Annex 1 : 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 CurrentProject 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 Table 1: Population of minorities in Ninxia Seque minorities populati percentage of minorities in languages in minorities nce County minorities on tot.tl population over 5% of the project numb Huizu county's population r 1 2 3 population of the project county 71000 43.83% 1 suburbs o Zhengbeibao Town 2000 13.33% Xingjin Town 18000 94.74% Xingyuan Xiang 15000 100.00% population of the project county 40781 18.71%

Yongliin Yuquanying 14752 80.00% _ 2 Counti yuhai 1260 17.50% Y Jinsha Xiang 1860 20 00% Yanghe Xiang 9250 31.91%% Wangyuan Town 1811 10.80% Lijun Town 2129 7.26% population of the project county 46338 25.18%

Helan Nanliangtaizi 4500 100.00% _ 3 County Honhguang Town 4514 30.00% Jinshan Xiang 1860 31.00% . Tongyi Xiang 3420 30.03% population of the project county 85623 32.07% Pingluo Chonggang 4 Conty Xiang 0 0.00% County Xiamiao Xiang 0 0.00% Erzha Xiang 7329 48.60% - Linsha Xiang 17788 92.00% _

Baofeng Xiang 13260 83 26% _ population of the project 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 minorities nce County minorities on total population over 5% of the project numb Cony Huizu county's population er 1 2 3 population of the project county 15400 20.70% 6 Huinong Lihe Xiang 8830 77.91% County Yanzidun Xiang 438 6.28% Xiyonggu Xiang 16 0 32% Yuanyi Town 2890 49.98% _ population of the project county 166997 53.70% Wuzhong Jinyintan Town 11394 45.48% _ 7 shi, Biandangou litongqu Xiang 5001 70 39% Huaangshawo Xiang 2256 46.0 1% Malianqu Xiang 12095 75 31% Population of the project county 37903 15.28% Qingtongxi Ganchengzi 8 ashi Xiang 0.00% Guangwu Xiang 0.00% Jiangding Xiang 870 4 97% Shaogang Xiang 0.00% Population of the project county 31267 12.02% Dazhanchang 9 Zhonglin Xiang 18185 73.36% County Majialiang Xiang 6032 93.26% Changshantou Xiang 4282 48.37% Shikong Xiang 0 00% population of the project county 124813 48.13% Langpiziliang Xiang 1189 33.13% Ciyaobao Town 6652 31 86% _ 10 Linwush Maliatan Town 2862 13.89% Baitugang Xiang 7468 64.17% Linhe Xiang 872 11.45% Wutongshu Xiang 5671 25.53% Haojiaqiao Xiang 15305 78.18% Daquan Xiaang 6714 93.86%

2 continued Seque p . languages in minorities ce minorities o over 5% of the project numb numbCounty Huizu1conyspultnHuizu n total population county's population er _ _ _ _ 1 2 3 Population of the project county 5684 1.69% Jinzhuang Xiang 0 0 00% Gantang town 51 1.62%

I Sanyanjing Xiang 0 0.00% _ County Hongquan Xiang 0 0.00% _

Donhtai Xiang 1050 17.32% _

Xitai Xiang 1903 20.00% _ Xinbei Xiang 30 0.44% _ Changle Town 319 1.69% 1 _ population of the project county 4100 2.68% Yangniubao 12 Yanchi Xiang 0000% County Gaoshawo Xiang 0.00% Qingshan Xiang 0.00% Huianbao Xiang 1100 11.44% population of the project county 19052 8.78% Shatang Town 17 0 09% Shenlin Xiang 0.00% Wenbao Xiang 1 0.01% 13 Longde Longhuqu 1649 6.58% County Liancai Town 73 0 63% Dazhuang Xiang 2 0.02% Fengling Xiang 4 0.04% Yanghe Xiang 9924 94 32% Haoshu Xiang 186 1.81% Taoshan Xiang 0 00% Population of the project county 220000 42.97% Gancheng Xiang 3145 35.29% Pengbao Xiang 10148 36.81% 14 Dongjiao Xiang 4350 27.44% County Zhonghe Xiang 19142 78.72% Heicheng Xiang 10142 26.85% Shizi Xiang 360 2.56% Huangduobao Xiang 11250 65.05%

3 continued Seque languages in minorities eque minoritie populati percentage of minorities in nce County m ion total population over 5% of the project numb Huizu county's population er 1 2 3 Population of the project county 71902 29.13% Xiaocha 0 00% Chengyang 0.00% Honghe 5462 23.17% Mengyuan 0.00% Pengyang 3017 19.26% Caomiao 0.00% 15Pengyan Fengzhuang 0.00% County Gucheng 16749 68.19%

Shicha 4784 42.17% Wangwa 1268 10 58% Yaoxian 1980 18.98% Chuankou 3390 40 76% Luowa 2123 29.45% Liuyuan 0.00% - Jiaocha 6382 93 28% Wangwa Town 46 0.95% population of the 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 the project 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 female numb county numb1 2 3 er 1 Yinchuan suburbs 82 84 80 2 Yongnin County 97.61 97.62 98.56 3 98 98 1 97 4 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 12 100 100 100 13 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 94.6 96.6 92.5 18 95.26 96 13 92.8 19 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 Table 1: Statistics about minority population in Gansu minority

Sequenc percentage anguages(over5 e county Minorities population of minoritie % of the number in total population of the population project Xiang) 1 2 3

population of the project county 131440 33.25 Yes Zhouqu 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 Zhangjiachua n 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 Gansu Seque rate of school-age children entering primary schools nce County minorities male female numb Cut er1 2 3 er I Quzhou county 95.72 96 98 95.37 2 Zhuangjiachuan county 98 98 8 97.2 3 Wudu county 87 92 81 4 Yumen city 88.4 89.2 77.6

