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CONTENTS Pages Part 1 : ACHIEVEMENT AND DIRECTION 1. INTRODUCTION 1 2. PROGRESS 1 2.1. Overall Achievements of Education, Youth and Sport Sectors 1 2.1.1 Progress of Joint Monitoring Indicators 1 2.1.2 Progress of Core Breakthrough Indicators 2 2.1.3 Progress of Fifteen-Point Reform Program 3 2.1.4 Progress of the Management and Implementation of Education Strategic Plan 9 2.1.4.1 Progress of Aid Management and Effectiveness 9 2.1.4.2 Progress of D&D Reform Implementation 11 2.1.4.3 Progress of Public Administrative Reform Implementation 12 2.1.4.4 Progress of Public Financial Management Reform Implementation 13 2.1.5 Progress of 2017 AOP Implementation at the National Level 16
2.1.6 Progress of the Implementation of Directions Set in Education Congress in 2016-2017 at the 18 National Level
2.1.7 Progress of the Implementation of Policy Actions in 2016, continued by 2017 and 2017 20 2.1.8 Progress of the Implementation of Action Plan of the Joint Sector Review Mission 2017 21 2.1.9 Progress of the Implementation of Action Plan for 2016-2017 at POE level 22 2.2. Results by Sub-Sectoral 24 2.2.1 Sub-Sector: Early Childhood Education 24 2.2.2 Sub-Sector: Primary Education 32 2.2.3 Sub-Sector: Secondary and Technical Education 43 2.2.4 Sub-Sector: Higher Education 57 2.2.5 Sub-Sector: Non-Formal Education 66 2.2.6 Sub-Sector: Youth Development 76 2.2.7 Sub-Sector: Physical Education and Sport 82 3. DIRECTION FOR THE ACADEMIC YEAR 2017-2018 90 3.1 Sub-Sectoral Directions 90 3.1.1 Sub-Sector: Early Childhood Education 90 3.1.2 Sub-Sector: Primary Education 90 3.1.3 Sub-Sector: Secondary and Technical Education 90 3.1.4 Sub-Sector: Higher Education 91 3.1.5 Sub-Sector: Non-Formal Education 91 3.1.6 Sub-Sector: Youth Development 91
3.1.7 Sub-Sector: Physical Education and Sport 92
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3.2 Challenges and Cross-Sub-Sectoral Directions 92
3.2.1 Strengthening policy and planning work 92 3.2.2 Decentralization and Deconcentration 93 3.2.3 Personnel Managaement 93 3.2.4 Public Financial Management 93 3.2.5 Pre-Service and In-Service Training 94 3.2.6 Curriculum Development 94 3.2.7 Administration 95 3.2.8 School Construction 95 3.2.9 Printing and Distribution 95 3.2.10 Administration and Finance Inspection 96 3.2.11 Internal Aduit 96 3.2.12 Education Quality Assurance 96 3.2.13 State Material and Asset Management 96 4. CONCLUSION 97
PART 2: ANNEX Annex 1: No. of Activities in 2017 AOPs at the National Level 101 Annex 2: No. of Activites of Directions Set in Education Congress for 2016-2017 at the National Level 102 Annex 3: No. of Activities in 2017 AOPs at the Provincial Level 103 Annex 4: No. of Activites of Directions Set in Education Congress for 2016-2017 at Provincial Level 104
Annex 5:Progress of the Implementation of Directions Set in Education Congress for 2016-2017: 105 Key Reforms Annex 6: Progress of the Implementation of Directions Set in Education Congress for 2016-2017: 108 Sub-Sectors Annex 7: Progress of the Implementation of Directions Set in Education Congress for 2016-2017: 112 Cross Sub-Sectors Annex 8: Progress of the Implementation of 2017 AOPs at the National Level 114 Annex 9: Progress of the Implementation of Policy Action in 2016 and continued in 2017 139 Annex 10: Progress of the Implementation of Policy Actions in 2017 142 Annex 11: Progress of the Implementation of 2017 Action Plan of the Joint Sector Review Mission 145 PART 3: DISCUSSION TOPIC Discussion Topic 153
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PART 1 ACHIEVEMENT AND DIRECTION
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1. INTRODUCTION Ministry of Education, Youth and Sport has reached the final phase of Education Strategic Plan (ESP) 2014- 2018, which is aligned with the National Strategic Development Plan (NSDP), 2014-2018 of the Royal Government of the 5th Legislature of the National Assembly. Policies, strategies, programs and clusters of priority activities of MOEYS have been achieved to prepare for the implementation of Sustainable Development Goals (SDGs) 2030. Monitoring and evaluation framework has defined responsibilities of the national and sub-national levels to efficiently monitor and evaluate sub-sectoral performance. Annual Education Congress has provided all stakeholders with the opportunities to review work progress and challenges and to set directions for the year ahead. Sub-sectoral achievements and implementation of Annual Operational Plans (AOP) 2017 have been validated to provide basis for the review and setting of activities and targets. Sub-sector progress and AOP 2017 progress reviews are incorporated into the Congress Report to serve as the basis for the review of activities and targets of key performance indicators. Education Congress Report reflects progress, challenges and overall recommendations for MOEYS as a whole and for the seven sub- sectors including early childhood education, primary education, secondary and technical education, higher education, non-formal education, youth development and physical education and sport. Outcomes of the Education Congress will be essential as the basis for the formulation of Budget Strategic Plan and Annual Operational Plan. Quality of Education Congress has also been enhanced through more simplified, analytical and result- oriented consolidated reporting approach. In 2016-2017, MOEYS made the following major achievements:
2. PROGRESS 2.1. OVERALL ACHIEVEMENTS OF EDUCATION, YOUTH AND SPORTS 2.1.1. PROGRESS OF JOINT MONITORING INDICATORS MOEYS has achieved policies, strategies, programs and clusters of priority activities through the following Joint Monitoring Indcators: Table 1: Progress of Joint Monitoring Indicators Results Actual Actual Target Actual Status 2017-2018 Result Indicators 2015-16 2016-17 2017-18 2017-18 Output 2014-2018: Basic the Completion rate Education increased with good learning achievements 1. Primary promotion 1. Primary promotion rate is rate is increased, increased from 87.0% in 2014- 87.0% 88.7% 89.8% 89.4% especially in early 15 to 89.8% in 2016-17 (2014-15) (2015-16) (2016-17) (2016-17) grades. 2. Enrolment in 2.1. Gross enrolment rate in lower lower secondary secondary education is increased 53.8% 55.7% 54.6% 56.8% education is from 53.8% in 2015-16 to 54.6% increase, while in 2017-18 dropout is 2.2. Dropout rate is decreased 19.2% 17.0% 17.5% 15.4% reduced. from 19.2% in 2014-15 to 17.5% (2014-15) (2015-16) (2016-17) (2016-17) in 2016-17 Note: Achieved Likely to Achieve Unlikely to Achieve Table 1 presents promotion rate in primary education, which show an improving trend with a rise from 87.0% in 2015-16 to 89.4% in 2017-18. Reforms of early grade reading and math have driven a significant increase of promotion rate between 2015-16 and 2017-18: From 83.5% to 84.6% for grade 1; from 87.1% to 89.0% and from 87.0% to 89.8% for grade 2 and 3 respectively.
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Enrolment rate in lower secondary education has increased from 53.8% in 2015-16 to 58.8% in 2017-18, while the dropout rate has fallen from 19.2% to 15.4%. These results are attributed to: 1) Qantitative and qualitative increase of education facilities; 2) Strengthening of early grade reading and math in primary education; 3) Provision of scholarship to poor students in primary and secondary education; 4) Implementation of dropout prevention program; 5) Strengthening of inspection; 6) Implementation of Teacher Policy Action Plan.
2.1.2 PROGRESS OF CORE BREAKTHROUGH INDICATORS MOEYS has achieved policies, strategies, programs and clusters of priority activities through the following Core Breakthrough Indcators: Table 2: Progress of Core Breakthrough Indicators
Status Targets Actual Targets Core Breakthrough Indicators 2016-17 2017-18 2017-18 2019-20
Policy 1: Ensure inclusive and equitable quality education and promote lifelong learning for all 1. Percentage of five-year-old children enrolled in any 66.35% 68% 68.50% 72% form of Early Childhood Education Program 2. No. of districts with primary education repetition rate 173 182 173 193 of 10% or lower. 3. No. of provinces with lower secondary education 11 10 13 14 completion rate at least 40% 4. Adult literacy rate (over 15 years of age) 78.1% 81.4% 80.5%* 85% (2014) 5. National assessment on Mathematics and Khmer Language for grade 3
Reading 35.2 Increase by Implemented Increase by (2014-15) 5 points in 5 points 2019-20 Mathematics 41.0 Increase by Implemented Increase by (2014-15) 5 points in 5 points 2019-20 6. No. of Higher Education Institutions assessed 38** 50 5 90
7. % of primary school teachers with upper secondary 69.62% 59% 72.06% 61% education degree + 2 8. % of teacher trainers with Master degrees 20.2%*** 18% 18.17% 24%
Policy 2: Ensure effective leadership and management of education staff at all levels 9. No. of primary and secondary school principals 948 500 752 500 trained on result-based school management (585 primary SP and 167 secondary SP) 10.% of budget liquidation 94% 95% 95.17%**** 95% Source: CSES 2015 Note: ** Pilot Assessment *** Does not include NIE **** Indicative Number
The number of five-year-old children accessing any form of ECE services accounted for 68.50% of the population of this age group, an increase of 2.15% from 2016-17 (ESP target: 68%). No. of districts with primary education repetition rate of 10% or lower is 173 (Target: 182 districts), no change compared with 2016-17. 13 out of 25 capital/provinces (Target: 10) had lower secondary completion rate at least 40%, a rise of 2 compared with 2016-17.
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Adult literacy rate (15 years of age and over) increased from 78.1% in 2014 to 80.5% in 2015. Such increase is attributed to the efforts made by both MOEYS and development partners through National Literacy Campaign in 2015. National assessments on Khmer Language, Mathematics and Physics for grade 8 were carried out in a sample of 200 schools and 5,811 students (57.6% female) in 25 capital/provinces. Percentage of correct answers given by students were 54.2% for Khmer Language, 47.3% for Mathematics and 45.5% for Physics. MOEYS is in the process of preparing for national assessment of grade 11 Khmer, Mathematics and Physics subjects after the same assessments for grade 3, 6 and 8 were done already. The next cycle of grade 3 assessment will be done in 2019-2020. Five Higher Education Institutions were assessed by the Accreditation Committee of Cambodia, Percentage of primary school teachers with upper secondary education degree + 2 was 72.06%, which was 13.06% higher than the target (Target: 58%). Percentage of teacher trainers with Master degrees was 18.17%, which was 0.17% higher than the target (Target: 18%). 752 primary and secondary school principals were trained on result-based school management, 252 persons more than the target, including 585 primary school principals and 167 secondary school principals. In 2017, MOEYS implemented full PB and issued payment orders for a total amount of 2,432,905.8 Billion Riel or 95.17% of the total amount at the beginning of the year of 2,556,472.6 Billion Riels. The central level implemented 260,406.3 Billion Riels or 87.62%, Entities procurement implemented for 168,900.0 Billion Riels or 97.74%. and POEs implemented 2,003,599.5 Billion Riels or 96.03% (indicative figure).
2.1.3 PROGRESS OF THE IMPLEMENTATION OF 15 POINT REFORM PROGRAMS Progress of the implementatin of fifteen-point reform of education sector within the five pillars is as follow:
Pillar 1 : Implementation of Teacher Policy Action Plan - Approved the Policy on Contiuous Professional Development for education staff; - Approved standards for Teacher Education Institutions; - Implemented school principal standards for training in NIE; - Finalized the second draft of the Policy on Teacher Career Pathway; - Drafted the action framework for implementing the Policy on Professional Development for School Principals and Teachers; - Assessed the impact of the training, incentives and satisfaction with teaching profession as part of the reform, through the implementation of teacher action plan; - Finalized the final draft of the guidebook on the work of school principal; - Established the Teacher Development Committee with 3 Sub-Committees and a Secretariat. Pillar 2: Review of Curriculum and Basic Textbooks and Improvement of Learning Environment - Drafted the guidelines on technical implementation in pre-school education (free play, group play, liaison with parents, regular testing and weekly technical meeting); - Produced and broadcast 34 episodes of “Love Your Kid” show in collaboration with Ministry of Information; - Introduced the science learrning and teaching for primary education grade 4, 5 and 6 - Implemented STEM policy; - Piloted full-day teaching and learning in primary schools; - Developed first draft of syllabuses of all subjects for all education levels; - Developed documents on how to teach essay writing to students from grade 3 to 6 in primary education and students in lower secondary and upper secondary education.
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Pillar 3: Introduction of Inspection - Prakas on establishment of regional inspectorate in capital/provinces; - Implemented the guidebook on inspection procedures; - Conducted thematic inspection on the topics of “the teaching of writing at grade 6” in 39 primary schools and “primary completion rate” in 34 primary schools; - Trained 73 inspectors, 9 female; - Trained 103 lycées principals, 7 female, on new inspection system; - Provided training on new inspection system to 42 education inspectors, 11 female; - Provided training on the concept of education quality assurance to 207 officers from inspection offices, who were not inspectors, 46 female; - Provided training on inspection system for education quality assurance to 207 sub-national officers and DTMTs, 34 female, in 4 target provinces; - Monitored the undertaking of regular inspection. Pillar 4: Strenghtening Learning Assessment including national, regional and international assessements - Organized consultation on the outcomes of the piloted PISA-D; - Provided training on PISA-D to 12 technical officers, 1 female; - Organized the 4th International Consultative Meeting on PISA-D; - Organized the 5th Meeting of National Project Managers on PISA-D; - Disseminated the results of the national learning assessment of grade 6; - Provided training on international assessment data analysis; - Administered official international assessment in 170 schools; - Provided training on data analysis on the results of the national learning assessment of grade 8 Khmer, Math and Physics subjects to technical officers; - Disseminated the result of the piloted regional item test assessment in primary education. Pillar 5: Reform of Higher Education - Established Cambodia Science Committee for Research and Development at Ph.D. level and created Ph.D, school; - Drafted Prakas on procedures for enrolling students in their graduation from higher education institutions; - Endorsed the Policy on Higher Education Governance and Financing; - Endorsed the Higher Education Roadmap, 2030 and post-2030; - Drafted the Higher Education Action Plan, 2018-2022, phase 1 of the Higher Education Roadmap, 2030 and post-2030; - Drafted the guidebook on financial management in public autonomous higher education institutions; - Drafted the guidebook on human resource management; - Drafted the Royal Decree on public autonomous higher education institutions; - Organized a retreat for the Rector Council under the topic “Rework on Professorship and Improving the Quality and Autonomy of Higher Education”. These five pillars are the foundation for the imlementation of the fifteen-point reforms:
Reform 1: Public Financial Management - Drafted the inter-ministerial Prakas on procedures for the implementation of operational budget of DOEs; - Provided materials based on the minimum standards for school administrative purposes to 232 schools;
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- Set up IT-based budgeting system, especially for Chapter 64; - Developed SIG manual and provided training on how to use the manual in 12 provinces; - Trained 323 petty cash holders/deputy petty cash holders at national and provincial levels, 50 female; - Strengthened revenue and state asset management . Updated the data base on the location of unused state assets and rented location of entities at central levels and entities under POEs in Kampot and Kampong Cham provinces; . Finalized the development of state asset management software.
- Strengthened IT-based budget management system and financial management system: . Introduced IT-based reporting standard on PB implementation; . Updated PB structure; . Formulated Budget Strategic Plan, 2018-2020, and PB Plan for 2018; . Updated IT-based financial management system and provided training on how to use this system; . Prepared procedures for implementation and business mapping of budget formulation, budg- et implementation and reporting; - Strengthened public procurement system: . Provided training on procurement planning and procurement reporting to 25 POEs and 8 universities; . Piloted procurement soft skill program in procurement unit; . Checked procurement work of the procurement teams in 25 POEs and 8 universities.
- Established auditing and inspection system: . Prepared and submitted 2017 auditing plan for endorsement; . Conducted PB audit in 283 auditees; . Provided training on administrative, personnel, financial and state asset management to internal audit officers; . Provided training on strengthening internal auditing reporting standards to internal audit officers; . Updated and developed 50% of regulations related to personnel, administrative, financial and state asset management.
Reform 2: Teacher Deployment - Provided instruction on how to distribute work post to newly recruited teachers; - Piloted education staffing norm in 5 provinces; - Deployed 62 teachers from schools with surplus to schools with shortage of teachers out of the planned number of 100; - Researched challenges in the distribution and deployment of teachers; - Monitored the distribution of work post among newly recruited teachers; - Monitored the change of workplace of education staff. Reform 3: Teacher Training Center Reform - Upgraded the training of basic education teachers from 12+2 to 12+4; - Transformed Phnom Penh RTTC and PTTC as the Phnom Penh Institute of Pedagogy; - Transformed Battambang RTTC and PTTC as the Battambang Institute of Pedagogy; - Established the National Institute of Special Education; - Designed Bachelor training program (12 +4) in the Institute of Pedagogy; - Improved training materials on inclusive education for primary teachers.
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Reform 4: Promoting Teachers’ Qualification - Finished training the first generation of 691 basic education teachers, 198 female, through the fast track system to earn Bachelor degree; - Continued to train the second generation of 1,000 basic education teachers, 344 female, through the fast track system to earn Bachelor degree; - Finished training the 10th generation of 1,497 primary teachers, who hold upper secondary education certificates, 763 female, so that they can become basic education teachers; - Continued to training the 11th generation of 1,500 primary teachers, who hold upper secondary education certificates, 700 female, so that they can become basic education teachers; - Provided in-service training to 525 graduate level teachers, 144 female, who served as the chief of technical group in lycées.
Reform 5: Inspection - Established regional inspectorates (through Prakas No. 649 AYK.BrK); - Introduced the guidebook on inspection procedures; - Trained 73 new education inspectors, 9 female; - Trained 103 lycee principals, 7 female, on new inspection system; - Provided training to 38 existing inspectors, 11 female; - Conducted thematic inspection with the topic of “teaching writing at grade 6” in 39 primary schools and the topic of “completion rate in primary schools” in 34 primary schools; - Researched curriculum and teaching methodologies for physics and English language; - Developed education quality monitoring and evaluation tools for public and private technical and vocational training schools; - Developed inspection tools to cover physics teaching at grade 12. Reform 6: Learning Outcome Assessment
- Disseminated results of the national learning assessment of grade 6 to officers from national and sub-national levels; - Organized consultation on the results of the piloted PISA-D with 61 technical officers, 8 female; - Provided training on PISA-D to 12 technical officers, 1 female; - Conducted reading speed test with 4,129 students including 1,358 grade 1 students, 1,384 grade 2 students and 1,387 grade 3 students.
Reform 7: Upper Secondary Education Examination Reform - 424 students who passed upper secondary examination with Grade A, 221 female, were allowed to meet and receive rewards from Samdech Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia; - Explored the possibility to include foreign language subject as a mandatory subject in upper secondary examination; - Review math, physics, chemistry and biology subject test items used in upper secondary examination; - Improved the schedule outlining when to administer subject tests in upper secondary examination; - Prepared model tests for lower secondary examination for all lower secondary schools; - Improved mechanism for test correction by shortlisting test correcters and test correcter supervisors and organizing meetings with officers assigned to do data entry; - Updated examination data entry system; - Expedited the issuance of upper secondary certificates in 2017; - Upgraded examination office as the Department of Examination Affairs;
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- Provided capacity building on computer techniques to technical officers in charge of examination; - Increased budget support for champion students at national and international levels. Reform 8: Curriculum and Core Textbook Reform - Finalized the draft syllabuses of all subjects for all education levels; - Finalized the material on essay writing methodologies for all education levels; - Finalized the draft guiding documents on STEM subject learning and teaching methodologies; - Finalized the draft curriculum on climate change for grade 10, 11 and 12; - Piloted full-day teaching and learning in primary schools; - Broadcast 34 episodes of “Love Your Kid” show in collaboration with the Ministry of Information; - Developed the final draft of materials on parenting program; - Drafted the guidelines on free play in pre-school education; - Produced short video clips on early grade reading and math teaching and learning; - Implemented the learning of literature work from grade 7 to 12; - Incorporated anti-corruption education in the curriculum from grade 4 to 12; - Developed tourism syllabuses for grade 11; - Mainstreamed global citizenship and financial literacy in the curriculum; - Set up data base management systerm on planning and textbook distribution. Reform 9: School Building Construction and Repair - Finished constructing 1 building, 6 floors in the Institute of Technology of Cambodia; - Finished constructing 17 school buildings, comprising of 124 rooms, in Phnom Penh, Svay Rieng, Battambang, Banteay Meanchey, Takeo, Kampot, Kampong Chhnang, Kampong Cham, Pursat, Kandal and Kampong Speu provinces; - Finished constructing 3 buildings in HENG SAMRIN Tbong Khmum University including one building 3 floors dormitory, one building 3 floors teacher house, one experimental building, one meeting hall and installed three thunder protection systems; - Finished constructing 31 school buildings in colleges, comprising of 155 rooms, including 21 buildings in communes without any college, 9 buildings in colleges with many students, 1 building in a college transformed from a primary school, 8 teacher houses, latrines, 51 reservors and 2 clean water networks through ESDP3; - Finished constructing 43 buildings of resource pre-schools, 19 buildings for primary schools comprising of 100 rooms and 14 buildings for DOEs, through ESSP2; - Finished repairing 16 old buildings of 105 rooms in Phnom Penh, Kampong Chhnang, Tbong Khmum, Kampong Cham, Siem Reap, Kampong Speu, Preah Vihear and Takeo provinces; - Finished constructing 21 buildings of 86 rooms damaged by storms and 222-meter school fence in Phnom Penh, Takeo, Kampong Thom, Stung Treng, Prey Veng, and Koh Kong provinces; - Finished repairing 51 examination buildings of 390 rooms in 49 locations, connected electricity to 385 rooms, 1 office, 4 restrooms and constructed 573-meter school fence in 25 provinces; - Finished constructing one building 3 floors of 18 rooms, 6 restrooms and connecting clearn water and electricity connection in Angkor Lycee, Siem Reap province, through China Fund for Peace and Development; - Finished constructing 2 school buildings of 6 rooms and repaired 3 school buildings of 15 rooms through Japan-US Aid for Cambodia; - Finished constructing 8 school buildings of 157 rooms through Japan International Cooperation Agency in Phnom Penh; - Is in the process of constructing 8 floors STEM building in RUPP;
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- Is in the process of constructing 35 new school buildings of 239 rooms and 24 teacher houses with the capacity to accommodate 264 teachers through Chinese Foundation for Silk School Building Program; - Provided training on strengthening education infrastructure management in Kampong Cham, Siem Reap and Kampong Thom provinces for 650 DOE officers and school principals/vice principals, 35% female.
As of January 2018, 4,244 school buildings, comprising of 25,628 rooms, have been donated by Samdech Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia, and Samdech Kitti Prit Bandith BUN RANY HUN SEN.
Reform 10: Higher Education Institution Assessment - Finalized the draft standards for Ph.D. course accreditation; - Draft the Inter-Ministerial Prakas on Revenue Management and Determination of Amount for Supporting Higher Education Quality Assessment; - Provided training on the alignment of learning results at subject level and education program level with the National Qualification Framework to 140 assessment officers, 18 female; - Assessed training processes in 5 HEIs; - Monitored the current management situation in 66 HEIs; - Drafted HEI M&E tools for the second time. Reform 11: Sport Sector Promotion - Finalized the development of physical education book for primary school pupils; - Drafted physical education manual for lower secondary teachers; - Prepared for the 2nd National Games in 2018, comprising of 27 sport types; - Decentralized budget to 21 qualified national sport federations; - Implemented physical education curriculum within and outside learning hours in schools; - Developed Bachelor training program for physical education and sport teachers; - Established sport associations and sport clubs in schools; - Constructed boat-shaped-roof multi-sport hall in the National Institute of Physical Education and Sport; - Constructed 1 building, 9 floors and boat-shaped-roof multi-sport hall in the National Stadium; - Constructed 2 buildings, 5 floors in the Veal Sbov Sport Training Ground in Phnom Penh. Reform 12: Youth Policy Action Plan Implementation - Established the Department of Scout Cooperation; - Drafted the Royal Decree on the Establishment of Cambodia National Scout Council; - Drafted the Sub-Decree on the Organization and Functioning of the Cambodia National Scout Council; - Improved the guidelines on the functioning of child council and youth council in primary and secondary schools; - Launched a library in the Cambodian National Youth Center in Siem Reap province; - Improved facilities in the Cambodian National Youth Center; - Developed a concept note and strategic plan on volunteerism in Cambodia; - Established job centers in Banteay Meanchey and Preah Sihanouk; - Finalized the draft document on Cambodian Youth Development Index.
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Reform 13: Technical Education - Increased the number of General and Technical Lycees; - Established the Center for Technical Education Development in Southeast Asia through a Sub- Decree; - Established Kampong Speu Institute of Technology; - Provided guidance on the distribution of curriculum for technical education in the field of electricity, electronics, mechanics, agronomy and veterinary; - Provided guidance on the distribution of curriculum for technical education for general subjects: math, physics, chemistry, biology, Khmer literature, civic education, computer and English; - Drafted textbook on technical education; - Provided guidance on the implementation of career counseling program in secondary schools; - Provided training on career counseling to 33 teachers, who served as career counselors, 16 female; - Organized vocational orientation forum in secondary schools for 3,896 students, 2,060 female; - Drafted the concept note on workshop development in secondary schools; - Disseminated 30 short video clips on career counseling for students. Reform 14: Establishment of New Generation School - Developed document on new generation school development with focus on primary education; - Added 9 new generation schools in 9 provinces including 4 primary schools and 5 secondary schools; - Established consultation and treatment clinic in new generation schools; - Expanded life skill teaching and learning, career counseling, youth council and learning club for math, Khmer literature, physics, chemistry, biology and history; - Organized STEM contest in colleges and lycées in Battambang, Kampong Cham, and Siem Reap; - Organized STEM festival to promote science, technology, engineering and math. Reform 15: Career Pathway and Training for School Principals - Adopted school director standards; - Provided training on vocational skill, administration and leadership to 210 primary school principals/vice principals, 34 female; - Finalized the 2nd draft of the Policy on Teacher Career Pathway; - Drafted the Action Plan for Implementing the Policy on Continuous Professional Development to school principals and teachers; - Trained 23 lycee principals, 2 female, based on the standards.
2.1.4 PROGRESS OF THE MANAGEMENT AND IMPLEMENTATION OF THE EDUCATION STRATEGIC PLAN 2.1.4.1 PROGRESS OF AID MANAGEMENT AND EFFECTIVENESS
Planning and Reporting MOEYS formulated Budget Strategic Plan, 2018-2020, AOP 2018, draft Road Map for SDG-Education 2030 in Cambodia and the report on education, youth and sport achievements to send to relevant ministries/institutions.
Public Investment Program MOEYS developed three-year rolling Public Investment Program, 2018-2020, covering 30 projects, of which 21 projects are in operation, and 5 projects are being negotiated (newly proposed) with the total amount of USD 280.1 Million.
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Table 3: Public Investment Program (PIP), 2014-2016 to 2018-2020 (in USD Thousand) Total Assistance Projects On Going Project Project Being Negotiated Technical Assistance Year Investment Project No. of Project No. of Planned Amount Project Projects Budget No. of No. of Amount Amount Project Project 2014-2016 29 266,571 2 21,500 14 116,792 13 128,278
2015-2017 27 198,292 5 49,570 13 98,109 9 50,619
2016-2018 27 186,291 7 57,953 13 37,969 7 90,369
2017-2019 27 208,481 14 157,055 7 5,540 6 45,885
2018-2020 26 280,101 12 139,374 9 8,809 5 131,918
The number of PIP projects in 2018-2020 is not increased compared to the last three years. In fact, the number of investment projects is decreased by two, while the number of technical assistance projects is increased by two.
Progress of Aid Financing Aid financing for education sector in 2017 amounts to more than USD 86 Million. The amount slightly decreased compared to 2016. Among the ten development partners, European Union provided the most financial support followed by Japan and World Food Program.
The top 10 development partners financing education sector are presented in the table below
Table 4: Aid Financing of Top 10 Development Partners in Education Sector (in USD Thousand)
Expenditure Expenditure Expenditure Planned Planned Planned No. Donors 2015 2016 2017 2018 2019 2020
1 European Union 8,498 24,149 23,277 347 N/A N/A
2 Japan 8,987 3,714 17,567 4,280 7,643 5,651 3 World Food Program 8,910 14,910 14,075 14,960 N/A N/A 4 World Bank 1,736 3,888 11,063 7,591 8,000 N/A 5 New Zealand 7,206 2,233 5,529 4,200 3,500 N/A 6 UNICEF 1,128 2,635 3,124 3,539 N/A N/A
7 Sweden 6,997 9,065 1,714 475 N/A N/A
8 Republic of Korea 7,914 3,975 1,215 606 N/A N/A
9 ADB 3,723 2,649 850 497 N/A N/A
10 USA 5,500 4,600 840 497 N/A N/A Total amount from the 10 donors 60,599 71,820 79,259 49,994 27,265 5,651 Total amount from all donors 61,358 90 484 86 974 56,963 27,350 5,651 (Source: CDC, ODA Database accessed on Jan 11, 2018)
Externally financed projects including: - Projects proposed to the Government of Japan for 2018 include General and Technical Education Expansion Project to link with special economic zones and primary school and lower secondary school construction project in Phnom Penh;
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- Projects proposed to the Government of Korea Republic for 2019 include a five-year project to establish Cambodian Center for Advanced ICT with the amount of USD 5 Million; - Projects proposed to CDPF Phase 3 with the amount of USD 20.6 Million for 2018-2021 including USD 14.4 Million for teacher capacity development was endorsed and MOEYS is submitting a request for USD 6.2 Million for institutional and education staff capacity development; - MOEYS has formulated a budget support program from European Union for 2018-2021 with the amount of EUR 89 Million; - The Government of Sweden provided School Improvement fund (SIF) in the amount of USD 22.3 Million for 2018-2021; - MOEYS has formulated CDPF Phase 3 projects in the amount of USD 23.6 Million for 2018-2021 to be funded by EU, Sweden and UNICEF.
National and International Consultants working in National and Sub-National Entities within MOEYS MOEYS collected and compiled information on national and international technical advisors deployed in entities under MOEYS and in POEs to monitor progress and performance of technical advisors. In 2017, there were 2 national and 11 international advisors, 1 female, working in MOEYS, and 63 sport coaches, 2 female. There were 16 technical advisors, most of whom were volunteers, at POEs. The number of technical advisors working for MOEYS has decreased from one year to another in line with the Principle of Aid Effectiveness.
Outcomes of Joint Technical Working Group on Education National JTWG-E convened quarterly meetings as set in the Annual Work Plan to discuss and address challenges associated with the implementation of reform-related policies and plans, strengthen aid effectiveness and present and monitor key progress. JTWG-E Retreat was organized for three days to have policy-level discussion on the following key topics: 1) Road Map on SDG-Education 2030 in Cambodia; 2) Implementation of Teacher Policy Action Plan and 3) School-Based Management.
Provincial JTWG-E also convened quarterly meetings with key agendas to address education challenges in their respective provinces including: expansion of colleges and lycees in districts; expansion of pre-school classes and opening of community pre-schools; expansion of reading and preparation for reading contests at provincial level; English language teaching in primary schools; dissemination of information on selection and enrolment in technical skill trainings in Provincial Vocational Training Center; participation of community in school development; enrolment campaign; school health, traffic signs; setting up of reading space in villages; implementation of provincial ESP 2015-17; status of PB in 2017 of POE; formulation of Budget Strategic Plan 2018-2020; review of achievements in each sub-sector; progress of the implementation of multi-lingual education program; progress of action plan implementation by development partners; quarterly performance report; status of school buildings; dropouts and establishment of learning clubs. MOEYS also conducted an annual review on the performance of Provincial JTWG-E and set the directions for subsequent years.
2.1.4.2 PROGRESS OF D&D REFORM
Promoting governance at all levels MOEYS: - Strengthened the delivery of education services based the principle of good governance for 195 education officers, 74 female; - Strengthened mechanisms for countering trafficking in person in education sector to 158 education officers, 32 female; - Provided training on managing and resolving disputes among education officers to 179 education officers, 15 female; - Disseminated intellectual property law for higher education institutions to 69 education officers, 7 female;
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- Conducted assessment on the impact of trafficking in persons on education in Preah Sihanouk, Siem Reap, Kampong Chhnang, Takeo, Banteay Meanchey and Pailin provinces; - Monitored 28 disputes among education officers in Kampong Chhnang, Siem Reap, Battambang, Svay Rieng, Preah Sihanouk, Kampot, Prey Veng, Banteay Meanchey, Kampong Thom, and Kratie provinces including 5 cases were dropped; 19 cases moved forward with procedures, and 4 cases were given final convictions.
D&D based Management Reform MOEYS: - Disseminated the policy on D&D in education sector to 85 relevant officers, 34 female; - Provided capacity development on new concepts of reforms to 45 participants from secretariat working group and inter-departmental working group, 3 female; - Organized consultation on the revision of the sub-decree on assignment of functions related to early childhood education, primary education and non-formal education to 137 participants, 37 female, from Battambang and Kampong Thom provinces.
2.1.4.3 PROGRESS OF PUBLIC ADMINISTRATIVE REFORM
Overview of Education Staff There were 119,368 educational staff, 45.50% female, including 3,237 at national level, 27.27% female and 116,131 at sub-national level, 46% female. There were 3,578 pre-school teachers, 98.29% female; 56,325 primary school teachers, 50.22% female; 43,471 basic education teachers, 41.08% female; 15,682 higher education teachers, 29.14% female; 214 technical teachers, 24.76% female; 57 primary inspectors, 21.05% female; and 41 secondary inspectors, 26.82%. MOEYS used 543 contract staff, 37.97% female. There were 6,352 contract teachers for general education, 55.74% female and 2,472 contact literacy teachers, 34.83% female. There were 13,331 double shift teachers, 45.57% female, 2 801 two-grade teachers, 34.02% female and 134 three-grade teachers, 14.17% female.
MOEYS issued: - Prakas to place 528 civil servants, 43.18% female, vacant with salary; - Prakas to remove 504 civil servants, 28.76% female; - Prakas to allow 340 civil servants, 30.58% female, to return to work; - Prakas to provide sick leave to 113 civil servants, 52.21% female; - Prakas to provide leave for personal commitment to 5 civil servants, 60% female; - Prakas to place 1,541 civil servants, 42.89% female, into retirement; - Prakas to accept 34 civil servants, 8.82% female, back to their civil service category; - Prakas to transfer 154 civil servants, 18.83% female, to other ministries or institutions. Recruitment of Education Staff MOEYS: - Recruited 73 higher-education-level teachers to teach in higher education institutions, 23.28% female; - Distributed new 3,500 staff members allowed to be recruited in 2017 for staff recruitment examination; - Deployed 62 teachers, 29% female, from schools with surplus of teachers to schools with shortage of teachers; - Provided teaching posts covering all levels of education to 2,994 new teachers, 57% female; - Provided civil service status to 50 Khmer-Muslim teachers, 16% female; - Developed capacity on education administration for 108 education officers, 25% female;
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- Developed capacity on archival management for 126 education officers, 31.74% female; - Developed capacity on protocols and hospitality for 51 education officers, 13.72% female. Motivation for Education Officials MOEYS: - Provided recognition for 383 entities with outstanding performance in 2015-2016 including 104 including 104 entities awarded with the first prize, 115 with the second prize and 164 with recognition letters; - Provided recognition to 158 schools with students earning grade A in upper secondary examination; - Provided decorations to 3,676 education staff members, 34.22% female, including 279 persons, 26.16% female at national level and 3,397 persons, 34.88% female, at sub-national level and 31 development partners, 23.25% female; - Provided decorations to 225 French-Khmer bilingual teachers, 37.77% female, and 11 teachers whose students passed upper secondary examination with the highest scores, 18.18% female; - Provided Samdech Techo Sen awards to 3 outstanding school principals, 1 female, 5 outstanding teachers, 80% female, and 5 teachers who were outstanding in Khmer language teaching in grade 1, 80% female; - Provided clean school awards to 3 schools in Phnom Penh; - Provided recognition certificates to 7 outstanding school principals, 14.28% female, 5 outstanding teachers, 40% female and 5 teachers, 80% female, who were outstanding in Khmer language teaching in grade 1; - Provided recognition letters to 1,509 education officers, who had provided outstanding services in education, youth and sport sector until their retirement, 43.20% female; - Requested for decorations for 2016-2017 for 9,089 education officers, 2,869 female at national and sub-national levels and recognition letters for 363 entities; - Issued Prakas to provide maternity leave to 22 civil servants; - Requested Ministry of Civil Service to provide full appointment into service for 7,545 teachers, 51.53% female, including: 1,287 intern high-education teachers, 33.87% female, 3,416 basic education teachers, 44.90% female; and 2,842 primary teachers, 6.29% female; - Issued Prakas to provide internship status to 2,681 newly recruited teachers, 59.26% female; - Provided special civil service status to 155 teachers, 47.74% female; - Prepared paperwork to provide salary to 2,836 newly recruited teachers, 58.63% female; - Provided promotion to and increased the ranks for 91,080 teachers, 44.14% female, across the country, including: 85,662 teachers, 45.35% female, through Prakas; 3,993 teachers, 24.99% female, through Sub-Decrees; and 1,425 teachers, 25.19% female, through Royal Decrees; - Reviewed and issued legitimacy documents to support appointment of 1,644 officers at management level, 20.43% female.
2.1.4.4 PROGRESS OF THE IMPLEMETATION OF PUBLIC FINANCIAL REFORM PROGRAM
Financing In 2017, MOEYS implemented full PB and issued payment orders for a total amount of 2,432,905.8 Billion Riel or 95.17% of the total amount at the beginning of the year of 2,556,472.6 Billion Riels. The central level implemented 260,406.3 Billion Riels or 87.62%, Entities procurement implemented for 168,900.0 Billion Riels or 97.74%. and POEs implemented 2,003,599.5 Billion Riels or 96.03% (indicative figure).
MOEYS: - Updated IT-based financial management system; - Updated the Action Plan of the Public Financial Management Reform;
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- Updated the Prakas on the Establishment of the Secretariat of the PFMR Working Group; - Developed IT-based standardized financial reporting templates; - Developed Budget Strategic Plan, 2018-2020, for entities at the central level and for POEs; - Developed IT-based budget planning system for 2018, especially for Chapter 64; - Developed IT-based budget planning system and financial reporting system for public schools towards a standardized IT-based management system; - Developed draft guidebook on SIG management procedures; - Disseminated the Prakas No. 1282 SHV.BrK dated Dec 27, 2016 on Authority, Responsibilities and Procedures for PB Implementation; - Disseminated the Circular No. 016 SHV dated Dec 27, 2016 on the Implementation of the Law on Finance for Management, 2017; - Disseminated Prakas No. 523 SHV.BrK dated May 09, 2017 on the Introduction of Economic Classification for Budget Classification for National Administration and Sub-National Administration; - Disseminated Letter No. 4739 AYK.HV dated July 28, 2017 on the Closing of Revenue and Expenditure Accounts for 2017; - Disseminated the Letter No. 6203 AYK.HV dated Oct 06, 2017 on budget planning for 2018 to cover training of grade 12 students in 2017-2018; - Disseminated the Letter No. 6644 AYK.HV dated Oct 24, 2017 on Expedition of Full PB Liquidation for 2017; - Disseminated the Letter No. 8274 AYK.HV dated Dec 22, 2017 on Annex Table on Petty Cash Advance for Full PB; - Implemented budget support package for administrative process for primary schools implementing full day teaching and learning program in Kampong Cham and Siem Reap provinces through the Letter No. 9755 SHV.AT dated Oct 20, 2017; - Continued to implement the Letter No. 4898 SHV.AT dated June 13, 2017, and the Letter No. 8149 SHV.AT dated Sep 23, 2016; - Continued to implement the Letter No. 10898 SHV.AT dated Nov 27, 2017 for the construction of WASH facilities in schools in provinces for 2017 and beyond; - Appointed authorized budget managers for 8 universities and institutes and 25 POEs; - Revised the Inter-Ministerial Prakas No. 505 SHV.BrK dated June 22, 2001 on the Principles governing general secondary education examination, higher education examination, secondary technical and vocational education examination, teacher examination and scholarship examination; - Provided training on how to use IT-based financial reports to entities at central and provincial levels; - Provided training on how to use IT-based budget planning system for 2018, especially for Chapter 64, to entities at central and provincial levels; - Provided training on how to use budget planning system for public schools and IT-based financial reporting system towards IT-based financial management to officers from POEs and DOEs; - Reviewed the implementation of the Action Plan on Public Financial Management Reform, Phase 3; - Organized consultation on the guidebook on SIG implementation; - Provided training on strengthening financial management system for SIG to education officers from 18 POEs,DOEs and clusters; - Organized a study tour on budget formulation and management for general education in Bourapha University, Thailand; - Adjusted the composition and roles of 8 out of 33 procurement teams; - Implemented procurement for 57 projects in the amount of Riels 93,488,289,766 including 1) Goods procurement for 37 projects in the amount of Riels 48,641,689,723; and 2) Procurement of civil work for 20 projects in the amount of Riels 44,846,600,042.50;
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- Implemented goods, civil work and service construction for the 33 procurement teams including 25 teams from POEs and 8 teams from universities/institutes and ACCC covering 257 projects with the total amount of Riels 66,769,550,000 including 1) Goods procurement for 178 projects in the amount of Riels 35,371,845,000; 2) Civil work procurement for 71 projects in the amount of Riels 31,048,730,000 and 3) Service procurement for 8 projects in the amount of Riels 348,960,000; - Implemented procurement for WASH facilities construction in 220 locations in the amount of Riels 2,957,100,000 for 25 capital/provinces; - Provided training on public procurement procedures to 33 procurement teams, including 25 teams from POEs and 8 teams from universities/institutes and ACCC; - Provided training procurement procedures to 25 POEs’ procurement teams so that they could continue to train schools, which were given funds to construct school WASH facilities.
State Asset Management MOEYS: - Provided equipment for school administration work including: 448 units of computers, 184 units of printers, 72 units of photocopiers and 349 of file cabinets for teachers; - Updated the property database to cover 9,210 plots of land including 7,959 plots of MOEYS and 1,251 plots in pagodas; - Provided training on asset management to 361 officers in charge of state assets at central and provincial levels, 56 female; - Updated data on vehicles including 356 cars, 1,627 motorbikes, 273 generators, 145 water pumps, 14 elevators, 13 hand-held tractors, 34 motorboats, 8 tractors, 33 grass cutters and 16 printing and cutting machines; - Collect revenue in the amount of Riels 64,489,000 and USD 47,480 from the rent of state assets and sale of old equipment; - Cleared 11,428 units of school buildings, cars, machinery and equipment from the inventory; - Resolved 6 disputes; - Assessed state asset management in 16 POEs, 59 DOEs, and 358 schools; - Organized 40 imports with taxes covered by the state. Enforcing Internal Audit MOEYS: - Provided on-the-spot internal training on internal audit techniques with the support from CDPF; - Provided training on administrative, personnel, financial and state asset management to internal audit officers; - Provided training on strengthening internal audit reporting standards to internal audit officers; - Conducted PB audit in compliance with the reporting standards provided by MEF in 283 sub- national auditors, including 6 POEs, 57 DEOEs, 1 PTTC and 219 schools; - Conducted audit on the implementation of SIG and CDPF funds in 144 auditees including 21 POEs, 41 DOEs and 82 schools; - Followed up with the implementation of audit recommendations in 55 entities including 12 DOEs and 43 schools; - Monitored and evaluated performance of internal audit officers in 82 entities including 5 POEs, 18 DOEs, 1 RTTC and 58 schools.
