1. Educational Services for Children of Under-Served Populations

2.  focuses on inclusion and quality within the formal education system.  targets the basic education sector (Grades 1 to 9)  geographical areas where many children are either not enrolled in the formal school system or exhibit high rates of dropout from the system  integrate marginal social groups, particularly ethnic groups such as the country's Muslim minority, more closely into Cambodian society in a way that preserves the integrity of their own culture but which also promotes national unity  highly consistent with Child Friendly Schools policy

3. http://www.equip123.net/equip1/escup/

4.  April 2005  3 technical areas including (a) Teacher Education; (b) Access and Quality; and (c) School- Community Partnerships.Teacher Education Access and QualitySchool- Community Partnerships  151 primary schools and 14 lower secondary schools providing services to approximately 57,000 children

5.  the use of local committees for direct implementation (Local Cluster School Committees)  school and community grants that promote stakeholder driven development  the innovative use of activity menus to avoid prescriptive programming.

6.  The Activity Menu model was originally developed by Kampuchean Action for Primary Education (KAPE), a Cambodian NGO committed to improving education for all children in Cambodia with funding from UNICEF.Kampuchean Action for Primary Education (KAPE)  The American Institutes for Research and World Education also contribute to the success of the ESCUP project.American Institutes for Research World Education

7.  developed to serve as a reference and tool for Ministries of Education and other development practitioners in their efforts to implement non-prescriptive interventions  to engage school committees to prioritize the problems they encounter and to choose the appropriate interventions to solve those problems

8.  each school committee conducts a needs assessment to determine and prioritize their problems  developed for a Cambodian context but can be replicated for other countries/ regions

17.  Rationale  Expanded opportunities for students’ learning  Objectives  Ss have additional opportunities to explore interests related to the arts  Ts can use to help Ss organize structured activities to build their self-confidence while developing critical thinking and communication skills

18.  Materials & Facilities  Large space to rehearse in  Stationary, pens  Materials for making sets, props, costumes  Makeup  Budget for miscellaneous performance/ club needs

19.  Implementation Procedure  Basic organizational principles  Volunteerism  Scope  Target Grades  Assessment of Ss’ interest & the use of orientations  Setting division of labor  Scheduling  Resourcing

20.  Suggested Activities  Theater Games  (physical & vocal acting)  Developing a Performance  Choosing a script  Character role selection  Staging  Makeup Design  Costume/ Set/ Prop Design  Performance

21.  Library and Classroom Bulletin Board  Inviting Guest Speakers  Linking clubs with the learning of other Ss

22.  Statement of Interest  Duties of Selected Club Officers  Club Schedule  Illustrative Budget for Club  Activities

23. http://www.equip123.net/equip1/escup/Acti vityMenu/index.html