3.3 Programme Components of EBEP-II » Up

The EBEP-II consists of three projects, each with clear and specific strategies to support the achievement of the above outlined key results.

The first project, Capacity-Building for Sector-Wide Education Reform and Decentralization, will assist national and provincial counterparts to effectively manage sector-wide education reform with decreasing reliance on external technical assistance. Consistent with the Ministry’s strategic priorities outlined in the current ESP 2004-2008 and draft ESP 2006-2010, capacity development under this project will be pursued through the twin strategies of i) professional training of staff in areas critical to the implementation of sector-wide reform; and ii) strengthening of mechanisms and development of institutional frameworksto support the long-term sustainability of decentralized education reforms with increased participation of civil society at all levels. EBEP-II will strongly advocate the adoption of positive discrimination policy to increase the role and participation of women in sector-wide education reform.

The second project, Improving Equitable Access and Quality of Basic Education, will improve the quality of education in primary schools in six priority provinces and in 18 teacher training colleges nationwide. It will promote rapid expansion in six provinces of whole school child-friendly teaching and learning methods through both pre-service and in-service teacher training; provide a regular teacher-support mechanism through the cluster school system; and promote skills-based health and hygiene and gender responsiveness. It will support the national mainstreaming of CFS approach. Special emphasis will be placed on ensuring child-friendly Grade 1 classes through a school readiness programme.

The third project, Expanded Learning Opportunities for Disadvantaged Children and Youth, will address the specific needs of disadvantaged children without access to formal pre-schools or basic education. The project will support community pre-schools, home-based early learning activities, life skills education for in-school and out-of-school youth, multi-grade teaching and bilingual education for hard-to-reach remote and ethnic minority areas, accelerated learning for over-aged children, and development of an inclusive education policy and national programme framework

The 3 projects under EBEP-II were designed to complement the following education programmes of other donors:

• Cambodian Education Sector Support Project (CESSP) by the World Bank;
• Second Education Sector Development Program (SESDP) of the Asian Development Bank (ADB);
• Targeted Support to Pro-poor Basic Education Reform by the European Commission (EC);
• Long-term Capacity Building in Education Planning and Management proposed by UNESCO/International Institute for Educational Planning with funding support from the Swedish International Development Cooperation Agency (Sida);
• Cambodian Basic Education Project implemented through the Research Triangle Institute with funds from the U.S. Agency for International Development (USAID);
• Basic Education and Teacher Training of Programme by the Belgian Technical Cooperation in Cambodia ; and
• Science and Mathematics Education Improvement by the Japan International Cooperation Agency (JICA).

The EBEP-II will also focus on areas where gaps in capacity development have not been adequately addressed so far and external assistance has not been adequate most notably on early child care and development, advocacy and social mobilization, gender analysis and mainstreaming and textbook diversification and commercialization policy and textbook development following the new curriculum.

The EBEP-II will continue its collaboration with NGOs, such as Save the Children Norway (SCN) and Kampuchean Action for Primary Education (KAPE) to complement the support to the Ministry’s child-friendly school initiatives. In addition, existing programme partnerships with CARE Cambodia, Voluntary Service Overseas (VSO) and Maryknoll will be strengthened to reach disadvantaged children and youth.

Figure 1: EBEP-II Programme Structure

3.3.1. Project 01- Capacity Building for Sector-wide Education Reform and
Decentralization » Up

This Project would support comprehensive capacity building needs essential for long-term, sustainable, equitable, and results-oriented sector-wide education reform. A two-pronged strategy will be pursued.

Firs strategy-- increasing the professional capacity of MoEYS staff with decreasing dependence on external technical assistance will be pursued . MoEYS staff will be supported to enhance their capacity in key technical areas of gender analysis and mainstreaming; evidence-based sector performance review and monitoring; advocacy and social mobilization to create public awareness and support for education reform; and development of updated textbook policies and standards to meet the requirements of the new curriculum and promote textbook diversification through private sector textbook publishing. Professional training will also be provided to improve the capacities of different technical departments to analyze issues and policies relevant to their departments, respond with appropriate strategies and policies, and effectively deliver quality education services--in both content and process.

