FH Cambodia recently joined a delegation from the Primary Education Department (PED) of the Ministry of Education, Youth and Sport, the Provincial Office of Education, and District Offices of Education in conducting a joint technical visit to target primary schools in Banteay Ampil and Trapeang Prasat districts of Oddar Meanchey Province. The purpose of the visit was to assess how schools are applying Early Grade Reading and Mathematics approaches following training. The delegation observed classroom instruction, reviewed the use of Improved Reading and Mathematics Toolkits, examined school management practices, and provided constructive technical feedback to teachers, school directors, School Management Committees (SMCs), and Classroom Management Committees (CMCs).

Beyond reviewing reported achievements, the visit focused on verifying students’ actual learning outcomes. The delegation conducted learning assessments with early grade students to compare their foundational literacy and numeracy skills with school-reported results, identify students requiring additional support, and encourage schools to use assessment evidence to improve teaching and learning. The delegation commended the dedication of teachers and school leaders in applying the teaching approaches and learning materials introduced through previous training. They also welcomed schools’ plans to provide additional learning support during the upcoming school vacation for students who received grades D, E, and F in Khmer language and Mathematics.

At the conclusion of the visit, the delegation agreed on several priority actions. Teachers should prepare lesson plans that are reviewed and endorsed by school directors. SMCs and CMCs should be elected in accordance with MoEYS Guideline No. 41. Schools should continue implementing the Model Primary School Standards to strengthen autonomous school management and promote quality, effectiveness, equity, accountability, and sustainability. In addition, schools should strengthen both formative and summative assessment practices throughout the implementation of the Primary Learning Platform (PLP). These actions are intended to support evidence-based decision-making, strengthen accountability, enhance teaching quality, and ensure that all children have equitable and inclusive opportunities to enroll, learn, and successfully complete primary education.