Annual Narrative Report (2004 - 2005) by rsg18606


									Simon Fraser


                             Annual Narrative Report

                                     (2004 - 2005)

                                        June 22, 2005

of Phnom Penh

                      Canadian International Development Agency (CIDA)
                                   Project Number: S62643

  National          University Partnerships in Cooperation and Development
 University of                            (UPCD) Tier I


            AEED         Adult Education for Economic Development
            AUCC         Association of Universities and Colleges of Canada
            AWP          Annual Work Plan
            BC           British Columbia
            CEC          Continuing Education Center
            Chula        Chulalongkorn University
            CIDA         Canadian International Development Agency
            EMIS         Education Management Information System
            ESL          English as a Second Language
            GMS          Greater Mekong Subregion
            ISP          Internet Service Provider
            LFA          Logical Framework Analysis
            NUOL         National University of Laos
            ODA          Official Development Assistance
            PAR          Participatory Action Research
            PD           Project Director
            PDC          Professional Development Committee
            PIP          Project Inception Planning
            PMC          Project Management Committee
            PMF          Performance Measurement Framework
            PSC          Project Steering Committee
            PSERP        Post Secondary Education Rationalization Project
            RBM          Results Based Management
            RUPP         Royal University of Phnom Penh
            SFU          Simon Fraser University
            WBS          Work Breakdown Structure

ANNUAL NARRATIVE REPORT 2004 - 2005                                           PAGE i

                                       Table of Contents

                  Abbreviations                                                       i

                  Table of Contents                                                  ii

    1.0   Background                                                                 1

    2.0   Summary of Results                                                         2

          1       Summary of Results Achieved (February 28 to March 31, 2004)        2

          2       Summary of Results Achieved (April 1, 2004 to March 31, 2005)      2

    3.0   Year 1: Results by Component (2004 – 2005)                                 4

          1       Continuing Education Centre Capacity Development                   4

          2       Curriculum Design, Development and Delivery                        5

          3       Professional Development                                           6

          4       Participatory Action Research (PAR)                                7

          5       Project Management                                                 8

    4.0   Implementation Schedule                                                    10

    5.0   Performance Measurement Framework (PMF)                                    16

    6.0   Appendices                                                                 20

              1   Project Steering Committee Minutes: June 17, 2004

              2   Inventory of Capital Equipment as of March 31, 2005

              3   Narrative Report of Activities: December 13, 2004 to January 12,

              4   Proposal for Special Cohort Graduate Program in Adult Education
                  and Development: April 07, 2005

ANNUAL NARRATIVE REPORT 2004 - 2005                                                  PAGE ii

The project team members have been selected to represent the partner institutions and to provide
leadership and coordination for the project in their respective institutions. In addition to the
following team members, various individuals are being drawn into the team to provide specific
expertise and support when and where required.

Cambodia: Royal University of Phnom Penh
Project Director: Mr. Ing Heng
                  Deputy Dean, Faculty of Science

Project Coordinator: Mr. Sorphorn Yim
                     Quality Assurance Officer

Laos: National University of Laos
Project Director:   Mr. Saysamone Prasonexay
                    Vice Dean, Faculty of Education and
                    Director, Continuing Education Center

Project Coordinator: Mr. Siri Souvanassy
                     Director, Distance Education
                     Continuing Education Center

Thailand: Chulalongkorn University
Project Director:  Mr. Error! Contact not defined.
                   Deputy Director, Continuing Education Center

Project Coordinator: Ms. Napasorn Bovornkitti
                     Coordinator, Foreign Affairs Department
                     Continuing Education Center

Canada: Simon Fraser University
Project Director: Dr. Charles Joyner
                  Director, International Programs
                  Continuing Studies

Project Coordinator: Ms. Shaheen Nanji
                     Coordinator, International Programs
                     Continuing Studies

The goal of the project is to improve access to adult education that is of high quality and
relevance to the social and economic needs of selected communities in Cambodia, Laos and
Thailand. The goal will be achieved by establishing continuing education centers (CECs) at the
Royal University of Phnom Penh (RUPP) and the National University of Laos (NUOL) and to
enhance the Center for Continuing Education at Chulalongkorn University (Chula). The centers

ANNUAL NARRATIVE REPORT 2004 - 2005                                                      PAGE 1

will design, develop and deliver education programs matching the needs of one urban and one
rural community in each country.

The project has five components: (i) capacity development of continuing education centers to
plan, design, market, and manage programs, (ii) curriculum design, development, and delivery,
(iii) professional development of faculty and staff, (iv) participatory action research (PAR), and
(v) project management.

This project will promote the concept of lifelong learning for all and instill hope in people who
now have the maturity, motivation, and opportunity to pursue their personal and professional
goals. The beneficiaries will realize that continuing education is a viable means of enhancing
their social and economic situations. The resulting demand for access to education and training
will provide further opportunity for the growth of fledgling continuing education centers.

On December 8, 2003, the Honourable Susan Whelan, Minister for International Cooperation,
announced project approval. The contribution agreement was signed by SFU on February 28,
2004 and by CIDA on March 5, 2004. Logistics for the Project Inception Planning (PIP) mission
started immediately upon signing of the contribution agreement.

       2.       SUMMARY OF RESULTS ACHIEVED APRIL 1, 2004 TO MARCH 31, 2005

The Project Inception Mission took place from April 16 to May 2, 2004. The SFU Project
Director, Dr. Charles Joyner; Project Coordinator, Ms. Shaheen Nanji; and Dr. Allan McKinnon,
Faculty of Education facilitated participatory planning meetings at partner institutions in
Thailand, Cambodia and Laos. The institution-specific meetings were followed by a collective
meeting of all partners at Chula. The output of the PIP mission included:
            •   The draft partnership agreement later signed by all four partner institutions at the
                first Project Steering Committee Meeting in Vancouver
            •   The draft Project Implementation Plan
            •   The draft Annual Work Plan and budget for 2004 - 2005

The first Project Steering Committee (PSC) meeting was held at SFU, Burnaby on June 17,
2004. The PSC representative and the project Director from Chula, RUPP and SFU participated
in the first PSC meeting. The representatives from NUOL were unable to attend due to delays in
obtaining entry visas for Canada and a travel schedule with limited flexibility or opportunity for
adjustment. PSC minutes are provided in Appendix 1.

Identifying suitable space to house the continuing education center and project office was
undertaken at RUPP and NUOL. At Chula, a room adjacent to the existing CEC was allocated as
the project office. Project bank accounts were established by all partner institutions. In
November 2004, wire transfers of funds were received by NUOL and Chula. The transfer for

ANNUAL NARRATIVE REPORT 2004 - 2005                                                          PAGE 2

RUPP was not completed due to a combination of factors at the various offices and financial
institutions involved in processing the electronic transfer request. The funds transfer ultimately
reached RUPP in February 2005.

All universities prepared specifications for the procurement of capital equipment and furnishings
necessary for effective project management and CEC office operations. Quotations were
obtained and the equipment purchased from the lowest bidding firm providing the best quality
equipment and service. As of March 31, 2005, some equipment and furnishings had been
purchased, installed and were operating at RUPP, NUOL and Chula.

A Professional Development Committee (PDC) was formed at each partner institution. The
PDCs established criteria for the recruitment and admission of Ph.D. and M.A. candidates.
Applications from four Ph.D. candidates from RUPP and two from Chula were submitted to
SFU. At NUOL, the recruitment process was extended to six faculties and identification of the
most suitable applicants is underway. Similar procedures are underway to recruit applicants for
the in-service M.A. program. The number of qualified M.A. applicants at RUPP and NUOL is
limited due to admission criteria including status of employment at the universities, a minimum
number of years of experience and high standard of English competency. At Chula, changes in
the plans of various faculty and staff combined with other professional development
opportunities have caused some applicants to withdraw. Further recruitment will take place as
the start date of the M.A. program approaches.

Each partner university has identified faculty and staff for the identification and design of adult
education programs for two sites per country. Each university has conducted a study of the needs
of adult learners near the main campus and a second assessment for programs to be offered in a
community remote from the main campus. Further details of the communities selected and the
program areas to be developed are provided in subsequent sections of this report.

Baseline data collection survey instruments were designed and translated into Thai, Lao and
Khmer. The university teams conducted preliminary meetings and site visits to the communities
in Phnom Penh and Siem Reap in Cambodia, Vientiane and Luang Prabang in Laos, and
Bangkok and Nan in Thailand. A training program needs identification workshop was held in
Phnom Penh, Cambodia to further identify the requirements of the communities served.

The Project Management Committee (PMC) and the PSC meetings were confirmed for Siem
Reap from April 4 to 7, 2005. The reports presented by Project Directors and Project
Coordinators provided an indication of the outputs and significant progress made by each partner
institution in the first year of the project.

As is often the case when starting a new project, many of the results planned for 2004 - 2005
were subject to delays as teams solidified their partnership and working relationships.

ANNUAL NARRATIVE REPORT 2004 - 2005                                                         PAGE 3


1.1: University Policies Amended for Sustainable CECs
       During the April 2004 project inception mission, the commitment of each partner
       institution to develop a sustainable Continuing Education Center was affirmed. One
       indicator of partner commitment to providing quality adult education programs is the
       approval of senior University administrators for establishing a CEC, and allocating
       suitable office space for the ongoing operations of the CEC.

