Kingdom of Cambodia

Nation Religion King

Ministry of Education, Youth and Sport

Strategic Plan for Teacher

Education Reform in
Cambodia
2024-2030

2025
Table of Contents
Preface .................................................................................................................................................... 1
Table of Contents .................................................................................................................................... 2
Tables and Figures .................................................................................................................................. 4
Executive Summary................................................................................................................................. 5
Abbreviations and Acronyms .................................................................................................................. 8
1. Introduction .................................................................................................................................. 10
1.1 The Vision for Teacher Education in Cambodia .......................................................................... 11
1.2 Development of the Strategic Plan ............................................................................................. 13
1.2.1 Rationale .............................................................................................................................. 14
1.2.2 Approach .............................................................................................................................. 15
1.2.3 The Teacher Policy Context.................................................................................................. 16
1.2.4 Guiding Principles ................................................................................................................ 17
2. Cambodia’s Current Teacher Education Landscape ..................................................................... 20
2.1 Cambodia’s Teacher Education System ...................................................................................... 20
2.2 Key Findings from the Situational Analysis of Cambodia’s Teacher and Teacher Educator
Workforces........................................................................................................................................ 22
2.2.1 Cambodia’s Teacher Workforce........................................................................................... 22
2.2.2 Cambodia’s Teacher Educator Workforce ........................................................................... 31
2.2.3 Cambodia’s Teacher Education Institutions ........................................................................ 32
2.3 Initial Projection of Teacher Needs ............................................................................................. 33
3. Strategic Priorities for Cambodia’s Teacher Education Reform ................................................... 36
3.1 Strategic Priority Area 1: Professionalised pathways into teaching ........................................... 40
Strategy 1.1 New initial teacher education programmes developed to provide multiple pathways
into the teaching profession ......................................................................................................... 40
Strategy 1.2 Teacher qualifications raised in line with national professional standards through
development of the TQU programme .......................................................................................... 41
3.2 Strategic Priority Area 2: Increased supply of well-trained teachers and teacher educators .... 42
Strategy 2.1 New mechanisms introduced to facilitate an adequate supply of qualified teachers
...................................................................................................................................................... 43
Strategy 2.2 Civil service teachers recruited and trained through the 12+4/BA+1 programmes to
be able to provide quality education for learners in Cambodia ................................................... 44
Strategy 2.3 Teachers provided with TQU opportunities and induction training to strengthen
teaching competencies ................................................................................................................. 46
Strategy 2.4 Teacher educators' competencies and qualifications raised through TQU
programmes and CPD to better deliver quality teacher education.............................................. 46
3.3 Strategic Priority Area 3: Strengthened institutional capacity of TEIs ........................................ 48
Strategy 3.1 Selected TEIs capacitated to deliver new initial teacher education pathways,
including the 12+4/BA+1 programmes ......................................................................................... 50
Strategy 3.2 PTTCs supported to become accredited CPD providers ........................................... 51

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 3.4 Strategic Priority Area 4: Advancement of teacher education specialisations........................... 52
Strategy 4.1 Mechanisms established to guide the introduction and sustainable development of
Centres of Excellence (CoEs) ......................................................................................................... 52
Strategy 4.2 CoEs established as specialised institutions for best practice in research, teacher
education, and innovation ............................................................................................................ 53
4. Action Plan .................................................................................................................................... 54
5. Initial Costing of the Strategic Plan ............................................................................................... 55
6. Monitoring and Evaluation of the Strategic Plan .......................................................................... 57
7. Annexes ......................................................................................................................................... 59
Annex A: List of documents providing existing data sources ........................................................... 59
Annex B: Additional data from the Situational Analysis ................................................................... 61
Annex C: Mapping of DP-supported teacher/teacher educator development projects .................. 66
Annex D: Action Plan......................................................................................................................... 71
Annex E: Monitoring and Evaluation Framework ............................................................................. 79

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Tables and Figures
Table 1. SDG 4, Target 4c (UNESCO Institute of Statistics, 2023a) .............................................................. 10
Table 2. Sub-strategies and activities of TPAP 2024-30 Strategic Area 3 Teacher Education ..................... 17
Table 3. Teacher Education Institutes in Cambodia .................................................................................... 21
Table 4. Number of student teachers recruited by level of education and year ......................................... 23
Table 5. Education staff numbers in Cambodia 2022-23 (MoEYS, 2023c)................................................... 23
Table 6. Comparison of education staff working at schools in the 2013-2014 and 2022-2023 academic years
(EMIS, 2023) ................................................................................................................................................. 23
Table 7. Contract staff in Cambodia by province and type (HRMIS, 2023) ................................................. 24
Table 8. Student ratios per teacher, class, and classroom (EMIS, 2023) ..................................................... 25
Table 9. Average numbers of staff per class by province and by level of education (EMIS, 2023 .............. 25
Table 10. Average number of students per teacher by province and by level of education (EMIS, 2023) . 26
Table 11. Summary of issues facing the teacher workforce in Cambodia and strategic implications......... 30
Table 12. Number of staff at 24 TEIs in Cambodia (TED, 2024) ................................................................... 31
Table 13. Summary of issues facing the teacher educator workforce in Cambodia ................................... 32
Table 14. Key findings from the TEI infrastructure survey (2023) ............................................................... 33
Table 15. School-age population evolution and projections, 2008-2030 (ESP 2024-28)............................. 33
Table 16. Summary of projected teacher supply and demand needs ......................................................... 35
Table 17. High-level summary of key reform activities in the short-, medium-, and long-term ................. 39
Table 18. Estimates for 12+4/BA+1 graduate numbers (2025-2030) .......................................................... 45
Table 19. 12+4 cost summary ...................................................................................................................... 56

Figure 1. Teacher education reform priorities and strategies ....................................................................... 6

Figure 2.The vision for Cambodia’s teacher education reforms.................................................................. 12
Figure 3. The desired situation of teacher education and career progression in Cambodia ...................... 12
Figure 4. Process of developing the Strategic Plan ...................................................................................... 15
Figure 5. The current situation of teacher education and career progression in Cambodia ....................... 22
Figure 6. Comparison of student- teacher ratios across Eastern and Southeastern countries (UNESCO, 2024)
..................................................................................................................................................................... 27
Figure 7. Trajectory of average teacher salary increases in Cambodia between 2014 and 2024 ............... 29
Figure 8. Strategic Plan priorities and strategies ......................................................................................... 37
Figure 9. New and revised initial teacher education programmes .............................................................. 41
Figure 10. TQU models from the Plan for Teacher Qualification Upgrade 2021-2025 (MoEYS, 2021, p. 10)
..................................................................................................................................................................... 42
Figure 11. Locations of the planned TECs and PTTCs offering the 12+4 for primary teachers .................... 50

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Executive Summary
Introduction and Vision
In support of the Royal Government of Cambodia (RGC)’s Pentagonal Strategy – Phase I, the Ministry of
Education, Youth and Sport (MoEYS) is committed to providing inclusive, quality education and lifelong
learning for all, in line with Sustainable Development Goal (SDG) 4. The MoEYS’ education reform efforts
are ultimately oriented towards strengthening the learning outcomes of students in Cambodia, building an
educated, competent workforce that can help propel Cambodia to upper-middle income country status by
2030.

The professionalisation of the teaching workforce is central to Cambodia’s education reform agenda as
teachers represent one of the most significant classroom factors in strengthening student learning.
Accordingly, Cambodia’s teacher education reforms aim to establish a high-quality system of teacher
education and training that supports and motivates teachers throughout their careers.

As a seven-year framework for ensuring high quality and the right quantity of qualified teachers to best
serve Cambodia’s learners, the Strategic Plan supports the:

• Quality of teachers, towards improving learning outcomes in Cambodia, by ensuring that all
teachers from primary to upper secondary levels entering the profession hold at least a
Bachelor-level qualification and have benefited from quality initial teacher education and
regular opportunities for quality needs-based CPD linked to career advancement.
• Quantity of qualified teachers by guaranteeing an adequate supply of trained teachers who
can be equitably deployed across schools in Cambodia.

The Strategic Plan for Teacher Education Reform outlines how to further strengthen both teacher quality
and supply to enhance student learning outcomes in Cambodia. It includes plans for the transition from
the current 12+2 teacher education model to a Bachelor-level qualification (12+4 or BA+1), ensuring
teachers meet national professional standards, and for the provision of continuous professional
development (CPD). With this, the Strategic Plan acknowledges that successfully supporting teachers
requires operationalised policies across the dimensions of teacher policy. The strategies included within
the Strategic Plan form important components of inter-related teacher policies and practices to attract,
recruit, and retain individuals with the necessary profiles and attributes to form an effective, motivated
teaching force.

Development of the Strategic Plan

The impetus for teacher education reform is grounded in improving student learning outcomes, an area
where Cambodian students lag significantly behind their international peers, especially in foundational
skills. Recent declines in learning outcomes, exacerbated by the COVID-19 pandemic, have highlighted
these gaps. While school enrolment has increased since 2009, completion rates in primary and secondary
education remain lower than those in neighbouring countries. For instance, the lower secondary
completion rate in 2020 was just 58 per cent, compared to 98 per cent in Vietnam and 85 per cent in
Thailand (World Bank, 2023b:38).

The 2021 Grade 6 National Learning Assessment showed rising learning loss, with 49 per cent of students
unable to read and 73 per cent lacking basic math skills. Even before the pandemic, proficiency levels were
low, with PISA 2022 results revealing that only 8 per cent of 15-year-olds met minimum proficiency in
reading and 12 per cent in math. These issues are compounded by the fact that a significant portion of
Cambodia's teaching workforce is under-qualified, with nearly a quarter of primary and half of secondary
school teachers not meeting national standards. Additionally, many teachers lack access to continuous
professional development (CPD) and mentoring opportunities.

