Unofficial Translation

CONTENTS Pages

Part 1 : ACHIEVEMENT AND DIRECTION

1. INTRODUCTION 1

2. PROGRESS 1

2.1. Overall Achievements of Education, Youth and Sport Sectors 1

2.1.1 Progress of the implementation of policy actions 2016 1

2.1.2 Progress of core breakthrough indicators 2

2.1.3 Progress of the implementation of annual operational plan 2016 4

2.1.4 Progress of the implementation of direction of the academic year 2015-2016 6

2.1.5 Progress of Aid management effectiveness 8

2.1.6 Progress of the implementation of Decentralization and Deconcentration reform 10

2.1.7 Progress of the implementation of Public Administration Reform 12

2.1.8 Progress of the Implementation of Public Financial Management Reform Program 14

2.1.9 Progress of the Implementation of 15 Point Reform 18

2.2. Results by Sub-Sectoral 23

2.2.1 Sub-Sector: Early Childhood Education 23

2.2.2 Sub-Sector: Primary Education 30

2.2.3 Sub-Sector: Secondary and Technical Education 38

2.2.4 Sub-Sector: Higher Education 49

2.2.5 Sub-Sector: Non-Formal Education 58

2.2.6 Sub-Sector: Youth Development 66

2.2.7 Sub-Sector: Physical Education and Sport 71

3. DIRECTION FOR THE ACADEMIC YEAR 2016-2017 77

3.1 Sub-Sectoral Directions 77

3.1.1 Sub-Sector: Early Childhood Education 77

3.1.2 Sub-Sector: Primary Education 77
3.1.3 Sub-Sector: Secondary and Technical Education 78
3.1.4 Sub-Sector: Higher Education 78
3.1.5 Sub-Sector: Non-Formal Education 78
3.1.6 Sub-Sector: Youth Development 79
3.1.7 Sub-Sector: Physical Education and Sport 79

3.2 Challenges and Cross-Sub-Sectoral Directions 80

3.2.1 Strengthening Policy and Planning 80

3.2.2 Decentralization and Deconcentration 80

3.2.3 Personnel Management 81

3.2.4 Public Financial Management 81

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3.2.5 Teacher Training 81

3.2.6 Curriculum Development 82

3.2.7 Administration 82

3.2.8 Information and ASEAN Affairs 82

3.2.9 School Construction 83

3.2.10 Printing and Distribution 83

3.2.11 Administrative and Financial Inspection 83

3.2.12 Internal Audit 84

3.2.13 Materials and State Assets 84

4. CONCLUSION 84

PART 2: ANNEX
ANNEX 1: Number of the Activities of annual operational plan 2016 87

ANNEX 2: Number of the Activities of direction of the academic year 2015-2016 88

ANNEX 3: Progress of the implementation of direction of the academic year 2015-2016 Key Reform 89

ANNEX 4: Progress of the implementation of direction of the academic year 2015-2016 Sub-Sector 92

ANNEX 5: Progress of the implementation of direction of the academic year 2015-2016 Cross-Sub 99
Sector
ANNEX 6: Progress of the implementation of annual operational plan 2016 101

ANNEX 7: Progress of the implementation of policy action matrix 2016 133

PART 3: DISCUSSION TOPIC

Discussion Topic 141

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PART 1
ACHIEVEMENT AND DIRECTION
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1. INTRODUCTION
Ministry of Education, Youth and Sport has reached the half of ESP 2014-2018 implementation, which was
developed in a more in-depth and better targeted manner in the context of education reform towards building
a prosperous, knowledge-based society, following the development pathways of the Royal Government of
the 5th Legislature of the National Assembly. Policies, strategies, programs and priority clusters of activities
of MOEYS were tailored and sharpened to develop an equitable and inclusive, quality education system
through close collaboration with development partners and stakeholders in order to maximize the utilization
of potential resources.

Responsibilities of entities at national and sub-national levels in monitoring and evaluating performance by
sub-sector are clearly defined in monitoring and evaluation framework for dynamics. Annual Education
Congress has provided all stakeholders with the opportunities to review work progress and challenges and to
set directions for the year ahead. Sub-sectoral achievements and implementation of Annual Operational
Plans (AOP) 2016 have been validated to provide basis for the review and setting of activities and targets.

Sub-sector progress and AOP 2016 progress reviews are incorporated into the Education Congress Report to
serve as the basis for the review of activities and targets of key performance indicators. Education Congress
Report reflects progress, challenges and overall recommendations for MOEYS as a whole and for the seven
sub-sectors including early childhood education, primary education, secondary and technical education,
higher education, non-formal education, youth development and physical education and sport. Outcomes of
the Education Congress will be essential as the basis for the formulation of Budget Strategic Plan and
Annual Operational Plan.

Quality of Education Congress has also been enhanced through more simplified and result-oriented
consolidated reporting approach.

In academic year 2015-2016, MOEYS made the following major achievements:

2. PROGRESS
2.1. OVERALL ACHIEVEMENTS OF EDUCATION, YOUTH AND SPORT SECTORS

2.1.1. PROGRESS OF THE IMPLEMENTATION OF POLICY ACTIONS 2016

MOEYS planned to implement 55 policy actions in 2016, of which 13 (23.6%) completed, 34 (61.8%) on-
going and 8 (14.5%) not yet implemented (Figure 1).

The first policy consisted of 20 actions, 4 (20%) completed, 11 (55%) on-going and 5 (25%) not yet
implemented. The second policy consisted of 35 actions, 9 (25.7%) completed, 23 (65.7%) on-going and 3
(8.6%) not yet implemented.

Figure 1: Progress of Policy Actions 2016 Implementation

Policy 2 9 23 3

Policy 1 4 11 5

Already implemented Is being implemented Has not yet implemented

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Early childhood education sub-sector had 6 actions, 5 (83.3%) completed and 1 (16.7%) not yet
implemented. Primary education sub-sector had 8 actions, 2 (25%) completed, 4 (50%) on-going and 2
(25%) not yet implemented. Secondary and technical education sub-sector had 13 actions, 4 (30.8%)
completed, 6 (46.1%) on-going and 3 (23.1%) not yet implemented. Higher education sub-sector had 16
actions, 5 (31.2%) completed and 11 (68.8%) on-going. Non-formal education sub-sector had 4 actions, 1
(25%) completed, 1 (25%) on going and 2 (50%) not yet implemented. Youth development sub-sector had 3
actions, 1 (33.3%) completed and 2 (66.7%) on-going. Physical education and sport sub-sector had 5 actions,
all 5 (100%) are on-going.

Figure 2: Progress of the Implementation of Policy Actions, 2016 (by Sub-Sector)

Physical Education and Sport 5

Youth Development 1 2
​Non-Formal Education 1 1 2
Higher Education ​ 5 11
Secondary and Technical Education 4 6 3
Primary Education 2 4 2
Early Childhood Education 5 1

Already implemented Is being implemented Has not yet implemented

Policy actions completed include Review of the management and distribution of basic textbooks of all
subjects to all primary schools across the country; Review and formulation of regulations related to school
health at primary education; Formulation of regulations and establishment of mechanisms for expanding the
number of general and technical education high schools; Formulation of regulations and establishment of
mechanisms of career counsellors in secondary schools; Revision and formulation of regulations related to
school health at secondary education; Formulation of Prakas on revision of duties and functioning of the
Department of Vocational Orientation; Improvement of accreditation system and establishment of higher
education institutions; Development of guidelines on tracking studies of graduates; Development of
guidelines on regular class-based assessment; Development of guidelines on internship program;
Introduction of structure and mechanisms for the implementation of the Policy on Research and
Development; Development of standards for Community Learning Centers and Formulation of plan on
youth participation in volunteering activities. Details on policy action implementation progress can be found
in Annex 8.

2.1.2. PROGRESS OF CORE BREAKTHROUGH INDICATORS

Table 1: Progress of Core Breakthrough Indicators
Status Targets Actual Targets
Core Breakthrough Indicators 2015-16 2016-17 2016-17 2019-20
Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

1. Percentage of five-year-old children enrolled in all 64.1% 66% 66.35% 72%

forms of Early Childhood Education Program
2. No. of districts with primary education repetition rate 171 176 173 193
of 10% or lower.
3. No. of provinces with lower secondary education 8 9 11 14
completion rate at least 40%
4. Adult literacy rate (over 15 years of age) 78.1% 79.8% 78.1%* 85%
(2014)
5. National assessment on Mathematics and Khmer Language for grade 3

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Reading 42.7 35.2 Increase of 5

(2014-15) points
Mathematics 43.4 41.0 Increase of 5
(2014-15) points
6. No. of Higher Education Institutions assessed 10 30 38** 90

7. % of primary school teachers with upper secondary 57% 58% 69.62% 61%
education degree + 2
8. % of teacher trainers with Master degrees 10% 15% 20.2%*** 24%

Policy Area 2: Ensure effective Leadership and Management of education staff at all levels

9. No. of primary and secondary school Principals N/A 500 948 500
trained on result-based school management
10.% of budget liquidation 94.3% 95% 94%**** 95%
(2015)
Source:* CSES 2015
Note: ** Pilot Assessment *** Does not include NIE **** Indicative Number

The number of five-year-old children accessing any form of ECE services accounted for 66.35% of the
population of this age group, an increase of 2.25% from 2015-2016 (ESP target: 66%).

No. of districts with primary education repetition rate of 10% or lower is 173 (Target: 176 districts), an
increase of 2 districts from 2015-2016.

11 out of 25 capital/provinces had lower secondary completion rate at least 40%.

Adult literay rate (over 15 years of age) was 80.70% in 2013 and 78.1% in 2014. Progress of the two
indicators requires expansion of functional literacy classes.

National assessments on Khmer Language, Mathematics and Physics for grade 8 were carried out in a
sample of 230 schools and 5,902 students (54.5% female) in 25 capital/provinces. Percentage of correct
answers given by students were 55.6% for Khmer Language, 44.0% for Mathematics and 52.8% for Physics
in 2013-2014.

National assessments on Khmer Language and Mathematics for grade 3 were carried out in a sample of 228
schools and 5,851 students (52.8% female) in 25 capital/provinces. Percentage of correct answers given by
students were 35.2% for Khmer Language and 41.0% for Mathematics in 2014-2015.

National assessments on Khmer Language and Mathematics for grade 6 were carried out in a sample of 230
schools and 5,939 students (54.6% female) in 25 capital/provinces. Percentage of correct answers given by
students were 52.1% for Khmer Language and 48.3% for Mathematics in 2015-2016.

38 Higher Education Institutions were assessed on pilot basis by the Accreditation Committee of Cambodia,
28 more than the number of HEIs assessed in 2015-2016.

Percentage of primary school teachers with upper secondary education degree + 2 was 69.62%, which was
11.62% higher than the target (Target: 58%).

Percentage of teacher trainers with Master degrees was 20.2%, which was 5.2% higher than the target
(Target: 15%).

948 primary and secondary school principals were trained on result-based school management, 448 persons
more than the target, including 618 primary school principals and 330 secondary school principals.

In 2016, MOEYS implemented full PB and issued payment orders for a total amount of Riels 1,908.0 Billion
or 94% (indicative Figure) and implemented procurement for Riels 109,967,105,802. Entities at the central
level implemented Riels 244.9 Billion or 84.2%, while POEs implemented Riels 1,663.1 Billion or 95.6% .

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2.1.3. PROGRESS OF THE IMPLEMENTATION OF ANNUAL OPERATIONAL PLAN

2016

AOP 2016 presented 916 activities to be implemented, 265 more activities than in 2015 (651 activities in
2015). As of December 2016, 767 activities or 83.7% completed, 8.6% higher than in 2015 (75.1% in 2015),
85 activities or 9.3% on-going and 64 activities or 7.0% not yet implemented. Details on the implementation
of AOP 2016 can be found in Annex 1 and 6.

Figure 3: Progress of AOP 2016 Implementation (by program of entitities at the national level)

Programme 6 96.0% 4.0%

Programme 5 85.5% 8.9% 5.7%
Programme 4 90.2% 2.4% 7.3%
Programme 3 77.8% 18.5% 3.7%
Programme 2 79.9% 11.1% 9.0%
Programme 1 85.3% 7.1% 7.6%
Already implemented Is being implemented Has not yet implemented

Figure 4: Progress of AOP 2016 Implementation (by entity)

120 .0%

100 .0%

80.0%

60.0%

40.0%

20.0%

0.0%
DoPES

DoPol
CDD

NSTC

DoME
ECED

ICT

EMIS
VOD

BBU
CSKU
GSED

PESSD
KCTI

CRSD
IAAD
DED

TTD

NIE

DoF

DoL
SHD

PESI

DoY

DoP

IAD
EQAD

DOA
DoC
MCU

PESD

DMSA
RUPP

AFI
SRU
RUFA
SRD
HED

PerD
NFED

ACC

Program 1 - Development of General Education and Non-Formal Education: 8 entities planned 225
activities, of which 192 activities or 85.3% completed; 16 or 7.1% ongoing and 17 or 7.6% not yet
implemented. Early Childhood Education Department and Teacher Training Department completed 100% of
activities. (See Figure 5)
Figure 5: Progress of AOP 2016 Implementation of Program 1

Curriculum Development 72.2% 11.1% 16.7%

Te acher Training 100.0%

Vocational Orientation 87.9% 3.0% 9.1%

School Health 85.7% 10.7% 3.6%

Non-Formal Education 93.3% 6.7%

General Secondary… 67.6% 17.6% 14.7%

Primary Education 80.5% 7.3% 12.2%

Early Childhood Education 100.0%

Already implement ed Is being implemented Has not yet implemented

Program 2 - Development of Higher Education and Scientific Research: 12 entities planned 289 activities,
of which 231 activities or 79.9% completed; 32 or 11.1% ongoing and 26 or 9.0% not yet implemented.

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Royal University of Fine Arts and University of Battambang completed 100% of activities, while
Department of Scientific Research implemented less than 50%. (See Figure 6)

Figure 6: Progress of AOP 2016 Implementation of Program 2

Kampong chherteal Institute 64.7% 11.8% 23.5%
National Institute of Education 90.5% 4.8% 4.8%
Institute of Tec hnology of Cambodia 97.8% 2.2%
Accreditation Comission of Cambodia 68.8% 25.0% 6.3%
Chea Sim Kamchaymea University 72.0% 28.0%
Battambong Univers ity 100.0% 0.0%
Mean Chey University 93.3% 6.7%
Svay Reing University 89.3% 7.1% 3.6%
Royal Univers ity of Arts 100.0%
Royal Univers ity of Phnom Penh 70.3% 29.7%
Science Res earch 40.0% 33.3% 26.7%
Higher Education 72.9% 18.8% 8.3%

Already implement ed Is being implemented Has not yet implemented

Program 3 - Development of Physical Education and Sports: 4 entities planned 54 activities, of which 42
activities or 77.8% completed; 10 or 18.5% ongoing and 2 or 3.7% not yet implemented. National Institute
of Physical Education and Sports completed less than 50%.

Program 4 - Development of Youths: 2 entities planned 41 activities, of which 37 activities or 90.2%

completed; 1 or 2.4% on-going and 2 or 7.3% not yet implemented. (See Figure7 )
Figure 7: Progress of AOP 2016 Implementation of Program 3 and 4

Youth Centre Management 87.0% 13.0%

Youth 94.4% 5.6%

National Sport Training
90.9% 9.1%
Cent re
National Inst it ute of Physical
44.4% 55.6%
Educat ion and Sport
Student Physical Educat io n
76.5% 11.8% 11.8%
and Sport
Physical Education and
83.3% 16.7%
Sport

Already implemented Is being implemented Has not yet implemented

Program 5 - Education Management Support and Good Governance: 15 entities planned 282 activities, of
which 241 activities or 85.5% completed; 25 or 8.9% ongoing and 16 or 5.7% not yet implemented.
Department of Planning, Department of Finance, Inspectorate of Administration and Finance, Department of
State Assets and Property, Department of Administration and Department of EMIS completed 100% of
activities. (See Figure 8)
Figure 8: Progress of AOP 2016 Implementation of Program 5

Monitorig and Evaluation 77.8% 22.2%

75.0% 12.5% 12.5%
Education Management Information System 100.0%
84.6% 11.5% 3.8%
Administration 100.0%
100.0%
Construction 89.7% 10.3%
65.9% 22.0% 12.2%
Information and Asian Affairs 82.6% 17.4%
100.0%
Educational Quality Assurance 83.3% 5.6% 11.1%
57.1% 42.9%
Finance 100.0%
82.9% 14.3% 2.9%
Planning 100.0%

Already implemented Is being implemented Has not yet implemented

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Program 6 - Other Programs: 25 entities planned 25 activities, of which 24 activities or 96.0% completed
and 1 activity or 4.0% ongoing. Education reform, M&E, CDPF and gender mainstreaming in education
programs completed 100% of activities. (See Figure 9)
Figure 9: Progress of AOP 2016 Implementation of Program 6

Education Reform 100.0%

Monitoring, Evaluation and

100.0%
management of CDPF

Programme Management
50.0% 50.0%
(GPE&SIG)

Gender Mainstreaming In
100.0%
Education

Already implemented Is being implemented Has not yet implemented

2.1.4. PROGRESS OF THE IMPLEMENTATION OF DIRECTION OF ACADEMIC YEAR 2015-

2016

Education Congress 2016 proposed 192 directions including 32 directions for key reforms; 129 directions
for sub-sectors and 31 directions for cross sub-sectors. 116 directions (60%) were completed; 68 (35%)
ongoing and 8 (4%) not yet implemented.

22 directions (69%) for key reforms; 74 (57%) for sub-sectors and 20 (65%) for cross-sub-sectors were
completed. 10 directions (31%) for key reforms; 47 (36%) for sub-sectors and 11 (35%) for cross-sub-
sectors were ongoing. 8 directions (6%) for sub-sectors were not yet implemented. (Figure 10)

Details on the progress of implementation of directions set in Education Congress 2016 can be found in
Annex 2, 3, 4 and 5.

Figure 10: Progress of the Implementation of Directions Set In Education Congress 2016 at
National Level (Key Reforms, Sub-Sectors and Cross Sub-Sectors)

Cross-Sub-Sectoral Directions 20 11

Sub-Sectoral Directions 74 47 8

Key Reform Directions 22 10

Already implemented Is being implemented Has not yet implemented

Progress of the Implementation of Directions for Key Reforms

There were 32 directions in total for key reforms including 13 directions for planning system strengthening;
6 for D&D; 6 for personnel management and 7 for public financial management. 22 directions (69%) were
completed (8 for for planning system strengthening; 4 for D&D; 6 for personnel management and 4 for
public financial management). 10 directions (31%) were on ongoing. (Figure 11)
Details on the progress of implementation of directions for key reforms in 2016 can be found in Annex 2 and 3.

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Figure 11: Progress of the Implementation of Directions for Key Reforms 2016

Public Financial Management 4 3

Personnel Management 6

Decentralization and Deconcentration 4 2

Strengthening of Planning System 8 5

Already implemented Is being implemented Has not yet implemented

Progress of the Implementation of Directions for Sub-Sectors

129 directions were set for the 7 sub-sectors including 16 directions for early childhood education; 24 for
primary education; 26 for secondary and technical education; 18 for higher education; 9 for non-formal
education; 14 for youth development; and 22 for physical education and sport. 74 directions (57%) were
completed; 47 (36%) were on going and 8 (6%) were not implemented yet.

11 directions (69%) for ECE; 11 (46%) for primary education, 12 (46%) for secondary and technical
education, 11 (61%) for higher education, 9 (89%) for non-formal education, 9 (64%) for youth development
and 12 (55%) for physical education and sport sub-sector were completed.

Details on the progress of implementation of directions for key reforms in 2016 can be found in Annex 2 and
Annex 4.

Figure 12: Progress of the Implementation of Directions for Sub-Sectors 2016

Physical Education and Sport 12 8 2

Youth Development 9 1 4
​Non-Formal Education 8 1
Higher Education ​ 11 6 1
Secondary and Technical Education 12 14
Primary Education 11 13
Early Childhood Education 11 4 1

Already implemented Is being implemented Has not yet implemented

• Progress of the Implementation of Directions for Cross Sub-Sectors

31 directions were set for cross sub-sectors including 5 directions for curriculum development 4 for
administration; 3 for cultural relation and scholarship; 6 for information and ASEAN affairs; 3 for school
construction; 4 for printing and publishing; and 6 for education quality assurance. 20 directions (65%) were
completed and 11 (35%) were ongoing. (Figure 13)

Details on the progress of implementation of directions for cross-sub-sector in 2016 can be found in Annex 2
and Annex 5.

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Figure 13 : Progress of Implementation of Cross-Sub-Sectoral Directions

Education Quality Assurance 5 1

Printing and Distribution 4
Construction 2 1
Information and ASEAN Affairs 4 2
Cultural Relation and Scholarship 3
Administration 3 1
Curriculum Development 2 3

Already implemented Is being implemented Has not yet implemented

2.1.5. PROGRESS OF AID MANAGEMENT AND EFFECTIVEMNESS

• Planning and Reporting
MOEYS formulated Budget Strategic Plan, 2017-2019, AOP 2017, Mid-Term Review Report 2016 of ESP
2014-2018 Implementation and is in the process of localizing Sustainable Development Goals (SDG 4 on
Education) 2030 and provided inputs for mid-term review report 2016 of NSDP 2014-2018 and developed
and sent reports on achievements of education, youth and sports to relevant ministries/institutions.
• Public Investment Program 2017-2019
In the three year rolling public investment program, 2017-2019, MOEYS formulated 27 projects, of which
21 projects were ongoing and 6 (newly requested) were being negotiated with the total amount of USD
208.5 Million.
Table 2: Public Investment Program (PIP), 2013-2015 to 2017-2019 (in USD Thousands)
Total No. of Projects being
Assistance Projects On-Going Projects negotiated
Year Technical Assistance
Investment Project Planned
Project Amount Project Project
Budget
Project Amount Project Amount

2013-2015 41 231,833 1 1,190 22 141,972 18 88,671

2014-2016 29 266,571 2 21,500 14 116,792 13 128,278

2015-2017 27 198,292 5 49,570 13 98,109 9 50,619

2016-2018 27 186,291 7 57,953 13 37,969 7 90,369

2017-2019 27 208,481 14 157,055 7 5,540 6 45,885

It was observed that the number of projects of public investment programs for 2017-2019 was not decreasing
compared with the last three years. The number of investment projects has increased twice, while technical
assistance projects have decreased in number.
• Progress of Aid Financing
Aid financing for education sector in 2016 amounts to more than USD 90 Million. The amount increased
compared to 2015. Among the ten development partners, European Union provided the most financial
support followed by World Food Program and UNICEF.

The top 10 aid financing partners education sector are presented in the table below:

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Table 3: Aid Financing of Top 10 Development Partners in Education Sector (in USD Thousand)

No Expenditure Expenditure Expenditure Planned Planned Planned

Donors
. 2014 2015 2016 2017 2018 2019

1 European Union 1,021 8,498 24,149 28,615 361 N/A

2 World Food Program 9,958 8,910 14,910 N/A N/A N/A
3 UNICEF 7,227 6,997 9,065 6,560 3,375 N/A
4 ADB 509 5,500 4,600 5,200 3,200 N/A
5 Sweden 11,948 7,914 3,975 139 N/A N/A
6 World Bank 7,489 1,736 3,888 9,171 10,801 N/A
7 Japan 6,503 8,987 3,714 2,834 2,719 N/A
8 Republic of Korea 1,432 3,723 2,649 2,800 N/A N/A
9 New Zealand 3,082 1,128 2,635 550 852 N/A
10 USA 6,334 7,206 2,233 N/A N/A
Total amount from the 10
55,503 60,599 71,820 55,871 21,310 N/A
donors
Total amount from all donors 55,837 61,358 90,484 58,258 21,624 N/A
(Source: CDC, ODA Database accessed on Jan 30, 2017

• Approved Externally Financed Projects

- Japan approved one official development assistance project to be implemented in 2017, “Building
the foundation for teacher education colleage” in the form of technical assistance.
- United State Agency for International Development approved a USD 6.9 Million “Promoting Early
Grade Reading in Primary Education” Project for 2016-2018,
- Asian Development Bank approved a USD 48 Million “Upper Secondary Education Sector Devel-
opment” for 2017-2021.
• Requested Externally Financed Projects
- 2 grant projects are requested from Republic of Korea for 2018:
• Early Grade Reading in Cambodia
• Promoting Health and Health Education for Female Students in Public Schools
- 2 grant projects are requested from China:
• School Environment and Education Facility Improvement Project: USD 40 Million
• New Generation School in Sisowath High School: USD 6 Million
- Global Partnership for Education, Phase 3: USD 20.6 Million
- Budget support from EU: USD 100 Million for 2018-2021
- USD 40 Million Loan from World Bank for “Improving Secondary Education” for 2017-2021
• National and International Technical Consultants working in National and Sub-National Entities
within MOEYS
MOEYS collected and compiled information on national and international technical advisors performed in
entities under MOEYS and in POEs to monitor progress of performance of technical advisors. In 2016, there
were 15 national and international advisors or 121 person-month working in MOEYS and 29 technical
advisors, most of whom were volunteers at POEs.

The number of technical advisors working for MOEYS has decreased from one year to another in line with
the Principle of Aid Effectiveness.
• Outcomes of Joint Technical Working Group on Education
JTWG-E met 3 times and in one retreat as planned in the annual workplan for effective education reform.
JTWG-E at POE level also convened regulary meetings on quarterly basis with important agendas to address
education issues in their repective province.

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2.1.6. PROGRESS OF THE IMPLEMENTATION OF D&D REFORM

Promoting governance at all levels
MOEYS:
- Dissminated the Law on Counter Human Trafficking among 329 participants, 15.50% female;
- Dissiminated principles on good governance for strengthening education delivery among 190 partici-
pants, 13.68% female;
- Strengthened capacity of education staff on education law and regulations with 761 partipants,
35.34% female;
- Disseminated information on procedures for formulating regulations in education sector with 67 par-
ticipants, 10.44% female;
- Disseminated information on grievance procedures among 75 partipicipants, 14.66% female;
- Strengthened capacity on dispute management among education staff with 130 participants, 17.69%
female;
- Monitored good governance based education service delivery in 11 provinces;
- Monitored the implementation of education law and regulations in 7 provinces;
- Investigated disputes among education staff both in and out the court system in Svay Rieng, Kam-
pong Cham, Preah Vihear, Battambang, Koh Kong and Kampong Chhnang provinces. 12 cases were
investigated, of which 8 cases were with the court (3 acquitted and 5 were being processed) and 4
cases were settled outside the courty system (3 successfully resolved and 1 was referred to further
procedures);
- Provided legal support for 2 land dispute cases (1 case with DOE of Kampong Tralach District,
Kampong Chhnang Province and another case with Chaktomuk College, Phnom Penh);
- Provide legal counselling for 6 cases: 1. Dispute among education staff in 8 March Pre-School; 2.
Dispute over inheritance; 3. Land dispute in Preah Yukunthor Lycée; 4. Land dispute at Slek Rith In-
stitute in Boeung Trabek Lycée; 5. Dispute related to underground parking space in Olympic Stadium
and 6. Changes of name and date of birth on degrees;
- Conducted a study on volunerabilies to human trafficking in 7 provinces;
- Monitored the implementation of education law and impacts of education regulations and policies in
5 provinces.

D&D Reform
MOEYS:
- Disseminated Sub-Decree No. 191 អនក.បក dated Sep 14, 2016 on the Transfer of Functions and
Resources for ECE, Primary Education and Non-Formal Education in Battambang Province;
- Disseminated the Policy on D&D Reform in Education Sector with 299 participants, 11.03% female;
- Disseminated information on the transfer of functions and resources to 150 education staff and ad-
ministrative staff, 10.66% female, in Kratie, Tbong Khmum, Pursat and Kampot, provinces;
- Provided capacity building on functional transfer to 157 sub-national administrative staff, 25.47%
female;
- Produced 325 copies of books on good governance-based education service delivery;
- Drafted the policy action plan on D&D reform in education sector;
- Conducted assessment on impacts and challenges associated with the transfer of functions and re-
sources in education sector to district/municipal administrations of Battambang province.

Formulation of Regulation and Enforcement

MOEYS:
- Developed 28 regulations including 5 sub-decrees, 19 prakas, 7 decisions, 2 guidelines and 1 notifica-
tion;

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- Conducted impact assessment of 7 education regulations and issued 82 licenses;

- Sub-decree No. 156 អន្រក.បក dated July 18, 2016 on the Organization and Functioning of Ministry
of Education, Youth and Sport;
- Sub-decree on Rewards for Champoins in Outstanding Student Competitions on Khmer Literature,
Mathematics and Science;
- Sub-decree No. 24 អន្រក.បក dated Feb 05, 2016 on the Establishment of Heng Samrin Tbong
Khmum University;
- Sub-decree No. 137 អន្រក.បក dated July 06, 2016 on Rewards for Champoins in Outstanding Stu-
dent Competitions on Khmer Literature, Mathematics and Science;
- Prakas No. 86 អយក.្របក dated Jan 22, 2016 on the Organization and Functioning of the Office of
Regulation Impact Assessment of the Department of Legislation;
- Prakas No. 82 អយក.្របក dated Jan 22, 2016 on the Organization and Functioning of the Department
of Vocational Orientation;
- Prakas No. 175 អយក.្របក dated Feb 23, 2016 on Transfer of Prey Taloy Primary School and Bos-
taphong Primary School from the Management of Kampot, POE and Sre Choeung Reas annex school
from the management of Kompong Speu, POE to under the Management of Takeo POE;
- Prakas No. 282 អយក.្របក dated March 21, 2016 on Recognition of Outstanding School Principals
and Teachers of Samdech Techo Sen Champoinship for the academic year of 2014-2015;
- Prakas No. 347 អយក.្របក dated March 31, 2016 on the Organization and Functioning of Kampong
Chheur Teal Institute of Technology;
- Prakas No. 407 អយក.្របក dated April 19, 2016 on the Use of Wet Round Seal and Logo of Kam-
pong Chheur Teal Institute of Technology;
- Prakas No. 465 អយក.្របក dated May 03, 2016 on the Establishment of Cambodia National Youth
Center;
- Prakas No. 700 អយក.្របក dated July 11, 2016 on Disciplines for Education Staff during Upper Sec-
ondary Education Examination;
- Prakas No. 726 អយក.្របក dated July 18, 2016 on the Organization and Functioning of the Institute
of Technology of Cambodia;
- Prakas No. 727 អយក.្របក dated July 18, 2016 on Disciplines for Education Staff during Upper Sec-
ondary Education Examination;
- Prakas No. 772 អយក.្របក dated July 29, 2016 on the Organization and Functioning of the Teacher
Training Department;
- Prakas No. 773 អយក.្របក dated Aug 01, 2016 on the Organization and Functioning of the Depart-
ment of Curriculum Department;
- Prakas No. 965 អយក.្របក dated Oct 14, 2016 on the Organization and Functioning of the Office of
Finance of the Department of Finance;
- Prakas No. 986 អយក.្របក dated Oct 26, 2016 on Equivalent Value of Upper Secondary Education
Degree;
- Prakas No. 1002 អយក.្របក dated Oct 28, 2016 on the Use of Round Seal of the Department of In-
formation Technology;
- Prakas No. 1003 អយក.្របក dated Oct 28, 2016 on the equivalent certificate of the Teacher Training
Department;

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- Prakas on the Organization and Functioning of the Department of Post-Graduate Education Accredi-
tation;
- Inter-Ministerial Prakas on the Management of Community Pre-School;
- Prakas on the Organization and Functioning of Capital/Provincial Offices of Education, Youth and
Sport;
- Decision No. 95 សសរ dated Sep 02, 2016 on Logo and Seal of the Cambodia National Council for
Youth Development;
- Decision No. 20 សសរ dated July 20, 2016 on the Establishment of the Human Right Commission of
MOEYS;
- Decision No. 36 អយក.សសរ dated Nov 28, 2016 on the Organization and Functioning of the Teach-
er Policy Action Plan Streeing Working Group;
- Decision No. 01 កជយ dated Sep 27, 2016 on the Internal Regulation of the Cambodia National
Council for Youth Development;
- Decision No. 03 កជយ dated Sep 27, 2016 on the Establishment of Ministry/Institution-based Coun-
cil for Youth Development;
- Decision No. 04 កជយ dated Sep 27, 2016 on the Establishment of Provincial Council for Youth De-
velopment;
- Decision No. 35 អយក.សសរ dated Nov 28, 2016 on Technical Arrangement and Implementation of
Teacher Policy Action Plan;
- Guidelines No. 15 អយក.សណន dated March 02, 2016 on National Reading Day on March 11;
- Guidelines No. 45 អយក.សណន dated Dec 02, 2016 on the Organization of National Day for Coun-
tering Human Trafficking, Dec 12, in education institutions across the country;
- Notification No. 578 សជណ.អវ dated June 07, 2016 on the Provision of Rewards to Champoins in
Reading, Poem Recital and Writing Competitions and Presentation of Rewards on the National Read-
ing Day;
- Draft Technical Guidelines on Implementation of Education Functions delegated to sub-national ad-
ministrations;
- Draft Prakas on the Organization and Functioning of DOEs under the struction of municipal/district
administration.

2.1.7. PROGRESS OF THE IMPLEMENTATION OF PUBLIC ADMINISTRATIVE

REFORM
Overview of Education Staff
There were 116,457 education staff, 44.54% female, including 3,082 at national level, 27.25% female and
113,375 at sub-national level, 45.26% female. There were 3,487 pre-school teachers, 98.25% female; 56,880
primary school teachers, 48.91% female; 41,296 basic eduation teachers, 39.89% female; 14,551 higher
education teachers, 28.23% female; 116 technical teachers, 15.51% female; 62 primary inspectors, 20.96%
female; and 65 secondary inspectors, 21.53%.

MOEYS used 469 contract staff, 37.31% female including 270 persons, 35.92% female, at the central level.
There were 5,842 contract teachers for general education, 51.64% female and 2,472 contact literacy
teachers, 34.83% female. There were 13,473 double shift teachers, 44.06% female, 2,905 two-grade
teachers, 33.32% female and 140 three-grade teachers, 16.42% female.
MOEYS:

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- Established the Working Group for Administrative Reform;

- Revised the Sub-decree on Number of Teaching Hours, Overtime Hours and Overtime Rate for
Public Education Institutions;
- Tools for assessing performance of sub-national administration staff;
- Opened payroll accounts for newly recruited teachers at all levels so that they can get their salary
through banking system;
- Management structure and positions in entitites under MOEYS and POEs in line with the context of
the reform.
Recruitment of Education Staff
MOEYS:
- Recurited 27 higher-education-level teachers to teach in higher education institutions, 14.81%
female;
- Deployed 94 teachers, 39.36% female, from schools with surplus of teachers to schools with
shortage of teachers and deployed 5,344 new teachers, 60.32% female;
- Appointed 4,325 practicum teachers at all levels, 73.29% female;
- Provided civil service status to 16 teachers, 43.75% female;
- Provided civil service status to 1,391 Khmer-Muslim teachers, 24.08% female;
- Recruited 3,488 teachers in the teacher recruitment exam, 2016.
Motivation for Education Officials
MOEYS:
- Provided Samdech Techo Sen Award to 3 outstanding school principals and 5 outstanding teachers;
- Prepared paperwork to provide salary to 4,964 new teachers, 62.63% female;
- Revised civil servant data in HRMIS for 50 entities;
- Appointed 166 management officials, 19.27% female, at national levels and provided promotion to
86,413 education staff, 43.43% female;
- Provided full appointment into civil service category for 6,350 graduate teacher trainees, 57.40%
female;
- Provided full appointment into civil service category for 499 newly graduated higher-education-
level teachers, who were former education staff, 27.65% female and 1,525 basic education teachers,
who were former education staff, 53.04% female;
- Provided promotions and ranks to 94,318 education staff, 41.90% female;
- Reviewed and issued eligibilities for appointment of 5,718 management officials, 11.08% female, at
sub-national level;
- Placed 663 civil servants, 34.23% female, vacant without salary and reinstated 604 civil servants,
30.62% female;
- Allowed 105 civil servants, 48.57% to take sick leave; 29 civil servants, 75.86% female to take
leave for personal commitments and 23 civil servants to take maternity leave;
- Swapped workplaces of 796 civil servants, 36.93% female and transferred 186 civil servants,
13.97% to other ministries/institutions;
- Placed into retirement 1,779 civil servants, 32.15% female and deleted names of 477 civil servants,
28.72% female;
- Provided decorations to 2,448 education staff members, 29.86% female, including 815 persons,
26.01% female at national level and 1,611 persons, 31.65% female, at sub-national level and 22
development partners, 40.90% female;
- Provided recognition to 328 outstanding entities in 2014-2015 including 94 entities wared with the
first prize, 94 with the second prize and 140 with recognition letters;

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- Provided recognition letters to 564 teachers, 24.29% female, who volunteered to teach remedial
classes for grade 12 students in Kandal and Phnom Penh;
- Provided Thank You leters to 750 members of upper secondary education examination committees,
9.86% female;
- Provided recognition letters to 1,733 outstanding education staff members who reach the age of re-
tirement, 40% female;
Requested for decorations for recognizing performance of 8,814 education staff members at national
and sub-national levels, 24.53% female and recognition letters for 352 entities.

2.1.8. PROGRESS OF THE IMPLEMENTATION OF PUBLIC FINANCIAL

MANAGEMENT REFORM PROGRAM
Financing
In 2016, MOEYS implemented full PB and issued payment order for the amount of Riels 1,908.0 Billion,
which accounted for 94% and implemented procurements for Riels 109,967,105,802. Entities at the central
level implemented Riels 244.9 Billions or 84.2%, while POEs implemented Riels 1,663.1 Billion or 95.6%
(indicative Figure).
MOEYS:
- Implemented FMIS in 36 budget entities at central administration level and 25 POEs;
- Created M&E system for assessing the implementation of FMIS at central administration level and
in POEs;
- Developed a procedural guide for school improvement grant;
- Revised the Sub-Decree on the Threshold of Teaching Hours, Overtime and Overtime Rate in Public
Education Institutions;
- Developed special rules for full-time teaching on pilot basis in 3 primary schools in Siem Reap
province;
- Prepared Letter No. 2466 [Link] on permission in priniciple to provide scholarship to support
living of students with disabilities who are staying in dormitories and pursuing higher education in
Phnom Penh;
- Prepared Letter No. 4905 [Link] on permission in priniciple to increase allowances for all
committees involved in teacher examination at all levels;
- Accepted the rules to provide overtime allowance of Riels 35,000 per hour to master trainers
teaching Master of Education Management and basic education teachers based on accelerated
system to become higher-education-level teachers, following the Letter No. 8149 [Link] dated
Sep 23, 2016;
- Implemented contract procurements for 60 projects in the amount of Riels 104,056,520,000
including 1) Good procurement for 39 projects in the amount of Riels 53 709 100 000 and 2) Work
procurement for 21 projects in the amount of Riels 50,347,420,000;
- Created 34 procurement groups in 25 POEs and 9 institutes;
- Implemented work procurement for urgent priorities covering 21 work procurement packages
including: 1) Construction of new administrative buildings of Battambang POE; 2) 4 examination
building construction and furnishing in Phnom Penh, Kampot, Kampong Speu and Kandal; 3)
Repairing 47 exam centers and 4) Repairing school buildings vulnerable to storms in 8 schools.
- Provided trainings to procurement groups on procedures for implementing procurement and
procedures for obtaining quotations to 216 schools and price assessment procedures for procurement
under Riels 20 Million for 25 budget entities at central level.

