hui students are enrolled intosenior middle school not according to their examination results but as a setproportion. The enrollment eligibility score for Hui girls are sometimes 20points lower than that of other students.
20. Yunnan Province the provincial government has adopted many policies and measures inresponse to the special difficulties faced by the minority ethnic groups. "The State BasicEducation Initiative for Poor Areas" is an educational project that has even been supported by theParty Central Committee and the State Council with the largest central government input since1949. The first tranche is 882.55 million RMB (325 million from Central Government budget)with an operational period of three years (1998-2001). Some 69 national poorest counties with787 poorest villages have benefited from this input. A number of elementary and secondaryschools have been built; new desks and chairs, books and teaching apparatus have beenpurchased; many school masters and teachers have been trained. During the operational stage, 35counties have implemented the nine-year compulsory education, a sure guarantee of therealization of the overall educational objectives of the province. In 2001 the second phase of theproject was launched with an input of 555 million RMB (370 million from the CentralGovernment) for a period of five years from 2001 to 2005. Forty national poorest counties thathad not implemented the nine-year compulsory education system by the end of 2000 became themajor beneficiaries.
21. While implementing the nine-year compulsory educational system, the Provincialgovernment has tried every possible means to offer financial assistance to students from thepoorest families so as to guarantee that all school age children be sent to school and receiveproper education. The following measures have been adapted in this endeavor:
6
(a) Grants for Poor Students - Every year the Ministry of Education and the Ministryof Finance provide poor students with grants in the form of transfer payment. In2001 four million RMB were earmarked for this purpose. There are 73 nationalpoorest counties in Yunnan province. These counties report a total of 53,000poor students who were then given grants by the provincial government.
(b) Educational Fund for Boarding School Students - Every year 300,000 studentsfrom 3,000 boarding schools have been given living allowances with the fundearmarked from the provincial budget. The allowance rate keeps increasing inproportion to the economic growth, social development and the rising livingstandard. In 2001 each student received an annual allowance of 120 RMB; thismakes a total of 3.6 million RMB. In 2002 the total allowance were raised to 4.5million RMB,
(c) Textbook Subsidy - Starting from 2001 the central government has offered a 60-yuan textbook subsidy to each poor student in the junior middle schools of the 40poorest counties in Yunnan where the nine year compulsory education goals hadnot been reached by the end of 2000. Poor students in the special educationinstitutions of these counties are given 30 RMB as textbook subsidy every year.Every year about 110,000 students benefit from this initiative. The total textbooksubsidy was 6.5 million RMB in 2001, and increased to 14 million in 2002;
(d) Provincial Living Allowance for Minority Students - Since 1980 the provincialgovernment has earmarked part of the provincial budget annually to provideliving allowances to ethnic minority school students in 40 boarding schoolsacross the province. The allowance rate keeps increasing in proportion to theeconomic growth, social development and the rising living standard. Thirtythousand middle school students from such schools have received 250 RMB eachin 2002, which makes a total of 7.5 million RMB.
(d) Exemption of Three Expenses for Students of Village Schools in Border Areas -From 2001 the provincial government has given an annual subsidy of 250 Yuanto each village school student in border areas to cover their textbook andincidental expenses, and stationary expenses. Every year 12,000 elementaryschool students have received this subsidy. In 2001 1.8 million RMB wereallocated for this purpose; this increased to 2.6 million RMB in 2002 as somemiddle school students are given such subsidies.
(e) Grants for Poor Minority Students in the Border Areas - Since 1988 studentsfrom the Minority Classes of the No. 1 Middle School of the two counties (mainlyminority students from the poor areas) have been given living allowances. Thesubsidy was given to 5,800 students, 250 RMB for each and 1.45 million RMB intotal.
(f) "The National Compulsory Education Project" Grant - Since 2001 part of thesecond tranche of "The National Compulsory Education Project" has beenearmarked as textbook subsidy at the prevailing local rate for elementary schoolstudents and junior middle students in 40 poor counties where the compulsoryeducation system has not been implemented as of the end of 2000. Every yearsome 100,000 students receive this subsidy. In 2001 money used for this purposeamounted to 7.2 million RMB.