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To bridge the gap between current teacher quality and the vision for a workforce capable of achieving
national educational goals, the MoEYS and Development Partners (DPs) engaged in a consultative and
participatory process – grounded in data collection, analysis, scenario planning, and ongoing discussions –
to develop the Strategic Plan. The Strategic Plan aligns with, and builds on, existing policies in Cambodia,
including, but not limited to, the 2013 Teacher Policy and Teacher Policy Action Plan (TPAP) 2015-20 and
2024-30. It is intended as a living document that will be periodically reviewed and updated by the MoEYS
in collaboration with DPs.

Strategic Priorities and Action Plan

The Strategic Plan is organised in four key strategic priority areas as drivers of the teacher education
reforms:

1. Professionalised pathways into teaching to introduce new programmes, such as BA+1 for primary
and lower-secondary teachers, and revise existing 12+4 programmes in preparation for roll-out to
selected Teacher Education Institutions (TEIs).
2. Increased supply of well-trained teachers and teacher educators to guarantee adequate staffing
in all schools while ensuring that all teachers are working towards achieving the qualifications as
per the national standard.
3. Strengthened institutional capacity of TEIs to expand the number of Teacher Education Colleges
(TECs) with Higher Education status, transition selected PTTCs to deliver the 12+4 primary
programme, and advance the CPD system.
4. Advancement of teacher education specialisations to develop Centres of Excellence (CoEs) in
selected TEIs with focus on areas such as inclusion, digital education, and foreign language
teaching and with a strong research mandate to improve teaching and learning across Cambodia.

The figure below summarises the four Strategic Priority Areas for teacher education reform as well as
specific strategies within each area.

Figure 1. Teacher education reform priorities and strategies

The Strategic Plan includes an Action Plan, following from the identified priority strategies and activities,
to addresses the infrastructure, capacity and systems development, as well as human resource needs for
the reform rollout, with a phased timeline to guide implementation. The Action Plan (Annex D) documents

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activities across the various levels of education, geographical areas, and thematic areas, including those
supported by different technical departments of the MoEYS and by Development Partners, as a tool to
support coordination and further planning.

Initial Costing
The Strategic Plan will be funded through a mix of national resources and international cooperation,
including programs like GPE5 STG, GEIP, S-TEC, and others, as well as new programmes within the 2024-
2030 timeframe.

The M&E Framework outlines the estimated budget for each objective, including infrastructure
improvements, teacher recruitment, and the 12+4 scholarship model. These estimates are based on costs
in the TPAP 2024-30, covering areas such as teacher qualification upgrades and TEI facility enhancements.
Estimates for training, consultation, and technical assistance are derived from program analysis and
reasonable assumptions based on similar education initiatives in Cambodia.

The total cost of teacher education reforms between 2024-2030, as included in the Strategic Plan, is
estimated to be approximately USD 298,032,460, based on estimates in the TPAP 2024-2030 and data
provided by the MoEYS. Please refer to Section 5 for further details on the initial costing calculations. Out
of the total estimated cost of the reform, approximately USD 134,006,860 for the scholarship pre-service
teacher training1 is to be financed through the RGC regular budget; approximately USD 36,179,400 will be
financed through the partial privatisation of teacher education, and the remainder of the costs will be
covered through a combination of Development Partner assistance and the RGC budget. The Strategic Plan
advocates for an increased education budget so that the quantity and quality of teachers can be
guaranteed, acknowledging that various funding modalities and qualification pathways will be required to
achieve the vision.

Monitoring and Evaluation

The M&E Framework includes indicators, milestones, and targets aligned with existing plans to streamline
data collection. A focal M&E person from DGTED will oversee coordination with the Teacher Education
Working Groups to monitor progress made on the Strategic Plan. A mid-term review will be conducted in
2026, followed by a final review in 2030, aligned with and following the TPAP and SDG reviews. The matrix
of objectives, activities, and indicators can be found in Annex E.

Conclusion
In the long term, Cambodia’s teacher education reforms, as outlined in the Strategic Plan, will create and
sustain a system of excellent professional teacher training and development, supporting teachers with
ongoing, quality training opportunities at all stages of their careers, from candidacy onwards.

The Strategic Plan is a vehicle towards the realisation of a teacher education in Cambodia that enables the
development of a professional, supported, and motivated teacher workforce, well-equipped to support all
learners to gain the competencies needed to contribute to economic and social progress in the country
and to enjoy a high quality of life.

1 This includes the student teacher scholarship, staff salary, and the Teacher Education Institutions’ operational costs.

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Abbreviations and Acronyms
12+2 Two-year initial teacher education programme after graduation from secondary school
12+4 Four-year initial teacher education programme after graduation from secondary school
ADB Asian Development Bank
AI Artificial Intelligence
ASEAN Association of Southeast Asian Nations
BA+1 One-year teacher education programme after a Bachelor’s degree
BA+2 Two-year teacher education programme after a Bachelor’s degree
BTEC Battambang Teacher Education College
CDPF Capacity Development Partnership Fund
CoE Centre of Excellence
CPD Continuous Professional Development
CPDFAP Continuous Professional Development Framework and Action Plan
CPDMO Continuous Professional Development Management Office
DGTED Directorate General of Teacher Education and Development
DP Development Partner
EMIS Education Management Information System
ESP Education Strategic Plan
ESWG Education Sector Working Group
EU European Union
GPE Global Partnership for Education
HR Department Human Resource Department (previously, Department of Personnel)
HRMIS Human Resource Management Information System
JICA Japan International Cooperation Agency
KOICA Korea International Cooperation Agency
M&E Monitoring and Evaluation
MEF Ministry of Economy and Finance
MoEYS Ministry of Education, Youth and Sport
NIE National Institute of Education
NISE National Institute for Special Education
PISA-D Programme for International Student Assessment for Development
PLC Professional Learning Community
PRESET Pre-Service Training
PSTE Professional Standards for Teacher Educators
PSTTC Pre-School Teacher Training Centre/College
PTEC Phnom Penh Teacher Education College
PTR Pupil-teacher ratio
PTTC Provincial Teacher Training Centre
RGC Royal Government of Cambodia
RTTC Regional Teacher Training Centre
SDG Sustainable Development Goal
STG System Transformation Grant
TA Technical Advisor/Assistance
TCP Teacher Career Pathway
TDWG Teacher Development Working Group
TEC Teacher Education College
TECF Teacher Education Curriculum Framework
TED Teacher Education Department
TEI Teacher Education Institutions
TEPS Teacher Education Provider Standards
TPAP Teacher Policy Action Plan
ToR Terms of Reference

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ToT Training of Trainers
TQU Teacher Qualification Upgrade
TTC Teacher Training Centre/College
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNICEF United Nations Children’s Fund
USAID United States Agency for International Development
VVOB Flemish Association for Development Cooperation and Technical Assistance
WB World Bank

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1. Introduction
In August 2023, the Royal Government of Cambodia (RGC), under the leadership of Prime Minister
Samdech Moha Borvor Thipadei Hun Manet, launched the Pentagonal Strategy – Phase I to guide the
country’s socioeconomic strategy and development agenda for the next twenty-five years. The Pentagonal
Strategy – Phase I places highest priority on investing in human resources as a means of Cambodia
achieving upper-middle income country status by 2030 and becoming a high-income country by 2050.

To support this vision, the Ministry of Education, Youth and Sport (MoEYS) recognises that a prerequisite
to national wellbeing, success, and prosperity is a well-educated population. Towards this end, the MoEYS
is committed to achieving SDG4 by providing inclusive, quality education and lifelong learning for all. As a
component of SDG4, Target 4.c sets the goal of significantly increasing the supply of qualified teachers who
are able to deliver quality, inclusive education. See Table 1, below, for a summary of Target 4c indicators,
which are also reflected as priorities in this Strategic Plan.

Table 1. SDG 4, Target 4c (UNESCO Institute of Statistics, 2023a)

In alignment with, and to support, the Pentagonal Strategy – Phase I, the RGC has set strategic priorities
for education, including: strengthening teaching and learning, reinforcing good governance in schools,
refining and expanding the curriculum for general education, promoting health and nutrition, and
encouraging collaboration with education partners, including school communities. Teachers and teacher
educators in Cambodia have a significant role enabling this reform agenda as they are the key actors to
ensuring change across the RGC’s priority areas. Emphasising the centrality of education reform to
Cambodia’s human resource development, Prime Minister Hun Manet established and chairs a special
committee to oversee education sector reform, including the reform of teacher education in Cambodia.2

The MoEYS has centred the importance of teachers in its education reform efforts because professionally
qualified, competent, and well-supported teachers are essential to improvements in classroom practice. In
fact, it is teachers who are the most significant school-level factor contributing to education quality and
improved students learning outcomes. As Cambodia seeks to strengthen student learning, it must
professionalise the teaching workforce. At the Transforming Education Summit in New York in 2022, the
MoEYS clearly documented the intent to develop professionalised and motivated teachers in its national
statement of commitment. To fulfil this aim, the MoEYS continues to prioritise reforms across the inter-
connected aspects of teacher policy, including teacher recruitment, management, and development.

2 Royal Decree RS/RKT/0923/2141, dated 9 September 2023

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This Strategic Plan for Teacher Education Reform in Cambodia presents
a strategic and operational approach to advancing Cambodia’s teacher
education reforms to improve student learning outcomes through
improvements in teacher quality. The Strategic Plan addresses
multiple components relating to teacher education based on the
understanding that successfully supporting teachers requires
operationalised policies across the dimensions of teacher policy.
Reforming teacher education cannot be a siloed effort, but also
requires policies in place to attract, recruit, and retain individuals with
the necessary profiles and attributes to form an effective, motivated
teaching force. Teachers require opportunities to not only engage in
effective initial teacher education, but also targeted support during
induction and then meaningful professional development throughout their professional lives – all within
the context of a career pathway which allows career and salary progression in return for their investment
in their professional development and efficacy.

The Strategic Plan represents an important piece of the puzzle within Cambodia’s interconnected teacher
reforms in that it:

• strategizes the reform of teacher education at all levels from pre-primary to upper secondary, and
• provides an operational plan to shift from the current 12+2 (two-year initial teacher education
programme after graduation from secondary school) model of initial teacher education to a
Bachelor-level qualification – 12+4 (four-year initial teacher education programme after
graduation from secondary school) or BA+1 (one-year teacher education programme after a
Bachelor’s degree) – for primary and lower secondary teachers.

