In rural China, dropout rates reach 50%, leaving many children unable to finish school. Limited access to quality English education due to high costs, a lack of quality teachers, and resource shortages hinders their prospects. Providing a quality English education can transform these children’s futures, offering academic success and global opportunities.
„What makes all the difference is when a disadvantaged rural Chinese child walks through our doors and, against all odds, graduates from high school and university, then returns to look us in the eye and say, ‚I did it.‘ That moment is everything.“ |Pat McCarthy
30 years ago, young Pat McCarthy, an Irishman and philanthropist currently located in rural Liaoning Province began his journey of giving. Every week, in his hometown of Clonakilty in Ireland, a truck came by his house to collect old clothes for children in need in rural China. His mother asked him to pack up his old clothes. Worried about the children, Pat secretly filled the bag with his best outfits instead. That heartfelt gesture sparked a lifelong commitment to helping others. Pat also helped local Chinese immigrants in his hometown of Clonakilty settle into rural life in Ireland. Many of these Chinese immigrants were seeking a better life , especially as China was at an early stage of development.
When Pat McCarthy met his Chinese wife, now Chang McCarthy, he told her that he wanted to make a difference. She had mentioned that there was a large urban-rural gap in China, which especially affected children. It was Pat’s Chinese mother-in-law who was truly an inspiration. She was a teacher for nearly 40 years in Changtu Town, located in rural Liaoning province, and played a vital role in helping 50,000 rural Chinese break free from the chains of poverty. She helped her students during the hard times in China, fed them, clothed them, and nurtured them like a mother.
China’s rural areas, home to over 200 million children, face a school dropout rate of 40-50%. Many schools in rural areas struggle to attract and retain qualified teachers due to lower salaries and living standards. This leads to overcrowded classrooms, with some having up to 100 students, and teachers often managing multiple subjects. As a result, the quality of education delivered to students is compromised, hindering their learning and growth.
The financial burden of education weighs heavily on rural families, despite the implementation of free compulsory education. Chinese households spend an average of 17.1% of their annual income on education, with lower-income families allocating up to 56.8% of their income toward their children’s education.
The household registration (Hukou) system presents significant challenges for educational access, particularly impacting migrant children’s ability to attend urban schools. Rural children with rural Hukou cannot enroll in urban schools without changing their registration, hindering their access to better educational opportunities. Additionally, urban schools prioritize enrollment for children with urban Hukou, leading to limited spots for rural students, even if they meet academic qualifications. Furthermore, these schools often charge higher tuition fees for those without urban Hukou, which many rural families cannot afford, further restricting their children’s educational options.
Parents typically migrate to urban areas for work, leaving children in the care of grandparents or other relatives. The emotional and developmental costs are substantial. Studies indicate that 45% of children in rural schools experience delayed cognitive development before the age of five, which may potentially affect their future workforce capabilities.The lack of parental guidance and support often results in decreased academic performance and an increased likelihood of dropping out.
Female students in rural areas face particularly severe consequences, with studies showing that limited education significantly impacts their career prospects and mental health. Research in Zhejiang province found that girls were twice as likely to experience mental health challenges compared to their male counterparts.
Pat and his wife, Chang, gave up promising jobs in South Korea to establish a non-profit school in Changtu Town, rural Liaoning Province. The school is registered under the Charities Act of the People’s Republic of China. Since 2012, they have helped keep over 20,000 rural Chinese children in school, contributing to bridging the urban-rural gap and promoting common prosperity and high-quality development, ensuring that no one is left behind. The couple has invested their life savings into this project. In an interview with the State Council in 2018, currently led by Premier Li Qiang, Pat McCarthy stated, „Our goal is not to make a profit but to help the students of Changtu develop their English so they can contribute to a moderately prosperous China.“
The philanthropic arm of the Ireland Sino Institute, the I Love Learning Education Center, located in Changtu County, Liaoning Province, hires skilled teachers both locally and internationally to educate students in rural Liaoning, China. These experts develop and deliver effective English programs tailored to the needs of the community. The school also offers scholarships to support the most disadvantaged students, ensuring access to quality education for all.
Pat McCarthy, an Irishman and educational expert, emphasizes the need for more specialists to make a difference in rural areas. However, recruiting international experts is challenging, as many teachers are drawn to the higher salaries offered in big cities.
You, too, can make a difference by donating to their new project on GlobalGiving which aims to give 1,000 rural Chinese children an education and help keep them in school, breaking the chains of poverty and ensuring a life of prosperity.
Your donation will support efforts to attract expert teachers both locally and internationally, create and deliver a quality English program, and provide scholarships to the most disadvantaged students. Supporting our work bridges the urban-rural gap, fostering high-quality development and common prosperity.
This article is from an educational and non-political perspective and aims to offer insights that contribute to the tremendous progress made in the development of China over the last few decades.
Keywords:Rural China, The Left behind Children of Rural China, Irish in China, Help the Children of Rural China, Give to Rural Chinese Children, Education in Rural China, Urban-Rural Gap in China,
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