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General Information Land area181, 035 (in square Km) Number of Capital/Province24 Number of Towns/Districts/Precincts193 Cambodian Population13,388,910.

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Presentation on theme: "General Information Land area181, 035 (in square Km) Number of Capital/Province24 Number of Towns/Districts/Precincts193 Cambodian Population13,388,910."— Presentation transcript:

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2 General Information Land area181, 035 (in square Km) Number of Capital/Province24 Number of Towns/Districts/Precincts193 Cambodian Population13,388,910 (NIS, 2008) Population Growth rate1.54% Adult literacy ate (aged 15 years and over) % Literacy ate (aged years) %

3 Book Production and reading promotion in Cambodia Before 1990, printing houses were established by state institutions. Before 1990, printing houses were established by state institutions. management system from centralized to decentralized management system from centralized to decentralized Ministry of Education’s Publishing house, keep running Ministry of Education’s Publishing house, keep running Basic Education Textbook Project (BETP) No 1446 CAM under the framework of ADB credit, associated with the donation of UNICEF and the partly budgets of the Royal government. Basic Education Textbook Project (BETP) No 1446 CAM under the framework of ADB credit, associated with the donation of UNICEF and the partly budgets of the Royal government.

4 Book Production and reading promotion in Cambodia Publishing and Distribution house (PDH) of the MoEYS produced Textbooks and other publishing houses produced supplementary reading materials outside the school curriculum Publishing and Distribution house (PDH) of the MoEYS produced Textbooks and other publishing houses produced supplementary reading materials outside the school curriculum PDH supported by PASEC programme to publish social science textbooks in primary schools and by CAMSET, English Textbooks. PDH supported by PASEC programme to publish social science textbooks in primary schools and by CAMSET, English Textbooks. MoEYS, UNICEF and UNESCO embarked on textbook development programmes MoEYS, UNICEF and UNESCO embarked on textbook development programmes

5 Book Production and reading promotion in Cambodia MoEYS planned to start some activities, considered as reading promotion activities as follows: MoEYS planned to start some activities, considered as reading promotion activities as follows: 1. Student’s monthly magazines for schools in any level 1. Student’s monthly magazines for schools in any level 2. Supplementary reading materials by subjects and grade levels 2. Supplementary reading materials by subjects and grade levels 3. Cooperating with newspaper companies to provide children column in their newspaper 3. Cooperating with newspaper companies to provide children column in their newspaper 4. Village or community libraries 4. Village or community libraries 5. Student’s encyclopedia. 5. Student’s encyclopedia.

6 Book Production and reading promotion in Cambodia MoEYS incorporated these activities, especially the activities 1, 2 and 5, into school clusters, each of which has a resource center in the core school allowing the sharing of the materials with all the schools in the cluster to provide reading opportunity for children MoEYS incorporated these activities, especially the activities 1, 2 and 5, into school clusters, each of which has a resource center in the core school allowing the sharing of the materials with all the schools in the cluster to provide reading opportunity for children Activity 4, village/ community library, through NFE programme with a focus on the poor, people without access to Education, out of school children and youth, neo-lterates, etc. Activity 4, village/ community library, through NFE programme with a focus on the poor, people without access to Education, out of school children and youth, neo-lterates, etc. DNFE expanded and strengthened post-literacy programme through establishment of NFE libraries and reading rooms and the provision of reading materials for these places. Training courses for NFE personnel on Libraries activities. DNFE expanded and strengthened post-literacy programme through establishment of NFE libraries and reading rooms and the provision of reading materials for these places. Training courses for NFE personnel on Libraries activities. 2010, no training was included in the plan (lack of budgets) 2010, no training was included in the plan (lack of budgets)

7 Book Production and reading promotion in Cambodia ESSP policy objectives: - Secure approval for the new system of textbook development printing and distribution - Fully achieved the target of pupil textbook ratio of 1:1 (grade1-9). - Achieve the target of pupil textbook ratio of 2:1 for grades in urban and accessible schools, and 1:1 in remote areas and remote provinces

