General Information Land area181, 035 (in square Km) Number of Capital/Province24 Number of...

ACCU Experts Meeting on Book Development and Reading Promotion

in Asia and the Pacific(8-10 December 2009, Tokyo, Japan)

Mr. Lang SophatOfficer, Department of Non-Formal Education (DNFE)

Ministry of Education, Youth and Sport (MoEYS)

General Information

Land area 181, 035 (in square Km)Number of Capital/Province 24Number of Towns/Districts/Precincts 193Cambodian Population 13,388,910 (NIS, 2008)Population Growth rate 1.54%Adult literacy ate (aged 15 years and over) 2007 75.1%Literacy ate (aged 15-24 years) 2007 87.8%

Book Production and reading Book Production and reading promotion in Cambodiapromotion in Cambodia

Before 1990, printing houses were established by Before 1990, printing houses were established by state institutions.state institutions.

management system from centralized to management system from centralized to decentralized decentralized

Ministry of Education’s Publishing house, keep Ministry of Education’s Publishing house, keep running running

Basic Education Textbook Project (BETP) No 1446 Basic Education Textbook Project (BETP) No 1446 CAM under the framework of ADB credit, associated CAM under the framework of ADB credit, associated with the donation of UNICEF and the partly budgets with the donation of UNICEF and the partly budgets of the Royal government.of the Royal government.


Publishing and Distribution house (PDH) of the MoEYS Publishing and Distribution house (PDH) of the MoEYS produced Textbooks and other publishing houses produced Textbooks and other publishing houses produced supplementary reading materials outside the produced supplementary reading materials outside the school curriculum school curriculum

PDH supported by PASEC programme to publish social PDH supported by PASEC programme to publish social science textbooks in primary schools and by CAMSET, science textbooks in primary schools and by CAMSET, English Textbooks.English Textbooks.

MoEYS, UNICEF and UNESCO embarked on textbook MoEYS, UNICEF and UNESCO embarked on textbook development programmes development programmes


MoEYS planned to start some activities, considered as MoEYS planned to start some activities, considered as reading promotion activities as follows:reading promotion activities as follows:

1. Student’s monthly magazines for schools in any level1. Student’s monthly magazines for schools in any level 2. Supplementary reading materials by subjects and grade 2. Supplementary reading materials by subjects and grade

levelslevels 3. Cooperating with newspaper companies to provide 3. Cooperating with newspaper companies to provide

children column in their newspaperchildren column in their newspaper 4. Village or community libraries4. Village or community libraries 5. Student’s encyclopedia. 5. Student’s encyclopedia.


MoEYS incorporated these activities, especially the activities 1, 2 MoEYS incorporated these activities, especially the activities 1, 2 and 5, into school clusters, each of which has a resource center in and 5, into school clusters, each of which has a resource center in the core school allowing the sharing of the materials with all the the core school allowing the sharing of the materials with all the schools in the cluster to provide reading opportunity for children schools in the cluster to provide reading opportunity for children

Activity 4, village/ community library, through NFE programme Activity 4, village/ community library, through NFE programme with a focus on the poor, people without access to Education, out with a focus on the poor, people without access to Education, out of school children and youth, neo-lterates, etc.of school children and youth, neo-lterates, etc.

DNFE expanded and strengthened post-literacy programme DNFE expanded and strengthened post-literacy programme through establishment of NFE libraries and reading rooms and the through establishment of NFE libraries and reading rooms and the provision of reading materials for these places. Training courses provision of reading materials for these places. Training courses for NFE personnel on Libraries activities.for NFE personnel on Libraries activities.

2010, no training was included in the plan (lack of budgets)2010, no training was included in the plan (lack of budgets)


ESSP policy objectives:ESSP policy objectives:- Secure approval for the new system of textbook Secure approval for the new system of textbook

development printing and distribution development printing and distribution - Fully achieved the target of pupil textbook ratio of - Fully achieved the target of pupil textbook ratio of

1:1 (grade1-9).1:1 (grade1-9).- Achieve the target of pupil textbook ratio of 2:1 - Achieve the target of pupil textbook ratio of 2:1

for grades 10-12 in urban and accessible for grades 10-12 in urban and accessible schools, and 1:1 in remote areas and remote schools, and 1:1 in remote areas and remote provincesprovinces


MoEYS & SIPAR, Room to Read Cambodia, UN MoEYS & SIPAR, Room to Read Cambodia, UN agencies such as UNESCO, UNICEF, and variou agencies such as UNESCO, UNICEF, and variou orgnizations, etc promote readingorgnizations, etc promote reading

3054 primary school libraries and 265 secondary 3054 primary school libraries and 265 secondary school libraries of Formal educationschool libraries of Formal education

55 NFE libraries and 308 reading rooms of Non-55 NFE libraries and 308 reading rooms of Non-formal education.formal education.

