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Development and implementation of MLE policy in Cambodia’s highland provinces

Ministry of Education, Youth and Sport in Cambodia

4th Bangkok, 6-8 November, 2013

International Language and Education Conference

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Contents

1. Geography of Cambodia2. Recent history of Cambodia3. Education system 4. Problems faced by ethnic minorities in accessing education5. How was MLE developed? 6. Why is MLE status needed?7. Why is a legal status of MLE needed? 8. How was the legal status accomplished?9. Cambodia’s model of MLE10. Successes11. Challenges and recommendations

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Ministry of Education, Youth and Sport in Cambodia 4th International Language and Education Conference Bangkok, 6-8 November, 2013

1 Geography of Cambodia

• South-East Asia• Borders shared with

Thailand, Laos, Vietnam• Capital: Phnom Penh• Population:14+ million• Ethnic minorities: 1+%(Excluding the Cham, Vietnamese and Laotians)

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Ethnic minorities in north-eastern Cambodia

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2 Recent Cambodian history

Affected by war for 4 decades: • Vietnam war 1955-1975• Civil war from 1970 - 1975• Khmer Rouge 1975-1979• After Khmer Rouge 1980-1998

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3 Education System

• Civil war destroyed education: teachers, textbooks and school infrastructure

• From 1980 Cambodia had to rebuild education and its school infrastructure

• County-wide education situation• Preschools are increasing• 97% enrolment in primary education• Focus on quality improvement at primary schools• Focus on increasing enrolment at secondary schools• Focus on improving higher education

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4 Problems faced by ethnic minorities in accessing education

• Teaching materials and text books are in a language the students do not understand. Lessons ignore the students’ own knowledge and experiences and give the impression that only the dominant language and culture are important.

• Many ethnic minority children, especially those in remote areas, have no access to schools at all, or have schools but no teachers

• If there are schools and teachers, the teachers are unlikely to share the students’ social and cultural background or to speak the students’ language.

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Education for ethnic minorities

8Ministry of Education, Youth and Sport in Cambodia

4th International Language and Education Conference Bangkok, 6-8 November, 2013

5 How was MLE developed in Cambodia in NFE and formal education?

• Collaboration between community elders, local government representatives and the NGO community

• Using the Khmer script (national language) to develop orthographies in previously unwritten ethnic minority languages

• Support from international and national linguistics experts in orthography development

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6 Why is a formal status of MLE needed?

• MLE is a new concept for Cambodia• To address government and public concerns:

- Establishment of independent indigenous state- Empowerment of indigenous people can be felt as a threat by government officials

• To ensure maintenance of culture and language• Government officials need clear guidance for

implementation

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7 What is the legal status of MLE in Cambodia?

• Five indigenous scripts approved (MoEYS 2002) • Education Law (Council of Ministers 2007) • Indigenous Development Policy (Council of Ministers

2009) • MLE becomes part of CFS Policy (MoEYS 2009)• MLE Guidelines (MoEYS 2010)• Decree of Identification of Languages for Khmer

National Learners Who Are Indigenous People, (MoEYS, 2013)

• MLE included in Education Sector Plan 2014-2018

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7.1 Education Law Article 24: Languages of teaching and learning

• Khmer language is the principal language of instruction and it must be a basic study program in public schools.

• For private schools, there must be a Khmer language study program as a basic subject.

• Language use for Cambodians from ethnic minority groups shall be determined by the proclamation of the Ministry in charge of education.

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7.2 Indigenous Minority Development Policy (2009): Article 2.3

• Non-Formal Education is established in order to improve and strengthen the knowledge, culture, and language of illiterate Indigenous Minority people (including out-of-school youth) to increase literacy and to develop capacity in life skills and vocational skills.

• Non-Formal Education includes classes in literacy, math, life skills, social work skills, and basic education for those not enrolled in school.

• Text books will need to be developed up to grade 4 in two languages: Khmer and the vernacular language.

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7.3 MLE Decree (2013)

MLE guidance has upgrade to Prakas (Decree) to identification of languages for Khmer national learners who are indigenous people

With 11 articles • MLE is conducted at community and public schools, a

bridge for them to learn Khmer language and a place where Khmer national learners who are indigenous people are learning.

• Curriculum and textbooks for MLE shall be approved by the MoEYS

• Teaching methodologies for MLE shall be approved by the MoEYS

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7.3 MLE Decree (2013)

Continuing…• At the end of the each academic year, a test shall be

carried out in order to measure students’ capacities for language knowledge in line with the language knowledge standard as provided for in the annex of the Prakas.

• The Ministry of Education, Youth and Sport; relevant authorities at all levels and relevant communities shall monitor and evaluate the MLE implementation at the MLE project site at least two (2) times per year and shall regularly make a report on the monitoring and evaluation results in a timely manner.

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7.4 MLE Guidelines (2010)

• Establishment of school boards • Roles and responsibilities of school boards• School preparations and school buildings• School calendars• Teacher selection and teacher training • Teacher stipends• Curriculum materials• MLE model

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8 How was the legal status accomplished?

• Working and learning together (Government and NGOs)• Producing quality indigenous minority education• MLE materials edited and approved by MoEYS• National textbooks approval committee• New education office in the Ministry to oversee MLE• Sub-national MLE replicating teams • Spelling systems using the Khmer alphabet have been

developed and approved for 5 ethnic minority languages in Cambodia

• MLE currently operating in 4 north-east provinces• Advocacy at sub-national and central government

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Textbooks approval committee

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9 Cambodia’s model of MLE

Preschool

Primary Education

Non-Formal Education

Semester 1 Mother tongue language 100 %Semester 2 Vernacular language 80% Khmer 20%

Grade 1 Mother tongue language 80 % Khmer 20%Grade 2 Mother tongue language 60 % Khmer 40%Grade 3 Mother tongue language 30 % Khmer 70%Grade 4 Khmer 100%

Year 1 Mother tongue language 90 % Khmer 10%Year 2 Mother tongue language 50 % Khmer 50%Year 3 Mother tongue language 10 % Khmer 90%Year 4 Khmer 100%

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10 Successes

• Clear MLE management structure at all MoEYS levels• The legal status provides clarity and reassurance for

government officials who implement the program• Addressing the need for indigenous education• Can act as model for other countries• Maintenance of cultures and languages • Experiences in learning and sharing • MoEYS capable of leadership -- handover in progress• Students, their parents and their communities recognize

the benefits of the program in helping them achieve their educational goals

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11 Challenges and recommendations

Challenges • MoEYS changing leadership (retirements) • Compartmentalization of MoEYS departments• Quick conclusions on language skills of ethnic minority

communities

Recommendations• Create clear road map of implementation• Keep building human resources at all levels• Indigenous community is at the core of program success

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Thanks you for your attention

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Ministry of Education, Youth and Sport in Cambodia

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