Inspection and Education Inspectors MOEYS: - Monitored the progress of the recommended improvements in 93 sub-national entities and schools; - Conducted researches on 25 cases of complaints or irregularities through complaints on the media and based on the advice of the leadership;
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- Finalized the stocktaking report on the piloted regular inspection in 58 colleges and lycées; - Revised the draft Prakas on procedures for measuring capacity at equivalency level. 2.1.5 PROGRESS OF THE IMPLEMENTATION OF THE AOP 2017 AT THE NATIONAL LEVEL
AOP 2017 presented 845 activities to be implemented, 71 fewer activities than in 2016 (916 activities in 2016). 635 activities or 75.1% completed, 8.6% lower than that in 2016 (83.7% in 2016), 142 activities or 16.8% on-going and 68 activities or 8.1% not yet implemented. (Figure 1 and 2) Details on the implementation of AOP 2017 can be found in Annex 1 and 6.
Figure 1: Progress of AOP 2017 Implementation
8.1% 16.8%
Already implemented
Is being implemented 75.1% Has not yet implemented
Figure 1: Progress of AOP 2017 Implementation (By Entity)
120.0%
100.0%
80.0%
60.0%
40.0%
20.0%
0.0% AF I ICT NIE IAD DoL DoF DoA DoY DoP TTD DoC BB U PE D ACC SHD HED SRD SRU DoIT VO D CDD MCU KCTI PE SI Per D IAAD EM IS DoPol NFED PE SD NSTC DoME RUPP CSKU CECD GSED EQ AD CRSD DMSA DoPES PESS D
Program review shows the following results: Program 1 - Development of General Education and Non-Formal Education: 8 entities planned 237 activities, of which 192 activities or 81.0% completed; 24 or 10.1% ongoing and 21 or 8.9% not yet implemented. Teacher Training Department completed 100% of activities. (See Figure 3)
Figure 3: Progress of AOP 2017 Implementation of Program 1
Curiculum Development 52.9% 35.3% 11.8%
Tea cher Training 100.0%
Vocational Orient ation 50.0% 50.0%
School Health 81.3% 18.8%
Non-fo rmal E du cation 78.6% 7.1% 14.3%
Se cond ary E ducation 93.8% 6.3% Primary Education 85.1% 4.1% 10.8% Early Childhood Education 75.0% 7.5% 17.5%
Already implemented Is being implemented Has not yet implemented
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Program 2 - Development of Higher Education and Scientific Research: 11 entities planned 259 activities, of which 206 activities or 79.5% completed; 46 or 17.8% ongoing and 7 or 2.7% not yet implemented. Royal University of Phnom Penh, Institute of Technology of Cambodia and Accreditation Committee of Cambodia completed 100% of activities, while Department of Scientific Research implemented less than 50%. (See Figure 4) Figure 4: Progress of AOP 2017 Implementation of Program 2
Kampong Chherteal Institute 89.5%
National Institute of Education 78.6%
Institute of Technology of Cambodia 100.0%
Accreditation Comission of Cambodia 100.0%
Battambong University 81.0%
Mean Chey University 66.7% 3
Svay Reing University 84.6%
Chea Sim Kamchaymea University 82.6%
Royal University of Phnom Penh 100.0%
Science Research 16.7% 66.7%
Higher Education 79.5%
Program 3 - Development of Physical Education and Sports: 4 entities planned 34 activities, of which 20 activities or 58.8% completed; 7 or 20.6% ongoing and 7 or 20.6% not yet implemented.
Program 4 - Development of Youths: 2 entities planned 34 activities, of which 26 activities or 76.5% completed; 8 or 23.5% not yet implemented. (See Figure5 )
Figure 5: Progress of AOP 2017 Implementation of Program 3 and 4
Youth Centre Management 82.4% 17.6%
Youth 70.6% 29.4%
National Sport Training Centre 66.7% 33.3%
National Institute of Physical Education and Sport 80.0% 20.0% Student Physical Education and Sport 70.6% 29.4% Physical Education and Sport 66.7% 16.7%
Already implemented Is being implemented Has not yet implemented
Program 5 - Education Management Support and Good Governance: 15 entities planned 266 activities, of which 177 activities or 66.5% completed; 64 or 24.1% ongoing and 25 or 9.4% not yet implemented. Department of Planning, Department of Internal Audit and Department of State Assets and Property completed 100% of activities. (See Figure 6) Figure 6: Progress of AOP 2017 Implementation of Program 5
Internal Audit 3 0 Administrative and Financial Inspect… 3 1 1 Printing and Publishing 4 0 Construction 4 0 Information and ASEAN Affairs 5 0 Administration 3 1 0 Curriculum Development 7 1 0 Already Implemented Implementing Not Yet Implemented
17 Unofficial Translation Program 6 - Other Programs: There were planned 15 activities, of which 14 activities or 93.3% completed and 1 or 6.7% ongoing. Education reform, project management and gender mainstreaming in education sector programs completed 100% of activities, excepted M&E and CDPF. (See Figure 7) Figure 7: Progress of AOP 2017 Implementation of Program 6
Education Reform 100.0%
Monitoring Evaluation and Management of CDPF 88.9% 11.1%
Program Management (GPE&SIG) 100.0%
Gender Mainstreaming in Education 100.0%
Already implemented Is being implemented Has not yet implemented
2.1.6 PROGRESS OF THE IMPLEMENTATION OF ACEDEMIC YEAR 2016-17AT THE NATIONAL LEVEL
Education Congress 2017 proposed 163 directions including 32 directions for key reforms; 93 directions for sub-sectors and 38 directions for cross sub-sectors. 113 directions (69%) were completed; 43 (27%) ongoing and 7 (4%) not yet implemented. 27 directions (84%) for key reforms; 52 (56%) for sub-sectors and 34 (89%) for cross-sub-sectors were completed. 5 directions (16%) for key reforms; 35 (38%) for sub-sectors and 3 (8%) for cross-sub-sectors were ongoing. 6 directions (6%) for sub-sectors and 1 direction (3%) for cross sub-sectors were not yet implemented. (Figure 8) Details on the implementation of directions can be found in Annex 2, 3, 4 and 5. Figure 8: Progress of the Implementation of Directions Set In Education Congress 2017 at the National Level (Key Reforms, Sub-Sectors and Cross Sub-Sectors)
Progress of the Implementation of Directions for Key Reforms There were 32 directions in total for key reforms including 7 directions for planning system strengthening; 6 for D&D; 5 for personnel management; 5 for public financial management; and 5 for teacher pre-service and in-service training. 27 directions (84%) were completed (7 for planning system strengthening; 7 for D&D; 5 for personnel management, 3 for public financial management; and 5 for teacher pre-service and in-service training). 5 directions (16%) were on ongoing. (Figure 9) Details on the implementation of directions can be found in Annex 2 and 3.
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Figure 9: Progress of the Implementation of Directions for Key Reforms in 2017
Progress of the Implementation of Directions for Sub-Sectors 93 directions were set: 10 directions for early childhood education; 21 for primary education; 14 for secondary and technical education; 10 for higher education; 13 for non-formal education; 11 for youth development; and 14 for physical education and sport. 52 directions (56%) were completed; 35 (38%) were ongoing and 6 (6%) were not implemented yet.
6 directions (60%) for ECE, 8 (38%) for primary education, 9 (64%) for secondary and technical education, 4 (40%) for higher education, 10 (77%) for non-formal education, 7 (64%) for youth development and 8 (57%) for physical education and sport sub-sectors were completed.
3 directions (30%) for ECE, 10 (48%) for primary education, 4 (29%) for secondary and technical education, 6 (60%) for higher education, 2 (15%) for non-formal education, 4 (36%) for youth development and 6 (43%) for physical education and sport sub-sectors were on-going.
1 directions (10%) for ECE, 3 (14%) for primary education, 1 (7%) for secondary and technical education and 1 (8%) for non-formal education sub-sectors have not been implemented.
Details on the implementation of directions can be found in Annex 2 and Annex 4.
Figure 10: Progress of the Implementation of Directions for Sub-Sectors 2017
Progress of the Implementation of Directions for Cross Sub-Sectors 38 directions were set for cross sub-sectors including 8 directions for curriculum development; 4 for administration; 5 for information and ASEAN affairs; 4 for school construction; 4 for printing and publishing; 5 for administration and finance inspectorate; 3 for internal audit; and 5 for state asset management. 34 directions (89%) were completed; 3 (8%) were ongoing, and 1 direction (3%) were not yet implemented. (Figure 11) Details on the implementation of directions for key reforms can be found in Annex 2 and Annex 5.
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Figure 11: Progress of the Implementation of Directions for Cross Sub-Sectors 2017
2.1.7 PROGRESS OF THE IMPLEMENTATION OF POLICY ACTIONS IN 2016 AND 2017
MOEYS planned to implement 67 policy actions in 2017 (the implementation of 40 policy actions in 2016 continued to 2017 and 27 policy actions were planned in 2017), of which 21 (31.3%) completed, 40 (59.7%) on-going and 6 (9%) not yet implemented.
The first policy consisted of 27 actions, 9 (33.3%) completed, 14 (51.9%) on-going and 4 (14.8%) not yet implemented. The second policy consisted of 40 actions, 12 (30%) completed, 26 (65%) on-going and 2 (5%) not yet implemented. (Figure 12)
Figure 12: Progress of the Implementation of Policy Actions in 2016 and 2017
Early childhood education sub-sector had 13 actions, 5 (38.5%) completed, 7 (53.8%) on-going and 1 (7.7%) not yet implemented. Primary education sub-sector had 17 actions, 7 (41.2%) completed, 9 (52.9%) on-going and 1 (5.9%) not yet implemented. Secondary and technical education sub-sector had 11 actions, 2 (18.2%) completed, 8 (72.7%) on-going and 1 (9.1%) not yet implemented. Higher education sub-sector had 14 actions, 5 (35.7%) completed, 7 (50%) on-going and 2 (14.3%) not yet implemented. Non-formal education sub-sector had 5 actions, 4 (80%) completed and 1 (20%) not yet implemented. Youth development sub- sector had 2 actions, 1 (50%) completed and 1 (50%) on-going. Physical education and sport sub-sector had 5 actions, 1 (20%) completed and 4 (80%) on-going. (Figure 13) Figur 13 : Progress of the Implementation of Policy Actions, 2017 (by Sub-Sector)
20 Unofficial Translation Policy actions completed include: - Introduce result-based M&E system for early childhood education sub-sector; - Develop supporting regulation for all forms of early childhood education; - Conducted feasibility study for development of teacher training and standard curriculum for decentralized pre-school teacher training including private pre-school teachers; - Align community pre-school framework with annex primary schools; - Develop inter-ministerial Prakas on fund for community pre-school, facilities and allowance; - Pilot and improve school WASH minimum standards, selection of provinces and implementation of school WASH minimum standards across the country; - Develop national framework on scholarship for primary education in 2016; - Improve primary teacher pre-service and in-service training system and program; - Develop inspection action plan for primary education; - Develop standards for primary teacher education program; - Develop medium-term to strengthen education for primary teachers in 2017-2021; - Revise TOR and name and identify PTTCs to be transformed as Teacher Education College; - Develop guidelines on results-based management for general secondary and technical secondary education; - Develop regulation and working mechanisms for career counselors in secondary education; - Develop a plan to increase the number of students enrolled in STEAM fields; - Develop higher education institute service and resource expansion plan by region; - Develop an action plan to reduce the mismatch problem between graduates and labor market demand; - Develop the policy on governance and financial management for higher education; - Develop guidelines on higher education curriculum development; - Set up mechanisms for monitoring and evaluation of youth development; - Develop the Master Plan on Sport Development Toward 2023.
2.1.8 PROGRESS OF THE IMPLEMENTATION OF ACTIVITIES OF THE JOINT SECTOR REVIEW MISSION 2017 Based on the outcomes of the Education Congress in 2017 and Joint Review Mission, MOEYS identified 85 priority activities for 2017, of which 30 were completed, 39 on-going and 16 not implemented and these activities are deferred to 2018. Review of key activities shows the following results:
8 activities were set for ESP management: 3 completed, 3 on-going and 2 not implemented. 5 activities were set for public financial management reform: 4 completed and 1 on-going. 4 activities were set for the implementation of Teacher Policy Action Plan: 3 completed and 1 on-going. 10 activities were set for D&D: 1 completed, 4 on-going and 5 not implemented. 3 activities were set for inspection: 1 completed and 2 on- going. 2 activities were set for students’ learning assessment, 100% completed. 7 activities were set for early childhood education sub-sector, all on-going. 8 activities were set for primary education sub-sector: 4 completed, 3 on-going and 1 not implemented. 9 activities were set for secondary and technical education sub-sector: 3 completed, 2 on-going and 4 not implemented. 6 activities were set for higher education sub- sector: 3 completed and 3 on-going. 12 activities were set for non-formal education sub-sector: 8 on-going and 4 not implemented. 5 activities were set for youth development sub-sector: 1 completed and 4 on-going. 3 activities were set for physical education and sport, 100% completed. (See figure 14)
21 Unofficial Translation Figure 14: Progress of the Implementation of Activities of the Joint Review Mission in 2017
12 10 8 2 5 1 4 6 3 4 3 1 2 1 4 2 7 2 4 2 4 3 3 2 2 3 0 1 1
2.1.9 PROGRESS OF THE IMPLEMENTATION OF ACTION PLAN 2016-17 BY POES
Progress of the Core Breakthrough Indicators According to the provincial congress reports, 24 POEs made progress in achieving core breakthrough indicators, except Koh Kong province. Each province defined core breakthrough indicators related to between 5 and 8 core breakthrough indicators at the national level for evaluation purpose. 12 out of 24 POEs achieved the Core Breakthrough Indicator 1: “Percentage of five-year-old children accessing any form of early childhood education”. 10 out of 24 POEs achieved the Core Breakthrough Indicator 2: “Number of districts with a primary completion rate of at least 80%”. 12 out of 23 POEs achieved Core Breakthrough Indicator 3: “Number of districts with a secondary completion rate of at least 40%” (except Koh Kong and Kampong Cham provinces). 11 out of 22 POEs achieved the Core Breakthrough Indicator 4 “Adult literacy rate (15 years of age and over)” (except Koh Kong, Kep and Pursat provinces). 3 out of 6 POEs achieved the Core Breakthrough Indicator 5 “% of primary teachers with upper secondary education certificate +2”. 10 out of 16 POEs achieved the Core Breakthrough Indicator 6 “The number of teachers enrolled in accelerated classes”. 4 out of 16 POEs achieved the Core Breakthrough Indicator 7 “The number of school principals trained on result-based school management”. 8 out of 21 POEs achieved the Core Breakthrough Indicator 8 “Percentage of budget liquidation”. In summary, POEs achieving most Core Breakthrough Indicators include Phnom Penh (5 out 6) Kampong Speu (6 out of 7) and Siem Reap (7 out of 8). (See figure 15)
Figure 15: Progress of Core Breakthrough Indicators of POEs
10
8 1 1 1 6 2 2 1 1 3 1 1 3 2 2 2 4 2 2 4 5 3 1 4 2 2 2 2 4 3 3 3 1 7 1 6 2 2 1 5 2 4 4 4 2 2 4 3 3 3 3 3 3 2 2 2 2 2 2 2 2 0 1 1
Achieved Likely to achieve Unlikely to achieve
Progress of the Implementation of Annual Operational Plan in 2017 In 2017, all 25 POEs planned 4,460 activities, an increase of 684 activities compared with 2016 (3,776 in 2016). 3,916 activities or 87.8% were completed, an increase of 7.1% compared to 2016 (80.6% in 2016); 96 activities or 2.2% on-going; and 448 or 10.0% net yet implemented. (Figure 16)
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Figure 16: Progress of the Implementation of Annual Operational Plan in 2017 of POEs
10.0% 2.2%
Im
Is 87.8% Ha
Phnom Penh POE finished the activities 100%. 14 POEs achieved more than 90% including Kampot, Kampong Speu, Kampong Cham, Pursat, Takeo, Kampong Chhnang, Prey Veng, Pailin, Kandal, Kampong Thom, Siem Reap, Ratanakiri, Oddar Meanchey, and Banteay Meanchey provinces. 9 POEs achieved more than 70% including Koh Kong, Tbong Khmum, Mondulkiri, Kratie, Battambang, kEP Preah Sihanouk, Svay Rieng, and Preah Vihear provinces. Stung Treng POE achieved only 69.7%. (See figure 17)
Figure 17: Progress of the Implementation of Annual Operational Plan in 2017 by POES
3.6% 2.9% 6.6% 100% 0.9% 1.9% 4.4% 4.6% 8.9% 5.5% 6.1% 2.6% 6.7% 8.0% 8.4% 8.4% 10.8% 0.7% 4.0% 15.4% 18.3% 15.9% 15.5% 11.6% 21.6% 25.2% 28.0% 80% 14.8% 60% 100.0% 99.1% 96.4% 96.4% 96.1% 95.0% 91.1% 94.5% 93.9% 93.0% 92.6% 92.0% 91.6% 91.4% 91.2% 89.8% 87.9% 84.6% 81.8% 81.7% 81.4% 78.4% 40% 74.8% 72.0% 69.7% 20% 0%
Implemented Is being implemented Has not yet implemented
Progress of the Implementation of Directions Set in the Education Congress, 2016-17. by POEs In 2016-2017, the 25 POEs proposed 2,151 directions, of which 1,770 or 82.3% completed, 180 or 8.4% on- going and 201 or 9.3% not implemented. 8 POEs achieved more than 90% including Phnom Penh, Takeo, Kampot, Mondulkiri, Kampong Thom, Kratie, Oddar Meanchey and Preah Vihear provinces. 6 POEs achieved less than 70% including Battambang, Preah Sihanouk, Kampong Speu, Siem Reap, Ratanakiri, and Tbong Khmum provinces. (Figure 18)
Figure 18: Progress of the Implementation of Directions Set in the Education Congress
23 Unofficial Translation 2.2. RESULTS BY SUB-SECTOR
2.2.1. SUB-SECTOR: EARLY CHILHOOD EDUCATION
A. Achievements A.1. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all In 2017-218, there were 7,587 pre-schools/pre-school facilities of all types, an increase of 346, including 4,176 state pre-schools, an increase of 162 (186 detached pre-schools, an increase of 28); 456 private pre- schools, an increase of 63; and 2,955 community pre-schools, an increase of 121 in 1,057 out of 1,646 communes/sangkats. The increase of the number of pre-schools has helped build foundation for more children to be ready to enroll in primary school correctly for their age. There were 11,782 pre-school classes of all types, an increase of 1,119, including 6,825 state pre-school classes, an increase of 422; 3,075 community pre-school classes, an increase of 109; and 1,882 private pre- school classes, an increase of 588. There were 431,510 children receiving education of any form, 218,488 or 50,63% girls. The number of three- to five-year-old children accessing any form of education was 374,770 or 43.10% of the population of this age group including 187,251 or 44.20% girls. The number of three-year-old children accessing any form of education was 67,271 or 21.80% of the population of this age group including 34,177 or 22.60% girls, an increase of 3,762 children, 1,377 were girls. The number of four-year-old children accessing any form of education was 115,541 or 39.90% of the population of this age group including 58,161 or 41.20% girls, an increase of 2,531 children, 452 were girls. The number of five-year-old children accessing any form of education was 191,958 or 68.50% of the population of this age group (ESP: 68%) including 94,913 or 69.70% girls. Figure 19: Percentage of Young Children Accessing Education against ESP Targets
Figure 20: Percentage of Young Children Enrolled in 2017-2018 against that in 2016-2017
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Figure 21: Percentage of Five-year-old Children Accessing Education in Capital/Provinces
The number of five-year-old children accessing any form of education is significantly increased. This is attributed to the efforts made by communities, local authorities and better awareness among parents or guardians.
There were 12,631 education staff for early childhood education (90.43% female), an increase of 1,480 persons (12.4% female) including 5,398 state-preschool staff (95.25% female), an increase of 314 persons (5.7% female); 3,170 community-preschool staff (95.71% female), an increase of 156 persons (5.2% female) and 4,063 private pre-school staff (79.91% female), an increase of 1,010 persons (34.2% female).
The increased number of education is not responsive to the local needs. This requires a proper study on the requirements for and training of pre-school teachers.
State Pre-School 14,057 three-year-old children accessed education or 5%, including 7,282 girls. 58,096 four-year-old children accessed education or 21.2%, including 29,567 girls. 131,414 five-year-old children accessed education or 48.6%, including 64,746 girls.
Private Pre-School 7,187 three-year-old children accessed education or 2.2%, including 3,698 girls. 13,728 four-year-old children accessed education or 4.4%, including 6,827 girls. 17,300 five-year-old children accessed education or 5.5%, including 8,596 girls.
Community Pre-School 16,887 three-year-old children accessed education or 5.4%, including 8,844 girls. 25,758 four-year-old children accessed education or 8.4%, including 13,209 girls. 22,777 five-year-old children accessed education or 7.6%, including 11,481 girls.
Home-Based Program 43,808 zero-to-three-year-old children accessed education or 4.1%, including 24,654 girls. 29,140 three- year-old children accessed education or 9.2%, including 14,353 girls. 17,959 four-year-old children accessed education or 5.9%, including 8,558 girls. 20,467 five-year-old children accessed education or 6.8%, including 10,090 girls.
Home-based programs were participated by 83,299 parents, 13,378 mother group leaders, 2,894 core parents, 2,460 female and 111,374 children including 57,655 girls.
There were 2,836 out of 14,119 villages in 851 out of 1,646 communes in 170 out of 197 districts implementing home-based programs.
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Implementation of Programs
School Operational Budget and School Improvement Grant All detached pre-schools were given SOB and SIG funds for school development based on ECE standards. These funds are aimed at increasing autonomy of schools, strengthening accountability in budget management and ensuring responsiveness to students’ learning outcomes. The amount of SOB and SIG funds is limited, requiring more investment to meet the set standards.
Multi-Lingual Education Program Multi-lingual education program for indigenous children was implemented in 19 districts in 5 target provinces including Ratanakiri, Stung Treng, Mondulkiri, Preah Vihear and Kratie. This program was implemented in 3 state pre-schools, with 102 students (58 girls), an increase of 8 (7 girls) and 94 community pre-schools, an increase of 14, with 1,759 students (899 girls), an increase of 285 (115 girls). Languages used include Tumpoun, Kroeng, Ponorng, Kouy, Kroal, Kavet, and Brao.
Mobile pre-school program covered children between 3 and 5 years of age in indigenous areas, where their families migrate, and there is a long distance between home and state pre-schools or community pre-schools. This vehicle-based mobile program covered 5 villages in and Taveng Kroam and Taveng Leu communes in Taveng district, Koh Peak commune in Voeun Sai district and Ta Lao commune, Andoung Meas district, Ratanakiri province. Early childhood education in indigenous area in the form of mobile pre-school classes implemented in cooperation with development partners has provided best practices for ECE sub-sector.
Multilingual education program in indigenous areas does not cover all areas where indigenous children are living.
Inclusive Education Program Inclusive Education Program for pre-school children with disabilities was implemented in Siem Reap, Battambang, Kampong Thom, Prey Veng, Ratanakiri, Kratie and Phnom Penh. This program was implemented in 183 state pre-schools, an increase of 7, with 368 children including 167 girls, an increase of 203 children, including 118 girls. There were 130 state-preschool teachers trained on inclusive education including 122 female teachers, a decrease of 105, including 101 female teachers.
Inclusive education program was implemented in 64 community pre-schools, an increase of 23, with 134 children including 49 girls, an increase of 99 children, including 28 girls. There were 24 community pre- school teachers trained on inclusive education including 24 female teachers, a decrease of 17, including 13 female teachers.
Pre-school teachers in target schools/classes have developed their capacity in inclusive education; thus, enabling children with disabilities to have equitable access to education.
Parenting Program Linked with Community Pre-Schools MOEYS has worked with development partners to extend the scope of parenting program linked with community pre-school in 344 villages with 344 core parents, 312 female, where they are required to work with village chiefs and community pre-school teachers.
Pre-School Program in Floated and Flooded Areas MOEYS has worked with development partners to pilot pre-school program in floated areas in Kampong Chhnang, and Pursat provinces in 7 floated community pre-schools and 4 flooded community pre-schools. 61 community pre-school teachers, 57 female, from the target areas received standard trainings.
Learning Outcomes There were 174,846 five-year-old children completing upper level of pre-school education including 85,621 girls, an increase of 2,779 students including 46 girls. The rate of grade 1 students enrolled in primary schools with pre-school experience is 65%, an increase of 1.00%. Improving school environment and learning materials MOEYS assessed school and classroom environment and learning materials of 50 state pre-schools out of 72 pre-school resource centers and 50 community pre-schools out of 500 community pre-schools in 17
26 Unofficial Translation provinces including: Banteay Meanchey, Battambang, Kampong Cham, Kampong Chhnang, Kampong Speu, Kampot, Kandal, Kratie, Pailin, Prey Veng, Pursat, Ratanakiri, Siem Reap, Preah Sihanouk, Svay Rieng, Takeo and Tbong Khmum. The assessment criteria include 1) Premise and furniture; 2) Language and critical thinking; 3) Interaction between teachers and children; 4) Curriculum structure and 5) Parents and teachers.
The results of the environmental assessment of state pre-schools and community pre-schools are presented in the following graphs: Figure 22: Results of State Pre-School Assessment
Figure 23: Results of Community Pre-School Assessment
Figure 24: Results of Pre-School Assessment
The assessment result reflects the efforts of state pre-school and community pre-school management committee.
Curriculum Development and Documentation - Finalized the final draft of the syllabuses for the 3 levels of state pre-schools; - Drafted technical guidelines for pre-school education (free play, group play, interaction with parents, regular test and weekly technical meeting); - Finalized the final draft of the material on parenting program; - Drafted the document on inclusive education for pre-school teacher trainees.
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Implementation of Instructional Hours and Curriculum Implementation of curriculum and timetable in state pre-schools and pre-school classes accounted for 75.30% for lower level pre-school, 85.28% for middle level pre-school and 88.04% for upper level pre- school against the annual curriculum. Implementation of curriculum and timetable in community pre-school centers or pre-school classes accounted for 78.50 % against the annual curriculum, an increase of 1.50% compared to the previous academic year.
Free play activities were implemented in 38 state pre-school classes including 51 classes in Banteay Meanchey, Battambang, Kampong Cham, Kampong Chhnang, Kampong Speu, Kampot, Kandal, Kratie, Pailin, Prey Veng, Pursat, Ratanakiri, Siem Reap, Preah Sihanouk, Svay Rieng, Takeo and Tbong Khmum provinces.
Teacher Capacity Development MOEYS: - Organized graduation examination for 199 pre-school teacher trainees, 94.97% female, of the 29th generation; - Is providing year 2 training to 200 pre-school teacher trainees, 95% female, of the 30th generation; - Organized examination to select 200 pre-school teacher trainees, 97% female, for the 31st generation; - Provided capacity buildings to 850 pre-school principals and teachers, 82.70% female, on pre-school class arrangement based on standards of quality; - Trained 130 state pre-school teachers, 93.84% female, and 24 community pre-school teachers, 100% female, on inclusive education; - Trained 1,430 community pre-school teachers, 91.35% female, on monthly meetings for pre-school program.
Monitoring and Research MOEYS organized meetings to disseminate results of ECE monitoring and evaluation in 2016-2017 with 559 participants, 53.66% female, who are directors of POEs, focal points for ECE at DOEs, school principals and pre-school teachers with the following objectives: - Disseminate results of ECE monitoring at sub-national level; - Exchange ideas and discuss to identify solutions to challenges which hindering the progress of ECE services; - Strengthen result-oriented M&E system for ECE sub-sector; - Collect inputs for discussion topics on ECE in education congress 2018.
MOEYS monitored the implementation of SIG projects in 25 pre-schools and pre-school classes in primary schools in 25 provinces with the following outcomes: - 70% of SSCs participated in every monthly meetings; - 87% of SSCs were supervised by District Grant Coordinating Committee; - 80% of SSCs were supervised by Provincial Grant Coordinating Committee; - 85% of SSCs followed the technical and financial guidelines for implementing SIG projects; - 75% of pre-schools and primary schools with pre-school classes had in place teaching plans based on the guidelines.
MOEYS monitored the implementation of result-based M&E system in 12 provinces with the following outcomes: - All POEs developed operational plans despite the fact that the section on ECE sub-sector is not result-based; - 16.66% of POEs have developed and implemented M&E plan for ECE sub-sector;
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MOEYS observed teaching and learning in 134 schools (including 30 detached pre-schools) or 213 classes in 92 districts in 23 provinces with the following outcomes: - 60% of resource pre-schools had statistics of children of the school’s target villages; - 10% of schools provided food to children; - 70% of principals provided technical support on material production; - 57% of principals provided support for classroom administration and helped address general problems; - 10% of principals observed teaching and learning more than once a week.
MOEYS conducted research and assessment on the feasibility of training pre-school teachers in some training institutions, pre-schools, and relevant agencies.
A.2. Ensure effective leadership and management of education staff at all levels ECE support services MOEYS: - Organized consultative workshop on ECE standard development and implementation process with 128 participants, 83.60% female, in Kandal province; - Organized workshop on resource pre-school management with 116 participants, 88.79% female, in Stung Treng province; - Organized consultative meeting on guidelines on minimum standard for parenting program and disseminated ECE materials with 47 participants, 63.82% female, in Preah Sihanouk province; - Organized mid-term review meeting 2017 for ECE sub-sector with 113 participants, 63.71% female, in Preah Sihanouk province; - Organized consultative workshop on revision of curriculum for state pre-schools with 86 participants, 80.23% female, in Battambang province; - Organized consultative workshop on the 2nd draft of syllabus for pre-school with 134 participants, 75.37% female; - Organized regional consultation on the final draft of curriculum for state pre-schools with 687 participants, 88.64% female, in Kratie, Siem Reap, Kampong Thom and Takeo provinces; Capacity Development MOEYS:
- Provided capacity training to 16 national trainers, 68.75% female, and 865 core parents, 93.64% female, in the workshop on parenting education; - Provided capacity training to 62 sub-national trainers, 77.41% female, in the workshop on inclusive education; - Provided capacity training to 66 officers from national and sub-national levels, 39.40% female, on multi-lingual education program at pre-school level; - Provided capacity training to 40 members, 62.50% female, of the technical working group for revising curriculum for state pre-school on pre-school curriculum development; - Provided capacity training to 27 national and sub-national officers, 96.29% female, in the training on socio-emotional learning for young children. - Sent 1male officer to participate in the training on quantifying education quality, monitoring and evaluation in France; - Sent 1 male officer to participate in workshop on Global CRC Online in Sweden; - Sent 3 officers, 1 female, to participate in the International Conference on Quality Early Childhood Education and Enhanced Enrolment of All Children in Vietnam; - Sent 12 officers, 10 female, to join study tour in Japan;
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- Sent 2 officers, 2 female, to participate in the International Workshop on Early Child Care and Development in Indonesia; - Sent 1 officer, 1 female, to participate in the Third Annual Conference of the Religion Alliance for World Peace in Korea; - Sent 2 officers, 2 female, to participate in the training on special education for young children in Israel. Formulation of Regulations The Royal Government issued Sub-Decree No. 245 ANKr.BK dated Dec 29, 2017 on Community Pre- School Management.
MOEYS issued: - Guidelines No. 42 AYK.SSN dated Oct 03, 2017 on the operation of public primary schools and pre- schools for the school year of 2017-2018; - Guidelines No. 22 AYK.SSN dated June 19, 2017, on the structure, roles and duties of the Division of Special Education and Multi-lingual Education in POE, DOE and public education institutions;
MOEYS formulated: - Draft Prakas on the introduction of minimum standards for community pre-schools; - Draft Prakas on formality and procedures for evaluating community pre-schools; - Draft Inter-Ministerial Prakas and allowance rate for standardized community pre-schools; - Draft Inter-Ministerial Prakas on procedure for disbursing and liquidating monthly allowances for pre-school teachers, funds for children and community pre-school operating and development funds; - Draft Prakas on criteria to transform a community pre-school class as an annex of a public institution; - Draft Prakas on mechanism, procedures, and requirements for the recruitment of community pre- school teachers.
The National Committee for Early Childhood Care and Development - Organized the International Conference for Asia Pacific on Early Childhood Development in Siem Reap province with 622 participants, 60% female, from 37 countries, including 250 participants from Cambodia, 65% female; - Organized the first consultative workshop on the review of the result framework of the National Action Plan on Early Childhood Care and Development with 50 participants, 32% female, in Siem Reap province; - Organized the second consultative workshop on annual reporting and review of the result framework of National Action Plan on Early Childhood Care and Development with 50 participants, 36% female, - Organized the workshop on the development of multi-sectoral M&E framework for National Action Plan on Early Childhood Care and Development with 50 participants, 18% female, in Battambang province; - Screened a movie entitled “The Beginning of Life” for 250 viewers, 70% female, in AEON cinema, Phnom Penh; - Cooperated with Ministry of Information to show “Love Your Child” program on TVK; - Cooperated to draft framework of daycare centers in factories and enterprises - Cooperated with Ministry of Labor and Vocational Training to pilot a project to create 15 daycare centers in factories and enterprises.
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B. Progress of Outcome Indicators Analysis of the Progress of Outcome Indicators Actual Target Actual Early Childhood Education Status 2016-17 2017-18 2017-18
Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
1 Percentage of 5 yrs old children enrolled 66.35% 68% 68.50%
2 Percentage of 4 yrs old children enrolled 37.37% 38% 39.90%
3 Percentage of 3 yrs old children enrolled 20.33% 31% 21.80% No. of pre-school teachers trained (pre-service and in- implemented 4 service trainings) following the formula of 12+4 each n/a n/a in 2018 year % of pre-school teachers with at least Bachelor degree 5 each year 2.0% 3.2% 3.4% No. of pre-school teachers receiving continued 6 professional development each year 152 200 199
7 % of ECE programs following quality standard 15.17% 22.9% 23.50% % of ECE programs implementing regular assessment 8 test for five-year-old children 25.65% 30.7% 39.2% Percentage of children in early childhood care and 9 development services with nutritional status 27% 60% 30% 1 Percentage of children in state pre-schools given 89% 90% 90% 0 deworming pills Policy Area 2: Ensure effective leadership and management of education staff at all levels N/A
Note: Achieved Likely to Achieve Unlikely to Achieve
C. Challenges
While there were significant achievements, some challenges require more efforts to solve including: - The number of newly trained pre-school teachers and infrastructure are not sufficient to meet the needs for service expansion and ECE quality standards; - There is a lack of resources for implementing M&E system; - Home-based ECE/parenting program does not fulfill quality standards; - Cooperation with the National Committee for Early Childhood Care and Development to provide multi-sectoral interventions to promote health and nutrition among young children is not coherent.
31 Unofficial Translation 2.2.2. SUB-SECTOR: PRIMARY EDUCATION
A. Achievements A.1. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
In 2017-2018, there were 7,189 public primary schools, an increase by 45 compared with 2016-2017. The number of incomplete schools was 532, a decrease of 66. The number of child-friendly schools (middle and advanced levels) was 5,322, an increase of 126. There were 432 private primary schools in all capital/provinces.
There were 61,635 public primary school classes, an increase of 380 classes and 43,557 public primary school classrooms, an increase of 845 classrooms.
There were 2,028,694 public primary school students including 975,563 girls (48,1%), an increase of 6,633 students, 1,332 girls. The number of students in private primary schools was 111,798 including 55,094 girls (49.3%). Gross admission rate was 95.2%, 95.1% for girls, an increase of 0.1%, 1.1% increase for girls, including 0.8% increase for private schools, 1.0% increase for girls and 0.7% decrease for public schools, 0.1% increase for girls. Net admission rate in public primary schools was 90.3% (90.2% for girls), while that in private primary schools was 4.9% (4.9% for girls). Gross enrolment rate was 97.8%, 98.1% for girls, an increase of 0.1%, 0.1% decrease for girls, including 1.0% increase for private schools, 0.9% increase for girls and 0.9% decrease for public schools, 1.0% decrease for girls. Net enrolment rate for public schools was 92.6%, 92.9% for female and was 5.2% for public schools, 5.2% for female.
The number of students enrolled at correct age increases. This shows that Cambodian people value education, the school has come closer to the home of the people especially, in remote areas and disadvantaged areas, and has more child-friendly environment.
There were 57,915 primary education staff, 29,424 female (50.8%), including 46,157 teaching staff, 26,037 female (56.4%), an increase of 8, 324 for female. The number of two-shift teachers was 13,331, 6,076 female. There were 2,935 multi-grade teachers, 972 female.
The number of female primary education staff has significantly increased; which means, both men and women are more attracted to work in the education sector.
Implementation of Programs and Activities Disbursement of School Operational Budget and School Improvement Grant
MOEYS provided SOB fund in the amount of Riels 37,146 Million, in which Riels 36,463 Million was executed, accounting for 98.16%. The amount of SIG fund was USD 4,567,629.63, with 100% execution rate. This fund was provided to all schools through banking system. Each school has developed annual development plan with participation of the School Support Committee. Information on income from all sources and expenditure was disclosed transparently. 4,124 schools 825 communes, 98 districts and 18 provinces implemented social accountability program in collaboration with the Committee for Implementing Strategic Plan on Social Accountability of NCDD.
This has helped the school to use resources to better respond to their actual needs.
School Infrastructure Development: MOEYS: - Constructed 13 school buildings of 73 rooms in Kampong Cham, Battambang, Pursat, Kampong Chhnang, Kampot, Takeo, Kandal and Tbong Khmom provinces; - Repaired 24 buildings of 143 rooms in Phnom Penh, Takeo, Kampong Thom, Prey Veng, Koh Kong, Kampong Cham, Siem Reap, Kampong Speu, Svay Rieng, Preah Vihear, and Kandal provinces;
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- Constructed latrines, handwashing stations and clean water system in 216 primary schools on annual basis in different provinces; - Constructed latrines, reservoirs, water connection network, wells, handwashing station, repaired school buildings, classrooms, provided furniture and playgrounds and improved environment in 16 schools in Takeo and Kampot provinces in collaboration with CCT project; - Constructed a two-floor building with 6 rooms in Svay Rieng province in collaboration with Child Fund Cambodia; - Constructed adapted 8 latrine buildings for children with disabilities and constructed ramps for children with disabilities in 16 schools in Pursat province in collaboration with Disability Development Service Program; - Constructed 11 kitchens, 56 toilets, 16 rice warehouses and repaired 17 toilets, 3 wells, 15 reservoirs, 202 handwashing stations and provided 7,075 sets of kitchen utensils, 8 cookers, 459 sets of sanitation appliances and 4.16 tons of vegetable seeds in collaboration with World Food Program and Plan International;
This reflects the Royal Government and development partners’ emphasis on investment in education sector.
Child-Friendly School: MOEYS: - Adopted the policy on child protection in schools and set up steering, coordinating and technical committees in collaboration with development partners; - Developed action plan for implementing the Policy on Child Protection in collaboration with UNICEF; - Implemented safe school program in 21 schools in Phnom Penh, Stung Treng and Kampong Cham in collaboration with Child’s Right Foundation; - Provided training on positive disciplines in 233 schools in 49 clusters, 6 districts in Battambang, Kampot and Prey Veng provinces to 1,687, 778 female, in collaboration with UNICEF; - Took stock of CFS program under the theme “Child-Friendly School in the context of Sustainable Development Goals” in Kampong Cham, with 206 participants, 37 female, in collaboration with UNICEF and relevant partners; - Provided technical support to national trainers on how to observe classes in Ratanakiri and Mondulkiri provinces with 9 participants, 3 female, and provided training on teaching and learning to DTMT 77, 7 female in collaboration with CARE;
This shows that MOEYS has prioritized the improvement of teaching and learning.
New Generation School: In collaboration with development partners, MOEYS implemented New Generation School program in the following primary schools: - Anuwat HUN SEN Primary School, Kampong Cham Municipality, Kampong Cham Province - Svay Prohout Primary School, Svay Chrum District, Svay Rieng Province - Angkor Ban Primary School, Kang Meas District, Kampong Cham Province - Samdech Preah Reach Akka Mohasei NORODOM MONINEATH SIHANOUK, Udong District, Kampong Speu Province. There were 2,523 students, 1,215 female among 4 schools above.
This reflects the transformation of advanced child-friendly schools to new generation schools through education sector reform.
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Full-day teaching and learning in primary school: MOEYS: - Developed a concept note and schedule for full-day teaching and learning; - Established a Steering Committee and Technical Committee for Full Day Teaching and Learning; - Developed guidelines on full-day teaching and learning processes; - Piloted full-day teaching and learning in Doun Ov, Trapaing Svay and Kork Krirl primary schools in Angkor Thom district, Siem Reap province and in Angkor Ban primary school in Kang Meas district, Kampong Cham; - Provided additional allowance of 60% of salary and operational support budget of Riels 20 Million per school per year; - Provided guidance on the formulation of three-year school development strategic plan and annual operational plan; - Monitored and helped improve full-day teaching and learning process; - Provided capacity training to 42 participants, 29 female, who were officers from Siem Reap POE, Angkor Thom DOE, school principals and stakeholders on the use of Khmer Textbook for Grade 1, 2 and 3 and positive disciplines to support the full-day teaching and learning; - Provided a desktop computer and printer to Doun Ov, Trapaing Svay, and Kork Krirl primary schools; - Provided lunch to students in collaboration with World Food Program; - Facilitated alliance between the three target schools with the above-mentioned three advance level CFS schools covering 1,071 students, 506 female.
This has helped improve learning outcomes of students in primary school.
School-Based Management MOEYS disseminated information and implemented school-based management with 4 components: 1) School Administration; 2) Learning and teaching and implementation of curriculum; 3) Capacity Development of teachers and inspection; and 4) Formulation of school development plan and school budget management. Strengthening learning and teaching methodologies MOEYS: - Disseminated videos on Khmer language teaching methodologies for early grades 1, 2 and 3 through MOEYS’s website; - Conducted final evaluation of the pilot and compile analytic report on the assessment of early grade math in 14 districts in 7 provinces in collaboration with ESDP2; - Disseminated reading standards to grade 1, 2 and 3 teachers, school principals and DTMTs 413 participants, 178 female; - Provided 85,086 sets of learning and teaching materials, including varieties of story books, posters, resource materials for teachers and mats, to 275 schools (300 sets each), in Siem Reap, Kampong Thom, Stung Treng, Preah Vihear, Udor Meanchey, Banteay Meanchey, Battambang, Pursat, Kampong Chhnang and Kampong Speu provinces in collaboration with World Education and World Food Program; - Provided capacity building on early grade reading 1,167 teachers and librarians, 883 female, in 275 schools in collaboration with World Education and World Food Program;; - Tested 14 trainers and primary school teachers, 3 female, on pedagogical and content knowledge related to “number, measurement and geometry” in Siem Reap province, in collaboration with VVOB; - Provided training on teaching methodologies for Khmer subject at grade 1, 2 and 3 to 139 trainers, 61 female, in Kampong Chhnang and Kampong Cham in collaboration with Capacity Development Partnership Fund;
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- Provided training on student-centered teaching methodologies “student responsive teaching methodologies” and teacher standards to teachers in target schools of the project in collaboration with CCT project; - Provided training on teaching methodologies for early grade Khmer subject to 5,801 principals, grade 1, 2 and 3 teachers and stakeholders, 3,819 female; - Trained 170 teachers, 48 female, principals and stakeholders how to use curriculum, core textbooks, and teaching methodologies for accelerated primary education program in collaboration with UNICEF; - Provided training to class-based teachers on class management and support for slow learners, observed learning and teaching and assessed learning outcomes, in collaboration with Room To Read; - Provided training to 346 DTMTs, 39 female, school principals and stakeholders on how to develop and use questionnaires related to the learning of primary school students; - Coordinated technical meetings in clusters and strengthened capacity of coordinators in target schools in collaboration with Room To Read; - Provided one training per year on accelerated learning program to 35 sub-national trainers, 6 female and two trainings per year to 274 teaches and principals, 116 female; - Expanded grade 1, 2 and 3 reading program in 224 schools in 14 provinces in collaboration with development partners.
