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6. INDICATIVE ESSP 2006-2010 FRAMEWORK
6.1. Recurrent Program Priorities
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The five years of ESP implementation achieved significant success in directly linking policy and strategic priorities with a number of recurrent priority programs and budget allocations. These priority programs also set out results and performance indicators as a basis for policy and program monitoring. Some support from donors/NGOs for various activities supporting the ESP/ESSP plan are not included in the funds budgeted below.
The Ministry recognizes that a number of medium term crosscutting strategies need to be implemented and expanded depending on resources available. It is proposed that the important HIV/AIDS, infectious diseases and drug addiction prevention, sanitation, and nutrition awareness program will be managed through the capital budget mechanism in collaboration with other stakeholder ministries. It is envisaged that the ECE and scholarships for the poor program could be further expanded through parallel capital budget support.
The education service efficiency program outcome will be to ensure equitable access to education services through eliminating informal payments by parents in grades 1-9, offset by improved and performance based staff remuneration. Another outcome will be the improved equity and efficiency in the deployment of teaching and non-teaching staff, responding to targeted expansion of primary and secondary education opportunities. The main activities include performance-based incentives to key groups, including school directors, staff working in remote and difficult circumstances and double shift and multi grade teachers. The MoEYS will review guidelines for targeting and allocation of these allowances. The program will be initially managed through provincial BMCs based on agreed staffing regulations with monitoring by Head Quarter Personnel Department with phased delegation to district education offices.
The early childhood education (ECE) program outcome will be to expand equitable access to ECE programs especially for 5 year-old children, targeted on those communes with low net admission rates and high repetition rates in primary schools. The broad strategic direction will be to expand community-based and home-based approach, which offers better prospects of increased coverage and affordability than the current pre-school system. It is anticipated that this program will be complemented by other donor and NGO financed pilot innovations, including commune council managed ECE initiatives and alternative parental home-based approaches. The Department of Early Childhood Education will have responsibility for strategic oversight and quality assurance.
The primary education access, quality and efficiency improvement program outcome will be to enhance access, quality and efficiency through continuing to increase Government support for school operational costs, alongside the provision of remedial classes and the expansion of child-friendly schooling. The first component will be to gradually expand provision of school operating budgets for primary schools nation wide. The second component will be the development of child-friendly schools in all provinces, thirdly strengthening the quality of teaching-learning through remedial classes every Thursday and constantly helping the students during class, especially those who didn't have reception class. The Department of Primary Education will manage the overall monitoring of the program.
The lower secondary education access, quality and efficiency improvement program objectives will be to reduce access barriers for students, and improve quality and efficiency through increased grades 7-9 survival and grade 10 transition rates. The first component will be to further offset direct costs to families through increased school operating budgets for lower secondary schools nation-wide. This component will be complemented by the scholarships/incentives program (PAP 12) to provide poverty-targeted scholarships for grades 7 to 9 students to further reduce the cost burden on poor families. The second component will be to strengthen teaching/learning capacity through strengthening of the grade 9 examination systems, introduction of minimum standards on student assessment, introduction of the school performance monitoring and report card system, and remedial classes for under-performing students. This program will be linked to planned expansion of lower secondary facilities and teacher deployment and training reforms. Program funds will be managed and channelled to schools by over 185 district BMCs. The HQ Department of Secondary Education will manage the monitoring of the program.
The upper secondary access and equity program’s primary objectives will be to assure equitable access to upper secondary education and to ensure that proposed user charges are no barriers for academically promising grade 9 graduates from poor families. The first component of this program will be to provide poverty indexed operating grants to upper secondary schools primarily for instructional materials and school maintenance against agreed guidelines. The second component will be continuous extension of Academically Gifted Students program through specific subjects teaching and instructional material procurement. Funds will be managed through new school /community governing bodies, channelled through provincial BMCs. The HQ Department of Secondary Education will manage the monitoring of the program.
The higher education access and equity program objective will be to enable increased participation in higher education by highly motivated students from poor families through the use of government-funded merit driven scholarships. Priority target groups will be poor students graduating from the model and rural secondary schools qualifying for admission into Phnom Penh-based universities. Some priorities will be given to students enrolling for less market oriented and more socially beneficial programs, especially education, health, agriculture, science and mathematics education (RUPP/NIE). This program will be linked to the proposed higher education capital development fund and possible introduction of a higher education student loan scheme. The funds will be directly managed through selected higher education institutions, against agreed annual scholarship allocations. Department of Higher Education will be responsible for accreditation quality assurance and monitoring
1.
