Asia Education Summit On Flexible Learning Strategy For Out-of-school Children February 2016, Bangkok, Thailand Flexible Learning Strategy For Out-of-school Children in Cambodia Through Non-Formal Education Primary Equivalency Programme Mr. Kuoch Kou Lom-A Director of Department of Non-Formal Education (DNFE), Ministry of Education, Youth and Sport (MoEYS) 1 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

Contents  Context and mechanism for implementation  The target group  Prorgramme Flexibility  Activities and organizations responsible for implementation  Programme results and impacts  Lesson learned 2 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 The context and mechanism for Implementation Policy on Non-formal Education Policy on NFE Equivalency Programme From 2011 to 2013, only development partners implemented the primary EP 1. NFE 2. NFE EP Policy Policy 3 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 The context and mechanism for Implementation (Cont) In 2014, MoEYS started to pilot the EP for PE using the PB budget. Primary EP curriculum is equivalent to regular curriculum of formal primary education. Service delivery mechanism for EP : formal school buildings, complementary education schools, Community Learning Centers (CLCs), factories, etc. Learning must be flexible according to the reality and local needs 4 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 The target group The target groups for primary EP:  Out-of-school children, working children, domestic working children  Dropout children  Literacy completers  Ethnic minority children  Children from poor family and disadvantaged groups 5 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 Prorgramme Flexibility Primary EP were developed for helping children, unable to attend formal schooling to have the opportunity to access education and learning Helpful for those children who lack time to attend six years of formal schooling but want to continue learning to get a certification without affecting their time to help their families. Two major contents, 70% focusing on general knowledge plus 30% focus on life skills 6 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 Prorgramme Flexibility(Cont) Curriculum Textbook Guidebook 7 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 Activities and organizations responsible for implementation The same starting date and ending date as the date of formal primary school Duration: only two years- year 1 and year 2. Learners who could enroll in year 1 of the programme had to complete at least grade 3 of primary education or those who completed literacy programme. Also those who completed grade 4 could enroll in year 2. Learning time: 700 to 750 hours equal to 20 months or 76 weeks to complete 8 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 Activities and organizations responsible for implementation(Cont) 9 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 Activities and organizations responsible for implementation(Cont) Identified and selected the target groups and teachers. Teacher training was conducted Curriculum, text-books and guidebook Learning assessment was conducted Both government and DPs are implementing the EP was the second year of implementation of primary EP managed by the government. 10 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 Programme results and impacts The advantages: After learners completed and passed the test, they were provided the certification which is equivalent to those of formal system, enabling the transition between formal and non-formal education. Contribute to developing human resource and ensuring the quality education to achieve the Education for All (EFA) goals. Primary EP responded to learning of learners 'need Out-of-school children and child labor or working children could have the opportunity to both study and make a living. 11 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 Programme results and impacts(Cont) In 2014, operating in 17 provinces and the capital of Phnom Prnh, with a total of 4,146 learners of whom 2012 were female, enrolled in both year 1 and year 2. Out of this total number, 2,815 learners were supported by the MoEYS. 546 learners out of the 4,146 were students of year 2. Completers of year 2 were considered as completing the primary EP. Result: 370 learners out of 546 EP students successfully completed the whole programme (year 2); and 182 of them were female students. In 2015, the programme intervention helped 3,247 children (1626 females) to access learning in 15 provinces throughout the country and in the Capital of Phnom Penh Result: A total of 1625 students (831 females) could successfully completed year 2, and considered as successful completers of primary EP or grade 6 completers of formal schools.

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 Lesson learned The programme has the policy support from the government. Various policy documents, formal standard letters and regulation, and guidelines were developed to support the implementation of the programme. The management committee of the programme was also established for clear task allocation at different level to ensure effective programme management. Teachers of EP are NFE contracted teachers who received allowances based on the sub-degree with the clear specification compared to the salaries of formal school teachers. 14 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

 Lesson learned(Cont) The quality of the programme especially the quality of results or outcomes required the quality of inputs which include quality human resources, enough budget support and materials which encourage the quality of activities or implementation of the programme leading to the outcome quality and sustainability. The first start was to begin with primary EP and the secondary EP would be soon implemented with the use of outputs from the primary EP. 15 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand

Thank you for your kind attention! 16 Asia Summit on FLS for OOSC, Feb 2016, BKK, Thailand