PROGRAM DEVELOPMENT OBJECTIVE 

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.

 INDICATORS  (consistent with ESP/ESSP 2001-2005)

 ·      Net enrollment for primary education (Grades 1-6) increases to 95% by 2005.

·      Progression rates for grades 1-6 reach 90% by 2005

·       Gender, socioeconomic and urban/rural parity in primary education enrolment by 2005.

·       Survival rates reach 90% across grades 1-6 for new and current age cohorts.

·      By 2005, 95% of pupils enter grade 1 at the correct age.

·      Significant improvement in the quality of performance and standards of primary and lower secondary students (in line with forthcoming minimum standards).

·      By 2002, 110,000 students per annum will re-enter into mainstream schooling at grades 4, 5 and 6 through expanded re-entry programs.

·      Participation in adult literacy programs in disadvantaged areas by 200,000 literacy students per annum from 2003, through expanded public/NGO partnerships.

·      Share of public expenditure on education increases as per ESSP targets.

·      Share of recurrent spending on non-wage operational costs increased to 48% by 2005. 

Progress will be monitored through the annual joint Government/donor/NGO ESSP review exercise and selective program progress and impact reports both nationwide and in targeted  provinces for UNICEF support, including independent Sida Annual Reviews with MoEYS and UNICEF staff, and with participation of local and international NGOs and other stakeholders. 

KEY ASSUMPTIONS:

 -          Cambodia maintains its political stability.

-          RGoC’s policies and strategies to materialise its commitment to reduce poverty levels in line with PRSP and SEDPII are effective.

-          RGoC maintains its commitment to decentralization.

-          Civil service and finance reform is successfully implemented, incl. improved teachers’ working conditions.

-          RGoC and donors increase resources available for primary & secondary education, ECCD, NFE and HIV/AIDS programs.

-          Strong coordination of all activities can be maintained at the central level

-          Local levels of the education system, including teachers, communities, parents and pupils, are responsive to capacity building efforts to improve planning and management capabilities and to Ministry efforts to increase local participation in education and other implemented activities.  

Sub-Program 01: Basic Education Capacity Building Priorities for SWAp Readiness

SUB-PROGRAM OBJECTIVES

 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.

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.

Indicators: 

·          Strengthened capacities of concerned government functionaries and institutions for strategic planning, budget planning and management, teacher deployment planning and management, schools/ community governance, IEC, and legislative and regulatory planning. (as referenced in ESP and ESSP 2001/5) by 2005.

·          Strengthened capacities at all levels for effective planning and management of the PAP programs dealing with education services efficiency, basic education quality/efficiency, primary education progression, continued teacher development, school instructional materials, NFE and equitable access/scholarship for the poor (as referenced in ESP and ESSP 2001/5) by 2005.

·          A system for sector and program performance reviews, including annual joint ESSP review exercises, in place by 2003.

·          Strengthened capacities of key government functionaries and MoEYS’ departments for planning and management of social and gender equity initiatives in education, including integration of social and gender provisions in education legislation and regulatory frameworks.

Component 1: Capacity Building for Sector Wide Management Reform

OUTPUTS:

Verifiable

Indicators

Sources of

Verification

 1.        Necessary policy instruments and guidelines in place to enhance decentralization, community participation in education, and reduced disparities in learning opportunities.

2.        Increased availability and effective utilization of human and financial resources.

3.        Strengthened systems for program monitoring.

4.        Enhanced dissemination and utilization of educational information by provincial, district, and cluster/school authorities.

 1.1.   Policy instruments, incl. Education Act, outlining decentralized regulatory framework developed and in place by 2003.

2.1.   The legal and regulatory frameworks and national programs have sufficient provisions to reduce all types of disparities (geographical, social, gender, cultural)

3.1.   Fully operational technical and financial planning, management and monitoring systems at central, provincial, districts/cluster, school/community and institutional levels by 2005.

4.1.   Improved utilization of educational data in planning and monitoring.

 ·          MoEYS Policy Documentation

·          MoEYS financial reports

·          EMIS data

·          RGoC’s budget

·          Surveys

ACTIVITIES

Output 1: Policy Instruments for Decentralization, Increased Stakeholder Participation and Reduced Disparities in Learning Opportunities

1.1.   Provide necessary training and basic logistical support to the 185 District Education Offices and 24 Provincial Education Offices in order to develop their capacity for planning and implementation of programs for improving access, efficiency and quality of Basic Education (Note: Physical facilities and major equipment provisions are expected to be funded under School Facilities Development Program).