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Construction
State Budget:
MOEYS:
- Expanded some primary schools as colleges and furnished them;
- Repaired 3 school buildings in Preah Sisowath Lycée;
- Repaired administrative buildings of entities under MOEYS;
- Repaired a six-floor school building of 60 rooms in the Institute of Technology of Cambodia;
- Provided laboratory equipment to 4 higher education institutions;
- Rennovated a number of school buildings in Oddor Meanchey, Preah Vihear and Kampong Cham
province;
- Repaired 46 school buildings of 304 rooms and 37 toilet buildings of 148 rooms;
- Filled in a pond and installed sewage system in the Regional Teacher Training Center in Kandal
province;
- Constructed 14 school buildings of 95 rooms and 14 toilet buildings of 56 rooms (12 buildings in
Kandal province, 1 building in Bavet Lycée and 1 building in Svay Sokhor primary school);
- Constructed one more three-floor building of examination office in the Department of Secondary
Education;
- Installed drainage system in the Regional Teacher Training Center in Phnom Penh;
- Constructed one eight-floor STEM building in the Royal University of Phnom Penh;
- Constructed one three-floor administrative building in Battambang POE;
- Constructed concrete road in the dormitories for foreign students and female students in Phnom
Penh;
- Constructed concrete road, filled in a pond and installed drainage in a stadium in Prey Veng
province;
- Constructed concrete road, rennovated fence of 203.6 meters and repaired 5 school building sof 28
rooms in Tuol Ampil Lycée in Phnom Penh;
- Repaired and inaugurated 47 exam centers in capital/provinces;
- Repaired 10 school buildings affected by natural disasters including 2 buildings in Banteay
Meanchey, 2 in Pailin and 1 each in Preah Sihanouk, Kandal, Svay Rieng, Tbong Khmum,
Battambang and Preah Vihear provinces;
- Proposed to construct 38 school buildings in 2016-2017;
- Proposed priority projects for repairing 51 school buildings in 2016-2017;
- Proposed priority projects for constructing new 22 school buildings in 2016 including 2 buildings in
Prey Veng, 3 in Kampong Thom, 3 in Kampong Cham, 6 in Oddor Meanchey, 2 in Siem Reap, 1 in
Kandal, 1 in Preah Vihear, 1 in Kratie, 1 in Battambang, 1 in Svay Rieng and 1 in Takeo province;

Education Sector Development Project 3 (ESDP-III/ADB)

MOEYS finished constructing buildings in 14 colleges in communes without colleges, 13 colleges with
many students, 6 colleges coverted from primary schools, 11 guesthouses and 24 toilet buildings, a total of
68 buildings.
Global Partnership for Education/Fast Track Initiative II (GPE/FTI-II)
MOEYS:
- Constructed and repaired 73 resource preschool buildings and 500 community pre-school buildings
and constructed 37 primary school buildings and 20 DOE buildings, a total of 630 buildings;
- Trained 1,216 community members including 222 women on construction management process
with;
- Trained 456 community members including 117 women on construction of buildings for resource
pre-schools, primary schools and DOEs using community participatory approach;

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During his visit with people in provinces 2016, Samdech Akka Moha Sena Padei Techo HUN SEN, Prime
Minister of the Kingdom of Cambodia and Samdech Kiti Prith Bandith BUN RANY HUN SEN donated
306 new school buildings of 3,364 rooms and repaired 27 school buildings of 101 rooms and 3 meeting
halls. As of February 2017, there were 3,932 school buildings with 22,250 rooms supported by Samdech
Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia and Samdech
Kiti Prith Bandith BUN RANY HUN SEN.

State Asset Management

MOEYS:
- Updated the property database to cover 9,120 plots of land including 7,899 plots of MOEYS (1,721
plots with land titles and 631 plots already measured) and 1,221 plots in pagodas and the vehicle da-
tabase to cover 353 cars and 1,539 motorcycles;
- Provided capacity building of 1,131 participants, 2.38% female, who are experts from POEs and
DOEs and school principals on state asset and property management;
- Collected revenue from property rental and disposed old furniture to generate USD 53,528.50 and
Riels 1,794,000.
- Cleared 6 buildings of 42 rooms and 2,892 units of furniture from the inventory and obtained
approval to dispose 28 vehicles and machineries;
- Resolved land disputes in 7 schools;
- Monitored and evaluated state asset and property management related work of 24 POEs, 32 DOEs
and 256 schools;
- Organized 22 imports with taxes covered by the state.

Enforcing Internal Audit

MOEYS:
- Designed preliminary reporting form on the performance of auditing staff in auditees;
- Conducted internal audits using standardized reports provided by MEF in 406 auditees (16 PoEs, 89
DoEs, 10 RTTCs and PTTCs and 291 Schools);
- Conducted audits on the implementation of SIG projects in 72 auditees (8 POEs, 20 DOEs and 44
general schools);
- Conducted audits in 3 lycées in Phnom Penh to assess capacity of officers from the Internal Audit
Department using the standardized reports provided by MEF as the basis for designing capacity
strengthening and training plan;
- Cooperate with MEF to pilot audit on performance in Kampot, POE and in 1 school;
- Monitored performance of internal audit staff in 12 sub-national auditees and schools (5 POEs, 57
DOEs, 3 PTTCs, 3 RTTCs and 127 general schools).

Inspection and Education Inspectors

MOEYS:
- Conducted inspection and provided inspection reports on 430 entities (91.88% of the target);
- Monitored the progress of recommended improvements in 50 entities (64.10% of the target);
- Investigated and resolved 27 disputes (90% of the target);
- Collected information on administrative amd financial information from 8 entities at the central lev-
el and 8 higher education institutions (100% of the target);
- Disseminated inspection reports in Preah Sihanouk province with 175 participants, 25% female;
- Conducted thematic inspection on “Mathematics Teaching in Grade 9” in 40 schools and “Chemis-
try Teaching in Grade 12” in 35 schools;
- Piloted thematic inspection tools on “Chemistry Teaching in Grade 12” in 3 schools in Kep, Koh
Kong and Ratanakiri provinces;

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- Piloted regional assessments in 35 primary schools in Kampot, Kampong Speu, Kampong Thom,
Koh Kong, Preah Sihanouk, Prey Veng, Tbong Khmum, Ratanakiri, Kratie, Battambang, Banteay
Meanchey, and Phnom Penh;
- Conducted national assessments for grade 6 on Khmer Language and Mathematics in 212 public
primary schools and 8 private schools;
- Disseminated information on “the concept of education quality assurance at pre-school and general
education level in Cambodia” to 128 participants, 20.31% female, who were management of POEs
and inspectors from 25 provinces, in Kampot province;
- Consulted with delegates from education inspectorate of the Kingdom of Sweden and provided
trainings on “inspection and analysis tools” to 53 inspectors, 22.64% female;
- Organized consultation on the results of the national assessment for grade 8 on Khmer Language,
Mathematics and Physics in Preah Sihanouk with 54 participants, 25.92% female;
- Provided capacity building to 87 officers at national level and inspectors at provincial level, 14.94%
female on “Program for International Student Assessement for Development” including 66 officers
at national and sub-national levels, 9.09% female, 9 representatives from development partners,
44.44% female, 7 delegates of NEQMAP (Butan, Laos PDR, Mongolia, Myanmar, Nepal, Pakistan
and Srilanka), 28.57% female and 5 Korean trainers from Korean Institute of Curriculum and
Evaluation (KICE), 40% female;
- Prepared test items for grade 6 with 48 participants, 14.58% female, in collaboration with trainers
from Republic of Korea;
- Organized consultation on the results of the national assessement for grade 3 on Khmer Language
and Mathematics with 44 participants, 20.45% female;
- Disseminated the results of the national assessement for grade 3 and grade 8 with 138 participants,
23.18% female;
- Implemented PISA for Development with 87 participants, 20.68% female;
- Provided capacity training to 142 officers, 19.71% female, from inspection office of POEs on the
concept of education quality assurance at pre-school and general education level in Cambodia;
- Provided capacity training on PISA for Development to 124 education officers at national and sub-
national levels, 29.03% female;
- Provided capacity training to 36 education staff from POEs, 5.55% female, on Mathematics
assessment;
- Trained DTMTs and school principals on piloted inspection in 60 schools in Takeo, Stung Treng
and Siem Reap provinces in collaboration with Swedish Education Inspectorate;
- Piloted SEA-PLM at primary education with 148 participants, 29.72% female;
- Piloted the provision of advice and guidance for regular inspection to 281 school principals,
inspectors and DTMTs, 14.94 % female in Siem Reap, Stung Treng and Takeo provinces;
- Sent 6 male education staff to attend training on advance data analysis in the Republic of Korea and
sent 3 male ducation staff to attend the third International Advisory Group Meeting and the National
Project Steering Committee for PISA for Development Meeting in Paraguay;
- Sent 3 male education officers to attend the National Project Steering Committee for PISA for
Development Meeting in Zambia;
- Sent 8 education officers, 12.5% female, to participants in the Workshop on Regional Code to
prepare SEA-PLM test in Thailand;
- Sent 20 education delegates, 10% female, to participate in the Workshop on the Student Learning
Outcome Assessment at National and Regional Level of Cambodia in Republic of Korea;
- Sent 3 female education officers, 33.33% female, to participate in the Workshop on Writing and
Publishing Learning Outcome Assessment at Generic Level in Thailand.

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2.1.9. PROGRESS OF THE IMPLEMENTATION OF 15 POINT REFORM PROGRAMS

Based on the progress made in education sector reform programs so far, MOEYS is committed to continuing
the 15 point reforms of education, youth and sport sectors based on the 5 pillars with the following progress:

Pillar 1 : Implementation of Teacher Policy Action Plan

- Is in the process of training 700 basic education teachers using accelerated learning system so that
they could become higher-education-level teachers;
- Is in the process of devleoping RTTCs in Phnom Penh and Battambang province to become Institutes
of Pedagogy;
- Adopted standards for teacher training institutions, is in the process of developing teacher standards
and discussed the concept note on teacher pathway.

Pillar 2: Review of Curriculum and Basic Textbooks and Improvement of Learning Environment
- Adopted and disseminated the curriculum frameworks for general education and technical education;
- Adopted and disseminated guidelines on the teaching of history and literature in secondary education;
- Adopted parenting education program;
- Adopted the concept note on full-day teaching;
- Adopted and launched the guidelines on minimum standards on school WASH;
- Adopted and implemented the guidelines on clean school contest;
- Disseminated information on traffic law;
- Installed internet equipment in 224 education institutions;
- Repaired and rennovated 47 upper secondary education examination centers;
- Launched New Generation School in Preah Sisowath Lycée;
- Constructed community pre-school buildings, pre-school resource centers, primary schools, teacher
accomodation and buildings of DOEs;
- Supplied equipment and materials for school administrative work following the minimum standards
to some lycées in 11 provinces.

Pillar 3: Introduction of Inspection

- Adopted and introduced the concept of education quality assurance at pre-school and general
education level;
- Drafted the Prakas on the Organization and Functioning of Regional Education Inspectorate;
- Developed inspection tools, guidebooks on inspection and inspection reporting forms;
- Provided capacity training to 51 existing education inspectors, 5 female;
- Finished the training of 31 education inspectors, 3 female;
- Is in the process of training 73 education inspectors, 9 female;
- Trained 379 officers, 56 female, who are not education inspectors working in provincial education
offices and Education Quality Assurance Department;
- Trained 164 Lycées’ principals, 4 female, on inspection procedures and process in 9 provinces;
- Created the structure of regional inspectorate.

Pillar 4: Strenghtening Learning Assessment including national, regional and international assessements
- Trained 395 technical officers, 77 female, on learning assessments at national, regional and
international levels;
- Disseminated national assessment reports for grade 3 and 8 on Khmer Language and Mathematics;
- Conducted reading speed tests of grade 1, 2 and 3 in primary schools;
- Conducted regioal assessmsnet of primary education and prepared tests for PISA for Development.

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Pillar 5: Reform of Higher Education

- Improved procedures and process for accrediting higher education institutions;
- Assessed 38 HEIs on pilot basis;
- Developed HEMIS;
- Drafted the guidelines on internal education quality assurance at program level in higher education
institutions;
- Drafted Prakas on the Establishment of Cambodia Science Committee for Research and Develop-
ment at PhD level and created PhD school;
- Drafted accreditation standards for PhD education;
- Operated HENG SAMRIN Tbong Khmum University, Kampong Chheur Teal Institute of Technol-
ogy and Kampong Speu Institute of Technology;
- Strengthened STEM subjects in RUPP and ITC.

Below are achievements by each reform:

Reform 1: Public Financial Management
- Introduced IT-based Financial Management System in 36 budget entities at central level and 25
POEs;
- Trained procurement staff involved in latrine construction from 216 schools;
- Trained financial officers on all financial skills and internal audit officers on how to write audit re-
ports following the samples provided by MEF;
- Piloted internal audit in 231 out of 360 auditees.
Reform 2: Teacher Deployment
- Reviewed job descriptions of education staff dealing with administration;
- Reviewed and revised requirements and procedures for transferring and changing workplaces of ed-
ucation staff;
- Assessed and self-declared the status of surplus or shortage of teachers at basic education and higher
education levels in colleges and lycées across the country;
- Reviewed the use of teachers with civil service status, contract teachers, double-shift teachers and
multi-grade teachers in 25 POEs, 40 DOEs and 100 schools;
- Cooperated with POEs to monitor deployment of new teachers and transfer of teachers in provinces;
- Promoted the implementation of education staff performance appraisal;
- Deploy 94 teachers, 39.36% female, from schools with surplus of teachers to schools with shortage
of teachers and 5,344 teachers at all levels, 60.32% female;
- Included 1,400 Khmer-Muslim teachers and 20 indigenous teachers into civil service category;
- Included 50 multilingual community schools as public schools.
Reform 3: Teacher Training Center Reform
- Developed RTTCs in Phnom Penh and Battambang as the Teacher Education Colleages;
- Adopted standards for teacher training institutions, developed teacher standards and formulated the
concept note on teacher career pathway.
Reform 4: Promoting Teachers’ Qualification
- Developed capacity of master trainers in TTC on Mathematics and Science and pedagogy practi-
cum;
- Introduced credit system for assessing capacity of education staff;
- Created Teacher Support Office and developed the policy on teacher career pathway;
- Developed program to train basic education teachers to become higher-eduation-level teachers using
accelerated system towards Bachelor level for 6 subjects including Mathematics, Physics, Chemistry,
Biology, Khmer Literature and History;

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 Unofficial Translation

- Trained 700 basic education teachers teaching in Lycées to become higher-eduation-level teachers
using accelerated system;
- Trained 56 master trainers from TTCs to have master degree;
Reform 5: Inspection
- Developed the concept of education quality assurance at pre-school and general education levels;
- Developed guidebooks on regular inspection and inspection tools;
- Developed capacity of 51 existing education inspectors, 5 female, from 25 POEs;
- Trained 85 officers, 16 female, who are not education inspectors working in the 25 POEs on concept
of education quality assurance;
- Trained 281 DTMT members, 46 female, onow to provide advice to school principals and teachers;
- Provided trainings to education inspectors and set up inspection structure at sub-national level by
creating 8 regional inspectorates including Phnom Penh, Takeo, Preah Sihanouk, Battambang, Siem
Reap, Prey Veng, Kampong Cham, and Stung Treng;
- Conducted pilot regular inspection in 70 schools to review and improve inspection tools;
- Improved curriculum for teacher trainings and other result-based management areas based on the
results of education inspection.
Reform 6: Learning Outcome Assessment
- Disseminated the results of the national assessements for grade 3 and grade 8 on Khmer Language
Physics and Mathematics;
- Designed test subjects, printed test books and administered the test for grade 6 on Khmer Language
and Mathematics in 228 schools including 210 public schools and 18 private schools;
- Conducted regional sessement at primary eduction level on pilot basis in 35 schools;
- Conducted PISA-D on pilot basis in 56 schools;
- Conducted reading speed test for grade 1, 2 and 3 of primary schools. The result showed that 35% of
grade 1, 2 and 3 students were able to read, including 10% out of 1,358 grade 1 students sitting for
the test, 34% out of 1,384 students in grade 2 and 60% of 1,387 students in grade 3.
Reform 7: Lower and Upper Secondary Education Examination Reform
- Improved the guidelines on national upper secondary education examination;
- Continued to delegate responsibilities to POEs to prepare tests for lower secondary education exam-
ination;
- Improved reform mechanism and monitoring system for upper secondary education examination;
- Improved summary lesson for Mathematics, Physics, Chemistry and Biology for upper secondary
education examination;
- Strengthened the selection of members of adjudicating committees at the stage of test correction and
correction reviewer;
- Improved computer-based score calculation;
- Approved summary lesson on Khmer history for grade 12 students.
Reform 8: Curriculum and Core Textbook Reform
- Introduced new English textbooks for grade 5, 6, 7, 8 and 9;
- Disseminated information on general and technical education curriculum framework to all subject
sub-committees;
- Disseminated guidelines on the teaching of history and literature at secondary education level;
- Prepared model essay for primary education, lower secondary education and upper secondary educa-
tion;
- Prepared syllabus and standards for specialized subjects.

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 Unofficial Translation

Reform 9: School Building Construction and Repair

- Repaired and renovated 47 upper secondary education examination centers;
- Launched New Generation School in Preah Sisowath Lycée;
- Constructed toilets and WASH facilities in 216 schools in 25 provinces;
- Constructed community pre-school buildings, pre-school resource centers, primary schools, teacher
accommodation and DOEs buildings;
- Collected information on shelter schools, to-be-established schools, annex schools and sattelite
schools;
Reform 10: Higher Education Institution Assessment
- Improved procedures and processes for accrediting higher education institutions;
- Developed HEMIS;
- Drafted documents on internal education quality assurance at program level in higher education in-
stitutions;
Reform 11: Sport Sector Promotion
- Implemented the national policy on physical education and sport development;
- Disseminated the book on physical education in primary education;
- Human resource training:
o Trained 172 sportsmen in 9 sports including football, taekwondo WTF, petanque, swimming,
wrestiling, athletics, volley ball and boxing;
o Trained 417 national sport team members in 26 sports;
o Organized trainer courses for basket ball, badminton, gymnastics and Sepak Takraw;
o Organized training for referees and judges for volleyball, boxing and taekwondo;
o Trained basic level trainers on physic education and sport specialization.
- Repair, renovation and construction of sport infrastructure:
o Renovation and construction of sport infrastructure:
 National Olympic Stadium: Constructed 3 basketball courts, 2 badminton courts and
2 volleyball courts;
 Sisowath Lycée៖ Constructed 3 basketball courts and 3 volleyball courts;
 National Institute of Physical Education and Sport: 1 hall
 Constructed sport training ground in Boeung Snor area, Phnom Penh
- Improved the structure of competition: Organized competition in 2016 and organized competition
every 2 years;
- Adopted curriculum for physical education in lower secondary education;
Reform 12: Youth Policy Action Plan Implementation
- Established Council for Youth Development in 20 out of 33 ministries and established 4 techncial
inter-minsterial committees;
- Promoted three-good contest movement among youth councils and child councils by selecting 10
outstanding youths per province;
- Provided leadership training to youth councils and child councils through national camping;
- Updated the number of youth councils and child councils in 23 provinces;
- Promoted learning clubs in lycée and parpared labels for students by subject;
- Provided short course trainings in Siem Reap, Kampong Cham, Kampong Chhnang, Kampong Thom,
Takeo and Kandal provinces, where there were centers and infrastructure in place. These were
computer and electrical skill trainings for 800 students;
- Operated market information centers in Kandal, Kampong Cham and Kampong Thom provinces with
support from National Employment Agency of Sweden. This program provided computers and
installed internet for the centers to produce leaflets on labor market information and distribute to

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upper secondary education students and provided internship opportunities to grade 10 and 11 students
in different companies;
- Cooperated with ILO to implement community-based enterprise development program and
entrepreneurship program in 5 lycées in Kandal, Takeo, Kampong Chhnang and Phnom Penh based on
the 110-hour curriculum on understanding business;
- Selected 10 youth councils’ presidents per province to attend camping and study tour programs.
Reform 13: Technical Education
- Adopted life skill curriculum frameworks for grade 4 to grade 9 and life skill curriculum (content,
teaching hours and methodologies);
- Trained 20 life skill teachers on veterinary and ICT (Kampong Chheur Teal Institute of Technology);
- Monitored the implementation of life skill programs using assessment tools;
- Developed workshop standards for life skills and equipments in lower secondary schools;
- Expanded career counseling program for secondary school students;
- Adopted documents on career counseling and information on best practice-based skill studies in 4
secondary schools in Battambang province;
- Produced teacher manual and trained 13 national trainers to expand the activities to other target
provinces;
- Disseminated information on vocational orientation for secondary school students;
- Trained 25 provincial master trainers from 7 provinces;
- Organized vocational orientation forums for 4,983 secondary school students including 2,296 girls, in
Svay Rieng and Siem Reap;
- Organized forums on career selection and pursuance of higher education in Prey Veng, Takeo,
Kampot, Kep and Banteay Meanchey provinces;
- Disseminated the draft standards on general and technical lycées;
- Improved curriculum based on labor market demands for mechanical, electrical, electronic, agronomy
and veterinary skills;
- Strengthened technical education program in general and technical education lycées;
- Provided capacity building to 8 agricultural teachers and 22 electrical and electronic teachers;
- Expanded 3 general and technical education lycées;
- Established agriculture training center in Rasmey Sorphorn Lycée in Staung district, Kampong Thom
province and provided agricultural skill training to students and community members around the
school by collaborating with Royal Unversity of Agriculture.
Reform 14: Establishment for New Generation School
- Adopted the policy on new generation schools;
- Ran new generation school in Preah Sisowath Lycée by setting up subject-based laboratories,
computer labs with computers equipped, subject rooms, teacher rooms and library. New generation
school implemented curriculum in which students moved to subject rooms following the schedule
with increased learning hours from 32 to 42 hours per week. The school selected 314 grade 7 and 8
students, including 139 girls, from 8 classes and 265 grade 10 and 11 students, including 114 girls,
from 8 classes. In total, there were 579 students including 253 girls from the two levels.
Reform 15: Career Pathway and Training for School Principals
- Developed the concept note on teacher career pathway;
- Developed guidebook for school principals;
- Trained school principals from all levels on governance, management, leadership and education
inspection system;
- Developed credit system for school principals’ professional development.

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2.2. RESULTS BY SUB-SECTOR

2.2.1. SUB-SECTOR: EARLY CHILHOOD EDUCATION

A. Achievements
A.1. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
In 2016-2017, there were 7,241 pre-schools/pre-school facilities of all types, an increase of 328, including
4,014 state pre-schools, an increase of 309 (158 detached pre-schools, an increase of 7); 393 private pre-
schools, an increase of 72; and 2,834 community pre-schools, a decrease of 51 in 1,021 out of 1,646
communes/sangkats.
The increase of the number of pre-schools has helped build foundation for more children to be ready to
enrol in primary school correctly for their age.
There were 10,663 pre-school classes of all types, an increase of 396, including 6,403 state pre-school
classes, an increase of 430; 2,966 community pre-school classes, a decrease of 33; and 1,294 private pre-
school classes, a decrease of 1.
There were 426,025 children from 0-5 years of age receiving education of all forms, which is 21.79% of the
total population of this age group including 214,249 girls or 50.29%.
The number of three-year-old children accessing any form of education was 63,509 or 20.33% of the
population of this age group including 32,800 girls or 51.64%, an increase of 2,560 children, 1,030 were girls.
The number of four-year-old children accessing any form of education was 113,010 or 37.37% of the population
of this age group including 57,709 girls or 51.06%, an increase of 28,667 children, 14,781 were girls.
The number of five-year-old children accessing any form of education was 196,669 or 66.35% of the
population of this age group (ESP: 66%) including 97,127 girls or 49.38%, an increase of 9,257 children,
1,805 were girls.
Figure 14: % of Young Children Accessing Education against ESP Targets

(Source: Data from EMISD and ECED)

Figure 15: % of Young Children Enroled in 2016-2017 against that in 2015-2016

(Source: Data from EMISD and ECED)

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Figure 16: % of Five-year-old Children Accessing Education in Capital/Provinces

Source: ECED
The above Figures show that enrolment of four and five-year-old children was improved and higher than
the targets. This reflects efforts of the Royal Government, communities, parents and stakeholders through
construction of school buildings and provision of equipment. Enrolment of five-year-old children is
higher than the target in 14 provinces.

There were 11,151 education staff for early childhood education (91.17% female), an increase of 39 persons
(2.5% female) including 5,084 state-preschool staff (95.65% female), an increase of 360 persons (8.5%
female); 3,014 community-preschool staff (95.71% female), a decrease of 124 persons (1.5% female) and
3,053 private pre-school staff (79.23% female), a decrease of 197 persons (3.7% female).

Shortage of staff in early childhood education is a concern for sub-national level to expand early
childhood education service. This requires a proper assessement on the needs and appropriate deployment
of early childhood education staff based on the long-term plan of sub-national level.

State Pre-School
13,470 three-year-old children accessed education or 4.3%, including 7,486 girls. 52,693 four-year-old
children accessed education or 17.4%, including 27,044 girls. 123,995 five-year-old children accessed
education or 41.8%, including 60,906 girls.

Private Pre-School
6,815 three-year-old children accessed education or 2.2%, including 3,358 girls. 15,294 four-year-old
children accessed education or 5.1%, including 7,710 girls. 16,380 five-year-old children accessed education
or 5.5%, including 7,803 girls.

Community Pre-School
19,059 three-year-old children accessed education or 6.1%, including 9,885 girls. 23,549 four-year-old
children accessed education or 7.8%, including 12,127 girls. 22,130 five-year-old children accessed
education or 7.5%, including 11,059 girls.

Home-Based Program
52,837 zero-to-three-year-old children accessed education or 5.1%, including 26,613 girls. 24,165 three-
year-old children accessed education or 7.7%, including 12,071 girls. 21,474 four-year-old children accessed
education or 7.1%, including 10,828 girls. 34,164 five-year-old children accessed education or 11.5%,
including 17,359 girls.
Home-based programs were participated by 95,148 parents, 15,904 parents group leaders, 3,462 core
parents, 3,402 female and 132,640 children including 66,871 girls.
There were 3,114 out of 14,119 villages in 896 out of 1,633 communes in 170 out of 197 districts
implementing home-based programs.

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Implementation of Programs

School Operational Budget and School Improvement Grant

All pre-schools and pre-school classes were given SOB and SIG and were required to follow procedures and
guidelines properly. Each school prepared its own annual development plan with participation from School
Support Committee. Each school was more accountable for its revenue and expenditure through transparent
disclosure of their information.
SOB and SIG grants were limited, which required more consideration for long-term investment.
Multi-Lingual Education Program
Multi-lingual education program for indigenous children was implemented in 19 districts, an increase of 1
district in 5 target provinces including Ratanakiri, Stung Treng, Mondulkiri, Preah Vihear and Kratie
provinces. This program was implemented in 3 state pre-schools, a decrease of 1 pre-school, with 94
students, including 51 girls and 80 community pre-schools, with 1,474 students, including 784 girls, an
increase of 13, including 2 girls. Languages used include Tumpoun, Kroeng, Ponorng, Kouy, Kroal, Kavet,
Kachok, Brao,…

Mobile pre-school program covered children between 3 and 5 years of age in indigenous areas, where their
families migrate and there is a long distance between home and state pre-schools or community pre-schools.
This vehicle-based mobile program covered 2 villages in Koh Peak commune, Voeun Sai district and
Taveng Kroam commune, Taveng district and the seasonal mobie program covered 3 villages in Ta Lao
commune, Andoung Meas district and Taveng Leur commune, Taveng district, Ratankiri province.

The results this year is similar to previous year and this service has not been expanded to cover
indigenous areas.

Early childhood education in indigenous areas in the form of mobile pre-school classes in cooperation
with development partners has provided best practices for early childhood education sub-sector.

Inclusive Education Program

Inclusive Education Program for children with disabilities was implemented in Siem Reap, Battambang,
Kampong Thom, Prey Veng, Ratanakiri, Kratie and Phnom Penh. This program was implemented in 176
state pre-schools, an increase of 113, with 165 children including 49 girls, an increase of 40 children,
including 6 girls.

There were 235 state-preschool teachers trained on inclusive education including 223 female teachers, an
increase of 124, including 113 female teachers.

Inclusive education program was implemented in 41 community pre-schools, an increase of 24, with 35
children including 21 girls, an increase of 15 children, including 12 girls. There were 41 community pre-
school teachers trained on inclusive education including 37 female teachers, an increase of 24, including 20
female teachers.

Inclusive education at pre-school level has achieved good results, enabling children with disabilities to
have equitable access to education.

Learning Outcomes
There were 172,067 five-year-old children completing advance level of pre-school education including
85,575 girls, an increase of 5,480 students including 2,042 girls. The rate of grade 1 students enrolled in
primary schools with pre-school experience is 64.01%, an increase of 2.16%.
Improving school environment and learning materials
MOEYS assessed school and classroom environment and learning materials of 50 state pre-schools and 100
community pre-schools as a sample representing pre-schools across the country. The assessment critieria
include 1) Premise and furniture; 2) Language and consideration; 3) Interaction between teachers and
children; 4) Curriculum strucuture and 5) Parents and teachers.

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Figure 17: Results of State Pre-School Assessment

Figure 18: Results of Community Pre-School Assessment

Based on the above figures, technical support and inputs are required for state pre-schools and
community pre-schools to promote school and classroom environment quality and learning materials.

Curriculum Development and Documentation

MOEYS:
- Drafted the guidelines on free game activities at pre-school level;
- Adopted curriculum framework for general and technical education (from pre-school to secondary
school);
- Produced and aired 34 sessions of “Love Children” program in cooperation with the Ministry of
Information and is airing the program on TVK every Monday and Friday at 5.00 pm;
- Developed guidelines for parenting education;
- Printed 13 chapters of parenting education materials;
- Re-drafted the guidelines on pre-school classes.

Learning Hours and Curriculum

Implementation of curriculum and timetable in state pre-schools and pre-school classes accounted for
72.20% for low level pre-school, 76.45% for middle level pre-school and 87.24% for advance level pre-
school against the annual curriculum.
Implementation of curriculum and timetable in community pre-schools or pre-school classes accounted for
77% against the annual curriculum, an increase of 8.4% compared to the previous academic year.
Free game activities were implemented in 19 state pre-school classes including 10 classes in Phnom Penh.

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Teacher Capacity Development

MOEYS:
- Organized graduation examination for 249 pre-school teacher trainees, 96.36% female, of the 19th
generation;
- Is providing year 2 training to 199 pre-school teacher trainees, 94.97% female, of the 29th generation;
- Organized examination to select 200 pre-school teacher trainees, 95% female, for the 30th generation;
- Provided capacity buildings to 4,342 principals, 22.57% female, of pre-schools, primary schools with
pre-school classes on pre-school management based on standards of quality;
- Trained 125 state pre-school teachers, 81.6% female, on inclusive education;
- Trained 52 state pre-school and community pre-school teachers, 82.69% female, on multi-lingual
program;
- Provided standardized trainings to 277 community pre-school teachers, 95.30% female, and 245 core
parents including 218 women;
- Trained 1,482 community pre-school teachers, 97.97% female, on monthly meetings for pre-school
program.

Monitoring and Research

MOEYS monitored the implementation of SIG projects in 63 pre-schools and pre-school classes in primary
schools in Banteay Meanchey, Battambang, Kampong Chhnang, Kampot, Kampong Speu, Oddor Meanchey,
Koh Kong, Pailin, Preah Sihanouk, Stung Treng and Takeo provinces with the following outcomes:
- 78% of local SSCs participated in one or more monthly meetings;
- 77% of local SSCs were supervised by District Grant Coordinating Committee;
- 60% of local SSCs were supervised by Provincial Grant Coordinating Committee;
- 80% of local SSCs followed the technical and financial guidelines for implementing SIG projects;
- 70% of pre-schools and primary schools with pre-school classes had lesson plans based on the
guidelines.

MOEYS monitored the performance of 35 private pre-schools in Prey Veng, Kampong Cham, Kampot, Siem
Reap, Preah Sihanouk and Kampong Chhnang provinces to urge them to follow MOEYS's curriculum, of
which 32 private pre-schools had license; 25 schools already prepared development plan; 30 schools had
compiled student statistics and regular meetings. 23 female pre-school teachers received pre-school
pedagogy training and 21 prepared lesson plan.

MOEYS monitored and evaluated community pre-school program implementation linked with parenting
program in Kampong Speu, Stung Treng, Koh Kong, Takeo, Kampong Chhnang, Kratie, Mondulkiri, Svay
Rieng, Ratanakiri, Prey Veng, Preah Sihanouk, Kandal and Kampot provinces in 34 districts, 69
communes/sangkats, 75 villages in order to monitor the implementation of early childhood education
program, teaching of teachers and learning of children in community pre-schools linked with parenting
program. MOEYS interviewed 75 community pre-school teachers, including 60 women, 6 male commune
councilors, 58 core parents including 54 women, 75 village chiefs including 10 women to explore quality of
services and supports by communities.

A.2. Ensure effective Leadership and Management of education staff at all levels

Capacity Development
MOEYS trained:
- 25 sub-national focal points, 80% female, on multi-lingual education program in Kratie province;
- 10 ECE officers, 80% female, on collection of data and information for assessing early childhood
development and learning environment in early childhood education service;
- 245 people, 59.18% female, on environment and nutrition for children in target villages;

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- 34 sub-national trainers, 73.52% female, on the implementation of result-based M&E system for early
childhood sub-sector;
- 245 education officers, 59.18% female, on environment and nutrition for children in target villages;
- 65 sub-national trainers, 70.76% female, on pre-school inclusive education;
- 249 national and sub-national trainers, core mothers, mother group leaders, 51.80% female, including
199 core parents, 89.44% female, on home-based early childhood education program and parenting
program;
- 424 education officers, 66.74% female, on M&E system for early childhood education sub-sector;
- 102 sub-national education officers, 85.29% female, on guidelines for pre-school resource centers;
- 875 education officers, 93.6% female, on monthly meeting for parenting program;
- 14 education officers, 85.71% female, on reporting and data analysis for ECE environment
assessment;
- 302 education officers, 69.20% female, on parenting program for parents with children under 2 and
pregnant women;
- 65 sub-national trainers, 70.76% female, on pre-school inclusive education program;
- 76 participants, 31.65% female, who were administration officers at sub-national level, members of
district boards of governors and district councils on management of early childhood education service.

MOEYS sent the following education officers:

- 4 officers, 23.74% female, to attend the Workshop on Guidelines for ECE Standards and Capacity in
Thailand;
- 1 male officer to participant in the International Conference on Multilingual Education Policy in
Myanmar;
- 2 female officers to participate in the Consultative Meeting on the Establishment of SEAMEO Center
for ECCE in Indonesia;
- 1 male officer to participate in the International Education Forum on Pre-School Education in
Republic of Korea;
- 2 male officers to participate in the Regional Conference on ECD in Malaysia;
- 1 male officer to participate in the Regional Conference on ECD in Indonesia;
- 7 officers, 71.42% female, to join the study tour on ECE in Japan;
- 2 officers, 50% female, to join the Forum on Challenges and Strategies for Children and Youths in
ASEAN in Malaysia.
Formulation of Regulations
MOEYS drafted guidelines on:
- Implementation standards for ECE;
- Weekly technical meetings;
- Regular test for pre-school;
- Enrolment of children in community pre-schools;
- Performance of children in teaching and learning processes;
- Interaction between pre-school teachers and parents and Sub-Decree on Community Pre-School
Management.

Work done by the National Committee for Early Childhood Care and Development
MOEYS:
- Convened a meeting of the National Committee for Early Childhood Care and Development with 63
participants, 28.57% female;

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- Organized a Review Workshop on the Result Framework of the National Action Plan on Early
Childhood Care and Development, 2014-2018, in Siem Reap province with 35 participants, 42.85%
female;
- Organized consultation between development partners and Asia-Pacific Regional Network for Early
Childhood to organize the International Regional Conference on Early Childhood Education in Siem
Reap;
- Published annual progress report 2015 of the National Committee for Early Childhood Care and
Development.

B. Progress of Outcome Indicators

Analysis of the Progress of Outcome Indicators
Actual Target Actual
Early Childhood Education Status
2015-16 2016-17 2016-17
Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
1 Percentage of 5 years old children enrolled 64.1% 66% 66.35% 
2 Percentage of 4 years old children enrolled 28.7% 35% 37.37% 
3 Percentage of 3 years old children enrolled 19.79% 27% 20.33% 
4 No. of pre-school teachers trained (pre-service and in-service implemented
N/A N/A
trainings) following the formula of 12+4 each year in 2018
5 % of pre-school teachers with Bachelor degree each year 3% 3.1% 2.0% 
6 No. of pre-school teachers receiving continued professional
N/A 200 152 
development each year
7 % of ECE programs following quality standard 11% 16.9% 15.17% 
8 % of ECE programs implementing regular assessment test for
20% 25.3% 25.65% 
five-year-old children
9 Percentage of children in early childhood care and
N/A 40% 27% 
development services with nutritional status
10 Percentage of children in state pre-schools given deworming
95% 90% 89% 
pills
Policy Area 2: Ensure effective leadership and management of education staff at all levels
N/A
Note:  Achieved  Likely to Achieve Unlikely to Achieve

C. Challenges

While there were significant achievements, some challenges require more efforts to solve including:
- Capacities and resources for implementing M&E system are not responsive;
- The number of newly trained pre-school teachers is not responsive to the service expansion;
- Buildings and classrooms both exsting and newly created are not enough;
- Teaching and learning materials for pre-school classes have not responded to the needs for early
childhood development.

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2.2.2. SUB-SECTOR: PRIMARY EDUCATION

A. Achievements
A.1. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all

In 2016-2017, there were 7,144 public primary schools, an increase by 59 compared with 2015-2016. The
number of incomplete schools was 598, a decrease of 81. The number of child friendly schools (middle and
advance levels) was 5,196, an increase of 19. There were 417 private primary schools in all
capital/provinces.

There were 61,255 public primary school classes, an increase of 1,031 classes and 42,712 public primary
school classrooms, an increase of 565 classrooms.

There were 2,022,061 public primary school students including 974,231 girls (48.18%), an increase of
11,388 students, 2,419 girls. The number of students in private primary schools was 89,570 including 44,095
girls (49.3%). Total net admission rate was 95.1%, 94.0% for girls, a decrease of 0.1% (decrease of 1.4%
girls), including 0.5% decrease for private schools, 0.6% decrease for girls and 0.3% decrease for public
schools, 0.8% for girls. Net admission rate in public primary schools was 91.0% (90.1% for girls), , while
that in private primary schools was 4.1% (3.9% for girls).

This requires parents or guardians and stakeholders to pay bring their children to enroll in grade 1 at
appropriate age as the number of over-age students in grade 1 is quite high.

There were 57,844 primary education staff, 29,007 female (50.2%), an increase of 1,401 staff, while the
number of female staff increased by 1,427. There were 46,149 teaching staff, 25,713 female (56%), an
increase of 1,243, 1,402 for female. The number of two-shift teachers was 11,413, (5,087 female). There
were 2,654 multi-grade teachers, 901 female.

Implementation of Programs and Activities

Management of School Operational Budget and School Improvement Grant

SOB and SIG funds were provided to schools through banking system.. Each school developed their annual
development plans with participation from School Support Committees. Information on revenue and
expenditure was transparently disclosed. Some schools in 300 communes, 51 districts, implemented social
accountability program.

This has helped the school to use resources to better respond to their actual needs.

Multi-Lingual Education Program

MOEYS:
- Implemented multi-lingual education program for indigenous children in 80 schools, an increase of 13
with 216 teacchers, 36.1% female and 4,818 students, 47.4% female, in 15 target districts in
Ratanakiri, Mondulkiri, Stung Treng and Kratie. This program is the bridge between mother tongue
and national language and covered four languages including Kroeung, Tumpuon, Pornorng and Kavet
from grade 1 to grade 3;
- Launched the National Action Plan on Multi-Lingual Education, 2015-2018 by including 50
community schools as public schools;
- Provided technical trainings to multi-lingual teachers every year with support from UNICEF and
partners to provide opportunities to disadvantaged children in Cambodia with technical cooperation
with CARE.

This has helped indigenous children to enroll in public primary schools in equitable manner.

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Accelerated Learning Program

MOEYS implemented:
- Accelerated learning program in 7 districts in Kampot, Kratie and Preah Vihear provinces covering 16
schools, 500 students, 48.2% female, in collaboration with UNICEF;
- Accelerated learning program in 141 schools, with 247 teachers, 28.5% female and 6,733 students,
46.56% female, and 5 focal points at national level and 40 focal points at sub-national level, 25.5%
female in 30 district/khans of Phnom Penh, Kampong Speu, Prey Veng, Preah Sihanouk and Siem
Reap provinces. Printed 720 copies of teacher guide for accelerated learning program and 14,400
copies of student books. Created 1,641 classes of remedial program for slow learners and re-learning
program for dropouts and students falling under the average grades in 1,000 primary schools in Siem
Reap, Kratie, Tbong Khmum, Ratanakiri, Koh Kong and Kampong Thom provinces with 10,962
students, 50% female, in cooperation with Pour un Sourire d'Enfant;
- Bridging program for grade 6 and grade 7 students with focus on Khmer Language, Mathematics,
Physics and Chemistry to prepare them for grade 7, covering 806 students, 40% female, in 27 schools
in 4 districts in Siem Reap and Tbong Khmum provinces and bridging program to prepare pre-school
students for grade 1, covering 772 students, 45.5% female, in 29 primary schools in Tbong Khmum
province. 704 of these students enroled in grade 1, 50.4% female, throught the cooperation with Plan
International Cambodia;
- Reading program for 4,431 slow learners, 40% female, in 650 primary schools in 9 provinces and
organized National Reading Day with participation of 35,392 students, 45% female in 43 districts and
provided WASH facilities to 20 schools in cooperation with World Vision Cambodia.