Through evidence-based and thoughtfully crafted strategies, the Strategic Plan seeks to ensure an
adequate supply of qualified, well-trained teachers, who are equitably deployed to schools throughout
Cambodia and able to facilitate inclusive, quality, lifelong learning for all.

1.1 The Vision for Teacher Education in Cambodia

In the long term, Cambodia’s teacher education reforms aim to create and sustain a system of excellent
professional teacher training and development, supporting teachers with ongoing, quality training
opportunities at all stages of their careers, from candidacy onwards. Teacher education in Cambodia will
be synonymous with the development of a professional, supported, and motivated teacher workforce,
well-equipped to support all learners to gain the competencies needed to contribute to economic and
social progress in the country and to enjoy a high quality of life.

To this end, the planned reforms emphasise raising the professionalism of teacher education by
introducing the 12+4 and BA+1 pathways into teaching. The transition to Bachelor-degree level courses of
initial teacher education serves to elevate the level and status of teacher education to equivalent with
other degrees in higher education. This central shift of initial teacher education programmes will be
supported by comprehensive capacity building efforts for Teacher Education Institutions (TEIs) and teacher
educators, as well as reform of other areas of teacher management.

In short, the priorities within the Strategic Plan are designed to achieve high quality and the right quantity
of qualified teachers to best serve Cambodia’s learners. As a tool to achieve this vision, the Strategic Plan
supports the:
1. Quality of teachers, towards improving learning outcomes in Cambodia, by ensuring that all
teachers from primary to upper-secondary levels entering the profession hold at least a

11
 Bachelor-level qualification and have benefited from quality initial teacher education and
regular opportunities for quality needs-based CPD linked to career advancement.

2. Quantity of qualified teachers by guaranteeing an adequate supply of trained teachers who

can be equitably deployed across schools in Cambodia.

Figure 2. The vision for Cambodia’s teacher education reforms

The Strategic Plan provides a seven-year framework for strengthening teacher education in Cambodia so
that it can best serve as a vehicle for professionalising the teaching workforce, in parallel with other teacher
policy reforms. The long-term vision for teacher education and career progression in Cambodia is pictured
in the visual below, where following a programme of quality initial teacher education to obtain the
Qualified Teacher Status (QTS), teachers are supported through an induction period and can benefit from
institutionalised, dynamic CPD throughout their careers. Furthermore, in this reformed system, teachers
are regularly appraised and rewarded for their professional growth and service through career progression,
compensation, and other incentives.

Figure 3. The desired situation of teacher education and career progression in Cambodia

Addressing the critical learning gap in Cambodia to achieve the vision will take a raft of interconnected
measures. These include, as is the focus of this Plan, ensuring all new candidates entering primary and

12
lower secondary teaching both hold a Bachelor-level qualification and undertake a course of good quality,
relevant teacher education. Two key pathways to this vision include introduction of:

• the dedicated 12+4 route, whereby high-school graduates engage in four years of teacher
education, including a practicum, culminating in a Bachelor of Education or
• the alternative BA+1 route, whereby holders of a relevant Bachelor's degree then engage in one
year’s intensive, good quality teacher education.

The Strategic Plan lays out a plan for successfully introducing these pathways, among others, to develop a
professional, motivated teacher workforce in Cambodia for the benefit of all learners.

1.2 Development of the Strategic Plan

The development of the Strategic Plan for Teacher Education Reforms comes at a time when the MoEYS
has already introduced several bold mechanisms to address imbalances in teacher surplus and shortage
from province-to-province. For example, to better attract quality candidates into the profession, the
MoEYS over the years increased the allowance for student teachers from approximately USD 10 to
approximately USD 125 monthly and increased it again in 2024 to 70 per cent of a government teacher
salary, according to the Cadre type. 3 In addition, new infrastructure is being built at TEIs, including
dormitories, and top-up allowances are provided for those teaching in disadvantaged areas. Although the
impact of these actions has not yet been evaluated, they represent important steps towards recruiting and
retaining good teachers.

To date, teacher education reform efforts have been supported by several Development Partners, with
commitments to continue this support into the future; for example:
• The two TECs established in Phnom Penh and Battambang benefited from JICA support for
infrastructure upgrades while both JICA and UNICEF/CDPF supported the development of 12+4
curriculum framework and syllabuses, operational guidelines and capacity building of TEC teacher
educators.
• PTTCs were renovated by the MoEYS and UNESCO under the GPE 3 STEPCam programme,
including the provision of well-resourced facilities, upgraded science and computer laboratories
as well as dormitories, and capacity building of the management and teacher educators.
• The upgrade of ICT infrastructure and capacity in the four RTTCs is being supported by KOICA,
while Kandal RTTC is currently being renovated with support from the World Bank.

Additional support for teacher education reform has already been committed by key stakeholders,
including UNESCO under GPE5 STEPCam Phase II, UNICEF under the GPE5 Multiplier, and JICA under
Strengthening-TEC (S-TEC). Ongoing discussions are underway to mobilise more support and resources by
both the RGC and Development Partners, such as the World Bank and KOICA, to continue transforming
TEIs’ infrastructure and ecosystems, including establishment of more TECs, in line with the priorities
identified in the Strategic Plan. Other Development Partners such as ADB and USAID have also been
supporting teacher education (see Annex C).

While the scope of the Strategic Plan focuses on ensuring a sufficient quantity and quality of teachers in
Cambodia’s primary and lower secondary schools, the success of these reforms is contingent on actions
across the multiple dimensions of teacher policy relating to teacher education. No aspect of teacher policy
can be addressed in isolation, and the teacher education reforms that are planned here closely interact

3Announced by Prime Minister Hun Manet during the World Teachers’ Day celebration on 05 October 2023/ Announcements by the Ministry of Civil
Service No 520/24 MS/SCN dated 15 February 2024 and No 1196/24 MS/SCN dated 22 April 2024

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with other key initiatives to attract, train, support, and value teachers, namely the Teacher Career Pathway
(TCP) and Continuous Professional Development (CPD) system as well as mentoring programmes.4

1.2.1 Rationale
The impetus for the reform of teacher education is based on what truly matters in education systems –
student learning. Teachers play a pivotal role in improving student learning outcomes, and – at this point
– Cambodian students are significantly behind their international peers with gaps in foundational learning
skills in primary school that have negative knock-on effects as they progress through the education system.

In recent years, Cambodia has seen its student learning outcomes fall, partly as a result of the COVID-19
pandemic. Although enrolment rates at all levels of schooling rose between 2009 and 2019/20, especially
in secondary schools, primary enrolment and secondary completion rates remain below those in peer
countries5. As of 2020, the lower secondary completion rate was 58 per cent (compared with 98 per cent
in Vietnam, 85 per cent in Thailand and 83 per cent in the Philippines; World Bank, 2023b:38).

The results of the 2021 Grade 6 National Learning Assessment

indicated significant levels of learning loss since the previous
assessment in 2016, with an increase from 34 to 49 per cent in
the proportion of grade 6 students who could not read and an
increase from 49 to 73 per cent in the proportion of students
who lacked basic maths skills between 2016 and 2021 (World
Bank, 2023b:38). Even before the pandemic, PISA-D 2019
revealed that only 8 per cent of 15-year-olds had minimum
proficiency in reading and 10 per cent in maths. PISA 2022
showed that some 8 per cent of the same age group attained
minimum proficiency or higher in reading, some 12 per cent in
maths, and some 10 per cent in science (OECD, 2023).
Although the impact of the COVID-19 pandemic on learning
should not be underestimated, the pandemic exacerbated a
pre-existing situation of low student achievement.

In this context of poor student learning outcomes, current

levels of teacher quality and qualifications are concerning
where almost a quarter of Cambodia’s primary school teachers
and almost half of secondary school teachers are under-
qualified as per the existing national standards (MoEYS, 2023c), and there are insufficient qualified teacher
educators within TEIs.6 In addition, existing teachers and teacher educators have limited opportunities for
CPD to improve their pedagogical skills and academic qualifications; such opportunities are particularly
important for newly qualified teachers who have recently graduated from teacher training institutions, as
are access to mentoring and professional learning communities (PLCs).

There exists a clear gap between the current situation and the vision of a workforce able to contribute to
the ambitions of the Pentagonal Strategy. This requires a well-coordinated strategic plan for teacher

4 The Teacher Career Pathway (TCP) was developed by the MoEYS and approved in 2021 to contribute to the recruitment and retention of motivated,
competent candidates to the teaching profession. The CPD System is being rolled out in parallel to the initial teacher education reforms, highlighting
the continuum of teacher education as life-long learning.
5 Between 2009 and 2019, net primary enrolment increased by 10 per cent from 82 per cent to 90 per cent; lower secondary enrolment increased by

52 per cent from 31 per cent to 47 per cent over the same period and upper secondary by 77 per cent, from 17 per cent to 30 per cent (World Bank,
2023b:38).
6 As of 2023, the national standard for teacher qualification was 12+2 for pre-primary and primary teachers (completion of 12 years of general

education plus two-year teacher training), a Bachelor’s degree for lower secondary teachers, and BA+2 for upper secondary teachers. It is understood
that recruitment of 12+2 student teachers for primary and lower-secondary levels may be terminated when the 12+4 programme is rolled out,
expected to commence in the 2025-2026 academic year pending a final joint decision of the MoEYS, Ministry of Civil Service (MCS), and Ministry of
Economy and Finance (MEF).

14
education reform to address, among other national priorities, teacher and teacher educator qualification
upgrade, teacher development, and more equitable teacher deployment.

1.2.2 Approach
The Strategic Plan was developed based on sound analytics utilising the body of available quantitative and
qualitative data as well as extensive consultations with key stakeholders. The final Strategic Plan document
represents the culmination of data collection, analysis, scenario planning, and ongoing discussions with the
MoEYS and Development Partners to determine a realistic path forward towards achieving the MoEYS’
goals for teacher education.

