📋 Tender Overview
Scope :
Macroeconomic context and government strategy. for the past 2 decades, the growth of the 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 competitive in the region in the longer term will depend on shifting toward higher-value-added economic activities, especially technology-driven industries, which require a skilled and educated workforce. the proposed secondary education for human capital competitiveness results-based lending (rbl) program is a time and subsector slice of the broader government program, the cambodia secondary education blueprint 2030 (camseb 2030), focusing on priorities in upper secondary education (use).b the rbl program is closely aligned with the countrys new medium-term development strategy, emphasizing human 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 (adb) technical assistance (ta), identifies persistent constraints in secondary education, including four binding constraints to use: (i) low access and completion, (ii) poor alignment with 21st century skills, (iii) inadequate learning assessment system, and
(iv) lack of clear alignment of secondary and post-secondary education pathways.
low access and completion. while cambodia has made significant progress towards universal enrollment with gender parity at the primary level, use enrollment remains low at 41.2% (46.1% for girls) due to high opportunity costs and perception of low-quality education. many school facilities are still not conducive to the interactive styles of teaching that teachers are being trained to use. many schools also do not meet the minimum service standards (mss) required to ensure equitable resource allocation and quality assurance from the ministry of education, youth and sport (moeys). these are major factors contributing to student dropout and disproportionately affect students from lower socioeconomic backgrounds. general technical high schools (gthss) established to provide labor-market relevant alternatives to students interested in technical skills and who may otherwise leave the academic track, lack quality standards and sufficient resources. with a low use completion rate of 38.4% (42.5% girls) and only 6.8% of young people completing post-secondary education, many enter the workforce insufficiently prepared with the required knowledge and skills.
poor alignment with 21st century skills. while use reforms have been implemented since 2016, integration of technology in pedagogy remains limited, and the curriculum is not fully aligned with further education or job-related skills. building digital competencies of students and teachers is essential to ensure graduates are equipped with the knowledge and skills to thrive in cambodias future economy. there is