The teacher development program objective will be to ensure an efficient supply of basic cycle and upper secondary school teachers for system expansion and to upgrade TTC trainers, school directors and other key MoEYS personnel. A second objective will be ensuring that TTC intakes and subsequent trained teacher deployment respond to growing demands in rural/remote and disadvantaged areas, especially by recruiting teacher trainees from remote and ethnic minority areas. A third objective will be to provide in-service teacher training. The first component will be to provide annual operational budgets to the Centre of Preschool and Pedagogic, 18 PTTCs, 6 RTTCs, and six new resource centres. The second component will be TTC staff development. The third component will be capacity building of primary and secondary school directors and the fourth will be continuous teacher development through various in-service training programs. Operational budgets of individual institutions channelled appropriately through provincial BMCs and central Teacher Training Department. The Department of Teacher Training will be responsible for quality assurance and monitoring.
The sustainable supply of core instructional materials program aims to ensure adequate provision of textbooks nationwide and to offer schools a choice of textbooks in each subject. The program contributes to the achievement of policy objectives on the improvement of the quality of primary and secondary education through ensuring timely and sufficient provision of
quality learning materials. This will enable the implementation of the new learning standards in grade 3, 6 and 9 based on the Policy for General Education Curriculum Development 2005-09. The program aims to provide budget allocations to primary and lower secondary schools for instructional materials procurement to maintain a student/textbook ratio of 1:1. Program funds will be managed and channelled to schools by over 185 district BMCs. The Pedagogical Research Department (PRD) will manage the monitoring of the program.
The non-formal education expansion program outcome will be to provide cost efficient re-entry and targeted complementary schooling and programs and selected non-formal community literacy and skills development programs. The primary target group will be students who have dropped out of school for less than three years, alongside severely vulnerable groups in remote, minority and border areas. The first component will be operational budget support for expansion of re-entry programs for school dropouts and update curriculum and textbook. The second component will be operational funding for expanded complementary education and life skills. The Department of Non Formal Education will be responsible for program quality assurance and monitoring.
The youth and sport development program objective is to ensure the development of healthy youth by ensuring access to the development of socio-economics and culture. The first activity will be to prepare of detailed youth policy, strategy and programs including partnership and institutional arrangements. The second activity will be to continue training programs for specialist physical education staff and coaches/referees. The third activity will be to continue identifying priorities for new and upgraded sports playing fields, especially in under-served rural areas. A further activity will be to facilitate cooperation with the private sector in funding international, regional and national sports competitions. The departments under Directorate General of Youth and Sport will be responsible for this program through each BMC.
The strengthened monitoring systems program's first objective will be to improve technical and financial monitoring at all levels for strengthened policy, strategy and program development, management and evaluation. A priority activity over the period will be to strengthen capacity for financial management, accounting and internal audit. In addition, the program aims to enhance sector performance monitoring through strengthening the quality assurance standard, sector efficiency and stakeholders' participation. The program will be managed through central BMCs in the Finance, Planning and Internal Audit departments/offices. Program monitoring and quality assurance will be a joint responsibility of Directorate General of Administration and Finance and Inspectorate General.
The secondary schools scholarships program objectives will be to ensure increased education opportunities for students with high academic merit from the poorest and disadvantaged families, especially girls and ethnic minorities, through a gradual increase in the number of targeted scholarships for the poor. The first component will be to provide scholarships for disadvantaged poor groups for grades 7-9. The second component will be to provide merit driven scholarships for the poor in both urban and rural schools, based on the poverty indexes with higher stipends for model school admission. The Directorate General of Education will delegate this work to HQ departments in charge of planning, management and accounting. The Provincial Education Offices will form student scholarship management teams to manage and monitor their activities with technical support to schools and communities.
6.2. Capital Program Priorities
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The key Ministry objective will be to strengthen the linkage between recurrent and capital budget programs through review of planning preparation and management and monitoring.
The capital investment programs for 2006-10 are detailed in the table below, including facilities development and logistical support with equipment for experiments and ICT and staff development and capacity building. In addition, the Ministry expected additional support from donors, NGOs to fulfil the shortage such as ECCD, HIV/AIDS awareness, infected disease, drag abuse, hygiene, nutrition, and incentive and scholarship program for the poor.
A key feature of this investment is the expansion and efficient use of basic-education facilities in order to meet growing demand and enable Education for All. Another key feature is to meet the access and quality improvement at upper secondary through facilities investment against the needs. Another key feature is to enable demand led growth of Higher Education by strengthened public-private partnership.