8 III Statistics on minorities in Table 1: The Information of Ethnic Minority Population in Sichuan Province Ethnic Language Proportion of Minority (Over5%of the Project- Population in the Total Population total Number Participatory Ethnic Minorities (%) population of Counties project county population) 1 2 3 Population of the Project-participated 57000 35.10 County Population of the Jiuzhaigou Project-participated 36593 27.80 Yes County Town The Tibetans 4072 11 10 Yes The Chiangs 2443 6.70 The Huis 2132 5.80 Population of the Project-participated 104019 90.65 County 2 Maoxian Population of the County Project-participated 18845 90.69 Yes Town The Chiangs 17091 90.69 Yes Population of the Project-participated 67760 63.16 County Population of the Songpan Project-participated 11837 88.60 Yes County Town The Tibetans 9279 78 39 Yes The Huis- 1183 9.99 Yes The Chiangs 25 0.21 Population of the Project-participated 111486 47.00 County Wenchuan Population of the 4 County Project-participated 27428 60.07 Yes Town Tibet 4149 15.13 The Chiangs 12326 44.94 Yes Population of the Project-participated 77099 12 50 County Luding Population of the 5 CCounty Project-participated 24651 22.32 Yes Town _ _ _ _ _ Tibetans 3965 16.10 Yes The Yis 1392 5.60 Yes

9 continued Ethnic Language Proportion of Minority (OverS%of Project- Population in the Total Population the total Number Participatory Ethnc Miorities (%) population of Counties project county population) 1 2 3 Population of the Project-participated 138453 94.34 County 6 Butuo Population of the County Project-participated 23128 92 85 Yes Town the Yis 21474 92.85 Yes Population of the Project-participated 362511 8 26 County Population of the 7 Huidong Project-participated 80657 5.62 Yes County Town The Yis 2961 3.67 Yes The Lisus 877 1.09 The Buyis 696 0.86 Population of the Project-participated 320073 34.15 County 8 uMianng Population of the County Project-participated 35441 14.72 Yes Town The Yis 5218 14.72 Yes Population of the Project-participated 72392 17.00 County Huili Population of the 9 County Project-participated 15184 18.20 Yes Town The Yis 12392 81 61 Yes The Tais 2450 16.14 Yes Population of the Project-participated 174810 38.80 County 10 Mabian Population of the County 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 the County Project-participated 183600 3.32 Town The Yis 6100 3.32 Population of the Project-participated 655000 5 65 County .- 12 Xuyong Population of the County 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 County 13 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-participated Town 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 NumberProject-participated In Elementary Schools Number Counties Ethnic Minority Male Female

1 2 3

1 Jtuzhaigou County 97.8 95.5 94.6 2 98.5 98.5 98.2

3 95.66 95.73 95.56 4 99.3 99.4 99.3 5 98.6 99 98.5 6 72.32 80 63.5 7 Huidong County 89.2 93.4 82.29 8 80.4 89 72.35 9 83.2 95.3 91.3 10 Mabian County 54 87 80 11 Pingshan County 68.2 95.8 94.3 12 Daxian County 99.1 98.9 13 94.30 98.80 97.00 14 96.13 97.9 96.89 15 99.02 99.01 16 99.72 99.71 17 Bazhou District 98.87 98.69 18 99.3 99.4 19 97.3 97.3 20 Fushun County 94.72 94.35 21 98.5 96.35 22 Daying County 98.5 97.5 23 92.31 97.45 95.6 Note: These are the data of the year 2001.

12 IV Statistics on minorities in

Table 1: Information on the population of minority nationality Counties Title of the Population Percentage of Language participated and minority minority used(proceeding population nationality nationality 5% of the total of the counties participated) Total population 109934 of the county participated Total population 54967 of the township participated The Yi 9861 8.97 The Yi language nationality The Mxao 6709 6.10 The Miao nationality language Sui'jiang county Total population 153000 County with the of the county Hans participated Total population 106975 of the township participated Shui'fu county Total population 93109 County with the of the county Hans participated Total population 58683 of the township

______participated ______Luo'ping county Total population 523000 of the county participated Total population 359154 of the township participated The Yi 34024 6.51 The Yi language nationality The Bouyei 26774 5.12 The zhuang nationality language Fu'yuan county Total population 654000 of the county participated Total population 543513 of the township participated The Yi 46515 7.11 The Yi language nationality Hui'ze county Total population 887000 County with the of the county Hans participated Total population 324132 of the township participated

13 continued Counties Title of the Population Percentage of Language participated and minority minority used(proceeding population nationality nationality 5% of the total of the counties .______participated) Yuan'mou Total population 202000 county of the county participated Total population 51193 of the township participated The Yi 46720 23.13 The Yi language nationality The lisu 16846 8.34 The lisu language nationality Lufeng county Total population 413261 of the county participated Total population 128490 of the township participated _ The Yi 63636 15.40 TheYi language nationality Yuanjiang Total population 193000 county of the county participated Total population 68627 of the township participated The Hani 78711 40.78 The Hani nationality . language The Yis 42882 22 22 The Yi language The Dai(Tai) 23845 12 35 The Dai language nationality _ Jlanshui county Total population 489000 of the county participated Total population 299222 of the township participated __. The Yis 138257 28.27 The Yi language Total population 285000 of the county participated . Total population 163984 of the township participated The Yis 142083 49.85 The Yi language

14 continued Counties Title of the Population Percentage of Language participated and minority minority used(proceeding population nationality nationality 5% of the total of the counties

.______. participated) Hekong county Total population 77000 of the county participated Total population 30756 of the township participated TheYis 23241 30.18 TheYi language The Miaos 12483 16 21 The Miao language The zhuangs 10685 13.88 The zhuang ______language Wenshan county Total population 414000 of the county participated Total population 160136 of the township part;cipated The Zhuang 88108 21 28 The Zhuang nationality language The Yi 72790 17.58 The Yi language nationality The Miao 55269 13.35 The Miao nationality language Guang'nan Total population 730000 county of the county participated Total population 392789 of the township participated The Zhuang 315755 43.25 The Zhuang nationality language The Miao 88444 12.12 The Miao nationality language The Yi 42675 5.85 The Yi language nationality Simao county Total population 185000 of the county participated Total population 49655 of the township participated The Yi 26572 14.36 The Yi language nationality