7
22. Through the above-mentioned seven channels the central and provincial governmentsallocated 80.65 million RMB in transfer payment to subsidize 610,800 poor elementary students,94 percent of students from poor families. It is expressly provided in the Provincial Circular onthe Implementation of the State Council Decision on the Reform and Development of BasicEducation that during the Tenth Five-Year Plan poor students will be given more subsidies. Inaddition, 93 percent of the elementary schools and middle schools in the province offer part-timejob opportunities to students, the income from which approximates 290 million RMB. A greatmajority of the income has been used to subsidize poor students.
23. Gansu Province: The provincial government has responded to the challenges ofproviding quality basic education to poor children, including Hui minority children, byestablishing and running primary and junior secondary boarding schools. Many township centralschools provide accommodation for family members so that student can be properly looked atschool. Sometimes parents from several households will take turns to reside in the school towatch over the children. This has been a common practice in the pasturing areas.
24. In May 2002 the Education Administration of Gansu issued a circular which specifies theeligibilities for running a boarding school to be implemented in the province on a trial basis.Minimum standards for classroom and dorm space have been set and a monthly stipend of30 RMB for primary and 50 RMB a month for junior secondary school children. In projectcounties exemptions have be established for textbook expenses for all elementary school studentsand for 20-30 percent of the junior middle school students as most of the minority students arevery poor. Training is offered to minority teachers, especially female minority teachers in anattempt to improve education quality. When making employment decisions to fill up jobvacancies, the minimum requirement for the candidate is that he or she should be a normal schoolgraduate.
25. Guangxi Zhuang Autonomous Region: Local governments have adopted many policiesand measures in response to the special difficulties faced by theYao and Zhuang minorities:
(a) With the support of the "State Compulsory Education Initiative" and the"Dilapidated Schoolhouse Renovation Initiative for Elementary and SecondarySchools", a number of teaching buildings have been built or renovated. Some ofthe renovation projects have become sample projects, bringing out enormousbenefit to education and other social endeavors. The "State CompulsoryEducation Initiative" commencing the Ninth Five-Year Plan period has investedone billion RMB on schoolhouse, furniture and other facilities and teachertraining. The second tranche of this initiative has an input of 540 million RMB,of which 360 million comes from the central government budget and 180 millionfrom matching local contributions.
(b) In 2000 the "Compulsory Education Initiative for Border Areas" was launched toestablish one sample senior high school, one township school and one villagecomplete elementary school for each of the eight project counties. The GuangxiAutonomous Region Government has put into this project 270 million RMB(secondary investment other than transportation inputs to realize the objective ofbuilding a village-to-village road network). Among the 24 initiatives of thegovernment, 4 are related to education with more than 800 schools involved.
8
(c) Over 220 billion RMB has been invested on the construction of schoolinfrastructure. (The total investment on the construction of other organizations inGuangxi amounts to 660 billion RMB.)
(e) IT infrastructure projects have been carried out in key elementary and secondaryschools to support teacher training initiatives. An investment of 40 million RMBwill be made this year and next year to carry out such projects in 1,361 schools.
(f) The textbook subsidy in poor areas has amounted to 15.8 million RMB and 35percent of the students in the poorest counties have benefited from it.
(g) Renovation of the Dilapidated Schoolhouses - There are 438 dilapidatedschoolhouses in Guangxi, accounting for nine percent of the total. In 2001, thecentral government allocated 170 million RMB to renovate these houses. With amatching 17 million RMB from the regional government, a total of 280 millionRMB have been invested into this project.
(h) In response to the special difficulties of the minority students, minority completeschools have been built in some places. For instance, such a school has been setup in Du'an Yao Autonomous County for the enrollment for the Yao students.
(i) Governments also make it a rule to promote a set proportion of Yao people toleading positions. For instance, the vice mayor of Du'an County in charge ofCultural and Educational Matters is a woman of Yao origin.
(j) Poverty elimination efforts have been intensified in Yao autonomous areas.Progress has been made with regard to water and power supply, transportationand physical appearance of rural areas.
FOUR - Identification of Ethnic Minorities
26. OD 4.20 Indigenous Peoples: Through a social assessment process, it has beendetermined that many of the people potentially affected by the project exhibit distinctivecharacteristics warranting coverage under World Bank Operational Directive 4 20 (IndigenousPeoples). OD 4.20 provides defines indigenous peoples as those with the followingcharacteristics:
* a close attachment to ancestral territories and to the natural resources in these areas;* self-identification and identification by others as members of a distinct cultural
group;* an indigenous language, often different from the national language;* presence of customary social and political institutions; and* primarily subsistence-oriented production.
