Science and Technology Project in Upper Secondary Education (STEP UP)
This interactive package provides a comprehensive overview of the STEP UP project's M&E framework, designed to enhance Cambodia's human capital by improving the effectiveness of upper secondary STEM education. Explore the sections using the sidebar to understand the project's logic, goals, and measurement plans.
The Science and Technology Project in Upper Secondary Education (STEP UP) aims to enhance Cambodia's human capital by improving the effectiveness of upper secondary education (USE). The project's causal pathway begins with providing targeted inputs, including technical assistance from international and national consultants, financial resources from the ADB loan, and collaboration with the Ministry of Education, Youth and Sport (MoEYS). These inputs will facilitate key activities such as developing and delivering continuous professional development (CPD) for teachers and school leaders, integrating educational technology (EdTech) like the OpenEMIS system, and creating a school-based STEM framework. These activities will produce immediate outputs: strengthened teacher and leader capacity in STEM pedagogy and management, enhanced data management systems for evidence-based decision-making, and standardized guidelines for quality STEM implementation. The expected outcomes are an increase in access to quality STEM education, improved STEM teaching and learning, and strengthened educational leadership. Ultimately, this will lead to the long-term impact of producing high-quality human resources equipped with STEM skills, thereby supporting Cambodia's evolving industrial, technology-oriented, and knowledge-based economy.
| Narrative Summary | Indicators | Means of Verification | Assumptions |
|---|---|---|---|
| Goal: To contribute to Cambodia's human capital development by improving the effectiveness and quality of STEM education in the upper secondary system. | Increased proportion of upper secondary graduates pursuing STEM-related higher education or employment. Improvement in Cambodia's ranking in relevant international education assessments. | MoEYS graduate tracer studies, national labor force surveys, international assessment reports (e.g., PISA, TIMSS if applicable). | The national economic and education policies remain supportive of STEM development. Graduates find relevant employment opportunities in the growing economy. |
| Purpose: To increase access to quality STEM education and strengthen educational leadership in upper secondary schools. | By project end, at least a 15% increase in student enrollment in STEM streams in target schools (disaggregated by gender). At least 70% of target schools meet the quality standards defined by the new STEM framework. At least 80% of trained teachers demonstrate improved competencies in STEM teaching. | Project monitoring reports, school EMIS data, school quality assurance reports, teacher competency assessment reports. | Trained teachers and leaders remain in their positions and are motivated to apply new skills. Schools receive adequate operational budgets to sustain initiatives. |
| Outputs: 1. STEM teaching and learning capacity of teachers and school leaders strengthened. 2. Education management and information systems enhanced through EdTech. 3. School-based STEM frameworks and safety guidelines developed and implemented. 4. Gender equality and social inclusion integrated into STEM education. | 1. 100% of targeted teachers and principals complete CPD programs. 2. OpenEMIS is fully operational in 554 USSs. 3. School-based STEM framework is piloted in 30 USSs and refined for national rollout. 4. 100% of GAP targets are achieved. | Training completion reports, system deployment records, pilot evaluation reports, quarterly GAP progress reports. | Timely procurement of goods and services. Active participation from all targeted schools and institutions (NIE, ITC, DGE). Consultants are effective in providing technical assistance. |
| Activities: 1. Design and deliver CPD programs. 2. Procure and deploy EdTech hardware and software. 3. Develop and pilot STEM framework and lab safety guidelines. 4. Conduct GESI training and monitor GAP implementation. 5. Provide overall project management and M&E support. | Inputs: 362 person-months of consulting services provided. Project budget fully disbursed according to the annual work plan and budget (AWPB). All required reports (inception, quarterly, annual, completion) submitted on time. | Consultant timesheets and invoices, project financial statements, submitted project reports. | Project funds are released by ADB and the government in a timely manner. No major political or social disruptions affect project implementation. |
| Evaluation Questions | Indicators | Data Sources | Methodology |
|---|---|---|---|
| How effective has the project been in strengthening STEM teaching and learning in upper secondary schools? | Number of teachers and principals trained in STEM framework and EdTech; Percentage of teachers demonstrating improved competency in STEM teaching; Student performance scores in STEM subjects in target schools; Number of schools actively using the school-based STEM framework. | Project training records, pre- and post-training assessments, classroom observation reports, national and school-level student assessment data, school monitoring reports, evaluation studies. | Mixed-methods approach including analysis of quantitative training and assessment data, qualitative case studies of selected schools, classroom observations, and surveys with teachers and students. |
