Risks and Assumptions

Project 01 Strategic Result Statement:

By 2010, the sector-wide education reform will be implemented with full ownership and leadership by the Government through SWAp and with decentralized service delivery mechanism

Outcome Statement :

Enhanced national capacity and confidence to manage, coordinate and communicate to stakeholders the education sector reform through SWAp, with a gradual decrease of external assistance, contributing to tangible improvement in access to and quality of basic education in line with the goals set in the Education Strategic Plan 2006-2010

To be obtained at the ESSP review in 2006

At least 80% of planned 2006, 2008 and 2010 policy actions implemented by the end of relevant years

Annual review of policy action matrix during the ESSP review

National

Assumptions:

- The long-term capacity building programme on education planning and management will be implemented from 2005-10 with substantial funding support from Sida through UNESCO/IIEP.

- MoEYS, NGOs and donors will jointly develop by end of 2005 criteria for assessing MoEYS SWAp readiness following the SWAp Review Seminar in June 2005

- MoEYS will formulate a clear capacity building plan for 2006-2010 to meet the criteria for SWAp readiness within the ESP/ESSP 2006-2010 framework, and that donors will increase support towards building capacity and confidence of MoEYS staff and decrease support to external consultants.

- Beginning in 2005 serious annual review of Policy Action Matrix takes place as part of ESP/ESSP review.

- Education sector will continue to receive priority call on government recurrent budget from 2006-2010.

- On-going survey of external TAs provided to MoEYS by all education donors is successfully undertaken by the Donor Coordination Advisor (DCA) from June to September 2005 and MoEYS continue to collect TA statistics annually

Risks:

- MoEYS may continue to implement training programmes which have unclear impact on building capacity.

- Donors which have tight implementation period and target disbursement of loan/grant funds, may again resort to hiring too many expatriate consultants to hasten implementation and meet targets.

Percentage of sector performance targets set out in ESP 2006-10 achieved as planned

To be obtained at the ESSP review in 2006

At least 80% of targets achieved by 2010

Annual review of sector performance targets during the ESSP review

National

Percentage share of the government recurrent budget allocated for education

19% in 2005

At least 23.2% by 2008

Medium-term Public Expenditure Framework (MTEF)

National

Expenditure rate of annual education recurrent budget at the end of the fiscal year.

Data to be obtained from the MoEYS

At least 95 % by 2010

Annual Budget Report of the MoEYS

National

Percentage reduction of total number of person-months of external technical assistance provided to MoEYS

Data under collection by MoEYS and Donor Coordination Advisor (DCA)

10% reduction every year

(Proposed target to be confirmed by the Education Joint tech Working Group

Annual ESSP review

National

Output Statements:

Output

1.1

Strengthened evidence-based sector performance review and monitoring with particular focus on quality results that include students’ retention and learning achievements.

Presence/absence of research and evaluation agenda focused on quality issues to support the ESSP review

Absent

Research and evaluation agendas developed by 2006 and updated annually during the ESSP review through 2010

Annual ESSP review

National

Assumption:

- Government continues to pursue evidence-based sector monitoring of education quality results

Presence/absence of framework and tools for educational quality monitoring

( standards, indicators, baselines, etc)

Absent

Quality monitoring framework and tools available and in use by 2006

Quality monitoring framework and tools and annual sector performance report

National

Activities to achieve output 1.1

• Provide technical and logistical support to the Department of Planning, Department of Pedagogical Research and other relevant departments of MoEYS to develop key research and evaluation agenda, quality monitoring tools, and sector performance reports.
• Provide technical support to the Department of Planning to improve the accuracy and reliability of EMIS and AMIS data and to enhance data analysis skills of key officials for impact monitoring and evaluation.
• Provide technical and logistical support to the annual ESSP review processes in coordination with EFA monitoring and EFA-FTI preparation.
• Conduct of EFA mid-decade review and assessment in 2006 with special focus on quality issues and provide support to EFA secretariat.
• Conduct joint monitoring visits to the 6 provinces by a team composed of representatives from the different EBEP partner Departments in the Ministry.
• Support the twice a year meeting of the EBEP Coordinating Committee to review implementation progress and take policy decision and actions.

Output

1.2

Strengthened sector-wide financial planning and management within the framework of the Government’s public financial management reform

Annual PAP budget allocation and execution

Actual PAP budget execution data to be obtained at the end of fiscal year 2005 from the Dept of Finance

At least 90% of PAP budget allocated and executed as planned annually from 2007 onwards

Annual ESSP review

National

Assumption:

- Forthcoming IIEP/Sida supported skills development project will not cover this specific area.

