2010 OCEF WorkReport

7/25/2019 2010 OCEF WorkReport

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OCEF 2010 Work Report


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Contents

1. China Affairs Committee .......................................................................................................................3

2. Human Resource Group (China) ..........................................................................................................16

3. Member and Donor Service Group ......................................................................................................16

4. Fund Raising Group .............................................................................................................................16

5. Local Branch Management Committee (LBMC) ....................................................................................20

6. IT Group ..............................................................................................................................................22

7. Web Team ...........................................................................................................................................22

8. Public Relations Committee.................................................................................................................23

9. Secretary Group ..................................................................................................................................24

10. Media and Coordinating Committee ................................................................................................24


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1. China Affairs Committee

1.1 Financial Aid Group

In 2010, Chinas Two Exemptions and One Subsidy policy was implemented. Students family

financial burden was reduced during the period of nine-year compulsory education. Also, with

Chinas fast-growing economy, the financial situation in many regions have been improved. OCEFcontinued the long term strategy of shifting the efforts and funds from the financial aid program to

other programs like library and school constructions and teacher aid program. The financial aid

Compared to 2009, the number of aided student was reduced by 2,356 (48.5%), and the

distributed funding was reduced by 406,115 Yuan (47.5%).

In 2010 spring, 173 schools subsidized 1613 people, with funding 291,835 Yuan

In 2010 autumn, 140 schools subsidized 886 people, with funding 157,895 Yuan

In the whole 2010, Financial Aid Group subsidized 2499 Elementary and junior high school

students, with total funding of 449,730.

At present the financial aid per student remains the same, that is 155 per elementary school

student per term ( 310 per year); 200 RMB per middle school student per term ( 400 per year).

1.2 High School Scholarship Program

Upon discussion between the auditing group and China Affairs, two major tasks were completed

in 2010.

1.2.1 Objecting Planning and Work Instructions

a). Completed and submitted the draft of high school group workflow.


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b) Revised the application forms for high school group and include the application form for

college scholarship. With the establishment of dedicated volunteers from Beijing, all the new

application forms along with the feedback for Form 403 will be sent to the mail box in Beijing

by coordinators. They will then be compiled by the volunteers into an electronic version

before being sent to the high school group for processing.

c). Re-discussed the criteria for scholorship, i.e. family poverty threshold and academic

performance. The selection criteria remains unchanged annual income lower than 1500

per person within family, top 25 percentile or higher in academic performance within for new

applicants and top 30% percentile or higher for renewed applicants.

d). With the graduation of the large number of high school aid recipients in 2010, the number of

renewed applicants for high school scholarship dropped to its lowest level in Fall 2010. This

has generated opportunities for establishing support for focused areas that was discussed in

2009. The High School Group and China Affair have discussed and established a 3-year

plan for the High School Group. This means that at an annual rate of ~150 new student

applicants, the support will reach 400-500 aided students by 2012.This plan may be adjusted

based on donation and the conditions of Chinashigh school education.

1.2.2 Operation Affairsa) The total amount of scholorship is 521,000 for 2010 Spring and Fall seasons.

b) 283,000 is for 2010 Spring season, of which 262,000 is for high school study and 21,000

for scholarship for college.

c) 238000 is for 2010 Fall season, of which 156,000 is for high school study and 82,000 for

students who were admitted by colleges.

e) Up until fall 2010, High School Group has provided scholorship to 19 schools, with the help

of 12 coordinators. Most recipients are from less developed regions or minorities territories

like Shaanxi, Shanxi, Xinjiang, Gansu and Henan provinces.

g) High School group is financially stable currently. Scholarship amount is still set at 1000 per

person/term, extraordinary cases will be handled separately.

1.3 Teacher Aid Program

1.3.1 Funding Summary in 2010

The Teacher Aid Program distributed funds in the total amount of 90,000 in the spring of

2010. A total of 75 funded teachers were from the following regions: 18 from Gulang in Gansu

Province, 17 from Lingyun in Guangxi Province, 11 from Liupanshui in Guizhou Province, 9 from

Congjiang in Guizhou Province, and 20 from Huaibin in Henan Province.

The Teacher Aid Program distributed funds in the total amount of 72,000 in the fall of 2010, to a

total of 60 teachers from the following regions: 16 from Gulang in Gansu Province, 17 fromLingyun in Guangxi Province, 18 from Liupanshui in Guizhou Province, 9 from Congjiang in

Guizhou Province, and 10 from Huaibin in Henan Province.

In 2010, we completed the distribution of a sum of 162,000 in Teacher Aid funds to 135

Temporary Teachers in poverty. The funding standard is still 200 per month per person.

1.3.2 General Work Outline for 2011


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In 2011, we plan to continue funding the Temporary Teachers who were originally funded.

Meanwhile, to realize the goal of improving the education standard in rural and poverty-stricken

areas, we will explore to provide teaching aid materials and books to Temporary Teachers in rural

and poverty-stricken areas, with the aim to improve the teaching standard of the funded teachers

and the teachers in the surrounding areas.

1.3.3 Implementation Plan for 2011 work outline

Building the team: Recruit volunteers with expertise in education, to enhance the service by the

Teachers Group. In order to help the teachers in poverty and improve the level of education in

those regions, we need to strengthen our professional knowledge in education. With the help of

Human Resources Group we will try to recruit some professionals with relevant background and

passion in charity, to help carry out our tasks better.

Internal communication: Administration team will improve the communication and feedback

channels between them, coordinators and OCEF.

We will reinforce the implementation of the aid withdrawal policy, which requires an effective

communication with the Auditing Group. Before we decide the number of beneficiaries of our

support, we will require the coordinators to monitor the beneficiaries' economic and educational

status, with self-auditing, to avoid abusing our support. Meanwhile, for the regions where we have

found problems last year through auditing, and the regions where such problems happened often,

we hope that the Auditing Group can investigate their status again for this year.

Standarize the feedback: Given that the internet is now widely used, the feedback can be

received through IT solutions. We plan to provide a standardized table on feedback information,

and ask the coordinators to bring the tables to the sponsored teachers. The contents of such

tables include whether the donations are delivered to the teachers, their working status, life status,

and whether the temporary teachers are no longer working as teachers. By doing so, we can

gather more useful information from the front-line to help our decision making.

Expansion plan: This year we plan to explore different options to provide reference books to the

teachers in poor, rural regions, in order to improve the quality of their teaching and hopefully the

quality of teaching in their surrounding regions. We can collaborate with the Library Group, but we

will first focus on the existing coordinators and sponsored regions, and expand from there. We

plan to start arranging this in the spring semester, and finish (should it be "implement") it in the fall

semester, starting from the teachers who have actively sent us feedback before.

1.4 Special Project Group

In 2010, special project group completed a total of three projects: drinking water project and desk-chair project in Weimin elementary school, Qiaodi town, Xichang, Sichuan province; as well as

Shui Cao Ba complete primary school construction project in Lan Ni Jing village, Ning Lang

county, Lijiang, Yunnan province.

