COVID-19 response

Allocation: US$7 million

Years: 2020-2022

Grant agent: UNICEF

Key documents:

The grant will support the following interventions:

  • Continuous or distance learning programs – including for pre-primary, primary education, and lower-secondary education students through online/internet, television and radio outlets.
  • Back to school campaign along with a communication for education initiative to connect with communities and promote the importance of preparing their children for a safe return to school.
  • Schools block grants to procure basic equipment to support continuous learning, basic hygiene supplies to schools, remedial and accelerated learning for disadvantaged students and paper-based learning materials for the most vulnerable students.
  • Training teachers to improve their pedagogical skills in relation to continuous learning for themselves and for their students.
  • Specialized continuous learning materials for children with disabilities. This will be reinforced with teacher professional development and specialized equipment, where necessary.
  • GPE’s support through the COVID grant will complement the already strong country level partnership.

In late March 2020, the UNICEF office in Cambodia received a GPE grant of US$70,000 to support the Ministry of Education. 15 titles of radio episodes for preschoolers are in production. A further 35 radio programs for multilingual education have been developed, covering storytelling, math and language development.

The GPE funds also enabled sign language translation of 26 Grade 9 and Grade 12 video lessons.

Education in Cambodia

The education plan for 2019–2023 is designed for implementing education, youth and sport reforms while establishing a robust base for education in 2030 and beyond.

Cambodia’s Ministry of Education, Youth and Sports (MoEYS) is committed to achieving SDG 4 and continues to minimize skills gaps by collaborating with stakeholders and by introducing digital education.

To achieve these priorities, the MoEYS has embraced two overarching policies:

  1. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
  2. Ensure effective leadership and management of education officials at all levels.

The main joint monitoring mechanism of the implementation of the education sector plan is the Annual Education Congress. The Congress brings together education stakeholders from different parts of the country, and discussions are based on a report published annually which looks at sector progress based on sub-sector reports, provincial reports, EMIS etc.

This joint review is complemented by the LEG’s quarterly review of the key issues of the sector, and the MOEYS and the DP’s Annual Education Retreat where more in-depth discussions on key issues are held.

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Latest grant

Srei in class at the Agthlork Reang Sey School. March 2015.

Srei in class at the Agthlork Reang Sey School. March 2015.

CREDIT: GPE/Livia Barton
Development objective: Improve the quality of primary education, especially for children from disadvantaged groups, and foster effective leadership and management of education staff
Allocation: US$10,000,000
Years: 2022-2027
Grant agent: WB
Utilization: US$2,833,800

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.

The US$10 million Multiplier grant aims improve the quality of and equitable access to general education in target areas, and to provide immediate and effective response in case of an eligible crisis or emergency.

An IDA credit of US$ 60 million provides co-financing for a large-scale reform program throughout the 3 education sub-sectors (pre-primary, primary, and secondary) to support the implementation of the General Education Improvement Project (GEIP).

The Multiplier grant finances the implementation of activities in pre-primary and primary education related to school-based management, teacher training, production of teaching and learning materials, capacity building for sub-national and national officers to lead the reform program, setting up monitoring and evaluation mechanisms to improve school operations and meet the minimum school effectiveness standards. This will ensure that students’ learning quality and equity is placed at the heart of project implementation.

These activities will promote better learning environments, inclusiveness and equity across the whole education sector in Cambodia.


All amounts are in US dollars.

Grant type Years Allocations Utilization Grant agent  
Multiplier 2022-2027 10,000,000 2,833,800 WB  
COVID-19 2020-2022 7,000,000 5,799,279 UNICEF  
Program implementation 2018-2022 20,600,000 19,459,656 UNESCO, UNICEF  
2014-2017 38,500,000 38,500,000 WB Completion report
2008-2012 57,360,855 57,360,855 WB Completion report
Sector plan development 2016 61,945 61,945 UNICEF  
2013-2014 178,215 178,215 UNESCO  
Program development 2021-2022 200,000 154,162 WB  
2016-2018 149,590 149,590 UNESCO  
2013-2014 156,216 156,216 WB  
  Total 134,206,821 124,653,718    
Data last updated: May 26, 2023

As part of its investment in civil society advocacy and social accountability efforts, GPE’s Education Out Loud fund is supporting the NGO Education Partnership (NEP) for the 2019-2021 period.

This builds on 11 years of Civil Society Education Fund (CSEF) support to national education coalitions for their engagement in education sector policy dialogue.

GPE had provided the NGO Education Partnership (NEP) with a grant from the CSEF to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.

Last updated May 04, 2022