2000/03 Rural Community Learning Centres in Education for Poverty Alleviation CHINA
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The rural community centres have been set up as non-formal education institutions for providing continuing education to youth and adults and out-of-school children for poverty alleviation. The centres are usually run and managed by local communities with support from the local government. The centres have been established mostly in school buildings with a view of optimum utilization of existing facilities.


1 Objectives The main Objectives of the project are:
To assign and increased priority to education for the construction and development in accordance with the national policy of "vitalizing the nation through science and education";
To upgrade the quality of labourforce by providing knowledge on vocational and technical skills;
To transform traditional agricultural practices by incorporating increasingly modern techniques of agricultural production;
To raise the standard and quality of life of villagers and farmers; and
To enhance farmers' abilities and capacities in maintaining and restoring sustainable development.
2 Partners
Gansu Institute for Education Research, China
3 Input
Project implementation plans at county provincial, county, township and school levels.
Project training activities and training tools and implements for farmers and teachers.
Relevant teaching and learning materials and trained personnel.
Innovative experiences based on agricultural technological research.
Trained supervisors for monitoring, standardization and quality control and marketing of the farm products.
4 Process The centres through their integrated approach build and strengthen relationships between the school development and socio-economic development. They organize and conduct a multitude of programmes on cultural and technical education for farmers and villagers and mobilize them for caring for education in the community as well as for raising all kinds of support for their efficient functioning.
5 Output
Improved quality of life of local people through increased agricultural and farm productivity.
Empowerment of local people with new knowledge and new ideas.
Increased participation of women in development activities.
Increased social status of women.
Emergence of new small-scale enterprises in the community.
6 Strengths
Development of programmes and activities in accordance to the local needs.
Strong and systematic coordination with village farmers' committees, the learning centres and the local people.
Practical methods and devices for enhancing the motivation of learners.
Sustainable characteristics of action in literacy education.
Integrated contents of literacy education as a whole.
7 Weaknesses
Too much dependence on local community schools.
Weak support from local government authorities all at stages of the programme.
Lack of diversified income-generation programmes and credit facilities for economically weaker groups.
8 Name of Author & Implementation Organisation
(name) Mr. Jing Min
Mr. Qi Zhiyong
(position) Deputy Director
Section Chief
(organisation name) Gansu Institute for Educational Research (GIER)
(mailing address)

No. 425 Binhe Donglu, Lanzhou Gansu Province, PR CHINA 730030
(phone) 86-931-8868394
(fax) 86-931-8822714
(e-mail) gierc@lz.gs.cninfo.net
(URL) -




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