8 Book Production and reading promotion in Cambodia MoEYS & SIPAR, Room to Read Cambodia, UN agencies such as UNESCO, UNICEF, and variou orgnizations, etc promote reading MoEYS & SIPAR, Room to Read Cambodia, UN agencies such as UNESCO, UNICEF, and variou orgnizations, etc promote reading 3054 primary school libraries and 265 secondary school libraries of Formal education 3054 primary school libraries and 265 secondary school libraries of Formal education 55 NFE libraries and 308 reading rooms of Non- formal education. 55 NFE libraries and 308 reading rooms of Non- formal education. Other 85 Other 85

9 Book Production and reading promotion in Cambodia Law on Copyright and Related Rights in Cambodia was promulgated by the king of Cambodia, on 5 March, 2003, through NS/RKM/0303/008, and published by the Ministry of Culture and Fine Arts, consisting of 8 chapters and 68 articles. Law on Copyright and Related Rights in Cambodia was promulgated by the king of Cambodia, on 5 March, 2003, through NS/RKM/0303/008, and published by the Ministry of Culture and Fine Arts, consisting of 8 chapters and 68 articles.

10 Particpation in ACCU’s BD activities Poor socio-economic conditions of the people are closely linked with their poor literacy ability Poor socio-economic conditions of the people are closely linked with their poor literacy ability MoEYS work through NFE MoEYS work through NFE DNFE and various organizations work together DNFE and various organizations work together DNFE develop and promote post- literacy progrmme- material development DNFE develop and promote post- literacy progrmme- material development 13 titles of AJP materials were translated into Khmer language by DNFE and by other relevant institutions for literacy and post-literacy learners 13 titles of AJP materials were translated into Khmer language by DNFE and by other relevant institutions for literacy and post-literacy learners Three other titles of Package Learning Materials on Environment (PLANET) Three other titles of Package Learning Materials on Environment (PLANET)

11 PLANET1: Water PLANET1: Water PLANET2: Forest PLANET2: Forest PLANET3: Waste Management PLANET3: Waste Management (NFE staff knew how to develop and adapt the materials, especially Central NFE staff was able to develop and produce learning materials more effectively) Some NFE staff joined training workshop in material development Some NFE staff joined training workshop in material development 4 National follow-up workshops were conducted 4 National follow-up workshops were conducted Two other national workshops in 2 provinces Two other national workshops in 2 provinces Particpation in ACCU’s BD activities

12 ACCU, National Federation of UNESCO Associations in Japan (NFUAJ) and DNFE of the MoEYS co-organized the Capacity Building Workshop for Teachers and CLC facilitators on Environment Education from November, 2007 in Siem Reap province, Cambodia- About 40 teachers and CLC facilitators attended- utilize PLANET1 ‘Water pollution” and PLANET 3 “Waste Management” for environmental education.

13 Materials translated by DNFE as guide books for those involved in material development & production NFE personnel used them as reference to improve their capacity in developing materials: Handbook for Adult Learning Materials Development at Community Level Handbook for Adult Learning Materials Development at Community Level New guidebook for Development and production of Literacy Materials New guidebook for Development and production of Literacy Materials Still important reference books for DNFE staff to develop post-literacy material: booklets & posters, etc. Particpation in ACCU’s BD activities

14 Adapted and modified the Khmer version existing materials “Handbook for Adult Learning Materials Development at Community Level (119 to 6 pages) Adapted and modified the Khmer version existing materials “Handbook for Adult Learning Materials Development at Community Level (119 to 6 pages) Changed a title to “A Guide to Material Development for Adult learners in the Community”. Changed a title to “A Guide to Material Development for Adult learners in the Community”.  Training on Post-literacy Material Development for NFE sub-national staff was held (11-13 November, 2009) Banteay MeanChey province, organized by DNFE with the support of the government’s budgets (Programme Budgeting - PB), using the above second title as a working document, Particpation in ACCU’s BD activities

