Abstract
Teachers are a core element of the educational world and improving the teaching skills of future and current teachers has significant individual and societal impacts. This contribution reviews the educational environment in Cambodia which was the starting point of all activities in CONTESSA with reference to the Cambodian context. Based on document analyses, online-surveys, semi-structured interviews and focus groups with pre- and in-service teachers, teacher trainers and government representatives, this contribution discusses the challenges and opportunities of providing access to inclusive, equitable and contemporary teacher education to a wide range of pedagogues in Cambodia through the context of CONTESSA – Contemporary Teaching Skills for South Asia.
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Notes
- 1.
If not otherwise mentioned, all data on Cambodia in this paragraph are retrieved from: https://data.worldbank.org/country/cambodia
- 2.
Information provided by interview partners.
- 3.
OECD (2018c, p. 73) points out that “in Cambodia, the annual earning of lower secondary school teachers with minimum training and 15 years of experience represents about 312% of per capita GDP. The high ratio of teachers’ annual salary and per capita GDP suggests that teachers still are better paid than most members of the population on average. However, the low per capita GDP of USD […] in Cambodia means comparatively Cambodia’s teacher salary remains low (and) teacher salary in Cambodia is similar to those in Zambia and Senegal”.
- 4.
For details on the interviews see Sect. 4.
- 5.
- 6.
https://construction-property.com/construction-of-japan-funded-teacher-education-college-tec-begins/ and information provided by interview partners.
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- 12.
In 1993, Cambodia started structuring its primary schools in clusters; each cluster includes a Core School, several Satellite Schools and, in some cases, additional Annex Schools. Each cluster spans six to seven schools following the aim to improve school quality by sharing financial and management resources, experience with managing schools by networking and initiating professional discussions among staff and teachers (Pellini & Bredenberg, 2015, pp. 421–422). In the MoEYS’ Cluster School Guidelines Cluster Schools are defined as “an effective working mechanism to provide direct support for the community in order to promote educational access for children” (MoEYS, 2000, p. 5).
- 13.
https://www.google.com/url?q=https://contessa-project.eu&sa=D&source=docs&ust=1691566778881168&usg=AOvVaw3aRQEG03kf80Yw7tck2tK2.
- 14.
We found that it is common to use US textbooks, material, articles etc. for preparing classes while national or regional material was rarely reported to be used as teaching material.
- 15.
This project has been funded with support from the European Union. This article reflects the view only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project n.: 598756-EPP-1-2018-1-AT-EPPKA2-CBHE-JP
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This project has been funded with support from the European Union. This article reflects the view only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project n.: 598756-EPP-1-2018-1-AT-EPPKA2-CBHE-JP
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Bohlinger, S., Hummel, S. (2024). Digital Capacity Building in Teacher Education: An Environmental Case Study from Cambodia. In: Hummel, S. (eds) Empowering Education in Cambodia and Sri Lanka: Quality Improvement in Teaching and Learning in the 21st Century. Doing Higher Education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-43306-2_3
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