       A planned visit to universities in Canada to gain insight into various organizational
       models and institutional policies required for effective operation of continuing education
       did not take place in 2004 – 2005. This activity with its ensuing outcomes is considered
       increasingly important and will be re-scheduled to take place in 2005 – 2006.

1.2: Office Space Allocated, Renovated, Furnished, and Equipped
       At NUOL, RUPP and Chula, identification of suitable facilities to house the continuing
       education center and project office was completed. At each partner institution, space was
       identified in a location readily accessible to the public and within reasonable proximity to
       administrative services. In January 2005, the allocated spaces were renovated, furnishings
       and equipment ordered and services such as electricity and telephone lines were
       provided. At RUPP and NUOL, the connection for telephone service remains in progress.
       The inventory of the equipment purchased is provided in Appendix 2.

1.3: CEC Staff Recruited and Assigned
       Recruitment of staff for the CECs is closely associated with the establishment of the
       office, managing the Tier 1 project and the identification of programs to be offered in the
       two locations per institution. The creation of full-time, funded positions for the CECs will
       occur as the programs are identified, developed and prepared for delivery. Recruitment of
       staff for the CECs will occur as the workload increases.

       NUOL has decided to incorporate a new distance education program into the mandate of
       their CEC and has renamed the center to the Continuing and Distance Education Center
       (CDEC). The university has identified and recruited a Director for Continuing Education,
       a Director for Distance Education, and an Administrative Assistant. However, allocation
       of salaries for the staff is yet to be finalized.

       RUPP has identified a Director, Coordinator and Administrative Assistant for their CEC.
       The formal appointments are awaiting approval by University officials, and allocation of
       salaries for the staff is yet to be finalized.

       Chula already has staff in place as part of their existing CEC. Existing staff have been
       assigned to the project, an office established and financial procedures made operational.

ANNUAL NARRATIVE REPORT 2004 - 2005                                                        PAGE 4

1.4: CEC Staff Trained
       No training took place in the first year. This has been identified as a priority for 2005 -
       2006 when staff appointments are finalized.

1.5: Education Management Information Systems (EMIS)
       The design and development of an education management information system (EMIS)
       for adult education was considered premature at this early stage of the project. The
       system design has been rescheduled to take place in 2005 - 2006.

1.6: CEC Fully Operational
       As of March 31, 2005, the CECs were functioning as project management offices. The
       dual role of CEC office and project management functions will continue.

       Initial work on needs identification for programs to be designed, developed and delivered
       through the CECs was initiated in October 2004. Identification of the training program
       needs for selected communities of learners is closely linked to Component 4:
       Participatory Action Research. Establishing baseline data and collecting primary
       information specific to each community provides the contextual framework for program
       needs and curriculum design.

2.1    Curriculum Design
       Community consultations in Phnom Penh resulted in identification of a training for NGO
       personnel program. Community consultations in Siem Reap resulted in identification of a
       tourism personnel training program.
       Community consultations in Vientiane and Luang Prabang did not result in the
       finalization of a program designated for delivery. This is because the results of
       consultations showed varied responses, partly due to a lack of understanding of
       continuing education. Further research will be undertaken to set priorities in Year 2.
       Community consultations in Bangkok resulted in identification of the need for English
       language training for school teachers in three primary schools (Suanluang School, Wat
       Hualamphong School, and Pathumwanaram School). Currently schools in this district
       only have one English language teacher. This poses problems when teachers leave or are
       unable to attend classes to due to illness. There is a need for crossover of subject
       specialization as is the case for all other subjects at schools.
       Community consultations in Nan resulted in identification of livelihood and community
       economic development programs. Further clarification for this community program is

ANNUAL NARRATIVE REPORT 2004 - 2005                                                          PAGE 5

2.2    Recruit Content Specialists
       Potential content specialists for each of the six programs to be developed were a
       consideration when preparing to conduct the baseline community mapping and the
       curriculum design. Working with representatives from the various communities provided
       opportunity to identify the key specialists with expertise in the topics to be included in
       the training programs. A list of specialists is included in the reports from each of the
       baseline studies (Appendix 3).

2.3    Capital Equipment
       Identification of capital equipment required for program design, development and
       delivery was initiated in Q4 of 2004 – 2005. The finalization of lists of equipment and the
       procurement process will take place in 2005 – 2006.

2.4    Materials Production & Procurement
       No instructional materials were produced or procured in 2004 - 2005.

3.1: Professional Development Committee Criteria and Process Prepared
       Each partner university has established a Professional Development Committee (PDC) to
       develop criteria and processes to determine professional development needs and
       mechanisms for selecting faculty and staff. The PDCs are recruiting applicants for the
       Ph.D. and M.A. programs.

3.2: Ph.D. Candidates Selected and Scholarships Awarded
       Preliminary selection of the most suitable candidates for Ph.D. was completed. RUPP
       identified one female and three male candidates. Chula selected two female candidates.
       NUOL is in the process of recruiting applications from 6 faculties eligible to apply for
       Ph.D. studies. At SFU, discussions were held with the Dean of Graduate Studies, the
       Director of Graduate Programs in Education and the Director of the School of Tourism
       and Environmental Resource Management. The meetings resulted in the conditional
       acceptance of Ph.D. scholars from the project and detailed information on the application
       procedures specific to each department.

3.3 Masters Program Participants Selected
       Discussions on the criteria for admission, the use of an English as a foreign language
       standardized test and other program design initiatives took place during the inception
       mission in April 2004. The PDC for each university prepared recruitment notices and
       began receiving applications. The start of the M.A. program was adjusted to January
       2006. A description of the draft program including the sequence of course offerings is
       provided in Appendix 4. This program is awaiting finalization by the SFU Academic
       Steering Committee.

3.4: Specialty Programs Initiated

ANNUAL NARRATIVE REPORT 2004 - 2005                                                       PAGE 6

       3.4-1: Academic Preparation for Higher Education
       Discussions regarding the current availability of such programs and the estimated need
       were ongoing. Activities will be planned based on the needs determined once
       applications have been received for the Ph.D. and M.A. programs. Programs will be
       designed and delivered in collaboration with home university personnel to build capacity
       at the local institutions for future program delivery.

3.5: Workshops and Conferences
       3.5-1: Monitor Relevant Events
       Project teams monitored relevant events, although none were identified for professional
       development. No requests were received by the Professional Development Committee.

This component involves applied research into key issues related to increasing access to
continuing education programs and the net effect on community economic development. Teams
of qualitative researchers were selected for each partner institution for the collaborative research
initiative. Baseline community mapping and analysis of community needs initiated in support of
the program design, development and delivery will be undertaken.

4.1: Community-Mapping and Baseline Survey Conducted
       Community mapping to establish an accurate baseline description of project communities
       was initiated in the third quarter of Year One and will continue in the first half of the
       second year. The initial work of meeting local officials, informing them of the project and
       seeking approval to proceed with surveys and interviews in local communities took place
       in December 2004 and January 2005. A report of this activity is attached as Appendix 3.
       An accurate qualitative and quantitative description of two communities (one large urban
       and one smaller rural) in each partner country requires further input that will take place in
       the second year. Survey instruments, interview protocols and approved research methods
       will be used. Gender disaggregated data will be collected by the applied research teams
       from each partner institution.

4.2: Key Social and Economic Indicators Defined
       Key indicators of social and economic conditions require further consultation and
       analysis. With further baseline data collection in the first half of Year Two, the indicators
       will emerge and milestones of project progress will be measured.

4.3: Conduct Field Observations
       4.3-1: Recruit Local Researchers
       Local researchers were recruited in each of the local communities. Details of this are
       provided in Appendix 3.

ANNUAL NARRATIVE REPORT 2004 - 2005                                                         PAGE 7

       4.3-2: Recruit Local Researchers
       Local researchers were prepared. Details of this are provided in Appendix 3.
       4.3-3: Recruit Local Researchers
       Preliminary field interviews and observations were conducted in the project-selected
       communities in conjunction with the research team. Details of this are provided in
       Appendix 2.

The fifth component of the project consists of all activities related to its effective Results-Based
Management. The reports for Year One were delayed in part because of slow start of project
activities as addressed earlier. The seven sub-components describe the key Results-Based
Management requirements specified in CIDA guidelines and Treasury Board regulations. On
notification of project acceptance, a contribution agreement was negotiated and a project
inception mission conducted.

5.1: Project Inception Mission Conducted
       The Project Directors, Coordinators, and other key team members from the partner
       institutions worked together during the inception mission. The team developed a six-year
       project implementation plan, a detailed work plan for the first year of project activities,
       and confirmed budget allocations and arrangements for financial accountability and
       reporting. These reports were submitted to CIDA for approval to ensure compliance with
       CIDA reporting requirements. The duration of the project inception mission was one
       month, and its main outcome was a six-year strategic plan and detailed work plan for the
       first year of the project.

