Shem Women's Group - empowering Tibetan women and their communities through grassroots development

Reports

English Literacy Program for Padma County
Project Manager: Tashitso (Joy)

Train 90 students for one month to be sufficiently proficient in English. Improve the students’ English level and aid them in passing the government employment exam and getting further education.

John Li Funded this project


Tashitso is from Golok autonomous Tibetan prefecture, Qinghai Province, China. She graduated in 2005 with an Associated degree in English from Qinghai Normal University Nationalities Department’s English Training Program.

 

View photos of project location
What?
Main goal of the project is to provide 150 English Tibetan Text books and four English teachers for 90 Tibetan students to teach English.

Who? Main beneficiaries of the project (the people of Padma County, Golok Prefecture, Qinghai Province).

Photos of project implementation:

Gina
Lhomatso is teaching the new vocabularies to the students.

photo 2
Melha is teaching the students to read the text.

photo 3
Suonan is picking up some students to dictate new words on the board.

photo 4
The students are taking their final exam.

photo 5
The students who got highest scores in the class are receiving their awards.


Project summary:

The project manager, Tashitso informed the school about the available project funds from donor. Then Tashitso and two schoolteachers discussed how to implement the project successfully. They decided to make some rules for the Program in order to complete it successfully. Then she went to pick up the money in Xining where she bought 156 text books. Then she transported the text books from Xining City to Padma County. The project manager and the headmasters of the Padma Tibetan Middle Scholl recruited 90 students and collected local contribution. Then first the project manager and two teachers of Padma Tibetan Middle School made the classes according to the students and after two days of class, the teachers have adjusted the students’ class according to their levels.
The project manager and one of the Tibetan Middle School teachers hold a meeting to tell the students the rules of the program, such as if one of the students miss the class three times without having any excuses, the student could not enter all of the left classes. Then we (the project manager and the other three teachers) distributed the text books, class schedule and time schedule to them.
In order to know the students’ English level during this one month, we (the project manager and the other three teachers) decided to take exam to measure their English level at the end of the program to report both to the donor and their parents what they really learned during this one month program. As a result 85% of the students got higher than 65. We gave notebooks and pens as awards to the first five students who got higher scores from each class. We (the project manager and the other three teachers) gave their scores directly to their parents.

Project title: English Literacy Program for Padma County

Project goals: The overarching goal of the project is to improve the students’ English level and aid them in passing the government employment exam and getting further education. The immediate goal of the project is to train 90 students for one month to be sufficiently proficient in English.

Location of the project: Padma County, Golok Prefecture, Qingahi Province. Total beneficiaries: This project has directly benefited 90 students.

Implementation organization/individual: Tashitso (Joy), Lhabo (He is both the headmaster and teacher at the Tibetan Middle school.

Contact Group: Shem Women’s Group

Funds received: Source, Amount, and Date Received
Mr. John Li gave 23250rmb to Shem Women’s Group on January 8th, 2007. Shem gave 13,900 rmb to project manager Tashi tso on January 13th, 2007, the rest of money from John Li goes to another Shem’s project.

Details of project activities:

Originally planned project activities:
1. Permission received from Padma Education Department to hold this training.
2. Padma Tibetan Middle School agreed to cooperate with the Project.
3. Classrooms and dormitories will be provided by Padma Tibetan Middle School.
4. Three teachers committed to the project. (The fourth is Tashitso, the project manager.)
5. Background information about the proposal (summarized in this document).
6. Interviews with people from Padma County.
7. Proposal is written, waiting funding.
8. Local contribution from the students will be collected at the time of project implementation.
9. Purchase of text books. The books will be purchased from Xinhua bookstore in Xining, Qinghai Province prior to the project implementation.
10. Padma Tibetan Middle School will provide the rooms for classes and this will also be the place where the teachers will live.
11. Teachers from Padma Tibetan Middle School will recruit 90 students.
12. Project manager to travel to Padma County and transport the books from Xining City to Banma County Town.
13.At the beginning of the Intensive English classes the project team will hold a meeting both with the students and the teachers to tell the class rules, such as if they are late the class for three times they are not allowed to join any another classes. If they miss one class without having the teacher’s permission, they are also not allowed to enter the rest classes during this program.
14. Start Class.
15. Distribute the textbooks to the students and also give them the class schedule.

