Red Dragon

Update: 2009.04.04. Latest developments: Over the past 5 years or so, initiatives and discussions have been promoted at Party Conferences during March.*1

Yu Mintong, CEO of New Oriental Education Group, proposed a university for financially disadvantaged students in 2008. In May, 2008 Tian Sulan from the Ministry of Education stressed that there should be a narrowing in the gap of the quality of education between schools.

At the 10th CPPCC Conference (2008), proposals focused on educational reform; supporting free compulsory education in rural areas, and investing heavily on facilities for students from the countryside.

Recently (2009.03.05), Sun Baoqi - a National Committee Member, proposed changes in the educational system to include more vocational education programmes for the benefit of migrant workers.

With the aim of improving the educational and career opportunities for students in the countryside, we have contacted the Leaders in the Central Government, as well as Leaders in Henan Province and representatives from the Ministry of Education in London and Biejing, with our own initiatives.*2 A copy of our letter to Zhao Ji, Minister of Education is at the foot of this page.

We feel it would be an important development for the future of students, particularly as the world economic position is so serious, and is likely to remain so for several years. Details are summarised below in a feature entitled 'An Over~view', and we will keep you informed as discussions progress. Alan Cooper & Wang Bo. April.2009.

*1 - Full details of NCP & CPPCC are available on 'China Today' and 'World News'.

*2 - A letter from Minister Tian Xiaogang from the Education section of the Embssy of the People's Republic of China in London (2009.04.08), says that they are pleased with our proposals and that Henan and Anhui Provincial Authorities are willing to discuss the issues with us.

Update: 2009.03.21. Our new and revised website has had a considerable impact on it's visitors since it was created 9 months ago. This is significant because student's awareness of its existence has been spread by word of mouth, without publicity through the media. To develop it as a positive source of information for students, we need to be able to expand our activities successfully and receive media publicity.

To be able to pursue the Aims & Objectives legally under Chinese law and the terms outlined in our Mission Statement and 'An Over~view' detailed below, my visa needs to be able to cover residence, business and work. A pilot scheme in 5 - 10 middle junior schools means that we will not be attached to a single licensed school or university; we will be working under the direct control of provincial authorities for between 12 and 24 months. If the experiment is successful, it is anticipated that the objectives will be expanded throughout the province in years 2 - 4, and subsequently throughout China over 7 years, until 2016/17. This means that to be able to progress, arrangements have to be made directly with the province and with the approval of Central Government.

Such arrangements are being actively sought with Henan Province for targeted rural schools around Xinyang, north of Wuhan. It is hoped that arrangements will be in place to make preparations for the scheme to be in operation by September, 2009. We also need to be able to register Enjoying English as a Limited Company in China. Updates will appear here as the situation develops. AC. March, 2009.

That's a bit of a mouthful. To put it in a nut shell, we offer quality help and advice to students and teachers. Our primary aim is to increase educational and career opportunities for young people. We attempt to achieve this in 4 ways.

2. The Student Helpline collects, correlates and answers student's problems.

3. Red Dragon Partnership Initiative & Experience provide the opportunity for people, corporations and other organisations around the world, to contribute towards achieving our aims, and financing the various programmes.

Publications in preparation. The first is 'Enjoying English - Problems Solved', completed and awaiting a publisher. It is extracted in 4 parts under Enjoying English. Publishers should e-mail: alaninchinapublishing@yahoo.com 4. A number of publications

Do you want to be part of the Enjoying English Partnership Experience? We bet you do!

We are inviting you, your friends, and anyone else for that matter, to 'Join the Experience', by making donations, however small.

Directors's note: One of the reasons I came to China in 2000 was to make some contribution to the career and educational opportunities of students, however small. It is extremely difficult to make a positive impact, for exactly the reasons outlined in the article reproduced below from 'China Daily'.

It is for those reasons, I decided to concentrate my efforts on two projects: The first is the publication of a series of 'guides' - 'Enjoying English' - for senior and university students, dealing with problems they face learning English as a second language.

Second, is support for students through the establishment of this website and The Student Helpline. Incidentally, the profits from the publications will be re-invested for the management of this website. I have been fortunate to meet many people who think the same way and have the same aspirations for students in China.

The first project has been successful to a degree, although for budgeting reasons, we are still waiting for a publisher to commit to taking on the work. 'Enjoying English - Problems Solved' is complete, and extracted on the page of the same name on this website. It has been tried and tested with students, and their reaction has been very favourale. Part 2, 'Enjoying English - Playing With Words' is awaiting final completion and translation into Chinese.