This has helped improve the capacity of teachers and learning outcomes.
School-based Operational Activities MOEYS: - Collected information from primary schools on crop growing, animal husbandry and physical education; - Drafted guiding documents on life skill education including tailoring, cooking, vegetable farming, animal husbandry, art education and songs; - Trained 358 technical officers in charge of drawing, 32.4% female; - Organized drawing contest for Chinese and Cambodian students as part of the China-Cambodia Relation Program under the theme “One Belt, One Road, Linking Hearts” in Phnom Penh, with participation from 1,000 children, 475 girls. 100 children including 55 girls won the contest, which was organized in collaboration with a charity fund of China.
Multi-Lingual Education Program MOEYS: - Implemented multi-lingual education program for indigenous children in 80 schools in 15 districts in Ratanakiri, Mondulkiri, Stung Treng and Kratie provinces, with 4,881 students, 48,1% female; - Transformed schools implementing multi-lingual education program as public schools and incorporated them into the National Action Plan on Multilingual Education, 2015-2018; - Provided technical trainings to 195 multi-lingual teachers, 37.4% female, in collaboration with UNICEF and CARE; - Monitored multi-lingual education program in 38 schools in 11 districts in 4 provinces in collaboration with UNICEF.
This has helped indigenous children to enroll in public primary schools in an equitable and inclusive manner.
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Accelerated Learning Program MOEYS : - Implemented accelerated learning program in 13 districts in Kampot, Kratie, Preah Vihear, Stung Treng and Kampong Thom provinces covering 52 schools, 90 classes, 2,622 students, 42,3% female, in collaboration with UNICEF; - Printed 582 copies teacher manuals and 18,818 copies of student textbooks in collaboration with UNICEF and Pour un Sourire d'Enfant; - Implemented accelerated learning program in 162 schools in 29 districts in Phnom Penh, Kampong Speu, Prey Veng, Preah Sihanouk and Siem Reap provinces with 274 teachers, 42,4% female and 7,635 students, 45.3% female, and 5 focal points at national level, 1 female, and 40 focal points at sub-national level, 25.5% female, in collaboration with Pour un Sourire d'Enfant;
This has helped overage students and dropout students to learn in age-appropriate classes.
Inclusive Education Program MOEYS: - Identified children with disabilities in Siem Reap province, in collaboration with UNICEF; - Trained 1,038 teachers, 34.7% female, on inclusive education, in collaboration with partners; - Drafted materials on education of children with intellectual impairment with 79 participants, 17.7% female, in collaboration with Save the Children International, Rabbit School, and Community Hope Organization; - Monitored the implementation of inclusive education program in 10 provinces and the use of spectacles in 3 provinces in collaboration with UNICEF and ESSP2;
This has enabled marginalized children with disabilities to enroll and study as children without disabilities.
School Feeding and Scholarship Programs MOEYS: - Provided scholarship to 119,062 poor students, 54.3% female, including 86,126 students, female 51.8% for government, 32,225 students, 56% female, in 6,183 schools, in collaboration with World Food Program; 199 students, 100% female, in collaboration with CCT and 512 students, 55.08% female, in collaboration with Disability Development Support Program; - Provided food scholarship to 311,093 students, 49.0% female, in 1,174 schools in 9 target provinces in collaboration with World Food Program; - Organized the 9th National Workshop on School Feeding Program in Battambang province with 66 participants, 24.2% female; - Organized regional conference on school feeding program with 45 participants, 35.6% female from 6 countries; - Shared experiences on the implementation of school feeding program using community agricultural produce with 96 participants, 18.8% female; - Conducted research on effective implementation of scholarship for poor student program in 72 schools in 36 districts in 9 provinces; - Monitored the implementation of school feeding program (breakfast and lunch) in 114 schools in 9 provinces, accounting for 9.7% of primary schools involved in the program.
This has helped children from poor households to enroll and regularly learn until they complete education level and transit to the next level.
Expanding and Strengthening School Health Promotion Program MOEYS: - Organized handwashing day in Takeo and Kampot provinces with 800 participants, 51% female;
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- Provided training on reproductive and sexual health, HIV and drug prevention to 794 grade 5 and 6 teachers, 28% female, in collaboration with RHAC; - Organized contest to select outstanding cooks in schools implementing breakfast program in 7 districts in Kampong Thom province with 917 participants, 23% female; - Provided hygiene materials including brushes, soaps, and toothpaste for handwash and toothbrushing practices in 5 provinces; - Drafted syllabus for “Health Education” subject for grade 1-12; - Provided 1,224 first aid boxes in collaboration with ESSPII; - Provided health and physical screenings to 53,562 grade 1 students, 54% female, in Kampong Chhnang, Kampot, Kep, Pailin and Takeo provinces in collaboration with Ministry of Health; - Provided deworning pills to 94.22% of students twice per year in colaboration with Ministry of Health; - Monitored the WASH minimum standards in 21 schools in Phnom Penh, Takeo, Kratie, Kampong Chhnang, Kampong Thom and Kampot provinces; - Provided health and physical screening to 1,336 teacher trainees, 55% female; - Provided training to 2 health workers, 1 female, in collaboration with CCT project.
This has helped promote students’ health to ensure effective learning.
Teacher Pre-Service and In-Service Training MOEYS: - Completed training of primary school teachers 12+2 promotion 34th for 1,783 teacher trainees, 1,093 female; - Continued to train 1,551 year 2 teacher trainees of the 35th generation, 979 female; - Organized examination to recruit 1,627 12+2 primary teachers, 1,057 female, for the 36th generation; - Provided training to 585 principals and vice principals, 126 female, on management, leadership and vocational skills in Kampong Cham and Kampong Thom province; - Improved training curriculum for primary teachers with 268 participants, 97 female; - Adopted the Master Plan on Trainer Development, 2017-2020; - Developed 12+2 primary teacher training program using credit system; - Provided training on education planning to 95 management, 29 female, from PTTCs; - Provided training to 58 librarians from PTTCs and cooperating schools, 38 female, on technical work related to library and teaching; - Providing technical training on library to 61 librarians from PTTCs, 35 female; - Developed teacher mentoring plan for 50 teachers, 12 female, from Secondary Pre-School Teacher Training College; - Disseminated director standards to 175 school principals, 20 female; - Provided training on medium-term trainer development planning to 26 participants, 4 female; - Developed materials to be used in primary teacher mentoring program with 50 participants, 7 female; - Provided guidance on teaching methodologies for grade 1, 2 and 3 Khmer Language to 139 trainers, 61 female, from PTTCs; - Provided training on reproductive health education to 101 trainers, 45 female, from PTTCs; - Organized an event on the production of videos on teaching and learning of Khmer and Math teaching methodologies, presided over by His Excellency Dr. Academician Hang Chuon Naron, Minister of Education, Youth and Sport in Kampot PTTC and Anuwat Primary School;
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- Organized consultation on the draft policy on teacher career pathway with 164 participants, 25 female; - Improved teacher training materials on inclusive education with 19 participants, 9 female; - Organized consultation on improvement of inclusive education for primary teacher training program with 72 participants, 22 female; - Provided training on teaching methodologies for inclusive education for students with visual impairment to 22 participants, 7 female; - Provided training on teaching methodologies for inclusive education for students with hearing impairment to 22 participants, 8 female; - Provided training on lesson planning on inclusive education as part of teacher training program with 32 participants, 10 female; - Provided training to 195 school management, 74 female, on service delivery based on the principle of good governance; - Organized study tour for 178 primary school management, 37 female, to Kampot and Preah Sihanouk province; - Disseminated primary school standards with 575 participants, 108 female; - Provided training on the implementation of phone-based result-based M&E system in 9 schools in 13 districts in Prey Veng province; - Provided training on management to principals/vice principals from 275 schools in Kampong Thom and Siem Reap and on how to support teachers to 294 participants, 51 female, in collaboration with World Education.
This has helped develop the capacity of school principals, and teachers to contribute to the education sector reform.
Curriculum Development MOEYS: - Developed syllabuses for all subjects for grade 1 to 6; - Developed materials on essay writing for grade 3 to 6; teacher manual on English language for grade 4, 5 and 6 and guidebooks on science learning and teaching using STEM approach for grade 4 to 6; - Provided guidance on the implementation of Science, Technology, Engineering and Math education and dictation and essay writing; - Disseminated materials on anti-corruption to 905 grade 4, 5 and 6 teachers, 153 female, in provinces in collaboration with Anti-Corruption Unit; - Supplied 2,855,000 copies of core textbooks to schools across the country in the textbook-pupil ratio; - Disseminated and implemented curriculum and English teaching methodologies for grade 4, 5 and 6 with 405 participants, 92 female;
This has helped improve learning outcomes.
Library There were 3,937 libraries in schools, including 338 as building, 2,537 as library rooms, 807 as offices, 175 as learning corners in the classroom and 80 mobile libraries.
MOEYS: - Disseminated videos on methods for reading in libraries on MOEYS’s websites; - Promoted reading habits among children and nurtured interest in Khmer culture and traditions among children in collaboration with Room To Read;
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- Provided 4,449 copies of reading books and 11 pieces of furniture to libraries and learning materials to 1,272 students, 715 female, and promoted reading in Siem Reap and Kampot provinces Aichi Association of Central Prefectures of Japan for Youth Training; - Printed 33 titles of reading books and provided 113,955 copies of reading books in collaboration with Room to Read; - Provided training on library management and standards to 2,494 trainers, principals, and librarians, 53.3% female; - Set up a library in all target schools of the project by laying tiles, installing window bars and boards for displaying information and students’ works, reading tables, furniture and reading books in collaboration with CCT project;
This has strengthened reading activities in libraries and expanded reading and writing skills to nurture the habit of reading in primary schools.
Monitoring and Evaluation MOEYS: - Promoted Early Grade Maths and supported teachers who taught Math in grade 1, 2 and 3 in Phnom Penh, Siem Reap, Battambang, Stung Treng, Kratie, Prey Veng and Kampong Cham provinces, in collaboration with ESSPII; - Observed guided pedagogy, teaching observation, technical meeting, and interview teachers on using Khmer textbook grade 1, 2 and 3; - Conducted test reading for grade 1, 2, 3 students in target schools 39: 1st grade students recognize 9% of characters, 54% distinguish, 28% read, 32% read, 12% speak and 49% write. Grade 2 students recognize 46% of the characters, 80% of the words, 41%, read 53%, literacy 61% and write 34%. Grade 3 students recognize 55% of literal characters, 77% of them are literate, 52% read, 73% read, 68% literacy and 65% write - Conducted learning outcome assessment of students in 15 schools in Kampot, Kampong Speu, Kampong Cham, Svay Rieng and Siem Reap provinces with the following results: Reading for grade 1, 2 and 3: 67.33%; writing: 54.66%; Math results: 90% for grade 1, 61.33% for grade 2, and 76.66% for grade 3; - Strengthened performance appraisal capacity of 187 officers from sub-national level, 53% female, in Kampong Speu, Kampong Cham, Takeo, Kampong Chhnang, Siem Reap, Banteay Meanchey, Svay Rieng, Oddar Meanchey, Koh Kong, Tbong Khmum, Preah Sihanouk and Kampot provinces; - Disseminated results of the national learning assessment of grade 6 Khmer and Math subjects to 136 participants, 15 female; - Finalized the report of the regional pilot assessment of grade 5 reading, writing, math and global citizenship subjects; - Finalized thematic inspection report on primary completion rate in 32 schools in 10 provinces and on the teaching of grade 6 writing in 36 schools in 28 districts in 16 provinces; - Finalized stocktaking report on the implementation of recommendations of the regular inspection in 23 schools in 23 districts in 16 provinces; - Conducted research on “correlation between management and learning performance” in 114 schools in 38 districts in 14 provinces; - Monitored accelerated learning program in 211 schools in 37 clusters in 42 districts in 10 provinces in collaboration with UNICEF and PSE; - Monitored the implementation of result-based M&E system in Mondulkiri, Takeo, Kratie, Ratankiri, Banteay Meanchey, Prey Veng, Kandal, Preah Vihear, Stung Treng, Kampong Thom, Siem Reap and Battambang provinces; - Monitored the implementation of SIG program in 135 schools in 63 districts in 22 provinces in collaboration with SIDA-Sweden and CDPF;
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- Monitored and evaluated CFS through digital system in Stung Treng and Takeo provinces in collaboration with UNICEF and Open Institute; - Monitored the implementation of good governance in Banteay Meanchey, Stung Treng, Kampong Speu, Oddar Meanchey, Pursat and Siem Reap province with 200 participants, 65 female; - Improved the preparation of lesson plan and the production and use of teaching aids.
This has improved quality and effective teaching and learning. 16 grade 5 and 6 students including 7 girls took part in the International Mathematical Olympiad in the Philippines.
Analysis of Student Flow Rates Promotion rate in primary schools increased to 89.4%, 91.6% for girls and 87.3% for boys. Repetition rate decreased to 6.5%, 4.9% for girls and 8.0% for boys. Dropout rate decreased to 4.1%, 3.5% for girls and 4.7% for boys. Table 6: Flow Rates Flow Rates (Total) Flow Rates (Female) Flow Rates (Male) Promotion Repetition Dropout Promotion Repetition Dropout Promotion Repetition Dropout 89 4 6 5 4 1 91 6 4 9 3 5 87 3 8 0 4 7 National ...... 93 1 4 4 2 5 93 8 3 2 3 0 92 4 5 6 2 0 Urban ...... 2016-17 88 6 6 9 4 4 91 2 5 3 3 6 86 3 8 5 5 3 Rural ...... 88 7 6 6 4 6 91 1 5 1 3 8 86 5 8 1 5 5 National ...... 91 3 4 6 4 0 93 7 3 4 2 9 89 1 5 8 5 1 Urban ...... 2015-16 2015-16 88 2 7 0 4 8 90 6 5 5 3 9 85 9 8 5 5 5 Rural ...... Note: The flow rate does not include private schools.
This reflects positive impact as a result of targeted budget allocation and utilization and reform agenda.
Analysis of Completion Rate Completion rate in primary education decreased to 79.06%, 82.65% for girls (increased compared to last year) and 75.68% for boys (decreased compared to last year). Decreasing patterns of completion rate in primary education are identical for national level, both in rural and urban areas. Table 7: Completion Rate Completion Rate, 2016-2017 Completion Rate, 2017-2018 Total Female Male Total Female Male 79 87 83 22 76 71 79 06 82 65 75 68 National ...... 71 03 74 01 68 28 69 30 72 52 66 34 Urban ...... 81 98 85 38 78 74 81 42 85 06 77 97 Rural ......
A.2. Ensure effective leadership and management of education staff at all levels Education Staff MOEYS: - Allocated 1,627 recruits to serve as primary school teachers in 2017; - Redeployed 31 teachers (planned 100 teachers), 25.8% female from schools with surplus of teachers to schools with shortages of teachers; - Admitted 28 officers, 50% female, transferred from Ministry of Social Affairs, who were the former staff of Krousar Thmey.
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Education Staff Motivation MOEYS: - Issued Prakas to appoint 1,784 primary teacher interns, 63.3%; - Revised personnel profiles of 68,303 primary teachers, 48.2% female; - Provided full civil service category to 2,842 primary teachers, 6.3% female; - Issued Prakas on promotion and increased ranks for 85,662 teachers, 45.4% female; - Issued Prakas to provide special civil service category to 41 officers at primary education level, 58.5% female; - Issued Prakas to transfer workplace of 236 officers at primary education level, 51% female; - Prepared paperwork to provide salary to 1,984 teachers, 52.3% female; - Organized study tour for 13 winners of outstanding principals and teachers, who received Samdech Techo SEN award, 6 female, to Thailand; Provided Samdech Techo SEN award to 5 outstanding teachers of grade 1 Khmer subject, 4 female. -
This has helped motivate education staff to perform better from one year to another.
Community Participation MOEYS: - Advised all schools to cooperate with sub-national authorities to integrate the school development plan into the Commune Development Plans to improve the environment, space, garden, playground, handwashing areas, and latrines, etc. - Mobilized resources by all means; - Organized enrolment campaign to monitor and improve learning outcome of students, support slow learners and dropouts; - Monitored the implementation of roles and responsibilities of Primary School Support Committees in 62 schools in 24 districts in Prey Veng, Takeo, Kampong Thom, Kampong Chhnang, Kampong Speu and Banteay Meanchey provinces; - Provided capacity building to 600 DTMTs, 112 female on SSC M&E tools in Ratanakiri and Mondulkiri provinces in collaboration with CARE.
This has improved social accountability.
B. Progress of Outcome Indicators by Sub-Sector 173 out of 197 districts has a repetition rate of 10% or lower at primary education level.
Analysis of the Progress of Outcome Indicators Actual Target Actual Primary Education Status 2016-17 2017-18 2017-18 Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning for all Net Admission Rate 95.1%* 98.7% 95.2%* 1 94.0%* 98.7% 95.1%* Net Admission Rate (female) Net Enrolment Rate 97.7%* 100% 97.8%* 2 100% Net Enrolment Rate (female) 98.2%* 98.1% * Dropout Rate 4.6%** 5.4% 4.1%*** 3 Dropout Rate (female) 3.8%** 5.9% 3.5%*** Completion Rate 79.9% 83.0% 79.1% 4 83.2% 84.5% 82.7% Completion Rate (female) Repetition Rate 6.6%** 4.2% 6.5%*** 5 5.1%** 4.2% 4.9%*** Repetition Rate (female)
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Transition rate from primary to lower secondary education 85.5% 88.0% 86.0% 6 Transition rate from primary to lower secondary education 88.3% 88.0% 88.5% (female) The number of districts with primary completion rate of at 7 90 115 91 least 80% 64.01% 68.3% 65.0% 8 % of new grade 1 students with pre-school experience 79.37%**** 78.8% 81.3%**** 9 % of child friendly school at middle and advance levels % of primary school with 81.5% 87.0% 85.9% Latrines 10 Safe Water 59.1% 87.0% 59.3% 60.0% 54.2% 52.9% Handwashing Facilities 70.0% 63.4% 54.0% First Aid Boxes 77,654** 75,000 86,126*** 11 No. of students receiving scholarship in primary education Prepare implemented 12 No. of primary school teachers trained using the formula of n/a selected in 2018 12+4 each year in 2018 % of primary school teachers with at least Bachelor degree 13 6.2% 7.1% 7.0% each year No. of primary school teachers receiving professional 14 1,492 1,500 1,827 development each year Policy Area 2: Ensure effective leadership and management of education staff at all levels N/A Note: Achieved the targets Likely to Achieve Unlikely to Achieve the targets * Include private schools ** School Year of 2014-2015 *** School Year of 2015-2016 **** Do not include incomplete primary schools
C. Challenges
While there were significant achievements, some challenges require more efforts to solve including: - Teachers’ capacity to implement inquiry-based teaching methodologies is still limited; - Not all elements of school-based management is applied; - Physical infrastructure including water supply system, latrines... in public primary schools does not fit the current context; - Training on inclusive education and teaching methodologies for children with disabilities is not done widely enough; - ToRs of DTMTs have not been updated; - There is shortage of foreign language teachers in primary schools; - There is a shortage of teachers with civil status category in schools in remote and disadvantaged areas; - School principals do not implement inspection plan and self-assessment regularly.
42 Unofficial Translation 2.2.3. SUB-SECTOR: SECONDARY AND TECHNICAL EDUCATION A. Achievements A.1. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all In 2017-2018, there were 1,753 public secondary education institutions, an increase of 22, including 1,237 colleges, a decrease of 8, and 516 lycées, an increase of 30 (36 secondary resource centers and 5 special lycées). There were 484 lycées from grade 7 to 12, an increase of 30, and 32 lycées from grade 10 to 12. There were 188 private secondary education institutions including 66 colleges and 122 lycées. There were 102 lycées with grade 7 to 12 and 20 lycées with grade 10 to 12. 137 out of 1,646 communes/sangkats or 8.32% did not have a college. 46 sangkats in Phnom Penh and 33 communes in Ratanakiri province do not require colleges. 3 out of 197 districts or 1.52% did not have a lycée including Thmar Baing district in Koh Kong province and Ta Veng and O’Chum districts in Ratanakiri province due to their geographical and demographical conditions. MOEYS constructed:
- Additional school buildings including 4 buildings for colleges and 6 buildings for lycées to address over crowdedness issue. 3 college buildings and 6 lycée buildings were repaired; - 29 buildings for colleges, 2 buildings for lycées and 6 teacher houses through ESDP3; - 6 buildings for colleges, 9 buildings for lycées and 23 teacher houses through Silk Learning Building Program of People Republic of China. 9.7% of colleges and 2.9% of lycées did not have latrines. 57.6% of colleges and 45.4% of lycées did not have safe clean water facilities. There were 48,357 education staff, 18,802 female, out of whom 33,181 staff, 14,022 female worked at lower secondary education, a decrease of 582 persons, 198 for female and 15,176 staff 4,780 female, at upper secondary education, an increase of 719 persons, 357 for female. There were 41,514 teaching staff, 17,048 female, an increase of 107 persons, 76 for female, of whom 28,291 were teaching staff at lower secondary education, 12,809 female, a decrease of 491 persons, 217 for female and 13,223 were teaching staff at upper secondary education, 4,239 female, an increase of 598 persons, 293 for female. MOEYS deployed 636 new teachers, 255 female, including 100 physical education and sport teachers, 22 female, for colleges and lycées and 536 teachers, 233 female, were deployed to schools with shortage of teachers. The number of education staff were increased in proportion with the increased number of students at lower and upper secondary education, especially increased number of female teachers, which reflects attention on gender. There were 605,173 students, 314,713 female, in public lower secondary schools, an increase of 19,202 students, 11,068 for girls. There were 25,928 students in private lower secondary schools, 12,492 girls. There were 8,948 students with visual and hearing disabilities, including 4,145 girls. Gross enrolment rate at lower secondary education was 59.2%, an increase of 1.6%, 63.4% for girls, an increase of 1.9%, in which GER of public lower secondary schools was 56.8%, 61.0% for girls and GER of private lower secondary schools was 2.4%, 2.4% for girls. Transition rate at lower secondary education level was 76.8%, an increase of 2.3%, 79.2% for girls, an increase of 1.5%.
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There were 303,893 students, 159,175 female, in public upper secondary schools, an increase of 24,413 students, 15,715 for girls. There were 18,107 students in private upper secondary schools, including 8,744 girls. There were 5,419 students with visual and hearing disabilities, including 2,836 girls. Gross enrolment rate at upper secondary education was 28.5%, 30.9%for girls, in which GER of public upper secondary schools was 26.9%, 29.3% for girls and GER of private upper secondary schools was 1.6%, 1.6% for girls. This indicates that resource mobilization at the national level to invest in physical infrastructure in education sector drives the increasing number of students at secondary education. Table 7: Secondary Education Statistics, Comparison between 2016-2017 and 2017-2018 Description 2016- 2017-2018 Increase - 2017 Decrease (+/-) Colleges Schools 1,245 1,237 -8 Classrooms 6,704 6,799 +95 Total number of education staff in colleges 18,252 17,520 -732 Number of female education staff in colleges 7,372 7,069 -303 Number of classes in lower secondary education 12,838 13,218 +380 Total number of education staff in lower secondary education 33,763 33,181 -582 Number of female education staff in lower secondary education 14,220 14,022 -198 Total number of teaching staff in lower secondary education 28,782 28,291 -491 Number of female teaching staff in lower secondary education 13,026 12,809 -217 Total number of students in public lower secondary schools 585,971 605,173 +19,202 Number of female students in public lower secondary schools 303,645 314,713 +11,068 Total number of students in private lower secondary schools 22,984 25,928 +2,944 Number of female students in private lower secondary schools 11,371 12,492 +1,121 Lycées Schools 486 511 +25 Classrooms 10,759 11,375 +616 Total number of education staff in lycées 29,954 30,838 +883 Number of female education staff in lycées 11,267 11,733 +466 Number of classes in upper secondary education 6,217 6,685 +468 Total number of education staff in upper secondary education 14,457 15,176 +719 Number of female education staff in upper secondary education 4,423 4,780 +357 Total number of teaching staff in upper secondary education 12,625 13,223 +598 Number of female teaching staff in upper secondary education 3,946 4,239 +293 Total number of students in public upper secondary schools 279,479 303,893 +24,414 Number of female students in public upper secondary schools 143,460 159,175 +15,715 Total number of students in private upper secondary schools 17,244 18,107 +863 Number of female students in private upper secondary schools 8,322 8,744 +422
There were 9 operating general and technical lycées. The number of students enrolled in technical education is 1,471, 5267 female including: - 650 students, 312 female, in Kampong Chheur Teal Institute of Technology in Kampong Thom province;
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- 248 students, 32 female, in Samdech Akka Moha Sena Padei Techo HUN SEN - Rota, Ksach Kandal, General and Technical Lycée; - 239 students, 94 female, in Preah Bath Samdech Preah Boromneath NORODOM SIHAMONI General and Technical Lycée, Kampong Chhnang province; - 77 students, 26 female, in Private Sant Franscios General and Technical Lycée, Takeo province; - 37 male students in Pouk General and Technical Lycée, Siem Reap province; - 75 students, 10 female, in HUN SEN Chumpou Voin General and Technical Lycée, Phnom Penh; - 49 students, 14 female, in Bavet General and Technical Lycée, Svay Rieng province; - 12 students in Preah Reach Samphear General and Technical Lycée, Kampot Province; and - 84 students, 38 female, in Preah NORODOM SIHAMONI General and Technical Lycée, Kampot Province.
This shows that the Royal Government pays great attention on technical education. Communities and stakeholders are more interested in and understand the benefits of technical education to provide young people with decent jobs. Table 8: Student Statistics in General and Technical Lycées Increase/ 2016-17 2017-18 Description Decrease (+/-)
Total F Total F Total F Kampong Chheur Teal Institute of Technology 681 336 650 312 -31 -24 Samdech Akka Moha Sena Padei Techo HUN SEN - Rota, Ksach Kandal, General and Technical Lycée 155 10 248 32 +93 +22 Preah Bath Samdech Preah Boromneath NORODOM SIHAMONI General and Technical Lycée 222 97 239 94 +17 -3 Private Sant Franscios General and Technical Lycée 53 21 77 26 +24 +5 Pouk General and Techncial Lycée 23 0 37 0 +14 0 HUN SEN Chumpou Voin General and Technical Lycée ០ ០ 75 10 ០ ០ Bavet General and Technical Lycée ០ ០ 49 14 ០ ០ Preah Reach Samphear General and Technical Lycée ០ ០ 12 ០ ០ ០ Preah NORODOM SIHAMONI General and Technical Lycée ០ ០ 84 38 ០ ០ Total 1,134 464 1,471 526 +148 +27
Figure 26: Comparative statistics of Technical education for Year 1 students by trade from Academic year 2013-2018
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Figure 27: Comparative Statistics of Technical education students by trade from Academic year 2013-2018
Table 9: Number of Enrolled students in Technical Education by skills, 2017-2018
Academic Year Increase-Decrease No. Specialization 2016-2017 2017-2018 (+/-) Total F Total F Total F 1 Electricity 399 57 493 52 +94 -5 2 Electronics 220 52 334 86 +110 +34 3 Agronomy 267 175 386 219 +119 +44 4 Veterinary 262 180 239 169 +23 -11 Total 1148 464 1 471 52 +323 +63
Programs
Scholarship Program for Poor Students Scholarship Program for Poor Students in Lower Secondary Education covered 809 schools with 72,071 scholarship students, 60.0% female. Scholarship Program for Poor Students in Upper Secondary Education covered 120 schools with 10,782 scholarship students, 60% female, with supported by program budgeting. Also, there were also different forms of scholarships supported by development partners including:
- UNICEF provided scholarship to 912 grade 11 and 12 indigenous students, 48.03% female, in Preah Vihear, Stung Treng, Mondulkiri, Ratanakiri and Kratie provinces; - Child Dream Organization provided scholarship to 50 upper secondary students, 54.32% female; - Room To Read provided learning materials to 1,022 students and 451 bicycles to 851 disadvantaged female students in Kampong Thom, Siem Reap, Kampong Cham and Prey Veng provinces; - Cambodian Women Crisis Center provided learning materials and financial support to 315 female students; Bamboo Shoots organization provided learning materials to 48 disadvantaged female students; Ponhari Foundation provided learning materials to 96 students including 56 girls; Life and Hope supported meals, accommodation and learning materials for 39 students including 24 girls in Siem Reap provinces. This program has helped increasing enrolment rate and reducing dropout rate in secondary education, especially among female students. Child-Friendly School Program MOEYS:
- Disseminated and used supporting document for the implementation of CFS program in lower secondary education in target provinces including Takeo, Kampot, Preah Sihanouk, Siem Reap, Stung Treng and Ratanakiri provinces;
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- Disseminated and introduced local life skill teacher manual in target provinces including Takeo, Siem Reap, and Stung Treng provinces; - Implemented CFS program in 404 schools, which accounted for 23.54% of 1,716 lower secondary schools including 115 schools or 28.46% at basic level, 239 schools or 59.15% at middle level and 50 schools or 12.37% at advanced level with support from UNICEF in target provinces including Takeo, Kampot, Preah Sihanouk, Siem Reap, Stung Treng and Ratanakiri provinces; - Developed CFS document for school management and for the implementation of early warning system to prevent dropout in public education institutions. This program promoted quality of education and strengthened effective management in every school.
New Generation School MOEYS:
- Continued to implement the Policy on New Generation School; - Introduced 5 new generation schools including: o HUN SEN Kampong Cham Lycée, Kampong Cham province o Preah Sisowath Lycée, Phnom Penh o HUN SEN Prek Leap Lycée, Phnom Penh o CHEA SIM Preak Anchanh Lycée, Kandal Province o Kork Pring College, Svay Rieng province - By setting up subject-baed laboratories, computer lab and computer equipment, subject rooms, teacher rooms, and e-library. New generation schools implemented curriculum in which students move to subject rooms. - Expanded life skill teaching and learning, career counselors, youth councils and learning clubs including Mathematics clubs, Khmer literature clubs, Physics clubs, Chemistry clubs, Biology clubs, press clubs and History clubs.
Table 10: Statistics of Students in New Generation Schools
Increase/ 2016-17 2017-18 Decrease Description (+/-)
Total F Total F Total F
HUN SEN Kampong Cham Lycée 432 228 427 228 -5 0 Sisowath Lycée 579 253 771 341 +192 +88 HUN SEN Prek Leap Lycée 0 0 382 225 0 0 CHEA SIM Preak Anchanh Lycée 0 0 371 173 0 0 Kork Pring College 385 192 361 171 -24 -21 Total 1,396 673 2,312 1,138 +192 +88
New Generation School has potential to become model school to equip human resources with 21st Century skills.
Science, Technology, Engineering and Math (STEM) Teaching Program MOEYS:
- Disseminated STEM concept and STEM learning and teaching methodologies to college and lycée teachers. Lead-students to do science experimentation do graphic design in computer by using ICT. This activity was done through mobile STEM vehicle in collaboration with British and American Embassies and SMART Mobile Company;
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- Implemented inquiry, problem-solving and project-based teaching and learning methodologies; - Developed STEM education books, engineering books, STEM storybooks and distributed them to lycée and college students and some libraries; - Wrote songs on the importance of STEM subjects; - Organized Annual STEM Day by allowing 2,000 students to visit and take part in innovation competition; - Provided awards to those who were outstanding in STEM research.
This program contributed to promoting quality of education and motivated students, especially girls, to pur- sue STEM subjects. Dropout Prevention Program MOEYS:
- Continued to implement school improvement program in all public secondary schools by using funds to respond to actual requirements of schools in a flexible manner; - Implemented dropout program in lower secondary education in 100 schools in target provinces including Battambang, Siem Reap, Kampong Thom, Preah Vihear, Stung Treng, Tbong Khmum, Ratanakiri, Mondulkiri, Pursat, Kampong Speu, Pailin, Banteay Meanchey and Udor Meanchey provinces, in collaboration with ESDP3; - Piloted the implementation of documentation of clusters, secondary school support committees, and life skills;
Life Skill Education MOEYS:
- Introduced life skill curriculum framework; - Constructed 2 workshops in Kampong Cham and Takeo provinces; - Organized consultation on syllabus for local life skill program; - Trained 20 life skill teachers, 6 female, in Kampong Chheur Teal Institute of Technology, Kampong Thom Province; - Provided training to 71 teachers in charge of life skills, including 15 women; - Monitored the implementation of life skill education program on home economics, agriculture, workshop, art and computer subjects in 119 schools in 17 municipalities and 64 districts in 20 provinces; - Monitored the implementation of local life skill program in 10 schools in target provinces including Takeo, Siem Reap and Stung Treng, in collaboration with UNICEF. This has contributed to promoting quality of life skills. Vocational Orientation and Career Counseling MOEYS: - Orientated vocational to 3,896 secondary students, 2,060 female; - Provided training to 105 members of vocational orientation committees, 49 female, on the use of vocational orientation materials for lower secondary education; - Monitored and provided guidance on how to provide vocational orientation in 2 provinces, Svay Rieng and Prey Veng provinces; - Provided capacity building to 33 career counselors, 17 female; - Provided career counseling services in Battambang province; - Provided technical equipment for students to operation in Preah Reach Samphear General and Technical lycée, NORODOM SIHAMONI General and Technical lycée and Banteay Chmar lycée;
48 Unofficial Translation
- Produced short video clips on career counseling to enable students to choose the right career in the future. This program helped providing information on the world of work to students to enable them to select the right employment and learning pathway. Student Flow Rates Promotion rate in lower secondary education increased by 1.5%, 1.4% for female and in upper secondary education increased by 1.4%, 1.1% for female. Repetition rate in lower secondary education increased by 0.1%, 1.5% for female, and in upper secondary education decreased by 0.4%, 0.4% decreased for female. Dropout rate in lower secondary education decreased by 1.6%, 1.3% decreased for female, and in upper secondary education decreased by 1.1%, 0.9% decreased for female.
This indicates that education sector reform, especially promotion of teacher qualification, teaching methodologies and creation of learning clubs have promoted effective learning and teaching.
Table 11: Flow Rate in Secondary Education between 2015-2016 and 2016-2017
Lower Secondary Education Upper Secondary Education
Description 2015-16 2016-17 Increase/ 2015-16 2016-17 Increase/ Decrease Decrease Promotion Rate 80.6 82.1 +1.5 77.9 79.3 +1.4
Repetition Rate 2.5 2.6 +0.1 2.8 2.4 -0.4
Dropout Rate 17.0 15.4 -1.6 19.4 18.3 -1.1
Transition Rate 85.5 86.0 +0.5 74.6 76.8 +2.2
Student-teacher ratio increased from 21.3 to 21.4 in lower secondary education and from 20.7 to 23.0 in upper secondary education. Student-class ratio in lower secondary education and increased from 44.5 to 45.8 and in upper secondary education decreased from 46.0 to 45.5. Student-classroom ratio increased from 48.3 to 50.1 in lower secondary education and decreased from 50.3 to 50.1 in upper secondary education.
Table 12: Key Ratios in Secondary Education between 2016-2017 and 2017-20187 Lower Secondary Education Upper Secondary Education
Description 2016-17 2017-18 Increase/ 2016-17 2017-18 Increase/ Decrease Decrease Student-teacher ratio 21.3 21.4 +0.1 20.7 23.0 +2.3 Student-class ratio 44.5 45.8 +1.3 46.0 45.5 -0.5 Student-classroom ratio 48.3 50.1 +1.8 50.3 50.1 -0.2
Passing rate in lower secondary examination was 94.50%, an increase of 0.78%, 96.65% for female, an increase of 0.28%. Passing rate in upper secondary examination accounted for 63.84% (an increase of 1.66%), 65.92% for female (an increase of 0.46%). 424 students, 221 female, passed with rank A, an increase of 19, 17 for girls.
13 candidates with visual impairment, 4 female, took part in the upper secondary examination and all of them passed (100%). 9 candidates with hearing impairment, 2 female, took part in the upper secondary examination. 6 of them passed, accounting for 67.00%.
49 Unofficial Translation
Figure 28: Result of Secondary Education Examination, 2016-2017
The number of candidates passing technical and vocational education level 3 examinations included 84 candidates, 15.47% female, for electricity specialization; 34, 35.29% female, for electronics specialization; 23, 82.60% female, for agronomy specialization; and 54, 81.48% female, for veterinary specialization. Figure 29: Statistics of Students Applying for and Sitting for Technical and Vocational Education Level 3 Examination
100 91 89 89 82 80 63 60 60 51 48 34 34 40 19 19 22 22 20 9 9 0 Electricity Electronics Agronomy Animal husbandry
No. of students who apply Female No. of students who take exam Female 2
Figure 30: Results of the Technical and Vocational Education Level 3 Examination, 2015-2016
100 89 82 80 60 60 48 40 34 24 19 20 9
0 No. of students who pass Female Electricity Electronics Agronomy Animal husbandry
Figure 31: Flow of Students After Graduating from Technical and Vocational Education Level 3, 2016-2017
, 50.00%
40.00% 45.83% 46.00%
30.00% 27.08% 25.00%
22.22% 19.44%
20.00% 17.00%
13.89% 8.33% 8.10%
10.00% 5.56% 4.70% 4.16% 2.10% 0.00% 0.00% STATE JOBS JOBS IN PRIVATE SCHOLARSHIPS SCHOLARSHIPS PURSUING SECTOR IN‐COUNTRY ABROAD TERTAIRY EDUCATION Kampong Chheuteal Demonstration GTHS Hun Sen–ROTA GTHS Ksach Kandal Preah Borom Neat Norodom Sihamoni GTHS
50 Unofficial Translation
Results of National Outstanding Student Examination and Olympiad MOEYS:
- Selected 60 outstanding national students, 22 female, for Khmer literature, Math and Physics subjects for grades 9 and 12, which means 10 students per subject per grade were selected; - Sent 6 students (3 female) to join the 6th ASEAN+3 Young Scientist Competition in Vietnam. They were awarded with 14 medals including 1 gold, 10 silver and 3 bronze medals; - Sent 10 outstanding students in Math subject (4 female) to join the 58th International Mathematics Olympiad Competition in Brazil. 1 honorary prize was awarded; - Sent 5 outstanding students in Physics subject (2 female) to join the 48th International Physics Olympiad Competition (Ipho) in Indonesia; 5 honorary prizes were awarded; - Sent 6 outstanding students, 2 female, to participate in the 14th International Junior Science Olympiad in Netherland. 1 bronze medal was awarded; th - Trained 4 outstanding students in Math and Physics (1 female) in preparation for the 11 Regional Congress Search for SEAMEO Young Scientists in Malaysia.
This shows potentials of Cambodian human resources in international arena.
Curriculum Development and Implementation MOEYS:
- Organized consultative workshop on development of additional core textbooks for electronics, electricity, mechanic, agronomy and animal husbandry fields; - Provided guidance on division of curriculum for general and technical education; - Provided guidance on the implementation of history and English subjects (grade 7-9); - Developed 2 sets of documents on essay writing for grade 7-9 and 10-12; - Developed materials on literature studies for grade 7 to 12; - Finished drafting 100% of syllabuses for all subjects for grades 7-9 and 85% for grades 10-12; - Developed materials for tourism program for grade 11; - Developed materials on climate change for upper secondary education in collaboration with Ministry of Environment.
Supplies of Core Textbooks MOEYS:
- Distributed 480 copies of teacher manuals on the use of ICT in teaching and learning to teachers in resource schools and lycées in target provinces; - Supplied 2,734,000 copies of core textbooks based on the textbook-student ratio of 1:1 for lower secondary education (One student receives one core textbook for every subject) at lower secondary education. At upper secondary education, the textbook-student ratio is 2:1 (Two students receive one core textbook for every subject), except in disadvantaged provinces 7, where student receives one core textbook for every subject.
This shows that students’ learning performance has improved through examination all education levels. Teacher Pre-Service and In-Service Trainings MOEYS: - Transformed Phnom Penh Regional Teacher Training Center and Teacher Training College as Phnom Penh Institute of Pedagogy using 12+4 training system; - Transformed Battambang Regional Teacher Training Center and Teacher Training College as Battambang Institute of Pedagogy using 12+4 training system;
51 Unofficial Translation
- Appointed the management of the two Institutes of Pedagogy and sent them to attend training on leadership and management in Japan; - Endorsed 12+4 training program framework in the Institute of Pedagogy; - Provided training on ICT to 51 lycée teachers, 15 female; - Provided training on how to use English curriculum for grade 7-9 to 117 English language teachers, 35 female; - Trained 1,497 basic education teachers, 763 female, for the 10th generation, 2nd intake and 1,500 basic education teachers, 700 female, for the 11th generation, 1st intake; - Finished training the 1st generation of 691 basic education teachers, 198 female, through fast-track system to provide them with Bachelor degree; - Selected 1,000 basic education teachers, 354 female, for the 2nd generation of the fast track program to provide basic education teachers with Bachelor degree; - Selected 686 basic education teachers, 381 female, (28th generation), to teach in lower secondary school (12+2); - Trained 111 management and computer teachers, 12 female, from resource lycées on How to Use Textbook on ICT for Grade 12; - Trained 99 management and computer teachers, 9 female, on how to use school management application; - Trained 118 teachers, 57 female, on how to use ICT to support teaching and learning in Kampong Cham province; - Trained 1,473 teachers, 507 female, who taught math and science in colleges, through PB and ESDP3; - Sent 5 math teachers to train in SEAMEO QITEP Center in Indonesia. This has helped to promote qualification of teachers in line with the first reform pillar. Library MOEYS: - Organized the National Reading Day on March 11, 2017 under the theme “Reading for Life Harmony” with participation from 1,532 people, 513 female. 204 people, 84 female, took part in poem contest; - Received 25,448 readers, 13,328 female, in Samdech Akka Moha Sena Padei Techo HUN SEN and Samdech Kitti Prit Bandith libraries; - Worked on library management in 4 secondary schools and teacher training centers in Kampong Thom and Kampong Speu provinces in collaboration with Prassac Micro Finance Institution; - Monitored library work in 39 secondary schools in Kampong Cham, Siem Reap, Kampong Thom, Preah Vihear, Prey Veng, Takeo, Kampong Speu and Battambang provinces; - Provided training on library technical work to librarians in resource lycées; - Provided training on how to use library standards to librarians from 12 schools in Kampong Speu and Kampong Cham provinces.
This has helped nurture reading and research habits among teachers, students, and the public. Inclusive Education Program MOEYS: - Trained 480 teachers, 170 female, on inclusive education for students with disabilities at lower secondary education; - Organized training workshop on teaching methodologies for inclusive education for students with visual and hearing disabilities for 44 participants, 15 female, in collaboration with UNICEF; - Recognized 5 special education lycées;
52 Unofficial Translation
This has helped disadvantaged children with disabilities to have access to education as children without disabilities.
A.2. Ensure effective leadership and management of education staff at all levels Strengthening result-based management and monitoring system MOEYS: - Monitored the implementation of scholarship program for poor students in secondary education in 100 schools in 20 provinces; - Monitored management, teaching and learning related work in 60 secondary schools in 12 provinces; - Assessed the situation and identified centers for upper secondary education examination with the exam date of Aug 21, 2017, in 25 provincesa and municipal; - Strengthened capacity of national and sub-national trainers on the use of the documents on SSC and clusters of secondary schools in 55 schools in 12 provinces in collaboration with Upper Secondary Education Sector Development Program 1; - Monitored School Improvement Grant (SIG/SIDA) in 71 schools in 34 districts in 20 provinces through SIG project; - Monitored budget expenditure in 44 schools in 12 provinces in collaboration with Upper Secondary Education Sector Development Program 1; - Monitored the use and operation of 36 resource centers in 25 provinces; - Monitored school self-assessment in 176 colleges in 3 provinces; - Piloted the entry of data from the pilot national assessment tests on grade 8 Khmer, Math and Physics subjects from 20 schools in 5 provinces - Carried out thematic inspection under the theme “Teaching of Grade 12 Physics Subject” in 39 schools in 20 provinces - Conducted national assessment of grade 8 students in 230 schools in 25 provinces; - Monitored the effectiveness of the use of ICT and school management database in public schools in 5 provinces; - Monitored and advised on the effective use of ICT textbook for grade 12 for the school year 2017- 2018 in 2 target provinces; - Monitored teaching and learning and semester exam in general and technical lycées; - Monitored the implementation of library standards in 76 schools in Koh Kong, Kep, Svay Rieng, Preah Sihanouk, Kampot, Pursat, Banteay Meanchey and Kampong Thom provinces; - Monitored the management and use of basic textbooks for upper secondary education in 7 provinces in Koh Kong, Oddar Meanchey, Pailin, Preah Vihear, Stung Treng, Ratanakiri and Mondulkiri provinces. This has enabled school management to perform their tasks effectively.