Assess progress of the project:
16. Interview the students and their parents about this program 15 days after the project begins.
17. Collect other information for final report, including pictures.
18. Complete classes.
19. Final assessment of program, including student assessment.
20. Write report to donor
21. Send final report with photos and receipts.
22. July/August of 2007: Tashitso will look at the results of official exam scores to measure the success of the project.

Activities realized in the framework of the project:

1 The project manager (Tashitso) informed the school that the project was funded on December 27th, 2006.

2 Tashitso Bought 156text books in Xining City on January 9th, 2007

3 Tashitso and the two others are from Padma Tibetan Middle school recruited 90 students on January 10th, 2007.

4 Tashitso and the other two other teachers are from Padma Tibetan Middle School Collected local contribution from the students on January 10th, 2007,

5 Cleaned the classrooms and bought fuels on January 11th, 2007

6 Tashitso and one of the teachers from Padma Tibetan Middle School hold a meeting to tell the rules of the English Program to the both teachers and the students on January 12th, 2007

7 Tashitso and the three English teachers distributed the books to the students according to their class on January 12th,2007

8 The class was started on January 13th,2007,

9 Interviewed the students and parents after 15 days started the class.

10 Took one day rest during the English Training Program on January 28th, 2007.

11 Took final exam. February 13th, 2007

12 Gave awards to the five students who got the highest score from each class on February 13th, 2007

13 Interviewed students on February 14th,2007

14 Started to write final report on March 8th,2007,

Project Finances:

Item Donor Contribution in RMB Local Contribution in RMB Total cost in RMB
Elementary English Book 780 0 780
Active American English 900 0 900
Food 3,720 0 3720
Transportation Fee 300 0 300
School Supplies 300 0 300
Salary 5400 1,800 7200
Fuel(coal and yak-dung) 2,499 0 2499
Management expenses 0 200 200
Management payment 0 500 500
Total 13,899 2,500 16399

Actual Budget

Receipt #

 

Item

Donor Contribution

in RMB

Local Contribution in RMB

Total cost RMB

#2 Elementary English Book

780

39

819

# 3 Active American English

900

30

930

  Food

3,720

0

3,720

  Transportation Fee

300

0

300

#1 School Supplies

300

0

300

#4 Salary

5,400

1,800

7,200

  Fuel(coal and yak-dung)

2,499

0

2,499

  Management expenses

0

200

200

  Management payment

0

500

500

Total

 

13,899

2,569

16,468

*According to original project the project manager asked 150 text books only for the students and did not ask the text books for the teachers, so the project manager herself donated 69rmb and bought 2 different text books for each teachers. #1: 10 box of chalks and per box costs 3rmb, in total 30rmb.15 notebooks and per costs 10rmb, in total 150rmb. 15 pens, per costs 8rmb, in total 120rmb.


List of recipients:

photo 6
Ruchod, Tsode, Sodnam Wangmo, Darjyi, Wangde Drol, Kuntar, Tashidrolma, Sherubtso, Sodnam Dorjye, Gencho Drolma, Lhamo, Padma Kadrol, Rensel, Jyedrol, Dadrol Kyi, Ohuanyma, Penlo,Padwang, Tseranghua Kyi, Dedong Drol, Geleng, Gadar, Jyibo, Wangcheng, Rundzenkyi, Dargo Kyi, Runchengtso, Lhamo, Debo, Padma Dekyi, Drolma, Tsetso, Deleng Kyi, Kari, Ome, Dorkyi, Lumokyi, Madrol, Bokyi, Genga, Yangkyi, Lenzhen, Dagtar, Pentsong, Chokyi, Samdon, Lhabum, Lhajiab, Norbu, Rabkyi, Chogtar, Drolma, Gamtso, Kalrangtso, Genrang, Tashirang, Lhamotso, Samko, Renchen, Tsomo, Tsokyi, Gerang, Padma,SangboKyi, Garam, Domche, Bumchong, Losang Drolma, Memo, Samdrum Tsomo, Wangmo, Nyma Medo Kyi, Yangtso, Tsewang, Jedar, Pentso Kyi, Mekyi Tso, Hualdan, Namdrol, Purbatso, Yangjan Lhamo, Mengdrol, Tserang, Tserang Drolma, Drolma Kyi, Jamkyi, Lhakyi, Sheran Tso, Bodkyi.


