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PIP No:
1695
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1. PROJECT NAME:
Building the Climate Resilience of Children and Communities through the Education Sector (BRACE)
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ឈ្មោះគម្រោងៈ
គម្រោងការកសាងភាពស៊ាំរបស់កុមារ និងសហគមន៍ទៅនឹងការប្រែប្រួលអាកាសធាតុតាមរយៈវិស័យអប់រំ
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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:
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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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Improving climate-resilient infrastructure and disaster risk reduction (DRR) in schools and inclusion of education
Teacher training on climate change
Increasing the resilience of school infrastructure
Rolling out the eco-school model in pilot secondary schools while designing and testing a similar approach for primary schools
Dedicated WASH and health interventions for teachers and students
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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?
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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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There are three different components under this project. The project goal will be achieved via implementation of activities under three components, each with an associated outcome:
Component 1: At-scale pilots (Cambodia, South Sudan and Tonga), with outputs and activities leading to Outcome 1 – Increased climate resilience of the education sector and its stakeholders at the national and sub-national levels
Component 2: Information and finance access, with outputs and activities leading to Outcome 2 – Ministries have increased their capacity to access finance and use climate information to build resilience through transformational planning embedded in existing planning and financial systems and processes.
Component 3: Coordination and learning, with outputs and activities leading to Outcome 3 – Education and climate stakeholders globally are connecting, coordinating, collaborating and cross-learning for enhanced climate action in the education sector.
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| 14. PROJECT DESCRIPTION: (Provide a description of the project and all its components.) |
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1. The education sector is – and will be – increasingly exposed to climate risks driven by climate hazards: principally increasing temperatures, changing rainfall patterns and increasing frequency and/or intensity of extreme events, resulting in impacts including increasing frequency and duration of heatwaves, more flood events, stronger and longer droughts, increased frequency and intensity of extreme rainfall events, and increasing frequency of severe storms (see climate driver mapping at Figure 1, below. Further evidence of these links is provided in Table 1, further below). These hazards impact critical infrastructure, school communities, children and their learning environments – resulting in increased absenteeism (for students and teachers); reduced food and water security; increasing psychological stress; damage to and/or destruction of education infrastructure; and increased illness, injury and mortality among students and teachers. The flow on effects from these impacts include, increased migration and displacement (interrupting learning); reduced learning ability and educational outcomes; increased school dropouts; and increased costs to national education budgets. By integrating climate change programming into the education sector, we have the opportunity to safeguard schools, communities and students of today, as well as addressing future climate change impacts via climate-responsive policy, cross-sector coordination, safe construction, education and learning.
2. The changing climate is already threatening children’s right to quality, safe and inclusive education. This is compounded for children living through conflict and those experiencing inequality and discrimination. Climate and environmental threats, including disasters and disease outbreaks, are responsible for disruptions in the education of over 37 million children each year . Children’s physical safety and psychosocial well-being are threatened by damage and destruction to learning facilities and education systems. When children and their families are displaced by climate threats, the risk of dropping out of school dramatically increases. More than 50 million children have already been displaced due to climate-related events .
3. Climate change threatens to make it harder for children to complete their education without disruption and remain safe and protected. The physical impact on school facilities results in destruction and damage to teaching equipment and supplies, as well as school infrastructure investments such as water and sanitation. Schools may become inaccessible or unsafe. Girls are at increased risk and negative coping strategies such as child marriage increase as families with the economic impact of climate shocks. On current trends, by 2025 the climate emergency will contribute to 12.5 million girls annually not completing their education .
4. Mental health challenges for children, caregivers, and teachers are expected to increase under further global warming in all regions. Children are emotionally and psychologically affected by fears about the climate crisis, especially those children living in areas vulnerable to climate change . Compounding this issue, stress also harms brain development .
5. The role of the education sector in climate action has so far been overlooked. A collaborative and coordinated systems-thinking approach is required to address shared challenges. The education sector has a powerful role in terms of:
• Assuring the rights of school-age children to: safety, survival, development, and participation in the face of all hazards and risks. This includes mitigating against interrupted learning caused by climate induced disasters through improved resilience of education system infrastructure;
• The demonstration effect and long-term cultural impacts of a global movement for safe and green schools, including design, construction, maintenance, and operations;
• The child-to-household transmission of knowledge and practices in household, school and organisational risk assessment, risk reduction, and adaptation and response capacity;
• The development of knowledge and skills for a green economy;
• Participating in the national, regional and global multi-stakeholder dialogues on climate change and including the education sector in these investments.
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| 15. PROJECT JUSTIFICATION: (Give reasons why this particular project is considered worthwhile.) |
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The education sector is – and will be – increasingly exposed to climate risks driven by climate hazards. The changing climate is already threatening children’s right to quality, safe and inclusive education. Climate change threatens to make it harder for children to complete their education without disruption and remain safe and protected. The role of the education sector in climate action has so far been overlooked, with minimal climate finance flowing to increase the sector’s resilience.
Effective climate action therefore requires education sector resilience to avoid physical impacts on people; physical impacts on school facilities; negative educational impacts on students and their learning; and psychosocial impacts on well-being; in addition to the significant indirect impacts on households and society more broadly.
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| 16. BENEFITS (Who will benefit, directly and indirectly, from the project?) |
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Direct beneficiaries: primary students, primary teachers, school management committees, classroom management committees in all target schools
Indirect beneficiaries: Communities members, including parents/caregivers, local authority, education officials from MoEYS, PoEYS and DoEYS.
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| 17. FEASIBILITY STUDY |
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Is a "Feasibility Study " for the Project requied?
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If YES, has it been carried out?
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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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One among key project component is retrofitting school buildings in target schools. The retrofitting activities might raise questions regarding the surrounding environment (e.g. sewage system). To mitigate this risk, the project team will conduct environmental impact assessments in all selected target schools before the retrofitting activities begin. |
| 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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100
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Very Significant
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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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N/A |
| 22. CAPACITY TO IMPLEMENT: (Does the Ministry have the skills and experience required to implement the project?) |
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This project will be led and implemented by Save the Children International in Cambodia and by the Ministry of Education, Youth and Sport (MoEYS).
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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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The full project proposal package was submitted to the GCF for review and approval. The review of the submitted proposal is now underway. The project implementation is expected in January 2026. |
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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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1
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| 25. DONOR INVOLVEMENT: (Provide any information on current or potential donor involvement in the project.) |
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N/A |
| 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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