Key steps in this process included, but were not limited to:
1. The review and analysis of existing data, synthesized into a detailed Situational Analysis report of
the teacher education sector
2. Data collection via Focus Group Discussions and interviews with teacher educators and MoEYS
officials (November 2023)
3. A series of consultation workshops with the MoEYS and Development Partners (from November
2023 to July 2024)
4. A survey of existing infrastructure and teacher educators’ capacity at TEIs focusing on primary and
lower secondary teacher education (December 2023)
5. The coordination and mapping of DP-supported projects supporting the development of teachers
and teacher educators
6. Scenario planning for the national rollout of 12+4 and BA+1 initial teacher duration and the
expansion of TECs

Figure 4. Process of developing the Strategic Plan

In line with the guiding principles (see below), considerable effort has been made to ensure the Plan is
robust and well-integrated, with alignment between the different activities and work plans of TDs and DPs,
to support coordinated, effective implementation.

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The Strategic Plan is intended as a living document that will be periodically reviewed and updated by the
MoEYS in collaboration with DPs. As educational priorities evolve and new insights emerge, the plan may
be revised to reflect the latest developments, policies, and best practices.

1.2.3 The Teacher Policy Context

The Strategic Plan aligns with, and builds on, existing policies in
Cambodia; see also Section 1.3, below, on the importance of
alignment as a guiding principle. The 2013 Teacher Policy
documented the vision for an upgrade of teaching force
quality, which was further operationalized in the Teacher
Policy Action Plan (TPAP) 2015-20. The TPAP 2015-20 set the
stage for a systematic reform of teacher-related policies aimed
at attracting and retaining competent teachers, improving the
social status of teachers, and strengthening the quality of
teaching and learning. The TPAP 2024-30 continues this work,
as described below.

Under the Framework of the National Strategic Development

Plan (2019-2023), the Education Strategic Plan (ESP) 2019-2023
prioritised professional teacher training, capacity
development, and staff motivation towards realizing SDG 4 to
“ensure inclusive and equitable quality education and promote
life-long learning opportunities for all.” The ESP 2024-28 builds
on these achievements. The Strategic Plan is designed to support the ESP 2024-28, Priority Programme 5.3
Human Resource Management, Objective 1: “Reform and strengthen teacher education policy and
standards of teaching profession.” In fact, the ESP Sub-programme 5.3.1 “Teacher Education” Strategy 1
specifically identifies this Strategic Plan as the blueprint by which the teacher education reform dimensions
of the ESP will be implemented.

Other key policy documents that provide a strong foundation for the Strategic Plan include:
• The Continuous Professional Development Framework and Action Plan (CPDFAP) for Teachers and
School Directors (2019-2023), adopted in September 2019, to guide the foundation for the
creation of the CPD system for educators in Cambodia. Several additional policy instruments
operationalize the CPDFAP’s vision of linking career progression and reward of teachers, school
directors, and education specialists with their professional performance and development through
the Teacher Career Pathway (TCP) to foster professional, motivated cadres of teachers:
o The CPD Handbook (2021),
o the CPD Credit Acquisition System (2021), and
o the CPD System Implementation Guidelines (2022).
• The Teacher Professional Standards (2010) and School Director Standards (2017) set out
benchmarks to measure the professional knowledge, skills and attitudes of teachers and school
directors.
• The 2016 Teacher Education Provider Standards (TEPS) sets benchmarks relating to teacher
education institutions (TEIs) and the teacher educators they employ.
• The Professional Standards for Teacher Educators (PSTE) (2024), which outlines the profile and
qualifications required for teacher educators, has recently been finalised and adopted.7
• Prakas 1870 (2019) and Master Plan for Teacher Qualification Upgrade (MoEYS, 2021) provide the
policy framework for teacher qualification upgrading (TQU) to allow pre-primary, primary, and
lower-secondary teachers to achieve a BEd (teaching) qualification.

7 The Education specialist career pathways is the only pathway in the TCP which still requires Professional Standards to be developed.

16
Care has also been taken to ensure the Strategic Plan is compatible with wider processes and policies,
including those pertaining to national funding and other legislation, such as laws on financial management
for 2024-2028, Cambodia’s Labor Law (Royal Kram ជស/រកម/០៣៩៧/០១, 1997), General Statute for
Cambodia’s civil service officers (Royal Kram ០៦ ន.ស.៩៤), Cambodian civil servants’ salary scales (Royal
Decree, នស/រតក/១២០១/៤៥០, 2021) and delegation of functions in the education sector to sub-national
level (Royal sub-decree, numbered 213 អនក្ក.បក).

Of all existing policies, the Strategic Plan is perhaps most directly related to the Teacher Policy Action Plan
(TPAP) 2024-2030. The TPAP 2024-2030 envisages teacher policy across the four Strategic Areas of: Teacher
management, Transformational leadership, Teacher Education, and Teacher identity and development.
The sub-strategies and high-level activities of TPAP (2024-30) Strategic Area 3: Teacher Education are
summarised below in Table 2.

Sub strategies Activities

3.1 Expand Teacher Education Colleges 3.1.1 Develop additional Teacher Education Colleges
(TECs)
3.2 Improve teaching and learning environments in 3.2.1 Upgrade physical facilities including library, ICT,
TEIs including NISE Multi-Media and Science laboratories, Creative Art
room, Audio Room, Staff/teacher room, etc.
3.3. Strengthen linkage between TEIs and practice 3.3.1 Strengthen linkage between TEIs and practice
schools schools
3.3.2. Develop networks and mechanism for
professional learning communities led and coordinated
by TEIs
3.4. Qualification upgrade of teacher educators and 3.4.1. Upgrade qualifications of teacher educators
development of their professional skills 3.4.2. Provision of continuous professional
development for teacher educators
3.5. Reform pre-service teacher training curriculum 3.5.1. Improve pre-service teacher training curriculum
for primary and lower-secondary education based on
credit system
3.5.2. Improve and expand pre-service teacher training
for pre-school education
3.5.3. Strengthen pre-service teacher training for upper
secondary education
3.5.4. Strengthen PRESET programmes on inclusive
education
Table 2. Sub-strategies and activities of TPAP 2024-30 Strategic Area 3 Teacher Education

It is the TPAP 2024-2030 that sets out the ambition to increase the duration and level of initial teacher
education (or PRESET) from a 12+2 programme to a 12+4 or BA+1 programme for primary and lower-
secondary education and a two-year programme after a Bachelor’s degree (BA+2) for upper-secondary
education, in conjunction with the upgrading of selected TTCs to TECs. Strategic Area 3 mandates
development of an actionable Strategic Plan to realistically plan for these teacher education reforms.

1.2.4 Guiding Principles

The guiding principles acknowledge the importance of evidence and data usage, inclusion, and alignment
as cross-cutting priorities across all processes and planned activities of the Strategic Plan, from
development to implementation.

Evidence and data

The Strategic Plan is evidence-driven and based on the best available data. Where possible, existing
information has been used, including reports prepared by a number of technical departments (TDs), DPs
and international organisations (see Annex A). Statistical data related to the profiles of teachers and

17
teacher educators currently in post, staff needs, and unfilled positions comes from the Education
Management Information System (EMIS) of MoEYS and from TED’s records, which are regularly updated.
Where possible, this information has been triangulated with data from the Human Resource Management
Information System (HRMIS). Qualitative data was gathered using a limited number of focus groups with
teachers and teacher educators to assess the attitudes, motivation, and experiences of these informants.
The data on which the Plan is based also includes interviews with selected MoEYS leaders and officials and
with representatives of TEIs.

Inclusion
The Strategic Plan places great value on the importance of inclusive teacher education for the provision of
inclusive education more broadly. Where possible, the teacher and teacher educator workforce should be
gender-balanced, regionally inclusive, and otherwise diverse. Representatives of marginalised populations
(persons living with disabilities, ethnic and religious minorities, etc.) should be supported to become
teachers and, in time, teacher educators, using positive action to ensure they meet the quality criteria,
without compromising on these. Pedagogy used in teacher education should be inclusive. The current
teacher education programmes already include preparing student teachers to deliver inclusive education,
with room to be further strengthened.

Ensuring the Strategic Plan is inclusive means engaging with the question of geographical coverage and the
distribution of TEIs throughout the nation, promoting the recruitment of student teachers from remote
rural areas, and ensuring potential candidates and their families (particularly of young women) are not
discouraged from entering teaching by the need to travel far from home to engage in initial teacher
education.

All areas of the country need to be served by TEIs so that candidates for teacher education do not face a
disproportionate burden of travel. Candidates and their families, particularly from more isolated
communities, may be reluctant to travel far from their home communities to undertake teacher education,
particularly in the case of young women, out of fear for their safety and wellbeing. 8 Ensuring that
candidates can access teacher education opportunities within their geographic region will also promote
their future deployment to, or nearby, their regions of origin.

Although the deployment of sufficient teachers to “hard-to-staff” schools, and indeed of teacher educators
to TEIs in non-metropolitan areas, is a challenge for many countries, it is important to be able to “identify,
recruit and retain teachers who have the necessary skills and commitment to work in those schools and
are able to engage with and motivate learners, their parents and the wider community” (UNESCO, 2019).
The principle of inclusion promotes strategies to ensure all learners can benefit from quality teachers,
including:
• Recruiting and training local teachers, who are likely to be well accepted and integrated in the
local community, already speak the home language, and have a commitment to the geographic
area, and/or
• Using a combination of extrinsic and intrinsic incentives to attract and deploy teachers to hard-to-
staff schools.9

Evidence from other education systems shows that where teachers accept deployments to hard-to-staff
postings, it tends to be based on a combination of extrinsic and intrinsic motivations – teachers are
committed to the project of delivering good quality education where it is needed and are also responsive
to the advantages and the sense of feeling valued, which accompany material incentives.

