Project Manager: Klu mo skyid (Lisa)
To Buy 534 books and 6 maps and 1 terrestrial globe for Mapa Middle School to improve the students’general knowledge and create higher possibilities for the students in Mapa Middle School to pass the high school entrance examination.
TRA Fund supported this project
Klu mo skyid is from Lhakang Village, Bao’an Township, Tongren County (Rebgong County), Huangnan Prefecture, Qinghai Province, China. She is studying for her Bachelor’s Degree in Qinghai Normal University.
What? Buy 534 books (160 Tibetan books, 181 Chinese books, 193 English books) and 6 maps and 1 terrestrial globe for Mapa Middle School.
Who? Mapa Middle School located in Mapa area, Bao’an Township, Tongren County (Rebgong County), Huangnan Prefecture, Qinghai Province, China.
Photos of Project Implementation
These are the books which the project manager and one of Mapa Middle School Leader -Tshe `brug mkhr bought from Xinhua book store, Xining city. The Book shelf is provided by the school. There are 534books (160 Tibetan books, 181 Chinese books, 193 English books, 6maps, and 1terrestrial globe.)
The students were reading books after the books arrived in Mapa Middle School library. They were very interested in the new books, especially the novels in Tibetan, Chinese and English.
Sgrol ma was reading the new books, she is very happy that she can read those new books. She is eager to borrow books from the library. Since she had a low level in Chinese, she was very happy that she can improve her Chinese level through reading books from the library.
Project Summary
Project Title: Book Project for Mapa Middle School
Project Goals: The overarching goal of this project is to improve the students’ general knowledge and create higher possibilities for the students in Mapa Middle School to pass the high school entrance examination. The immediate goal of this project is to buy 534books (160 Tibetan books, 181 Chinese books, 193 English books) and 6 maps and 1 terrestrial globe for Mapa Middle School.
Location of this Project: Mapa Middle School is located in Lhakang Village, Mapa, Bao’an Town, Tongren County, Huangnan Tibetan Autonomous Prefecture, Qinghai Province, china. Tongren County is about 181 kilometers from Xining, the capital city of Qinghai Province.
Project beneficiaries: This project directly benefits around 214 students and 32 teachers in Mapa Middle School and about 5,285 villagers indirectly benefited from this project.
Implementation organization/individual: Tshe `brug mkhar(one of a teacher in Mapa Middle School ), Shem Women’s Group and Klu mo skyid (Project manager).
Contact Group: Shem Women’s Group
Funds received: Amount and date received
Klumo Skyid received 80% of grant which is 7,525 from Shem Women’s Group in April 2009 and she will receive the rest money after she completed the project, 20 % grant is 1,882 RMB, so the total grant for this project is 9,407 rmb.
