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PIP No:
1694
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1. PROJECT NAME:
Cambodia Basic Education Improvement Project (P508313)
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ឈ្មោះគម្រោងៈ
គម្រោងកែលម្អអប់រំមូលដ្ឋានរបស់កម្ពុជា
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| 2. PROJECT DATES: |
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PROJECT START :
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ESTIMATED COMPLETION :
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4. RESPONSIBLE MINISTRY:
Ministry of Education, Youth & Sport
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RESPONSIBLE UNIT:
Ministry of Education, Youth and Sport
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អង្គភាពទទួលខុសត្រូវ:
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5. PROJECT STATUS
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DETAILED PROJECT INFORMATION
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6. TYPE OF PROJECT:
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7. SOURCE OF PROJECT FUNDING:
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| 8. THE POLICY AREA OF THE PENTAGON STRATEGY PHASE I THAT THIS PROJECT FALLS UNDER: |
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| 9. THE CONTRIBUTION OF THE PROJECT TO ACHIEVE THE ABOVE POLICY: |
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The following indicators will be monitored to measure the performance of project outcomes.
1. Number of students supported with better education (Disaggregated by gender)
2. Percentage of the fifth graders meeting minimum proficiency levels in reading
3. Percentage of the fifth graders meeting minimum proficiency levels in math
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| 10. Support to Cambodia Industrial Development Policy |
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Does this Project support to the implementation of the Cambodia Industrial Development Policy?
Coordination of Supporting Policies (Skills and Human Resource Development, Sciences, Technology and Innovation Promotion, Establishment and Development of Industrial Infrastructure, and Financing Measures) | ការសម្របសម្រួលគោលនយោបាយគាំទ្រ (ការបណ្តុះបណ្តាលជំនាញនិងធនធានមនុស្ស ការជំរុញវិទ្យាសាស្ត្រ បច្ចេកវិទ្យា និងនវានុវត្តន៍ ការកសាងនិងអភិវឌ្ឍហេដ្ឋារចនាសម្ព័ន្ធឧស្សាហកម្ម និងវិធានការផ្នែកហិរញ្ញប្បទាន)
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11. SECTOR:
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| 12. PROJECT LOCATION: (Describe the location of the project and its components.) |
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| 13. PROJECT OBJECTIVE: (Describe the major purpose of the project.) |
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To improve learning outcomes in primary education in target areas, and to provide immediate and effective response in case of an Eligible Crisis or Emergency |
| 14. PROJECT DESCRIPTION: (Provide a description of the project and all its components.) |
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The project’s activities have been selected because of their strong evidence base for improving student learning outcomes, at scale and in a cost effective way.13 As will be discussed below, the ambition of the proposed project is to ensure that every primary school student in the country can achieve minimum numeracy and literacy. As such, the project has been designed to be scalable in scope and cost, allowing it to potentially accommodate additional finance or follow-on projects and/or additional resources from development partners, should those resources materialize.
The proposed project will complement and build on activities already under implementation by other development partners, and an ongoing IDA project, the General Education Improvement Project (GEIP). Specifically, first, as will be discussed in more details in subcomponent 2.2 and in box 1, several development partners have supported the design and, in select provinces, supported implementing of a best-practice way of strengthening teaching, using an Early Grade Learning package. BEIP will build on these efforts, seeking to bring them to nationwide implementation, and institutionalize them. Second, the GEIP focuses on establishing robust school governance, strengthening school management, improving accountability, and enhancing community engagement. This governance-focused approach creates the foundational structure for the proposed project to effectively implement its teaching and learning interventions, including Early Grade Learning (EGL) and Teaching at the Right Level (TaRL), along with increased instructional hours and enhanced teaching materials. While GEIP improves school management capacity, student assessments, and infrastructure across 2,000 primary schools, BEIP will strengthen the teaching approach in classrooms and institutionalize the mentoring system for teachers, not only in GEIP targeted schools but in all schools (building on the foundation laid by other development partners).
Component 1: Improving Primary School Readiness (US$7.5 million)
16. This component aims to enhance the primary school readiness of children and address the issues highlighted in the sectoral context. First, the project will implement cost-effective models of early childcare services by developing various models of childcare centers, using lessons learned from the completed Community-based Childcare for Garment Factory Workers Project (P171063). These childcare services will help improve both student readiness and empower working parents to actively participate in economic activities. Second, the project supports establishing public preschool classes attached to primary schools in areas with high demand for preprimary education and sufficient classrooms. Third, to tackle the issues of low-quality ECE services, training will be provided to teachers to ensure the full implementation of the newly revised ECE curriculum, which aims to promote play-based ECE. Finally, the project will promote parental education through awareness campaigns aligned with the newly revised ECE curriculum.
