From Learning to Earnings: Cambodia’s Path from Foundational Learning to STEM* and Research

Challenges

Cambodia's growth is constrained by weak foundational learning and misaligned higher education. Only 11 percent of Grade 5 students can read properly, with rural and disadvantaged children falling further behind - gaps widened by COVID-19. At the higher education level, low STEM enrollment (20 percent of students), limited research output, and disconnected industry partnerships leave graduates unprepared for labor market demands. Without stronger literacy, numeracy, and job-relevant skills, Cambodia risks losing competitiveness and leaving its most vulnerable populations behind.

"I could never have imagined my success and my life today without the support from my teachers, principal, and school management committee," said Pheap Sinath, a student in a school supported by GEIP who once dropped out. The support through the project brought her back to school, where she excelled.

Approach

The World Bank Group addressed Cambodia's education challenges through integrated, evidence-based interventions linking foundational learning to employment outcomes. At the primary and secondary levels, school-based management committees improved teacher attendance and instructional quality, while digital assessment tools enabled real-time learning adjustments. Targeted support including disability screenings, assistive devices, and community outreach brought excluded children back to school and kept them learning.

At the higher education level, industry partnerships reshaped curricula to match labor market needs, while faculty development programs strengthened teaching quality and research capacity. STEM programs were modernized with climate-resilient infrastructure and equipment, expanding access for underrepresented students through targeted scholarships and gender-responsive facilities.

Innovation drove impact:

Data-driven governance systems enabled continuous monitoring, project-developed school standards rapidly institutionalized into national policy, and strategic partnerships with industry and international universities created direct pathways from classrooms to careers. This comprehensive approach transformed education quality while ensuring sustainability through government ownership and system strengthening.

Results

Three ongoing World Bank projects supporting the general and higher education programs in Cambodia are significantly contributing to improved learning with focus on better employment outcomes.

Results Achieved and Expected:

• Learning improvements: School-based management and teacher training improved learning for over 600,000 Grade 1-9 students (22% of public-school enrollment) as more schools adopted national quality standards. More than 1.1 million Grade 1-9 students (40%) benefited from better-trained teachers and upgraded facilities, with verified gains in reading and mathematics in 54.6% of supported primary and secondary schools (775 of 1,420). Additionally, 9,000 children with disabilities received assistive devices, following screenings of one million students.
• Employment gains: Between 2018 and 2025, nearly 7,000 students graduated from institutions supported by the Higher Education Improvement Project (HEIP) with an over 93 percent employment rate, compared to 72-percent at non-participating universities - a 21.5 percentage point advantage. Of all HEIP graduates, 68 percent got a job within one year of graduation, and 11 percent earned salaries three times above entry-level salaries, demonstrating the strong market value of reformed STEM and industry-linked programs.
• By 2029, nearly one million students will study in better learning environments; and two million children will receive disabilities screening annually.
• By 2031, 18,000 additional graduates are equipped with market relevant skills, among which 85 percent or more will be expected to have a job within one year of graduation.

Contribution to WBG target and Jobs

The World Bank's education investments in Cambodia are transforming the country's workforce by directly linking learning to employment. Beyond the nearly 7,000 graduates already in formal jobs, the program is establishing a sustainable pipeline for future talent, projecting 18,000 more graduates with market-ready skills by 2031. These reforms are not only increasing employment rates but also raising wage levels and job quality, with graduates outperforming peers from non-participating universities. By modernizing curricula, forging industry partnerships, and expanding access for underrepresented groups, the program is driving inclusive growth and positioning Cambodia for long-term competitiveness in the global economy.

Lesson Learned

• Ownership accelerates scale: The project-developed school standards were adopted into the Ministry's official framework within 18 months, enabling nationwide rollout and ensuring sustainability beyond project life. This demonstrates that co-design with government - not parallel systems - drives institutionalization.
• Industry partnerships deliver employment results: Direct collaboration with private sector employers to redesign curricula proved more effective than traditional academic-only approaches. Labor market feedback shaped program content and research priorities, directly contributing to the 21.5 percentage point employment advantage over non-participating institutions.
• Targeting works: Combining universal screenings of one million students with targeted interventions using 9,000 assistive devices brought excluded children into schools and kept them learning proving that equity requires both identification and response.

Looking ahead

Building on proven results, the World Bank Group will scale successful interventions nationwide while deepening impact. GEIP's school standards - now integrated into national policy - will expand to all 6,000+ primary schools by 2028. HEIP 2 extends the employment-focused model to five additional universities, targeting 174,000 graduates by 2031.

Sustainability is built through government ownership:

Project frameworks are now national standards, with strengthened local capacity for monitoring and continuous improvement. Rigorous third-party evaluations will measure impact and ensure accountability. Inclusion remains central with continued screening, digital tools and climate-smart design embedded for long-term impact. These measures ensure that improvements in education quality and access are institutionalized and maintained beyond project completion.

Additional Information

• Strengthening Cambodia's Education System for Future Growth
• Professor Phat Phanna's Journey and Cambodia's Higher Education Improvement Project
• Investment Powers Cambodia's Next Generation of Innovators and Job Creators