27. This definition is largely in conformity with the Government definition of ethnic groups.The official classification of the Government identifies 55 separate ethnic minority groups. Thenames of the ethnic minority groups in the area covered by the project and their respectivedemographic figures by province are provided in Annex 1.
28. This project covers five provinces. The total stakeholders of the project are 37.7. million,and the minority population is 7.4 million, or 19.6 percent of the total population. The data show
9
that there are 21 minorities within the 98 counties in the 5 project provinces including Huiminority in Ningxia, Hui and Tibetan minorities in Gansu, Hui, Tibetan, Yi, Qiang, Lisu, Miao,Dai, Buyi minorities in Sichuan, Yi, Zhuang, Miao, Yao, Dong, Mulao, Maonan, Shui minoritiesin Guangxi, Tibetan, Yi, Miao, Lisu, Dai, Buyi, Zhuang, Bai, Hani, Jinuo, Jingbo, Nasi, Wa,Lahu minorities in Yunnan. Large concentrations of minority peoples in the project are inNingxia (1.9 million Hui), Guangxi (2.2 million Zhuang) and Yunnan (0.9 million Yi).
29. The primary objectives of OD 4.20 are:
(a) to ensure that such groups are afforded meaningful opportunities to participate inplanning that affects them;
(b) to ensure that opportunities to provide such groups with culturally appropriatebenefits are considered; and
(c) to ensure that any project impacts that adversely affect them are avoided orotherwise minimized and mitigated.
This document describes actions already taken, or yet to be taken, by the Ministry of Education(MOE) and/or project provinces to ensure that project arrangements meet the requirements of OD4.20. The actions described respond specifically to issues raised during consultations withpotentially affected people as part of the social assessment process. (Annex 2 - Ethnic Minoritiesin Project Areas: Educational Challenges and Project Responses - describes in some detail themeasures to be by the project to deal with particular issues in specific minority groups.) Whilethis strategy demonstrates efforts taken by the MOE and the provinces to be responsive toconcerns raised by members of minority nationalities, it should be emphasized that very few ofthose concerns relate directly to any particular minority nationality. In other words, in mostcases, those consulted are concerned by issues relating to costs of education, drop-out rates,elimination of dangerous buildings, teacher qualifications, etc. Such impacts are not group-specific and are of interest to all persons potentially affected by them. In some cases theeducational issues are more tightly focused on a specific ethnic minority or culture (e.g., girls'education in Muslim areas, language of instruction among Tibetans, etc.).
30. Social Assessment Process. During the Social Assessment process, the project designwas described to and information was gathered by interview and questionnaire from countyadministrators, school headmasters, teachers, pupils, parents all at the at the primary and juniorsecondary levels, and community members in a sample number of villages in two minoritycounties in each of the five participating projects. Preliminary numbers indicate that of the morethan 1500 people from whom information was systematically gathered and whose opinions wereanalyzed and fed into the provincial project design process, 82.5 percent were national minorities.The project preparation team systematically gathered opinion and views from provinciallevel education and financial authorities on the priority needs for each province and theseviews are reflected in the PIPS produced by at the national and provincial levels. The teamalso systematically canvassed views from national level Ministry Education (MOE),Ministry of Finance (MOF) and State Development and Planning Comnission (SDPC) andincluded their priorities in the development of the project design. (Zhou ,lian will re-write)
31. The project preparation team benefited from the economic and financial analysis whichtook as a major part of its work a household survey of educational expenses in 600 households in8 counties in two provinces. Using an structured interview protocol developed for earlierhousehold surveys conducted for the preparation of earlier Bank-supported basic educationproject, data for the economic and financial analysis was gathered from more than 2700individuals, 560 of whom were students. Approximately 56 percent of the respondents in the
10
household surveys were ethnic minorities. All told, when adding the individuals consulted in theSocial Assessment and those in the Economic and Financial Analysis, more than 4200 individualswere surveyed, consulted or from which information was solicited, of which approximately 3000or 71.4 percent were ethnic minorities.