15 continued Counties Title of the Population Percentage of Language participated and minority minority used(proceeding population nationality nationality 5% of the total of the counties participated) Pu'er county Total population 186000 of the county participated Total population 111252 of the township participated The Hani 42648 22 93 The Zhuang nationality languag e The Yi 34706 18 66 The Yi language nationality county Total population 367000 of the county participated Total population 112800 of the township participated The Dai 129706 35.34 The Dai language nationality The Hani 59123 16.11 The Hani nationality lanuguage The Jinuo 18576 5.06 The Jinuo nationality language Yangbi county Total population 98000 of the county participated Total population 51237 of the township participated The Yi 44155 45.06 The Yi language nationality The Bai 11328 1156 TheBai language nationality _ Midu county Total population 306000 of the county participated Total population 145709 of the township participated The Yi 25042 8.18 The Yi language nationality Longyang Total population 830000 locality of the county participated ._ Total population 123879 of the township participated_ The Yi 37699 4.54 The Yi language nationality The Bai 33747 4.07 The Bai language nationality

16 continued Counties Title of the Population Percentage Language used(proceeding participated and minority of minority 5% of the total of the population nationality nationality counties participated) Changning Total population 333000 county of the county participated Total population 77672 of the township participated The Yi 20187 6.06 The Yi language nationality Total population 258000 of the county participated Total population 73527 of the township participated The Dai 95798 37 13 The Dai language nationality The Jingpo 29927 11.60 The Jingpo language nationality The Lisu 15766 6.11 The Lisu language nationality Longchuan Total population 165000 county of the county participated Total population 94126 of the township participated The Jingpo 44640 27.05 The Jinpo language nationality The Dai 27673 16 77 The Dai language nationality The Total population 347000 county of the county participated Total population 141396 of the township participated The Naxi 204444 58.92 The Naxi language nationality The Bai 39130 11.28 TheBai language nationality The Lisu 26531 7.65 The lisu language nationality The Yongsheng Total population 377000 county of the county participated .. _ Total population 121858 of the township participated The Lisu 46997 12.47 The lisu language nationality I_ I The Yi 44652 11.84 The Yi language nationality

17 continued Counties Title of the Population Percentage Language used(proceeding participated and minority of minority 5% of the total of the population nationality nationality counties participated) The Total population 153000 county of the county participated Total population 86000 of the township participated The Ltsu 88712 57.98 The Lisu language nationality The Bai 29297 19.15 The Bai language nationality The Weixi Total population 143000 county of the county participated Total population 78233 of the township participated The Lisu 78690 55.03 The Lisu language nationality The Naxi 18321 12.81 The Naxi language nationality The Zang 11278 7.89 The Zang language nationality The Bai 7878 5 51 The Bai language nationality The Yongde Total population 321000 county of the county participated Total population 268666 of the township participated The Yi 27296 8.50 The Yt language nationality The Wa 17652 5.50 The Wa language nationality The Gengma Total population 249000 county of the county participated Total population 88291 of the township participated The Dai 51157 20.54 The Dai language nationality The Wa 41892 16.82 The Wa language nationality The Lahu 18839 7 57 The Lahu language nationality

18 Table 2: The Information of Education in Sichuan Province Project- The Rate of Elementary School Enrollment Participatory Ethnic Minority Total Male Female Counties Total 98.13 98.25 98.0 FumingCounty The Yis 98.25 98 5 98.0 Fuming County The Miaos 98.00 98 0 98.0

Total 97.04 98.24 95.83 Suijiang County Ethnic Minority 97.04 98.24 95.83

Total 95.50 98 1 92.9 County Ethnic Minority 95.50 98.1( 92 9_

Total 94.25 95.0C 93 5 The Yis 94 00 95 0C 93.0 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 97.1 H 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 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 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 Enrollment Participatory 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 The Miaos 98.05 98.00 98.1( The Yis 98 10 98 00 98 2

Total 99.8 99 8 99 8 Simao The Yis 99.80 99.80 99.8c Municipality

Total 99.65 99.69 99.6 The Hanis 99.65 99.70 99.6C Puer County The Yis 99 64 99.68 99 6C

Total 98.05 98.00 98.1c The Dais 98.00 98.0 98 0 Jmnghong 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 97.3 Yangbi 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 99.2 Longyang County The Bais 99.50 99.80 99.2C

Total 95.0 96.0 94.0 Changning The Yis 95.00 96.00 94.00 County

Total 95 2 96.1 94.33 The Dais 98.40 98.80 98.00 Yingjiang 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 85.45 County 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 68.0 The Lisus 69.00 80.0 58.OC

Total 94.50 96 0 93 0 The Lisus 91.00 94.0 88.0 Lushui 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 89.0 Weixi 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 92.6 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

Proportion of Ethnic Language . (~~Over5 %of the tota Project- Minority in the Number Participatory Ethnic Minorities Population Total Population opulation o Counties (%) project count Counties 2) population) 1 ~ ~~2 3 Population of the Project-participated 368000 96. 70 County An 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 the County 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 29.05 3 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 County 4 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 Language Proporityion ofe Over5%of the total Project- Population Minority In the opulation o Number Participatory Ethnic Minorities Total Population project county Counties ( population) 1 2 3 Population of the Project-participated 402000 0.95 Yes County Population of the 278559 0.95 Yes YlCheng Project-participated Town 5 County The Zhuang 250739 0. 90 Yes The Yao 13929 0.05 The Miao 5571 0.02 The MuLao 2785 0.01 Population of the Project-participated County 270620 9.05 6 GuanYang Population of the County Prolect-participated Town 107444 8. 97 The Yao 9445 8. 79 Yes The Zhuang 168 0.16 Yes Population of the Project-participated County 196560 19.67 7 MengShan Population of the County Project-participated Town 137793 19. 09 The Yao 13667 9. 92 Yes The Zhuang 12313 8. 94 Yes Population of the Project-participated County 209900 91.34 8 ShangSi Population of the County Project-participated Town 143315 92.70 The Zhuang 124277 86. 72 Yes The Yao 7131 4.98 Yes Population of the Project-participated County 626020 97.50 Population of the Project-participated Town 393142 92. 90 9 DuAn The Zhuang 255707 65. 04 Yes County The Yao 97126 24.71 Yes The Miao 3669 0. 93 Yes The MaoNan 1977 0. 50 Yes The MuLao 2196 0.56 The Hui 196 0.05

