| General Information |
Project/Program |
Project |
| Project Name |
Science Teacher Education Project (Phase2) |
| Duration |
2008.9 - 2012.8 (4 years) |
| Donor |
JICA |
| Implementiong Organization |
Ministry of Education Youth and Sports (MoEYS) |
| Sector and/or Subsector Classification |
Basic Education |
| Region |
Takeo, Kandal, Battambang, Kampong Chhnang and Siem Reap. |
| Financing |
420 million Japanese yen |
| Analytical Information |
Stakeholders |
Grass Roots Grant Aid, Japan Partnership Program, Training Program for Young Leaders, Experts and Volunteers. |
| Cross-cutting Issue |
Environment |
|
| Gender |
|
| Impact Analysis |
The project was highly successful in that the quality of lessons by teachers in Teacher Training Centers (TTCs) was enhanced and the understanding of Inquiry Based Learning (IBL) by trainees of TTC was also improved. Also, the final version of LS handbook “Introduction to Lesson Study” and Inquiry Based Learning handbook “Introduction to Inquiry-based Science Lessons” were developed and distributed to training participants from Regional Teacher Training Centers/Provincial Teacher Training Centers (R/PTTCs), principals and science teachers in pilot INSET schools and the inspectors for the lower secondary in Provincial Office of Education (POE). However, there were still financial and administrative challenges and the gaps between RTTC and PTTC, in RTTCs and in PTTCs were also observed. |
| Effectiveness |
Ownership/Partnership |
Evaluation |
This project is mostly donor-dependent. The recipient side does not seem to have high ownership. But Teacher Training Department (TTD) has conducted Lesson Study (LS) workshop for upper secondary schools by using own budget, which is an example of ownership and helps to improve the capacity of TTD. Also, there was close communication in POE, TTC and Pilot schools during the project initiative. However, the system to concrete the relationship is not yet clear. |
| Rating |
2/5 |
| Policy Coherence/Harmonization |
Evaluation |
According to the report, the relevance of the project is very high. The purpose and goals are highly relevant to Cambodian national policies and Japan’s Development Assistance policies as well. Cambodia puts the great emphasis on science as a key subject for accelerating national development. Also, improvement of science and mathematics of education for high-level human resources development to lead innovation in science and technology is stated in JICA Position Paper. |
| Rating |
5/5 |
| Evaluation Framework |
Evaluation |
The evaluation team consisted of 5 experts and the terminal evaluation was conducted from February 25, 2012 to March 1, 2012. Results were subdivided into 4 outputs; 1) the capacity of MoEYS to plan and implement teacher training (PRESET & INSET) is enhanced, 2) the quality of trainers on science is improved in Regional Teacher Training Center/Provincial Teacher Training Center (R/PTTC), 3) an environment conducive to the continuous improvement of science lessons in R/PTTC is established, 4) INSET Implementation Plan on Science is developmed in target areas in line with National Policy. |
| Rating |
4/5 |
| Alignment/Composition of Finance |
Evaluation |
The sustainability of the project is questionable for that whether the budget to provide continuous training for TTC trainers after this project is not confirmed yet. To be sustained, establishment of integrated training system is needed and the detail concept of National Center for Teacher Development (NCTD should be introduced. In terms of technical aspect, the lack of budget and materials for experiments were also observed. |
| Rating |
2/5 |
| Other Remarks |
Based on the experience and know-how on teacher training from the project, MoEYS is expected to coordinate two development partners with initiative and leadership. This collaboration would be a good practice for finaical support and technical cooperation as well. |
