Ever since SUIRUI signed up for this project, 33 classrooms in 8 provinces are equipped and operational for online teaching; more than 105 volunteer teachers from around the world committed to a 6-month or longer volunteering period in their certified domain, offering more than 100 classes per week, helping more than 5000 students.
The results of this remote teaching initiative have shown to be significantly beneficial for the students. One of the participating school principals recently reported that during the latest standard school promotion test, seven students scored among top ten performers in the entire county. This has become possible thanks to the increase of qualified teacher volunteers. And because SUIRUI’s cloud communication services have paved a way for easy collaboration, we are likely to see more exceptional teacher volunteers in the future, and thus a greater increase in the quality of these students’ education.
Integrating technology into education has become an integral part of improved performances of students over the past decade. Technology facilitates a more dynamic classroom environment where students are more engaged and focused on meaningful learning. Many students, however, don’t have access to the cutting-edge technology that is sweeping the world. SUIRUI has recognized this issue and, since 2016, has been partnering with Shanghai Soong Ching Ling Foundation on the “China Volunteer Online Teaching” project.
The goal of the “China Volunteer Online Teaching” project is to provide cloud communication services for primary schools in remote regions in rural China. The key problem this initiative is trying to solve is that even after many years of donation programs run by non-profit organizations to build quality infrastructures for children in less developed regions, students in these areas are still not getting a comparable education due to many practical challenges. Not only do they not have sustainable access to teaching resources, but also, among other factors, the lack of qualified teachers is hindering the actual improvement in the development of rural regions’ education programs.
There is no doubt that there have been many enthusiastic teachers who are willing to give these children the fair opportunity of education. The sad reality, however, is that many of them have been attracted back to big cities where they can enjoy more opportunities, a vivid lifestyle, extended education, and everything else they were used to.