1. Recent CLC Practice & Challenges in Cambodia
”KOMINKAN – THE SUCCESSFUL JAPANESE MODEL OF CLCS AND LESSONS TO BE LEARNED”
24-25 November, 2014
Ho Chi Minh City,Vietnam
Lay Vutha,
NFE Coordinator of NEP

2. Content: General Information of NFE in Cambodia
Policy & Management Structure
NFE Programs & Participation rate
Recent CLC Situation
Training area in CLC
Lesson learnt
Challenges
4/21/2017

3. General Information
Population: 13,388,910 (f:51.36%) (National Institute of Statistics, 2008)
Population growth rate: 1.54%
Literacy rate (15 years old and over): 77.6%
Literacy rate (15-24 yrs): 87.5%
NFE budget: 2% of National Budget for Education (data: 2010).
4/21/2017

4. Management Structure of NFE
Consists of 7 offices:
Admin, Planning & NFE MIS Office, Literacy Office, Post-Literacy Program Development Office, complementary Education Office, CLC development Office, information & Dissemination office.
25 NFE Offices of 25 Capital/ Provincial Office of Education, Youth and Sport (PoEYS)
193 Offices:
District Office of Education (DOE)
1,621 communes:
NFE commune NFE staff
324 CLCs:
CLC Managers
Contract Literacy Teachers
4/21/2017

5. Policy Commitment on Non-Formal Education and Adult Education
Cambodian Constitution: guarantees the citizens’ right to quality education at all levels
National EFA Plan: provides a broad framework for achieving this as well as non-formal education goals (Goals to achieve: adult education 50% and adult literacy 50% )
National Policy on Non-Formal Education: provides a strong foundation for the provision of NFE. It recognizes NFE as an official education system at the same level as formal education (for life long learning, adult Education and adult literacy )
All NFE-related policy documents express the strategic targeting of disadvantaged groups, including women and girls, the disabled, ethnic minorities and migrant workers.
Adults aged 15 to 45 years among these target groups, especially for girls and women in rural/ remote/poor and integrated areas.

6. Domains of Non-Formal Education
The main NFE literacy programs implemented by DNFE are:
Functional Literacy
Post-literacy (no class, only library and reading center)
Re-entry Program
Equivalency Program(EP) (primary and lower-secondary level under process, but little implementation for primary and only NGOs)
Complementary education program (very similar to EP but targeting civil servant and teachers)
Skill and vocational programs mainly implemented in Community Learning Centers (CLCs)
The NFE policy also notes that the NFE curriculum should include quality of life improvement, especially hygiene, HIV/AIDS prevention, gender, culture, peace, morality and civics in everyday life.

7. Literacy in Cambodia- from census 2008
Adult Literacy Rate
(15 Years old and over) :
77.6%
General Literacy Rate
(7 years old and over) : 78.4% (M: 84%, F:73.1%)
2.1 million illiterate adults in Cambodia in 2009 (UIS)
91% of illiterates reside in rural areas.
63% of illiterates are female.
Let’s move on to Cambodia.
This is a summary of literacy situation in Cambodia. I would like to congratulate Cambodia on the excellent progress made over the past decades. The 2008 National Population Census places the Adult Literacy Rate at 77.6%, a marked increase from a rate of 67.3% in 1998.
Having said that, there is a big disparity between males and females (with rates of 85.1% and 70.9% respectively).
The adult literacy rate in urban areas is 90.4% whereas it is only 74% in rural areas.
The adult literacy rate in Ratanakiri is 46% where majority of people do not use Khmer.
Self-reporting -
“Can you read & write?”
Ratanakiri: 45.9%
Source: General Population Census 2008

8. Literacy: Participation rate (15-45y)
The total number of literacy learners under current ESP ( ) is 117,848
Total illiterate numbers in the latest census in 2008 is 2.1 million.
Literacy implementation during current ESP period covers only 5.6% of the total.
Need further scale-up and speed-up.

9. Community Learning Centers (CLCs)
The Number of CLCs and skill training
How many CLCs are functioning? Open regularly?
Are they responding the needs of community?
How many CLCs conduct literacy classes?

10. Number of CLCs in 2013 No. Capital/Province CLCs/Total Process
Skilled Class 1.
Bantey Mean Chey 10 9 2.
Battambang 15 31 3.
Kampong Cham 17 4.
Kampong Chhnang 22 20 50 5.
Kampong Speau 24 70 6.
Kampong Thom 23 7.
Kampot 41 8.
Kandal 28 83 9.
Koh Kong 8 11
10.
Kratie 14
11.
Mondulkiri 12
12.
Phnom Penh
MoEYS-DNFE: March, 2014

11. No. Capital/Province CLCs/Total Process Skilled Class 13. Preah Vihea12 10 19
14.
Prey Veng 9 16
15.
Pursat 28
16.
Rattanakiri 6
17.
Siem Reap 4
18.
Preah Sihanouk 14
19.
Steung Treng 15
20.
Svay Rieng 20 40
21.
Takeo 22 58
22.
Oddar Meanchey 2
23.
Kep 7
24.
Pailin
Total
324
296
585
- A total of 324 CLCs have been established by 2013, but field experiences suggests that many of them may not be functioning, only 296 CLCs work.
Disparities among provinces in the number of the program.
There are significant differences between provinces regarding the number of skills training courses organized by CLCs. This points to a serious underutilization of CLCs is some provinces.