23 continued Proportion of Ethnic Language Minority in the (Over5%of the tota Project- Population TlPoptIont opulation o Number Participatory Ethnic Minorities Total Population roject count Counties ( population) 1 2 3 Population of the Project-participated County 279820 70.00 Population of the Project-participated Town 98114 78. 00 The Zhuang 46805 47. 70 Yes 10 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 0.11 Population of the Project-participated County 142550 61.60 Population of the TianEProject-participated Town 95295 1 66. 00 11 TianE Prjc-atcpedTw 955 County The Zhuang 59944 63. 00 Yes The Yao 2673 2. 80 Yes The Miao 475 0. 50 Yes The MaoNan 120 0. 12 Yes Population of the Project-participated County 327550 88.70 12 TianYang Population of the County Project-participated Town 179357 88. 10 The Zhuang 156890 87.47 Yes The Yao 453 0. 25 Yes Population of the Project-participated County 339700 99.59 13 County Population of the Project-participated Town 212907 97.88 The Zhuang 205102 96.34 Yes The Yao 3291 1.55 Yes Population of the Project-participated County 183150 53.80 14 LingYun Population of the County Project-participated Town 134566 47. 20 The Zhuang 37368 27.77 Yes The 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 Education China: Basic Education in Western Areas Project (Project ID: P0 73002)

Ethnic Minorities Education Strategy

Outline

1. Introduction * Project goals * Target beneficiaries

2. Legal and Institutional Framework * Overarching Framework * The Education Law

3. Relevant Existing Programs Targeting Ethnic Minorities * Ministry of Education (MOE) Programs * Provincial Programs

4. Identification of Ethnic Minorities

5. Ethnic Minorities and Education: Main Issues

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, and quality basic education for poor girls and boys in Sichuan, Gansu, Yunnan Provinces, Hui and Guangxi Zhuang Autonomous Regions. This project will support and accelerate the achievement 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 basic education for both boys and girls do not speak Mandarin, the language of instruction in most schools face other special circumstances, such as recent migration, demands for their labor, or extreme poverty.

TWO - Legal and InstitutionalFramework

OverarchingFramework

3. China has established a complete legal framework for the protection and development of officially 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 "all minorities in the People's Republic of China are equal. The State guarantees the quality, unity and helping relations of all minority nationalities. The State forbids discrimination and oppression against any minority nationalities. The State forbids any activities against the unity of all nationalities and of racial separation."

5. The Constitution also states that the State supports all minority nationalities in their economic and cultural development according to their needs and characteristics. Areas of minority nationality concentration will practice autonomous administration with the establishment of their autonomous administration bodies and the right of autonomous administration. All autonomous minority nationality areas are an inseparable part of the People's Republic of China.

6. All minority nationalities have the freedom to use and develop their own oral and written language, maintain or reform their traditions and customs. The Constitution also provides clear stipulations for the establishment of the regional autonomous governments.

2 7. The Law on Autonomy in Minority Nationality Regions, adopted by the second session of the Sixth National People's Congress in 1984, provides for the establishment of minority nationality autonomous areas. This law stipulates that, apart from the same responsibilities accorded to the same level of local governments, the authorities of the autonomous areas have the following responsibilities for autonomous administration:

autonomous legislative powers autonomy in management of local political affairs autonomy in management of local economic development autonomy in management of local financial affairs autonomy in management of local affairs in science, education and culture autonomy in organizing local public security forces autonomy in using and developing minority nationality languages autonomy in training and employing minority nationality cadres

8. This law stipulates that the chairman of the people's government of an autonomous region, prefecture, or county must by law be a member of the nationality or one of the nationalities for whom the autonomous area is established. Other leadership and administrative posts should be filled by members of that nationality or other minority nationalities living in the area to the greatest extent possible The law also gives autonomous area governments a wide range 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 minority nationality groups living in the autonomous region to establish their local autonomous administration or minority nationality townships. The autonomous administration should support all minority nationalities in the autonomous regions in their economic, education, cultural and health development."

10. The Administration Regulation in Minority Nationality Townships, issued in 1993, stipulates that autonomous township administration should be set up in areas where minority nationality population live in concentration, and that the township autonomous administration, in consideration of local needs and minority nationality characteristics, govern according relevant laws and regulations.

11. Law on Village Committee Organization also used stipulations regarding the organization of villager committees in minority nationality villages.

National Minority Education Policy

12. Under the Constitution and the Law on Regional National Autonomy, autonomous minority area governments at the provincial, regional, prefecture and county levels have independent power over educational administration and development. The Constitution affirmed this commitment to education with "..the state assists the areas of minority nationalities to development educational undertakings in accordance with the characteristics and needs of minority nationalities" (article 10).

13. As understood from Chinese government policy papers and notes, autonomous power over education comprises the following rights:

3 (a) The organs of self-government may decide on plans for educational programs in these areas, establish various kinds of schools at different levels, determine what educational system, curricula and language will be used in instruction and establishment enrollment procedures independently, in accordance with the educational guidelines and laws of the state. They are also charged with development programs to eliminate illiteracy and specialized schools, such as teachers schools, secondary technical schools and vocational schools and institutions, designed to train specialized personnel from among the national minorities.

(b) The organs of self government may set up public schools and secondary schools, boarding schools and subsidized schools in pastoral areas and economically underdeveloped, sparsely populated mountain areas inhabited by minority nationalities.

(c) Schools were most of the students come from minority nationalities, textbooks and institutions should be in their own languages. Classes for the teaching of Chinese (Mandarin ) are made available in the senior grade of primary schools or in secondary schools to familiarize students to Putonghua, the common speech based on Beijing pronunciation. (In teaching monitory nationalities, both the Han language and the language of the minority nationalities are used. Both of these languages play an important role in the lives of national minorities, since local affairs are conducted in the language of the monitory nationality but economic and social exchanges between national areas and other areas within China are primarily conducted in Mandarin. The use of minority language is one of the powers of autonomy and it is important that these languages continue to develop.)

