<div><h4>Description</h4><p>The Secondary Education for Human Capital Competitiveness Results-Based Lending Program will support priorities of phase 2 of Cambodia's Secondary Education Blueprint 2030. The program's impact is aligned with the vision of the Ministry of Education, Youth, and Sport (MOEYS) and the government's strategy, which highlight the importance of high-quality human resources to develop a knowledge-based society.2 The outcome will be effectiveness of secondary education learning system improved. The program aims to achieve this through the following outputs: (i) access to quality upper secondary education (USE) improved; (ii) USE aligned with 21st century skills; (iii) quality of USE assessment improved; and (iv) pathways to post-secondary education strengthened. The indicative concessional ordinary capital resources loan amount is $100 million.</p><h4>Impact</h4><p><p>High quality human resources to develop a knowledge-based society established and </p><p>developed.</p></p></div>

Secondary Education for Human Capital Competitiveness Program

--project data sheetproject 57174-001project name secondary education for human capital competitiveness programproject number 57174-001country economy cambodiaproject status proposedproject type modalityof assistanceloansource of funding amountloan: secondary education for human capital competitiveness programconcessional ordinary capital resources lending us 100.00 millionoperational prioritiesop1: addressing remaining poverty and reducing inequalitiesop2: accelerating progress in gender equalityop3: tackling climate change, building climate and disaster resilience, and enhancingenvironmental sustainabilityop6: strengthening governance and institutional capacitysector subsectoreducation secondaryinformation and communication technology ict strategy and policy, and capacitydevelopmentgender gender equity themedescriptionthe secondary education for human capital competitiveness results-based lendingprogram will support priorities of phase 2 of cambodia's secondary education blueprint2030. the program's impact is aligned with the vision of the ministry of education, youth,and sport moeys and the government's strategy, which highlight the importance of high-quality human resources to develop a knowledge-based society.2 the outcome will beeffectiveness of secondary education learning system improved. the program aims toachieve this through the following outputs: i access to quality upper secondary educationuse improved; ii use aligned with 21st century skills; quality of use assessmentimproved; and iv pathways to post-secondary education strengthened. the indicativeconcessional ordinary capital resources loan amount is 100 million.project rationale andlinkage tocountryregionalstrategymacroeconomic context and government strategy. for the past 2 decades, the growth ofthe cambodian economy, projected to reach 5.3 in 2023, has been driven by lower value-added sectors such as garments, tourism, trade, and construction. remaining competitivein the region in the longer term will depend on shifting toward higher-value-addedeconomic activities, especially technology-driven industries, which require a skilled andeducated workforce. the proposed secondary education for human capitalcompetitiveness results-based lending rbl program is a time and subsector slice of thebroader government program, the cambodia secondary education blueprint 2030 camseb2030, focusing on priorities in upper secondary education use.b the rbl program isclosely aligned with the country's new medium-term development strategy, emphasizinghuman capital development as the first of five pillars, and enhancing quality education,science, technology, and technical skills training.binding constraints. the camseb 2030, developed with asian development bank adbtechnical assistance ta, identifies persistent constraints in secondary education, includingfour binding constraints to use: i low access and completion, ii poor alignment with 21stcentury skills, inadequate learning assessment system, andiv lack of clear alignment of secondary and post-secondary education pathways.low access and completion. while cambodia has made significant progress towardsuniversal enrollment with gender parity at the primary level, use enrollment remains low at41.2 46.1 for girls due to high opportunity costs and perception of low-qualityeducation. many school facilities are still not conducive to the interactive styles of teachingthat teachers are being trained to use. many schools also do not meet the minimum servicestandards mss required to ensure equitable resource allocation and quality assurancefrom the ministry of education, youth and sport moeys. these are major factorscontributing to student dropout and disproportionately affect students from lowersocioeconomic backgrounds. general technical high schools gthss established to providelabor-market relevant alternatives to students interested in technical skills and who mayotherwise leave the academic track, lack quality standards and sufficient resources. with alow use completion