1.2.   Provide training on participatory school governance to 725 local cluster school committees, school directors, and community representatives of the 5,274 primary schools in the country.

1.3.   Provide technical and logistical support for the formulation and implementation of a proposed enabling Education Act and regulatory framework to ensure good governance and decentralization.

1.4.   Design participatory mechanisms for parental involvement in school governance.

1.5.    Support mainstreaming of gender perspectives in the ongoing education reform.

1.6.   Support the implementation of the MoEYS communication strategy. 

Output 2: Increased Availability and Effective Utilization of Resources

2.1     Provide technical and logistical support to enable effective functioning of MoEYS’ capacity building coordination mechanisms within the Director General Offices and the work of the Technical & Capacity Building Coordination Committee and the Financial Planning and Management Coordination Committee.

2.2     Provide training to central departments and POE and DOE staff in planning and implementation of educational reform.

2.3     Review the structure and functions of selected central Ministry departments in order to strengthen their capacity to plan, implement, and monitor the rolling 5-year ESP/ESSP.

2.4     Train central department and POE staff in strategic planning and resource allocation. 

Output 3: Strengthened Systems for Program Monitoring

3.1   Provide technical and logistical support in the design and implementation of an Integrated Strategic Monitoring System.

3.2   Design and support strategies for increased participation of all stakeholders in monitoring and review at all levels.

3.3   Support planning and review workshops at central and provincial levels. 

Output 4:Enhanced Dissemination & Utilization of Educational Information

4.1.   Provide training and logistical support to the Documentation Center to improve its services to central ministry staff and PTTCs and RTTCs.

4.2.   Provide training and logistical support for decentralisation of data compilation, analysis and use for planning and management purposes.

4.3.   Review EMIS content and processes including links with financial information, timeliness of data, feedback mechanisms, and development of simplified data sets for decentralized gender sensitive school level planning.

4.4.   Provide technical and logistical support for the development and implementation of annual Information, Education and Communication (IEC) action plan.

Component 2: Capacity building for PAP implementation

OUTPUTS:

Verifiable

Indicators

Sources of

Verification

1.        Improved teachers’ working conditions and status, especially with regard to remuneration and career development opportunities (PAP 1).

2.        Increased capacity at all levels to formulate and implement pro-poor strategies. (PAP 2 and 11).

3.        Increased progression of children through the basic education cycle (PAP 3).

4.        Greater authority and operational autonomy to provincial and regional teacher training colleges (PAP 7).

5.        Increased capacity to enhance the children’s learning through improved availability of high quality core instructional materials. (PAP 8).

6.        Central, provincial, and local levels have increased capacity for targeting, planning, and managing NFE programs including an expanded NFE information system (PAP 9).

1.1     Increased MOEYS expenditure on salaries (100 % increase in teachers’ salaries by 2005).

2.1     An evaluation of the Priority Action Program (PAP) shows satisfactory participation of community in the planning and implementation of the school level PAP activities.

2.2     All schools receive operation grant in time, replacing collection of fees

2.3     Number of children receiving scholarships

2.4     Number of children enjoying breakfast at school

3.1     Progression grades 1-6 and transition rates to grade 7 increase to 90% by 2005.

3.2     By 2005, 45% of those enrolled in grade 7 are girls.

4.1     A majority of Teacher Training Colleges comply with standards of improved performance, especially with respect to female and minority representation, according to a survey designed for the purpose.

5.1     All children in all schools have access to the recommended set of textbooks.

6.1     Fully operational NFE information system in place with comprehensive information on number and characteristics of the out-of-school children.

6.2     Significant increase in number of out-of school youth and adults having access to basic education programs.

·          MOEYS budget

·          MoEYS policy documents

·          Formal surveys of clusters, TTCs and teacher working conditions

·          EMIS data

·          WFP records

·          Monitoring reports

ACTIVITIES

Output 1: Improved Teacher Working Status and Conditions

1.1     Support development of training opportunities that are linked with career development and public recognition.

1.2     Develop a system for selective annual performance appraisal for managers, head teachers and other priority groups      receiving incentives.

