The results of Cambodia’s program (GPE 3) will be achieved through two distinct components: a fixed component of US$14.4 million, which supports the strengthening teacher education program in Cambodia (STEPCam), and a variable component of US$6.2 million that is linked to the achievement of specific results to improve education equity, efficiency and learning outcomes.
STEPCam supports the implementation of the teacher policy action plan 2015-2020, and focuses on continuous professional development of early grade teachers and their trainers. Most of the program targets 30 districts in 5 northern provinces where a high-level of grade 1 repetition and primary dropout rates is observed.
The STEPCam components are:
- Component 1: Improve teachers' professional practices by supporting the development and operationalization of a capacity development partnership framework and management system.
- Component 2: Support the implementation of the in-service education and training to improve the teaching capacities of primary schools’ teachers in early grade learning.
- Component 3: Reinforce the qualifications of teacher trainers at the provincial teacher training colleges (PTTCs).
- Component 4: Support the renovation of the PTTCs to enable them to provide high-quality in-service education and training
- Component 5: Cover MOEYS institutional costs to facilitate successful implementation of the program
- Component 6: Cover the identified costs for the UNESCO Cambodia office to act as the grant agent.
The variable component will be delivered through the capacity development partnership fund, a multi-partner fund which helps strengthen capacities in policy development, planning, and financing.
This component will also support the strengthening of the ministry’s financial and HR systems, by supporting the financial management information system, budget formulation, as well as the human resource management information system.
The equity dimension of the variable part aims to strengthen the existing scholarship program to reduce the primary dropout rate. Through the development of a new primary scholarship framework, it will ensure that the most vulnerable children are targeted.
The efficiency dimension aims to strengthen the school as the primary service delivery unit by increasing the capacity of school principals to implement school-based management effectively.
The learning outcomes dimension aims to improve learning in early grades by strengthening teaching capacities and practices.
While the equity dimension will be national, the efficiency and learning dimensions will target districts with low repetition and dropout rates.