Receipts:


#1

receipt 1

#2

receipt 2

#3

receipt 3

#4

receipt 4

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Delays, Difficulties, and lessons learned

Delays
The project manager supposed to impelement the project on 8th, January,2007,but because she did not receive the fund on time, she started calss on 13th,January,2007.

Difficulties
Since this was the first English Training Program in Padma and many students except the 90 students who were the numbers of this program, there were lots of others wanted to join this program. It’s very hard to refuse all of them, most of them were according to the project not expectable because this project mainly train the universities, colleges graduated students and some of middle school students who had a hard time to pass the exam for permanent job and in order to enter good high schools, so finally we had to refuse their desires.

Lessons learned
Through implementing this project, I learnt it’s very helpful and useful to teach English to the students at the young age because there were some students who learned English in their Primary or Middle Schools in this training although their English was not so good, it’s very useful because these students could easily use their minds during the class and they were more active, so it’s very important to educate them on this subject in the Primary or Middle Schools. Also I learnt this training should be longer than what I planned, so then the students could learn more and the impact of this project would be more clearler.

Interviews:

< ![endif]–>interview 1
Drolma(22 years old)and she is graduated from a University in Xining. Now, she has a hard time to find a permanent job in Padma, in order to pass this exam one should know both English and Chinese well.Tashitso: Do you think it’s helpful to have this English Program?

Drolma(One of the students): Yes, I think it’s very helpful because I studied English for two years at the school, but I did not learn as much as I learned from this program.

< ![endif]–>interview 2
Tsoji(26 years old) and she is graduated from a university before 3 years, she failed the exam for permanent job two times because she is not good at these two subjects(Chinese and English). She wanted to study hard to take the exam again this year.

Tashitso: What is the most influence on your English during this Program?
Tsoji(One of the students): During this one month English Program I really learned a lot that I have never been knowing before, especially IPA which was I never learned from my English teachers at the schools and it’s really very useful because now I have no problems to pronounce the words.

< ![endif]–>interview 3
Dorji(15 years old) and he is a middle school student. He is going to graduate from the school this summer and in order to enter a good high school; he decides to study English well. Even though this subject is not teaching at the school, he thinks that he can review by himself after joining this program.

Tashitso: Do you think it’s easy to study this subject (English)?

Dorji: It depends on one’s effort, but during this one month Program I experienced it’s not that hard as I imagined because this is my first time to learn English and I think if we have a sufficient qualifications to study this subject then it’s not that hard.

Letter of appreciation

< ![endif]–>letter

Dear Donor,
We are delighted to report to you about the successful completion of the English Literacy Program for Padma County, Golok Prefecture, Qinghai Province. This is the first English Literacy Program in Padma County and it has done with a high reputation from the local people. Both the teachers and the students did a good job although it’s a short time for them to study. It will be very helpful for these students in the future. If this program can be continued for three to five years the English level of this County will be improved obviously. This is both the local people and the students’ hope. This English program directly benefited 90 students and it has also indirectly benefited many local people by improving the educational standards at the school. The English level of this County greatly improved since this English literacy program implemented. We will never forget your kindness and generous donations to help us, and we will always pray for you. We want to say thank you very much from the bottom of our hearts for your supportive donations.