This has helped overage students and dropout students to learn in age-appropritae classes.

Inclusive Education Program

MOEYS:
- Trained 1,999 teachers, 39.8% female, on inclusive education for children with disabilities;
- Screened vision, provided treatment and referred to 2,500 grade 6 students, 54% female, in 12 districts
in 3 provinces, including 383 students needing glasses, 68% female, and 25 students with eye
problems, 60% female, by cooperating with Japan International Center for the Rights of the Child,
Catholic Relief Services, Vision Screening, Treatment and Referral Project and School Health
Improvement Project;
- Conducted eye health screening for 1,244 students, 39% female, as a result, 72 students, 45.8%
female, were given glasses and 18 students, 61% female, were referred to hospitals in cooperation
with School Health Improvement Project;
- Implemented inclusive education program in 98 schools in 12 districts, 6 provinces, covering 105
students, 35% female and provided education to children with visual and hearing impairments in 5
special schools in Phnom Penh, Battambang, Siem Reap and Kampong Cham provinces with 116
teachers, 44.8% female and 688 students with disabilities, 26.3% female, in cooperation with Kruosar
Thmey;
- Provided education to children with intellectual impairment in Phnom Penh, Kandal, Kampong Speu,
Kampot, Kratie, Pailin, Siem Reap and Pursat provinces covering 165 schools, 750 teachers, 48.7%
female and 1,737 students, 39.6% female, in cooperation with Partnership for Educating
Disadvantaged Children in Cambodia Project.

This has helped students with disabilities to enrol and learn as children with disabilities.

School Feeding and Scholarship Programs

MOEYS provided:
- Scholarship to poor students in 3,253 primary schools, which accounts for 45.9% primary schools
across the country with a total number of 77,654 students, 55% female, using PB funding;
- Cash scholarship in 1,251 primary schools, which accounts for 17.7% primary schools schools
across the country with a total number of 24,600 students, 54.9% female, and food scholarship to 762

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primary schools, which accounts for 10.8% of primary schools across the country with a total number
of 15,844 students, 56.6% female, in cooperation with World Food Program;
- Scholarship for 2,325 poor and vulnerable students, 50% female, in cooperation with Child Fund
Cambodia, KAPE, Easy Learn Project and New Generation School;
- Scholarship to 287,130 students, 49.3% female in 1,138 schools, who were given breakfast and
12,632 students, 50% female in 59 schools were given breakfast cooked with agricultural produce in
community in cooperation with World Food Program;
- Scholarship in cash and learning materials to 22,878 students, 48% female, who were overage
children and children from poor households, children with disabilities, children from indigenous
communities, street children in Phnom Penh and 21 provinces by cooperating with Partnership for
Educating Disadvantaged Children in Cambodia Project, under the coordination of Aide et Action,
which aimed to reach 50,000 students, 35% female;
- Daily refreshments for 73 schools in Kampong Chhnang province covering 20,000 students and
teachers, 46% female, and food scholarship to 2,474 students, 55% female. Provided food incentives
to all teachers living in teacher accomodation and teachers who had taught regularly in cooperation
with Food for Education Program of the International Relief and Development with support from
USDA through school feeding program.

This has helped children from poor households to enrol and learn regularly until they complete education
level and transit to the next level.

Health Education
MOEYS:
- Organized handwashing day in Kampong Krong Primary School, Kampong province, with 700
participants, 52% female, who were education staff at national and sub-national level, development
partners, stakeholders, teachers and students;
- Provided training on malaria prevention education to 369 primary school teachers, 51% female, in
Battambang and Siem Reap;
- Provided hygiene materials including brushes, soaps and toothpaste for handwash and toothbrushing
practices to grade 3 and 4 students in 164 primary schools in 12 khans of Phnom Penh with
participation of 64,519 teachers and students, 46% female;
- Organized contests on safe and hygienic food cooking in some primary schools implementing school
feeding program in 11 districts Siem Reap province with 762 participants, 52% female;
- Drafted the syllabus for “ health education” subject from grade 1 to 6 for the national curriculum;
- Provided 224 first aid boxes and materials including guidebooks on first aids using PB fund and 1,000
boxes with support from ESSPII. Currently, there were 4,833 first aid boxes along with the guidebook
on first aids or 682% of the total number of primary schools, including 1,223 boxes supported by PB
fund, 610 boxes donated by private donors directly and supported by school budget and 3,000 boxes
supported by ESSPII. Schools given first aid boxes also used SOB to buy complimenting materials.
Provinces in which 100% of primary schools have first aid boxes include Phnom Penh, Pailin,
Kampong Chhnang, Kampot, Preah Sihanouk, Kep and Preah Vihear provinces;
- Organized orientation on handwhasing and oral health program in primary schools for 1,668
participants, 47% female, including school principals, teachers and community members from 146
primary schools in Phnom Penh, Kampong Chhnang, Kampong Thom, Takeo and Kratie provinces
and 45,618 students, 45% female
- Constructed toilets and WASH facilities for 216 primary schools in all capital/provinces;
- Organized consultation on school WASH minimum standards with 1,553 school principals, teachers
and community members, 27% female, in 210 primary schools in Phnom Penh, Takeo, Kratie,
Kampong Chhnang, Kampong Thom and Kampot provinces;
- Received 41,381 copies of “growing as a mature boy” books from UNICEF and distributed to grade 5
and 6 male students in primary schols in Pailin, Kampong Chhnang, Preah Sihanouk, Pursat and
Banteay Meanchey provinces;

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- Provided health and physical screening to 1,336 teacher trainees, 55% female in PTTCs;
- Provided trainings on reproductive and sexual health, HIV and drug prevention to 794 grade 5 and 6
teachers, 28% female, in cooperation with RHAC;
- Provided health and physical screening to 47 159 grade 1 students, 85.5% female, in 1,030 schools in
Kampong Chhnang, Kampot, Kep, Pailin, and Takeo provinces in cooperation with health officers;
- Provided deworming pills to primary school students across the country twice per year in cooperation
with Ministry of Health.

This has helped promote students’ health to ensure quality and effective learning.

Analysis of Student Flow Rate

Promotion rate in primary schools increased to 88.7%, 91.1% for girls and 86.4% for boys. Repetition rate
decreased to 6.6%, 5.1% for girls and 8.1% for boys. Dropout rate decreased to 4.6%, 3.8% for girls and
5.5% for boys.

Table 4: Flow Rates in Primary Education by Academic Year, Area and Gender

Flow Rates (Total) Flow Rates (Female) Flow Rates (Male)

Promotion Repetition Dropout Promotion Repetition Dropout Promotion Repetition Dropout
2014-15 2015-16

National 88.7 6.6 4.6 91.1 5.1 3.8 86.5 8.1 5.5
Urban 91.3 4.6 4.0 93.7 3.4 2.9 89.1 5.8 5.1
Rural 88.2 7.0 4.8 90.6 5.5 3.9 85.9 8.5 5.5
National 87.0 6.7 6.2 89.4 5.3 5.2 84.7 8.1 7.2
Urban 90.9 4.6 4.5 93.2 3.4 3.5 88.8 5.8 5.5
Rural 86.3 7.2 6.6 88.7 5.7 5.6 84.0 8.5 7.5

Analysis of Completion Rate

Completion rate in primary education decreased to 79.87%, 83.22% for girls and 76.71% for boys.
Decreasing patterns of completion rate in primary education are identical for national level, both in rural and
urban areas.
Table 5: Completion Rate in Primary Educaiton by Academic Year, Area and Gender

Completion Rate, 2015-2016 Completion Rate, 2016-2017

Total Female Male Total Female Male
National 80.62 83.97 77.45 79.87 83.22 76.71
Urban 72.61 75.21 70.21 71.03 74.01 68.28
Rural 82.50 86.00 79.18 81.98 85.38 78.74

Teacher Pre-Service and In-Service Trainings

MOEYS:
- Completed trainings of primary school teachers 12+2 and 9+2 for 3,244 teacher trainees (65.6%
female). Trainings were being provided to 1,783 trainees, 61.3% female;
- Organized examination to select 1,513 primaryschool teachers 12+2, 62% female;
- Provided professional skill training on administrative management to 618 management staff, 17.8%
female;
- Printed 7,804 copies of materials for training basic education teachers
- Trained 384 master trainers, 41.1% female and printed 7,847 copies of training materials for basic
level teachers;
- Trained 1,297 grade 4 teachers, 44.9% female, on English language teaching methodology;
- Trained 1,758 school principals and grade 1, 2 and 3 teachers and stakeholders, 58.4% female, in
some districts in Phnom Penh, Kampot, Kandal, Preah Vihear and Kampong Cham provinces on
Khmer Language teaching methodologies for early grades;

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- Provided advice on enrolment of out-of-school children including children with disabilities to 971
primary school principals, 12.3% female, in Banteay Meanhcey, Kratie and Kampot provinces;
- Provided training on reading standards for grade 1-3 to 123 primary school teachers, 49.6% female;
- Provided training on teaching aids production to 29 trainers, 34.4% female;
- Provided training on professional development to 302 master trainers and primary school teachers,
75.5% female, on how to use teacher professional standards;
- Provided training on feedback methodologies and disseminated regulations on practicum to 318
primary school teachers, 65.7%;
- Organized consultation at national and regional level on standards of primary schools to 273 education
officers and school principals, 15% female;
- Provided trainings on the guides for Mathematics teaching for early grdes for 1,154 grade 1, 2 and 3
teachers, 60.5% female;
- Provided trainings on positive discipline to 1,848 school principals and teachers, 44.9% female;
- Provided training on checklists to 119 members of DTMTs, 10.8% female;
- Provided training in phases to 3,461 teachers, 35% female in 1,094 target schools in cooperation with
the Partnership for Educating Disadvantaged Children in Cambodia Project;
- Provided training on how to use aids for reading and how to use core textbooks to teach Khmer
language for grade 1 and 2 to 520 DOEs’ officers, school principals, grade 1 and 2 teachers, 28.2%
female, from 169 schools in Siem Reap, Banteay Meanchey, Kampong Thom, Kampong Cham,
Tbong Khmum and Prey Veng provinces and trained 1,345 grade 1-6 teachers, 44.4% female, on how
to lead students in reading activities in cooperation with Room to Read Organization;
- Trained 248 teachers, 34.6% female and 37 community-based teachers, 73% female, on reading
standards, CFS teaching approach, student-center approach, cooperative learning approach and
student need responsive teaching approach by cooperating with Child Fund Cambodia and KAPE.

This has helped developing capacity of schools’ principals and teachers to improve their quality in
response to education reforms.

Curriculum Development
MOEYS:
- Adopted new curriculum framework and developed syllabus for all subjects for grade 1 to 6 and
documents on how to write essays for grade 3 to 6;
- Supplied 5,268,000 copies of core textbooks to schools across the country the textbook-student ratio
of 1:1 for grade 1-3, with a set of 3 books per student (Target: 3 books) and for grade 4-5 with a set of
5 books per student and for grade 6 with a set of 4 books per student (Target: 4 books);
- Adopted English books for grade 5 and 6;
- Adopted the concept note on full-day teaching and learning.

This has helped teaching and learning as every student has textbooks and ensuring quality of their
learning.

Library
There were 3,552 libraries in schools, including 673 library buildings, 2,326 library rooms 764 in offices,
175 as learning corners in the classroom and 80 mobile libraries.

MOEYS:
- Printed 27,000 copies of books on library standards for primary education and distribute to DOEs,
primary schools and TTCs across the country;
- Drafted guidelines and guidebook on promoting reading in school;

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- Trained 2,235 librarians, 55.3% female, out of the total number of 3,487 librarians, 58.8% female and
provided trainings to 220 trainers, school principals and librarians, 48.2% female, on library
management and standards in primary schools;
- Trained 330 national and sub-national officers, 28.4% female, on how to do drawings in primary
education;
- Supplied 4,165 reading books to libraries and for reading activities in 17 schools in Svay Rieng and
Kratie provinces in cooperation with Educo Organization;
- Trained 38 writers, organized the 5th National Book Exhibitions, constructed and repaired 21 school
buildings of 108 rooms and created new libraries in 96 schools and continued to support existing
libraries in 157 schools in collaboration with Room to Read;
- Constructed and repaired 20 library rooms in Svay Rieng and Kratie provinces and trained 110
libraries, 29.1% female in collaboration with Child Fund Cambodia and KAPE;
- Constructed 4 school buildings, 4 standardized library rooms and repaired 239 classrooms and
libraries in cooperation with Partnership for Educating Disadvantaged Children in Cambodia Project;
- Created e-library in 10 schools for e-learning and teaching in cooperation with Aide et Action;
- Implemented family reading activities to support the National Reading Day in 253 schools in
cooperation with Room to Read.

This has strengthened reading activities in libraries and expanded reading and writing skills to nuture the
habit of reading in primary schools.

Monitoring and Evaluation

MOEYS:
- Conducted research on English Language teaching for grade 4 to 6 and teaching methodologies for
primary education to promote early grade reading;
- Conducted classroom obseration, provided pedagogical advice, provided demonstration classes,
convened technical meetings, interviewed teachers on the use of Khmer Language textbooks for grade
1, 2 and 3;
- Tested students on reading and writing in 353 target schools and tested reading speed at the beginning
and end of the academic year on grade 1, 2, 3 and 6 students in 36 target schools;
- Helped grade 1, 2 and 3 teachers on teaching and producing teaching aids for early grade mathematics
in 140 target schools;
- Monitored the implementation of library standards for primary schools in 18 schools in 10 provinces
and the use of core textbooks in 8 provinces and monitored good governance based school leadership
and management in 10 provinces;
- Monitored and assisted school principals in the use of result-based monitoring tools for primary
education sub-sector across the country;
- Disseminated the report of the national assessment for grade 3 on Khmer Language and Mathematics;
- Wrote tests, printed test books and administered test for grade 6 on Khmer Language and Mathematics
in 228 schools including 210 public schools and 18 private schools;
- Strengthened the leadership and management of 13 primary schools in Kratie by cooperating with
Educo;
- Provided education opportunities to disadvantaged children in Cambodia by strengthening leadership
and management in 194 primary schools in 22 provinces by cooperating with Partnership project;

This has helped promote quality and effective learning and teaching.

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A.2 Ensure effective Leadership and Management of education staff at all levels.

MOEYS:
- Trained 190 school management, 11% female, on governance for strengthening education service
delivery;
- Trained 35 school management , 14.3% female, on result-based school management;
- Developed capacity on school leadership and management, school governance, planning and
budgeting and the nine standards of teacher quality assessement to 5,000 school management from
1,200 schools so that they could pay more attention on the quality of education and support
disadvantaged children by working with 23 organizations of the Partnership for Educating
Disadvantaged Children in Cambodia Project, Child Fund Cambodia and Educo.

This has helped disadvantaged children to have equitable access to education.

Community Participation
MOEYS:
- Brought 208 members of primary school support committees, 18.3% female, from 11 provinces to
visit Wat Bo, Muk Neak, Tia Banh Kumrou and Chambak He primary schools in Siem Reap province;
- Organized annual stocktaking meeting on child friendly schools and community participation in
education with 138 participants, 20.3% female;
- Provided capacity building to 1,351 primary school support committee members, 64.4% female;
-
Provided training to 3,114 members of school support committees, 32% female, on roles and duties of
school support committee to better engage parents in students’ learning in 2,000 target schools in 25
provinces by cooperating with 23 organizations of the Partnership for Educating Disadvantaged
Children in Cambodia Project, Child Fund Cambodia, World Vision and Educo.
This has helped improved social accountability in schools.

B. Progress of Outcome Indicators by Sub-Sector

173 out of 176 districts has a repetition rate of 10% or lower at primary education level.

Analysis of the Progress of Outcome Indicators

Actual Target Actual
Primary Education Status
2015-16 2016-17 2016-17
Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Net Admission Rate 95.9%* 97.4% 95.1%* 

1
Net Admission Rate (female) 95.4%* 97.4% 94.0%* 

Net Enrolment Rate 98.4%* 99.0% 97.7%* 

2
Net Enrolment Rate (female) 99.3 * 99.0% 98.2% * 

Dropout Rate 6.2%** 5.8% 4.6%*** 

3
Dropout Rate (female) 7.2%** 6.5% 3.8%*** 

Completion Rate 80.6% 82.0% 79.9% 

4
Completion Rate (female) 83.9% 84.0% 83.2% 

Repetition Rate 6.7%** 4.4% 6.6%*** 

5
Repetition Rate (female) 8.1%** 4.4% 5.1%*** 

Transition rate from primary to lower secondary education 82.1% 86.2% 85.5% 
6 Transition rate from primary to lower secondary education 
(female) 85.0% 86.2% 88.3%
The number of districts with primary completion rate of at
7 95 105 90 
least 80%
8 % of new grade 1 students with pre-school experience 61.85% 64.1% 64.01% 

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9 % of child friendly school at middle and advance levels 73.5% 76.1% 79.37%**** 

% of primary school with

Latrines 85.9% 87.0% 81.5% 
10 Safe Water 58.1% 87.0% 59.1% 
Handwashing Facilities 47.2% 50.7% 60.0% 

First Aid Boxes 54.3% 58.9% 70.0% 

11 No. of students receiving scholarship in primary education 75 000 77,654*** 

No. of primary school teachers trained using the formula of implemented
N/A N/A
12 12+4 each year in 2018
% of primary school teachers with aat least Bachelor degree
6.9% 7% 6.2% 
13 each year
No. of primary school teachers receiving professional
1 500 500 1 492 
14 development each year
Policy Area 2: Ensure effective leadership and management of education staff at all levels
N/A
Note:  Achieved the targets  Likely to Achieve Unlikely to Achieve the targets

* Include private schools ** School Year of 2014-2015 *** School Year of 2015-2016
**** Do not include incompleted primary schools

C. Challenges
While there were significant achievements, some challenges require more efforts to solve including:
- There is a shortage of teachers with civil service status in rural schools and disadvantaged areas;
- Teachers’ capacity in implementing teaching methodologies is still limited;
- School management does not have full capacity on result-based school leadership and management;
- Action plans and reports of MOEYS and development partners are not fully integrated both at national
and sub-national level;
- Accelerated learning program did not cover all provinces;
- Training on inclusive education and teaching methologies for children with disabilities is not broad
enough;
- Curriculum and teaching hours are not fully followed;
- There is a shortage of school buildings in disadvantaged areas;
- Physical infrastructure including water system, toilets… in public primary schools is not responsive to
the current context.

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2.2.3. SUB-SECTOR: SECONDARY AND TECHNICAL EDUCATION

A. Achievements
A.1. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
In 2016-2017, there were 1,731 secondary education institutions including 1,245 colleges and 486 lycées (36
secondary resource centers). There were 454 lycées from grade 7 to 12 and 32 lycées from grade 10 to 12.
The number of colleges decreased by 6 and lycées increased by 23.
138 out of 1,646 communes/sangkats or 8.45% did not have a college and 5 out of 197 districts or 2.53% did
not have a lycée due to their unfavourable geographical and demographical situation, especially sparsely
populated islands and mountaineous areas. Those districts included Thmar Baing district in Koh Kong
province, Ta Veng, O’Chum, O’Ya Dav and Lumphat districts in Ratanakiri [Link] constructed
additional 9 buildings in overcrowded colleges and furnished 7 primary schools so that they can become
colleges and is currently constructing more school buildings to address the issues of shortage of buildings in
communes/sangkats with no college and districts with no lycée.
39 sangkats in Phnom Penh were not required to establish colleges because of geographical situation. 36
communes in Ratanakiri were not required to establish colleges because of geographical and
demographic situation.
16.6% of colleges and 8.8% of lycées did not have latrines. 56.6% of colleges and 46.1% of lycées did not
have safe water facilities.
At secondary education, there were 48,220 education staff, 38.66% female, out of whom 33,763 staff,
42.12% female worked at lower secondary education, an increase of 599 persons, 409 for female and 14,457
staff 30.59% female, at upper secondary education, an increase of 23 persons, 89 for female.
There were 41,407 teaching staff, 40.98% female, at secondary education level, an increase of 483 persons,
464 for female, of whom 28,782 were teaching staff at lower secondary education, 45.25% female, an
increase of 428 persons, 370 for female and 12,625 were teaching staff at upper secondary education,
31.25% female, an increase of 55 persons, 94 for female.
There were 1,855 new teachers, 46.46% female, deployed to schools with shortage of teachers including 984
teachers, 53.04% female to colleges and 871 teachers, 39.03% female to lycées.
The number of education staff and teaching staff increased in proportion with the increased number of
students at lower and upper secondary education, especially increased number of female students, which
reflects attention on gender.
There were 585,971 students, 51.81% female, in public lower secondary schools, an increase of 27,350
students, 18,167 for girls. There were 22,984 students in private lower secondary schools, 49.47% female.
Gross enrolment rate (GER) at lower secondary education was 57.6%, an increase of 1.1%, 61.5% for girls,
an increase of 2.1%, in which GER of public lower secondary schools was 55.7%, 59.6% for girls and GER
of private lower secondary schools was 1.9%, 1.9% for girls.
Transition rate at lower secondary education level was 85.5%, an increase of 3.4%, 88.4% for female, an
increase of 3.4%. Transition rate at upper secondary education level was 74.5%, an increase of 2.1%, 77.7%
for female, an increase of 3.1%.
There were 279,480 students, 51.33% female, in public upper secondary schools, an increase of 13,031
students, 5,064 for girls. There were 17,244 students in private upper secondary schools, 48.26% female.
Gross enrolment rate at upper secondary education was 26.5%, 28.1% for girls, in which GER of public
upper secondary schools was 25.1%, 26.7% for girls and GER of private upper secondary schools was 1.4%,
1.4% for girls.
This indicates that investment in physical infrastructure, scholarship program… combined with
community participation drives transition rate to increase both at lower and upper secondary education.

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Table 6: Secondary Education Statistics, Comparison between 2015-2016 and 2016-2017

Increase -
Discription 2015-2016 2016-2017 Decrease
(+/-)
Colleges
Schools 1,251 1,245 -6
Classrooms 6,640 6,704 +66
Total number of education staff in colleges 18,347 18,252 -95
Number of female education staff in colleges 7,308 7,372 +64
Number of classes in lower secondary education 12,590 12,838 +248
Total number of education staff in lower secondary education 33,164 33,763 +599
Number of female education staff in lower secondary education 13,811 14,220 +409
Total number of teaching staff in lower secondary education 28,354 28,782 +428
Number of female teaching staff in lower secondary education 12,656 13,026 +370
Total number of students in public lower secondary schools 558,621 585,971 +27,350
Number of female students in public lower secondary schools 285,478 303,645 +18,167
Total number of students in private lower secondary schools 28,235 22,984 -5,251
Number of female students in private lower secondary schools 13,797 11,371 -2,426
Lycées
Schools 463 486 +23
Classrooms 10,301 10,759 +458
Total number of education staff in lycées 29,251 29,954 +703
Number of female education staff in lycées 10,837 11,267 +430
Number of classes in upper secondary education 6,020 6,217 +17
Total number of education staff in upper secondary education 14,434 14,457 +23
Number of female education staff in upper secondary education 4,334 4,423 +89
Total number of teaching staff in upper secondary education 12,570 12,625 +55
Number of female teaching staff in upper secondary education 3,852 3,946 +94
Total number of students in public upper secondary schools 266,449 279,479 +13,030
Number of female students in public upper secondary schools 133,657 143,460 +9,803
Total number of students in private upper secondary schools 8,691 17,244 +8,553
Number of female students in private upper secondary schools 4,198 8,322 +4,124

There were 7 general and technical lycées, 5 of which were operating. The number of students enrolled in
technical education is 1,148, 40.41% female including 681 students, 49.33% female, in Kampong Chheur
Teal Institute of Technology in Kampong Thom province; 681 students, 49.33% female, in Samdech Akka
Moha Sena Padei Techo HUN SEN - Rota, Ksach Kandal, General and Technical Lycée; 155 students,
6.45% female, in Preah Bath Samdech Preah Borom Neath NORODOM SIHAMONY General and
Technical Lycée, Kampong Chhnang province; 222 students, 43.69% female, in Private Sant Franscios
General and Technical Lycée, Takeo province; 53 students, 39.62% female, in Pouk General and Techncial
Lycée, Siem Reap province including 37 male students. HUN SEN Chumpou Voin General and Technical
Lycée, Phnom Penh, introduced elective vocational subjects of electrical skills for 60 male students. Bavet
General and Technical Lycée, Svay Rieng province, was in the process of setting up electrical infrastructure
and did not have technical teachers yet.

This shows that communities were more interested in and understood the benefits of technical education,
which would provide decent jobs to young people as a response to the labor market demand.
Table 7: Student Statistics in General and Technical High Schools
Increase/ decrease
2015-16 2016-17
(+/-)
Discription
Total female Total female Total female
Kampong Chheur Teal Institute of Technology 680 329 681 336 1 7
Samdech Akka Moha Sena Padei Techo HUN 166 10 155 10 -11 0
SEN - Rota, Ksach Kandal, General and Technical
Lycée
Preah Bath Samdech Preah Borom Neath 184 88 222 97 38 9
NORODOM SIHAMONY General and Technical
Lycée
Private Sant Franscios General and Technical Lycée 36 17 53 21 17 4

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Pouk General and Techncial Lycée 0 0 37 0 37 0

Figure 19: Statistics of Students Enrolled in Technical Education in 2016-2017

681
700
600
500
400 336 total
300 222 female
155
200 97
53 35
100 10 21 0
0
kampongcheuteal Rota ksackandalPreah Norodom Siha MoniSanta Francoire Pouk

Figure 20: Variation of No. of Students Enrolled in Technical Education

Kampong Chheur Teal Institute Samdech Akka Moha Sena Preah Bath Samdech Preah Borom
of Technology in Kampong Padei Techo HUN SEN - Rota, Neath NORODOM SIHAMONY
Thom province Ksach Kandal, General and General and Technical Lycée
Technical Lycée
800 680 681
600

400 329 336

200

0
2015-2016 2016-2017

Total Female

Table 8: Newly Enrolled Students in Technical Education by Skills, 2016-2017

Academic Year
2015-2016 2016-2017 Increase-Decrease
No. Specialization
(+/-)
Total female Total female Total female
1 Electricity 377 53 399 57 +22 +4
2 Electronics 167 34 220 52 +53 +18
3 Agronomy 93 67 267 175 +174 +108
4 Veterinary 234 172 262 180 +28 +8
Total 871 326 1148 464 +277 +138

Implementation of Programs

Scholarship Program for Poor Students in Secondary Education

Scholarship Program for Poor Students in Lower Secondary Education covered 809 schools with 69,514
scholarship students, 60.0% female. Scholarship Program for Poor Students in Upper Secondary Education
covered 120 schools with 3 600 scholarship students, 60% female, with support from state budget. In
addition, there were also different forms of scholarships supported by development partners including:

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- Unicef sponsored scholarshop for 521 grade 11 indigenous students, 46.45% female in Preah Vihear,
Stung Treng, Mondulkiri, Ratanakiri and Kratie provinces;
- Mekong Children Organization sponspored scholarship for 208 secondary school students, 54.32%
female and Buddhism for Development sponsored scholarship for 32 secondary school students,
65.62% female, in Oddor Meanchey province;
- Room to Read provided learning materials to 2,591 disadvantaged girls, in Kampong Thom and Siem
Reap provinces;
- Cambodian Women’s Crisis Center provided learning materials to 25 female students in Siem Reap
province;
- Caring for Cambodia provided learning materials to 66 secondary school students, 53.03% female.
This program has helped increasing enrolment rate and reducing dropout rate in secondary education,
especially among female students.

Child Friendly School Program in Lower Secondary Education

MOEYS:
- Disseminated and used supporting materials for the implementation of CFS program at lower
secondary education level including guiding documents for DTMTs and guiding documents for head
of technical groups and teachers in Takeo, Kampot, Preah Sihanouk, Siem Reap, Stung Treng and
Ratanakiri provinces;
- Disseminated and used teacher guidebooks on local life skills in Takeo, Siem Reap and Stung Treng
provinces;
- Implemented CFS program in 397 schools, which accounted for 23.38% of 1,699 lower secondary
schools including 178 schools or 10.48% at basic level, 180 schools or 10.60% at middle level and 39
schools or 2.29% at advance level with support from UNICEF in Takeo, Kampot, Preah Sihanouk,
Siem Reap, Stung Treng and Ratanakiri provinces;
- Trained 211 education staff, 21.32% female, at POE, DOE and school levels on the implementation of
CFS in lower secondary education indluding 69 persons, 15.94% female, in Takeo province; 77
persons, 25.97% female, in Siem Reap province and 65 persons, 21.53% female, in Stung Treng, with
support from UNICEF;
- Trained 44 lower secondary school teachers, 11.36% female, on local life skill education including: 12
persons, 8.33% female, in Takeo province; 14 male officers in Siem Reap province; 6 persons,
16.66% female, in Stung Treng province; 2 male officers in Tbong Khmum province and 10 persons,
30% female, at the central level, with support from UNICEF.
This program promoted quality of education and strengthened effective management and leadership.

New Generation School

MOEYS:
- Adopted the policy on New Generation School by formulating action plan and prioritizing promotion
of governance, good schools, accountability, promotion of professional standards of STEM teaching
through using varieties of teaching methodologies including critical thinking, project work and
researches;
- Operated 3 New Generation Schools including HUN SEN Kampong Cham Lycée, Kampong Cham
province, Preah Sisowath Lycée, Phnom Penh and Kork Pring College, Svay Rieng province by
setting up subject-baed laboratories, computer lap and computer equipment, subject rooms, teacher
rooms and e-library. New generation schools implemented curriculum in which students move to
subject rooms. New Generation School of Preah Sisowath Lycée selected 6 grade 215 students from 7
classes, 43.72% female and 220 grade 6 students from 10 classes, 36.81% female. There were 435
students, 40.22% female, from the two grades;
- Expanded life skill teaching and learning, career counsellors, youth councils and learning clubs
including Mathematics clubs, Khmer literature clubs, Physics clubs, Chemistry clubs, Biology clubs
and History clubs.

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Dropout Prevention Program

MOEYS:
- Continued implementing school improvement program in all state secondary schools by using funds
to respond to actual requirements of schools in a flexible manner;
- Continued to implement ESD3 project in 100 schools in Battambang, Siem Reap, Kampong Thom,
Preah Vihear, Stung Treng, Tbong Khmum, Ratanakiri, Mondulkiri, Pursat, Kampong Speu, Pailin,
Banteay Meanchey and Oddor Meanchey provinces to allow these schools to propose action plan to
prevent dropout;
- Piloted documentation of clusters and secondary school support committees;
- Monitored early warning system to prevent dropout.

Life Skill Education

MOEYS:
- Adopted life skill education framework for secondary schools;
- Expanded local life skill education program for secondary schools;
- Formulated documents on strengthening quality and effective life skill education in lower secondary
schools;
- Prepared to implement employability skill program, supported by ESDP 3 of ADB;
- Monitored life skill education teaching and learning in 14 target provinces including Kep, Takeo,
Battambang, Prey Veng, Kampong Cham, Kampong Chhnang, Pursat, Tbong Khmum, Kampong
Thom, Pailin, Oddor Meanchey, Svay Rieng, Banteay Meanchey and Stung Treng, for Home
Economics, Agriculture, Workshop, Art and Computer subjects.
This has contributed to promoting quality of daily life.
Vocational Orientation
MOEYS:
- Organized vocational orientation session for 4,213 grade 9 students, 44.64% female, in Siem Reap and
Svay Rieng provinces;
- Organized forum on selection of career and higher education in Prey Veng, Takeo, Kampot, Kep and
Banteay Meanchey provinces;
- Provided capacity building to 25 male trainers on the use of vocational orientation materials for lower
secondary education.
This program helped familiarizing students with occupation and enabled them to select employment and
education pathway more correctly in the future.
Career Counseling and Bridging Program

MOEYS:
- Adopted career counselling materials and information on skill studies for secondary education;
- Set up career counseling rooms in the four secondary schools in Battambang province in cooperation
with Fin Church Aid.

This program contributed to providing best practices on counselling for students.

Analysis of Student Flow Rates
Promotion rate in lower secondary education increased by 2.0%, 2.4% for female and in upper secondary
education increased by 4.9%, 4.7% for female. Repetition rate in lower secondary education increased by
0.3%, 0.2% for female, and in upper secondary education decreased by 0.4%, 0.4% decreased for female.
Dropout rate in lower secondary education decreased by 2.2%, 2.7% decreased for female, and in upper
secondary education decreased by 4.4%, 4.3% decreased for female.

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This indicates that education sector reform, especially promotion of teacher qualification, teaching
methologies and creation of learning clubs have promoted effective learning and teaching.

Table 9: Flow Rate in Secondary Education between 2014-2015 and 2015-2016

Lower Secondary Education Upper Secondary Education
Description 2014-15 2015-16 Increase/ 2014-15 2015-16 Increase/
Decrease Decrease
Promotion Rate 78.6 80.6 +2.0 73.0 77.9 +4.9
Repetition Rate 2.2 2.5 +0.3 3.2 2.8 -0.4
Dropout Rate 19.2 17.0 -2.2 23.8 19.4 -4.4
Transition Rate 82.1 85.5 +3.4 72.4 74.6 +2.2
Student-teacher ratio increased from 19.7 to 21.3 in lower secondary education and decreaed from 21.2 to
20.7 in upper secondary education. Student-class ratio in lower secondary education increased from 44.4 to
44.5 and in Upper Secondary Education from 44.3 to 46.0. Student-classroom ratio decreased from 48.7 to
48.3 in lower secondary education and increased from 49.7 to 50.3 in upper secondary education.
Table 10: Key Ratios in Secondary Education between 2015-2016 and 2016-2017
Lower Secondary Education Upper Secondary Education
Description 2015-16 2016-17 Increase/ 2015-16 2016-17 Increase/
Decrease Decrease
Student-teacher ratio 19.7 21.3 +1.6 21.2 20.7 -0.5
Student-class ratio 44.4 44.5 +0.1 44.3 46.0 +1.7
Student-classroom ratio 48.7 48.3 -0.4 49.7 50.3 0.6

- Passing rate in lower secondary examination was 93.72%, an increase of 0.12%, 96.37% for female,
an increase of 0.60%;
- Passing rate in upper secondary examination accounted for 62.18% (an increase of 6.30%), 65.46%
for female (an increase of 6.03%). 405 students, 204 female, with rank A, received awards from
Samdech Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia.

Figure 21: Result of Secondary Education Examination, 2015-2016

140000
120000 Lower secondary

100000 Upper Secondary

80000
60000
40000
20000
0
Registered Presented Passed Female Female Female passed
Registered Presented

The number of candidates passing technical and vocational education level 3 examination included 84
candidates, 15.47% female, for electricity specialization; 34, 35.29% female, for electronics specialization;
23, 82.60% female, for agronomy specialization; and 54, 81.48% female, for veterinary specialization
(Figure 23 and 24)
Figure 22 shows that learning outcomes of female students increased significantly.

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Figure 22: Statistics of Students Applying for and Sitting for Technical and Vocational Education
Level 3 Examination
100 84 84
80
55 54
60 45 44
34 34
40 23 19 23 19
13 13 12 12
20
0
Electricity Electronic Agronomy Animal Hasbandry

No. student apply female [Link] on exam female2

Figure 23: Results of the Technical and Vocational Education Level 3 Examination, 2015-2016
100
84
80

60 54
44
40
24 23 19
20 13 12

0
Electricity Electronic Agronomy Animal Hasbandry
No. Student Passed Female

Results of National Outstanding Student Examination and Olympiad

MOEYS:
- Selected national outstanding students for Khmer literature, Math and Physics subjects for grades 9
and 12 and selected 60 champions, 40% female, out of 480 outstanding student candidates, 49.16%
female. 10 outstanding students were selected per subject per grade.
- Trained and sent 2 male students for Mathematics and 2 male students for Physics to join the 10th
SEAMEO Young Scientist Competition in Malaysia. As a result, Mathematics team received an
excellent medal each;
- Trained and sent 6 male students to join International Mathematics Olympiad Competition in Hong
Kong, China. As a result, one student was given a prize of honor;
- Trained and sent 5 students, 20% female, to join Asian Physics Olympiad Competition in Hong Kong,
China;
- Trained and sent 6 students, 16.66% female, to join International Physics Olympiad Competition in
Switzerland;
- Trained and sent 6 students, 50% female, to join the 13th International Junior Science Olympiad
Competition in Indonesia. As a result, two students received a bronze medal each;

This showed potentials of Cambodian human resources in international arena.

Curriculum Development and Implementation

MOEYS:
- Adopted curriculum framework for general education and technical education;
- Adopted methods for essay writing for grade 7 to grade 12;
- Implemented STEM policy;
- Adopted core textbook of English language for grade 9;

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- Developed syllabus for all subjects from grade 7 to grade 12. 90% achieved;
- Developed core textbooks for mechanical and electronical skills;
- Developed curriculum outline for technical education for general and technical lycées;
- Mainstreamed materials on climate change for teachers from grade 10 to grade 12;
- Finished 90% of the syllabus for all subjects from grade 7 to 12

Supplies of Basic Textbooks

MOEYS Supplied basic textbooks based on the textbook-student ratio of 1:1 for lower secondary education
(One student receives one basic textbook for every subject). At upper secondary education, the textbook-
student ratio is 2:1 (Two students receive one basic textbook for every subject). For the academic year of
2016-2017, secondary school students received enough basic textbooks based on the above ratios.

This reflects effectiveness of students through examinations in all education levels.

Teacher Pre-Service and In-Service Trainings
MOEYS:
- Trained 28 teachers, 14.28% female, on development of training programs on ICT and English
language;
- Adopted standards of teacher education institutions;
- Trained 104 trainers, 26.92% female, from RTTCs and PPTCs on ICT;
- Trained 38 teachers, 60.52% female on how to organized library books with IBO;
- Trained 47 teachers, 42.55% on how to use basic teacher training program for English subject by
cooperating with Kizuna;
- Printed 7,847 copies of training materials for 13 subjects for basic teachers of intake 1 of the 10th
Generation;
- Took stock of teacher training in 2015-2016 with 145 participants, 32.41% female;
- Adopted accelerated learning program to transform basic level teachers to become higher-education-
level teachers;
- Trained 700 basic level teachers, 28.71% female, through accelerated system, so that they will be
equipped with Bachelor degree;
- Trained 56 trainers with Bachelor degree, 35.71% female, to obtain Master degrees in Mathematics
and Science;
- Completed 12+2 basic education teacher training for 840 teacher trainees of the 26th generation,
58.57% female and 871 Bachelor+1 teacher trainees of the 21st generation, 39.03% female;
- Continued to provide 12+2 basic education teacher training for 768 teacher trainees of the 27th
generation, 55.07% female and provide Bachelor+1 higher-education-level teacher training for 880
teacher trainees of the 22nd generation, 40.56% female;
- Trained 2,992 primary school and pre-school teachers, 50.53% female, with upper secondary
education degrees to become basic level teachers, of intake 2 of the 9th generation and intake 1 of the
10th generation;
- Disseminated information on MOEYS’s website and social media to 800 teacher trainees of NIE,
43.75% female.

This has helped to promote qualification of teachers and quality of education.

Library
MOEYS:
- Organized the National Reading Day with the theme “Nurture Reading Habit, Promote Reading of
Culture” ;

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- Constructed libraries in 12 schools including 1 in Kampong Chaml; 2 in Kampong Speu; 1 in Preah

Vihear; 2 in Takeo and 6 in Kampong Thom province;
- Provided equipment and furniture including 4 desktops, 1 printer, 38 librarian desks, 110 reading
tables, 18 computer desks, 300 chairs and 240 shelves to libraries in Phnom Penh, Kandal,
Battambang, Takeo and Kampong Chhnang provinces;
- Took stock of referral library works in Kandal, Takeo, Prey Veng, Kampong Cham, Kampong Thom,
Svay Rieng, Battambang, Pursat, Kampong Chhnang provinces with 65 participants 65, 41.53%
female.
This has helped facilitate teaching and learning of teachers and students, especially their research work.

