Result-based management of Cambodia Education: M&E

Country PresentationCambodia

KINGDOM OF CAMBODIANATION RELIGION KING

Contents• Country background• Ministry structure and coordination mechanism• Ministry education administration• Ministry education system • Ministry vision and mission • Ministry Education Strategic Plan and Program• Key performance indicators• M&E system and structure, and data collection mechanism• Limitation and challenges• Prospects of education M&E

Key country indicators

• Land area: 181,035 Km squares• Capital city: Phnom Penh• Population: 13,388,910 (in 2008)• Life expectancy: 66.9 yrs old for female, 62.5

for male (in 2007)• GDP per capita US$ 731 (in 2009)• Literacy rate (15 years and over): 75.1% (in

2007)• % of national budget for education: 17.0% (in

2009)

Key achievement indicators in 2008-09

• Net admission rate: 91.9%• Net enrollment rate: 94.4% for primary, 33.9%

for LSS, 16.4% for USS.• Promotion rate: 81.1% for primary, 76.3% for

LSS, 82.0% for USS.• Completion rate: 85.58% for primary, 49.05%

for LSS, 20.58% for USS• 9,834 schools

Coordination Mechanism

Coordination Organizations, Individuals

Overall Government/Donor/NGO Consultative Meeting/ CDCF

Within MoEYS Regular function of MoEYS; Joint Technical Working Group of Education Sector (JTWG-Ed)

Among donors Education Sector Working Group: ESWG (under Social Sector WG)

Among NGOs NGO Education Partnership (NEP)

Core team and secretariat

Planning Department (DoP) of MOEYS

Government and Education AdministrationLevel Government administration Education Administration

National Ministry of Interior Ministry of Education, Youth and Sport

FEA committee

Provincial Provincial Hall/council Provincial Office of EducationFEA committee

District District Hall/council District Office of EducationFEA committee

Commune Commune Council EFA committee

Village Village School

Historical Background of Education System

• Before 1975: 13 years of education system (6+4+2+1).

• After 1979: 10 years education system (4+3+3)

• From 1986-1996: 11-year education system (5+3+3)

• From 1997: 12 years education system (6+3+3)

and rapidly increase numbers of HEIs

Ministry vision and mission

The vision of the Ministry of Education, Youth and Sport (MoEYS) is “to establish and develop human resources of the very highest quality and ethics in order to develop a knowledge-based society within Cambodia”.

To achieve the above vision, the Ministry of Education, Youth and Sport has the mission of leading, managing and developing the Education, Youth and Sport sectors in Cambodia in response to the socio-economic and cultural development needs and the reality of globalization.

Ministry vision and mission (conti.)

• In addition to this, the Ministry of Education, Youth and Sport will engender a sense of national and civic pride, high standards of morals and ethics and a strong belief in being responsible for the country and its citizens.

• The Ministry envisages that after their graduation, they will meet international and regional standards and will be competitive in the job markets worldwide and act as engines for social and economic development in Cambodia.

Linkage of nation and education plans

11

National Strategic Development Plan Update

2009-13

Rectangular strategies II

CMDGs

EFA2003-2015

Education Strategic Plan2009-13

Budget Strategic Plan and PIP (3 yrs rolling plan)

Program Budgeting(annually)

Annual Operational

Plan

Ministry Education Strategic Plan and Program

3 priority policies:–Ensure Equitable Access to Education

Services –Increase Quality and Efficiency of

Education Services –Institutional Development and

Capacity Building for Decentralization

Policy 1: Ensure Equitable Access to Education ServicesStrategies:• Expend access to Early Childhood Education programs for 5 years old • Ensure entry of all 6 year-old children into primary schools• Reduce parental costs barriers• Reduce repetition and drop-out rates in all grades• Enable Greater Private/Community involvement in all stages of

schooling• Continued provision of new schools or additional facilities• Increase enrolment of students in grades 7-9• Ensure teacher provision in remote and disadvantaged areas• Increase the number of scholarships for students from poor families,

especially girls• Expand provision of quality higher education with equity • Expand public/ NGO/community partnerships in non-formal

education

Policy 2: Increase Quality and Efficiency of Education Services

Strategies:• Increase service remuneration and incentives linked to

performance• Improve the quality of teaching and learning through

nationwide implementation of child-friendly school• Increase the schools’ and training institutions’ operational

autonomy and accountability regarding operational budgets and decisions on programs

