UN Analysis Final.pdf - United Nations in Cambodia

ANNEX 4-4
KEY POLICY, STRATEGY AND TARGETS FOR EDUCATION SECTOR
KEY POLICIES, STRATEGIES AND TARGETS
Equitable Access to Education Services
• Expand access to ECE (early childhood education) programmes for 5 year olds targeted on those communes with low new admission
rates and high repetition rates in primary schools.
• Ensure entry of all 6 year olds into primary school by performing regular population census and by issuing a decree and guidelines for
6 years as age of entry to primary school.
• Reduce parental costs barriers (such as informal payments) by increasing operational budgets for schools and teachers’ salaries.
• Enable Greater Private/Community involvement in all stages of schooling in order to increase understanding of importance of education
as well as achieving greater transparency and accountability in the structures.
• Continued provision of new schools or additional facilities to incomplete primary schools as well as locating school facilities closer to
home thus reducing direct and opportunity costs for families.
• Increase the number of scholarships for youth from poor families, especially girls.
• Expand public-NGO community partnerships in non-formal education to promote education in border, remote and disadvantaged
areas to response to labour market.
Increasing quality and efficiency of the education services
• Improve the quality of teaching and learning through nationwide implementation of child-friendly school and school readiness
programs.
• Increase the schools’ and training institutions’ operational autonomy and accountability regarding operational budgets and
decisions on programs by establishing new financial planning and accountability mechanisms for school operating budgets.
• Strengthening teaching and learning quality to ensure primary and secondary teachers with pedagogy and ICT (Information
Communication Technology) awareness.
• Implement the minimum standards of student achievement for grades 3, 6 and 9 nationwide, assure a shared understanding of
minimum standards amongst teachers, parents and other stakeholders and follow up on the results of the tests in the nationwide
school report cards.
• Increase transparency and improve performance monitoring and accountability of teachers, schools and post-secondary institutions
by disseminating the result of students’ achievements to the public by promoting the education authorities at all levels including the
education inspectors.
Institutional Development and Capacity Building for Decentralization
• Provide a clearly defined legislative, regulatory framework to the sector and the sub-sectors through the adoption of the Education
Law by end of 2006.
• Improved predictability for Medium Term Financial Planning and decentralized management and improved Governance and
Regulatory Systems by increasing transparency and accountability of resources, including external assistance.
• Strengthening education system performance monitoring, personnel management, monitoring systems and impact systems,
including ESP-ESSP review processes.
• Strengthening Central, Provincial and District Financial Monitoring Systems by increased access to training for Budget Management
Centers (BMCs).
• Assuring that all designated Budget Management Centers become operational and effective, and that District and School/
Institutional Management Systems are enhanced to ensure quality education.
• Expand public-NGO community partnerships in non-formal education in border, remote and disadvantaged areas to promote life
skills, vocational training and professional skills to satisfy the labour market demand.
Source: Ibid, pp. 11-13
180 Situation Analysis of Youth in Cambodia