HANBAN – ASIA SOCIETY CONFUCIUS CLASSROOMS NETWORK

2011 REQUEST FOR PROPOSALThe Confucius Classrooms Network provides financial and professional support to schools that wish to expand or enhance an existing Chinese language program, or start a new one. In the pages that follow, you will learn more about what it means to be part of this Network – both what is expected of each participating program and the benefits of joining.

The Hanban – Asia Society Confucius Classrooms Network currently includes over 15,000 students in more than 60 schools in 23 states and the District of Columbia. Admission to the Network is highly selective and based on recommendations from a national Expert Advisory Committee and an Application Review Committee. (For more information about Hanban and Asia Society, please see the appendices.)

Please carefully review pages 1-5 on important aspects of the Hanban – Asia Society Confucius Classrooms Network, and then follow the instructions from the 6th page to complete your application. The application and supplementary materials are due by 9 PM Eastern Time on Tuesday, March 15, 2011.

Becoming a Member of the Hanban Asia Society Confucius Classrooms Network

With the current interest in learning Chinese in American schools, this is an important time to share and codify best practices in the field and shape it as a model for global education in the United States. Our Confucius Classrooms Network is a high profile effort to build the field of Chinese language teaching at the K-12 level in the United States by providing models of success and strategies for growth.

In creating this network, we seek to represent the diversity of the American K–12 education landscape, including schools from various regions of the country, and including urban, suburban, and rural communities, as well as schools of all sizes and types.

Members of the Network receive a first year grant of $10,000, and funding based on proposals in the subsequent two years to implement a project designed to expand or enhance their Chinese language program; membership in an online community that includes professional resources and professional development opportunities; support for developing a

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partnership with a school in China; and scholarships and placements for teachers, students, and school administrators to participate in China-based educational programs. We are looking for schools and districts that have the potential to be exemplary programs, and have the energy, interest, and capacity to participate in a range of activities with other members of the national Network, their partner school in China, and with their local and regional communities.

Although we use the word “Classroom,” a “Confucius Classroom” is generally an individual school or a small group of schools within a district that can encompass more than one “classroom” or teacher.

Your local Confucius Institute may also offer the opportunity to become a “Confucius Classroom.” Please note that the application materials and application process for these programs is distinct from those for the Hanban – Asia Society Confucius Classrooms Network. If you would like to explore the option of becoming a Confucius Classroom through your local Confucius Institute, please contact them directly about their guidelines and application procedures.

Characteristics of a Confucius Classroom

High quality Chinese language program Commitment to continue improving quality and to make the program

long-term Strong leadership and local support Willing to act as a model/assistance center for the region Vision and capacity to partner with a school in China to enhance

language and culture learning, as well as professional and leadership development

Organizer of cultural activities

Advantages of Participating in the Confucius Classrooms Network

We will select our Confucius Classrooms according to a set of 4 Key Elements (details below) that define a Chinese language program’s effectiveness and sustainability over the long term. Programs that are selected as Confucius Classrooms can take advantage of the following opportunities:

Authorization to use the title “Confucius Classroom” Assistance in identifying and developing a partnership with a school in

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A seed grant of $10,000 for the first year. (In the subsequent two years, funding will be based on annual project proposals and may include salary support for a locally hired Chinese language teacher).

Up to 5 placements for school administrators each year in the Chinese Bridge Delegation program in China

Up to 5 scholarships for summer camp for students who are learning Chinese

Up to 3 scholarships for teachers to attend professional development programs in China

One or two Guest Teachers from China to start or expand Chinese language classes or provide cultural enrichment activities

Participation in professional development with other high quality programs from across the nation

Organizational membership in Asia Society’s Partnership for Global Learning (for more information, see the Appendix), a network of individuals and institutions aimed at increasing students’ global competency

Attendance at our annual Confucius Classrooms Network Conference and the National Chinese Language Conference, as well as at other events organized by Asia Society, including a Confucius Classrooms Teachers Institute and a Teachers and Leaders Summit in China

Provision of 1,000 volumes of books, audio-visual, and multimedia materials and courseware, selected from the Hanban website

Responsibilities of a Confucius Classrooms Program

Commitment to continuous improvement of the program and willingness to participate in national activities of the Confucius Classrooms Network

Willingness to participate in the development and promotion of best practices in the field

Willingness to provide examples of student work, model lessons, and curricula that may be useful resources for others in the field

