CLIP quarterly report: January to March 2021

List of Abbreviations

Goal/Outcomes

Goal

Improve learning and life-skill outcomes of children in basic education in Bakan and Kandieng districts of Pursat province

Outcomes

1. Improve school retention and completion rates of students in preschool and primary school in Bakan and Kandieng Districts, Pursat Province.
2. Improve community support of basic education.

Target Areas

Implementation Partners

Direct Beneficiaries

Project achievement against log-frame

Goal

The overall goal of the project is to Improve learning and life-skill outcomes of children in basic education in Bakan and Kandieng districts of Pursat province

The COVID-19 crisis is affected the global economy and education system, as in Cambodia the schools were closed, workshops, training and meeting are not allowed.

Based on the latest discussion among donors, Rotary Club of Pursat and Rotary Club of Calgary and project implementor organizations, R4C and BSDA agreed not to conducted project baseline and end-line survey. It means the actual baseline and end line project goal indicators result will not be shown in the table below:

The indicators are:

1. % of GIRLS who dropped out of primary school
2. % of BOYS who dropped out of primary school
3. % of GIRLS who are promoted at primary school
4. % of BOYS who are promoted at primary school
5. % of GIRLS age 5 who dropped out of preschool
6. % of BOYS age 5 who dropped out of preschool
7. % of GIRLS who are promoted to preschool
8. % of BOYS who are promoted to preschool
9. % of Pupil age 3
10. % of Pupil age 4
11. % of Pupil age 5

In the pandemic of COVID-19, BSDA and R4C make the plan to support the distance learning program released by MoEYS. The distance learning program is allowed students to learn from home via a television program, e-school learning app and group Facebook messenger.

BSDA will be work with PoE, DoE and teachers to set monthly activities plan to:

1. Gathering information of students who have television and smartphone
2. Teach students and students’ parents how to assess the learning program
3. Organize online teaching curriculum with students could assess Facebook messenger learning group
4. Provide bi-weekly test sheet to students
5. Follow up and consolidate learning result through test sheet
6. Lead discussing with PoE, DoE and School technical leaders to discuss challenges, solution and planning

R4C will be work with PoE, DoE and teachers to set monthly activities plan to:

1. Continue to create the Resource Packages and upload them on Youtube, Facebook, Messenger and Telegram, and also deliver directly to project participants and their communities
2. Create workshop videos for teachers to revise workshop contents back and as an alternative workshop option
3. Place worksheets at PoE, DoE and local printing shops so that not only teachers but parents can continue their children’s education at home

Outcome 1

The FIRST outcome (No. 1) is to work in the schools to improve school retention and completion rates of students in preschool and primary school in Bakan and Kandieng Districts, Pursat Province

Project outcome 1 of EGRA and EGMA assessment baseline results are not showed in the table below because the baseline survey was canceled. The target indicator will be not defined, so the actual assessment result will be not shown.

The main outcome indicators are:

1. % of grade 3 students who can read proficiently at their grade level
2. % of grade 3 students who attain proficiency in numeracy commensurate with their grade level
3. % of grade 6 students who can read proficiently at their grade level
4. # of grade 6 students who attain proficiency in numeracy commensurate with their grade level

Although, the EGRA and EGMA assessment was not conducted with the students at the beginning of the project and will not be conducted at the end of the project, based on plan, project supported PoE, DoE and schools on EGRA and EGMA assessment training aim to capacity teachers each school how to create EGRA and EGMA test sheets and administer with students from grade1 to grade 6 in the midterm project. The midterm EGRA and EGMA assessment results will be used as the school-based result.

Outputs 1.1: Strengthen leadership and management capabilities of the primary school staff.

• DTMT of Bakan and Kandieng DoE and Primary Education Department of PoE conducted school monitoring to 7 target schools among 8 in February 2021.

