USAID/Cambodia, All Children Learning Quarterly Progress Report April to June 2019

The activity is funded by USAID/Cambodia and managed by RTI International. The overall goal of the activity is to increase learning outcomes in the early grades. The activity draws from two funding sources: the All Children Learning award and the All Children Reading–Cambodia award. The activity is focused on supporting the development and implementation of a national early grade learning program in Cambodia. The program aims to improve the early grade reading skills of children in Cambodia, with a particular focus on the Khmer language component. The Ministry of Education, Youth and Sport (MoEYS) is responsible for developing the mathematics component of the program. The activity has several key objectives, including providing the MoEYS with the tools to improve inclusive, evidence-based early grade literacy instruction, strengthening partnerships that promote collaboration, coordination, and synergies between partners supporting inclusive early grade learning, and supporting the MoEYS to develop and implement a plan for piloting and scaling up a coordinated and harmonized, inclusive, evidence-based national early grade learning program. Implementation progress for the activity during the April-June 2019 quarter is reported in the quarterly progress report. The report highlights several accomplishments, including the development of a national early grade learning program framework, the establishment of a national early grade learning program steering committee, and the provision of training and technical assistance to MoEYS officials. The report also highlights several challenges and areas for improvement, including the need for further support to MoEYS officials to develop and implement the national early grade learning program, and the need for increased collaboration and coordination between partners supporting inclusive early grade learning. The activity has made significant progress in achieving its objectives, with several key accomplishments reported during the April-June 2019 quarter. These accomplishments include the development of a national early grade learning program framework, the establishment of a national early grade learning program steering committee, and the provision of training and technical assistance to MoEYS officials. The activity has also made progress in strengthening partnerships that promote collaboration, coordination, and synergies between partners supporting inclusive early grade learning. This has been achieved through the establishment of a national early grade learning program steering committee, which brings together representatives from the MoEYS, USAID, and other partners to coordinate and harmonize efforts to support inclusive early grade learning. The activity has also made progress in supporting the MoEYS to develop and implement a plan for piloting and scaling up a coordinated and harmonized, inclusive, evidence-based national early grade learning program. This has been achieved through the provision of training and technical assistance to MoEYS officials, and the development of a national early grade learning program framework. Overall, the activity has made significant progress in achieving its objectives, with several key accomplishments reported during the April-June 2019 quarter. The activity continues to face challenges and areas for improvement, but it is well-positioned to make further progress in the coming quarters.