A.2 Ensure effective Leadership and Management of education staff at all levels
Strengthening result-based management and monitoring system
MOEYS:
- Monitored the provision of vocational orientation service in Kampot, Battambang, Svay Rieng,
Kampong Cham, Prey Veng, Mondulkiri and Siem Reap provinces;
- Monitored life skill teaching and learning in Kep, Takeo, Battambang, Prey Veng, Kampong Cham,
Kampong Chhnang, Pursat, Tbong Khmum, Kampong Thom, Pailin, Svay Rieng, Oddor Meanchey,
Banteay Meanchey and Stung Treng provinces for home economics, agriculture, workshop, art and
computer subjects;
- Monitored the implementation of scholarship program for poor students in Kratie, Tbong Khmum,
Stung Treng, Koh Kong, Pursat, Banteay Meanchey, Kampot, Kampong Cham, Prey Veng, Svay
Rieng, Kampong Thom, Siem Reap, Takeo, Kampong Speu provinces and Phnom Penh;
- Monitored lower secondary education examination on Agust 08, 2016 in 12 capital/provinces
including Phnom Penh, Kampong Cham, Banteay Meanchey, Takeo, Kandal, Preah Sihanouk,
Mondulkiri, Kampong Thom, Kampot, Stung Treng, Prey Veng and Kampong Speu provinces;
- Monitored SOB spending in 40 schools in Takeo, Kampot,Kampong Cham, Banteay Meanchey,
Kandal, Preah Sihanouk, Mondulkiri, Kampong Thom, Stung Treng, Prey Veng and Kampong Speu
provinces in cooperation with ADB through ESDP 3;
- Monitored and evaluated good governance based school leadership and management in Banteay
Meanchey, Kratie, Kampong Thom, Svay Rieng, Kep, Battambang, Preah Sihanouk, Stung Treng,
Tbong Khmum and Koh Kong provinces;
- Conducted thematic inspection on Mathematics for grade 9 in 40 schools in Phnom Penh, Kampot,
Battambang, Kampong Cham, Kampong Speu, Takeo, Siem Reap, Pursat, Kampong Thom, Tbong
Khmum, Kampong Chhnang, Kratie, Prey Veng, Svay Rieng, Banteay Meanchey and Kandal
provinces;
- Conducted thematic inspection on Chemistry for grade 12 in 35 schools in Kampot, Battambang,
Kampong Cham, Takeo, Siem Reap, Kampong Thom, Tbong Khmum, Kampong Chhnang, Svay
Rieng, Koh Kong, Preah Vihear and Kandal provinces;
- Conducted regular inspection in 29 schools in Takeo, Siem Reap and Stung Treng provinces;
- Conducted Program for International Student Assessment for Development on 2,015 15-year-old
students, 49.9% female, in a sample of 56 schools including 39 colleges and 17 lyce’es across the
country and already completed data entry.

This has helped enable school management to perform more effectively.

Capacity Development
MOEYS:
- Trained 13 national trainers for career counseling, 46.15% female;
- Organized consultation on documents related to clusters of secondary schools and SSCs in 3 provinces
with 127 participants, 11.02% female, in cooperation with ADB through ESDP 3;

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- Trained 47 natioanl trainers, 19.14% female, on documents related to clusters of secondary schools
and SSCs, in cooperation with ADB through ESDP 3;
- Trained 478 principals, 13.17% female, of target schools (100 schools) on on documents related to
clusters of secondary schools and SSCs, in cooperation with ADB through ESDP 3;
- Trained 212 principals/vice principals of secondary schools, 12.73% female, on leadership and
management, in cooperation with CDPF;
- Provided additional trainings on how to use DTMT tools in Kampot province to 47 participants,
6.38% female, in cooperation with UNICEF;
- Trained 44 POEs’ staff and school principals, 11.36% female, on life skill education, in cooperation
with UNICEF;
- Trained 211 DOEs’ officers and school principals, 21.32% female, on district monitoring, in
cooperation with UNICEF;
- Provided training on report writing and management of poor scholarship students in Kampong
Chhnang and Prey Veng with 104 participants, 20.19% female;
- Provided training on computer skills for the upper secondary education examination, 2015-16, to 418
participants, 2.63% female;
- Provided capacity building on how to set up secret codes for upper secondary education examination
to 240 education staff from different entities of MOEYS, 20% female;
- Disseminated the results of 2016 upper secondary education examination to 142 partcipants, 12.67%
female, who were chiefs of exam and secondary education offices of POEs and lycée principals, in
cooperation with CDPF;
- Developed guiding document and disseminated information on how to use Mathematics and Science
teaching videos for grade 9 and 12 to 87 participants, 13.79% female, in cooperation with CDPF;
- Provided capacity building on management to 1,120 officers at national and sub-national levels,
33.92% female;
- Trained 190 management, 11.05% female, on good governance for strengthening education service
delivery;
- Connected internet to 100 entities and public secondary schools;
- Posted educational videos, reading books, lesson plans and research documents in e-education
resource center (teacher website) and teacher social media with the total of 904 articles;
- Posted 8 videos clips on Mathematics, Physics, Chemistry and Biology teachings for grade 9 and 12
in e-education resource center (teacher website) and teacher social media;
- Provided capacity building to 85 officers from inspection offices, 18.82% female, on 2 modules of the
Concept of Education Quality Assurance, to assist provinces with shortage of inspectors;
- Provided capacity building to DTMTs on how to provide advice in order to pilot with 281 school
principals and teachers, 16.37% female.

This has helped strengthen self-study capacity of students and teachers and nuture the habit of life-long
learning.

B. Progress of Outcome Indicators

Analysis of the Progress of Outcome Indicators

Actual Target Actual
Secondary Education and Technical Education Status
2015-16 2016-17 2016-17
Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Gross enrolment rate in lower secondary education 53.8%* 54.2% 57.6%* 
1 Gross enrolment rate in lower secondary education
56.7%* 57.1% 61.5%* 
(female)

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Gross enrolment rate in upper secondary education 24.3%* 25.8% 26.5%* 

2 Gross enrolment rate in upper secondary education
25.2%* 25.8% 28.1%* 
(female)
Transition rate from lower to upper secondary
71.1% 73.19% 74.5% 
education
3
Transition rate from lower to upper secondary
72.9% 73.19% 77.6% 
education (female)
Completion rate in lower secondary education 39.2% 42% 42.6% 
4
Completion rate in lower secondary education (female) 41.2% 42% 46.0% 
Dropout rate in lower secondary education 19.2%** 17.54% 17.0%*** 
5
Dropout rate in lower secondary education (female) 18.2%** 16.66% 15.5%*** 

6 No. of lower secondary students receiving scholarships 60 000 69 514*** 

% of secondary education institutions implementing CFS
7 22.86% 26.7% 23.38% 
program
Secondary schools with latrines
8 Lower secondary 65.5% 67.8% 83.4% 

Upper secondary 98.5% 100% 91.2% 

Secondary schools with safe water
9 Lower secondary 33.4% 36.5% 43.4% 

Upper secondary 57.2% 66.7% 53.9% 

10 No. of general and technical lycées 4 6 7 

No. of students enroled in technical education 1 066 1 238 1 148 

11
No. of students enroled in technical education (female) 515 464 
No. of lower secondary teachers trained through the Implemented
12 N/A N/A
formular of 12+4 in 2018
% of lower secondary teachers with at least Bachelor
13 34.5% 35% 35.18% 
degree each year
No. of secondary teachers receiving continued
14 N/A 500 698 
professional development each year
Policy Area 2: Ensure effective leadership and management of education staff at all levels
N/A

Note:  Achieved the targets  Likely to Achieve Unlikely to Achieve the targets
* Include private schools ** School Year of 2013-2014 *** School Year of 2014-2015

C. Challenges

While there were significant achievements, some challenges require more efforts to solve including:
- Technical capacity and teaching approaches of secondary school teachers are not responsive to the
new context;
- Some school management do not have full capacity on result-based leadership and management;
- Physical infrastructure, teaching and learning materials, specialized teachers in some subjects,
especially Science subject and technical teachers in general and technical lycées are not enough to
respond to the needs;
- Vocational orientation and career counseling programs are not included into the curriculum;
- Most schools are not able to set up career counseling room;
- Inspection at secondary education level is not implemented broadly.

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2.2.4 SUB-SECTOR: HIGHER EDUCATION

A. Achievements
A.1. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all

There were 121 Higher Education Instituions (HEIs) across the country, an increase of 3, 48 of which were
state HEIs and 73 were private HEIs in 20 capital/provinces. HEIs were under supervision of 16
ministries/institutions. There were 73 HEIs under MOEYS, 13 state and 60 private HEIs. 38 HEIs provided
post-graduate courses.
Table 11: No. of HEIs under Relevant Ministries/Institutions
No. Ministries/Institutions State Private Total
1 Ministry of Education, Youth and Sport 13 60 73
2 Ministry of Labor and Vocational Training 12 13 25
3 Ministry of National Defense 5 0 5
4 Ministry of Cult and Religion 3 0 3
5 Ministry of Agriculture, Forestry and Fishery 3 0 3
6 Ministry of Health 2 0 2
7 Ministry of Culture and Fine Arts 1 0 1
8 Ministry of Interior 1 0 1
9 Office of the Council of Minister 1 0 1
10 Ministry of Public Work and Transport 1 0 1
11 National Bank of Cambodia 1 0 1
12 Ministry of Social Affairs, Veterans and Youth Rehabilitation 1 0 1
13 Ministry of Mine and Energy 1 0 1
14 Ministry of Post and Telecommunication 1 0 1
15 Ministry of Economy and Finance 1 0 1
16 Ministry of Land Management, Urban Planning and Construction 1 0 1
Total 48 73 121
The number of education staff at higher education level, both Cambodian and foreign nationals, is 13,502
(2,310 or 17.16% female) including 3,166 teachers or 23.51% with Bachelor degrees including 967 or
30.54% female; 9,320 teachers or 69.23% with Master degrees including 1,165 or 12.50% female and 1,016
teachers or 7.54% with Ph.D degrees including 99 or 9.74% female.
Table 12: Comparision of Teachers at Higher Education Level
2014-2015 2015-2016
Teachers
Bachelor Master Ph.D Total Bachelor Master Ph.D Total
Khmer 2,772 7,990 906 11,668 2,990 8,985 941 12,916
Foreigners 192 331 65 588 176 335 75 586
Total 2,964 8,321 971 12,256 3,166 9,320 1,016 13,502

Figure 24: Comparision of Education Staff at Higher Education Level between 2014-2015 and 2015-
2016

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Figure 24 shows that qualification of education staff has responded to the education quality reform at
higher education level
The total number of students is 219,069, 43.69% female including 23,746 Associate Degree students,
47.94% female. There were 1,599 scholarship students, 37.71% female and 22,147 tuition-paying students,
48.67% female. Compared with previous year, the number of Associate Degree students decreased by 1,224
students, 70.50% female.
Figure 25: Associate Degree Students between 2006-07 and 2015-16

Figure 25 shows that the number of Associate Degree students has responded to education sector reform.

The number of students pursuring Bachelor Degree was 174,142, 46.05% female. Compared with the
previous academic year, the number of Bachelor students decreased by 8,845, 44.79% female. There were
26,177 scholarship students, 45.94% female. Compared with the previous academic year, the number of
scholarship students increased by 2,185, 30.93% for female. The number of Year 1 Bachelor students was
44,659, 46.88% female. Compared with the previous academic year, the number of Year 1 students incresed
3,307, 45.23% for female.

Figure 26: Bachelor Degree Students between 2006-07 and 2015-16

Figure 26 shows female students had more opportunities to pursue their education at higher level

19,952 students were pursuing post-graduate studies (an increase of 2.70%), 20.75% female (an increase of
3.11%), including 18,723 Master students (an increase of 2.57%), 21.78% female (an increase of 3.11%) and
1,229 Ph.D students (an increase of 4.60%), 5.13% female (an increase of 3.28%). The number of first year
students in post-graduate studies was 4,265 (an increase of 31.39%), 25.84% female (an increase of
28.59%): 4,194 Master students (an increase of 29.40%), 26.18% female (an increase of 28.27%) and 71
PhD students (an increase of 1,320%), 5.63% female (an increase of 300%).

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Figure 27: Master Degree Students from 2006-07 to 2015-16

Figure 28: Ph.D Degree Students between 2006-07 and 2015-16

Figure 27 and 28 show post graduate students were responsive to socio-economic development needs

There were 10,665 Associate graduates, 47.42% female. Compared with the previous year, this number
increased by 3,005, 51.88% for female. The number of scholarship students was 726, 33.33% female, a
decrease of 357 students, 49.57% decrease for female, compared with the previous year.
Figure 29: No. Students Graduated with Associate Degree between 2006-07 and 2015-16

Figure 29 shows that the number of female students graduated with Associate degrees increased
significantly

There were 44,600 Bachelor graduates, 20,918 or 46.90% female. Compared with the previous year, this
number decreased by 4,654, 1,569 or 33.71% female. The number of scholarship students was 7,404, 3,187
or 43.04% female, an increase of 524 students, 371 or 70.80% female.

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Figure 30: No. Students Graduated with Bachelor Degree between 2006-07 and 2015-16

There were 3,723 post-graduate graduates, an increase of 23.12%, 25.36% female, including 3,706 Master
graduates, an increase of 23%, 25.42% female, an increase of 34.57% (238 students wrote thesis to complete
their degrees, an increase of 213.16%, 18.91% female, an increase of 136.84%) and 17 Ph.D graduates, an
increase of 54.55%.

Figure 31: No. Students Graduated with Master Degree between 2006-07 and 2015-16

Figure 32: No. Students Graduated with Ph.D Degree between 2006-07 and 2015-16

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Figure 33: No. of Students Doing Master Degree by Sector

Figure 34: No. of Students Graduated with Master Degree by Sector

Figure 35: No. of Students Doing Ph.D Degree by Sector

Strengthening Student Selection Mechanism

MOEYS:
- Printed 70,000 copies of guidebooks for candidates applying for bachelor scholarship, 4,000 copies of
guidebooks on selection of Higher Education Institutions and specializations and 240,000 copies of
scholarship application forms;
- Trained 529 officers in charge of allocating and receiving scholarship applications across the country,
9.45% female;
- Organized examinations and selected 4,781 scholarship students, 59.61% female, to enrol in bachelor
classes including 3,524 priority students, 54.43% female, 577 female students, 470 poor priority
students, 57.80% female and 202 priority students from disadvantaged areas, 37.62% female;

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- Received 180 foreign scholarship students to study in Cambodia, 16.66% female including 161
scholarship students, an increase of 5.60%, 36% female: 97 Vietnamese students, 28.86% female; 49
Laotian students, 32.65% female and 15 students from People Republic of China, 93.34% female.
Received 19 tuition-paying foreign students, 42.10% female, including 13 from Korea and 6 from
Vietnam;
- Sent 527 students, 28.60% female, to study in Thailand, People Republic of China, Vietnam, Japan,
Laos, Russia, Singapore, Cuba and the Philipines.
- Hosted 826 Khmer and foreign scholarship students in female dormitory, 72.40% female.

This indicates that exchange of students in the framework of cooperation is broader.

Formulating Policy Framework on Higher Education
MOEYS:
- Drated the policy on governance and financing at higher education level;
- Drafted the policy on scholarship, subsidy and credit for higher education learners based on researches
in 5 Asian countries;
- Drafted the road map for higher education sector development in Cambodia, 2017-2030 in a
workshop with 111 participants, 26.31% female.
Accreditating Higher Education
MOEYS:
- Monitored management and training activities in 64 HEIs;
- Assessed 38 HEIs on pilot basis by ACC;
- Drafted guidelines on internal quality assurance at program level for HEIs in a workshop with 191
participants, 11.51% female;
- Provided trainings in 46 HEIs on how to write analytical self-assessment reports;
- Provided laborabory equipment to 3 HEIs inclusing University of Battambang, University of
CHEA SIM Kamchay Mear and Institute of Technology of Cambodia;
- Repaired laboratory in the University of Health Science;
- Created HENG SAMRIN University, Tbong Khmum and supported its operation;
- Accredited Univsersity of Science, Institute of Technology of Kirirum and Vocational Training
Schools;
- Revoked the accreditation of the Institute of Science of Care and Paramedicine, Phnom Penh;
- Permitted the establishment of new faculties, new departments and new specializations of 5 HEIs.

No. of Participants
No. Activities
Total Female
1 Training 14 HEIs on learning outcome oriented curriculum development both from 66 11
theoretical and programming point of views
2 2 training workshops for both public and private HEIs on HEI accreditation and how to 232 51
wire analytical reports
3 4 training workshops for assessment officers 287 50
4 Hosted 2016 roundtable discussion of ASEAN Quality Assurance Network with par- 135 28
ticipants from ASEAN member countries including Thailand, Malaysia, the Phil-
lipines, Vietnam, Laos PDR and Timore Leste
5 2 training workshops for liaison officers and technical assistants on how to review 70 16
assessment reports, assessment coordination methods and education quality assurance
information and data management
6 2 consultative workshops on accreditation standards for Ph.D education 124 20
7 Sent education staff to participate in the training on capacity strengthening of 45 1
university quality assurance system towards promoting quality in GMS countries

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This shows that higher education quality assurance system is gradually designed and improved towards
progress.
Promoting Research

MOEYS:
- Established a research foundation in Southeast Asian and European Research Newtworks;
- Promoted and monitored the implementation of research projects within Erasmus+
- Promoted STEM studies in 66 lycées in capital/provinces

No. of Participants
No. Activities
Total Female
1 Cambodia Forum on Resarch and Development of Research and Capacity Building 78 13
Networks
2 Workshop on Sharing of Knowledge and Research Results 118 25
3 Workshop on “Introduction of ASEAN Citation Index” 65 10
4 Jointly organized the 3rd National Science Conference on “Agriculture and Rural 70 25
Development” in Svay Rieng University
5 Sent education staff to join the 2016 Conference of the International Network of 3 0
Research Management Society in Malaysia
6 Sent education staff to participate in the annual meeting of the Permanent Committee 5 0
of ASEAN Citation Index in Thailand
7 Sent education staff to participate in the 9th International Conference on Science and 5 0
Mathematics in Developed Countries in Myanmar

A.2 Ensure effective Leadership and Management of education staff at all levels

Promoting Governance in HEIs

MOEYS:
- Developed data entry software for Scholarship MIS for lycées;
- Built HEMIS to link with result-based M&E system for HEIs;
- Issued guidelines on 1. Rules for classroom assessment; 2. Development of internship program for
students; 3. Tracking studies of graduates; 4. Structures and mechanisms for implementing the policy
on research and development of HEIs;
- Prepared criteria for internal education quality assurance to support HEIs;
- Drafted the guidebook on financial management in HEIs and guidebook on HR management in HEIs
to support governance and autonomy reforms in public HEIs;
- Monitored academic advertisement of HEIs;
- Approved academic advertisement of 14 HEIs.

No. of Participants
No. Activities
Total Female
1 Consultative workshop on the guidebook on financial management in HEIs and 38 7
guidebook on HR management in HEIs to support governance and autonomy reforms
in public HEIs
2 Workshop on the Impacts of Qualification Framework and Learning Outcomes on 75 15
Higher Education in ASEAN
3 95 16
Meetings of the 24th Board of Directors of SEAMEO Right Head and the Regional
Conference on Academic Linkage and Mobility: National Practices on Student
Exchange and Credit Transfer

Capacity Development of HEIs’ Officers

MOEYS sent 64 officers, 21.87% female, from Department of Higher Education, Department of Scientific
Research, Accreditation Committee of Cambodia and HEIs to pursue Ph.D and Master Degrees in Australia,

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58 of whom successfully completed their studies and 6 were pursuing Master degrees. 16 officers, 31.25%
female, are pursing Master degrees in Malaysia.

No. of Participants
No. Activities
Total Female
1 Training course for officers from the Department of Higher Education on data entry 35 10
and report analysis for Higher Education Quality and Capacity Improvement Project
2 Training course on sector-based classification of specializations and import of data 24 3
into HEMIS
3 Training course for officers from the Department of Higher Education on data entry 50 9
using a common form of HEMIS and retrival or entry of data into HEMIS
4 Training course on installation and use of HEMIS 228 20
5 Workshop on Building Foundation and Supporting Environment for the Transition 77 21
of Students from General to Higher Education for STEM subjects
6 Consultative workshop on “Master Plan and Policy on ICT for HEIs” 77 7
7 Workshop on Excellence in Leadership 54 11
8 Workshop on “Tracking of Employment of Graduates of the Scholarship Program 77 15
of the Higher Education Quality and Capacity Improvement Project
9 Training Workshop on “Financial Management for RUPP” 25 7
10 Workshop on Mobilizing Funding and Promoting Prestige of University 61 2
11 Workshop on “Management Information System for University” 34 7
12 Jointly hosted the 1st Angkor International Conference on Applied Mathematics and 106 6
Statistics
13 Sent education officers to pursue Master Degree on Science in Malaysia 15 6
14 Sent education officers to participate in the training courses on higher education for 4 1
the future in Hong Kong
15 Sent education officers to participate in the Global Conference on Engineering and 5 0
Technology 2016 in Malaysia
16 Sent education officers to participate in the International Conference on “Towards 13 3
Excellence in Higher Education Leadership and Management” in Vietnam
17 Sent education officers to participate in the 8th Asian Meeting on Higher Education 5 0
in Singapore
18 Sent education officers to participate in the International Conference on Life Science 4 2
and Bio-Engineering in Malaysia
19 Sent education officers to participate in the International Workshop on Science and 4 0
Technology Management and Policy in the People Republic of China
20 Sent education officers to participate in the International Workshop on Capacity 2 0
Strengthening for Science M&E in the People Republic of China
21 Sent education officers to participate in the International Conference on Mathematics 5 1
and Application 2016 in Thailand

This has helped to promote capacity of management and professors on innovation and excellence.

B. Progress of Outcome Indicators

Analysis of the Progress of Outcome Indicators
Actual Target201 Actual2016- Stat
Higher Education
2015-16 6-17 17 us
Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
1 Percentage of state scholarship students enrolled in Year 1 11% 12% 10%* 
Gross Enrolment Rate of Higher Education (18-22 years
2 14% 15% 10.86%* 
of age)
Lectures with the following qualification
Local Master Degree 8 247 8 432 8 985 
3 Local PhD 941 968 939 
Overseas Master Degree 49 71 335 
Overseas PhD 80 98 75 

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Not
4 Percentage of graduates with employment 89.6%** 77% implemente
d
Policy Area 2: Ensure effective leadership and management of education staff at all levels
5 Percentage of HEIs achieving internal quality standards 29% 33.3% 40% 
6 Percentage of HEIs with annual budget plans 33% 34% 40% 
8 Budget for higher education sub-sector 9% 12% 12.6% 

Note:  Achieved the targets  Likely to Achieve Unlikely to Achieve the targets
* Statistics of 2015-2016 ** Implementation in 2014-2015

C. Challenges

While there were significant achievements, some challenges require more efforts to solve including:
- The number of scholarship students selected for higher education is below the Target;
- There is a shortage of human, material and financial resources for STEM training;
- There is a shortage of fund for higher education research;
- Capacity to absorb students in provincial HEIs is limited;
- Lack of regulations on autonomy and management of HEIs.

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2.2.5. SUB-SECTOR: NON-FORMAL EDUCATION

A. Achievements
A.1. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all

25 POEs implemented functional literacy programs; 23 implemented CLC-based income generation

programs; 23 implemented post-literacy programs; 22 implemented re-entry programs; 21 implemented
complementary education programs; 201 implemented primary equivalency programs and 2 implemented
lower secondary equivalency programs.
Figure 36: Implementation of Non-Formal Education Program of POEs

Compared with 2014-2015, the number of post-literacy program decreased by 2; re-entry program increased
by 1; income generating program decreased by 2; primary equlivalency program increased by 4; lower
secondary equlivalency program increased by 2; and complementary education program increased by 2.
Functional Literacy Program
Ministry of Planning’s Cambodian Social-Economic Survey 2015 shows that adult literacy rate (15 years of
age and over) decreased from 80.70% in 2013 to 78.10% in 2014. MOEYS organized the International
Literacy Day, September 8, in Pursat province under the theme “Literacy Helps Improve Family’s
Livelihood” with 1,600 participants, 34% female.
Figure 37: Adult Literacy Rate (15 years of age and over) between 2010 and 2014

Source: CSES 2015

There were 1,108 functional literacy classes, a decrease of 2,401 or 68.42%. There were 987 functional
literacy classes managed by MOEYS, decreasing by 2,428 classes and 121 classes supported by 10
development partners, an increase of 27 classes.
Functional literacy classes were conducted in 963 villages, in 633 communes/sangkats, in 181
municipalities/ districts/khans, in 25 provinces.

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There were 1,125 functional literacy teachers, 37.77% female, a decrease of 2,409 or 65.31% female. There
were 987 functional literacy teachers managed by MOEYS, 36.06% female, a decrease of 2,428, female
69.62% and 138 functional lieracy teachers supported by development partners, 50% female, an increase of
19, (30.19% female).
There were 22,652 functional literacy learners, 69.38% female, a decrease of 52,247 (70.20% decrease for
female). 20,080 learners, 69.64% female, supported by MOEYS, a decrease of 52,752, (72.84% female) and
2,572, (67.34% female) supported by DPs, an increase of 505, (38.23% female).
Table 13: No. of Teachers, Classes and Learners in Functional Literacy Programs
2014-2015 2015-2106 Increase/Decrease (+/-)
Description
No. Total F No. Total F No. Total F
Literacy MOEYS 3,415 987 -2,428
Classes DPs 94 121 27
Literacy MOEYS 3,415 1,172 987 356 -2 428 -816
Teachers DPs 119 53 138 69 +19 +16
MOEYS 72,832 51,488 20,080 13,985 -52,752 -37,503
Learners
DPs 2,067 1,253 2,572 1,732 +505 +479
Total No. of Classes 3,509 1,108 -2 401
Total No. of Teachers 3,534 1,225 1,125 425 -2 409 -800
Total No. of Learners 74,899 52,741 22,652 15,717 -52 247 -37 204
Table 13 shows the number of adult illiterate of 15 years of age and over, who enroled in functional
literacy program.

Post-Literacy Program
There were 37 libraries throughout the country, a decrease of 1, of which 28 supported by MOEYS, a
decrease of 2 and 9 libraries supported by development partners, an increase of 1 and 147 reading centers, a
decrease of 55, supported by MOEYS.

Table 14: Statistics of Libraries, Reading Centers and Readers

2014-2015 2015-2016 Increase/Decrease (+/-)
Description
Total F Total F Total F
MOEYS 30 28 -2
Libaries DPs 8 9 1
Total 38 37 -1
MOEYS 180 115 -65
Reading Centers DPs 22 22 0
Total 202 137 -65
MOEYS 14,967 7,053 26,340 16,183 11,373 9,130
Readers (Library) DPs 124 104 7,244 3,602 7,120 3,498
Total 15,091 7,157 33,584 19,785 18,493 12,628
MOEYS 37,598 20,164 48,495 25,764 16,807 8,888
Readers (Reaching
DPs 1,432 644 16,341 8,940 14,909 8,296
Center)
Total 39,030 20,808 64,836 34,704 31,716 17,184
Total Number of Readers 54,121 27,965 98,489 44,299 50,209 29,812

There were 98,489 readers, 55.36% female, an increase of 44,299 or 94.85% for female. There were 74,835
readers, 56.05% female, in libraries and reading centers supported by MOEYS, an increase of 22,270,
54.12% female. There were 23,585 readers, 53.17% female, in libraries and reading centers supported by
development partners, an increase of 22,029 or 11,798 female. Libraries and reading centers had religious
books, magazines, fictions, story books, student books, teacher mannuals and other documents.

This program helped increasing knowledge and prevent illiteracy among new literate persons.

Re-Entry Program
The number of primary school dropouts was 92,490, 39.9% female, which required expansion of re-entry
program.

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Table 15: Statistics of Classes, Teachers and Students of Re-Entry Program

2014-2015 2015-2016 Increase (+)/ Decrease (-)
Description
Total F Total F Total F
MOEYS 770 682 -88
Classes DPs 47 94 47
Total 817 776 -41
MOEYS 770 215 682 185 -88 -30
Re-Entry Teachers DPs 47 14 94 47 47 33
Total 817 229 776 232 -41 3
MOEYS 13 586 6 152 12 171 5 543 -1 415 -609
Students DPs 234 104 411 214 177 110
Total 13 820 6 257 12 582 5 757 -1 238 -499

There were 776 re-entry classes, a decrease of 41, of which 682 re-entry classes were managed by MOEY, a
decrease of 88 and 94 classes were supported by development partners, an increase of 47.
There were 776 re-entry teachers, 29.89% female, a decrease of 41, 5.93% increase for female, of which 682
re-entry teachers supported by MOEYS, a decrease of 88, 9.76% female and 94 teachers supported by
development parnters, an increase of 47.
There were 12,582 re-entry students, 45.54% female, a decrease of 1,238, 7.98% decrease for female, of
which 12,171 supported by MOEYS, 45.56% female, a decrease of 1,415 and 411 supported by
development partners, an increase of 177.
Implementation of re-entry program contributes to re-enrolment of students in formal education.

CLC-based Income Generation Program

MOEYS-managed CLCs operated 510 skill classes for 31 skills, of which 207 classes were sewing classes
with 3,483 students or 39.76%, 94.65% female.
Management and operation of CLCs were effective and sustained with full support from the Royal
Government.
Table 16: Statistics of Classes, Skill Trainers, Learners and CLCs
Increase (+)/
2014-2015 2015-2016
Description Decrease (-)
Total F Total F Total F
MOEYS 324 327 3
CLCs DPs 18 26 8
Total 342 353 11
MOEYS 499 510 2
Vocational Skill Classes DPs 45 39 -6
Total 544 540 -4
MOEYS 505 262 503 277 -2 15
Vocational Skill Teachers DPs 63 20 42 25 -21 5
Total 568 282 545 302 -23 20
MOEYS 7 066 4 552 8 197 5 390 1 131 838
Skill Learners DPs 1 024 560 1 752 1 047 728 487
Total 8 090 5 112 9 949 6 437 1 859 1 325

There were 353 community learning centers (CLCs), an increase of 11, of which 327, an increase of 3, were
managed by MOEYS and of which 305 were functioning. 26 CLCs, an increase of 8, were managed by
development partners and 26 were functioning.. There were 540 skill classes, a decrease of 4, of which 501,
an increase of 2, were managed by MOEYS and 39, a decrease of 6, managed by development partners.
There were 545 skill teachers, 55.41% female, a decrease of 23 but 7.09% increase for female teachers. 503
of them, 55.06% female, a decrease of 2 but 5.73% increase for female, were managed by MOEYS and 42
teachers, 59.52% female, a decrease of 21, 25% decrease for female, were managed by development partners.
There were 9,949 learners, 64.69% female, an increase of 1,859, 25.92% increase for female. 8,197 learners,
65.75% female, an increase of 1,131, 18.41% increase for female, were managed by MOEYS and 1,752
learners, 59.76% female, an increase of 728, 86.96% increase for female, managed by development partners.

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Equivalency Program - Complimentary Education

Non-Formal Equivalency Program at Primary Level
Non-Formal Equivalency Program at Primary Level had 257 classes/teachers, 29.18% female, an increase of
50, 50% for female. 245 classes, an increase of 67, with 245 teachers, 27.34% female, were supported by
MOEYS. 12 classes, a decrease of 17, with 12 teachers, 66.66% female, a decrease of 17, were supported by
development partners.

There were 5,164 learners, 50.96% female, in Non-Formal Equivalency Program at Primary Level, an
increase of 936, 21.96% increase for female. 4,462 learners, 51.97% female, were managed by MOEYS, an
increase of 1,215, 42.62% for female. 702 learners, 44.58% female, were managed by Development Partners,
a decrease of 279, 41.17 for female.

Table 17: Statistics of Classes, Trainers and Learners of Equivalency Program at Primary Education
Level
2014-2015 2015-2016 Increase/ Decrease (+/-)
Description
Total F Total F Total F
MOEYS 178 245 67
Classes DPs 29 12 -17
Total 207 257 50
MOEYS 178 33 245 67 67 34
Teachers DPs 29 12 12 8 -17 -4
Total 207 45 257 75 50 30
MOEYS 3 247 1 626 4 462 2 319 1 215 693
Students DPs 981 532 702 313 -279 -219
Total 4 228 2 158 5 164 2 632 963 474

This program helped learners who did not have opportunities to enrol in formal schools to complete primary
education.
Non-Formal Equivalency Program at Lower Secondary Level
Non-Formal Equivalency Program at Secondary Level operated 4 classes in Ratanakiri province and Phnom
Penh with 17 teachers, 23.52% female and 74 students, 50% female.
Complimentary Education Program at Lower Secondary Level
There were 811 learners, 21.82% female, in Complimentary Education Program at Lower Secondary Level,
an increase of 287, 13.46% increase for female.
Complimentary Education Program at Upper Secondary Level
There were 4,841 learners, 39.64% female, in Complimentary Education Program at Upper Secondary Level,
an increase of 1,752, 62.76% increase for female.

Table 18: Statistics of Classes, Teachers and Students of Complimentary Education Program at
Lower and Upper Secondary Levels
Complimentary Educatin Program at Complimentary Educatin Program at Upper
Lower Secondary Level Secondary Level
Descri
Increase or Increase or
ption 2014-15 2015-16 2014-15 2015-16
Decrease Decrease
Total F Total F Total F Total F Total F Total F
Teache
Teachers were from formal education sytem
rs
Studen
524 156 811 177 287 21 3 089 1 179 4 841 1 919 1 752 740
ts

This program provided secondary education to marginalized learners so that they could enrol and
complete each education level and be given certificates with equivalent value as general secondary
education.

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Life Improvement Program Through Mobile Schools

Table 19: Statistics of Teaching Outreach and Particiapnts in Life Improvement Program
Increase ( + ) Decrese Increase ( + ) Decrese ( -
2014-2015 2015-2016
Description (-) ) in %
No. Total F No. Total F No. Total F No. Total F
Teaching -1 -20
5 4
Outreach
Participant
508 364 366 210 -142 -154 -27.95 -42.31
s
Life improvement program through mobile schools was implemented 4 times, a decrease of 1 time with 336
participants, 62.50% female, a decrease of 142, 42.31% decrease for female.
This program provided every citizens knowledge, attitude, value and key life skills so that they can
improve quality of their life.
Functional Literacy Program
There were 17,280 functional literacy graduates, 70.80% female, a decrease of 36,716, 68.53% decrease for
female.
Figure 38 : Results of Illiteracy Reducation over the Course of 6 Years

There were 17,491 functional literacy learners, 86.18% female, taking pre-tests and 16,979 learners, 60.66%
female, taking final test compared with the number of learners enrolled. 14,797 learners, 85.74% female,
passed the test, of whom, 10,839 learners, 78.86% female, were given literacy certificates.

Figure 39: Results of Literacy Program, 2016

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Post- Literacy Program

Figure 40 : Use of Libraries and Reading Centers in Post-Literacy Program

There wree 37 libraries, of which 33 were functioning and 147 libraries, of which 119 were functioning.
Re-Entry Program
10,910 students, 46.04% female, were referred, a decrease of 1,186, 10.30% decrease for female.

Figure 41: Results of Re-Entry Program

Income Generation Program

There were 8,220 learners, 67.91% female, finishing the courses, an increase of 657, 17.69% for female.
There were 1,504 members of CLC management, 17.61% female, in 25 capital/provinces.
Figure 42 : Results of Income Generation Program and CLC

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Equivalency - Complimentary Education Programs

Primary Level Non-Formal Equivalency Program
Primary level non-formal equivalency program requires learners to spend 2 years to complete.
In 2016, 4,629 students, 51.15% female, completed the primary level non-formal equivalency program, an
increase of 3,004, 264.86% increase for female.
Figure 43 : Results of Equivalency Program at Primary Education Level

Lower Secondary Level Non-Formal Equivalency Program

There were 66 students, 54.54% female, completing lower secondary level non-formal equivalency program.
Complimentary Education Program at Lower Secondary Education Level
There were 364 complimentary education learners at lower secondary education level and self-studying
learners, 30.76% female, an increase of 59, 16.41% decrease for female, sitting for the examination. 260 of
them, 34.23% female, an increase of 20, 8.24% increase for female.
Complimentary Education Program at Upper Secondary Education Level
There were 6,593complimentary education learners at upper secondary education level and self-studying
learners, 39.16% female, sitting for the examination. 4,127 of them, 45.19% female, an increase of 1,619,
67.71% increase for female.

A.2 Ensure effective Leadership and Management of education staff at all levels.
MOEYS organized teaching services for all non-formal education programs based on Sub-Decree No. 20
អន្រក.បក dated March 05, 2015 on the Management and Organization of Teaching Services for Non-
Formal Education Program of the Royal Government.
MOEYS:
- Trained 89 officers in charge of non-formal education of POEs, 19.10% female, on the management
and implementation of fuctional literacy program;
- Piloted the curriculum for factory workers in 17 classes;
- Trained literacy teachers for factory workers;
- Trained 246 national trainers for primary level equivalency program, 28.04% female;
- Developed re-entry program management capacity for 249 officers, 17.26% female;
- Trained 119 NFE officers, 15.96% female, on non-formal education planning;
- Developed capacity of 88 CLC management, 15.90% female, to transfer the fuctions to sub-national
level;
- Provided technical guidance on M&E for NFE sub-sector to 353 participants, 10.48% female;
- Enhanced capacity of 125 NFE officers at all level, 20% female.

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B. Progress of Outcome Indicators

66.67% of NFE sub-sector’s outcome indicators were achieved and 33.34% were almost achieved against
the AOP 2016.
Analysis of the Progress of Outcome Indicators
Actual Target Actual
No. Non-Formal Education Status
2015 2016 2016
Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
1 No. of illiterate completing literacy classes 53,996 18,600 17,280 
2 No. of learners in equivalency program 1,625 4,228 5,164 
3 No. of CLCs 347 342 353 
No. of children completing re-entry program and referred to
4 12,096 11,700 10,910 
formal education
5 No. of learners completing skill training courses 7,272 7,370 8,220 
Policy Area 2: Ensure effective leadership and management of education staff at all levels
6 POEs with NFE MIS 25 25 25 

Note:  Achieved the targets  Likely to Achieve Unlikely to Achieve the targets

C. Challenges

While there were significant achievements, some challenges require more efforts to solve including:
- Materials for supporting functional literay classes were appropriate;
- Disbursement of fund to pay allowance of contract teachers for non-formal education was slow;
- Dissemination of information on equivalency program was not broad enough;
- Some CLCs were not responsive to the needs of local people;
- Some POEs and development partners did not submit their NFE information on time;
- Some POEs prepared their AOP and budget allocation in a way which was not responsive to the
target;
- Cooperation in NFE implementation was not comprehensive enough with some local authorities and
stakeholders;
- A few POEs did not have budget for operating CLCs and providing allowances to CLC management
committee members.

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2.2.6. SUB-SECTOR: YOUTH DEVELOPMENT

A. Achievements
Implementation of the National Policy on Cambodian Youth Development
Cambodian National Council for Youth Development:
- Trained 55 participants, 49.1% female, who were the management and focal points of the General
Secretariat of the Cambodian National Council for Youth Development, on planning and monitoring
tools;
- Adopted the National Action Plan on Cambodian Youth Development, 2016-2018;
- Convened the first meeting with 60 participants, 11.7% female;
- Issued Decision No. 95 សសរ dated Sep 02, 2016 on Logo and Seal of the Cambodian National
Council for Youth Development;
- Printed 7,000 copies of the National Policy on Cambodian Youth Development;
- Issued Decision No. 02 កជយ dated Sep 27, 2016 on the Organization and Functioning of Expert
Committees under the Cambodian National Council for Youth Development;
- Issued Decision No. 03 កជយ dated Sep 27, 2016 on the Establishment of Ministry/Institution-based
Council for Youth Development;
- Issued Decision No. 04 កជយ dated Sep 27, 2016 on the Establishment of Council for Youth
Development at Capital/Provincial Level;
- Issued Decision No. 01 អគ.កជយ dated Jan 23, 2017 on Division of Duties of the Management of the
General Secretariat of the Cambodian National Council for Youth Development;
- Issued Internal Regulation No. 01 កជយ dated Sep 27, 2016 of the Cambodian National Council for
Youth Development;
- Issued Internal Regulation No. 02 អគ.កជយ dated Jan 23, 2017 the General Secretariat of the
Cambodian National Council for Youth Development;

Good Child, Good Student and Good Friend Program

Child Council:

Table 20៖ No. of Child Councils between 2014-15 and 2015-16

Description 2014-2015 2015-2016 Increase/Decrease % (+/-)

No. of Child Councils 7,601 7,931 4.34%
No. of Branches 38,237 39,578 3.51%
No. of Sub-Branches 224,457 231,908 3.32 %
No. of Members 1,461,027 1,471,542 0.72 %

The above table shows that the number of child councils, branches, sub-branches and members has increased
thank to the creation of new schools.

