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Promoting Equity to Achieve MDGs 2 and 3 in Cambodia

Promoting Equity to Achieve MDGs 2 and 3 in Cambodia. High Level meeting on Cooperation for Child Rights in the Asia Pacific Region 4-6 November 2010, Beijing Dr. Nath Bunroeun, Secretary of State Ministry of Education, Youth and Sport, Cambodia. Outline of Presentation.

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Promoting Equity to Achieve MDGs 2 and 3 in Cambodia

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  1. Promoting Equity to Achieve MDGs 2 and 3 in Cambodia High Level meeting on Cooperation for Child Rights in the Asia Pacific Region 4-6 November 2010, Beijing Dr. Nath Bunroeun, Secretary of State Ministry of Education, Youth and Sport, Cambodia

  2. Outline of Presentation • Policy Environment with focus on Equity and related Strategic Policy Decisions • Achievements in narrowing Equity Gaps • Remaining Challenges and How to Address them • Ideas for South-South Partnerships

  3. Policy environment: Equity and Pro-Poor Focus • Rectangular Strategy Phase 2 was formulated by the Royal Government of Cambodia (RGC); • National Strategic Development Plan updated for 2009-2013; • National Programme for Sub-National Democratic Development and IP3 (2011-2013) • National Plan for Education for All 2003-2015; • Cambodia has Education Strategic Plans since 2001. • Current ESP 2009-2013 with three policy pillars: • Equitable Access to Education. • Quality and Efficiency of Education. • Institutional Development and Capacity Building for Decentralisation

  4. Key Strategic Policy Decisions to promote Equity • School operational budget for all schools • Abolished school registration fee since 2000 • National School enrolment campaigns • Child Friendly School as a Framework and National Policy for inclusiveness and quality improvement • Cost-effective Expansion of Early Childhood Education, e.g. community based and home based preschool education • Scholarships targeting poor children • School feeding program • Bi-lingual education for minority children in highland area • Re-entry and Accelerate Learning programs for students who dropped out • School facility development, particularly in remote areas

  5. Major Achievements Good Progress in Terms of Access and Narrowing Equity Gaps Equity Gaps narrowed considerably - by sex / urban&rural / among provinces&districts / socio-economic

  6. Narrowing Equity Gaps:Primary Net Enrolment By Sex: Gender Parity Achieved By Area: Improvement in Remote Areas

  7. Major achievements (continued) • Draft CMDG report 2010: Cambodia on track to achieve the 2015 CMDG targets • Good Analysis possible thanks to Strengthened MoEYS Capacities in Data Collection and Analysis and well established EMIS system • Use of recent Census and Survey data (Census 2008, DHS 2005) allows for more comprehensive analysis and understanding of the remaining challenges • MoEYS: Acknowledgment of challenges and commitment to address them. This is important: we can only deal with the challenges if we acknowledge they exist and understand them.

  8. Atttendance by Age: Comparing DHS 2005 & Census 2008 • Progress: • Getting children in school at an earlier age Keeping children in school longer BUT: No progress to increase attendance beyond 90% • Who are “the last 10%”? • the poorest • the disabled • the ethnic minorities • the child labourers • ............

  9. Remaining Challenges • Remaining Equity Gaps: particularly when looking at Wealth Quintiles and Geographical Areas (Provinces / Districts) • Related: still not all children start school at the right age and high repetition rates, particularly in the early grades • Focus on “the last 10%” not in school requires special interventions ….. Some examples using tables and maps ……

  10. A look at Equity Issues .... School Attendance by Gender and Area of Residence among 6-11 yr Children 1. Gender 2. Rural / Urban School Attendance by Household Wealth Quintile among 6-11 yr Children 3. Wealth Quintiles 4. Sub-national: Province / District Source: DHS 2005

  11. Addressing Remaining Challenges • ESP 2009-2013 includes Core Breakthrough Indicators (CBIs) that help to focus on continued improvement of equity in education, e.g. districts reaching at least 80% completion & number of schools achieving maximum 10% repetition. • CBIs reflect priority areas where it is acknowledged that more progress is needed to reduce equity gaps and are crucial for achievement of (C)MDGs. • Moving towards Sub-National Annual Operational Plans and provincial sector performance reviews. This will allow for targeted strategies that are responding to the actual situation in each province. Addressing disparities and focus on the most disadvantaged often requires targeted interventions that sometimes require higher investment (rights based and pro-poor remains at the core of the ESP) • Continue Comprehensive Analysis of Census 2008 data with particular emphasis on Equity Issues and Out of School Children and Children At Risk of not completing Basic Education

  12. South-South Partnerships • Cambodia is interested to share with and to learn from other countries, for example related to: • Strengthening south-south partnership for education analysis, e.g. exchange experiences with EMIS, Census analysis, qualitative research. • Sharing experiences with innovative pilots that address equity issues. • How decentralization and deconcentration can impact positively or negatively on equity in education.

  13. Thank you very much for your attention!

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