Children and COVID-19 Research Library

This poverty assessment evaluates Cambodia’s poverty reduction progress between 2009 and 2019 and contributing factors. Based on the authors understanding of contributing factors, the assessment asks what the impact of the coronavirus disease 2019 (COVID-19) has been, and what will be needed to support inclusive recovery. The Royal Government of Cambodia (RGC) recently updated the national poverty lines for Cambodia. Prompted by Cambodia’s transition to lower middle-income status in 2015, the RGC revisited the poverty measurement methodology in 2017; the review confirmed that the way Cambodians live and spend today has changed considerably as the country became richer, and that the national poverty lines needed revising to better reflect economic realities. This assessment uses the new poverty lines to evaluate Cambodia between 2009 and 2019, coupled with other data sources. This poverty assessment covers 5 chapters. Chapter 1 examines the progress Cambodia made in reducing poverty and boosting shared prosperity between 2009 and 2019. Chapter 2 examines the evolution of nonmonetary poverty between 2009 and 2019. Chapter 3 examines the profile of poverty and inequality in 2019/20. Chapter 4 examines the 2019 fiscal system and its effects on poverty and inequality in 2019/20. Chapter 5 examines COVID-19 socio-economic effects on Cambodian Households in 2020.

This report estimates the effects of Coronavirus (COVID-19) on learning and earnings in Cambodia, analyzes the country’s EdTech readiness and the extent to which EdTech access and use are correlated with learning, and discusses the policy implications of the study findings for enhancing learning and for improving system resilience through EdTech based teaching and learning. More specifically, it first analyzes the state of learning outcomes in Cambodia in the immediate post-COVID period (November 2021) using the government’s national learning assessment (NLA) data for grade six students and estimates the declines in learning outcomes experienced by students in this grade between 2016 and 2021 in Khmer and mathematics. Additionally, using a learning loss simulation model developed at the World Bank, it also estimates losses in learning adjusted years of schooling (LAYS) and future earnings of students resulting from pandemic. Second, it analyzes the relationship between the EdTech based distance learning measures implemented at the school level and learning outcomes, as well as the extent to which the country is prepared to systematically integrate and expand the use of EdTech in the education system. And third, it provides recommendations for enhancing learning recovery and learning outcomes, and for addressing gaps in policy provision and implementation to support the scaling up of EdTech for the purpose of improving system resilience.

In 2021, WFP Cambodia implemented a cash transfer programme to support households impacted by both the COVID-19 pandemic and large-scale floods. This was done in consultation with the Royal Government of Cambodia and development partners. Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), on behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ), provided financial support to the implementation of the cash transfer programme and accompanying operational research. The objective of the cash transfer programme was two-fold: (1) to increase the beneficiaries’ ability to fulfil essential needs and to support their recovery in the face of these shocks, and (2) to create an operational model for shock responsive social protection programmes that could be adopted institutionally and rolled out to address future shocks. For the second objective, WFP commissioned Oxford Policy Management (OPM) to conduct operational research to generate and document key learnings regarding the WFP cash transfer programme. The research sought to answer the following research question: “To what extent did the design and implementation of the WFP cash transfer programme align with and support the building blocks for shock responsive social protection in Cambodia, and what recommendations do WFP, the Royal Government of Cambodia, and social protection actors need to take into account when designing and implementing future cash (and other) programmes to further strengthen the shock responsiveness of the social protection system in the country?”

During the COVID-19 pandemic, Cambodia had one of the longest periods of school closure in the region with face-to-face education suspended for more than half of the official school calendar over the years 2020 and 2021. It led to substantial learning gaps among students of all grades. To address those, significant investments are now needed in remedial education in the country. To contribute to this effort and to collect more evidence on how to address these learning gaps, World Vision International Cambodia piloted the Catch-Up Learning project in April and May 2022. The present report presents the key learnings from this pilot project and includes recommendations on how to better respond to the COVID-19 learning crisis in Cambodia.

This report shares findings from qualitative research on the impacts of Covid-19 on Cambodian migrant workers in four sites along the Cambodia-Thai border. Government restrictions in Thailand and the border closure in February 2020 led to job losses and reduced working hours, and ultimately to an increase in the rate of return migration. Return migrants were forced to use informal points of entry with the facilitation of informal brokers, facing increased costs and risks and, in the process, becoming undocumented. This report shows an unequal access to health services between documented and undocumented migrants. Even in the context of Covid-19, some migrants continue to travel with young children who support the family, mostly through light agricultural work.

