Qualitative Evaluation Report: Safe Back to School: Pathways in Educational Equity and Resilience (PEER) Project

This qualitative endline evaluation was conducted as part of the Monitoring, Evaluation, Accountability, and Learning (MEAL) framework for the Safe Back to School – Pathways in Educational Equity and Resilience (PEER) project in Kampong Chhnang province, Cambodia. The study aimed to assess the perceived results and outcomes of project interventions, with a specific focus on gender equality, inclusion, and the use of educational technology (EdTech). A cross-sectional qualitative research design was adopted, collecting data from diverse project stakeholders, including children, parents/caregivers, teachers, school leaders, School Management Committees (SMCs), and education authorities at the district and provincial levels. The study complemented quantitative findings by offering in-depth insights into the impact, relevance, and sustainability of project strategies implemented across 32 intervention primary schools.

Findings reveal that the PEER project significantly contributed to creating safer and more inclusive learning environments, especially in the context of the COVID-19 pandemic. The integration of WASH facilities and health protocols mitigated the risks of virus transmission while fostering a secure space for learning. The use of EdTech tools such as ILP boxes and digital learning platforms enhanced student engagement and academic outcomes, particularly in Khmer literacy and Mathematics. Additionally, gender-inclusive teaching practices and targeted support, such as scholarships for marginalized students, were instrumental in promoting equality, participation, and confidence among learners. Overall, the project not only supported the continuity of education during a crisis but also laid the groundwork for sustainable, inclusive, and resilient education systems.