1.4.1 Drinking water project in Weimin elementary school, Qiaodi town, Xichang, Sichuan

province

Project site: 1st group, Masan Village, Qiaodi town, Xichang, Sichuan province


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Project content: Drinking water project in Weimin elementary school, Qiaodi town,

donated by OCEF, HELP

Amount: The total project cost was 63,460.00

Contract system: Contracted by the Sichuan Xichang Ding Hao Solar Product Co.,

Ltd with contracting for labor, materials, quality, safety, and project cost

Construction time: 03/15/2010 - 04/08/2010

Picture of the Completed project

1.4.2 Desk-chair project in Weimin elementary school, Qiaodi town, Xichang, Sichuan

province

Project site: Weimin elementary school, Qiaodi town, Xichang, Sichuan province

Project content: Desk-chair project in Weimin elementary school, Qiaodi town,

donated by OCEF, HELP Amount: The total project cost was 11250.00, equally split between OCEF and

HELP.

Contract system: Ordered by Weimin elementary school at appointed furniture factory.

Transportation problem was solved by contacting local truck.

Construction time: 09/2010 - 11/2010

Picture of the Completed project


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1.4.3 Shui Cao Ba complete primary school construction project in Lan Ni Jing village, Ning

Lang county, Lijiang, Yunnan province (OCEF was involved in transferring)

Project site: Shui Cao Ba complete primary school, Lan Ni Jing village, Ning Lang

county, Lijiang, Yunnan province.

Project content: OCEF was involved in helping part of Wenxuecity users in Myhouse

board colleting donor contributions, and transferring to domestic construction unit.

Amount: The total project cost was 600,000.00, equally split among yoyo Lan Xuan

Team, OCEF/part of Wenxuecity users in Myhouse forum, and Lao Yang Team.

Contract system: Xintianjinyou Team was responsible for all construction projects.

Construction time: 06/2010 - 09/2010

Picture of Completed project


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1.5 The Books Group

In 2010, the Books Group sent 21,211 used books and helped 18 countryside schools to build up

their own libraries. The Books Group also purchased 10,885 new books for the 41 schools which

utilize books sufficiently.

1.5.1 Statistic of the Books Group for the past years

From 2004 to 2010, a total of 338705 used and new books were donated to help 368 schools to

build up their libraries.

Year No. ofLibraries ofOld Books

No. ofLibraries ofNew Books

Journals(Volume)

Donated OldBooks(Volume)

PurchasedNewbooks(Volume)

2004 29 11 55 16,243 10,6722005 53 60 47,3402006 101 20 72 95,000 16,9842007 60 40 48,031 15,2542008 26 31 16,949 8,1652009 19 11 27,183 4,7882010 18 41 21,211 10,885Total 306 154 187 271,957 66,748

1.5.2 City Subgroup activities:

Subgroup of Beijing: In March 2010, the subgroup of Beijing held a joined book donation activity

with the Zhuozhou Bureau of Geophysical Prospecting. Most of the donated books are from the

primary schools and local residencies. The activity gathered about 12,000 books in total. In

December 2010, the "SanFu Christmas Party", which had been taking place for the last 5 years,


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was held as scheduled to thank donors and volunteers for their support. The party gathered a

total donation of more than 10,000 RMB.

Subgroup of Shanghai: gathered more than 12,000 donated books, distributed those books and

other office supplies to 7 schools in YunNan and SiChuan provinces. In January 2010, the

Shanghai subgroup of Books Group was honored as an "Extraordinary Youth Public Welfare

Organization" by the ChangNing District Communist Youth League Committee.

Subgroup of Nanjing: Cooperated with the Nanjing YiXian Primary School, who donated 5,000

used books. The books were distributed to two schools of GuangXi.

Subgroup of Wuhan: Continued the cooperation with WuHan DouBan Bookstore and donated

two libraries.

Subgroup of Chengdu: Set up a new book donation center, donated new books to a primary

school in ChongQing.

1.5.3 The Schools Group

Book Purchase: In the past, the new books the Books Group used to purchase were mostly at adiscounted clearance rate of 15% or 20% of the original price. However, the variations of these

books are limited and the qualities of these books are not ensured. In 2010, after reviewing

several organization's primary schools and high schools' book list, the Books Group chose Beijing

Red Clay Children Book Club and Brooks Public Welfare Book Platform to be the channels of

book purchase. The books purchased this way have a high quality and a reasonable price. In

2010 the Group totally purchased 10885 volumes of new books for 41 schools.

Donate and Name a library: In 2010 two donors from the U.S. supported several village schools

in YunNan and DaBaShan area of Sichuan. We named the library per the request of the donors

and made the signboards accordingly. One of the donors also planned to visit the school with his

children during the summer holiday.

Donors are welcome to name the libraries they donated, and they are welcome to visit the school

and follow up with the utilization of the donated books.

Pictures: FengYing library, and Children in the classroom (YunNan NingLang TongChang River

Primary School)


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1.5.4 Establishment of Model Library

One key focus area of the Library Group this year is was to collaborate with the Smile Library

organization to set up Model Library. OCEF selected Zhijing (Guizhou Province), Ninglang

(Yunnan Province) and Dingtao (Shandong Province) as the pilot locations. The purpose of this

project is to establish best practices in management and utilization of libraries.

This is the first in-depth experiment of the Library Group in promoting reading activities, not onlysupplied reading materials, but also helped the teachers in carrying out reading activities and

implemented trainings tailored to the teachers for reading activities. We've gained a lot of

experiences during the process, including:

First, it is paramount to identify the pilot locations, where the school headmaster values the

importance of reading and is willing to take initiatives and to work with us to promote reading

activities, which makes our job much easier.

Second, it is very important for the teachers to read. Only after the teachers started to read that

the students would follow suit. To this end, we have supplied reading materials to the teachers

and have also given reading instructions tailored to teachers.

Third, we need to encourage students to be engaged. In many schools where they are already

understaffed, there was no capacity for teachers to participate in book reading. This issue can be

resolved by getting students involved in book management.

Pictures from Minghua Primary School in Zhijin, Guizhou Province: (1) A teacher reading stories

to the students; (2) Drawing by a student

1.5.5 External Collaboration

April 2010, attended the First Seminar on China's Rural Library Construction and ReadingPromotion organized by the XinPing Foundation. On behalf of OCEF, the Library Group

introduced OCEF's book projects to other NGOs.

October 2010, attending Beijing Reading Forum. Discussing children's book with volunteers from

other NGOs in Beijing.

November 2010, invited volunteer Liang Li from Den of Delicious Reading (Meiwei Shuzhai) to

assist visits to library project schools in Wuchuan (Guizhou Province) and trained local teachers

on reading.


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1.6 Auditing Group

In 2010, ten OCEF inspectors conducted site visits to fifty-five OCEF-funded schools in thirty-

seven counties/cities across fifteen provinces, covering 713 students, 91 teachers, and 46

schools with OCEF donated books. The site visits covered 100% of financial aid program

recipients, 100% high school scholarship and teacher aid program recipients and 80% of schools

that received book donation. All site-visits reports have been submitted.

It is concluded from the site visits that most of the funded programs were properly implemented:

the coordinators had done a good job, and schools had distributed funds or donated books

following OCEF policy and procedures. Coordinators at some sites put in tremendous amount of

work to OCEF projects besides working a day job. We witnessed how they went on interviewing

trip in the muddy mountainous areas by foot, saw their meticulously hand-written documents for

accurate record-keeping, and were moved by their devotion to helping teachers and students in

impoverished areas. We also learned that, to better utilize the donated books, some school

teachers and directors went out of their way to initiate programs to encourage the students to

read. On these site-visit trips, we shared the childrens laughter on the school compounds, were

impressed by the high-school students determinationto get an education for themselves, andwere touched by how the substitute teachers eagerly discussed curriculum in barely furnished

teachers offices.

