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(6).  Education 

 In 3.1.2. Lack of Capabilities, under Lack of Education and Skills, the NPRS observes that “Poverty rates are higher for households in which the head of the household has had either no formal education or only some primary schooling,” and that “the low education enrolment and achievement of the children of the poor today suggests that poverty will be passed along from this generation to the next.” 

In Section 4.3.3., the NPRS refers to the fact that education policy, strategy and program have been articulated in the Education Sector Support Programme (ESSP) for 2001/05, jointly endorsed by RGC and donors/NGOs in mid 2001. The long-term goal is to achieve Education for All (EFA) by 2015. 

• “In 2000/01, the abolition of start of year parental contributions for grades 1 to 9, has already resulted in 18 percent increase in enrolment nationally, and even higher increases in remote areas.”

• “The education recurrent budget share has increased from 15.7% to 18.2% over the past two years, and the target is 20% in 2005, with 70% of that amount for basic education.”

• “For basic education, the target for the next 8 years is to reach 100 percent net enrolment for 9 years of high quality education through increasing representation of the poor, girls, and other disadvantaged groups.”

• “Another important target is to reach at least 95 percent progression and transition rates over 2005/10 at all levels, and reduce drop out rates to under 5 percent in primary and secondary schools. Other efficiency targets are to reduce the proportion of non-teaching staff to around 15 percent, and increase pupil/teacher ratios for secondary to 35 and post secondary to 25.”

• “Alongside specific measures planned in the ESSP, sustained progress in pay reform for the overall civil service will be critical to help address constraints on teachers’ performance, particularly in rural and remote areas.”

A priority action programs will be expanded to include: 

• “Quality and efficiency programs (e.g., budgets for all primary and secondary schools, TVET, teacher training and development, and materials);” and

·        “Improved access programs  (e.g., remedial classes at primary level; expanded non-formal programs, HIV/AIDS awareness, and incentives/scholarships for the poor, girls, and ethnic minorities).”

Vocational training is discussed in Section 4.2.6., where the NPRS observes that “At present the capacity of the public technical and vocational education and training system (TVET) is  limited and its orientation  is largely divorced form the needs of a market economy.” The RGC recognizes that TVET institutions need to improve performance, and has “an important role to play in complementing the emergence of vocational and technical training” by:

• “modernizing curricula and upgrading teacher’s skills in core science and technology areas, business studies and languages in secondary schools;”

• “strengthening schools science and introducing courses on self-employment, income generating activities and small business management into secondary schools and higher education curricula;”

• “training emerging entrepreneurs in finance and investment analysis, business management and accounting through closer links to the technical and vocational programs of business and non-government organizations. The private sector and NGOs will take the lead role in service provision in entrepreneur enterprise and development training.”

It should also be noted that elsewhere, in section 4.1.2. (Promoting Agricultural Development), under Improved Forestry Management and Use, the NPRS says that the MAFF intends to “strengthen agricultural extension activities by developing a system for rural education on agriculture for Cambodia’s population, which would aim especially at the rural youth.”

Additional Targets and Indicators: 

In Section 6.1., the basic indicators and targets concern: 

• enrollment rate at all levels for the both boys and girls by income category;
• completion rates for both boys and girls at primary and secondary levels;
• literacy rates for boys and girls.

The Annex 3 Matrix Teacher (Section 3.3. on Education) also adds that: 

• public subsidies captured by the poor should increase; 
• teacher salaries are to be doubled by 2005, over 2000 base);
• enrolments in TVET programs offered by alternative providers (e.g., NGOs) should increase, especially in poorest areas; and
• there should be “enabling education legislation and supporting regulations in place by 2004.

NGO Action:

Education as it relates to employment, and ultimately socio-economic development as well as social stability, is a priority concern. The NGO CG Statement indicates that NGOs “encourage the Ministry of Economy and Finance to honour the commitments made to the social ministries and ensure adequate allocation of funds and a timely and transparent disbursement schedule.” 

• Monitor resource mobilization (e.g., budget allocations, and timely disbursement of available funds);
• Monitor legislation and the development of regulations pertaining to education;
• Monitor education costs and other barriers to access for poor households;
• Emphasize the importance of quality of education (including non-formal education and vocational training) and its relevance to employment needs of young men and women entering the labour force in the APRI process (e.g., in terms of helping improve Cambodia’s competitive position in regional and global markets);
• Emphasize the situation of Children with Special Education Needs (disabled, ethnic, street/working children, refugees, etc) in the APRI process;
• Monitor salary levels and disbursements for teacher salaries and improved teaching materials; and,
• Monitor ongoing progress of education indicators/targets, particularly as they concern the poor (re. Section 6.1.).

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