As part of CIAI’s Annual Evaluation team on Child-Friendly Schools Development Project Evaluation, CSCS’s role is the External Evaluator This evaluation will look at 10 Child-Friendly Schools in two Districts of Phnom Penh, Dangkor and Russey Keo. Five of the schools entered the Project in October 2005: the rest joined in October 2006. The normal duration of support for a school in the Child-Friendly Schools Project is three academic years. Thus, five of the schools have completed two academic years within the project, while the rest have completed only one academic year. The objectives of the evaluations are to:

• examine the skills of teachers in the classroom, and try to evaluate the extent to which those teachers have assimilated the training and advice they have received: in other words, how well they are implementing Child-Friendly principles in the classroom;
• examine schools as a whole, to examine the quality of school management, the extent and quality of relationships with parents and the broader community.
• Develop and conduct an evaluation of the project since October 2005, bearing in mind the different periods that schools have been receiving support from the project, and in relation to the 6 Dimensions of Child-Friendly Schools and the Baseline Surveys that have been carried out.
• Pay particular attention to School Management, in order to evaluate the extent to which School Directors, School Support Teams, Provincial and District and other officials of MoEYS are monitoring and advising classroom teachers.
• Assess the quality of relationships between the school and the parents of the pupils who attend the school, in terms of:
  • Dialogue between parents and the school about children’s progress
  • Regular events held at school (Sports Days, Open Days, etc) to which parents are invited
  • Frequency with which parents are able to see the work of their children

Assess the quality of relationships with the Community, in terms of:

• Community members involved in providing Life Skills classes to the school, especially Grades 5 and 6
• The extent to which the school has a relationship with the Commune Council member responsible for education
• The extent to which the school has relationships with other schools in the Cluster, and the nature of this relationship
• The extent to which other aspects of the Enabling System exist. Work with the members of the second team on the format and structure of the final evaluation report, and develop the Final Report in collaboration with the MoEYS representatives, so that they are responsible for the Khmer language version of the report, while the External Evaluator is responsible for the English version.