Submission of a brief annual report to Asia Society that details (1) program size and growth; (2) professional development offered; (3) outreach to other schools in the region and community activities; (4) plans for the next year; and (5) actual budget and use of funds

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Key Elements of a Confucius Classrooms Program

The 4 Key Elements of a Confucius Classrooms program are organized as follows:

(1) Curriculum and Instruction(2) Integration and Culture (3) Partnerships(4) Leadership

Key Element 1: CURRICULUM AND INSTRUCTION

In a Confucius Classroom:

(a) The curriculum is clearly mapped, coherent, sequenced, and organized around national, state, and local language and content standards

(b) Students use technology and new media to access international resources, connect to international schools and organizations, create new products in Chinese and English, and support all facets of the language learning process

(c) Teachers use a variety of instructional strategies to engage students, meet their learning needs, and immerse students in Chinese language learning, culture, and content with consistent use of the target language and minimal use of English; they use multiple forms of ongoing assessment, including authentic and performance-based measures that enable students to demonstrate mastery of content knowledge and expanding skills and understandings

Key Element 2: INTEGRATION AND CULTURE

* “Integration” refers specifically to the ways in which the Chinese language program is tied to other academic disciplines and other activities in the school.

In a Confucius Classroom:

(a) The curriculum includes connections between language and content

(b) Students experience a wide range of topics in Chinese society and the arts, including classical and contemporary architecture, visual arts, performing arts, music, literature, film, theater, news media, business culture, contemporary youth culture, etc.

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(c) Teachers work with other faculty members to develop interconnected disciplinary units that provide cultural background for language study; they create ongoing opportunities for students to use Chinese language and culture as lenses through which to analyze and reflect upon larger topics in linguistic and cultural studies, including the relationship between language and culture, in both English and Chinese

Key Element Three: PARTNERSHIPS

In a Confucius Classroom:

(a) Students actively use their language proficiency, cultural, and content competencies in authentic language settings

(b) Teachers create opportunities for students to use their increasing language skills and intercultural content knowledge in immersive experiences beyond Chinese language classes, especially through ongoing exchanges with native Chinese speakers

(c) Teachers and leaders seek sustained participation and support from the school community, parents and caregivers, and the larger community through events, outreach, and partnerships

Key Element Four: LEADERSHIP

In a Confucius Classroom:

Leaders at both the building and district level actively support the Chinese language program, and offer administrative and financial support, as well demonstrate a proven commitment to providing a range of resources to the program; there is a clearly defined relationship between Chinese language learning and the district’s larger strategic and educational vision

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APPLICATION

The application to join Asia Society’s Confucius Classrooms Network has five sections: Basic Information, Program Proposal, Budget Proposal, Supporting Documents, and Application in Chinese.

The “Basic Information” section must be completed and submitted online. Other sections must be completed in Word or Excel format documents and submitted via email to Ms. Yi Zheng at yzheng@asiasociety.org. All materials must be received by Asia Society no later than 9PM Eastern Time on Tuesday, March 15, 2011.

You may apply as an individual school, as a small group of schools, or as a single district. We require contact information for both an administrator and a teacher working in your program. If more than one teacher is involved in the program, please choose a Coordinating Teacher for the purposes of this application. Membership in the Network is ongoing, with financial support for a period of three years. This includes a seed grant of $10,000, and funding based on programs during the subsequent two years, up to half-time support for a new locally hired teacher, provision of guest teachers, and the other resources detailed above. Membership in the Network may be revoked at any time for schools that do not fulfill the requirements of the program.

Section One: Basic Information

You must fill out the Basic Information section online at http://www.surveymonkey.com/s/CConline2011

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Section Two: Program Proposal

Please fill in your response in the fields below to each question of this Word document and submit it by email to Ms. Yi Zheng at yzheng@asiasociety.org. In the name of the document, include your school or district name (for example, “Douglas Middle School.doc).

1. General Narrative

In a narrative of 500 – 1,000 words, please provide evidence for the ways in which your current or proposed Chinese language program meets or intends to meet the criteria identified in the 4 Key Elements discussed above. Please make explicit reference to each of the 4 Key Elements in your narrative. Describe for us both the current status of the program and your vision for enhancing and expanding it in the future. Please include references to resources or aspects of your program that you feel would be worth sharing with others in the field. You should also discuss the ways in which the support offered through the Confucius Classrooms Network will be used to expand your program.