5.2: Annual Work Plan Prepared
       A detailed work plan describing the expected activities, outputs and outcomes was
       prepared during the inception mission. Subsequent annual work plans were prepared in
       March for PSC review and approval at the annual PSC meeting.

5.3: Project Steering Committee Meetings Conducted
       The first meeting of the PSC took place in Vancouver the week of June 17, 2004.
       Minutes of the meeting are attached in Appendix 1. The second PSC meeting took place
       on April 7, 2005 in Siem Reap, Cambodia.

5.4: Project Budget Managed
       Managing all financial matters, maintaining records, and reporting disbursements to
       CIDA is the responsibility of the Canadian partner institution. These reports were delayed
       because of changes in the SFU accounting system and other administrative delays in
       project start-up. Financial reports by partner institutions will be submitted to SFU on a
       quarterly basis.

ANNUAL NARRATIVE REPORT 2004 - 2005                                                          PAGE 8

5.5: Project Activities Coordinated and Managed
       Coordinating project activities based on the annual work plan is required for effective
       management of the project. The Project Director at each partner institution is responsible
       for coordinating the activities of each component.

5.6: Semi-Annual and Annual Reports Written
       Financial reports for the first year are currently in process at SFU. Interim financial
       reports to December 31, 2004 were submitted to the CIDA Project Officer for review.
       Narrative reports will be prepared in Results-Based Management format on a semi-
       annual basis. Each partner institution will submit the required information on project
       activities, outputs, and outcomes to SFU. The compilation of information and submission
       of the reports will be completed by SFU.

ANNUAL NARRATIVE REPORT 2004 - 2005                                                       PAGE 9
                                            ADULT EDUCATION FOR ECONOMIC DEVELOPMENT


KEY      ♦     Completed                       Completed                               Ongoing                 Delayed

Yr. 1                                                                   2004                                    2005
WBS                   Description              Apr   May   Jun    Jul   Aug    Sep     Oct   Nov   Dec   Jan    Feb      Mar
1.1     Policy Adjustment
1.1-1   Review administrative models
1.1-2   Formulate policy
1.1-3   Obtain policy approvals
1.1-4   Implement approved policy
1.2     Establish Offices
1.2-1   Identify office space
1.2-2   Renovate office space
1.2-3   Purchase capital equipment
1.2-4   Commission utilities
1.3     CEC Staff Assignment
1.3-1   Identify staffing requirements
1.3-2   Write job descriptions
1.3-3   Recruit staff
1.4     CEC staff training
1.4-1   Identify CEC staff training needs
1.4-2   Design CEC staff training
1.4-3   Conduct CEC staff training
1.5     Design / Develop EMIS
1.5-1   Specify system requirements
1.5-2   Design system outline
1.5-3   Prepare data base programming
1.5-4   Write / configure systems

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                            PAGE 10
                                             ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

Yr. 1                                                                    2004                                 2005
 WBS                  Description               Apr   May   Jun    Jul     Aug   Sep    Oct   Nov   Dec   Jan    Feb     Mar
1.6     CEC operating
1.6-1   Maintain office operations
1.6-2   Design / maintain web site
2.1     Curriculum Design
2.1-1   Identify learning needs
2.1-2   Conduct focus group sessions
2.1-3   Prepare curriculum outline
2.1-4   Validate outline
2.2     Curriculum Development
2.2-1   Recruit content specialists
2.2-2   Write content
2.2-3   Prepare learner assessments
2.3     Capital Equipment
2.3-1   Prepare procurement specifications
2.3-2   Procure Production Equipment
2.3-3   Procure Teaching Equipment
2.4     Materials Production & Procurement
2.4-1   Course design / layout
2.4-2   Enter text and graphics
2.4-3   Substantive editing
2.4-4   Copy editing
2.4-5   Determine quantities
2.4-6   Identify suppliers
2.4-7   Monitor quality of materials
2.5     Conduct Adult Education Courses
2.5-1   Advertise courses
2.5-2   Register learners
2.5-3   Provide instruction
2.5-4   Evaluate learning

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                            PAGE 11
                                        ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

Yr. 1                                                                2004                                    2005
 WBS                  Description           Apr   May   Jun    Jul   Aug    Sep    Oct   Nov   Dec   Jan     Feb     Mar
2.6     Materials evaluated / revised
2.6-1   Obtain evaluation comments
2.6-2   Make recommended revisions
3.1     Determine Criteria & Process
3.1-1   Establish PD Committee
3.1-2   Prepare policy & procedures
3.1-3   Recommend Professional Dev. needs
3.2     Doctoral (Ph.D.) Studies
3.2-1   Finalize admission criteria
3.2-2   Solicit applications
3.2-3   PDC recommends candidates
3.2-4   SFU Interviews / approval
3.2-5   Logistics for in-Canada study
3.2-6   Study in Canada
3.2-7   Comprehensive exams
3.2-8   Research project
3.2-9   Defend dissertation
3.3     Master Degree (M.A.) Studies
3.3-1   Finalize admission criteria
3.3-2   Solicit applications
3.3-3   PDC recommends candidates
3.3-4   SFU Interviews / approval
3.3-5   First residency at Chula
3.3-6   Second residency at NUOL
3.3-7   Third residency at RUPP
3.3-8   Fourth residency at SFU

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                        PAGE 12
                                            ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

Yr. 1                                                                    2004                                   2005
WBS                    Description              Apr   May   Jun    Jul   Aug    Sep    Oct   Nov   Dec   Jan     Feb     Mar
3.4     Specialty Programs
3.4-1   Identify needed specializations
3.4-2   Select available programs
3.4-3   Academic Preparation Program
3.4-4   Identify other specialty programs
3.5     Workshops and Conferences
3.5-1   Monitor relevant events
3.5-2   Register
3.5-3   Attend
3.5-4   Report
4.0     Participatory Action Research
4.1     Community mapping
4.1-1   Research existing documentation
4.1-2   Prepare Site Interview Protocols
4.1-3   Obtain Ethics Approvals
4.1-4   Collect data in communities
4.2     Determine indicators
4.2-1   Form community focus groups
4.2-2   Select macro-indicators
4.2-3   Identify local indicators
4.2-4   Describe present conditions
4.3-5   Describe desired conditions
4.3     Conduct Field observations
4.3-1   Recruit local researchers
4.3-2   Prepare local research team
4.3-3   Field interviews / observations

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                            PAGE 13
                                             ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

Yr. 1                                                                    2004                                    2005
WBS                   Description               Apr   May   Jun   Jul    Aug    Sep     Oct   Nov   Dec   Jan    Feb      Mar
4.4     Analyze data
4.4-1   Organize and enter all data
4.4-2   Categorize findings
4.4-3   Write report
4.5     Disseminate findings
4.5-1   Identify opportunities/events
4.5-2   Register/plan for attending events
4.5-3   Prepare presentations
4.5-4   Present findings
5.0     Project Management
5.1     Inception mission
5.1-1   Conduct PIP field meetings
5.1-2   Write PIP report
5.1-3   Submit/revise report to CIDA                              ♦                     ♦
5.2     Prepare annual work plans
5.2-1   Review previous year outcomes
5.2-2   Conduct planning meetings
5.2-3   Write work plan and budget
5.3     Conduct PSC meetings
5.3-1   Complete logistics for meeting
5.3-2   Conduct meeting                                     ♦
5.3-3   Prepare/distribute minutes

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                             PAGE 14
                                              ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

Yr. 1                                                                     2004                                    2005
WBS                   Description                Apr   May   Jun    Jul   Aug    Sep     Oct   Nov   Dec   Jan    Feb      Mar

5.4     Manage budgets
5.4-1   Set-up accounts
5.4-2   Prepare advance requests
5.4-3   Record transactions
5.4-4   Organize / file original receipts
5.4-5   Produce quarterly financial reports                         ♦                    ♦                 ♦

5.5     Coordinate activities
5.5-1   Organize work-plan activities
5.5-2   Monitor activities
5.5-3   Write activity reports

5.6     Write reports
5.6-1   Prepare narrative reports
5.6-2   Submit financial reports                                                                                           ♦
5.6-3   Complete Statistics Canada reports

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                              PAGE 15
                                                ADULT EDUCATION FOR ECONOMIC DEVELOPMENT


                Description                            Performance Indicators                  Reach          Data Sources    Responsibility
Impact Level
Increased number of women and men              • Participation rates of women and men     Women and men      Course           Local project
involved in local economic and community         in training programs                     in communities     registration     personnel
activity.                                      • Increase in family income                                   records          (WBS 4.3)
                                               • Participation in community activity
Improved economic and social conditions        • To be determined during baseline         Households in      Surveys          Local project
in project selected communities.                 mapping (Component 4.2)                  which 1 or more    Observation      personnel
                                                                                          members has                         (WBS 4.3)
                                                                                          participated in
                                                                                          project activity
Positive attitudes and a desire for lifelong   • Increased demand for continuing          Women and men      Surveys          Local project
learning increases demand for continuing         education courses and programs           in communities     Observation      personnel
education.                                                                                                                    (WBS 4.3)
Outcome Level
Capacity of partner universities developed     • Training programs designed and           Women and men      Learners         Project
to provide sustainable adult education           developed in participatory manner        in communities     evaluations of   Directors
relevant to local conditions and needs.        • Advertising of adult education courses                      course and
                                                 circulated in community                                     materials
Continuing education programs meet the         • Community training programs are          Women and men      Survey           Project
needs of adult learners in selected              well attended and in demand              in communities     Observation      Directors
communities.                                   • Course content relevant to local needs                                       Local project
                                               • Adults demonstrate application of                                            personnel
                                                 learning                                                                     (WBS 4.3)