Capacity Development MOEYS:
- Provided trainings on computer application for upper secondary examination to 304 members of data entry committee, 14 female; - Provided trainings to 366 school principals, 62 female, from 100 target schools on documents related to clusters of secondary schools and SSCs in collaboration with Upper Secondary Education Sector Development Program 1; - Organized consultation on CFS framework documents for school management with 82 participants, in collaboration with UNICEF; - Organized consultation on early warning system to prevent dropout with 74 participants, 6 female, in collaboration with UNICEF;
53 Unofficial Translation
- Provided training on how to manage scholarship for poor students and prepared reports on secondary education with 113 participants, 18 female; - Provided trainings on library management and library standards to 328 participants, 46 female from 48 resource lycées, through Upper Secondary Education Sector Development Program 1; - Organized consultation with 86 principals, 4 females, from 36 resource lycées, in collaboration with Upper Secondary Education Sector Development Program 1; - Trained 1,193 principals/vice principals and accountants, 171 female, from 36 schools, on budget liquidation paperwork, planning and operation of resource buildings to, in collaboration with Upper Secondary Education Sector Development Program 1; - Trained 160 heads/vice heads, 40 female, of technical groups of Math and Science subjects on Math teaching methodologies and science experimentation; - Established management committee for French-Khmer bilingual classes at provincial level; - Provided training to 145 test administrators, 22 female; - Conducted national learning assessment of grade 8 in 230 public and private schools; - Trained 207 officers, 46 female, from inspection offices who are not inspectors on the concept of education quality assurance; - Performed data entry of test results from the national assessment questionnaires for Khmer, Math and Physics subjects of grade 8 from 230 public and private schools; - Trained 207 DTMTs, 34 female, on Inspection System for Education Quality Assurance; - Trained 24 education officers, 3 female, on how to analyze the data from national assessment tests; - Organized consultation on the guiding documents and questions of PISA-D (testing of fifteen-year- old children) with 56 participants, 11 female, - Administered formal testing of fifteen-year-old children in 170 public and private secondary schools; - Organized consultation on the alignment between regular inspection tools and CFS M&E tools with 88 participants, 15 female; - Organized workshop on information collection, detailed test outline development and national learning assessment question development for grade 11 with 172 participants, 16 female; - Organized consultation on the results of the pilot inspection and improvement of inspection reports with 43 participants, 5 female; - Sent 20 Cambodian teachers to participate in computer training courses in the Republic of Korea; - Trained 374 education officers, 57 female, national and sub-national levels on how to use IT in administration; - Sent 5 education officers, 4 female, to participate in training course on technical and vocational training in Japan; - Sent 7 education officers to join study tour on technical education in in People’s Republic of China; - Sent 1 education officer to participate in the 6th meeting on technical education quality assurance at national and regional levels in Vietnam; - Sent 1 education officer to participate in the training on Industrial Technology Education in Japan; - Sent 22 education officers, 3 female, to participate in the capacity training on in-service training in the Republic of Korea; - Organized consultation on training framework at Bachelor level (12+4) with 27 participants, 4 female (TTD); - Provided training on gender awareness, establishment and management of girl counselors to 126 lower secondary teachers, 64 female (TTD); - Organized workshop on development of ICT materials with 30 participants, 4 female.
54 Unofficial Translation
This has helped strengthen self-learning capacity of students and teachers and nurture the habit of life-long learning. B. Progress of Outcome Indicators Analysis of the Progress of Outcome Indicators Actual Target Actual Secondary Education and Technical Education Status 2016-17 2017-18 2017-18 Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning for all Gross enrolment rate in lower secondary education 57.6%* 54.6% 59 2%* . 1 Gross enrolment rate in lower secondary education 61.5%* 57.5% 63 4%* (female) . Gross enrolment rate in upper secondary education 26.5%* 27.7% 28.5%* 2 Gross enrolment rate in upper secondary education 28.1%* 27.7% 30 9%* (female) . Transition rate from lower to upper secondary education 74.5% 75.2% 76 8% . 3 Transition rate from lower to upper secondary education 77.6% 75.2% 79 2% (female) . Completion rate in lower secondary education 44.5% 44.6% 46 5%* 4 . Completion rate in lower secondary education (female) 48.0% 44.6% 51 1%* . Dropout rate in lower secondary education 17.0%*** 15.7% 15 4%*** 5 . Dropout rate in lower secondary education (female) 15.5%*** 15.0% 14 2%*** . 6 No. of lower secondary students receiving scholarships 69,514*** 60,000 72 071 *** % of secondary education institutions implementing CFS 7 23.38% 30.5% 23 54% program . Secondary schools with latrines 83.4% 70.0% 65 1% 8 Lower secondary . 91.2% 100% 97 1% Upper secondary . Secondary schools with safe water 43.4% 39.6% 30 5% 9 Lower secondary . 53.9% 70.0% 54 6% Upper secondary . 10 No. of general and technical lycées 7 7 9 No. of students enrolled in technical education 1,148 1,492 1,471 11 No. of students enrolled in technical education (female) 464 621 526 No. of lower secondary teachers trained (PRESET and 12 Implemented n/a Implemented INSET) through the formula of 12 +4 in 2018 in 2018 % of lower secondary teachers with at least Bachelor 13 35.18% 36.0% 39 58% degree each year . No. of secondary teachers receiving continued 14 698 1,500 1,691 professional development each year Policy Area 2: Ensure effective leadership and management of education staff at all levels N/A Note: Achieved the targets Likely to Achieve Unlikely to Achieve the targets * Include private schools ** School Year of 2016-2017 *** School Year of 2017-2018
55 Unofficial Translation C. Challenges While there were significant achievements, some challenges require more efforts to solve including:
- Teachers are deployed on voluntary basis and there is no appropriate measure to address the issue of teacher surplus/shortage in schools; - Ineffective use of HRMIS for management, planning, teacher deployment and redeployment; - Technical capacity and teaching approaches of secondary school teachers are not responsive to the new context; - Some school management do not have full capacity in the area of school-based management; - Physical infrastructure, teaching and learning materials do not follow the development of curriculum; - The number of specialized teachers in some subjects, especially science subject, life skill teachers in general secondary schools and technical teachers in general and technical lycées is not enough to meet the needs; - Most schools are not able to set up career counseling room;
56 Unofficial Translation 2.2.4 SUB-SECTOR: HIGHER EDUCATION A. Achievements A.1. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all There are 121 Higher Education Institutions (HEIs) across the country, including 48 public HEIs and 73 private HEIs in 20 capital/provinces. HEIs are under the supervision of 16 ministries/institutions. 73 HEIs are under the management of MOEYS including 13 public and 60 private HEIs. 38 HEIs provided post- graduate courses.
Table 14: No. of HEIs under the Oversight of Relevant Ministries/Institutions No. Ministries/Institutions Public Private Total 1 Ministry of Education, Youth and Sport 13 60 73 2 Ministry of Labor and Vocational Training 12 13 25 3 Ministry of National Defense 5 0 5 4 Ministry of Cult and Religion 3 0 3 5 Ministry of Agriculture, Forestry and Fishery 3 0 3 6 Ministry of Health 2 0 2 7 Ministry of Culture and Fine Arts 1 0 1 8 Ministry of Interior 1 0 1 9 Office of the Council of Minister 1 0 1 10 Ministry of Public Work and Transport 1 0 1 11 National Bank of Cambodia 1 0 1 12 Ministry of Social Affairs, Veterans and Youth Rehabilitation 1 0 1 13 Ministry of Mine and Energy 1 0 1 14 Ministry of Post and Telecommunication 1 0 1 15 Ministry of Economy and Finance 1 0 1 16 Ministry of Land Management, Urban Planning and Construction 1 0 1 Total 48 73 121 There are 14,960 teachers at higher education level, including 2,788 or 18.63% female. There are 4,877 teachers or 32.60% with Bachelor Degrees including 1,615 or 33.11% female; 8,805 or 58.85% with Master Degrees, including 1,061 or 12.05% female; and 1,278 or 8.54% with PhD Degrees including 112 or 8.76% female.
Figure 32: Comparision of Education Staff at Higher Education Level
207,434 students, 48.37% female, were pursuing higher education, including 173 international students, 67 or 38.73% female, of which 161 were scholarship students, 60 or 37.27% female. There were 20,570 Associate Degree students, including 10,505 or 51.06% female, of which 1,724 including 797 or 46.22% female, are scholarship students and 18,854 including 9,713 or 51.51% female, are tuition-paying students. Compared with the previous year, the number of Associate Degree students decreases by 3,176 students, 879 or 27.67% female.
57 Unofficial Translation Figure 33: Associate Degree Students between 2007-08 and 2016-17
There were 165,359 pursuing Bachelor Degrees, including 79,172 or 47.87% female. Compared with the previous academic year, the number of Bachelor students decreased by 8,783 including 1,021 or 11.62% female. There were 24,568 scholarship students, including 12,170 or 49.53% female. Compared with the previous academic year, the number of scholarship students decreased by 1,609, through the number of female scholarship students increased by 143 or 8.88%. The number of Year 1 Bachelor students was 44,028, including 21,695 or 49.27% female. Compared with the previous academic year, the number of Year 1 students decreases by 631 overall. Figure 34: Bachelor Degree Students from 2007-08 to 2016-17
21,494 students were pursuing post-graduate studies (an increase of 7.73%), 21.24% female (an increase of 10.29%), including 20,272 Master students (an increase of 8.27%), 22.21% female (an increase of 10.45%) and 1,222 Ph.D students (a decrease of 0.57%), 5.16% female (no change). The number of first year students in post-graduate studies was 5,635 (an increase of 32.12%), 27.38% female (an increase of 40.02%): 5,625 Master students (an increase of 34.12%), 27.43% female (an increase of 40.53%) and 10 PhD students (a decrease of 85.92%), a decrease of 100% for female. Figure 35: Master Degree Students from 2007-08 to 2016-17
58 Unofficial Translation Figure 36: Ph.D. Degree Students from 2007-08 to 2016-17
There were 10,810 Associate graduates, including 5,252 or 48.58% female. Compared with the previous year, this number increased by 145, including 51 or 35.17% female.. There were 1,311 scholarship students, including 445 or 33.94% female. Compared with the previous year, the number of scholarship students increased by 585 students including 203 or 34.70% female. Figure 37: No. of Students Graduated with Associate Degree between 2007-08 and 2016-17
There were 39,543 Bachelor graduates, including 18,488 or 46.75% female. Compared with the previous year, this number decreased by 5,057, including 2,430 or 48.05% female.. There were 5,839 scholarship students, including 2,553 or 43.82% female. Compared with the previous year, the number of scholarship students decreased by 1,565 students including 634 or 40.51% female. Figure 38: No. of Students Graduated with Bachelor Degree between 2007-08 and 2016-17
There were 4,176 post-graduate graduates, an increase of 12.17%, including 27.37% female, a rise of 21.08% including 4,159 Master graduates, an increase of 12.22%, 27.48% female, an increase of 21.34% (115 students wrote thesis to complete their degrees, a decrease of 51.68%, including 21.74% female, a decrease of 44.44%) and 17 Ph.D graduates.
59 Unofficial Translation Figure 39: No. Students Graduated with Master Degree between 2007-08 and 2016-17
Figure 40: No. Students Graduated with Ph.D. Degree between 2007-08 and 2016-17
Figure 41: No. of Students Doing Master Degree by Sector in 2016-2017
Figure 42: No. of Students Graduated with Master Degree by Sector
60 Unofficial Translation Figure 43: No. of Students Doing Ph.D. Degree by Sector in 2016-2017
Strengthening Student Selection Mechanism MOEYS: - Printed 10,000 copies of guidebooks, 80,000 copies of compendium on scholarships, 100,000 copies of scholarship application forms, 100,000 copies of scholarship application receipts, 100,000 copies of personal information slips and 90,000 application forms for poor students; - Organized training on procedures and mechanisms for completing scholarship application forms with 571 participants including 45 women from 25 POEs and lycees; - Organized examinations and selected 44,028 students, including 21,695 female, to enroll in bachelor classes including 4,861 priority outstanding students, 2,685 female; 759 female priority students; 584 priority poor students including 335 female; and 329 priority students from disadvantaged areas, including 128 female.
Foreign students studying in Cambodian and scholarship students studying overseas - Received 173 foreign scholarship students to study in Cambodia, including 67 female. There were 161 scholarship students, 60 female: 96 Vietnamese students, 26 female; 50 Laotian students, 21 female and 15 students from People Republic of China, 14 female. There were 12 tuition-paying international students, 7 female. 10 of them are from Korea, 7 female, 1 from Vietnam and 1 from Thailand. - Sent 920 scholarship students, including 221 female, from Cambodia to study in other countries including Thailand, People Republic of China, Vietnam, Japan, Australia, Hungry, Laos PDR, Federation of Russia, Singapore, Cuba, USA, New Zealand and the Philipines. 60% of these students were enrolled in engineering, 10% in education, 10% in agriculture, 5% in health, 5% in economics and 5% in other fields. - Hosted 810 Khmer and foreign scholarship students in dormitory, including 591 or 73% female.
This indicates that exchange of students in the framework of cooperation is improved and broader.
Formulating Policy Framework on Higher Education MOEYS: - Adopted the policy on governance and financing for higher education in Cambodia; - Approved the policy on Cambodia’s Higher Education Roadmap 2030 and post-2030; - Drafted Higher Education Action Plan, 2018-2022, Phase 1 of Cambodia’s Higher Education Roadmap 2030 and post-2030; - Organized consultative workshop on the policy on scholarship, subsidies, and credits for higher education learners; - Drafted the human resource management manual;
61 Unofficial Translation
- Drafted the guidebook on financial management for autonomous public higher education institutions; - Drafted Royal Decree on autonomous public higher education institutions; - Established Cambodian Science Committee for Research and Training at Ph.D. level and established Ph.D. School.
Higher Education Accreditation MOEYS: - Organized consultative forum on harmonized mechanism for internal quality assurance and education accreditation; - Drafted standards for recognizing Ph.D. training; - Monitored management and training activities in 66 HEIs; - Assessed the situation and the implementation of the national standards for accreditation in 5 HEIs; - Improved HEI management and training M&E tools; - Implemented quality and equity improvement project in higher education through multiple approaches in collaboration with Hong Kong University of Education; - Participated in UNESCO Conference on Higher Education Quality Assurance and meetings related to technical and leadership area of education quality assurance. There were 9 meetings attended by 18 officers, 2 female.
This shows that higher education quality assurance system has been gradually improved and strengthened.
Teaching and Research MOEYS:
- Explored research potential in University of Svay Rieng, University of CHEA SIM, Kamchay Mear, University of Battambang and University of Meanchey; - Organized training on research proposal development to mobilize funding for research projects in agriculture and rural development sectors with 62 participants including 10 women; - Organized training on the five-year strategic plan of the Cambodia Research and Development Forum with 59 participants, 2 female; - Provided experiment facilities to University of Battambang, University of CHEA SIM, Kamchay Mear and Institute of Technology of Cambodia; - Constructed greenhouse for vegetable experimentation in the Royal Unversity of Agriculture through Higher Education Quality Improvement Project; - Constructed plant farmhouse in University of Battambang; - Renovated pure drinking water production facility in University of CHEA SIM, Kamchay Mear; - Renovated meeting rooms and drawing rooms in the University of Fine Arts through Higher Education Quality Improvement Project; - Renovated chemistry, physics and biology experiment rooms in the Royal University of Phnom Penh; - Provided office supplies, technical equipment and furniture to the University of Kratie; - Established constructing crop farms, small plant farmhouse, chicken farmhouse and bee farms in the University of Tbong Khmum; - Continued to implement Research Capacity Improvement in Higher Education Project in collaboration with the University of Hiroshima, Japan; - Included Cambodian research magazine on natural history of RUPP in the ASEAN Research Magazine; - Continued to implement projects under Erasmus Plus of the European Union;
62 Unofficial Translation
- Formulated Higher Education Development Project in collaboration with the Association of Cambodian Higher Education Funds in the US; - Selected, trained and led 33 students to participate in the “World Natural History Day” in Chongqing, People’s Republic of China. 3 students were awarded gold medals, 14 with silver medals and 16 with bronze medals; - Took part in the design of Belt and Road Education Research Project in collaboration with the National Institute for Science Education in the People’s Republic of China; - Organized research contest under the theme “Food Safety in Cambodia” as part of Samdech Techo HUN SEN Research Contest; - Constructed Samdech Akka Moha Sena Padei Techo HUN SEN engineering building in the Institute of Technology of Cambodia; - Organized regional student contest with a focus on research capacity in natural and environmental history in collaboration with cross-border learner association in Thailand.
This has strengthed research capacity, cooperation, and internalization of higher education to address the higher education vision, 2030.
A.2. Ensure effective leadership and management of education staff at all levels Promoting Governance in HEIs MOEYS:
- Continue to develop HEI MIS; - Developed result-based M&E system for HEIs; - Monitored academic advertisement in HEIs; - Provided approval on academic advertisement to 19 HEIs; - Granted permission for the opening of a branch of the International University in Kampot province; - Approved in principle to recognize the establishment of the Institute of Business and Technology of Sihanouk Ville;
This has improved governance in higher education institutions to address the requirements.
Capacity Development of Higher Education Officers
MOEYS: - Provided training on learning outcome-based education program development to higher education officers from 50 HEIs; - Provided training on data entry for results-based monitoring into HEMIS to higher education officers from 70 HEIs; - Organized consultation on the draft HEI monitoring and evaluation tools with 60 technical officers, 14 female; - Provided training on curriculum development based Cambodia National Qualification Framework to 88 technical officers, 22 female; - Provided training on higher education quality assessment to 213 technical officers, 31 female; - Provided training on alignment of teaching and assessment methodologies with students’ learning outcome to 160 participants, 40 female; - Provided training on students’ learning outcome-based curriculum development to 160 participants, 42 female, from public and private HEIs; - Drafted Higher Education Action Plan, 2018-2022, of the Cambodia’s Higher Education Roadmap 2030 and post-2030 with 15 HEIs; - Provided training on inquiry-based and problem-solving-based teaching and learning methodologies to 114 technical officers, 43 female;
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- Provided training on ICT policy and master plan to 59 technical officers, 4 female, from RUPP; - Drafted guidebook on human resource management in RUPP with 89 participants, 9 female; - Sent 13 technical officers, 3 female, from the General Department of Higher Education and Ministry of Economy and Finance to join study tours in Thailand and Malaysia; - Sent 3 officers, 1 female, to attend the Special ASEAN SOM meeting on education and technical expert meeting on higher education in Indonesia; - Sent 1 officer to attend the Roundtable Discussion on Academic Cooperation in Asia, in Thailand; - Sent 3 officers to attend the meeting of ASEAN Qualification Framework Committee and technical workshop for 2 times in the Philippines; - Sent 2 officer to attend the 25th Board meeting and regional workshop of SEAMEO RIHED in Indonesia; - Sent 10 officers, 1 female, to attend the International Conference on New Development in Science, Technology, Humanity and Management Fields in Malaysia; - Sent 3 officers, 1 female to attend the International Conference on Application of ICT in Education in the Republic of Korea; - Sent 7 officers, 2 female, to participate in the Conference on student mobility in ASEAN in the Philippines and Japan; - Assessed capacity and provided the first training course on English for administrative purposes to staff members, professors and management from 4 HEIs (University of Battambang, University of Svay Rieng, University of Banteay Meanchey and University of CHEA SIM, Kamchay Mear): 116 participants, 16 female; - Sent 27 higher education officers, 12 female, to attend training on university governance and academic development and education program quality assurance in Charles Darwin University, Australia, through partnership program; - Supported ITC to continue its participation in AUN/Seed-Net, Phase 4, 2018-2023 to provide post- graduate training to lecturers and to improve research capacity.
This has helped to promote the exchange of information, experience and innovation in leadership, management and technical areas both within the country and with other countries.
B. Progress of Outcome Indicators
Analysis of the Progress of Outcome Indicators )= Actual Targets Actual No. Higher Education Status 2016-17 2017-18 2017-18 Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning for all 1 Percentage of state scholarship students enrolled in Year 1 10% 12% 10.53% 2 Gross Enrolment Rate of Higher Education (18-22 years of age) 10.86% 16% 10%* Teachers wth qualification of Master Degree increase by 1,000 and Ph.D Degree increase by 250 3 . Local Master Degree 8,985 8,535 8,737 Local PhD 939 986 871* Overseas Master Degree 335 103 367* Overseas PhD 75 118 68* Not 5 Percentage of graduates with employment Implemented 80% N/A N/A Policy Area 2: Ensure effective leadership and management of education staff at all levels 6 Percentage of HEIs achieving internal quality standards 40% 37.4% 41%* 7 Percentage of HEIs with annual budget plans 40% 36% 60.27%* 8 Budget for higher education sub-sector 12.6% 13% 13.60%*
Note: Achieved the targets Likely to Achieve Unlikely to Achieve the targets
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*Statistics of the Academic Year and Implementation in the Academic Year of 2016-2017
C. Challenges While there were significant achievements, some challenges require more efforts to solve including: - There is a shortage of resources for STEM training; - There is a shortage of fund and human resources for higher education research; - The culture of higher education quality assurance is limited; - There is a shortage of dormitories for female students and poor students.
65 Unofficial Translation 2.2.5. SUB-SECTOR: NON-FORMAL EDUCATION A. Achievements A.1. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all The functional literacy program was implemented in 25 provinces; post-literacy program in 18 provinces; re- entry program in 22 provinces; CLC-based income generating program in 24 provinces; primary equivalency program in 22 provinces; and complementary program in 21 provinces.
Table 15: Number of Provinces Implementing Programs
Provinces Program 2015-2016 2016-2017 Functional literacy 25 25 Post-literacy 23 18 Re-entry 22 22 Income generating 23 24 Primary equivalency 20 22 Complementary 21 21
Functional literacy program remained stable and received more interest from learners with financial support for contracted teachers, provision of teaching and learning materials and participation from all stakeholders.
The number of primary equivalency program has increased as learners from functional literacy were able to enroll in the equivalency classes.
Complementary education program provided the second opportunities to learners to pursue higher education based on the spirit of lifelong learning.
Functional literacy program
Ministry of Planning’s CSES 2016 showed that the illiteracy rate among people at the age of 15 and over rose from 78.1% in 2014 to 80.5% in 2015. This increase was attributed to the efforts of Ministry of Education, Youth and Sport, relevant ministries, UNESCO and other development partners in the implementation of the National Literacy Campaign in 2015. The National Literacy Day, September 8, helped drive the success of this program.
In 2017, Ministry observed the National Literacy Day on September 8 in Battambang province under the theme “Literacy Links Communities,” with 1,600 participants, 34% female. Figure 44: Adult Literacy Rate (15 years of age and over)
Source: CSES 2016 (Oct, 2016)
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1,033 functional literacy classes were operated in 949 villages in 604 communes in 182 districts across the country. 935 classes were managed by MoEYS and 89 classes by development partners. MoEYS launched a literacy program for factory workers, in collaboration with development partners and factories in Phnom Penh, Siem Reap, Kandal and Kampong Speu Provinces. This program would be expanded to 11 capital/provinces in 2018.
There were 1,051 (41.48% female) functional literacy teacher, of which, 935 teachers (39.68% female) were managed by MoEYS. 983 literacy teachers, 402 female, were trained by development partners.
There were 21,066 (66.97% female) learners. 17,678 of them, 68.15% finished the courses. 16,426 learners successfully passed the standard graduation tests, accounting for 92.92% of all learners who finished the courses. There were 13,123 proficient readers or 74.23% of all learners who finished the courses, 86.50% female. There were 9,184 learners with numeracy proficiency or 51.95% of all learners who finished the courses, 76.66% female.
It indicates that the capacity of the learners who successfully completed the functional literacy program increased at language. It requires more attention on arithmetic area.
Table 16: Numbers of Classes, Teachers and Learners in the Functional Literacy Program
Description 2015-2016 2016-2017 Increase(+)/Decrease(-) Total Female Total Female Total Female
MoEYS 987 935 -52 Literacy 121 98 -23 classes Partners
Total 1,108 1,033 -75
MoEYS 987 356 935 371 -52 15 Literacy teachers Partners 138 69 116 65 -22 -4 Total 1,125 425 1,051 436 -74 11
MoEYS 20,080 13,985 18,987 12,763 -1,093 -1,222 Literacy learners Partners 2,572 1,732 2,079 1,344 -493 -388 Total 22,652 15,717 21,066 14,107 -1,586 -1,610 Figure 45: Results of Learners who Completed the Functional Literacy Program
Note: Results in 2015, the year when the National Literacy Campaign was launched
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Figure 46: Results of Learners of Functional Literacy 2017
This has contributed to the surge in the literacy rate among learners of 15 years of age and older and to achieving Sustainable Development Goal 4.
Post-literacy program This program helped increase knowledge and prevent new literates and community citizens from forgetting how to read and write. MOEYS and partners operated 37 libraries, 35 (94.59%) of which were functioning. 28 libraries are managed by MoEYS, 26 (92.85%) of which were functioning. All the 9 (100%) libraries supported by development partners were operating.
20,593 people (48.93% female) were recorded to have been to libraries, a decrease of 12,991 (39.68%), 49.07% female. 17,929 (48.08% female) people used the libraries managed by MoEYS, a fall by 8,411 users (31.93%), 46.73% female. 2,664 (54.69% female) people went to the libraries supported by development partners, a decrease of 4,580 (63.22%) people, 59.55% female.
This program was incompletely operated due to insufficient number of librarians and unattractive document and materials. Table 17: Statistics of Libraries and Library Users Increase(+) / 2015-2016 2016-2017 Description Decrease(-) Total Female Total Female Total Female Total 28 28 - MoEYS Functioning 28 26 -2 Total 9 9 - Libraries Partners Functioning 8 9 1 Total 37 37 - Total Functioning 36 35 -1 MoEYS 26,340 16,183 17,929 8,620 -8,411 -7,563 Library Users Partners 7,244 3,602 2,664 1,457 -4,580 -2,145 Total 33,584 19,785 20,593 10,077 -12,991 -9,708
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Figure 47: The Number of Readers in Libraries
Re-entry Program
The re-entry program has enabled children who dropped out from grade 3 to 6 to pursue their education back in formal education system. Education statistics and data, 2016-2017, showed that primary dropout rate was 4.1%, 3.5% for girls, equaling to 83,176 children including 34,144 girls. 658 re-entry classes were supported by MoEYS, a decrease of 24 (3.52%) classes. 658 re-entry program teachers, 25.38% female, were deployed, a decrease of 24 (3.52%), 9.73% female. 11,410 (45.33% female) students attended the re-entry program. 10,706 (45.94% female) students completed the program. There were 10,016 (47.70% female) referred students, accounting for 10.82% of dropouts in 2015-2016. Table 18: Statistics of Classes, Teachers, and Students in the Re-entry Program
2015-2016 2016-2017 Increase(+) / Decrease(-) Description Total Female Total Total Female
MoEYS 682 658 -24 Classes Partners 94 Total 776 658 -118 MoEYS 682 185 658 167 -24 -18
Teachers Partners 94 47
Total 776 232 658 167 -118 -65
MoEYS 12,171 5,543 11,410 5,172 -761 -371 Students Partners 411 214 Total 12,582 5,757 11,410 5,172 -1,172 -585
Figure 48: Referred Students of the Re-Entry Program
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Income Generating Programs Community learning centers are where the income generating programs were implemented. There were 350 community learning centers, a decrease of 3 (0.85%). 330 community learning centers were managed by MoEYS, a rise of 3 (0.92%), of which 297 (90%) centers were functioning. 20 community learning centers were supported by development partners, a decrease of 6 (23.08), of which 18 (90%) centers were functioning. POEs of Tbong Khmum, Pailin, Ratanakiri and Banteay Meanchey provinces provided operational fund to CLCs based on the Inter-Ministerial Prakas No. 508 SHV.BrK dated May 20, 2013 on the Rule of Expenditure for PB Implementation in MOEYS. 586 vocational skills classes were operated, an increase of 37 or 6.74%. 560 classes were managed by MoEYS, an increase of 50 (9.80%). 26 classes were supported development partners, a decrease of 13 (33.33%).
525 vocational skills teachers, 62.86% female, were deployed an increase of 22 (4.37%) teachers, and a rise of 53 (19.13) female teachers. 525 (62.86% female) vocational skills teachers were managed by MoEYS, an increase of 22 (4.37%) teachers, 53 (19.13%) of whom were female. 26 (65.38%) vocational skills teachers were supported by development partners, a decrease of 16 (38.10%) teachers, among whom 8 (32%) were female.
9,016 (67.38% female) learners attended vocational skills classes, a decrease of 933 (9.38%) learners, among whom were 362 (5.62%) female learners. 8,300 (68.19% female) learners were managed by MoEYS, an increase of 103 (1.26%), and a rise of 270 (5.01%) female learners. 716 (57.96% female) vocational skills learners were supported by development partners, a decrease of 1,036 (59.13%) learners, among whom were 632 female learners (60.36%). Table 19: Statistics of Community Learning Centers, Classes, and Vocational Skills Teachers and Students
2015-2016 2016-2017 Increase(+) / Decrease(-) Description Total Female Total Total Female
MoEYS 327 330 3
CLCs Partners 26 20 -6
Total 353 350 -3
MoEYS 510 560 50 Vocational Partners 39 26 -13 skills Classes Total 549 586 37
MoEYS 503 277 525 330 24 53 Vocational skills Partners 42 20 26 17 -16 -8 Teachers Total 545 302 551 347 6 45
MoEYS 8,197 5,390 8,300 5,660 103 270 Vocational skills Partners 1,752 1,047 716 415 -1,036 -632 Students Total 9,949 6,437 9,016 6,075 -933 -362
8,002 vocational skills learners (67.05% female) completed their study, a decrease of 218 (2.65%) students and a drop of 218 (3.90%) female students. Among the total number of students who completed their study, 7,287 students, 4,883 female, passed their exams.
CLC Committees in 25 capital/provinces were composed of 1,712 members, 399 (23.31%) female.
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Figure 49: Results of Vocational skills Learners who Completed the Income-generating Program
This has enabled community members to gain vocational skills and competencies and to increase their knowledge to improve their living standards through lifelong learning.
There were 9,016 learners, 67.36% female, enrolled in 36 vocational skills courses and 586 vocational skills classes, in which 222 tailoring skill classes were operated with 3,575 (39.65%) learners, of whom 3,334 (93.26%) were female. 2,816 (38.64%) learners passed the exams, including 2,659 (94.42%) female students.
Income-generating program, particularly tailoring skill is the most attractive. In 2016, there were 3.34% of learner generated their career while other worked for garment factory instead. Figure 50: Results of Learners who Passed the Exams by Each Vocational Skill 2017
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Equivalency and Complementary Programs Non-formal Primary Equivalency Program 289 non-formal primary equivalency program classes were operated, an increase of 32 (12.45%). 279 classes, a surge of 34 (13.88%), were managed by MoEYS, and 10 classes, a drop of 2 (16.67%), were supported by development partners. 289 (27.68% female) non-formal primary education equivalency program teachers were mobilized, an increase of 32 (12.45%), including 5 (6.67%) female teachers. 279 teachers, an increase of 34 (13.88%) teachers, and 9 (13.43%) female teachers, were managed by MoEYS, and 10 (40%) teachers, a fall of 2 (16.67%) teachers, and an increase of 4 (50%) female teachers, were supported by development partners. 5,275 (50.56%) learners, an increase of 111 (2.15%) students attended the non-formal primary equivalency program, with an increase of 35 (1.33%) female students. 5,055 students (50.84% female) were managed by MoEYS, an increase of 593 (13.29%) students, with a rise in 215 (10.82%) female students. 220 (44.09%) students, a decrease of 482 (68.66%), and an increase of 216 (69.01%) female students, were supported by development partners. Table 20: Statistics of Classes, Teachers and Learners in Primary Equivalency Program
2015-2016 2016-2017 Increase(+) / Decrease(-) Description Total Female Total Total Female
MoEYS 245 279 34
Classes Partners 12 10 -2
Total 257 289 32
MoEYS 245 67 279 76 34 9
Teachers Partners 12 8 10 4 -2 -4
Total 257 75 289 80 32 5 MoEYS 4,462 2,319 5,055 2,570 593 215
Students Partners 702 313 220 97 -482 -216
Total 5,164 2,632 5,275 2,667 111 35
Non-formal primary equivalency program requires 2 years to complete, and hence learners who complete this program are learners who have completed year-2 classes. In 2017, 2,613 learners, 53.69% female, completed this primary equivalency program, an increase of 1,639, 955 female. Figure 51: Results of Learners Who Completed Primary Equivalency Program
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Non-formal primary education equivalency program has enabled out-of-school children and youth to re- attend and complete primary education. Complementary Lower Secondary Education
649 students, 28.20% female, attended complementary lower secondary education, a decrease of 162 (19.98%) students and an increase of 6 (3.39%) female students.
Table 21: Statistics of Classes, Teachers, and Students in Complementary Lower Secondary Education
Complementary Lower Secondary Education Description 2015-16 2016-17 Increase or Decrease Total Female Total Female Total Female Teachers Mobilizing Teachers in Formal Education Number of students 811 177 649 183 -162 6 attending classes Number of students 365 112 517 144 153 32 taking exams Number of students 260 89 431 125 171 35 passing exams
517 complementary lower secondary education and self-learning candidates, 27.85% female, took exams, an increase of 153 (42.03%), including 32 (28.57%) female. Among those candidates, 431, 28.77% female, passed the exams, an increase of 171 (65.77%), 35 (39.33%) female.
Figure 52: Results of Students Who Passed Complementary Lower Secondary Education Exams 2013-2017
Complementary Upper Secondary Education
4,799 students, 33.67% female, attended complementary upper secondary education, a decrease of 42 (0.87%) students and a drop of 303 (15.79%) female students.
Table 22: Statistics of Classes, Teachers, and Students in Complementary Upper Secondary Education Complementary Lower Secondary Education Description 2015-16 2016-17 Increase or Decrease Total Female Total Female Total Female Teachers Mobilizing Teachers in Formal Education Number of students 4,841 1,919 4,799 1,616 -42 -330 attending classes Number of students taking 6,493 2,582 6,913 2,348 320 -234 exams Number of students passing 4,127 1,865 4,739 1,705 612 -160 exams 6,913 complementary upper secondary education and self-learning candidates, 33.96% female, took exams, an increase of 320 (4.85%) candidates and a decrease of 234 (9.06%) female candidates. Among those 6,913 candidates, 4,739 or 35.98% female, passed the exams, an increase of 162 (14.83%) candidates and a decrease of 160 (8.58%) female candidates.
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Figure 53: Results of Students Who Passed Complementary Upper Secondary Education Exams 2013-2017
Complementary secondary education programs have enabled students who did not have adequate opportunity to continue their study and to take an examination to mark the completion of each grade.
Life Improvement Program Through Mobile Schools Life improvement program through mobile schools was implemented once, a decrease of 3 (75%) times, with 79 participants, 70 (88.61%) female, a decrease of 287 (78.42%) participants and 140 (66.67%) female participants. Table 23: Results of Participants in the Life Improvement Program Increase ( + ) Increase ( + ) Decrease 2015-2016 2016-2017 Description Decrease ( - ) ( - ) (in %) Total Female Total Female Total Female Total Female Teachers 4 1 -3 -75 Participants 366 210 79 70 -287 -140 -78.42 66.67 Figure 54: Results of Participants in the Life Improvement Program
The life improvement program has contributed to providing knowledge and skills to community members to promote the quality of life.
A.2. Ensure effective leadership and management of education staff at all levels MoEYS has managed and administered all teaching services in non-formal education programs in compliance with Sub-decree N 20 ANKr.BK dated 05 March 2015, of the Royal Government of Cambodia. The sub-decree provides an increase of the remuneration for contract teachers in non-formal education programs from 50% to 100% of the monthly salary of fresh primary school teacher recruits and the provision of incentive allowance for the management committees of CLCs equivalent to 12 months.
To ensure smooth and effective implementation of non-formal education sub-sector with good quality, MOEYS: - Developed the curriculum and basic textbook for the literacy program for factory workers; - Piloted the curriculum for the literacy program for factory workers in factories in 4 capital/provinces; - Established a curriculum framework for basic vocational skills to be utilized in CLCs;
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Drafted the National Policy on Lifelong Learning; - - Drafted the National Literacy Curriculum Framework, syllabuses and core textbooks; - Disseminated information regarding the literacy program for factory workers with 80 participants, 43 (53.75%) female; - Trained 11 illiteracy teachers, 3 (27.27%) female, on teaching methodologies to be used with factory workers in collaboration with UNESCO; - Organized training on improving management of the literacy program with 96 participants, 17 female; - Organized training on improving capacity of the management committees of CLCs with 144 participants, 16 female; - Trained 178 teachers, 40 female, for the non-formal primary equivalency program; - Organized training on non-formal education planning with 100 participants, 18 (18%) female, who were in charge of planning and information; - Trained 149 master trainers, 26 (17.45%) female, on the re-entry program; - Organized training on the management of the equivalency programs with 78 participants, 11 female; - Organized training on technical instruction on M&E for the non-formal sub-sector with 382 participants, 41 (10.73%) female;
This has strengthened the capacity of non-formal education officers to address the issue of lifelong learning.
B. Progress of Outcome Indicators 33.33% of NFE sub-sector’s outcome indicators were achieved, and 66.67% were almost achieved against the AOP 2017.
Actual Target Actual Nº Non-formal Education Situation 2016 2017 2017 Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning for all 1 No. of illiterate completing literacy classes 17,280 19,500 17,678 2 No. of learners in equivalency program 5,164 5,864 5,275 3 No. of CLCs 353 361 350 No. of children completing re-entry program and 4 10,910 11,400 10,016 referred to formal education 5 No. of learners completing skill training courses 8,220 7,577 8,002 Policy Area 2: Ensure effective leadership and management of education staff at all levels 5 POEs with NFE MIS 25 25 25
Note: Achieved the targets Likely to Achieve Unlikely to Achieve the targets
C. Challenges While there were significant achievements, some challenges require more efforts to solve including: - The dissemination of the equivalency programs was not wide enough; - Budget allocation by some POEs for the operation of CLS did not follow the Inter-Ministerial Prakas No. 508 SHV.BrK dated May 20, 2013 on the Rule of Expenditure for PB Implementation in MOEYS; - CLC-based income-generating program was still unable to respond to the actual needs of the community members; - The cooperation with local authorities and stakeholders was still not sufficient in the implementation of non-formal education
75 Unofficial Translation 2.2.6. SUB-SECTOR: YOUTH DEVELOPMENT A. Achievements Education and Job Forums Cambodian National Council for Youth Development: MOEYS organized youth job and education forums for 7,170 students, 50.90% female, in Tbong Khmum, Kampong Cham, Siem Reap, Oddar Meanchey, Banteay Meanchey, Svay Rieng, Kratie, and Battambang provinces.
Good Child, Good Student and Good Friend Program
MOEYS has updated the Child Councils in Cambodia as follow: Table 24 No. of Child Councils in 2015-2016 and 2016-2017 ៖
Description 2015-2016 2016-2017 Increase/Decrease % (+/-) No. of Child Councils 7,931 8,726 795 No. of Branches 39,578 47,608 8,030 No. of Sub-Branches 231,908 285,648 53,740 1,471,542 1,545,864 74,322 No. of Members (Female 37.9%) (Female 44.8%) (Female 6.9%)
The above table shows that the number of child councils, branches, sub-branches and members has increased among grade 4 to 9 students, thanks to the efforts made by all stakeholders.
This shows that the three-good movement has had positive impacts on students, school management, and school support committees.
Cambodian Youth Councils MOEYS has updated information on Cambodian Youth Councils as follow: Table 25: No. of Youth Councils in 2015-2016 and 2016-2017 2016-2017 Description 2015-2016 Increase/Decrease (+/-) No. of Youth Councils 451 462 11 No. of Branches 6,082 6,780 698 No. of Sub-Branches 36,569 40,680 4,111 296,362 297,302 940 No. of Members (Female 62.8%) (Female 63.0%) (Female 0.2%)
The above table shows that the number of child councils, branches, sub-branches and members has increased among grade 10 to 12 students, thanks to the efforts made by all stakeholders.
This shows that Youth Councils has helped with school self-management and learning clubs and supported grade 12 examination.
MOEYS: - Monitored activities of child and youth councils in 264 schools in capital/provinces; - Rewarded children and youths, who were outstanding members of child and youth councils by interviewing them and broadcasting the shows on Cambodian National Radio in children and youths’ right protection program; - Rewarded 390 children and youths, 60.06% female, by providing 3,140 books, 84 boxes of pens and 390 bags; - Provided opportunities to 834 children and youths, 43.33% female, from Three-Good Program to participate in study visits and camping;
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- Updated the documents of Cambodian Youth Councils and the mechanism for strengthening Cambodian Youth Councils by organizing a consultative workshop with 148 officers in charge of youths and youths, 29.57% female; - Provided trainings on first aids, prevention of violence against women and children, measures for preventing and suppressing gangster activities, emotional and mental education, meaning of the Feb 14th valentine day, the rights of the child and anti-child labor, the law on prevention and suppression of human trafficking and sexual exploitation, and fundamental principles of Red Cross Movement to 85,936 children and youths, 48.67% female.
Youth Action Dissemination Program MOEYS: - Cooperated with Ministry of Information to create youth and child education program to air on National Radio with Q&A session to provide reward to students; - Developed three video clips and posted on MOEYS’s website and social media and TV; - Disseminated information on impact of illicit drugs, traffic accidents, STIs and HIV/AIDS to 2,717 participants, 41,48% femal, who were MOEYS’s leadership, teacher trainees from the National Institute for Physical Education and Sport and youths in Kampot, Battambang, Pailin, Ratanakiri, Stung Treng, Kampong Chhnang, Kandal, Svay Rieng, Kampong Cham, Siem Reap, Banteay Meanchey and Oddar Meanchey provinces; - Printed 5,000 copies of the first edition of Youth Bulletin, Volume 1, to distribute to POEs.
Youth Skill Training Linked with the Society MOEYS: - Provided capacity training on personal development through Three-Good Movement to 238 members of Cambodian Youth Councils, 39.56% female; - Provided capacity training on youth, culture and national development to 246 members of Cambodian Youth Councils, 44.18% female; - Provided capacity training on life skills, living with the nature, camping, living together harmoniously to achieve development goals under the theme “Youth for Peace and Development” to 350 members of Cambodian Youth Councils, 45.14% female;
In Phnom Penh, Kampong Cham, Takeo, Kampong Thom, Kampong Speu, Svay Rieng and Oddar Meanchey provinces, trainings on soft skills and leadership linked with situation on the ground were provided to 2,932 youths, children and officers in charge of youths, 49.49% female, through camping and study tour to Wat Bo primary school, Khmer Rouge Tribunal, Cheung EK and Tuol Sleng museums. Student Association Strengthening
MOEYS provided orientation and technical training on procedures for establishing and operating student associations in Banteay Meanchey University and CHEA SIM, Kamchay Mear University. Participation in Social Activities In Koh Kong, Oddar Meanchey, Pursat, Kampong Thom, Kampong Speu, Kampot, Svay Rieng, Kampong Cham, Pailin, and Takeo provinces, motivation and coordination were provided to 5,485 children, 51.39% female, to donate their blood, organize road traffic, clean schools and public areas, organize humanitarian events to support natural disaster affected people, celebrate national and international events and receive national and international delegation.