     

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2. Partnership Program Plan

One of the main expectations of a Confucius Classroom is the establishment of a sustainable exchange partnership with a school in China or the enhancement/expansion of an existing partnership. In a narrative of 500 – 1,000 words, please describe the strategies you will use to structure and sustain an ongoing partnership with a Chinese school. This would include the strategies for communication, specific activities that students will be involved in, and the kinds of projects or products you envision coming out of the partnership. If you have an existing exchange program with a Chinese school (or with schools in other countries), please also include a description of it, with specific reference to the nature and frequency of communication between students and faculty.

Please refer to the matrix on the next page for some guidance on effective strategies for creating and maintaining partnerships.

     

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Partnership Development Matrix- a guide to show what a Confucius Classroom is and how it could develop in terms of building a partnership with a Chinese school.

Students Faculty Leaders

Bas

ic

Engage in brief exchange activities, requires little or no Chinese competencyvia technology introductory

videoconferencing join a group online

community with students in China

in-person short trip to experience

China

Establish initial contact with partner school via technology establish email

connection with teachers in China

join online community

in-person participate in a short-

term study mission host short-term visiting

teachers from China

Investigate a partnershipvia technology establish email connection

with principals in China join online community

in-person engage in initial contact with

the partner school through mutual visit

some communication with key contacts in the partner school

Inte

rmed

iate

Participate in short-term, well-structured projects with emphasis on language learningvia technology share media or laboratory

projects with students in China

in-person summer camp visits with home stay

Maintain regular contact with partner school teachers, via online or in-person activitiesvia technology post instructional

materials study and adapt materials

posted by Chinese teachers

in-person classroom shadowing joint professional training engage colleagues in

other disciplines

Conduct regular/in-depth partnership activities with partner school leadersvia technology establish a school-to-school

portal webpage that facilitates programs and activities

in-person regular communication with

the partner school host a principal shadow

group from China organize community events

Com

preh

ensi

ve

Regularly participate in longer- term collaborative programs that connect with one’s curriculumvia technology identify, research and

propose solutions to a shared problem through online collaboration

debates on relevant topics

in-person joint projects joint seminars and

discussion in-session visits community service

Conceptualize and organize activities that regularly connect the school’s teachers and studentsvia technology creatively use technology

to conduct joint units or project instruction

in-person exchange curriculum co-direct a project for a

specific unit organize a seminar on a

topic of mutual interest

Organize and participate in regular structured partnership activitiesvia technology explore new

technologies/resources to enhance school-to-school partnership overall

in-person joint training with

counterpart principals engage the community in

convening resources for furthering of the partnership

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3. Chinese Language Program Plan

In a narrative of 500 – 1,000 words, please describe the ways in which your program will use the funds and resources offered through the Confucius Classrooms Network to support the development of an innovative and sustainable Chinese language program.

The project may be focused at the classroom, school, or district level. It may also include proposals to conduct local or regional training for Chinese language teachers or administrators interested in starting Chinese language programs or in making their existing programs more successful and sustainable.

First year funding is in the form of a seed grant of $10,000. Funding for the subsequent two years will be based on the school’s annual program and budget proposal. The funds may be used for the purchase of teaching materials and technology, for student or teacher travel, organizing community events, offering professional development, etc. These funds may not be used to fund a teacher salary; subsidies for teacher salaries will be funded separately (up to half-time salary to hire a NEW Chinese language teacher) and may be included in your proposal for funding in Year Two.

Please include a detailed description of the first year of your project and suggest the ways in which the project would continue or expand in the second and third years.

We particularly encourage proposals that relate to the application of cutting-edge approaches to language learning in the Chinese language classroom; the integration of the Chinese language program with other academic disciplines; the expansion of cultural activities to include contemporary Chinese arts, film, and society; the use of technology and new media; the establishment of community and school partnerships; and outreach activities aimed at expanding capacity for Chinese language teaching in your region.

     

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Section Three: Budget Proposal and NarrativeDownload the budget template at http://asiasociety.org/files/confucius-rfp3.xls. Using the Excel spreadsheet, please provide a proposed budget for your project.

Include information about all costs necessary to implement your proposed project up to $10,000. Please organize the proposed budgets according to the categories listed in the document and then provide a brief narrative in the space below that explains the budgeted items. Funds may be applied to the purchase of materials and technology, student and teacher travel, professional development activities, outreach and community events. The seed grant of $10,000 may NOT be applied to teacher salaries or living or personal expenses of any kind.