THREE - Relevant Existing Programs Targeting Ethnic Minorities

Ministry of Education:

14. Government Strategy for Minority Education. The evolution for China's strategy for the 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 minority languages as the initial medium of instruction at primary level with significant usage for classroom instruction although less wide spread at secondary level. The percent of local content in 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 the 1970s there has been an increased recruitment for minority teachers and school principals, and greater 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/village schools, boarding schools, teaching points and multi-grade schools; mandating universal 6-year education for all minority regions or an elementary graduate per household as a minimum requirement for remote and scattered rural inhabitation; development of a Center Elementary School 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 or county 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 of educational inputs by: improving teacher selection and preparation in pedagogy, bilingual education, curriculum revision and development of bilingual materials for minorities; and increasing the resource base by preferential policies of increased national and provincial resource allocation targeted at basic education in poor minority regions for specific programs to reduce repetition and drop-out rates.

Project Provinces:

16. Financing and management of basic education (grades 1-9) is fundamentally the responsibility of the provincial and regional governments rather than national level, with the county providing the bulk finance, and therefore it is useful to review the individual policies and programs which are in place at the provincial level to support minority education.

17. Sichuan Province: The provincial government of Sichuan has attached great importance to increase enrollments and helping drop-out students to come back to the school. Governments at all levels have made great efforts in this regard. They have publicized the Law Governing Compulsory Education among parents. Taking into account local realities, the provincial government has coordinated the efforts of the Educational Administration, the Ethnic Affairs Committee, 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 Provincial Education Commission, Provincial National Affairs Commission, Provincial Planning and Provincial Finance Commission.

18. The financing, totaling 300 million RMB annually (USD 35.6 million) is specifically targeted toward development of education in minority areas. Funds are from recurrent education budgets, county level budgets, Provincial Planning Commission and Anti-Poverty Office, self raised funds from minority county funds and financial aid from the central government. (In 2001 280 million RMB was raised and the shortfalls are reportedly to be provided by the Provincial government.) The policy supports the "one town has one boarding school" policy where schools provide dorms for students whose homes are far away from school. Students are provided with subsidies for living, for junior secondary school students. The Action Plans also supported civil works according to plans to make sure that there are enough safe places for regular students, in classrooms or dorms. Through these programs the government has subsidized 144,000 students and the number will rise to 159,000 by the end of 2002.

19. Ningxia Hui Autonomous Region: Ningxia has adopted many policies and measures in response to the special difficulties faced by the minority ethnic groups, especially the in receiving compulsory basic education.

(a) Educational Legislation - Law of the Ningxia Hui Autonomolus Region Governing Education was adopted at the 21 Session of the Standing Committee of the Eighth People's Congress held in September 2001. This law provides a legislative framework for matters related to the education of ethnic minorities in the 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 Hui Autonomous Region has earmarked two million RMB annually for compulsory education, 500,000 RMB for illiteracy elimination, one million Yuan for professional training, one million RMB for the education of ethnic minorities,

5 five million RMB to providing decent housing for teachers with a matching allocation from the local budget. To enhance the educational conditions for people concentrated in the southern mountains in the Region, Ningxia invested 87 million RMB in aggregate.

(c) Tuition Exemption - In 2002 the Educational Department of Ningxia issued several circulars relating to tuition exemption for poor students and minority students making it a rule to exempt poor and minority students from tuition fees according 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 offers preferential policies to ensure that the boarding schools are prioritized when investment, equipment and personnel decisions are made; (2) attract Hui students back to school through preferential policies. For instance, Huimin Middle School, Shishi Middle School, and Girls' Middle School in Tongxin enroll 100 minority students every year and give them a monthly grant of 15 RMB; (3) established more special schools and specialty classes. To bring more girls back to school and to solve their difficulties, Weizhou Elementary School for Girls was established in 1985 and Hairu Middle School for Girls was established in 1986. Specialty courses are offered for this purpose: embroidery classes and sewing 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 into senior middle school not according to their examination results but as a set proportion. The enrollment eligibility score for Hui girls are sometimes 20 points lower than that of other students.

20. Yunnan Province the provincial government has adopted many policies and measures in response to the special difficulties faced by the minority ethnic groups. "The State Basic Education Initiative for Poor Areas" is an educational project that has even been supported by the Party Central Committee and the State Council with the largest central government input since 1949. 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 with 787 poorest villages have benefited from this input. A number of elementary and secondary schools have been built; new desks and chairs, books and teaching apparatus have been purchased; many school masters and teachers have been trained. During the operational stage, 35 counties have implemented the nine-year compulsory education, a sure guarantee of the realization of the overall educational objectives of the province. In 2001 the second phase of the project was launched with an input of 555 million RMB (370 million from the Central Government) for a period of five years from 2001 to 2005. Forty national poorest counties that had not implemented the nine-year compulsory education system by the end of 2000 became the major beneficiaries.

21. While implementing the nine-year compulsory educational system, the Provincial government has tried every possible means to offer financial assistance to students from the poorest families so as to guarantee that all school age children be sent to school and receive proper education. The following measures have been adapted in this endeavor:

6 (a) Grants for Poor Students - Every year the Ministry of Education and the Ministry of Finance provide poor students with grants in the form of transfer payment. In 2001 four million RMB were earmarked for this purpose. There are 73 national poorest counties in Yunnan province. These counties report a total of 53,000 poor students who were then given grants by the provincial government.