This means POEs have paid more attention on child council related work.

MOEYS printed 3,500 copies of CFS Book Dimension 5 “Participation of Children, Families and
Communities” to distribute to child councils in capital/provinces.

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Youth Council:
Table 21: No. of Youth Councils between 2014-15 and 2015-16
Description 2014-2015 2015-2016 Increase/Decrease %(+/-)
No. of Youth Councils 444 451 1.57%
No. of Branches 6,031 6,082 0.84%
No. of Sub-Branches 36,186 36,569 1.05%
No. of Members 266,293 296,362 11.29%

The number of youth councils, branches, sub-branches and members have increased thank to the
creation of new secondary schools. This means POEs have paid more attention on child council related
work.

MOEYS:
- Monitored activities of 212 child and youth councils in capital/provinces;
- Convened meeting to take stock of 3 good movement contest at the national level with 398
participants, 41.96% female. Stocktaking meetings on 3 good movement contest at provincial level
were organized in Phnom Penh, Kandal, Prey Veng and Kampong Cham provinces. Stocktaking
meeting on 3 good movement contest at district level and in some schools was organized in Takeo
province;
- Rewarded children and youths, who were outstanding members of child and youth councils by
interviewing them and airing through Cambodian National Radio in children and youths’ right
protection program;
- Rewarded 450 children and youths, 40% female, by providing 4,100 books, 84 boxes of pens and 450
bags;
- Provided opportunities to children and youths to participate in study visits and camping.

Youth Action Dissemination Program

MOEYS:
- Cooperated with Ministry of Information to create youth and child education program to air on
National Radio with Q&A session to provide reward to students;
- Cooperated with Kuybota Cambodia Co., Ltd to provide 5,000 bags to members of youth councils in
some lycées in Kandal and Svay Rieng provinces.

Study and Employment Forum

MOEYS:
- Organized Study and Employment Forum in Prey Veng, Takeo, Kampong Thom, Tbong Khmum,
Banteay Meanchey, Kampot and Kep provinces with 6,861, 32.22% female;
- Disseminated information on education system covering skills needed in labor market;
- Trained youths on how to plan ahead towards learning the skills based on their propensity with 4,550
participants, 25.65% female.

Training Program of Skill Youth Connected to Society

MOEYS:
- Trained 247 members of Child and Youth Councils, 45.74% female, on social participation through
“3 good movements, good environment and national heritage”;
- Trained 250 members of Cambodian Youth Councils, 46% female, on leadership and environment;
- Trained 400 members of Cambodian Youth Councils, 39.25% female, on camping skills under the
theme “Youth and National Development”.

Camping and study tours were organized in Phnom Penh, Kampong Thom, Tbong Khmum andOddor
Meanchey provinces.

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Attitude Education Program

Scout
MOEYS:
- Organized 130,988 members of scouts in all capital/provinces, 43.72% female;
- Provided handkerchief as a recognition to 3,476 members of scouts, 13.61% female;
- Organized scout camping program in Phnom Penh, Kandal and Kampong Cham provinces;
- Provided capacity building to scout members on scout orientation and first aid;
- Raised awareness on the impact of drug use, land traffic, reproductive and sexual health, family health
and hygiene and sanitation;
- Provided scholarship of Samdech Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the
Kingdom of Cambodia, to scout members so that they could continue their education in universities;
- Encouraged scout members to participate in social activities including environment cleaning, World
HIV Days, etc.
Student Association Strengthening
MOEYS:
- Organized 53 student associations in public higher education institutions.
- Provided orientation and technical training on how to set up association in Meanchey University and
Chea Sim Kamchay Mear University.
International Youth Exchange
MOEYS:
- Sent 28 youths, 50% female and 1 leader to join the 43rd Ship for Southeast Asian Youth Program in
ASEAN countries and Japan;
- Sent 2 management and officers to participate in the meeting of ASEAN Youth Development Working
Group on ASEAN Youth Development Index at the ASEAN General Secretariat in Indonesia;
- Sent 1 leader to joint a study tour in People Republic of China;
- Sent 1 leader and 1 Head of the 43rd Ship for Southeast Asian Youth Program in ASEAN countries and
Japan to participate in the 1st Meeting of the Steering Committee of the Ship for Southeast Asian
Youth Program in ASEAN countries and Japan;
- Sent 1 delegation leader and 6 children, 50% female, to participate in the Conference on Children in
Japan;
- Sent 1 youth leader to participate in the evaluation meeting of the 43rd Ship for Southeast Asian Youth
Program and direction of the 44th Ship for Southeast Asian Youth Program in Japan;
- Sent children and youths to participate in camping, meetings, workshops, Asia Pacific youth dialogue,
model youth forum, young entrepreneur forum, training for ASEAN youth leaders, ASEAN eco-
tourism event for youth and exchange program including: 27 youths, 44.44% female and 3 leaders, 1
female, to Singapore; 12 youths, 58.33% female, to People Republic of China; 6 youths, 33.33%
female, to Thailand; 78 youths, 35.89% female, to Japan; 2 leaders, 1 female, to Lao PDR; 3 youths,
66.66% female, to India; 24 youths, 50% female, and 1 leader to India and 20 youths, 50% female, to
Republic of Korea;
- Organized the 8th Senior Official Meeting on Youth, the 7th Senior Official Meeting on Youth, the 21st
Meeting on ASEAN Youths and the Event to Provide Rewards to Outstanding Youth Organizations in
ASEAN with 100 participants, 35% female;
- Organized the 17th International Youth Day, 12 August, under the theme “Career and Decent
Employment for Youths Towards SDGs” with 1,750 participants, 42.17% female;
- Organized the 67th International Children Day, 01 June with 1,500 participants, 45.33% female, in
cooperation with Ministry of Social Affairs, Veterans and Youth Rehabilitation;
- Organized a General Congress on the Ship for Southeast Asian Youth Program with 310 participants,
37.10% female, in Siem Reap province;

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- Organized Angkor Sangkran Event in cooperation Union Youth Federations of Cambodia;

- Organized the Workshop for Senior Officials for Youth in ASEAN on “Finalize Workplan of Youths in
ASEAN and Proposed Index on Youth Development” with 60 participants, 25% female;
- Received 61 children and youth delegates from Japan, 60.65% female.
Youth Center and Vocational Skill Program
MOEYS:
- Took stock on youth center management with 83 participants, 18.07% female, who were leaders and
officers in charge of youth centers;
- Supplied 30 desktop computers and 1 printer to Cambodian National Youth Center;
- Repaired the National Youth Center buildings in Siem Reap province in cooperation with the World
Hope Asia & Africa Foundation of Republic of Korea;
- Strengthened and developed youth centers in 24 capital/provinces;
- Provided library services to 532 children and youths, 38.90% female, in the National Youth Center;
- Identified location for constructing Youth Center in Baray district, Kamopng Thom province, in
cooperation with Boeung Samreth resort.

Short Skill Training

MOEYS provided short skill trainings to 1,389 youths, 57.31% female, in tailoring, music code, computer,
leather carving, stone carving, salon and contemporary muscic skills.
Youth Volunteer Program
MOEYS:
- Trained officers from 15 DOEs and 8 POEs on youth volunteerism;
- Created youth volunteer groups at provincial and district levels with 800 members, 33.25% female;
- Organized the National Forum on Volunteerism in Cambodia and organized International Volunteer
Day, Dec 05, with 1,750 participants, 51.82% female;
- Painted the roof othe Cambodian National Youth Center with waterproof paint, installed additional
book shelves, provided 280 copies of story books to children and other books and supplied books to
14 district libraries in cooperation with the World Hope Asia & Africa Foundation;
- Provided trainers and facilitators for community-based youth training programs in cooperation with
Cambodian Oganization for Research, Development and Education in Battambang province;
- Sent 1 male education officer to participate in the Conference on Volunteerism in Germany;
- Sent 1 male education officer to participate in the sigining event of the MOU on Maycorps
International Volunteer Program in the Kingdom of Camobida in Malaysia;

Labor Market Information Program and Internship Program in State and Private Enterprises
MOEYS launched labor market information center in Kampong Thom with 350 participants, 43.89% female
and equipped it with library, office supplies, computers and aircon.
Entrepreneurship and Leadership Program
MOEYS:
- Organized Youth-Entrepreneur Forum with 1,950 youth, 43.58% female;
- Organized Forum on Leadership and Youth with 250 youths, 40.80% female.
Study Tour and Camping Program
MOEYS:
- Led a delegation of 300 youth volunteers, 40.66% female, to participate in exchange visit on
volunteerism, community work and exploration on Khmer culture heritage;
- Organized camping under the theme “Youth and Science” in cooperation with World Hope Asia &
Africa Foundation, with participation from 131 youths, 39.7% female;

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- Organized international camping in cooperation with International Youth Coalition with participations
from 1,800 students, 55.55% female.
Capacity Development
MOEYS:
- Sent 2 education officers, 50% female, to participate in the training on “Measuring and Evaluating
Results of Youth Program” in Italy;
- Sent 2 education officers, 50% female, to participate in the training on program development and
promotion for policy and youth action in Republic of Korea.

B. Progress of Outcome Indicators

Analysis of the Progress of Outcome Indicators
Actual Target Actual
Youth Development Status
2015-16 2016-17 2016-17
Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
1 No. of youths receiving short skill training courses 1 055 3 100 1 389 
2 No. of youths receiving leadership and entepreneurship trainings 1 500 2 000 3 100 
3 No. of youth centers 16 17 22 
4 No. of youths able to create their own employment per center per year 7 10 7 
5 Percentage of grade 4-9 students participating in child councils 99% 100% 99% 
6 Percentage of grade 10-12 students participating in youth councils 89% 98% 89% 
7 No. of youths receiving leadership and entepreneurship trainings 375 300 250 
Policy Area 2: Ensure effective Leadership and Management of education staff at all levels

N/A
Note:  Achieved the targets  Likely to Achieve Unlikely to Achieve the targets

C. Challenges

While there were significant achievements, some challenges require more efforts to solve including:
- There is a shortage of means and equipment for operating daily work at national and sub-national
levels;
- There is not enough qualified officers in youth affairs;
- Majority of capital/provincial youth centers do not have buildings and fence;
- There is a lack of supports from stakeholders.

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2.2.7 PHYSICAL EDUCATION AND SPORT SUB-SECTOR

A. Achievements
Student Sport Competition
MOEYS:
- Disseminated the Guidelines on National Sport Championship across the country to POEs and
education institutions at the three levels;
- National student sport championship competition at secondary education level was organized in
Kampot province with participation from 2,880 sport delegates, 1,121 female, from 25 POEs;
- National student sport championship competition at higher education level was organized in Phnom
Penh with participation from 987 sport delegates, 195 female, from 28 HEIs.

Sport Competition at Federation Level

MOEYS:
- National Soft Tennis Champoinship in Phnom Penh: participated by 8 sport clubs, 92 sport delegates,
31 female;
- National Wushu Champoinship in Phnom Penh: participated by 9 sport clubs, 305 sport delegates, 155
female;
- National Yudo Champoinship in Phnom Penh: participated by 5 sport clubs, 83 sport delegates, 21
female;
- National Sepak Takraw Champoinship in Phnom Penh: participated by 15 sport clubs, 402 sport
delegates, 133 female;
- National Tongil Modo Champoinship in Phnom Penh: participated by 10 sport clubs, 150 sport
delegates, 26 female;
- National Karate Champoinship in Phnom Penh: participated by 17 sport clubs, 187 sport delegates, 60
female;
- National Taekwondo ITF Champoinship in Phnom Penh: participated by 14 sport clubs, 331 sport
delegates, 76 female;
- National Vovinam Champoinship in Phnom Penh: participated by 7 sport clubs, 123 sport delegates,
26 female;
- National International Sized Traditional Boat and Kanu Kayak Champoinship in Phnom Penh:
participated by 8 sport clubs, 462 sport delegates, 104 female;
- Cycling for All in Phnom Penh: participated by 20 sport clubs, 295 sport delegates, 26 female;
- The 1st National Game Champoinship in Phnom Penh and Kampong Cham: 15 sport types – football,
volleyball, basketball, athletics, wrestling, boxing, Taekwondo, WTF, petangue, tennis, table tennis,
badminton, lbok tor, gymnastics, swimming and shorinji kempo, composed of 189 competitions and
participated by all POEs, Ministry of Interior and Ministry of National Defense, with 2,700 sport
delegates, 609 female.

These achievements truly reflect efficiency and effectiveness of physical education and sport sector
reforms.
Table 21: Results of International Sport Competitions
No. of Medals
Sport Types Place Names of Championship
Sportsmen Gold Silver Bronze Total
Football, Athletics, 59 Singapore 18th Southeast Asian 04 01 02 07
Table Tennis and University Champoinship
Sword
Competition
Secondary 37 Thailand 8th Southeast Asian Secondary 0 0 01 01
Students Student Champoinship
Wrestling 87 Cambodia Southeast Asian Championship 03 10 17 30

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Taekwondo 91 Cambodia 1st Southeast Asian 31 10 11 52

Championship
Taekwondo WTF 3 Phillipines Olympic Qualifier 01 0 0 01
Taekwondo WTF 3 Phillipines 22nd Taekwondo Asian 0 01 01 02
Championship
Petangue, football, 81 Thailand 21st GMS Goodwill Sport 13 07 04 24
Badminton,Table Championship
Tennis, Sepak
Takraw, FolkSport
Karate 13 Malaysia 5th Southeast Asian 00 01 00 01
Championship
Petangue 21 Lao PDR 3rd Southeast Asian 05 05 06 16
Championship
Petangue 9 Vietnam 25th Open Championship 01 0 0 01
Beach Volleyball, 62 Vietnam 5th Asian Beach Sport 06 06 09 21
Petangue, Championship
Vovinam,
Wrestling, Matrial
Art
Soft Tennis 12 Thailand 2nd Round World Soft Tennis 01 02 01 04
Championship
Soft Tennis 10 Republic of Korean Soft Tennis 00 00 01 01
Korea Championship
Soft Tennis 11 Malaysia Southeast Asian Soft Tennis 00 01 00 01
Championship
Taekwondo WTF 4 Russia 6th International Asian 00 00 01 01
Children Championship
Lboktor 9 Vietnam 1st World Vietnam Vo Co 00 00 02 02
Truyen Championship
Chinlone 19 Myanmar 2nd Asian Championship 01 00 02 03
gymnastics 6 Thailand Southeast Asian 01 00 01 02
Championship
gymnastics 8 Thailand World Championship 00 00 01 01
Sepak Takraw 21 Thailand Thai King Championship 00 02 02 04
Tongil Modo 5 Korea World Martial Art 00 00 02 02
Championship
Wusu 17 China 6th World Healthy Taichi 00 07 14 21
Martial Art Show
Soft Tennis 17 Japan Asian Soft Tennis 00 01 00 01
Championship
Total Number of Medals 67 54 78 199

The results of the international sport competitions above show that there is significant progress
of sport sector, which we all should be proud off. The number of sport types is increased with
more efficiency and more medals.

Promoting Physical Education During Learning Hours and Sport Activities Outside Learning Hours
MOEYS:
- Organized student sport competitions at primary, secondary, higher education and secondary technical
education levels in 2015-2016;
- Suspended national primary school student sport championship in 2015-16;
- Implemented physical education during learning hours and sport outside learning hours in primary and
secondary education institutions;
- Instructed POEs to organize student sport competiton in primary, secondary and higher education and
secondary technical education institutions;
- Organized physical education day in 5 target primary schools in Battambang province with
participation from 4,130 students, 47.36% female;

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- Printed 51,000 copies of basic physical education textbooks for teachers and distributed them to 25
POEs;
- Adopted syllabus for physical education subject for teachers in lower secondary schools;
- Developed physical education books for teachers in PTTCs;
- Sent 10 technical officers on physical education and sport, 20% female, to join the study tour on
physical education subject teaching in schools in Japan;
- Monitored and evaluated exercises and the teaching of physical education in education institution of
the three levels;
- Monitored and evaluated sport activities outside learning hours in schools in cooperation with 25
POEs;
- Conducted monitoring and evaluation in cooperation with football federation to select one secondary
school per province with enough sport fields to implement sport training ground program.
Formulation of Regulations on Physical Education and Sport
MOEYS:
- Translated and documented learning materials on physical education and sport for teacher trainees
including documents on anatomy, regulations on football, volleyball and swimming and methods for
football coaching and gymnastics;
- Printed physical education syllabus for lower secondary education, grade 7, 8 and 9;
- Provided recognition and reward money of Riels 432,000,000 to 36 coaches, assistants and sportsmen,
who joined All Start Cambodian – Thai Intenational Football Friendly Match in Phnom Penh;
- Provided recognition and reward money of Riels 160,000,000 to the coach and sportwoman, who
joined Taekwondo Olympic Qualification Tournament in the Phillipines;
- Provided recognition and reward money of Riels 37,000,000 to 3 coach and sportmen, 2 female, who
joined the 22nd Asian Taekwondo Championship in the Phillipines;
- Provided recognition and reward money of Riels 233,900,000 to 86 coaches and sportmen, 21 female,
who joined the 21st GMS Goodwill Championship;
- Provided recognition and reward money of Riels 231,000,000 to 33 coaches and sportmen, who
joined the Asian-UAE Football Qualifcation Match between Cambodia and Chinese Taipe in Phnom
Penh;
- Provided recognition and reward money of Riels 21,600,000 to 3 coaches, who joined the 5th
Southeast-Asian Karate Championship in Malaysia;
- Provided recognition and reward money of Riels 231,000,000 to 33 coaches, assistant coaches and
sportsmen, who joined the Friendly Match between Cambodian National Team and Singaporean
National Team;
- Provided recognition and reward money of Riels 22,000,000 to 2 coaches, 1 female, who joined the
6th International Asian Children Sport Competition in Russia;
- Provided recognition and reward money of Riels 1,372,000,000 to 38 coaches, assistant coaches and
sportsmen, 16 female, who joined the 5th Asian Beach Sport Competition in Vietnam;
- Provided recognition and reward money of Riels 35,000,000 to 5 coaches, assistant coaches and
sportsmen, who joined the 8th Student Sport Competition in Thailand;
- Provided recognition and reward money of Riels 240,000,000 to the coaches and sportman, who
joined the 47th World Petangue Championship in Madagascar;
- Provided recognition to Cambodia-Japan Fighting Sport Center;
- Provided recognition and reward money of Riels 331,000,000 to coaches, assistant coaches and
sportmen, who joined the 2nd Asian Chinlone Championship in Myanmar;
- Provided recognition and reward money of Riels 61,600,000 to coaches, assistant coaches and
sportmen, who joined the Southeast- Asian Soft Tennis Championship in Malaysia;

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- Provided recognition and reward money of Riels 25,000,000 to coaches, assistant coaches and
sportman, who joined the 13th Southeast-Asian Gymnastics Championsiop in Thailand;
- Signed agreements with friendly countries to accept foreign coaches for wrestling, badminton, shorinji
kempo, taekwondo ITF, taekwondo WTF and zamba sports;
- Signed MoU on sport sector development with Social Republic of Vietnam;
- Allowed new term Executive Commitees of 10 national sport federations to develop their respective
sports including:
• Khmer Baseball Federation, 4th Term, 2015-2019
• Cambodia Rope Dragging Sport Federation, 3rd Term, 2016-2020
• Camobida Gymnastics Federation, 2nd Term, 2016-2020
• Cambodia Taekwondo WTF, 5th Term, 2016-2020
• Taekwondo ITF, 5th Term, 2016-2020
• Cambodia Mountain Climbing Sport Federation, 2nd Term, 2016-2020
• Cambodia Badminton Federation, 6th Teram, 2016-2020
• Cambodia Yatch Federation, 1st Term, 2015-2019
• Cambodia Motorsport Federation, 2nd Term, 2016-2020
• Cambodia Horse Riding Federation, 2nd Term, 2016-2020
- Produced 12,000 copies of magazines of six volumes (087-092);
- Produced Champion Profile Book on SEA Game Champions from 1995 to 2015
Development of Sport Facilities
MOEYS:
- Developed the national stadium with 3 baskeball courts, 2 volleyball courts and 2 tennis courts;
- National Institute of Physical Education and Sport: 1 Taekwondo training hall and continued to
construct 1 boat-like roof hall;
- Sport training ground in Veal Sbov, Phnom Penh;
- National Sport Training Center in the National Stadium, Phnom Penh;
- 3 basketball courts and 2 volleyball courts in Sisowath Lycée
Capacity Development for Physical Education and Sport Staff
MOEYS:
- Provided capacity building on physical education and sport subject to 387 primary school teachers,
107 female;
- Provided training to 165 trainers, 63 female, on collection of data of physical screening of children
between 6 and 12 years of age;
- Sent 1 football referee to participate in the international football referee training course in Lao PDR;
- Sent trainers to provide training on football and volleyball referees to officers in charge of sport of
Kampong Speu POE;
- Provided trainings to 210 referees and judges of volleyball, badminton, boxing, gymnastics, athletics,
basketball and Sepak Takraw sports, 36 female;
- Disseminated laws and regulations for basketball, swimming, karate, taekwondo, vovinam, lobktor
and badmintons to 226 participants, 30 female;
- Disseminated information on competition and common concept of six rounds of national sport
championship to 600 participants, 120 female;
- Provided trainings on anti-dope in sport sector to 360 participants, 29 female, who were education,
youth and sport officers in 5 provinces including Battambang, Svay Rieng, Kampong Chhnang, Pursat
and Kampong Thom provinces;
- Provided training on planning and training theories to 113 coaches and invigilators, 19 female;
- Provided training to 180 physical education and sport teachers, 21 female;
- Trained 387 district physical education and sport trainers, 107 female;

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- Participated in the study tour on physical education and sport in Thailand;

- Collaborated with Golden Heart Organization to organize workshop on draft physical education
textbooks for lower secondary education at the National Institute of Physical Education and Sport.
Capacity Promotion of Sportmen
MOEYS:
- Organized friendly chat meeting with great sport families under the chairmanship of Samdech Akka
Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia and Samdech
Kiti Prith Bandith BUN RANY HUN SEN in Koh Pich Exhibition and Conference Center;
- Jointly organized friendly chat meeting with national sport teams, who won championship in Peace
Palace under the chairmanship of Samdech Akka Moha Sena Padei Techo HUN SEN, Prime
Minister of the Kingdom of Cambodia;
- Organized friendly chat with coaches, assistant coaches, invigilators, national sportsmen during the
first day of the training campaign under the chairmanship of H.E. Dr. Hang Chuon Naron, Minister
of Education, Youth and Sport at National Institute of Education;
- Provided government incentives to the champions of international championships (the 19th Asian
Petangue Championship, the 5th Summer Rio Olympic Qualification Tournament, the 18th Asian
Taekwondo Championship, the 2nd Asian Chinlone Championship, GMS Goodwill Sport Compition,
Medal of the Southeast Asian Sport Council for Sport Heroine Sorn Sivmei who was accepted to join
Summar Olympic Competition in Rio, the 5th Asian Beach Sport Championship) at the Office of the
Ministry of Education, Youth and Sport under the chairmanship of H.E. Dr. Hang Chuon Naron,
Minister of Education, Youth and Sport.
- Hosted 172 oaches, assistant coaches, invigilators and national sportsmen, 30 female, from 9 national
federations to train for 12 months, including 54 persons for U14 and U16 football sports were
accommodated for training and learning purposes in Bati Football Training Center to prepare when
Cambodia hosts SEA Games in 2023;
- Accepted 417 oaches, assistant coaches, invigilators and national sportsmen, 88 female, from 26
national sport federations.

MOEYS sent:
- 2 swimming sportsmen, 1 female, to train in Thailand;
- 3 wrestling sportsmen, 2 female, to train in Republic of Korea;
- 3 taekwondon wtf sportsmen, 2 female, to train in Republic of Korea;
- 1 athlete to train in Kenya;
- 1 table tennis sportsman to train in Vietnam;
- 20 volleyball, athletics, vovinam and motor racing sportsmen, 4 female, to train in Vietnam;
- 5 soft tennis players to train in Republic of Korea;
- 15 wushu, table tennis and swimming sportsmen, 2 female, to train in People Republic of China;

Training of Physical Education Teachers and Technical Officers

MOEYS:
- Completed the training of 149 teacher trainees, 32 female, of the 24th Generation;
- Selected 100 teacher trainees, 20 female, to enroll in the 26th Generation training;
- Continued to train 100 teacher trainees, 22 female, of the 25th Generation and 100 teacher trainees, 20
female, of the 26th Generation;
- Improved physical education and sport curriculum for training basic level teachers specializing in
physical education and sport;
- Sent 5 officials, 1 female, to pursue higher education in Vietnam.

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Promoting Leadership
MOEYS:
- Improved the teaching of physical education and sport teachers through monitoring areas for
improvement in the field in 24 provinces;
- Evaluated the practicum of physical education and sport teacher trainees.

B. Progress of Outcome Indicators

Analysis of the Progress of Outcome Indicators

Actual Target Actual

Physical Education and Sport Status
2015-16 2016-17 2016-17
Policy Area 1: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
No. of physical education and sport teachers trained in a
1 150 100 100 
year
2 4 sport fields improved:
- National Stadium 100% 100% 
- Royal University of Phnom Penh 100% 100% 
- National Institute of Physical Education and Sport Started 50% 
- Siem Reap Provincial Stadium Started 
Secondary education institutions with the following
3
facilities:
- Football field: 10 2 2 0 
- Basketball field: 15 3 3 3 
- Volleyball field: 20 4 4 3 
Policy Area 2: Ensure effective Leadership and Management of education staff at all levels
N/A
Note:  Achieved the targets  Likely to Achieve Unlikely to Achieve the targets

C. Challenges
While there were significant achievements, some challenges require more efforts to solve including:
- Physical education hours in schools are not fully utilized;
- Some schools do not have appropriate fields for carrying physical education and sport activities;
- Stadiums in Preah Sihanouk, Kampot, Siem Reap, Koh Kong, Takeo, Battambang, Kampong
Chhnang, Pursat, Mondulkiri, Kratie, Tbong Khmum, Prey Veng and Kandal provinces could not be
rennovated due to affordability;
- Stadiums in Kampong Thom and Ratanakiri have not been officially received from private
companies;
- There is a shortage of coaches, referees, judges, sportsmen and competition organizers;
- Funding for physical education and sport at provincial level is still low;
- Funding for human resource training and sport infrastructure repaire towards 2023 is still low;
- Construction of Veal Sbov sport training ground is slow;
- There is not enough school buildings and dormitories in the National Institute of Physical Education
and Sport;
- Performance in the national championship is still low compred to the performance in SEA Games;
- There is a shortage of support from development partners for sport sector.

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3. DIRECTION FOR THE ACADEMIC YEAR 2016-2017

To address challenges both at sub-sector and inter sub-sector levels, based on the past experiences, MOEYS
will promote its efforts with the following directions:
3.1 SUB SECTOR DIRECTIONS
3.1.1 Early Childhood Education Sub-Sector

- Increase enrolment rates of three-, four- and five-year-old children to meet the targets.
- Expand and improve ECE infrastructure with a focus on construction and renovation of school
buildings and improvement of learning environment by complying with the standards and
pedagogical norms.
- Strengthening the implementation mechanism of the National Committee for Early Childhood Care
and Development
- Expand parents education programs focusing on nutrition, health promotion, sanitation, maintenance
and use of medical services.
- Continue to provide deworming employee health and fitness education and academics in
collaboration with the Ministry to provide education, health, sanitation, nutrition, oral health and
other health services
- Continued to broadcast 'love child' national television
- Develop a detailed curriculum for Kindergarten
- Strengthen management capacity of pre-school directors.
- Strengthen result-based M&E system, research and analysis for ECE sub-sector.
- Develop regulations in collaboration with relevant ministries and institutions to ensure sustainable
community pre-school.

3.1.2 Primary Education Sub-Sector

- Improve teacher deployment procedure .
- Enhance effective and effectivess the use of school budget.
- Improve terms and conditions of scholarship for poor students and outstanding students.
- Strengthen reading program for grade 1, 2 and 3.
- Conduct study on teaching methods in schools
- Review the methods taught at teacher training institutions
- Continue to implement the standard Khmer reading and math in grades 1, 2 and 3
- Planning demand and supply textbooks to schools accurately .
- Training new teachers and providing in-service trainig 12 + 2 to 12 + 4, focusing on basic education
teachers
- Training primary school teachers on how to teach English in grades 4 and 5
- Improved curriculum detailed for all Primary grade levels
- Develop teacher training system, strengthening quality of pre-service and in-service training of
primary teachers
- Prepare CFS gradually developed into a new generation Primary schools
- Encourage Secondary school teacher to teach life skills in Primary schools
- Strenthen campaign, with all stakholders, to enroll righ age children
- Increase social accountability
- Strengthen leadership and management at the school level

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- Promote the creation and implement mechanisms of school support committees in schools
effectively
- Strengthen M&E of the students' learning achievement
- Strengthen the M&E system to ensure the quality of education
- Disseminate and pilot implement standard of Primary schools.

3.1.3 Secondary and Technical Education Sub-Sector

- Expand three more New Generation Schools
- Continue to prevent student dropout.
- Promote the club, studying mathematics, sciences, history and Khmer literature
- Continue to implement scholarship program for poor students with equity and inclusiveness
- Expand Child Friendly Program to lower secondary schools.
- Strengthen the implementation of local life skill education program in education institutions
- Strengthen the M&E system based on results to ensure quality education
- International student assessment tests for development
- Continue to train 300 pre-school and primary education teachers with upper secondary education
degree to become basic education teachers.
- Strengthen roles and responsibilities of school support committees.
- Pilot implementation of cluster secondary schools in the targeted provinces
- Continue to provide necessary heatlh care services and learner such as health, the provision of
deworming, vaccination, saving box, and primary recovery methods
- Mobile application development for promoting the study of science, technology, engineering and
mathematics
- Building a secondary school standard.

3.1.4 Higher Education Sub-Sector

- Approve the National Policy on scholarships subsidies and credit for learner in higher education
- Increase the number of students in science, technology, engineering techniques creative arts and
mathematics
- Expand the services and resources of higher education institutions in the region
- Develop an action plan to reduce the gap between students who have graduated and labor market
needs
- Approve operational Manual on research projects
- Develop human resource development policy for higher education
- Develop criteria and guidelines for internal Quality Assurance
- Adoption of regulations on the autonomy of higher education institutions
- Prepare enforcement mechanisms to implement the Royal degree on Professor status
- Adopt inter-ministrial Prakas on the principles of inter-service subsidy regime for Higher Education
Quality Assessment.

3.1.5 Non-Formal Sub-Sector

- Enhance capacity of non-formal education officers at all levels.
- Enforcement of functional literacy, and life skills programs
- Increase the number of literates in non-formal education programs for children, out-of-school

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- Collect dropout children to enroll in re-entry program and bring them back to the formal sustem
- Increase the number of students enrollment in equivalent program
- Training provincial trainers on functional literacy program
- Training on planning for formal education officials
- Improve trainers’s capacity for re-entry program
- Prepare National-International Literacy Day, September 8
- Training equivalent lower secondary program
- Strengthen the non-formal education management information system in connection with the
education management information systems management system
- Develop result based management system
- Prepare core curriculum of occupational skills for Community Learning Centers.

3.1.6 Youth Development Sub-Sector

- Form youth development councils within ministries, provinces, disctricts, and communes
- Prepare Cambodia Youth Development Index
- Design equivalency program through Internet
- Continue to promote content on Life Skills Education Program such as law on road traffic, impact of
the use of drugs, alcohol, violence and HIV/AIDS within lower and upper secondary schools.
- Continue to strengthen children and youth councils within education institutions
- Create and promote study club
- Work continued professional counseling through education and employment forum
- Expand labor market information centers
- Integrate entrepreneurship education into the curriculum of life skills
- Increase youth volunteer activities
- Pilot projects on youth job training through volunteer work in collaboration with UN agencies
working voluntarily.

3.1.7 Physical Education and Sport Sub-Sector

- Disseminate the national policy on physical education and sport sector development.
- Revise inter-Ministrial Prakas N°132 on budget policy for games’s competitions at
municipal/provincial and national levels
- Delegation of functions and financial support to National Soprt Federations in order to accelerate the
development towards 2023
- Strengthen competition fairness, against the use of Dopa substances in Sports
- Select key sport players through competition and masses and Federal National Championships
- Enforce the implementation of physical education at educational institutions
- Strengthen sport associations, sport clubs in educational institutions and masses
- Develop a curriculum for physical education and sport trainer 12 + 4
- Human resource development of physical education and sport towards 2023
- Improving quality through collection of national football team and nursery football team
to train to prepare to host the SEA Games 2023
- Improving the quality of training for physical education and sport trainees
- Development of infrastructure for physical education and sport

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- Research, collect, and disseminate traditional ports documents

- Promoting achievement and provide the knowledge, skills, physical education and sport through
sports magazines.

3.2 CHALLENGES AND DIRECTIONS FOR CROSS SUB SECTORS

3.2.1 Strengthening Policy and Planning
Challenges
- Lack of various education data for quality aspect
- The annual operating plan is not comprehensive and not yet consistent between national and sub-
national levels, especially schools
- Planning and management of the sub-sector has not been fully implemented
- Lack of harmonization between planning and budgeting at the national and sub-national levels
- Lack of capable technical officers in statistics, planning,policy analysis, monitoring and evaluation
at national and sub-national levels.

Directions
- Expand Data Quality Education
- Increase the efficiency of the annual operational planning in National and sub-national and schools
- Harmonization between policy, planning and budgeting at the national and sub-national
- Coordinate and Support sub-sector working group on planning, management, and review
- Update education policy response to the new context
- Strengthen the monitoring and evaluation at all levels
- Developing the capacity of technical officers in statistics, planning, policy analysis, and monitoring
and evaluation at national and sub-national levels.

3.2.2 Decentralization and Deconcentration

Challenges
- The regulations to support functional transfers in education sector are late.
- Inadequatesupporting and reinforcement of impact assessment on preparation of regulations.
- Inadequate officers’s capacity in Decentralization and Deconcentration.

Directions
- Enforce education law and regulations in education sector.
- Study the impact of education sector fuction transferring to sub-nation level.
- Promote the education sector public service providing and give licenses to private educational
institutions.
- Strengthen the preparing and implementation of education sector legislation and policy.
- Strengthen anti-human trafficking machenism in education sector.
- Strengthen the capacity and implementation follow the good governance principles in public
educational institutions and sub-nation administrative management.
- Strengthen the management capacity, conflict solving, care and provide legal consultation to
educcation officers.
- Strengthen capacity and study the impact assessment on regulations.
- Develop the officers capacity on Decentralization and Deconcentration.

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3.2.3 Personnel Management

Challenges
- Request for full appointment in civil service for new and existing teachers who finish their probation
have been delayed.
- Inadequate appropriate interventions for rural area and disadvantage teachers and excess teachers in
town.

Directions
- Strengthen the effectiveness of human resource management at POEs, DoEs and educational
institutions.
- Strengthen the principles implementation on the change of work place, distribution of new teachers
and disciplinary actions on education officers.
- Disseminate to teacher trainees and students on the common statutes for civil servants, law and
principles to be practiced and incentives they will receive.
- Strengthen the management and utilization of civil servants, contract teachers, two-shift teachers and
multi-grade teachers.
- Develop capacity of managers and on the manangement and use of Human Resource management
information system.

3.2.4 Public Financial Management

Challenges
- Inadequate effectiveness of FMIS implementation at national and PoE budget utilization.
- Inadequate financial capacity of officers.
- Financial reform program implementation in Ministry of Education Youth and Sport has not fully
responded to plan.
- Payment procedures is complicated and taking time.

Directions
- Strengthening the Budget Strategic Plan preparation 2018-2020 and Annual Budget Plan of the
Ministry.
- Prepare Procurement Management Information System.
- Strengthen the implementation of financial management reform program at nation, sub-national,
and educational institutions.
- Develop the officers’ capacity to respond the financial management reform program implementation.
- Strengthen the Riel banking account using at DoE.
- Implementation of the guideline on SIF.

3.2.5 Teacher Training

Challenges
- Trainers capacities do not respond to current context.
- Inadequate equipement at Teacher training institutions.

Directions
- Transform Phnom Penh and Battambong Regional Teacher Training Centers to become Teacher
Education Colleges, develop training curriculum and trainers’ capacity
- Recruit and train 3,500 teachers.
- Continue to train lower secondary teachers to become Bachelor degree through accelerate system.

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- Continue to train preschool and primary teachers who have upper secondary certificate to become
basic education teachers, promotion 10, shift 2, totally 1,500 and promotion 11, shift 1, totally
1,500.
- Continue to strengthen the management capacity of principals and vice-principals of teachers
training centers,preschools, primary schools, and general secondary schools.

3.2.6 Curriculum Development

Challenges
- Shortage of human resource and skilled officers in Mathematics, Science and curriculum.
- Textbooks management and distribution mechanism do not respond.
- Supply textbooks, new curriculum and teacher guides to teachers in rural and disadvantage areas
who have not followed the standard.
- Routine budget withdraw does not meet the actual requirement.

Directions
- Finalize the detailed curriculum and standard.
- Approve the sample essay for primary, lower seconday and upper secondary schools.
- Disseminate the guideline on learning and teaching in science, technique, engineering, and
mathematics.
- Organize the theater and exhibition on scientifics, technical, engineering and mathematics.
- Approve the grade 12 histrorical subject summary lesson.
- Prepare the Cambodia history books.
- Organise national reading day March 11 and reading promoting event in primary schools.
- Supply the textbooks in average of 1:1 in primary and lower secondary schools.
- Supply the textbooks in average of 2:1 in upper secondary schools.
- Finalize the document on climate change for grade 10, 11 and 12.

3.2.7 Administration
Challenges
- Award of medals for 2013, 2014 and 2015.
- There is a lack of data management system and archival system.

Directions
- Continue to strengthen the management of administrative letters, especially circulation of letters.
- Speed up the provision of performance medals to education officers at national and sub-national
levels.
- Develop capacity in areas of education administration, archival and protocoll management.
- Develop document and data management system and archival system for MOEYS.

3.2.8 Information and ASEAN Affairs

Challenges
- Information collection, document producing and dissemination of MOEYS information were not
highly effective and effectiveness.
- Information providing and public relations within the MOEYS offiers have not been better and met
target.
- Dissemination of ASIAN SEMEO and its meeting result to education officers, students and youth
are not widely.

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- Capacity in AOP and BSP preparation and implementation are not yet strong
- Financial procedures are complicated and not better which let the payment and cash withdrawal are
not timely for implementing.

Directions
- Adopt the Distance Learning Policy.
- Finalize the updating of Policy on ICT in Education Sector.
- Information collection, documents producing and dissemination of MOEYS.
- Strengthen the cooperation between units, partners and concerning people for providing the
information of programs and other events.
- Dissemination of ASIAN SEMEO and its meeting results to education officers at both nation and
sub-nation levels.
- Train the skill of information and public relations for education officers at both nation and sub-
nation levels.

3.2.9 School Construction

Challenges
- Not all requests for education infrastructure construction and repairs were addressed.
- Management and maintenance of education infrastructure in education establishments and entities
under MOEYS are still limited.

Directions
- Construct 42 educational buildings and repair 75 educational buildings.
- Continue to construct 1 building with 8 floors for science, technology, engineering, and mathematics
in Royal University of Phnom Penh.
- Monitor the new buildings construction and repairing.
- Strengthen the educational infrustructures management capacity.

3.2.10 Printing and Publishing

Directions
- Develop core textbooks, practice materialsm, supplementary reading materials and other teaching
aids.
- Print textbooks, practice materialsm, supplementary reading materials.
- Deliver core textbooks to schools across the country.
- Expand sale of textbooks, teaching materials and office supplies to general clients.

3.2.11 Administrative and Financial Inspectorate

Directions
- Conducts the inspection on administrative, financial and state properties at sub-national units and
public educational institutions for 436.
- Check the progress on improvement as recommendations at sub-national level and public
educational institutions for 93.
- Find the complaints and unusual phenomenon which are related to education sector.
- Train the inspectors on inspection program with actual practices for 60 people.
- Disseminate the administrative, personel, financial and state properties inspection report at 2 POEs
which is attended by POE, DOE and education institutions officers total 119 people.

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3.2.12 Internal Audit

Challenges

- Inadequate officers skill in auditing section.

