Cambodia General Education Improvement Project

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General Education Improvement Project (GEIP) is financed by an International Development Association (IDA) Credit (US$60.00 million) and a GPE grant (total amount of Multiplier Maximum Country Allocation of US$9.25 million [after the deduction of the supervision fee for the Grant Agent of US$.075 million]). GPE funding is consisted of US$4.07million (accounting for 44%) for the fixed part and US$5.18 million (accounting for 56%) for the variable part. The World Bank co-financing will fund secondary sub-sector interventions while the GPE funds will support pre-primary and primary education interventions.The project supports main education reform programs of the Royal Government of Cambodia (RGC) as stated in its Education Strategic Plan (ESP) 2019-23 from early childhood education to secondary education sub-sectors. The project includes 420 public secondary schools, 1,000 primary schools, and 213 preschools. Those targeted schools located in all 203 districts in all 25 provinces/capital.The project proposes the following three components: (i) Component 1: Improving Learning Outcomes (63.58 million); Component 2: Strengthening Sector Development and Project Management (US$5.67 million); and (iii) Component 3: Contingent Emergency Response (US$ 0 million). The first component aims to improve teaching and student learning outcomes in target preschools, primary, and secondary schools by (1) supporting the implementation of School-Based Management (SBM); (2) providing capacity development to teachers and school leaders; and (3) improving learning environments. The sub-component 1.3 aims to ensure that general education is available to all students in targeted schools and provide targeted support to stop learning loss from external shocks, such as the COVID-19 pandemic. In particular, this sub-component will support three sets of activities: (i) construction and rehabilitation of schools and labs, training institutions, and dormitories for teachers; (ii) development of specialized environment for students with disabilities, including disability screening; and (iii) a pilot Ed-Tech program for mathematics in secondary school. To address the issues of overcrowded schools and expand access, the project will support (i) rehabilitation of 220 existing school buildings including science laboratory installation; (ii) installation of 80 science laboratories, (iii) construction of 20 new schools in the target districts where new schools are much needed and construction of 100 new school buildings in the existing schools; (iv) construction of PSTTC and TTC; (v) construction of 30 teacher accommodations in remote areas; (vi) construction of two public special education needs school buildings for children with disabilities, and (vii) implementation of Ed-Tech pilot program not only for improving learning outcome by utilizing new technologies, but also for strengthening the resilience of the quality education. The construction/rehabilitation activities will include new or renovated classrooms, age-appropriate furniture, water and sanitation facilities, and accessibility standards for physically disabled children. Water supply (wells or water tanks) will be provided for the latrines, and for hand washing in schools where there is no existing water supply. School Management Committees (SMCs) in all target communities will be trained on school development planning, community participation in procurement, school construction (including ESF instruments and OHS), maintenance, and management using a Construction Manual (CM). The third component 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 CERC Manual and other necessary documents to ensure that CERC can be activated at any time during the emergency.