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KINGDOM OF CAMBODIA NATION RELIGION KING. Result-based management of Cambodia Education: M&E Country Presentation Cambodia. Contents. Country background Ministry structure and coordination mechanism Ministry education administration Ministry education system - PowerPoint PPT Presentation
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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