To better work with OCEF, some sites made adjustment to implementation methods to suit local

circumstances. For example, Kashi No. 1 Middle School, with a special team for OCEF fund

allocation, relied on Uyghur speaking teachers to interview and communicate with students and

their families, who are mostly Uyghur speakers, and they let these teachers share the subsidies

for coordinator for gas mileage and meals. Similarly, coordinators for

Hutubi No. 1 Middle School worked closely with school administrators to publicize OCEF

scholarship. The school followed OCEF procedures, and incorporated the scholarship into the

character building program of the school to motivate students.

For Book Program, Red Bridge Middle School in Ninglang county, Lijiang city of Yunnan province

is considered to have done the best implementation work. Specifically, the coordinator worked at

the school the year before and was actively involved in the reading program. Every student was

assigned a library card, which made the school among the only few funded schools that had the

system. With the card, the students could check out books every afternoon. In addition, the

school encouraged students to hand-copy selected newspaper reports and showcased good

student writings, all of which was done with good organization.

Pictures: (1) Investigator on site visit at Lingyun, Guangxi province; (2) Work Note of a substitute

teacher at Huaibin, Henan province


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Pictures: (1) Students getting water from a well, Lanxing Elementary School, Dingxi, Gansu

province. (2) Students reading at the windowsill, Nanchuan Center School, Chongqing, Sichuan

provincethe library is used as a reading room

1.6.1 Summary on the Auditing Results

Financial Aid Projects:

Qualified or Mostly Qualified:

LanXing Elementary School and FuChuan Middle School in DingXi county, GanSu

province (financial aid project, mostly qualified);

LiuTuan Middle School in YanShou county, Harbin, Heilongjiang (financial aid project,

which will expire after the student's graduation, but this financial aided site's overall

condition satisfies the basic OCEF requirements, and the high school scholarship project

will follow after the financial aid project ends);

AoLin Central School in DuMeng county, QiQiHaEr, Heilongjiang (financial aid project.This school is very responsible and active in participation. This financial aided site's

overall condition satisfies the basic OCEF requirements, and the high school scholarship

project will start);

Nine schools in HengLiang village in GuLang county, GanSu providence (financial aid

project, mostly qualified);

Central School in WuMiao village, JianYang city, SiChuan providence (financial aid project,

qualified);


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No. 1 High School in LiuZhi Specialized District, GuiZhou providence (high school

scholarship project, mostly qualified. But the coordinators had a hard time communicating

with the school, and the school did not follow the scholarship awarding procedure.

Currently no new applications are accepted);

BaiLuZhou No. 1 High School in JiAn city, JiangXi providence (high school scholarship

project, mostly qualified. But this region's economics are relatively good, and the school

has other kinds of financial aid. Currently no new applications are accepted); several schools in FuPing, ShanXi providence (high school scholarship project, mostly

qualified, and accepting new applications);

No. 1 High School in HuTuBi county, XinJiang providence (high school scholarship project,

qualified. Both the coordinators and the school collaborated well with OCEF, building a

good environment on campus. They continue to accept new applications);

No. 1 High School in KaShi, XinJiang providence (high school scholarship project,

qualified. The coordinators' job was carried out by a team, which is worth recommending

to other schools. They continue to accept new applications);

No. 2 High School in BaChu, XinJiang providence (high school scholarship project, mostly

qualified. They continue to accept new applications);

No. 2 High School in ShuFu, XinJiang providence (high school scholarship project, mostlyqualified. They continue to accept new applications);

High School in HeJiang, XinJiang providence (high school scholarship project, mostly

qualified. They continue to accept new applications);

No. 2 High School, and No. 5 High School in HuiNing, GanSu providence (high school

scholarship project, mostly qualified. They continue to accept new applications);

LiuZhi Specialized District, in LiuPanShui, GuiZhou providence (temporary teacher project,

mostly qualified. The local living conditions are improving, and the temporary teachers'

compensations are increasing);

GuLang in GanSu providence (temporary teacher project, qualified. More sources to

support the temporary teachers will be desirable).

Some problems existed, but they have been corrected or partially solved:

JiaoTong XiWang Elementary School in TanTou village, and TanTou Middle School in

LuanChuan county, HeNan providence (financial aid project. The coordinators didn't

report the students' absence or withdrawal immediately so that the financial aid were

distributed more than what was needed, but the excess has been returned);

XiaCunXiang School in YanLing county, HuNan providence (financial aid project. This

school used to hold part of the financial aid for magazine subscriptions. Now the

coordinators have been changed);

YaoXia Middle School in SuiChuan, JiangXi providence (financial aid project.There were a

few unauthorized substitutions of the student beneficiaries, one third of the students'

household conditions were not qualified. Now only the qualified students are sponsored); Six schools in Lan county, ShanXi providence (financial aid project. The coordinators

couldn't track down the sponsored students after they graduated to attend new schools or

transferred to other schools, causing difficulty to distribute the funds. Currently the funding

is distributed according to the roster of present students);

High School in HuaiBin county, HeNan providence (scholarship project. Some of the

students' household conditions were not qualified or received duplicate funding. Such aids

had been stopped);


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LingYun in GuangXi providence (temporary teacher project. Some teachers substituted

the previously supported teachers to receive the support without official applications. Such

procedural errors were remedied);

CongJiang in GuiZhou providence (temporary teacher project. The coordinators didn't

timely report the cases that the temporary teachers became the official teachers and

hence the aid should be stopped. The excess has been returned);

Huaibin in HeNan providence (temporary teacher project. Some of the applicationsincluded fraudulent information or the teachers did not qualify for the teacher aid. The aid

to the unqualified teachers has been stopped and their situations will be investigated

further).

Termination or Temporarily on hold of the Aid

Due to violations:

ChangGou Elementary School in ZhangZhuang town, HuaiBin county, HeNan providence

(financial aid project. The teachers reported that the school embezzled part of the financial

aid, and the school didn't return the embezzled money);

SanChaHe School in ShuCheng county, AnHui providence (financial aid project.The

financial aid was not fully distributed to the students, and even after coordination, the

school did not return the embezzled money);

MaDiChuan Elementary School in QianJing town, YuZhou city, HeNan providence

(financial aid project. The financial aid was not fully distributed to the students);

No. 2 Middle School in QianJing town, YuZhou city, HeNan providence (financial aid

project. The school did not collaborate in this financial aid project at all, and the financial

aid was not fully distributed to the students);

LinDian Specialized Education School in QiQiHaEr, HeiLongJiang providence (financial

aid project. The financial aid was not properly managed nor distributed to the students, but

directly used to compensate the overhead of the school);

Ethinic High School in WeiNing, GuiZhou providence (scholarship project. The students'

academic scores did not qualify the financial aid requirements, and there was duplicatefunding. The new applications are currently on hold).