With enhanced professional capacity of MoEYS staff, dependence on external technical assistance is expected to be reduced significantly. An annual reduction of at least 10 per cent in person-months is expected to be achieved resulting in at least 50 per cent total reduction of external technical assistance by 2010 compared with 2005 baseline.³³

Second strategy—strengthening organizational mechanisms and institutions to implement education reform effectively— EBEP-II will strengthen existing institutions and mechanisms to promote wider participation, better coordination and greater decentralization of reforms, at the same time promoting greater civil society participation. With strengthened capacity and system of the Ministry, it is expected that at least 80 per cent of planned policy actions identified in the ESP 2006-2010 are successfully coordinated and implemented.

Project 1 has two mutually reinforcing sub-projects.

Sub-project 1.1: Capacity Building for Sector-wide Coordination and Implementation of Education Reform-- This component addresses the needs for overarching capacity building essential for long-term, sustainable, equitable and results-oriented reform processes. This includes:

• mainstreaming of gender perspectives into reform processes;
• strengthening of the personnel and its monitoring system;
• continued support for a comprehensive SWAp preparation including donor coordination and harmonization;
• enhancement of legal and regulatory framework in education;
• strengthening of sector performance monitoring and evaluation of the overall reform processes including annual ESP/ESSP review; and
• support to EFA secretariat in EFA monitoring, reporting and mid-term review.

This component will also support activities aimed at strengthening the planning and management capacity at school level particularly in conjunction with the introduction of school operational budget at both primary and lower secondary levels. This focus area will also involve various initiatives aimed to raise awareness and participation on sector-wide reform process among civil society organizations such as commune councils, community organizations and school support committees (SSCs).

EBEP-II will support a positive discrimination policy in the selection of training beneficiaries to ensure that female staff benefit from the professional training programme and increase their leadership roles in education reform. Specific targets include increasing the percentage of female teachers to at least 50 per cent, female school directors to at least 30 per cent, and female senior managers to at least 10 per cent by 2010. Currently, women make up 40 per cent of the teachers, 10 per cent of school directors, 18 per cent of middle managers, and five per cent of senior managers.

Sub-project 1.2: Capacity Building for Quality Education Services through Effective PAP Implementation-- This component will address capacity development to improve the quality of education services through the effective management of PAPs. Key support areas will include:

• implementation of the new curriculum master plan;
• development of student learning assessment systems ;
• mainstreaming of ‘child-friendly school’ standards into school and teacher performance appraisal systems ;
• a ssessment of teacher training supply and demand to meet the anticipated increased demand of an expanding secondary education system;
• assessment of in-service training and development of a comprehensive action plan ; and
• development of textbook policy and new Grades 1-3 textbooks to meet the requirements of the new curriculum and consistent with the MoEYS policy of introducing private sector publishing and wider textbook choice

These activities are expected to be implemented through the relevant technical departments of the MOEYS as well as through the strengthening of the newly established National Institute of Education (NIE).

Towards this end EBEP-II support will be directed to:

• formulate pro-poor education financing strategies guided by Medium Term Expenditure Framework (MTEF) and Priority Action Programme (PAP);
• coordinate capacity building needs assessment and planning;
• enact the draft Education Law with implementing guidelines that clearly define authorities, responsibilities and accountabilities within the education system;
• mainstream gender analysis in the formulation of the Education Strategic Plan (ESP) and the annual review processes of the Education Sector Support Programme (ESSP);
• formulate a comprehensive teacher recruitment and in-service training plan with affirmative action strategies to increase the proportion of female teachers, school directors and managers;
• develop a harmonized system of school performance monitoring and inspection using a common tool based on established quality standards;
• streamline ESP/ESSP reviews and EFA monitoring and reporting led by the MoEYS with minimal assistance from external consultants; and
• encourage more effective school planning and management and efficient use of the school operational budget to support improved learning outcomes.

The EBEP-II will likewise promote wider civil society participation in education reform by creating awareness through communication and social mobilization strategies. NGOs, Commune Councils, community members, parents and children themselves will be reached through media campaigns and encouraged to support the reform. At least 80 per cent of target parents are expected to have knowledge of the broad education reform themes and children’s rights to quality basic education particularly, right-age school entry at six years of age and completion of nine years of basic education especially for girls.

3.3.2. Project 02- Improving Equitable Access and Quality of Basic Education » Up

Sub-project 2.1: Child-Friendly Schools (CFS) Expansion in Six Provinces— EBEP will assist to improve teaching-learning processes through the child-friendly school (CFS) approach. A child-friendly school exhibits characteristics related to the five core dimensions, namely:

• Inclusive of all children and pro-actively seeks to enroll all school-age children
• Effective academically and relevant to children’s lives
• Healthy, safe and protective of children
• Gender responsive
• Strengthen the sense of responsibility and actions of families and communities towards educating children

The sixth CFS dimension—supportive and enabling education system—highlights the need for schools to be supported by enabling education policies and overarching mechanisms to develop, deepen and institutionalize child-friendly culture and ethos in schools and communities.

