The education ministry recently convened a meeting to review the progress of their secondary education sector development project (USESDP-II). This project aims to augment support for science, technology, engineering and mathematics (STEM) at Secondary Resource Centre (SRC)-affiliated schools.
On July 27, the ministry announced that the meeting, led by minister Hang Chuon Naron, centred on a comprehensive review of the project's strides in the second quarter of this year.
The participants cast an analytical gaze over the overall progress, current status of project achievement indicators, the ranking of work performance on an individual outcome basis, the execution of contract procurement and payment, as well as strategies designed to counter low graduation rates on three levels: ministry, project and school.
Chuon Naron made several recommendations during the meeting to improve the education system and student outcomes. He suggested that the SRC-schools’ inspection reports be analysed to devise effective solutions. He also proposed the organisation of regular visits and supportive measures to monitor school management systems.
These measures, he noted, would be aimed at enhancing the quality of education, developing students' life skills, and fostering research, planning and STEM education presentations. This holistic approach is expected to facilitate changes in students' behaviours and ensure their learning outcomes are acknowledged by development partners, parents and other stakeholders.
The minister highlighted the crucial role of STEM in shaping the future.
"We need to invest in these subjects to help our students become competitive in the rapidly changing global economy. It is imperative that we recognise and value their learning outcomes”.
The meeting underscored the importance of not only improving educational performance but also instilling life skills in students. These essential tools will equip them with the ability to adapt and succeed in the world outside of academics. By taking steps to regularly review and support school management systems, the ministry hopes to provide a comprehensive learning environment that goes beyond traditional education.
According to Chuon Naron, the acknowledgement of students' learning outcomes by parents, development partners and relevant stakeholders is equally important.
"It's essential that we as a society acknowledge the strides our students are making in their learning. This recognition inspires them to reach greater heights and contributes to a richer learning experience,” he said.
The ministry's commitment to nurturing a culture of excellence in STEM, coupled with its dedication to holistic student development, is evident in its strategic planning. With ongoing reviews and support systems in place, the ministry appears to be firmly positioned on the path to developing high-performing, tech-savvy students ready to take on the future.