(b) Educational Fund for Boarding School Students - Every year 300,000 students from 3,000 boarding schools have been given living allowances with the fund earmarked from the provincial budget. The allowance rate keeps increasing in proportion to the economic growth, social development and the rising living standard. In 2001 each student received an annual allowance of 120 RMB; this makes a total of 3.6 million RMB. In 2002 the total allowance were raised to 4.5 million 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 40 poorest counties in Yunnan where the nine year compulsory education goals had not been reached by the end of 2000. Poor students in the special education institutions of these counties are given 30 RMB as textbook subsidy every year. Every year about 110,000 students benefit from this initiative. The total textbook subsidy was 6.5 million RMB in 2001, and increased to 14 million in 2002;

(d) Provincial Living Allowance for Minority Students - Since 1980 the provincial government has earmarked part of the provincial budget annually to provide living allowances to ethnic minority school students in 40 boarding schools across the province. The allowance rate keeps increasing in proportion to the economic growth, social development and the rising living standard. Thirty thousand middle school students from such schools have received 250 RMB each in 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 Yuan to each village school student in border areas to cover their textbook and incidental expenses, and stationary expenses. Every year 12,000 elementary school students have received this subsidy. In 2001 1.8 million RMB were allocated for this purpose; this increased to 2.6 million RMB in 2002 as some middle school students are given such subsidies.

(e) Grants for Poor Minority Students in the Border Areas - Since 1988 students from the Minority Classes of the No. 1 Middle School of the two counties (mainly minority students from the poor areas) have been given living allowances. The subsidy was given to 5,800 students, 250 RMB for each and 1.45 million RMB in total.

(f) "The National Compulsory Education Project" Grant - Since 2001 part of the second tranche of "The National Compulsory Education Project" has been earmarked as textbook subsidy at the prevailing local rate for elementary school students and junior middle students in 40 poor counties where the compulsory education system has not been implemented as of the end of 2000. Every year some 100,000 students receive this subsidy. In 2001 money used for this purpose amounted to 7.2 million RMB.

7 22. Through the above-mentioned seven channels the central and provincial governments allocated 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 on the Implementation of the State Council Decision on the Reform and Development of Basic Education that during the Tenth Five-Year Plan poor students will be given more subsidies. In addition, 93 percent of the elementary schools and middle schools in the province offer part-time job opportunities to students, the income from which approximates 290 million RMB. A great majority of the income has been used to subsidize poor students.

23. Gansu Province: The provincial government has responded to the challenges of providing quality basic education to poor children, including Hui minority children, by establishing and running primary and junior secondary boarding schools. Many township central schools provide accommodation for family members so that student can be properly looked at school. Sometimes parents from several households will take turns to reside in the school to watch 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 the eligibilities 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 of 30 RMB for primary and 50 RMB a month for junior secondary school children. In project counties exemptions have be established for textbook expenses for all elementary school students and for 20-30 percent of the junior middle school students as most of the minority students are very poor. Training is offered to minority teachers, especially female minority teachers in an attempt to improve education quality. When making employment decisions to fill up job vacancies, the minimum requirement for the candidate is that he or she should be a normal school graduate.

25. Guangxi Zhuang Autonomous Region: Local governments have adopted many policies and 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 Secondary Schools", a number of teaching buildings have been built or renovated. Some of the renovation projects have become sample projects, bringing out enormous benefit to education and other social endeavors. The "State Compulsory Education Initiative" commencing the Ninth Five-Year Plan period has invested one billion RMB on schoolhouse, furniture and other facilities and teacher training. 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 million from matching local contributions.

(b) In 2000 the "Compulsory Education Initiative for Border Areas" was launched to establish one sample senior high school, one township school and one village complete elementary school for each of the eight project counties. The Guangxi Autonomous Region Government has put into this project 270 million RMB (secondary investment other than transportation inputs to realize the objective of building a village-to-village road network). Among the 24 initiatives of the government, 4 are related to education with more than 800 schools involved.

8 (c) Over 220 billion RMB has been invested on the construction of school infrastructure. (The total investment on the construction of other organizations in Guangxi amounts to 660 billion RMB.)

(e) IT infrastructure projects have been carried out in key elementary and secondary schools to support teacher training initiatives. An investment of 40 million RMB will 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 35 percent of the students in the poorest counties have benefited from it.

(g) Renovation of the Dilapidated Schoolhouses - There are 438 dilapidated schoolhouses in Guangxi, accounting for nine percent of the total. In 2001, the central government allocated 170 million RMB to renovate these houses. With a matching 17 million RMB from the regional government, a total of 280 million RMB have been invested into this project.

(h) In response to the special difficulties of the minority students, minority complete schools have been built in some places. For instance, such a school has been set up in Du'an Yao for the enrollment for the Yao students.

(i) Governments also make it a rule to promote a set proportion of Yao people to leading positions. For instance, the vice mayor of Du'an County in charge of Cultural 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, transportation and physical appearance of rural areas.

FOUR - Identification of Ethnic Minorities

26. OD 4.20 Indigenous Peoples: Through a social assessment process, it has been determined that many of the people potentially affected by the project exhibit distinctive characteristics warranting coverage under World Bank Operational Directive 4 20 (Indigenous Peoples). OD 4.20 provides defines indigenous peoples as those with the following characteristics:

* 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. The names of the ethnic minority groups in the area covered by the project and their respective demographic 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 Hui minority 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 minorities in 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 in Ningxia (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 in planning that affects them; (b) to ensure that opportunities to provide such groups with culturally appropriate benefits are considered; and (c) to ensure that any project impacts that adversely affect them are avoided or otherwise 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 OD 4.20. The actions described respond specifically to issues raised during consultations with potentially affected people as part of the social assessment process. (Annex 2 - Ethnic Minorities in Project Areas: Educational Challenges and Project Responses - describes in some detail the measures to be by the project to deal with particular issues in specific minority groups.) While this strategy demonstrates efforts taken by the MOE and the provinces to be responsive to concerns raised by members of minority nationalities, it should be emphasized that very few of those concerns relate directly to any particular minority nationality. In other words, in most cases, 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 the educational 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 design was described to and information was gathered by interview and questionnaire from county administrators, school headmasters, teachers, pupils, parents all at the at the primary and junior secondary levels, and community members in a sample number of villages in two minority counties in each of the five participating projects. Preliminary numbers indicate that of the more than 1500 people from whom information was systematically gathered and whose opinions were analyzed and fed into the provincial project design process, 82.5 percent were national minorities. The project preparation team systematically gathered opinion and views from provincial level education and financial authorities on the priority needs for each province and these views are reflected in the PIPS produced by at the national and provincial levels. The team also systematically canvassed views from national level Ministry Education (MOE), Ministry of Finance (MOF) and State Development and Planning Comnission (SDPC) and included 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 which took as a major part of its work a household survey of educational expenses in 600 households in 8 counties in two provinces. Using an structured interview protocol developed for earlier household surveys conducted for the preparation of earlier Bank-supported basic education project, data for the economic and financial analysis was gathered from more than 2700 individuals, 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 the Social Assessment and those in the Economic and Financial Analysis, more than 4200 individuals were surveyed, consulted or from which information was solicited, of which approximately 3000 or 71.4 percent were ethnic minorities.