Activities to achieve output 1.2

• Provide technical and logistical support to the Department of Finance and other relevant departments to develop timely and feasible budget plans in accordance with the medium-term expenditure framework and to monitor the implementation of the planned budget.
• Provide technical support to the Department of Finance to upgrade the functions and utility of PFMIS.
• Provide technical and logistic support to the Dept of Finance to improve PAP planning, implementation and monitoring.
• Provide support to Dept of Planning to include rigorous analyses of PAP disbursement and utilization as part of the annual Sector Performance Report.

Output

1.3

Increased MoEYS capacity to assess institutional development requirements in accordance with the needs and demands of education reforms

Conduct of an institutional capacity assessment (Y/N)

NO

Institutional capacity assessment conducted by each department under the coordination of DGE, DGAF and DGI and an institutional development plan prepared by 2007

Assessment report, Institutional development plan

National

Assumption:

- No other donor provides technical support to this area.

Activities to achieve output 1.3

• Provide technical and logistical support to the Directorates General of Education, Administration and Finance, and Inspectorate to coordinate an assessment of institutional capacity of departments under each Directorate and to make a medium-term action plan for institutional development.

Output 1.4

Strengthened institutions and capabilities at province, district, cluster and school levels to effectively plan and manage education programmes, working in close collaboration with local government system at province, district and commune.

Presence/absence of clear education decentralization policy and guidelines in the ESP/ESSP that set out responsibilities of education authorities, parents and community associations

Absent

Prakas on Education decentralization policy and guidelines available by 2007

Education decentralization policy and guidelines

National

Assumption:

- Government continues to seriously pursue decentralization and de-concentration administrative reforms.

-Commune Councils will increasingly develop capacity to dialogue and engage the MoEYS at district, cluster and school levels to demand better education services.

Adoption of new Education Law (Y/N)

NO

New Education Law adopted by the National Assembly by 2007

Education Law

National

Fulfillment of revised roles and responsibilities at province, district and school levels (Y/N)

NO

Revised roles and

responsibilities in operation by 2008

Annual ESSP review; Provincial monitoring report

National and 6 provinces

Activities to achieve output 1.4

• Provide technical support to assess institutional capacities at central, province, district, cluster and school levels to implement decentralized education service delivery.
• Provide technical support to develop and implement education decentralization policy and guidelines.
• Based on the education decentralization policy and guidelines, train provincial/district/commune staff in their respective functions and responsibilities, particularly in personnel management systems.
• In collaboration with Seth Koma programme ( Community Action for Children’s Rights) provide technical support to develop training materials to create education awareness and develop skills of Commune Councils on educational analysis and planning.

Output 1.5

Increased MoEYS capacity to conduct strategic advocacy and social mobilization campaigns on key education issues to support the achievement of education reform related to equitable access and improved quality of basic education

Presence/absence of an over-all communication strategy and operational plan to disseminate education reform agenda to all levels

Absent

Communication strategy and operational plan available by 2007

Communication strategy and operational plan

National

Assumption:

- Government appreciates the importance and efficacy of advocacy and social mobilization campaigns.

- Mass media is based education campaigns will be complemented by social mobilization activities in communities and schools.

Conduct of annual media-based education campaign on various priority themes of the education reform (Y/N)

YES

National media campaigns conducted and evaluated annually from 2006 onwards

MoEYS project monitoring report

National

Results and impact of media-campaign rigorously evaluated (Y/N)

NO

Conduct of social mobilization campaigns by commune councils in conjunction with the national media campaigns (Y/N)

NO

At least 80% of District Education Offices have initiated social mobilization campaigns with Commune Councils by 2008

Provincial monitoring report

6 provinces

Activities to achieve output 1.5

• Provide technical support to the Department of Information to develop a communication strategy and operational plan for dissemination of important reform initiatives.
• Provide technical and logistical support in the development and implementation of annual media-based education campaigns on such issues as school readiness, right age entry especially for girls, completion of 9 years of basic education, and abolition of illegal collection of school registration fees, and other issues that may be deemed priority.
• Train province, district, cluster and commune council officials to plan and implement effective social mobilization education campaigns to generate public awareness and support for education reforms.
• Conduct of impact evaluation of the media-based education communication campaigns.

Output 1.6

Increased civil society capacity to effectively participate in education reform processes.

Financial viability of the NGO Education Partnerships (NEP)

Financially dependent on UNICEF support

50 % financially self-reliant by 2007 and 100% by 2010

NEP annual report

National

Assumption:

- Government continues to promote partnership with and participation of civil society in implementing education reforms.