32. The Social Assessment found that enrollment rates of both primary schools and juniormiddle schools in the counties visited were much lower and the real dropout rates for both levelsmuch higher than provincial government statistics. In Ningxia, where the predominate ethnicgroup are the Hui, both sets of figures were off by 20 - 30 percent, and the social assessmentpoints out that lower enrollment and higher drop out rates were prevalent among the Hui inGansu, the Yi and Zang in Sichaun and the Yao in Guangxi.
33. It is difficult to gauge statistically the magnitude of the problems surrounding minoritiesaccess to education because enrollment and completion rates reported to and by the Ministry ofEducation are not disaggregated by ethnicity. However, as reported in the Social Assessmentwork done in among the Tibetan and Yi minorities, it is illustrative to review the reasonsminorities have low enrollment and high drop-out rates:
(a) Economic Reasons: Both the Tibetan and Yi communities are often found onhigh mountains where the natural environment and living conditions are veryharsh. This directly influences the income level of local people, which meansthat they can not afford to send their children to school. Costs are even higherfor those people in the communities whose only option is to send their children toboarding schools. Large families can make the situation even tougher as few canbear the heavy burden of the educational cost involved. Some parents made itrather direct and clear "If we are rich, none of us would be unwilling to send ourchildren to school."
(b) Customary practices of different ethnic groups are responsible for dropouts insome cases. For instance, Yi people have long maintained the ideology of malesuperiority. They argue, "As girls will grow up to belong to another household,it is no need wasting money on them. Boys are the hope of the family; therefore,if financial resources of the family are not enough for both to go to school, thenboys should go". Such values put girls at a disadvantaged place in terms ofeducation.
(c) Unique life styles of the ethnic groups are responsible for some of the dropouts.The nomadic life of the Tibetan and the Yi people preference for constant movemake it impossible for children to study at a set place. This can be part of thereason for dropouts.
(d) Distance from home - Some students drop out of the school because they live toofar away from their schools. It takes them four to five hours to move betweenschool and home and they are too young for parents to let them take care ofthemselves. For this reason, some students drop out.
(e) Values of parents are also an important factor. As the state no longer allocatecollege graduates jobs, some parents do not think there is still a need to send theirchildren to school. They argue, "If college education can not secure a job foryou, then why not drop out to start working earlier." This "education-make-no-difference" mentality has made a mark on education.
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34. Follow-up Consultations: Subsequent to the initial social assessment the projectpreparation team will carry out an number of consultations with sample ethnic minority groupswho are beneficiaries of the project. The Terms of Reference for these follow-up consultationsare attached as Annex 3 and indicate that the teams will visit eight or nine of the higherpopulations ethnic minority groups in the project to discuss with them the content of the EthnicMinority Education Strategy, and especially Annex 2 - Ethnic Minorities in Project Areas:Educational Challenges and Project Responses. The results of these consultations will be used tomake any necessary modifications in the provincial and national Project Implementation Plans(PIPs) and will establish the means by which the Ethnic Minority Education Strategy will moveforward and be monitored during project implementation.
FIVE - Ethnic Minorities and Education: Main Issues
Access to Basic Education Services
35. The vast bulk of China's minority populations live in the poorest parts of China.Whether in the mountains areas of western Sichuan or the semi-arid hills of southern Ningxia,levels of economic development are lower than in Han predominated areas. Both governmentrevenues, collected at the township and then sent to the county level, and household incomes arelow and therefore investment, by the local government or the individual family is also low. Amajor reason for low enrollments among minorities is the heavy household burden presented byeducation costs. This is aggravated by the larger families which minority families generally haveand include both primary and secondary school students. Education costs tend to risegeometrically as the pupil makes the transition from primary to lower secondary and seniorsecondary school. The combination of low county level resources and poverty at the family level,with limited intergovernmental transfers at the provincial or national level, have generally left thestock of education inputs (construction, qualified teachers, books and teaching equipment, etc ) inminority areas at a relatively low level.
36. The Ministries of Education and Finance, joined by the State Development and PlanningCon-mmission, have joined with provincial governments in establishing a National CompulsoryEducation Program which systematically channels national funds, matched by provincial andcounty counterpart funds, to the poorest areas of China and thus impact the minority areas.Provinces have developed their own targeted minority programs for both education and povertyreduction. But the gap between the eastern and central relatively developed areas of China andthe western minority areas is large and growing and therefore efforts on the part of thegovernments at all levels to lessen the difference between the asset base available to China'sminorities and the Han Majority is an immediate and important task.
