The Education, Youth and Sport Performance in the Academic Year
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KINGDOM OF CAMBODIA Nation Religion King 3 MINISTRY OF EDUCATION, YOUTH AND SPORT THE EDUCATION, YOUTH AND SPORT PERFORMANCE IN THE ACADEMIC YEAR 2017-2018 AND GOALS FOR THE ACADEMIC YEAR 2018-2019 25-26-27 March 2019 Unofficial Translation Page CONTENTS Part 1 : ACHIEVEMENT AND DIRECTION 1 1. INTRODUCTION 1 2. PROGRESS 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 the Implementation 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 the Implementation of D&D Reform 11 2.1.4.3 Progress of the Implementation Public Administrative Reform 13 2.1.4.4 Progress of the Implementation Public Financial Management Reform 15 2.1.5 Progress of 2018 AOP Implementation at the National Level 18 2.1.6 Progress of the Implementation of Directions Set in Education Congress in 2017-2018 at the National Level 21 2.1.7 Progress of the Implementation of Policy Actions in 2017 carried forward to 2018 and in 2018 23 2.1.8 Progress of the Implementation of Action Plan for 2017-2018 at POE level 24 27 2.2 Results by Sub-Sector 2.2.1 Early Childhood Education Sub-Sector 27 2.2.2 Primary Education Sub-Sector 34 2.2.3 Secondary and Technical Education Sub-Sector 47 2.2.4 Higher Education Sub-Sector 65 2.2.5 Non-Formal Education Sub-Sector 76 2.2.6 Youth Development Education Sub-Sector 87 2.2.7 Physical Education and Sport Sub-Sector 95 103 3. DIRECTION FOR THE ACADEMIC YEAR 2018-2019 3.1 Sub-Sectoral Directions 103 3.1.1 Early Childhood Education Sub-Sector 103 3.1.2 Primary Education Sub-Sector 103 3.1.3 Secondary and Technical Education Sub-Sector 103 3.1.4 Higher Education Sub-Sector 104 3.1.5 Non-Formal Education Sub-Sector 105 3.1.6 Youth Development Education Sub-Sector 105 3.1.7 Physical Education and Sport Sub-Sector 105 106 3.2 Challenges and Directions for Cross-Sub-Sector Reform 3.2.1 Strengthening policy and planning 106 3.2.2 Decentralization and Deconcentration 106 3.2.3 Personnel Management 107 3.2.4 Public Financial Management 107 i Unofficial Translation 3.2.5 Procurement 108 3.2.6 Pre-Service and In-Service Training 108 3.2.7 Curriculum Development 108 3.2.8 Administration 109 3.2.9 School Construction 109 3.2.10 Printing and Distribution 110 3.2.11 Administration and Finance Inspection 110 3.2.12 Internal Audit 110 3.2.13 Education Quality Assurance 111 3.2.14 State Material and Asset Management 111 4. CONCLUSION 112 PART 2: ANNEX Annex 1: No. of Activities in 2018 AOPs at the National Level 115 Annex 2: No. of Activites of Directions Set in Education Congress for 2017-2018 at the National Level 116 Annex 3: No. of Activities in 2018 AOPs at the Provincial Level 117 Annex 4: No. of Activites of Directions Set in Education Congress for 2017-2018 at Provincial Level 118 Annex 5: Progress of the Implementation of Directions Set in Education Congress for 2017-2018: Key Reforms 119 Annex 6: Progress of the Implementation of Directions Set in Education Congress for 2017-2018: Sub-Sectors 122 Annex 7: Progress of the Implementation of Directions Set in Education Congress for 2017-2018: Cross Sub-Sectors 127 Annex 8: Progress of the Implementation of 2018 AOPs at the National Level 130 Annex 9: Progress of the Implementation of Policy Action in 2017 and carried forward to 2018 159 Annex 10: Progress of the Implementation of Policy Actions in 2018 161 PART 3: DISCUSSION TOPIC Topics for Discussion 165 ii Unofficial Translation PART 1 ACHIEVEMENT AND DIRECTION Unofficial Translation 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 jointly accomplish major tasks through eight-point reform measures introduced in 2014 and the progress of the fifteen-point reform from 2015 to 2018, as