The second of the objectives has been hugely successful, with the support of a large number of students, and other professional people. Information on this website is tailored to their suggestions and requirements. Our intentions have expanded to two further projects; the wider development of this website, originally conceived several years ago, which has taken until 2008 to become firmly established, and the establishment of The Red Dragon International Partnership.

Red Dragon is still being developed as a long-erm project and we hope, will be launched effectively during 2010. It is designed to improve the educational and career opportunities of young people from rural areas, by improving the teaching of English in primary schools. It is an enormous project, which will take several years to complete, but I think it is attainable with support from the Chinese Government, due to the fact that students in China are keen to exploit opportunities they are offered; have ambition and are dedicated to the development of their own future prospects and that of their country.

As a teacher with 40 years experience, my job saisfaction has always been derived from seeing students attain their goals and ambitions, through what often appears to be a jungle of obstacles.

Alan Cooper.

September, 2009. revised from December, 2006.

I have thought many times about the problems students from rural areas and poorer urban districts have with educational opportunities. It is a problem recognised by Central Government and one which they are trying to address. Clearly, it is an enormous task, and I believe they have an unenviable road ahead.

The problem is compounded by lack of money from Central Government and within Provincial Governments. That is not so much a criticism, but it is a fact, partially brought about by China's astonishing rate of growth - around 9%+ year on year since I arrived in China in 2000. There is a need and commitment to make improvements in other areas such as Health, Social Security, as well as coping with the problems of migrant workers and an aging population. These are problems all developing nations have to face.

In the UK our social, agricultural and industrial revolutions or developments have taken place slowly since about 1750. Education for all was not available until the 1948 Education Act, yet it is still beset with problems. In China, developments have taken place rapidlyand dramatically over only 30 years or so.

In the mid 1990's, the UK Government replaced grants for college and university students with a system of low cost loans. It had a major impact in two areas:

- thousands of students have graduated, carrying with them, hugh debts. That is a situation which I and many others, found unacceptable.

- many gifted and talented students chose not to take up further education due to the expense, resulting in the fact that those qualities were lost to society and the nation. That is an even more unacceptable waste of human resourses.

The UK Government in it's 'yo-yo' administation, has since reversed their decision, and talented young people from financially restricted backgrounds are now able to fulfil their potential in terms of further study and career goals with the help of grants.

Central Government in China has initiated two schemes to tackle educational opportunities for young people in less developed areas. The first was a two year project of voluntary work by 2,000 post graduate students in the south west-Sichuan Province amongst others, in 2004. The second was initiated in 2006 in villages around Beijing. The two schemes are very similar, in that post graduate students are assigned to a village for 2 years working alongside village leaders. They receive a subsistence allowance, accommodation and food and the promise of a job in Government on the prosperous east coast, upon completion of the project. The question arises as to whether the provision is adequate, and if it will work.

Referring to the first part, and bearing in mind the enormity of the problem China faces, clearly the provision is woefully inadequate. However, bearing in mind the economics of the situation, one can only conclude that anything is better than nothing.

As for the question, 'Will it work?' I imagine that, as the Government decided to implement the Beijing project after the south-western venture had concluded, then there must have been some degree of success. I imagine too, it depends on how successfully individual students handled their particular situation, as they would have inevitably been working at odds with traditional practices. If it works, it is likely the Government will extend the programme to other regions.*1

The British Council has beeen involved in similar schemes in the south west based on a training centre in Wuhan during the summers of 2003 - 5. The task was to train Chinese Teachers of English to go and train other CTE's in the rural areas.

Significantly important is the role played by so called 'Foreign Experts'. My views on this are very strong. The basis of the idea is for foreigners, native English speakers from abroad, to come to China to help provide and improve opportunities for Chinese students. In the vast majority of cases, it doesn't work because most students are post-graduate students, often with qualifications un-related to teaching. Most are not qualified teachers and almost all have no teaching experience. Some can barely speak the language themselves. I know of only 2 teachers in a situation similar to mine, having been in China for a lengthy period, and only 3 others who have worked here regularly over the past 5 years or more.