Presence/absence of mechanisms to link Commune Councils and parent-teacher associations in schools (Y/N)

NO

Commune Council and PTA partnership mechanism in place by 2007

Provincial monitoring report

National, 6 provinces

Activities to achieve output 1.6

• Provide technical support in the development of a strategy and operational plan for dissemination of important reform initiatives.
• Support NGOs and civil society organizations ( e.g. NEP, Parent Teachers Associations, Kampuchean Teachers Association, etc) to conduct policy related studies and pilot implementation to explore alternative strategies for education reform, including strategies for increased participation of community and parents in education and for i mprove d retention of students in school.

Output 1.7

Increased capacity of the Pedagogical Research Department (PRD) to develop a textbook policy and standards for quality control and to encourage private sector publishing in all aspect of textbook provision.

Presence/absence of a complete policy framework on textbook development and distribution with redefined roles and functions of the PRD, Educational Materials Approval Board (EMAB) and Publishing and Distribution House (PDH) .

Textbook Policy framework exists but needs updating

Textbook development and distribution policy is updated by SY 2006 -2007

Textbook development and distribution policy document

National

Assumption:

- Government will pursue a policy of private sector publishing and public/private sector partnership in all other aspects of textbook provision.

- Publishing market provide favorable conditions for privatization of textbook development.

Risk:

-Undeveloped market and uncertain private sector interest in textbook publishing in Cambodia .

Implementation of privatization strategies for textbook publishing and distribution (Y/N)

No

Privatization strategies implemented from 2008 onwards

PRD project reports and MoEYS Annual Education Sector Performance Report

Camera-ready copies of new Grades 1-3 textbooks in core subjects available for printing by the MoEYS as a temporary measure (Yes/No)

No

-Grade 1 by SY 2006-07

-Grade 2-3 by SY 2007-08

MoEYS Annual Education Sector Performance Report

Activities to achieve output 1.7

• Provide technical and logistical support to PRD for the development and implementation of textbook publishing and distribution policy and strategies based on privatization principles.
• Provide support to MoEYS to develop textbooks in core subjects in Grades 1-3 based on the new curriculum, with MOEYS’ commitment to print and distribute using government funds.

Output 1.8

Increased capacity of the Gender Working Group and other MoEYS functionaries (e.g., Department of Personnel) to conduct gender analysis and mainstream gender perspectives into education reform processe s.

Presence/absence of a revised framework and tools for gender analysis

Absent

Gender analysis framework and tools reviewed and revised by 2006.

Revised gender analysis framework and tools

National

Assumption:

- The political environment is supportive of gender mainstreaming in education.

Presence/absence of a gender review in education report prepared as input to ESP update and ESSP annual review

Absent in 2004

Gender review report developed and incorporated into the ESSP review annually from 2006 onwards

Gender review report and ESP annual review report

National

Presence/absence of a staff deployment and recruitment plan with affirmative action strategies to increase the proportion of female education leaders and teachers

Absent

Staff deployment and recruitment plan available by 2006.

Staff deployment and recruitment plan

National

The proportion of female teachers, school directors, and senior leaders

2004 Data

Teachers: 40%; principals: 10%; provincial directors:8%; middle managers: 18%; top managers: 5%

The proportion of female officials and teachers increased by at least 10 percentage points in all levels

by 2010.

MoEYS report, HRMIS

National

Assumptions:

-The MoEYS will implement a policy of positive discrimination in favor of women in order to recruit more women teachers, principals and managers.

Activities to achieve output 1. 8

• Provide technical support for the development of framework and tools for gender analysis and the implementation of a gender review as part of the annual ESP/ESSP review .
• Provide technical support for the development of a gender-responsive staff deployment and recruitment plan.
• Conduct gender sensitization training for senior education leaders at central, provincial and district levels to strengthen MoEYS’ political commitment to gender equality.
• Support to the Dept of Personnel and Gender WG to conduct assessment of status of women personnel in MoEYS and develop a policy instrument and operational plan to increase proportion of women teachers, principals and managers.

Output 1. 9

Increased capacity of the Inspectorate of Education and the Primary and Secondary Education Department s to develop and implement a school performance monitoring system incorporating child-friendly school principle s.

Presence/absence of a school performance monitoring system using School Report Cards

Absent

School performance monitoring system using School Report Cards (CFS-based dimensions) in place and functioning by 2006

Provincial monitoring report

National and 6 provinces

Assumption:

- School Report Cards will be developed with EU support by the end of 2005.

