From May 8th to 12th, the investigation of Lao Niu I-Fly Rural Education Project (Phase III) started in the central and western regions of Inner Mongolia. 5 people including Secretary-General Li Guowu and Deputy Project Director Geng Shuai of Beijing Yongyuan Foundation, Bai Kun, Director of Project Office of the Inner Mongolia Autonomous Region People’s Education Foundation, and Senior Project Manager Pang Xiaoyuan and Project Officer Yang Jing of our Foundation went to Wuchuan County (Hohhot), Hangjin Banner (Ordos), Dengkou County (Bayan Nur), and Barun Biyeli County (Alxa Left Banner) to conduct investigation of this phase with in-depth understanding of the status quo of rural education in each area and the needs of teacher training, etc.
It is found during the investigation that the infrastructure conditions of rural schools in these areas are good and teaching facilities have also been greatly improved. However there are widespread problems such as brain drain and relatively simple training content for teachers. How to cultivate outstanding teachers that are “retainable, available, and reliable” is the main problem at present.
In addition, Lao Niu I-Fly Rural Education Project received unanimous recognition and support through communication and exchanges with education authorities, rural schools and teachers in these areas.
Discussion with teachers in Wuchuan No. 3 Middle School, Hohhot
Investigation in Ulan Nur School, Bayan Nur City
Discussion with leaders from Alxa Left and Right Banner Education Bureaus
Lao Niu I-Fly Rural Education Project plans to last for three years (2016 to 2018). It aims at rural teachers in the areas lacking education resources in Inner Mongolia Autonomous Region, sets targeted course lectures and arranges model school with excellent quality education concepts for visit and exchange as well as experiential urban cultural education to help rural teachers broaden their horizons, update educational concepts, enrich educational materials, and enhance their self-learning motives and capabilities to further reduce the gap between urban and rural education. By changing a rural teacher, it influences a rural school to eventually release the dream of a group of rural children.
For the past two years, 286 rural teachers from Ulanqab, Baotou and Chifeng in Inner Mongolia have received the training, and such training results have directly or indirectly benefited more than 1,000 teachers in the same school/district, affecting about 10,000 rural students.