Details of project activities
1. Contacted the school leaders and teachers discussed the urgent needs with them.
2. Collected the village background information and school information.
3. Held a meeting with the school teachers and found out what kinds of books the students really need.
4. Went to the bookstore and found out the price of the books.
5. Checked exact transportation fee with a driver.
6. Wrote project proposal.
7. Received funds.
8. Purchased the books from Xinhua book store and the bus station book store in Xining City, Qinghai province.
9. Distributed the books.
10. Took pictures and interviewed the project beneficiaries.
11. Wrote the final report.
Project Finance
| Rece ipt |
Items | Donor Contri bution in rmb |
Local Contri bution in rmb |
Shem Contri bution in rmb |
Total cost in rmb |
Donor Contri bution in rmb |
Local Contri bution in rmb |
Shem Contri bution in rmb |
Total Cost in rmb |
Diffe rence in rmb |
| Rece ipt#1 |
Books |
9,407 |
0 |
0 |
9,407 |
8,13 |
0 |
0 |
9,207 |
0 |
| Desks |
0 |
1,000 |
|
1,000 |
0 |
1,00 |
0 |
1,000 |
0 |
|
| Stools |
0 |
500 |
0 |
500 |
0 |
500 |
0 |
500 |
0 |
|
| Book shelves |
0 |
2,400 |
0 |
2,400 |
0 |
2,400 |
0 |
2,400 |
0 |
|
| Rece ipt#2 |
Transpor tation fee |
0 |
300 |
0 |
300 |
200 |
0 |
0 |
200 |
-200 |
| Manage ment Expenses |
0 |
150 |
0 |
150 |
0 |
150 |
0 |
150 |
0 |
|
| Manage ment pay ment |
0 |
0 |
500 |
500 |
0 |
0 |
500 |
500 |
0 |
|
| Total | 9,407 | 4,350 | 500 | 14,2 57 |
8,33 3.3 |
4,05 0 |
500 | 12,8 83.3 |
* -200 |
Note(*-200): Originally I planed that transportation fee would be paid by the local school，but since there was money left from the donor contribution, so I spent donor’s money 200rmb on the transportation fee.
Difficulties and lesson learned
Delay
There was one reason for delaying the project when the funds arrived. It was very difficult to ask for several days to leave from the school, so I implemented this project during the May holiday. And Mapa Middle School has no holiday, because they are preparing for county unite examination competition in June.
Difficulties
Because of financial crisis, most of the books have raised their price. And several books had no enough quantity that we had planned to buy before. So I have checked the budget again and looked for new plan in Xinhua Book Store on 29th April, and I also waited one day for getting enough quantity of books. Moreover, it’s quite necessary to contact with the book store to make sure book prices and quantity of the books you need.
Lessons learned
I learned that it is really important to do more research on the current prices of books. The prices would change rapidly no matter whether or not you checked books’ prices just four months before.
Interviews
Cho sgron is from Lha kang village, now she is in her second year in Mapa Midde middle school. There are four people in her family, her parents, two brothers and her. Three of them are going to school. She said it’s very difficult that her parents to buy other books for them beside the text books. She also said that she was very happy that she can borrow some books, which are related to the high school entrance examination. She was paying her great gratitude toward the TRA fund.
Klu rgyal is a good student in the class, he is doing very well on his study and helping others as well as he could. He likes to read short stories, short novels and compositions very much. As the students placed the books on the books shelves, he grabbed a Tibetan book and told me, that he will read as many books as he could. When I was interviewing him, he told that there aren’t any books in the school that they are really interested in. As a result, many students in his class are gotten bored in the school. This time there are lots of books that he really wants read. He also said that he was pretty sure many students will be interested in the books and the students will gain interest in the study.
Tshe‘brug mkhr is a responsible teacher in the school. He paid his great gratitude toward TRA foundation, helped Mapa Middle School. He said, “I am really happy that I can read more materials, which related to the text books, especially I can use terrestrial globe to explain geographic points. I had more confidence to improve students’ interests in geography. Before I encouraged the parents to buy books which could improve their children’s interests, but I found there were a very few families could do that, since their income is low. It’s very happy that we don’t need to encourage parents to buy as many as books, which are related to the exams.”
Letter of appreciation
a) Letter of appreciation from Mapa Middle School
Translation of the letter of appreciation from Mapa Middle School
Dear the TRA fund,
In this competitive and developing 21st century, our Tibetan students are hard working and eager to study new technology very much. Therefore, we need to study more knowledge to improve ourselves. Since the knowledge is boundless and the society is developing speedily, it is quite difficult to use our little knowledge to satisfy the requirement of society. So it is very necessary to read many books to enlarge our knowledge.
Thank you very much for your donation to buy books to improve our knowledge.
All of our teachers and students are paying great appreciation to TRA fund.
Sincerely,
Rebgong
Padma rdo rje (headmaster)
2009-5-1
Receipts
Receipt #1
This is the transportation fee receipt, it is200RMB
Receipt #2
Above two receipts are for books that I bought from the Xinhua book store in Xining city, Qinghai province and it total cost 9,207rmb
Original Proposal
Project Location
Mapa Middle School is located in Lhakang Village, Mapa, Bao’an Town, Tongren County, Huangnan Tibetan Autonomous Prefecture, Qinghai Province, China. Tongren County is about 181 kilometers from Xining, the capital city of Qinghai Province.