Other 85Other 85


Law on Copyright and Related Rights in Law on Copyright and Related Rights in Cambodia was promulgated by the king of Cambodia was promulgated by the king of Cambodia, on 5 March, 2003, through Cambodia, on 5 March, 2003, through NS/RKM/0303/008, and published by the NS/RKM/0303/008, and published by the Ministry of Culture and Fine Arts, consisting of 8 Ministry of Culture and Fine Arts, consisting of 8 chapters and 68 articles.chapters and 68 articles.

Particpation in ACCU’s BD activitiesParticpation in ACCU’s BD activities

Poor socio-economic conditions of the people are closely Poor socio-economic conditions of the people are closely linked with their poor literacy ability linked with their poor literacy ability

MoEYS work through NFEMoEYS work through NFE DNFE and various organizations work togetherDNFE and various organizations work together DNFE develop and promote post- literacy progrmme- DNFE develop and promote post- literacy progrmme-

material development material development 13 titles of AJP materials were translated into Khmer 13 titles of AJP materials were translated into Khmer

language by DNFE and by other relevant institutions for language by DNFE and by other relevant institutions for literacy and post-literacy learnersliteracy and post-literacy learners

Three other titles of Package Learning Materials on Three other titles of Package Learning Materials on Environment (PLANET) Environment (PLANET)

PLANET1: WaterPLANET1: Water PLANET2: ForestPLANET2: Forest PLANET3: Waste ManagementPLANET3: Waste Management

(NFE staff knew how to develop and adapt the materials, (NFE staff knew how to develop and adapt the materials, especially Central NFE staff was able to develop and especially Central NFE staff was able to develop and produce learning materials more effectively)produce learning materials more effectively)

Some NFE staff joined training workshop in material Some NFE staff joined training workshop in material developmentdevelopment

4 National follow-up workshops were conducted4 National follow-up workshops were conducted Two other national workshops in 2 provinces Two other national workshops in 2 provinces



ACCU, National Federation of UNESCO Associations in Japan (NFUAJ) and DNFE of the MoEYS co-organized the Capacity Building Workshop for Teachers and CLC facilitators on Environment Education from 13-15 November, 2007 in Siem Reap province, Cambodia- About 40 teachers and CLC facilitators attended- utilize PLANET1 ‘Water pollution” and PLANET 3 “Waste Management” for environmental education.

Materials translated by DNFE as guide books for Materials translated by DNFE as guide books for

those involved in material development & productionthose involved in material development & production

NFE personnel used them as reference to improve their NFE personnel used them as reference to improve their

capacity in developing materials: capacity in developing materials: Handbook for Adult Learning Materials Development Handbook for Adult Learning Materials Development

at Community Levelat Community Level New guidebook for Development and production of New guidebook for Development and production of

Literacy MaterialsLiteracy Materials

Still important reference books for DNFE staff to Still important reference books for DNFE staff to

develop post-literacy material: booklets & posters, etc. develop post-literacy material: booklets & posters, etc.


Adapted and modified the Khmer version existing Adapted and modified the Khmer version existing materials “materials “Handbook for Adult Learning Materials Handbook for Adult Learning Materials Development at Community LevelDevelopment at Community Level (119 to 6 pages) (119 to 6 pages)

Changed a title to “Changed a title to “A Guide to Material Development for A Guide to Material Development for Adult learners in the CommunityAdult learners in the Community”.”.

Training on Post-literacy Material Development for Training on Post-literacy Material Development for NFE sub-national staff was held (11-13 November, NFE sub-national staff was held (11-13 November, 2009) Banteay MeanChey province, organized by 2009) Banteay MeanChey province, organized by DNFE with the support of the government’s budgets DNFE with the support of the government’s budgets (Programme Budgeting - PB), using the above second (Programme Budgeting - PB), using the above second title as a working document, title as a working document,


Training enhanced the capacity of NFE staff Training enhanced the capacity of NFE staff

in developing learning materials: literacy & in developing learning materials: literacy &

post-literacy materials, relevant and responding post-literacy materials, relevant and responding

to the needs and problems of the target groups to the needs and problems of the target groups

and neo-literates in the community & rural areas.and neo-literates in the community & rural areas.