manifested through more hard work and better performance of students and teachers. Results of the sub-sector progress and AOP 2018 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 for the formulation of the 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 2017-2018, 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 Indicators: Table 1: Progress of Joint Monitoring Indicators Results Actual Actual Target Actual Status 2017-2018 Result Indicators 2015-16 2017-18 2018-19 2018-19 Outcome 2014-2018: Completion rate in basic education is increased along with improved learning outcomes 1. Primary promotion 1. Primary promotion rate is rate is increased, increased from 87.0% in 87% 89.4% 89.8% 89.8% especially in early 2014-15 to 89.8% in 2017-18 (2014-15) (2016-17) (2016-17) (2017-18) grades. 2. Enrolment in lower 2.1. Gross enrolment rate in secondary education lower secondary education is 53.8% 59.2% 54.6% 59.1% is increased, while increased from 53.8% in 2015- dropout is reduced. 16 to 54.6% in 2017-18 2.2. Dropout rate is decreased 19.2% 15.4% 17.5% 15.8% from 19.2% 2014-15 to 17.5% in 2016-17 (2014-15) (2016-17) (2016-17) (2017-18) Note: Achieved Likely to Achieve Unlikely to Achieve Table 1 presents the following positive trends: (1) Primary promotion rate is increasing; (2) Lower secondary gross enrolment rate is significantly increasing; and (3) Lower secondary dropout rate is decreasing. Primary promotion rate has risen steadily from 87% in 2015-2016 to 89.4% in 2018-2019. Reforms of early grade reading and math have driven a significant increase of promotion rate between 2015-2016 and 2018- 2019: From 83.5% to 85.3%, from 87.1% to 88.6% and from 87.0% to 89.7% for grade 1, grade 2 and 3 respectively. 1 Unofficial Translation Enrolment rate in lower secondary education has increased from 57.6% in 2016-2017 to 59.1% in 2018- 2019. These results are attributed to: 1) Increase of education facilities in terms of quantity and quality; 2) Reinforcement 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) Inspection reinforcement; 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 Indicators: Table 2: Progress of Core Breakthrough Indicators Status Target Actual Target Core Breakthrough Indicators 2017-18 2018-19 2018-19 2019-20 Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1. Percentage of five-year-old children enrolled in any form of 68.50% 70% 63.1% 72% Early Childhood Education Program 2. No. of districts with primary education repetition rate of 10% or lower. 173 188 180 193 3. No. of provinces with lower secondary education completion rate at least 40% 13 12 15 14 4. Adult literacy rate (over 15 years of age) 80.5%* 83.1% 82.5%** 85% 5. National assessment on Mathematics and Khmer Language for grade 3 Reading Implemented Implemented Increase in in by 5 2019-20 2019-20 points Mathematics Implemented Implemented Increase in in by 5s 2019-20 2019-20 6. No. of Higher Education Institutions assessed 5 70 0 90 7. % of primary school teachers with upper secondary education degree + 2 72.06% 60% 62.53% 61% 8. % of teacher trainers with Master degrees 18.17% 21% 30.39% 24% Policy Area 2: Ensure effective leadership and management of education staff at all levels 9. No. of primary and secondary school teachers trained in result- 752 500 705 500 based school management (585 primary (668 primary schools and schools and 167 secondary 37 secondary schools) schools) 10.% of budget liquidation 95.17% 95% 95.65% 95% Source: CSES 2015 Note: ** Pilot Assessment *** Does not include NIE The number of five-year-old children accessing any form of ECE services was 191,832 or 63.10% of the population of this age group, which is 6.90% lower than the target (70%), 94,288 female or 63.60%.