KINGDOM OF CAMBODIA NATION RELIGION KING

1. KINGDOM OF CAMBODIANATION RELIGION KING Result-based management of Cambodia Education: M&E Country Presentation Cambodia

2. Contents Country background Ministry structure and coordination mechanism Ministry education administration Ministry education system Ministry vision and mission Ministry Education Strategic Plan and Program Key performance indicators M&E system and structure, and data collection mechanism Limitation and challenges Prospects of education M&E

3. Key country indicators • Land area: 181,035 Km squares • Capital city: Phnom Penh • Population: 13,388,910 (in 2008) • Life expectancy: 66.9 yrs old for female, 62.5 for male (in 2007) • GDP per capita US$ 731 (in 2009) • Literacy rate (15 years and over): 75.1% (in 2007) • % of national budget for education: 17.0% (in 2009)

4. Key achievement indicators in 2008-09 • Net admission rate: 91.9% • Net enrollment rate: 94.4% for primary, 33.9% for LSS, 16.4% for USS. • Promotion rate: 81.1% for primary, 76.3% for LSS, 82.0% for USS. • Completion rate: 85.58% for primary, 49.05% for LSS, 20.58% for USS • 9,834 schools

6. Coordination Mechanism

7. Government and Education Administration

8. Historical Background of Education System • Before 1975: 13 years of education system (6+4+2+1). • After 1979: 10 years education system (4+3+3) • From 1986-1996: 11-year education system (5+3+3) • From 1997: 12 years education system (6+3+3) and rapidly increase numbers of HEIs

9. Ministry vision and mission The vision of the Ministry of Education, Youth and Sport (MoEYS) is “to establish and develop human resources of the very highest quality and ethics in order to develop a knowledge-based society within Cambodia”. To achieve the above vision, the Ministry of Education, Youth and Sport has the mission of leading, managing and developing the Education, Youth and Sport sectors in Cambodia in response to the socio-economic and cultural development needs and the reality of globalization.

10. Ministry vision and mission (conti.) • In addition to this, the Ministry of Education, Youth and Sport will engender a sense of national and civic pride, high standards of morals and ethics and a strong belief in being responsible for the country and its citizens. • The Ministry envisages that after their graduation, they will meet international and regional standards and will be competitive in the job markets worldwide and act as engines for social and economic development in Cambodia.

11. Linkage of nation and education plans Rectangular strategies II National Strategic Development Plan Update 2009-13 CMDGs Education Strategic Plan 2009-13 EFA 2003-2015 Budget Strategic Plan and PIP (3 yrs rolling plan) Annual Operational Plan Program Budgeting (annually) 11

12. Ministry Education Strategic Plan and Program 3 priority policies: • Ensure Equitable Access to Education Services • Increase Quality and Efficiency of Education Services • Institutional Development and Capacity Building for Decentralization

13. Policy 1: Ensure Equitable Access to Education Services Strategies: • Expend access to Early Childhood Education programs for 5 years old • Ensure entry of all 6 year-old children into primary schools • Reduce parental costs barriers • Reduce repetition and drop-out rates in all grades • Enable Greater Private/Community involvement in all stages of schooling • Continued provision of new schools or additional facilities • Increase enrolment of students in grades 7-9 • Ensure teacher provision in remote and disadvantaged areas • Increase the number of scholarships for students from poor families, especially girls • Expand provision of quality higher education with equity • Expand public/ NGO/community partnerships in non-formal education

14. Policy 2: Increase Quality and Efficiency of Education Services Strategies: • Increase service remuneration and incentives linked to performance • Improve the quality of teaching and learning through nationwide implementation of child-friendly school • Increase the schools’ and training institutions’ operational autonomy and accountability regarding operational budgets and decisions on programs • Implement the new Curriculum Policy • Improve pre-service and in-service teacher development • Strengthening teaching and learning quality • Increase transparency and improve performance monitoring and accountability of teachers, schools and post-secondary institutions

15. Policy 3: Institutional Development and Capacity Building for Decentralization Strategies: • Provide a clearly defined legislative, regulatory framework to the sector and the sub-sectors • Improved predictability for Medium term financial planning and decentralized management and improved Governance and Regulatory Systems • Strengthening education system performance monitoring and impact systems, including ESP-ESSP review processes • Strengthening Central, Provincial and District Financial Monitoring Systems • Assuring that all designated Budget Management Centres (BMC) become operational • Strengthen personnel management and monitoring systems • Improved Higher Education Institutional Department and Capacity

16. 5 PROGRAM, 29 sub-programs

17. Sub-PROGRAM FOR PRIMARY EDUCATION

18. Key performance indicators

19. M&E system and structure • Sector Implementation Monitoring: by the District Education Office officers, School Support Committee, and Commune National EFA Committee. • Program Progress Monitoring: by provincial education officers, especially planning office and inspection office, and Provincial Finance Office, and technical departments within MoEYS for priorities program and its other program. • Sector Performance Monitoring: by Education Inspectorate in cooperation with Planning Department, National EFA Committee, Technical Departments and Concerned Organizations within MoEYS. • Program Impact Monitoring: by Planning Department in cooperation with individual central MoEYS departments, and Concerned Organizations. • System Performance Audit: by Administration and Finance Inspectorate, Audit Department and National Audit Authority.

20. Monitoring structure of the ESP/ESSP ESSP program monitoring 1) District program monitoring (DEO) 4) Quality and efficiency monitoring/ inspection (IE) 5) System performance audit/ inspection (IAF, IAD) 2) Provincial program monitoring (PEO) 3) National program monitoring (central departments) report report report 6) ESP progress/impact monitoring (DOP) report 7) National Education Congress (ECC) National EFA Committee

21. Data collection mechanism • Annual school census by the ministry of education EMIS • Households mapping of schools • Household survey of the ministry of planning • Some case studies and researches by ministry of education, and DPs/NGOs

22. Limitation and challenges • There is not good link between planning and budgeting. Traditional method of budgeting is still used, namely incremental budgeting. It does not reflect to current priority and results of project/progress assessment. It is expected that next PFMR platform 3 will tackle this issue. • Overlapping works among technical department in some areas could lead to increased cost, while getting the same results. • Annual sector review, which is named annual education congress, is organized to review and assessment of last year works and set up works for coming year. This review could bring good results if output/outcome was clear stated during the planning formulation. • Limited capacity in planning formulation.

23. Prospects of education M&E • Improved capacity in planning formulation is very important, especially for those who are working at sub-national levels. • Make clear role and responsibilities of all technical department at central and sub-nation levels. • Effective management committee established to overview all program design and management • Strengthen partnerships with all DPs based on mutual accountability and aid effectiveness principles • Delegate more responsibilities to sub-national level, while reduce it from central level

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