The objectives of the program are: 1) to ensure that all school-age children go to primary school; 2) provided with quality primary education; and 3) ensured their retention until they finish primary education and continue to the next educational level.
2. Responding to ESP Strategies and Policies
Policy 1: Ensuring Equitable Access to Education Services
Ensure entry of all 6 year olds into primary school including marginalized groups such as children with disabilities, ethnic minorities, those engaged in child labor and so on.
- Guidelines on the implementation of accelerated learning for special target groups developed in 2010.
- Guidelines on the implementation of bilingual education for ethnic minorities developed in 2010.
- Guidelines on a children’s census in villages and their school catchment areas that have been mapped - developed by 2011.
- Guidelines on creating study environments in response to children’s protection, school health and gender developed in 2012.
* Reduce parental cost barriers of all aspects, such as informal payments.
- Guidelines on transparent management and utilization of school operational budgets and donations from charitable people and parents developed in 2010.
* Enhance greater private/parent/community involvement in all stages of schooling, especially commune councils.
- Guidelines on and action plan for community involvement in education sector development revised and developed in 2011.
- Implementation of sub-decree and directive on providing licenses to private primary educational institutions reviewed and strengthened in 2012.
* Continue providing new schools and community learning centers or additional facilities to incomplete primary schools.
- Guidelines on efficient and sustainable establishment and utilization of schools, particularly incomplete schools, developed in 2012.
- Assessment of new schools needed in villages which don’t as yet have schools, and areas in which schools are far away from residents’ homes, in 2012.
* Increase the number of scholarships (cash or food) for students from poor families, especially girls, to ensure their access to primary and secondary school. Ensure strengthened support to better poverty/food security-targeted primary school feeding and grade 4-6 incentive programs.
- Guidelines and action plan to provide nutritional food to students from poor families and vulnerable groups in primary education, developed in 2012.
- Assessment of demand for services in specific border areas in 15 provinces, in 2012.
- National scholarship policy, particularly for primary education students from poor families and vulnerable groups, developed in 2013.
- Guidelines on the provision of scholarships to students in grades 4-6 in specific border areas in 15 provinces, developed in 2013.
Policy 2: Improving the Quality and Efficiency of Education Services
* Reduce repetition and drop-out rates at all grades.
- Guidelines on the implementation of the Prakas on the internal regulation of public primary education institutions in Article 16 on a promotion test in the beginning and ending of school year developed by 2010.
- Guideline on strengthening and ensuring the implementation of teaching hours from 850-1000 hours developed in 2011.
* Improve the quality of teaching and learning in all grades nationwide.
- Guidelines on the implementation of CFS categorization levels developed in 2010.
- Cluster schools master plan revised in 2010.
- Guidelines on, and dissemination of implementation of teachers’ code of conduct developed in 2011.
- Guidelines on strengthening CFS, accelerated learning program and bilingual education program developed in 2011.
- CFS master plan, which covers education for children with disabilities, revised in 2012.
* Increase educational institutions’ operational autonomy and accountability for operational budgets and program decision making.
- Guideline on the implementation of bilingual education, inclusive education, accelerated learning programs, use of community teachers and uses of monitoring lists at school or educational institutions developed by 2011.
* Increase transparency and improve performance monitoring and accountability of primary teachers and schools.
- Guidelines on the dissemination of student achievement results to improve learning and self-learning developed by 2012.
- Impact study on performance of District Training and Monitoring Team (DTMT) carried out by 2012
Policy 3: Institutional and Capacity Development for Educational Staff for Decentralization
* Strengthen education system performance monitoring and impact systems.
- Guidelines for DTMT on primary education performance developed by 2012.
3. Indicators and Targets
- Net admission ratio (NAR) increased from 91.9% in SY2008-2009 to 100% in SY2013-2014
- Primary net enrolment ratio (NER) increased from 94.4% in SY2008-2009 to 98% in SY2013-2014
- Primary completion rate increased from 85.5% in SY2008-2009 to 100% in SY2013-2014
- Repetition rate decreased from 8.9% in SY2008-2009 to 5% in SY2013-2014.
- Dropout rate decreased from 8.3% in SY 2008-2009 to 5% in SY 2013-2014.
- At least 75% of primary schools are child friendly schools by SY2013-2014
4. Main Programs and Activities
4.1) Recurrent programs (Program based budgeting and others budgeting)
- Provide school operational budgets nationwide, annually, based on agreed block grants, increased and per capita spending formula, especially for disadvantaged schools.
- Strengthen and expand the child friendly school program that has activities of providing capacity development training to DTMT and library programs.
- Merit-based incentives for teachers and schools.
- Monitoring school operations.
4.2) Capital programs
- Construct latrines, wells, resource rooms and libraries in primary schools, especially in remote areas.
- Construct teachers’ houses in remote areas.
- Provide classrooms for incomplete schools, crowded schools and three-shift schools
- Provide assistance tools to disabled children in response to needs, such as glasses, pushcarts and earphones from 2009.
- Strengthen capacities of staff in central, provincial, district and cluster school levels to promote planning, management and monitoring of activities and operational costs to promote the implementation of the CFS program.
- Provide support to the establishment of DTMT which will be responsible for providing support to cluster schools in implementing decentralized monitoring on school performance.
- Strengthen and expand CFS programs with activities such as effective learning and teaching, social emotional learning, special education, inclusive education, multi-grade teaching, bilingual education, minimum curriculum standards, library programs, local life-skills, HIV/AIDS prevention, health issues, scholarships, school feeding and block grants for school improvement, especially in border and triangle areas.
- Enhance and disseminate annually the importance of education to communities and local authorities to ensure participatory development at local levels with sustainability and ownership.
5. Program Management and Monitoring
The Department of Primary Education will manage this program. Progress review of this program will be the responsibility of national teacher trainers and the DTMT in accordance with agreed planning and school development plans. DEOs will manage the budgets of this program and disburse funds to schools. Each DEO is required to submit a report on technical issues and the financial situation of this program to the PEO. The budget for this program will be provided.
The PEO will be responsible for monitoring the overall progress and outcome of technical activities, distributing program finance, correcting mistakes when necessary and ensuring timely monthly report submissions. The PEO will be responsible for submitting quarterly reports to the Department of Primary Education on both technical and financial issues.
6. Financing Plan (million Riels)
|1. Recurrent Program
|- School Operational Budget
|- Strengthening teaching and learning activities
|- Strengthening program monitoring
|2. Capital Program