1. EFA MDA in Cambodia 10th Regional Meeting of National EFA Coordinators and Regional Launch of the 2009 Global Monitoring Report
Presented by H.E. Nath Bunroeun,
Secretary of State, Ministry of Education, Youth and Sport, Cambodia
4 – 7 May 2009
Bangkok, Thailand

2. Impact of MDA (1)
Working Group members enhanced understanding on educational indicators, particularly how to measure and present disparities and inequalities
Selected Working Group members gained skills and knowledge in DevInfo/EFAInfo software
The findings and recommendations of MDA fed into mid-term review of ESP/ESSP
MDA provided a solid evidence base for the preparation of FTI Catalytic Fund programme

3. Impact of MDA (2)
Greater attention and efforts have been paid to the issues of “reaching the unreached”
Concrete initiatives/strategies being implemented include:
Construction of additional classrooms in rural/remote areas to reduce incomplete schools
Pilot implementation of upper primary scholarship scheme in 3 remote provinces
Pilot implementation of school improvement grants
Inclusive education programme targeted at children with disabilities
MoEYS Grade promotion policy revised to increase efficiency of education

4. Achievements and Good Practices (1)
Strong political and institutional support
Senior level National EFA Coodinator (SoS) ensured MDA as central agenda of education reform process
Stability of the National EFA Coordinator assured the institutional and knowledge continuity and sustainability
EFA Coordinator played main role in Joint Technical
Working Group (JTWG) and ensured the efficient and effective coordination between government and development partners (DPs)

5. Achievements and Good Practices (2)
EFA Secretariat and Working Groups as Permanent Structure
Six working groups (on six EFA goals) enabled an holistic approach and comprehensive MDA
Six EFA working groups have existed since 2000 and ensured the institutional momentum and continuity
Inter-ministeral coordination facilitated through EFA Secretariat
Wide participation of national and external partners through ESWG, JTWG and other consultation mechanisms

6. Achievements and Good Practices (3)
Good Quality MDA Report
A wide range of data used in the MDA report from different sources (e.g., EMIS, household surveys, research studies etc.)
Disaggregation made by sex, area (urban, rural, and remote) and province for all appropriate indicators
Case studies and best practices from local level initiative are included in the report

7. Key Challenges (1) Some data not available or difficult to collect:
Data on children with disabilities
Data on ethnic minority population
Data from private sectors
Data from ministries other than MoEYS (e.g. Ministry of Labor, Rural Development, Cult and Religion etc.)
Data from development partners including NGOs
Accuracy and timeliness of education data still an issue – e.g. there exist significant discrepancies between EMIS and household survey data
Lack of appropriate output indicators for assessment of education quality

8. Key Challenges (2)
Employing appropriate TA was not easy – coordination with existing TAs another challenge
Technical capacity of some Working Group members limited – interpretation and analysis of data still a challenge
MDA conducted mainly at central level - involvement of sub-national levels limited

9. Recommendations (1)
Provide systematic capacity development support on educational planning, monitoring and evaluation – on-going with support from UNICEF/Sida and UNESCO
Provide technical support in upgrading EMIS to expand data coverage (e.g., children with disabilities, ethnic minorities etc.)
Provide technical support in including appropriate education data collection modules in major household surveys (e.g., MICS, DHS etc.)

10. Recommendations (2)
Provide capacity development support on more effective use of DevInfo/EFAInfo for sector monitoring
Develop a more user-friendly and practical TOR and guidelines for the next round of EFA monitoring

11. THANK YOU!