There are 10 evaluation indicators divided into 3 categories, first is managing and leading (4 indicators), second is teaching and learning (5 indicators) and third is learning result (1 indicator)

Those schools that have been monitored are Prey Pdoa, Pnov, Kae Chey, Boeng Chhuk, Prey Meanchey, Koh Protheal and Anlong Vil.

The monitoring result has analysis as in the chart below:

• A technical meeting was conducted with school principals, teachers, DoE technical officers and PoE technical officers total of 23 people.

The meeting aimed to discuss:

1. Overall education challenges and solutions at the school and district level
2. Making the integration plan for the first quarter with DoE, PoE and schools of CLIP project

In summary the result of the discussion, challenges were:

1. School don’t have enough teaching materials
2. Teaching technique challenges
3. Too many children per classes
4. Poor students and don’t have enough school building and teachers

• Due to the schools were closed, the activities plan was not completed 100%, some activities were postponed until the school re-open.

The postponed activities are:

1. DTMT conduct monitoring Thnouh Ta Chab primary school
2. Leadership capacity training to the school management team
3. Conduct class inspection event
4. Training curriculum, textbook and reading benchmark to principals and teachers teach grade 1,2 and 3
5. Forming and train student council
6. Conduct reading contest
7. And making school mapping board

• A Provincial technical leader meeting was conducted via zoom cloud aim to discuss that there are:

1. General progressing of Pursat Education strategic while COVID-19 pandemic
2. Quarterly Matching plan with PoE

As a result of the discussion, PoE updated that, although the school opening in January, but all the schools still apply STANDARD OPERATING PROCEDURES (SOP) (See the attached SOP guideline) and plan were matched for the first quarter.

Indicators Explanation:

• Indicator 2: No action on Management and School staff on leadership capacity training because the restrictions of COVID-19.
• Indicator 3: No schools conducted the class inspection because the restrictions of COVID-19.
• Indicator 5: No training on reviewing curriculum, textbook and reading benchmark to teachers because the restrictions of COVID-19.

Outputs 1.2: Empowering preschool teachers with resources to provide better learning outcome for the children

• From January to March, R4C project team created one book called “What Are You Good At?”. The book aims to teach the children that everyone has something that they are good at and the importance to accept others. There are 16 pages.
• 3 MP3 songs were created by R4C project team.
  • The first song is called “What Are You Good At Song” and the length is 56 seconds. It is for teachers to teach children that everyone has something that they are good at.
  • The second song is called “Coconut Song” and the length is 67 seconds. It is for teachers to teach children about coconut trees are and how they are used.
  • The third song is called “Counting Down Coconut Song” and the length is 94 seconds. It is for teachers to teach children counting down numbers.
• 8 worksheets were created in JPEG and PDF. The overall aim of the worksheets is to use for tracing skills in Khmer Study subject and to know numbers, colours and shapes in mathematics subject.
• There were 373 additional resources created to use in workshops of previous Resource Packages.

Indicators Explanation:

• Indicator 6: We couldn't work on the creation because we needed to prepare for the 1st workshop first.
• Indicator 7: There are 10 activity ideas in English already but the translation into Khmer haven’t been completed yet because we needed to prepare for the 1st workshop first.
• Indicator 8: We couldn't create the videos because the activities hadn't been completed.

Indicators Explanation:

• Indicator 1: None of the teachers, PoE and DoE staff participated the workshop because we couldn't hold one due to the prohibition of gatherings and workshops because of COVID-19. The first workshop was planned to hold on at beginning of March, then postponed to the end of March, then postponed again to the end of April.
• Indicator 2: The # of resources created was over because the additional resources were required for workshop development. Advice from our education specialist, she suggested that we improve on some of the resources to maximize the benefit to the teachers at the workshop.
• Indicator 3: There was no workshop video creation because we couldn't start creating the video before the completion of the workshop.