Sincerely,
Padma Tibetan Middle School

Original Proposal

Project Location:
This project is located in Padma County. Padma is in Golok Prefecture, the most southern part of Qinghai Province. Padma is on the boundary of Sichuan Province and Qinghai Province. It is 857 kilometers from Xining City, the capital of Qinghai.

Education:
There are over 7,000 school aged children in Padma County, but only half can attend school. The number of children who attend school in Padma County is 3,791 students. The other 3,212 children stay at home and work with their families.
There are about 5,800 households and 23,521 residents in Padma County. There are 8,313 females, 8205 male and 7003 children . About 1,600 students are in the primary school; 1,188 students are in Middle School and High School, and there are about 1,003 students attending Normal school, College and University.
Most of the older people in this County have never been to school. They speak Amdo dialect of Tibetan and their children are sent to school knowing little, if any Chinese. Because they did not need formal education in their lives many parents think that education is not so important for their children. As a result many students are suffering from low levels of education. This puts the children of this generation at a great disadvantage in their lives.

For example, these days every student must pass the exam from the PRC government to find a government job. This exam is in Chinese and English. Tibetan students must learn two foreign languages very well (English and Chinese) in order to pass this exam otherwise there is little possibility of them getting a job. The level of English proficiency in this County is very low, especially among the students from Tibetan schools. They are not taught English until they enter high school. This is the one of main reasons why many young Tibetan students do not pass this exam.
Most of the employees in Padma County are native Chinese speaking people, not Tibetans. This is because, for Tibetans, Chinese is their second language and it is not quite as fluent as a native speaking Han Chinese. For this reason learning English is one of the few ways that Tibetan people can compete for available jobs.

Income:
There are both Tibetan nomads and farmers in Padma County. The families who are living in northern Padma County are nomads and people in the lower parts of Padma County are farmers. The farmer’s annual income is about 400RMB cash per year. This is from selling their surplus products such as barley. For the nomads the average income is 600RMB cash income per year. This is from selling wool, yak hair and surplus butter or cheese. The households use that money to pay taxes and buy the daily life necessities such as salt, cooking oil and flour.
For the nomads, each household’s tax is different because it depends on the number of yaks that they own. The taxes are as follows: 3RMB per year for each female yak, 2RMB for each male yak and each calf. Each household owns about 10-15 milking yaks, 8-10 male yaks and 3-5 horses. Each household owns about 10-15 milking yaks, 8-10 male yaks and 3-5 horses.
The farmers own about 3-4mu of farmland for each household. (Mu is a Chinese land measure unit; one mu equals 666.66 square meters.) This has been their land for many generations. In 1999, the Chinese government established a new policy called “Rain Forest” to protect environment. They took all the farmland that was owned by the farming households and relocated them. These households no longer have a means to live. As compensation the government said that each household would get food annually of about 5 bags of rice, 5 bags of barley and 4 bags of flour. The farmers were not required to work for this food. But in 2004 this system stopped without giving any clear reason. Now the households need to buy all the food that they used to produce when they owned the land. Therefore, this system brought a heavy financial burden on farming households.

Project goals
The overarching goal of the project is to improve the students’ English level and aid them in passing the government employment exam and getting further education.
The immediate goal of the project is to train 90 students for one month to be sufficiently proficient in English.

Problems:

1.Tibetan students must pass the standard English exam to enter College or University. There are not so many Tibetan students who are doing Master degrees or Doctoral degrees because no matter how good their school grades are, their English is poor. They have to pass the Standard English exam named Band 4 or 6 to gain access to higher education. But because there is no English class or very few English classes in Tibetan Middle Schools or even High schools, it is very difficult for Tibetan students to pass the standard English exam. Therefore many Tibetan students are not able to attain further education.

2. English is now established as a universal language. Hence, In China, English is one of the main subjects required to get a proper job. For example, many Tibetan students in my hometown have difficulties finding permanent or government jobs in their own regions after they graduated from Normal school or college because they did not get the chance to learn English when they were young and their English is poor.
When high school or college graduates apply for a job they have to sit an exam (which is called Gong Wu Yaun in Chinese). They have to pass English the exam otherwise they won’t get a job. Each year only one or two students from Padma County pass the government job exam and work in their own area.

