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World Bank Document Annex 1 CHINA: Basic Education in Western Areas Ethnic Minority Education Strategy Matrix of Specific Actions to be Taken Public Disclosure Authorized 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 Public Disclosure Authorized 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 Public Disclosure Authorized Included in Current Project Design Public Disclosure Authorized Improving Infrastructure investment will take Overall construction Local education access to junior place in junior secondary schools in investment plan bureaus secondary minority areas, including construction finalized during project education of new schools in minority counties appraisal and annual with no lower secondary provision. review of yearly construction plans in Included in Current Project Design the annual action plans. Primary school No decrease within project townships Details to be provided Local education close to of schools within 2.5 km distance in sample county plans bureaus minority from home or 20 minutes walk. It has at appraisal, during children been agreed that project funds will not consultation team visits, be used for new boarding schools at and annual the primary level and that funds used implementation to improve existing schools should not supervision missions. expand them to compensate for the closure of local schools. In areas where a standard 6-class model primary school is not viable, alternatives will be considered, including multi-grade schools, satellite-core school networks, incomplete schools with alternate year intakes, and small mobile schools. In addition, girls only classrooms will be considered. 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 parallelactivity in project areas Project Issues Identified in Implementing Components the Social Specific Action When Responsibility Assessment Equipment Sufficiency of Furniture and teaching Provincial equipment Local education and materials school furniture and equipment for minority schools and materials standards bureaus sub- teaching equipment should be consistent with MOE to be specified in final component in minority primary standard criteria for all schools provincial and junior (includes teaching points and implementation plans secondary schools village primary schools). Equipment needs will take into account the requirements of participatory teaching methods. Included in Current Project Design Texts and i) Existing minority language i) Minority language i,) Local and supplementary textbooks to be available to textbooks made provincial reading materials for corresponding minority girls and available at the start of education primary and junior boys; each academic years authorities secondary schools Included in Current Project Design ii) Promote wider distribution of iia)Identification of ii) Provincial materials appropriate for supplementary reading education minority children. needs, provided end of authorities with year one; China Experts DuringImplementation iib) Provincial-level Panel plans for supplementary materials prepared in conjunction with China Experts Panel by mid- term review Project Issues Implementing Components Identified in Specific Action When Responsibility the Social Assessment Component 2: Strengthening Management and Administration School i) Minority i) School Development Planning i) Organizational role and i) County Development community (SDP) is piloted. World Bank and plans for training of Head education Planning Sub- participation in DFID will review allocations to Teachers, School District bureaus component improving SDP at the Mid Term Review. Directors and education access to officials and pivotal role primary SDP is local level planning with of community education and by schools and their consultations described in communities. The school works final provincial closely with the community to implementation plans solve its problems and promote its development. School Development planning facilitates the involvement of all members of the community including the poorest, both non-minority and minority parents, women, and children who are given a say in decision making. Included in Current Project Design ii) community consultations held in minority areas to monitor and review progress and results of School Development Planning Included in Current Project Design ii) Providing ii) Methods described in ii) Provincial improved final provincial and county educational implementation plans education opportunity for authorities poor minority girls 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 provincial component monitor and and evaluation will be will be set out in education evaluate strengthened. provincial authorities implementation plans. ii) Minority-specific (and gender- ii)Monitoring disaggregated) monitoring indicators to be indicators to track key aspects of developed as part of minority educational performance DFID-funded study to will be developed. These could establish impact include: assessment system * Number of minority during first six teachers trained months of project. * EnroUment rate of minority children * Primary completion rate of minority children * Percentage of minority children completing 9 years of school * Number of teaching points with minority language instruction (needs to be checked with provinces) During Implementation Project Issues Identified Implementing Components in the Social Specific Action When Responsibility Assessment Institutional Strengthen the capacity of local Final provinciat Provincial education Development departments of education to implementation plans authorities sub-component administer education policies to describe measures which include minority education strategies. During Implementation Chinese Experts Assure adequate Chinese Experts Panel to Final National Ministry of Panel Sub- attention to include expertise in minority implementation plan Education, Foreign component minority and gender expertise (eg. to describe CEP Investment and Loan education issues Minority education expert) responsibilities Office During Implementation Project Issues Identified in the Implementing Components Social Assessment Specific Action When Responsibility Component 3: Strategies to Improve Quality of Teaching and Learning Teacher training i) poor quality and i) Promote the increase a) Plans for Provincial sub-component limited coverage of number and competency of training of education bilingual teachers in bilingual teachers teachers to be authorities primary schools. set out in Included in Current provincial Project Design implementation plans b) Provincial- ii)low enrollment of ii) Promote the increase of level targets to minority girls in the proportion of female be prepared for primary and junior minority teachers in mid-term secondary schools. primary and junior review secondary schools. Included in Current Project Design iii) poor quality of iii) Improve quality of temporary (daike) daike teachers through teachers in primary training programs schools To be discussed with provinces during appraisal iv) Quality of training programs to be assessed and improved To be discussed with provinces during appraisal Knowledge Lack of resources to do Support local organizations Guidelines for Provincial Generation sub- adequate research on local and education units to the use of education component minority issues. conduct research on issues knowledge officials and such as: generation research units - Culturally appropriate funds and with appraisal local curriculum content, priority areas team - Girls' education, for funding to -Improving the demand for be agreed by education, etc. appraisal - low demand for education by some parents Included in Current Project Design Support both provincial Following the Provinces to and national level research delivery of do the which introduce the results findings of the research, CEP of the findings of the consultation to manage and strategy consultation teams teams visits to direct the to further develop and sample research and refine minority education counties and MOE to take strategies throughout the research project results into During Project implementation consideration. Implementation period. Annex 2: Statistics in the project provinces I Statistics on minorities in Ninxia
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