Implementation of quality assessment of child-friendly schools (CFS) using School Report Cards (Y/N)

NO

CFS quality assessment conducted in 6 UNICEF supported provinces from 2006 onwards

CFS assessment report

6 provinces

Activities to achieve output 1. 9

• Provide technical and logistical support to the Inspectorate General and Dept of Primary Educ for the implementation of a school performance monitoring system using School Report Cards that integrate the Child-friendly School (CFS) dimension for improving quality of teaching-learning in primary schools.
• Train provincial/district/school cluster education staff, school directors and teachers in the use of School Report Cards for the monitoring of educational quality in child-friendly schools in 6 provinces.

Output 1. 10

Increased capacity of the Teacher Training Department and Teacher Training Colleges to expand systematic needs-based in-service teacher training provision.

Conduct of a teacher training needs assessment (Y/N)

NO

Teacher training needs assessment conducted by 2006

Teacher training needs assessment report

National

Assumption:

- Government pursues a decentralized in-service teacher training policy.

-The World Bank will undertake a study on teachers in Cambodia in 2005/2006 to inform policy.

Presence/absence of an action plan for expanding in-service teacher training

Absent

In-service teacher training action plan available by 2007

In-service teacher training action plan

National

Implementation of effective in-service training mechanisms run by local teacher training institutions (Y/N)

NO

TTI led in-service teacher training programs in place and functioning by 2008.

TTI report

Provincial monitoring report

Activities to achieve output 1. 10

• Provide technical support for the assessment of in-service teacher training needs and the development of an action plan for expanding in-service teacher training
• Provide technical and logistical support to local teacher training institutions for planning and implementation of in-service teacher training programmes based on local needs and demands

Output 1. 11

Increased capacity of different technical departments (e.g., PRD, TTD etc.) to effectively plan, implement , and evaluate relevant PAPs (e.g., minimum standards and examination, teacher deployment strategy etc.) in accordance with targets and strategies set out in ESP/ESS P .

Percentage of institutional and capacity development action requirements set out in ESSP achieved as planned

To be determined

At least 90 percent of institutional and capacity development action requirements achieved through collaborative support by all donors by 2008 .

Annual ESSP review

National

Assumption:

- All donors’ capacity building support is consistent with ESP/ESSP framework and priorities

Activities to achieve output 1. 11

• Provide technical and logistical support to the Capacity Building Coordination Group (CBCG) for the development of a medium-term capacity building plan and for the annual progress review of capacity building programs with identification of new priorities
• Provide necessary technical and logistical support to the areas where capacity building need is high but other donors’ assistance is limited

Output 1. 12

Strengthened partnership of MoEYS, NGOs and donors to support implementation and monitoring of education reform under the ESP /ESSP framework

Effective partnership mechanisms ( e.g., Education Sector Working Group (ESWG), Joint Technical Working Group for Education) would continue to function as the forum for regular dialogue and information exchange. (Yes/No)

Yes

Yes

Minutes of meeting and JTWG –Educ report to the Government Donor Coordination Committee

National

Assumption:

- Government and donors would continue to pursue education reforms through a sector-wide approach

-Donors would collectively support the partnership mechanisms and cost share the maintenance of the Donor Coordination Advisor post to support the ESWG.

Annual ESSP review exercises would continue to be conducted under strong Government leadership and with full participation of key MoEYS stakeholders, donors and NGOs at lower levels ( Yes/ No)

Yes

Yes

ESSP review report and rolling ESSP document

National

Activities to achieve output 1.12

• Provide technical and logistical support to the ESSP secretariat in preparing and implementing the annual ESSP joint review through ESWG.
• Provide technical and logistical contributions to important policy dialogues among donors and between donors and the Government through ESWG and JTWG.

Project 02: Strategic Result Statement

By 2010 in 6 UNICEF provinces implementing EBEP, achieve significant progress towards the realization of children’s rights to 9 years of quality basic education, especially for the rural, poor and vulnerable groups, with gender equality, and with focus on primary school level.

2

Outcome Statement :

By 2010 in six provinces implementing EBEP

( Kampong Speu, Svay Rieng, Prey Veng, Kampong Thom, Stung Treng, Otdar Meanchey):

- at least 50 per cent reduction of Grade 1 repetition and drop out rates.

- at least 96 per cent of children age 6-11 are enrolled in primary school, -at least 75 per cent complete the six years primary education cycle,

-pupils achieve at least 70 per cent of established learning standards, with no disparity between boys and girls.

