Recent CLC Practice & Challenges in Cambodia

1. Recent CLC Practice & Challenges in Cambodia ”KOMINKAN – THE SUCCESSFUL JAPANESE MODEL OF CLCS AND LESSONS TO BE LEARNED” 24-25 November, 2014 Ho Chi Minh City,Vietnam Lay Vutha, NFE Coordinator of NEP

2. Content: • General Information of NFE in Cambodia • Policy & Management Structure • NFE Programs & Participation rate • Recent CLC Situation • Training area in CLC • Lesson learnt • Challenges

3. General Information • Population: 13,388,910 (f:51.36%) (National Institute of Statistics, 2008) • Population growth rate: 1.54% • Literacy rate (15 years old and over): 77.6% • Literacy rate (15-24 yrs): 87.5% • NFE budget: 2% of National Budget for Education (data: 2010).

4. Management Structure of NFE • Consists of 7 offices: • Admin, Planning & NFE MIS Office, Literacy Office, Post-Literacy Program Development Office, complementary Education Office, CLC development Office, information & Dissemination office. 25 NFE Offices of 25Capital/ Provincial Office of Education, Youth and Sport (PoEYS) • 193 Offices: • District Office of Education (DOE) • 1,621 communes: • NFE commune NFE staff • 324 CLCs: • CLC Managers • Contract Literacy Teachers

5. Policy Commitment on Non-Formal Education and Adult Education • Cambodian Constitution: guarantees the citizens’ right to quality education at all levels • National EFA Plan: provides a broad framework for achieving this as well as non-formal education goals (Goals to achieve: adult education 50% and adult literacy 50% 2015 ) • National Policy on Non-Formal Education: provides a strong foundation for the provision of NFE. It recognizes NFE as an official education system at the same level as formal education (for life long learning, adult Education and adult literacy ) • All NFE-related policy documents express the strategic targeting of disadvantaged groups, including women and girls, the disabled, ethnic minorities and migrant workers. • Adults aged 15 to 45 years among these target groups, especially for girls and women in rural/ remote/poor and integrated areas.

6. Domains of Non-Formal Education The main NFE literacy programs implemented by DNFE are: • Functional Literacy • Post-literacy (no class, only library and reading center) • Re-entry Program • Equivalency Program(EP) (primary and lower-secondary level under process, but little implementation for primary and only NGOs) • Complementary education program (very similar to EP but targeting civil servant and teachers) • Skill and vocational programs mainly implemented in Community Learning Centers (CLCs) The NFE policy also notes that the NFE curriculum should include quality of life improvement, especially hygiene, HIV/AIDS prevention, gender, culture, peace, morality and civics in everyday life.

7. Literacy in Cambodia- from census 2008 • Adult Literacy Rate • (15 Years old and over) : • 77.6% • General Literacy Rate • (7 years old and over) : 78.4% (M: 84%, F:73.1%) • 2.1 million illiterate adults in Cambodia in 2009 (UIS) • 91% of illiterates reside in rural areas. • 63% of illiterates are female. • Self-reporting - • “Can you read & write?” Ratanakiri: 45.9% Source: General Population Census 2008

8. Literacy: Participation rate (15-45y) • The total number of literacy learners under current ESP (2009-2011) is 117,848 • Total illiterate numbers in the latest census in 2008 is 2.1 million. • Literacy implementation during current ESP period covers only 5.6% of the total. • Need further scale-up and speed-up.

9. Community Learning Centers (CLCs) The Number of CLCs and skill training 2006-2011 • How many CLCs are functioning? Open regularly? • Are they responding the needs of community? • How many CLCs conduct literacy classes?

10. Number of CLCs in 2013 MoEYS-DNFE: March, 2014

11. - A total of 324 CLCs have been established by 2013, but field experiences suggests that many of them may not be functioning, only 296 CLCs work. • Disparities among provinces in the number of the program. • There are significant differences between provinces regarding the number of skills training courses organized by CLCs. This points to a serious underutilization of CLCs is some provinces.

12. CLC Situation Analysis in Siem Reap in 2012 & 2014 • Challenges in data accuracy • 11 CLCs in NFE-MIS data in 2010 • 23 CLCs at Provincial data • Field visit showed that only 2 CLCs exists • 0 CLCs in NFE-MIS data 2013, but filed visit on 19-11-2014 shown 3 exists • No literacy class, skill training for mat making, chicken/fish raising, a library for school children with NGO support such as World Vision NGO • Challenges • CLC is not sustainable (after MoEYS/NGOs support was over) • Lack of clear management structure • Needs raised from communities • Need skill trainings linked with income generation (sewing skills, motorbike repair, incense stick making, traditional band, mushroom growing, and fish, cricket, eel raising. ) • Need budget support to start business after skill training. • No one mentioned the needs of literacy • Renovate CLC buildings • Community pre-school

13. Number of skill courses by types of skills provided at CLC in 2013 (MoEYS-DNFE: March, 2014) • Top 4 skills - Sewing (43.72%), Hairdressing/make-up (8.25%), Beauty Salon/Make up(7.60%), Traditional music (6.70%) – cover about 67 %. • There is no data how may literacy classes are conducted in CLCs.

14. Skill training at CLC in Takeo Province -MoEYS Sustainability • Before operating CLC: • form CLC committees • organize meetings to collect data related to relevant skill training and disseminate information • Select trainers/ teachers, places and time for the training. • During the implementation of CLC Program: • Prepare and implement the program following each skill training curriculum/ theory 1 hour and practical 3 hours • organize regular support visit to improve the teaching and learning activities • make attractive CLC environment/ • skill training should be organized at family house • trainer should be selected in the community village Participation COMMUNITY Ownership Empowerment • After the completion of the implementation of CLC program: • Testing and providing certificate • Encourage the poor students to borrow materials or small budget to open their own business • Feedback for next implementation

15. Skill training at CLC in Takeo Province -MoEYS Television and Radio repairing Traditional music training Chicken cage, and other containers/ materials made from bamboo Cotton scarf making

16. Income Generation ActivitiesNFUAJ NGO in Siem Reap Province

17. Lesson Learnt • Has good leadership ( clear vision, creative ideas, good internal solidarity, transparency & strong unity in Leading CLC) • Skill training is responsive to the need of the community and labor markets • Good participation and cooperation from community, local authority, kind-people and NGOs • Has organized study tour to share and learn the experiences from each other • Has regular supportive visits from the mainstream offices of Ministry of Education at all levels, esp. at sub-national level and concerned stakeholders involved.

18. Challenges: • Late installment of the budget from the government, • Lack of NFE learning and teaching materials, and no electricity, • D&D is not smoothly implemented at sub-national levels • Lack of capacity of the three levels in CLC financial management, resource allocation, evident based decision making -Learn less from previous experiences • No incentives for CLC managers, • No micro-credit for graduated students to open their own business, • Migration and poverty of the community, • No experience sharing/ CLC networking exists.

19. Thank You Very Much For Your Kind Attention !