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Kingdom Of Cambodia Ministry Of Education, Youth and Sport

Joint Approaches to Capacity Development : Reflections and Analysis Presentation by H.E. Pok ThanSecretary of State, MOEYS and M. Ratcliffe, Consultant LENCD Forum, Nairobi, October 3 - 5, 2006. Kingdom Of Cambodia Ministry Of Education, Youth and Sport.

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Kingdom Of Cambodia Ministry Of Education, Youth and Sport

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  1. Joint Approaches to Capacity Development : Reflections and Analysis Presentation by H.E. Pok ThanSecretary of State, MOEYS and M. Ratcliffe, Consultant LENCD Forum, Nairobi, October 3 - 5, 2006 Kingdom Of CambodiaMinistry Of Education, Youth and Sport

  2. Development Transition : Three Phases • 1979 - 1993 :System Restoration. CD driven by community demand to restore schools • 1994 - 1999 :Donor-led Reconstruction. CD impetus from donors priorities, mainly teacher training • 2000 - 2005 :Development Partnership. CD impetus from disappointing sector performance and joint CD action matrix

  3. Main Features : 1979 - 1993 • Joint approach, through small MOEYS team and community groups • Donors hands-off, Eastern bloc presence not primarily developmental • Informal, iterative planning, due to unpredictable, voluntary, sector financing • CD focus, learning by doing and little formal training • Monitoring / Accountability, through politically-oriented National Education Congress

  4. Main Features : 1994 - 1999 • Joint approach, attempted through education investment plan 1994 / 99, with management targets • Donors dominated, through selective cooperation on specific CD programs • CD planning tensions, between previous informal approaches and growing formality demanded by donors • CD focus, mainly staff training and logistical support, limited organizational development • Monitoring / Accountability, through parallel systems, through NEC for MOEYS and project monitoring for donors

  5. Mixed CD Impact : 1994 - 1999 • Growing MOEYS confidence, through strong Ministerial leadership and some donor trust • Selective organizational development focus, especially for textbooks and teacher training services • Limited ownership of CD framework, targets and strategies not fully internalized or committed to • Unclear institutional framework, with MOEYS powers and organizational structure not fully approved • Donor territorialism, undermined mutual trust and confidence in joint approach • Capacity draining, due to proliferation of parallel PIUs

  6. Main Features : 2000 - 2005 • Joint approach, through ESP / ESSP, with stated CD targets and timeframes • Genuine partnership, based on growing shared commitment and mutual trust • Patient CD planning process, took two years to ensure sufficient CD assessment and understanding • CD focus, shift to key MOEYS organizational assessment and plans • Monitoring / Accountability, through joint CD policy action matrix and annual ESP / ESSP review process

  7. Improving CD Impact : 2000 - 2005 • Significant legislative and regulatory development, incorporating MOEF support • Improved organizational efficiency, especially planning, information, personnel and financial management • Substantial sector performance improvement, acting as confidence booster and change dynamic • Stronger MOEYS strategic and organizational leadership, with TA role shifting to mentoring and coaching • Promising CD sustainability, with growing internal and external demand and increased MOEYS resource allocations • Improving sector performance, acted as self reinforcing change dynamic

  8. Sector Performance Impact, 2000/05 Baseline 2000 = 100, table shows percentage change

  9. Organizational Assessment, 2005 : Information Department Ratings : 1 = virtually non existent, 3 = operating with difficulties, 5 = operating very well

  10. Key Lessons Learned • High level leadership is critical, including sustained MOEF support • A well-defined policy and institutional framework is vital • An inclusive SWAp type process can help, including formal donor signing up • Patient CD planning is essential

  11. Key Lessons Learned, Cont... • CD implementation must be phased, to avoid system overload • Harmonizing internal and external CD monitoring / accountability needs to be recognized • Frontloaded TA for sector planning helps CD roadmap development • Policy / strategy TA role and expected outcomes need to be defined carefully

  12. Outlook • Sustainability of joint approach is likely but potential risks remain • Implementation of education law and regulations are critical for CD sustainability • Lack of confidence and qualified staff at sub-national level constitutes major risk • Greater monitoring of organizational outcomes needed to provide feedback on next phase of CD planning / implementation

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