The key project activities will include

• CFS orientation for teachers, school directors, clusters, district/provincial officials and communities;
• training of teachers on child-centered pedagogy supported by a core supply of materials for teacher-made learning/teaching aids;
• continued peer support for teachers through Thursday meetings;
• training of central/provincial mobile CFS teams to provide technical and implementation support to districts and clusters;
• central monitoring and evaluation to feed into policy implementation guidelines and formulation of national CFS policies; and
• provincial/district coordination and monitoring by Provincial/District Office of Education (POE/DOE).

A mid-term evaluation of the CFS will be conducted in 2008 to look into: i) schooling outcomes (right-age entry and enrolment, repetition, drop out, completion) of CFS and non-CFS schools, ii) assessment of learning achievements against the established learning standards in Grades 3 and 6, and iii) qualitative evaluation of results and changes in school teaching-learning practices and management processes.

Working together with another UNICEF programme Seth Koma (Community Action for Child Rights), EBEP will support stronger collaboration among the Provincial and District Office of Education, provincial administrations, Commune Councils, school clusters and schools to improve overall access to primary education with gender parity. Through concerted planning, complementary activities will be designed and implemented to strengthen the sense of responsibility and actions of families, community leaders and Commune Council members towards educating children. At the same time, activities will be implemented in EBEP II to strengthen the transparency and accountability of CFS schools to parents and communities through joint planning and monitoring of school resources including PAP and EBEP II budget.

The successful implementation of the planned expansion in the six priority provinces of Kampong Speu, Kampong Thom, Prey Veng, Svay Rieng, Otdar Meanchey and Stung Treng is expected to result to the following outputs:

• at least 96 per cent of children aged six to eleven years are enrolled in primary school;
• at least 75 per cent complete the six years of primary education cycle; and
• at least 50 per cent decrease in the percentage of Grades 3 and 6 pupils who do not meet established learning standards in Khmer language and Mathematics with no disparity between boys and girls.

Sub-project 2.2: School Readiness Programme (SRP) in Grade 1-- A special focus will be given to support child-friendly Grade 1 classes to reduce the persistent high drop-out and repetition rates in Grade 1. Through the School Readiness in Grade 1 Initiative that has now been expanded to cover the 36-week school year, Grade 1 teachers in CFS schools will be trained to introduce and assist children to learn pre-reading and pre-numeracy skills in child-friendly pre-school like classroom environment. Unlike regular Grade 1 classes where children are immediately introduced to a rigorous Grade 1 curriculum, school readiness programme helps ease children’s transition from home to school environment and makes children’s first encounter with formal learning a pleasant and non-threatening experience. Given that nine out of every ten Grade 1 pupils in Cambodia do not attend pre-school, school readiness in Grade 1 intends to help children cope better with the demands of formal learning.

The project will support expansion of School Readiness in Grade 1 in at least 3,600 Grade 1 classes (about 80 per cent of total Grade 1 classes) in six provinces. In addition, expansion into 18 provinces not directly supported by UNICEF will be pursued through training of core SRP provincial trainers under the coordination of the Primary Education Department in cooperation with Early Education Department and Teacher Training Department. It is expected that PAP or regular MoEYS budget will be used to eventually roll out full implementation into primary schools in the 18 provinces. These expansion initiatives will be coordinated with the overall CFS expansion to save on scarce human resources in provinces and in the central Ministry. The expansion activities will include:

• further upgrading of the School Readiness Training package based on good practices from the first two years pilot experiences;
• strengthening the cadre of trainers from national and provincial levels;
• training of Grade 1 teachers; orienting MoEYS officials from provinces, districts, clusters and schools;
• providing manuals and prototype teaching aids to all participating schools; coordinating and monitoring by central/provincial offices;
• evaluating implementation to feed into national policies, and
• training of provincial school readiness trainers in additional 18 provinces

