EFA MDA in Cambodia 10th Regional Meeting of National EFA Coordinators and Regional Launch of the 2009 Global Monitoring Report Presented by H.E. Nath Bunroeun, Secretary of State, Ministry of Education, Youth and Sport, Cambodia 4 – 7 May 2009 Bangkok, Thailand

Impact of MDA (1) Working Group members enhanced understanding on educational indicators, particularly how to measure and present disparities and inequalities Selected Working Group members gained skills and knowledge in DevInfo/EFAInfo software The findings and recommendations of MDA fed into mid-term review of ESP/ESSP MDA provided a solid evidence base for the preparation of FTI Catalytic Fund programme

Impact of MDA (2) Greater attention and efforts have been paid to the issues of “reaching the unreached” Concrete initiatives/strategies being implemented include: Construction of additional classrooms in rural/remote areas to reduce incomplete schools Pilot implementation of upper primary scholarship scheme in 3 remote provinces Pilot implementation of school improvement grants Inclusive education programme targeted at children with disabilities MoEYS Grade promotion policy revised to increase efficiency of education

Achievements and Good Practices (1) Strong political and institutional support Senior level National EFA Coodinator (SoS) ensured MDA as central agenda of education reform process Stability of the National EFA Coordinator assured the institutional and knowledge continuity and sustainability EFA Coordinator played main role in Joint Technical Working Group (JTWG) and ensured the efficient and effective coordination between government and development partners (DPs)

Achievements and Good Practices (2) EFA Secretariat and Working Groups as Permanent Structure Six working groups (on six EFA goals) enabled an holistic approach and comprehensive MDA Six EFA working groups have existed since 2000 and ensured the institutional momentum and continuity Inter-ministeral coordination facilitated through EFA Secretariat Wide participation of national and external partners through ESWG, JTWG and other consultation mechanisms

Achievements and Good Practices (3) Good Quality MDA Report A wide range of data used in the MDA report from different sources (e.g., EMIS, household surveys, research studies etc.) Disaggregation made by sex, area (urban, rural, and remote) and province for all appropriate indicators Case studies and best practices from local level initiative are included in the report

Key Challenges (1) Some data not available or difficult to collect: Data on children with disabilities Data on ethnic minority population Data from private sectors Data from ministries other than MoEYS (e.g. Ministry of Labor, Rural Development, Cult and Religion etc.) Data from development partners including NGOs Accuracy and timeliness of education data still an issue – e.g. there exist significant discrepancies between EMIS and household survey data Lack of appropriate output indicators for assessment of education quality

Key Challenges (2) Employing appropriate TA was not easy – coordination with existing TAs another challenge Technical capacity of some Working Group members limited – interpretation and analysis of data still a challenge MDA conducted mainly at central level - involvement of sub-national levels limited

Recommendations (1) Provide systematic capacity development support on educational planning, monitoring and evaluation – on-going with support from UNICEF/Sida and UNESCO Provide technical support in upgrading EMIS to expand data coverage (e.g., children with disabilities, ethnic minorities etc.) Provide technical support in including appropriate education data collection modules in major household surveys (e.g., MICS, DHS etc.)

Recommendations (2) Provide capacity development support on more effective use of DevInfo/EFAInfo for sector monitoring Develop a more user-friendly and practical TOR and guidelines for the next round of EFA monitoring

THANK YOU!