Policy on Continuous Professional Development for Education Staff

The education sector plays an important role in developing human resources in order to share in the development of the economy and building a knowledge-based society. Teachers, school directors, school infrastructure, leaning materials and the education system are the fundamental resources for the journey to effective education. Among these, the education staff, especially school directors and the teachers, are the key factors in building human resources who require attention, motivation, and regular – continuous – professional development.

The ministry of Education, Youth and Sport have formulated this “Policy in Continuous Professional Development for Education staff” with the goals of enhancing the working potential of education staff, especially the teaching and learning; giving equitable opportunities to education staff at all levels to attend professional development courses; instilling the culture of lifelong learning to education staff at levels; and developing schools and units that share knowledge, skills and experiences in their communities.

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Education 2030 Incheon Declaration

UNESCO together with UNICEF, the World Bank,​UNFPA, UNDP, UN Women and UNHCR organized Th​e World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen

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This law is aim to determine the national measures and criteria for establishing the completely comprehensive and uniform education system ensuring the principles of freedoms of studies in compliance with the Constitution of the Kingdom of Cambodia.

The objective of this law is to develop the human resources of the nation by providing a lifelong education for the learners to acquire knowledge, skills, capacities, dignity, good moral behavior
and characteristics, in order to push the learners to know, love and protect the national identification, cultures and language.

This law covers all educational programs, research studies, technical and vocational education and training at all public and private levels of the education system although these educational
programs are offered by the educational institutions or by education personnel. Its also covers the education administration and management at all levels, except for the education on religious scriptures,
technical education, education of military strategy and national security, education on the management of territorial administration, education provided by Royal School of Administration and technical
and professional education for the courts offered by the training institution of legal and court professions.

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Minimum Requirements Guideline On Water, Sanitation and Hygiene in Schools (WinS)

The Minimum Requirements Guideline on Water, Sanitation, and Hygiene in Schools (WinS) is a new achievement, which mainly contributes to promote health and the effectiveness of educational services. This document provides guidance on the steps and simple activities related to programs on water, sanitation, and hygiene that need to be carried out by schools directly in order to reduce infectious diseases, especially diarrhea and respiratory infection, as well as reducing nutritional problems.

MoEYS hopes that all of the education officials on national and sub-nation levels, development partners, the private sector, and communities will participate in this collaboration and support the implementation of the Minimum Requirements Guideline on WinS with high quality and effectiveness.

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Sub-Degree on the Management of Community Pre-School

This Sub-Degree aims at determining how to manage Community Pre-Schools in Commune/Sangkat with quality, effectiveness and sustainability so as to enable children between the age of 3 (three) and 6 (six) years to receive equitable and inclusive education services.

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Prakas on the Form and Procedures of the Pre-school Assessment

This Prakas aims to determine the formality and procedures of the pre-school assessment, community-based accreditation, a standardized community college to receive funding from the Ministry of Education, Youth and Sports.

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Minimum Standards for Kindergarten, Community Learning

Minimum Standards for Pre-school Kindergarten are a standard for determining and measuring the level of pre-school education in the community to ensure the effectiveness and quality of education in line with the state and context of Cambodia.

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Policy on Education for Children with Disabilities

The Ministry of Education, Youth and Sports of the Royal Government of Cambodia has developed the National Policy on Education for Children with Disabilities. This policy ensures equal rights for children to receive equal education.

This policy supports Child Friendly Schools policy and implementation guidelines implemented by the Ministry. This is to achieve basic education initiatives, and the Education Strategic Plan (ESP), as well as Education For All (EFA) goals by the year 2015.

The policy delineates the roles and responsibilities of all stakeholders, particularly educational institutions, in developing the potential of children with disabilities. In addition, the policy provides appropriate interventions to increase the participation of children with disabilities. So they can become active members of their communities and nation now and in the future.

The Policy contains the rationale for the policy, provides a conceptual framework and describes strategies. The main implementation plan are done specifically for the various stakeholders involved.

This policy identifies and uses existing structures currently viable within Cambodia for successful and sustainable implementation. It also makes recommendations for strengthening structures that would further benefit children with disabilities.

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