[{"bbox": [86, 153, 399, 184], "category": "Section-header", "text": "3.5 The Intervention Logic"}, {"bbox": [96, 199, 1160, 342], "category": "Text", "text": "The underlying intervention logic for this action is that increased access to secondary and tertiary education, increased quality of technical secondary schools within an improved governance of the whole sector will augment the number of skilled young people that Cambodia can produce to serve the digital and green transformation of the economy. This will contribute to Cambodia's priorities for education and skills, leaving no one behind, while acting as an enabler for green growth and decent work."}, {"bbox": [96, 358, 1160, 445], "category": "Text", "text": "The action foresees Budget Support, policy dialogue and technical assistance, including via a Twinning enacting peer-to-peer exchanges between the EU and Cambodia on dual training modalities, as well as on the synergy between secondary technical and tertiary education to encourage a culture of STEM, for boys and girls."}, {"bbox": [96, 461, 1160, 746], "category": "Text", "text": "The intervention logic is based from lessons learnt from the previous programmes and their evaluation, including the gender-based analysis of the situation. The action aims at increasing sustainably nationally-funded scholarships for secondary, technical and STEM education (with a special focus on energy and climate-adapted agriculture), with a gender-based approach (Induced Outputs 1.1 and 1.4); apply dual training modalities and update the curriculum to low carbon, climate-adapted and digital skills on technical education majors to offer differentiated and qualifying pathways of education to Cambodian students (Induced Outputs 1.2 and 1.3); provide literacy and skills for decent work to factory workers to increase their productivity and resilience towards automation (Induced Output 1.5); improve the governance of the whole education system by supporting the regular collection of climate-change, disability and multilingual data, improving financial planning and performance-informed budgeting (Induced Output 2.1 and 2.2)."}, {"bbox": [96, 764, 1160, 850], "category": "Text", "text": "If the above is provided, it is expected that the education sector will be able to offer better access and quality in technical, STEM and non-formal education (Specific Objective 1) and the overall governance and cost-efficiency of the system will be improved (Specific Objective 2)."}, {"bbox": [96, 866, 1160, 953], "category": "Text", "text": "This contributes to increase equitably the number of Cambodian youths and adults who have relevant competencies and skills, responding to the medium and long term needs of a low carbon, climate-adapted and digitalised economy (Overall Objective), provided than the following assumptions are hold true:"}, {"bbox": [134, 968, 1160, 1049], "category": "List-item", "text": "- The system can cope with the lasting effects of the protracted COVID school closures which have resulted in learning loss and increased drop-out due to economic reasons/ no new epidemic or any other hazard shutters the education system the way COVID has done,"}, {"bbox": [134, 1049, 870, 1076], "category": "List-item", "text": "- Financial allocations to the education system increase, or at least stay stable"}, {"bbox": [96, 1101, 920, 1129], "category": "Text", "text": "Based on the intervention logic, the policy dialogues priorities underlining the action, are:"}, {"bbox": [96, 1131, 1154, 1360], "category": "Text", "text": "Education learning losses, recovery and resilience in the post-COVID world; Gender equality (equal access to education, girls in STEM); Youth Skills (linking education to employment and non-formal education); Education contribution to climate change mitigation and adaptation; climate change impact on the education sector (e.g. school flooding, water-borne diseases and other effects by climate change on the sector; Responsible digitalisation in education; Budget credibility and transparency; and Data for evidence. The policy dialogue will benefit from peer-to-peer exchanges between the EU and Cambodia, thanks to a Twinning. The people-to-people connectivity fostered by this action will act in synergy and complementarity with the education and skills EU-ASEAN programmes, as well as with Erasmus+."}, {"bbox": [1027, 1681, 1144, 1706], "category": "Page-footer", "text": "Page 19 of 34"}]