8 As highlighted during Focus Group Discussion conducted as part of the Situational Analysis. For example, the provinces of Ratanakiri, Mondulkiri
and Oddar Meanchey, among others, do not currently have a TTC. In this context, it is likely that Siem Reap PTTC, Stung Treng RTTC will have an
important role to play in the reform of teacher education, given their geographical location.
9 Extrinsic incentives usually include a combination of material incentives such as allowances, access to housing, transport, access to study leave,

enhanced CPD or qualification upgrade opportunities and/or ICT facilities. Intrinsic incentives include promotion of the social and moral value of such
placements as contributing to education and development and fostering pride in and commitment to these goals.

18
Alignment with the CPD system and wider teacher reforms
The Strategic Plan has been developed to align with other national policy instruments, and with other
dimensions of teacher policy in Cambodia, as outlined above. Situated within the overarching ambitions of
the Pentagonal Strategy - Phase I, the Strategic Plan is an instrument for the implementation of the TPAP
2024-2030 and is designed to reflect and support the ESP 2024-28.

The Strategic Plan promotes alignment between the various

dimensions of Cambodia’s policy documents; for example,
teacher education policies reflect and support policies
regarding other aspects of teacher management, such as
recruitment, deployment and retention. As the TPAP 2024-
2030 makes clear, teacher policy is holistic, integrated and
multi-dimensional, with the various dimensions supporting
one another. Improved teacher education needs to be
associated with appropriate employment and working
conditions and opportunities for career progression, in order
to achieve the desired impact in terms of recruiting and
retaining good quality, motivated teachers. The Strategic Plan
addresses the need for reform of initial teacher education to
be planned in parallel with reform of teacher salary scales,
upgrading of working conditions, extension and
implementation of the TCP to allow teachers and teacher
educators to have access to meaningful career progression,
and access to needs based CPD within a structured CPD system.
These reforms are all necessary to allow for the attraction,
recruitment and retention of the right individuals into teaching
and develop motivated, respected, competent teachers.

Ensuring alignment between documents is a prerequisite, but not a guarantee, of alignment in

implementation. Within the reality of the ecosystem in which education cooperation and international
development interact, this entails ensuring that technical departments of the MoEYS (TDs) and
development partners (DPs) are able to align their various interventions and approaches, so that different
teacher education and development initiatives support one another, avoiding redundancy and
contradiction.

Alignment between different levels and sectors of education is also of vital importance, and the Strategic
Plan reflects this need. This involves ensuring complex interacting systems support one another. The
preparation of teacher educators for different levels of education, including pre-primary, primary, lower
secondary, upper secondary, and inclusive education, is aligned with the preparation of teachers for each
of those levels and with the professional standards for each sub sector.

For example, the arrangements for primary and secondary teacher education must support one another,
both in terms of curriculum approaches and content and concerning the wider teacher management
system, including the career structure. At present, one frequent pathway to promotion for a primary
teacher is to upgrade their qualifications to become a lower secondary teacher, leading to an exodus from
the primary classroom of some of the most ambitious and talented teachers. It is essential to develop
mechanisms for primary teaching to become a sufficiently high status, well-paid activity, able to attract the
candidates needed to transform primary education and address the learning deficit.

As initial teacher education is considered within the whole continuum of teacher education, including
probation, induction and/or mentoring and licensing (where appropriate) and teacher CPD, all of these
dimensions need to be integrated and mutually supportive. It is important that the vital reform of initial
teacher education, including strengthening the capacity of Teacher Education Institutions (TEIs), should

19
not detract from the equally important need to continue to develop and institutionalise career-long
professional development for teachers. In order for student learning outcomes to improve overall, there
needs to be a balance between initial teacher education, CPD and ongoing support for teachers in post.
Teacher development is important at all moments of a teacher’s career: the reform of initial teacher
education should not eclipse the need for ongoing CPD and qualifications upgrading of teachers already in
post.

Over the past four years, a comprehensive needs-based CPD system for teachers and other education staff
has been developed and introduced, giving teachers currently in post access to relevant professional
development, designed to improve their skills, motivation and career progression and contributing to
qualifications upgrade through a CPD credit system aligned with the initial teacher education credit system.
The Strategic Plan for teacher education includes and allows ample space for the ongoing roll out of the
CPD system, developing the skills and qualifications of teachers currently in post as well as new recruits, in
order to ensure teachers of all ages and levels of experience are motivated and supported to maintain and
develop their skills and experience.

2. Cambodia’s Current Teacher Education Landscape

The Strategic Plan is grounded in Cambodia’s current teacher education system with the aim of moving
from this reality towards the vision for the future outlined above. The Strategic Plan is based on a detailed,
evidence-based Situational Analysis of the teacher education subsector, which is available in full as a
standalone report.10 To provide a firm foundation for the priorities and plans that follow, this sub-section
overviews Cambodia’s teacher education system, past and present and presents key findings from the
Situational Analysis.

2.1 Cambodia’s Teacher Education System

Cambodia has a long history of internal conflicts, culminating in the darkest period between 1975 and 1979,
known as the Khmer Rouge regime, during which more than 2 million people or over 25 per cent of
Cambodia’s population at the time were killed or died of hunger, overwork, or untreated diseases. In
pursuit of “deep cleansing” to achieve a “pure” society, scholars were particularly targeted, leading to the
loss of much of Cambodia’s key human resources.

After the Khmer Rouge regime collapsed, Cambodia started re-building the nation, with the teacher
education and training system undergoing multiple extension phases. In the 1980s, following the principle
of “those with knowledge teach those without,” candidates with as little education as 3-5 years of schooling
were recruited as student teachers for teacher training. The training lasted for a period of between 1 to 3
years, depending on the schooling the student teachers had completed and the level of education they
would teach at – a formula known as 3+1, 5+1, 8+2, 10+3, etc. The amount of general education required
of a candidate to enter initial teacher education increased over time to 9, 10, 11, and then 12 years in 1997.
Still, there were many teachers in post who had completed fewer years of general education and
insufficient teacher training. This, in turn, had negative consequences for learning outcomes and overall
performance of the education sector.

At present, across the country, 27 Teacher Education Institutes (TEIs) provide initial teacher education for
student teachers across the country. The majority of TEIs offer a two-year programme to train pre-primary,
primary, lower secondary (the 12+2 programme), and upper secondary teachers (BA+2).

10 Additional selected data tables from the Situational Analysis are included in Annex B.

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With support from JICA, the 12+4 curriculum has been developed and is being delivered, with promising
results, in the two Teacher Education Colleges (TECs) – Phnom Penh Teacher Education College (PTEC) and
Battambang Teacher Education College (BTEC) – for primary and lower secondary teachers. The National
Institute of Education (NIE) offers the BA+2 programme for upper secondary teachers.

Table 3 overviews the types and number of institutions currently providing initial teacher education in
Cambodia.

Type Quantity Type of Current Programmes

Student Teacher
Pre-school Teacher Training Centre 1 Pre-primary teachers 2-year (12+2 training
(PSTTC) programme)
Provincial Teacher Training 16 Primary teachers 12+2 programme
Centres/Colleges (PTTCs)
Regional TTCs (RTTCs) 4 Lower secondary 12+2 programme
teachers
Teacher Education Colleges (TECs) 2 Primary and lower 12+2 and 12+4 programmes
secondary teachers (started in 2018) and BA+1
(lower secondary)
National Institute of Education (NIE) 1 Upper secondary BA+2 programme (started in
teachers 2021), MA in mentoring,
PhD programmes
National Institute for Special Education 1 Inclusive Education 1-year inclusive education
teachers at all levels training programme
of education
National Institute of Physical Education 1 Lower secondary and 12+2 and 12+4 programmes
and Sport upper secondary (12+4 started in 2018)
teachers of physical
education and sport
Kampong Chheuteal Institute of 1 Technical upper BA programme
Technology11 secondary teachers
TOTAL 27
Table 3. Teacher Education Institutions in Cambodia

As a point of comparison with the vision for teacher education (see Section 1.1), the current situation of
teacher education and subsequent career progression in Cambodia is captured in Figure 4 below. At
present, initial teacher education for pre-primary teachers and for the majority of primary and lower
secondary civil service teachers is of two years duration (12+2) to achieve the Qualified Teacher Status
(QTS). There is not yet a systematic induction process for new teachers and professional development
opportunities are ad-hoc. The appraisal system serves administrative purposes and is divorced from
systematic promotion opportunities, and career progression options are limited, mostly following the
“ladder” approach where teachers get promoted to higher grade levels every two years but within the
salary cadres assigned for the level of education at which they teach.

11Note that the Strategic Plan mainly aims to provide an operational plan to shift from the current 12+2 model of initial teacher education to a
Bachelor-level qualification (12+4 or BA+1) for primary and lower secondary teachers only. Therefore, the situational analysis and teacher need
projections do not include the National Institute of Physical Education and Sport and the Kampong Chheuteal Institute of Technology.

21
 Figure 5. The current situation of teacher education and career progression in Cambodia

2.2 Key Findings from the Situational Analysis of Cambodia’s Teacher

and Teacher Educator Workforces

The Situational Analysis report identifies both strengths and challenges in the current teacher education
system and establishes current and future teacher and teacher educator needs in light of the planned
reforms – namely, the creation of additional TECs and the extension of initial teacher education to
12+4/BA+1.

The Situational Analysis draws on multiple data sources – including EMIS, HRMIS, interviews, and focus
group discussions – in order to present the best, most up-to-date data available and to allow for
comparison and triangulation. There are, however, limitations to some of these data sets, which are not
always complete or up-to-date. Please see the full Situational Analysis report for the detailed analysis of
the current and future teacher workforce, future demographic trends, and staffing scenarios.

