Unofficial Translation 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 i Unofficial Translation 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 ii Unofficial Translation PART 1 ACHIEVEMENT AND DIRECTION Unofficial Translation 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 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. 1 Unofficial Translation 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.