A presentation by Mr. Sieng Veasna, NIE, for the CIES panel 'Strengthening National Training Institutions (NTIs) in Educational Planning and Management (EPM) in the Global South.'

1. The role of the National Institute of Education (NIE) in
strengthening the capacities of Provincial Offices of
Education (PoEs)
Mr. Sieng Veasna
Management and Planning Department
National Institute of Education (NIE)

2. BACKGROUND
• The government is committed to
transform Cambodia from a
lower-middle income country to
an upper-middle income country
by 2030 and to a developed
country in 2050.
• The role of education is key to
achieve this goal. The country’s
growth depends on people’s
knowledge and relevant skills.
• Since 2006, the Cambodian
government has launched an
important reform in the
education sector.

3. THE CAMBODIAN ESP 2014-2018
Three key priorities:
• Ensuring equitable access for all to
education services
• Enhancing the quality and
relevance of learning
• Ensuring effective leadership and
management of education staff
at all levels

4. TRAINING NEEDS OF PROVINCIAL LEVEL STAFF
The research conducted by NIE identified training needs in the
following areas:
• Education Sector Plan Preparation
• New inspection system
• Teacher Management
• School Self-assessment, Systemic inspection, data analysis and
report writing
• Strategic Budgeting and Financial Management in Education

5. THE NATIONAL INSTITUTE OF EDUCATION (NIE)
• The MoEYS gave the mandate to
provide training in EPM to the POE level
to the NIE.
• NIE’s mandate was pre- and in-service
training of upper secondary teachers.
• The Ministry counted on financing from
the Capacity Development Partnership
Fund (CDPF) and technical assistance
from IIEP-UNESCO to reinforce NIE’s
capacities in EPM.

6. STRATEGIES TO DEVELOP NIE CAPACITIES IN EPM
• Development of an institutional strategic plan
• Training of a core group of trainers in EPM
• Preparation of in-service training courses in EPM for the POE
level
• Development of research capacities in EPM
• Development of a documentation center
• Linkages with other training centers (ANTRIEP and other
institutions)

7. TRAINING DEVELOPMENT APROACH
Step 1:
Identification of
training needs
through research
Step 2:
Design and
development of
a tailor-made
course
Step 3:
Implementation
of a pilot course
& revision
Step 4:
Delivery of the
course
Step 5:
Monitoring and
Evaluation of the
training

8. N° OF STAFF TRAINED
0
2
4
6
8
10
12
14
16
Blended Course SCP ATP Professional Skill
15
13
9
1
3
0 0 0
Courses organized by IIEP for NIE staff
Total Female
25 22
16 19
158
267
82
163
23
13
5
33
0
50
100
150
200
250
300
Fundamental of
Educational Planning
New Systemic
Inspection
Secondary Teacher
Management
School Self-
assessment, Systemic
inspection, and Data
analysis and report
writing
POE staff trained by NIE
No.Provinces Total Females

9. KEY CHALLENGES
• Level of the trainers and participants
• Competing mandates: training of teachers, heads of school,
inspectors and educational planners & managers at PoE level
• Qualified staff promoted to other MoE Departments
• Lack of PHD holder in EPM
• Insufficient coordination with other training providers
• Insufficient financial capacity
• Most of PoE staff lack ICT skills

10. FUTURE DIRECTIONS
In order to transform NIE into a training center for educational
managers, including planners, inspectors and Heads of School, NIE
needs to:
• Increase the NIE staff, and the Management and Planning
Department in particular
• Staff Capacity development
• Develop new courses on EPM for the POE level
• Develop an evaluation framework to measure the impact of the
training delivered to the POEs
• Increase research and promoting innovation
• Increase the cooperation with development partners and other
training and research institutions specialized in EPM

11. 11
THANKS FOR YOUR ATTENTION!