ChildFund Easy2Learn

by ChildFund Australia



The project aims to improve the access to, and quality of, education in Svay Rieng Province, Cambodia.

Project implemented: 1 July 2016 – 30 June 2019

Project goal

Improving access to, and the quality of, education by promoting child-friendly teaching methodologies focusing on teacher quality and inclusiveness.

delivering on

why is this project important?

The project complements DFAT’s Australia-Cambodia bilateral program which includes a focus on better health and education outcomes.

Key steps to make it happen


This project is an extension/expansion of a pilot and builds on the initial work undertaken by ChildFund & KAPE in Svay Rieng

2Implementation and scale

The project has a cutting-edge approach to basic primary education, and utilises new technologies.

impact to date

294 teachers were trained in child-friendly teaching methodologies and supported to apply this learning in situ
126 e-reading tablets were provided for students to use; 5 mobile/e-libraries were established and 2 computer labs installed in lower secondary schools.
2,240 children too part in life skills education
2,100 school scholarships were provided, primarily including educational supplies and school uniforms;
140 school stakeholders were trained in reading benchmarks and child-learning rapid response system;
63 community teachers and literacy coaches (to complement formal teachers) were trained and are active.

The establishment of peer-to-peer tutor groups is reducing the pressure on teachers, who often have over 50 students in a single class. A school sirector in Svay Phaem noted: “I’m relieved as I no longer have to worry as much about students’ reading abilities. The older tutor students are very good at teaching the younger students in a way they find interesting and enjoyable. I can see that many more students’ reading abilities are getting better.”

This project builds upon 18 months of previous collaboration between a local organisation, Kampuchean Action for Primary Education (KAPE), and envisages four key results areas: (i) improved educational access; (ii) improved educational quality and relevance; (iii) improved early grade literacy with links to technology-based learning; and (iv) improved school management and community engagement

Key activities include: mapping of vulnerable and excluded children; identifying barriers to the participation of girls and vulnerable children; providing scholarships to the most vulnerable students; developing and providing grants for annual school improvement plans; training teachers on ‘child-friendly schools’ methodology; providing life skills curriculum to schools; enhancing classrooms; addressing teacher shortages; training and supporting teachers to use reading benchmarks and literacy improvement tools; recruiting and training literacy coaches; establishing model libraries and e-libraries; introducing tablet-based learning; awareness raising with communities on importance of education; and training school management on leadership, planning and proposal writing.

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