School Background
Mapa Middle School is located in Lhakang Village, Mapa Bao’an Town. The school was built in 1980s.There are seven villages’ students study in this school. The students are from Lhakang, Rizha, Qiongwu, Donggan, Khagyal, Nagyal and Jam villages. This school has 214 students (84 girls and 130 boys) and most of them are Tibetan, a few students are Tu (an ethnic group). Also, there are 32 teachers in this school. The school has six-year primary school and three year junior school. This school offered dormitories for the students who live in far villages since 2005. One third number of students (about 70 students) lives in the school. The school pays more money on desks, stools, chemicals instruments, electric fee, and coals in the winter and the school buy lots of prizes for many competitions which increasing students study interest. The school has eight classrooms, one computer room, two offices and one library. The school mainly teaches the students Tibetan, Chinese, Math, Chemistry, Physics, History, Geography, Biology and Arts.
Village Background
Population
There are about 500 households of 3,000 people in Mapa area which include seven small Tibetan villages: Lhakang, Rizha, Qiongwu, Donggan, Khagyal, Nagyal and Jam villages. Around 500 children, 1,500 men, and 1,000 women are in those seven villages.
Education
In this area, 64% of the people are illiterate. There are around 36% of the people who are literate, including people who attended schools and monks and nuns who studied Tibetan in monasteries. Now among about 3,000 people there are just about 500 students in those seven villages. Of these 500 people around 70% are primary and middle school students and 30 % are high school and university students.
The high rate of illiteracy is caused by a number of factors, including:
1) Poverty, i.e., families unable to afford tuition.
2) Labor, i.e., families need all family members to work on the farmland.
3) Lack of motivation, i.e., families do not know the importance of education.
Cash income
In this area there are three main ways to earn income: farming, digging for caterpillar fungus, and unskilled labor. The average income in per family is
about6500RMB.Most families only have three or four mu of land (one mu is about 667 m2). Families can earn about 500 – 600 RMB per year by selling wheat. Families can also earn income by digging for caterpillar fungus, a highly-prized medicinal herb. On average, each person can earn about
2,000 RMB from harvesting these cater pillar fungus. Additionally, families normally send one family member to work on construction projects, such as building walls or digging ditches. One person can earn about 1,000 RMB for two month’s worth of labor. Most families have two people who can go to dig caterpillar fungus and work for outside.
50%of the money they earned is spent on their children’s tuition fee. They just spend about 1,000rmb for their essential, like clothes, electricity and instruments which are really needed for their family. The money which is earned from access wheat, about 500~600RMB, spent on fertilizer in the spring. All the farmers spend at least 1,000rmb to celebrate Tibetan spring festival days every year. As a result, it is quite difficult to have enough money for them, so they always borrow money from the banks or their relatives which income is higher than them.
Agriculture
The farmers in the seven villages mainly grow wheat, potatoes and rapeseed once. On average, they produce about 1,500 kg wheat, 100 kg rapeseeds and 150 kg potatoes. Some families own 3 mu of land and are able to sell their excess wheat to earn about 500 RMB each year. Most families only have 2 mu of land, which produces only enough for the family to live off.
Herding
All of these villages are farming areas and villagers generally do not keep animals. Among all of the families only about 30% keep one cow, for milking, and one mule, for cultivating lands.
Problems
1.Not enough money for material which the students could read outside of class: Families do not have enough money to buy reading materials for their children, and buying books for their children is not in their consideration.
2.Students lose their interest in study: As a student, first they have to be interested in studying and then they can gain more knowledge. But in this school, besides teaching material, the students do not have access to any material that they like to read. So gradually they lose interest in their studies
3.The students fail their high school entrance exams: Students do not have access to additional reading materials that could help them on their High School Entrance exam. Many students who do not pass the exam just go home after graduating from middle school.
Benefits
1) If this project is funded, then students could read more materials outside of the class and at home. Also, the families do not need to worry about buying books for their children.
