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3.1.1. Program Development Objective The Program Development Objective of the Expanded Basic Education Program 2002-2005 is: To contribute to achieving inclusive basic education that is efficient, high quality, and equitable, so that the rights of Cambodian children to education are fulfilled, through improved planning and implementation of education reform policies and programs, as part of the government’s strategies for poverty reduction as set out in ESP and ESSP 2001/5. This objective will be achieved in the context of two sub-programs known as: 1. Basic Education Capacity Building for SWAp Readiness 2. Expanded Learning Opportunities for School and Child Readiness in Selected Areas The Sub-program Basic Education Capacity Building for SWAp Readiness will intervene at policy level benefiting the whole country and support affirmative action in favor of disadvantaged groups. It will also support national activities for the follow up of the Year 2000 EFA assessment. The Sub-program Expanded Learning Opportunities for School and Child Readiness in Selected Areas, developed in coordination with other sectors and programs in the provinces of convergence supported by UNICEF, is more community oriented. It is envisaged that interactions between both these sub-programs will help bring local experiences into the policy development process, and contribute to the improved quality, equity and decentralized management of education services. Both sub-programs will contribute to the development of a national vision of child-friendly schools in the Cambodian context. 3.1.2. Objectives of the Sub-program Basic Education Capacity Building Priorities for SWAp Readiness The two main objectives of this sub-program are: 1. To contribute to, along side other donors/NGOs, strengthening the Ministry’s and other stakeholders’ capacities to carry out sector wide management reform and selective decentralized program management reforms in Basic Education. 2. To contribute to policy and program development through selective pilot innovations aimed at reducing access and quality disparities for disadvantaged groups, including strengthening impact monitoring and feedback systems. As will be elaborated in section 3.4, these objectives will be addressed by three components with distinctive outputs, that are intended to support the Ministry in policy reforms outlined in the ESSP: Outputs for Component 1: Capacity Building for Sector Wide Management Reform (Includes ESSP Institutional Development for Sector-wide Management (IDSM) components 1, 2, 3, 4, 6, 8, 9, and 10) q Necessary policy instruments and guidelines in place to enhance decentralization, community participation in education, and reduced disparities in learning opportunities. q Increased availability and effective utilization of human and financial resources. q Strengthened systems for program monitoring. q Enhanced dissemination and utilization of educational information by provincial, district, and cluster/school authorities. Outputs for Component 2: Capacity Building for PAP Implementation (Includes support for PAP 1, 2, 3, 7, 8, 9, and 11) q Improved teachers working conditions and status, especially with regard to remuneration and career development opportunities (PAP 1). q Increased capacity at all levels to formulate and implement pro-poor strategies. (PAP 2 and 11). q Increased progression of children through the basic education cycle (PAP 3). q Greater authority and operational autonomy to provincial and regional teacher training colleges (PAP 7). q Increased capacity to enhance the children’s learning through improved availability of high quality core instructional materials. (PAP 8). q Central, provincial, and local levels have increased capacity for targeting, planning, and managing NFE programs including an expanded NFE information system (PAP 9). Outputs for Component 3: Strengthening Innovative Partnerships for Quality Education for All q Participation of NGOs, civil society and donors in the MoEYS led education reform, and EFA follow-up is enhanced. q A number of policy related studies and pilot activities to test alternative strategies for education reform, including strategies for increased participation of children and parents, are conducted and replicated through partnership between the MOEYS and the NGOs/civil society organization. q Enhanced partnership between MoEYS, national and international NGOs, other relevant Ministries and Commune Councils and Village Development Committees to implement the ECCD policy and strategies so as to achieve the EFA targets. 3.1.3. Objectives of the Sub-program Expanded Learning Opportunities for School and Child Readiness in Selected Areas The two main objectives of this sub-program are: 1. To provide supplementary and expanded learning opportunities in selected provinces to ensure that in and out-of-school factors affecting access to and benefits from basic education are holistically addressed. 2. To improve the capacity of all stakeholders, including teachers, parents, community leaders, cluster groups and provincial/district authorities to effectively participate in the selection, planning, management and monitoring of selected programs in the identified districts and communes. These objectives will be addressed by five components (see section 3.4) with their output intended to inform the policy formulation process described in the Sub-program Basic Education Capacity Building Priorities for SWAp Readiness. Outputs for Component 1: Comprehensive Early Childhood Care and Education (ECCD) (Strengthens ECCD services in line with the EFA Goals) q Enhanced learning readiness through improved childcare practices of parents and caretakers and the provision of organized ECCD (including preschools) in selected areas. Outputs for Component 2: Child Friendly School approaches (Includes interventions that either supplement the ESSP activities or innovate alternatives to those mentioned in the ESSP to achieve the ESP policies and strategies, such as, improved student progression and transition rates in primary schools; improved regulation of age of entry into primary schools; reducing drop outs; improved, expanded and targeting of subsidy programs for children from poor families, increased equity and efficiency in provision for pre and in-service teacher development, strengthening district and school program management systems, strengthening education system performance and impact monitoring (see also the Action Matrix Table 1-3 presented in the ESP document (2001), pages 17-30) q Child Friendly School Guidelines developed through studies and pilot implementation with full participation of all stakeholders, including children. q Improved teaching learning process in the classrooms of selected schools. q Improved governance of schools through the provision of responsive, participatory, and accountable systems of education management at cluster and school level. q Improved health, nutrition and awareness about HIV/AIDS as a result of school-based interventions. q Increased enrollment rate of girls in lower secondary schools in selected areas. Outputs for Component 3: Literacy and Training in Essential Skills (Supplements the activities related to PAP 9 and 10 and delivers Literacy services in line with the EFA Goals) q Improved literacy levels of adolescents and the adult population in Seth Koma areas. q Increased awareness of HIV/AIDS among our of school adolescents and adults in Seth Koma areas Outputs for Component 4: Local Planning and Monitoring (Supplements the ESSP planning and monitoring activities and pilots decentralised planning for EFA) q Increased capacity in planning and management capacities, including better utilization of education information system for increased access and quality of education among provincial and district officials as well as among LCSCs, cluster heads, school directors, SSCs, VDCs, and Commune authorities. q Strategic plans for achieving Education for All goals are in place in at least the 18 communes in which Seth Koma and SEILA overlap. q A system to locally monitor the access and learning achievement of children in at least one supported convergence province. Outputs for Component 5: Support to Specific Target Groups q Improved quality and access to basic education services for disadvantaged children such as girls, street children, child soldiers, war victims, children with disability, minority children and children in remote areas. |
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