International Youth Exchange MOEYS: - Sent 269 children and youths, 49.44% female, to participate in International Youth and Children Exchange both in the country and overseas including the Workshop on Social Entrepreneurship, Youths in East Asia, Youth in Mekong Countries, Asia Pacific Conference on Children, the 10th Meeting of ASEAN Youth Ministers and the 6th ASEAN+3 Meeting, Youth and Social
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Entrepreneurship, Youth Camping on Environment, ASEAN-Korean Cultural Exchange, ASEAN- China Youth Camping and Teacher Conference in the following countries: . Thailand: 10 persons, 50% female; . Japan: 134 persons, 50% female; . People Republic of China: 16 persons, 56.25% female; . India: 1 person; . Indonesia: 2 persons, 50% female; . The Philippines: 2 persons, 50% female; . Singapore: 4 persons, 50% female; . Siem Reap province: 20 persons, 50% female. - Hosted National and International Youth and Children Exchange Program for 429 youths and children, 52.21% female: . Children and youths from Japan: 49 persons, 48.97% female; . Cambodian Youths, Former Adolescent Ambassadors: 18 persons, 50% female; . Delegation of the 43rd Ship for Southeast Asian Youth Program in ASEAN countries and Japan: 362 youths, 52.76% female. - Sent 72 senior officers and officers in charge of youth and children, 20.83% female, to participate in both local and overseas events including: Workshop on Social Entrepreneurship, Youths in East Asia, Youth in Mekong Countries, Asia Pacific Conference on Children, the 10th Meeting of ASEAN Youth Ministers and the 6th ASEAN+3 Meeting, Youth and Social Entrepreneurship, Youth Camping on Environment, ASEAN-Korean Cultural Exchange, ASEAN-China Youth Camping and Teacher Conference and the 7th Triangle Development Area’s Youth Forum in the following countries: . People Republic of China: 4 persons, 50% female; . Thailand: 2 persons; . Japan: 12 persons, 33.33% female; . Indonesia: 8 persons, 50% female; . The Philippines: 1 person; . Singapore: 1 person; . Vietnam: 1 person; . Siem Reap: 3 persons, 1 female; . Sihanouk Ville: 40 persons, 4 female. - Sent 80 members of SSEAYP Alumni from Cambodia, 47.50% female, to welcome delegation of the 44th Ship for Southeast Asian Youth Program in ASEAN countries and Japan. Youth Center and Vocational Skill Program MOEYS: - Provided 20 desktop computers to Youth Center in Svay Rieng province; - Supplied 30 computers, 6 sets of air conditioning, 1 LCD project, 4 cabinets, 2 computer desks, 30 chairs, 3 desks and 3 rotating chairs to the National Cambodian Youth Center in Siem Reap province; - Repaired fence, constructed garden and car park in the National Cambodian Youth Center in Siem Reap province; - Strengthened and developed youth centers in 23 provinces; - Provided library service to between 171 to 249 children and youths on average per month in National Cambodian Youth Center.
Short Skill Training MOEYS provided short skill trainings to 565 youths, 329 female, on tailoring, music code, computer, English language, salon, contemporary music, and mushroom culture skills.
Youth Volunteer Program MOEYS: - Trained 1,100 officers, 549 female, from DOEs on youth volunteerism;
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- Created a group of 15 youth volunteers, 6 female, to support general wok of the National Cambodian Youth Center; - Urged POEs to create groups of youth volunteers; - Organized the National Forum on Volunteerism in Cambodia and organized International Volunteer Day, Dec 05, with 1,800 participants, 791 female; - Organized International Youth Camping Program, 2017, with 2,670 participants, 1,300 female, including 116 foreigners, 46 female, in collaboration with International Youth Organization in Cambodia; - Sent 12 youth volunteers, 2 female, to join and help with translation to youth volunteers from Republic of Korea; - Received 4 volunteer female dance trainers, who were the alumni from the 1st and 3rd Generation of the Khmer Traditional Art School to join the traditional art program in the National Cambodian Youth Center; - Organized youth camping on science in the National Cambodian Youth Center for 16 youth volunteers from Korea, 6 female and 139 Cambodian youths, 69 female, in collaboration with the University of Technology and Education of the Republic of Korea.
Labor Market Information Program and Internship Program in State and Private Enterprises
MOEYS launched labor market information center in Kampong Cham, Kampong Thom, and Takeo provinces with 1,500 participants, 791 female and is in the process of establishing such center in Banteay Meanchey and Preah Sihanouk provinces. Entrepreneurship and Leadership Program MOEYS: - Organized the world record-breaking hands-on entrepreneurship workshop with participation from 2,304 youths, 55% female; - Organized capacity training on community-based entrepreneurship for 71 trainers, 9.85% female and 3,470 youths, 52.76% female. Study Tour and Camping Program MOEYS: - Led a delegation of 500 youth volunteers, 31.2% female, to participate in exchange visit on volunteerism, community work and exploration on Khmer culture heritage in Siem Reap and Ratanakiri provinces; - Organized camping under the theme “Youth and Science” in cooperation with World Hope Asia & Africa Foundation, with participation from 155 youths, 48.38% female; Attitude Education Program Scout Table 26: Statistics of Scouts in 2016-2017 against 2015-2016
Description 2015-2016 2016-2017 Status The number of younger scouts (9-11) 9,520 10,021 501 The number of scouts (12-17) 89,595 94,311 4,716 The number of older scouts (18-25) 18,174 19,131 957 The number of scout leaders (26 and over) 11,105 11,689 584 The number of honorary members or volunteer 1,985 2,089 104 scouts (leaders and dignitaries) Total 130,379 137,241 6,862
The table shows that the number of members has increased as a result of the establishment of patrol teams in schools. In 2016-2017, there were 137,241 scout members, 51% female.
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Cooperation with Development Partners Development Activities Places Results Experience Partners BOOKBRIDGE Establish learning Takeo, Siem Reap, Youths receive Youths can speak centers and libraries Kampot provinces trainings on foreign foreign languages and languages, IT and use IT for research scout skills purposes France Experience Kep, Preah Sihanouk, Scouts join cultural Scouts receive new - Volontaire exchange and Pursat, Battambang, exchange and knowledge community work Siem Reap, Kandal and community activities Scouts take part in Phnom Penh - community work
MOEYS: - Continue to put in place and adjust the structure for managing and appointing council leadership and Executive Committees at national and provincial levels down to scout leaders in educational establishment across the country; - Organized consultation on effective implementation of scout activities to 120 scout leaders from provinces, 10% female; - Organized the 21st e-scout camping and the 60 airwave-based camping under the theme “60 years of linking scout network across the globe” with 60 participants, 10 female; - Organized oath taking and handkerchief provision ceremony to 155 MOEYS’s leaders, 15% female; - Provided capacity training on fundamental understanding on scout activities to 1,350 scout members, 45% female; - Organized the 3rd Extraordinary General Assembly of Cambodian under the auspice of Samdech Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia, with 2,000 members, 32% female; - Organized Cambodian national scout camping under the theme “Scout and Community Development” with 450 youths, 47% female; - Sent 2 leaders and older scouts to be members of the Scout Management Sub-Committee in Asia Pacific and 1 person to be Adult HR Sub-Committee for the term of 2016-2018; - Sent 1 officer to joint the 41st Global Scout Conference in 2017 in Azerbaijan; - Sent 54 officers and youths, 40% female, to join World Scout Camping in Japan.
Cambodian National Council for Youth Development: - Finalized the report on the review of the Policy on Cambodian Youth Welfare by cooperating with the Center for Cooperation and Economic Development; - Provided capacity building on youth program monitoring and evaluation to 29 youth related technical officers, 31.03% female, from different organization by cooperating with the Center for Cooperation and Economic Development; - Disseminated the report on the review of the Policy on Cambodian Youth Welfare to 71 inter- ministerial technical officers, 18.31% female, by cooperating with the Center for Cooperation and Economic Development; - Finalized the first draft on Cambodian Youth Development Index, by cooperating with UNFPA; - Developed internet-based basic equivalency curriculum by cooperating with UNESCO; - Piloted skill training program for youths through volunteerism by cooperating with UN Volunteer; - Appointed members of the Council for Youth Development for 98% of ministries/institutions and POEs (32 out of 33 ministries/institutions and 25 POEs) as mechanism for coordinating youth development in their respective roles; - Organized consultation on the Organization and Functioning of the Council for Youth Development at provincial level;
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- Developed the curriculum on entrepreneurship to include in the national curriculum by working together with ILO. B. Progress of Outcome Indicators Analysis of the Progress of Outcome Indicators Actual Target Actual No. Youth Development Status 2016-17 2016-17 2017-18 Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning for all 1 No. of youths receiving short skill courses 1,389 3,300 565 No. of youths receiving leadership and entrepreneurship 2 3,100 2,000 1,100 trainings 3 No. of youth centers 22 18 22 No. of youths able to create their employment per center per 4 7 10 2 year Percentage of grade 4-9 students participating in child 5 99% 100% 99% councils Percentage of grade 10-12 students participating in youth 6 89% 100% 89% councils No. of youths receiving leadership and entrepreneurship 7 250 300 928 trainings Policy Area 2: Ensure effective leadership and management of education staff at all levels N/A
Note: Achieved the targets Likely to Achieve Unlikely to Achieve the targets
C. Challenges - Appropriate infrastructure is not available in 22 provincial youth centers; - There is a lack of material resources to support scout members and the implementation of Cambodian scout members including uniforms, scout members, qualification cards, scout progress scout and other rewards; - There is a lack of qualified human resources in the areas of youth and scout; - There is a lack of camping venues and scout members for scout skill training; - There is a lack of training materials, regulations, and policies to develop scout leader capacity and strengthen scouting effectiveness;
81 Unofficial Translation 2.2.7 SUB-SECTOR ; PHYSICAL EDUCATION AND SPORT A. Achievements Student Sport Competition MOEYS: - Organized national student sport championship competition at secondary education level in Kampong Cham province with the participation of 2,565 sport delegates and athletes, 1,079 female; - Organized 2017 national student sport championship competition at primary education level in Phnom Penh with the participation of 1,326 sport delegates and athletes, 539 female; - Organized national student sport championship competition at higher and technical secondary education level in Phnom Penh with the participation of 838 sport delegates and athletes, 88 female; - Sent 52 secondary student-athletes, 12 female, to compete in the 9th ASEAN Student Sports Competition in Singapore, including athletics, swimming, badminton, tennis, table tennis and Taekwondo sports.
Sports Competition among Federations
Sports Competition at National Level MOEYS: - Organized the National Ice Skating Championship in ice skating rink in AEON mall, participated by 12 associations/clubs, 48 athletes, 25 female; - Organized relay (baton) running in Phnom Penh to celebrate the 29th Southeast Asian Games and the 9th ASEAN Para Game in Malaysia; - Organized the National Sepak Takraw Championship in the National Stadium with the participation of 18 associations/clubs, 414 athletes, 53 female; - Organized the National Soft Tennis Championship in the National Stadium with participation of 8 associations/clubs, 98 athletes, 29 female; - Organized the National Turg of War Championship in the National Stadium with participation of 18 associations/clubs, 460 athletes, 215 female; - Organized the 2nd Warrior Drink Taekwondo ITF Championship for Athletes aged between 9 and 17 in the National Stadium in collaboration with Taekwondo ITF Federation of Cambodia; - Organized the National Taekwondo WTF Championship in the National Stadium with the participation of 17 associations/clubs, 320 athletes, 63 female; - Organized the National Tongil Modo Championship in the National Stadium with participation of 11 associations/clubs, 121 athletes, 31 female; - Organized ASEAN Sport Day under the theme One Vision, One Identity, One Community, to promote awareness on the benefits of physical education in the football field of the National Stadium with the participation of 525 people, 487 female; - Organized the National Vovinam Championship in the National Stadium with the participation of 7 associations/clubs, 106 athletes, 23 female; - Organized sport competition for all in the National Stadium with the participation of 4 associations/clubs, 273 athletes, 150 female; - Organized the National International Sized Traditional Boat and Kanu Kayak Championship in Kandal province with participation of 5 associations/clubs, 507 athletes, 120 female; - Organized the National Wushu Championship in the National Stadium with the participation of 10 associations/clubs, 280 athletes, 144 female; - Organized the National Yudo Championship in the National Stadium with the participation of 13 associations/clubs, 79 athletes, 20 female;
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International Sport Competition in the Country MOEYS: - Organized the 4th Southeast Asian Vovinam Championship in Siem Reap province with the participation of Cambodia, Vietnam, Indonesia, Lao PDR, Myanmar, and Thailand: A total of 77 athletes, 27 female; 8 were awarded gold medals, 7 with silver medals and 11 bronze medals, in collaboration with Vovinam Federation; - Organized U23 and U18 Tug of War Championship in Phnom Penh, in collaboration with Cambodian Tug of War Federation; - Organized Leo Beer International Volleyball Championship in the National Stadium in collaboration with the Volleyball Federation of Cambodia; - Organized boat racing in the Water Festival in front of the Royal Palace in collaboration with the National Committee for Organizing National and International Festivals; - Organized International Football Friendly Match between Cambodian and Myanmar in the National Stadium in collaboration with the Football Federation of Cambodia; - Organize AFC Asian Cup Qualification between Cambodian and Jordan in the National Stadium in collaboration with the Football Federation of Cambodia; - Organized International Friendly Khmer Boxing Championship in the National Stadium with the participation of 32 sport delegates and athletes from Thailand, Brazil, Russia, Turkey, New Zealand and Cambodia, with the award of 4 gold medals, in collaboration with Khmer Boxing Federation; - Organized Asia Kukkiwon Taekwondo Hanmadang 2017 in the National Stadium with participation of Vietnam, Nepal, Republic of Korea, India, Malaysia, Myanmar, China and Cambodia and 696 athletes, 295 female, with the award of 36 gold medals, 35 silver medals and 135 bronze medals, in collaboration with Taekwondo Federation of Cambodia.
Budget Support of MOEYS to National Sport Federations MOEYS MOEYS provided funding support to 21 national sport federations to accelerate the progress towards 2023 including: Football, Volleyball, Basketball, Athletic, Taekwondo WTF, Khmer Boxing, Karate, Petanque, Wrestling, World Boxing, Tennis, Gymnastics, Swimming, Lboktor, Badminton, Triathlon, Table Tennis, Motorbike, Fencing, Baseball and Shorinji Kempo Federations.
International Sports Competition Overseas MOEYS: - Sent 52 secondary student-athletes, 12 female, to compete in the 9th ASEAN Student Sport Competition in Singapore, including athletics, swimming, badminton, tennis, table tennis and Taekwondo WTF sports; - Sent 8 Cambodian Petanque delegates and athletes, 2 female, to participate in the World Championship in Belguim with the award of 1 gold and 1 silver medals; - Sent 15 Cambodian Tug of War Sport delegates and athletes to participate in the Asian Tug of War Championship in Singapore; - Sent Cambodian Ice Skating sport delegates and athletes to participate in the Southeast Asian Friendly Ice Skating Competition in Thailand; - Sent 18 Cambodian Soft Tennis delegates and athletes to participate in the Southeast Asian Soft Tennis Competition in the Philippines with the award of 2 gold and 1 silver medals; - Sent 2 Cambodian Tennis delegates and athletes to participate in the International Women Tennis Championship in Singapore; - Sent 15 Cambodian Soft Tennis delegates and athletes, 5 female, to compete in the 6th International Tennis Championship in Thailand with the award of 2 gold, 1 silver and 2 bronze medals; - Sent 3 Fencing Sport delegates and athletes to participate in the 1st Univesity Southeast Asian Fencing Championship in Malaysia with the award of 2 bronze medals;
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- Sent 3 sport delegates and athletes, 2 female, to participate in motorcycle racing competition in Thailand, with the award of the first prize; - Sent 16 Karate Do Sport delegates and athletes, 4 female, to compete in the Open Karate-Do Championship in Thailand, with the award of 1 gold, 1 silver and 3 bronze medals; - Sent 20 Karate Do Sport delegates and athletes, 4 female, to participate in the 6th Southeast Asian Karate-Do Championship in Indonesia, with the award of 2 silver and 4 bronze medals; - Sent 6 Motor Racing Sport delegates and athletes to participate in the 22nd Hat Ngoc Chau in Vietnam, with the award of the first and second prizes; - Sent 6 Cambodian Tennis Sport delegates and athletes to compete in the Davis Cup Asia/ Oceania Group 4 Tennis Championship in Bahrain, with the award of 1 gold medal; - Sent 6 World Taekwondo Federation delegates and athletes, 2 female, to participate in the International Open Taekwondo Championship Chuon Chun Korea in the Republic of Korea, with the award of 2 silver and 1 bronze medals; - Sent 25 Wrestling, Athlete, Yudo and Table Tennis delegates and athletes, 4 female, to participate in the 8th Francophonie Game in Cote D'Ivoire with the award of 1 bronze medal; - Sent 4 Cambodian Shorinji Kempo sport delegates and athletes, 2 female, to participate in the World Shorinji Kempo Championship in the US, with the award of 1 bronze medal; - Sent 20 Cambodian Vovinam Sport Delegates and Athletes, 5 female, to participate in the 5th World Championship in India, with the award of 4 gold, 9 silver and 9 bronze medals; - Sent 274 sport delegates and athletes, 40 female, to participate in the 29th SEA Games in Malaysia, with the award of 3 gold, 2 silver and 12 bronze medals. This result puts Cambodia in the 8th rank among 11 countries; - Sent 17 sport delegates and athletes, 5 female, to participate in the 1st Asian Petanque Championship in Thailand, with the award of 3 gold and 2 bronze medals; - Sent 6 sport delegates and athletes, 4 female, to participate in the 16th World Petanque Championship in People Republic of China, with the award of 1 gold and 1 bronze medals; - Sent 6 sport delegates and athletes to participate in the 10th Southeast Asian Youth Westling Championship in Thailand, with the award of 1 gold and 4 bronze medals; - Sent 3 sport delegates and athletes to participate in the 14th Southeast Asian Gymnastics Championship in Thailand, with the award of 1 gold and 1 bronze medals; - Sent 4 sport delegates and athletes to compete in the 9th World Gymnastics Championship in Mongolia, with the award of 1 gold, 1 silver and 1 bronze medals;
Table 27: Results of International Sport Competitions Medal Sport Type Athletes Venue Title of the Championship Gold Silver Bronz Total e Vovinam 77 Siem Reap 4th Southeast Asian Vovinam 8 7 11 26 Champions World 696 Phnom Asia Kukkiwon Taekwondo 36 35 135 206 Taekwondo Penh Hanmadang Federation Petanque 8 Belgium World Petanque Championship 2017 1 1 2 Soft Tennis 18 The Southeast Asian Soft Tennis 2 1 3 Philippines Championship Soft Tennis 15 Thailand 6th International Soft Tennis 2 1 2 5 Championship Fencing 3 Malaysia 1st Univesity Southeast Asian 2 2 Fencing Championship 2017 Motorcycle 3 Thailand Chanthaburi Motorcycle Race 1 1 Karate Do 16 Thailand Open Karate-Do Championship 1 1 3 5
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Wrestling 6 Thailand 10th Southeast Asian Youth 1 4 5 Wrestling Championship Karate-Do 20 Indonesia 6th Southeast Asian Karate-Do 2 4 6 Championship Motorcycle 6 Vietnam, 22nd Hat Ngoc Chau 1 1 2 Championship Tennis 6 Bahrain Davis Cup Asia/ Oceania Group 4 1 0 0 1 Tennis Championship World 6 Republic of International Open Taekwondo 2 1 3 Taekwondo Korea Championship Chuon Chun Korea Federation Wrestling, 25 Cote 8th Francophonie Game 1 1 Athlete, Yudo d'Ivoire and Table Tennis Shorinji Kempo 4 USA World Shorinji Kempo 1 1 Championship Vovinam 20 India 5th World Vovinam 4 9 9 22 Championship 29th SEA Game 274 Malaysia 29th SEA Game 3 2 12 17 Petanque 17 Thailand 1st Asian Petanque Championship 3 2 5 Petanque 6 China 16th World Petanque Championship 1 1 2 International 11 People 20th World International 1 4 5 Taekwondo Republic of Taekwondo Federation Federation Korea Championship Gymnastics 3 Thailand 14th Southeast Asian Championship 1 1 2 Gymnastics 4 Mongolia 9th World Championship 1 1 1 3 Winter 3 Republic of World Paralympic Winter 1 1 Paralympics Korea Championship Paralympic for 5 Republic of Summary Asia Paralympic for 1 1 2 Youths with Korea Youths with Disabilities Disabilities Total Number of Medals 66 67 196 329
Key Results of International Competitions: - The 29th SEA Games: Cambodia was awarded 17 medals including 3 gold, 2 silver and 12 bronze medals. This result placed Cambodia at the 8th rank among 11 countries; - World Petanque Champion, Keo Leng, was awarded 3 gold medals consecutively, in 2017 in China, in 2015 in Thailand and in 2013 in France; - Cambodia received 329 medals from international competitions (a total of 199 medals in 2016). Promoting Physical Education During Learning Hours and Sport Activities Outside Learning Hours MOEYS: - Implemented physical education during learning hours and sport outside learning hours in primary and secondary education institutions; - Advised POEs to organize student sport competition in primary, secondary and higher education and secondary technical education institutions; - Sent 14 leaders and officers to attend study tour on physical education teaching in higher education institutions in Thailand; - Organized physical education day in 6 target primary schools in Battambang province with participation from 4,200 students, 2,100 female; - Printed 9,095 copies of basic physical education textbooks for teachers in PTTCs; - Developed physical education subject teacher manual for colleges;
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- Monitored and evaluated physical education and sport activities in primary schools and competitions at provincial level;
Capacity Development for Physical Education and Sport Officers MOEYS: - Provided training on physical education to 308 primary teachers, 107 female, in Kandal, Prey Veng, Oddar Meanchey and Preah Vihear provinces; - Provided training to strengthen the capacity of 69 secretaries and basketball commissioners, 19 female, in the National Stadium; - Provided basic training on rules for referees and judges for the athletic sport to 34 technical officers, 4 female, in Kampong Chhnang province; - Provided basic training on how to train tug of war game to 30 sport teachers, 4 female, in Phnom Penh; - Enhanced capacity on anti-doping in sport sectors to 144 officers in charge of sport, 10 female, in Preah Vihear and Pailin provinces; - Provided training on planning and training theories to 108 national coaches, 14 female, in Phnom Penh; - Provided training on physical education and sport subjects to 120 physical education and sport teachers, 9 female, in Oddar Meanchey and Svay Rieng provinces; - Sent 1 officer to pursue Ph.D. course and 18 officers to pursue graduate courses in Vietnam; - Sent 3 officers to pursue post-graduate courses and 12 officers to pursue graduate courses in Thailand; - Strengthen cooperation in sport sector between the General Department of Sport and University of Bac Ninh, Vietnam; - Sent 3 officers to participate in ASEAN SOM Meeting on Sport in Malaysia. Formulation of Regulations on Physical Education and Sport MOEYS: - Distributed notification on the student sport competition at primary, secondary, higher education and technical education levels for 2017; - Issued common regulation and technical regulation for the student sport competition at primary, secondary, higher education and technical education levels; - Printed physical education teacher manual for PTTCs; - Recognized the new terms of the Executive Committee of 19 national sport federations: . Khmer Boxing Federation, 6th Term, 2017-2021 . World Boxing Federation of Cambodia, 6th Term, 2017-2021 . Chess Federation of Cambodia, 1st Term, 2017-2021 . Vovinam Federation of Cambodia, 3rd Term, 2017-2021 . Basketball Federation of Cambodia, 7th Term, 2016-2020 . Lbok Tor Federation of Cambodia, 4th Term, 2017-2021 . Jiu-Jitsu Federation of Cambodia, 1st Term, 2017-2021 . Khmer Swimming Federation, 6th Term, 2017-2021 . Table Tennis Federation of Cambodia, New 6th Term, 2017-2021 . Triathlon Federation of Cambodia, 3rd Term, 2017-2021 . Petanque Federation of Cambodia, 6th Term, 2017-2020 . Water Motorbike Federation of Cambodia, 1st Term, 2017-2021 . Khmer Motorcycle Federation, 4th Term, 2017-2021 . Baseball Federation of Cambodia, 4th Term, 2015-2019 . Taekwondo ITF Federation, 5th Term, 2016-2020
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. Wrestling Federation of Cambodia, 6th Term, 2017-2021 . International Khmer Boxing Federation, 1st Term, 2015-2019 . Fencing Federation of Cambodia, 3rd Term, 2017-2021 . Dancing Federation of Cambodia, 3rd Term, 2017-2021
- Wrote an agreement for MOEYS to provide funding support in the amount of Riels 1,270,000,000 to 21 national sport federations to accelerate the progress toward SEA Game, 2023; - Finalized the translation into local language “Steps towards success of volleyball sport”; - Finalized the materials and books on volleyball for year 1 and 2; - Continue to improve physical education and sport curriculum for the training of basic education teachers on physical education and sport in order to provide training to sport teachers at the graduate level; - Printed 10,000 copies of five volumes of sport magazines (vol. 093 to 097) and distributed to provinces; - Provided training on collection of inputs for developing teacher manual on physical education at lower secondary education level to 88 teachers, 11 female, in collaboration with Golden Heart Organization; - Provided recognition and reward money of Riels 216,000,000 to 3 coaches and athletes, 1 female, who joined the Winter World Paralympic Championship in the Republic of Korea; - Provided recognition and reward money of Riels 480,000,000 to 5 coaches and athletes, 2 female, who entered the World Petanque Championship in Belgium; - Provided recognition and reward money of Riels 418,600,000 to 39 coaches and athletes, 14 female, who joined the 4th Southeast Asian Vovinam Championship in Siem Reap province; - Provided recognition and reward money of Riels 55,200,000 to 6 coaches and athletes, who joined the 10th Southeast Asian Youth Wrestling Championship in Thailand; - Provided recognition and reward money of Riels 57,600,000 to 7 coaches and athletes, who joined the 6th Southeast Asian Karate-Do Championship in Indonesia; - Provided recognition and reward money of Riels 55,200,000 to 3 coaches and athletes, who joined the 14th Southeast Asian Gymnastics Championship in Thailand; - Provided recognition and reward money of Riels 264,000,000 to 5 coaches and athletes, who joined the Summary Paralympic for Youths with Disabilities Championship in the Republic of Korea; - Provided recognition and reward money of Riels 128,000,000 to 2 coaches and athletes, who joined the World Shorinji Kempo Championship in the US; - Provided recognition and reward money of Riels 4,264,000,000 to 16 coaches and athletes, 5 female, who joined the 5th World Vovinam Championship in India; - Provided recognition and reward money of Riels 1,190,600,000 to 50 coaches and athletes, 10 female, who joined the 29th SEA Games in Malaysia; - Provided recognition and reward money of Riels 848,000,000 to 11 coaches and athletes, 1 female, who joined the 20th World International Taekwondo Federation Championship in the Republic of Korea; - Provided recognition and reward money of Riels 128,000,000 to 2 coaches and athletes, 1 female, who joined the Francophonie Games in Cote D’Ivoire; - Provided recognition and reward money of Riels 384,000,000 to 4 coaches and athletes, who joined the 9th World Gymnastics Championship in Mongolia; - Provided recognition and reward money of Riels 496,000,000 to 5 coaches and athletes, 4 female, who joined the 16th World Women Petanque Championship in the People’s Republic of China;
Development of Sport Facilities MOEYS: - Maintained and renovated sport fields and buildings in the National Stadium;
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- Finished construction the boat-shaped-roof multi-sport hall, continued with the repair of classrooms and the renovation of a football field in the National Institute of Physical Education and Sport; - Finished constructing the sport training ground in Veal Sbov, Phnom Penh; - Inaugurated the nine-floor National Sport Training Center Building and boat-shaped-roof multi-sport training hall in the National Stadium, Phnom Penh.
Capacity Promotion of Sportsmen MOEYS: - Organized meeting with the great sport family of 3,200 members under the chairmanship of Samdech Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia and Samdech Kitti Prith Bandith BUN RANY HUN SEN in Koh Pich Exhibition and Conference Center; - Jointly organized meeting to provide the Royal Government’s incentives and awards to 52 World Champions in the Peace Palace under the chairmanship of Samdech Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia; - Provided the Royal Government’s incentives to winning athletes in international competitions in the Office of the Ministry of Education, Youth and Sport under the chairmanship of His Excellency Dr. Academician Hang Chuon Naron, Minister of Education, Youth and Sport; - Hosted 296 coaches, assistant coaches, invigilators and national athletes, 65 female, from 20 national federations for training, including 53 persons for U15 and U17 football sports were accommodated for training and learning purposes in Bati Football Training Center to prepare when Cambodia hosts SEA Games in 2023; - Hosted 363 coaches, assistant coaches, invigilators and national athletes, 79 female, from 27 national federations for training; - Sent 67 sport delegates and national athletes, 5 female, to receive training on 13 types of sport, including gymnastics, wrestling, canoe boat and rowing, sepak takraw, chinlone, tennis, Vovinam, taekwondo wtf, motor racing, soft tennis, fencing, world boxing, horse riding, badminton in the People’s Republic of China, India, Japan, Myanmar, Vietnam, Republic of Korea, Germany, Thailand and Malaysia.
Training of Physical Education and Sport Staff MOEYS: - Provided training and organized graduating exam for 100 teacher trainees from the 25th generation, 22 female; - Trained 100, year 2 teacher trainees from the 26th generation, 20 female; - Organized examination to enroll 100 teacher trainees for the 27th generation, 4 female; - Improved physical education and sport curriculum to train basic education teachers specialized in physical education and sport to become sport teachers at the graduate level; - Monitored the teaching of physical education and sport teachers in 24 provinces and as a result, improved shortcomings of coaches in teachers in the field; - Developed teacher manual for physical education subject at lower secondary education in collaboration with Golden Heart Organization.
Promoting Leadership and Monitoring MOEYS: - Monitored and evaluated physical education subject teaching in 6 target primary schools in Battambang province; - Sent 15 officers, 7 female, to monitor and evaluate out-of-school physical education and sport implementation in Kratie, Stung Treng and Preah Vihear provinces; - Sent 30 officers, 8 female, from the National Sport Training Center to collect information on physical education and sport and monitor the use of sport magazines in 10 provinces including
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Battambang, Kampong Speu, Siem Reap, Pailin, Banteay Meanchey, Kep, Kratie, Stung Treng, Pursat and Oddar Meanchey provinces; - Monitored and improved the teaching of physical education and sport in 24 provinces. B. Progress of Outcome Indicators Analysis of the Progress of Outcome Indicators Actual Target Actual Physical Education and Sport Status No. 2016-17 2017 -18 2017 -18 Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning for all No. of physical education and sport teachers trained in a 1 100 150 100 year 2 4 sport fields improved: National Stadium 100% 100% - National Institute of Physical Education and Sport 50% 100% 100% - Veal Sbov Sport Training Ground 50% 100% 100% - Secondary education institutions with the following 3 facilities: Football field: 10 0 0 0 - Basketball court: 15 3 0 0 - Volleyball court: 20 3 0 0 - 4 No. of gold medals obtained in SEA Games 1 2 3 Policy Area 2: Ensure effective leadership and management of education staff at all levels 5 N/A U Note: Achieved the targets Likely to Achieve Unlikely to Achieve the targets
C. Challenges
While there were significant achievements, some challenges require more efforts to solve including: - Physical education hours in schools are not fully utilized; - Some schools do not have appropriate fields for carrying physical education and sport activities; - Physical screening of six to twelve-year-old children in primary schools has not been done fully; - Supply of training materials has been slow and does not follow technical standards; - The number of officers trained has not reached the number in the plan; - There is a shortage of sport fields for training and competition purposes; - There is few development partners supporting sport sector; - Some national federations do not have the culture of regular trainings.
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3. DIRECTION FOR THE ACADEMIC YEAR 2017-2018 To address challenges both at sub-sector and inter sub-sector levels, based on the past experiences, MOEYS will promote its efforts with the following directions: 3.1 SUB SECTOR DIRECTIONS
3.1.1 Early Childhood Education Sub-Sector - Increase the enrolment rate of three-, four- and five-year-old children to meet the targets; - Increase the number of pre-school classes inside primary schools; - Explore the feasibility to provide more trainings to pre-school teachers to address the needs on the ground; - Expand and improve ECE infrastructure; - Disseminate and enforce the Sub-Decree on community pre-school management; - Strengthen the implementation of result-based M&E system; - Expand parenting program by linking it with state and community pre-schools; - Expand parenting program with focus on nutrition, health promotion, hygiene and access to health services through National ECCD Committee mechanism.
3.1.2 Primary Education Sub-Sector - Improve CFS policy under SDG framework; - Establish School Board; - Piloted early grade reading material package; - Improve requirement for the provision of scholarship to poor students and outstanding students; - Strengthen grade 1, 2 and 3 reading and math; - Develop ICT-based core textbook demand and supply plan; - Piloted disbursement of fund to schools to purchase basic textbooks based on their needs; - Provide capacity training to primary teachers on grade 4, 5 and 6 foreign language teaching methodologies; - Transform advance child-friendly school as new generation school; - Strengthen school-based management; - Disseminate and pilot standards for primary schools - Construct toilets 226 primary schools and strenthening the implementation of handwashing activities in target schools.
3.1.3 Secondary and Technical Education Sub-Sector - Increase the number of new generation schools; - Enter data on life skills and CFS in EMIS; - Develop an action plan to implement STEM policy; - Improve the operation of learning clubs for math, science, history and Khmer literature subjects; - Continue to implement the scholarship program for poor students and outstanding students; - Continue to expand CFS to lower secondary schools; - Strengthen the implementation of local life skill program in schools; - Strengthen school-based management; - Conduct PISA-D testing; - Continue to train pre-school teachers and primary teachers who hold upper secondary education certificates so that they become basic education teachers;
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- Continue to provide necessary health services to education officers and learners including health checking, de-worming pills, vaccines, first aid boxes and first aid methods; - Continue to develop mobile app to promote learning in science, technology, engineering and math; - Develop standards for secondary schools; - Finalize the development of curriculum standards for local life skill program; - Develop curriculum framework for French-Khmer bilingual classes and update basic textbooks; - Add two more general and technical lycées; - Develop standards for general and technical lycées; - Strengthen the implementation of life skill programs by collaborating with stakeholders, construct workshop for life skill education purpose, continue to recruit life skill teachers and provide training to teachers on how to develop teaching materials.
3.14 Higher Education Sub-Sector - Promote the culture of higher education quality assurance; - Increase resources for STEAM training; - Establish a higher education research fund; - Increase the number of dormitories for female students and poor students; - The number of research has decreased as a result of the decreased number of students in higher education.
3.1.5 Non-Formal Sub-Sector - Disseminate information on equivalency program more widely; - Advocate for the efficient and effective implementation of the Inter-Ministerial Prakas No. 508 SHV.BrK dated May 20, 2013, on the Rule of Expenditure for PB Implementation in MOEYS; - Update CLC-based income generating program to address the situation on the ground; - Motivate and mobilize stakeholders to take part in the implementation of non-formal education program; - Finalize the national policy on lifelong learning; - Develop national literacy curriculum and basic textbooks; - Introduce curriculum framework for basic vocational skills; - Broaden the literacy program for factory workers; - Trained literacy teachers to teach in prisons. 3.1.6 Youth Development Sub-Sector - Urge POEs to develop appropriate infrastructure for youth centers; - Provide material resources to support members and scouting activity implementation of the Cambodian National Scouts; - Develop human resources in the areas of youth and scouting; - Look for appropriate venues for scouting skill trainings; - Develop training materials, regulations and policies for development capacity of scout leaders and strengthen effective scouting; - Continue to implement the National Action Plan for Youth Development in Cambodia; - Strengthen the work of youth councils and child councils in public education institutions in Cambodia; - Strengthen soft skills and leadership of youths and children; - Expand the number of centers to provide labor market information and career counseling;
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- Continue providing training on community-based enterprise development and include Understanding Business of the Entrepreneurship Education Program into life skill curriculum; - Expand the work of youth volunteers; - Strengthen regional short skill training for youths; - Implement the Strategic Action Plan on Cambodian National Scouts, 2018-2022. 3.1.7 Physical Education and Sport Sub-Sector - Advocate for full implementation of activities and utilization of instructional hours for physical education and sport in schools; - Explore the possibilities to establish sport fields for implementing physical education and sport activities; - Advocate for timely purchase of training materials based on technical standards; - Provided training and capacity building to technical officers based on the plan; - Mobilize resources from development partners and the private sector to support physical education and sport sector; - Promote the culture of regular training among national sport federations; - Disseminate information on the schedule of the national and sub-national championships in the three education levels; - Celebrate physical education day with primary students across the country; - Organize national and international sport competitions and the second national game; - Organize ASEAN Sport Day, ASEAN for Health Day and Sport for All Day; - Continue to fund national sport federations to expedite the progress towards SEA Games 2023; - Gather coaches and national athletes of 33 sport types for training to prepare for international competitions; - Continue training young athletes and gather coaches and young athletes of 30 sport types for training for preparation when Cambodia hosts SEA Games, 2023; - Organize training on a training plan for coaches and national athletes and training on anti-doping in sport to education, youth and sport officers in 5 provinces; - Advocate for the establishment of regional sport centers; - Continue to train teacher trainees of the 26th and 27th generations and organize graduating examination for teacher trainees of the 26th generation and select new teacher trainees for the 28th generation; - Continue to provide education on communicable diseases, non-communicable diseases and traffic safety to athletes and physical education and sport teachers.
3.2 CHALLENGES AND DIRECTIONS FOR CROSS SUB SECTORS 3.2. 1 Strengthening Policy and Planning Challenges - There is a shortage of ICT equipment at both national and sub-national levels; - AOPs are not comprehensive and intertwined from POE, DOE and school levels; - Planning and budgeting exercises at national and sub-national level are adequate; - There are not enough technical officers and there is limited capacity in the areas of planning, EMIS and M&E at national and sub-national level; - The implementation is not relevant with the policy objectives.
92 Unofficial Translation Directions - Supply ICT equipment; - Improve the quality of AOP formulation; - Improve policy priority relevant budgeting by promoting cooperation and coordination between national and sub-national levels; - Develop M&E capacity of national and sub-national technical officers; - Develop online EMIS; - Review and update education policies. 3.2.2 Decentralization and Deconcentration Challenges - There is a shortage of regulations to support functional assignment process; - Regulations are not relevant to the requirements in the Education Law; - There is a shortage of regulations to support regulatory impact assessment process. Directions - Develop regulations to support the process to transfer resources of the education sector to sub- national level; - Develop and strengthen the implementation of good governance principles in the education sector; - Strengthen the implementation of D&D reform in the education sector; - Develop regulations to support sub-sectors and education sector reform; - Enforce the law on anti-human trafficking in the education sector; - Strengthen the management and resolution of disputes among education officers; - Strengthen the delivery of public education services in target districts of one-window service offices. 3.2.3 Personnel Management Challenges - Teacher deployment on a voluntary basis is not effective; - The application of HR MIS is less effective.
Directions - Continue to strengthen effective human resource management at POE, DOE and school levels; - Continue to develop capacity of management officers and technical officers from national and sub- national level on the application of HR MIS in teacher management, planning and deployment; - Continue to strengthen and review the rules governing workplace change, distribution of posts for newly recruited teachers and the implementation of disciplinary measures for education officers; - Continue to disseminate the Law on Common Statutes for Civil Servants, operational rules and incentives to teacher trainees, university students and contracted staff; - Continue to review, revise and improve the implementation of performance appraisal system; - Cooperate with the Royal School Administration to continue training school principals on administration management in some provinces.
3.2.4 Public Financial Management Challenges - Procedures for budget execution are complex and require many paperwork reviews; - There is a shortage of IT system to ensure alignment between Education Strategic Plan, Budget Strategic Plan, Annual Budget Plan and Annual Operational Plan;
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- IT-based budget planning and financial reporting are still limited; - The willingness of officers in charge of finance is limited; thus, budget execution does not meet the set goals.
Directions - Formulate Budget Strategic Plan and Annual Budget Plan of MOEYS; - Continue to implement financial management reform program; - Continue to strengthen IT-based financial management; - Continue to develop staff capacity; - Continue to develop SIG manual to serve financial management at school level; - Continue to develop a guidebook on procedures for implementing IT-based budgeting and financial reporting system in budget entities and public schools; - Continue to develop a guidebook on financial management procedures for community-based construction and guidebook on additional financial management procedures for the Secondary Education Improvement Project; - Develop Inter-Ministerial Prakas on budget execution procedures for Pre-School Teacher Training Secondary School, Regional Teacher Training Centers, Provincial Teacher Training Colleges and District Offices of Education; - Review and prepare to implement the Inter-Ministerial Prakas No. 508 SHV.BrK and No. 366 SHV.BrK, which will be combined as a single Inter-Ministerial Prakas.
3.2.5 Teacher Pre-Service and In-Service Training Challenges - The capacity of teacher trainers is limited; - Materials and equipment used in teacher training institutions are not responsive to the needs.
Directions - Cooperate with Japan International Cooperation Agency to select and send teacher trainers and education officers to pursue Master Degrees in Science, Math and Curriculum Development in Japan. They are expected to come back and work in the Institute of Pedagogy; - Recruit and train 3,500 teachers in all education levels; - Upgrade 12+2 training program for basic education teachers, who will be teaching in colleges, as the credit-based training program; - Develop syllabus for 12+4 training program and the fast-track program towards Bachelor degree; - Select lower secondary teachers using the fast-track program towards Bachelor degree; - Continue to train pre-school and primary teachers who possess upper secondary education certificate to transform them as basic education teachers; 1,500 teachers of Batch 2 of the 11th generation and 1,500 of Batch 1 of the 12th generation are being trained; - Continue to strengthen the capacity of directors/deputy directors of teacher training colleges, pre- schools, primary schools and secondary schools; - Provide training in science and math; - Provide training on how to use English textbook for grade 7-9; - Upgrade qualification of teacher trainers in Teacher Training Institutions. 3.2.6 Curriculum Development Challenges - Curriculum is not fully implemented as per guidance of MOEYS; - Basic textbook management, use and supply are not properly done as per guidance of MOEYS;
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- Librarians in most schools serve dual roles (as a teacher and librarian); - There is a shortage of additional reading materials to promote reading in schools; - Not all librarians receive allowances.
Directions - Develop curriculum standards; - Supply basic textbooks for all grades to replace damaged books, which account for 25% to 30% of the total number of textbooks; - Strengthen the work of school-based libraries and referral libraries; - Adopt essay writing materials for primary, lower secondary and upper secondary education and text study materials; - Develop subject-based teaching methodology materials and disseminate them; - Disseminate syllabuses and teaching and learning manual for science subject using STEM approach; - Develop guiding material on disaster management for the education sector. 3.2.7 Administration Challenges - Provision of decorations is not done as schedules; - Document and data management system is not in place.
Directions - Continue to strengthen the management of administrative letter, especially the circulation of letters; - Advocate for the awards of decorations to education officers at national and sub-national level; - Develop capacity on education administration management, archival management and protocols.
3.2.8 School Construction Challenges - The needs for education infrastructure are enormous; - Education infrastructure management in entities and schools is not well done; - There is a shortage of officers with specialization in administration, planning, civil engineering, architecture and IT.
Directions - Construct 52 new school buildings in provinces; - Continue to construct STEM building in RUPP; - Repair 36 school buildings in provinces; - Repair 1 building at MOEYS headquarters; - Strengthen education infrastructure management capacity. 3.2.9 Printing and Distribution Directions - Develop basic textbooks, workbooks, supplementary reading materials and teaching materials; - Print basic textbooks, workbooks and supplementary reading materials; - Deliver basic textbooks to schools across the country; - Expand the sale of textbooks, teaching materials and office supplies to general customers.
