Readiness Assessment: STEP UP Project

Diagnostic questions to assess institutional capacity, alignment, and systems readiness for implementation.

Use this framework to guide inception missions, stakeholder consultations, and capacity development roadmaps.

Illustration: Readiness Radar Dashboard

Visualize overall readiness across three dimensions—Organizational Capacity, Stakeholder Alignment, and Internal Systems— using a radar or traffic-light dashboard.

Graphic placeholder: Multi-axis radar chart with three main spokes (I, II, III), each subdivided into 3–4 indicators (e.g., HR capacity, EMIS readiness, governance, data governance, safeguards). Color-code by “Low / Emerging / Strong”.

I. Organizational Capacity

People, skills, and enabling infrastructure

A. Human Resources & Technical Expertise

  • Project Management: Does the Project Management Unit (PMU) within the Ministry of Education, Youth and Sport (MoEYS) have dedicated, full-time staff with prior experience managing large-scale, ADB-funded education projects?
  • Implementing Agency (IA) Capacity: What is the current technical capacity within the Institute of Technology of Cambodia (ITC), National Institute of Education (NIE), and the Directorate General of Education (DGE) to lead their respective project components (e.g., PPP development, teacher training reform, STEM framework implementation)?
  • Counterpart Staffing: Have technical counterpart staff been formally assigned within the PMU and IAs for each key consultancy area (M&E, EdTech, STEM, GESI, Safeguards, etc.)? What is their current workload and availability to engage with the consultant team?
  • EdTech & Data Management: What is the existing digital literacy and data management capacity of staff at the national (MoEYS EMIS/Planning Depts.), sub-national (Provincial/District Offices), and school levels to adopt, manage, and utilize the new OpenEMIS system effectively?
  • Specialized Skills:
    • Is there existing institutional experience within MoEYS/IAs in developing and managing Public-Private Partnerships (PPPs)?
    • What is the capacity of the Vocational and Orientation Department (VoD) to lead the complex process of harmonizing education and TVET qualification frameworks?
    • What is the current capacity of school leaders and teachers in the 554 target schools to implement new pedagogical approaches like competency-based assessment and establish professional learning communities (PLCs)?
  • Compliance Expertise: Does the PMU possess in-house expertise in ADB-compliant procurement, financial management, and environmental/social safeguards, or will it be entirely reliant on consultant support?
Graphic: Capacity Heatmap by Institution

Matrix-style heatmap listing PMU, ITC, NIE, DGE, VoD, and target schools on the vertical axis and key capacity domains (Project Management, EdTech/Data, PPP, STEM/TVET, Safeguards) on the horizontal axis.

Use color shading (red–amber–green) to quickly identify where intensive capacity development is required.

B. Technical & Physical Infrastructure

  • School-Level Infrastructure: Has an assessment been conducted on the current state of physical infrastructure in target Upper Secondary Schools (USSs) and General Technical High Schools (GTHSs), specifically regarding stable electricity supply, internet connectivity, and secure spaces required for new EdTech and laboratory equipment?
  • EMIS Readiness: What is the status of the IT infrastructure (servers, network) at the national and provincial levels to support the rollout and operation of a "real-time" OpenEMIS system?
  • Consultant Facilities: Are the counterpart facilities (office space, equipment) for the Project Implementation Support Consultants (PIC) at the PCU office fully provisioned and ready for the 5-year project duration?
Graphic: Infrastructure Readiness Map

Stylized map of Cambodia highlighting target provinces and schools, with icons for electricity, internet, lab space, and EMIS connectivity. Use simple symbols (e.g., plug, Wi‑Fi, lab flask, server) with color-coded readiness levels.