Due to other reasons

WaMen Elementary School in ZhangZhuang town, HuaiBin county, HeNan providence

(financial aid project. The overall local economics was good, and there was barely any

difficulty for the students to attend school. The OCEF funding was terminated);

CaoShi Central School, YangQiao Elementary School, YaoQiao Middle School, and No. 9

Middle School, in HengDong county, HuNan providence (financial aid project. The overall

local economics was improved, and they were no longer qualified for OCEF financial aid);

TuanJie Middle School in NaHe, HeiLongJiang providence (financial aid project. This

region is located near the border and frequently audited by the government on its financialstatus. The school volunteered to stop the financial aid from OCEF);

No. 2 High School in HengDong county, HuNan providence (scholarship project. The

overall local economics was improved, and they were no longer qualified for OCEF

financial aid. All the previously supported students have graduated in summer, 2010).

Relevant Data on the Auditing Procedure

Financial Aid Projects:


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In 2010, a total of 38 funded schools were visited, counting to 19.9% of the funded

schools in 2009 (191 schools in total). 588 beneficiaries were visited, counting to 24.22%

of the total 2424 beneficiaries.

After the auditing in 2010, the funding to 11 schools was terminated due to violations and

other reasons, counting to 6.4% of the funded schools in 2009 (191 schools in total).

After the auditing, the funding to 241 students was terminated, counting to 9.93% of the

total 2424 beneficiaries. Among them: 140 students belonged to such schools, where the schools had violations and hence

all the students were removed from the funding program. The 140 students count up

to 5.77% of the total beneficiaries, 23.81% of the total audited beneficiaries, and 58.09%

of the total beneficiaries who stopped receiving funding after auditing.

36 students were no longer qualified due to local economic improvements or other

reasons, counting to 1.48% of the total beneficiaries, 6.12% of the total audited

beneficiaries, and 25.71% of the total beneficiaries who stopped receiving funding

after auditing.

34 students were no longer qualified due to household situation improvements or

severe fraudulence, counting to 1.40% of the total beneficiaries, 5.78% of the total

audited beneficiaries, and 14.11% of the total beneficiaries who stopped receivingfunding after auditing.

26 students dropped out and hence were no longer qualified, counting to 1.07 % of

the total beneficiaries, 4.42% of the total audited beneficiaries, and 10.79% of the total

beneficiaries who stopped receiving funding after auditing.

5 students were no longer supported due to all the other reasons, counting to 0.21%

of the total beneficiaries, 0.85% of the total audited beneficiaries, and 2.07% of the

total beneficiaries who stopped receiving funding after auditing.

Scholarship Projects

In 2010, a total of 17 funded high schools were visited, counting to 58.62% of the funded

schools in 2009 (29 schools in total). 212 beneficiaries were visited, counting to 39.70% ofthe total 534 beneficiaries.

After the auditing in 2010, the funding to 4 schools was terminated or put on hold due to

violations and other reasons, counting to 13.79% of the funded schools in 2009 (29

schools in total).

After the auditing, the funding to 42 students was terminated, counting to 19.81% of the

total 534 beneficiaries. Among them:

8 students were no longer qualified due to household situation improvements or

severe fraudulence, counting to 1.50% of the total beneficiaries, 3.77% of the total

audited beneficiaries, and 19.05% of the total beneficiaries who stopped receiving

funding after auditing.

22 students stopped receiving funding because their academic grades did not meetthe requirements, counting to 4.12% of the total beneficiaries, 10.38% of the total

audited beneficiaries, and 52.38% of the total beneficiaries who stopped receiving

funding after auditing.

7 students stopped receiving funding because they received duplicate funding before,

counting to 1.31% of the total beneficiaries, 3.30% of the total audited beneficiaries,

and 16.67% of the total beneficiaries who stopped receiving funding after auditing.


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5 students dropped out or transferred and hence stopped receiving the funding,

counting to 0.94% of the total beneficiaries, 2.36% of the total audited beneficiaries,

and 11.90% of the total beneficiaries who stopped receiving funding after auditing.

Temporary Teacher Project:

In 2010, a total of 82 funded temporary teachers were visited, counting to 100% of thefunded temporary teachers.

After the auditing in 2010, the funding to 24 temporary teachers was terminated or put on

hold, counting to 29.27% of the funded temporary teachers. Among them, 22 teachers

were no longer qualified due to household situation's improvements or fraudulence; 1

temporary teacher resigned, and 1 temporary teacher became an official teacher.

Library Projects

In 2010, a total of 46 schools were visited, including 39 schools that were already funded and 7

schools that were expected to be funded. Out of the 46 schools, 36 schools took full advantage of

their libraries or needed urgent help to replenish their collections, and OCEF will help deliver the

donations of used books or help in buying new books; 5 schools had enough collections and onlyneeded assistance to encourage student reading; the other 5 schools didn't utilize the libraries

much, and OCEF do not plan to involve these 5 schools in the Library Project.

2. Human Resource Group (China)

In 2010 the Human Resource Group in China received and replied a total of 237 letters applying

for volunteer opportunities, thus welcoming/recruiting all the applicants to be volunteers. Out of

the 237 applicants, 109 became volunteers, 115 did not respond further, and 13 opted out.

3. Member and Donor Service Group

Member and Donor Service group underwent some personnel adjustments in 2010, in which Wan

Shuhui and Zhang Rui, both active volunteers, became the (new) associate captains of the group.

This change have positive effects on the work of the group. Hence, The Member and Donor

Service group successfully recorded the donations and completed processing of the donations

throughout the current year more efficiently.

4. Fund Raising Group

2010 was a challenging year for the OCEF Fundraising Group. Our fundraising activities started

with the Chase Community Giving at the beginning of the year, and ended with the Facebook

Causes, which was an Internet fundraising activity at the end of 2010. In total, OCEF raised

$601,903.61 in 2010. the following 4 sections will review and analyze the fundraising activities

during 2005-2010.

4.1 Overview of donations between 2005 and 2010


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4.1.1 Amount of donation

As shown in the graph below, donations received by OCEF in the past five years have fluctuated.

From $242,411.00 in 2005, donation has gradually risen to $299,609.91 in 2006 and further to

$456,124.36 in 2007. With a large amount of funds received because of the Sichuan Earthquake,

donation received by OCEF has reached its second peak in history to $512,684.37 in 2008.

Donations have been $394,908.64 in 2009 and $601,903.61 in 2010, a 52.41% increase over the

previous year. However, a large portion of donation brought in by Facebook American Giving

Challenge, totaling $173,681.62, was included in the 2010 fund and recorded in fiscal year 2010.

If recorded by the actual donation date, the numbers should be $568,590.26 in 2009 and

$428,221.99 in 2010, respectively. In other words, actual donation in 2010 has decreased by

24.69% from previous year.

Note: donations shown in the graph above was based on funds received by fiscal years

4.1.2 Countries and regions where funds came from

Between 2005 and 2010, OCEF has received funds from 22 countries and regions. The UnitedStates of America has always been the largest source of donations: at least $1,175,961.01 was

channeled through the USA, or 57.80% of the total. Canada is the second largest source of

donations with $25,940.25 or 1.28% of the total funds. Other regions include China, the Great

Britain, South Korea, Germany, Japan, Singapore, Hong Kong, New Zealand, Australia, Saudi

Arabia, France, Thailand, the United Arab Emirates, Sweden, Denmark, Netherland, Switzerland,

Malaysia, Ireland and Taiwan, ranked by the amount of donations received. In addition, the

source of 39.48% of the funds can not be identified.

