Quality of education in Cambodia Lao PDR and

Quality of education in Cambodia, Lao PDR, and Viet Nam: Policy messages from PASEC study 2011/2012 CIES, Vancouver, March 9 th 2016

WHERE DOES PASEC OPERATES PASEC supports the steering of CONFEMEN member countries’ education systems with the aim of improving the quality of education. 25 years of expertise • Reliable data, and robust and relevant analysis. • Strengthened national assessment capacities. • Results exploited in education sector steering and reform. Vancouver, March 9 th 2016

Diagnostic Assessment Methodology in Asia Countries assessed: Cambodia, Lao PDR, Viet Nam Grades: Beginning and end of primary school Subjects: Language of instruction and mathematics Design: Added-value model & Item Response Theory Assessment tools: Tests and questionnaires (pupils, teachers, Headmasters) Year assessed: 2011/2012 school year Sample assessed (pupils): 10, 699 in Cambodia, 5, 044 in Lao PDR, 10, 727 in Vietnam Vancouver, March 9 th 2016

PASEC Tests and Measurement of Learning Outcomes in Cambodia, Lao PDR and Vietnam PASEC tests assess core competencies in the language of instruction and mathematics at the beginning and the end of primary school. They are designed to measure learning outcomes in the following domains and processes: Language Mathematics Domains • • • Reading Comprehension Listening Comprehension Writing (late primary only) • • • Operations and Counting Measurement Geometry Processes • • • Decipher and Recognize (early primary only) Retrieve information Infer and Interpret / Analyze and Appraise • • • Know and Understand Apply Solve a problem Vancouver, March 9 th 2016

Pupil Competencies in Cambodia Late Primary Early Primary 23. 9% 42. 6% 52. 7% 66. 6% 61. 3% 35. 6% 21. 1% Added-Value (pts): 38. 9% 12. 3% 11. 7% 14. 8% 18. 5% Khmer Mathematics +48. 2 +31. 6 +28. 5 Facing Great Difficulties Intermediate Level Reached Vancouver, March 9 th 2016 +25. 0 Core Competencies Acquired

Pupil Competencies in Lao PDR Late Primary Early Primary 27. 0% 56. 0% 72. 1% 48. 0% 30. 2% 22. 0% 13. 8% Added-Value (pts): 35. 2% 25. 0% 23. 3% 41. 4% 5. 9% Lao Mathematics Lao +35. 3 +35. 8 +15. 6 Facing Great Difficulties Intermediate Level Reached Vancouver, March 9 th 2016 Mathematics +35. 0 Core Competencies Acquired

Pupil Competencies in Viet Nam Late Primary 50. 1% 90. 7% 49. 9% 9. 3% Vietnamese Added-Value (pts): Facing Great Difficulties +3. 6 Mathematics +29. 2 Intermediate Level Reached Vancouver, March 9 th 2016 Core Competencies Acquired

Factors of Quality Cambodia - The pupil is a girl (in Khmer) - Pupil’s higher socioeconomic status - The pupil’s parents are involved in their school work Lao PDR - Pupil’s higher socioeconomic status - Headmaster is a woman - Higher level of school equipment - Private and urban schools Viet Nam - The pupil is a girl - Pupil’s higher socioeconomic status - Teacher experience - Teacher has been trained in the skills-based approach - Number of days teacher is absent - Headmaster is a woman - Higher level of school equipment Vancouver, March 9 th 2016

Cambodia – Recommendations • Establish a program aiming to support and monitor pupils with the weakest performance and adopt differentiated pedagogical approaches in teacher training. • Integrate high-level cognitive knowledge to a greater extent in teaching practices. • Set up (free) school canteens, first and foremost in rural and disadvantaged areas and reinforce the allocation of resources to rural areas: equipment and infrastructure. • Promote the development of partnerships, especially in rural and disadvantaged areas, so as to bolster the support provided to schools and increase financial and material resources. • Encourage parents to monitor their children’s school results. • Single out pupils who are in difficulty and provide them with adapted support from a very early stage. • Opt for a combination of strong and weak students for group work. Vancouver, March 9 th 2016

Lao PDR – Recommendations • Strengthen language and mathematics teaching through the continuing training of teachers. • Improve school management practices: it is important for headmasters to mobilize all stakeholders around the school life and for a participatory management to be the motor for school management. • Strengthen the provision of equitable quality education: school map update, revision of school furniture allocation, increase of textbook supply and of pedagogical and material for all children. • Improve school facilities: water and sanitation, electricity and supply of school materials. Vancouver, March 9 th 2016

Viet Nam – Recommendations • Support should be provided to teachers to improve their capacity for developing assessment instruments to detect pupils in difficulty. • Implement incentive measures that will enable qualified teachers to work in good conditions in remote areas. • Set up policies to support boys in school while ensuring that the performance level of girls is maintained. • Improve the financial support of poorest families. • Improve the provision of free school canteen in disadvantaged areas. • Implement measures aiming at improving the allocation of didactical material and school equipment, especially for schools in rural areas. Vancouver, March 9 th 2016

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