32. The Social Assessment found that enrollment rates of both primary schools and junior middle schools in the counties visited were much lower and the real dropout rates for both levels much higher than provincial government statistics. In Ningxia, where the predominate ethnic group are the Hui, both sets of figures were off by 20 - 30 percent, and the social assessment points out that lower enrollment and higher drop out rates were prevalent among the Hui in Gansu, the Yi and Zang in Sichaun and the Yao in Guangxi.

33. It is difficult to gauge statistically the magnitude of the problems surrounding minorities access to education because enrollment and completion rates reported to and by the Ministry of Education are not disaggregated by ethnicity. However, as reported in the Social Assessment work done in among the Tibetan and Yi minorities, it is illustrative to review the reasons minorities have low enrollment and high drop-out rates:

(a) Economic Reasons: Both the Tibetan and Yi communities are often found on high mountains where the natural environment and living conditions are very harsh. This directly influences the income level of local people, which means that they can not afford to send their children to school. Costs are even higher for those people in the communities whose only option is to send their children to boarding schools. Large families can make the situation even tougher as few can bear the heavy burden of the educational cost involved. Some parents made it rather direct and clear "If we are rich, none of us would be unwilling to send our children to school."

(b) Customary practices of different ethnic groups are responsible for dropouts in some cases. For instance, have long maintained the ideology of male superiority. 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, then boys should go". Such values put girls at a disadvantaged place in terms of education.

(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 move make it impossible for children to study at a set place. This can be part of the reason for dropouts.

(d) Distance from home - Some students drop out of the school because they live too far away from their schools. It takes them four to five hours to move between school and home and they are too young for parents to let them take care of themselves. For this reason, some students drop out.

(e) Values of parents are also an important factor. As the state no longer allocate college graduates jobs, some parents do not think there is still a need to send their children to school. They argue, "If college education can not secure a job for you, then why not drop out to start working earlier." This "education-make-no- difference" mentality has made a mark on education.

11 34. Follow-up Consultations: Subsequent to the initial social assessment the project preparation team will carry out an number of consultations with sample ethnic minority groups who are beneficiaries of the project. The Terms of Reference for these follow-up consultations are attached as Annex 3 and indicate that the teams will visit eight or nine of the higher populations ethnic minority groups in the project to discuss with them the content of the Ethnic Minority Education Strategy, and especially Annex 2 - Ethnic Minorities in Project Areas: EducationalChallenges and Project Responses. The results of these consultations will be used to make 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 move forward 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 government revenues, collected at the township and then sent to the county level, and household incomes are low and therefore investment, by the local government or the individual family is also low. A major reason for low enrollments among minorities is the heavy household burden presented by education costs. This is aggravated by the larger families which minority families generally have and include both primary and secondary school students. Education costs tend to rise geometrically as the pupil makes the transition from primary to lower secondary and senior secondary 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 the stock of education inputs (construction, qualified teachers, books and teaching equipment, etc ) in minority areas at a relatively low level.

36. The Ministries of Education and Finance, joined by the State Development and Planning Con-mmission, have joined with provincial governments in establishing a National Compulsory Education Program which systematically channels national funds, matched by provincial and county 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 poverty reduction. But the gap between the eastern and central relatively developed areas of China and the western minority areas is large and growing and therefore efforts on the part of the governments at all levels to lessen the difference between the asset base available to China's minorities 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 has several effects on schooling:

the opportunity costs of sending a child to school are high, thus there is a tendency not to enroll, 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; and pupils are more likely tired after work, thus influencing their learning quality, either in class or in doing home work; and

12 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 help families reduce their dependence on child labor. But social programs are equally important to increase the perception of parents on the importance of education for their children.

EducationalAttainment of the Adult Population and its Impact on Minority Family Aspirationsfor the Education of Their Children

38. The Social Assessment points out that the average level of educational attainment of the adult population among many ethnic minorities is much lower than the level of the Han population, often within the same village or townships. This is particularly true for the mothers in minority families with high illiteracy rates and very low primary school completion rates. The intergenerational effects of low levels of parental education are well documented. They include susceptibility to cycles of poverty which keep children out of school; a weak perception by parents and community leaders of the need for education and its relevance; a shortage of role models 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 and social of schooling, the necessity under law of sending children to school, and the types of support 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 part of the husband's economic unit. In many cases families will not invest in the education of girls because when they marry they will move in with the family into which they marry. This is particularly true among the minorities in the south and southwestern part of China which tend to be the poorest and with some of the lowest minority enrollment and completion rates.

Impact of Poverty, Fertility, Health, and NutritionalLevels on Demandfor Education

41. Poverty rates in China are highest among ethnic minorities. The impact of poverty on demand for education is rather well documented. Poor households in most cases are unable to meet basic education expenses (particularly for large families), while at the same time have more needs to keep their children at home to work as unpaid domestic workers. Children of poor households are more likely to enroll late, and therefore spend less time overall in school and less time at a critical age for learning. Children from poor households are also more likely to fail grades and repeat classes, thus indirectly raising the total costs for schooling. Poor health and nutrition 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 at areas of ethnic minorities; more investment (development and education); financial and/or material support programs for children and/or their families; inclusion of nutrition programs in food insecure areas; expanded programs of fees exemptions and improved design those programs (including funding from government rather than the school budget); improved and expanded safety nets, and targeted scholarships.

