January – December 2017 (2015-2017)
North East of Cambodia
7 MoEYS core trainers and 1 staff from the Regional Teacher Training College)
59 DTMT1 members (including 15 new members)
44 DTMT2 members in Ratanak Kiri and Mondul Kiri provinces
19,955 members of school support committees (SSCs) in Ratanak Kiri and Mondul Kiri provinces
school directors from 294 primary schools across nine districts of Ratanak Kiri and five districts of Mondul Kiri Province.
School Governance for Quality Education (Phase3)
A key factor recognised as contributing to sustainable improvements in education outcomes and in ensuring children's right to education is improved community participation in the support and management of schools. Indeed, low levels of community engagement in many schools is a key challenge for achieving the Millennium Development Goal of Education For All in Cambodia. In light of this, the Ministry of Education, Youth and Sport (MoEYS) has taken steps to prioritise community participation in school management as a means of strengthening the quality and efficiency of primary education and improving school completion rates.
Working together with UNICEF and the Ministry, the School Governance project sets out to empower communities to become active members of their schools’ governance structures.
To enhance the capacity of MoEYS national core trainers, as well as DTMT1s, DTMT2 and primary SSCs in all districts of Ratanak Kiri and Mondul Kiri provinces.
Train and support MoEYS National Core Trainer to enable them to establish well-functioning culturally diverse School Support Committees
Train and support new District Administration-Management Training and Monitoring Team (DTMT1) members in fourteen districts of Ratanak Kiri and Mondul Kiri to enable them to establish well-functioning culturally diverse School Support Committees
Train and support District Training and Technical Monitoring Team (DTMT2) focus on the Effective Teaching and Learning dimension. Specialized training for this DTMT2, tailored to the multicultural environment of the north-eastern provinces is needed for a successful implementation of the ETL dimension
Improved results of existing DTMT1, DTMT2 members, MoEYS core trainers and staff from the Regional Teacher Training College knowledge of participatory approaches, diversity and gender
Train and support primary School Support Commitees in fourteen districts of Ratanak Kiri and Mondul Kiri.
Photo credits: CARE/Erika Pineros