'Foreign Experts' are usually perceived by schools and colleges as 'mascots', to enhance the position of establishments with a sound financial background. Corrupt or illegal practices are rife, especially where unlicensed schools and college attempt to engage the services of a foreigner. They show no regard for the legal position of the foreign teacher or employee. Breaking the law is serious enough in itself. For a foreigner, it can have serious consequenses regarding their visa status.

The single positive effect of a foreigner's presence is that it stimulates and motivates students. My experiences from friends and contacts in rural areas and smaller provincial towns is that students motivation to learn English is their biggest problem. The presence of a foreign teacher in a school has an impact much greater than the few days they may be present. Students and teachers are motivated, and the experience is remembered for many after the 'foreign friend' has left.

For that reason, I think it is wise to keep the 'Foreign Experts' thing going, but as it's benefits fall far below the considerable financial costs, I think schools and colleges should accept full responsibility for the engagement of 'Foreign Experts'. If they cannot afford, or are unwilling to pay, then so be it. There are hundreds of worthy schools throughout the country who aren't licensed, and couldn't afford to pay for 'an Expert' if they were.

My view is that Provincial Education Departments need to be able to recruit experienced Foreign Experts for an extended period of at least 2 or 3 years, rather than the 6 - 10 month contracts that currently exist. Perhaps even the engagement of couples, as many teachers are often married to teachers. This measure would provide stability and continuity, and assist strategic planning.

It is necessary to attract good teachers, with experience. There are few people in my position, with no family, no house to look after or pay for, and no debts on houses, credit cards or consumer goods, such as cars. However, if a foreigner can accept a position for 2 or 3 years, arrangements can be made to resolve financial issues. Agents can be employed to let and manage the family home. Banks can handle or re-schedule credit arrangements.

Foreign Experts under this system should be directly under the employment and management of the Provincial Education Department. They should be used at the department's discression, planning constructively for the future, assisting with work which is most urgent in areas, regions, and towns where it is most needed, holding lectures, seminars and short courses.

I believe that, if a Province or number of Provincial Educational Departments were in a position to set up or introduce a system such as I have suggested, it would work. It would improve educational opportunities for young people in areas which are financially limited and would improve economic and social stability at the same time, because there would be less migration of skilled workers to the cities, to be closer to shools which are perceived to be 'better'.*2

One thing is certain; the eyes of Central Government and every other province in the country, would be on the Provinces which took up the experimental banner, and would follow suit, if it was successful. That would provide 'The Great Leap Forward' educationally in the shortest time and at minimal expense. In the unlikely event that it failed, there would be a few red faces, but at least they could turn round and say, 'Well! We tried!'

Alan Cooper.

March, 2007.

*1 Since I wrote this piece two years ago, similar projects have been initiated in many cities, regions and provinces in China. Further initiatives are on-going~ see Changing China for latest news and developments.

*2 in my experience, it is common for families that can afford to do so, to move from their local town to cities in order to benefit their children's education. Where this happens, I think it is reasonable to conclude that it may have a negative economic effect of the home town, as important skills from people who are financially better off, are removed. It would be better to retain those skills in the town by providing better opportunities in the local area.

4. Harmful ‘key school’ system must end.

from 'China Daily' - 2006.02.27.

At long last, we are close to a legislative response to one of the most glaring examples of State-sponsored inequality. If the on-going session of the Standing Committee of the National People’s Congress endorses a revised Law on Compulsory Education, which is more likely than not, the decades-old designation of 'key schools' and 'key classes' will become a legal taboo.

The revised law includes clauses prohibiting educational authorities from distinguishing schools or classes into 'key' and 'non-key' ones.

The practice dates back to the 1950's, when the young People’s Republic was in desperate need of professional talents to rebuild the nation. 'Key schools' were set up to identify and prepare the most promising candidates for higher levels of education.

It was not bad as an efficient expedient to quench the nation’s thirst for talent. But such efficiency comes at the price of equality, an essential value our basic education should have cultivated and held dear.

There has been a lot of talk about the so-called 'Matthew Effect' in our compulsory education - namely, the rich get richer and the poor poorer.

In cities and countryside alike, educational authorities designate some schools, and in schools, some classes, as 'key' units, to either boost performance at exams, showcase government achievements in promoting education, or both.

The natural course of evolution is that schools stronger in financial conditions, teaching staff, and academic reputations are designated 'key' and become stronger with the backing of more official assistance. The 'non-key' ones, which are badly in need of a helping hand from the government, get less attention and less support, and become less competitive and less attractive.