1.3     Upgrade equipment of personnel department, and provide training on computerised personnel management.

1.4     Support innovative approaches to increase the number of women teachers and managers. 

Output 2: Increased Capacity at All Levels to Formulate and Implement Pro-poor Strategies

2.1     Provide training and technical and logistical support for the implementation PAP 2 (Basic Education Quality and         Efficiency) and PAP 11 (Scholarship/incentives for equitable access).

2.2     Upgrade of equipment of pre- and primary education department, alongside training on computerised management.

2.3     Support the gradual revision of PAP 2 guidelines from system maintenance to school development grants.

2.4     Support institutional assessment to determine the most effective management and financial transfer/disbursement,          assuming high degree of autonomy of operations.

2.5     Support the development of poverty index targeting and financial allocation criteria for the provision of scholarships and incentives. 

2.6     Support the design of school feeding programs including potential revision of targeting criteria and nature of food rations and costs.

2.7     Support the development of financial transfer, management, reporting system at school and community levels. 

Output 3: Increased Progression of Children Through the Basic Education Cycle

3.1     Provide technical support for the development of operational guidelines and training for remedial class and reception class for primary level. (PAP 3)

3.2     Provide technical and logistical support to develop capacities at all levels in data/information analysis for PAP 3 planners, including the use of core EMIS data for forward planning and monitoring

3.3     Support the evaluation of the effectiveness of remedial and reception class.  

Output 4: Decentralized Planning and Management in PTTCs

4.1     Provide technical and logistical support for the design of new INSET programs including for head teacher development, life skills, and multi-grade teaching.

4.2    Support introduction of new admission arrangements to PTTCs including IEC programs for parents, students, and schools in order to address disparities in representation by women and minorities.

4.3    Provide technical and logistical support for the development of necessary policies and procedures to allow for innovative approaches to increase the representation of women and minorities among teachers.

4.4    Strengthen TTD and institution capacities in data/information analysis for PAP 7 planners including use of core EMIS data for forward planning.

4.5    Develop guidelines and staff training for PAP 7 performance monitoring, including institutional directors and central TTD and provincial staff.

4.6    Train TTC staff in PAP 7 technical and financial reporting for designated BMC members.

4.7    Support finalization of the pre-service teacher training curriculum and a new primary teacher training curriculum from the existing draft versions. 

Output 5: Increased Capacity to Enhance Children’s Learning Through Improved Availability of High Quality Core         Instructional Materials.

5.1.   Provide technical and logistical support to strengthen MOEYS system for primary school textbook development and distribution.

5.2.   Provide technical and logistical support for the design or revision and teacher orientation of new generation of primary school curricula, including medium term implication for textbooks and instructional materials provision

5.3.   Provide technical and logistical support for new INSET programs for orientation on the new curricula, including life skills, multi-grade teaching and ongoing remedial support in primary schools.

5.4.   Operational guidelines and training for school managers in instructional materials.

5.5.   Development of guidelines and staff training for PAP 8 implementation and monitoring. 

Output 6: Increased Capacity for Targeting. Planning and Managing NFE Programs

6.1   Provide technical and logistical support for training of department and POE staff in planning, implementation and     monitoring of PAP 9 activities.

6.2  Support the design of re-entry / equivalence program for primary schools.

6.3  Support NFE department with equipment and reference facilities, alongside PAP 9 database training

6.4    Set up and strengthen HQ technical committee for annual PAP 9 allocations to provinces and districts.

6.5    Develop guidelines for PAP 9 impact and performance monitoring, including staff development.

6.6    Provide technical and logistical support to enhance coordination between NFE Department and NGOs involved in NFE

Component 3: Strengthening Innovative Partnerships for Quality Education for All

OUTPUTS

Verifiable

Indicators

Sources of

Verification

1.        Participation of NGOs, civil      society and donors in the MoEYS led education reform, and EFA follow-up is enhanced.

2.        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.

3.        Enhanced partnership between MOEY's, 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.

1.1     Higher involvement and participation of NGOs and other non-governmental stakeholders in MoEYS planning and implementation of education reform and EFA follow up.

2.1   Strategies developed and implemented in specific geographic areas.

3.1     Percentage of Grade 1 entrants who have attended some form of ECCD increases by 30% by 2005.

3.2     Total enrollment in some form of organized ECCD and preschools increases.

3.3     The number of individuals enrolled in NFE programs increases by 10% each year to 2005.

·          EMIS data

·          MoH data

·          POE data

·          Specially designed surveys to monitor data compilation and utilization as well as stakeholder participation

·          Surveys designed for the purpose in particular pilot     programs.