Indicators Explanation:

• Indicator 1: No AccessBoxes were installed in schools yet because we decided to supply computers first and let the teachers use the Digital Library with them to get used to the contents first. Also close down of the school in mid March due to COVID-19 caused to postpone the installation till after the Khmer New Year holiday (the end of April). Schools and DoEs suggested us to put any equipments installed till schools open up again.
• Indicator 2: We couldn't supply any computers because we couldn’t have the workshop about computers and visit each school due to the restrictions of COVID-19.
• Indicator 4: We couldn't supply speakers because we couldn’t have the workshop about computers and visit each school due to the restrictions of COVID-19.

Indicators Explanation:

• The indicator 1: No visits were made because we couldn’t hold the workshop due to the restriction of COVID-19.
• The indicator 2: No visits were made because we couldn’t hold the workshop due to the restriction of COVID-19 so no updates on workshop materials either. However, we are creating a lot of additional resources for workshops.
• Also we had to spend a lot of time preparing baseline survey with KAPE (not originally included in our plan).

Outputs 1.3: Promote peer education for primary school children

Before the schools were closed, Project team has been working with PoE, DoE, and school principals to make the students council form and the plan to form the students council in each school, but when the school were closed the plan were postponed when the school re-open.

Indicators Explanation:

• Indicator 1: No Student Council members got trained on roles and responsibilities, because the school were closed and will train them when the school re-open.

Outputs 1.4: Promote Early Grade Reading among primary school children

Indicators Explanation:

• Indicator 2: # PoE and DoE attend the training was not reach the target due to meeting and training were not allow because the restriction of COVID-19. When, the school re-open the training will be conducted
• Indicator 4: # It has no action on reading contest event in school due to the school were closed because the restriction of COVID-19.

Outcome 2

The SECOND outcome is to work in the community to improve community support of basic education

Indicators Explanation:

• All indicator has no target in this quarter will update next quarter

Outputs 2.1: Strengthen functionality of Youth clubs

CLIP project officer had been meeting with CCWC each target village in the commune via phone call to discuss on:

1. Project supported on C/Y club structure in their commune, training C/Y club leaders, support C/Y club monthly and quarterly meeting, CCWC quarterly meeting, C/Y club social project and child right action research.
2. Commune schedule on making Commune Investment Program (CIP)
3. C/Y club structure and forming methodology.

When the meeting will be allowed, CLIP project officer will working with CCWC each commune to form C/Y club and training them on their role and responsibilities.

Indicators Explanation:

• Indicator 1: The C/Y club has not yet form due to the meeting were not allowed so it is postponed when the meeting is allowed.
• Indicator 2: It is not existe because C/Y club not yet formed.
• Indicator 4: It is not existe because C/Y club not yet formed.
• Indicator 5: It is not existe because C/Y club not yet formed.
• Indicator 6: It is not existe because C/Y club not yet formed.

Outputs 2.2: Increase engagement/dialogue between communities, local leaders and government to improve education standards

In the first quarterly meeting among 8 target school principals/representatives, Bakan and Kandieng DoE, PoE, BSDA and R4C, CLIP project coordinator introduced:

1. Project goal, outcome and output.
2. Target schools and villages
3. Project duration

BSDA and R4C also conducted MoU with PoE and DoEs by state:

1. Project working group
2. Project implement methodology.
3. Role and responsibility of PoE, DoE, school, BSDA and R4C.
4. Distance from each target area to PoE and DoE.
5. And other code and conduct.

Indicators Explanation:

• Indicator 2: The school mapping board each school was not yet made because the meeting was not allowed.
• Indicator 3: The annual event was not yet conducted due to the restriction of COVID-19. The annual event will be considered not to do, if the COVID-19 pandemic takes longer and longer.

Annex

• Financial report Rotary 1 (Program)
• Financial Report Rotary 1 (Separate funding)
• Sport check report on R4C expenditure for first quarter (January -March 2021)
• Monitoring and Evaluation Plan
• Photos
• Case Study (R4C)
• Activity report (R4C)