Such a mechanism has never lacked apologists. Educational authorities are fond of convenient image polishers. Parents who count on the next generation to achieve great things and have the money, covet a place at a 'key' school or class for their children. For schools, a 'key school' sticker means a lot more - in addition to government funds, they can levy exorbitant fees on parents who are anxious to enroll their children. There are plenty of them willing to do whatever it takes to send their children to a school or class with a 'key' label.

The Ministry of Education issued a ban on 'key schools' in mid-1990s in order to address irrational distribution of public resources in compulsory education, but it was largely ignored, because it was toothless.

The designation of “key schools” and “key classes” is a major cause of a dangerously vicious cycle currently at work in our public school system. It features outright discrimination.

The goal of compulsory education is to provide equal opportunities for all citizens of school age to receive the basic education needed for fine citizenship. The government’s role in compulsory education is not to cultivate and identify the cream of the crop. Instead, it is obliged to guarantee all school-age children equal access to basic education.

The 'key school' mechanism, however, subjects our children to differentiated treatment at a very early age. It mercilessly throws the majority of our youngsters into disadvantage based on questionable judgments. Besides brewing a broad sense of deprivation, the arrangement has proved itself a hot-bed for corruption.

It is a shameful mistake that such a morally defective formula has not only been sustained, but is taken for granted.

The amendments to the Law on Compulsory Education bring hope because it may correct a historic wrong. Its promise to tilt government financing in favor of rural schools and underprivileged urban schools is a prescription of fairness in our compulsory education system. January, 2006.

5. The Approach In Perspective

Support for Students, Support for Teachers & The Village are the three main areas which need consideration, bearing in mind that there are limited financial resources available.

Support for Students at college and university level is, in general terms, covered by the existence of the Enjoying English website, the information it contains and is in preparation, the Student Helpline, as well as the links it offers to other free sources of reference and study.

Our decision to include 'Hi Kids' for younger students was in response to a need to offer help to those involved in preparatory English study before transfer to junior middle school education.

Support for Teachers is available through the website, with references to outside resources, and with the Red Dragon Initiative and co-operation with The Walt Disney Company and their 'Magic English' programme. However, there is a need, particularly in the countryside where resources are limited and teacher moral is frequently low, to inject a regeneration of ideas, support and enthusiasm.

Our advice to students is, 'Look and Listen'. We think a nationwide campaign with media coverage along a similar line such as, 'We are looking, and we are listening' is feasible, and logistically possible over a long-term period, with minimal financial commitment.

Provinces are sub-divided administratively into Counties which, in turn have principal towns or cities. For example, Hebei Province is made up of 70+ counties, and there are 14 major cities.

A series of supportive seminars / workshops or lectures, free and open to teachers, held in major urban centres, would make a considerable difference to the moral of teachers. Whether they should be as In Service Days during school time, or at weekends / vacations is open to debate. Back-up through newspapers or television would re-enforce objectives, and make information accessible to those who would not be able to attend.

Administration should be through the Provincial Education Departments or their delegated representatives, as outlined in my article, 'Improving Opportunities for Students in Rural Areas' (above).

The Village is focus of communities in China, perhaps more so than in western culture. Experiences with recent two year+ projects with Health Initiatives had a surprising impact, and revealed 'lost talents' within the participating communities. Naturally, the utilisation of skills and experience was reflected in the overall budget. Corrupt practices by local officials were not eliminated, but were significantly reduced, as people were working towards a common cause for the benefit of their communities.

We think that similar practices would be revealed if support was available for Improvements in Educational Opportunities within those communities. It links with our own objectives, as well as with Government Initiatives for Graduates in every village, and it fulfills one of our philosophies with students that people are to a large extent...'Masters of their own Destiny.', ie., they benefit from their own efforts and actions.

All initiatives, ideas and projects require careful planning, and co-operation between interested parties who are determined to make improvements work, within the limitations imposed by outside factors.

Enjoying English is committed to the Aims & Objectives outlined in our Mission Statement. We hope to be able to pursue our own Initiatives over a long-term period, and would like to help the Chinese Government with Improving Educational Opportunities for people in the Countryside.

Alan Cooper & Wang Bo.

January, 2009.

6. Pilot Scheme - A Trial

Having considered a number of points in general; the size of the completed vision, fund-raising, the logistics of putting an ambitious scheme into operation across a Country as large as China, and taking into account the Aims, Objectives and Requirements of The Ministry set out by Government on their websites, www.moe.edu.cn/english and www.english.gov.cn , we think that a trial scheme may be advisable for a period of 12 - 24 months.