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                                           PAGE 16
                                               ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

                Description                           Performance Indicators                 Reach          Data Sources      Responsibility
Faculty at partner universities have          • Course content and teaching methods    University          Professional      Project
increased qualifications and capability to      match needs and learning styles of     faculty and staff   development       Directors
provide quality education to adults.            adults                                                     committee         Project
                                              • All Ph.D. scholars complete degree                         minutes           Steering
                                                requirements by project year 6                             SFU records       committee
                                              • 90 percent of Master’s students
                                                                                                           Project reports
                                                complete requirements by Year 5
Research on adult education and               • Research project findings and          University          Research data     Project
sustainable community development               recommendations are applied to adult   faculty and staff   and reports       Directors
provides evidence of the need for effective     education programming                  Women and men       Monitoring        Local project
CECs.                                         • Women and men in communities seek      in communities      reports           personnel
                                                or request continuing education                                              (WBS 4.3)
UPCD program goals and objectives             • Social and economic indicators         University          • Professional    Project
realized through effective and efficient        identified by community                faculty and staff     development     Directors
project management.                           • Reports demonstrating project          Women and men         committee       Project
                                                components implemented                 in communities        minutes         Steering
                                                                                       Canadian            • SFU records     Committee
                                                                                       communities         • Project         CIDA
                                                                                                             reports         Officer(s)
                                                                                                           • Financial       Auditor

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                                          PAGE 17
                                              ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

        2.      OUTPUTS – AS OF MARCH 31, 2005

               Description                          Performance Indicators                    Reach            Data Sources           Responsibility
Output Level: 1.0 Continuing Education Center Capacity Development
1.2 Two new Continuing Education           Office space identified, renovated, capital   University staff   Records,                 Project
    Centers established and operational.   equipment purchased, and utilities            and community      observation, project     Directors
                                           commissioned.                                                    reports
1.3 A minimum of three staff recruited and Three staff per university recruited.         University staff   Personnel records        Project
    assigned to each CEC.                                                                                                            Directors
1.4 Capital equipment is operational.      Equipment installed meets procurement         University staff   Project records          Project
                                           specifications during commissioning                              Project reports          Directors
1.6 Office operations maintained.          CECs continue operations.                     University staff   Project records          Project
                                                                                         and community                               Directors
Output Level: 2.0 Curriculum Design, Development and Delivery
                Description                          Performance Indicators                   Reach            Data Sources           Responsibility
2.1 Curriculum design process is started.  6 communities (two in each country)           Faculty, staff     Project records          Project Director
                                           identified and community consultations        and learners       Project reports
Output Level: 3.0 Professional Development
3.1 Selection criteria and process         Written guidelines specify clear              University         Project reports          Project Director
    established.                           procedure for application/admission.          faculty, staff

3.2 Doctoral Ph.D. Studies                 Admission criteria finalized, applications    University         6 Applications (from     PDCs
                                           solicited, and PDC recommends                 faculty, staff     RUPP and Chula)
                                           candidates. SFU interviews at RUPP            and community
3.3 Masters Degree Studies                 Admission criteria finalized, applications    University         Project reports          PDCs
                                           solicited.                                    faculty, staff
                                                                                         and community.
3.4 Specialty Programs                       Specialty program options discussed.        University staff   Project reports          Project
Output Level: 4.0 Participatory Action Research (PAR)
4.1 Social and economic indicators and      Report on baseline conditions including      Project            Printed report           PAR
    baseline mapping of 6 communities.      key indicators.                              communities        validated by             coordinator
                                                                                                            community leaders

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                                                PAGE 18
                                                 ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

Output Level: 5.0 Project Management
5.1 Annual work plans & budgets guide           Project implementation plan approved,   All project    Minutes and reports     Project
    project activities.                         PSC approval of plans                   stakeholders                           Directors
5.2 Work plans, reports and budgets             Annual work plans approved              All project    Minutes and reports     PSC members
    approved by PSC.                                                                    stakeholders
5.3 Financial spending and recording            Disbursements and reports on schedule   All project    Minutes and reports     Project
    occurs as planned.                                                                  stakeholders                           Directors
5.4 Project activities take place as planned.   Comparison of plan with actual output   All project    Minutes and reports     Project
                                                                                        stakeholders                           Directors
5.5 Reports accurately document project         Reports approved by CIDA                All project    Minutes and reports     Project
    outputs and outcomes.                                                               stakeholders                           Directors

ANNUAL NARRATIVE REPORT 2004 - 2005                                                                                          PAGE 19

                                                                                                 APPENDIX 1

                                 Adult Education for Economic Development
                                        Project Steering Committee
                                        Minutes of the First Meeting
                                        June 17, 2004, 9:00 to 12:00

                                        Simon Fraser University
                                          Continuing Studies
                             Burnaby Campus, West Mall Complex, Room 1361

Project Steering Committee Members

Royal University of Phnom Penh
Dr. Neth Barom                     Vice-Rector                         PSC Representative
Prof. Ing Heng                                                         Project Director
National University of Laos
Dr. Sayamang Vongsak               Vice-President, Academic            PSC Representative
Dr. Bounpong Keorodom                                                  Acting Project Director
Chulalongkorn University
Dr. Werasak Udomkichdecha          Vice-President                      PSC Representative
Prof. Supannee Sombuntham                                              Project Director
Simon Fraser University
Dr. Colin Yerbury                  Dean of Continuing Studies          PSC Representative
Dr. Charles Joyner                                                     Project Director (Secretary)

Due to delays in obtaining a visa for Canada
Dr. Sayamang Vongsak, Vice-President, Academic, National University of Laos
Dr. Bounpong Keorodom, Acting Project Director, National University of Laos

1. Welcome to SFU and Opening remarks
Dr. Colin Yerbury welcomed the members of the PSC to the first meeting of the committee. The committee
acknowledged the absence of the representatives from National University of Laos.
2.0 Appointment of the Chair
By mutual agreement, the Chair of the meeting will be the PSC representative from the University hosting the
meeting. Dr. Colin Yerbury was appointed Chair for the first meeting.
3.0 Adoption of the Agenda
A motion was made to amend the agenda as follows:
4.0 Presentation, discussion, approval of the Partnership Memorandum of Agreement
4.1 Presentation, discussion, approval of Partner Specific Agreements (Appendix 4)
A motion to adopt the revised agenda was proposed by Dr. Werasak and seconded by Dr. Barom. No objections.
4.0 Presentation, discussion, approval of the Partnership Memorandum of Agreement (PMA)
The contribution agreement between the government of Canada and SFU forms the legally binding terms,
conditions and obligations of the Canadian partner institution. The Partnership Memorandum of Agreement

ANNUAL NARRATIVE REPORT 2004 - 2005                                               APPENDIX 1 - PAGE 1
                                ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

extends to all partners the terms, conditions and expectations of the project. The four partner universities will sign
the PMA outlining the terms and conditions of the partnership.
A motion to approve the Partnership Agreement moved by Dr. Barom and seconded by Dr. Werasak.
4.1 Presentation, discussion, approval of Partner Specific Agreements
Partner-Specific Agreements (PSA) are an integral part of the Partnership Memorandum of Understanding. The
initial draft agreements were prepared during the project inception mission for review and approval at the first PSC
The PSC discussed the choice of graduate studies programs and degrees to be awarded as part of component 3,
professional development. The original proposal indicated six people would enrol in the SFU Educational
Doctorate (Ed. D.) program and 30 people in a Master of Arts (MA) program. On March 24, 2004, the SFU
Academic Advisory Committee (AAC) for the project met to discuss the suitability of the above mentioned
degrees within the context and needs of the project. The committee recommended changing the Ed.D. program to
a Ph.D. program to ensure greater flexibility in research topics to better accommodate the interests of applicants
from the three partner universities. For the MA program, the AAC recommended the M.Ed. as a more flexible
option with greater potential for students to select their area of specialization
Recommendation of the PSC was to change from Ed.D. to the Ph. D. program for six (6) scholars and the M.A. for
a cohort of twenty-six (26) applicants completing the program through in-service professional development. The
26 applicant cohort would consist of ten (10) applicants from NUOL, ten (10) from RUPP and six (6) from Chula.
At each partner university, every effort will be made to maintain an equal gender balance by identifying and
selecting qualified female applicants for the professional development programs.
A motion to approve the recommendation was moved by Dr. Barom and seconded by Dr. Werasak. No objections.
5.0 Presentation, discussion, approval of the Project Implementation Plan
The Project Implementation Plan (PIP) is a document based on the approved project proposal. The PIP was
prepared using information obtained from the project implementation planning mission that occurred in April and
May 2004 and the recommendations of the Project Steering Committee during the week in Vancouver from June
14 to 18, 2004. The final version of the PIP will be circulated to the partners prior to submission to CIDA. The
deadline for submission to CIDA is July 8, 2004.
6.0 Presentation, discussion, approval of the Annual Work Plan 2004-2005
The draft annual work plan for 2004-2005 was discussed. The schedule of activities for the first year was reviewed
in detail. Additional information required to complete the work plan will be entered by June 30, 2004. The Draft
work plan will be sent to all partners for review and comment before it is sent to CIDA for final approval.
7.0 Date and location of the next Project Steering Committee meeting
The date of the next meeting was set as Thursday, April 7, 2005. The meeting will be hosted by RUPP. The
suggested location is Siem Reap, Cambodia.
8.0 Official Signing of Partnership Agreements (Strand Hall)
The meeting adjourned for members to walk across campus to Strand Hall for the official signing of the
Partnership Memorandum of Agreement. Four original agreements were signed by the Vice-Presidents and
witnessed by the Project Directors. SFU President, Dr. Michael Stevenson presided over the signing ceremony,
indicated SFU commitment to the partnership and provided best wishes for project success.
9.0 Closing Remarks and adjournment
The Chairman thanked the members of the PSC for their participation in the meeting and the successful start of the
six year partnership project. The meeting adjourned at 12:30 pm.