2.2.1 Cambodia’s Teacher Workforce

Teacher recruitment and deployment

Current teacher recruitment is a centralised process which is, in effect, recruitment into initial teacher
education programmes. According to the Provincial Offices of Education (POE), who work with District
Offices of Education and schools, while teacher needs are considered, in reality, the level of available
funding for teacher salaries dictates the number of student teachers to be recruited annually. This, in turn,
limits the number of teachers entering the teaching force. Although pre-primary teacher recruitment has
held steady, the quantity of new student teachers being recruited into the system has, in general, declined
since 2014, although the trends are somewhat uneven across levels and years; see Table 4.12

12There was no recruitment of student teachers in 2020 and 2022 due to the COVID-19 pandemic, and recruitment of lower secondary student
teachers for the 2023 quota was completed in May 2024, while that of the pre-primary and primary level was completed in August and September
2024 respectively.

22
Student teachers 2013 2014 2015 2016 2017 2018 2019 2021 2023 Total
recruited by level
of education
Pre-primary 200 250 200 200 200 200 200 200 200 1,850
Primary 2,350 3,284 1,813 1,513 1,627 1,653 1,607 1,514 1,347 16,708
Lower-secondary 1,000 850 - 768 686 675 600 500 441 5,520
Upper-secondary 1,022 1,200 877 880 832 867 1,000 1,100 735 8,513
Total 4,572 5,584 2,890 3,361 3,345 3,395 3,407 3,314 2,723 32,591
Table 4. Number of student teachers recruited by level of education and year

According to MoEYS public education statistics and indicators 2022-23 (based on the EMIS), there is
currently a total of 115,584 education staff, excluding staff at DOEs, POEs, and MoEYS as well as contract
teachers. Of this figure, 94,690 are teaching staff whereas 20,894 are non-teaching staff. For more
information by level and urban/rural placement, see Table 5 below.

Total Female Total Female Total Female

Teaching 94,690 50,714 Non-teaching 20,894 6,321 Total staff 115,584 57,035
staff staff

Urban 22,620 13,197 Urban 3,922 1,594 Urban 26,542 14,791

Rural 72,070 37,517 Rural 16,972 4,727 Rural 89,042 42,244

Pre-primary 5,547 5,251 Pre-primary 322 257 Pre-primary 5,869 5,508

Primary 44,905 26,626 Primary 12,703 3,893 Primary 57,608 30,519

Lower 28,384 13,018 Lower 5,269 1,402 Lower 33,653 14,420

secondary secondary secondary
(Gr. 7-9) (Gr. 7-9) (Gr. 7-9)

Upper 15,854 5,819 Upper 2,600 769 Upper 18,454 6,588

secondary secondary secondary
(Gr. 10-12) (Gr. 10-12) (Gr.10-12)
Table 5. Education staff numbers in Cambodia 2022-23 (MoEYS, 2023c)

While between 2013-14 and 2022-23, there was a 37 per cent increase in the number of upper secondary
teachers, the number of lower secondary teachers in this timeframe grew by just 555 teachers and by only
10 for primary school teachers; see Table 6 below.

2013-2014 2022-2023
Education Education
Total number Total number
Levels staff working Female staff working Female
of teachers of teachers
at schools at schools
Pre-primary 4,717 4,537 4,326 5,869 5,547 5,251
Primary 55,958 44,895 22,630 57,608 44,905 26,626
Lower secondary 32,616 27,829 11,764 33,653 28,384 13,018
Upper secondary 13,330 11,557 3,433 18,454 15,854 5,819
Sub-total 106,621 88,818 42,153 115,584 94,690 50,714
Table 6. Comparison of education staff working at schools in the 2013-2014 and 2022-2023 academic years (EMIS, 2023)

To fill teacher needs, contract teachers, who receive limited preparation before commencing their teaching
assignments, are recruited across Cambodia on, theoretically, a short-term basis. Contract teacher
recruitment is a separate process overseen by POEs in coordination with the Provincial Departments of
Civil Service. In 2023, according to HRMIS statistics, 16,606 “contract” education staff were temporarily

23
recruited by the MoEYS, with Siem Reap, Kandal, and Battambang as the provinces utilising the most
contract teachers (2,388, 1,629, and 1,076 respectively). The majority of the contract staff (close to 96 per
cent) work as classroom teachers, of whom over 83 per cent work at the primary level.

Contract teacher Non-formal Islamic Contract

Province Contract staff
Primary School Contract teacher teacher
1 Phnom Penh 107 109 10 30
2 Stung Treng 450 75 2 6
3 Preah Vihear 318 58 - 7
4 Koh Kong 28 56 3 8
5 Ratanakiri 330 92 3 9
6 Mondulkiri 32 14 - 8
7 Kandal 1,629 168 12 15
8 Kampong Chhnang - 135 20 12
9 Kampong Speu 612 169 - 12
10 Battambang 1,076 108 13 11
11 Pursat 544 152 9 6
12 Banteay Meanchey 761 127 4 12
13 Siem Reap 2,388 106 2 13
14 Odar Meanchey 444 60 - 6
15 Pailin 32 56 1 7
16 Kampong Cham 785 90 16 5
17 Tboung Khmum 916 109 42 7
18 Kampong Thum 847 120 3 13
19 Kratie 511 52 19 6
20 Prey Veng 405 179 - 10
21 Svay Rieng 704 134 - 7
22 Takeo 330 132 2 12
23 Kampot - 125 8 9
24 Sihanoukville 7 36 5 9
25 Kep - 10 - 3
Central - - - 461
Total 13,256 2,472 174 704
Table 7. Contract staff in Cambodia by province and type (HRMIS, 2023)

Teaching staff per class/student teacher ratios

In Cambodia, many primary schools function with double shifts, and many teachers teach in both morning
and afternoon shifts. For this reason, student-class ratio and student-classroom ratio are used as indicators
of teacher allocation; see Table 8, below. While there is considerable variation between provinces, the
average number of teaching staff per class country is 0.66 across the country for pre-primary level, 0.71
for primary, and a bit under two for both lower and upper secondary levels.

Teaching Student- Student- Percentage of

Student- Student-
staff per teacher classroom non-teaching
staff ratio class ratio
Level of education class ratio ratio staff
Pre-primary schools 0.66 46.3 43.7 30.4 34.7 5.5
Primary schools 0.71 45.8 35.7 32.5 43.8 22.1

24
Lower secondary schools 1.93 23.1 19.5 45.6 48.4 15.7
Upper secondary schools 1.96 23.6 20.3 45.2 48.2 14.1
Table 8. Student ratios per teacher, class, and classroom (EMIS, 2023)

According to a recent analysis by the Department of Policy, in rural areas (where the majority – 60.55 per
cent – of Cambodians live) (National Institute of Statistics, 2020), primary class sizes can reach 70–80
students. In the 2023 school year, 60.9 per cent of primary schools were functioning in double shifts (EMIS,
2023).13 Tables 9 and 10, below, illustrate the variation across provinces in terms of average numbers of
staff per class and average number of students per teacher.14
Average staff per class
Province Pre-primary Primary Lower Secondary Upper Secondary All secondary
Banteay Meanchey 0.17 0.85 1.65 1.93 1.84
Battambang 0.49 0.69 1.92 1.69 1.79
Kampong Cham 0.63 0.64 1.78 1.89 1.86
Kampong Chhnang 0.70 0.78 1.73 2.26 2.04
Kampong Speu 0.72 0.72 2.23 1.95 2.06
Kampong Thom 0.82 0.72 1.67 1.75 1.72
Kampot 1.00 0.91 2.32 2.21 2.26
Kandal 0.99 0.55 2.20 2.26 2.23
Kep 1.00 1.08 3.17 3.35 3.27
Koh Kong 0.57 0.81 2.34 1.93 2.03
Kratie 0.85 0.67 2.20 2.12 2.16
Mondulkiri 0.95 0.91 2.29 1.83 1.94
Oddar Meanchey 0.72 0.64 1.60 1.47 1.52
Pailin 0.85 0.75 3.16 3.73 2.73
Phnom Penh 0.83 0.99 2.94 2.58 2.63
Preah Sihanouk 0.83 0.98 2.37 2.13 2.20
Preah Vihear 0.58 0.76 2.03 1.87 1.94
Prey Veng 0.76 0.60 1.37 1.71 1.59
Pursat 0.59 0.63 2.09 2.03 2.06
Ratanakiri 0.46 0.53 1.46 1.65 1.58
Siem Reap 0.47 0.64 1.49 1.57 1.55
Stung Treng 1.02 0.65 2.41 1.29 1.89
Svay Rieng 0.85 0.69 1.90 2.03 1.99
Takeo 0.94 0.78 1.88 1.85 1.85
Tboung Khmum 0.50 0.64 1.48 1.52 1.51
Whole Kingdom 0.66 0.71 1.93 1.96 1.95
Urban Area 0.77 0.96 2.62 2.30 2.36
Rural Area 0.64 0.67 1.82 1.83 1.82
Table 9. Average numbers of staff per class by province and by level of education (EMIS, 2023)

13 For the Situational Analysis report, the average numbers of teaching staff per class for each level of education and average student-teacher ratios
by level of education by province were calculated; see Annex B for the full data table.
14 The pre-primary figure for Banteay Meanchey is a clear outlier here; the figure has been checked with the CPDMO and appears to be correct.

However, it may be prudent to remove it from any calculations based on the data to avoid distortion.