Sub-project 2.3: Mainstreaming CFS in Pre-service and In-service Teacher Training-- Together with the Teacher Training Department (TTD) the project will support the 18 Provincial Teacher Training Colleges (PTTC) across the country to mainstream CFS, including school readiness in Grade 1, into the pre-service teacher training curriculum and training. This will ensure that future teachers have knowledge and skills to implement child-centered pedagogy and apply CFS and school readiness principles and practices. The project will assist to develop the pre-service teacher training CFS package and train a core of CFS trainers in all 18 PTTCs. At the same time, TTD will develop the CFS in-service training package that will be disseminated to teachers through the Technical Grade Leaders in the school cluster system. The project envisions achieving the following key results by 2010:

• CFS including school readiness in Grade 1 is integrated into the PTTC training curriculum by SY 2007-2008; and
• at least 75 per cent of trained CFS trainers from the 18 PTTCs have knowledge of the CFS dimensions and could demonstrate skills to integrate CFS and school readiness concepts and principles into their teaching practices.

Sub-project 2.4: Skills-based Health and Hygiene Promotion in CFS-- Quality education also requires quality learners who are healthy and fit to take advantage of available learning opportunities. Cambodia has one of the highest under-five malnutrition rates in the region that severely affects the learning capacity of children when they enter school. A child-friendly school is a health-promoting school, and the CFS programme will also introduce skills-based health and hygiene education. In coordination with another UNICEF-supported programme called Seth Koma (Community Action for Child Rights) all primary and lower secondary schools without access to safe drinking water and toilets will be provided these facilities by year 2010. As of SY 2003-2004, 619 primary and 67 lower secondary schools in the six priority provinces are without water facilities. An additional, 585 primary and 46 lower secondary schools do not have toilets. The project will also coordinate with the World Food Programme (WFP) to expand support for school breakfast programme in CFS schools located in food-insecure areas prioritized by WFP.

In close interface with Project 03 (Life Skills Education) and in collaboration with the HIV/AIDS Programme of UNICEF, the CFS will also promote life skills education to reduce children’s vulnerabilities to HIV/AIDS, substance abuse, gang and violence and early sexual initiation. Life skills modules on these four key topics will be developed and advocated for integration into the teaching of local life skills education at upper grades of primary nationwide. The teaching of 2-5 local life skills lessons per week is mandated under the new curriculum policy issued by the MoEYS in December 2004. In addition, EBEP II will also integrate into CFS teacher training component HIV/AIDS lessons to help teachers effectively teach so that pupils will in turn meet the HIV/AIDS-specific learning standards in Science for Grades 3 and 6.

Likewise, life skills related to protection issues of violence, corporal punishment and trafficking will also be addressed in the CFS schools especially in provinces where these are major risks faced by children. This initiative will be pursued in collaboration with the Child Protection Programme of UNICEF. Life skills lessons on these protection areas will be developed collaboratively with other programmes and mainstreamed for use in CFS teacher training, both at pre-service and in-service .

Sub-project 2.5: National Mainstreaming of CFS Approach— A momentum in favor of national adoption of the CFS approach has gained ground with the successful pilot implementation in the UNICEF’s six priority provinces, and the Ministry is eager to expand beyond the six provinces as soon as possible.³⁶ The Ministry is presently developing a national CFS policy and programme package that already integrates school readiness in Grade 1.

Mainstreaming in School clusters-- Existing structures and mechanisms of the MoEYS will be used to mainstream CFS including school cluster system. Primary school clusters have been introduced in Cambodia since 1991and have since then evolved to perform a number of functions that include: resource allocation and sharing mechanism; informal support mechanism for school development planning; and a vehicle for continuing in-service training of teachers. The project will promote school clusters to support and sustain improvements in teaching-learning initiated through the CFS programme including special emphasis on Grade 1 through the school readiness initiative. Activities will include CFS orientation training of cluster directors; cluster development planning using the simplified logical framework approach (LFA); training of Technical Grade Leaders on the CFS in-service teacher package; and school development planning linked to the utilization of the school recurrent budget to support CFS activities.

National CFS operational plan— The project will support the Ministry to develop a CFS operational plan with precise indication of implementation modalities, funding estimates and time frame for implementation. The preparation of such a plan could be used as a mobilizing instrument which could lead to a distribution of roles, on a functional and/or territorial basis, between different development partners interested in making the CFS approach a success.³⁷ By 2010, it is expected that the MoEYS will have adopted a national policy and implemented a CFS operational plan supported with government budget to cover CFS implementation nationwide.