II. Stakeholder Alignment & Incentives

Governance, coordination, and motivation

A. Coordination & Governance

  • Inter-Agency Coordination: What formal mechanisms (e.g., working groups, regular meetings, MOUs) are in place to ensure seamless coordination and decision-making between the PMU, the three primary IAs (ITC, NIE, DGE), and other involved MoEYS departments (e.g., DGPP, CDDE, VoD)?
  • Sub-National Engagement: What is the strategy for engaging Provincial and District Offices of Education to ensure their active support for, and oversight of, school-level project implementation?
  • Private Sector Engagement: Are there existing relationships with industry and private sector partners that can be leveraged for the PPP components? What is the strategy to build new partnerships for internships, curriculum input, and support for the Cambodia Science and Technology Center (CSTC)?
  • Knowledge Transfer: What is the defined process for ensuring effective collaboration and knowledge transfer between the international/national consultants and their designated government counterparts?
Graphic: Stakeholder Coordination Map

Network diagram showing PMU at the center, linked to ITC, NIE, DGE, DGPP, CDDE, VoD, sub‑national offices, and private sector. Use arrows to indicate information and decision flows, and highlight formal coordination mechanisms (e.g., Steering Committee, technical working groups).

B. Motivation & Buy-In

  • School-Level Incentives: Beyond directives, what are the incentives for school principals and teachers to adopt new STEM frameworks, integrate technology, and take on additional data management responsibilities? How will the project address potential resistance or increased workload?
  • Leadership Commitment: Is there a demonstrated and unified commitment from the senior leadership of MoEYS and all IAs to the project's goals, required reforms, and their specific institutional responsibilities?
  • Value Proposition: How will the project ensure that Continuous Professional Development (CPD) is perceived as a valuable opportunity for growth by educators, rather than a mandatory compliance exercise?
  • Policy Alignment: How does the project's design align with current national education policies, particularly the MoEYS Gender Mainstreaming Strategic Plan (GMSP 2021-2025), to ensure institutional ownership and long-term sustainability?
Graphic: Incentive & Risk Matrix

2×2 matrix mapping “Incentives” vs “Risks/Barriers” for key groups (school leaders, teachers, MoEYS departments, private sector). Include icons for motivation (e.g., growth, recognition) and risks (e.g., workload, resistance) with brief labels.

III. Internal Structures & Systems

Project management, data, and safeguards

A. Project Management & Reporting Systems

  • PMU Establishment: Is the PMU fully operational with clearly defined roles, responsibilities, and reporting lines approved by MoEYS leadership?
  • Governance Structure: Has a Project Steering Committee been formally constituted with a clear mandate, membership from all key stakeholder groups, and an agreed-upon meeting schedule?
  • Financial & Procurement Systems: Have the existing MoEYS financial management and procurement systems been assessed for their capacity to handle project funds and processes in full compliance with ADB requirements?
  • M&E Framework: Does a foundational M&E system exist that can be built upon to meet the project's comprehensive reporting needs (DMF, GAP, risk matrix, safeguards)? What are the current data collection and reporting flows from the school level to the central ministry?
Graphic: Project Governance Flow

Vertical flowchart from schools → District/Provincial Offices → PMU → Steering Committee → ADB, showing reporting lines for finance, procurement, and M&E. Use distinct colors for each stream (finance, procurement, M&E/safeguards).

B. Data & Compliance Systems

  • Data Governance: Are there established policies and protocols within MoEYS for data collection, quality assurance, security, privacy, and analysis that will govern the new OpenEMIS?
  • Disaggregated Data: What is the current capacity and system for collecting, managing, and reporting data disaggregated by sex, region, and beneficiary groups (e.g., indigenous peoples), as required for GAP and safeguards monitoring?
  • Safeguards & Grievance: Is there an existing institutional process for managing environmental and social safeguards? What is the plan for establishing and operationalizing a project-specific Grievance Redress Mechanism (GRM) that is accessible at the local level?
  • Quality Assurance: What are the existing quality control systems for overseeing civil works (construction/renovation) and managing the performance of external contractors and specialized firms?
  • Safety Protocols: Are there standardized laboratory safety protocols currently in place across upper secondary schools? What is the process for institutionalizing the updated STEM classroom/laboratory safety system developed by the project?
Graphic: Data & Safeguards Pipeline

Pipeline diagram showing how school-level data (including sex- and region-disaggregated indicators, safeguards incidents, GRM cases) flows into OpenEMIS, is validated, analyzed, and reported for DMF, GAP, and safeguards requirements. Include icons for data security, privacy, and feedback loops to schools.