·          Formal surveys of ECCD services      designed for the purpose.

ACTIVITIES

 Output 1:  Participation of NGOs, Civil Society and Donors in the MoEYS led Education Reform, and EFA Follow-up is Enhanced

1.1     Provide technical and logistical support for networking and coordination among NGOs/Civil society including a secretariat.

1.2     Provide technical and logistical support to facilitate coordinated donor participation in the education reform process, including support for the Joint Annual Reviews. 

Output 2: A Number of Policy Related Studies and Pilot Activities to Test Alternative Strategies for Education Reform are Conducted and Replicated through Partnership between the MOEYS and the NGOs/Civil Society Organizations.

2.1.   Support NGOs and civil societies to conduct policy related studies and pilot implementation to explore alternative strategies for education reform, including strategies for increased participation of children and parents.

2.2.   Support  the NGO network to conduct  policy related workshops and studies  for enhanced dialogue within the NGO/ civil society and between the MoEYS and the NGOs

2.3.   Support MoEYS/NGO partnership to adapt the curriculum to specific geographic situations, children with disabilities and ethnic groups (e.g., supplementary curricular materials, peace education, Facts for Life, Life Skills, and health issues such as HIV/AIDS).

2.4.   Support the MoEYS in monitoring, evaluation and  preparation for the replication of successful innovations, including innovations supported by donors and NGOs. 

Output 3: The Partnership between MOEY's, National and International NGOs, other Relevant Ministries and Commune Councils and Village Development Committees to Implement the ECCD/Pre-school Policy and Strategies so as to Achieve the EFA Targets is Strengthened.

3.1    Provide technical and logistical support to MoEYS, and other line ministries to develop national policy and strategy for ECCD with participation of all stakeholders

3.2    Support NGO initiatives in implementing the ECCD policy and strategy.

3.3    Support conduct of a multi-media campaign aimed at highlighting appropriate ECCD practices.

3.4    Provide technical and logistical support to the Teacher Training Department for the revision of pre-school curricula and pre-school teacher training curriculum.

3.5    Support ToT for implementation of revised pre-school curricula.

3.6    Support efforts to link pre-school teacher training with activities in PTTC and school clusters.

3.7    Support the Pre and Primary School Department to improve supervision of preschool teachers.  

Sub-Program 02:       Expanded Learning Opportunities for School and Child Readiness in        Selected Areas

SUB-PROGRAM OBJECTIVES

 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.

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.

Indicators:

In all the targeted clusters, by 2005 compared to baseline from 2001/2002      academic year:  

·          Net enrollment and completion rates increase by a proportion not less than the national average increase during the same period.

·          Repetition rates are reduced by at least 75%.

·          Average learning achievement of children in Khmer and Mathematics in Grade Four in January 2005 will be 10% higher than a base line learning achievement established in January 2002  (based on a sample).

·          By 2005, at least 80% of the schools surveyed in target areas meet the minimal criteria of a child-friendly school.

·          Access to organized ECCD/pre-school activities at the community and school level increases to at least 30% of pre-school age children in target    areas by 2005.

·          About 25,000 school dropouts from the targeted villages will re-enter the school system by 2005.

·          The adult illiteracy rate in targeted villages is reduced by 25 % compared to baseline survey by the UNICEF Seth Koma Program. 

·         All school clusters have developed minimal criteria for child- friendly and gender-responsive schools with the participation of parents, teachers and children by 2003.

·          Expanded participatory planning exercises for the design of program approaches and studies conducted in the targeted clusters will inform the        national policies and programs by 2002 and onwards.

·          Increased number of community and parent teacher groups operational in the planning and monitoring of programs, including nation wide network of School Support Committee’s (SSC’s) by end 2002.

·          Improved frequency and quality of progress and impact monitoring reports on selected programs from 2002 and onwards.

·         Increased frequency of studies conducted by other UNICEF programs showing impact of integrated programming supported by UNICEF (viz.  Health, Seth Koma and CNSP sections)

Component 1: Comprehensive Early Childhood Care and Education (ECCD)

OUTPUTS:

Verifiable

Indicators

Sources of

Verification

1.        Enhanced learning readiness through improved childcare practices of parents and caretakers and the provision of organized ECCD (including preschools) in selected areas.