Percentage of children aged six to eleven enrolled in primary schools

SY 03-04

KS-94.1%

KT-89.9%

OM-88.2%

PV-93.5%

ST-89.8%

SV-92.1%

96%

Net Enrolment Ratio (NER) in

Education Management Information System (EMIS)

Six priority provinces

Assumptions:

-Minimum learning standards developed in 2005 will be adopted for implementation beginning SY 2005-06.

-Learning assessment system will be in place by 2006 using the minimum learning standards to test Grade 3 and 6 pupils learning levels in Science, Khmer and Mathematics (funded under a World Bank project).

Risks:

Change of key staff at MoEYS could delay policy discussions and formulation.

Percentage of Grade 1 children in primary school who are expected to complete Grade 6

SY 03-04

KS-46.6%

KT-34.9%

OM-30.1%

PV-50.7%

ST-35.0%

SV-52.3%

75%

EMIS & Studies

Six priority provinces

Presence/Absence of learning assessment system by SY 2006-2007

Absent

In place and functioning by SY 2006-2006

Learning assessment system policy document

National

Percentage of Grades 3 and 6 pupils who do not meet the established learning standards in Khmer and Mathematics with no gender disparity

Baseline will be established by SY 2006-2007 when the first standardized test is implemented

At least 50 per cent reduction by SY 2009-2010 with no gender disparity

Learning assessment system

Six priority provinces

Percentage of children repeating Grade 1

SY 2004-05

KS-24.5%

KT-20.0%

OM-27.2%

PV-27.5%

ST-32.9%

SV-28.2%

50% reduction

by 2010

EMIS data

Six priority provinces

Percentage of children dropping out in Grade 1

SY 2004-05

KS-14.0%

KT-16.0%

OM-11.4%

PV-9.4%

ST-14.0%

SV-8.9%

50% reduction

by 2010

EMIS data

Six priority provinces

Output Statements:

Output 2.1

By SY 2006-2007, central MOEYS has formulated policies to mainstream national implementation of Child-Friendly Schools that integrates school readiness in Grade One and life skills education.

The policy must articulate: :

• guidelines on nationwide programme implementation and monitoring;
• assessment of programme results versus targets, including measurement of outcomes on children against set standards; and

-government resources and funds committed to support national implementation

Presence/absence of national policies on:

-absent


-absent


-absent

MoEYS policy documents and medium term strategic planning documents such as ESP and ESSP

National

Assumptions:

-MoEYS ownership and commitment to improve quality of primary education through the expansion of CFS related activities remains high.

- MoEYS will support the expansion of the CFS in provinces that are currently not supported by UNICEF, KAPE and Save the Children Norway.

- Other donors such as the World Bank will adopt the CFS approach in their quality improvement programmes thereby providing another avenue for expansion

Risks:

Limitation of capacities, conflicting priorities and inadequate government funds can delay nationwide implementation of CFS in provinces with no donor support.

Presence/absence of MoEYS national CFS operational plan to extend CFS implementation in all 24 provinces in the country.

Absent

Formulated and adopted by 2006

Approved CFS Operational Plan

National

Presence/absence of annual national seminar to exchange best practices to improve the quality of primary education, including CFS experiences.

Absent

Annual seminar beginning 2006

Seminar Reports

National

Number of provinces with trained Provincial Working Group as CFS trainers

Total of 12 provinces with donor support as follows:

6- UNICEF

6- SC Norway

1-UNICEF-KAPE

( N.B. there is overlap in 1 province)

All 24 provinces by 2010

MOEYS Reports

All 24 provinces

Activities to achieve Output 2.1

2.1.1- Technical and funding support for central level policy formulation and monitoring of policy implementation.

2.1.2- Assist MoEYS CFS Steering committee to review and formulate relevant policies/guidelines for nation-wide implementation of whole school approach to Child-Friendly Schools (CFS)

2.1.3- Technical assistance provided by both UNICEF and KAPE for MoEYS to assess and plan the resource requirements for nation-wide CFS implementation.

2.1.4- Support to the annual national review of CFS experiences to draw lessons and update CFS operational implementation plan and programme materials.

Output

2.2

By 2010, at least 70 per cent of schools in 6 provinces are implementing the whole school approach to Child-Friendly School (CFS) resulting in improved retention and learning achievement. A core CFS package will be implemented in all CFS schools that includes interventions along the 5 five core CFS dimensions:

i) inclusive and proactively child seeking

ii) effective academically and relevant for children

iii) health promoting, safe and protective for children

iv) involving families and community participation

v) gender responsive

A sixth overarching dimension, i.e., supportive and enabling education mechanism and system will be implemented to sustain CFS.