4.1.3 Population of donors

Between 2005 and 2010, there are over 4,848 recorded donors and numerous anonymousdonors. As shown in the graph below, patrons who donated less than $100 make up 40.7% of

total donors. And they are mostly impulse donors; in other words, they've made only one single

donation in the past five years. Total funds received from this type of patrons account for 4.26% of

total donations. Moreover, the majority of this type of donations was received in 2005 and 2008,

probably due to natural disasters during these years. The second largest group of donors usually

donate $100, who accounts for 15.49% of total donors. Similarly, patrons in this category are also

impulse donors, with over 1/3 of donation coming in during the Sichuan Earthquake. It is also

noticed, however, that the number of patrons who made multiple donations in this category has

been rising, with 15% of patrons donating at least twice. (Note: anonymous donors are not

included in the chart)

The next category is patrons with contribution between $100 and $200. The population of such

patrons makes up 15.28% of the total and funds from this type of patrons account for 6.03% of

the total donation. Furthermore, over 50% of patrons in this category have made at least two

donations. If OCEF is able to maintain effective interaction with this type of patrons in the next two

years, they are likely to be become Habitual Donors to OCEF. The next category of patrons with

donation between $200 and $500 makes up 12.56% of total patrons and contributes 9.3% of total

donations. The majority of patrons in this category are Habitual Donors, over 70% of whom have

made over three contributions; many passionate patrons have been making donations for four or


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five consecutive years.

The pattern changed in the category of patrons with $500 contribution. This category accounts for

2.66% of donors or 3.19% of funds. But Habitual Donors in this category decreased to 20%, which

means the majority of patrons in this category made one contribution without any follow-up

activities, and most of the donations occurred in 2005 and 2008.

(Note: statistics and charts are based on recorded donors, donations made on the Internet is not

included)

Patrons who have made donations between $500 and $1000 account for 7.12% of the total

donors or 12.76% of total funds. Habitual Donors, or donors who have made at least two

donations, make up 90% of total patrons in this category. Patrons in this category have also made

donations in 2010. Moreover, company match and donations from charitable foundations started

to appear in this category.

Finally, there have been 300 patrons with contributions over $1000, which accounts for 6.17% of

donor population and 60.77% of total funds. The majority of donors in this category are Thoughtful

Donors who identify with OCEF's vision and mission and have made large amount ofcontributions year over year. Company match and contributions from corporations and charitable

foundations account for 30% of contributions in this category.

4.2 Analysis of donations in 2010

4.2.1Amount of donation and population of donors

As shown in the chart below, 80% of contributions received by OCEF in 2010 were from 20% of

all the donors.

There have been five contributions in 2010 larger than $10,000, totaling $368,824 and 61.28% of

all donations. The largest two contributions came from two Internet Challenges that OCEF

participated in between late 2009 and early 2010, totaling $258,752. (Note: most of $173,681.62awarded by 2009' Facebook American Giving Challenge was transferred to OCEF bank account

by the organizer on Jan 4th, 2010, so it was recorded as contributions in 2010.)

The other four large contributions include $50,000 from the Wilson Family Charitable Canadian

Fund (Canada), $20,072 from Mr. Qingsong Li, $15,000 from Epic Systems Corp., and $25,000

converted by stocks from two VIP patrons. Funds from the Wilson Family Charitable Canadian

Fund were mainly used for aid projects in Sichuan province while contributions from Mr. Qingsong

Li were mainly used for administrative expenses of OCEF.

There have been four contributions between $5,000 and $10,000 in 2010, totaling $25,203.63 and

4.19% of all donations; 44 contributions between $1,000 and $4,999, totaling $73,427.48 and

12.20% of all donations; 71 contributions between $500 and $999, totaling $42,841.56 and 7.12%of all donations; 406 contributions between $100 and $499, totaling $71,538.36 and 11.89% of all

donations; 333 contributions under $100, totaling $12,941.73 and 2.15% of all donations. The

remaining $7,086.86 came from 196 anonymous donors and accounts for 1.18% of total

donations.

A large part of contributions received in 2010 was still from long-term donors and we need to

attract new donors.


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4.2.2Donation Methods

Check was the most popular form of contribution used by donors in 2010, while company check

transfers made up the majority of funds. This indicates that OCEF has attracted more contribution

from corporations; more and more donors utilize company match or contribute through pre-

authorized payment by corporations. The number of patrons using payment tools on the Internet,

such as Just Give, Network for Good and Paypal, has been increasing steadily. At the same time,

the number of patrons using cash or money order has abruptly decreased to almost negligible,

totaling $510. (Note: all statistics were derived from donations registered in 2010 calendar year,

including checks that have not been cleared. As a result they are slightly different from the actual

recorded donations in financial reports.)

Note: all statistics were derived from donations registered in 2010 calendar year, including checks

that have not been cleared. As a result, they are slightly different from the actual recorded

donations in financial reports.

4.3 Major Fundraising Projects in 2010

4.3.1 Chase Community Giving Fundraising Project

Chase Community Giving fundraising competition at the beginning of 2010 is the first large project

of OCEF in 2010. Fundraising group and other groups formed CCG committee and mobilized

internet users to vote on Facebook and on Chinese discussion boards in North America, China

and Europe. Over 5000 small and medium-sized NGO participated in the competition. With the

support of internet users, OCEF entered the final round of Top 100 and won a prize of $50,000.

Even though OCEF didn't win the one million prize, this internet fundraising competition and

America Giving Challenge have important impact on OCEF fundraising. For the first time, OCEF

mobilized the internet users to vote and donate. Besides raising funds with the new social network

tools, OCEF also won many supporters. For the management team of OCEF, this competition

activity was a major challenge for a charity organization operated by volunteers. The event

enhanced organizational capacity, coordination ability and project management ability of OCEF.

4.3.2 2010 Fall Fundraising

2011 fall fundraising started at the end of September in 2010. Fundraising group communicated

with local groups, contacted donors and prepared for fundraising materials. The fall fundraising

activity also promoted the establishment of online propaganda group in the fundraising group.

2011 fall fundraising set the pace for fundraising in Thanksgiving and Christmas.

4.3.3 Facebook Causes Facilities and Happiness Project

The Facilities and Happiness Project started from Facebook Causes fundraising project. The

project aims at providing financial support for school hardware facilities, attracting donation, and

introducing comprehensive financial aid project during the activity. Facilities and Happiness

Project is the first step of OCEF's comprehensive donation project. To advance educationalquality in rural China, OCEF improved the facilities of schools there and then introduced training

and financial aid to the teachers, greening project and lunch project, etc. As the first school to

receive financial aid from the Facilities and Happiness Project, Jiale Elementary School in Zhijin

County, Guizhou Province raised over $6000 by the end of 2010 from the Causes fundraising

platform as the initial funding to improve school building.

4.3.4 Local Fundraising Activities

OCEF New York group and California group organized fundraising cocktail parties and art charity


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auctions during Christmas and New Year Holidays. The events facilitated the local publicity and

volunteer communication in New York and California area. Nicole Li and David Cao, volunteers in

the fundraising group, held the charity cocktail party in New York City jointly with Rural China

Education Foundation and New York Chinese professional managers union. The party enlarged

the impact of OCEF on Wall Street white collar and brought in many new volunteers for OCEF.