1.1.   Percentage of Grade 1 entrants who have attended some form of ECCD in targeted provinces increases to at least 30 % by 2005.

1.2.   Total enrolment in some form of organized ECCD and preschools increases by at least 30 % in the targeted provinces by 2005.

·          Formal surveys of ECCD services designed for the purpose.

·          EMIS data

ACTIVITIES

Output 1: Enhanced  Learning Readiness among Children

1.1.   Provide technical and logistical support to increase the quality of family-based care as well as access to ECCD services.

1.2.   Provide training and material support to expand provision of preschools in Seth Koma areas.

Component 2: Child Friendly Schools

OUTPUTS:

Verifiable

Indicators

Sources of

Verification

1.        Child Friendly Schools  Guidelines

2.        Improved teaching/learning proces-ses in the classrooms of selected schools.

3.        Improved governance of schools through the provision of responsive, participatory, and accountable systems of education management at cluster and school level.

4.        Improved health, nutrition and awareness about HIV/AIDS as a     result of school-based interventions.

5.       Increased enrollment rate of girls in lower secondary schools in selected areas.

1.1     A set of CFS guidelines is in place.

1.2     80% of the clusters surveyed in the targeted provinces comply with minimal standards for CFS (including health criteria) and corresponding teaching conditions by 2005.

2.1     Survival rate increases to 90 % in all clusters by 2005.

2.2     Progression rate increased to 90% in all clusters.

3.1     50% of the targeted clusters surveyed comply with standardized criteria for governance and accountability to stakeholders.

4.1     Improved children’s health and nutrition in        supported areas.

5.1     Transition rates of girls to lower secondary school increases as per ESSP targets in selected areas.

·          MoEYS policy documents

·          EMIS data

·          POE data

·          Formal surveys of clusters designed for the purpose

·          Transition rate for girls

·          Formal surveys

·          Monitoring         reports

·          Evaluation          reports

ACTIVITIES

Output 1: Child Friendly Schools Guidelines

1.1   Provide technical and logistical support to design and implement a pilot in selected areas to determine Minimum Learning Conditions.

1.2   Conduct a study on the utilization of school operating budgets provided under PAP 2 and teaching learning conditions in general to better understand obstacles to Minimum Learning Conditions.

1.3   Conduct studies on determinants of access and quality in primary education.

1.4   Provide supplementary reading materials on environmental education in cooperation with government and NGOs

1.5   Provide technical and logistical support to the POEs, DOEs, school clusters and schools to pilot a process for the development of child friendly schools in Cambodia.

1.6   Provide technical assistance and financial grant to schools and clusters, through the POE, for the development, monitoring and implementation of annual school improvement plans.

1.7   Provide technical assistance to develop mechanisms for community monitoring of schools, and to enhance parents’ participation in their children’s education.

1.8   Provide support to POEs, DOEs, LCSCs and VDCs to develop and implement action plans to eliminate the gender gap in primary level enrolment and completion rates in all schools in the targeted provinces. 

Output 2 : Improved Teaching/Learning Processes in the Classrooms of the Selected Schools.

2.1   Support continuous on-the-job training for teachers in Child Friendly Learning Environments, HIV/AIDS, Facts for Life, Life Skills and Health Education, classroom remediation, and continuous assessment.

2.2   Support the establishment of teacher association-based credit schemes linked to conditions to improve teacher practice.

2.3. Support further development of Technical Grade Leaders’ role in school-based technical support to teachers.

2.4. Conduct a study on teacher qualifications, motivation, and their attitudes to children’s learning.

2.5. Conduct a multi-media campaign and support community activities for improvement of teachers’ social status. 

Output 3: Improved Governance of Schools

3.1.   Provide training, materials, and technical assistance to POEs, DOEs, LCSCs, and SSCs to develop and pilot a responsive, participatory, and accountable system of education management at school and cluster level.

3.2.   Continue to promote information-based school management and good teacher practice building on the IBSM and TGL programs.

3.3.   Conduct a study on positive school management practices and disseminate to wider audience.

3.4.   Develop a menu of activities to promote community action based on a collection of local experiences and case studies (e.g., creative ways to manage remediation classes, generate income for community action, etc.). 