3. In addition, when the students are in University or College, they have to pass Standard English exams, named English Exam Band A and English Exam Band B, otherwise they won’t get their degree when they graduate. So proficiency in English continues to be very important even if they are fortunate enough to be accepted into University.

4. Many Tibetan students who could not pass the Standard English exams have low self esteem-they think their English levels can never improve and they have low motivation.

Solution:
The project manager (Tashitso) and two teachers from Padma Tibetan Middle School ( Labao and Danzhijia) discussed how to address the lack of English language skills in Padma county’s students. We identified that students studying in Golok Normal school were especially at risk because they did not have earlier education opportunities to learn English for the exam. We want to provide a program to give these students an intensive English language course to help them at the critical point of preparing for the Gong Wu Yuan exam.

We propose to hold this program from January 13 to February 13th, 2007.

The project is aimed at those students who have to pass government job exam (Gong Wu Yuan), but have poor English. The project will run for one month. It will provide four (4) qualified English language teachers and 150 textbooks to Padma County. There will be 7 hours of classes each day and each class will be 45 minutes long. The School will provide the classrooms and the rooms for the teachers without charge. In this one-month we will provide intensive training to the students who are facing the problem of not passing the examination for a job position or not passing the examination to enter a good university or getting further education to improve their English.

Benefits:
1. If this project happens, it will improve students’ English level in Padma County and there will be high possibility that the students can pass the Standard English exam and it will give them a higher possibility to do further education.
2. The opportunity for the students to get a government job and work in their own areas will be much improved from their improved English.
3. Students from the intensive classes will take their improved English back into their normal classroom and to their homes. That way, the level of English spoken in the Padma community will also improve.
4. If there are more examples of Tibetan students who are good at English, then it will give confidence and hope for younger generations to learn English and take English exams by themselves.

Selection Process:
1. The trainees’ age should be between 15-27. (The age of high school students is often older because they start school very late, sometimes as late as 11 or12 years.) It’s very important to train young people because they are not only role models for younger generations, but also many young people are losing their confidence through their failure in exams and facing the many difficulties of getting proper jobs in their own hometown.
2. The trainees must be middle school students, high school students, Normal school students, College students or University students.
3. The project manager and the local teachers will choose 90% of trainees from among either College or University ( Qinghai Nationalities University , Qinghai Normal University, Northwest Normal University , Hainan Teacher’s College and Golok Normal School ) alumni. Special consideration will be given to students who have taken several Gong Wu Yuan exams and have lost their confidence from their failed results.
4. Ten percent of trainees will be high school or middle school students. These students will continue to study and will take the exam before entering college or university. These students will be choosen by the project manager and the local teachers according to their class grades and their family conditions-giving higher priority to those from impoverished families.

Interviews:
Tashitso interviewed residents of Padma County about the need for English.
A. Do you think it’s important to know English?
B. “Especially for the young people, they have to know this subject in order to have a better life.”
A. Why do you think there are only a few people who know this subject well?
B.”This is because of lack of outside contact and there are very few English classes and in class English teachers teach English in Chinese, so we do not have opportunities to practice English and also because our Chinese is poor and we have more pressures and difficulties to learn English even it is important.”
A. How would this program improve your living conditions?
B. “This would mentally and physically improve both the students and their parents’ living conditions. To fulfill with someone’s mental desire is more important than anything else like material things. The worth of someone’s work and the amount of salary is decided according to their Education.”
A. As a young Tibetan student, what is your opinion toward English?
B. “I am very regretful that I did not learn this subject when I was young.” This young man is still at school. He had an idea to learn this subject, but he could not find an opportunity and they did not teach this subject at the schools he was at. He thinks it’s very helpful for everyone to study English.