ANNUAL NARRATIVE REPORT 2004 - 2005                                                   APPENDIX 1 - PAGE 2

                                                                                       APPENDIX 2

                                      Inventory of Capital Equipment
                           Royal University of Phnom Penh – As of March 31, 2005
                                                                            Amount       Location
No.     Description                                         Receipt No.     (US)
1       Curtains                                            002500          425.18      RUPP CEC
2       Room partition                                      000284          350.00      RUPP CEC
3       Electricity network                                 3               140.00      RUPP CEC
4       Air conditioner                                     KFIVN35005      1018.00     RUPP CEC
5       Air-con installation fee                            KFIVN35005      40.00       RUPP CEC
6       Stand for air-conditioning                          KFIVN35005      16.00       RUPP CEC
7       Hose for air-conditioning                           KFIVN35005      94.20       RUPP CEC
8       Restroom repair and water basin                     8               395.80      RUPP CEC
9       Locks (Solex 60)                                    EV01            54.00       RUPP CEC
10      Power extension (long)                              EV01            10.00       RUPP CEC
11      Power extension (short)                             EV01            3.00        RUPP CEC
12      Desk                                                12              630.00      RUPP CEC
13      Computer desk                                       13              140.00      RUPP CEC
14      Round meeting table                                 14              485.00      RUPP CEC
15      Armchair                                            15              280.00      RUPP CEC
16      Chair                                               16              240.00      RUPP CEC
17      Bookshelf                                           17              80.00       RUPP CEC
18      File cabinet                                        18              196.00      RUPP CEC
19      Cabinet                                             19              175.00      RUPP CEC
20      Freshwater cooler                                   20              130.00      RUPP CEC
21      Small-size refrigerator                             KFIVN35005      130.00      RUPP CEC
22      Intel P4 - 3.2 computer                             C7545           1094.00     RUPP CEC
23      Intel P4 - 3.0 Ghz                                  C7537           796.00      RUPP CEC
24      Sony VGN - S170P6 laptop                            C7009           4840.00     RUPP CEC
25      Jet Flash MP3 512MB Transcend                       C7675           115.00      RUPP CEC
26      UPS Power tree 600A                                 C7675           140.00      RUPP CEC
27      HP Laserjet Printing 1320                           C7537           395.00      RUPP CEC
28      Photocopy CLC 350                                   NR              tba         RUPP CEC
29      Scanner HP 8200C (A4)                               NR              tba         RUPP CEC
30      HP LCD Projector CS7                                C7009           1560.00     RUPP CEC
31      Overhead projector 3M + Screen                      002838          600.00      RUPP CEC
32      Camcorder SONY (DCR-HC32E)                          103331          650.00      RUPP CEC
33      TDK (DVM 60 MEEA)                                   103331          20.00       RUPP CEC
34      SONY ACC DVP (camcorder bag, battery & tape)        103331          85.00       RUPP CEC
35      Digital camera SONY (DSC-P200)                      103331          500.00      RUPP CEC
36      Memory stick SONY MSA 128A                          103331          50.00       RUPP CEC
37      Desk phone KXT 1231 Panasonic                       002838          120.00      RUPP CEC
38      Fax panasonic KXF 343                               002838          155.00      RUPP CEC
39      Internet connection & deposit                       39              tba         RUPP CEC
40      HP Laserjet Printing 1320                           C7537           395.00      RUPP CEC
41      Photocopy CLC 350                                   NR              -tba        RUPP CEC
42      Scanner HP 8200C (A4)                               NR              tba         RUPP CEC

ANNUAL NARRATIVE REPORT 2004 - 2005                                         APPENDIX 2 - PAGE 1

                                   Inventory of Capital Equipment
                          National University of Laos – As of March 31, 2005

Item                                                          Receipt   Amount          Location
No.     Description                                           No.       (US)
1       Computer Desk top - February 23/05                    0688      720.00       NUOL CEC
2       2 Notebooks                                           0688      2840.00      NUOL CEC
3       Printer                                               0688      450.00       NUOL CEC
4       Digital Camera: SONY DSC P100                         0688      520.00       NUOL CEC
5       Fax Machine: Panasonic KX-FP 362-CX                   0688      318.00       NUOL CEC
6       Photocopier: SHARP AR-M205                            0688      1490.00      NUOL CEC
7       LCD Projector TOSHIBA TLP-S21                         0688      1976.00      NUOL CEC
8       HP Scanner 4670                                       0688      380.00       NUOL CEC
9       HandyCam: SONY HandyCam DCR-TRV 460E                  0688      620.00       NUOL CEC
10      Office Desk: Lee Co.                                  00374     329.84       NUOL CEC
11      Computer Desk                                         00374     109.95       NUOL CEC
12      Bookcase                                              00374     311.52       NUOL CEC
13      Chair                                                 00374     471.20       NUOL CEC
14      5 USB Drives: Kingston 256MB @ $65/each-              057/04    325.00       NUOL CEC
16      Air conditioning (2) @ 17500 B each - February 7/05   -         921.00       NUOL CEC

                                  Inventory of Capital Equipment
                          Chulalongkorn University – As of March 31, 2005

                                  No equipment purchased to date.

ANNUAL NARRATIVE REPORT 2004 - 2005                                         APPENDIX 2 - PAGE 2
                                   ADULT EDUCATION FOR ECONOMIC DEVELOPMENT

                                                      APPENDIX 3

                    Narrative Report of Activities, December 13, 2004 to January 12, 2005
                                               Charles Joyner
                                Adult Education for Economic Development
                                    CIDA UPCD Tier 1 project S62643

Monday, December 13, 2004
Depart Vancouver

Tuesday, December 14, 2004
Arrive Bangkok

Wednesday, December 15, 2004
Confirm preparations for meetings and travel arrangements for missions to Nan, Phnom Penh and

Thursday, December 16, 2004
Confirm current status of project implementation and schedule meetings including telephone discussions
with Chula project staff.

Friday, December 17, 2004, Chulalongkorn University, CEC 5th floor.
Prof. Supannee Sombuntham, Project Director
Ms. Chomchanok (Bua) Bovornkitti, Project Coordinator
Dr. Thares Srisatit, Associate Professor, Environmental Engineering - Researcher for Nan
Dr. Chuenchanok Kovin, Researcher for Bangkok, Faculty of Education
Prof. Surapee Rujopakarn, Researcher for Bangkok, Faculty of Education

Courtesy calls to
Ms. Chaleeporn Kolakuk, Associate Professor (Accounting), Director, Center for Continuing Education
Mr. Tawan Paphapote, Deputy Director, Center for Continuing Education

The first part of the meeting focused on current status the research component of the project. The two
communities identified are:

      1. In Bangkok: Primary school teachers from an inner-city school. The challenge is to improve the
         quality of instruction at the primary level. Dr. Chuenchanok Kovin and Prof. Surapee Rujopakarn
         explained how the teachers are themselves adult learners and as such could benefit from project
         inputs. There is a great need to improve the quality of teaching in public schools to improve
         relevance and quality of teaching to real life needs.

      2. Nan province consists of many districts and each district has a number of administrative
         townships or tambons1. Identification of the first tambon that could serve as the focus for the

    Tambon is the Thai word equivalent to township.

ANNUAL NARRATIVE REPORT 2004 - 2005                                            APPENDIX 3 - PAGE 1

       project will be done during the field visit to Nan Province. The researcher for the community in
       Nan, is Dr. Thares Srisatit.

Sunday, December 19, 2004
Flight from Bangkok to Nan: Prof. Supanee, Chomchanok and Charles
Check into the Nan City Park Hotel
Site visits to various communities approximately 45 kilometre radius from Nan.

General observations: Nan province in northern Thailand consists of lush valleys, a network of rivers
and forested mountains. There are four major hill tribes. Agriculture is the mainstay for the majority of
families. Crops such as corn, rice, vegetables and fruit grow abundantly. Crafts such as weaving provide
a secondary source of income for many households.