2) If this project is funded, the students’ interest in studying will be stronger than before. Students will have access to a wide variety of interesting reading materials.
3) If this project is funded, more and more students’ education level will be improved since they have more studying materials to be reviewed. In this case more and more students will have higher possibilities to pass the high school entrance exam.
Project goals
The immediate goal of this project is to buy 571 books (160 Tibetan books, 211 Chinese books, 193 English books) and 6 maps and 1 terrestrial globe for Mapa Middle School.
The overarching goal of this project is to improve the students’ general knowledge and create higher possibilities for the students in Mapa Middle School to pass the high school entrance examination.
Beneficiaries
This project will directly benefit around 214 students and 32 teachers in Mapa Middle School and about 5,285 villagers will indirectly benefit from this project.
Steps of the Project
1. Contact the school leaders and teachers, discuss the urgent needs with them. (Completed)
2. Collect village background information and school information. (Completed)
3. Hold a meeting with the school teachers and find out what kinds of books the students really need. (Completed)
4. Go to the bookstore and find out the price of the books. (Completed)
5. Check exact transportation fee with a driver.
6. Write project proposal.
7. Receive funds.
8. Purchase the books from Xinhua book store and the bus station book store in Xining City, Qinghai province.
9. Distribute the books.
10. Take pictures and interview the project beneficiaries.
11. Write the final report.
Timeframe
The project will take 3 weeks to complete.
First week: Purchase Chinese and English books from Xinhua Book Store and Tibetan books from Bus Station Book store in Xining City.
Second week: Transport the books from Xining to Mapa Middle School and distribute the books to the school.
Third week: Check detailed budget and write final report.
Gender equality
All students of Mapa Middle School will benefit from this project. Classes will choose two girls and two boys to act as student librarians, giving young girls an important opportunity to learn management skills. Additionally, as a young woman from this community, the fact that I will implement and manage the project will improve villagers’ perceptions about educated girls. This will hopefully change villagers’ views about sending girls to school.
Governmental Support
In June, 2008 the project manger asked the township leader Jiumeidorjee whether we could help Mapa Middle school. The leader gave full permission and encouraged me to do this project.
Sustainability
This project is sustainable, because all the teachers and students will get great benefits from this project. The school chose one teacher, Caizhoukha, as a supervisor and chose four students (2 females and 2 males) as the librarians; they will be responsible for keeping the books from being spoiled. In order to keep the books in good condition, the school has planned to issue written rules and regulations for using the books. There are some practical regulations for the students, for example if they damage the books they will need to repair them, students need to return the books in one week, and if one student loses a book then that student needs to pay 100 RMB. It is not acceptable to write anything on the books; if students violate the rules they have to clean the library for one week as their punishment.
Project Budget
|
Item |
Quantity |
Donor |
Local Contribution |
Shem |
Total cost |
|
Tibetan |
160 |
2,120 |
0 |
0 |
2,120 |
|
Chinese |
211 |
4,935 |