• Implement the new Curriculum Policy• Improve pre-service and in-service teacher development• Strengthening teaching and learning quality• Increase transparency and improve performance monitoring

and accountability of teachers, schools and post-secondary institutions

Policy 3: Institutional Development and Capacity Building for Decentralization

Strategies:• Provide a clearly defined legislative, regulatory framework to the

sector and the sub-sectors• Improved predictability for Medium term financial planning and

decentralized management and improved Governance and Regulatory Systems

• Strengthening education system performance monitoring and impact systems, including ESP-ESSP review processes

• Strengthening Central, Provincial and District Financial Monitoring Systems

• Assuring that all designated Budget Management Centres (BMC) become operational

• Strengthen personnel management and monitoring systems• Improved Higher Education Institutional Department and Capacity

5 PROGRAM, 29 sub-programs

Sub-PROGRAM FOR PRIMARY EDUCATION

Components Expected outputs Expected outcome

Increase enrollment through

providing school operational

budget

- All public primary

schools will be provided

school operation budget

annually.

Net admission rate increased

from 91.9% in 2009 to 95%

in 2010

Strengthening learning and

teaching

- Strengthened teaching

and learning process

- Enhanced Child Friendly

School (CFS) program

Promotion rate increased

from 81.1% in 2009 to 84%

in 2010

Strengthening monitoring

and capacity building

- Strengthened all district

training and monitoring

teams (DTMT)

Number of teachers upgraded

increased from 10,000 to

14,020 in 2010

Key performance indicators

Name of CBI Current status

Target in 2013

Policy 1

Percentage of five year old children in ECE either in a formal or community-based setting

Number of districts achieving a Primary Completion Rate of at least 80%

Policy 2

Promotion rate in primary and lower secondary education

Standardized national assessment on student achievements at grade 3, 6 and 9

Policy 3

Timely disbursement of PB to school

Annual sector performance review/ analysis at the provincial level through reviewing provincial AOPs and ESP

M&E system and structure• Sector Implementation Monitoring: by the District Education

Office officers, School Support Committee, and Commune National EFA Committee.

• Program Progress Monitoring: by provincial education officers, especially planning office and inspection office, and Provincial Finance Office, and technical departments within MoEYS for priorities program and its other program.

• Sector Performance Monitoring: by Education Inspectorate in cooperation with Planning Department, National EFA Committee, Technical Departments and Concerned Organizations within MoEYS.

• Program Impact Monitoring: by Planning Department in cooperation with individual central MoEYS departments, and Concerned Organizations.

• System Performance Audit: by Administration and Finance Inspectorate, Audit Department and National Audit Authority.

ESSP program monitoring

1) District program monitoring (DEO)

2) Provincial program monitoring (PEO)

3) National program monitoring (central departments)

4) Quality and efficiency monitoring/ inspection (IE)

6) ESP progress/impact monitoring (DOP)

5) System performance audit/inspection (IAF, IAD)

report reportreport

7) National Education Congress (ECC)

report

National EFA Committee

Monitoring structure of the ESP/ESSP

Data collection mechanism

• Annual school census by the ministry of education EMIS

• Households mapping of schools • Household survey of the ministry of planning• Some case studies and researches by ministry

of education, and DPs/NGOs

Limitation and challenges• There is not good link between planning and budgeting.

Traditional method of budgeting is still used, namely incremental budgeting. It does not reflect to current priority and results of project/progress assessment. It is expected that next PFMR platform 3 will tackle this issue.

• Overlapping works among technical department in some areas could lead to increased cost, while getting the same results.

• Annual sector review, which is named annual education congress, is organized to review and assessment of last year works and set up works for coming year. This review could bring good results if output/outcome was clear stated during the planning formulation.

• Limited capacity in planning formulation.

Prospects of education M&E• Improved capacity in planning formulation is very

important, especially for those who are working at sub-national levels.

• Make clear role and responsibilities of all technical department at central and sub-nation levels.

• Effective management committee established to overview all program design and management

• Strengthen partnerships with all DPs based on mutual accountability and aid effectiveness principles

• Delegate more responsibilities to sub-national level, while reduce it from central level

Thank you for your attention