15 Training enhanced the capacity of NFE staff Training enhanced the capacity of NFE staff in developing learning materials: literacy & post-literacy materials, relevant and responding to the needs and problems of the target groups and neo-literates in the community & rural areas.  Relevant materials could attract people to come to visit the libraries to read and promote their reading come to visit the libraries to read and promote their reading Particpation in ACCU’s BD activities

16 MoEYS conducted a consultative meeting on the celebration of the day of reading: Select the exact day of reading Select the exact day of reading Conduct the meeting on day of reading, and Conduct the meeting on day of reading, and Establish the committees for preparing the meeting and the celebration Establish the committees for preparing the meeting and the celebration Particpation in ACCU’s BD activities

17 Governmental institution playing a vital role in books and reading development: Ministry of Culture and Fine Arts- translated “Asian Copyright Handbook”, organized “National Training Seminar on Copyright Awareness” in Phnom Penh, in cooperation with ACCU and UNESCO (8-10 October 2008), to introduce Law on Copyright and Related right in Cambodia, raising awareness and understanding of copyright. Governmental institution playing a vital role in books and reading development: Ministry of Culture and Fine Arts- translated “Asian Copyright Handbook”, organized “National Training Seminar on Copyright Awareness” in Phnom Penh, in cooperation with ACCU and UNESCO (8-10 October 2008), to introduce Law on Copyright and Related right in Cambodia, raising awareness and understanding of copyright. Particpation in ACCU’s BD activities

18 Writers & Writing: Writers & Writing: - Small incomes from writing - Small incomes from writing - Most of the books are not published due to - Most of the books are not published due to inadequate capital inadequate capital The Print Media The Print Media - No newspapers are published outside - No newspapers are published outside Phnom Penh Phnom Penh - Fail to reach most of Cambodia’s - Fail to reach most of Cambodia’s population living in the rural areas population living in the rural areas Problems and Issues regarding books

19 Publishing & Printing Publishing & Printing - Skills were required to be a publisher (quality of publications) (quality of publications) - No shortage of printers in Phnom Penh (except in Provinces) - The cost of printing is still unreasonably high due to the high cost of paper and ink, the small print runs required by clients. Print quality is poor with many printers not carrying out adequate quality control of their output Problems and Issues regarding books

20 The Book Trade The Book Trade - booksellers cannot make a living from selling books alone selling books alone - No the necessary skills for effective management of a bookshop, with many not keeping records of stock or being aware of the value of effective book display and arrangement - ISBN or ISSN registration system Problems and Issues regarding books

21 - Distribution in Cambodia is still hampered by poor postal systems, inadequate road networks, a lack of reliable and efficient means of transferring money & establishing credit accounts - Distribution in Cambodia is still hampered by poor postal systems, inadequate road networks, a lack of reliable and efficient means of transferring money & establishing credit accounts Readers and Literacy Readers and Literacy - do not read because they are illiterate - do not have the funds, time, or means to access reading materials access reading materials Problems and Issues regarding books

22 - few libraries, especially in the provinces, and the majority are in poor condition, have no acquisition budget - Limited book and reading promotion and awareness awareness - poor marketing and distribution - small print runs due to lack of capital and of storage facilities lead to books going rapidly out of print Problems and Issues regarding books

23 Suggestion Subsidies for writers. Teaching of creative writing Establishment of associations of publishers, printers and booksellers Development of co-operative or joint long-term storage facilities Investigating establishing a paper mill in Cambodia Holding regular literacy campaigns followed up by post- literacy activities through Non-formal education Requiring more extensive reading Increasing the number and quality of libraries and their collections, (in the provinces); Developing educational programs for the development of professionals for all parts of the publishing sector (librarians and information managers)

24 Suggestion DNFE strengthen and expand post-literacy activities:  Material development, building NFE libraries & providing learning material and other equipments for these libraries  Conduct the training of NFE staff on library activities and on material development. Material development and building of NFE libraries/reading rooms are possible with government’s budgets. BUT,  Training activities still need external support from the donors if any. Ideas that these activities overlapped those of the other departments/ministry should be considered as DNFE focused on different target groups

25 Thank you for your attention


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