Directions
- Conduct audit at 6 national auditees, 13 POEs and 78 DOEs.
- Conduct audit at 210 school auditees, 2 TTC auditees and 1 RTTC auditees
- Develop the officers capacity in internal auditing section.

3.2.13 Materials management and State properties

Challeges
Organizing the inventory at capital and some provinces is not responding to circulation letters no. 07
of government.

Direction
- Continue to train the skill officers on the materials management and state properties
- Strengthen the Prakas and guideline implementation of MOEYS on materials management and state
properties.
- Strengthen the non-fiscal revenues collection to government budget which collected from real estate.
- Updating the real estate and vehicles and machineries.
- Supply and monitor the minimum equipment using for school administration at high schools.

4. CONCLUSION

MOEYS is in the stage of in-depth reform with five main pillars of reforms. This requires consideration of
sector-wide approach for expanding opportunities in all seven sub-sectors in an effective manner.

The achievements above truly reflect the efforts of all of us in taking responsibilities for our roles and duties
to bring progress for education sector in line with the Rectangular Strategy Phase 3 of the Royal
Government through ESP 2014-2018. Engagement of education staff at all levels of MOEYS and of other
relevant ministries/institutions and development partners, towards achieving the development goals under
the visionary and realistic leadership of Samdech Akka Moha Sena Padei Techo HUN SEN, Prime
Minister of the Kingdom of Cambodia, provides us with hope and confidence for the destiny of every citizen
and family and the whole country in the future.



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PART 2
ANNEX

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ANNEX 1: PROGRESS OF THE IMPLEMENTATION OF ANNUAL OPERATIONAL PLAN 2016

Already Is being Has not yet
No. Departments Activities
implemented implemented implemented
1 Early Childhood Education 32 32 0 0
2 Primary Education 41 33 3 5
3 General Secondary Education 34 23 6 5
4 Non-Formal Education 15 14 1 0
5 School Health 28 24 3 1
6 Vocational Orientation 33 29 1 3
7 Teacher Training 24 24 0 0
8 Curriculum Development 18 13 2 3
9 Higher Education 48 35 9 4
10 Science Research 15 6 5 4
11 Royal University of Phnom Penh 37 26 0 11
12 Royal University of Arts 6 6 0 0
13 Svay Reing University 28 25 2 1
14 Mean Chey University 15 14 1 0
15 Battambong University 16 16 0 0
16 Chea Sim Kamchaymea University 25 18 7 0
17 Accreditation Comission of Cambodia 16 11 4 1
18 Institute of Technology of Cambodia 45 44 1 0
19 National Institute of Education 21 19 1 1
20 Kampong chherteal Institute 17 11 2 4
21 Physical Education and Sport 6 5 1 0
22 Student Physical Education and Sport 17 13 2 2
23 National Institute of Physical Education and Sport 9 4 5 0
24 National Sport Training Centre 22 20 2 0
25 Youth 18 17 1 0
26 Youth Centre Management 23 20 0 3
27 Planning 24 24 0 0
28 Personnel 35 29 5 1
29 Finance 12 12 0 0
30 Internal Audit 7 4 0 3
31 Educational Quality Assurance 18 15 1 2
32 Inspectorate of Administration and Finance 7 7 0 0
33 Information and Asian Affairs 23 19 4 0
34 Legislation 41 27 9 5
35 Construction 29 26 0 3
36 Materials and State Property 10 10 0 0
37 Administration 15 15 0 0
38 Cultural Relation and Scholarship 26 22 3 1
39 Education Management Information System 18 18 0 0
40 Policy 8 6 1 1
41 Monitorig and Evaluation 9 7 2 0
42 Program 6: Other 25 24 1 0
Total 916 767 85 64

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ANNEX 2 : NUMBER OF ACTIVITIES OF DIRECTION OF THE ACADEMIC YEAR 2015-2016

No. Already Is being Has not yet

Sectoral-Sub Sectoral Activities
implemented implemented implemented
A. Key Reform Directions
1 Strengthening Planning System 13 8 5 0
2 Decentralization and Deconcentration 6 4 2 0
3 Personnel Management 6 6 0 0
4 Public Financial Management 7 4 3 0
Sub Total 32 22 10 0
B. Sub-Sectoral Directions
1 Early Childhood Education 16 11 4 1
2 Primary Education 24 11 13 0
3 Secondary and Technical Education 26 12 14 0
4 Higher Education 18 11 6 1
5 Non-Formal Education 9 8 1 0
6 Youth Development 14 9 1 4
7 Physical Education and Sport 22 12 8 2
Sub Total 129 74 47 8
C. Cross-Sub-Sectoral Directions
1 Curriculum Development 5 2 3 0
2 Administration 4 3 1 0
3 Cultural Relation and Scholarship 3 0 3 0
4 Information and ASEAN Affairs 6 4 2 0
5 Construction 3 2 1 0
6 Printing and Distribution 4 4 0 0
7 Education Quality Assurance 6 5 1 0
Sub Total 31 20 11 0

Total 192 116 68 8

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ANNEX 3 : PROGRESS OF THE IMPLEMENTATION OF DIRECTION OF ACADEMIC YEAR

2015-2016 KEY REFORMS

Activities Status Reasons

1. Strengthening Planning System
- Coordinate the localization of Goal 4 on Education of 1 - Prepared the draft of indicator, definition, base-
Sustainable Development Goals. year data
- Adapt the 15 point priority reforms into the Strategic - Aligned the 15 point priority reforms to Mid-
Plan and annual Action Plans and do progress review 1 term report of the implementation Education
by stage. Strategic Plan 2014-2018
- Promote the development, implementation and Connect 5 Pillars to the 15-point reforms and have
monitoring of progress of the policy actions of sub- studied on:
2
sectors and reform programs. - Norm of using staff
- Provide scholarships to poor students
- Introduce online statistics collection in all provinces. - Capacity of officials are not respond to
management and system using.
2
- Computers, server, and other utilities did not
meet the accurate demand
- Enhance effective and quality statistic collection from - Have a clear mechanism to collect the public
relevant agencies and private sector. and private education statistics and relevant
ministries have the management structure and
2 responsible in collecting statistics
- Have a good collaboration with partners and
relevant ministries, have collection, inserting,
producing data
- Study the impact of MOEYS’s policy implementation. Study 2 points:
2 - The policy of scholarship providing
- Normative policy of using staff
- Conduct research on dropout at lower secondary 1 - Already implemented and the report of research
education level. was submitted to the leaders to make decision
- Improve the quality of annual operational planning at - Scoring to provincial annual operation plan and
1 provide feedback to the provincial and capital
national and sub-national levels.
level.
- Cooperate to ensure that budget is more relevant with - Coordinated to organize BSP, programs budget
policy priorities and good coordination between the 1 based on priority policy, education reforms, and
national level and sub-national level. the Education Strategic Plan
- Coordinate and support the functioning of Education - Coordinate with Sub-sector working group on
JTWG at national and sub-national levels. preparation of mid-term report of the
1 implementation of the Education Strategic Plan
2014-2018 and the processing of the Joint
Technical Working Group at the national and
sub-national levels
- Implement aid management information system at 1 - Implemening the aid management information
national and sub-national level systems at national and capital-provincial levels
- Develop M&E framework 2 - First draft developed
- Improve performance report preparation in PB 1 - Disseminated
implementing entities.
2. Decentralization and Deconcentration
- Transfer functions related to pre-school, primary - Sub-decree No. 191 អន្រក.បក dated
education, and non-formal education to sub-national 1
September 14, 2016
administration in Battambang province.
- Prepare supporting regulations by sub-sector and for - Consultation on the 6 regulations, 124
education sector reform. 2 participants (18 females) to support the
transferring of education function to the sub-
national administration officials

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- Enforce the implementation of education law and - Prepare 22 Regulations

regulations in education sector. 2 - Evaluate the impact of 4 regulations
- Capacity Building to 761 officials
- Strengthen anti-human trafficking in education sector. - Prepared Action Plan
1
- Capacity building to 213 officials
- Strengthen the implementation of D&D in education - Capacity building to 157 district administrative
sector. officials
1
- Disseminate the policy and legal framework to
112 officials
- Strengthen mechanisms for enforcing regulation and - Capacity building to 207 officials
1
resolving disputes among education officers. - 13 cases of dispute
3. Personnel Management
- Monitor and strengthen the management and utilization - Monitored 25 capital-provinces, 40 Districts and
of civil servants, contract teachers, two-shift teachers 110 schools
and multi-grade teachers.
1 - Most of officials management are enforceable
- The use of contracted, two-shift, and multi-
grade teachers are better (no cheats to get the
state budget)
- Cooperate with relevant agencies and POEs to oversee - 100% Immplemented (18 provinces planed)
the change of work place, distribution of new teachers - Cooperate with 15 POEs to review and approve
and disciplinary actions on education officers. to allow educational staff to change the working
1 places in capital-province.
- Changing of educational personnel have been
implemented based on changing policy which
not allowed to transfer to the surplus
organizations.
- Organize orientation sessions for teacher trainees and - Immplemented 16 capital-provinces which were
students on the common statutes for civil servants, law 1 participated by 3, 695, female 1,893
and principles to be practiced by civil servants and
incentives they will receive.
- Promote the implementation of principles concerning - Disseminate the assessment system on quality of
civil servants’ performance review. work which were attended by 54 people, 16
Female
1 - Reviewing and strengthening workshop of the
quality evaluation system and training the core
officers 3 times which were participated by 134,
67 females
- Implement the action plan for implementing the policy - Dissemination workshop and implemented
on human resources in education sector. 1 policy action plans on human resources in
education 1time which wereparticipated by 52
participants, 12 Females.
- Strengthen capacity of technical officers and - Trained officials who are in charge of using the
management officers at both national and sub-national system which were attended by 33 people, 5
levels and in education establishments on HR MIS, females.
personnel management and foreign languages. - Trained officials on how to download the data
1 from the system 4 times, which were
participated by 113 people, 15 females.
- Conducted traning, on how to collect data and
complete the questionnaire, for 327 participants,
39 female.
4. Public Financial Management
- Formulate Medium Term Expenditure Plan, 2017-2019 - Prepared medium-term expenditure plan 2017-
and 2017 Annual Budget Plan. 1 2019, BSP 2016-2018 and annual budget plan
2017.
- Continue to revise Sub-Decrees and Inter-Ministerial - Continuing to prepare a inter-ministries Prakas
Prakas concerning budget utilization. on a new inter budget enforcement procedures
2 in DoEs, Regional Teacher Training Centers,
School Teacher Training Colleges, and Pre
school teacher trainning Center.

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- Editing Prakas No. 505 សហវ on the guidelines

for the examination of Higher Secondary
Education exam, secondary technical exam,
vocational exams, teachers exam and
scholarships
- Continue to implement public financial management - Organized the Public Financial Management
1 Reform Action Plan for Phase 3 of the Ministry.
reform program.

- Continue to develop IT-based financial management. 1 - Set up the network and training to all budget
entities
- Strengthen capacities of budget entities in PB - Conducted training on the use of Financial
implementation. Management Information System
- Conducted training on the implementation of the
program budget
- Conducted training on the implementation of the
1 school improvment grant.
- Reviewed the management and implementation
of the program budget 2016
- Consulted on the preparation of guidebook on
the implementation of school improvement fund
(SIF)
- Continue to conduct research on regulations related to - Continue to study new regulations which related
internal management and financial operations to 2 to internal management and financial
prepare foundation for internal audits. implementation as basic for internal audit that
are important to understand and apply.
- Continue cooperation with the General Directorate of - In order to strengthen the internal audit
Internal Audit of MEF to strengthen capacity of staff of department officials capacity on writing
the Internal Audit Department concerning the standard internal auditing report.
2
Implementation of Internal Audit Reporting Standards - Collaborated with the Ministry of Economic and
of MOEYS and conduct internship on internal audits in Finance on piloting the internal audit
auditees. performance at Kampot POEs and 1 school.
Note: 1- Already implemented; 2- Is being implemented; 3- Has not yet implemented

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ANNEX 4 : PROGRESS OF THE IMPLEMENTATION OF DIRECTION OF ACADEMIC YEAR

2015-2016 BY SUB-SECTORS
Activities Status Reasons
1. Sub-Sector: Early Childhood Education
- Increase enrolment rates of three-, four- and five-year- - Children aged 5 years old enrolled 66.31%.
old children to address the targets. 1 - Children aged 4 years old enrolled 37.30%.
- Children aged 3 years old enrolled 20.20%.
- Expand and improve ECE infrastructure with a focus on - Not yet fully implemented the standard services.
construction and renovation of school buildings and 2
improvement of learning environment up to the
standards and pedagogical norms.
- Develop and implement standards for pre-school - School principals and preschool teachers of
services. public, community, and core parents received
the training on the implementation of standard
2
services
- Drafting guidelines of implementation of early
childhood education services standards
- Develop capacity of ECE officers at national and sub- - 32 national officers (24 females) received
national levels. training on the implementation of monitoring
and evaluation system based on results for early
childhood education sub-sector and the
preparation of the analytical report on the
1 environmental assessment of early childhood
education services.
- Sub-national 424 officers ( 283 females)
received training on performance monitoring
and evaluation system for early childhood
education sub-sector
- Support sub-national ECE system in the process of - 76 Board members of provincial governor and
functional transfer. 1 district governor gained knowledge on the
functional management of ECE at sub-national
level.
- Strengthen mechanisms of the National Committee for - Continue to cooperate with relevant ministries
Early Childhood Care and Development. 1 and institutions through the meeting of the
National Committee and technical staff
members
- Expand parenting program to focus on nutrition service, - Parenting program has expanded as planned
health promotion, hygiene, care and use of health 1
services.
- Continue to implement deworming program, health and - Implemented deworming for all pre-school
physical checkup for education officers and learners in classes within the primary Schools.
partnership with Ministry of Health and provide 2
education on health, hygiene, oral health, nutrition and
other health services.
- Produce and disseminate videos on parenting program. - Has launched program "love child" broadcast on
1 national television every Monday and Friday on
5 pm.
- Strengthen mechanisms for implementing inclusive 1 - Implemented as planned.
education and multilingual education for preschool.
- Develop detailed curriculum and competency standards. 1 - Prepared new general curriculum framework
(from kindergarten and up)
- Strengthen management capacity of pre-school - Principals of Pre-school and Pre-School in
directors. 1 Primary School received training on the
management of Pre-school quality standards.
- Strengthen quality assurance system for teacher training 3 - Has not yet implemented.
and distribute bulletins on teacher training evaluation.
- Continue to train pre-school teachers with upper - Pre-school teachers trained to become basic
secondary education degree to transform them as basic 1 education level.
education teachers.

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- Strengthen result-based M&E system, research and - Conducted training on preparation of analytical
analysis for ECE sub-sector. 1 report on the environmental assessment of the
early childhood education services.
- Ensure sustainability of community pre-school. 2 - Has prepared a draft Prakas on the management
of CPS and ready for inter-ministrial meeting
2. Sub-Sector: Primary Education
- Improve teacher deployment policy. 2 - Be drafting regulations
- Enhance effective use of school budget. 1 - Budget flow to all schools through the banking
system
- Strengthen M&E system to ensure quality education. 2 - Continuously training sub-national officials on
the evaluation for other 12 provinces
- Disseminate results of the National Assessment Test for 1 - Dissemined nationwide on the test result of
Grade 3. Grade 3.
- Continue to do the National Assessment Test for Grade 2 - Preparing the dissemination.
6.
- Strengthen education infrastructure. 2 - Training for school principals.
- Improve terms and conditions of scholarship for poor - Implement every year for students from poor
students and outstanding students. 1 familities but not yet provided for outstanding
students.
- Strengthen reading capacity for grade 1, 2 and 3. - Training teachers in grades 1, 2 , and 3 of the
2 358 Schools within 19 Districts of the 7
provinces.
- Incorporate new teaching methodologies into teacher 1 - Implement the new teaching methodology
training institutions.
- Use teachers of English from secondary education to - Be training 291 teachers on how to use the
help teach students at primary education. 2 English book for grade 4 to Grade 6 in Svay
Rieng Province
- Supply core textbooks to address students’ needs. 2 - Supply 5,268,000 textbooks
- Recruit and train primary school teachers. 1 - Annually implemented
- Training primary teacher who have gratuated secondary - Training 2,992 Primary teachers, including
school to a basic education teacher. 1 1,512 females to become basic education
teachers.
- Continue to train primary school teachers on English 2 - Training on English teaching methodology for
teaching methodologies for grade 4 and 5. 1,279 teachers (583 females).
- Develop detailed curriculum and standard competency 2 - Implemented framework for all subject
for all subjects. curriculum from grade1 to 6.
- Transform advance level child friendly school as new - Toul Kok Primary schools in Phnom Penh.
generation primary schools. 2 - Reach Akak Mahesey primary school at Ort
dong district, Kampong Speu.
- Continue to build capacity of primary school principals. 1 - Trained 618 primary school principals (110
females) on professional skills.
- Strengthen roles and responsibilities of school support 2 - Continue to strengthen the roles and
committees (SSC). responsibilities of SSC of all provinces.
- Trained teachers on how to teach children with special 2 - Training 1,999 teachers (796 females) to help
needs. children with disabilities.
- Continue to implement deworming program, health and - 98 % of Grade 1 students in Kampong Chhnang,
physical checkup for education officers and learners in Takeo, Kampot, Kep, Pailin have checked up
partnership with Ministry of Health and provide 1 physical
education on health, hygiene, oral health, nutrition and - 95% of all primary school students got
other health services. deworming pills two times per year.
- Continue to provide sanitation facilities including - Handwashing areas 60 %
handwashing areas, latrines and safe water supply. 1 - Safe water supply 59%
- Using toilet 70 %
- Develop detailed curriculum for health education from - Be implementing 60%
grade 1 to grade 6 to incorporate into the national 2
curriculum, 2016-2015.

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- Continue to provide necessary heatlh care services and - Implemented annually

programs in areas of health education, prevention of 1
communicable and non-communicable diseases and
traffic safety to education officers and learners.
- Develop regulations to transfer functions to sub- - Sub-decree No.191 អន្រក.បក dated
national level. 1
September 14, 2016
3. Sub-Sector: Secondary Education and Technical Education
- Create 2nd opportunity to complete secondary 1 - Completed the target planned.
education by creating degree quivalency program.
- Improve teacher deployment policy. 1 - Completed the target planned.
- Continue to prevent student dropout. 2 - Continue to implement fully at 5 target
provinces.
- Create learning clubs to promote students’ self-learning - Be implementing guideline No. 13 អយក.ស
in Math and Science subjects. 2
ណន dated February 19, 2016.

- Continue to implement scholarship program for poor - Continue to implement the scholarship program
students. 1 for poor students by expanding the scope for
indigenous students.
- Expand Child Friendly Program to lower secondary 2 - Continue to implement and expand the 5 target
schools. provinces.
- Promote and strengthen the implementation of local life 2 - Continue to monitor the implementation.
skill education program in education establishments.
- Pilot Science, Technology, Engineering and Math - Continue and expand the implementation of
(STEM) program. 2 STEM program based on policy on education,
science, technology, engineering, and
mathematics.
- Produce and disseminate videos on Math and Science 1 - Instructed on how to use DVD video on
teaching. teaching math and science in grade 9 and 12.
- Strengthen the implementation of new generation - Launching a New Generation School.
school program and promote new generation school 1
program in Sisowath High School.
- Strengthen M&E system for education quality 2 - Ongoing implementing nationwide.
assurance.
- Disseminate results of the National Assessment Test for 1 - Complete the target as planned.
grade 8.
- Continue to implement thematic inspection for grade 9 1 - Complete the target as planned.
and 12.
- Develop detailed curriculum and competency standards 2 - Continue to develop.
for all subjects by incorporating soft skills.
- Continue to train lower secondary education teachers - Continue training lower secondary teachers who
with upper secondary education degree to transform 2 have upper secondary certificate
them as basic education teachers.
- Train basic education teachers as tertiary level teachers. 2 - Continue to recruit 1,000 tertiary level teachers
per year.
- Include dictation in the examinations and teachings at - Guideline No. 52. អយក .សណន dated
lower secondary education level. 1
December 23, 2015.
- Strengthen computer-based data management system - Letter No. 452. អយក.មចទ dated January 26,
1
for upper secondary education examination.
2017.
- Piloted bridging program, vocational skill program and 1 - Completed the target as planned.
career counseling program.
- Expand 3 General and Technical High Schools in Siem 1 - Completed the target as planned.
Reap, Svay Rieng and Phnom Penh.
- Rennovate and improve 50 upper secondary education 1 - Completed the target as planned.
examination centers.
- Strengthen roles and responsibilities of school support 2 - Continue to strengthen the roles and
committees. responsibilities of school support committees.

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- Create and promote functioning of secondary school 2 - Strenthen and expand secondary school clusters
clusters in target provinces. in the 13 target provinces.
- Cooperate with relevant development partners in areas - Ongoing implementation nationwide.
of life skill education, career counseling, vocational 2
orientation and vocational training.
- Develop detailed curriculum on health education from - Continue to develop.
grade 7 to grade 12 to incorporate in the national 2
curriculum, 2016-2025.
- Continue to provide necessary heatlh care services and - Continue to provide the necessary health
programs in areas of health education, prevention of 2 services
communicable and non-communicable diseases and
traffic safety to education officers and learners.
4. Sub-Sector: Higher Education
- Promote the development of policy framework and - 12 higher education institutions have prepared
mechanism for development of science, technology and 1 guidelines on their researches.
innovation.
- Strengthen and build human resource capacity based on - Orgnized forum on Cambodia for Research and
the requirements for research and development in 1 Development of Research Network and
technology and industry. Capacity Development which were participated
by 78 (13 females).
- Introduce competition mechanisms for technology - Students participated in writing compeitition
experts, business pioneers and talented engineers. 1 about the clean and green city, with the
participants from 22 universities in the country
as well as printed books.
- Create driving force to promote innovation, especially - Co-organized with the Malaysian counterpart
among engineers and young entrepreneurs. 2 through a workshop which was supported
financially and technically.
- Develop Sub-decree on Higher Education Institutions’ 2 - Will be finished in 2017
autonomy.
- Increase the number of students in Science, - The plan to increase the number of students in
Technology, Engineering, Creative Arts and Math science, technology, engineering, creative arts,
(STEAM) specializations. and mathematics as a major component as
2 defined in the draft of the road map for higher
education 2017-2030. The draft of the road map
is divided into three steps: 1). Step 1 for 2017-
2020, Step 2 for 2021-2025 Step3 for 2026-
2030. (To be completed in 2017)
- Formulate governance and management policy for 2 - Regulations on the autonomy of higher
higher education. education institutions (to be completed in 2017)
- Establish the Institute of Technology of Kampong 1 - Received the sub-decree
Speu.
- Piloted internal education quality assurance at program - Prepared two consultation workshops on this
level in HEIs. 2 document, which has 191 participants including
22 females.
- Prepare operational guidebook and financial guidebook - Have completed the final draft of financial
for the operation of the Research and Innovation Fund 2 operation guidebook and operational guide for
to promote research activities. processing the research development fund and
innovation
- Review procedures for appointing and awarding 3 - Ministry leaders proposed a new oversight
professorship status. mechanism (to be completed in 2017)
- Promote and motivate HEIs to increase research - Workshop on the sharing of knowledge and
activities. 1 research result which has 118 participants
including 25 females.
- Implement professional code of conduct for higher 1 - Implemented follow the principles.
education quality assessment officers.
- Assess to provide accreditation to 38 HEIs. 1 - Assessed to provide accreditation to 38 HEIs as
planned.
- Develop quality assessment standards for post-graduate - Consultation Workshop on standards for
education. 1 accreditation of Ph.D which has124 participants
including 20 females.

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- Host ASEAN Network on Education Quality Assurance - Hosted the 2016 Annual Roundtable ASEAN
meeting. Quality Assurance Network of visitors from
1 ASEAN countries: Thailand, Malaysia,
Philippines, Vietnam, Laos, Timor-Leste, with
135 participants include 28 female.
- Strengthen education infrastructure. - Provide laboratory equipment to 3 higher
education institutions : Battambang University,
Kamchaymear University and Institution of
Technology 100%
1
- Be repairing Laboratory at the University of
Health Sciences 50 %
- A number of private higher education
institutions also install its structure gradually.
- Continue to provide necessary heatlh care services and - Each higher education institutions were
programs in areas of health education, prevention of 1 responsible and prepared this work with students
communicable and non-communicable diseases and throught inviting experts to disseminate.
traffic safety to education officers and students.
5. Sub-Sector: Non-Formal Education
- Enhance capacity of non-formal education officers at 1 - Result 125/25
all levels.
- Increase functional literacy rate by linking with life 1 - Result 17,280/12,235
skill trainings.
- Increase the percentage of children enrolled in re-entry 1 - Result 10,910/5,037
program and referred back to formal education system.
- Implement result-based M&E system. 1 - Result 353/37
- Train teachers of equivalency program at primary and - Primary equivalent results 246/ 69
2
secondary levels. - Secondary equivalent result (N/A)
- Train master trainers of functional literacy program and - Result of Vocational Literacy Program 89/17
1
re-entry program. - Result of re-entry 99/16
- Strengthen NFE MIS. 1 - 25 capital-provincials result
- Develop regulations to transfer functions to sub- - Sub-decree No. 191
1
national level. - Guideline No. 43
- Continue to provide eduation on health care, - Result 336/210
communicable diseases and non-communicable 1
diseases and traffic safety to literacy teachers and CLC
teachers.
6. Sub-Sector: Youth Development
- Approve the National Action Plan on Youth - National Action Plan on Youth Development
Development and regulations of the Cambodia National 2016-2018 was approved and signed by
Council for Youth Development. 1 Samdech Akka Moha Sena Padei Techo Hun
Sen, Prime Minister of the Kingdom of
Cambodia and Chairman of the Cambodian
National Council for Youth Development.
- Develop priority operating plan on education, health - Final draft and submitted to the 2nd meeting of
and employment, which part of the National Action 2 the National Council for Youth Development
Plan on Youth Development. Cambodia in April 2017
- Strengthen entrepreneurship education program: - Prepare Youth Forum with entrepreneurs at the
Understanding Business and Local Community 1 Institute of Technology of Cambodia which has
Enterprise Development. 1,950 youth include 43.58% female.
- Organize learning and career orientation workshop. - Arranged in Prey Veng, Takeo, Kampong
1 Thom, Kampot, Kep and Banteay Meanchey
which youth 4,550 include 25.65% female.
- Continue to organize dissemination workshop on - No fund supporting for the process
organization of student associations in public and 3
private HEIs.
- Promote trainings of vocational skills, short skills and - 9,613 youth include 50.06% female gained labor
soft skills in provincial centers. 1 market information session to visit the
International Youth Camp and trained

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professional skills, short and soft skills

(volunteer work, leadership)
- Promote development of youth centers at provincial - No fund supporting for the process
level by planning to construct new youth centers in 3 3
provinces (Prey Veng, Phnom Penh and Kampong
Cham) based on the population and economic factors.
- Develop action plan and matrix on targets for the - No fund supporting for the process
trainings of vocational skill, computer, electricity skills, 3
electricity connection, water connection and electronics
repairs.
- Organize the national forum on volunteerism on Dec 4 1 - 1,750 youth include 51.82% female.
and 5.
- Strengthen cooperation with the National Employement - Launched the labor market information
Agency on employment orientation, job market dissemination center and trained young people
information, creation of job center and intership in Kompong Thom youth center, through
placement for youths. creating the libraries, office equipment,
1 computers and air conditioner.
- Ogranized a Forum for Education and Youth
Job Market Information to 7 Districts and 18
Schools in Tboung Khmum province, which has
2.311youth include 58.89 % females.
- Strengthen M&E for the implementation of activities - Monitoring and evaluation of 25 capital
related to child councils, youth councils, youth centers 1 provincials.
and youth volunteers at provincial level.
- Develop youth development program framework at 1 - Youth development program in the Education
national and sub-national levels. Sector 2015-2018
- Strengthen and expand international exchange program. 1 - 204 children and youth include 44.11% female
passed the international exchange program.
- Continue to provide education on health care, - Have been removed from the plan.
prevention of communicable and non-communicable 3
diseases and traffic safety to target groups.
7. Sub-Sector: Physical Education and Sport
- Disseminate the national policy on physical education 2 - Disseminated 1 time in Phnom Penh according
and sport sector development. to AOP
- Develop the national action plan for implementing the - Be preparing the draft
national policy on physical education and sport sector 2
development.
- Organize national sport championship for primary - According to the Letter No. 1427 អយក.អកស
school students in Banteay Meanchey province.
3 ន. dated March 25, 2016 on pause the game
competition for Primary School Student.
- Organize national sport championship for secondary - Organized the sport championship for secondary
school students in Kampot province and for higher 1 school students in Kampot province
education students in Phnom Penh.
- Provide capacity building on physical education and - Provide capacity building to sport to primary
sport to primary school teachers and sport management 1 school teachers and sport management officers.
officers.
- Continue to renovate sport physical infrastructure and 1 - Sports infrastructure has been renovated and
provide facitlities. equipped facilities.
- Develop student sport associations. 2 - Have been implemented.
- strengthen the structure of student sport federation. 1 -
- Continue to monitor and evaluate teaching activities of - Have implemented.
physical education and sport subjects in education 2
establishments.
- Develop documents for physical education day for 1 - Developed documents for physical education
primary education. and sports.
- Develop detailed curriculum for physical education and 1 - Developed the detailed curriculum for physical
sport subjects for colleges. education and sport courses.

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- Organize national sport championships and national - Organized the 1st National Game 15 types sport
sport competitions. 1 in Phnom Penh and Kampong Cham, which has
2,106 players include 609 females.
- Guidelines on decentralized national sports federations. - Continue on procedures
- Develop guidelines on decentralization of sport-related - Disseminated guidelines
work to national sport federation, guidelines on 2
physical education for health and improve the
guidelines on creation of sport club association.
- Create sport training centers towards SEA Game 2023. 1 - Developed the sports training nursery
- Collect national sportsmen for 23 sport types to prepare 1 - Collected national sportsmen for 23 sport types
for international sport competitions.
- Accelerate the construction of national sport training 2 - Under Construction.
center and regional sport center.
- Accelerate the construction of regional sport center. 3 - No area identified for construction.
- Produce 6 volumes of sport magazine and compile sport 1 - Published 6 volumes of sport magazine.
science materials.
- Provide training to teacher trainees of Generation 24 - Conducted final exam and selected trainees
and 25 and organize final examinations for teacher 1
trainees of Generation 24 and select trainees of
Generation 26.
- Formulate training plan to upgrade basic level physical - Be Preparing documents and compiling
education and sport teachers to be tertiary level 2 curriculum for Bachelor degree.
teachers.
- Continue to provide education on health care, - Continue to cooperate for the dissemination.
prevention of communicable and non-communicable 2
diseases and traffic safety to physical education and
sport teachers.

Note: 1- Already implemented; 2- Is being implemented; 3- Has not yet implemented

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ANNEX 5 : PROGRESS OF THE IMPLEMENTATION OF DIRECTION OF ACADEMIC YEAR

2015-2016 CROSS SUB-SECTORS
Activities Status Reasons
1. Curriculum Development
- Supply core textbooks for all grades to schools. - Supplies in the ratio 1: 1 for grades 1 to 9
1 - Supplies in the ratio 2: 1 for grades 10 to 12
- Total number: 5,957,200 copies
- Develop detailed curriculum for all subjects at basic 2 - Improve spelling, wording, and phrases
education level.
- Develop English textbook for grade 6. 1 - Organized the national reading day on 11 May
2016 which has 1,883 participants.
- Organize the National Reading Day. 2 - Cooperation with development partners to
promote reading (Room to Read)
- Organize reading promotion events at primary schools - Cooperation with development partners to
2 organize events to promote reading at primary
school.
2. Administration
- Continue to strengthen the management of 1 - Flow of letters is smooth
administrative letters, especially circulation of letters.
- Speed up the provision of performance medals to - Received 13 Sub-decrees, have 9,342 education
education officers at national and sub-national levels. 1 staffs included 51.41% female and 3,385
working medals.
- Develop capacity in areas of education administration - Trained education staffs at national and sub-
and archival management. 1 national levels on educational administrative
management and archive.
- Develop document and data management system and 2 - Scan and enter database administration into
archival system for MOEYS. dabase system at unit.
3. Cultural Relation and Scholarship
- Continue to cooperate with counterparts to increase the - Joined National cereminies of friendly countries,
number of Cambodian students pursuing education Vietnam and Laos
overseas.
2 - Organize international ceremony for Franch-
Used countries which were attended by higher
education institutions that uses French language,
students and embassadors.
- Continue to cooperate with national and international - An award presented generous national and
partners to help develop education sector in Cambodia. international 117 medals and 140 offer
2 generous thank you letters.
- Issued letters of support to organizations
working for education sector
- Continue to strengthen the management of scholarship - Continue to collaborate with friendly countries
students who are pursing education overseas by using 2 on management of overseas scholarship students
IT system. through information systems.
4. Information and ASEAN Affairs
- Cooperate and provide technical facilitation on the use - Conducted training on how to use Internet and
of internet – official email of MOEYS. e-mail for 33 management education officials at
1 POEs and DOEs .
- Monitoring the use of Internet, e-mail in 3
PoES.
- Update information on MOEYS’s page for sub-national - Updated information on the website of the
level more broadly and effectively. 1 Ministry of Education, Youth and Sports and
electronic educational resource center and social
network of the Ministry.
- Continue to work on the draft Policy on Distance - Lack of technical assistance and need to remove
Learning. 2 this work from Department of Information and
ASEAN Affairs
- Continue to update the Policy on ICT in Education 2 - Department of Information Technology continue
Sector. to implement

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 Unofficial Translation

- Provide modern technological facilities for the - Internet connection to all teacher training
production and dissemination of information related to 1 institutions and schools with computers to
education, youth and sport. develop the capacity of teachers and officials.
- Develop capacity of management officers and - In cooperation with UNICEF, organized training
education officers at national and sub-national levels on for 257 officials at Sub-National Education
the use of ICT. 1 Management (39 females) on the use of
computer software, office applications and the
Internet e-mail.
5. Construction
- Continue to speed up construction and renovation of 2 - Some companies did not implemente by work
education infrastructure in provinces. calendar
- Continue to promote capacity of officers in charge of - Finished as Annual Operational Plan 2016
education infrastructure management at national and 1
local levels.
- Conduct site visit and raise proposals to construct 77 - Finished as Annual Operational Plan 2016
buildings of incomplete schools, repair 100 school 1
buildings, 500 latrines, handwashing facitlites and
pump wells with support from EU for 2017.
6. Printing and Distribution
- Develop core textbooks, practice materialsm, - Have concret plan
supplementary reading materials and other teaching 1 - Have adequate technical officials, budget, and
aids. materials
- Print textbooks, practice materialsm, supplementary - Have concreted plan
reading materials. 1 - Have adequate technical officials and enough
printing machines
- Deliver core textbooks to schools across the country. - Have concret plan
1 - Have adequate technical officials and transport
vehicles
- Expand sale of textbooks, teaching materials and office - Sold 1,635,415 textbooks, 6,261 Pictures, 387
supplies to general clients. 1 boxs of teaching materials and 41 types of
physics practice materials for general customers.
7. Education Quality Assurance
- Administer national assessment test for grade 6 for - Result of Khmer subject 52.1% (55.5% female,
Khmer and Math subjects in 210 schools. 1 47.9% male), Result of Math subject 48.3%
(48.6% female and 47.9% male)
- Conduct thematic inspection for education quality - Subject 3rd and 4th is continuing. The first topic
assurance for 4 topics. "grade 9 Mathematics teaching" in 40 schools.
1 The second topic "grade 12 chemistry teaching"
in 35 schools. The third topic "grade 6 writing
teaching" in 30 schools.
- Monitor regular inspections of sub-national levels. 1 - 58 schools
- Research for more information and draft procdures for 2 - Reseaching in 20 provinces
measuring capacity at equivalency level.
- Disseminate the results of annual inspection work 1 - Disseminated in Seim Reap on 08/12/2016
across the country.
- Disseminate the results of the national assessment tests 1 - Successfully disseminated on 23/05/2016
for grade 8 for Khmer, Math and Physics subjects.
Note: 1- Already implemented; 2- Is being implemented; 3- Has not yet implemented

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ANNEX 6 : PROGRESS OF THE IMPLEMENTATION OF ANNUAL OPERATIONAL PLAN 2016

Status
Main Activities Results Sub-Activities
1 2 3
1. EARLY CHILDRENHOOD EDUCATION
1. ECCD Policy and 1/1 1.1 Operational of the NC-ECCD
√
National Action Plan
2. Capacity 16/16 2.1 Training the Pre-school Resource Center networking group
√
Development on ECE (Quaterly)
2.2 Provide budget for implementation of Preschool Resouce
√
Center
2.3 Study on pre-school forming for nation level √
2.4 Orientation training to networking group of CPS and HBE √
2.5 Primary training on process and technical of CPS to core
√
trainers at sub-national level and new CPS teachers (300)
2.6 Monthly technical meeting of CPS teachers and ECE
√
officers at DOE
2.7 Provide Material Packages to CPS √
2.8 Train the National core trainers, sub national core trainers,
core parents and parents team leader on HBE and parental √
education
2.9 Monthly meeting on Care, Nutrition standards, and Using
√
health service of HBE
2.10 Develop TV program for Parental Edcuation √
2.11 Implementation Parental Education attached to ECE
√
program
2.12 Implementation Parental Education attached to FPS,
education pregnant mother and mother who have children √
age 0-2 years old
2.13 Implementation Inclusive Education at Preschool level √
2.14 Implementation Multi-language at Preschool level √
2.15 Implementation ECE at Sub National level √
2.16 School improvement grand for Preschool √
3. Monitoring and 7/7 3.1 ECE Monitoring √
Evaluation
3.2 Monitor ECE program at natiional level √
3.3 Monitor on SIG program at national level √
3.4 Monitor ECE program at PoE √
3.5 Monitor ECE program at DoE √
3.6 ECE Annual review meeting and mid-year review at
√
national and sub-national levels
3.7 Monitoring and research on ECE √
4. Dissemination and 4/4 4.1 ECE operation √
Supplies
4.2 Printing of ECE document. √
4.3 Equipment for ECED √
4.4 Unit operation (SIG) √
5. Develop Capacity of 4/4 5.1 Develop ECE to meet standards √
management and ECE
framework 5.2 Develop Preschool Resource Centers to meet standards √

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Status
Main Activities Results Sub-Activities
1 2 3
5.3 Develop Capacity of National and Sub National ECE
√
officer
5.4 Support for sub-national systems for Early Childhood
√
Education delivery (in preparation for D&D)
2. PRIMARY EDUCATION
1. Development of 3/5 1.1 Develop and revise a guideline on piloting of full day
√
documents and learning primary school.
materials for 1.2 Print Inclusive Education books for 4 subjects (Khmer,
supporting CFS Mathematics, Scient and Social) for first year (grade 1 and
√
implementation. 2), Second year (grade 3 and 4), and Third year (grade 5
and 6)
1.3 Develop, monitor and revise training manual of EGMA
√
Programme
1.4 Design picture for book of EGMA grade1 √
1.5 Conduct end-line survey of EGMA implementation √
2. Building Capacity of 15/16 2.1 The workshop introduced the use of " read - write " grade
national and sub- 1, 2, 3 of EGRA to grade 1, 2, 3 teachers have not yet √
national primary received a supplement of the capital and provinces .
education officers for 2.2 The workshop introduced the use of the testing books of
development of CFS Khmer, criterial for determining the testing score, data
implementation. input into the computer, checks the testing result of the
program reading the first "read - write" (EGRA) and
√
Lession Study related to the preparation of lesson plans,
observing classrooms and disseminate the results of the
collection of information about the status of the study of
children in the villages which do not have the schools
2.3 Workshop on methodology of data collection to Banteay
Meanchey province's working group and total the disable √
and out of school children
2.4 Train on Standard Library in 4 provinces √
2.5 Train on drawing for primary school in 4 provinces √
2.6 Train the produce and use of questionnaires which related
to the learning of primary school students (Khmer and
√
Mathematics) and target provinces which pitoting the full
day teaching)
2.7 Capacity training to DTMT, Principals and Inclusive
√
EducationTeachers.
2.8 Accelerate Education training to principals and teachers √
2.9 Train on Standard Reading for Grade1-2-3 (teacher) √
2.10 Support the implementation on Positive Discipline in target
√
provinces.
2.11 Survey on disciplinary method √
2.12 Disseminate CFS Master Plan and annual revise √
2.13 Support training on CFS new checklist for DTMT √
2.14 National trainers and DTMT monitor on primary in 6 target
√
provinces
2.15 Train the national and sub-national trainers and teachers on
√
the pilot EGMA Programme in 8 provinces
2.16 Train the national and sub-national trainers on EGMA
√
Programme
3. Monitoring and 6/10 3.1 Monitoring teaching and learning Khmer " read - write"
education review to Grade 1, 2 and 3 and testing on reading speed grades 1, 2, 3 √
enhance and 6 in the provincial
implementation of 3.2 Collect data of studying status in villages which do not
√
CFS and full time have schools