17. The project could finance the costs associated with construction of new childcare centers, renovation of classrooms, equipment and furniture for renovated classrooms, technical assistance (TA), training and other operating costs through a combination of Early Learning Partnership MDTF Childcare Funding (US$2.5 million) and matching IDA funds.
Component 2: Leveraging Cost-Effective Solutions to Enhance Student Learning (US$88.0 million)
18. This component supports activities that address some of the underlying causes of poor learning outcomes at the primary grades (see discussion above). The proposed sub-components include:
Sub-Component 2.1: More and better use of instruction time (US$7.0 million)
19. Using additional instructional hours to reinforce content helps students learn and could reduce inequality on student learning outcomes. The proposed subcomponent aims to ensure that these additional hours result in more student learning, especially for students who have fallen behind through i) making effective use of the currently prescribed instructional hours (such as effective classroom planning and preparation, eliminating free time and maximizing engaging learning opportunities), ii) adding extra hours to the existing school schedule, and iii) providing additional classrooms in overcrowded schools, reducing class size to enhance learning experience. Different approaches could be considered to extend the current instructional hours, considering (i) the additional cost implication of the extension, including possible cost-sharing arrangements between MoEYS and parents; and (ii) the equity considerations to ensure that poorer households can also benefit from the extended hours. On the cost front, costs will vary depending on whether additional classrooms are needed to move to a single-shift full-day schooling.
20. There is growing empirical evidence on what are the most cost-effective ways of accelerating student learning, with Teaching at the Right Level (TaRL) singled out as one of the most effective interventions to accelerate learning, at scale, and in a cost-effective way.14 Specifically, TaRL is an evidence-based approach that focuses on assessing children's learning levels and tailoring instruction to meet their specific needs. It emphasizes group-based learning activities, targeted instruction, and continuous assessment to help children build foundational literacy and numeracy skills effectively. This component will introduce this approach to the hours set aside for Cambodia’s remedial instruction (see paragraph 18 for a description of how these hours are currently used). The project will support the development of intervention packages for reading and math, training teachers to conduct diagnostic assessments and use the intervention packages to support the students who fall behind their grades, setting up structures to support teachers and school leaders in implementing TaRL, and building the capacity of national and sub-national education staff to own and sustain the program.
Sub-component 2.2: Enhancing the implementation of Early Grade Learning (US$45.0 million)
21. Apart from TaRL, the other “smart buy” to accelerate student learning is Early Grade Reading (EGM) and Early Grade Mathematics (EGM) programs with benefit-cost ratios ranging from 5 to 1 to 12 to 1 (World Bank 2023). Such programs consist of four core activities (i) teachers are provided with scripted lesson plans; (ii) teachers are provided with initial training on how to use these scripts and new material; (iii) material is developed and provided to students; (iv) teachers are provided with ongoing mentoring support through the deployment of core mentors15. In addition, the programs have a heavy emphasis on monitoring and evaluation, providing continuous feedback on progress being made by students.
22. In Cambodia’s case, with support from other donors, EGR and EGM have already been designed, implementation have already begun, and the efforts have been rigorously evaluated showing impressive results. This subcomponent aims. Enhance and scale up the implementation of the efforts started in 2017 by USAID, UNICEF (via the GPE financing), and SIDA in supporting primary EGR and EGM programs. These efforts have already been rigorously evaluated and shown to improve student learning in Cambodia. The proposed project will also include these programs at the per-primary level. The key activities will include teacher training, teaching materials, and regular mentoring support. To support the monitoring effort, IT experts would be deployed at every school cluster. This subcomponent would build on past donor’s investments and experience in EGL, fill gaps already identified related to EGM and monitoring, and ensure that the programs are effectively implemented nationwide.
23. The project could finance the costs associated with (i) procuring and distributing EGL materials; (ii) providing cluster of schools with a “school mentoring funds” to sustain the mentoring efforts; and (iii) potentially expanding the EGL programs to grades 4 and 5. An initial costing exercise suggests that it would cost approximately $50 million to fund nationwide implementation of EGM and EGR in the early grade (for four years).
Sub-component 2.3: Investing in learning-enhancing infrastructure (US$35 million)
24. As mentioned above, the issue of overcrowded classrooms is prevalent in Cambodian schools with 76 percent of primary students are learning in classes with more than 30 students, and analysis of SEA-PLM 2019 data showing that these large classes are impacting student learning (see above). Reducing the number of such very large classes would allow teachers to pay more attend to students’ individual needs, to enforce behavioral expectations, and to closely monitor students’ performance.16
25. This subcomponent aims to improve the learning environment and will finance the climate-resilient construction of additional classrooms in overcrowded schools and ensure the availability of gender-separated toilets and WASH facilities. The school buildings must have climate-informed designs, ensure energy efficiency, and be able to be designated as emergency shelters. To improve learning environment, the project will also provide the necessary facilities and equipment, such as digital tools, and library books. Where lack of classrooms is the binding constraint to reducing large classes, the project will finance such construction.
