Chinese Philanthropic Leadership Association

 

I. Background Information

Although it is required for every child to have the 9 year compulsory education, the gap of resources available for this 9 year compulsory education plan between cities and country sides is huge. According to the Annual Report of 2009 published by the China Education Bureau, education only received 4% of the overall fiscal budget in the year of 2009 and 95% of this 4% fund went to higher education. In addition, students at rural schools can only access about 20% of what students at urban schools may have in terms of resources available (i.e. buildings, equipments, books, supplies, etc). On average, each rural student in China only owns 3 books the maximum while at the same time, students at the urban area lose, or throw away more than 3 books per year. Besides this gap of book ownership, the gap of information access also is extravagant. Due to the lack of infrastructure, many families at the rural area don’t get to use electricity. Therefore, many rural children don’t even know what computers and televisions are. The only ways for these children to get to know about the outside world are through stories from the elders, or books they have from school or purchase. The lack of access to reading materials and the high cost of purchasing (taking their low purchasing power into consideration) these reading materials are still main concerns for many rural families. As for long term effect from this gap of information ownership, rural students don’t get to develop their own merits in both school work and personal development due to this congenital inferiority of support. In response to this social dilemma, CPLA sees the key of helping these rural students stay connected and updated with their urban peers within this system of the national 9 year compulsory education is to empower them by using books as the general media that provide information, guidance and motivation. Rural students need to be empowered both internally as well as externally. They need to be empowered to become more competent and confident in not only their school work, but also their personal growth so that they can become more independent later in their lives, to compete with their urban peers more equally, and to leave the cycle of generational poverty.

II. Purpose

We want to bring the concept of recycling we observed here in the States back to China in response to this problematic gap of book ownership between the rural and urban student population, but at the same time to also promote campus sustainability among urban schools to reduce campus waste. More specifically, we will focus more on textbook recycling. Within the urban school system, we will recycle used textbook every year donated by urban students, then re-allocate them to rural areas to increase book ownership among rural students and also to minimize the gap of resources available, particularly books between urban and rural students. By doing this, we hope to help rural students receive more reading materials for free; in addition to introducing the practice of campus sustainability to urban students that will contribute to educational waste reduction.

Our Ultimate Goal: to minimize the gap of educational resources (particularly books) available between urban and rural students, to broaden the horizon for rural students, and to promote campus sustainability among urban school system so that students may develop such a habit to help their rural fellows.

III. TWIE Detailed Schedule

(1) Preparations

July 8th 2011- July 13th 2011-04

Meeting with media, equipment providers, city elementary schools, Changsha Technology University, the Driver’s Training Center, Hunan University autos club, publishers, etc. to finalize execution details.

(2) Book Collection

July 14th 2011-04

8:00 Hunan Education Publisher, book donation

12:00 Youngest Publisher, book donation

15:00 Yuelu Publisher, book donation

19:00 Book organizing

(ps. Changsha ligongdaxuejiaxiao can donate by right situation)

July 15th 2011

7:00~9:00: Opening ceremony setup

9:00 Opening ceremony

10:00 Donation begin with Remark by School Principal

12:00 Donation ends/Cleaning starts

12:30

13:00 Go to the other elementary school

14:00 Opening ceremony setup

15:00 Opening ceremony

16:00 Begin donation

17:00 Clean up/Book organizing

19:00 Review and final remarks.

(3) Donation

July 16th 2011

Place:

School Name: Qingshuitang Elementary School

Location: N/A

7:00 Opening ceremony setup

8:00 Opening ceremony

9:00 Donation

10:00

10:20 Get together to the location

13:00 Arrive at the site.

13:30 Lunch

14:00 Self Introduction and communication, time control by a member of CPLA

14:00 The other members of CPLA prepare for the donation

15:00 Donation

16:00 Gather all students together to play games:

1. Football or Ultimate Frisbee class by Americans (if it’s sunny)

2 Woods games, teaching English to both urban and rural students, rural and urban game exchange.

18:00 Party of Hope starts

19:00 Storytelling, songs, dancing, etc

21:00 Sleeping time

July 17th 2011

Location: Maiyou Country

6:00 Get up

7:00 Breakfast

8:00 Begin activities

11:00 Lunch

13:00 Get together

13:10 Teaching session

13:40 English study activities

14:40 Watch video

15:00 Prepare to leave.

1. All people go back to Changsha

2. CPLA staff go back to Loudi.

CPLA separate into two groups, TWIE and ILS. ILS go to Loudi, TWIE go to Loudi if children have transportation, if not, go back to Changsha.

July 18th 2011

Location: Loudi

8:00 Go to Fengjiazhen with officer from Loudi Department of Education

11:00 Donation

Back to Changsha, when it is over

P.S : We need to prepare medicine, sanitizers, napkin, scratch paper, speech paper, CPLA ID card, banner, foam board, water, toys, football, ultimate Frisbee, foods, English songs, sandwich, icebox.

IV. Supportive Organizations

1. Clinton Global Initiative University

2. Hunan Zhongnan Publisher

3. Changsha Technology Driving School

4. Hunan University Autos clubs

5. Wei Shao, China embassy in San Francisco

6. Danise Simon, University of Oregon

7. John Duncan, University of Oregon

8. International affair of University of Oregon