[{"bbox": [96, 152, 1136, 578], "category": "Text", "text": "and the Consolidated Action Plan (CAP3+2) 2020-2022 of the Public Finance Management Reform Programme (PFMRP) and subsequent. It supports technical education and STEM in secondary schools and universities with a focus on green energy and IT/digital/robotics, acting as an enabler to Team Europe Initiative (TEI) 1 on agribusiness and TEI 2 on industrial value chains, under the Global Gateway (GG). Key interventions areas include: the national policy on scholarships to support access to secondary education, including girls in STEM, the introduction of dual training modalities³ in technical high schools, the \"low carbon (promoting both climate change mitigation and adaptation) and digital update of the curriculum and of teachers' reform. The action also strengthens the governance of the education system: it accompanies the PFM reforms in education, improving the quality of financial data, of programme-budgeting and accountability; and it promotes the collection and use of data on climate-change, disability and multilinguism for Human Right-Based Approach (HRBA) policy-making. Gender is mainstreamed all along the intervention logic of the action, including at the level of the overall objective (Gender Marker 2). The action has a strong complementarity with ASEAN programmes promoting people-to-people connectivity in education and skills, notably the Regional Sustainable Connectivity Package and Erasmus+. Budget Support and complementary measures are envisaged. A twinning with EU Member States to enrich the peer-to-peer policy dialogue on skills and education for the green and digital transformation of agriculture and industrial value chains – selected priorities for Cambodia under Global Gateway."}, {"bbox": [96, 602, 1136, 708], "category": "Text", "text": "The impact of the action is to increase the gender equality in 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 and digitalised circular economy, hand in hand with digitalisation. Two Specific Objectives and 7 Induced Outputs are defined:"}, {"bbox": [96, 735, 1136, 816], "category": "Text", "text": "Specific Objective 1: <u>Improve access to, and quality of, technical secondary, tertiary education and other skills development/Non Formal Education opportunities for both boys and girls, men and women in a gender equitable and inclusive manner, effectively integrating climate change mitigation and adaptation in the education offer.</u>"}, {"bbox": [96, 816, 1061, 842], "category": "Text", "text": "1.1 Increased opportunities for access with gender equality to (technical) high schools (grade 10, 11, 12);"}, {"bbox": [96, 843, 1136, 896], "category": "Text", "text": "1.2 Improved curriculum of technical education (“dual training system”) with a focus on environmental and low-carbon technologies and climate-adapted techniques, hand in hand with digitalisation;"}, {"bbox": [96, 896, 580, 922], "category": "Text", "text": "1.3 Improved teacher training in technical education"}, {"bbox": [96, 922, 1136, 975], "category": "Text", "text": "1.4 Increased gender equality in opportunities for access to STEM majors in higher education with a focus on climate change adaptation and mitigation majors;"}, {"bbox": [96, 975, 845, 1001], "category": "Text", "text": "1.5 Female garment workers empowered with literacy and skills for decent work;"}, {"bbox": [96, 1001, 1136, 1054], "category": "Text", "text": "Specific Objective 2: <u>Improve the efficiency of the education budgetary system and the overall governance of the sector, effectively integrating gender mainstreaming and climate change</u>"}, {"bbox": [96, 1054, 1136, 1134], "category": "Text", "text": "2.1 Increased regular availability of quality (Human Rights-Based Approach (HRBA), gender, internet connectivity and climate-change sensitive) data for evidence-based policy making including climate change adaptation of the education system;"}, {"bbox": [96, 1134, 516, 1160], "category": "Text", "text": "2.2 Enhanced accountability for performance"}, {"bbox": [96, 1186, 1136, 1347], "category": "Text", "text": "The action is aligned to the European values of leaving no-one behind. It contributes directly to education and research under the Global Gateway. By tackling technical education and skills for green and digital jobs, it supports the digital and climate and energy pillars of the Global Gateway, while promoting Cambodia's integration in ASEAN. It is complementary to the Global Partnership for Education (GPE). Through the focus on the systemic nodes of data, budgeting and spending, the action also promotes transparency and accountability, in strong synergy with the on-going Public Financial Management (PFM) programme."}, {"bbox": [96, 1372, 1136, 1505], "category": "Text", "text": "The action mainly supports the implementation of SDG 4, with a strong SDG 5 (gender) and SDG 8 (decent work) angle. By supporting the improvement of technical and STEM education and a specific focus on energy efficiency, renewable energy and sustainable agriculture, it supports also SDG 7 (affordable and clean energy) 1313 (climate action) and SDG 12 (responsible consumption and production) with a focus on SDG 9 (industry, innovation and infrastructure).) and SDG 16 (promote just, peaceful and inclusive societies)."}, {"bbox": [85, 1573, 1145, 1647], "category": "Footnote", "text": "³ The Dual Training System is a mode of training delivery that combines theoretical and practical training. It is called \"Dual\" because the training happens in two (2) venues - the school and the company. Several EU countries implement dual training modalities, with some EU countries examples considered as very effective."}, {"bbox": [1038, 1681, 1145, 1707], "category": "Page-footer", "text": "Page 5 of 34"}]