Monday, December 20, 2004
Nan Hospital, Dr. Chatree Chareonsiri, Chairman of Nan’s Community Development Center welcomed
us to the hospital where a meeting was about to begin to celebrate the 10th anniversary of the Community
Development Center. There were approximately 30 people present for the celebration. Eighteen people
were from Laos (17 male and one female) and most were representatives of community development
committees near the border. The remainder of the representatives were from Thailand (9 male and 3
female). The majority of Thai representatives included people from the Nan hospital.

Afternoon: meeting at the Nan Province Community Development Office with Ms. Pissamai Chomcheoi.
The meeting expanded to include the Deputy Governor for Nan Province.

We were advised of the work done in recent years through donor agencies such as Australia Aid and
others on participatory action research in the area of community development. Documents were provided
showing the extent of the questionnaire and the detail of information collected. Several communities east
of Nan are seeking ways to introduce rafting and eco-tourism as a revenue source.

A meeting at the district office with Mr. Suranat Khunsri, Community Development Officer for Wiengsa
District was arranged. The office is located approximately 15 km south of Nan. At the meeting, Khun
Suranat stated the major problem faced by most people in local communities is poverty and the burden of
debt. There is a lack of planning for sustainable households, high demand for cell phones, motorcycles
and other consumer products. Credit is readily available but many people do not realize the long-term
cost of borrowing. The district has approximately 10 tambons2 from which we were advised that
working with one tambon as a pilot study may be the most effective use of resources. A meeting was
arranged for Tuesday morning at the office of Tambon San.

Tuesday, December 21, 2004
At 8:30 am, we went to the campus of Rajamangoli Institute of Technology in Nan. Chulalongkorn
University has four teaching rooms and office space on the fourth floor of a large building. One room is
equipped with video conferencing equipment to receive and transmit between Nan and Bangkok. The
equipment and the cost of communication line rental is very expensive. Chula offers a degree program in
information technology, software design and development. There are 22 students enrolled in the third

ANNUAL NARRATIVE REPORT 2004 - 2005                                          APPENDIX 3 - PAGE 2

year and 29 in the second year. In addition to the video conference room, there is one room with 22
computers and a second room with 29. These rooms are used by the 2 cohorts of Chula students.
Teaching facilities are excellent with ceiling mounted LCD projectors and wall mounted screens. There
is no provision for guest housing on the campus. The facilities are very nice as conventional classrooms
but do not provide an inviting environment for adult learners, especially those from grassroots settings.

At 10:00 am, Meeting at Tambon San office located approximately 30 minutes drive south of Nan. There
were 6 people at first then another 3 entered the meeting.

At 2:00 pm, we met with volunteers from the Hak Meung Nan Association at their headquarters located
in a building provided by the temple at 96, Soi 1, Arunyawas, Tambol Naiwieng, Meung District, Nan
55,000. Tel./Fax. (054) 772530 e-mail:

Mr. Samruay Padpol
Ms. Banjit Sairokum
Mr. Tanad Baiya

The Hak Meung Nan Association is a non-governmental organization (NGO) with a small secretariat of
approximately 10 people working with over 885 networks in Nan. The networks generally focus on
specific issues ranging from environmental protection to weaving local cloth. The NGO network strives
to improve social and economic conditions especially for the very poor, the marginalized, handicapped
and the disadvantaged. Operating funds for NGOs are generally derived from private sector donations,
government support and some international assistance. The Hak Meung Nan Association recently
benefited from a Canada Fund grant related to an environmental improvement project.

Government initiatives in community development improved conditions in many rural communities.
From the NGO perspective, the primary beneficiaries of government schemes such as the One Tambon
One Product movement include the middle level brokers and organizers rather than focusing on the
lower level producers.

Many planning sessions such as those proposed in this project have been held in the past with no record
of success. In most cases, the planning takes place and no feedback is provided on the outcomes or on the
follow-up action that is to benefit the stakeholders. No initiative has been sustainable.

Grassroots representation at the planning meetings is required to ensure a pro-poor perspective. There are
many people that would be willing to participate in such activities but their way of life demands that they
must work to earn a daily income. Compensation for their participation is the only way to ensure
commitment to such activities.

Wednesday, December 22, 2004
Meeting with Arjan Vichit Ugachoke, Forestry Department
Over the past decade, environmental protection of the forests in Nan Province has improved
significantly. People generally have greater respect for the forests and realize the benefits from sustaining
the environment. Some burning of rice stalks and clearing of shrubs contributes to air pollution,
especially in the post harvest and pre-planting seasons. The use of chemical pesticides and fertilizers

ANNUAL NARRATIVE REPORT 2004 - 2005                                            APPENDIX 3 - PAGE 3

primarily by hill tribe people has a harmful impact on water quality. Convincing the hill tribe people of
the benefits of stopping environmentally harmful practices requires time and demonstration of best
practices in which rivers have again become plentiful with fish.

Summary action for Nan province
In Nan Province, three tambons were mentioned as possible focal areas for the project.

   1. Tambon near City Park Hotel, an economically developed, high population district
   2. Tambon San in Man Dutai district approximately 30 kilometres south of Nan
   3. Tambon Nam Pan in Mai Chalin district in the eastern part of the province

Discussion led to the selection of Tambon San in Man Dutai district as focus of project initiatives. The
rationale for the choice is that the Tambon near City Park Hotel was already very successful with
considerable foreign investment (such as stores) and it had access to a high volume of people in Nan, the
capital city. Tambon Nam Pan in Chalin District was considered in need of considerable strengthening
before any significant gains could be realized. The complexities of working with a tambon that was
remote from Nan and had little organizational infrastructure was considered problematic for the project at
this early stage.

Thursday, December 23, 2004
At 3:30 pm a meeting was held with Arjan Supannee and Dr. Thares Srisatit at the Pharmacy Faculty
Building, Physiology department, 3rd floor. The first part of the meeting was a discussion of project
budget including a draft proposal for financial policy guiding allocation of funds for project expenses. A
copy of the policy is provided in Appendix 1.

The second part of the meeting was to brief Dr. Thares on the site visit to Nan Province and to consult on
the proposed plan for the next step in the work with Tambon San. Dr. Thares has experience working
with community groups primarily on environment projects. He has agreed to participate in the February 7
and 8 workshop with a pre-workshop planning session taking place on February 6, 2005 (Election day in

Friday, December 24, 2004
This day included report writing and correspondence regarding the findings of the site visits, preparing a
draft financial policy and planning the workshop program for February 7 and 8, 2005. The proposed
action plan for Nan Province is attached as Appendix 2.

Sunday, December 26, 2004
The flight from Bangkok departed and arrived in Phnom Penh on schedule. At 11:00 am, Project Director
Mr. Ing Heng met me at the Goldiana Hotel and provided a draft outline of the work plan for the week.
There are several options for travel to Siem Reap including bus, boat and airplane. A decision on the
most efficient means of transport will be made during evening discussions with the RUPP project team.

Monday, December 27, 2004
At RUPP, a meeting with the project research teams at RUPP was held in the morning. The team from
the Tourism Department is focusing on tourism training in Siem Reap. This team consists of Mr. Neth
Baromey, Head of Tourism Department, Ms. Rith Sam Ol, and Ms. Heng Seyla. The team for Phnom

ANNUAL NARRATIVE REPORT 2004 - 2005                                           APPENDIX 3 - PAGE 4

Penh is from the Faculty of Development Studies and consists of Dr. Chhinh Sitha and Mr. Yim

Tuesday, December 28, 2004
Meetings were held with Sitha Chhinh and Sorphorn Yim to discuss plans for further identification of the
community in Phnom Penh. There is considerable opportunity for employment with Non-governmental
Organizations (NGO) in Cambodia. The challenge is to find people with adequate preparation for entry
level employment. The proposed plan is to prepare a program that will provide adults with the
knowledge, skills and attitudes to be effective in the NGO sector.

An action plan will be prepared and implemented starting immediately. A working lunch hosted by Dr.
Neth Barom was held.

Wednesday, December 29, 2004
At 6:30 am Ing Heng, Sorphorn Yim and I boarded the boat for a 7:00 am departure to go from Phnom
Penh to Siem Reap. The journey up the Tonle Sap river and across Tonle Sap lake takes 5 hours. The
boat journey provided an opportunity to see the countryside and lifestyle along the large river and great
lake. The departure dock in Phnom Penh was very orderly and of high standard. However, there is no
docking facility in Siem Reap and the 100 or more passengers on the overcrowded boat had to make their
way down rickety planks or cross over to other boats and along narrow paths. Ing Heng explained that
during the rainy season, the area is flooded and the boat moves into a location approximately 500 meters
further inland. I was advised that ADB has provided a loan to construct proper docking facilities for Siem
Reap. The project is at the environmental impact assessment stage.

The Members of the research team for Siem Reap met us upon arrival and we proceeded to site visits and

At 14:30 we visited the Ecole d’Hotellerie et de Tourisme Paul Dbrule and met with Deputy Director
Darith Nhieim.