CFS Core Package that contains activities for each of the 5 CFS dimensions is formulated and adopted as national policy by the MoEYS: Yes/No

No

Yes by 2006

Policy document of MoEYS

National

Assumption:

-MoEYS ownership and commitment to improve quality of primary education through the expansion of CFS related activities remains high.

Risk:

CFS interventions may not all address the multitude of factors affecting dropout and learning performance, especially the factors related to household poverty and attitudes and practices about education.

- Number and percentage of primary schools in 6 provinces implementing whole school CFS.

SY 2004-05

Number and per cent of whole school CFS out of total primary schools per province:

KS-2/280= 0%

KT-47/416= 12%

OM-0/138= 0%

PV124/503= 5%

ST- 2/125= 2%

SR 13/249= 6%

Total 188/1711=11%

About 1,200 schools or 70 % by SY 2008-2009

Provincial and district reporting (POE/DOE)

Six priority

provinces

Activities to achieve Output 2.2

2.2.1- Technical assistance and training to develop capacity of POE/DOE to plan and implement CFS according to the priorities as outlined in the Child-Friendly School package.

2.2.2- MoEYS to develop the CFS implementation manual for national adoption and dissemination by SY 2005-2006.

2.2.3- Financial and technical support to 6 provinces to develop and implement a 5-year CFS expansion plan expansion plan.

2.2.4- Technical assistance to support MoEYS to implement and monitor CFS to ensure that implementation plans are being met and to evaluate CFS results and impact on pupil learning.

Output

2.3

Sample-based pupil achievement in national standardized test show that percentage of CFS pupils who do not meet the established learning standards in Khmer and Mathematics is reduced by 50 per cent compared with baseline levels.

Percentage of Grades 3 and 6 pupils who do not meet the established learning standards in Khmer and Mathematics with no gender disparity

Baseline data to be established after first testing in SY 2006-2007

At least 50 per cent reduction compared with baseline levels in all 6 provinces with no gender disparity

Testing outcomes by Examination Center under the Pedagogical Research Department of MoEYS

Six priority

provinces

Risk:

-CFS interventions do not address the multitude of factors affecting dropout and learning achievement, , especially the factors related to household poverty and attitudes and practices about education

Activities to achieve Outputs 2.3

2.3.1- Support the PRD to establish the learning assessment system, jointly with World Bank.

2.3.2- Review and revise the current CFS tools and to integrate existing monitoring tools into an overall assessment tool for activities supported in the 6 provinces.

2.3.3- CFS assessment tools adopted and teachers and staff in the 6 provinces trained on its use.

Output

2.4

At least 5 CFS core trainers trained in each of the 18 Provincial Teacher Training College (PTTCs) across the country and that all core trainers could adequately implement the CFS training and school readiness Grade 1 pre-service modules.

Average number of CFS trained PTTC trainers per PTTC

-At least 5 CFS trainers in 5 PTTCs in UNICEF-assisted 6 provinces

-None in all other 13 PTTCs

At least 5 staff per PTTC in all 18 PTTCs by SY 2006-2007

Progress report from POEs and Teacher Training Department

18 provinces

Assumption:

-MoEYS remains committed to integrate CFS teaching principles and practice into the teacher training curriculum and to mainstream CFS practices to all the PTTCs nationwide, and to evaluate the results of integration.

Risk:

-The PTTC curriculum may be too full to integrate CFS and school readiness or that PTTC trainers will not develop sufficient understanding on how to integrate CFS and school readiness in the curriculum and their teaching practice.

Per cent of PTTC trainers who could implement CFS training and Grade 1 School Readiness in pre-service modules

To be determined

At least 90 per cent per PTTC

Progress report from POEs

18 provinces

Per cent of PTTC teacher trainees who can adequately implement CFS approach in their practice teaching in their second year

0 per cent

Teacher Trainers

-At least 75 per cent of CFS trained teacher trainers have the knowledge and understanding of the CFS core dimensions and school readiness principles by SY 2006-2007

-At least 50 per cent of observed CFS teacher trainers are able to demonstrate skills to integrate CFS and school readiness concepts and practice by SY 2007-2008

Teacher Trainees

At least 75 per cent of teacher trainees trained on CFS has the knowledge and understanding of the CFS core dimensions and school readiness by SY 2007-2008

-At least 50 per cent of teacher trainees observed are able to implement CFS pedagogy during their 2 nd year practice teaching by SY 2007-2008

Activities to achieve Output 2.4

2.4.1- CFS orientation and training for PTTC trainers in 2005 and 2006.

