Abstract
In Cambodia, just over four per cent of the population aged 6–14 and two and a half per cent of the population aged 15–24 have never attended school; in addition, dropout also remains an issue. To provide a second chance for these groups, the Cambodian Ministry of Education, Youth and Sport (MoEYS) established an equivalency programme (EP), at primary, lower secondary and upper secondary levels. Primary-level EP, the focus of this article, was launched in 2015 and offers access to flexible learning for out-of-school children, youth and adults. However, up to now, there is very little information on the effectiveness of the programme. The mixed methods study presented here aimed to examine programme outcomes in terms of learners’ knowledge and skills, their attitudes, their practical application of acquired skills, and major factors influencing learners’ learning outcomes. The author surveyed and assessed 96 EP learners’ learning outcomes and interviewed nine equivalency teachers and two non-formal education officers. His findings show that while EP curriculum contents were relevant, they are still in need of revision. Equivalency teachers’ own low educational background and insufficient teacher training lead to low teaching performance; and consequently to EP learners’ low test scores or poor learning achievement. The author identifies three factors significantly associated with learners’ learning achievement: (1) the classroom learning environment; (2) instructional practices; and (3) learning assessments that reflect classroom contexts. Among these, he found instructional practice to have the greatest influence on learning achievement. Based on these findings, the author stresses there is an urgent need for increasing attention on improving equivalency teacher quality and curriculum.
Résumé
Analyse des résultats des programmes non formels d’équivalence primaire et des principaux facteurs affectant les résultats d’apprentissage des apprenants dans la province de Pursat et à Phnom Penh, au Cambodge – Au Cambodge, un peu plus de 4 % de la population âgée de 6 à 14 ans et 2,5 % de la population âgée de 15 à 24 ans n’ont jamais été scolarisés. Afin d’offrir une seconde chance à ces groupes, le ministère cambodgien de l’Education, de la Jeunesse et des Sports (MoEYS) a mis en place un programme d’équivalence (PE) aux niveaux primaire, secondaire inférieur et secondaire supérieur. Le programme d’équivalence au niveau primaire, qui fait l’objet de cet article, a été lancé en 2015 et offre un accès à un apprentissage flexible aux enfants non scolarisés, aux jeunes et aux adultes. Cependant, jusqu’à présent, très peu d’informations existent sur l’efficacité du programme. L’étude à méthodes mixtes présentée ici visait à examiner les résultats du programme en termes de connaissances et de compétences des apprenants, leurs attitudes, leur application pratique des compétences acquises, et les principaux facteurs influençant les résultats d’apprentissage des apprenants. L’auteur a étudié et évalué les résultats d’apprentissage de 96 apprenants du PE et a interrogé neuf enseignants d’équivalence et deux responsables de l’éducation non formelle. D’après ses conclusions, le contenu du programme d’études du PE est certes pertinent, mais il nécessite encore des révisions . Le faible niveau d’éducation des enseignants d’équivalence et l’insuffisance de leur formation se traduisent par de piètres performances d’enseignement menant à des résultats de test médiocres ou de faibles résultats d’apprentissage pour les apprenants du PE. L’auteur identifie trois facteurs qui ont un impact significatif sur les résultats d’apprentissage des apprenants : (1) l’environnement d’apprentissage en classe ; (2) les pratiques pédagogiques ; et (3) les évaluations de l’apprentissage qui reflètent les contextes de la classe. Parmi ces facteurs, il a constaté que les pratiques pédagogiques avaient la plus grande influence sur les résultats de l’apprentissage. Sur la base de ces conclusions, l’auteur souligne qu’il est urgent d’accorder une plus grande attention à l’amélioration de la qualité des enseignants d’équivalence et des programmes d’études.
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Notes
Children in Cambodia enter primary school (grades 1–6) when they are six years old. This is followed by three years in lower secondary school (grades 7–9) and three years in upper secondary school (grades 10–12).
Its successor, Cambodia’s current Education Strategic Plan 2019–2023 (MoEYS 2019), builds on that framework with “two overarching policies: 1) Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all; and 2) Ensure effective leadership and management of education officials at all levels” (ibid., Preface).
As Kimmo Kosonen notes, “the Khmer, whose language has been made the national and official language … comprise approximately 90% of the Cambodian population. Cambodia also has numerous ethnolinguistic minority communities … Currently available sources indicate that 23 languages are spoken in Cambodia” (Kosonen 2019, p. 216).
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Acknowledgement
I would like to extend my gratitude to my main supervisor Dr Nakaya Ayami, who spent her valuable time and energy providing me with helpful comments and ideas which became very useful inputs for my research. My profound thanks are also extended to my other two supervisors, Dr Maki Takayoshi and Dr Miwa Chiaki for their insightful comments how to improve this study. This study was subsidised by the Project for Human Resource Development Scholarship by Japanese Grant Aid (JDS). I highly appreciate the Ministry of Education, Youth and Sport in Cambodia, the Municipal/Provincial Office of Education, Youth and Sport in Phnom Penh and Pursat province, District offices of Education, school principals, and equivalency programme teachers in the selected locations for their cooperation and facilitation in the data collection process. I would like to thank all the equivalency programme learners who took part in the tests and survey during my data collection. Their contribution and participation have helped make this study successful.
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Lang, S. An analysis of non-formal primary equivalency programme outcomes and major factors affecting learners’ learning achievements in Pursat province and Phnom Penh, Cambodia. Int Rev Educ 69, 351–378 (2023). https://doi.org/10.1007/s11159-023-10010-4
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DOI: https://doi.org/10.1007/s11159-023-10010-4