Schooling for Ethnic Minority Children

Cambodia: Kampong Cham, Kratie, Tbong Khmum, Steung Treng, Mondulkiri and Ratanakiri Provinces

 

Problem statement

  • A considerable gap remains between rhetoric and reality despite the fact that the right to a basic education is guaranteed to every Cambodian child by the country’s constitution.
  • Children from ethnic minority groups, the poor, girls, and children with disabilities are left at the margins of society.
  • Main barriers to access and complete primary education are: the work in the field, the extreme poverty, the lack of schools, distance to school, and untrained teachers in remote schools.

 

AEA’s response

Rectangle approach to enable the access to the quality of education for vulnerable children

 

Global objective

To contribute to a comprehensive Cambodian inclusive education system that caters for every child from poor, remote and indigenous ethnic minority population.

 

Target groups

Direct: 14,609 marginalized out-of-school (OOSC), and ethnic minority children; 258 teachers and school directors; 43 school managers and 120 local authorities.

Indirect: 29,218 parents and 215 members of School Support Committee.

 

Main Activities

  • Equitable Access: improve school infrastructure to enable access to all OOSC, Educators are willing and able to provide access to all OOSC, Families of OOSC are identified and aware of importance of education, OOSC have the means to access primary school.
  • Quality and Efficiency: Educational tools are suitable to the needs of OOSC, Pedagogy of teachers is enhanced and adapted to include all OOSC, School management is improved to deliver quality and efficient educational services, Students learning outcomes are improved.
  • Capacity Development: SSC are actively involved in promoting enrolment and school management, Local Authorities include OOSC in the CDP, DoE and PoE ensure efficient school tracking and provide necessary guidance for schools to support OOSC, Parents participate in their children’s education, Households have improved livelihood to support their children to go to school.
  • Advocacy and Research: Communities are better aware of the importance of integrating all OOSC in community life.

 

Expected outcomes

  • Quality: Improve quality of basic education from grades 1 to 9, by promoting child-friendly schools and supporting an enhanced curriculum, which includes a life skills component, for improved teaching quality and community participation.
  • Access: Increase the number of children receiving quality education through supporting relevant government offices and communities to improve the school management and system, allowing for inclusive education classes and providing the additional support necessary to children with special needs and out of school children.
  • System: Teachers, parents and local authorities’ capacities and education management systems are strengthened.
  • Influence: Efforts are made to identify, raise awareness, engage and advocate for policy and behavior change through innovative collaboration with government and other stakeholders, to address quality related issues at the national level.

 

Partners

Ministry of Education Youth and Sports, KAPE, CARE, Non-Timber Forest Products.

 

Contact

Samphors VORN, Country Program Director

samphors.vorn@aide-et-action.org 

Location /
Duration / 2014 - 2019

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