In the space below, please provide clear explanations and any appropriate context for the items listed in your proposed budget.

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Section Four: Supporting Documents

1. Letters of Support

Please attach 2 letters of support, one from a building level leader (usually a principal) and one from a district level leader (usually a superintendent or world languages supervisor). These letters should indicate how an ongoing commitment to the vitality and sustainability of the Chinese language program fits into a larger educational and strategic vision for your school/district.

2. Chinese Language Teacher CVs

Please attach a CV/resume for each Chinese language teacher currently working in your school/district

3. Student Work Sample

Please attach one representative piece of student work that exemplifies the skills being developed by students in your program and that can be sent to us either by email as a PDF attachment or accessed online (for video, audio, websites, etc.). The work can be from students at any grade or proficiency level, but should represent some of the approaches to learning Chinese that are being employed in your school/district. If you do not currently have a Chinese language program, please include a student work sample from another world language class.

Please submit all three of the above documents either via email to yzheng@asiasociety.org or fax to the attention of Chris Livaccari, Associate Director for Chinese Language Initiatives, Asia Society, at 212-717-1234.

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Section Five: Application in Chinese

以下各部分请用中文填写。所有七项必须详细陈述，共 2500-3000字。在提到某些专业性（如外语教学）、专用性较强的概念或词汇时，请注意加以说明，以便审阅人领会理解。一、 学校简介（可以包括学校历史，学生和教师人数，中文学生人数，中文教师人数，

硬件设施，荣誉称号等等展现学校资质的内容）     

二、 办学理念（特别注意陈述使贵校有别与同行的方面）     

三、 中文在学校发展策略中的地位、现状、以及扩展或提高的计划（要体现中文课程作为学校发展的有机组成，而不是在孤立、脆弱的环境下维持）     

四、 与中国学校校际交流的经验（若已有合作学校），以及今后深入开展合作的计划。若尚无中方合作学校，请谈谈希望合作的方面，以及自身学校的特色。     

五、 社区包括家长的支持态度     

六、 孔子课堂项目运作和管理人员构成，必须明确孔子课堂由谁负责（如学区某某学监，外语主任或校长等等），并由谁负责运行（如某某校长，老师等等）     

七、 针对中文课程及孔子课堂项目校方的投入计划，以及启动经费的使用计划。（尽可能详细的描述学校/学区的经费、场地、人员等投入，并详细列举启动经费的使用计划）     

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Application Check List

All of the following items must be submitted to Asia Society in order for the application to be considered.

Basic Information: to be filled out online (http://www.surveymonkey.com/s/CConline2011)

Program Proposal

Budget Proposal

Supporting Documentso 2 Letters of Supporto CV/resume of Chinese Language Teacherso Student Work Sample

Application in Chinese

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Appendix I: About Asia Society’s Partnership for Global Learning

Asia Society is the leading global and pan-Asian organization working to strengthen relationships and promote understanding among the people, leaders, and institutions of the United States and Asia. We seek to increase knowledge and enhance dialogue, encourage creative expression, and generate new ideas across the fields of arts and culture, policy and business, and education.

Founded in 1956, Asia Society is a nonpartisan, nonprofit educational institution with offices in Hong Kong, Houston, Los Angeles, Manila, Melbourne, Mumbai, New York, San Francisco, Seoul, Shanghai, and Washington, DC.

The mission of Asia Society’s Partnership for Global Learning (PGL) is to ensure that the next generation of high school graduates in the United States is prepared for the challenges and responsibilities of an increasingly interdependent world.

Strategies:

Support the growth of Chinese and other Asian language programs in American K-12 education through publications such as Creating a Chinese Language Program in Your School: An Introductory Guide, Meeting the Challenge: Preparing Chinese Language Teachers for American Schools, a monthly Chinese Language Initiatives newsletter, a growing body of web resources, DVDs including Learning Chinese in American Schools, field leadership, convening and communication, the National Chinese Language Conference, and the Confucius Classrooms Network.

Creating globally-focused school models of excellence, and developing tools, curriculum, and best practices to create students who graduate both college-ready and globally competent. The centerpiece of this work is the International Studies Schools Network, a national network of small urban secondary schools devoted to international studies and world languages. With support from the Bill and Melinda Gates Foundation, these schools are successfully preparing primarily low-income and minority students for college, work, and citizenship in a global age and act as models for school reform. Also, Going Global: Preparing Our Students for an Interconnected World and an

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upcoming guide on adding an international dimension to elementary schools are among a range of tools provided to educators.