Gender equality:
Because of the low school enrollment of girls, there are only few girls who can find proper jobs in their hometown; therefore in this program at least 60 students will be female of the 90 students in total. The project manager (Tashitso) observes that in her hometown females are usually the housewives. It is very important to educate them because they are the ones who usually take care of the children and to bring up the children, therefore there is a great need to educate females. Also, in Padma County , there are no women doing projects other than Tashitso. So Tashitso’s role as project manager provides a positive example to other Tibetan women.

Governmental support:
The project manager (Tashitso) got the permission from local Education Department and Padma Tibetan Middle School before she wrote the proposal in July 2006 (summer vacation). Padma Tibetan Middle School will provide the classrooms and dormitories.

Project committee team:
Besides the main project manager (Tashitso), two teachers from Padma Tibetan Middle School will administer the project: Labao and Danzhijia. Both of the additional managers are graduates of Padma Tibetan Middle School who are experienced teachers. Danzhijia is the headmaster of Padma Tibetan Middle School . He is 54 years old and he has been the headmaster for 10 years. Labao is a very respected Tibetan teacher from Tibetan Middle school. He is 36 years and he has been teacher for 12 years. They are very responsible, professional people and we are very fortunate that they are involved in this project.

English teachers:
The project will employ four young Tibetans to teach English for the duration of the program:
Tashitso (f)-the project manager, graduated from Qinghai Teachers college with an Associates degree in English and Tibetan in December of 2005. She has been a teacher at Ganzi Teacher’s Normal School in Sichuan Province since August of 2006. She passed the Band 4 and Band 6 exams, received a high TOEFL score, and was awarded high grades in her English classes.
Suonandorji (m)-graduated in 2006 from Qinghai Teachers college with an Associate’s degree in English and Tibetan. He has been a teacher at Ganzi Teacher’s Normal School in Sichuan Province since August of 2006. He passed the Band 4 and Band 6 exams, received a high TOEFL score, and was awarded high grades in his English classes.
Mela (f)-is in the final year of the Associates’ degree program in English and Tibetan at Qinghai Teachers College . She passed the Band 4 and Band 6 exams, received a high TOEFL score, and has been awarded high grades in her English classes.
Lhamotso(f)- is in the final year of the associates degree program in English and Tibetan at Qinghai Teachers College . She passed the Band 4 and Band 6 exams, received a high TOEFL score, and has been awarded high grades in her English classes.

All four of the chosen English teachers want to pursue careers as English teachers and have previous experience teaching. They wanted to be part of this project to gain experience in teaching English and work with experienced older teachers.

The steps of the project:
1. Permission received from Padma Education Deparment to hold this training.
2. Padma Tibetan Middle School agreed to cooperate with the Project.
3. Classrooms and dormitories will be provided by Padma Tibetan Middle School.

4. Three teachers committed to the project. (The fourth is Tashitso, the project manager.)
5.Background information about the proposal (summarized in this document).
6.Interviews with people from Padma County.
7.Proposal is written, awaiting funding.
8.Local contribution from the students will be collected at the time of project implementation.
9.Purchase of text books. The books will be purchased from Xinhua bookstore in Xining, Qinghai Province prior to the project implementation.
10.Padma Tibetan Middle School will provide the rooms for classes and this will also be the place where the teachers will live.
11.Teachers from Padma Tibetan Middle School will recruit 90 students.
12.Project manager to travel to Padma County and transport the books from Xining City to Banma County Town.
13.At the beginning of the Intensive English classes the project team will hold a meeting both with the students and the teachers to tell the class rules, such as if they are late the class for three times they are not allowed to join any another classes. If they miss one class without having the teacher’s permission, they are also not allowed to enter the rest classes.
14.Start Class.
15.Distribute the textbooks to the students and also give them the class schedule.

Assess progress of the project :
16.Interview the students and their parents about this program 15 days after the project begins.
17.Collect other information for final report, including pictures.
18.Complete classes.
19.Final assessment of program, including student assessment.
20.Write draft report to donor
21.Send final report with photos and receipts.
22. July/August of 2007: Tashitso will look at the results of official exam scores to measure the success of the project.