At 15:45 we met with the UNESCO office for research of in the area of Siem Reap and more particularly
the 3 designated heritage reserve areas of Angkor. The current status of the five-year old UNESCO
project is unclear and further data collection and research is on hold.

At 16:30 we met with Mme. Chau Sun Kerya, Director of the Angkor Tourist Development Department
of the Authority for the Protection and Management of Angkor (APSARA) and the Region of Siem
Reap. Mme Chau has a Master’s degree from the Sorbonne and worked for many years with the Accor
Group of hotels based in Paris. She is a strong advocate for higher quality service in the tourism industry
and supports the need for work experience in addition to academic formation. As a member of the board
and the steering committee for the Ecole d’Hotellerie et de Tourisme Paul Dubrule Mme. Chau
recognizes the excellent quality of education provided and sees the need for increased access to such
programs. There is no public university in Siem Reap and the quality of education in private universities
is inferior to the desired standards. Public Universities in Phnom Penh have a better reputation for
providing quality of education.

ANNUAL NARRATIVE REPORT 2004 - 2005                                           APPENDIX 3 - PAGE 5

As we were leaving the meeting, Mme. Chau introduced us to Mr. Khuon Khun Neay, Director of the
Department of Monuments and Archaeology for APSARA. Mr. Khuon worked in Quebec as an architect
and planner for more than 25 years.

Thursday, December 30, 2004
Discussions with the research team for Siem Reap Project Director Ing Heng and Coordinator Sorphorn
Yim were held. The focus of research for Siem Reap relies heavily on the intentions of RUPP and the
CEC in particular regarding the possibility of offering continuing studies programs remote from the main
campus in Phnom Penh. Preliminary discussions about developing and offering custom designed
programs for the tourism sector were positive. Two major constraints are: 1) the shortage of qualified
resource people at RUPP and 2) lack of experience in developing and offering adult education programs
to meet the needs of specific sectors of the economy.

There are two target communities within Siem Reap. Firstly, the growing number of young women and
men working in the rapidly expanding hotel and tourist service industries. The profile of this community
of learners is typically high school graduate with working knowledge of English, and on-the-job training
in the industry. This group of young adults represents the potential to increase involvement of
Cambodian nationals in higher positions such as supervisory, management and administration. This
would ultimately lead to less dependency on expatriate employees and increase the amount of income
that remains in Cambodia and the local community in particular.

The second community consists of small shop owners and operators providing sale of goods and services
to the tourists visiting Angkor. One geographic area has been identified as the focal area for the
community. The exact needs of this group will require focus group discussions and interviews.

Friday, December 31, 2004
Return flights to Phnom Penh and Bangkok.

Tuesday, January 4, 2005
Arrived at the airport for an early morning flight from Bangkok to Vientiane. Saysamone Prasonexay
was at the airport to greet me. We discussed the documents and made a plan for meeting the project team
and the Vice-President, Academic. The location of the Center for Continuing Education has been
changed to the ground floor of the Faculty of Education building. The room is spacious and clean. A list
of capital equipment is being prepared and the first transfer of funds has been completed.

The team working on the project consists of:
   1. Mr. Saysamone Prasonexay, Director of the CEC
   2. Mr. Siri Souvannasy, Vice Director
   3. Mr. Bounchanh Lounphilaphauh
   4. Mr. Xaya Chemcheng
   5. Miss Soudachanh Boutchanhthalath, Administrative Assistant

Three potential program areas have been identified:
   1. English upgrading for academic study
   2. Hotel and tourism related education and training
   3. Gender awareness and equality

ANNUAL NARRATIVE REPORT 2004 - 2005                                         APPENDIX 3 - PAGE 6

The English upgrading for academic study is much in demand. With increased international cooperation
and assistance flowing into Laos, the opportunity for faculty, staff and students to study at the
undergraduate and graduate level through distance education, study abroad or a combination of delivery
modes now exists. NOUL is presently sending people to Vientiane College to complete such programs.
Tourism in Luang Prabang continues to be the primary focus of development. NOUL was instrumental in
opening an affiliated university in Luang Prabang.

Road travel to Luang Prabang requires approximately 7 hours. The decision was made to fly to Luang
Prabang on Thursday morning and return to Vientiane Friday night.

The meeting with Prof. Dr. Sayamang Vongsak, Vice-President for Academic Affairs was very cordial.
Dr. Vongsak advised Saysamone to check with various national and local officials before selecting the
communities in which to work. The administration of the survey questionnaire requires authorization
from the local authorities. The baseline survey has been translated into Laotian language. Dr. Vongsak
remarked that the survey was quite detailed on the social and economic conditions of the communities. It
did not directly focus on needs assessment for the education and training programs needed to improve
conditions in the communities.

Wednesday, January 5, 2005
A meeting at the municipal offices for Vientiane. We met with Mr. Bounlai, representing the Director of
the Division of Plans and Public Investment, Ms. Khampong, Deputy and Mr. Thanongsin, Analyst with
the same department. The purpose of the meeting was to advise the municipal authorities of the project
and to seek their authorization to distribute and collect data using the baseline survey instrument. The
representative indicated full cooperation as he would advise his director of the project and provide
assistance in identifying the most suitable community in which to work.

Thursday, January 6, 2005
Prof. Saysamone Prasonexay, Mr. Bounchanh Lounphilaphauh and I took a morning flight from
Vientiane to Luang Prabang. Upon arrival at Luang Prabang we were greeted by Mr. Som-Ock
Phanthavong, Vice-rector for administration, Souphanouvong University. The first meeting was at the
Governor’s Office where we met with Dr. Bouakhong Nammavong, Chief of Cabinet. Saysamone
described the project, distributed the abstract and the survey instrument (Laos Translation) to inform and
seek approval from the office of the Provincial Governor.

A meeting was held at the Provincial Office of the Ministry of Education. We met with Mr. Thongchay,
Deputy Head of Provincial Education Department and with Mr. Eung, also Deputy Head of the

Friday, January 7, 2005
Meeting at Souphanouvong University with Dr. Phay Srsavanh, Rector, Mr. Som-Ock Phanthavong,
Vice-rector for administration. The University was established in 2002 on a site across the street from the
Ecole Normale Superior for teacher education. For administrative purposes, the university reports to the
NUOL and to the Ministry of Education. Land for a new campus has been identified and plans for
building the new campus are complete. The university will expand from one faculty to five. Education

ANNUAL NARRATIVE REPORT 2004 - 2005                                          APPENDIX 3 - PAGE 7

will remain at the city center campus while arts, engineering, business, agriculture and sciences will be
located at the new site. The new campus will be over 200 hectares bounded on one side by the Mekong
River and the other side by Highway 13 North. The campus is approximately 8 kilometres from Luang
Prabang center. Construction is scheduled to start March 2005.

Meeting at the Maison de la Patrimoine with Director Mr. Ouane Sirisack. In 2000, Luang Prabang was
designated as a world heritage site. The office responsible for overseeing the various projects associated
with the preservation of the heritage sites is located in the Maison de la Patrimoine. The Director was
informed of our project and was asked if the world heritage status combined with project increase in
tourism had any impact on the human resource requirements in the future. The Director could not
foresee any change, impact or need. His concentration and focus was on the immediate activities such as
repairing roads and walkways near the various heritage sites.

Saturday, January 8, 2005
Return to Bangkok was via a morning flight from Vientiane.

Monday, January 10, 2005
Meeting with Ms. Chaleeporn Kolakul, Director of Continuing Education Center, and Mr. Tawan
Paphapote, Deputy Director to discuss the reorganization of the project. Ms. Kolakul stated that Prof.
Supanee received approval for an assignment at the Ministry of Education starting February 1, 2005.
Project responsibility will remain with the Center for Continuing Education. The new Project Director
will be Mr. Tawan Paphapote.

We discussed project documentation, planning for the balance of the first year, the Project Steering
Committee to be held in Siem Reap, the reporting and the planning required for the second year and the
financial management of the project. Ms. Kolakul has a background in accounting and appears very
knowledgeable in administration of university departments and projects. For communication between
SFU and Chula we should continue to contact Ms. Chomchanok (Napasorn) Bovornkitti as the
administrative assistant and Mr. Paphapote as the new Project Director.

An afternoon meeting was held with Prof. Supannee and Prof. Surapee to discuss the proposed plan for
identification of the community and baseline survey collection for Bangkok. The community selected
was a group of primary school teachers from Suanluang Primary School situated in an inner city
community near Chulalongkorn University. The public primary school is under the administrative
jurisdiction of the office of the Governor of Bangkok. The teachers serve approximately 250 children
generally from neighbourhoods of low social and economic status. The first activity will be to conduct a
consultative meeting with representatives of the group of teachers to explain the project plan to develop a
training program for their personal and professional development. The baseline survey will be

Tuesday, January 11, 2005
Report writing and planning for year 2.

