NFUAJ in Siem Reap, Battambong, Kandal province. Then, DNFE initiated, in 1999, a pilot project with the support from APPEAL, UNESCO Bangkok through UNESCO office in Phnom Penh in three provinces: Takeo, Kampong Speu and Kampongthom. In principle, CLCs were set up as a mechanism to provide literacy skills, lifelong learning and continuing education for all people in the community. CLCs functions as a venue for education and community development owned and managed by community people. Poverty and illiteracy remain to be issues in remote and rural areas in Cambodia. Thus, the Royal Government of Cambodia (RGC) emphasizes poverty reduction and human development as the priority of the National Policy. Education and training at the community level are one of the main instruments for social and economic development. The RGC has also concentrated on education development with the initiative to attain EFA goals by 2015, especially for those who have no access and opportunity in participating in formal education. To this end, CLCs are regarded as the most effective learning venues needed to be established for combining structured activities and opportunities for non-formal and informal learning at the community level.

(2) While UNESCO supported three CLCs in the above three provinces in 1999, DNFE also set up a number of CLCs on its own in some other provinces. Later, the UNESCO-supported CLCs were also handed over to Provincial Office of NFE. Since then, DNFE started the CLCs' activities on its own with cooperation of Provincial Office of Education (POE) and District office of Education (DOE) of each province.

(3) CLCs were expanded and strengthened year by year. So far, there are 242 CLCs serving approximately 8000 learners in 2010. CLCs provided learners with income generating skills such as haircutting, hairdressing, motorbike repairing, Khmer traditional music, cosmetician arts, etc. After completing the courses, learners can use their acquired skills to increase their incomes. Some literacy classes were opened in CLCs. In spite of the achievement, there are still some challenges. Finding location with old building for repairing the CLCs remains difficult. Also, community participation in CLCs activities is limited and not fully active. Insufficient budget to expand skill training programmes to needy population is still an issue. Training programme sometimes do not match the real needs of learners or trainees as well as the job market demands and the products and services could not sell well or make good profits because locally available human resources and materials have yet to be utilized which limits market demands. Cooperation and coordination among different departments, ministries and various agencies needs to be improved to ensure better coherence and synergy among skills training programmes in order to meet labour market needs. Lack of systematic and comprehensive data collection mechanism remains as constraint. There are many tools that have yet to be established to provide accurate and updated information on skill training. Another issue is the limited capacity of NFE personnel in charge of CLCs in terms of management, planning, implementation coordination, monitoring and evaluation.

### 4. Management structure

At the commune level, the management committee for each CLC is responsible for operating all activities of the centre as the local mechanism for effective individual and community development. This committee consists of honorary chairperson (the abbot of Buddhist temple, monks, respected