Promoting global learning as a key component to high-quality afterschool programs and as a means to collaborate with schools to achieve essential 21st century outcomes for youth. Our recent guidebook and DVD Expanding Horizons: Building Global Literacy in Afterschool Programs provides promising practices and resources to the field. We are now working to assist statewide afterschool networks across the country to integrate global literacy into their professional development systems.

Fostering national and state policy initiatives including the States

Network on International Education, a network of more than 24 states developing policies and action plans to promote international education in their schools, revise curriculum standards and teacher preparation to incorporate international content, harness technology, and expand world languages. Further, a national policy statement co-signed by leading education and business organizations, Putting the World into World-Class Education, provides options for federal policy change.

Sharing best practices from around the world by connecting schools in the United States to schools in Asia, as well as organizing a series of Asia-Pacific Forums on Education in China, India, and the United States to discuss the challenges of globalization to education. A new initiative, Learning With the World, will build on these efforts to bring together educators in America, Asia, and the world to focus on solutions to common problems and issues in education.

Web Resources provide a broad range of background knowledge about Asia, curriculum materials, graphic resources, video and audio resources, and other materials to support education about Asia.

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Appendix II: About Asia Society’s Chinese Language Initiatives

Asia Society’s Chinese language work is a core component of The Partnership for Global Learning. We see the expansion of Chinese language programs in the United States as an opportunity to create models of globally-focused, multilingual education.

Confucius Classrooms NetworkThe Confucius Classrooms Network is an innovative project aimed at developing a national network of 100 exemplary Chinese language programs over the next five years. The Network started with 20 pioneer schools in February 2010 and now includes more than 60 schools in 23 states and the District of Columbia. Our “Confucius Classrooms” serve as model sites for developing the field of Chinese language teaching in American schools. Through the establishment of an online community, targeted professional development for Chinese language teachers in the network, an annual Confucius Classrooms Network conferences, and opportunities to travel to interact with a partner school in China, we are creating the infrastructure for the development of effective and sustainable Chinese language programs for American students. The Initiative asks each of its schools to implement an innovative project aimed at enhancing or expanding its Chinese language program, and to develop an ongoing partnership with a school in China. This project has been established with the support of an International Experts Committee and an Honorary Advisory Committee, and in partnership with Hanban, the Chinese government agency spearheading the establishment of Chinese language programs overseas. The third and final cohort of 40 Confucius Classrooms in this Network will be announced by September 2011.

National Chinese Language Conference 2011April 14–16, 2011 www.AsiaSociety.org/NCLC

The fourth National Chinese Language Conference (NCLC 2011), co-organized by the College Board and this year in collaboration with the Mandarin Institute at CAIS, will be held in San Francisco, California, April 14–16, 2011. NCLC continues to serve as the principal national forum for supporting the growth of Chinese language programs in the United States. Last year, nearly 1,000 participants from across K–16 education came together to share best practices in technology, building high-quality programs, strengthening teacher development, encouraging sustainable partnerships, and more.

NCLC aims to engage policymakers, to offer support to schools seeking to establish and sustain high-quality Chinese language programs, and to explore critical issues in the field. This year’s NCLC focuses on several major themes and you will learn: how technology and innovation are changing the way our students learn language and engage in international collaboration; how a world-

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class education is preparing the next generation in the U.S. and China for an interconnected future; how best practices and new directions are guiding quality instruction and enhancing student achievement; and how K–12 and Higher Education can collaborate on articulation, teacher preparation, and research.

Professional Development Opportunities

Teachers and Leaders Summit in China

An annual event for our Confucius Classrooms, this summit is a two-way two-track program designed for Confucius Classrooms’ school and district leaders and teachers. The program for leaders focuses on education and education reform in the US and China and connects US school leaders with their Chinese counterparts, education officials, and other experts, and consists of briefings, workshops and a series of coordinated school visits. The program for teachers focuses on best practices in Chinese language instruction and task design, with an emphasis on creating activities for students that combine experiential learning, multimedia, and real world language experiences. In the last portion of the Summit, The teachers and leaders come together to visit their partner school, where they facilitate a joint project between students at their school and Chinese students at the partner school, focused on mutual perceptions of China and the US, the lives of young people in both countries, and global challenges and the US-China relationship.