If it were to prove successful, the scheme could be amended, modified or re-structured, and put in place in every rural settlement in China. It is necessary to adopt a target time-line for both a localised operation, and a National scheme. Without such a structure, it would be difficult to create a schedule, or assess its effectiveness.

Provisionally, we looked at a five year plan for the Nationwide venture. However, if it were considered better to concentrate on a localised project first, our long-term objectives would need to be modified.

Short- term - 1 or 2 years. Operating from a regional base with co-operation and guidance from the Provisional Education Office, we would concentrate on between 5 and 10 rural junior schools, and their respective junior middle school(s).

We would:

- co-operate and liaise with the Provincial Education Office

- offer and monitor an oral learning programme of English to junior schools

- see how facilities in schools may be improved with the help of local amenities and people

- co-operate with junior middle schools and assess the advantages and improvements activities in junior schools would have on the transfer of students to middle school education at age 13+.

- evaluate the difficulties encountered and the need for modifications of the scheme.

Middle-term 2 - 5 years. Having recognised problems and shortfalls of the scheme as above, modifications and improvements would be made to expand the scheme to other districts within the province or to other disadvantaged areas.

Long-term 5 years+. By this time, the Government's 'Graduate for every village' scheme will hopefully be operational. If the above are successful, it should be able to utilise that facility throughout the country.

We think a possible suitable starting point may be based near Xinyang in Hubei Province, perhaps using Xinyang as a centre and working outwards, much like the spokes of a bicycle wheel.

We would need:

1. A base / office from which to work including, Internet / computer access for preparation of work and to be able to proceed with fund-raising.

2. Access to suitable accommodation on or near the work place.

3. Agreement and co-operation from the Authorities to be able to work, travel and conduct business.

4. Publicity as appropriate from the media to promote and support the work and facilitate fund-raising.

5. Necessary permissions / visas to be able to plan and carry out the work on a long-term basis.

We are convinced that we have the motivation, expertise and other skills to be able to see these proposals through to a successful conclusion. For us, it would be a tough but rewarding and satisfying experience. For students, we are sure that it would be an enormous benefit to their educational and career opportunities, and ultimately, it would benefit their Country in general terms.

Alan Cooper & Wang Bo.

September, 2009.

7. Accounts. Updated 2009.09.26. Under review

Note: The figures below were Updated on 2008.11.20. However, due to the current world economic turn-down they need adjustment, which is under review. Our Stategies for Development have been reviewed. Our Forecasts for 2010 - 2011 will be published at the end of September, 2009.

The exchange rate between the £ (GBP) and Chinese yuan (RMB) has fallen 40% since Janury, 2008.

Although most of the expenses are paid in RMB, until arrangements can be made to encourage sponsorship directly into the Bank of China, in China, money is transferrred in GBP from the UK.

If we can obain Charitable Status in the UK, each donation will attract UK Government funding of 28%. However, we currently have to pay 15% VAT on donations, until the end of December, 2009. These matter are urgently under discussion with our Accountant and bankers.

A summary of Accounts will be published on the Accounts page from April, 20010.

Bankers: Barclays Hastings. UK.

Accountants: Bachelor & Co., Hastings. UK.

Lawyers: Percy Walker & Co. Robertson Chambers, Hastings. TN34.1JB. UK. (Business), Young, Coles & Langdon. Langham House, Albert Road, Hastings. TN34.1QT. UK. (Charity), C&M Law Office. Beijing. CHINA. (International)

The Project. We are seeking sponsors to support the funding of 'The Enjoying English Group' in conjunction with other business initiatives.

Our intention through the Red Dragon International Partnership, The Enjoying English Partnership Initiative and Enjoying English Partnership Experience, is to make sources of information available to students in colleges and universities free of charge. Our intention is that it will improve their overall educational and career opportunities at minimum cost.

We also aim to support the Chinese Government with improved opportunities for students in the Countryside, where incomes and learning facilities fall far short of their counter-parts in western countries. We hope to place VCD learning programmes in some estimated 400,000* primary schools throughout China, between 2009 - 2014.

The course, with accompanying teachers notes in Chinese, consists of 26 inter-active lessons called 'Magic English' and is produced by The Walt Disney Company. It contains about 1,100 words and phrases in common use, for everyday situations inluding; greetings, food and western festivals, such as birthdays and Christmas. This will ensure that, when students from rural communities transfer to Junior Middle School at the age of 13, they will have experienced the same level of speaking natural English, albeit American English!