The Demandfor Child Labor in the Home or on Farms and its Effect on Schooling
37. Since the majority of people of ethnic minorities are working in agriculture or herding,which is labor-intensive, the demand for child labor, either at home or on farms is high. This hasseveral effects on schooling:
the opportunity costs of sending a child to school are high, thus there is a tendency not toenroll, or enroll late, to be absent for school, and to drop out;children who work long hours on the farm or in the home have less time to study; andpupils are more likely tired after work, thus influencing their learning quality, either inclass or in doing home work; and
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girls are more likely to bear more responsibility for family welfare than boys,compounding the already low demand for girls education among some minority groups(most notably the Hui).
Poverty alleviation, formal job creation, even direct economic support are important ways to helpfamilies reduce their dependence on child labor. But social programs are equally important toincrease the perception of parents on the importance of education for their children.
Educational Attainment of the Adult Population and its Impact on Minority FamilyAspirations for the Education of Their Children
38. The Social Assessment points out that the average level of educational attainment of theadult population among many ethnic minorities is much lower than the level of the Hanpopulation, often within the same village or townships. This is particularly true for the mothers inminority families with high illiteracy rates and very low primary school completion rates. Theintergenerational effects of low levels of parental education are well documented. They includesusceptibility to cycles of poverty which keep children out of school; a weak perception byparents and community leaders of the need for education and its relevance; a shortage of rolemodels for children, and a less supportive home environment for learning (e.g. a lack of books,shortage of adults able to help with homework, etc.)
39. A number of provinces have large programs of parental education on the economic andsocial of schooling, the necessity under law of sending children to school, and the types ofsupport that a pupil needs in staying in school, doing homework, and completing grade levels.
Marriage Patterns
40. In many minority cultures, girls marry into their husband's families and becomes a partof the husband's economic unit. In many cases families will not invest in the education of girlsbecause when they marry they will move in with the family into which they marry. This isparticularly true among the minorities in the south and southwestern part of China which tend tobe the poorest and with some of the lowest minority enrollment and completion rates.
Impact of Poverty, Fertility, Health, and Nutritional Levels on Demand for Education
41. Poverty rates in China are highest among ethnic minorities. The impact of poverty ondemand for education is rather well documented. Poor households in most cases are unable tomeet basic education expenses (particularly for large families), while at the same time have moreneeds to keep their children at home to work as unpaid domestic workers. Children of poorhouseholds are more likely to enroll late, and therefore spend less time overall in school and lesstime at a critical age for learning. Children from poor households are also more likely to failgrades and repeat classes, thus indirectly raising the total costs for schooling. Poor health andnutrition are strongly associated with poor economic status of the family. They inhibit learning,regular class attendance, and thus lead to high drop-out, repetition, and low achievement.
42. Solutions to these problems consist of poverty alleviation programs aimed specifically atareas of ethnic minorities; more investment (development and education); financial and/ormaterial support programs for children and/or their families; inclusion of nutrition programs infood insecure areas; expanded programs of fees exemptions and improved design those programs(including funding from government rather than the school budget); improved and expandedsafety nets, and targeted scholarships.
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Curriculum
43. China uses the same national curriculum in all parts of the country while allowing for acertain amount of local content. This local content often consists of stories of local heroes, localeconomics and social development and literature. Review of textual material used in the Tibetanlanguage schools of western Sichuan indicate that the stories, taken from both historical andcontemporary literature, tend to foster unified Tibetan identity, an important factor with theTibetan populations spread across six provinces and autonomous regions. (See annex 2 on issuessurrounding curriculum content in Tibetan areas.)
44. The Social Assessment also points out that one of the current problems with the deliveryof the curriculum is that even in schools where the medium of instruction is the local language,the teachers are often Mandarin only speakers and therefore the quality of the teaching is notgood. Even with the translation of textbooks into minority languages, an option in most of thelarge minority areas, which have a written language, the teacher's inability to teach in the locallanguage is an impediment to good learning. Additionally, there are ethnic minorities with nomaterials at all in their languages and no opportunity of proper bilingual education.