Component 3: Improving institutional capacity for education management and project management (US$7.0 million)
26. This component aims to enhance the performance for education service delivery chain and strengthen planning, implementation, and monitoring capacity, as well as coordination at both national and subnational levels, and project management. The proposed sub-components include:
Sub-component 3.1: Improving institutional capacity for education management (US$2.0 million)
27. This subcomponent will support the improvement of MoEYS institutional capacity to plan, manage, and monitor workforce in the delivery of education service. The proposed key activities include: (1) modernizing HRMIS and improving data availability through improving data exchange across platforms to support human resource planning and allocation and improve oversight mechanism for teacher performance in decentralized context; and (2) building capacity to utilize.
the modernized HRMIS to support improvement in HR management and career progression of education staff. This investment will complement national level reform and ensure sustainability of impact from the project.
28. The project could finance the costs related to (i) technical assistance; (ii) capacity development for system operations, and (iii) procurement of ICT equipment.
Sub-component 3.2: Strengthening project management and M&E (US$5.0 million)
29. This subcomponent will support project management, capacity development and monitoring and evaluation of project progress and outcomes. This subcomponent will potentially include: (1) capacity development and support for overall project management and coordination for financial management, procurement, environment and social safeguards and internal audit; and (2) support monitoring and evaluation of project progress and outcomes.
30. This subcomponent will finance the incremental costs associated with project management. It includes activities designed to ensure efficient program management and early identification of corrective measures to solve any implementation problems. As the implementing agency, PMU takes on broader coordination responsibilities for the project, it would need additional resources for logistics, physical space and transportation. A series of workshops such as project launch and annual review workshops are included in this component, together with financing for the required financial audits to support the Department of Finance. The subcomponent will also finance TA, equipment, training, and operational costs.
Component 4: Contingent Emergency Response (CERC)
31. The objective of the contingent emergency response component (CERC) is to allow for the reallocation of financing in accordance with the IDA Immediate Response Mechanism in order to provide an immediate response to an eligible crisis or emergency, as needed. Learning from the lessons of the current COVID-19 pandemic, the project will develop Emergency Response Manual (ERM) and other necessary documents to ensure that CERC can be activated at any time during the emergency. While the ERM will be designed to release IDA financing, it will also serve as a guided document for the whole sector in the case of an emergency.
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| 15. PROJECT JUSTIFICATION: (Give reasons why this particular project is considered worthwhile.) |
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N/A |
| 16. BENEFITS (Who will benefit, directly and indirectly, from the project?) |
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N/A |
| 17. FEASIBILITY STUDY |
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Is a "Feasibility Study " for the Project requied?
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| 18. SOCIAL & ENVIRONMENTAL IMPACT: (Briefly describe the effects of the project, if any, on the people and the surrounding environment. Will the project assist in alleviating poverty?) |
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N/A
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| 19. CLIMATE CHANGE |
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a. Is any activity or output of the project related to Climate Change?
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If Yes, please indicate
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b. How is the project relevant to Climate Change?
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Please select a Climate Change related sector of the project and fill up the contribution of the climate change related expenditure compared to the total project cost.
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Climate Change-Related Sector
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Percentage
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Climate Change Relevance
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4. Climate change proofing of Infrastructure | ៤. ការសាងសង់ហេដ្ឋារចនាសម្ព័ន្ធដោយបានដាក់បញ្ចូលការប្រែប្រួលអាកាសធាតុ
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5
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Low
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| 20. DISASTER RISK REDUCTION |
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Is any activity or output of the project related to Disaster Risk Reduction?
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If Yes, please indicate
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| 21. GENDER ANALYSIS: (How does the project affect the roles of the men and women in the project area? Will women be actively involved in the implementation of the project?) |
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1. Number of students supported with better education (Disaggregated by gender)
2. Percentage of the fifth graders meeting minimum proficiency levels in reading
3. Percentage of the fifth graders meeting minimum proficiency levels in math
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| 22. CAPACITY TO IMPLEMENT: (Does the Ministry have the skills and experience required to implement the project?) |
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Primary Education Department, Ministry of Education, Youth and Sport
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| 23. STATUS OF PROJECT IMPLEMENTATION: (Provide a brief update on the progress of the project to date. Discuss any major problems causing delays in project implementation.) |
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Planning Project |
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24. PROJECT PRIORITY
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(Please indicates the priority ranking of the project decided by the ministry/agency.)
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4
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| 25. DONOR INVOLVEMENT: (Provide any information on current or potential donor involvement in the project.) |
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- ECCD, TEIs,
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| 26. REFERENCE: (Please upload the project documents, MOU, or agreements with funding agencies including MEF.) |
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Part B: Project Costs and Funding Sources
( In US$’000 )
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