Primary Education in Cambodia: In Search of Quality

Research on teacher education and implications for improving the quality of teacher education in Cambodia

“…Although there have been significant efforts by the government, particularly through MoEYS, to improve teacher education (No & Sok, 2022;Pich, 2017), many issues remain. During the Khmer Rouge Regime (1975)(1976)(1977)(1978)(1979), Cambodia experienced a great loss of teachers and academics (Ayres, 2000;Heng, 2023).…”

“…No and Heng (2017) also noted that "capacity building activities are limited and follow a piecemeal approach, with less evidence of usefulness for or sustained impact on teaching" (p. 48). Moreover, as continuous professional development is not linked to career advancement, potential pay increments, or opportunities for promotion, teachers tend to lack true enthusiasm for such training programs (Doeur & Heng, 2023;No & Sok, 2022). Thus, the existing professional development model requires further refinement to be aligned with the needs of teachers and to foster a sense of enthusiasm and motivation among them.…”

Assessing Urban Sustainability and the Potential to Improve the Quality of Education and Gender Equality in Phnom Penh, Cambodia

“…However, there is a lack of research on the progress of SDG 11 focused on SDG 4 and 5 in Cambodia, particularly at the district level. At the same time, the Cambodian government has significantly increased the national budget to achieve these goals, especially SDG 4, to improve the quality of education [13][14][15][16].…”

“…Since 2005, the government has implemented the strategy, successfully contributing to fast positive socio-economic development [31], resulting in Cambodia's title as Asia's so-called New Tiger Economy in 2016 [32,33]. Moreover, the government defined human resources development as a top priority since 2014 [34] and has significantly increased the national budget for education sectors [14]. In just five years, the education budget increased 2.6 times, from 278.87 million in 2015 to USD 724.80 million in 2020, while other sectors did not; for example, public work and transportation sectors only increased from USD 71.32 to USD 81.90 million from 2015 to 2020 [35,36].…”

“…E01Percentage of children studying at kindergarten (aged 3-5) Access E02 Percentage of children studying at primary school (aged 6-11)E03Percentage of children studying at secondary school (aged[12][13][14] …”