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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