Quality of Minority Teachers
45. The fluctuating educational trends and issues have affected the production of a steadystream of well trained and qualified minority teachers, head teachers and school administrators.This reality is compounded by the practice in poor areas of often relaying on local substitute ordiake teachers, paid for locally at a lower rate, and seldom having gone through any teachertraining programs. These teachers often have the local language ability to teach but are the leastwell equipped academically to deliver the curriculum. Compounding this problem is the practicein many areas of having the diake teachers pay for their own in-service training, which with theirlimited income, is almost an impossible task.
Language of Instruction
46. The general policy on language of instruction is that where there are majorities of non-Han specking ethnic minorities, some form of local language of instruction policy prevails.These policies are both "maintenance" and "transitional" in their expression often depending onlocal attitudes of parents and local education officials. (A maintenance program is one which isbasically aimed at preserving and cultivating a child's knowledge of his or her mother tongue. Atransitional program is aimed at developing competence in the dominant group language.)
47. Research suggests that educating children in their native language during the first yearsof their schooling contributes to higher achievement. However, there are debates in the teachingprofession surrounding impact of native or majority language instruction on persistence in school,cultural identity, and development of language skills needed to pursue further studies or work.Teachers in minority areas of China often raise the problem of language as one of the majorlimitation to their teaching quality. Non-bilingual teachers have problems communicating withtheir pupils and many children fall behind in their education due to language problems.
48. School head teachers are keen to have a greater number of localized teachers in theirschools who can speak the minority language. So far however the number of bilingual teachers issmall and sometimes such teachers have to be shared between schools. Some schools have copedwith this by using bilingual teachers for the lower grades or by training Chinese teachers in local
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languages. Methods to teach Chinese as a second language need to be improved since evenbilingual teachers tend to explain lessons simultaneously in minority languages and in Chinese.
Boarldihg Schools and Olher O/liŽnsfor P7rov,zz of Serv-ies ih SPalrsely Poap1a/edA reas
49. The often rugged topography of the minority inhabited areas, whether they be sparselypopulated mountainous regions or badly desiccated pastoral lands, severely limit the access toeducation. In response, provincial governments, following a national Ministry of Educationdirective, have established network of boarding schools in these areas.
50. The building of these boarding schools is often associated with the rationalization orclosing of the distribution of "teaching points" or incomplete primary schools (schools whichgenerally offer grades one to three in a multi-grade environment, most likely taught by a singleteacher and often with severely limited training.) As weak as these teaching points are, they areoften the only nearby school in the very poorest villages and rural areas. In that these are oftenthe areas where the poorest minority families live, closing the teaching points and incompleteprimary schools and expecting children, often at the primary level, raises questions of cost anddistance from home for small children, especially young girls. However, boarding schools areoften unsafe and there is inadequate child protection and these issues must be addressed whenlocal governments follow their policy of expansion of the boarding schools.
51. Assessments of teaching and learning conditions in these boarding schools have beencritical, but they are nevertheless appealing to local education officials as a means of achievingthe universal primary education goals of the Government. More consideration needs to be givento alternative means of organizing schools that would allow children to remain in their homes, forexample, multi-grade schools or alternate year intakes in small schools.
SIX - Actions for the Ethnic Minority Beneficiaries in the Project
52. This strategy supports the overall project development objective which is outlined inparagraph one of this document. The project will contribute to reducing poverty and increasingeducational outcomes in five provinces and regions in western China.
53. Expanding basic education for poor minorities will bring additional opportunities fordevelopment and growth. Education provides opportunities for personal and communityempowerment and thus greater participation in the social, economic development sectors.Literacy in both the national language and mother tongue allows for entry into the nationaleconomy while at the same time maintaining links with culture. Learning from the nationalcurriculum which preserves space for including local materials allows greater participation ineconomic and civic life while at the same time taking substance from the minority culture. Theseguides are imbedded in China's current policies on minority education and are recognized andsupported in this project.
54. Not everything can be known at the start of the project and therefore flexibility is builtinto various sub-components. Flexibility which will continue through the implementation of theproject. The Knowledge Generation sub-component supports school- and county based-experimentation and research to allow for local solutions to local educational problems.Although specific topics have not yet been agreed with the provinces, previous KnowledgeGeneration Programs have included problem areas with a strong ethnic minority focus (i.e.,increasing girl's enrollment in Muslim Ningxia; distance education alternatives in grassland areas
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for Zang students; support of parenting classes and materials in Zang areas to encourage childrento go to school; etc.)