Output 4: Improved Health and Nutrition and HIV/Aids Awareness of Children

4.1   Develop and disseminate instructional materials on sanitation and health in collaboration with the Seth Koma and Health Sections of UNICEF.

4.2   Support construction of wells and latrines in schools in Seth Koma areas.

4.3   Support school health interventions such as Vitamin A and iron supplements, regular de-worming, tetanus toxoid             immunization and HIV/AIDS awareness program.

4.4   In collaboration with WFP, establish school breakfast programs to improve children’s nutrition in Seth Koma areas.

4.5   Conduct action research on the impact of school feeding on children’s learning. 

Output 5: Increased Enrollment of Girls in Lower Secondary School

5.1   In collaboration with NGOs and in coordination with the concerned PAP activity (PAP 11) support the provision of scholarships enabling more girls to continue studies to lower secondary level.

5.2. Organize special campaigns advocating girls’ enrollment and regular attendance in school.

5.3. Support construction of sanitary facilities in secondary schools to increase the attendance of girls.

5.4.  Establish mechanisms that facilitate gender disaggregated community monitoring of enrollment, attendance, repetition, and completion of secondary education.

5.5.  Support research on factors that constrain and encourage girls’ participation in school and feed the findings to the national policy making bodies.

Component 3: Literacy and Training in Essential Skills

OUTPUTS:

Verifiable

Indicators

Sources of Verification

1.        Improved literacy levels of adolescents and the adult population in Seth Koma areas.

2.        Increased awareness of HIV/AIDS among out of school adolescents and adults in Seth Koma areas.

1.1     Literacy levels among the population aged 15-45 increase by 25% in targeted areas by 2005.

2.1   80% of out-of-school youths in target areas have received training in HIV/AIDS.

·          Surveys designed for the purpose

·          EMIS data

·          POE data

ACTIVITIES

Output 1: Increased Literacy Levels among Out-of-school Adolescents and Adults in Seth Koma Areas

1.1     In collaboration with Seth Koma, provide training, financial, and material support to VDCs for the implementation of their plans for literacy activities, life skills training for adults, and youths, esp. women and girls.

1.2     Support VDCs in establishing low cost libraries and learning resource centers.

1.3   Support activities promoting linkages between formal and non-formal mode of education delivery.  

Output 2: Increased Awareness about HIV/AIDS among Out-of-School Adolescents in Seth Koma Areas

2.1     In collaboration with VDCs, clusters, Health Centers and NGOs, support a campaign providing information on Facts for Life, Life Skills, and HIV/AIDS.

Component 4: Local Planning and Monitoring

OUTPUTS:

Verifiable

Indicators

Sources of Verification

1.        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.

2.        Strategic plans for achieving Education for All goals are in place in at least the 18 communes in which Seth Koma and SEILA overlap.

3.        A system to locally monitor the access and learning achievement of children in at least one supported convergence province.

1.1    Planning and management in target areas reach satisfactory levels       according to standardized criteria set for the task.

2.1   Presence and implementation of strategic plans in at least 18         communes in the provinces of     convergence by 2005.

3.1     Baseline data for learning achievement established using a local monitoring system.

·          Surveys designed for the purpose

·          Achievement tests

ACTIVITIES

Output 1: Improved Planning and Management Capacities at Local Level

1.1.    Provide technical and financial support to the EMIS network to enhance decentralization to the local level.

1.2.   Provide technical and financial support to DOEs and LCSCs to develop and implement cluster-based annual plans for school improvement.

1.3.   Support practical application of the information based school management in Seth Koma areas.

1.4.   Support school mapping in selected provinces.

1.5.   Provide training to school directors, SSC members, religious leaders, VDCs, and commune leaders in school community partnership for quality education for all.

1.6.   Develop a process for integrating cluster level planning in the SEILA planning process, in selected communes.

1.7.   Conduct studies to measure the impact of national policies in the classroom. 

Output 2: Commune Strategic Plans for EFA

2.1     On a pilot basis, develop strategic plans involving teachers, parents, children and community leaders to achieve EFA goals in communes in which SEILA and Seth Koma overlap. 

Output 3: A system to Locally Monitor the Access and Learning Achievement of Children

3.1     Pilot a system of cluster-based learning achievement tests in at least one province of convergence.

Component 5: Support to Specific Target Groups

OUTPUTS:

Verifiable