Timeframe:
In total this project will take 36 days to complete (this does not include project assessment or writing the report).
Five days for initial planning in Xining and in Padma County, including: buying the textbooks in Xining City, arranging the rooms for classes and the teachers, recruiting the students, and planning the classes.
One day to hold a meeting among both the students and the teachers to tell the class rules before the program starts.
The English education program itself will run for 30 days. It will be held during the winter semester break, from January 8th, 2007 to February 8th, 2007.
Report to donor one month after project completed.

Detailed Budget:

Donor Contribution

Item Price per item rmb Number of items Donor Contributionrmb
Elementary English Book 10 90 900
Active American English 13 60 780
Food 30rmb per person per day/31 days 4 teachers 3,720
Fuel (coal and yak-dung) 803 per tone9 per sack 3ton of coal and 10 sacks of yak-dung for both the teachers and the students. 2,499
Transportation Fee 150text books 300
School Supplies Notebooks, chalks, Pens and Pencils for the students. 300
Salary 1,800rmb per teacher for a month. 4 teachers 7,200
Cash contribution 20rmb/per student 90
Classrooms and rooms for the teachers 140rmb/room/per month 3classrooms2 rooms for the teachers
Management expenses
Management fee
Total 15,699rmb

Local Contribution

Item Price per item rmb Number of items Local Contributionrmb
Cash contribution 20rmb/per student 90 1800
Classrooms and rooms for the teachers 140rmb/room/per month 3classrooms2 rooms for the teachers 700
Management expenses 200
Management fee 500
Total 3,200rmb

Total Project Cost:

Donor Contribution Local Contribution Total Cost
15,699rmb( 2,011U.S.dollars) 3,200rmb 18,899rmb

*The project manager (Tashitso) calculated the teachers’ food according to local restaurant prices. The teachers will be given a food stipend every day, and will eat at restaurants. Tashitso calculated the cost of hiring a cook, and it was more expensive than if the teachers go to restaurants. Therefore, she thinks it’s better to eat in restaurant and the teachers can order what they want. She thinks it’s very important to have a tasty and nutritional food in order to keep their (the teachers) health stable because each teacher has 7 hours classes per day. The books will be purchased from Xining City and transported by bus (it costs 300rmb) because it costs less than by mail.

Sustainability:
This project is very sustainable because the majority of the students who will attend this program will become teachers in this area in the future. They will graduate from Qinghai Normal Normal University, Qinghai Nationalities University, Golok Normal School and Hainan teacher’s College. These schools are Teaching Normal Schools and the students are majoring in teaching, so most of them are trying to find jobs as teachers. Successful students of this program will find it easier to get teaching jobs. They will use what they learned during this program to teach their own students in the future and to pass what they learnt to their friends and relatives in their spare time. The project manager (Tashitso) will monitor this project through interviewing the students, their parents and teachers, she will also look at the result of official exam scores in July or August to measure whether it’s successful project or not.
The project manager (Tashitso) believes that it is possible to build very good English foundation for them through her previous experiences. She has worked with several English literacy programs in different areas in Xunhua County(Xunhua Tibetan Middle School) and Hualong County(One of primary School) in Qinghai for one month in Qinghai Province in 2003, 2004 and 2005. There were about 35 –40 students in one class and there were three classes. Trainees were beginning English learners and none of them could correctly pronounce simple vocabulary. After one month’s English training program, the students could have short conversations among each other, could write a short introduction about themselves (100-200 words); most of them had no problem reading short stories; and they could answer questions about the stories.

Additional information about the project manager:
Tashitso has done a solar panel project for Gala village funded by the British Embassy, two second hand clothing projects organized by Sue Bishop at the British Consulate in Shanghai, a book project for ‘Pros Sgang Primary School funded by Tendel group, and a solar cooker and school improvement project for ‘Pros Sgang Primary School one of the primary schools in Padma County, Qinghai Province funded by Tendel Group.