Kingdom of Cambodia Ministry Education Youth and Sport

Kingdom of Cambodia Ministry Education Youth and Sport Nation Religion King Training Course on Improving Teaching Methods in Science and Mathematics in Primary Education Action Plan Mr. YIN Chansophat Mr. THEAN Veasna

Content Ø Ø Ø Background Information Problem Tree Objective Tree Project Design Tree Plan Operation Annex

Introduction Cambodia has a rapidly expanding education system after the devastation of Khmer Rouge from the period year zero. However, we need continuous human resources development because it is an important task to ensure the improvement of the quality of education. Largely based on Education Strategic Plan (ESP) 2006 -2010, it makes clear that the improvement of pre-service and in-service teacher development is the key strategy for improving the quality of education. The strategy to achieve the targets of policy of the Ministry of Education Youth and Sport (Mo. EYS) in on-going Project Planning is to improve the quality of the classes delivered in Science in basic education (primary schools and lower secondary schools) in Cambodia for 2008 -2012.

Background Cont’… The objectives of the project are to: • Improve the quality of pre-service and in-service teachers in Science. • Enhance the ability to manage teacher training. • Improve the quality of trainers in Science in Teacher Training Center (TTC) and Regional Teacher Training Center (RTTC). • Develop curricula, materials and syllabi in Science in TTCs/RTTCs. • Strengthen the monitoring and evaluation system at TTD, RTTCs and TTCs.

Background Cont’… Hopefully, there will be support to the Government of Cambodia in improving the quality of teaching in Science by providing the resources, facilities and materials for this capacity building plan. An early phase objective in this regard will assist the TTD, RTTCs and TTCs to improve the quality of pre-service and in-service training including the teaching in science education in Cambodia. Thank you! Arigato!

Problem Tree Quality of teaching in basic education on science has not improved. Quality of INSET and PRESET on science is low. Ability to manage teacher training is limited. Capacity of trainers on science in TTCs/RTTCs is limited. Lack of curriculum, materials, and syllabus on Science for PRESET at TTCs/RTTCs The Monitoring and Evaluation system of TTD do not strengthen.

Objective Tree Quality of teaching in basic education on science has improved Quality of INSET and PRESET on science has improved Enhance the ability to manage teacher training. Quality of trainers on science has improved in TTCs and RTTCs. Institutional memory for a sustainable and highquality PRESET on science in TTCs and RTTCs is established. Implementation structure and content of INSET are examined after PDCA cycle of INSET by TTD in cooperation with TTCs/RTTCs.

Project Design Tree Project Title : Science Teacher Education Project Period : Duration of the Project will be four years from September 2008 to August 2012. Project Site : CAMBODIA Target Group : TTC trainers and science teachers at lower secondary schools in pilot provinces.

Enhance the ability to manage teacher training. Quality of trainers on science is improved in TTCs and RTTCs. Overall Goal: The quality of classes delivered in basic education (primary schools and lower secondary schools) on science in Cambodia is improved. Project Purpose: The quality of PRESET on science is improved and best practice INSET model for lower secondary schools on science is presented. Institutional memory for a sustainable and high-quality PRESET on science in TTCs and RTTCs is established. Implementation structure and contents of INSET are examined after PDCA cycle of INSET by TTD in cooperation with TTCs/RTTCs

Activities 1. Mo. EYS enhances the ability to manage teacher training 2. The quality of trainers on science is improved in TTC 3. Institutional memory for a sustainable and high-quality PRESET on science in TTC is established 4. The implementation structure and the contents of INSET are examined after PDCA cycle of INSET by TTD in cooperation with TTCs/RTTCs

1 - Mo. EYS enhances the ability to manage teacher training 1. Sub-Technical Working Group and Working Group are organized. 2. A baseline survey is conducted so as to analyze the current situation, problems and needs of PRESET and TTC trainers training as well as classes in primary schools and lower secondary schools on science 3. A training plan including contents, schedules and so on for TTC trainers training are formulated based on the result of the baseline survey conducted under number 1 -2. 4. Training materials for TTC trainers training are developed. 5. NTs including Subject Leaders are selected from relevant departments and institutions in Mo. EYS as well as NIE, RUPP, TTC, schools so as to conduct TTC trainers training and INSET for lower secondary school teachers in pilot provinces

1 - Mo. EYS enhances the ability to manage teacher training 6. Training for NTs is conducted by JICA experts. 7. A training plan including contents, schedules and so on for INSET for lower secondary school teachers in science is formulated based on the result of the baseline survey conducted under 1 -2. 8. Feedback concerning TTC trainers training and INSET for lower secondary school teachers on best practice and feasibility are reported to and accumulated in Sub. Technical Working Group and Working Group. 9. Sub-Technical Working Group and Working Group reflect the feedback to the next plan of trainer/teacher training to improve the quality and efficiency of training.

2. The quality of trainers on science is improved in TTC 1. NTs conduct trainers training on science at all TTC based on the training plan developed under 1 -3. 2. TTC trainers on science conduct lesson study and experiment after the support by NTs and JICA experts. 3. The classes conducted by trained TTC trainers are monitored and assessed. 4. The classes conducted by TTC student teachers at practice school are monitored and assessed by TTC trainers, and JICA experts. 5. NTs along with TTD follow up the training based on the monitored result under 2 -3.

3. Institutional memory for a sustainable and highquality PRESET on science in TTC is established 1. The survey concerning the curriculum, materials and syllabus on science is conducted in order to identify the gap by comparing the new curriculum for basic education and the current materials at RTTC. 2. Materials and syllabus which are found necessary under activity 3 -1 are developed by TTD and JICA experts. 3. Materials and syllabus are updated depending on the understanding level of TTC trainers

4. The implementation structure and the contents of INSET are examined after PDCA cycle of INSET by TTD in cooperation with TTCs/RTTCs 1. Ongoing INSET conducted by Mo. EYS and other development partners are examined. 2. Pilot provinces and pilot schools are selected. 3. A training plan including contents, schedules and so on for INSET for lower secondary school teachers on science is formulated based on the result of the baseline survey conducted under 1 -2 (Same as 1 -7) 4. RTTC trainers as well as NTs and POE conduct trainings for teachers of lower secondary schools. 5. INSET conducted by trained TTC trainers are monitored and assessed. 6. NTs along with TTD implement the follow up training. 7. A report for INSET on sciences is formulated reflecting the result of pilot INSET project as well as other development partner’s INSET.

Plan Operation

Annex

Organization Chart of the Project JAPANESE SIDE CAMBODIAN SIDE JICA Cambodia Office Ministry of Education, Youth and Sport Japanese Experts Chair of Sub-TWG Project Director Secretary of State TTD, NIE, PED, GSED, Inspectorate of Education, RUPP, PRD, RTTC, PTTC, etc. National Trainers of Science at RTTCs Trainers of Science at PTTCs DP concerned with Teacher Training DP Experts Working Group Project Manager Undersecretary of State, Mo. EYS OTHER DEVELOPMENT PARTNERS (DP) Sub-TWG on teacher training Committee Teachers of Science at LSS