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Independent Evaluation of the Multilingual Education National INDEPENDENT EVALUATION OF THE MULTILINGUAL EDUCATION NATIONAL ACTION PLAN IN CAMBODIA ANNEXES – VOLUME II July 2018 – February 2019 Cambodia EVALUATION REPORT MAY 2019 Photo: Indigenous children mapping their experiences in multilingual education Photo Credit ©UNICEF Cambodia/2018/Jessica Ball EVALUATION REPORT Independent Evaluation of the Multilingual Education National Action Plan in Cambodia July 2018 – February 2019 Cambodia Authors: Jessica Ball and Mariam Smith, with support from Srom Bunthy, Srey Mao, Ka Nom, Thuk Bun, Cheun Kham Phin, Chab A and Pim Kheav Submitted to UNICEF Cambodia Country Office on 18 February 2019. Edited by Deirdre Smith in April-May 2019. MAY 2019 Independent Evaluation of the Multilingual Education National Action Plan in Cambodia INDEPENDENT EVALUATION OF THE MULTILINGUAL EDUCATION NATIONAL ACTION PLAN IN CAMBODIA (Volume II) © United Nations Children’s Fund, Phnom Penh, 2019 United Nations Children’s Fund P.O. Box 176 Phnom Penh, Cambodia 12201 [email protected] May 2019 The United Nations Children’s Fund (UNICEF) in Cambodia produces and publishes evaluation reports to fulfil a corporate commitment to transparency. These reports are designed to stimulate the free exchange of ideas among those interested in the study topic and to assure those supporting UNICEF’s work that it rigorously examines its strategies, results and overall effectiveness. The Evaluation of the Multilingual Education National Action Plan in Cambodia was prepared by Jessica Ball and Mariam Smith. Deirdre Smith edited the report. The evaluation was commissioned by UNICEF Cambodia on behalf of the Ministry of Education, Youth and Sport. It was managed by a team led by Erica Mattellone (Evaluation Specialist, UNICEF) with support provided by Phaloeuk Kong and Saky Lim (Monitoring and Evaluation Officers, UNICEF), Nhonh Sophea (Education Specialist, UNICEF), Katheryn Bennett (Chief, Education, UNICEF), Tyler Henry (UNICEF Intern) and Elizabeth Fisher (Research and Evaluation Associate, UNICEF). The evaluation was supported by a reference group: H.E. Prak Kosal (Director, ECED, MoEYS), Thong Rithy (Director, SED, MoEYS), Pen Thavy (Deputy Director, SED, MoEYS), Um Sophany (Chief, ECED, MoEYS), Jan Noorlander (Acting Country Director, CARE), Pleuk Phearom (Indigenous community representative), Theang Savoeun (Education Coordinator, ICC), Nhonh Sophea (Education Specialist, UNICEF), Katheryn Bennett (Chief, Education, UNICEF), Ream Rin (Education Officer, UNICEF), Akihiro Fushimi (UNICEF EAPRO), Riccardo Polastro (UNICEF EAPRO), Hiroaki Yagami (UNICEF EAPRO) and Erin Tanner (UNICEF EAPRO). The purpose of this report is to facilitate the exchange of knowledge among UNICEF personnel and partners. The contents do not necessarily reflect the policies or views of UNICEF and UNICEF accepts no responsibility for error. The designations in this publication do not imply an opinion on the legal status of any country or territory, or of its authorities, or the delimitation of frontiers. UNICEF holds the copyright for this report. Written permission is required to reprint, reproduce, photocopy or in any other way cite or quote from this report. UNICEF has a formal permission policy that requires a written request be submitted. For non-commercial uses, permission will normally be granted free of charge. Please write to UNICEF Cambodia to initiate a permission request. i Independent Evaluation of the Multilingual Education National Action Plan in Cambodia Title: INDEPENDENT EVALUATION OF THE MULTILINGUAL EDUCATION NATIONAL ACTION PLAN IN CAMBODIA Geographic region of the evaluation: North-eastern provinces of Cambodia: Mondulkiri, Ratanakiri, Stung Treng and Kratie Timeline of the evaluation: July 2018–February 2019 Date of the report: 18 February 2019 Country: Cambodia Evaluators: Jessica Ball Mariam Smith Organization commissioning the evaluation: UNICEF Cambodia ii Independent Evaluation of the Multilingual Education National Action Plan in Cambodia Acronyms ASEAN Association of Southeast Asian Nations CDD Curriculum Development Department CFS Child-Friendly School CPS Community Preschool DP Development Partner DOE District Office of Education DTMT District Training and Monitoring Team ECED Early Childhood Education Department EMIS Education Management Information System EMT Evaluation Management Team ESP Education Strategic Plan ESWG Education Sector Working Group EMU Evangelical Mission to the Unreached FGD Focus Group Discussion HCEP Highland Children’s Education Evaluation ICC International Cooperation Cambodia IPA Indigenous Peoples’ Association IPO Indigenous Peoples’ Organization KII Key Informant Interview LTF Local Translator and Facilitator M&E Monitoring and Evaluation MEF Ministry of