HEIP@NUBB

WorldBank HEIP Project Description

Project description “The objective of the Higher Education Improvement Project for Cambodia is to improve the quality and relevance of higher education and research mainly in STEM and agriculture at targeted higher education institutions, and to improve governance in the sector.” Project components:

1. “Improving teaching and learning capacity. This component aims to enhance quality of teaching and learning capacity of targeted HEIs in the fields of science, technology, engineering, mathematics (STEM), and agriculture, while other complementary areas deemed necessary for economic development will also be supported. The sub-components are: improving teaching and learning, improving institutional capacity, and supporting private HEIs.”
2. “Improving research in STEM and agriculture. This component aims to improve the quality and relevance of research in STEM and agriculture fields by providing grants to the targeted public HEIs for the development and implementation of research projects that result in peer reviewed publications. Research projects, implemented by teams of researchers from targeted public HEIs are selected and approved by HEIP, will be designed and/or implemented in collaboration with industrial partners, international HEIs, and/or generate scientific evidence for public policy making.”
3. “Strengthening sectoral governance and project management. This component aims to strengthen the system of higher education sector to produce graduates equipped with transferable skills and knowledge, especially in STEM and agriculture. The subcomponents are: strengthening sectoral governance, and project management and monitoring and evaluation.”
4. “Contingent emergency response. The objective of the contingent emergency response component, with a provisional zero allocation, is to allow for the reallocation of financing in accordance with the IDA Immediate Response Mechanism to provide an immediate response to an eligible crisis or emergency, as needed. An Emergency Response Manual (ERM) will be developed for activities under this component, detailing streamlined FM, procurement, safeguard, and any other necessary implementation arrangements. The component is triggered, the results framework will be revised through formal restructuring to include appropriate indicators related to the emergency response activities.”

Sustainable Agriculture – key links for Cambodia

CASIC Cambodia: https://www.casiccambodia.net/post/a-roadmap-for-regenerative-agriculture-modernization-in-cambodia

UN sustainability goals. https://sdgs.un.org/goals

 

Learning and Teaching Resources

Content

• Botany: Virtual Slides

Skills: developing transferable skills:

• communication skills:
  • peer-review of writing from Year 1
  • student presentations from Year 1
  • group work strategies
• quantitative skills
  • academic numeracy and student confidence
• research skills
  • literature searches
  • reading
• ‘value-add’ strategy to assessing > assessing across the curriculum

Literature Agroecology

IPES-Food, 2022. Smoke and Mirrors: Examining competing framings of food system sustainability: agroecology, regenerative agriculture, and nature-based solutions. https://www.ipes-food.org/_img/upload/files/SmokeAndMirrors_BackgroundStudy.pdf

Röös, E., Mayer, A., Muller, A., Kalt, G., Ferguson, S., Erb, K.-H., . . . Schwarz, G. (2022). Agroecological practices in combination with healthy diets can help meet EU food system policy targets. Science of the Total Environment, 847, 157612. doi:https://doi.org/10.1016/j.scitotenv.2022.157612

Wezel, A., Herren, B.G., Kerr, R.B. et al. Agroecological principles and elements and their implications for transitioning to sustainable food systems. A review. Agron. Sustain. Dev. 40, 40 (2020). https://doi.org/10.1007/s13593-020-00646-z