4.4 Re-org of the Fund-Raising Team

Vicky Kwan officially joined the Fund-Raising Team as the Deputy Team Leader in October 2010.

The team has been reorganized since November 2010 and is now comprised of the 6 following

teams:

Corporate Endorsement Team: In charge of corporate fund-raising and application to

project aid through charitable foundations.

Special Project Team: In charge of designing special OCEF fund-raising projects and

following-up on special cases.

Local Coordination Team: In charge of communicating with local groups and holding local

fund-raising events.

Donation Development TeamIn charge of analyzing data, trends and risks associatedwith fund-raising and submitting proposals.

Donation Communication TeamIn charge of preparing fund-raising materials and

compiling donor communication and fund-raising reports.

Online Promotion TeamIn charge of organizing fund-raising and PR on the Internet.

4.5 Summary

Most donations received between 2005 and 2010 were contributions from 20% of all donors.

Donation received in 2010 grew in the highest rate with an increase of 52.41% over 2009. If

OCEF does a better job in attracting corporate donations and in converting impulse donor to

Habitual Donors, annual contribution to OCEF is likely to grow by 20%. Therefore, it has become

the most crucial issue of the Fund-Raising Team to make sure more and more donors identify

with the organization's mission.

5. Local Branch Management Committee (LBMC)Although there was no new local group, many local groups organized more parties and large-

scale publicity and fund-raising activities. They also had tried new ways, such as lectures,

auctions, etc. These activities not only expanded OCEF's reputation and credibility among the

locals, but also united and mobilized local volunteers, enhanced the interaction between

volunteers, and expanded the volunteer team. Some activities of local groups are listed as follows:

New York

On Dec 12th, New York team jointly organized 2010 Holiday China Education Fund-raising

Activities with Rural China Education Foundation (RCEF, www.ruralchina.org). The team invited

more than 130 guests to participate in this event by emails, Facebook,and media,. Most guests

were financial professionals in New York/New Jersey. This event raised about $3,600 for OCEF

by live auction and donations.


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Dallas

10 volunteers in Dallas team organized a picnic in January, discussed and developed the plan for

2010. They participated in Dallas Asian Arts Festival, Dallas dragon boat racing activities in May,

and Chinese Art Event in September. Through these three activities, they publicized and raised

funds for OCEF. In each activity, they made OCEF known to more people by hanging OCEF

banners, puting up posters, handing out leaflets, and playing videos. Through these activities,

they also got familiar with a number of families with adopted children from China, who were

potential OCEF donators and volunteers.

San Diego

In June, the San Diego team joined Dragon Boat Festival celebration and Chinese Culture Day

hosted by North University Community Branch Library to introduce OCEF to more people. In

August, the team organized an annual picnic together with Sino-American Biomedical and

Pharmaceutical Professional Association (SABPA). By performing Chinese calligraphy and face

painting setting up an OCEF booth to show pictures and videos, distributing flyers and answering

questions, they introduced OCEF to the public

Houston

The Houston chapter was responsible for all fundraising activities in fall 2010. After a pleasantday of fast-paced work on September 19th at Houston Hua Xia Chinese School, 13 volunteers

(including a high school student and a minor) sealed and sent out more than 900 fundraising

letters. The letters, full of deep gratitude and enthusiastic expectations, would reach prospective

donors all over the world, which marked the official kick-off of the fundraising of fall 2010!

Approximately 50 volunteers spent 3 weeks on those letters, including preparing fundraising

documents, verifying donors addresses, making copies of the documents, and finally sending

them out. We are proud of and grateful to these dedicated volunteers and their team work..

The Houston chapter also actively took part in many activities organized by the local Chinese

communities, hoping to introduce OCEF to local residents.

On May 16th, the Houston Chinese Activity Center (a community mostly consisting of overseas

Chinese) held a dinner celebrating its 14th anniversary as well as the opening of the Shanghai

World Expo. Several volunteers from OCEF Houston chapter were present at the dinner and

established contact with the local Chinese community.

On October 24th, Li Feng, captain of the Houston chapter, organized a picnic party at a local park

in Houston. The original estimation is that about 40 participants would attend. However, due to the

reputation of OCEF, more than 80 people showed up, of whom more than 70 registered

as volunteers on the spot. Apart from delicious barbeques and fun-filled card games, the picnic

also featured an exhibition of OCEF pictures. Staffs of the chapter took the opportunity to describe

the development and operation of OCEF to participants. The picnic lasted from 11am to 4pm.

Many residents in the Chinese communities also became aware of OCEF because of this picnic,.

Liang Gan, director of the foundation, hosted a dinner party on July 31st, which was to show his

gratitude to friends and Houston volunteers for their care and encouragement upon his car

accident two years ago. Out of more than 60 participants, several were OCEF volunteers in the

Houston chapter. The dinner party was also a celebration of the 25th wedding anniversary of

Liang Gan and his wife.


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Pictures: (1) Houston team preparing for the fall 2010 fundraising; (2) The exhibition booth of

OCEF Dallas team

Despite the successful activities by all the chapters of OCEF in 2010, we expect many difficulties

and challenges in 2011. LBMC needs to develop a system of policies to ensure communication

and cooperation among different local groups and to help the OCEF chapters maintain steadydevelopment.

6. IT GroupIn 2010, IT Group has made significant progress on new projects in addition to its routine

services. Currently we have a regular volunteer team that provides basic IT services, including

email management, WIKI monitoring, JIRA account management, and supervision of

implementation of the training procedure for entering volunteers.

Moreover, we have re-organized the OCEF mailbox.. and as a supplement to Donation Group we

have sent out donation letters during annual donation-collection periods and holidays. IT Grouphas also been supporting Esys development and uploading One-to-One student information. We

have enabled a few internal links in providing donation reports via the upgraded website.

Human resource system has been improved as well, which allows volunteers to update personal

information online. An updating window of key member information has been added that provides

basic support for the reimbursement system. The monitoring system Subversion has been added

to better the management of future OCEF software.

Finally, an online reimbursement system is forthcoming in 2011.

Despite that a portion of IT Group volunteers have only served for a short time, we have secureda number of long-term members committed into continuous service for OCEF. The improvement

of the education assistance system and its smoothier merging with Esys remain a major challenge

in our work.

7. Web Team


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Web Team has been in charge of the maintenance and update of OCEF website in 2010. For

website maintenance, Web Team has regularly checked and confirmed the consistence and

accuracy of the contents of OECF website. For website update, W eb Team has guaranteed the

request updates from Secretary Team and other volunteer groups (via jira system) be reflected

on OCEF website in a timely manner. .

In addition, Web Team has provided web column designs and a variety of assigned ad hoc

adjustments for Secretary Team and other volunteer groups to meet their respective setting

requirements on OECF website.

Web Team has also explored a few specific and useful functions and settings in the joomla

system employed by OCEF website. The discoveries have played an important role in the web

column designs.

Finally Web Team has successfully recruited new members, whose participation has been an

immediate and indispensible contribution to the maintenance and update of OECF website.

8. Public Relations Committee

For most of the time in 2010, Chase Community Giving has been in charge of the operation of the

routine public relation management and media coordination on behalf of Public Relations

Committee. At the end of the year, the Committee also cooperated with the Chinese newspaper

World Journalin the United States and the Chinese magazine Finance Talentsin China on public

relation activities.

