● [OCEF翻译1.6# Translation - 译林
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1.6 Auditing Group (used 'Auditing' to be consistent with others' translation)
In 2010, ten OCEF investigators (auditors? site-visitors? monitoring staff?) conducted site visits to fifty-five OCEF-funded schools in thirty-seven counties/cities across fifteen
provinces, covering 713 recipient students, 91 recipient teachers, and 46
schools with OCEF-donated books. Site-visits to financial aid, scholarship
and teacher aid programs (teacher subsidies program?) are 100% completed, and those to book-donation programs are 80% completed. (As a result of agenda modification by the
Book Donation Group, based on feedbacks from the schools, some book-donation
site-visit plans have been dropped). All site-visits reports have been
submitted, some of which are of fairly high quality. Seventy-seven percent
of the financial aid programs and 100% of high school and teacher programs
were conducted by full-time OCEF investigators.
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 children’s laughter on the
school compounds, were impressed by the high-school students’ determination
to get an education for themselves, and were 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.
Picture captions:
1. Investigator on site visit at Lingyun, Guangxi province.
2. Notebook of a substitute teacher at Huaibin, Henan province.
3. Students getting water from a well, Lanxing Elementary School, Dingxi,
Gansu province.
4. Students reading at the windowsill, Nanchuan Center School, Chongqing,
Sichuan province – the library is used as a reading room.
1.6 Auditing Group (used 'Auditing' to be consistent with others' translation)
In 2010, ten OCEF investigators (auditors? site-visitors? monitoring staff?) conducted site visits to fifty-five OCEF-funded schools in thirty-seven counties/cities across fifteen
provinces, covering 713 recipient students, 91 recipient teachers, and 46
schools with OCEF-donated books. Site-visits to financial aid, scholarship
and teacher aid programs (teacher subsidies program?) are 100% completed, and those to book-donation programs are 80% completed. (As a result of agenda modification by the
Book Donation Group, based on feedbacks from the schools, some book-donation
site-visit plans have been dropped). All site-visits reports have been
submitted, some of which are of fairly high quality. Seventy-seven percent
of the financial aid programs and 100% of high school and teacher programs
were conducted by full-time OCEF investigators.
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 children’s laughter on the
school compounds, were impressed by the high-school students’ determination
to get an education for themselves, and were 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.
Picture captions:
1. Investigator on site visit at Lingyun, Guangxi province.
2. Notebook of a substitute teacher at Huaibin, Henan province.
3. Students getting water from a well, Lanxing Elementary School, Dingxi,
Gansu province.
4. Students reading at the windowsill, Nanchuan Center School, Chongqing,
Sichuan province – the library is used as a reading room.