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Status
Main Activities Results Sub-Activities
1 2 3
teaching and learning 3.3 Conduct mission and study visit abroad to exchange
√
piloting (Morning- experience.
Afternoon session) 3.4 Support and Monitor Multi-lingual and Accelerate
√
Education implementation
3.5 Annual review meeting on EGMA √
3.6 Emergency aide on teaching and learning activities while
√
natural disaster happening (flood)
3.7 Monitor on implementation of result based monitoring and
√
evaluation system.
3.8 Monitor the School Feeding Program of WFP in target
√
primary school.
3.9 Quarterly Monitor the teaching and learning processes and
√
evaluate student’s learning outcome.
3.10 Monitor the materials (Ship) and student spectacles
√
offering
4. School supporting 3/4 4.1 Supply materials, printing, maintain, repair and
√
Budgets allowance transportation for offices
and Equipments for 4.2 Copy and distribute the grade 1, 12500 mathematics books
√
supporting office for target schools
4.3 Release SIG funds to PoE, DoE and primary schools . √
4.4 Provide food, cash, breakfasr and lunch scholarship to
√
target schools (WFP) .
5. Training and 6/6 5.1 Analys Situation of Multilingual Education (MLE) and
development of disseminate MLE Action Plan 2014-2018 and coordination √
professional principals management of MLE at national and sub-national levels
and capacity building 5.2 Summary and Evaluation meeting on SIG implementation √
for all levels of
5.3 Monitor the role and duty implementation of school
educational primary √
staff, trainer and steering committee and SIG
stakeholders 5.4 Strengthen capacity of PoEs and DoEs scholarships
committee on scholarship implementation at primary √
schools
5.5 Strengthen capacity of school steeing committee and
√
community (Kampong Speu Province)
5.6 Visit the schools which have processed school steering
√
committee program and and community.
3. GENERAL SECONDARY EDUCATION
1. Operating Unit 2/2 1.1 Unit process (department) √
1.2 Operation of GDE √
2. Strengthen the 7/12 2.1 Training on the capacity of management, technical √
capacity of administration, teaching and learning, plan, report and
management, teaching strengthen the scholarship implementation for difficult
and learning students at Secondary schools
2.2 Trainning on the capacity of examination technique √
(computer and password)
2.3 Dissemination workshop on examination analysis √
2.4 Strengthen the capacity of national trainer (CFS) √
2.5 Trainning on the implementaion of result-based M&E √
system, M&E tool and reporting
2.6 Workhop on Semester and Annual Improvovemnt for sub-
√
sector
2.7 Oversea study tour √
2.8 Dissemination workshop on SIG √
2.9 Strengthen the capacity of school steering committee √

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Status
Main Activities Results Sub-Activities
1 2 3
2.10 Revising workshop on lifeskill with national trainer √
2.11 Training on Secondary school steering commettee (32 √
target districts)
2.12 Training on Secondary school series √
3. Examination for 5/5 3.1 Prepare the Grade 12 examination committee √
second school
students 3.2 National TA for supporting examination √
3.3 Examination for outstanding students on Mathematics, √
Physics and KHMER
3.4 Train Olympiad outstanding students √
3.5 Send outstanding student to oversea √
4. Stenghening the 6/8 4.1 Monitor the schoolarship programme for poor students, √
Monitoring special education and CFS
4.2 Mornitor the teaching and learning, semester examination, √
school establishment request and exam center selection
4.3 Monitoring programme of General directorate of Education √
4.4 Strengthen the Monitoring on TGL, DTMT and LLSP √
4.5 Monitor and train on school improvement grant/school √
operation budget
4.6 Mornitoring and evaluation baesed on result (ME) √
4.7 Mornitor on the implementation of the basic school √
imrpovement program at target provinces
4.8 Monitor the basic schools series on basic school
√
improvement program in the target provinces
5. Stenghtening the 2/4 5.1 Train the teachers' capacity on science √
science and math
subjects (STEM) 5.2 Training on the content of difficult math √
5.3 Produce the shot video clip for teaching math and science √
of grade 9 and 12
5.4 Workshop on use the shot video clip for teaching math and √
science of grade 9 and 12
6. New generation 1/1 6.1 Support new general school with budget and experiment
school and experiment materials √
materials
7. Expand and Stregthen 0/2 7.1 Support Training for DTMT on new check-list revision √
the lower secondary
7.2 National trainers and DTMT monitor the lower secondary
Child Friendly √
Schools schools in the 6 target provinces
4. NON-FORMAL EDUCATION
1. Strengthen Capacity 2/2 1.1 Capacity Training Course for NFE Officials in PoE Levels √
of NFE Officials
1.2 Process the unit √
2. The Evolutionary 3/4 2.1 Literacy program √
Process Expansion of
Functional Literacy 2.2 Strengthening and Scalling up CLC √
and Life Skill
Programs 2.3 Post Literacy program √
2.4 Dissemination program √
3. Development and 2/2 3.1 Re-entry program √
Progress of Re-entry
3.2 Equivalency program
and Equivalency √
Programs

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Status
Main Activities Results Sub-Activities
1 2 3
4. Monitor the Strategic 2/2 4.1 Monitoring and evaluation √
Result-based Program
4.2 Development of NFE-MIS √
5. Formal and Non- 5/5 5.1 Analyze the status of re-entry programs and disseminate the
√
Formal Education results of the study
service delivery is 5.2 Support the sub-nation on NFE service provision √
managed effectively
and quality assurance 5.3 Revisit the revised Literacy curriulum for finalization √
5.4 Monitor the national literacy campaign 2015 √
5.5 Strengthen the capacity of NFE official at national and sub-
national levels for the implementation of integrated NFE- √
MIS
5. SCHOOL HEALTH
1. Strengthen the Policy 3/5 1.1 SHD operation including office supplies, equipment √
on School Health and reparing, communication, other allowances and grant
SHD Operations 1.2 Exchange experiences workshop on the implementation of √
health promotion programs in schools at Kampong Thom.
1.3 Celebrate the World AIDS Day (December, 1) in Krong √
Poi Pet, Banteymeanchey Province
1.4 Develop AOP on school health program, including AOP √
for AIDS and Drugs preventation for 2017.
1.5 Develop regulative documents related to School Health
√
programs
2. Providing needed 4/4 2.1 Health and physical check-up to students, educational staff √
Health Care Services before formally appointed
to educational staff 2.2 Health and physical check-up to grade 1students in √
and learners Kampong Chhnang, Takeo, Kampot, Kep, and Pailin
provinces
2.3 Print health check-up booklets for grade 1 students and √
guildline manual for using of the First Aid Kit, First Aid
guildance manual, and E-chart.
2.4 Provid First Aid Kit and refill materials to schools. √
3. Health Education 5/6 3.1 Life skills education on reproductive health and sexual √
health, AIDS and Drugs to education staff, and pre-service
teachers.
3.2 Training on health, hygiene, nutrition, and first aid methods √
to SH focal points all POEs and trainers of PTTCs, RTTCs,
Pre- school teacher training center in Phnom Penh
3.3 Training focal points of School Health at sub-national level √
on roles and responsibilities, school health framework,
monitoring, and develop action plan at Kampong Thom,
Prey Veng, Pursat and Preah Sihanouk provinces.
3.4 Developing Core Syllabus on health education contents
from grade 1 to 12 for integrating into national curriculum √
for 2016-2025.
3.5 Educate in malaria prevention √
3.6 Strengthen and expand the eyes health care education in √
schools.
4. Promoting the 7/7 4.1 Procurement material supplies for hygiene and sanitation. √
learning environment
and set up school 4.2 Strengthen and expand the measured hygiene, hands √
health facilities washing, and oral health in schools in Phnom Penh and
other provinces.
4.3 Support global hand washing campaign √
4.4 Support the distribution of gender sensitive materials to boys √
4.5 Promoting hygiene hand washing and hands washing and √
cooking competition in schools in Siem Reap, Battambang,
and Kampong Thom provinces

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4.6 Situational Analysis on planned spending and expand the √
minimum package for school (CDPF 3.3.8)
4.7 Implement the packages to schools (CDPF 5.2.2) √
5. Strengthening of 1/2 5.1 Participate workshops, meetings, training courses, √
cooperation and congress, conferences and other relevant events in and out
capacity building. country
5.2 Set up inter-ministry working group and technical working
group to promote health education, hygiene, and clean
water supply in schools in order to strengthen policy √
coordination in preparing strategic technical advice and
information sharing.
6. Monitoring and 4/4 6.1 Monitoring and evaluation the implementation, √
Evaluation strengthening and expanding school heath promoting
program, and hygiene facilies consumption to 5 provinces
6.2 Monitoring and evaluation the implementation of programs √
related to health care service in schools including, grade 1
students health check-up, deworming, vaccination,
nutrition, and first aid kits providing.
6.3 Monitoring and Evaluation the implementation of the √
program related to health education including sexual health,
reproductive health, drugs, malaria, eyes health care,
deworming, food safety, and hygiene and sanitation.
6.4 Monitoring and evaluation the programs related to school- √
based hygiene measures including, school health and
hygiene facilities consumption, management.
6. VOCATIONAL ORIENTATION
1. Operating Unit 10/12 1.1 Maintain office supplies √
1.2 Office supplies for administration √
1.3 Food √
1.4 Furniture, technical equipment... √
1.5 Water and power √
1.6 Agreement with enterprises for service supply √
1.7 Rent transportation √
1.8 Maintain and repair √
1.9 Public relationship and dissemination √
1.10 Expenses on news agencies and document √
1.11 Expenses on telecommunication and post √
1.12 Salary of casual staff √
2. The operation of 1/1 2.1 The operation of general and technical secondary schools.
general and technical √
secondary schools.
3. Technical material 1/1 3.1 Technical material equipment
√
equipment
4. Capacity 9/10 4.1 Final Exam and educational technical certificate and
√
Development of profession in level-3
Technical Education 4.2 Meeting √
4.3 Survey and collect relevant
√
information to expand GTHS

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4.4 Prepare legislative letters √
4.5 Enrol students for technical education √
4.6 Develop textbooks √
4.7 Disseminate vocational oriented education √
4.8 Join atcivities in abroad √
4.9 Local schorlaship in technical education √
4.10 Personnel training √
5. Expand the services of 2/3 5.1 Training on Capacity development of the teacher
√
vocational orientation, on Soft skill program
life skills, career 5.2 Training on the use of vocational orientation guideline √
counselling and path
5.3 Training on career counselling √
6. Monitoring 6/6 6.1 Monitor and expand the teaching and Learning of life skill
√
programs
6.2 Monitor the semester exam at the general education and
√
techical secondary schools
6.3 Monitor the teaching and learning of technical education √
6.4 Monitor the vocational orientation education service √
6.5 Monitor the career counselling service √
6.6 Monitor the construction processing of Technical
√
Institution in Kampong Speu province
7. TEACHER TRAINING
1. Operating Unit 4/4 1.1 Provide Operational budget to Preschool TTC √
1.2 Prepare annual workshop on implementation of teacher
√
training curriculum
1.3 Prepare the final and recruitment exam √
1.4 Provide schoolarship to 450 teacher trainees for Pre school
√
TTC
2. Provide materials and 3/3 2.1 Provide materials, service cost, repair and mainten the
√
documents for training vehicles for processing unit and training
and operating unit 2.2 Printing of manual for BET √
2.3 Develop specialised Education course Curriculum (for deaf
√
and blind) by the Krousa Thmey
3. Strengthen the 2/2 3.1 Train the School Principal on leadership and management √
resposibility at sub-
nation and 3.2 Supporting Research by systematic and strengthen record
management of professional development for principals (monitoring and √
evaluation and follow-up training school principals)
4. Capacity improvment 14/14 4.1 Develop documents and train core trainers for training to
√
of staff, trainers and 12+2 trainees to get bachelor degree
teachers 4.2 Provide Scholarships to 56 trainers of BA holders to get
√
MA degree
4.3 Train secondary teachers the science and mathematic √
4.4 Train principals/vice principals and teachers the gender
√
mainstreaming
4.5 Train librarians √

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4.6 Train core trainers and secondary teachers the ICTs √
4.7 Train core trainers the inclusive education √
4.8 Develop the capacity of TTCs' trainers on Mathematic,
√
Science and Pedagogy
4.9 Train primary teachers the English teaching in grade 5 √
4.10 Train core trainers of RTTC, PTTC and ECE on inclusive
√
education
4.11 Train TTCs' core trainers on inter-action video √
4.12 Train core trainers on document for training 12+2 teachers
√
to get bachelor degree
4.13 Participate the workshop, training course and various
√
activities in the country
4.14 Participate the workshop, training course and various
√
activities abroad
5. Monitoring and 1/1 1.1 Monitoring on implementation of the teacher training
Evaluation curriculum, lesson study and teaching practice and √
inclusive education, and gender mainstreaming
8. CURRICULUM DEVELOPMENT
1. Operating Unit 1/1 1.1 Unit operation √
2. Library design 1/1 2.1 Library design √
3. Curriculum 4/5 3.1 Development and consultation Workshop on the using of
√
development and guidance document for Writing Skill in grade 4
Document 3.2 Development and consultation Workshop on detailed
√
curriculum
3.3 Development and consultation Workshop on educational
√
science, tecnology, engineering, and Mathematic (STEM)
3.4 Workshop on Development of the English text book grade 6 √
3.5 Development workshop on inserting the climate change
√
into primary and secondary school curriculum
4. Capacity 4/5 4.1 Workshop on management and supply of textbook and
√
strengthening and library
Dissemination 4.2 Workshop on standard libraries and refferal /core libraries √
4.3 Workshop on Sample Examination sheets for grade 9 √
4.4 Workshop on Dessimination Curriculum Framework √
4.5 Abroad mission √
5. Monitoring , Research 1/1 5.1 Monitor the Implementation of Curriculum, Textbooks and
√
and Evaluation Library and teaching materials
6. Develop teaching 1/1 6.1 Purchase textbooks
materials and √
textbooks
7. Capacity building 1/4 7.1 Curriculum and study materails skills (5 people) √
7.2 School library skill (2 people) √
7.3 Test and evaluation (5 people) √
7.4 Planning skill (2 people) √

9. HIGHER EDUCATION
1. Increasing the number 12/15 1.1 Publish the scholarship information books-2016,
√
of scholarship application form and guide books
students at higher 1.2 Monitor for supporting enrolment, application form
√
education from 15% trasportation and scholarship result of government

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of passed deploma 1.3 Monitor on enrolment at higher education institutions √
degree students
1.4 Select and exam for scholarship students to study in higher
√
education institutions and NIE
1.5 Impact and special priority scholarship students evaluations √
1.6 Monitor the project's special priority scholarship students √
1.7 Monitor the scholarship students' learnig process in higher
√
education institutions
1.8 Workshop on career √
1.9 Tuition, trasferring money fees and monthly payment for
√
special priority scholarship students
1.10 Scholarship training course √
1.11 Consultation workshop on scholarship expading program √
1.12 Print booklet on recording of SPS achievements √
1.13 Training course for officials who respossible in government √
scholarship
1.14 Workshop on consultation of the service and human
√
resource expansion planning for HE
1.15 Workshop on consultation on planning of increasing
scholarship students and curriculum development for √
STEM in order to repond the industrial development policy
2. Strengthening the 1/2 2.1 Monitor the state examination or/and defend thesis of
√
quality of state exams students
students 2.2 Workshop on regulation development for enrolment and
√
graduation for students at HE
3. Design the statistic 4/7 3.1 Explan and collect data, students statistic, lecturer, staff and
√
books for studying cooperation work
year 2015-2016 3.2 Continuously develop the HEMIS system √
3.3 Develop the scholarship system √
3.4 Training on HEMIS implementation and manternance to
√
the HEMIS team
3.5 Training on HEMIS data entry and guidance books printing √
3.6 Monitor and coordinate the staff for HEMIS statistic data
√
entry
3.7 Print the student statistics books, academic staff, leaflets
√
and dissemination
4. Monitor the 5/5 4.1 Monitor the general status of HEIs training √
management,
technical 4.2 Workshop on HEIs program level IQA systems to prepare √
implementation and realistic self-assessment reports at program level in line
regulations of HEIs with the requirements of progam level accreditation
4.3 Recognition for Education quality in Cambodia √
4.4 Strengthen the results-based monitoring and evaluation √
system in HEIs
4.5 Strengthen the monitoring and evaluation system for HE √
sub-sector
5. Develop Policy on 1/2 5.1 Workshop on consultation of good governance and √
good governance and management policy for HE
management for HE 5.2 Workshop and dissemination on standard design for √
providing the autonomy to HEIs
6. Monitoring on 2/3 6.1 Monitor the relocation, new publish and annex √
relocation, expansion,
creates new annex and 6.2 Workshop on guidelines for curriculum development √
guidelines on
6.3 Workshop on preparing the developlent and Business Plan
curriculum
Model for HEIs √
development in higher

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education institutions,
and organize business
models and
development plans in
higher education
institutions
7. Capacity 2/2 7.1 Participate the overseas trainings and conferences √
Development
7.2 Participate the local training and workshop, and oppening √
ceremony
8. Strengthen 3/4 8.1 Establish the national Research and Development Forum to √
researching capacity build research capacity and researcher network
for HE 8.2 Supporting activities for researching and printing for HE √
8.3 Scholarships for postgraduated students in the region √
8.4 Overseas scholarship students budget √
9. Sample University ០/3 9.1 Assist RUPP to become a sample university by supporting
in Financial, Human Resource Management and STEAM √
Curriculum development and IT system development.
9.2 Replicate the good practice of RUPP to increase some
√
target HEIs' autonomy
9.3 Procure the construction works, facilities in laboratory and
library in targeted HEIs with a view to increasing STEAM √
related resources.
10. HE Coordination 5/5 10.1 Office supplies, repair and furniture √
and Operation
10.2 Electricity and phone √
10.3 Supply sanitary materials √
10.4 National Consultant and TA expenditure √
10.5 Other operation expenditure and monitoring and evaluation √

10. SCIENTIFIC RESEARCH

1. Operating Unit 3/3 1.1 Suppliment of materials, administrative maintenance, and
√
equipment
1.2 Maintenance and repairs (other network, transportation,
√
equipment and technical tools)
1.3 Expenditures on energy, water and posts and
√
telecommunications fees
2. Promoting research at 2/10 2.1 Research and Innovation √
higher education
2.2 Training Course on the Management of postgraduate and
√
push the research development in the education sector
2.3 Verifying and reviewing research works/results for the
√
publication in Cambodia Research Journal
2.4 Establish the information of the postgraduate training
√
course and other scientific archievement
2.5 Manange the research data, innovation and postgraduate
√
training course
2.6 Organize the National Conference on Research, Education,
√
and Implementation
2.7 Prepare the encouragement policy for researchers,
scientists, and organize a scientific research archievement √
forum for HEIs
2.8 Conduct the study visits in order to gain experience of √
postgraduate managing and training as well as developing
and promoting research and innovation
2.9 Organize the 3rd Cambodia Education Research Forum √
(The 3rd CERF) and the 2nd Cambodia Science and
Engineering Festival (The 2nd CSEF)

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2.10 Review, update, and roll the master and action plans for
√
research development in education sector 2016-2020
3. Monitoring the quality 1/2 3.1 Monitor the 36 HEIs examinations/thesis defenses of
√
and postgraduate students
effectiveness/effecien 3.2 Monitoring and evaluation twice per year the resources for
cy of postgraduate postgraduate program training √
program training
11. ROYAL UNIVRESITY OF PHNOM PENH
1. Students training 8/8 1.1 Supply Books, Magazines and Researching Documents to
√
activities (Bachelor the Library
Degree) 1.2 Supply Materials and Teaching Tools to all Departments √
1.3 Supply Materials and experimental tools to all Laboratories
√
and Departments
1.4 Allowances for examination-competition √
1.5 Drug and health equipments √
1.6 Local Research Scholarships √
1.7 Study tours √
1.8 Uniforms √
2. Expanding the Social 0/11 2.1 Support textbooks and documents for library √
Science subject
(Master and Ph.D 2.2 Training in country and overseas fees √
trainings)
2.3 Contracted national agents √
2.4 Contracted foreign agents √
2.5 Meeting, workshop and conference √
2.6 Transportation, Mission and accommodations fees in the
√
country
2.7 Over time for staff √
2.8 Examination-competition allowance √
2.9 Other allowance (author, translate and edit) √
2.10 Scholarships for research in the country √
2.11 Study Visit √
3. Staff activities 7/7 3.1 Training fee in country and overseas √
3.2 National and International delegation reception expense √
3.3 Meeting, workshop and coference √
3.4 Transportation, Mission and Accommodation expense in
√
country
3.5 Transportation, Mission and Accommodation expense at
√
overseas
3.6 Other allowance (author, translate and edit) √
3.7 Food √
4. Institutional activities 11/11 4.1 Supply sanitary materials and oxygen pipeline √
4.2 Supply fuel √
4.3 Office supplies √

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4.4 Supply funiture as tables, drawers, chairs, and whiteboards √
4.5 Supply electricity and water √
4.6 Service contraction with company and transportation
√
service
4.7 Small maintenance and repairing √
4.8 Souvenir expense in local and oversea √
4.9 Expense on press and magazines expenditure √
4.10 Post and telecommunication fees √
4.11 Other International organization contribution √

12. ROYAL UNIVERSITY OF FINE ART

1. Quality improvement 3/3 1.1 Provide office supplies and experiment √
of training activities
1.2 Provide materials for sport and art √
1.3 Study visit, and training to professors √
2. Researching activities 1/1 2.1 Provide office supplies, printing and documents collection
√
and cost
3. Institutional operation 2/2 3.1 Provide materials and equipment for office √
3.2 Provide materials, funiture, maintenance, meeting √

13. CHEA SIM KAMPCHAYMEAR UNIVERSITY

1. Development of 5/5 1.1 Increase the numbers of textbooks follow the new
√
research and technical curriculum in 920 libraries, titles and e-library
education 1.2 Increase the teaching and learnig materials for college and
√
Education Technical Institution
1.3 Strengthen and expand the Internet stability for broadly surf √
1.4 Design the research policy and activity √
1.5 Increase the laboratories, experimental materials and
√
activities
2. Improve capacity to 2/5 2.1 Orientation and information Seminars for attracting 400
√
gain enrolment of scholarship enrollment
students 2.2 Develop and prepare room, furnitures and learning and
√
teaching materials
2.3 Strengthen and expand the relationship with public
institutions, private sectors and organizations for √
scholarships
2.4 Prepare students consulting √
2.5 Strengthen and enhance students and community service √
3. Strengthening Student 5/7 3.1 Strengthen the implementation in languages, audiovisual
√
Quality and computer rooms
3.2 Soft skill development Seminars, study tour and executive
√
internship
3.3 Curriculum development base on career maketing
√
requirement
3.4 Monitoring and evaluation the intership in companies,
√
organizations and public institutions
3.5 Strengthen the examination and evaluation system for all
√
kinds of student's learning
3.6 Ensure internal quality √

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3.7 Increase partnership and students exchange program √
4. Development of offier 3/4 4.1 Research by institutions and in and out country √
capacity
4.2 Research of author committee √

4.3 Enhance professors’quality and capacity √

Prepare the capacity evaluation principle and processing
4.4 √
and incentive
5. The unit operation 3/4 Strengthen monitoring and evaluation process for all
5.1 √
activities in whole unit
5.2 Strengthen Financial Resource managerment √
Maintenance and repair the Infrastructure, construction,
5.3 √
facilities, garden and other network
Strengthen and expand the cooperation in and out country
5.4 √

14. INSTITUTE OF TECHNOLOGY OF CAMBODIA .

1. Improve the school ០/1 1.1 Construct the school buildings by the end of 2015
infrastructure in order
to strengthen the
quality of training and √
to increase the
capacity of enrolment
students
2. Sponsor more 4/4 2.1 Provide Budget for strengthening the proficiency of French √
allowance for lecturer,
personnel, and 2.2 Extra allowance for professors √
workers
2.3 Extra allowance for staff and workers √
2.4 Pay tax for government √
3. Improve/upgrade the 2/2 3.1 Copy and publish the books for library and curriculum √
Library and
documents 3.2 Support textbooks and documents, and author and publish √
in library
4. Scholarships and Field 3/3 4.1 Support scholarship √
Visits
4.2 Scholarships for study and research inside the country √
4.3 Organize Field Visits √
5. Mission inside the 6/6 5.1 Mission in the country √
country and oversea
5.2 Mission at oversea √
5.3 The payment of compensation in the country √
5.4 The payment of compensation abroad √
5.5 Mission at oversea √
5.6 Mission at oversea √
6. Organize Scentific 2/2 6.1 Organize Scentific and Cooperation Day in region √
and Cooperation Day
in regional 6.2 Organize workshop and meeting √
7. Master degree training 1/1 7.1 Master degree training √
8. Develop the 1/1 8.1 Conduct all kinds of experiment work
experiment work and
√
experimental
materials

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9. Improve experimental 2/2 9.1 Equip more equipments and other materials √
equipments and other
9.2 Equip more experiments equipment
equipments/ materials √
10. Insitutional 17/17 10.1 Supply stationary and materials for teaching √
Operation
10.2 Office supply √
10.3 Fuel and generator √
10.4 Telecomunication Fee √
10.5 Welcome national and international delegation √
10.6 Expenditure of souvenir for local and international √
10.7 Expenditure for exhibition in local and international √
10.8 Social communication √
10.9 Information dissemination √
10.10 Expense for ceremonies √
10.11 Budget for examination √
10.12 Budget for state exam √
10.13 Fuel for vehicle √
10.14 Meeting of boards of directors, scientific council and √
student council
10.15 Various expenses √
10.16 Utilities √
10.17 TEIN Membership anually fee √
11. Maintenance of 6/6 11.1 Building maintenance and water network √
physical
infrastructure and 11.2 Small repairing √
Equipments
11.3 Enery network maintenance √
11.4 Maintenance of transportation √
11.5 Maintenance of experimental equipment and other √
materials
11.6 Unplanned expense √

15. NATIONAL INSTITUTE OF EDUCATION

1. Operating Unit 7/8 1.1 Administative operation √
1.2 Training on Capacity for NIE's staff √
1.3 Overseas activities √
1.4 Researching √
1.5 Monitoring on teacher trainees who completed their √
training
1.6 Incentive √
1.7 Allowance √
1.8 Research on ESD and Training for NIE's staff √

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2. Training Activities 2/2 2.1 Manage materials for teaching and learning √
2.2 Author and documentation √
3. Training Activities for 3/3 3.1 Hour payment for lecturers and thesis √
Master Degree
3.2 Printing Master degree certificates √
3.3 Thesis defense √
4. Training on 2/2 4.1 Training on Management and Planning for POE Officials √
Management and
Planning 4.2 IIEP supports NIE in skill development √
5. Training existing 2/3 5.1 Training on inspection trainers and existing inspectors at
√
educational inspectors NIE
and new inspectors 5.2 Training the existing inspectors at POEs √
5.3 Pre-service and in-service training on education inspectors √
6. Pre-service training 1/1 6.1
Hours payment for teaching staff √
(12+2) to (12+4)
7. Train principals and 1/1 7.1 Training at POEs
vice principals on new
√
education inspection
system
8. Pre-service training 1/1 8.1 Training at POEs
for higher teachers on
√
the new contents and
methodology
16. SVAY RIENG UNIVERSITY
1. Operating Unit 5/5 1.1 Supply stationery, furniture, equipment, materials,
√
maintenance,food and agriculture product
1.2 Electricity and water supply. √
1.3 Maintenance, small repairs, vehicle maintenance and car √
parking construction.
1.4 Provide incentive, allwance, bonuses and other public √
expense
1.5 Social activities, donation to social and cultural √
organization.
2. Capacity building to 4/4 2.1 Improve school, study environment and WC. √
attract students to
Study at SRU 2.2 Equip more equipment, furniture for supporting teaching √
2.3 Public relation and study information dissemination √
2.4 Food and agriculture products √
3. Strengthening the 4/4 3.1 Supply the administrative materials and experimental tools √
students quality of teaching and learning.
3.2 install more small tools, furniture, document, experimental √
textbook and improve the internet coverage
3.3 Study tour and practicum (transportation) √
3.4 Other bonus (examination and thesis ) √
4. Capacity building 4/4 4.1 Participate in local workshop/ training course. √
teachers and
administrative staff 4.2 Participate in international/overseas workshop/ training √
course.
4.3 Training course and workshop to promote the capacity of √
teaching staff and administrative staff.
4.4 Study visit to explore new experience √

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5. Research 4/5 5.1 Strengthen the library management, supply administrative √
Development materials and equipments
5.2 Provide e-library service √
5.3 Provide Incentive, other bonus and public expense √
5.4 Public relation, press, dissemnation and documentation. √
5.5 Capacity building on research. √
6. Quality assurance, 4/6 6.1 Meeting to develop relevant document (policy) √
Monitoring and
evaluation. 6.2 Orientation workshop on Internal Quality Assurance √
6.3 Produce and publish (policy document and tool) √
6.4 Observing and collecting feedback √
6.5 Train on capacity building of quality assurance in and out √
country
6.6 Organize the quarter, semester and annual √
meeting/assembly for both executive and annual meeting
for board of trustee.
17. MEAN CHEY UNIVERSITY
1. Student activities 4/4 1.1 The enrolment √
1.2 Monitoring on the 5 years strategic plan and next steps √
1.3 Supply physical facility for teaching and learning √
1.4 Trainings, research, experinment and workshop √
2. Staff and professor 6/6 2.1 Evaluation of internal of HEI for requesting for
√
activities accreditation
2.2 Technical meeting and curriculum development √
2.3 Students’ study monitor √
2.4 Sum up meeting of teaching achievement and leaders √
2.5 Promote staffs and professors in unit √
2.6 Improve staffs, professors capacity, joint training in and out
√
country
3. Supply physical 4/5 3.1 √
facility for teaching University activities
3.2 Equip more equipments, furnitures, room supply and
and learning √
library
3.3 Equip more equipments, furnitures in Lab and study room √
3.4
Internal monitoring and evaluating by ACC √
3.5 Research project and operation with partners √

18. BATTAMBANG UNIVERSITY

1. Student activities 4/4 1.1 Enrolment √
1.2 Strengthen the students' research and experiment √
1.3 Train students √
1.4 The final exam, semester examinations and thesis defence √
2. Staff and professor 6/6 2.1 The author, compiled, various written documents and √
activities books

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2.2 Strengthen the staff and professor √
2.3 Strengthe the quality of training √
2.4 Strengthen management √
2.5 Monitoring and Evaluation √
2.6 Train staff inside and outside √
3. Institution activities 3/3 3.1 Processing unit √
3.2 Development of materials and equipment laboratory √
equipment
3.3 Infrastructure maintenance, repair facilities √
4. Reseaching 3/3 4.1 The quality and effectiveness research √
4.2 Market-focused integrated crop and livestock enterprises √
for NW Cambodia
4.3 Maintaining productivity and income in the Tonle Sap √
fishery in the face of claimate change
19. ACCREDITATION COMMITTEE OF CAMBODIA.
1. Operating Unit 2/5 1.1 Procurement √
1.2 Purchasing (cleaning supplies and sanitation, food,
√
stationery and materials)
1.3 Services (maintenance, repair technical equipment, and
√
transportation means, and maintenance networks)
1.4 Service payment of the members of AQAN & APQN √
1.5 Payment of technical advisor √
2. Accreditation on 1/2 2.1 The assessment of accreditation higher education
√
Higher Education institutions (38 institutions)
Institutions 2.2 The monitoring on the training of 17 institutions. √
3. Capacity building and 8/9 3.1 Train HEIs (48 institutions) on the way of self-assessment √
Understanding on report writing
Accreditation 3.2 Consultation workshop on standards of post √
graduate
3.3 Training workshop for assessment officers √
3.4 Training workshop for ACC officials on the how to check √
self assessment report
3.5 Participating in vairous events √
3.6 The exchange of experiences related to the international √
quality assurance (2 times)
3.7 Participate international meeting √
3.8 The payment for attending various international meetings √
3.9 Meeting of AQAN √

20. KAMPONG CHEUTEAL INSTITUTION

1. Operating Unit 6/10 1.1 Cleaning supplies and sanitation √
1.2 Greet national and international delegations √
1.3 Connect internet and telephone networks √
1.4 Equip equipments, materials and furnitures √

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1.5 Supply office materials and printing √
1.6 Purchase newspapers, magazines and mothly newsletters √
1.7 Decorate environment, repair garden and water supply √
1.8 Equip equipments and furnitures in the room √
1.9 Repair and decorate dormitory for students √
1.10 Repair, decorate fance and entrance √
2. Accreditation on 3/4 2.1 Buy books and teaching documents √
Higher Education
Institutions 2.2 Study visit inside country √
2.3 Prepare capacity training and workshop √
2.4 Equip technical materials LCD, Destop, pictures and √
teaching and learning materials
3. Capacity building and 2/3 3.1 Train higher education capacity and teaching, learning √
Understanding on about acgriculture and technology
Accreditation 3.2 Send management team, administrators and teachers to √
study visit to improve knowledge
3.3 Give incentive and allowance to academic staff √

21. PHYCSICAL EDUCATION AND SPORT

1. Operating Unit 1/1 1.1 The process of Unit √

2. Improving Sports 1/1 2.1 Renovate basketball courts, tennis courts, stadium in
√
Infrastructure Sihanouk province
3. Strengthening Sport 1/1 3.1 Train coaches, referees, judges and sports officials
Capacity of Technical √
Officers
4. Public Sport 2/3 4.1 Competition chosen as the national champions are: tennis, √
Competitions petanque, wrestling, swimming, baseball, wushu, judo,
table tennis, badminton embroidered Takeo, taekwondo,
gymnastics, koundav, bokator, sauna Fano Belgium
Ocampo, boxing, karate, cycling, badminton, Tri Triathlon,
Vovinam, racing, marathon Guinea Simon Dawson, Soft
Tennis Plains White , football, volleyball, basketball,
athletics and sports.
4.2 Sport copetition include: football, volleyball, basketball, √
athletics, swimming, tennis, badminton, petanque, bokator,
taekwondo, boxing and wrestling.
4.3 Monitoring and evalutation √

22. PHYSICAL EDUCATION AND SPORT FOR STUDENTS

1. Operating Unit 2/2 1.1 Materials Processing Unit √
1.2 Printing physical education and sport teacher guide to
√
primary schools
2. Build sport facilities ០/1 2.1 Build sport facilities in schools, Phnom Penh Department
in schools of Education, Youth and Sport, Presh Sisovat High School,
√
Chea Sim Beung Keng Kang High School and Beung
Trabek hight School.
3. Develop students 3/5 3.1 Match championship for primary students √
sport associations
3.2 Match championship for secondary students √
3.3 Match championship for higher education and technical √
education students
3.4 Provincial sport association or sporting club have an
√
infrastructure and capacity to lead sport group for matching

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1 2 3
3.5 The international federation contribution √
4. Capacity development 5/6 4.1 Continue Instruction PES book for primary school. √
of PES teacher in
primary school 4.2 Train the Administration officials and technical officials on √
capacity leading the team to participate in the National
Games.
4.3 Training on compiling the documents physical test √
Artificial body to children aged 6 to 12 year through region
1, District and city Sport office as well as school principal.
4.4 Celebrate the Physical Education Day in Primary Schools √
4.5 Participants School Games in Chheang Mai, Thailand √
4.6 Participate in ASEAN University Games in Singapore √
5. Monitoring and 1/1 5.1 Monitoring and assessment all activities in the projects. √
assessment
6. Build disseminational 1/1 5.1 Train and strenghten the core scholls in 5 target regions √
and monitoring
systems
7. The Development the 1/1 7.1 Compile Junior High School PE Curriculum firmly √
Junior High School
PE Curriculum
23. NATIONAL INSTITUTE OF PHYSICAL EDUCATION AND SPORT
1. Operating Unit ០/2 1.1 Office Equipment Needs √
1.2 To repair Football Field Athletic Field and Dressing room √
2. Strengthening Course 3/3 2.1 Course in Kompong Thom province √
on Physical Education
and sport Instructor 2.2 Course in Banteay Meanchey Province √
Nation-wide
2.3 Course in Preah Sihanouk Province √
3. Processing of Training ០/1 3.1 Equipment for Training and Office Equipment Needs √
Center for Physical
Education and Sport
Instructor
4. Processing of ០/2 4.1 Provide materials for processing √
Researching Center
for Physical Education 4.2 Documentation and Translation √
and Sport Science
5. Inspection 1/1 5.1 Inspection on PES Training in Lower and Upper Secondary
√
Schools Nation-wide
24. NATIONAL SPORT TRAINING CENTER
1. Operating Unit 9/10 1.1 Maintenance Supplies √
1.2 Adminstrative Supllies √
1.3 Snacks For dissemination Seminar √
1.4 Energy and Water √
1.5 Transportation Rental √
1.6 Hier Foriegn Coach √
1.7 Public and media relations √
1.8 Telecommunication Service √
1.9 Other Services √

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Main Activities Results Sub-Activities
1 2 3
1.10 Staff burden √
2. Capacity training 3/3 2.1 Cover local expenses √
course for technical
officials national 2.2 Support and organise the training for national team √
players
2.3 Various Allowances √
3. Competing 2/2 3.1 Official Uniform costs √
International
Activities 3.2 Expense payment Abroad √

4. Award Winners Costs 1/1 4.1 Bonus winners √

5. Building, Repair, 4/4 5.1 Technical Equipment & Material Deliveries √
Maintenace and
Training Facilities 5.2 Buying Furniture √
5.3 Maintenence and Repair √
5.4 Purchase of training material √
6. Preparing the nursery ០/1 6.1 Infrastructure construction at beung Snor Sports Center √
Sector for 2023
7. Monitoring and 1/1 7.1 Contributions to International organizations √
Evaluating the nursery
Sector for 2023
25. YOUTH
1. Operating Unit 1/1 1.1 The process of the unit √
2. Strengthen and 1/2 2.1 Printing textook on Cambodia children and youth councils √
process the children
and youth council (3 2.2 Materials as rewards to children and youth councils √
goods)
3. The changing national 14/14 3.1 Celebrate the 67th International Children's Day √
and international
youth 3.2 Celebrate the 17th International Day for Youth √
3.3 Hold a program on minutes of education for youth and √
children broadcasting on Radio
3.4 Study tour of the children and youth councils to cultural √
areas
3.5 Review on the 3 movement of "good child, good friend and √
good student"
3.6 Camping for youth √
3.7 Workshop to review on the children and youth councils' √
affairs
3.8 Training on oriented education for youth √
3.9 Hold International Youth Cultural Festival √
3.10 Hold General Assembly of the Asia Youth Ship Program √
3.11 Hold meeting of AYDM √
3.12 Hold meeting of SOMMY √
3.13 Send students to participate in eperience exchange √
programs ,meetings, workshops and camping at overseas
3.14 Support international delegation √
4. Monitoring 1/1 4.1 Monitoring on the children and youth councils at the √
capital-provinces

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1 2 3
26. MANAGEMENT YOUTH CENTRE
1. Operating Unit 7/7 1.1 Equipment of supply, and care √
1.2 Office supply on administration and printing √
1.3 Small equipments, furniture and facilities repairing √
1.4 Transportation rent √
1.5 Maintenance and reparing √
1.6 Public communication, dissemination and social √
contribution
1.7 Fees for telecommunication √
2. Youth and center 4/4 2.1 125 persons of the voluntary youth visiting for two times √
development
2.2 1000 persons of the International volunteer day in 5 √
December
2.3 750 persons of the international Cambodian Volunteer Day √
2.4 250 persons of the youth leadership day and youth √
3. Building the 5/8 3.1 Supplement and reviewing on " Centre and Youth √
capacities, skills and Management"
entrepreneurship 3.2 Dissemination of labor market information, career for √
youth
3.3 Core teachers and coordinator in the voluntary youth √
trainingand profession skill training and arrange and
process youth centre and activities in provinces.
3.4 Training of C-BED √
3.5 Forum on the labour and study orientation √
3.6 Dissemination on Cambodian national policy for youth √
development and national action plan for Cambodian youth
development
3.7 Researching on the staus and needs of youth √
3.8 Overseas study tour of the YCMD and DGY √
4. Monitoring and 4/4 4.1 Monitoring and pushing the voluntary work √
Evaluation
4.2 Monitoring the provincial youth management √
4.3 Monitoring the skills training √
4.4 Monitoring the implement of national youth policy about √
the Cambodian youth development
27. PLANNING
1. Operating Unit 1/1 1.1 Unit Process
√
2. Develop strategic and 9/9 2.1 Mid-Term Review in 2016 on the implementation of ESP √
operational plan 2014-2018 supported by IIEP
2.2 Mid-Term Review on the implementation of ESP 2014- √
2018
2.3 Developing budget strategic plan 2017-2019 of national √
and sub-national levels
2.4 Support the developing of provincial ESP √
2.5 Developing Annual Operational Plan2017 of national and √
sub-national levels
2.6 Developing the public investment program2017-2019 √