25
 Average students per staff
Province All
Pre-primary Primary Lower Secondary Upper Secondary
secondary
Banteay Meanchey 194.75 35.77 27.73 24.11 25.14
Battambang 49.74 42.84 24.36 28.96 26.80
Kampong Cham 48.11 55.74 24.70 23.31 23.71
Kampong Chhnang 47.50 42.41 27.17 20.68 22.93
Kampong Speu 50.47 53.05 22.15 28.66 25.78
Kampong Thom 41.79 42.44 26.17 26.63 26.46
Kampot 31.97 35.84 17.07 19.62 18.52
Kandal 35.24 69.07 19.66 20.71 20.32
Kep 28.16 28.68 9.84 11.85 11.05
Koh Kong 35.51 25.56 13.92 20.55 18.59
Kratie 38.04 42.33 20.56 20.72 20.65
Mondulkiri 34.71 25.00 17.73 23.74 22.03
Oddar Meanchey 42.06 38.34 27.28 29.77 28.70
Pailin 32.89 38.00 12.06 12.46 15.92
Phnom Penh 39.71 44.85 14.88 18.61 18.03
Preah Sihanouk 35.80 38.06 15.70 21.49 19.56
Preah Vihear 50.89 32.29 17.99 20.75 19.46
Prey Veng 39.27 54.68 34.46 26.91 29.28
Pursat 52.51 49.11 20.50 22.28 21.45
Ratanakiri 34.00 45.31 32.18 28.97 29.96
Siem Reap 61.27 53.86 31.17 32.47 32.10
Stung Treng 27.45 36.37 14.64 35.26 21.22
Svay Rieng 44.15 47.51 22.92 20.44 21.20
Takeo 33.21 42.39 21.40 22.42 22.18
Tboung Khmum 58.61 52.25 31.35 29.82 30.25
Whole Kingdom 46.27 45.82 22.87 23.49 23.28
Urban Area 43.61 40.04 15.68 20.61 19.56
Rural Area 46.87 47.25 24.51 24.95 24.79
Table 10. Average number of students per teacher by province and by level of education (EMIS, 2023)

Pre-primary: For pre-primary, the 2018 MoEYS guidelines No ២០ អយក.សណន recommend a class-
teacher ratio of 1.2 at pre-primary level (nationally it stands at 0.66), with 25 students per class.15 Given
the national average student-teacher ratio is just over 46:1, the current number of teaching staff would
need to be increased by 85 per cent in order to achieve the MoEYS’ recommended ratio. With this, for both
student teacher ratios and teaching staff per class at the pre-primary level, there is considerable variation
between provinces.

15 A table including the MoEYS guidelines on ratios for education staff at all levels, N20 អយក.សណនMoEYS, 2018 can be found in Annex B.

26
Primary: While the average number of teaching staff
per class is 0.71 across the country, there is
considerable variation between provinces, ranging from
1.08 in Kep to 0.53 in Ratanakiri. The national average
student-teacher ratio is around 45:1. Again, there is
considerable variation between provinces, from almost
70 in Kandal to around 25 in Mondulkiri (EMIS, 2023).

The 2018 MoEYS guidelines on ratios for education staff

recommends a class-teacher ratio of 1.5 at primary
level, with 35-45 students per class in grades 1 to 3 and
40-50 students per class in grades 4 to 6. In order to
achieve the recommended class-teacher ratio,
significantly more primary teacher numbers 16 would
need to be employed: doubling the current number of
primary teachers would bring the ratio to 1.42, still
below the recommended level.

When the pupil-trained teacher ratio for primary Figure 6. Comparison of student-teacher ratios across Eastern
education is compared with that in other countries in and Southeastern countries (UNESCO, 2024)
Eastern and South-eastern Asia, Cambodia appears as
an outlier (UNESCO, 2024: 52).17

Lower secondary: The average number of teaching staff per class at lower secondary level is 1.93 teachers
per class (2.6 in urban schools and around 1.8 in rural schools). Yet again, there is considerable variation at
provincial level, ranging from over 3 in Kep and Pailin to around 1.4 in Prey Veng. The national average
student-teacher ratio is around 23:1 (under 16:1, in urban areas). Existing numbers of lower secondary
teachers are well within the MoEYS guidelines of class-teacher ratio of 1.833 and class sizes of 40-50.

Issues persist around teacher shortages and surplus within lower secondary by subject area. Overall, there
is a shortage of 1,094 lower secondary teachers with significant shortages in mathematics, English, biology,
geology, geography, moral and civics education, economics, ICT and agriculture (HR Department, 2024).
Small surpluses of lower secondary teachers exist in French, physics, chemistry and biology. In some
disciplines, including Khmer, history, and sport, there is a surplus of lower secondary teachers, whereas
there is a shortage at upper secondary level teachers (for example, there are 1,091 surplus lower secondary
history teachers).

As with overall quantity, clear differences exist between provinces: Phnom Penh has a significant surplus
of teachers at both upper and lower secondary levels. Although a few provinces (such as Kandal, Kep,
Kratie, Kampot and Pailin) have fairly small surpluses of lower secondary teachers, many have shortages.
In mathematics, only Phnom Penh has a significant surplus. In Khmer, most provinces have a surplus of
Khmer teachers, at least at lower secondary level. Phnom Penh shows a surplus of secondary teachers for
ICT and physics. Most other provinces show a shortage of secondary ICT teachers. Most provinces have
small surpluses of lower secondary physics teachers.

Upper secondary: The average number of teaching staff per class is just under 2 teachers per class at upper
secondary level (2.3 in urban schools; around 1.8 in rural schools), with the provincial range from around
3.7 in Kep to around 1.3 in Stung Treng. The national average student-teacher ratio is around 23:1 with
considerable variation between provinces, from over 35 in Stung Treng to around 12 in Kep and Pailin.

16 As shown in the previous section, 13,256 contract teachers were employed to fill the primary school teacher gap (HRMIS, 2023); yet this is far from
sufficient to achieve the recommended class-teacher ratio.
17 Based on 2022 or latest data available; different systems may vary in their definition of trained teacher, and whether contract teachers are included

in these statistics.

27
As with lower secondary, while existing numbers of upper secondary teachers are well within the MoEYS
guidelines of class-teacher ratios of ratios of 2.062 for Grade 10 and 2.187 for Grades 11-12 (recommended
class sizes of between 40-50), there are shortages and surpluses within individual subjects.

Private schools: Private schools account for a small but significant number of enrolments (6 per cent
nationally), although this is much larger in Phnom Penh. Class sizes in private schools are significantly
smaller than in public schools.18

Teacher qualifications
At present, the pre-primary teachers have the lowest qualification profiles, and qualifications increase
progressively with the level of education. Only about 12 per cent of pre-primary teachers and 20 per cent
of primary teachers hold a Bachelor’s degree. Almost all upper secondary teachers hold a Bachelor’s or
Master’s degree. Of lower secondary teachers, 33 per cent hold a Bachelor’s degree, while just over half
have completed upper secondary education (HRMIS, 2023).19 DGTED further reported that at least 1,208
pre-school, 8,811 primary, and 25,692 lower secondary teachers have graduated from the 12+2
programmes.20

To further advance their qualifications, at the moment, teachers have some Teacher Qualifications
Upgrade (TQU) options:
• Secondary teachers in post may undertake TQU, funded by the national budget and support from
a variety of education partners (See Annex C).
• RUPP provides a TQU for primary and lower secondary teachers (with a loan from the World Bank).
• NIE upgrades qualifications for high school teachers with the government budget.
• TEIs such as BTEC, PTEC, and NIE are in negotiation to conduct TQU with a loan from the World
Bank.
• A selected number of teachers and teacher educators have been and will be sponsored by various
DP-supported projects to upgrade their qualifications locally and abroad.21

Cambodia’s CPD system has been designed, with support from UNESCO, as an important enabler for TQU
as credits earned from successfully completing relevant CPD activities will contribute to TQU.22 However,
currently, a limited number of TEIs (PTEC, BTEC and NIE) are accredited to provide CPD for Cambodia’s
94,690 civil service teachers (MoEYS public education statistics and indicators, 2022-23) and some 16,606
contract teachers (HRMIS, 2023), and there remains a need to support more TEIs towards becoming
accredited CPD providers, allowing for the expansion of TQU opportunities.23

Teacher salaries
The salary scale in Cambodia is currently constructed around three distinct cadres, primarily based on the
level of education taught:
• Cadre A teachers are composed in majority of NIE graduates, who have a Bachelor's or Master’s
level qualification and usually work in upper secondary schools, HEIs, selected TEIs such as TECs
and NIE, and technical departments of the MoEYS. In 2023, according to HRMIS data, there were
22,246 Cadre A teachers and other education system employees (7,323 female).

18 Note that Strategic Plan takes account of the existence of private schools, both for the purposes of projecting teacher needs and considering their
impact on wider teacher management factors. One proposed mechanism is to allow recruitment of non-government student teachers through the
12+4/BA+1 programmes, who will then qualify to fill posts in private schools. This solution will help address the issue of private schools employing
public school teachers, taking them away from their core function of teaching in public schools. Since “moonlighting” in public schools provides a
welcome opportunity for public school teachers to earn additional revenue, this issue will need to be managed sensitively.
19 Those who graduated from the 12+2 initial teacher education programmes are included in this group.
20 A mapping of TQU initiatives to date is planned as a separate exercise towards developing the TQU system with support from partners such as

UNICEF in addition to the programme run by the RUPP with support from the WB.
21 These include but are not limited to UNESCO’s STEPCam I and II, UNICEF’s CDPF, JICA’s E-TEC and S-TEC, and KOICA’s Project for ICT Capacity

Building of Lower Secondary Education in Cambodia. A limited number of opportunities are available through bi-lateral agreements and provided
through scholarship programmes for post-graduate studies in a range of host countries.
22 Master Plan for TQU, p. 11
23 Additionally, some individual teacher educators from other TEIs deliver CPD as trainers for technical departments of MoEYS or for programmes

supported by DPs.

28
 • Cadre B teachers usually work in lower secondary schools. In 2023, there were 46,558 Cadre B
teachers/employees (19,803 female) (HRMIS, 2024).
• Cadre C teachers usually work in pre-primary and primary schools and have either a 12+2 teaching
qualification or below. In 2023, there were 56,694 Cadre C teachers/employees (32,242 female),
making it the largest of the three levels (HRMIS, 2024).

The structure of the salary scale incentivizes the best, most motivated primary school teachers to upgrade
their qualifications and move to the secondary level for the financial benefits, leading to a persistent
shortage of effective teachers at the foundational primary level.

Between 2014-2024, the Royal Government of Cambodia (RGC) increased teacher salaries by over 120 per
cent from an average of USD 211 per month in 2014 to USD 468 in 2024.24 Salaries of those teaching in
primary and lower secondary sub-sectors received the highest increases. Education administration staff
also received more than 100 per cent increases in monthly salaries during the same timeframe, from an
average of USD 172.6 in 2014 to USD 378.9 in 2024. Figure 7 captures the trend in teacher salary increases.