55. School Development Planning (SPD) which will be piloted in several counties in eachprovince supports community participation in the planning and implementation of schooldevelopment plans, plans which can be modified during the period of project implementation.Teaching training curricula in the National Minority Institutes and teacher training institutes andschools will have a special on-going focus on bilingual education and multi-grade teaching.These curricula have taken advantage of the research done by the MOE's own national minorityresearch which is carried out by the MOE's National Center for Education DevelopmentResearch. The project's Chinese Experts Panel (CEP) will have a specialist in minority educationon it who will be tasked to advise on minority education issues, especially curriculum issues.
56. Strengthened community participation strategies will be particularly important in areaswhere the populations of ethnic monitories will be so small so as to make it virtually impossibleto design project component directly for these small numbers. The participation strategies willinclude School Development Planning, use of currently organized local school committees, andthe active involvement of a minority member of the Chinese Experts Panel (CEP). This strategyof increased participation of the ethnic groups in the areas where their populations are small andthey are living in areas where there are other larger numbers of minorities is particularlyimportant because it will enable very small national minority groups to have a voice in thedelivery of educational services in the communities here they live.
57. The project will support the training of bilingual teachers, especially drawn fromminority populations, in National Minority Institutes and teacher training institutes in Sichuan,Yunnan and Guangxi. This will be particularly important for the sizable minority groups in theproject whose mother tongue is not Mandarin such as the Yi, Yao, Zang, and Miao ethnicminorities.
58. The project will not directly support student assistance programs to help poor studentsand their families to reduce the household burden of education and improve access for poorchildren. This is because there are government programs that provide student assistance in theproject counties that will run parallel to the project activities and investments. Previous Bank-supported projects and the DFID-supported Gansu Basic Education Project have provided supportfor valuable pilots in student assistance programs. As these pilots and the ones supported by thegovernments at the county, provincial and national level have been evaluated by the Ministry ofEducation and the Bank, it is now evident that only those student support activities which arefinanced from count and provincial recurrent budgets appear to be sustainable. Duringpreparation is was agreed that government resources from the national level, the provincial andcounty levels will be used to finance student assistance programs in all five provinces in theproject areas. This strategy of depending on the availability of government resources, some ofwhich are the result of intergovernmental transfers from the central government, is a strongindication of the synergies developed during project preparation between what the governmentcan and does provide for basic education in rural poor areas and what the limited resources of aBank/DFID loan can provide.
59. The project will directly attempt to deal with other causes of low enrollment andcompletion rates in poor communities. The project will seek, through DFID grant funded facility,to improve school mapping capacity with the aim of creating a more rational school location andconsolidation strategy. The project will not support the construction of new board schools at theprimary level nor will project funds be used to increase the capacity of existing boarding schools
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to compensate for the closure of teaching points. The construction and expansion of junior
secondary schools will play a major role in increasing the transition of poor boys and girls from
primary to secondary school. The project will also support research on the issues of teachingpoints vs. boarding schools. Grant-supported research will start in Yunnan (TOR already
discussed with the province and MOE and to be approved during appraisal.) and will discussalternatives to boarding schools, alternatives which offer access to quality teaching without the
necessity of boarding schools.
60. During the preparation of the proposed project, this Ethnic Minorities Education Strategy
has been developed. The Strategy combines activities which are already in the project design and
those which will take place during project implementation. All activities will be monitored, on a
sample basis, through a Project Impact Assessment activity, with the final Impact Assest Terms
of Reference agreed during appraisal.
61. The goals of this strategy are, through the project, to:
(a) ensure that project resources are used to benefit disadvantaged children,including the poor, ethnic minorities and girls;
(b) increase the capacity to monitor the educational progress of all children in the
project; promote wider distribution of material appropriate for minority children;and
(c) create a model of rural schooling that is appropriate to the needs of thepopulation and cost-effective for government to deliver.
Benefits beyond the project area will be realized to the extent that the project succeeds indeveloping a model of rural schooling that is accepted by the national and provincial ministries of
education for wider application.
Proiect Implementation
62. Implementation of the strategy is detailed in the attached matrix (see Annex 1). Full
project implementation details are included in the Project Appraisal Document (PAD) paragraphsxx-yy.