95 Unofficial Translation 3.2.10 Administration and Finance Inspection Challenges - Submission of complaints most of the time does not follow hierarchy. Directions - Conduct inspection on administrative, personnel, financial and state asset management in 16 entities at national level and 417 entities at sub-national level and public schools; - Review the progress of the recommended improvements in 160 sub-national entities and public schools; - Investigate into 25 cases of complaints or irregularities based on complaints on the media and indication of MOEYS leaders (20 cases using the budget of the Administration and Finance Inspectorate and 5 cases using the budget of relevant entities); - Trained 60 inspection officers on practical inspection program; - Disseminate administration, personnel, finance and state asset inspection reports. 3.2.11 Internal Audit Challenges - There is a shortage of internal audit officers. Directions - Conduct audits in 11 entities at the national level, 18 entities at provincial level, 51 entities at district level, 211 schools and 8 PTTCs and RTTCs; - Develop three-year rolling internal audit strategic plan; - Coordinate with MEF to review internal audit manual; - Develop capacity of internal audit officers. 3.2.12 Education Quality Assurance Directions - Conduct thematic inspection focusing on four priority topics; - Monitor the implementation of regular inspection in some provinces; - Conduct research on the test preparation for lower secondary examination and grade 12 semester examinations in some schools; - Provide training to sub-national officers, who are not inspectors, on Module 5 and 6 “inspection system for education quality assurance” and DTMTs in target provinces; - Conduct monitoring in Community Learning Centers, Technical and Vocational Schools and private schools in some provinces; - Prepare to pilot and conduct national learning assessment test for grade 11; - Conduct research on the effectiveness of national, regional and international testing in some provinces.
3.2.13 State Asset Management Challenges - Property titling process for entities and school is slow pending systematic process. Directions - Continue to supply materials and equipment at minimum level for school administrative purpose; - Conduct studies on standards of equipment in PTTCs, RTTCs and resource lycées; - Expedite property titling process and collection of revenue from state assets.
96 Unofficial Translation 4. CONCLUSION MOEYS is in the stage of in-depth reform with five main pillars of reforms. This requires consideration of sector-wide approach for expanding opportunities in all seven sub-sectors in an effective manner.
The achievement of positive progress results from the implementation of priority activities within the reform framework with high spirit of responsibility of all stakeholders through the implementation of ESP 2014-2018. Engagement of education staff at all levels of MOEYS and of other relevant ministries/institutions and development partners, towards achieving the development goals under the visionary and realistic leadership of Samdech Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia, provides us with hope and confidence for the destiny of every citizen, family and the whole country towards achieving Sustainable Goals.
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PART 2 ANNEX
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ANNEX 1: PROGRESS OF THE IMPLEMENTATION OF ANNUA OPERATIONAL PLAN 2017 (NATIONAL LEVEL) Already Is being Has not yet No. Departments Activities implemented implemented implemented 1 Early Childhood Education 40 30 3 7 2 Primary Education 74 63 3 8 3 General Secondary Education 32 30 0 2 4 Non-Formal Education 14 11 1 2 5 School Health 16 13 3 0 6 Vocational Orientation 16 8 8 0 7 Teacher Training 28 28 0 0 8 Curriculum Development 17 9 6 2 9 Higher Education 83 66 14 3 10 Science Research 18 3 12 3 11 Rolyal University of Phnom Penh 22 22 0 0 12 Chea Sim University of Kamchaymear 23 19 4 0 13 Svay Rieng University 13 11 2 0 14 University of Mean Chey 9 6 3 0 15 University of Battambang 21 17 4 0 16 Accreditation Committee of Cambodia 10 10 0 0 17 Institute of Technology of Cambodia 13 13 0 0 18 National Institute of Education 28 22 5 1 19 Kampong Cheuteal Institution 19 17 2 0 20 Physical Education and Sport 6 4 1 1 21 Student Physical Education and Sport 17 12 0 5 22 National Institute of Physical Education and Sport 5 0 4 1 23 National Sport Training Centre 6 4 2 0 24 Youth 17 12 0 5 25 Youth Centre Management 17 14 0 3 26 Planning 22 22 0 0 27 Personnel 30 18 12 0 28 Finance 5 4 1 0 29 Internal Audit 4 4 0 0 30 Educational Quality Assurance 20 17 3 0 31 Inspectorate of Administration and Finance 6 4 2 0 32 Information and Asian Affairs 17 11 5 1 33 Legislation 23 13 5 5 34 Construction 21 11 5 5 35 Materials and State Property 6 6 0 0 36 Administration 15 12 3 0 37 Cultural Relation and Scholarship 16 15 1 0 38 Education Management Information System 22 13 5 4 39 Policy 14 4 7 3 40 Monitoring and Evaluation 15 13 1 1 41 Information Technology 30 10 14 6 42 Other Programs 15 14 1 0 Total 845 635 142 68
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ANNEX 2 : NUMBER OF ACTIVITIES OF DIRECTION OF THE ACADEMIC YEAR 2016-2017 (NATIONAL LEVEL)
No. Already Is being Has not yet Sectoral-Sub Sectoral Activities implemented implemented implemented A. Key Reform Directions 1 Strengthening of Planning System 7 7 0 0 2 Decentralization and Deconcentration 9 7 2 0 3 Personnel Management 5 5 0 0 4 Public Financial Management 6 3 3 0 5 Teacher Training 5 5 0 0 Sub Total 32 27 5 0 B. Sub-Sectoral Directions 1 Early Childhood Education 10 6 3 1 2 Primary Education 21 8 10 3 3 Secondary and Technical Education 14 9 4 1 4 Higher Education 10 4 6 0 5 Non-Formal Education 13 10 2 1 6 Youth Development 11 7 4 0 7 Physical Education and Sport 14 8 6 0 Sub Total 93 52 35 6 C. Cross-Sub-Sectoral Directions 1 Curriculum Development 8 7 1 0 2 Administration 4 3 1 0 3 Information and ASEAN Affairs 5 5 0 0 4 Construction 4 4 0 0 5 Printing and Distribution 4 4 0 0 6 Inspectorate of Administration and Finance 5 3 1 1 7 Internal Audit 3 3 0 0 8 Materials and State Property 5 5 0 0
Sub Total 38 34 3 1
Total 163 113 43 7
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ANNEX 3: PROGRESS OF THE IMPLEMENTATION OF ANNUA OPERATIONAL PLAN 2017 (SUB-NATIONAL LEVEL)
Already Is being Has not yet No. Departments Activities implemented implemented implemented 1 Battambang 219 179 0 40 2 Phnom Penh 114 114 0 0 3 Kampong Cham 139 134 0 5 4 Preah Sihanouk 111 87 0 24 5 Kandal 269 249 2 18 6 Stung Treng 155 108 23 24 7 Svay Rieng 258 193 0 65 8 Kampot 108 107 1 0 9 Kampong Speu 140 135 1 4 10 Takeo 100 95 0 5 11 Mondulkiri 156 132 0 24 12 Kampong Thom 125 115 0 10 13 Pailin 114 106 3 5 14 Banteay Meanchey 180 164 0 16 15 Otdar Meanchey 113 103 0 10 16 Kratie 380 311 44 25 17 Pursat 257 247 5 5 18 Kampong Chhnang 199 188 0 11 19 Prey Veng 211 152 0 59 20 Koh Kong 167 150 3 14 21 Siem Reap 155 142 0 13 22 Prey Veng 197 185 0 12 23 Kep 113 92 3 18 24 Ratanakiri 175 160 7 8 25 Tbaung Khmum 305 268 4 33
Total 4 460 3 916 96 448
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ANNEX 4: NUMBER OF ACTIVITIES OF DIRECTION OF THE ACADEMIC YEAR 2016-2017 (SUB-NATIONAL LEVEL)
Already Is being Has not yet No. Departments Activities implemented implemented implemented 1 Battambang 34 22 7 5 2 Phnom Penh 87 86 0 1 3 Kampong Cham 149 132 17 0 4 Preah Sihanouk 25 17 8 0 5 Kandal 187 142 0 45 6 Stung Treng 78 62 14 2 7 Svay Rieng 153 124 0 29 8 Kampot 60 59 1 0 9 Kampong Speu 101 67 29 5 10 Takeo 71 70 0 1 11 Mondulkiri 102 92 0 10 12 Kampong Thom 99 94 0 5 13 Pailin 68 60 3 5 14 Banteay Meanchey 43 36 7 0 15 Otdar Meanchey 147 134 0 13 16 Kratie 99 90 0 9 17 Pursat 60 43 15 2 18 Kampong Chhnang 70 61 7 2 19 Prey Veng 72 65 0 7 20 Koh Kong 89 71 9 9 21 Siem Reap 60 40 17 3 22 Prey Veng 27 19 8 0 23 Kep 83 72 4 7 24 Ratanakiri 68 44 21 3 25 Tbaung Khmum 119 68 13 38
Total 2 151 1 770 180 201
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ANNEX 5 : PROGRESS OF THE IMPLEMENTATION OF DIRECTION OF ACADEMIC YEAR 2016-2017 KEY REFORM (NATIONAL LEVEL)
Activities Status Reasons 1.Strengthening Planning System
Expand Data Quality Education Entry data in QEMIS include primary and secondary education. - - 1 Studied the possibility to include primary and secondary - schools in QEMIS Increase the efficiency of the annual operational Designed Annual Operational Plan format to link between - - planning in National and sub-national and schools. national, sub-national and school levels Scored the provincial Annual Operational Plan quality and 1 - provided feedback Designed 3-year and one-year school improvement plan format - in cosistence with school-based management model Harmonization between policy, planning and Prepared budget strategic plan and program begeting based on - - budgeting at the national and sub-national. education policy reform priority and education strategic plan. 1 Updated provincial education strategic plan to 2020 in - accordance with education strategic plan Coordinate and Support sub-sector working group Coordinated with education sub-sector working group on - - on planning, management, and review. Sustainable Development Goal 2030 Road Map on education in 1 Cambodia and operation of National and Sub-national Joint Education Sector Working Groups Prepared framework of Education Strategic Plan 2019-2023 - Update education policy response to the new Updated Education Policy for Chidren with Disabilities to - - context. 1 Special Education Policy.
Strengthen the monitoring and evaluation at all Strengthened the implementation of School Improvement Grant - - levels. Strengthened the implementation of school speration budget - 1 and scholarship in 84 targeted schools Strengthened result-based reporting at sub-national level in 15 - provinces Developing the capacity of technical officers in Provided capacity development to 224 key officers, 22 females, - - statistics, planning, policy analysis, and monitoring at provicial ad district levels on monitoring and evaluation and and evaluation at national and sub-national levels. 1 result-based reporting Disseminated result-based report to 224 key officers, 22 - females, at national and sub-national levels 2. Decentralization and Deconcentration
Enforce education law and regulations in education Refined the concept of function transfer implementation and - - sector. 2 resources in education (SCN #964 dated 5 October 2017)
Study the impact of education sector fuction Refined the concept of function transfer implementation and - - transferring to sub-nation level. 2 resources in education (SCN #964 dated 5 October 2017)
Promote the education sector public service Monitored education service delivery in 36 public and private - - providing and give licenses to private educational 1 education institutions institutions. Strengthen the preparing and implementation of Strengthened the capacity of the legal framework in the field of - - education sector legislation and policy. education, 280 participants, 33 women Studied the effectiveness of legal and regulatory practices in the 1 - education sector in Kampong Cham, Pursat, Kampong Thom, Kampot, Takeo, Svay Rieng, Tbong Khmum, Ratanakiri and Preah Sihanouk. Strengthen anti-human trafficking machenism in Strengthened anti-trafficking mechanisms in the education sector, - - education sector. 158 participants, 32 females 1 Studied the impact of human trafficking on education - Celebrated National Anti-Human Trafficking Day December - 12, 1210 participants, 475 women Strengthen the capacity and implementation follow Strengthened the delivery of education services through good - - the good governance principles in public 1 governance; participants 195 and 74 women educational institutions and sub-nation administrative management. Strengthen the management capacity, conflict Solved staff disputes, 179 participants, 15 females - - solving, care and provide legal consultation to 1 Disseminated copy right legal framework for higher education - educcation officers. institutions, 69 participants, 7 females
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Activities Status Reasons Strengthen capacity and study the impact Disseminated the impact assessment and legal procedure in the - - assessment on regulations. education sector, 171 participants, 17 females. Consultation on regulatory proposals related to education, 80 - 1 participants, 6 women Disseminated the results of legal impact assessments in the - field of education and consultation on regulatory proposals; 120 participants, 11 women. Develop the officers capacity on Decentralization Capacity development of Secretariat and Inter-department - - and Deconcentration. 1 working group on new concepts of the reform, 45 participants, 3 females. 3. Personnel Management
Strengthen the effectiveness of human resource Monitored on data collection and use of HRMIS system in 25 - - management at POEs, DoEs and educational 1 provinces, 54 districts and 33 high schools institutions. Strengthen the effectiveness of human resource Implemented flexible policy preventing the staff tranfer to - - management at POEs, DoEs and educational 1 excessive entities institutions. Disseminate to teacher trainees and students on the Implemented in 14 provincial and district councils, 3,889 - - common statutes for civil servants, law and 1 teacher trainees and 1 623 girls principles to be practiced and incentives they will receive. Strengthen the management and utilization of civil Monitored 25 provincial, 40 provincial, Khan, Khan and 115 - - servants, contract teachers, two-shift teachers and schools 1 multi-grade teachers. Used contracted teachers in double-shift multi-grade - classrooms Develop capacity of managers and on the Training on the overarching teacher analysis, including the lack - - manangement and use of Human Resource and the exceeding of teacher by subject from HRMIS systems; management information system. 83 participants,1 female Training on the use HRMIS system for high school 26 - 1 Training and installing HR management systems for 126 - district officials,5 females Training data from HRMIS system to 55 and 3 district officials - Review HRMIS system, 85 participants, 7 women - Developed master plan for managing HRMIS systems. - 4. Public Financial Management
Strengthening the Budget Strategic Plan preparation Prepared budget strategy plan 2018-2020 - - 2018-2020 and Annual Budget Plan of the Ministry. 1 Introduced an Annual Budget Plan System using Information - Systems, Chapter 64 Prepare Procurement Management Information - 2 Program Writing and Testing System. - Strengthen the implementation of financial Developed financial reporting system through information - - management reform program at nation, sub- system for central and provincial levels national, and educational institutions. 1 Prepared the system, budget, process, public school and - financial reporting system Develop the officers’ capacity to respond the - Training on IT systems for public financial management financial management reform program - 1 Training on Information Security Systems implementation. - Strengthen the Riel banking account using at DoE. Drafted inter-ministerial statement on procedures for - - 2 implementation of teacher training institution budget and DOEs Implementation of the guideline on SIF. Consultation on the preparation of the School Improvement - - Funding Manual 2 Strengthened the Financial Management System for School - Improvement Funds 5. Teacher Training
Transform Phnom Penh and Battambong Regional Sub-Decree on Establishment of Training Level and Inclusion - - Teacher Training Centers to become Teacher of Regional Teacher Training Centers and Provincial Teacher Education Colleges, develop training curriculum Training Center in Battambang to be the Institute of Pedagogy and trainers’ capacity of Battambang 1 Sub-Decree on Establishment of Training Level and Inclusion - of Regional Teacher Training Center and Provincial Teacher Training Center in Phnom Penh to be the Institute of Pedagogy in Phnom Penh Established a Sub-committee on Technical Review and -
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Activities Status Reasons Determine the Number of Credits for Training of basic education teachers through Bachelor's Degree Fast Track System Approved the Bachelor Program (12 + 4) Training Program - Framework for the Pedagogical Institute Recruit and train 3,500 teachers. Completion of training courses for 3,531 female 1,827 teachers: - - 1 Teacher selection exam for all levels, 4, 477 places, 2,319 - females Continue to train lower secondary teachers to Instructing basic level teachers across the advanced learning - 1 - become Bachelor degree through accelerate system. curriculum to 1, 000, 345 and 345 females Continue to train preschool and primary teachers Provided training to Primary Pre-school teachers who have a - - who have upper secondary certificate to become high school diploma to be a basic teacher batch 10 shift 2 of 2 basic education teachers, promotion 10, shift 2, 1 497 teachers, 763 females, and batch 11 shift 1 of 1, 500 totally 1,500 and promotion 11, shift 1, totally teachers, 700 females. 1,500. Continue to strengthen the management capacity of Training School Principals on Leadership Management and - - principals and vice-principals of teachers training 1 Professional Skills of 752 participants, 154 females centers,preschools, primary schools, and general secondary schools.
Notice : 1. Already implemented 2. Is being implemented 3. Not yet implemented
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ANNEX 6 : PROGRESS OF THE IMPLEMENTATION OF DIRECTION OF ACADEMIC YEAR 2016-2017 SUB-SECTORAL (NATIONAL LEVEL)
Activities Status Reasons 1. Sub-Sector: Early Childhood Education
Increase enrolment rates of three-, four- and five- 68.50% of 5-year-old children enrolled - - year-old children to meet the targets. 1 39.90% of 4-year-old children enrolled - 21.80% of 3-year-old chidren enrolled - Expand and improve ECE infrastructure with a focus - on construction and renovation of school buildings and improvement of learning environment by 1 complying with the standards and pedagogical norms. Strengthening the implementation mechanism of the Meetings and Workshops of the Technical Coordination - - National Committee for Early Childhood Care and 1 Committee for Early Childhood Care, 3 times Development. Expand parents education programs focusing on Guidelines on parent education programs have not yet been - - nutrition, health promotion, sanitation, maintenance approved 3 and use of medical services. Limited application capacity - Budget sources for implementing programs are limited - Continue to provide deworming employee health and - fitness education and academics in collaboration with 90 percent of children received the deworming through the 1 - the Ministry to provide education, health, sanitation, health center nutrition, oral health and other health services. Continued to broadcast 'love child' national Continued to cooperate with relevant ministries and - - television. 1 institutions through meetings of the National Committee and specialists Develop a detailed curriculum for Kindergarten. - 2 Final draft prepared - Strengthen management capacity of pre-school Roles, responsibilities, supervision, directors of all primary - - directors. 2 schools with wih pre-school classes have not yet been trained on pre-school management Strengthen result-based M&E system, research and 520 sub-national officials and public pre-school principals - - analysis for ECE sub-sector. have discussed the challenges in implementing the M&E system. 2 Technical assistance in teaching and learning and - management to 134 pre-schools Pre-school environment assessment in 50 public pre-schools - and 100 community pre-schools Develop regulations in collaboration with relevant - ministries and institutions to ensure sustainable 1 Sub-decree on the management of pre-school approved - community pre-school. 2. Sub-Sector: Primary Education
Improve teacher deployment procedure . Implementing volunteer principle and old principle - 2 - Enhance effective and effectivess the use of school Budget installment to schools over 95 percent - 1 - budget. Improve terms and conditions of scholarship for poor Lack of resources - 3 - students and outstanding students. Strengthen reading program for grade1, 2 and 3. Training of 4,173 directors and teachers, 69.7% female - 2 - Conduct study on teaching methods in schools Carrying out a successful school visit - 2 - Review the methods taught at teacher training Capacity training on pedagogic teaching methods: 50 - 1 - institutions. participants, 12 girls Continue to implement the standard Khmer reading Dissemination of reading standards to grade 1, 2 and 3 - 2 - and math in grades 1, 2 and 3. teachers, DTMT, 413 participants, 178 female Planning demand and supply textbooks to schools Printing textbooks to the damaged and lost books - - accurately. 1
Training new teachers and providing in-service Primary and pre-school teacher completion exams: 1,991 - - trainig 12 + 2 to 12 + 4, focusing on basic education trainees, 1,292 females, 64.9% teachers. 1 Prepared acceleration class for basic education teachers - through acceleration program to Bachelor Degree: Completion exam of first batch: 691 students, 198 females -
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Activities Status Reasons Selected acceleration program candidates batch 2: 1,000 - candidates, 354 females Selected acceleration program candidates batch 3: 1,000 - candidates Training primary school teachers on how to teach Final training in Svay Rieng, Kep and Kangmen district, - - English in grades 4 and 5. 2 Kompong Cham province will be carried out to other provinces Improved curriculum detailed for all Primary grade 100 percent complete - 1 - levels. Develop teacher training system, strengthening Prepared bachelor level teacher training curriculum - - quality of pre-service and in-service training of 1 primary teachers. Prepare CFS gradually developed into a new Hun Sen Anuwat Kampong Cham city, Kampong Cham - - generation Primary schools. province Svay Prohout, Svay Chrum District, Svay Rieng Province 2 - Angkor Ban, Kangmeas District, Kampong Cham province - Preah Reach Aka Mohesey Norodom Mony Neat Sihanouk, - Udong District, Kampong Speu Province Encourage Secondary school teacher to teach life - 3 skills in Primary schools. Strenthen campaign, with all stakholders, to enroll Enrollment campaign in all provinces before opening of - 2 - righ age children. school year Increase social accountability. On going - 2 - Strengthen leadership and management at the school Discentralized to provinces - 3 - level. Promote the creation and implement mechanisms of Some schools did not create school support committee - 2 - school support committees in schools effectively. according to a guideline #30moeys. snn Strengthen M&E of the students' learning Conducted a grade 8 national assessment, SEA-PLM and - 1 - achievement PISA-D Strengthen the M&E system to ensure the quality of Conducted inspection and student assessment every year - 1 - education. Disseminate and pilot implement standard of Disseminated primary school standard for sub-national - 2 - Primary schools. levels: 575 participants, 108 females 3. Sub-Sector: Secondary Education and Technical Education Expand three more New Generation Schools. - 1 Continue to prevent student dropout. 1 Continue to conduct the academic year 2017-2018 - - Promote the club, studying mathematics, sciences, 2 Continue to conduct the academic year 2017-2018 - history and Khmer literature. - Continue to implement scholarship program for poor 1 Continue to conduct the academic year 2017-2018 - students with equity and inclusiveness. - Expand Child Friendly Program to lower secondary 1 Continue to conduct the academic year 2017-2018 - schools. - Strengthen the implementation of local life skill 2 Continue to conduct the academic year 2017-2018 - education program in education institutions. - Strengthen the M&E system based on results to 2 Continue to conduct the academic year 2017-2018 - ensure quality education. - Continue to train 300 pre-school and primary Conducted in 170 schools - education teachers with upper secondary education 1 - degree to become basic education teachers. Continue to train 300 pre-school and primary Completed in 2016-2017 and continue in 2017-2018 - education teachers with upper secondary education 1 - degree to become basic education teachers. Strengthen roles and responsibilities of school 1 Continue to conduct the academic year 2017-2018 - support committees. - Pilot implementation of cluster secondary schools in 1 Continue to conduct the academic year 2017-2018 - the targeted provinces. - Continue to provide necessary heatlh care services Continue to conduct the academic year 2017-2018 - - and learner such as health, the provision of 1 deworming, vaccination, saving box, and primary recovery methods Mobile application development for promoting the Continue to conduct the academic year 2017-2018 - study of science, technology, engineering and 2 - mathematics.
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Activities Status Reasons Building a secondary school standard. 3 Continue to conduct the academic year 2017-18 and 2018-19 - - 4. Sub-Sector: Higher Education
Approve the National Policy on scholarships Consultation on scholarship, subsidy and credit policy for - 2 - subsidies and credit for learner in higher education. higher education Increase the number of students in science, Plan to increase the number of students in science, - - technology, engineering techniques creative arts and 1 technology, engineering, creative arts and mathematics. mathematics.
Expand the services and resources of higher Plan to expand services and resources of local higher - 1 - education institutions in the region. education institutions Develop an action plan to reduce the gap between The Action Plan to reduce the gaps between graduates and - - students who have graduated and labor market needs. 1 labor marketneeds as important components set in the Higher Education Roadmap for 2030 and beyond Approve operational Manual on research projects. Finalized the draft of Financial Operations Manual and the - - 2 Executive Guide for the Development Research, Research and Practice Fund. Develop human resource development policy for - 1 - Draft Human Resource Management Handbook higher education. Develop criteria and guidelines for internal Quality Strengthening the internal quality assurance system for - - Assurance. 2 higher education institutions Preparation of the functioning of internal quality assurance - Adoption of regulations on the autonomy of higher Drafted Royal Decree on Autonomy of Public Higher - 2 - education institutions. Education Institutions Prepare enforcement mechanisms to implement the Carry out preparing mechanism for professor grading - 2 - Royal degree on Professor status provision Adopt inter-ministrial Prakas on the principles of Drafted Inter-ministerial Prakas on Assisting Higher Quality - - inter-service subsidy regime for Higher Education 2 Assessment Officers Quality Assessment. 5. Sub-Sector: Non-Formal Education
Enhance capacity of non-formal education officers at Not applicable in all provinces - 2 - all levels. Enforcement of functional literacy, and life skills Literacy classes operational nationwide - 1 - programs. Increase the number of literates in non-formal Decreased in literacy classes - 2 - education programs for children, out-of-school. Collect dropout children to enroll in re-entry program Decreased in transfering students into formal system - - and bring them back to the formal sustem. 1
Increase the number of students enrollment in Increased in enrollment - 1 - equivalent program. Training provincial trainers on functional literacy Organized in Kampot - 1 - program. Training on planning for formal education officials. Organized in Kampong Chhnang - 1 - Improve trainers’s capacity for re-entry program. Implemented in Kratie and Kampong Chhnang - 1 - Prepare National-International Literacy Day, Organized in Battambang - 1 - September 8 Training equivalent lower secondary program. Conducted in Kampong Cham - 1 - Strengthen the non-formal education management Lack of budget - - information system in connection with the education 3 management information systems management system. Develop result based management system On going - 1 - Prepare core curriculum of occupational skills for Completed - 1 - Community Learning Centers. 6. Sub-Sector: Youth Development
Form youth development councils within ministries, Composition of Youth Council development 3; 2 ministries, - 2 - provinces, disctricts, and communes. institutions and 25 provinces Prepare Cambodia Youth Development Index. Drafted the Cambodia Youth Development Index - 1 - Design equivalency program through Internet. Developed basic curriculum - 2 -
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Activities Status Reasons Continue to promote content on Life Skills Education Disseminated the impact of drug use, accident, sexually - - Program such as law on road traffic, impact of the 1 transmitted infections and HIV / AIDS to 950 youths, use of drugs, alcohol, violence and HIV/AIDS within 34,95% females lower and upper secondary schools. Continue to strengthen children and youth councils Monitoring and strengthening the activities of Cambodian - 1 - within education institutions. Council for Children and Youth in 264 public schools Create and promote study club. Introduced club creation at least 1 in Junior high school / - 1 - high school or Scouting Unit in primary school Work continued professional counseling through The conference on young entrepreneurs attended by 1,300 - 1 - education and employment forum. participants Expand labor market information centers Expandd the marketing labor market center 02 - 1 - Integrate entrepreneurship education into the Expanded 5 Entrepreneurship Education pilot projects in 5 - - curriculum of life skills. countries 2 Trained core trainers, entrepreneurial education programs in - life skills courses Increase youth volunteer activities. Training of volunteers for 1,100 youth - 1 - Pilot projects on youth job training through volunteer Completed the pilot project file - 2 - work in collaboration with UN agencies working Selected technical officers and project coordinators voluntarily. - 7. Sub-Sector: Physical Education and Sport
Disseminate the national policy on physical Dissemination workshop - 1 - education and sport sector development. Revise inter-Ministrial Prakas N°132 on budget - Inter-Ministerial Prakas on defining the types of sports, policy for games’s competitions at 1 - commissions and norms for provincial sport competitions municipal/provincial and national levels. Delegation of functions and financial support to Signed contracts to fund the 21 national federations - - National Soprt Federations in order to accelerate the 1 development towards 2023. Strengthen competition fairness, against the use of Strengthening through a provincial training workshop - 1 - Dopa substances in Sports. Select key sport players through competition and Prepared the match for the best player - 1 - masses and Federal National Championships. Enforce the implementation of physical education at On going - 2 - educational institutions. Strengthen sport associations, sport clubs in On going - 2 - educational institutions and masses. Develop a curriculum for physical education and Improving the physical education and sport curriculum for - - sport trainer 12+4 2 the training of physical education and sport teachers to extent to highest level. Human resource development of physical education Gathering 20 baseball players - 1 - and sport towards 2023. Improving quality through collection of national Gathering 20 professional sports teams and 27 national - - football team and nursery football team to train to 2 sports prepare to host the SEA Games 2023. Improving the quality of training for physical Improved the curriculum for training - 1 - education and sport trainees. Development of infrastructure for physical education On going - 2 - and sport. Research, collect, and disseminate traditional ports On going - 2 - documents. Promoting achievement and provide the knowledge, Published Sports Magazine and distributed 10,000 copies to - - skills, physical education and sport through sports 1 05 provinces and municipality (v.059 to v.097) magazines.
Notice : 1. Already implemented 2. Is being implemented 3. Not yet implemented
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ANNEX 7 : PROGRESS OF THE IMPLEMENTATION OF DIRECTION OF ACADEMIC YEAR 2016-2017 CROSS SUB-SECTORAL (NATIONAL LEVEL)
Activities Status Reasons 1. Curriculum Development
Finalize the detailed curriculum and standard. 2 Prepared draft - - Approve the sample essay for primary, lower seconday Final draft - - and upper secondary schools. 1
Disseminate the guideline on learning and teaching in Final draft - - science, technique, engineering, and mathematics. 1 Approve the grade 12 histrorical subject summary lesson. Final draft - 1 -
Organise national reading day March 11 and reading Organized national reading day 11 March 2017 with - - promoting event in primary schools. 1 1,532 participants Supply the textbooks in average of 1:1 in primary and Bought all subjects of 4,232,800 textbook for grade 1 to - - lower secondary schools. 1 9 Supply the textbooks in average of 2:1 in upper Bought all subjects of 1,039,500 textbook for grade 10 to - - secondary schools. 1 12 Finalize the document on climate change for grade 10, 11 100% complete - - and 12. 1 2. Administration
Continue to strengthen the management of administrative Smoth flow of letters - 1 - letters, especially circulation of letters. Speed up the provision of performance medals to 28 sub-decrees consisted of 9,116 education officers, - 1 - education officers at national and sub-national levels. 2,869 females and 3,488 medals of honor Develop capacity in areas of education administration, Training education officers at the national and sub- - - archival and protocoll management. 1 national levels on administration, education, archives and protocols Develop document and data management system and Scanned and entry administrative files in the database in - 2 - archival system for MOEYS. the unit 3. Information and ASEAN Affairs
Finalize the updating of Policy on ICT in Education First draft - 2 - Sector. Strengthen the cooperation between units, partners and Information collection to publish education - - concerning people for providing the information of documentation in 10 provinces programs and other events. 1 Disseminated education information in remote and - disadvantaged areas to enrol children 6 year old or at least 72 months in schools in 5 provinces Strengthen the cooperation between units, partners and Strenthened the cooperation with development partners - - concerning people for providing the information of 1 programs and other events. Dissemination of ASIAN SEMEO and its meeting results Disseminating ASEAN and Symbiosis to 110 education - - to education officers at both nation and sub-nation levels. 1 officers, 13 Women and 758 teachers, teacher trainees and students, 312 female Train the skill of information and public relations for Provided training on information and public relations - - education officers at both nation and sub-nation levels. 1 skills to 30 national and sub-national education officers and 8 females 4. School Construction
Construct 42 educational buildings and repair 75 Completed annual operation plan 2017 - 1 - educational buildings. Continue to construct 1 building with 8 floors for science, Site monitoring of school construction - - technology, engineering, and mathematics in Royal 1 University of Phnom Penh. Monitor the new buildings construction and repairing. Site screening and design construction plan for new - - school building and 8 teacher houses Ronovated: 1 - 22 rustic old school buildings 13 school buildings affected by winds 49 buildings in the exam centers Strengthen the educational infrustructures management Capacity building on strengthening of infrastructure - 1 - capacity. management for 650 participants
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Activities Status Reasons 5. Inspectorate of Administration and Finance
Develop core textbooks, practice materialsm, Clear plan - 1 - supplementary reading materials and other teaching aids. Adequate staff, financial and material resources - Print textbooks, practice materialsm, supplementary Clear plan - 1 - reading materials. Adequate staff and printing machines - Deliver core textbooks to schools across the country. Clear plan - 1 - Adequate staff and transport trucks - Expand sale of textbooks, teaching materials and office 1 On track as planned - - supplies to general clients. 6. Inspectorate of Administration and Finance
Conducts the inspection on administrative, financial and Disseminated inspection reports in 383 units, achieved - - state properties at sub-national units and public 2 87.64% educational institutions for 436. Check the progress on improvement as recommendations Review the progress of recommendations - - at sub-national level and public educational institutions 1 implementation in 116 units achieve d 124.73% of the for 93. annual operation plan Find the complaints and unusual phenomenon which are Resolution of 28 cases, achieved 112% - 1 - related to education sector. Train the inspectors on inspection program with actual Capacity development on inspection framework in 2 - 1 - practices for 60 people. provinces Disseminate the administrative, personel, financial and There is not enough time to organize a workshop to - - state properties inspection report at 2 POEs which is 2 disseminate inspection manuals in 3 provincial attended by POE, DOE and education institutions officers total 119 people. 7. Internal Audit
Conduct audit at 6 national auditees, 13 POEs and 78 Conducted auditing on the use of budget at the provincial - - DOEs. level 1 Conducted auditing Audit on the use of CDPF budget at - 21 POEs Conduct audit at 210 school auditees, 2 TTC auditees and Conducted Auditing in 301 General Education Schools - 1 - 1 RTTC auditees. and 1 RTTC Develop the officers capacity in internal auditing section. Training on internal audit techniques - - Training on administration management, finance, - 1 personnel and materials and properties to the internal auditor Training on Formulating Internal Audit Report Standards - to Internal Audit Officers 8. Materials and State Property
Continue to train the skill officers on the materials Capacity building for 361 officials in charge of materials - - management and state properties 1 and state properties at the central and provincial levels, 56 females Strengthen the Prakas and guideline implementation of Review and evaluated the management of materials and - - MOEYS on materials management and state properties. 1 state properties to 59 officials in charge in16 District Office and 358 Schools Strengthen the non-fiscal revenues collection to Collected revenues from State-owned assets and furniture, - 1 - government budget which collected from real estate 64,489,000 Riel and $ 47,480 Updating the real estate and vehicles and machineries. Updated the properties data with a total of 9,220 - - locations, of which 7,959 locations in the ministry and 1,251 locations in pagodas. 1 Updated information of 356 Motorcycles 1 627 - Generator 273, 145 Propeller, 14 Tractors, 13 Boats, 34 Tractors, 8 Grass cutters, 33 Printers and 16 Cutters Supply and monitor the minimum equipment using for Provided admin materials and equipment to schools with - - school administration at high schools. 1 448 computers, 184 printer carts, 72 photographic machines, 349 teaching materials.
Notice : 1. Already implemented 2. Is being implemented 3. Not yet implemented
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ANNEX 8 : PROGRESS OF THE IMPLEMENTATION OF ANNUAL OPERATIONAL PLAN 2017 (NATIONAL LEVEL) Status Main Activities Results Sub-Activities 1 2 3 1. Early childrenhood education Implement The 1/3 1.1 Operational of the NC-ECCD 1. √ National Action Plan 1.2 Asia-Pacific Regional ECD Conference and ECCD Policy √
1.3 Develp guideline of ECE operation (ECED √ 2. Capacity Development 10/13 2.1 Strenthening implementation Preschool Resource center √ on ECE 2.2 Strengthening Implementation of Community Preschool √ Strenthening implementaion of Home Based Education program/ 2.3 Parental Education √ Implementation Parental Education Program attached to state 2.4 Preschool and Community Preschool. √ Implementation Parental Edcuation program with parent who has 2.5 children age 0 to 2 years old and pregnant mother √ Support ECE sub sector to develop preschool techer mater plan 2.6 through consultiative meeting and Workshop √ Support small scale research and dissemination of evidence-based 2.7 advocacy on the key recommendations generated from study and √ evaluation on ECCD. Support the contribution to ARNEC ECCD Conference in Cambodia 2.8 including printing ECD Scales policy brief, ECCD NC reports, √ CPAP IECD brief, CPS Evaluation Executive summary. Support advocacy for ECD including through screening the 2.9 "Beginning of Life" (with Communication) √ Support monitoring improvement with improved child performance 2.10 testing tools to improve teaching practice. √ Development of supporting marials and guidelines for introducting 2.11 Socio-Emotional learning in Preschools where MLE is implemented. √
2.12 Support quality childhood education in the sub-national (UNICEF). √ Support for ECCD NAP operationalization at national level, 2.13 including guidelines for mainstreaming of ECCD in sub-national √ Development and Investment Plans. 3. Develop ECE 3/3 Consultative workshop on collecting information for up to date the 3.1 curriculum Pre school curriculum. √
3.2 Regional workshop on develop pre-school curriculum standard. √
3.3 Workshop on pre-school curriculum piloting. √ 4. Monitoring and 8/8 4.1 ECE Monitoring. Evaluation √ 4.2 Central supervision ( 3 timew per year). √
4.3 Monitor on SIG program. √
4.4 PoE supervision ( 3 timew per year). √
4.5 DoE supervision. √
4.6 ECCD Annual review meeting and mid-year review2 times /year. √
4.7 Desktop PC supply 197 vehicles to the DOEs. √
4.8 Consulting support. √ 5. Communication and 4/4 5.1 ECE operation Supplies √ 5.2 School improvement grand for Pre-school √ 6. Develop Capacity of 3/3 6.1 Capacity Development on in-service training of ECCD. management and ECE √ Support capacity development in education Multilingual Early framework. 6.2 √ Childhood Education at the sub-national. Feasibility anaysis on decentralized training plan and develop draft 6.3 decentralized teacher training. √ 7. Develop capacity of 3/8 Prepare guidelines on Education children with disabilities pre-school 7.1 management and (pre school- higher education). √ special education Review MLE T/L materials for supporting MLE and IE 7.2 framework implementation in ECE. √ Training on basic inclusive Education to princeples and preschool 7.3 teachers 3 provinces, Ratanakiri, Kratie, Kampong Thom (SED & √ ECED).
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Status Main Activities Results Sub-Activities 1 2 3 Support expansion of Mualtilingual Educations preschool teachers 7.4 training in 5 provinces (SED &ECED). √ Support a Review workshop on the implementation of MLE and IE 7.5 in ECE and suggest future directions. √
7.6 Monitoring inclusive Educaton at pre- school (SED and ECED). √ Multilingual Education Monitoring for MLE at pre-school using tool 7.7 of MLE (SED and ECED). √
7.8 Study visit on inclusive Education in an Asian country (pre-school). √ 2. Primary Education
1. Enhancing equitable 19/21 1.1 PED Operation. √ access and quality Support the scholarship baseline research in the 9 GPE targeting 1.2 teaching and learnning provinces. √
1.3 Providing school meals (breakfast and lunch). √
1.4 Providing food THR and cash scholarships. √
1.5 Operational and SIG funds. √
1.6 Improving model libraries. √ Constructing/reparing school infrastructure and providing health 1.7 vervice. √
1.8 Supporting the poor student families on income generation. √
1.9 Organizing life skill classes in schools. √ Providing EGR supplementary materials and Toolkits and supporting 1.10 schools for reading day. √
1.11 Supporting re-entry program and grade 6 club. √
1.12 Extra salary for full day teachers. √
1.13 Budget for kitchen and eating shelters for full day learning lunch. √ Supplying materials and computers lab and support for new 1.14 generation schools. √
1.15 Printing books of Khmer braill and Khmer signals for Kruorsa Tmey. √
1.16 Inclusive education for CWD in primary schools. √
1.17 Inclusive education for CWD in secondary schools. √
1.18 Printing student check list and mark books. √
1.19 Rewards for outstanding teachers on Khmer grade 1. √
1.20 Mission for students to participate in programs. √
1.21 Salaries for bilingual facilitators; community teachers. √ 2. Capacity development 14/18 2.1 Training related to the WFP school feeding programmes. √ for national, sub- national and school 2.2 Study visit to the national school meals in nearby country. √ levels to improve the 2.3 Training on primary drawing. √ implementation of CFS 2.4 Training on library management and standard. √
2.5 Training on EGRA and text books for grades 1, 2, 3. √
2.6 EGRA study visit for teachers of grades 1, 2, 3 √
2.7 Training on EGR teaching and EGRA standard. √
2.8 Training on testing EGMA and data entry include TA. √ ToT and teaching readiness class for G1 and G7 and training for 2.9 contract teachers. √
2.10 Training on full day teaching-learning. √
2.11 Training on questionnaires related to student learning achievement. √
2.12 Printing and training on positive disciplines. √
2.13 Training on M&E tools for CFS. √
2.14 ToT and training to SSC on the roles and activities. √
2.15 ToT and training for DOE staff and school principals. √
2.16 Training and workshops for DTMTs, SPs, …. √
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Status Main Activities Results Sub-Activities 1 2 3
2.17 Study visit for SSC. √
2.18 Mission for PED officers. √ 3. Strengthening 24/27 3.1 Review workshop on school feeding programmes. √ performance mechanism and 3.2 Monitoring and travel costs for SFP. √ monitoring and 3.3 Monitoring and review on SIG/SIF implementation. √ evaluation 3.4 Printing and deceminating policy on child protection. √
3.5 Finalizing child protection policy action plan for and TA. √
3.6 EGR action plan development. √
3.7 Printing books of EGRA standard. √ Follow up EGRA, suoport for coaches/teachers and parents to help 3.8 slow learners. √
3.9 Testing EGRA for drades 1 ,2 and 3. √
3.10 Piloting EGMA implementation. √
3.11 Review on EGMA implememtation. √
3.12 rinting books of accelerated learning. √ Support the AL implementation and monitoring at national and sub- 3.13 national levels. √
3.14 Consultation on new generation schools. √
3.15 Use questionnaire to evaluate study achievement. √
3.16 Assessing student learning achievement √
3.17 Improve guideline of positive disciplines implementation. √
3.18 Support and monitoring of positive disciplines implementation √
3.19 Follow up/strengthening use of CFS M$E tools. √
3.20 Strengthening the roles and responsibilties of DTMTs. √
3.21 Monitoring school management, teaching-learning. √
3.22 Monitoring to strengthen capacity of SSCs. √
3.23 Consultations on PSS 2nd draft, final and master plan. √
3.24 Coaching sub-national staff on M&E application (12provinces). √ Developing and training on M&E data entry/analysis (mobile data 3.25 collection). √
3.26 Monitoring visits for M&E improvemen. √
3.27 Supplying technical equipment (Tablets). √ 4. Promoting participatory 0/1 intervention focussing Data collection in the bottom quintile distircts (22 districts) using PE the PCR bottom 4.1 sub-sector mechanism quintile distircts (below 62%) 5. Building management 6/7 Support for establishment of Special Education Department and 5.1 capacity and special initial CPD for SED staff (CWD, MLE). √ education framework. Training on basic inclusive Education to DTMTs, princeples and 5.2 teachers 3 districs kompong Cham province (primary school). √ Support system strengthing on M &E for implementation of MLE 5.3 (SED)(primary School). √ Support on Review workshop of implementation and development of 5.4 National Action Plan on MLE. √
5.5 Monitoring for inclusive Education at primary school (SED). √ Multilingual Education Monitoring for MLE at primary school 5.6 (SED). √
5.7 Support consultant service for low vision. √
3. General Secondary Education 1. Operating Unit 3/3 1.1 Process of department. √
1.2 Process of Department of Education. √
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Status Main Activities Results Sub-Activities 1 2 3
1.3 Process of Organization Affairs Department Exam. √ 2. Strengthen the capacity 9/10 2.1 Workshops, technical and management capacity. √
2.2 Technical Seminar for examination. √
2.3 Overseas Study Tour. √
2.4 Capacity building in science experiment and mathematics. √ Supplements on the implementation of the monitoring system based 2.5 on the sensor evaluation and reports (ME). √ Build the capacities of national consumption on school support 2.6 committee. √ Providing training, deputy director of the school and school support 2.7 committees on the use of documents on school support committee. √ Build the capacities of national consumption documenting a series of 2.8 secondary schools. √ Providing training, deputy director of the school and school support 2.9 committees to use files on the secondary school quiz. √
2.10 Workshops on teaching and learning science and mathematics. √ 3. Quality and efficiency 11/11 Warnings system to prevent students abandon their studies at lower 3.1 of education secondary target 5. √ Prepare and publish the file system performance Warnings to prevent 3.2 students dropping lower secondary education. √ Extending the implementation of the CFS program in lower 3.3 secondary in 5 provinces. √ Prepare and publish policy documents CFS in lower secondary for 5 3.4 provinces. √
3.5 examination process of secondary. √
3.6 Math exams for students - - Khmer. √
3.7 Supplements piano student Olympics. √
3.8 Sending students abroad. √
3.9 Dual Language Program. √
3.10 The new generation of school and laboratory equipment. √
3.11 Observers diploma exam. √ 4. Non-Formal Education
1. Strengthen Capacity of 1/2 1.1 Providing training officer education class provincial capital. √ NFE Officials 1.2 processing Organization. √ 2. The expansion process 4/5 2.1 Provincial Nutrition literacy trainers. √ of the evolution of Strengthen and expand community learning centers Capacity 2.2 √ vocational programs, Development Community Learning Centers. literacy and life skills 2.3 Capacity Development supervisors Community Learning Centers. √
2.4 DVV: books building software for simple professional occupations. √
2.5 Literacy programs and Writer-formal education. √ 3. The development and 3/4 Program enrollment capacity development officer 3.1 progress of the program Management program enrollment. √ and re-admission 3.2 Training teachers appeal for re-admission. √ program equivalent Equivalent teacher training program equivalent elementary and 3.3 secondary school equivalency program. √
3.4 Develop the ability to control the equivalent. √ 4. Monitoring programs 2/2 4.1 Monitoring and evaluation. based on strategic Building an expanded database information, education information 4.2 results management education results.