ANNUAL NARRATIVE REPORT 2004 - 2005                                           APPENDIX 3 - PAGE 8

                                                                           APPENDIX 4

                                    Simon Fraser University
                       Proposal for Special Cohort Graduate Program in
                              Adult Education and Development
                                         April 07, 2005

Special Arrangements: International Cohort

Credential Awarded: Master of Arts (M.A.) from Simon Fraser University (SFU)

Contact: Charles Joyner, Director, Continuing Studies International Programs

The proposed special cohort M.A. in adult education and development is being designed
as part of a Canadian International Development Agency (CIDA) funded University
Partnerships in Cooperation and Development (UPCD) Tier 1 project entitled Adult
Education for Economic Development3. The project partners are National University of
Laos (NUoL), the Royal University of Phnom Penh (RUPP) in Cambodia and
Chulalongkorn University (Chula) in Thailand. The project purpose is to develop
institutional capacity to create adult education centers at NUoL and at RUPP and to
further strengthen the capacity of the existing Continuing Education Center at Chula. The
in-service Master’s program will contribute to the professional development of a corps of
qualified faculty and staff at each partner university. In addition to the required course
work for the M.A. each student will be required to identify a project topic relating to or
supporting the overall goals of the partnership project. The supervised project will
demonstrate the students’ knowledge and skills learned through the Master’s program.

The primary outcome will be a group of education professionals at the three partner
universities capable of identifying, designing and implementing programs relevant to the
needs of adult learners and their communities. Faculty from each university will
introduce to their students and colleagues many of the new concepts learned from the
Master’s program. Adults residing in communities served by the partner universities will
have access to education and training that will improve livelihood opportunities and
generally enhance the quality of life. The projects undertaken by the M.A. students will
further contribute to the knowledge base of the universities and communities involved in
the broader partnership project.

Links to Strategic Goals:
This program is linked to SFU strategic goals of internationalization and to the
development strategies of the three partner universities. The program further supports the
long-term human resource development goals of the partner countries.

    See Appendix 1 for a summary description of the project.

ANNUAL NARRATIVE REPORT 2004 - 2005                             APPENDIX 4 - PAGE 1

Administrative Responsibility:
Continuing Studies is responsible for all administrative arrangements including transfer
of funds to Faculties and departments for the payment of teachers contracted to teach or
supervise to supervise student projects. Funding for the program is provided by CIDA
through the Partnerships Branch, UPCD Tier 1 programme.

Academic Responsibility:
Primary academic responsibility for the M.A. program is with the Faculty of Education.
The second academic area supporting the program is the School of Communication,
Faculty of Applied Science.

The proposed program has been developed in compliance with the Dean of Graduate
Studies guidelines for the Development and Approval of Graduate Programs Prepared for
Senate Committee on University Priorities.

The applicants will be selected from the three partner institutions, RUPP, NUOL and
Chula4. Every effort will be made to ensure an equal number of female and male

Potential Job Market:
All applicants will be full-time employees of their respective universities. A condition of
admission to this program is that each applicant must sign an agreement to remain with
their respective university for a minimum of two years following completion the Master’s
program. The anniversary date for the period of service will be from the date of
convocation and issuance of the Master’s degree.

Admission Requirements:
A Professional Development Committee (PDC) will be formed at each partner university.
Each PDC will establish criteria and procedures for advertising, recruiting and selecting
full-time personnel for admission to the M.A. program. The PDC will be guided by the
following minimum requirements for admission:
    1. Full-time employee of the partner university.
    2. A minimum of eight years service remaining prior to mandatory retirement.
    3. A Bachelor’s degree with a minimum cumulative grade point average of 3.0 from
        a recognized university or equivalent.
    4. Proficiency in English language listening, reading, writing and speaking as per
        SFU Graduate Studies admission requirements of TOEFL 570 or computer based
        score of 230, or TWE score of 5 or IELTS overall band score of 7.0.
    5. A written explanation of program relevance to the applicant’s teaching, research
        and community service. Each applicant should provide an indication of how the
        knowledge and skills gained through the Master’s program may be used to further
        the overall goals of the partnership project.

    The applicants will be 10 from NUoL, 10 from RUPP and 6 from Chula.

ANNUAL NARRATIVE REPORT 2004 - 2005                                       APPENDIX 4 - PAGE 2

    6.   Two letters of reference describing the applicant’s character, suitability and
         capacity to complete the program. One of the letters should be from a former
         teacher of the applicant and the other letter from the applicant’s immediate
    7.   Signed agreement of commitment to continue as a full-time employee of the
         University during the period of study and research. The agreement will include
         continuation as a full-time employee for a minimum of two years following the
         degree award date.
    8.   Applicants must comply with all SFU regulations and criteria as specified in the
         University calendar.

Preparation Program for Academic Studies
Potential applicants may be deterred by the stringent admission requirements. The first
language of the vast majority of applicants will be Laotian, Camer or Thai. Many
applicants will likely have obtained their undergraduate degree from a local or regional
university hence the SFU Master’s degree will be the first opportunity to experience
study requiring a high level of academic reading, analysis, critical thinking, problem
solving and academic writing in English. A special course of study to prepare applicants
for the rigor of the program will be offered six to twelve months before the start of the
M.A. program. The selection committee may identify some applicants to receive
conditional acceptance to the Masters program subject to successful completion of the
academic preparation course.

Summary of Requirements for Graduation
Successful completion of the M.A. requires 35 credit hours of study. To continue in the
program students must remain in satisfactory academic standing as specified by the SFU
academic policy for Graduate Studies. The courses required for completion of the M.A. is
provided in Table 1.

      Course No.                      Title                    Teacher   Schedule     Location
1    CMNS 845-5       Communication, Knowledge Systems and                2006-1    Bangkok
2    EDUC 830-5       Implementation of Educational Programs               2006-1   Bangkok
3    EDUC 864-5       Research Designs in Education                        2006-2   Vientiane
4    EDUC 854-5       Teachers as Agents of Change                         2006-2   Vientiane
5    CMNS 855-5       Selected Topics in Communication                     2006-3   Phnom Penh
6    EDUC 724-5       Special Topics in Adult Education                    2006-3   Phnom Penh
7    EDUC 883-5       M.A. Comprehensive Exam                              2007-2   Vancouver
                               Table 1: Program of Studies

Note: Schedule semester designation is:
1 = January to April, 2 = May to August, 3 = September to December

ANNUAL NARRATIVE REPORT 2004 - 2005                              APPENDIX 4 - PAGE 3

Instructional Methodology
Whenever possible, a team-teaching approach will be used to link an SFU faculty
member with a counterpart from a partner institution. The team teaching approach will
further enhance the capacity of SFU and partner universities by sharing subject expertise
and instructional methods. Courses taught at the partner universities will require SFU
faculty to conduct an intensive residential session at the host partner institution as
indicated in Table 1. Students will be assigned course readings, preparations, and
assignments to be completed at their home campus prior to or following the intensive
residency sessions. A study support group will be formed at each campus to maintain
momentum of the learning process. Students and study groups will have access to
internet, e-mail and other means of continuing their learning while on their home campus.
Access to online resources for students in this cohort will be comparable to that of any
other SFU student.

Course Descriptions from SFU Calendar and Summary Biography of Teaching

CMNS 845-5 Communication, Knowledge Systems and Development
This course is a study of communication in development, with a special emphasis on
indigenous knowledge systems, the process of globalization and cross-cultural
communication, and the sustainability of local cultures.

CMNS 855-5 Selected Topics in Communication Studies
Specialized one-time graduate course offerings on topics related to the current research of
the faculty or visiting professors.

EDUC 724-5 Special Topics in Adult Education
This course will provide the principles and participatory practices of identifying needs,
designing and developing programs responsive to the context and circumstances of

EDUC 830-5 Implementation of Educational Programs
Problems and practices associated with innovation and implementation including the
nature of change in the educational context, the roles of teachers, administrators, change
agents, and evaluators.

EDUC 854-5 Teachers as Agents of Change (Adult Education)
The narratives of educators and community leaders will provide insights into how adult
education teachers may contribute to institutional changes extending into the community.
The course will explore ways in which the teacher will design and implement instruction
leading to changes in the lives of learners and the communities in which they live.

ANNUAL NARRATIVE REPORT 2004 - 2005                              APPENDIX 4 - PAGE 4

EDUC 864-5 Research Designs in Education
Designing and interpreting research about education. The program topics include an
introduction to survey techniques, correlation designs, classic experimental and
evaluation designs for investigating causal relations, case study methods, and interpretive
approaches to research.

EDUC 883-5 M.A. Comprehensive Examination
The comprehensive examination for the MA is graded on a satisfactory / unsatisfactory

Anticipated Program Start Date: January 2006

Graduate Studies Program Advisory Committee for Special M.A. Cohort

The members of the program advisory committee are:
   1. Dr. Martin Laba, School of Communication, Faculty of Applied Sciences
   2. Dr. Allan MacKinnon, Faculty of Education
   3. Dr. Tom Nesbitt, Continuing Studies
   4. Dr. Charles Joyner, Continuing Studies

Committee Terms of Reference
  1. Advise on program content.
  2. Specify criteria for program admission.
  3. Ensure selection process complies with SFU policy.
  4. Review applications.
  5. Recommend admission to qualified applicants.

ANNUAL NARRATIVE REPORT 2004 - 2005                             APPENDIX 4 - PAGE 5

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