2.4.2- Support TTD to develop a class observation checklist and a system to assess PTTC trainers’/teacher trainees knowledge of CFS and Grade 1 school readiness and application in classroom teaching.

2.4.3- Annual meeting of trainers from 18 PTTCs to share lessons leant and to receive further refresher training from 2007-2010.

2.4.4- Technical and logistic support to Teacher Training Department to mainstream CFS including Grade 1 school readiness into the 18 PTTCs all over the country.

Output

2.5

CFS has expanded to include specific initiatives to promote inclusion, learning achievement, health and protection, gender-responsiveness, and community participation.

Number and per cent of primary and lower secondary schools in 6 provinces without latrines and water systems are provided these facilities.

Baselines

Primary schools (SY04-05)

No Water     No Toilet

KS-82(30%) 42 (15%)

KT- 187 (45%) 163 (40%)

OM- 94 ( 68%) 91 (66%)

PV- 135 (27%) 149 (30%)

ST- 71 (57%) 76 ( 61%)

SR- 50 (20%) 64 (26%)

Total:619(37%)585(35%)

Lower Secondary (SY04-05)

No Water      No Toilet

KS- 11 (34%) 9 (28%)

KT- 27 (63%) 16 (37%)

OM- 2 (40%) 2 (40%)

PV- 18( 33%) 13(24%)

ST- 5 ( 71%) 4 (57%)

SR- 4( 17%) 2 (9 %)

Total: 67 (41%) 46(28%)

Please see the data on the immediate left column for baseline status

By 2010 all lower secondary schools (46 and 67) and primary schools (585 and 619) in the 6 provinces that are without toilet and water facilities will be provided these facilities with funding and technical support from Seth Koma programme

EMIS and Progress report from POE/DOE

Six priority provinces

Assumption:

-The Seth Koma programme of UNICEF will be able to raise enough funds to support provision of latrines and water facilities in lower secondary and primary schools in 6 provinces.

Expanded implementation of School Feeding Programme (SFP) in CFS schools in collaboration with the World Food Programme as measured by the number of schools implementing school breakfast programme and the number of children beneficiaries in the six provinces:

Percent of Schools with School Feeding Programme

KS-

KT-

OM-

PV-

ST-

SV-

To be established with MoEYS and World Food Programme

Quarterly report of POEs to WFP on school feeding programme

Six priority provinces

Per cent of CFS schools in 6 provinces where Local School Support Committee (LSSC) are participating in school development planning and implementation

Still to be determined

KS-

KT-

OM-

PV-

ST-

SR-

Total=

By 2010 at least 50 per cent of CFS schools have support in planning and implementation from active and functioning LSSC

Provincial and district reporting (POE/DOE)

Six priority

provinces

Risk:

- The high opportunity cost of missing work/jobs for LSSC members to participate in schools development planning may hamper adequate participation.

Activities to achieve Output 2.5

2.5.1- CFS orientation for school directors, district officials, community leaders and LSSC members.

2.5.2- Provision of supplies for production of teacher-made learning/teaching aids that address the 5 core dimensions of CFS, including hygiene education on proper use of toilet and water facilities.

2.5.3 -Training of central/provincial mobile CFS team to provide technical support to districts, clusters and communities implementing all 5 core dimensions of CFS, including the overarching 6 th dimension to create enabling school policy and mechanisms to institutionalize changes engendered by CFS.

2.5.4- In collaboration with and with funds support from Seth Koma, provide technical and logistic support to the six POEs for the construction of latrines and water facilities.

2.5.5- Development of school hygiene and sanitation programme in CFS schools and orientation of all teachers and community leaders on sanitation and hygiene practices.

2. 5.6- Support to the six POEs/DOEs to monitor and evaluate the school feeding programme.

2.5.7- Support to baseline data collection on participation of LSSC in school development planning.

Output

2.6

Increased percentage of primary school children completing primary education continue to lower secondary schools

Number of new lower secondary schools (LSS) allocated in underserved communes in the 6 provinces

World Bank

funded:

KS- 19

KT- 17

OM- 6

PV- 19

ST- 7

SR- 23

Total: 91 new LSS

ADB-funded:

KS-

KT-

OM-

PV-

ST-

SR-

Total:

To be determined

WB and ADB Project Management Unit implementation plans/reports

Six priority provinces

Assumptions:

-ADB and WB deliver according to their plans to build 800 new lower secondary schools from 2005-2009 in selected communes without lower secondary schools, including the 6 UNICEF –assisted provinces.