8.1 Main Activities

Chase Community Giving: From the end of 2009 to the beginning of 2010, JPMorgan

Chase has organized a Chase Community Giving donation contest on Facebook.As aparticipant of the contest, Public Relations Committee, Donation Group and other OCEF

volunteer groups have worked together to fundraise via the online forum, from

communities across North America, China and other world regions. Thanks to our

collective talents and efforts, OCEF has successfully entered the finalist list of the Top100

in the contest and as a reward won $50000. In this activity, the Committee has cooperated

with other OCEF volunteer groups in designing and distributing the promotion materials,

experimenting and exploring the online platform and communicating with media in China .

We hope that this initiative will serve as a foundation for future OCEF promotion activities.

Finance Talentsmagazine report: Finance Talentsis a well known Chinese magazine

focusing on finance, economics and talents. The OCEF teachersdonation project has

been reported in its May issue, with featured pictures, in the column of pubic welfare. This

magazine report increases OCEFs social impact and credibility in China.

Wor ld Journalnewspaper report: World Journalis an influential Chinese newspaper in

the United States. At the end of 2010, one of its journalists conducted a focused interview

with the OCEF President and published a featured article on its journal with the title

Featured Report: Oversea China Education Fundon December 12. The article includes

a comprehensive introduction of OCEF. The news report increases OCEFs social impact

and credibility in North American Chinese communities.


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8.2 2011 Outlook

In 2010, Public Relation Committee has been understaffed and missed a number of opportunities

to collaborate with the media. Therefore capacity building will be our priority in 2011. In particular,

we plan to recruit at least two volunteers in the United States to coordinate public relation

activities in North America and team up with Fundraising Group and other OCEF groups in

awareness promotion and fundraising through the media. We also plan to recruit three volunteers

in China (one each in Beijing, Shanghai and Guangzhou) to establish sustainable partnership with

major media organizations in China and seek opportunities for publicity.

Our second goal is to set up OCEF media database. In particular, we will collect information on

media organizations that are potential collaborative partners of ours, identify contact persons in

these organizations, categorize and manage the contact information. In so doing, when OCEF

participates in significant events or holds press conferences in the future, we will be able to reach

out to the media organizations and look for opportunities for publicity.

Our third goal is to compile and design OCEF Media Kit. In particular we will utilize existing

materials to compile a Media Kit that can be used for all media forms, including OCEF Profile,Event Highlight, Q & A, and in both Chinese and English. In so doing, whenever an opportunity for

publicity arises in the future, we will be able to promptly provide the Media Kit as the first step and

then supplement the Kit with press release containing more detailed information if necessary.

Our last goal is to design video highlights for OCEF promotions. In particular, we will team up with

Fundraising Group to review video clips of past events and compile a video highlight for general

purposes that can be used in future fundraising and promotional activities.

9. Secretary Group

In 2010, Secretary Group has continued our regular work of drafting appointment letter and

resolution, updating and maintaining contact list and updating and archiving articles on OCEF

website.

In particular, Secretary Group has drafted 14 announcements related to personnel issues and

other important OCEF decisions, received and processed over 20 voicemails and telephone

inquiries, and effectively coordinated communication between OCEF groups. Also, Secretary

Group has compiled the 2009 Annual Report, attended Skype conferences of OCEF groups and

documented meeting minutes.

10. Media and Coordinating Committee

Throughout 2010, OCEFs Media Coordinating Committee continued to coordinate resource

allocation for editing, publishing and design, and worked hard with other groups to create

OCEF publicity materials. Below is a summary of the reports by the four groups under the

committee.

10.1 Correspondence Group:


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Work at the Correspondence Group can be tedious. However, as group members, we

learned a lot in the past year and found it a rewarding experience.

10.1.1 Corresponding Procedure Guide drafted, work at the Correspondence Group

streamlined

Drafting a Corresponding Procedure Guide was proposed in March 2010 and initiated in May

2010. First tried out in October 2010, it has streamlined the correspondence work andprovided the platform for better inter-group coordination.

Here we would like to thank two long-term volunteers, Nanguyu and Shenguyoulan, for their

continuous support and commitment to the drafting of the Procedure Guide, without which

our progress wouldnt have been possible.

10.1.2. Remarkable increase in letters from funded recipients who have entered college

Since September 2010, Correspondence Group has received many letters from college

students, all of which had received OCEF funds during their middle school education. There

were a few dozen such letters, much more than what we had received in 2009. We believethis is a testimonial of the OCEF work. To our delight, some of these students not only wrote

letters to express their appreciation towards OCEF, but also joined OCEF as volunteers. For

example, the two new college volunteers (both from Xinjiang province) in the correspondence

Group were OCEF financial aid receivers back in their middle-school. Now they are helping to

reply letters to OCEF funded students from their middle schools. It was such stories that

strengthened our belief in our work.

10.1.3 More intern volunteers in the Correspondence Group

The number of intern volunteers working for the Correspondence Group increased

substantially in 2010 as compared to that of 2009. Five of them became permanentvolunteers in the correspondence Group or other groups within OCEF.

We also encountered some issues in 2010:

First, the number of letters received was decreased. There have only been around 400 letters

received during 2010 (350 reply letters have been mailed out as of December 31, 2010). This

is mostly due to the shrinkage of existing projects. In 2011, Correspondence Group will

strengthen communications with all Project Groups and push forward for more projects and

correspondence volume.

Second, the increased frequency of back and forth correspondences made it more difficult toarchive and organize letters. A correspondence management system is in urgent need. We

have seen many who wrote repeatedly to OCEF in the past two years, which would make

touching stories to share among all OCEF members. It is extremely challenging however, to

archive those correspondences manually in a timely manner.

As a result, one of our major tasks in 2011 is to set up an electronic archiving system for easy

file indexing with search functionality (the last step in the correspondence procedure).


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Some of us were also involved in the books donation activity organized by the Library Group

and the book program auditing activity led by the Auditing Group, both of which made

rewarding experience. Our suggestions are that the book program be carried out more

extensively and that focus be given to the elementary schools.

10.2 Newsletter Group

The Newsletter Group was severely understaffed in 2010. Yet we managed to publish twoVolunteer Newslettersin March and July thanks to the great efforts by Chief Editor Xu Yang

and the substantial support from the Design Group. Focus of the Newsletter Group in the

second half of 2010 shifted to the compilation of the annual report. While past annual reports

focused on summarizing the works done by each of the functional groups of the foundation,

the new annual report published in November 2011 targeted donors as the main audience

and showcased stories of patrons, financial aid projects and volunteers, making it a gateway

for the public to see the impact of OCEFs work and appreciate the importance of our charity

projects. The new annual report is vividly illustrated and aims at attracting public attention

with real stories and rich statistics in order to publicize OCEF's educational charity mission.

This is one of OCEFs efforts towards becoming a more professional organization by learningfrom other successful NGOs. What we need to improve in 2011 is the timing for the annual

report to come off the press, which was seriously delayed in 2010.

10.3 Design Group

The members of the Design Group made great efforts in 2010 to accommodate the design

requests from other functional groups. We have designed promotional flyers, the OCEF page

in the Houston Chinese Yearbook, the Volunteer Newsletter, the new Annual Report and

other fundraising materials.