Teachers Institute, March 4-5, 2011

The first Teachers Institute will be held in March 4-5, 2010 in the New York area. This Institute will provide the opportunity for one Chinese language teacher from each of the 60 Confucius Classrooms in the Network to interact and share best practices in teaching and program design. The Institute will also be an opportunity to bring together many of the themes and strands introduced through a series of online workshops offered exclusively to teachers in the Network.

“Learning Chinese in American Schools” DVD ReleaseAs US education sees an explosion of interest in establishing high quality Chinese language programs, many schools are struggling with the daunting task of building programs that are effective and sustainable over the long term. Asia Society continues to lead the charge in this area with the upcoming release of our DVD, “Learning Chinese in American Schools.” Offering a number of case studies, including the growth of Chinese language programs in the city of Chicago and the state of Minnesota, the DVD aims to illustrate best practices for establishing effective Chinese language programs, including a segment entitled “Why Chinese and Why Now” that is designed to help educators and

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policymakers make the case for Chinese language education in their communities.

China and Globalization Online ProjectWorking with a select team of language, content, and technology advisors, we are developing a unique set of interactive online Chinese language learning materials focused on integrating social studies content with language learning experiences for students in elementary, middle, and high school Chinese language programs. Taking a historical perspective on the development of contemporary Chinese society, we are developing three major thematic units on (1) environmental issues, (2) economy and trade; and (3) the exchange of culture and ideas. These materials are designed to be used by Chinese language teachers, social studies teachers, and others interested in building interdisciplinary content into their Chinese language program. The first lessons will be available online early in 2010.

Chinese Language Initiatives Newsletter, Online Resources, and PublicationsThrough a monthly electronic newsletter, Asia Society’s Chinese Language Initiatives team continues to engage educators, policymakers, and other interested stakeholders in the developing field of Chinese language education. We provide online resources aimed at helping administrators start effective Chinese language programs, helping teachers learn about best practices in curriculum and instruction, and offering thought leaders in the field perspectives on language acquisition, partnerships and exchanges, and the integration of Chinese language and other academic content in American schools. We also continue to distribute publications that offer support for schools interested in establishing new programs or enhancing the scope or quality of existing ones such as our “New York Task Force on Chinese Language Initiatives” and “Creating a Chinese Language Program in Your School.” In June of 2010, Asia Society published a new report “Meeting the Challenge: Preparing Chinese Language Teachers for American Schools” which analyzes the current status of and demand for Chinese language programs and proposes ways to expand and enhance the supply of Chinese language teachers and to produce high quality teachers for the field.

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Appendix III: About Hanban / Confucius Institute Headquarters

MissionHanban is a Chinese government agency committed to making Chinese language and culture teaching resources and services available to the world, to meeting the demands of overseas Chinese learners, and to contributing to the formation of a world of cultural diversity and harmony.

Goals To devise policies and development plans for promoting the Chinese

language internationally under the leadership of the Chinese Language Council International;

To support Chinese language programs at educational institutions of various types and levels in other countries;

To guide the Confucius Institute Headquarters in the establishment of Confucius Institutes;

To set criteria for teaching Chinese as a foreign language and assessment; to develop and promote Chinese language teaching materials;

To set standards for certifying teachers of Chinese as a foreign language and training of such teachers; to send Chinese teachers and volunteers on missions abroad; to provide certification examination for teaching Chinese as a foreign language;

To set criteria for establishing online learning of Chinese as a foreign language and to build a website platform for access of relevant resources;

To develop and promote different varieties of assessment tools for Chinese as a foreign language.

Major Initiatives

Confucius Institutes and Confucius Classrooms have witnessed steady development while emphasizing quality education. By the end of 2008, with the cooperation of 78 countries and regions, Hanban has established 249 Confucius Institutes and 56 Confucius Classrooms. A special work committee has been set up by Hanban to inspect and guide the work of Confucius Institutes around the world.

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A series of “Chinese Bridge” delegations, summer camps, scholarships, competitions have strengthened education exchanges between China and other countries.

Selection and training of Chinese teachers has been reinforced and nearly 4,000 teachers and volunteers have been dispatched to more than 109 countries.

Research, development and teaching materials have benefit thousands of schools in more than 100 countries with the distribution of more than 1.3 million volumes.

Confucius Institute Online has been officially launched to offer Chinese courses and teaching resources globally.

The development and management of Chinese language examinations, which reached 310,000. Over 128 overseas examination sites have been established in 51 countries.

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