12. CLC Situation Analysis in Siem Reap in 2012 & 2014
Challenges in data accuracy
11 CLCs in NFE-MIS data in 2010
23 CLCs at Provincial data
Field visit showed that only 2 CLCs exists
0 CLCs in NFE-MIS data 2013, but filed visit on shown 3 exists
No literacy class, skill training for mat making, chicken/fish raising, a library for school children with NGO support such as World Vision NGO
Challenges
CLC is not sustainable (after MoEYS/NGOs support was over)
Lack of clear management structure
Needs raised from communities
Need skill trainings linked with income generation (sewing skills, motorbike repair, incense stick making, traditional band, mushroom growing, and fish, cricket, eel raising. )
Need budget support to start business after skill training.
No one mentioned the needs of literacy
Renovate CLC buildings
Community pre-school

13. Number of skill courses by types of skills provided at CLC in 2013 (MoEYS-DNFE: March, 2014)
No.
Skill
Total
(%)
Female (%) 1.
Sewing skill
43.72
65.17 2.
Hair dressing
8.25
1.85 3.
Beauty Salon/ make up
7.60
12.11 4.
Traditional music
6.70
2.21 5.
Pinpeat Music
4.01
0.83 6.
Wedding Beatifications
3.73
5.25 7.
Mushroom Raising
3.66
2.63 8.
Chicken Raising
2.60
1.49 9.
Machine Repairing (Heavy)
2.42
10.
Machine Repairing (Light)
2.29
0.34
11.
Vet
2.27
0.45
No.
Skill
Total
(%)
Female
12.
Fish Raising
2.22
0.90
13.
Construction
1.76
0.16
14.
Traditional Textile
1.75
1.73
15.
Motorcycle Repairing
1.42
0.00
16.
Computer
0.97
0.65
17.
Carving
0.96
18.
Mould
0.48
0.77
19.
Radio/Television Repairing
20.
Chai Yum (Traditional Music)
0.25
21.
Carpenter
0.17
Top 4 skills - Sewing (43.72%), Hairdressing/make-up (8.25%), Beauty Salon/Make up(7.60%), Traditional music (6.70%) – cover about 67 %.
There is no data how may literacy classes are conducted in CLCs.

14. Skill training at CLC in Takeo Province -MoEYS
Before operating CLC:
form CLC committees
organize meetings to collect data related to relevant skill training and disseminate information
Select trainers/ teachers, places and time for the training.
During the implementation of CLC Program:
Prepare and implement the program following each skill training curriculum/ theory 1 hour and practical 3 hours
organize regular support visit to improve the teaching and learning activities
make attractive CLC environment/
skill training should be organized at family house
trainer should be selected in the community village
Sustainability
Participation
COMMUNITY
Ownership
Empowerment
After the completion of the implementation of CLC program:
Testing and providing certificate
Encourage the poor students to borrow materials or small budget to open their own business
Feedback for next implementation
4/21/2017

15. Skill training at CLC in Takeo Province -MoEYS
Television and Radio repairing
Traditional music training
Chicken cage, and other containers/ materials made from bamboo
Cotton scarf making
4/21/2017

16. Income Generation Activities NFUAJ NGO in Siem Reap Province
4/21/2017

17. Lesson Learnt
Has good leadership ( clear vision, creative ideas, good internal solidarity, transparency & strong unity in Leading CLC)
Skill training is responsive to the need of the community and labor markets
Good participation and cooperation from community, local authority, kind-people and NGOs
Has organized study tour to share and learn the experiences from each other
Has regular supportive visits from the mainstream offices of Ministry of Education at all levels, esp. at sub-national level and concerned stakeholders involved.
4/21/2017

18. Challenges: Late installment of the budget from the government,
Lack of NFE learning and teaching materials, and no electricity,
D&D is not smoothly implemented at sub-national levels
Lack of capacity of the three levels in CLC financial management, resource allocation, evident based decision making -Learn less from previous experiences
No incentives for CLC managers,
No micro-credit for graduated students to open their own business,
Migration and poverty of the community,
No experience sharing/ CLC networking exists.
4/21/2017

19. Thank You Very Much For Your Kind Attention !
4/21/2017