Economy and Finance MENAP Multilingual Education National Action Plan MENAP 2 Multilingual Education National Action Plan 2019–2023 (under development) MLE Multilingual Education MoEYS Ministry of Education, Youth and Sport MoI Ministry of Interior MSC Most Significant Change MT Mother Tongue MTB Mother Tongue-Based NER Net Enrolment Rate NFED Non-Formal Education Department NGO Non-Government Organization NIS National Institute of Statistics NSDP National Strategic Development Plan OECD/DAC Organisation for Economic Cooperation and Development’s Development Assistance Committee PED Primary Education Department POE Provincial Office of Education PRD Pedagogical Research Department PTTC Provincial Teacher Training College SED Special Education Department RBM Results-Based Management RG Reference Group RUPP Royal University of Phnom Penh SDGs Sustainable Development Goals SitAn Situational Analysis SSC School Support Committee ToA Theory of Action ToC Theory of Change ToR Terms of Reference iii Independent Evaluation of the Multilingual Education National Action Plan in Cambodia TTD Teacher Training Department UNDRIP United Nations Declaration on the Rights of Indigenous Peoples UNICEF United Nations Children’s Fund UNICEF EAPRO UNICEF East Asia and Pacific Regional Office iv Independent Evaluation of the Multilingual Education National Action Plan in Cambodia Contents Annex 1. Terms of reference for evaluation of Cambodia Multilingual Education National Action Plan, UNICEF Cambodia .......................................................................................................... 1 Annex 2. Technical brief: Terms of reference for evaluation of Cambodia Multilingual Education National Action Plan, UNICEF Cambodia ...................................................................... 11 Annex 3. Evaluation team members ................................................................................................. 14 Annex 4. Questions for key stakeholder groups ............................................................................... 16 Annex 5. Documents reviewed .......................................................................................................... 26 Annex 6. Participant lists ................................................................................................................... 33 Annex 7. Location, type and size of schools visited .......................................................................... 41 Annex 8. Extended presentation of costing for the MENAP .............................................................. 44 Annex 9. Informed consent protocol .................................................................................................. 51 Annex 10. Evaluation design matrix .................................................................................................. 53 Annex 11. Extended description of evaluation methodology ............................................................ 60 Annex 12. Extended description of qualitative data analysis ............................................................ 72 Annex 13. Quality assurance............................................................................................................. 77 Annex 14. Effectiveness of the MENAP: Extended findings from quantitative analysis of education data ................................................................................................................................ 79 Annex 15. Summary of findings, conclusions and recommendations ............................................... 90 Annex 16. International evidence on MLE ......................................................................................... 95 Annex 17. Resources for teaching and learning in Indigenous languages created by International Collaboration Cambodia .............................................................................................. 104 Annex 18. Actor-focused theory of change and theory of action .................................................... 105 Tables Table 1. Proposed evaluation timeline ................................................................................................ 9 Table 2. Evaluation questions ........................................................................................................... 16 Table 3. Key informant interviews ..................................................................................................... 33 Table 4. List of participants in FGDs and group interviews ............................................................... 35 Table 5. Summary of all schools visited for data collection ............................................................... 41 Table 6. Location, Indigenous language and size of primary
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