Risks:

-Some of the communes without lower secondary schools in the 6 provinces may not be prioritized for provision of LS schools.

Transition rate from Grade 6 to Grade 7

SY 2004-2005

KS- 80.9

KT- 82.2

OM- 74.4

PV- 80.4

ST- 83.5

SR- 82.3

National- 81.9

At least 97 per cent by 2010

( roughly extrapolated from ESP 04-08)

EMIS

Six priority provinces

Completion rate up to Grade 7

To be determined by MoEYS-EMIS

At least 50 % increase from baseline level

EMIS and POE report

Six priority provinces

Activities to achieve Output 2.6

2.6.1- Advocacy with concerned donor partners to include disadvantaged communes in the 6 UNICEF- assisted provinces in the provision of lower secondary schools.

2.6.2- Assess the need to complete incomplete primary schools in 6 provinces through multi-grade teaching (refer to section 3.3 below).

Output

2.7

Grade 1 school readiness mainstreamed across the country and at least 80 per cent of Grade 1 classes in the 6 provinces are implementing the 36-week school readiness programme (SRP) within the framework of Child-Friendly School

Per cent of Grade 1 classes in 6 provinces implementing School Readiness programme (SRP) throughout the 36 weeks of the school year.

SY 04-05

Number and per cent of Grade 1 classes implementing SRP.

KS- 33/828

KT-227 /685

OM-28/220

PV-311/1137

ST- 90/151

SR- 47/429

Total=736/ 3450 or 22%

At least 80% Grade 1 classes are implementing SRP by SY 2009-2010.

SRP programme monitoring data

Six priority

provinces

Assumption:

-Training mechanisms/ materials in place and teachers trained before the new school year starts.

- Save the Children Norway will continue to support SRP implementation in 6 provinces.

Risk:

- Timely implementation hampered by numerous holidays at the beginning of the academic year.

Number of provinces with CFS core of trainers also trained on Grade 1 School Readiness

12 provinces

24 provinces by school year 2007-2008

CFS and SRP programme reports

nationwide

Risk:

-The Provinces not directly supported by UNICEF and Save the Children Norway may not have adequate budget to implement the SRP even after core trainers have been trained.

Activities to achieve Output 2.7

• Workshops for upgrading and integrating School Readiness Training package within the CFS package, based on the first 2 years pilot experiences.
• Annual refresher training of trainers in 6 provinces.
• Training of Grade 1 teachers in the new project areas on SRP;
• Orientation training for officials from new districts, clusters and schools
• Central/ provincial coordination and monitoring and integration into the Child-Friendly Schools programme.
• Training of core SRP trainers in 12 provinces not directly supported by UNICEF and Save the Children Norway.
• Continuous evaluation of results and impact of the SRP for scaling-up.

Project 03: Strategic Result Statement

By 2010 achieve significant expansion of learning opportunities for disadvantaged young children and youth.

3

Outcome statement:

By 2010 in six provinces, at least 50 per cent of children age 3-5 years of age are participating in early child development programmes organized either at home, community or schools; and at least 95 per cent of six year old children enter Grade 1.

By 2010 policies and programmes are in place to expand access of disadvantaged children and youth to primary education

Percentage of children aged three to five years attending early child development programmes organized either at home, community or schools

Presence/Absence of specific polices and programmes to expand access to primary education of disadvantaged out-of-school children and youth from poor families, remote communes and ethnic minority communities.

SY 2003-04

KS-9.8%

KT-11.7%

OC-27.0%

PV-7.8%

ST-16.3%

SV-13.3%

KS-86.7%

KT-82.8%

OM-84.6%

PV-86.8%

ST-83.4%

SV-86.0%

Absent

50%

95%

By 2010, national policies and programmes are in place related to:

-Community-based and home-based pre-schools

-Life Skills education

-Multi-grade teaching

-Bilingual Education

-Inclusive Education

-Accelerated

Classes for over-aged children

EMIS and Studies

EMIS (Net Admission Ratio)

Six priority Six priority provinces

ESSP documents and MoEYS Prakas (sub-decree) National provinces

Assumptions :

- Political will to support expansion becomes greater. There would be continued support from donors for early childhood development initiatives.

- Commune councils would

use commune budget to hire community-based pre-school teachers

Assumption:

-Schools are available within walking distance from homes. Commune councils ensure that all 6 year olds would be enrolled.

Risk:

- Increased enrolments in Grade I with insufficient infrastructure could increase the drop out rate.

Assumption:

- The MoEYS remains committed to universal primary education and will create the policies and porgrammes to.