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5. Institutional Development and Capacity Building Program
5.1 Introduction
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The ESSP institutional development and capacity building programs are broken down into 2 main components:
Component 1: The mainly technical and professional institutional development and capacity building requirements for effective planning, management and monitoring of the 11 recurrent budget financed priority action programs (PAP).
Component 2: The broader crosscutting and system wide institution and capacity building needs for planning, management and monitoring of the education reforms, focusing on requirements at HQ, provincial, district, cluster/commune and school levels.
These inputs will include, but not be limited to, technical assistance support in specific areas. Other inputs will be training programs, operational budgets for seminars, meetings, surveys, up-country missions etc. There will also be need for selective provision of equipment (vehicles, computers etc.) that will enable trained staff and re-organized/ strengthened structures to perform their tasks effectively.
5.2 Component 1: Strengthening Program Management Systems
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The main program outcome will be to further strengthen MoEYS capability at HQ and provincial levels to monitor and evaluate the progress and impact of education reforms, especially for assuring cross-cutting quality and efficiency improvements. 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. Key components and actions over the period will include:
A. Strengthening program budget management through a) increased operational autonomy in use of school, cluster and institution operating budgets, b) a review of lessons learned for quality-oriented priority action programs, c) revised guidelines and performance indicators for use of operational budgets, including greater quality orientation, d) a study to assess effectiveness of allocation mechanisms and e) a comprehensive impact study on access, quality and efficiency of school and institutional performance.
B. Sustainable and effective curriculum development through a) introduction of the new policy for curriculum development 2005/09, including elaboration of a phased program for implementation b) development of core and detailed curriculum by subjects including life skills training, c) a review of financing and procurement mechanisms for instructional materials, d) an action plan on interim measures for instructional materials financing, and d) an impact review of textbook strategy on quality and standards in basic education.
C. Strengthening pre-service and in-service teacher development systems through a) a revised teacher supply/demand strategy, including roles of TTCs and measures to improve TTC staff and facilities efficiency, b) an action plan to train, retrain redeploy teachers to schools in difficult circumstances, border and minority areas, c) an action plan for expanding INSET provision, d) a progress review on the INSET program including impact on teacher effectiveness and need for additional TTCs in currently under-served provinces, e) impact studies on program effectiveness, and f) an assessment of teacher training needs before developing action plan for training.
D. Strengthen school/staff performance appraisal systems through a) an action plan for introducing performance agreement systems, school report cards and oversight responsibilities, b) an action plan for nationwide staff performance appraisal systems, c) a progress review on first phase of performance agreement, d) a progress review on first phase of school and staff performance appraisal systems and lessons learned for future phasing and e) impact reviews of school and staff appraisal systems.
E. Improved and expanded standards monitoring through a) development of minimum standards of student performance in grades 1-12, b) an action plan for trialing in selected primary grades, c) an action plan for revision of grade 9 and grade 12 examination, d) an action plan to reorganize MoEYS department responsibilities for standards and exams, e) nationwide implementation of tests of standards in selected primary grades and revised grade 9 and 12 exams, including public dissemination, f) revised remedial class in school year (on Thursdays) with incentive provision and keeping existing school activities and g) a progress review on MoEYS organizational reform for standards monitoring.
F. Higher Education Capacity Building, including: (a) governance and management training; (b) strengthening financial management and accounting systems; and (c) research for higher education and introduction of expanded post-graduate studies.
G. Improve capacity in gender analysis and gender integration: through a) annual review of gender issues in all programs, b) prepare action plan for increasing the proportion of women in management positions in the education sector, and c) strengthen MoEYS's gender mainstreaming teams.
5.3 Component 2: Strengthening Sector-Wide Management Systems
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The main program outcome will be to further 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, HE institutions and schools. The budget management center for the capacity building programs will be the Capacity Building Coordination Groups (CBCGs) within the respective directorates. Key components and actions over the period will include:
A. Improved financial planning and decentralized management and monitoring through a) formulating a five-year recurrent and capital expenditure framework for education, within MTEF, b) an action plan for linking ESP reforms with Government/MoEF PFM strategy with MoEYS as a possible pilot ministry, c) a progress review on extent that PFM is enabling education reforms, d) an annual MoEYS results orientated financial performance review and e) an impact review of PFM reforms on enabling ESP reforms. This will be part of an improved coordination system for institution and capacity building, guided by organisational audits over the period.
B. Strengthening central/provincial planning and district/school management systems through a) preparation of revised guidelines for district BMC and school management and responsibilities, linked to training programs and support, b) an action plan for strengthening ICT based information management and reporting, and district BMC operational support, c) a progress review on effectiveness of management development programs, especially BMC and school operational efficiency and d) an evaluation study of the impact of capacity building strategies for district BMCs and schools.
C. Strengthened personnel management and monitoring systems through a) issue of new staffing guidelines for teaching and non-teaching staff in education institutions, b) an action plan for implementing ICT-based central and provincial personnel MIS, c) an action plan for delegating personnel management responsibilities to provinces and districts, d) progress reports on operational effectiveness of greater delegated authority, including capacity building needs and MIS, and e) an impact report on operational effectiveness of greater delegated authority and staffing guidelines.
D. Enabling legislation and regulation for increased decentralization of education services through a) presentation of education law for adoption by the National Assembly, b) preparation of an action plan for key regulations related to decentralized authority and responsibilities, c) progress review on the effectiveness of implementation of the legislation and early regulations and d) an impact review on the effectiveness of legislation and regulatory guidelines, including necessary institutional development.
E. Strengthening education performance monitoring and impact systems through a) review of ESSP monitoring processes, including expanded stakeholder participation and coordination with EFA monitoring, b) an action plan for EFA FTI progress review and c) publication of EFA mid-decade review report as a basis for EFA FTI implementation and resource mobilization.
F. Strengthening monitoring systems for school development planning, including a) annual target setting, b) improved information systems, c) coordinated school/community monitoring, and d) training programs in school development planning.
5.4 Planning, management and monitoring arrangements
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The Director Generals will ensure a first level of coordination for program components falling under their responsibility. In particular, they will receive regular reports on capacity building activities and will review such things as terms of reference for TA support, plans for training programs and other specifications.
These capacity building frameworks will be used by MoEYS and supporting partners as a tool for continuous monitoring of the program activities and outputs. This will enable MoEYS to adjust detailed designs and plans as would be required by changes within and outside the ESP/ ESSP management framework. The ESP/ ESSP annual review will be an appropriate time and forum to appraise progress made in strengthening the sector management, and assessing the changes that are being proposed for further planning and implementation.
5.5 Financing plan
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The capacity building program financing plan will be finalised following further definition of needs and detailed designs for each component. The table below presents broad indicative envelopes for each component that reflect overall priorities as identified by the Ministry.
Table 15: Indicative Capacity Building Financing Plan
| Million Riels , Current) |
2004 |
2005 |
2006 |
2007 |
2008 |
| Component 1: Program Management and Monitoring |
15,000 |
15,000 |
15,000 |
15,000 |
15,000 |
| Component 2: Sector Wide Management |
15,000 |
15,000 |
15,000 |
15,000 |
15,000 |
| Total |
30,000 |
30,000 |
30,000 |
30,000 |
30,000 |
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