rate of 38.4 42.5 girls and only 6.8 of young people completingpost-secondary education, many enter the workforce insufficiently prepared with therequired knowledge and skills.poor alignment with 21st century skills. while use reforms have been implemented since2016, integration of technology in pedagogy remains limited, and the curriculum is not fullyaligned with further education or job-related skills. building digital competencies ofstudents and teachers is essential to ensure graduates are equipped with the knowledgeand skills to thrive in cambodia's future economy. there is also a shortage of science,technology, engineering, and mathematics stem and foreign language teachers withsubject-specific knowledge to deliver quality use and provide guidance to students onfuture studies and career opportunities.inadequate learning assessment system. the use assessment system relies heavily on thegrade 12 final examination. this high-stakes assessment does not reflect the higher orderthinking skills encouraged by the strengthened curriculum or the new pedagogy in whichteachers are being trained. it promotes rote learning rather than motivating teachers toidentify students least mastered competencies and address the learning gaps. teachersalso lack the skills to use formative assessment to inform their teaching. school-basedassessment is not recognized by higher education or training institutions due to the lack ofstandardized quality across schools.weak linkages to post-secondary stem education and careers. government anddevelopment partner investment in secondary stem education has contributed toincreased enrollments in the science stream at grade 11. however, poor learning outcomesand the pressure of the grade 12 national examination cause many students to switch fromthe science stream to the social science stream in grade 12.g this has led to a decrease inenrollment in tertiary stem fields from 27.1 17.4 women in school year sy 201718to 25.6 13.6 women in sy202122.h higher education institutions heis have tobridge the learning gap of social science stream students pursuing stem degrees byoffering a year of foundational courses. this duplicates education system resources andincreases costs to families. girls both enroll at higher rates and perform better than boys atthe use level, but more support is needed to increase their readiness for and participationin post-secondary stem education and in the workforce.impact of the pandemic on student learning and education budgets. school closures duringthe coronavirus disease covid-19 pandemic disrupted learning for more than 3.2 millioncambodian k-12 students. while the moeys strove to continue education through distancelearning modalities, school closures led to learning losses that will likely have negativeimpacts on future workers' productivity and may lead to income disparities. the pandemiccaused a contraction in the moeys share of total government expenditures falling to 9.5in 2023 from 14.2 in 2019 as resources were diverted to health and welfare responses.with the strong commitment of the new government to enhance the quality of education,science, and technology, the education budget is expected to rebound to at least pre-pandemic levels.impacthigh quality human resources to develop a knowledge-based society established anddeveloped.outcomesecondary education graduates meet international standards, are competitive in globalmarkets, and act as catalysts for cambodia's social and economic development.outputsoutput 1: access to quality upper secondary education improved. output 1 activities aim toincrease student enrollment and reduce dropout, especially for disadvantaged students,and include guidance counseling programs, scholarships, and additional learning supportactivities being offered in more schools. output 1 will expandthe proportion of schools meeting mss for inputs including climate-adaptive solutions.school facilities will be updated with furniture that facilitates professional collaborationamong teachers and active and collaborative student learning, and sex-segregatedfunctioning bathrooms. the program will also support gthss through the developmentof mss for education improvements at the school level.geographical location nation-widesafeguard categoriesenvironment binvoluntary resettlement cindigenous peoples bsummary of environmental and social aspectsenvironmental aspectsinvoluntary resettlementindigenous peoplesstakeholder communication, participation, and consultationduring project designduring project implementationresponsible adb officer lawrence, annika r.responsible adb department sectors groupresponsible adb division human and social development sector office sg-hsdexecuting agencies ministry of education, youth and sporttimetableconcept clearance 11 dec 2023fact finding 29 may 2024 to 12 jun 2024mrm -approval -last review mission -last pds update 11 dec 2023(c) 2024 asian development bank this page was generated from projects57174-001main on 04 april 2024source url: https:.adb.orgprojects57174-001main

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