The Government in China has been running a programme of village support, begining in Sichuan Province, since 2003. Other provinces have followed their lead with the help of post-graduate students. In 2008, the scheme was extended to cover all provinces and regions in China, over a 3 - 5 year period. Our aim is to be able to mirror that time-scale of development.

* figures ae based on Ministry of Education returns for 2005 - 2006, reducing, due to re-building and amalgamation of schools.

The Projection. Over a seven year period from 2010 - 2017, with the first awards being presented in 2010, the division of incoming funds will be distributed as follows:

Provision for the project - purchase of VCD learning programmes...........50%

Re-investment and running costs; including rent, utilities, equipment.....25%

Salaries and sundry wages......................................................................25%

Targets for 2009 - 2010 - 10 Awards @ £25.......................................................................£250

Targets for 2010 - 2011 - 1,000 Awards @ £25.............................................................£25,000

Targets for 2011 - 2012 - 10,000 Awards @ £25..........................................................£250,000

Targets for 2012 - 2013 - 50,000 Awards @ £25.......................................................£1.25 million

Targets for 2013 - 2014 - 75,000 Awards @ £25.......................................................£1.875 million

Targets for 2014 - 2015 - 75,000 Awards @ £25.......................................................£1.875 million

Targets for 2015 - 2016 - 100,000 Awards @ £25.....................................................£2.5 million

Targets for 2016 - 2017 - 100,000 Awards @ £25.....................................................£2.5 million

Total....................................................................................................................£10.275 million

From my previous fund-raising experiences, and with the present world economic climate, I estimate that it should be possible to raise £2 million a year from corporate business once the scheme is shown to be successful. The first two years will be low, until the objectives are proven.

As the scheme expands, we will necessarily have to employ more staff for logistical tasks and administration.

Projections have increased by about 40% since 2006 and have been adjusted upwards due to the world financial crisis, anticipating a continued decline over the period. AC. 2009.03.01.

-------------------------0-------------------------

Development.

ABOUT US gives an outline of our development since 2003. We have been actively increasing the scale of our operations since October, 2006, and set up a Limited Company in the UK in July, 2008 for a number of reasons, principally that when we achieve Charitable status there will be a significant increase in the amount of funding we have available, due to a number of tax incentives available from the UK Government.

In 2010, we hope to be able to transfer the bulk of the administration back to China, where we hope to be able to continue all aspects of the work over an indefinite period, towards 2020. This includes the continued expansion and development of the Enjoying English website, the resumption of a series of published guides for the benefit of students, presentation lectures and courses for colleges, universities and business within the State and Private sector.

We have been based in Shijiahuang, Hebei Province, for most of the last few years, with Members of The Team, throughout China, the UK and the United States. Our permanent HQ in China moved to Guanzhou in August, 2009Alan Cooper & Wang Bo.

September, 2009.

Editors note: We welcome comments on this Presentation. Please e-mail: enjoyingenglishinchina@yahoo.co.uk and write 'Overview' in the subject box.

--------------------------------------------- End --------------------------------------------------

One university graduate for every village In 2005, the government made a decision to encourage university graduates to work at the grass-roots level in the countryside. This turned into a nationwide search for university student officials.

In 2006, it was calling for at least one university graduate for each Chinese village in three to five years. China had around 625,000 villages in 2004, according to Ministry of Agriculture statistics. So, there should be 625,000 graduates working in rural areas by 2011.

Getting students to work in the countryside helps improve the education level of village officials. There are no statistics on the education level of Chinese Village Officials, but it is thought that the level is not very high. One example is Hebei in the northern part of Henan Province , where 57 percent of officials have less than a junior middle school education.

Most students start their job as secretary to the Village Head or village Party Secretary. These jobs involve taking care of daily routines such as answering phones, keeping archives or arranging meetings.

Comments on this feature are welcome. especially from post graduate students involved in the experimental ventures in the south west and in villages around Beijing in the north. Address your comments to the Helpline address: enjoyingenglishinchina@yahoo.co.uk and write 'OPPORTUNITIES" in the subject bar.

------------------------------0------------------------------

---------------------------------------------------0--------------------------------------------------

China to promote graduates´ employment amid "austere" job situation. Source: Xinhua: 2009.01.07.