13 Curriculum

43. China uses the same national curriculum in all parts of the country while allowing for a certain amount of local content. This local content often consists of stories of local heroes, local economics and social development and literature. Review of textual material used in the Tibetan language schools of western Sichuan indicate that the stories, taken from both historical and contemporary literature, tend to foster unified Tibetan identity, an important factor with the Tibetan populations spread across six provinces and autonomous regions. (See annex 2 on issues surrounding curriculum content in Tibetan areas.)

44. The Social Assessment also points out that one of the current problems with the delivery of 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 not good. Even with the translation of textbooks into minority languages, an option in most of the large minority areas, which have a written language, the teacher's inability to teach in the local language is an impediment to good learning. Additionally, there are ethnic minorities with no materials 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 steady stream 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 or diake teachers, paid for locally at a lower rate, and seldom having gone through any teacher training programs. These teachers often have the local language ability to teach but are the least well equipped academically to deliver the curriculum. Compounding this problem is the practice in many areas of having the diake teachers pay for their own in-service training, which with their limited 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 on local attitudes of parents and local education officials. (A maintenance program is one which is basically aimed at preserving and cultivating a child's knowledge of his or her mother tongue. A transitional program is aimed at developing competence in the dominant group language.)

47. Research suggests that educating children in their native language during the first years of their schooling contributes to higher achievement. However, there are debates in the teaching profession 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 major limitation to their teaching quality. Non-bilingual teachers have problems communicating with their 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 their schools who can speak the minority language. So far however the number of bilingual teachers is small and sometimes such teachers have to be shared between schools. Some schools have coped with this by using bilingual teachers for the lower grades or by training Chinese teachers in local

14 languages. Methods to teach Chinese as a second language need to be improved since even bilingual teachers tend to explain lessons simultaneously in minority languages and in Chinese.

BoarldihgSchools and Olher O/liŽnsforP7rov,zz ofServ-ies ih SPalrsely Poap1a/edAreas

49. The often rugged topography of the minority inhabited areas, whether they be sparsely populated mountainous regions or badly desiccated pastoral lands, severely limit the access to education. In response, provincial governments, following a national Ministry of Education directive, have established network of boarding schools in these areas.

50. The building of these boarding schools is often associated with the rationalization or closing of the distribution of "teaching points" or incomplete primary schools (schools which generally offer grades one to three in a multi-grade environment, most likely taught by a single teacher and often with severely limited training.) As weak as these teaching points are, they are often the only nearby school in the very poorest villages and rural areas. In that these are often the areas where the poorest minority families live, closing the teaching points and incomplete primary schools and expecting children, often at the primary level, raises questions of cost and distance from home for small children, especially young girls. However, boarding schools are often unsafe and there is inadequate child protection and these issues must be addressed when local governments follow their policy of expansion of the boarding schools.

51. Assessments of teaching and learning conditions in these boarding schools have been critical, but they are nevertheless appealing to local education officials as a means of achieving the universal primary education goals of the Government. More consideration needs to be given to alternative means of organizing schools that would allow children to remain in their homes, for example, 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 in paragraph one of this document. The project will contribute to reducing poverty and increasing educational outcomes in five provinces and regions in western China.

53. Expanding basic education for poor minorities will bring additional opportunities for development and growth. Education provides opportunities for personal and community empowerment and thus greater participation in the social, economic development sectors. Literacy in both the national language and mother tongue allows for entry into the national economy while at the same time maintaining links with culture. Learning from the national curriculum which preserves space for including local materials allows greater participation in economic and civic life while at the same time taking substance from the minority culture. These guides are imbedded in China's current policies on minority education and are recognized and supported in this project.

54. Not everything can be known at the start of the project and therefore flexibility is built into various sub-components. Flexibility which will continue through the implementation of the project. 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 Knowledge Generation 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

15 for Zang students; support of parenting classes and materials in Zang areas to encourage children to go to school; etc.)

55. School Development Planning (SPD) which will be piloted in several counties in each province supports community participation in the planning and implementation of school development plans, plans which can be modified during the period of project implementation. Teaching training curricula in the National Minority Institutes and teacher training institutes and schools 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 minority research which is carried out by the MOE's National Center for Education Development Research. The project's Chinese Experts Panel (CEP) will have a specialist in minority education on it who will be tasked to advise on minority education issues, especially curriculum issues.

56. Strengthened community participation strategies will be particularly important in areas where the populations of ethnic monitories will be so small so as to make it virtually impossible to design project component directly for these small numbers. The participation strategies will include School Development Planning, use of currently organized local school committees, and the active involvement of a minority member of the Chinese Experts Panel (CEP). This strategy of increased participation of the ethnic groups in the areas where their populations are small and they are living in areas where there are other larger numbers of minorities is particularly important because it will enable very small national minority groups to have a voice in the delivery of educational services in the communities here they live.

57. The project will support the training of bilingual teachers, especially drawn from minority 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 the project whose mother tongue is not Mandarin such as the Yi, Yao, Zang, and Miao ethnic minorities.

58. The project will not directly support student assistance programs to help poor students and their families to reduce the household burden of education and improve access for poor children. This is because there are government programs that provide student assistance in the project 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 support for valuable pilots in student assistance programs. As these pilots and the ones supported by the governments at the county, provincial and national level have been evaluated by the Ministry of Education and the Bank, it is now evident that only those student support activities which are financed from count and provincial recurrent budgets appear to be sustainable. During preparation is was agreed that government resources from the national level, the provincial and county levels will be used to finance student assistance programs in all five provinces in the project areas. This strategy of depending on the availability of government resources, some of which are the result of intergovernmental transfers from the central government, is a strong indication of the synergies developed during project preparation between what the government can and does provide for basic education in rural poor areas and what the limited resources of a Bank/DFID loan can provide.

59. The project will directly attempt to deal with other causes of low enrollment and completion 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 and consolidation strategy. The project will not support the construction of new board schools at the primary level nor will project funds be used to increase the capacity of existing boarding schools

16 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 teaching points 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 discuss alternatives 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 the population and cost-effective for government to deliver.

Benefits beyond the project area will be realized to the extent that the project succeeds in developing 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) paragraphs xx-yy.

DRAFT EIGHT - 01-19-02

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