10.4 The Vil lage KidsMagazine

10.4.1 Overview of the magazine

Issue 13contains 44 pages, almost 50 thousand words or 31 articles, including 13 originals

from volunteers, one article from a donor, one from a teacher and three letters from funded

students. Most of the illustrations are originals by the art editors. The same cover style from

Issue 12 is adopted. Starting from this issue the magazine launches surveys to collect reader

feedbacks and publishes selected pieces of outstanding response. Also starting from this

issue, the magazine announces the name of students whose articles are accepted for

publication in the magazine.

Issue 14contains 48 pages, almost 50 thousand words or 32 articles, including 12 originalsfrom volunteers, one article from a teacher, seven letters or articles from funded students and

one courtesy article from an NGO. Most of the illustrations are originals by the art editors. We

continue to use the same cover style from Issue 12 and 13. The magazine continues to

publish the surveys and selected pieces of response, as well as names of the student authors

of the accepted articles.

10.4.2 Publication of the magazine


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Publication of the 13th issue:

7000 volumes of the 13th issue were published, of which 3,920 were distributed to the aided

students and their schools by the Financial Aid Group, over 1,800 to selected schools by the

Library Group, 142 to the schools of aided teachers (two per school) by the Teachers Group,

65 to a school in Beijing established for the children of migrant workers, 100 to a school in

Xinjiang Province established for the children of migrant workers, 200 for an NGO in Beijing,and one for each of the long-term volunteers.

Publication of the 14th issue:

7400 volumes of the 14th issue were published, of which 3,800 were distributed to the aided

students and their schools by the Financial Aid Group, 2,008 were sent to schools by the

Library Group based on the result of the new audit, 142 to the schools of aided teachers (two

per school) by the Teachers Group, 155 to the students aided by the Senior High School

Group (one per student), 65 to a school in Beijing established for the children of migrant

workers, 100 to a school in Xingjiang established for the children of migrant workers, 200 for

an NGO in Beijing, and one for each of the long-term volunteers.

10.4.3 Feedbacks from the students

Survey and article reward program

In 2010, more than 500 rewards were distributed to the students for their participation in our

surveys or accepted article submissions. These students came from more than ten schools in

the following provinces: Hunan, Sichuan, Guizhou, Xinjiang, Gansu, Jiangxi, and Shanxi. The

prizes, which were well-liked by the students, include age-appropriate reading materials,

stationeries, and home-made bookmarks and postcards hand-crafted by our volunteers.

[Picture] Students receiving rewards from the Village KidsMagazine.Qingquan Eelementary School, Anle Shequ District, Daxing Township, Ninglang County,

Lijiang City, Yunnan Province. Photo Courtesy of Pu Lizhi.

A student wrote us a letter that she was very happy to receive the prize and would do her

best to study in return. And this is exactly what we were hoping to achieve through this

program.

Briefs about the 2010 survey and article reward program

With the help from the local teachers, our editors had received responses to our reward

program from over 300 students of some ten schools located in Hunan, Shanxi, Gansu,

Yunnan, Jiangxi and Sichuan provinces. Some of them had participated in the activity fortheir second or third round already. Of all the participating regions, Chaling Hunan was one of

the best in quantity and quality of the feedbacks collected. We invited one of their teachers,

Mr. Jiang Junsheng, to share his experience. Below is his letter, which we plan to publish on

Village Kidslater on:

I have tried the following approaches and received positive feedbacks.


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1. Spreading the word. I constantly reminded the students of the magazine Village Kidsand its survey

and article reward program during class recesses, student assemblies and other occasions. I

mentioned as often as possible the loving care shown to our students by the OCEF volunteers.

2. Advocating the benefit of reading. I would advocate the benefit of reading at the teachers meetings.

The magazine Village Kidsprovides an excellent platform for the students to improve their writing and

reading skills. I tried to get the teachers involved by giving them tokens of appreciation, such as rollerball pens, which could be useful to their work.

3. You write, we reward. Getting a reward for providing feedbacks or submitting an article is a great

way of motivating students. These rewards, such as new books, shining stationery and drawing paper,

are highly attractive to students.

4. Motivate the students often with the rewards. A reward is something all the students eagerly look

forward to. Frequent mentioning of a tangible reward drives home the message that a reward is

winnable as long as they are willing to work for it.

5. Deliver the reward on time. It seems to me that the majority of the schools target more on the senior

students rather than getting all students involved. A student would have a feeling of wasted effort ifthey graduate before receiving the reward. It is therefore important to give rewards on time. It is also

imperative that teachers be impartial and give the rewards to their rightful owners, wherever they

might be by the time the rewards arrive. I had two students whose articles were published in an earlier

issue of Village Kidsand were therefore rewarded by the magazine. These two students, however, had

already graduated from my school. I tried many ways and finally got their home addresses. On the

Chinese New Years Eve last year, I rode on my motorcycle for miles on mountainous roads and hand-

delivered the rewards to these students. The students and their parents were very delighted. Their

heart-warming words rushed through me and cheered me up on an otherwise icy day.

In addition, I made it a priority to print and post the names of the reward recipients on schools

bulletin board to publicize the event.

6. Giving rewards with great fanfare. A reward given with fanfare will greatly increase the awareness

of the event and encourage student participation. It turns the mindset of the students from an event I

was made to participate to an event I want to participate. I believe that these activities would

positively impact their lives and make them want to give back to the community in the future.

I hope my experience could be of help to others. Comments and suggestions are always welcome.

Thank you and regards,

Jiang Junsheng, Chaling, Hunan.

Mr. Jiang's work has been both a great help and an inspiration to us.

Improve our work through the feedbacks

Based on the feedbacks we collected from the student submissions, we conducted an

assessment which greatly helped us to understand students' need. For example, we found


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that many students expressed their frustration in learning English. Therefore our volunteers in

North America wrote up a series of articles to share their English-learning experience. In

another case, many students were curious about some health related issues, such as cancer

prevention, AIDS and etc. Yuyue, a volunteer with medical background, responded to the

questions with abundant information. It was also noticed through the feedback that many

students showed great interests to the news and events, so we took a deep dive on some of

the hot news stories such as the World Expo. Due to space limitation here, please refer to thefollowing link for detailed accounts of Issue 11 and 12 of the magazine:

http://bbs.ocef.net/bbs/cgi-bin/forums.cgi?forum=7&show=0

10.4.4 Volunteer Engagement

None of the above-mentioned projects could have been completed without the dedication and

hard work of our volunteers. The volunteers actively engaged in the production of the 2010

Village Kidsmagazine include (in random order):

Huahun, Amo, Xiaoxiong Pangpang, Tongyi, Thirty-two, Mu Yunping, Bushi, Richard, Sean,

Cao Hui, Wang Jingxia, Shi Zai, Chen Jin, Xiyuan, Pan Hong, Tianyu Liufang, Dandanying,Tongtong, Baiyunpiao, Funjustine, Rachael, Concord, Mingming Rao, Xu Yunyi, Xinyun,

Tumbler, Lin Canxian, etc.

We thank the Correspondence Group, Human Resource Group, Library Group, Financial Aid

Group, Senior High School Group, Teachers Group, Finance Group, and Network Group for

their great support.

2010 OCEF WorkReport

Documents

Transcript of 2010 OCEF WorkReport