| To what extent has the integration of digital technologies (EdTech) improved education management and learning outcomes? | Number of schools with a fully operational OpenEMIS system; Frequency of use of OpenEMIS for data reporting and analysis by school staff; Availability and usage rates of digital learning materials; Time saved in administrative tasks due to automation. | OpenEMIS system analytics and user logs, school administrative records, surveys and interviews with school directors and staff, project progress reports, specific evaluation studies in Years 2 and 5. | Analysis of system usage data, pre-post implementation surveys, key informant interviews, and focus group discussions with users to assess efficiency and effectiveness. |
| Has the project successfully strengthened educational leadership and management capacity for sustainable STEM education reform? | Existence and quality of school-level STEM action plans; Number of functional Professional Learning Communities (PLCs) for STEM teachers; Capacity assessment scores of PMU, PIU, and school management staff; Timeliness and quality of project reporting. | School planning documents, PLC meeting minutes and reports, project capacity assessment reports, quarterly and annual progress reports. | Document review of management and planning tools, capacity assessment surveys, interviews with educational leaders at national and school levels. |
| How effectively has the project integrated Gender Equality and Social Inclusion (GESI) principles into its STEM interventions? | Percentage of female students enrolled in STEM programs in target schools; Disaggregated data (by gender, indigenous groups) on participation in training and extracurricular activities; Implementation rate of Gender Action Plan (GAP) activities; Number of GESI-responsive teaching materials developed. | Sex-disaggregated project monitoring data, GAP progress reports, field monitoring mission reports, student and teacher surveys, analysis of curriculum and teaching materials. | Analysis of disaggregated quantitative data, content analysis of educational materials, qualitative data collection through success stories and case studies focusing on female students and other vulnerable groups. |
| Activity | Output | Outcome | Evidence |
|---|---|---|---|
| Develop and deliver Continuous Professional Development (CPD) for teachers, principals, and NIE lecturers on STEM, EdTech, and lab safety. | At least 80% of targeted teachers and principals trained in new STEM methodologies. CPD modules and materials developed and approved. | Improved quality of STEM instruction and school management in target upper secondary schools. | Training attendance records, pre/post-training assessment results, final CPD modules, trainer reports, classroom observation checklists. |
| Design, develop, and deploy a school data collection and analysis system (OpenEMIS) in 554 Upper Secondary Schools (USSs). | OpenEMIS system installed and operational in 554 USSs. Key stakeholders from MoEYS, provincial/district offices, and schools trained on system use. | Strengthened evidence-based planning, monitoring, and management of upper secondary education. | System installation and acceptance reports, training completion reports, system usage logs, reports generated from OpenEMIS, user feedback surveys. |
| Develop and pilot a school-based STEM Framework in 30 USSs. | A comprehensive school-based STEM Framework document, including guides and assessment tools, is developed. The framework is successfully piloted in 30 target schools. | Standardized and enhanced implementation of quality STEM curriculum at the school level. | Finalized STEM Framework document, pilot school implementation plans, monitoring reports from pilot schools, workshop reports on framework refinement. |
| Implement, monitor, and report on the Gender Action Plan (GAP). | GAP activities implemented as per schedule. GESI principles integrated into CPD and teaching materials. Sex-disaggregated data collected and reported. | Increased gender equality and social inclusion in STEM education, leading to improved participation and performance of female students. | Quarterly and semi-annual GAP progress reports, sex-disaggregated monitoring data, reviewed teaching materials, case studies and success stories of female beneficiaries. |
| M&E Activity | Responsible | Timeline | Budget Note |
|---|---|---|---|
| Develop comprehensive Project M&E Framework (PMEF) and data collection tools. | International and National M&E Specialists, Team Leader | Year 1, Quarter 1 | Covered under consultant fees |
| Conduct baseline studies and M&E capacity assessment of PMU/PIUs. | M&E Specialists, PMU | Year 1, Quarter 2 | Allocated from project M&E budget |
| Quarterly and Annual Progress Monitoring and Reporting. | PMU, PIUs, M&E Specialists, GESI Specialist | Ongoing (Quarterly and Annually for 2023-2028) | Covered under PMU operational costs and consultant fees |
| Conduct specific evaluation studies (e.g., EdTech impact, STEM framework pilot). | M&E Specialists, EdTech Specialist, STEM Specialist, PMU | Years 2, 3, and 5 as per ToR | Allocated from project evaluation budget |
| Prepare Mid-Term Review Report. | Team Leader, Deputy Team Leader, M&E Specialists, PMU | Mid-project (approx. Year 3) | Covered under PMU operational costs and consultant fees |
| Prepare Project Completion Report. | Team Leader, Deputy Team Leader, M&E Specialists, PMU | End of Project (Year 5) | Covered under PMU operational costs and consultant fees |
Test your understanding of the M&E Framework for the STEP UP project.