0 |
0 |
4,935 |
|
English |
193 |
2,427.5 |
0 |
0 |
2,427.5 |
|
Desks |
10 |
0 |
1,000 |
|
1,000 |
|
Stools |
10 |
0 |
500 |
0 |
500 |
|
Book |
3 |
0 |
2,400 |
0 |
2,400 |
|
Transportation fee |
0 |
300 |
0 |
300 |
|
|
Management Expenses |
|
0 |
150 |
0 |
150 |
|
Management payment |
|
0 |
0 |
500 |
500 |
|
Total |
|
9,482.5 |
4,350 |
500 |
14,332.5 |
Note: Management Expenses includes Phone calls, internet fee, photos and bus fare from Xining to project
location
Donor Contribution: 9,482.5 RMB
Local Contribution: 4,350 RMB
Shem Contribution: 500 RMB
Total Cost: 14,430.5 RMB
Detailed list of books
|
Book Name(Tibetan books) |
Price for Per Item in RMB |
Number of items |
Total cost in RMB |
||
|
The Big Dictionary of Tibetan |
22 |
5 |
110 |
||
|
The Dictionary of Tibetan(small) |
10 |
5 |
50 |
||
|
The Big Dictionary of Tibetan-Chinese |
78 |
5 |
390 |
||
|
The Entrance of Poetry |
20 |
10 |
200 |
||
|
The Young Students Book of Rebgong |
25 |
10 |
250 |
||
|
The Biography of King Romona |
20 |
10 |
200 |
||
|
A Selection of Tibetan Children’s Stories |
7 |
20 |
140 |
||
|
The Dictionary of Tibetan-ChineseNouns |
20 |
5 |
100 |
||
|
The Young Students Composition Book |
8 |
20 |
160 |
||
|
The Biography of Bright Padma |
3.5 |
15 |
52.5 |
||
|
Nangsawonbum |
4 |
15 |
60 |
||
|
The Ding of Norsang |
12 |
15 |
180 |
||
|
The King of Zhimaykundan |
8.5 |
15 |
127.5 |
||
|
The Grammar Explanation of Karma’s |
10 |
10 |
100 |
||
|
English books |
|||||
|
The Grammar of Teenager’s Pleasure |
12 |
10 |
120 |
||
|
Oxford English -Chinese Dictionary |
28 |
20 |
560 |
||
|
English-Chinese and Chinese-English Dictionary |
85 |
3 |
255 |
||
|
Bobbling English Grammar |
21.5 |
20 |
430 |
||
|
Worms(LEVEL1) |
2.9 |
20 |
58 |
||
|
Worms (LEVEL2) |
2.9 |
20 |
58 |
||
|
Oxford Books(level1) |
17 |
20 |
340 |
||
|
Tibetan-English Chinese Dictionary |
6 |
10 |
60 |
||
|
Elementary English practical letters |
8 |
50 |
400 |
||
|
Yertle ,The Turtle and Other stories |
8.6 |
5 |
43 |
||
|
Catching the Shark |
6.9 |
5 |
34.5 |
||
|
The Injured Toad |
6.9 |
5 |
34.5 |
||
|
The Mysterious Case of a Gold Necklace |
6.9 |
5 |
34.5 |
||
|
Chinese books |
|||||
|
Chinese Modern Dictionary |
68 |
3 |
204 |
||
|
Dictionary of Idioms |
39 |
3 |
117 |
||
|
The Story of Idioms |
10 |
20 |
200 |
||
|
300 Jokes |
22.8 |
20 |
456 |
||
|
300 Allegories |
22.8 |
20 |
456 |
||
|
The Hard-working Stories of China |
10 |
20 |
200 |
||
|
The Story of Intelligence |
30 |
10 |
300 |
||
|
The Examination Paper for Minority Students |
22 |
20 |
440 |
||
|
The Exercise Book for Listening |
15 |
20 |
300 |
||
|
The Exercise Book for Reading |
15 |
20 |
300 |
||
|
The Exercise Book for Writing |
12 |
20 |
240 |
||
|
The Stories of Meide (4 volumes) |
60 |
5 |
300 |
||
|
Leveled Compositions |
22 |
10 |
220 |
||
|
First Copy of Young Students Leveled Compositions |
22 |
10 |
220 |
||
|
Famous School’s Compositions of 500 Letters(4 volumes) |
51.2 |
10 |
512 |
||
|
Maps |
12 |
6 |
72 |
||
|
Terrestrial globe |
398 |
1 |
398 |
||
Additional Information
Lumokyid has completed two projects under the supervision of Charlotte Pederson, teacher at Huangnan Nationalities School. In 2005, Lumokyid completed a second-hand clothes project. More than 30 poor people benefited from this project .In 2006, she implemented a solar cooker project that benefited more than 250 people in Lhakang village, Bao’an Township, Rebgong County, a project funded by the ETWA Foundation. In 2007, she worked with “Global Route” in Xunhua county, Haidong Region, Qinghai Province, China. Also, she taught English to 50 Tibetan students with 20 foreigners for almost 20 days.
Map of the project location