Table 4: Projected Capital Investment Budget, 2006-2010
| Component |
Riels
(Million) |
US$
(US Million) |
| 01 Incomplete School Expansion |
11,000 |
2.8 |
| 02 Lower Secondary Expansion |
125,000 |
31.3 |
| 03 Upper Secondary Expansion |
100,000 |
25.0 |
| 04 Science, Technology and ICT Facilities Expansion |
21,960 |
5.5 |
| 05 Education Staff Development |
32,800 |
8.2 |
| 06 Education Staff Accommodation |
20,000 |
5.0 |
| 07 HE Facilities Development Fund |
49,000 |
12.3 |
| 08 Capacity Building Program |
110,000 |
27.5 |
| - Program Management and Monitoring |
55,000 |
13.8 |
| - Sector Wide Management |
55,000 |
13.8 |
| Total: |
469,760 |
117.4 |
The incomplete school expansion program outcome will be to reduce drop out and to improve progression in incomplete primary schools, especially annex schools and those in remote and disadvantage areas. The main activities will be to construct 1, 2 or 3 classroom blocks and provide furniture. The program will be linked to strategies including staff deployment and incentives, targeted programs for poor students (e.g. school feeding), use of multi-grade or double-shift teaching and strategies for expanding equitable access throughout basic education. The indicative costs will be Riels 11 billion over the 5-year period.
The lower secondary school expansion program outcome will be to enable sufficient grade 7-9 capacities for projected demand increases over the 5-year period. The first component of this program will be to create basic education schools offering grades 1-9 in existing primary schools with under-utilized facilities. The second component will be to provide new grade 7-9 facilities in un-served communes at existing primary school sites. The third component of the program will be demand-based expansion of existing grade 7-9 facilities. The final component will be to provide dormitory and grade 7-9 facilities in areas with low or sparse populations (e.g. ethnic minority areas). The broad strategy of facilities provision will be to provide around 50% of the ministry's standard classroom designs in urban areas and around 50% of mini-school designs in rural and remote and disadvantage areas. The indicative costs will be Riels 125 billion over the 5-year period.
The upper secondary school expansion program outcome will be to enable sufficient grade 10-12 capacity for projected demand increases over the 5-year period. The first component will be to establish 30 model schools through upgrading existing upper secondary schools covering all 24 provinces. These model schools would provide high standard facilities and teaching staff. The second component will be to gradually expand the number of rural upper secondary facilities through a mix of expanding existing schools and provision of additional schools in underserved areas with high potential demand. The indicative costs will be Riels 100 billion over the 5-year period.
The science, technology and ICT facilities expansion program has the main objective of enhancing quality education outcomes through provision of appropriate specialist teaching and learning facilities. The program will provide these facilities in upper secondary schools and higher education institutions. The indicative costs will be Riels 22 billion over the 5-year period.
The education staff development program will have the main outcomes of enabling increased quality of teaching, greater responsiveness to changing sub-sector teacher demand and improved education strategic and financial planning and management. The first component of this program will be the introduction of mini teacher training facilities in the six provinces without PTTCs in order to accommodate any re-training of basic cycle teachers needed. The second component will be to upgrade NIE, RTTCs and PTTCs to more flexible response to MoEYS staff development and teacher training needs, alongside addition of specialist facilities and classrooms (e.g. science, maths, technology/ICT and foreign languages). The indicative costs will be Riels 33 billion over the 5-year period.
The education staff accommodation program will have the outcome of facilitating increased deployment and retention of staff, particularly in remote or difficult areas, through the provision of incentives, including a housing loan scheme and highly selective MoEYS provided accommodation possibly focusing on housing for transferable provincial directors of education. The indicative costs will be Riels 20 billion over the 5-year period.
The HE facilities development fund program will have the main outcome of expanding nationwide access to public and private higher education institutions. This program will be to create a HE development financing facility for access by both public and private institutions, alongside development of eligibility criteria. The indicative costs will be Riels 49 billion over the 5-year period.
The program management/monitoring capacity building program will have the main outcome of continuing to strengthen MoEYS capability at HQ and provincial levels to monitor and evaluate the progress and impact of education reforms. The main activities will be to continue improving processes, training and other capacities (e.g. increased use of ICT) of HQ and provincial level staff in monitoring and evaluation techniques. The monitoring programs will be managed through a number of departmental BMCs for various programs. The estimated cost is around Riels 55 billion over the 5-year period.
The sector wide management capacity building program will have the main outcome of continuing to strengthen planning, management and monitoring systems for the various priority programs. Capacity building will include organizational development, equipment, other logistical support, advisory services and training programs for MoEYS departments, provincial and district authorities and schools. The budget management centre for the capacity building programs will be the Capacity Building Coordination Groups (CBCGs) within the respective directorates. The cost of the program is an estimated Riels 55 billion over the 5-year period.
1 Department of Higher Education will collaborate with ACC for accreditation.
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