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DB on Aid Activities in Cambodia

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[others] Accelerated Learning and Multi-grade Teaching Programmes
Author Admin Date 2015.11.05 Views 826
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General Information Project/Program Programme
Project Name Accelerated Learning and Multi-grade Teaching Programmes
Duration 2003-2010
Donor UNICEF
Implementiong Organization UNICEF
Sector and/or Subsector Classification Education
Region 10 provinces or municipalities (Kompong Thom, Stung Treng, Kompong Speu, Prey Veng, Otdar Meanchey, Svay Rieng, Kampot, Takeo, Kandal and Kep). A/L has been applied since 2006.
Financing Unknown
Analytical Information Stakeholders the Ministry of Education
Cross-cutting Issue Environment
Gender
Impact Analysis The general reaction to the programme from education staff at all levels (teachers to central department staff) is that, at least until the current school year, A/L is a success, but MGT is problematic. This is rather surprising given that the support for both in terms of training and materials is similar, class sizes are similar and the demands on the teacher are not so different. The financial incentive (+60% vs 0%) definitely favours the MGT teacher, but apparent characteristics of schools and communities do not appear to differ markedly, except in Stung Treng where several schools are in ethnic minority areas.
Effectiveness Ownership/Partnership Evaluation Ownership and alignment should be seen in terms of local management and support systems.
Rating 2/5
Policy Coherence/Harmonization Evaluation At provincial and district level there was a much greater sense, at least in most areas, that these two programmes are making a contribution to an improved education system. Until recently A/L was positively associated with education reform in most areas. MGT is also understood clearly as a long-term strategy for providing education in sparsely populated areas of Otdar Meanchey.
Rating 3/5
Evaluation Framework Evaluation The selected questions to be asked and answered during the consultancy were extracted from the objectives. They also derived from the programme materials and background documentation provided. This included the Education Strategic Plan (ESP), 2006-2010, Education Sector Support Program (ESSP), 2006-2010, Education For All National Plan of Action (EFA NPA), 2003 – 2015, Child Friendly Schools Programme (CFS), Mid-Term Review (MTR) of UNICEF Education Pilots and Early Childhood Development Initiatives, 2006 – 2008, etc.
Rating 3/5
Alignment/Composition of Finance Evaluation Unknown
Rating 0/5
Other Remarks The two “special” programmes A/L and MGT are being implemented with varying degrees of success in the 4 provinces visited, and others. Success seems largely to be related to the provision of inputs such as training and materials, and to the fact that, in the case of A/L, enrolments point to demand being satisfied.

 

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