SESSP: Training Officer informal education on the monitoring and 4.3 evaluation system.
5. School Health 1. Strengthening the 2/3 1.1 Operational of internal Institution. enabling environment √ 1.2 Training workshop to school health officials at sub-national level on √
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Status Main Activities Results Sub-Activities 1 2 3 of School Health the roles, responsibilities, framework, work plan development, monitoring and evaluation, and sharing exchange workshop on the implementation of school health programs. Developing school health regulations and strengthening of school 1.3 health implementation mechanism. √ 2. Provision of Basic 4/4 Conduct physical health check up to students, pre-service teachers, 2.1 Health Care Services to and the educational staff in 19 places before formally appointed. √ educational staff and Conduct physical health up to school children of grade 1 in Kampot, 2.2 students Kampong Chhnang, Kep, Pailin, and Takeo provinces. √ Collaborate with the Ministry of Health to provide deworming 2 2.3 times a year to all students of pre-school, primary school, secondary √ school, and pre-service teachers in all Teacher Training Centers. Continue health education programs on communicable and non- communicable diseases prevention, accidental prevention, 2.4 disaterousness prevention, AIDS and Drug prevention, food safety √ and nutrition education. 3. Promoting school 5/6 3.1 Developement of curriculum text book for grate 1 to 12. environment, water √ Conduct safety cooking competition in Battambang and Kampong supplies, hygiene and 3.2 √ sanitation in Thom, and Lunch program in Seim Reap province. institutions. Continue health education programs on communicable and non- communicable diseases prevention, accidental prevention, 3.3 disaterousness prevention, AIDS and Drug prevention, food safety √ and nutrition education. 4. Promoting school 2/2 4.1 Procurement supplied and materials for hygiene and sanitation. environment, water √ Strengthening and expanding the implementation guideline on the supplies, hygiene and minimum requirment on water, sanitation, and hygeine in school (at sanitation in 4.2 √ institutions. least 400 schools), and providing facilities of water supplies and latrines to schools (231 schools). 5. Strengthening the 1/2 Attend workshop, meeting, training course, conference and other cooperation and 5.1 events related to the School Health progams in and out of the √ capacity building. countries.
5.2 Retreat workshop on school health education program. √ 6. Monitoring and 4/4 Monitoring and evaluation on the implementation of school heath Evaluation 6.1 promoting program and urgent intervention of diseases happened in √ institutions. Monitoring and evaluation on the implementation programs of health 6.2 care service, health education, water, hygiene and sanitation in √ school, food safety and nutrition in school.
6. Vocational Orientation
1. Strengthen Capacity 4/8 1.1 Process of Unit. √ and monitoring . 1.2 Level-3 Technical and vocational state exam √ Strengthening the capacity of the general and technical education high schools management Training the teachnical-education teachers Workshop on desinging technical-education following Phnom 1.3 Penh,kampong Thom,Kampot,Svay Rieng Bantey Meanchey, kandal, √ Kam pong Chhnang,Sem reip,Kampong spoeu,and korkong province.. Workshop on study programs of technical education (Physics, 1.4 Chemistry, and Biology). √ Training on how to mobilize/use the vocational orientation 1.5 documents (02 provicnes X 01 time. √ Training on how to mobilize/use the documents of career counselling 1.6 and information of study skills. √ Strengthening the quaility and effeciency of life-skill education at 1.7 lower secondary schools (02 provinces X 01 time). √ Monitoring -Teaching and learning technical education of exams (2 time) -life skill education (20 provinces) 1.8 -vocational orientation (18 Provinces) √ -career counselling and information of life-skill (3 time in Battambong Provice). 2. To strengthen and 4/8 2.1 To equip the schools with technical equipments and other materials. √
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Status Main Activities Results Sub-Activities 1 2 3 enlarge technical 2.2 Do the recruitment of technicail education. √ education programs To do research on and enlarge the technical euducation programs in 2.3 KorKong and Kampong Spoue provinces. √ To do the Internship and study tour with the technical education 2.4 students. √ To develop the sujects of technical educaiton (Physics, Chemistry, 2.5 Biology). √ To do the research and data collection to develop the study skills 2.6 which are related to the local labor market (10 provinces). √ To do the research and data collection to develop the study skills 2.7 which are related to the local labor market (10 provinces). √ 2.8 To build 03 work rooms at the schools. √ 7. Teacher Training
1. Strengthen the 24/24 Annual workshop on implementation of teacher training curriculum 1.1 capacilty of teachers and create teaching aid program. √ and monitoring and 1.2 Develop and Review teahcer training curriculum. √ evaluation (CDPF4 and 5) 1.3 Develop BA-fast Tract Program Curriculum. √ 1.4 Develop suporting teacher mannual. √
1.5 Develop ICT subject mannual for Basic education teacher. √
1.6 Develop and train on education planning. √
1.7 Printing of mannual for BET. √
1.8 Train trainers and secondary teachers on ICTs. √
1.9 Train libarian. √
1.10 Train secondary teahcer on Mathematics and Science. √
1.11 Train teacher on English language. √ Train School Principlas/ Deputy Principlas and teacher on gender 1.12 mainstreaming. √ School Director Training on Leadership and management (CDPF 1.13 5.12). √ Train on methodology of Khmer to teacher education of RTTCs and 1.14 PTTCs (CDPF 4.22). √ Support integrateion of Inclusive ECE to pre-service preschool 1.15 teacher trainers, including field test and printing 400 (UNICEF √ 2.4.1). Support to the MoEYS in monitoring of IE manual and the national 1.16 diploma course development (UNICEF 2.6.2). √ Train on inclusive education to teacher education of PTTCs (CDPF 1.17 4.23, UNICEF 2.6.4). √ Support the organization of sensitization workshop on local life skills 1.18 to the six RTTC trainers/trainees (UNICEF 3.2.3). √ Support capacity building workshop on strengthening the role of 1.19 cluster to improve teaching and learning (UNICEF 3.3.6). √ Support the national core trainers to monitor and support mentor at 1.2 cluster and school level (UNICEF 3.3.7). √ Support mannual review workshop on CFS implementation through 1.21 cluster system and quality assurance concept (UNICEF 3.3.8). √
1.22 Participate the workshop, training course and other event. √
1.23 Participate the workshop and training course at oversea. √ Monitoring on implementation of the teacher training curriculum, 1.24 lesson study and teaching practice and inclusive education, and √ gender mainstreaming. 2. Teacher Training 4/4 2.1 Provide Operational budget to Pre school TTC. √ Operation 2.2 Provide schoolarship to 400 teacher trainees for Pre school TTC. √
2.3 Prepare the final and recruitment exam. √ Provide materials service and maintenance for teacher training and 2.4 √ institution.
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Status Main Activities Results Sub-Activities 1 2 3 8. Curriculum Development
1. Development 2/6 Development workshops and consultations on the use of help files 1.1 Curriculum and essays Grade 4 in Battambang and Sihanoukville. √ Document Development Workshop (module) method and materials wallpaper 1.2 for grade 1 to 12, all subjects. √ Development workshops and consultations on educational science 1.3 and technology, engineering, math (STEM). √ Development Seminar documents Content mainstreaming climate 1.4 variation in the curriculum for primary and secondary education. √
1.5 Workshop Development Plan 2017 to 2018. √
1.6 Planning Disaster Risk replies. √ 2. Capacity building and 0/2 Workshop on management of supply textbooks 2 in Sihanoukville, 2.1 Dissemination Svay Rieng. √
2.2 Mission abrod . √ 3. Monitoring , Research 3/3 3.1 Monitoring , Research and Evaluation. √ and Evaluation Monitoring of Implementation of teaching English languadge on 3.2 primary and Secondary 7 provinces ( 3 times ). √
3.3 Reading day 11 March ,2017. √ 4. Development Material 3/3 4.1 Purchase all Texts book primary and secondary √ and Text book ,and Printing 4.2 Printing anti corruption text book. √
4.3 Purchase office supply. √ Capacity biulding 1/1 5.1 Curriculum and Material Development Skills ( 5people). 5. √ Office supply 1/1 6.1 Process Unit 6. 7. 1/1 7.1 Prepared library 9. Higher Education
1. Increase number of 15/17 Publication of scholarship handbook, scholarship application form 1.1 scholarship students at and guidebook for 2018. √ Higher Education to Field monitor to support registration process : Transport scholarship 1.2 13% against grade 12 application form and scholarship results. √ graduates 1.3 Field monitor on registration process at HEIs in provinces. √ Scholarship students selection and examinations for BA Degrees in 1.4 HEIs via computer system. √ Monitor the process of apllication form completion for HE 1.5 scholarship at high schools. √ Data collection and Home survey for scholarship students for impact 1.6 analysis. √ Consultative workshop on scholarship policy, funding, and HE 1.7 student loan. √
1.8 Workshop on career and Certification Ceremony for SPS. √
1.9 Publication on success of SPS. √
1.10 Workshop on procedure and mechanism for completing scholarship . √ Prepare and improve classrooms, equipments, and facilities for 1.11 teaching and learning process. √
1.12 Prepare abd widen computer lab to the need of students. √ Print information booklet and brochures and purchase books for the 1.13 library. √ Site visit with authority, guardians, teachers and students at some 1.14 selected high schools. √
1.15 Consultative workshop on skill demand for directing students. √ Workshop on procedure and mechanism of completing the 1.16 scholarship form. √ Workshop and short courses for community related to agricultural 1.17 skills. √ 2. Quality improvement 3/4 2.1 Monitor exams and thesis defence at HEIs. √ for students taking the Consultative and Dissemination workshop on Prokas for Exams and exit exmas 2.2 Student Selection. √
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Status Main Activities Results Sub-Activities 1 2 3
2.3 Monitor the entrance exam of foundation year students. √ Consultative workshop and dissemination of Prokas for exams and 2.4 selecting students. √ 3. Handbook on Statistics 4/7 Site explanation and data collection on number of students, lecturers, 3.1 for 2016-2017 academic staff and information on collaboration in HEIs. √ Site visit and further explanation for officers at HEIs on the use of 3.2 HEMIS. √ Workshop on result based monitoring system in HEMIS for HEIs 3.3 officers. √ Crosscheck data entry for foundation year students into HEMIS at 3.4 HEIs. √ Publication of Statistic books on students, academic staff and leaflet 3.5 for 2016-2017. √
3.6 Workshop and training on operation of HEMIS. √ Printing statistic books and brochures on students, administrative 3.7 staff. √ 4. Monitor the 5/7 4.1 Check on current status of training at HEIS. management, technical √ implementation and Dissemination Workshop on Internal Quality Assuarnce at program 4.2 √ regulations of HEIs levels at HEIs. Strengthen on the Result Based Monitoring and Evaluation System 4.3 for HEIs. √ Workshop on Result Based Monitoring and Evaluation System and 4.4 AOP. √ Meeting and workshop to prepare, revise and develop 5 years 4.5 strategic plan (2017-2021). √ Meeting and dissemination workshop on internal education quality to 4.6 students. √ Meeting and workshop on preparation of result based monitoring and 4.7 evaluation system and annual operation plan. √ 5. Develop Policy on 7/12 Consultative and dissemination workshop on public autonomous 5.1 good governance and university. √ management for HE 5.2 Consultative workshop on draft action plan of DHE. √
5.3 Study visit to ASEAN countries on HE Planning. √
5.4 Workshop on HE Management with AIT: follow up stage. √ Dissemination workshop on Monitoring and Evaluation Tools for 5.5 HEIs. √ Workshop on Action Planning to bridge the skills gap between 5.6 graduates and job market demands. √
5.7 Monitoring on current management status at HEIs. √ Visit to public universities which have good experience in 5.8 management. √ Visit to ASEAN Nation on Higher Education Planning and 5.9 Governance. √
5.10 Workshop on project management and development. √ Workshop on activity planning to shorten the gap of study skills and 5.11 job market. √
5.12 Workshop on administrative work and official letters. √ 6. Curriculum 4/4 Workshop on curriculum evaluation for National Qualificatin 6.1 Development for Framework. √ national qualification 6.2 Internal Meeting to develop curiculum for every major. framework √ Workshop to get approval on curiculum with related institutions and 6.3 other institutions. √
6.4 Dissemination workshop on curiculum for students and the publics. √ 7. Monitoring Building: 1/1 Newly built site, Monitoring the creation of new HEI, new branches, new subjects, 7.1 Changing site, and location change and new annex √ renovating site 8. Flagship University 3/4 Help RUPP in transforming into a flagship university by giving support in terms of finance, human resources management and 8.1 drafting curriculum for priority science and information technology √ system.
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Status Main Activities Results Sub-Activities 1 2 3 Follow best practices of RUPP for widening the autonomy of target 8.2 HEIs. √ Procrement works for constructing and goods for labs and libraries 8.3 for HEIs in expanding human resounces in priority science. √ 9. Capacity 13/16 National development and research forum for research capacity 9.1 development and HE building and research network and publication. √ research capacity 9.2 Participating international conference abroad. √ improvement. 9.3 Participating conference abroad besides ASEAN nations. √
9.4 Budget for scholarship abroad. √
9.5 Workshop on strategy for social and science research. √ Workshop on project management and development for requestong 9.6 grant. √ Field visit and learn with universities inside the country related to 9.7 teaching and learning. √ Field visit and learn with universities abroad related to teaching and 9.8 learning. √ Field research on national and international institutions related to 9.9 teaching and learning. √ Participating in workshop and conference inside the country and 9.10 abroad. √
9.11 Meeting on research policy for UHST. √ Workshop to get apporval on policy on research work with 9.12 specialists. √ Create practice-field, lab, and lab equipment for research work for 9.13 students and lecturers. √ Agriculture products that support the practice of research experiment 9.14 for 10 different topics. √
9.15 Printing agriculture resarch leaflet and new findings. √ Preparing Workshop and national conference for research findings 9.16 dissemination. √ 10. Quality assuarance 2/2 10.1 Trainings for assessors and new standads √
10.2 Evaluation on HEIs. √ 9/10 11.1 Office supply, technical equipment, furniture, and fuels. √
11.2 Office supply, technical equipment, furniture and repairing. √
11.3 Office supply, technical equipment, furniture and repairing. √
11.4 Electricity, Telephones and Internet. √
11. Coordinating 11.5 Cleaning and Maintanance. √ activities and Budget for National and International Consultants and Technical 11.6 operation of DHE advisors. √
11.7 Budget for other expences. √ Prepare project supporting activities and discuss to further support 11.8 HE. √
11.9 Disimination workshop for Implementaion comnpletion report. √
11.10 Internal meeting to prepare strategy for UHST development. √ 10. Scientific Research
1. Monitoring the quality 0/5 Purchases of materials and equipment for office supplies, printing, and effeciency of 1.1 publications, cleaning, books, and foodstuffs, as well as supporting √ graduate program sick staff training Maintenance and repairs of networks, office materials, and technical 1.2 equipment and tools √ Expenditures on clean water, electricity, phones, garbage, and postal 1.3 services √ Monitoring examinations and thesis/dissertation defenses of students 1.4 at graduate schools √ Monitoring the internal quality assurance of graduate program 1.5 training √ 2. Promoting Research in 3/13 Research and innovation (promoting and incentivizing research at 2.1 Higher Education higher education institutions) √ STEM subject 2.2 Organizing a dissemination workshop on research projects √
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Status Main Activities Results Sub-Activities 1 2 3 Extending and disseminating research resources through translating 2.3 documents on research √
2.4 Attending international conferences abroad √ Organizing a training workshop on research capacity development 2.5 for DSR's staff √
2.6 Publishing documents and research papers √ Coordinating and assisting the creation, continuous support, and 2.7 strengthening of mathematics and science study clubs √ Conducting monitoring and evaluation on mathematics and science 2.8 study clubs √ Supporting volunteer students in their efforts to coordinate and assist 2.9 the creation, continuous support, and strengthening of study clubs at √ senior high schools in Phnom Penh Organizing the 4th National Conference on Mathematics and 2.10 Technology on the theme of "Strategies for Promoting Mathematics √ Education in Cambodia" 2.11 Organizing the 3rd Cambodia Science and Engineering Festival (the 3rd CSEF) √ T-shirt printing for volunteer students coordinating and assisting the 2.12 creation, continuous support, and strengthening of mathematics and √ science study clubs at junior high schools and senior high schools Publishing workbooks/exercise books to strengthen mathematics and 2.13 science study clubs at junior high schools and senior high schools. √ 11. Royal Univresity of Phnom Penh
1. Strengthening Quality 15/15 1.1 To Supply Teaching Equipments , Books Magazines & News √ of Institunational 1.2 Allowances for examination exam √
1.3 Scolarships for study in √
1.4 Organize Field Visits √
1.5 Training Fee Local & International Level √ Budget for National and International delegation-Souvenir Supplies 1.6 local & oversea and Ceremony √
1.7 Mission in the country √
1.8 Mission at oversea √
1.9 Support Writer Translate and Editor √
1.10 Office Supplies √
1.11 Equipment supplies √
1.12 Energy and Water √
1.13 To Provide Support Budget for Maintaining and Reparing √
1.14 Transportation √
1.15 Donation and Drugs √ 2. To Develop Social 7/7 2.1 Contract National and International agent √ Science 2.2 Conferences Seminar & Workshop . √
2.3 Mission in the country √
2.4 Over time fee for lecturer √
2.5 Support Writer Translate and Editor √
2.6 Scolarships for study in √
2.7 Organize Field Visits √ 12. Chea Sim Kampchaymear University
1. Processing Unit 7/8 1.1 Strengthening addmintrative and institure management √
1.2 Strenthening plan and financial √
1.3 Strenthening quality learning and education go on √
1.4 Strenthening jobs and career √
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Status Main Activities Results Sub-Activities 1 2 3
1.5 Strenthening communicate intertional coperation and internal √
1.6 Strenthening students quality education service √
1.7 Strenthening education technical √
1.8 Strenthening action art and sports √ 2. Capacity development 12/15 2.1 Developing libaries √ and Research, Teacher and student 2.2 Developing materials learninig and teaching √
2.3 Trenthen and expand using network √
2.4 Driven Research activities √
2.5 Development work and laboratory equipment √
2.6 Implementation theory in computer room listening √
2.7 workshops developing soft skill study tours √
2.8 Developing curriculum √
2.9 Trenthening partnership and changing students √
2.1 Training and research in abroad √ 20 study subjects were written by the author for the study 2.11 commission √ Organize workshops to improve the quality and capacity of staff 2.12 Professor √ Ensure the enrollment of students from Year 1 to Year 4 for the 2.13 academic year 2016-2017 √
2.14 Farm development and implementation √
2.15 Strengthen the teaching and learning of teachers and students √ 13. Svay Rieng University
1. Strenghten 8/8 1.1 The improvement of academic environment √ students'capacity equitably 1.2 The activities of study tour and practicum √ 1.3 The activities of Experiment and research. √
1.4 The evaluation of student learning outcome. √
1.5 The participation in social activities,cultural and sport. √
1.6 The renovation of dormatory √
1.7 The strenghtening of the quality assurance mechanism √
1.8 The Elictricity water and gasoline supply √ 2. Capacity building for 3/5 The Participation in seminar and training for professional 2.1 both staff and teacher development √ and research 2.2 Organizing seminar and training for professional development √
2.3 Materials and rare resources supply √
2.4 Internet mantenance for teaching and teachers'house improvement √
2.5 Research,documentations, and social incentive for staff. √ 14. University of Mean Chey
1. outstanding students 3/3 At least 80% of graduates get jobs Teachers, staff at least 40 people 1.1 study abroad to were attending Capacity Development √ exchange experience by At least 2 research projects at least three 3 partners have been 1.2 skills intensified √ Maintenance and repair of physical infrastructure maintenance and 1.3 repair of infrastructure √ 2. Activities students, 3/6 2.1 Registration for scholarship applicants √ professor, and staff 2.2 Student training √
2.3 Strengthening faculty professors √
2.4 Strengthening the quality of training √
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Status Main Activities Results Sub-Activities 1 2 3
2.5 Monitoring and evaluation to encourage √
2.6 Provide opportunities for students to research local and abroad √ 15. University of Battambang
1. Student Staff - 8/9 1.1 Registration √ professor 1.2 Training students √
1.3 strengthen the students' research and experiment √
1.4 The final exam semester examinations and prevention tesis graduates √
1.5 The author compiled various written documents and books √
1.6 strengthening staff Professor √
1.7 The quality of training √
1.8 strengthen management √
1.9 Monitoring and Evaluation √ 2. Institutions 3/3 2.1 Processing unit √
2.2 Development of materials and equipment laboratory equipment √
2.3 Infrastructure maintenance, repair facilities √ 3. Research 6/9 Developing the quality of education and training youth universities in 3.1 √ rural Cambodia. (UNICAM) 3.2 Center for Strengthening Sustainable Agriculture and Nutrition √ Develop curriculum and conservation biodiversity for the marine 3.3 √ environment
3.4 Prepare food security for climate change. √ International programs support the sector of employment and 3.5 education. √
3.6 Develop English program. √ Education cooperation to build innovation capacity 3.7 . √
3.8 Students and staffs exchange experience project. √ Develop and distribute Sustainable Production Systems Based on the 3.9 Surveillance Management of Cassava Crops in Vietnam, Cambodia √ and Thailand.
16. Accreditation Committee of Cambodia
1. Organization process 1/1 1.1 Organization process √ 2. Enhancing higher 9/9 The training institutions on the relationship between the student's education accreditation 2.1 academic results and teaching and evaluation studies (50 √ establishments) Training workshop on establishment of relations between the 2.2 academic and teaching evaluation by 2 goals √ Workshop coordinator training and technical assistance on how to 2.3 evaluate the quality report and evaluation institutions √
2.4 Research on the results of the training institutions √ Attend the annual meeting and meetings with other international 2.5 accreditation agencies √ Attend national budget implementation and other missions in the 2.6 country √
2.7 Consultation Workshop on standards Graduate degree (two times) √
2.8 Training Seminar Evaluation (3 times) √
2.9 The assessment process training institutions √ 17. Institute of Technology of Cambodia
1. Institutional support 1/1 1.1 Processing unit √ 2. Student, lecturer, and 12/12 2.1 Install equipments and facilities √ research activities 2.2 Organize meeting, training, workshop, and conference √
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Status Main Activities Results Sub-Activities 1 2 3
2.3 Local and foreign-country missions √
2.4 Evaluate the educational training √
2.5 Write a book √
2.6 Provide scholarships to students for study and research in Cambodia √
2.7 Organize field visits √
2.8 Pay for TEIN service √
2.9 providing money overtime to teacher √
2.10 Provide scholarships to good students √
2.11 Master training program and research √
2.12 Install laboratory equipments for research √ 18. National Institute of Education.
1. Process of department 1/1 1.1 Process support organization √ 2. Suppy Service 4/5 2.1 Cleaning supplies courtyard (garbage) √
2.2 Maintenance and repair √
2.3 Public relations and dissemination support √
2.4 Supply of Posts and Telecommunications √
2.5 Support missions abroad √ 3. Training and Research 12/13 3.1 Training for Management and Planning provincial officers PoE √
3.2 Training BA senior management education √
3.3 Training new education inspectors √
3.4 Training for Management and Planning provincial officers PoE √
3.5 Training in management and resource allocation for provincial offier √
3.6 Training of existing inspectors on inspection √ Training of existing inspectors 3.7 Improve schools √
3.8 Training director , deputy director of the new inspection system √
3.9 Teacher Training higher content and new teaching methods √
3.10 Support research activities √
3.11 Monitoring teacher ideally (Bachelor +1) √ Workshop to strengthen the capacity of trainers of the National 3.12 Institute of Education in educational planning in collaboration with √ DGPP and IIEP
3.13 Workshop to improve the training program Inspector cause √ 4. Staff support burden 1/5 4.1 Supporting the on overtime Training of all kinds √
4.2 Sponsors and participants √ Support editors translating and compiling documentation for teaching 4.3 and learning √
4.4 Support staff on accidents at work and the possibility √
4.5 Scholarship for trainees - students √ 5. The tests and exams 4/4 5.1 selection exam and exams for teacher training ideally (Bachelor +1) √ completed training 5.2 Selection exam and exams for training, education Inspector √ Selection exam and exams for Master of Education Management 5.3 Training √
5.4 Selection exam and graduated from the training school director √ 19. Kampong Cheuteal Institution
1. Organization process 2/2 1.1 Support Organization √
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Status Main Activities Results Sub-Activities 1 2 3
1.2 Review and evaluate the activities and maintenance cleaners stock √ 2. Developing the 15/17 2.1 Supplies tutorial and other related technical documents √ capacity of students and education officials 2.2 Meeting the technical and administrative jobs √
2.3 Meetings, seminars, media content regulations regulatory √
2.4 Quarterly internal meetings, seminars to teachers of other subjects √
2.5 Attending meetings, seminars or other programs in the country √
2.6 Mission in the country monthly to the Minister of Education √
2.7 missions oversea √ Support crop planting wallpapers nutritious treat animals and 2.8 learning and teaching √ Facilities and technical equipment from the classroom workshops 2.9 operating rooms, laboratories, farms √
2.10 Sport Supply √ Organize training courses at home and abroad every quarter to 2.11 teacher √ Experiences in higher education institutions or other leading 2.12 institutions in the country and abroad √
2.13 Preparation for the exhibition works and products of students √
2.14 Subscribe journalism and philosophy magazine √
2.15 Subscribe journalism and philosophy magazine √ Study visits of students and academic communities in places other 2.16 agricultural enterprises and farms √ Games of the Year at the national, provincial and regional sports 2.17 institute's students √ 20. Physical Education and Sport
1. Operating Unit 1/2 1.1 The Process of Unit √
1.2 Monitoring Unit √ 2. Improving 3/4 2.1 Improving sports infrastructure √ infrastructure, strengthening sport and 2.2 Strengthening professional officer √ sport competitions Sport competitions North 11th national championship sports: soft 2.3 tennis,ice skate,tug,wushu,judo,Vovinam, √ Taekwondo ITF marathon Guinea Simon all racing and sports
2.4 Budget allocations to the national federations. √ 21. Physical Education and Sport for Students
1. Processing Unit and 4/5 1.1 Processing unit √ Monitoring 1.2 Print physical educaton and sport textbook for TTC's trainers √ Organize physical education and sport textbooks for primary school 1.3 students √ Monitor on teaching physical education and sport subject at primary 1.4 schools √ Monitor on implementing detail curriculum of physical education 1.5 and sport textbook for students and teachers at LSS √ 2. Capacity development, 8/12 2.1 Organize competition for primary, secondary and university students √ infrastructure and sport competition 2.2 Support Cambodian student sport federation √
2.3 Develop student sport association at schools √
2.4 Pay for international sport union √ Orientate on using physical education and sport textbook at primary 2.5 schools √
2.6 Build capacity for leaders and technical officers in leading the athlete √
2.7 Organize physical education day for primary school students √ Organize physical education textbook for primary students, grade 1 2.8 to 6 √
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Status Main Activities Results Sub-Activities 1 2 3
2.9 Organize physical education day for primary school students √
2.10 Participate competition for primary school students at Singapore √
2.11 Participate competitionfor university students at Tibe √
2.12 Organize physical ecudation textbook for lower secondary school √ 22. National Institute of Physical Education and Sport
1. Operating Unit 0/2 1.1 Support Unit √
1.2 Monitoring √ 2. Strengthening Course 3/3 2.1 Build the capacities of physical education and sport √ on Physical Education and sport Instructor 2.2 Teacher training and sport √ Nation-wide 2.3 Recent technical research √ 23. National Sport Training Center
1. Orgainisation 1/2 1.1 Support the organizational process supporting and √ Montoring and follow up the implementation of Sports Magazing monitoring 1.2 publishing and Anti-Doping in Sports √ 2. Capacity development 3/4 Together national players, grassroots team and international 2.1 for national players, competitions √ grassroots, 2.2 Produce sports magazines √ infactructures, Capacity tranining course for sport officers Coaches and players on international 2.3 traning plaining diciplinary and morality and Anti-Doping in Sports. √ competitions and Anti- Hire foreigner coaches of Wrestling, ITF, WTF, Sorinji Kampo and Doping in sports. 2.4 Dancing sport and others. √
24. Youth 1. The Process of the Unit 2/2 1.1 The process of the unit √ Monitoring process of the Council for Children, Youth in the 1.2 provincial capital √ 2. The development of 10/15 2.1 Celebrates 68th anniversary of International Children's Day youth policies and √ expertise 2.2 Japan and Southeast Asian youth ship 44 th √ Arrange a meeting with the provinces to prepare regulations to 2.3 strengthen Youth Council √ Organizing training programs, officials in charge of youth 2.4 employment √
2.5 Celebrates 18th anniversary Youth Day, 12 August √ Prepare minutes of Education, Youth and Children program 2.6 broadcast on Radio √
2.7 Youth training programs linked to social (3) √
2.8 Reviewing 3rd movement "good friend" √
2.9 Summer Camp √
2.10 Seminar on Child and Youth Review √
2.11 Organizers Angkor Sankrant √
2.12 Meeting youth representatives CLV triangle √
2.13 Print magazine Youth and Children's Books Council √ Send students to participate in exchange programs 2.14 experienced international meetings,workshops and camping √
2.15 International delegates √
25. Management Youth Centre 1. Unit Process and 2/2 1.1 processing unit √ monitoring Monitoring and promoting the implementation of the national youth 1.2 √ policy center management and training youth volunteers 2. developments bull 12/15 2.1 Youth Volunteer organizers Route (2) √
128 Unofficial Translation
Status Main Activities Results Sub-Activities 1 2 3 capable infrastructure 2.2 Volunteer Day 05 December 1000 √ and skilled youth 2.3 Forums 800 volunteers to Cambodia √
2.4 Youth Forum on Leadership and Youth 500 √
2.5 Review workshops on Management Center and the Youth √
2.6 Dissemination of labor market information, career for youth √
2.7 Courses nkoh cause C-BED √
2.8 Providing training young people on the planning and volunteer work √ Workshop ass consulted on the organization and functioning of the 2.9 Provincial Youth Council √
2.10 Annual Meeting of the National Council √
2.11 National Conference Youth pillar of national and sub-national √
2.12 Capacity Fostering Ministers Secretariat √ Seminar on National Youth Development Policy and the National 2.13 Action Plan Youth Development Cambodia √
2.14 Forum oriented education and employment for youth √ Content seminar on skills such as: traffic laws dangerous use of 2.15 √ scheduled drugs, alcohol, violence. 26. Planning 1. Main activities ESP 8/8 Preparing plan straitegic document involevd for sustainable 1.1 and AOP development goal education 4 √ Preparing analinaysis Model and projections(CANPRO) for 1.2 supporting prepare SDG4 and ESP √ Oriented and supporting to preparing plan and CANPRO for 1.3 city/provincail √ Developing budget strategic plan 2018-2020 of national and sub- 1.4 national levels √
1.5 Developing AOP 2018 of national and sub-national levels √
1.6 Developing the public investment plan 2018-2020 √
1.7 Dissemanination reporting research on out of school children √
1.8 Support on practicing planning development ability √ 2. Coordinating on aid 5/5 Prepare regular meeting of statistic technique and statistic 2.1 effectiveness financial educational √ Monitoring of statistic technique and statistic educational 2.2 capital/provincial √ Training and monitoring product and using report AMIS 2.3 capacity/provincial √
2.4 preparing retread of statistic technique and educational √ Mid-Term Review of statistic technique and educational in sub 2.5 national √ 3. Stangtheng capacity 9/9 3.1 Process Unit √ and Monitoring 3.2 developing capacity staff of DGPP for ESP 2019-2023 √
3.3 Preparing oriented and supporting teble between BSP AOP and SDP √
3.4 Training and support staff sub national on AOP tools assessment. √
3.5 Support the implementation of SIG. √ 3 officials participate the advanced training on educational 3.6 management and planning 2015-2016 at Paris, France √ 10 officials of MoEYS participate in the Bleded Course of IIEP, 3.7 Paris, France. √ Support on MoEys officails that graducated master degree at RUPP 3.8 2015-2016. √
3.9 Developing the Student Tracking System. √
27. Personnel 1. Operating Unit 0/1 1.1 Process unit √
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Status Main Activities Results Sub-Activities 1 2 3 2. Salary of officials at 0/1 2.1 salary for central education staff national level √ 3. Support staff 1/1 3.1 Support for teacher deployment. deployment √ 4. Support teachers in the 1/1 Support for teacher living standard at remote and difficult area for remote and 4.1 good work performanc √ disadvantaged areas 5. Strengthening the 1/2 Workshop on " strengthening the capacity of managers in HR 5.1 capacity development management" to PoEs, DoEs and school principals and HR officers. √ for education staff. 5.2 Studies tours, oversea training and Others attending. √ Orientation to graduated students from NIE, RPTTCs and TTCs 5.3 before start working. √ 6. Teachers recruitment 1/1 6.1 higher education recruitment exam for teaching in Higher Education. examination √ 7. Follow up monitoring 3/5 Document filling for new teachers are learning in PTTc and RPTTc 7.1 and Evaluation at PoEs. √ Follow up controlling on education staff using including contract 7.2 teachers, double shift and multi grades classes. √
7.3 Controlling on the education staff trainsfers. √
7.4 Cooperate with PoEs to definite the post for new teachers. √ Controlling and Evaluating on procedures and legal document 7.5 practices for education staff management. √ 8. Strengthening accuracy 4/9 Monitoring and spot checks at PoEs, DoEs and high schools level on and use of HRMIS in 8.1 HRMIS using and data collection including training and trouble √ HR management. shooting . Number of Participants: 60 Conduct 2 days training and set up HRMIS to remaining high 8.2 schools. Number of participants: 80 √ Conduct 4days Training to provincial HRMIS staffs to analysis on 8.3 shortage and surplus at secondary schools including creating HRMIS √ reports on lacking or exceed subject Conduct 3days Refreshers Trainning and Setup new HRMIS web 8.4 database at 100 DoEs. Number of Participants: 100 √ 2 days Training How to generate data from HRMIS to work with 8.5 microsoft excel for producing requirement information to DoEs and √ PoEs. Type of Activity: Workshop Number of Participants: 136 Annual Review on HRMIS Type of Activity: Annual 8.6 Review Workshop Number of Participants: 125 √ Lab Top 02 for HRMIS developers, Planning, Programmers, 8.7 Trainning and HRMIS analysis √ 8.7: International TA on New Module of HRMIS, Master Pan for 8.8 HRMIS management. √ Training on Web database Development and Managment for HRMIS 8.9 administrators. (ATP, UNESCO BKK, Thailand ) Type of Activity: √ Training Workshop Number of Participants: 2 9. Strengthening 6/8 9.1 Strengthening management capacity among sub-national staff. √ management capacity Review on JD/JS using in line with the D & D context. Number of among sub-national 9.2 participants: 50 √ staff. Monitoring and evaluation of implement the staff performance 9.3 appraisal system √
9.4 Strengthening the implementation of HRPAP √
9.5 Strengthening the implementation of new staffing norm for 2018 √ Training and development program for capacity development to 9.6 DoEs levels in line with the D & D context √ School Principals in B.Bang province will be visited to Wat Bo 9.7 primary school in term of the D&D context √
9.8 Conduct English training program at national and sub-national level √ 28. Finance 1. Operational, Capacity 3/4 1.1 Operational Cost √ Development and 1.2 Capacity Development of budget manangement and implementation. √
130 Unofficial Translation
Status Main Activities Results Sub-Activities 1 2 3 Monitoring 1.3 Monitoring and Evaluation. √
1.4 PMC SIG √ 2. Social Affairs and 1/1 2.1 Social affairs and unexpected costs Unexpected Costs √
29. Internal Audit 1. Operating Unit 1/1 1.1 Provide support material and equipment to the Internal Audit Department √ 2. Support audit work 3/3 2.1 Internal audit and monitoring recommendations √
2.2 Monitoring the performance of Internal Audit √
2.3 Training staff capacity √
30. Educational Quality Assurance 1. Training capacity of 10/13 1.1 Process Unit √ managerment 1.2 inspection of education qualiy assurance √
1.3 Inspection monitoring in 25 PoEs √
1.4 dissemination report of inspection education quality √
1.5 Training capaciy inspection staffs about new inspecte system √ Research Communications Management and Multiplying effect of 1.6 study √
1.7 Decision seminar proficiency level equivalent √ Support the national core trainers to monitor and conduct annual 1.8 review workshop on the QA system √ Build the capacity of the sensor monitoring and evaluation (M & E) 1.9 of the three sub-sectors √
1.10 Research and quality management √
1.11 Decision on procedures proficiency level equivalent √
1.12 Translation Analysis Report √
1.13 Consultation Workshop on testing code and test data input √ 2. 7/7 2.1 Writing item test and printing test book grade 8 Evaluation of √ 2.2 Testing grade 8 for subject of Khmer Mathematics and Physics. √ students learning 2.3 Disseminating of Test results in grade 6 and 8 √
2.4 Writing item test and printing test book grade 11 √
2.5 Regional Assessment Test primary (SEA-PLM) √ International student assessment tests for development 2.6 (PISA-D) √ International technical assistance on data analysis and report 2.7 evaluating the test results √
31. Inspectorate of Administration and Finance 1. Operating Unit 0/1 Sub-activity 1: On-the-job training and regional dissemination on 1.1 inspection reports √ 2. Permanent and random 4/5 2.1 Sub-activity 2: Permanent inspection √ inspection, and ability reinforcement 2.2 Sub-activity 3: Follow-up check √
2.3 Progress monitoring of improvement through recommendatoin √
2.4 Sub-activity 4: Irregularity and accusation research √ Sub-activity 1: On-the-job training and regional dissemination on 2.5 inspection reports √
32. Information and Asian Affairs 1. Supporting the Unit 3/6 1.1 Supporting the Unit Process √ Processand Capacity Co-hosting national, regional, and international workshop on other Building Development 1.2 particular skills and programs √
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Status Main Activities Results Sub-Activities 1 2 3
1.3 Dissemination Workshop on SEAMEO Awareness √
1.4 Dissemination Workshop on ASEAN Awareness √ Dissemination Workshop on the Result of ASEAN-SEAMEO 1.5 Summit √
1.6 Training on Public Media and Relations √ 2. Data Collection, 8/11 2.1 M&E for data collection to produce educational documentaries √ Information Dissemination, and 2.2 M&E for ASEAN Awareness √ Enhancing Good Making educational Campaigns in the remote and affected areas to 2.3 Cooperation of gather 6-year-old or 72-month-children for enrollment √ Education, Youth and Spor 2.4 M&E for ASEAN Awareness & SEAMEO Awareness √
2.5 M&E for SEAMEO Awareness √ Photographing, collecting, and disseminating education, youth and 2.6 sport events √ Reception and meeting with international delegates and regional 2.7 education delegates √ Nomination educators to make study tour, attend symposium, 2.8 conference, and international training courses √ Nomination educators to attend the international meeting with 2.9 ASEAN-SEAMEO member states and other development partners √ Nomination students to make study tour, exchange program and 2.10 attend other international training courses √ Enhancing good cooperation with SEAMEO secretary by supporting 2.11 its unit process √
33. Legislation 1/1 1. Operating Unit 1.1 Support unit process √ 2. Developing the 12/22 Workshop on reinforcement of providing educaton service through 2.1 capacity to enforce good governance principle √ laws and regulations Workshop on drafting process and procedures of the Retulatory 2.2 education Impact Assessments National Level √ Consultation workshop on Regulatory Impact Assessment before 2.3 drafting for provincial level √ Dissimination workshop on decentralization and deconcentration 2.4 policies in education sector for provincial education personnel √ Workshop on capacity building on the implementation of role 2.5 functions transferred to the sub-national administration (10 subjects) √ Workshop on strengthening the Ability to Manage and to rosolving 2.6 the Educational Personnel Disputes for provincial level √ Workshop on Intellectual Property Rights Legal framework for 2.7 higher education and stakeholder √ Dissemination workshop on legal framework and policies in 2.8 education sector for provincial level √ Workshop on reinforce the mechanism on counter trafficking in 2.9 education sector for provincial level √
2.10 Study on the impact of Regulation in Education Sector by provinces √
2.11 Monitor good governance implementation in public schools √ Monitor education service providing at one window service in 2.12 municiplities and districts √
2.13 Monitor education service providing at private school √ Support on Consulting and Protecting the Educational Personnel 2.14 Rights √
2.15 Monitoring the Educational Personnel Disputs √ Study on the effective of implementation of law and legal regulation 2.16 in education sector. √
2.17 Study on the impact of counter trafficking in education √
2.18 Preparation for the expansion to 15 provinces √
2.19 Review and develop legal framework to support D&D √
132 Unofficial Translation
Status Main Activities Results Sub-Activities 1 2 3 Launching the legal frameworks related to structural reforms to SNA, 2.20 POE, DOE, and School √ Training to DoE and SNA in four provinces on implementation of 2.21 functional transfer √ Professional development of staff of DoL and MoEYS on D&D and 2.22 joint technical committee on D&D reform √
34. School Construction 1. Unit Process and 0/5 1.1 Unit Process √ capacity development 1.2 Visiting study frastructure education abroad √ Training pricipals and staffs about strengtheng frastructure 1.3 managemet . √
1.4 Survey and study the information of schools in provinces √
1.5 Training the officers in the unit √ 2. Develop administrative 11/16 Construction for primary schools to become lower secondary 2.1 and school buildings schools, and funiture at the provinces √
2.2 Construction of lower secondary schools with more students √ 21 Construction buildings of lower secondary schools in communes 2.3 without LSS √
2.4 Construction of toilets and wells in 16 schools √
2.5 5 Construction building of teachers' houses at the provinces √
2.6 Repair and construction of education √ 49 Repari building and improve centers for upper secondary 2.7 examination √
2.8 Repair admistrative buildings at the units √ 26 repair building lower and upper secondary schools at the 2.9 provinces √
2.1 Repair school buildings in the 20 capital-provinces √ construction 20 buildings for lower and upper secondary schools at 2.11 the provinces √
2.12 construction admistrative 3 building √
2.13 Repair and construction of higher education √
2.14 Construct a building and equip funiture at Heng SamRin University √ Construct a building and equip funiture for faculty of engineering 2.15 and science (STEM) at the Royal University of Phnom Penh √ 1 construction building and funiture equipment at the Institute of 2.16 Technology of Cambodian √
35. Materials and State Property
1. State Property 2/2 1.1 Department Operation Management and √ Supply Support 1.2 Equipement for schools √ 2. Capacity Development, 4/4 2.1 Central Level Training √ Monitoring and Evaluation 2.2 Regional Level Training √
2.3 Abroad Mission √
2.4 Monitoring, Evaluating and updating Materials and State Property √
36. Administration 1. Institution implement 5/5 Equip Office Material and equipments for department work 1.1 performance √ To print 233 victory sflags and 230 satifactory certificates to 461 1.2 national and sub-national levels, and 50 appreication letters to √ national level Join organizing various national ceremonies and social works 1.3 performance √
1.4 To print Letter head for all the departments and other documentations √
133 Unofficial Translation
Status Main Activities Results Sub-Activities 1 2 3 2. Prepare Annual 3/3 To support to the process of 2.1 Education Congress preparing annual education congress 2017 √ 2017 Join the meeting to review evaluate results on Education, Youth and 2.2 Sports. Provinces and reports regarding √
2.3 To print education congress and relevant documents √ 3. Monitoring and 3/3 Conduct training workshop on administartion management and 3.1 Evaluation Protocol for education to120 educational staffs at sub-national level √ Conduct training worshop on archive management and Archievement 3.2 Management System to 172 education staff at sub-national level √ Conduct training worshop on Flow Documentation to 70 education 3.3 staff at sub-national level √ 4. Monitoring and 2/5 Participate in opening and closing ceremony during sport matches Evaluation 4.1 and intellegent student examination, and collect the relevant √ information to sum-up report for leaders and council of ministers Join as a member of the delegation with the leadership of ministery 4.2 team during his/her inspection mission at sub-national level √ Conduct monitoring and evaluation on administration, achieve 4.3 management, and Competition office √ Conduct monitoring and evaluation on requesting work medals and 4.4 medal award ceremony √ Join organizing the certificates launching ceremony universities and 4.5 opening ignauration ceremony - school opening and deal with √ education sector.
