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Joint Approaches to Capacity Development : Reflections and Analysis Presentation by H.E. Pok ThanSecretary of State, MOEYS and M. Ratcliffe, Consultant LENCD Forum, Nairobi, October 3 - 5, 2006. Kingdom Of Cambodia Ministry Of Education, Youth and Sport.

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kingdom of cambodia ministry of education youth and sport
Joint Approaches to Capacity Development :

Reflections and Analysis

Presentation by

H.E. Pok ThanSecretary of State, MOEYS and

M. Ratcliffe, Consultant

LENCD Forum, Nairobi, October 3 - 5, 2006

Kingdom Of CambodiaMinistry Of Education, Youth and Sport
development transition three phases
Development Transition : Three Phases
  • 1979 - 1993 :System Restoration. CD driven by community demand to restore schools
  • 1994 - 1999 :Donor-led Reconstruction. CD impetus from donors priorities, mainly teacher training
  • 2000 - 2005 :Development Partnership. CD impetus from disappointing sector performance and joint CD action matrix
main features 1979 1993
Main Features : 1979 - 1993
  • Joint approach, through small MOEYS team and community groups
  • Donors hands-off, Eastern bloc presence not primarily developmental
  • Informal, iterative planning, due to unpredictable, voluntary, sector financing
  • CD focus, learning by doing and little formal training
  • Monitoring / Accountability, through politically-oriented National Education Congress
main features 1994 1999
Main Features : 1994 - 1999
  • Joint approach, attempted through education investment plan 1994 / 99, with management targets
  • Donors dominated, through selective cooperation on specific CD programs
  • CD planning tensions, between previous informal approaches and growing formality demanded by donors
  • CD focus, mainly staff training and logistical support, limited organizational development
  • Monitoring / Accountability, through parallel systems, through NEC for MOEYS and project monitoring for donors
mixed cd impact 1994 1999
Mixed CD Impact : 1994 - 1999
  • Growing MOEYS confidence, through strong Ministerial leadership and some donor trust
  • Selective organizational development focus, especially for textbooks and teacher training services
  • Limited ownership of CD framework, targets and strategies not fully internalized or committed to
  • Unclear institutional framework, with MOEYS powers and organizational structure not fully approved
  • Donor territorialism, undermined mutual trust and confidence in joint approach
  • Capacity draining, due to proliferation of parallel PIUs
main features 2000 2005
Main Features : 2000 - 2005
  • Joint approach, through ESP / ESSP, with stated CD targets and timeframes
  • Genuine partnership, based on growing shared commitment and mutual trust
  • Patient CD planning process, took two years to ensure sufficient CD assessment and understanding
  • CD focus, shift to key MOEYS organizational assessment and plans
  • Monitoring / Accountability, through joint CD policy action matrix and annual ESP / ESSP review process
improving cd impact 2000 2005
Improving CD Impact : 2000 - 2005
  • Significant legislative and regulatory development, incorporating MOEF support
  • Improved organizational efficiency, especially planning, information, personnel and financial management
  • Substantial sector performance improvement, acting as confidence booster and change dynamic
  • Stronger MOEYS strategic and organizational leadership, with TA role shifting to mentoring and coaching
  • Promising CD sustainability, with growing internal and external demand and increased MOEYS resource allocations
  • Improving sector performance, acted as self reinforcing change dynamic
sector performance impact 2000 05
Sector Performance Impact, 2000/05

Baseline 2000 = 100, table shows percentage change

organizational assessment 2005 information department
Organizational Assessment, 2005 : Information Department

Ratings : 1 = virtually non existent, 3 = operating with difficulties, 5 = operating very well

key lessons learned
Key Lessons Learned
  • High level leadership is critical, including sustained MOEF support
  • A well-defined policy and institutional framework is vital
  • An inclusive SWAp type process can help, including formal donor signing up
  • Patient CD planning is essential
key lessons learned cont
Key Lessons Learned, Cont...
  • CD implementation must be phased, to avoid system overload
  • Harmonizing internal and external CD monitoring / accountability needs to be recognized
  • Frontloaded TA for sector planning helps CD roadmap development
  • Policy / strategy TA role and expected outcomes need to be defined carefully
  • Sustainability of joint approach is likely but potential risks remain
  • Implementation of education law and regulations are critical for CD sustainability
  • Lack of confidence and qualified staff at sub-national level constitutes major risk
  • Greater monitoring of organizational outcomes needed to provide feedback on next phase of CD planning / implementation