Cambodia has seen an increasing trend in migration over the last two decades pushed by better job prospects abroad and closer bilateral cooperation with neighbouring countries. Migrants make immense contribution to the Cambodian economy through regular remittances sent home and by enriching the labour market with skills picked up from abroad. Women are almost equal contributors of these benefits, yet they face disproportionate challenges in their migration journey and when they return. The outbreak of the COVID-19 pandemic has highlighted the urgent need for an effective reintegration plan to help women transition into their local environment as a starting point in economically empowering them. The main objective of this literature review is to examine the current research materials available and identify key industries and micro, small- and medium-sized enterprises in Cambodia that can potentially provide employment and income-generating opportunities to low or unskilled female migrant workers in a post-COVID-19 environment. The report details the profile and demographics of Cambodian migrant women to design intervention efforts for their economic empowerment. The recommendations put forward in this report call for an effective reintegration path and creation of an enabling environment for migrant women to be economically empowered.

Globally, over 1.5 billion children have had their schools closed due to COVID-19 since early 2020.1 For the first time in history, an entire generation of children have had their education disrupted. In Cambodia, more than 3 million children have been out of school for over most of the past year, with two major waves of schools closures since March 2020 due to the COVID-19 pandemic.2 The loss, on average, of nearly 10% of children’s expected total lifetime schooling will not only have caused significant learning losses, but has put many children at risk of dropping out of school entirely.

Family Care First (FCF) and Responsive and Effective Child Welfare Systems Transformation (REACT), facilitated by Save the Children, is a multi-donor supported network of organizations working together to support children to live in safe, nurturing family-based care. FCF|REACT works collaboratively with the government, local and international NGOs, academic institutions and UN agencies, to promote and strengthen family-based care. With approximately 60 member organizations, some of whom are funded, FCF|REACT is working to prevent children from being separated from their families and increase the number of children that are safely and successfully integrated into family care. A key element of FCF|REACT is integrating learnings from good practice research into interventions. Given the lack of previous studies covering gender intersectionality for vulnerable children in Cambodia, FCF|REACT is trying to understand the effects of gender, identity, and institutional practices on the well-being of children in alternative care.

COVID-19 poses a serious threat to a country’s development, particularly in the education sector. In partnership with CARE International, and as part of Cambodia’s GPE-funded COVID-19 Accelerating Funding Response and Recovery programme, UNICEF has awarded SCI with implementing the Communication for Education and Improved School Governance. The purpose of the project is to support the Ministry of Education, Youth and Sport in the process of reopening schools and, in particular, reach the most vulnerable families and their children. To support the above project, this study was proposed and conducted. This study had two objectives: 1) to map the risk of drop-out at the district and province levels, and 2) to examine the determinants of drop-out risk. To meet the objectives of the study, data from joint COVID-19 rapid education assessment were employed. In this study, only student and caregiver data were used. To map school drop-out risk at the district and province levels, school drop-out risk was aggregated to the district and province levels using weighted averages. The study employed both descriptive and inferential statistics.

On 16 March 2020, the Royal Government of Cambodia (RGC) took the decision to close all education institutions, including public and private schools, as a preventative measure against the spread of COVID-19. These school closures have resulted in disruptions to learning in all of Cambodia’s estimated 13,482 schools, from pre-school through to upper secondary schools, with an estimated 3.2 million students effected. In response, the Ministry of Education, Youth and Sport (MoEYS), together with development partners (and other stakeholders, made significant efforts to provide continuous distance learning to children across all education levels. To assist with continuous quality improvement of distance education services during this difficult time, MoEYS and the Education Sector Working Group (ESWG) decided to undertake a comprehensive, coordinated assessment of the sector to gain evidence to help identify the best approaches to inform the further development of COVID-19 response and recovery efforts; to support the development of evidence-based response policies and practices, and to inform a holistic national response and recovery plan.

The COVID-19 pandemic has affected children’s lives and their rights in countries around the world. Sweeping measures such as school closures, home isolation, and social distancing have been implemented as a response to the pandemic, causing disruptions to children’s lives and impacting their right to survive, learn, and be protected.  Save the Children launched a global research study to generate evidence on how the COVID-19 pandemic and subsequent mitigation measures are affecting children’s health, nutrition, education and learning, protection and wellbeing, family incomes and jobs, and poverty. The research was implemented in 46 countries, making it the largest and most comprehensive survey of children and families during the COVID-19 pandemic to date. This report presents findings from the survey undertaken in Cambodia, between June and July 2020, with data from a sample of 730 caregivers and 730 children from the provinces of Pursat (Veal Veng district), Kampong Chhnang (Kampong Tralach) and Tboung Khmum (Ou Reang Ov district).