37. Cultural Relation and Scholarship Department 1. Supporting and 2/2 1.1 Supporting √ Monitoring 1.2 Monitoring and evaluating the partners' implementation √ 2. Scholarship student 13/14 2.1 Dissiminating overseas scholarship programs √ management and Dissimination, selection and supervision of disadvantaged female capacity improvement 2.2 √ for cooperation dormitories Selection exam procedure for scholarship students to study overseas 2.3 √ and safety teams Pre-departure orientation for scholarship students and meeting with 2.4 √ foreign students Health service to foreign scholarship students and disadvantaged 2.5 female students √
2.6 Operation of the Dormitories √ Welcoming courtesy meetings with visiting delegations and foreign 2.7 √ students
2.8 Provision of medals (Honorariums to phillanthropists) √
2.9 Organizing national and international festivals √ Support of transportation for delegations, Cambodian and foreign 2.10 √ scholarship students, and their accommodation Scholarship allowances for local research (sleeping materials and 2.11 √ salaries for foreign students)
2.12 Scholarship allowances for overseas research √
2.13 Support for study tours and study √
2.14 Contribution to international NGOs √
38. Education Management Information System 1. Support to department 2/8 1.1 Implementation Unit implementation √ 1.2 Develop and improve EMIS System √
1.3 Develop and improve QEMIS System √
1.4 Cambodia location school mapping SY 2016-2017 Updated √
1.5 Conduct Workshop EMIS Master Plan 2017-2021 √
134 Unofficial Translation
Status Main Activities Results Sub-Activities 1 2 3 Monitoring work on the Education Management Information System 1.6 (EMIS, QEMIS) √
1.7 Office supply and maintenance EMIS system √
1.8 Ropes and safety equipment supplier data (SAN) √ 2. Support and 11/14 2.1 International TA on EMIS √ Information System and Education 2.2 Local TA on EMIS √ Indicators 2.3 Produce and Distribute EMIS Year Book √ Improving the completeness of EMIS data undertake Requirements Analysis for design of a database of community pre-school 2.4 intergrated with EMIS for Private Sector Office: Database on ECC √ programmes. Improving the completeness of EMIS data undertake Requirements Analysis for design of a database of community pre-school 2.5 intergrated with EMIS for Private Sector Office: Database on ECC √ programmes. Orientation workshop 4 Regionals on QEMIS; School Data Sheet 2.6 and School Report Cards √ Capacity Development of staff in the Use of EMIS Data: 4 Regional Training on how to use EMIS Data at Provincial and District Level; 2.7 Training how to culculate and use Education Statistics; Annual √ Review on EMIS type of Activity Support EMIS Revision and SDG alignment with EMIS; Workshop 2.8 on base line data for SDG; Worshop for Capacity Building for √ national and sub-national focal points.
2.9 Improve Database Tools √
2.1 Training on advance (ATP) or Similar (UNISCO BKK) √
2.11 Implementation Network security and virtual private Networks √
2.12 Introduce MySQL Server and Implementation EMIS Database √
2.13 Introduce EMIS, Q-EMIS System √
2.14 Improve EMIS data quality and Monitoring sub-national level √
39. Policy 1. Process of Unit 1/4 1.1 Supply process of Unit √
1.2 Supply materials and equipment for studies √
1.3 Support education policy research √
1.4 Create human resources center √ 2. Research and 3/10 2.1 The research on the implementation of the school's breakfast program monotoring the √ The study on the factors that influenced the decision of students implementation of 2.2 √ policy choosing science subjects in higher education (STEAM Education) The study on the implementation of the credit system and the transfer 2.3 of credit in higher education institutions in Cambodia √ The study on the possibility of inclusion of subjects foreign 2.4 languages as compulsory subjects in secondary school exams √ coductuve workshop and implement policy analysize in higher 2.5 education √ Education leaders and officials attend a short training course to 2.6 enhance foreign policy, education and research √ The study tour to Asian countries to learn about the implementation 2.7 of policies and monitoring and evaluation √ Research on compulsory education for students in the primary school 2.8 from grade 1 to 6 √ The research on the effectiveness of the leadership and management 2.9 of the school management, compared with the success of students in √ primary school
2.10 Review workshop and dissemination result of research √
135 Unofficial Translation
Status Main Activities Results Sub-Activities 1 2 3
40. Monitoring and Evaluation 1. Operating Unit 2/2 1.1 support organization operation √
1.2 Technical assistant (TA) √ 2. Officers Capacity 11/13 Organize consulation workshops on the drafted monitoring and 2.1 Development and evaluation framework at national and sub-national levels. √ Monitoring 2.2 Organize consultation workshops on M&E tools √
2.3 Pilot M&E tools. √ Official launch of monitoring and evaluation framework at national 2.4 and provincial levels. √
2.5 Organize training on M&E for district M&E staff √
2.6 Conduct a survey on M&E capacity development needs √ Conduct consultation workshop to improve the draft of capacity 2.7 development master on monitoring and evaluation 2014-2018. √ Organize capacity development training on the use of M&E 2.8 framework and tools at national and sub-national levels. √ Organize the orientation workshop on result-based report at national 2.9 and sub-national levels. √ Organize dissemination workshop on the result-based report at 2.10 national and sub-national levels. √ Conduct monitoring on the process of education congress organized 2.11 by POEs √ Conduct monitoring and evaluation on the implementation of SIG 2.12 and schoolarships. √ Conduct monitoring on the preparation of result-based report on the 2.13 implementation of AOP, and the report on status of education, youth √ and sport
41. Information Technology 1. Organizational Support 6/19 1.1 Organizational process of Dept. of Information Teachnology √ Service Provision and internal Education Equiping ICT facilities and infrastructure, networking and hi-speed 1.2 internet in DIT to serve the management and sharing of data and √ internet network to all MoEYS departments Internet usage servie, hosting service for MoEYS website and OER 1.3 and official social media channels √ Equipping facilities and infrastructure for the management of 1.4 website, social media and thedevelopment of educational digital √ contents Connect and maintain ICT infrastructure, network and internet for 1.5 MoEYS main buildings √ Develop phone applications for STEM and upgrade and re-design 1.6 OER √ Develop educational digital contents in Khmer language, multimedia, 1.7 teaching-learning materials through ODL on Maths, Technology and √ Science Introductory workshop on MoEYS OER, Krou website and social 1.8 medas √
1.9 ICT Policy Action Plan consultative workshop √
1.10 Print policy action plan on ICT education √
1.11 Printing guidedbook of intel teach getting started √ Develop introducatory principle in implementing MoEYS 1.12 communicating system for administration and management through √ cloud-basd system for those who use MoEYS official e-mail. Localization and implementation of SMAS: School Management 1.13 Administrative System √
1.14 Develop biology educational game for 12 graders √
1.15 Produce educational videos to teaching student in grade 1 √ Produce educational videos to teaching assistance in teaching writing 1.16 skill for students in grade 1 √
136 Unofficial Translation
Status Main Activities Results Sub-Activities 1 2 3 Research on the use of phones of tablets by students and teachers in 1.17 year 2017 √
1.18 Update report on technology available in schools √ Printing stickers promoting MoEYS website, OER and social media 1.19 channels √ 2. International 4/11 Welcoming educational officials to visit MoEYS on ICT education 2.1 Cooperation, cooperation √ Professional Study visits of MoEYS/DIT offcials to attend training programs, 2.2 Development, workshops, and congress on ICT education √ Monitoring and Organizing in-country workshops on ICT education with cooperation 2.3 Evaluation with development partners and other stakholders √ Pedagogical training programs on the use of ICT in teaching and 2.4 Learning √ Training programs on teaching methodology of Grade 12 ICT 2.5 textbook √
2.6 Training programs on the use of ICT in administration (web 2.0) √
2.7 Training programs on school digital monitoring √ Monitoring and evaluation on ICT facilities and infrastructure in 2.8 education system with analysis report √ Monitoring and evaluation on results and effectiveness of ICT 2.9 training programs for administration purposes √ Monitoring and evalaution on effectiveness on the use of ICT 2.10 textbook for grade 11 and 12 √ Monitoring and evaluation on pilot implementation of SMAS: School 2.11 Management System √
42. Gender Mainstreaming in Education 1. Plan orientation on 1/2 Training on Girl Counselling to Girl Teacher of lower secondary 1.1 Implementation of school √ Gender Mainstreaming 1.2 Follow up Monitoring and Evaluation on Girl Counselling Strategic Plan 2016- √ Training on Capacity using of GMSP 2016-2020 to staff of PoE & 2020 1.3 MoEYS, √ Training on Gender education: of gender responsive documents in 1.4 pedagogy for teacher training system and orientation of NIE, TTC √ and RTTC
43. Programme Menagement 1. SIG Implementation 1/1 1.1 Monitoring Tool, Training, Workshop √ 2. Menage SESSPII 1/1 2.1 SESSPII Implementation √
44. Monitoring ,Evaluation and Management of CDPF 1. Capacity development 5/6 Education Management advisers to 13 POEs to support planning and 1.1 for planning staff all management including a focus on 26 districts √ levels 1.2 Direct support to POEs on Planning √
1.3 School Governance Project Phase III √
1.4 Stengthening financial management capacity √
1.5 Support for implementation of FMIS √ Strengthening school management and accountability at the local 1.6 level √ 2. Monitoring, evaluation 3/3 2.1 UNICEF management and administration √ and Management of CDPF 2.2 Recovery Costs of UNICEF √
2.3 TA for development of BSP-ESP Bridging table √
44. Education Reform Support for and 4/4 1.1 Support for Cambodian Education Research Forum 2017 1. √ research by Education Participation in International and Regional Education Policy and 1.2 Research Council on Research Forums √
137 Unofficial Translation
Status Main Activities Results Sub-Activities 1 2 3 priority reform areas 1.3 Support teacher reform √ The Commission supports research on research priorities of 1.4 education reform √
Notice : 1. Already implemented 2. Is being implemented 3. Not yet implemented
138 Unofficial Translation
ANNEX 9: PROGRESS OF IMPLEMENTATION OF POLICY ACTION 2016 CONTINUE TO IMPLEMENT IN 2017
Policy Action 2016 Policy Reasons Continue to Implement in 2017 Status 1. Early Childhood Education
Prepared guidelines on the management - and operation of resource pre-schools in 2 Prepared the final draft - Policy 1: Ensure inclusive 2016. (ECED) and equitable quality education and promote Finalized draft on parent education Prepared guidelines on the management - lifelong learning opportunities - program and operation of community pre-school 2 for all levels Sub-degree on community pre- and home-based program in 2016. - (ECED) schools management was implemented Revised the curriculum for public pre- Prepared the draft syllabus for public - - schools, community pre-schools and 2 pre-schools section home-based programs in 2016. (ECED) Prepared guidelines for parents and Finalized the draft on Parent - - guardians education on nutrition, care, 2 education child protection and use of health Policy 2: Ensuring effective services in 2016. (SHD) leadership and management of education staff at all levels Introduced a result-based monitoring and Result-based monitoring and - - evaluation system for early childhood 1 evaluation system for ECE was education sub-sector in 2016. (ECED) approved and launched in Siem Reap Prepared guidelines for private sector, Collaborated with Ministry of Labor - - and Vocational Training and farms and big enterprises to involved in 2 Early Childhood Care and Education of Children organization to pilot all forms 2016. (ECED) 2. Primary Education
Prepared the criterias on the Developed minimum requirement - - establishment of public and private 2 guidelines on clean water and primary schools in 2016. (DoL) sanitation at schools Piloted and revised Minimum standards Provide 60% additional bonuses to Policy 1: Ensure inclusive - - and equitable quality for clean water and sanitation in school 37 teachers and stakeholders for 10 education and promote in selected provinces and implement 1 months from January to December lifelong learning opportunities Minimum Standards for clean water and 2017. for all levels sanitation in schools nationwide in 2016. (SHD)
Developed and provided incentives for Sub-degree on scholarship at primary ddfddd - - teachers and staff at district level to 2 education and secondary education . conduct full day learning in 2016. (PED) Developed National Framework on - 1 Scholarship in 2016. (DoPo) Piloted the full-day teaching and learning Pilot the full-day teaching and - 2 - Policy 2: Ensuring effective in 2016. (PED) learning. leadership and management Revised teacher training system and 12 + 2 Primary Teacher Training of education staff at all levels - - program for primary education in 2016. 1 Program by KREDIT system. (TTD) 3. Secondary and Technical Education sub-sector Prepare a regulation, mechanism and Lack of technical experts in - - Policy 1: Ensure inclusive framework on vocational training for 3 preparation. and equitable quality dropout student at secondary education education and promote in 2016. (VOD) lifelong learning opportunities Prepared a guideline on autonomy and Disseminated the Resources for all levels - responsibility of secondary schools by 2 - Secondary School Schools setellite 2016. (GSED) schools. Updated master plan on the Finalized the first draft - - Policy 2: Ensuring effective implementation of telecommunication 2 leadership and management and ICT in education in 2016. (ICT) of education staff at all levels Prepared a guideline on result-based 1 Disseminated a guideline on result- - management at general secondary - based management at general
139 Unofficial Translation
Policy Action 2016 Policy Reasons Continue to Implement in 2017 Status education and GTHS by 2016. secondary education and GTHS by 2017. Prepared a standard for GTHS in 2016. 2 Lack of technical experts - (VOD). - Prepared curriculum and Technical Lack of technical experts in - Education standard according to the 2 - preparation. community needs by 2016. (VOD). Prepared school quality assurance system 2 Preparing School quality assurance - by 2016. (GSED). - system. Prepared result-based planning, Implementing to secondary school. - monitoring and evaluation system at 2 - secondary education by 2016. (GSED). Prepared the good governance principles Prepared training manual on good - for general secondary education and 2 - governance in the education sector. GTHS by 2016. (DoL) 4. Higher Education sub-sector Prepare policy on scholarship, subsidy Consultation on scholarship policies, - - and loan scheme at higher education in 2 subsidies and credits for higher 2016. (HED) education students will continue to organize in 2018. Policy 1: Ensure inclusive Prepared a plan for increasing STEAM and equitable quality - 1 Prepared a plan for increasing education and promote student number in 2016. (HED) - STEAM student number. lifelong learning opportunities Prepared a plan toexpand regional HEI Prepared a plan to expand regional for all levels 1 - services and resources in 2016. - HEI services and resources. Developed the action plan to reduce the Developed action plan to reduce the - gap between graduates and the job 1 - gap between graduates and labor market requirement in 2016. (HED) market needs. Prepared operational manual for research Final draft of the financial operation - - proposal by 2016. (HED) 2 manual and executive guide for the development fund process, research, and innovation. Prepared operational manual for research Studied and collected data related to - - proposal by 2016. (HED) 2 human resource for prepare human resource development plans for Higher Education institutions. Prepared a standard and guideline on Strengthened understanding the - internal quality assurance in 2016. - importance of internal quality (HED) assurance system for higher 2 Policy 2: Ensuring effective education institutions. leadership and management Awareness of the functioning of of education staff at all levels - internal quality assurance Prepared a regulation on the HEI Draft Royal Decree on Higher - autonomy in 2016. (HED) 2 - Education Institutions will continue in 2018. Prepared a mechanism to implement Monitoring the mechanism - Royal decree on professor status in 2016. 2 - (SRD) Prepared a sample of Development Plan 2 Prepared a sample of Development - and Business Plan by 2016. (HED) - Plan and Business Plan. Prepared a policy on governance and Policy on governance and financial - financial management at higher 1 - at higher education . education in 2016. (HED) 5. Non Formal Education Prepared guideline on scholarship for Implemented a sub-decree on - - NFE learners by 2016. (NFED) 2 granting scholarships to poor students at primary and secondary education . Policy 1: Ensure inclusive Prepared inter-ministerial parkas on the Implemented a sub-decree on regular and equitable quality - - education and promote payment of EP teacher at lower time, extra hours and extra hours ២ lifelong learning opportunities secondary in 2016. (NFED) payment for teaching in public for all levels institution. Developed action plan for strengthening Implemented guidance on the - - equivalent program in 2016. (NFED) 2 implementation of an Primary and Non-formal Education Equivalent Program.
140 Unofficial Translation
Policy Action 2016 Policy Reasons Continue to Implement in 2017 Status 6. Youth Development Prepared regulations on strengthening Drafted regulations on mechanisms Policy 2: Ensuring effective - - leadership and management the mechanisms for children and youth 2 for children and youth council and of education staff at all levels council and prepare concerning first concerning documents in documents in 2016. (DY) provincial capitals. 7. Physical Education and Sport Policy 1: Ensure inclusive Prepared guideline on technical activities - Prepared guideline on technical ac- and equitable quality - of physical education and sports in 2016. tivities of physical education and education and promote (DPES) 2 sports 80% lifelong learning opportunities for all levels Prepared guideline on protecting of Prepared guideline on protecting of - ethics and profession in physical - ethics and profession in physical education and sport activity in 2016. 2 education and sport 80%. (DGS) Policy 2: Ensuring effective leadership and management Developed a Master Plan on Sport 1 Finalized Master Plan on Sport of education staff at all levels - Development towards 2023 in 2016 - Development towards 2023. Prepared the legal letters related to Preparing the legislater related to - - transfer the physical education and sport 2 transfer the physical education and tasks to sub-national level in 2016. sport to sub-national level in 2016. (DGS)
Notice : 1. Already implemented 2. Is being implemented 3. Not yet implemented
Department /Unit name Abbreviation Department /Unit name Abbreviation Department of Early Childhood Education ECED Department of Legislation DL Department of Primary Education PED Department of Materials and State Assets DMSA Department of General Secondary Education GSD Department of Information and ASEAN Affairs IAAD Department of Nonformal Education NFED Department of Plan DP Department of School Health DoSH General Directorate of Sport GDS Department of Vocational Orientation VOD Department of Physical Education and Sport DPhES Department of Higher Education DoHE Department of Physical Education and Sport for students DPESS Department of Scientific Research SRD General Directorate of Youth GDY Department of Teacher Training TTD Department of Youth DY Department of Curriculum Development DoCD Department of Center Management DCM Department of Personnel DoPe Department of Education Quality Assurance EQAD Department of Finance DF
141 Unofficial Translation
ANNEX 10 : PROGRESS OF IMPLEMENTATION OF POLICY ACTION 2017
Policy Policy Action 2017 Status Reasons 1. Early Childhood Education
Prepared guidelines enabling the Cooperated with the Ministry of Labor and - - private sector, farm and big enterprises Vocational Training and Child to be engaged responsibly in early 2 Development and Development to test childhood education in 2017. (ECED)
Legal regulations to support all forms Instructions on free play - - of ECE services prepared in 2017. Instructions on group play (ECED) - Instructions on communication with 1 - parents Instructions on regular tests - Policy 1 Ensure Instructions on Weekly Technical Meeting ៖ - Study on the possibilities for End of research (Educational Research quality, equity, and - - inclusive education and developing teacher training curriculum Commission) increase life long learning standards for decentralizing pre-school 1 for all. teacher training including private pre- school teachers in 2017. (TTD/ECED)
- A framework to integrate Community Sub-decree on the preparation of 600 - - pre-schools into the annex of Primary community pre-schools School prepared in 2017. (ECED) 1 Setting up 600 community pre-school to - evaluate standardized entry into any closest annex primary schools. The guideline to provide incentive for Planned to organize a meeting with the - - two-shifted pre-school teachers 3 Department of Staff on the legislation to prepared in 2017. (ECED) support The inter-ministerial Prakas on funding Sub-decree on the management of pre- - - to CPS, facilities and incentive 1 school education is approved prepared in 2017. (ECED) Policy 2: Ensuring Revised the public pre-school Prepared a final draft Detailed curriculum effective leadership and - - curriculum, community pre-school and of pre-school education management of education 1 staff at all levels home-based program in 2017. (ECED)
ធនថ្◌្ដ ◌្ ្ 2. Primary Education
A study on The Primary Completion N/A - - Rate should be conducted in 2017. 3 (DoPo) Eco-friendly standards for pre-school, Preparing standards school in line with - - Policy 1: Ensure inclusive primary school and secondary school new generation school policy, with regard and equitable quality developed in 2017. (DoC) to the prevention of disaster flood, storm, education and promote 2 and droughts, thunder... lifelong learning Designed master plan for new construction opportunities for all levels - of schools, toilets, wells, drinking water, reservoirs A Disaster Management Plan The disaster management secretariat is - - developed in 2017. (DoC/DMSP) 2 planning , action plan and budget plan to be presented to the management Inspection action plan developed in Prepared analytical tools through - - 2017. (DEQA) Inspection by three topics. 1).Primary completion rate Policy 2: Ensuring 2).Teach writing at grade 6 and 3).Physic effective leadership and teaching at grade 12. 1 management of education Capacity development for District officials - staff at all levels on how to give advice to principals and teachers Training non-inspection officers at the - Department of Quality Assurance and
142 Unofficial Translation
Policy Policy Action 2017 Status Reasons POEs on Module 3 and 4
Harmonizing standards and school Review the inspection work by instrument - - inspection tools from all stakeholders with the Check list's table of Child Friendly. and implementing gradually focus on 2 Monitoring periodic inspection in the the 9 minimum standards in 2017. - (PED/DEQA) Capital / Provinces with 15, equal to 30 schools. A framework and capacity USAID helps to build a framework test - - development for using student’s Develop a pilot test of values in Kampot learning achievement results to - province strengthen the quality of learning 2 Training the capacity on use the results of developed in 2017. (DGE/DEQA) - testing the results of the Grade 8 students to the target of the POE, and the Regional School and Chief Technical of Khmer Language Mathematics and Physics Grade 8 The Teacher Education Provider Prepare the standards for a well-organized - - Standard will be adopted in 2017. 1 teacher education program (TPAP) The Medium-term Plan for The Medium-term Plan for strengthening - - strengthening teacher Educator 2017- 1 teacher Educator 2017-2021. 2021 developed in 2017. (TPAP) Revised TOR/name and mapping out Sub-decree on upgrading the training level - - the PTTC to become TEC in 2017. and the introduction of the Regional (TPAP) Teacher Training Center and the Provincial Pedagogical School of Pedagogy to the Institute of Pedagogy of Battambang. 1 Sub-decree on upgrading the training level - and the introduction of the Regional Teacher Training Center and the Capital Pedagogical School of Pedagogy to the Institute of Pedagogy of PhnomPenh. A medium-term plan on the Prepared recruitment basic teachers plan - - implementation plan of B.Ed Fast 2 based on the acceleration system to Track model developed in 2017. Bachelor degree TPAP implementation strategy 2 Developed a strategy for implementing a - developed in 2017. (TPAP) - teacher policy action plan 3. Secondary and Technical Education Revised teacher training system and Improving the Secondary Teacher Training - program in Secondary Education in 2 - Program 2017. (TTD) Policy 2: Ensuring Prepared a regulation and mechanism Approved career counseling and effective leadership and - - management of education on career counseling at schools in information on professional study 2016. (VOD) Trained national trainers staff at all levels 1 - Guidelines on the implementation of - professional counseling services at secondary schools. 4. Higher Education Prepared a guideline on minimum N/A - learning cost by subjects at higher 3 - Policy 2: Ensuring education in 2017. (HED) effective leadership and Prepared a guideline on curriculum Guidelines on the development of higher management of education - 1 - staff at all levels development in 2017. (HED) education curricula have been developed. Improved accreditation system for the 2 Training a number of higher education - establishment of HEI in 2017. (ACC) - officials 5. Non Formal Education Policy 1: Ensure inclusive Prepared guideline on Equivalency Basic curriculum reform and equitable quality - program for Upper Secondary 3 - education and promote education by 2017. (NFED) lifelong learning Prepared guideline on the separate 2 Follow the exam preparation and opportunities for all levels - examination for lower secondary - performance test of lower secondary
143 Unofficial Translation
Policy Policy Action 2017 Status Reasons equivalency program by 2017. (NFED) school examination
6. Youth Development Set up a mechanism for monitoring and Determine the criteria and incorporate the Policy 2: Ensuring - - effective leadership and evaluating the implementation in 2017. composition of the Council for Children of 1 management of education (DY) Cambodia and the Youth Council of staff at all levels Cambodia for the Evaluation of Good Teachers and Good Managers. 7. Physical Education and Sport Preparation of regulations to transform Continuing to develop the legal norms on Policy 2: Ensuring - the National Institute of physical - the transfer of physical and sport function effective leadership and education and sport to training 2 to the sub-national level management of education institutions for sport teacher with staff at all levels equivalence to higher education in 2017. (DGS)
Notice : 1. Already implemented 2. Is being implemented 3. Not yet implemented
Department /Unit name Abbreviation Department /Unit name Abbreviation Department of Early Childhood Education ECED Department of Legislation DL Department of Primary Education PED Department of Materials and State Assets DMSA Department of General Secondary Education GSD Department of Information and ASEAN Affairs IAAD Department of Nonformal Education NFED Department of Plan DP Department of School Health DoSH General Directorate of Sport GDS Department of Vocational Orientation VOD Department of Physical Education and Sport DPhES Department of Physical Education and Sport for Department of Higher Education DoHE DPESS students Department of Scientific Research SRD General Directorate of Youth GDY Department of Teacher Training TTD Department of Youth DY Department of Curriculum Development DoCD Department of Center Management DCM Department of Personnel DoPe Department of Education Quality Assurance EQAD Department of Finance DF
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ANNEX 11: PROGRESS OF THE IMPLEMENTATION OF ACTION PLAN 2017 OF JOINT SECTOR REVIEW MISSION
Activities Status Remark ESP Management A. Decentralisation and De-concentration: a. Studied on policy and strategies to support to provinces and districts that low performance than ESP targets. 3 b. Selected some provinces and districts to monitoring and evaluation on ECE service, Primary Repetition and lower secondary Completion, etc. B. Equity: - a. Survey reasons for persistent GPI differences in per- formance on enrolment and graduation indicators. 3 b. Studied on equity factors for scholarship and other programs provision. 1. Early Childhood Education: Target - 72% of 5yr olds in 5 year old children access to all education service ECE by 2019-20: - 67.13% of 5 year old population which increase 1 a. Decentralize pre-school training. 0.78% b. Increase pre-schooling within primary schools. 1. Primary repetition: Target - 193 Districts with PR less Prepared concept documents for monitoring than or equal to 10% by 2019-20: 2 - Continue to implement in 2018 a. Monitoring Grade 1 repetition. - Lower Secondary (LS) Completion: Target - 14 prov- 13 provinces which achieve lower secondary 2. - inces with a rate of at least 40% by 2019-20: 2 education completion rates c. Develop strategies to support provinces and districts in the northeast and in the west 2. Adult literacy rate: Target - 85% of 15yr olds and above adult literacy rate (15 years old up) achieved are literate by 2019-20: - 80.50% a. Expand literacy classes. 2 b. Strengthening the delivery service and monitoring for literacy program. 3. Student learning achievement in Grades 3, 6 and 8: Grade 8 national assessment test on Khmer lieracy Target - All achievements rise by 5% by 2019-20: - 54.2%, mathematic 47.3%, and Physic 45.5% a. Piloted full-day teaching and learning at primary implemented 230 sample schools in 25 PoE whicn school. 1 participated by 5811 students 57.6% female. b. Developing a framework for use of learning achievement results in strengthening the quality of learning. 4. School principals trained in leadership and School 2,252 school directors were trained, 377 female - Based Management (SBM): Target – 2,118 by 2019-20 1 a. Changed the indicator to “Proportion of schools with a principal trained in leadership and SBM”. Public Financial Management Reform (PFMR) 1. DGPP & DGAF develop internal guidelines and increase monitoring budget for improving the result-based budgeting 2 linked to policy and ESP indicators. 2. Review EMIS data and continue to upgrade teachers Review EMIS data - qualification from lower secondary school teachers to upper 1 secondary teachers and deploy to schools with the lack of teachers. 3. Continued capacity building on FMIS operation, accounting Capacity development on FMIS system and financial report analysis in both national and sub-national 1 - level. 4. Improved the report template based on the MAP revised. 1 Report model improved - 5. Training needs assessment plan and training delivery by 1 Consult with Ministry of Economy and Finance consult with MOEF. - Implementation of Teacher Policy Action Plan (TPAP) 1. Initiated policy dialogue with MoEF and MoCS on TPAP 1 Consultation on draft policy framework of career - path of teacher with 164 participants 25 female. 2. Developed policy on regular functional development for 1 Approved policy on career development regularly teachers based on 3 components such as teaching - for education officials.
145 Unofficial Translation methodologies, teachers mentoring and mechanism to support to new teachers. 3. Developed the financing plan for TPAP implementation based on the domestic resources, financing gaps and strategies 3 for addressing the financing gaps. 4. Mid-term review of TPAP implementation. 1 Mid-term evaluation of plan implemtation - Decentralization and De-concentration (D&D) 1. Prepared the sub-decree on financial transfer aligned with 1 Prepared and approved conditions. - 2. Prepared Inter-ministerial Prakas for financial guideline 3 implementation follow Sub-Decree No. 06 3. Prepared Inter-ministerial Prakas on human resources 3 transferring to SNA. 4. Finalized technical guideline on how to implement the Draft of technical instruction on education function functional transfer. 2 - implementation which have transfered to sub- national. 5. Finalized Inter-ministerial Prakas on DOE transfer to SNA 2 Draft of inter-ministerial announcement on transfer - DoE under authority of District administration. 6. Finalized the draft of Action Plan on D&D for education Drafted on centralization and decentralization sector 2 - reform policy implementation action plan in education. 7. Strengthened School-Based Management and strengthen the 3 capacity of D/M in implementing the functional transfer 8. Prepared baseline on the status of early childhoods education Draft on education status of early childhood, , primary education and Non formal education in Battambang 2 - primary, and non-formal in Battambang before province before transferring functions function transfering. 9. Disseminated the legal documents and technical guideline to 3 all stakeholders at national and sub-national levels. 10. Disseminated the decentralized functions, the condition of grant transfer, responsibilities and accountabilities to all 3 stakeholders Inspection 1. Continued training more education inspectors 2 Training Education Inspectors - 2. Carried out the regular inspections in all 25 provinces 1 Conducted regular inspection - 3. Carried out by subjects inspections on English language 2 Thematic inspection is being carried out teaching in Grade 6, and other key topics for education reform - Learning Assessments 1. Continued to strengthen all kinds of exams especially lower 1 Strengthening lower and upper secondary and upper secondary examination - education examination. 2. Updated the assessment tools for national assessment and 2 Upgraded the assessment tools and continue to continue development of SEA-PLM - conduct student assessment. Curriculum and Education Environment Development 1. Completed detail curriculum development and curriculum 100% final draft of syllabus at primary school standards - 89% draft syllabus of 13 subjects at lower - secondary school. 2 69% draft syllabus of 12 subjects at upper - secondary school on science. 60% draft syllabus of 12 subjects at upper - secondary school on social sciences. The curriculum standard is implemented in 2018. - 2. Strengthening the approach and methods to teach reading and numeracy in primary schools and improve teaching 2 methods at institutions 3. Improved reading activities in the class and library to Organized the National Reading Day, 204 celebrate National Reading Day in schools. - participants, 86 females 1 Organized school libraries at Takeo, Preah Vihear, - Kampong Spei, Batambong and Kampongthom Book readers in libraries 2 685, 1 616 female - 4. Built and repaired the dilapidated buildings, clean water, Constructed and maintained 56.9% of clean water washing hands and toilets and build a science labs and - system. computer labs. 1 Constructed and repaired toilets 72.5% - Constructed hand washing 56.5%. -
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Constructed primary first aid room at the new - generation school. Sub Sector Early Childhood Education 1. Promoted parental education to perform better roles in caring Prepared main training manual. for pregnancy and children in the early years of life, by creating - Implementing 200 village programs and locating good learning environment such as nutrition, safety, prevention 2 - of infectious diseases, and health care, especially interventions service needs. in the first 3 years 2. Increased number of teachers training and provided Prepared pre-school community teachers' community pre-school teachers with the first training due to 2 - requirements to integrate into Matrix of early early childhoods education development childhood sub-sector outcomes in target areas. 3. Established and manage day care center for children age one Two nursery programs are organized and created to three, and promote the establishment of private day care 2 - by enterprise center for busy parents. 4. Prepared counseling service on ECE in primary schools Selecting 300 target schools in 8 provinces. through core teacher training and guidance documentation - 2 Preparing Advisory Services on Early Childhood - Education in Primary Schools to be included in the Parental Guidelines. 5. Promoted standards for separate preschools. Organizing 4 regional workshops (Siem Reap, 2 - Pursat, Kampong Chhnang and Kandal provinces) 845 participants, 785 women. 6. Sustainability of community pre-schools: Approve the Sub- The final draft of sub-decree on management of decree on CPS management, and develop guideline to - community pre-school. operationalize the sub-decree which include budget support and 2 transfer community pre-classes standard in to formal education Prepared a legal framework supporting the - implementation of sub-decree on management of 2018. community pre-school. 7. Adopted guidelines on Preschool-Based Management Drafting on school-based management for pre- (SBM): School directors training inclusion of planning - school education. preparation at pre-schools and supporting pre-primary class in primary schools; 2 Capacity bulding for trainers: - • 4 national trainers • 4 national assistant trainers • 23 provincial trainers Sub Sector Primary Education 1. Adopted School Base Management: Administration Provided school operational budget, school management, learning and teaching, teacher capacity - 1 improvement grant, and program budgets in 25 development and school development and processing budget provinces. management which is a reform from the bottom up. 2. Review school standards with a requirement to build a house 1 Dissemination of primary school standard in 25 for teachers in remote areas. - provinces. 3. Transformed child friendly schools at advance level to new Established 2 new generation schools: Akeak generation schools and promoted standard of schools. - 2 Mahesey Primary School, Kampong Speu province and Oudor Primary School, Kampong Cham province. 4. Review the possibility of PTTC/RTTC to provide tuition- According to Samdech Techo Hun Sen, Prime paying PRESET course for those who want to be teachers 3 - Minister, teacher training does not allow teacher training by paying. 5. Studied the possibility of finalize the basic education teacher Issued on the basic-level teachers' training courses training program, as most teachers who completed the training 2 - for 12th generation. went to teach in lower-secondary school. 6. Conducted in-depth analysis on the needs of school 2 Studied on the teacher needs infrastructure and teachers in each school. - 7. Piloted the implementation of M&E system by using smart Piloted mobile monitoring and evaluation system phones to provide timely information and report - 1 to provide regular information and reporting, result-based monitoring and evaluation system in Prey Veng 3 district, 9 schools. 8. Harmonized the EGRA assessment tools Harmonized evaluation tool of EGRA: EGRA 1 - Tested 7 Provinces, 19 Districts and 358 Target Schools. Sub Sector Secondary and Technical Education 1. Extended the implementation of a new generation of school and college development resources school of 36 to become the 3 new generation schools by focusing in science, technology, engineering, mathematics and the arts 2. Strengthened the new teaching and learning methodologies Capacity building on teaching and learning of such as inquiry-based teaching approach and other approaches 1 - science, experimentation and mathematics: 86 to equipe students with 21st century skills (Agreed action of
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Congress) participants, 26 females. Capacity building on teaching methods and - conducting research for 1, 138 lower secondary school teachers, 1,532 female. 3. Extended Life Skills, career consultation, youth council and Completed the career counseling guide and study club. (Agreed action of Congress) - information on academic course book. Training of career counselors at secondary level 33 - participants, 17 females 1 Capacity building to PoE leaders, directors of - lower secondary schools and the life skills teachers, 64 and 15 females. Promoted vocational training for 3,223 students, - 1,810 girls. 4. Developed and tested staff performance management and 3 staffing norm. 5. Developed a prioritized plan, with proper costing, for expansion and strengthening of secondary education. In addition to the insufficient resources, the under spending issues 3 needs to be solved with political commitments especially from Personnel Department and Financial Department under the ESP and PFMR program. 6. Enhanced the quality of data and its usage through the Publishing pre-reminder system to prevent students piloting of school-based management and M&E system to 2 - from dropping out. promote education quality. 7. Review the possibility of inclusion of the data on life skills and child friendly school onto the EMIS system and make 2 proper usage of the data for monitoring the progress and future planning. 8. Strengthened the quality assurance inspection system at 1 school and cluster level to improve student learning 9. Piloted the flexible learning system that allows for a better 3 connection between the non-formal and secondary education. Sub Sector Higher Education 1. Increased the investment in training of scientists, technology, Equipped the experiment materials to 3 Higher engineering and mathematics in the public higher education - Education Institutions, University of Battambang, institutions to address the industrial development policy. Chea Sim Kamchay Mear University, Institute of (Agreed action of Congress) Technology of Cambodia achieved 100%. Constructed vegetable garden at Battambang - University and Royal University of Agriculture 100%. Renovation of the pure water room at Chea Sim 1 - Kamchay Mear University 100%. Repaired of meeting and painting rooms at the - Royal University of Fine Arts 100% Renovated the Chemistry, Physics and Biology - Laboratory at the Royal University of Phnom Penh 100% Achieved 100% of farms, croplands, nurseries, and - breeding bees at Tbong Khmum University. 2. Provided scholarships to students in scientific, technology, Plan to increase the number of students in science, engineering and mathematics through human resource - 1 technology, engineering, creative arts, and maths development planning and encourage the involvement of private sector. (Agreed action of Congress) 3. Reinforced research on priority areas through increasing Drafted a financial guidebook fund for research. (Agreed action of Congress) - 2 Drafted operations Guide to access funds for - research development and best practise. 4. Provided financial autonomy to higher education institutions Adopted policies on governance and financing in and development professor capacity through Royal Decree on - higher education. HEIs Governance. (Agreed action of Congress) Drafted technical documentation manual on - financial management in Higher Education 2 institutes. Drafted human resource management guildebook - Drafted royal decree on Higher Education - Institutions. 5. Developed policy on scholarship, Subsidies and Loans for 2 Consultation on the policy loan subsidies and -
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Studies in Higher Education scholarships for studies in higher education. 6. Developed the IQA system inside HEIs, it was recommended Enhanced awareness of the importance of internal IQA manual/guidelines be adopted with the National Standards - quality assurance system for higher education and guidelines for Institutional Accreditation and implemented 2 institutions Organized the functioning of internal quality - assurance Sub Sector Non-Formal Education 1. Updating national policy on non-formal education. 2 2. Prepared Teacher Training Program on Literacy and 3 Implement 2018 Equivalent included in the TTC. - 3. Reinforced the implementation of the curriculum equivalent lower secondary education, developed some community learning centers to be the model, review the NFE department 2 framework and reinforced the implementation of literacy programs for workers. 4. Developed action plan 2018 by using monitoring and 2 evaluation framework of Sub-sector. 5. Inclusion of capital budget for CLC infrastructure 3 construction. 6. Revision the literacy and post literacy curriculums 2 7. Developed Inter-Ministerial Prakas on the teaching-hours fee for equivalency program, annual operational budget for full 2 year of CLC and loans for increase income to students completed training program, 8. Development of detail syllabus for literacy program to be in 2 line with the new curriculum framework for adult literacy. 9. Implemented Basic Education Equivalency Program (BEEP) 3 focusing on grade 9 completion 10. Linkage of NFE-MIS with EMIS 3 11. Pilot the monitoring and evaluation system based on result 2 for NFE sub-sector 12. Conceptualized the operationalizing literacy program under 2 the newly developed syllabus in the context of LLL 2018. Sub Sector Youth Development 1. Designed training programs for career and employment 2 information coordinators in schools and youth centers. 2. Integrated entrepreneurship training program, leadership and 2 soft skills into life skills topic. 3. Strengthened youth centers with the focuses on studying the 2 needs and planning activities. 4. Strengthened activities of the Councils of Children and Strengthening Capacity of Legal Advisers of Youth and integrated the councils as one of the component for - Youth Councils inspection. 1 Set the 11th criteria for evaluating good director - and good teacher 5. Mainstreamed soft skills into the teaching methods at 2 institutions. Sub-Sector Physical Education and Sport 1. Continued renovating infrastructure, particularly in 1 institutions 2. Promoted human resource training in physical education and Selected outstanding players through the National sport by expanding nursery propensity Sports - Competition, select national champions in 11 1 national federations Developed human resources, arbitrators, judges, - coaches and organizing officials ready for the year 2023. 3. Continued to reforms all sports competitions by organizing Revised the Inter-Ministerial Prakas No. 132 on the National Games and providing financial support to National - the budget expenditure principle at the provincial Federations 21, full implementations of school-based physical 1 and national levels education and sports activities in schools. Delegated functions and budget support to the 21 - national federations to accelerate development towards 2023.
Notice : 1. Already implemented 2. Is being implemented 3. Not yet implemented
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PART 3 DISCUSSION TOPIC
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I. Sub-Sector: Early Childhood Education Topic1 : School-based management. Topic 2: Community pre-school management. II. Sub-Sector: Primary Education Topoic 1: School based management. Topic 2: Child Friendly School in SDG4 context. III. Sub-Sector: Secondary and Technical education Topic 1: School based management . Topic 2: Preparing standard of technical secondary schools. Topic 3: Implementation of STEM policy. IV. Sub Sector: Higher Education Topic 1: Internal quality assurance in higher education institutions. Topic 2: Higher education institutions and Industrial Development Policy 2025. V. Sub-Sector: Non-formal Education Topic 1: Implementation of non-formal education programs within lifelong learning framework. Topic 2: Literacy curriculum development responding to sustainable education goals. VI. Sub-Sector: Youth Development Topic 1: Expanding entrepreneurship program for youth in school and community. Topic 2: Role of Youth Center for Youth Development. VII. Sub-Sector: Physical education and Sport Topic 1 : Sport is one of the National Priorities. Topic 2: Training talent based sport towards the SEA Game 2023 champion.
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