3.3.3. Project 03:Expanded Learning Opportunities for Disadvantaged Young Children
and Youth » Up

Project 3 will address the specific needs of disadvantaged children who do not have access to formal pre-school and primary education and life skills opportunities. The Project will collaborate with other donors and NGOs to implement within the Ministry system a limited number of innovative education approaches for disadvantaged groups. These groups include children with disability; trafficked and marginalized children; and children from ethnic minority communities, remote areas, and poor families who could not afford basic schooling. Project 3 is made up of five sub-projects.

Sub-project 3.1: Community-based Pre-schools and Home-based Parenting Programme-- Young children who go through formal pre-school or non-formal community-based early learning programmes can tackle the demands of formal schooling more readily. In Cambodia , very few children, mostly from affluent families in urban centers, receive formal pre-schooling before entering primary school. The project will provide expanded access to non-formal pre-school opportunities for disadvantaged young children in the six provinces through community-based and home-based pre-schools.

Community pre-schools (CPS) are non-formal pre-schools organized and managed by the community and designed to provide early childhood development and learning experiences to children three to five years old. They are a less costly alternative to formal pre-schools with about 25 to30 children under the care of one community pre-school “volunteer” teacher who receives a nominal incentive from Commune Councils. Community pre-schools evolved from childcare classes initially established to meet the child-minding needs of parents attending literacy classes or working outside their homes. Today, community pre-schools provide a more structured educational environment for young children promoting child development, school readiness, and right-age school entry.

Project support to community pre-school activities will include: provision of technical assistance and logistics support to the MoEYS for policy and programme development; development of a training package for community pre-school “teachers” contracted by Commune Councils; development of an orientation and advocacy package for community and Commune Councils; and implementation in six provinces with rapid expansion based on availability of additional donor funding.

Another alternative to the formal pre-school is the home-based parenting programme designed to create awareness among parents and caregivers about the importance of early stimulation and development on children’s readiness to learn. Parents will be trained to create a stimulating learning environment to support children’s early learning at home. At present, the home-based project covers only 51 villages in four provinces, but it has the potential to reach disadvantaged villages on a larger scale. At least 50 per cent of children between three and five years of age are expected to participate in early child development programmes in six UNICEF priority provinces through the combined reach of formal pre-schools, community-based pre-schools and home-based early learning initiatives.

Sub-project 3.2: Life Skills Education-- The MoEYS recognizes that life skills education enables children to cope with the demands of a fast-changing and increasingly complex environment. Its curriculum policy for 2005-2009 defines life skills as “ the intellectual, personal, interpersonal, and vocational skills that enable informed decision-making, effective communication and coping and self-management skills that contribute to a healthy and productive life.” The new curriculum policy mandates an average of two to five local life skills lessons per week for primary and upper secondary school pupils. Life skills education in Cambodia has received significant donor support in the area of HIV/AIDS prevention. Specific knowledge about HIV/AIDS prevention had been integrated into the Science curriculum standards for Grades 5 and 6 that are expected to be approved shortly.

EBEP-II will coordinate with the HIV/AIDS Prevention and Care Programme ( another UNICEF programme) to jointly develop life skills delivery strategies and materials that will provide out-of-school youth with comprehensive knowledge of HIV/AIDS³⁸. EBEP will advocate that these materials will be used by the Youth Department of the MoEYS for its regular outreach activities with out-of-school youth groups in the age range of 10-24 years.

With the new life skills education policy under development, EBEP-II will have the opportunity to support the MoEYS broaden the focus and application of life skills and increase the capacity of primary schools to deliver life skills education. Life skills education will emphasize the development of positive attitudes and behaviors to prevent high-risk behaviors associated with HIV/AIDS, drug abuse, early sexual initiation, and pregnancy (reproductive health) within the framework of local life skills in the new curriculum. Moreover, in collaboration with the Ministry of Labor, EBEP II will advocate the integration of these life skills modules into community-based vocational skills training programme supported by ADB under the Second Education Sector Development Programme.

Sub-project 3.3: Multi-grade Teaching and Bilingual Education- An estimated 26 per cent (441 schools) of the primary schools in the six UNICEF priority provinces are incomplete schools which do not offer the full Grades 1-6. Schools remain incomplete mainly for two reasons, namely, insufficient number of classrooms and teachers and insufficient number of pupils especially in thinly populated remote communities. Multi-grade teaching provides access to a complete primary education of six years. The ESP 2004-2008 listed multi-grade teaching as one of the strategies to promote equitable access to primary education. At present, the MoEYS still needs to develop a coherent multi-grade teaching policy and programme framework and build upon earlier training conducted by the Teacher Training Department in 2003. An evaluation of the 2003 multi-grade initiative by the MoEYS identified the following issues: i) lack of pre-service capacity on multi-grade teaching; ii) inadequate quality and quantity of multi-grade materials such as teacher guides, handbooks and guidelines; iii) multi-grade model and demonstration schools in urban areas which show a different working environment than remote schools; and iv) limited understanding of the application of child centered pedagogy in multi-grade context.

