A. School Leaders (Principals)

School masters or principals, and MoEYS officers require accessible, high-quality, relevant, and ongoing professional development opportunities that enhance their leadership skills, knowledge, and capacity. These opportunities empower them to effectively support student learning, implement school-level curriculum reforms, and contribute to whole-school improvement, and community engagement. School leaders need structured support to implement the Model School Effective Standards (five standards and seventy indicators). The program addresses this need by embedding seven guiding tasks into the curriculum, enabling school leaders to translate theories into practice. School masters or principals are required to conduct coaching and mentoring in a context-relevant and sustainable professional learning environment. In accordance with the MOEYS’s requirements, school leaders or principals have to be upgraded to at least a Bachelor’s Degree across the country.

B. Ministry of Education, Youth, and Sport (MOEYS)

One of MOEYS’s reform agendas is to improve student learning outcomes, enhance school-management performance, and achieve national education goals through upgrading management skills and producing an effective school leadership workforce. The Program is crucial for supporting MoEYS in achieving its strategic objectives and in implementing its education reform agenda. Specifically, the program is a key vehicle for operationalizing the School Communities Strategy and for scaling up the successes of the Secondary Education Improvement Project (SEIP) through the nationwide General Education Improvement Project (GEIP). The program also meets MoEYS’s needs for reliable, school-level data by training school leaders to collect, analyse, and report the results as evidence through the GEIP Data Management System.

C. Development Partners

International development partners, such as the World Bank, seek to support sustainable education reform efforts in Cambodia by investing in programs that build leadership capacity, strengthen the education system, and promote evidence-based practices. Through its integration of evidence submission and independent verification (IVA), the program directly responds to development partners’ need for transparent accountability and measurable reform outcomes.

D. Demands of the public

It is a dynamic educational reform to contribute to SDGs and to fulfil the demands of the public. Ultimately, communities and students are the primary beneficiaries of the program's implementation. By upgrading the qualifications of school masters or managers, the school leaders create positive, safe impacts on the educational ground, and enable better teaching and learning, leading to increased student achievement, improved educational outcomes, and enhanced opportunities for future success.