Relevant materials could attract people to Relevant materials could attract people to

come to visit the libraries to read and promote their come to visit the libraries to read and promote their reading reading


MoEYS conducted a consultative meeting on MoEYS conducted a consultative meeting on

the celebration of the day of reading:the celebration of the day of reading: Select the exact day of readingSelect the exact day of reading Conduct the meeting on day of reading, and Conduct the meeting on day of reading, and Establish the committees for preparing the Establish the committees for preparing the

meeting and the celebration meeting and the celebration


Governmental institution playing a vital role in Governmental institution playing a vital role in books and reading development: Ministry of books and reading development: Ministry of Culture and Fine Arts- translated “Asian Culture and Fine Arts- translated “Asian Copyright Handbook”, organized “National Copyright Handbook”, organized “National Training Seminar on Copyright Awareness” in Training Seminar on Copyright Awareness” in Phnom Penh, in cooperation with ACCU and Phnom Penh, in cooperation with ACCU and UNESCO (8-10 October 2008), to introduce Law UNESCO (8-10 October 2008), to introduce Law on Copyright and Related right in Cambodia, on Copyright and Related right in Cambodia, raising awareness and understanding of raising awareness and understanding of copyright. copyright.


Writers & WritingWriters & Writing:: - Small incomes from writing- Small incomes from writing

- Most of the books are not published due to - Most of the books are not published due to inadequate capitalinadequate capital• • The Print Media The Print Media

- No newspapers are published outside - No newspapers are published outside Phnom PenhPhnom Penh

- Fail to reach most of Cambodia’s - Fail to reach most of Cambodia’s population living in the rural areaspopulation living in the rural areas

Problems and Issues regarding booksProblems and Issues regarding books

Publishing & PrintingPublishing & Printing- - Skills were required to be a publisherSkills were required to be a publisher

((quality of publications) quality of publications) - - No shortage of printers in Phnom Penh (except No shortage of printers in Phnom Penh (except in Provinces) in Provinces) - The cost of printing is still unreasonably high - The cost of printing is still unreasonably high due to the high cost of paper and ink, the small due to the high cost of paper and ink, the small print runs required by clients. Print quality is print runs required by clients. Print quality is poor with many printers not carrying out poor with many printers not carrying out adequate quality control of their outputadequate quality control of their output


The Book TradeThe Book Trade

- booksellers cannot make a living from - booksellers cannot make a living from

selling books aloneselling books alone

- - No the necessary skills for effective No the necessary skills for effective management of a bookshop, with many not management of a bookshop, with many not keeping records of stock or being aware of the keeping records of stock or being aware of the value of effective book display and arrangementvalue of effective book display and arrangement

- - ISBN or ISSN registration system ISBN or ISSN registration system


- Distribution in Cambodia is still hampered by - Distribution in Cambodia is still hampered by poor postal systems, inadequate road networks, a poor postal systems, inadequate road networks, a lack of reliable and efficient means of lack of reliable and efficient means of transferring money & establishing credit accountstransferring money & establishing credit accounts

Readers and LiteracyReaders and Literacy

- - do not read because they are illiterate do not read because they are illiterate

- do not have the funds, time, or means to - do not have the funds, time, or means to

access reading materialsaccess reading materials


- few libraries, especially in the provinces, and - few libraries, especially in the provinces, and the majority are in poor condition, have no the majority are in poor condition, have no acquisition budgetacquisition budget

- Limited - Limited book and reading promotion and book and reading promotion and

awarenessawareness

- poor marketing and distribution- poor marketing and distribution

- - small print runs due to lack of capital and of small print runs due to lack of capital and of storage facilities lead to books going rapidly out storage facilities lead to books going rapidly out of printof print


SuggestionSuggestionSubsidies for writers.Teaching of creative writing

Establishment of associations of publishers, printers and booksellers

Development of co-operative or joint long-term storage facilities

Investigating establishing a paper mill in Cambodia

Holding regular literacy campaigns followed up by post-literacy activities through Non-formal education

Requiring more extensive reading

Increasing the number and quality of libraries and their collections, (in the provinces); Developing educational programs for the development of professionals for all parts of the publishing sector (librarians and information managers)

SuggestionSuggestion

DNFE strengthen and expand post-literacy activities:

Material development, building NFE libraries & providing learning material and other equipments for these libraries

Conduct the training of NFE staff on library activities and on material development.

Material development and building of NFE libraries/reading rooms are possible with government’s budgets. BUT,

Training activities still need external support from the donors if any. Ideas that these activities overlapped those of the other departments/ministry should be considered as DNFE focused on different target groups

Thank you for your attentionThank you for your attention

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