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Enabling Better Basic Education in Cambodia

RTI is helping Cambodia modernize its education curriculum for grades 1–9. Working closely with Cambodia's Ministry of Education, Youth, and Sport (MoEYS), RTI is assisting in improving education policy, developing a student-centered learning curriculum, and encouraging community-school collaboration in developing and delivering education.

Grade 1 class in Ratanakiri province, Cambodia

The Cambodia Basic Education (CBE) project, which started in 2004 and is funded by the United States Agency for International Development (USAID), supports MoEYS's policy to increase the relevance and quality of basic education through reforming the national Basic Education Curriculum and drafting the curriculum standards. The project aims to improve students' and families' perceptions of the education system, leading to increases in enrollment -- especially for girls -- and a reduction in dropout rates.

Encouraging children and parents to take an active part in education is integral to improvement. "When parents, students, and teachers can see the value and relevance of what is taught and learned, they will stay in school longer, even in rural areas, and learn more," said George Taylor, RTI's CBE project director in Cambodia.

To help MoEYS implement this far-reaching policy, RTI is collaborating with other projects, donors, and nongovernmental organizations (NGOs), including UNICEF, the European Union, the Japan International Cooperation Agency (JICA), the World Bank, Handicap International, and World Education.

Developing Policy-Based Curriculum Standards

RTI and its partner, Overseas Projects Corporation of Victoria Pty Ltd/Sinclair Knight Merz (OPCV/SKM), assisted MoEYS in creating the Policy for Curriculum Development 2005–2009 and the policy implementation plan. Recently the two organizations completed easy-to-understand curriculum standards, the first step toward implementing the policy. The new standards are designed for effective use by school personnel and communities, district and provincial authorities, and other stakeholders.

The standards outline target expectations of students in grades 3, 6, and 9 for each of four core subjects: Khmer, mathematics, science, and social studies. During the first three years of school, students will acquire fundamental literacy and numeracy skills and learn to apply them in increasingly complex activities. Progress evaluations will indicate any needs for remedial actions, which will be addressed by teachers and parents.

"When assessed according to these standards, student performance can contribute to a broad measure of school performance," Taylor said. School performance data will be shared -- for the first time -- with communities using simple mechanisms such as posting on notice boards or announcements at school-community meetings.

Now, RTI is training 24 MoEYS instructional writers to revise the national curriculum for the core subjects, based on the new standards. At the heart of this curriculum is a focus on active and participatory learning that encourages demonstration of knowledge and skills in different contexts, instead of just passing on facts. "This instructional method is more effective and practical than the current passive learning approach," said Taylor. "The revised curriculum in the four subject areas builds competencies relevant to the everyday life of students and the world in which they live and will work," he said.

Partnering to Deliver Local Life Skills Education

LLSP bicycle repair module

The Local Life Skills Program (LLSP), introduced by MoEYS, provides two to five hours each week of the school timetable for locally developed and delivered life skills education. The LLSP aims to help students develop specific skills and knowledge as well as generic competencies such as planning and problem solving.

As part of its support to MoEYS, the CBE project is providing a nationwide training program for schools and local communities to help develop the first LLSPs, which can be delivered by teachers, NGO staff, parents, community members, or a combination of individuals.

Through meetings and workshops with communities, the CBE team has identified needs for LLSP modules and has developed more than 20 sample modules and guidelines. Communities can use these modules -- including vegetable growing, bicycle repair, swimming, road safety, and building an insect zoo -- to start LLSPs. The project is also establishing a small grants mechanism through which schools and communities can apply for initial capital support to buy equipment that LLSPs can reuse, which will decrease recurring costs.

Engaging the Community

RTI has collaborated with MoEYS since August 2004 to introduce the new curriculum to district and provincial officials and promote community involvement in schools.

The CBE team has also worked with Cambodian NGO partners VBNK and CSCS to recruit and train 20 community trainers, who work in all 24 of Cambodia's provinces, to conduct workshops and assist communities in taking more responsibility for managing their schools and providing LLSPs. In the second phase of the project, beginning in October 2005, community trainers will work with school personnel and community leaders to build education transparency, develop education plans, and monitor progress.

The project's focus on results and performance has been important to its progress. "A common theme of the curriculum implementation plan is decentralization," said Taylor. "We're moving toward demand-based commercial development of textbooks, school-based training initiatives, and increased openness between schools and communities. In this way, we help stimulate initiatives that can succeed in all parts of Cambodia, including the least developed provinces."

More Information

For additional information about this project, please contact George Taylor at gtaylor@rti.org. You may also visit the Cambodia Basic Education web site at http://cbe.rti.org.