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1 2 3
2.7 Research-based policy on out of school children √
2.8 Support the planning and capacity building √
2.9 Integration and alignment indicator after 2015 and Vision
√
2020 in the development of policies and plans
3. Coordinating on 5/5 3.1 Prepare regular meeting of joint technical and educational √
cooperative aid working group.
3.2 Monitoring the process of provincial meeting of joint √
technical working group and trimester meeting result
3.3 Support for management information on helping capital & √
provincial
3.4 Preparing retreat of joint technical working group. √
3.5 Support on monitoring the effectiveness practicing √
planning development ability.
4. Development capacity 9/9 4.1 Training on budget strategic plan for national and sub- √
and planning system national level
4.2 Revision and training on CANPRO √
4.3 Support the prepartion and revision on the provincial ESP √
4.4 Training on Micro-planning for DOEs √
4.5 Support the implementation of SIG √
4.6 2 officials participate the advanced training on educational √
management and planning 2015-2016 at Paris, France
4.7 15 officials of MoEYS participate in the Bleded Course of √
IIEP, Paris, France
4.8 Support on MoEYS officails who graduated master degree √
at RUPP 2015-2016
4.9 Developing the Student Tracking System √

28. PERSONEL
1. Operating Unit 0/1 1.1 Unit's Operation √
2. Salary of officials at 1/1 2.1 Salary of officials at national level
√
national level
3. Support staff 2/2 3.1 Deploy teachers from excess school to shortage school. √
deployment
3.2 Deploy new school √
4. Support teachers in 1/1 4.1 Support teachers in the remote and disadvantaged areas
the remote and √
disadvantaged areas
5. Strengthening human 1/2 5.1 Workshop on improving the human resource management
√
resources for officials of POES, DOEs and intstitutions' leaders
5.2 Study visit, and participation the events abroad √
6. Personnel selection 1/1 6.1 Exam for higher education trainees for teaching in higher
√
exam education schools
7. Monitoring and 6/6 7.1 Filling certificate for Year-2 trainees at TTCs and RTC √
Evaluation
7.2 Follow up the use of official framework, contract teachers, √
2 shift teaching, and double grades
7.3 Monitor on personnel transfer √
7.4 Cooperate and monitor on new teacher deployment √
7.5 Monitor and evaluate on implementation of guideline and
√
regulation letters on sivil servant mangement
7.6 Orientation to teacher trainees before their graduation √

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Main Activities Results Sub-Activities
1 2 3
8. Strengthen the 9/9 8.1 Training on how to generate Payroll reports with HRMIS √
accuracy of HRMIS at System in 25 PoEs
national and sub- 8.2 Training to PoEs, DoEs and school principals on data √
national collection and questionnaire filled
8.3 Support to monitor and spot check at POEs and DoEs on √
HRMIS using and data collection include training and
trouble shooting
8.4 Training to PoEs technical staff how to install HRMIS, √
network connection, maintenance and reparing
8.5 Training on how to make and diseminate the education √
staff profile for 25 PoEs ( Statistics books, Pamphlets, Wall
sheets, professional skills and staff projection) from
HRMIS System by year
8.6 Review workshop on quality and effectiveness improving √
of HRMIS using at Siem Reap's PoEs
8.7 Training HRMIS technician on the MY SQL program in √
AIT, Thailand
8.8 Training and set up to HRMIS technician in some selected √
high schools.
8.9 Training how to use report from HRMIS to control and √
manage 9the education staff ( transfer, promotion, deploy
and redeployment, training and projection)
9. Strengthening the 1/1 9.1 Monitoring and spot checks of using new staffing
education staff norm(guideline 33)
√
management and new
staffing norm
10. Study and analyse 0/2 10.1 Study and collect the positive and negative information
on the positive and from education managers and officers of using criterias on √
negative impact of education menagers promoting and improving
the criterias of 10.2 Workshop on result dissemination and recommendation of √
appointing the positive and negative impact on using education managers
education managers appointing criterias
that base on the
qualification which
defined in job
description and job
specification
11. Monitoring the work 0/2 11.1 Workshop how to fill the documents, administrative √
performance of systems, education personnel affair and train new graduated
education staff in trainees for performing in each units
each units 11.2 Monitor and verify the attendance on job performance of √
new education officers who work at each unit prior they are
appointed to conduct practicum
12. Develop personnel 4/4 12.1 Discussion Workshop on staff performance appraisal √
incentive system system
12.2 Strengthening Workshop for implementation of staff √
performance appraisal system for office's leaders at national
and sub national.
12.3 Workshop for implementing the staff performance √
appraisal system to school management in all the three
levels.
12.4 Training Workshop for focal point school Directors for √
staff performance appraisal system.
13. Implementation the 1/1 13.1 Need International Technical Assistant to support Action
Human Resource Plan Review including Functions, Roles, responsibilities of
√
Policy staff transferring under D&D.
(3months 63days)
14. Training English at 2/2 14.1 Training English at nataional level
√
national and sub-
national levels 14.2 Training English at sub-national level √

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1 2 3
29. FINANCE
1. Operating Unit 5/5 1.1 Adminstration and Management of Program Finance (SIG) √
1.2 Unit processing √
1.3 Support technical for FMIS √
1.4 Support FMIS tools √
1.5 Local TA for FMIS √
2. Capacity 3/3 2.1 Capacity Strengthening and Meetings √
Strengthening and
2.2 Develop SIFB Manual and training TOT and annual review
Meetings √
workshop
2.3 Strengthen financial accountability through roll out of
√
FMIS
3. Materials and 1/1 3.1 Materials, equipments, and printings
equipments purchasing, √
and printings
4. Social Affairs and 1/1 4.1 Social Affairs and Unexpected Costs
√
Unexpected Costs
5. Monitoring 2/2 5.1 DoF Officers conduct monitoring on POEs, DOES, and
√
Schools
5.2 Monitoring √

30. INTERNAL AUDIT

1. Operating Unit 1/1 1.1 Provide support material and equipment to the Internal
√
Audit Department
2. Support audit work 0/3 2.1 Train official and training workshop on auditing theory √
2.2 Internal audit advisor of national and international support √
the Internal Audit Department
2.3 Print documents and meetings for dissemination √
3. Process Audit 3/3 3.1 Internal audit √
3.2 Monitor on internal audit performance √
3.3 Monitor and evaluate under recommendation √

31. EDUCATIONAL QUALITY ASSURANCE

1. Operating Unit 3/3 1.1 Supply administrative material, furniture and reparing √
1.2 Technical equipment √
1.3 Staff burden √
2. Student learning 6/6 2.1 Write the test sheets and print the grade6 test book grade6 √
achievement
2.2 Test in grade 6 for subjects of Khmer and Mathematics √
2.3 Disseminate the test results of grade 3 and 8 √
2.4 Regional Assessment Test in educational primary level (
√
SEA-PLM)
2.5 International students assessment tests for development
√
(PISA-D)
2.6 International technical assistance on data analysis and
√
testing results evaluating report
3. Inspection of 3/5 3.1 Education quality assurance inspection by subjects √
education quality
assurance 3.2 Monitoring the inspection of education quality on schedule √
and performance of Child and Youth Council

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1 2 3
3.3 Capacity trainning on using of inspection tools on schedule,
school self-evaluation and develop annual inspection plan √
to sub-national inspection official
3.4 Media nation-wide the annual education quality inspection
√
reports
3.5 Research Communications, Management and Multiplying √
effect of study
4. Equivalence 3/4 4.1 Research the procedures and principles of equivalence
√
competency competency evaluation
evaluation 4.2 Workshop prepare a draft on the proficiency equivalent
√
level evaluation
4.3 Consultation Workshop on the draft decision on
√
proficiency equivalent level evaluation
4.4 Dissemination seminar on decision of proficiency
√
equivalent level evaluation
32. INSPECTORATE OF ADMINISTRATION AND FINANCE

1. Operating Unit 1/1 1.1 Supply the materials for processing department √
2. Strengthen the 2/2 2.1 Trainning course on conflict investigation procedure and
√
capacity disseminate the inspection reports
2.2 Train officials the inspection work √
3. Regular inspection 4/4 3.1 Inspect the sub-national level and educational institutions √
3.2 Review progress on improving under the recommendations √
3.3 Quote national unit's information √
3.4 Investigate the other unusual complaints √

33. INFORMATION AND ASIAN AFFAIRS

1. Operating Unit 1/1 1.1 Processing department √

2. Develop the officials 5/5 2.1 Training of Khmer UNICODE and Khmer Office Program
√
capacity of ICT in for education administrative work
Education at nation 2.2 Training on Internet and E-mail using √
and sub-nation level
2.3 Training on Intel Teach Program √
2.4 Train the MoEYS' officials the Computer foundation for
√
education administrative work (CDPF 4.1.16)
2.5 Instal Internet connectivity to all teacher training
institutions and schools with computers to develop the √
capacity of teachers and officials
3. Development of 2/2 3.1 Train the using of Electronic Educational Resource Center
√
education for all website and remote education
through non-formal 3.2 Train the data entry in Electronic Educational Resource
√
education Center website
4. Information collection 6/10 4.1 Monitor and evaluate the Khmer Unicode and Khmer
√
and support the Office program using for POE's administrative work
MoEYS dissemination 4.2 Monitor and evaluate the Internet and E-mail using at PoE √
process
4.3 Monitor and technical assistance on ICT training course as
√
the request of the sub-national units
4.4 Monitor and evaluate the use of ICT tools for mathematics √
and science teaching
4.5 Collect education information for inserting in educational √
newsletter and achievement book
4.6 Monitor and evaluate the awareness of the ASEAN √
Community
4.7 Educational media campaign in the remote and √
disadvantaged areas for collecting the 6 years old or at least
72 months old children to enroll

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1 2 3
4.8 Develop, print and disseminate the educational newsletter √
4.9 Public media training √
4.10 Collect information and photograph and disseminate the √
MoEYS news
5. Develop the MoEYS 5/5 5.1 Delegation accomodation √
cooperation in
5.2 Send the officials to join study tour and attend training
SEAMEO framework √
course in abroad
5.3 Send the officials to attend the SEAMEO meeting √
5.4 Train the use of ICT tools for mathematics and science √
teaching

5.5 ASEAN Knowledge Dissemination Workshop √

34. LEGISLATION

1. Operating Unit 0/1 1.1 Unit process √

2. Strengthen delivery of 3/3 2.1 Dissemiation Workshop on delivery of public education √
public education service based on the principle of good governance
service based on the 2.2 Monitor the implementation of delivery of public education √
principle of good service based on the principle of good governance
governance 2.3 Publish the orientation documentary on delivery of public
education service based on the principle of good √
governance
3. Educational D&D 12/20 12.1 Train DOE's core teachers on school management √
implementaion automation
12.2 Monitor the result of DOE's trainer on school management √
automation
12.3 Workshop on school management automation (school √
principle and school steering committee)
12.4 Monitor on school management automation √
12.5 Workshop on school management automation √
12.6 Prepare public forum by increasing the number of school
steering committee and concern people for making decision √
in teaching and learning
12.7 Consulation meeting on function transferring step 1 √
12.8 Trimester meeting with DOE's administrator on progress of √
educational transferred function implementation
12.9 Develop the profession capacity and skills of Ligistration
dept. officials for response democracy development at sub- √
nation
12.10 Workshop on administrative officials capacity developing
at sub-nation of Battambong which focus in transferred √
function
12.11 Official annouce to Battambong's administrative the
√
functions transferring and educational resource
12.12 Support expanding the functions transferring to various
√
provinces
12.13 Consultation workshop on legislation letter supported in
educational function transferring to sub-national √
administration
12.14 Policy dissemination workshop on D&D reform √
12.15 Consultation workshop on preparing of policy
√
implementation action plan on D&D reform
12.16 Support the processing of D&D secretariat √
12.17 Monitor the delivery of public education services based on
√
the One window service at target DOE

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1 2 3
12.18 Monitor the processing of public education service delivery
√
at private schools
12.19 Publish the policy documents on D&D reform √
12.20 TA for supporting the D&D reform (6 months) √
4. Develop and 5/7 4.1 Author and compile the educational legislation letters √
strengthen the
regulation 4.2 Workshop on education and legislation letters √
implementation on
4.3 Orientation workshop on procedure of making legislation
education and √
legislation letters letters
4.4 Consulation workshop on develop the educational
√
legislation letters
4.5 Publish the Regulation books series and educational
√
legislation letters
4.6 Monitor the regulation implementation on education
√
legislation letters and educational policy
4.7 Reviews the plan and action for strengthen educational
√
legislation
5. Strengthen against the 4/6 5.1 Workshop on legal framework against human trafficking
√
human trafficking in framework
education sector 5.2 Prepare the research report and evaluate the factor that
make the some people and families suffer from human √
trafficking
5.3 Dissemination workshop on prevention and blocking
√
human trafficking
5.4 Working group meeting for reviewing the implementation
of prevention and blocking human trafficking (twice per √
year)
5.5 Group meeting the preventing and blocking human
√
trafficking with inter-ministry
5.6 Publish book series of against human trafficking legal
√
framework
6. Strengthen the legal 3/4 6.1 Dissemination Workshop on procedure of requesting or
√
procedure of protest sue-ing and solutions
management and 6.2 Assist and legal assistance to educational officials who
√
solve the officials' have conflict
conflict 6.3 Strengthen the core officials' capacity on procedure and
√
criminal
6.4 Monitor the officials' conflict and procedure of requesting
√
or protest sue-ing and solutions implementation
35. SCHOOL CONSTRUCTION
1. Operating Unit 4/4 1.1 Adminstrative operation and materials purchase √
1.2 Maintenance and repairing of vehicle and facilities √
1.3 Telecommunication cost, officials who stop working and
√
officals with illness
1.4 Study tour related to education infrastructure at overseas √
2. Capacity 3/4 2.1 Training the officials at regional level √
Development
2.2 Train the school principals √
2.3 Survey and study the information of schools in capital and
√
provinces
2.4 Training the officials in the unit √
3. Development of 15/17 3.1 Construct primary schools for upgrading lower secondary
√
administrative and schools and equip funiture at the provinces
school buildings 3.2 Construct the lower secondary schools with more students √

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3.3 Construct the lower secondary schools in communes which
√
have not LSS
3.4 Construct the toilets and wells in schools √
3.5 Repair Battambang POE administrative buildings √
3.6 Repair 3 buildings of Sisovath high school √
3.7 Repair and improve the upper secondary examination
√
centers
3.8 Repair school buildings in the 25 capital-provinces √
3.9 Repair admistrative buildings at each unit √
3.10 Construct the lower and upper secondary schools at the
√
provinces (chapter 21)
3.11 Construct the community pre-school buildings at the √
provinces
3.12 Construct the primary school buildings at the provinces √
3.13 Construction of resource pre-school buildings at the √
provinces
3.14 Construct the teachers' houses at the provinces √
3.15 Construction of DOEs' offices √
3.16 Construct a building and equip funiture for faculties of
engineering and science (STEM) at the Royal University of √
Phnom Penh
3.17 Facility and funiture equipment at the Institute of
√
Technology of Cambodian
4. Monitoring and 2/2 4.1 Monitoring and evaluation the education infrastructure
√
evaluation management
4.2 Monitor the repairing and construction of school buildings √

36. MATERIALS AND STATE PROPERTY

1. Operating Unit 7/7 1.1 Fuel √
1.2 Office supplies and vehicles √
1.3 Equipments for schools √
1.4 Travel Taxes for vehicles √
1.5 Electricity, water, Communication and food √
1.6 Various incentive √
1.7 Other expense and services √
2. Capacity 2/2 2.1 Train technical officials at central level, POEs, and DOEs √
Development
2.2 Abroad Mission √
3. Monitoring and 1/1 2.1 Monitoring, evaluating and updating the Materials and √
Evaluation State Property management.
37. ADMINISTRATION
1. Operating Unit 5/5 1.1 Provide the office supply for processing offfice √
1.2 Print the victory flages and satifactory certificates for
√
achievable units at national level.
1.3 Print education congress and relevant documents √
1.4 Join organizing various national ceremonies and social
√
affair

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Main Activities Results Sub-Activities
1 2 3
1.5 Print 1500 contact books for 2016 √
2. Prepare Annual 2/2 2.1 Provide and support the annual education congress 2016
√
Education Congress process
2016 2.2 Participate the Education, Youth and Sport Performance
√
congress and collect the relevant reports
3. Develop Capacity of 3/3 3.1 Train administrative officials the administrative
√
Educatioal officials management at national and sub-national levels
3.2 Train education officials the achieve management at
√
national and sub-national levels
3.3 Train the Protocol and Reception work √
4. Monitor and evaluate 5/5 4.1 Participate in openning and closing ceremony during sport
the educational matches, intellegent student examination, and collect the √
administrative work relevant information
and attend the 4.2 Join as a member of the ministry delegation during his/her
√
educational buildings inspection mission
opening ceremonies 4.3 Monitor and evaluate on administration and achieve
√
and certificates management at capital-province
providing 4.4 Advise and monitor on requesting work medals and attend
√
medal award ceremony
4.5 Join organizing the certificates launching ceremony at
√
universities
38. CULTURAL RELATION AND SCHOLARSHIP DEPARTMENT
1. Operating Unit 2/2 1.1 Annual office supply and repair √
1.2 Provide perdiem for civil servants (pensioners, maternal
leavers, resigners, the dead, International women day, on-
√
the-Job accidents) contact staff, plumbers, electricians,
standby police
2. Management of local 17/18 2.1 Disseminate overseas scholarship information and
√
and oversea programs
Scholarship students 2.2 Disseminate the chosen and monitoring of disadvantage
√
female students to stay in femal dormitory center
2.3 Process the scholarship exam for studying overseas √
2.4 Provide pre-departure orientation program to scholarship
students and foreign scholarship students coming to study √
in Cambodia
2.5 Send off the students and Kompong Chheurteal high school
teachers to attend training course, camping and study tour √
in Thailand and selection of students from province
2.6 Transportation for Cambodian and foreign scholarship
√
students (vehicles & air tickets)
2.7 Provid food to students for their oversea research √
2.8 Provid food to new foreign scholarship students √
2.9 Health care service for foreign scholarship and
√
disadvantage female students
2.10 Facilitate before guiding foreign students to conduct their
√
internship and the student who study French at schools
2.11 Study tour for scholarship students √
2.12 Maintenance of the dormitory for foreign and
√
disadvantaged students
2.13 Material for selection exams of scholarship students to
√
study abroad
2.14 Materials for new foreign and disadvantaged female
√
students
2.15 Provide salaries for foreign scholarship students √

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Status
Main Activities Results Sub-Activities
1 2 3
2.16 Welcoming / Courtesy Meetings √
2.17 Utilities expense (foreign scholarship and disadvantaged
√
female students)
2.18 Prepare National Festival of friendly countries √
3. Improving the 3/5 3.1 Visit Cambodian students who is studying abroad √
effectiveness of
3.2 Organizing ceremonies and honorable prizes for local and
Cooperation √
international philanthropists
3.3 Expense on reception of delegation visiting Cambodia √
3.4 Organize national and international holidays √
3.5 Contribution fee for membership of CONFEMEN √
4. Monitoring and 0/1 4.1 Monitor and collect the accomplishments of partners
√
Evaluating
39. EDUCATION MANAGEMENT INFORMATION SYSTEM
1. Operating Unit 1/1 1.1 Provide the office supply for processing offfice √
2. Development of EMIS 10/10 2.1 Develop and improve EMIS System √
2.2 Develop and improve QEMIS System √
2.3 Train on Web-based database for EMIS&QEMIS √
2.4 Train on Server administration, Network Security √
2.5 Purchase 5 desktop computers, 3 laptops and 3 LCD √
projectors
2.6 Workshop on EMIS'data analysis at all levels √
2.7 Training on network and infrastructure based on IT at √
Thailand
2.8 Workshop on QEMIS result √
2.9 International TA on EMIS ( 3 months) √
2.10 Supporting EMIS √
3. Support the produce 7/7 3.1 Producing and distribution of educational statistics and √
statistics and indicators annual books
indicators 3.2 Train new school directors on school statistics census tables √
completion
3.3 Orientation workshop on Student Tracking System √
3.4 Train private school directors on school statistics census √
tables completion
3.5 Workshop on how to make report at school level √
3.6 Monitor EMIS √
3.7 Workshop on annual review on EMIS √

40. POLICY
1. Operating Unit 2/2 1.1 Unit operation √
1.2 Supporting the research on education policy √
2. Research and 1/3 2.1 Resource Center Establishment √
Educational Planning
System Preparation 2.2 Policy document collection (ECE, Primary, Lower
Secondary, Uper Secondary, Higher Education in Region √
and International)

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Status
Main Activities Results Sub-Activities
1 2 3
2.3 Develop capacity through to joint the local and abroad
√
workshop
3. Education Policy 3/3 3.1 Conduct researches for education policy formulation √
Formulation
3.2 Consultation on research-based policy forumulation √
3.3 Review and dissemination of research result to inform to
√
policy maker
41. MONITORING AND EVALUATION
1. Operating Unit 1/1 1.1 Office equipment √
2. Develop monitoring 2/3 2.1 Develop monitoring and evaluation tools. √
and evaluation
2.2 Consultation workshop with stakeholders on draft of
framework and tools. √
Monitoring and Evaluation framework (central level)
2.3 Supporting M&E √
3. Process monitoring 4/5 3.1 Conduct monitoring and evaluation on result-based
√
and evaluation implementation of all program budget units.
3.2 Participate in monitoring and evaluation education
√
congress conducted at provincial levels.
3.3 Conduct monitoring and evaluation on implementation of
√
AOP by sub-national levels
3.4 Conduct monitoring and evaluation on result-based reports
√
of program budget implemented at school level.
3.5 Conduct monitoring and evaluation on the progress of
√
education status report and result-based reports.
42. GENDER MAINSTREAMING IN EDUCATION
[Link] orientation on 3/4 1.4 Monitoring and Developing the gender mainstreaming
√
Implementation of strategic plan of education 2016-2020
Gender Mainstreaming 1.2 Publishing of gender mainstreaming strategic plan of
√
Strategic Plan 2016- education
2020 1.3 Developing ability children committe √
1.4 monitoring and evaluation girl committee √

43. PROGRAM MANAGERMENT (GPE & SIG)

1. SIG Implementation 1/2 1.1 Monitoring Tool, Training, Workshop √
2. Manage SESSP 2.1 SESSP2 implementation √

44. MONITORING, EVALUATION AND MANAGERMENT OF CDPE

1. Capacity development 10/10 1.1 Give 10 POEs educational TA to support the planning and √
for planning staff all managing include 20 DOEs
levels 1.2 Support on educational planning (provincial level) √
1.3 Suppor training on educational planning √
1.4 Support the capacity development of school support
√
committee at Ratanakiri and Mondulkiri provinces
1.5 Develop skill on the guideline of monitoring on new
√
finance for program
1.6 Develop capacity and support internal audit department of
√
MoEYS
1.7 Support early childrendhood education at sub-national level √
1.8 Support primary education at sub-national level √
1.9 Support HACT and TA for UNICEF √
1.10 Coordinate with ESWG&NGOs to joint the education
√
reform

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Status
Main Activities Results Sub-Activities
1 2 3
2. Monitoring, 3/3 2.1 Study and research on school financing policy √
evaluation and
Management of CDPF 2.2 UNICEF management and administration √
2.3 UNICEF unexpected expense policy √

45. EDUCATION REFORM

1. Support for and 6/6 1.1 Research topic 1: Upper secondary exam (Opportunity for
√
research by system reform)
Education Research 1.2 Research topic 2: Annual observation on teachers √
Council on priority
reform areas 1.3 Topic 3: Support research on key TPAP related topics 1)
Teacher deployment/ Redeployment process 2)Standards √
for enter into Teacher Training
1.4 Topic 4: Support policy implementation on curriculum
reform on science, math, literature and history of grade 9 √
and 12
1.5 Study visit to Korea on KEDI & KICE √
1.6 Support training on advanced leadership and management √

Notice : 1. Already implemented 2. Is being implemented 3. Not yet implemented

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Annex 7: PROGRESS OF IMPLEMENTATION OF POLICY ACTION 2016

Sub Sector 2016 Status Confirmation
Early Childhood Education
Policy 1: Ensure - Prepare guidelines on the - The latest draft is prepared and have
inclusive and equitable management and operation of not yet submitted to ministry
quality education and 2
resource pre-schools in 2016. management for approval
promote lifelong
(ECED)
learning opportunities
for all - Prepare guidelines on the - The latest draft is prepared and have
management and operation of 2 not yet submitted to ministry
resource pre-schools in 2016. management for approval
(ECED)
Policy 2: Ensuring - Revise the public preschool - Due to no budget, action has not started
effective leadership curriculum, community pre-school yet.
and management of 3
and home-based program in 2016.
education staff at all
(ECED)
levels
- Prepare guidelines for parents and - The latest draft is prepared
guardians education on nutrition, - Preparing by School Health
care, child protection and use of Department and Early Childhood
health services in 2016. (SHD) Education Department of Ministry of
2
Education, Youth and Sport in
cooperation with Centre for Parental
and Maternal Health Care of Ministry
of Health.
- Introduce a result-based monitoring - The latest draft is prepared and have
and evaluation system of early 2 not submitted to ministry management
childhood education sub-sector in for approval
2016. (ECED)
- Prepare guidelines enabling the - The process of preparing has not yet
private sector, farm and big 2 completed.
enterprises to be engaged responsibly
in early childhood. (ECED)
Primary Education
Policy 1: Ensure - Prepare a statute on the establishment - Be studying the impact on appropriate
inclusive and equitable of public and private primary schools area for establishment of school and
quality education and in 2016. (DoL) study the detail on social economic and
promote lifelong environment for determining the
learning opportunities 2
principles. Be studying on inserting the
for all children protection measure into
mechanism of public and private
primary schools establishment
- Pilot and adjust Minimum standards - Document “Guideline for
for WASH in school in selected implementation of Minimum standards
provinces and implement Minimum on Water and Sanitation in school”
Standards for WASH in schools have been developed since 2nd
nationwide in 2016. (SHD). semester of 2014 and piloted in 2015
and 2016 in 226 primary schools in
Kampot, Katie, Takeo, Kampong
Chnang, Kompong Thom and Phnom
2 Penh. This guideline was signed by HE
Minister of Education, Youth and Sport
in November 25, 2016 and conducted
the official dissemination workshop in
December 12, 2016 at Tonle Bassac II
restaurant in Phnom Penh under
presided over HE. Minister and
attended by 150 (female 64) concerned
ministries, national and international
organizations

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Sub Sector 2016 Status Confirmation

- Develop and formalize incentives for - Have already drafted
teachers and staff at district level to
3 - Discussion Meeting with Ministry of
conduct full day learning in 2016. Economic and finance due to
(PED) inadequate budget
- Review the textbook management - Supplied all subjects of textbooks to
and distribution process in 2016. 1 primary schools nationwide. One
(DGE) student get each textbook of all subjects
1/1
- Develop National Scholarship - Implement annually as sub-degree No.
Framework in 2016. (DoPo) 34 អន្រក្របក on providing scholarship
to disadvantage students in primary
2
schools and Prakas on criteria and
processing of providing scholarship to
disadvantage students in primary
schools
Policy 2: Ensuring - Pilot the full day teaching and - There are no budget for teachers
effective leadership learning at primary education in 3
and management of 2016. (PED)
education staff at all - Revise teacher training system and - Have improved training program
levels program for primary education in follow the formulation 12+4 for
2016. (TTD) training teachers based on the policy
action plan on teacher (TPAP) strategy
3 , 3.1, action 3.1.2
- Reasons that did not finish in 2016:
2
- This activity is relevant to teacher
educated institution which has been just
agreed by ministry management in
December 2, 2016.
- Need more time for discussing with
concerning persons.
- Revise and prepare regulations - Developed regulation documents which
related to school health by 2016. related to school health (primary and
(SHD) secondary schools) as:
- Guideline No. 18 សណន dated in
April 28, 2016 on implementation the
health protection measure and
prevention of other illness which cause
of hot weather in public and private
institutions.
- Guideline No. 30 សណន dated June
30, 2016 on implementation the illness
and other accidents prevention measure
which happen frequently in rainy
1 season in education institutions.
- Guideline No. 31 សណន dated June
30, 2016 on implementation the
prevention and eyes health care
measure at public education
institutions.
- Guideline No. 33 អយក.សនណ dated
July 20, 2016 on curriculum
implementation about health education
in primary, general secondary and
technical education schools.
- These guidelines announce to all POE
for guiding to all DOE and schools

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Sub Sector 2016 Status Confirmation

Secondary and Technical Education
Policy 1: Ensure - Prepare a regulation and mechanism - Prakas No. 264 អយក.្របក dated
inclusive and equitable on the expansion of GTHS in 2016.
quality education and March 10, 2016
(VOD)
promote lifelong - Prakas No. 279 អយក.្របក dated
learning opportunities 1
for all March 17, 2016
- Prakas No. 263 អយក.្របក dated
March 10, 2016
- Prepare a regulation, mechanism and - Lack of technician in preparation
framework on vocational training for 3
dropout student at secondary
education in 2016. (VOD)
- Prepare a guideline on autonomy and - Be waiting for new project (SEIP)
responsibility of secondary schools 3 which starts in academic year 2017-
by 2016. (GSED) 2018 (World Bank)
Policy 2: Ensuring - Update master plan on the - Drafting which discussed with
effective leadership implementation of ICT in education concerning units 2 times for preparing
2
and management of in 2016. (ICT) the final draft which plan to finalize in
education staff at all 2017.
levels
- Prepare a regulation and mechanism - Developed the career counselling
on career counseling at schools in documents
2016. (VOD) 1 - Trained national career counselling
trainer for 11 persons including 6
female trainers.
- Prepare a standard for GTHS in 2016. 2 - Be preparing the draft due to have not
(VOD) discussed.
- Prepare Technical Education - Be preparing and improving the
curriculum and curriculum standard 2 textbooks and curriculum for 1st, 2nd
according to the community needs by and 3rd year.
2016. (VOD)
- Prepare school quality assurance - Be waiting for new project, Upper
system by 2016. (GSED) Secondary Education Sector
2 Development Project (USESDP) which
start in academic year 2017-2018
(ADB)
- Revise and prepare the regulation - Developed the regulations related to
relates to the school health by 2016. school health (primary and secondary
(SHD) schools) as:
- Guideline No. 18 សណន dated in
April 28, 2016 on implementation the
health protection measure and
prevention of other illness which cause
of hot weather in public and private
institutions.
1 - Guideline No. 30 សណន dated in
June 30, 2016 on implementation the
illness and other accidents prevention
measure which happen frequently in
rainy season in education institutions.
- Guideline No. 31 សណន dated in
June 30, 2016 on implementation the
prevention and eyes health care
measure at public education
institutions.

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Sub Sector 2016 Status Confirmation

- Guideline No. 33 អយក.សនណ dated
in July 20, 2016 on curriculum
implementation about health education
in primary, general secondary and
technical education schools.
- These guidelines announce to all POE
for guiding to all DOE and schools
- Prepare result-based planning, - Have implemented nation-wide
monitoring and evaluation system at 2
secondary education by 2016.
(GSED)
- Prepare the good governance - Be revising in accordance with national
principles for general secondary 2 public administrative reform and
education and GTHS by 2016. (DoL) democratic development.

- Prepare a prakas on revised TOR of - Adopted the Prakas on TOR of

Technical and Vocational Orientation 1 Directorate General of Education which
Department in 2016. (DOL) is mentioned the TOR of Vocational
Orientation Department.
Higher Education
Policy 1: Ensure - Prepare national policy on - Prepared the first drafting
inclusive and equitable scholarship, subsidy and loan scheme 2
quality education and at higher education in 2016. (HED)
promote lifelong
learning opportunities - Prepare a plan for increasing STEAM 2 - Planning an increase of students
for all student in 2016. (HED) enrolment in science, technology,
- Prepare a plan for increasing regional 2
engineering, creative arts, and
HEI services and resources in 2016. mathematics. Planning to expand the
regional higher education institutions’
- Developing the action plan to reduce services and resource and action plan to
the gap between graduates and the reduce the gap between graduates and
job market requirement in 2016. the job market requirement which is the
(HED) significant component in drafting of
2 roadmap for higher education 2017-
2030. This draft of roadmap is divided
into 3 steps: Step 1: 2017-2020, Step 2:
2021-2025, Step 3: 2026-2030 (will
finish by 2017)
- Improve accreditation system for the - Ministry prepared the one window
establishment of HEIs in 2017. 1 service and documents which are
(ACC) completed and assessed.
Policy 2: Ensuring - Prepare guideline on Tracer Study by - Announce guideline No. 50 អយក.
effective leadership 2016. (HED)
and management of 1 សណន dated in December 28, 2016
education staff at all
on studying the status of students after
levels
graduate.
- Prepare operational manual for - Have finalized the latest draft of
research proposal by 2016. (HED) Financial Operating Guidebook and
2 operational guide for processing the
researching and innovation
development fund.
- Prepare a guideline on regular class - Announce the guideline No. 48 អយក.
room evaluation in 2016. (HED)
1 សណន dated in December 28, 2016
on development the classroom
evaluation principle.

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Sub Sector 2016 Status Confirmation

- Prepare a policy on human resource - According to ministry resource policy,
development at higher education in higher education department is
2016. (HED) studying and collecting data related to
human resource for preparing the
2 human resource development plan for
higher education institutions. This plan
is also the significant component in
road map draft for HE 2017-2030. (will
finish by 2017)
- Prepare guideline for Practicum - Announce the guideline No. 49 អយក.
Program Development by 2016.
(HED)
1 សណន dated in December 28, 2016
on Practicum Program Development.
- Prepare a standard and guideline on - Prepared the guideline on internal
internal quality assurance in 2016. 2 quality assurance and discussion
(HED) workshop 2 times
- Prepare a structure and mechanism to - Ministry announced the guideline on
implement a policy on research and preparing the structure and mechanism
development in 2016. (SRD) 1 to implement a policy on research and
development in higher education
institution which dated in December
30, 2016
- Prepare a regulation on the HEI - Finalized the latest draft of policy on
autonomy in 2016. (HED) governance and finance document in
2 Cambodia higher education. This
document is the basic for developing
the regulation in HEI autonomy
- Prepare a mechanism to implement - Ministry management request to review
Royal decree on professor status in 2 the mechanism (will finish by 2017)
2016. (SRD)
- Prepare a sample of Development - Be preparing the draft of sample of
Plan and Business Plan by 2016. 2 Development Plan and Business in HEI
(HED) (will finish by 2017)
- Prepare a policy on governance and - The finalized draft of policy on
financial management at higher 2 governance and finance document in
education in 2016. (HED) Cambodia higher education (will finish
by 2017).
Non Formal Education
Policy 1: Ensure - Prepare guideline on scholarship for - Have prepared the guideline but the
inclusive and equitable NFE learners by 2016. (NFED) 3 ministry management has not yet
quality education and approved.
promote lifelong
learning opportunities - Preparing inter-ministerial parkas on - Have submitted the Prakas but MoEF
for all the payment of EP teacher at lower 3 does not approve
secondary in 2016. (NFED)
- Develop action plan for strengthening 2 - (There are not reason)
equivalent program in 2016. (NFED)
Policy 2: Ensuring - Developing standard of CLC in 25 - Prakas No. 2429 អយក្របក on
effective leadership provinces in 2016 (NFED)
and management of 1 community education center
education staff at all establishment and management
levels
Youth Development
Policy 1: Ensure - Prepare plan on the participation of - Recommendation of national youth
inclusive and equitable youth in volunteer activities in 2016. volunteers
quality education and 1
(DY) - Concept and strategy plan for
promote lifelong
Cambodia volunteer work in 2014

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Sub Sector 2016 Status Confirmation

learning opportunities - Guideline No. 18 អយក.សណន dated
for all
in December, 2009 on establishment of
Cambodian volunteer youth team.
Policy 2: Ensuring - Prepare regulations on strengthening - Friendly child school program,
effective leadership the mechanisms for children and component 5: Participation of children,
and management of youth council and prepare concerning family and community (supporting
education staff at all 2
documents in 2016. (DY) document dated in December 16, 2013)
levels
- Drafting the document of Cambodian
youth council development program
- Set up a mechanism for monitoring - Prakas dated in February, 2015 on
and evaluating the implementation in 2 implementation of the youth
2016. (DY) development program.
Physical Education and Sport
Policy 1: Ensure - Prepare guideline on technical - Collect statistics and evaluate the
inclusive and equitable activities of physical education and exercise and sport activities for health
quality education and sports in 2014. (DPES) in 25 capital-provinces.
promote lifelong
learning opportunities
2 - Have not compiled the core teacher
for all training document and disseminated in
25 capital-provinces on exercise and
sport for health
Policy 2: Ensuring - Prepare guideline on protecting of - Being strengthening
effective leadership ethics and profession in physical 2
and management of education and sport activity in 2016.
education staff at all (DGS)
levels
- Prepare guideline for decentralization - Decentralized the technical work to
of sport tasks to national sport 2 national sport federation and budget,
federation in 2016. (DGS) and waiting for time frame of
implementation
- Prepare the legal letters related to - Be drafting the status on sport
transfer the physical education and 2 committee in capital-provinces but the
sport tasks to sub-national level in research is not in general and
2016. (DGS) comprehensive
Note:1- Already implemented; 2- Is being implemented; 3- Has not yet implemented

Abbraviation
Early Childhood Education Department ECED Department of Finance DOF
Primary Education Department PED Department of Legislation DOL
General Secondary Education Department GSED Department of Materials and Public Assets DMSA
Non Formal Education Department NFED Information and ASEAN Affairs Department IAAD
School Health Department SHD Department of Youth DOY
Higher Education Department HED Department of Planning DOP
Science Research Department SRD Vocational Orientation Department VOD
Directorate General of Sport DGS Education Quality Assurance Department EQAD
Department of Physical Education and Sport DPES Department of Youth Center Management DYCM
Directorate General of Youth DGY Techer Training Department TTD
Personnel Department PerD Curriculum Development Department CDD



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PART 3
DISCUSSION TOPIC

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DISCUSSION TOPIC
I- Sub-sector: Early Childhood Education
Topic 1: Exanding early childhood education in accordance with minimum standards, equity, equality
and inclusive.
Topic 2: Performance of ECE at sub-national level within the framework of the policy implementation on
decentralization and de-concentralization reform in education sector.
II- Sub-sector: Primary Education
Topic 1: Establishing new generation primary school and school based management
Topic 2: Primary school standars to strengthen inspection performance.
Topic 3: Reform pre-service teacher training, linkage of in-service teacher training and mentoring
program.
III- Sub-sector: Secondary and Technical education
Topic 1: Policy implementation on new generation school and school based management
Topic 2: New curriculum implementation of secondary schools.
Topic 3: Strengthening new teaching and learning methods in general secondary and technical education.
Topic 4: Reform pre-service teacher training, linkage of in-service teacher training and mentoring
program.
IV- Sub Sector: Higher Education
Topic 1: Training of human resources in Cambodia
Topic 2: Harmonization framework of internal education quality assurance and accreditation in higher
education.
V- Sub-sector: Non-formal Education
Topic 1: Implementation of NFE long-life learning programs.
Topic 2: Increasing the effectiveness of management and leadership non-formal education program.
VI- Sub-sector: Youth Development
Topic 1: Implementation of career counseling program.
Topic 2: Strengthening the Child and Youth Council.
VII- Sub-sector: Physical education and Sport
Topic 1: Preparation of talent based sport training towards the SEA Game 2023 champion.
Topic 2: Implementation of physical education and sports program at schools.



141