The project will assist the MoEYS:

• develop an appropriate model of multi-grade teaching;
• develop a pre-service and in-service teacher training module with support materials and resources for teachers;
• train multi-grade teachers; and
• develop standards for multi-grade teaching, evaluation and inspection.

Through multi-grade teaching, at least 70 per cent of incomplete schools in the six priority provinces will be completed by SY 2009-2010. UNICEF’s support to mulit-grade teaching has been coordinated with another project on disadvantaged communes, funded by the Japan Fund for Poverty Reduction (JFPR) to ensure adoption of complementary approaches.

In addition, bilingual education for ethnic minority children will be implemented on a pilot basis in the five provinces of Otdar Meanchey, Stung Treng, Ratanakiri, Prey Vihear, and Mondolkiri. The project will assist the Provincial Offices of Education in the five provinces to implement bilingual education in collaboration with NGOs already implementing bilingual formal and non-formal education, such as CARE Cambodia and International Cooperation Cambodia (ICC).

Sub-project 3.4: Inclusive Education- Inclusive Education was initiated in 1999 under the programme called “Development of Educational Opportunities to Meet the Specific Needs of Children with Disabilities in Cambodia”. The programme was formulated in response to awareness by the MoEYS, the Disability Action Council (DAC), NGOs and other concerned parties of the lack of educational opportunities for children with disabilities in Cambodia. Core funding for the initial programme was provided by UNICEF, UNESCO and Nippon Company. An evaluation of the pilot programme will be completed in 2005, after which a national policy formulation process will commence. The project will help develop an inclusive education policy and programme framework at the national level, and develop training modules for Inclusive Education use in CFS schools in six UNICEF priority provinces and in 18 PTTCs.

Sub-project 3.5: Accelerated Classes for Over-aged Children- This project will assist primary school children who are at least three years over-aged for their grade level and at greatest risk of dropping out. The MoEYS will work closely with the Maryknoll which is implementing this initiative on a pilot basis in three lasses in Phnom Penh . MoEYS will adopt an expanded pilot in the provinces of Kampong Speu and Prey Veng. Special classes covering two academic years in one school year will be tried out for over-age children who will attend school full day. In Cambodia , primary school students attend school for only half a day.

The programme will also cater to children who have completed the basic literacy class and wish to re-enter primary school after two to three years of absence. Recently, the no-entrance fee mandate of the government has widened access to primary school for many poor children who tend to be over-aged for their class. While this is a welcome development, it has also resulted in significant number of over-age children enrolling and eventually dropping out. The likelihood that these over-aged children will stay and complete Grade 6 is very little unless some means of support through accelerated learning could be provided.

³³ The MoEYS, donors and NGOs will need to confirm the suggested technical assistance reduction target during the ESSP review scheduled in September 2005.

³⁴ The “whole school approach” targets all classes in CFS schools to adopt child-centered teaching-learning processes as opposed to the previous approach where participation was voluntary resulting in only one or two CFS demonstration classes in the whole school. This approach also calls for schools to develop and promote child-friendly culture and ethos underlined by respect for children’s rights to express their opinions and participate in decisions that affect them

³⁵ This represents about 70 per cent of 1,688 total primary schools in six UNICEF priority provinces (EMIS data for SY 2003-2004).
³⁶ Sida Advisory Team (SAT). Report on Review Mission to Cambodia 15 June to 1 July 2005. 2005, p.18.
³⁷ Ibid.
³⁸ Comprehensive knowledge defined as follows in the MDG indicators: “Correct identification of the two major ways of preventing the sexual transmission of HIV (using condoms and limiting sexual to one faithful, uninfected partner), rejection of the two most common local misconceptions, and knowledge of the fact that a helthy looking person can trnasmit HIV”.

» Topic List
	3.3 Programme Components of EBEP-II
	3.3.1. Project 01- Capacity Building for Sector-wide Education Reform and Decentralization
	3.3.2. Project 02- Improving Equitable Access and Quality of Basic Education
	3.3.3. Project 03:Expanded Learning Opportunities for Disadvantaged Young Children and Youth