Figure 7. Trajectory of average teacher salary increases in Cambodia between 2014 and 2024

The Situational Analysis revealed several significant teacher education-related issues, which are
summarised in Table 11 along with their strategic implications. The reform activities planned in this
Strategic Plan work together to form solutions to these challenges, which are currently inhibiting the
realisation of the vision for teacher education in Cambodia.

Teacher Workforce: Identified Issues Strategic Implications

Teacher recruitment and deployment
Persistent challenges with teacher deployment are a A large increase in primary teacher recruitment and
contributing factor to poor educational outcomes. As training is needed to begin to address the learning deficit
of 2023, there is a need for an additional 24,093 in Cambodia. Strategies are needed to find ways to staff
qualified primary school teachers nationwide. The schools, in particular, without increasing primary class
government contracted over 13,000 primary teachers sizes, which already are larger than government
in 2023; however, a more sustainable solution will be guidelines and international best practices.
needed to address projected teacher needs in ways
that maintain teacher quality. To ensure an adequate supply of teachers and to
progressively reduce primary class sizes to 30 or below, it

24 Monthly salaries averaged across the three salary scales and converted using an exchange rate of 4,000 Khmer riels/dollar) (HR Department, 2024).

29
Overall, there is a need for 4,173 upper and 1,094 is recommended that the focus should be on recruitment
lower secondary teachers when all disciplines are and training of primary teachers, with recruitment of
included (HR Department, 2024). However, shortages lower secondary teachers limited to those subject areas
are unequally distributed with some geographical where there are shortages. All recruitment and training
regions and disciplines facing a dearth of teachers strategies that are put in place need to be well-planned
while others have a surplus. and managed.

The absence of properly defined and managed teacher Where contract teachers are used to fill staff gaps,
transfer mechanisms has exacerbated a teacher induction training is vital so that they have the
shortage in the rural areas and a surplus in urban foundational knowledge, skills, and support needed to
areas. Teachers have expressed reluctance to transfer succeed in their roles. From there, contract teachers
to hard-to-staff schools. As of 2023, transfers from should have access to TQU programmes that allow them
under-staffed to well-staffed areas have been to subsequently be incorporated into the government
suspended, pending development of a suitable transfer teaching force.
strategy.
A raft of strategies, including but not limited to benefits
such as significantly higher monthly salaries, housing,
faster career progression, and TQU opportunities, will be
needed to attract and retain teaching staff at rural and
remote schools so as to address the teacher surplus and
shortage issues.
Teacher qualifications
Almost all upper secondary teachers have a Bachelor’s Introduce teacher education pathways that allow for new
or Master’s degree. However, only around 33 per cent and existing teachers to earn at least a Bachelor’s degree
of lower secondary teachers, 20 per cent of primary through:
teachers, and approximately 12 per cent of pre- • the dedicated 12+4 route,
primary teachers hold a Bachelor’s degree. • the alternative BA+1 route, or
• a credit-based TQU programme that culminates in a
Bachelor’s-level degree, integrated in a robust,
career-long system of CPD.

The transition of TEIs to become institutions of higher

education will elevate the status of the teaching
profession, which can also be aided through the creation
of Centres of Excellence for teacher training and research
for basic education.

Teacher licensing models are also likely to be explored as

a means of helping to safeguard and standardize a
professionalised teacher workforce.
Teacher salaries
The teacher salary scale is currently constructed around Career structure and salary scales to remove perverse
three distinct cadres, primarily based on the level of incentives for primary teachers to move into secondary
education being taught at. This acts as an incentive for school teaching. The teacher salary scale should reflect a
the best, most motivated primary school teachers to number of teacher characteristics beyond only the level
upgrade their qualifications and move to the secondary being taught, including, but not limited to: teacher
level, resulting in a persistent shortage of effective, education, performance, years of experience, and roles
engaged primary teachers and accentuating the as outlined in a teacher career structure. Primary
learning deficit. teachers with a Bachelor level qualification should
receive the same salary as secondary teachers with the
Between 2014-2024, teacher salaries increased by over same qualification.
120 per cent from an average of USD 211 per month in
2014 to USD 468 in 2024, with those teaching in primary The salary increases are positive and extremely welcome;
and lower secondary sub-sectors receiving the highest however, a further increase will be needed to reflect the
increases. increased professionalism of teachers, in addition to
keeping pace with inflation. Salary increases should be
aligned with regular appraisals, professional
development and career progression.
Table 11. Summary of issues facing the teacher workforce in Cambodia and strategic implications

30
2.2.2 Cambodia’s Teacher Educator Workforce

At present, teacher educators are recruited through the same centralised process as teachers, and TEIs
have little control over the staff they are sent. Budgetary restraints often lead to gaps in staffing in many
TEIs, especially for specific specialisms and geographical areas.
A total of 1,263 staff members (500 female) are currently employed in the 24 TEIs which currently train
student teachers for pre-primary to upper-secondary levels of general education in Cambodia (TED, 2024).
Of these, 805 are teaching staff (313 female), whereas 458 are non-teaching staff (187 female).

The two new TECs, PTEC and BTEC, have considerably more staff than other TEIs within the system – PTEC
has 193 in total (of which 72 female); BTEC has 134 in total (51 female), which are needed to deliver the
various courses they offer.

Table 12 below shows the number of teaching and non-teaching staff for each of the current TEIs, as of
January 2024. In addition to the two existing TECs and NIE, only Kampong Cham RTTC, Kandal RTTC and
Siem Reap PTTC have 40 or more teacher educators; only Takeo RTTC and Siem Reap PTTC have 18 or more
non-teaching staff.

All TEI staff

# TEIs Non-teaching staff Teaching staff
Total Female
Sub-total Female Sub-total Female
1 PTEC 42 14 151 58 193 72
2 BTEC 42 15 92 36 134 51
3 Kampong Cham PTTC 16 7 27 16 43 23
4 Takeo PTTC 15 7 18 8 33 15
5 Prey Veng PTTC 12 9 25 10 37 19
6 Kandal PTTC 12 5 38 14 50 19
7 Stung Treng RTTC 16 6 14 6 30 12
8 Banteay Meanchey PTTC 10 2 10 6 20 8
9 Kampong Chhnang PTTC 10 3 13 6 23 9
10 Kampong Speu PTTC 10 4 17 6 27 10
11 Kampong Thum PTTC 8 2 14 5 22 7
12 Svay Rieng PTTC 13 4 16 3 29 7
13 Siem Reap PTTC 18 9 43 17 61 26
14 Pursat PTTC 11 5 17 7 28 12
15 Kampot PTTC 12 6 19 8 31 14
16 Sihanoukville PTTC 13 4 13 3 26 7
17 Kratie PTTC 8 3 11 6 19 9
18 Preah Vihear PTTC 14 5 6 1 20 6
19 PSTTC (in Phnom Penh) 20 11 14 11 34 22
20 Kampong Cham RTTC 15 4 40 15 55 19
21 Takeo RTTC 19 6 21 5 40 11
22 Prey Veng RTTC 13 6 31 15 44 21
23 Kandal RTTC 16 10 61 17 77 27
24 National Institute of Education 93 40 94 34 187 74
Total 458 187 805 313 1,263 500
Table 12. Number of staff at 24 TEIs in Cambodia (TED, 2024)

31
Disaggregating teacher educator data by specialist subjects reveals significant shortages in some
disciplines, which will need to be addressed in order to offer the 12+4 curriculum. At the PTTC level, there
are significant shortages in some disciplines, including, but not limited to: physics, chemistry, earth science,
philosophy, art and music, economics, and applied science.

The qualifications of many teacher educators are below the Professional Standards for Teacher Educators
(PSTE) (2024), which will be required as part of the current reform, as 70.1 per cent of PTTC teacher
educators and 40.5 per cent of RTTC teacher educators do not have a Master’s degree. 25 The highest
qualification of 9.3 per cent of teacher educators at PTTCs and 3.3 per cent of teacher educators at RTTCs
is lower than a Bachelor's degree.

There are a number of initiatives by DPs to support the qualifications upgrade of teacher educators, in
recognition of the gap between these and the Professional Standards for Teacher Educators (PSTE, 2024);
see Annex C for the list of projects supporting teacher and teacher educator qualification upgrade. While
these initiatives are promising, opportunities for teacher educators to engage in both qualifications
upgrade and CPD are still limited.

Teacher Educator Workforce: Identified Issues Strategic Implications

Teacher educator recruitment and deployment
There is no separate process to recruit teacher A dedicated process is needed to ensure the
educators, so TEIs have no control over staff sent, recruitment and retention of teacher educators with
resulting in a mismatch between need and supply in the necessary skills, experience, qualifications and
terms of quantity and subject area expertise. commitment to teacher education.
Teacher educator qualifications
Qualifications of many teacher educators are still The issue of underqualified teacher educators becomes
below PSTE (2024): more acute with the introduction of the 12+4/BA+1
• 70.1 per cent of PTTC teacher educators and programmes as more TECs are established as HEIs. It is
40.5 per cent of RTTC teacher educators do crucial that the competencies of teacher educators are
not have a Master’s degree. strengthened to deliver the new programmes;
• 64.9 per cent of PTEC teacher educators and however, at present, teacher educators have limited
79.3 per cent at BTEC have an MA (2.6 per opportunities to engage in both qualifications upgrade
cent hold a PhD). and continuous professional development (CPD).
Table 13. Summary of issues facing the teacher educator workforce in Cambodia

2.2.3 Cambodia’s Teacher Education Institutions

In addition to considering human resource issues, reform decisions around how many and which of the
existing TTCs should deliver the new 12+4 programme were based on a combination of interacting factors,
including current infrastructure and potential for expansion, profiles of current management and teacher
educator workforce, geographical location, and potential for specialisation.

Human resources at TEIs

The effectiveness of TEI leadership and management teams directly impacts how efficiently and effectively
TEIs can deliver on their mandates. 26 Across TEIs, 458 staff members (187 of whom are female) are
employed in non-teaching roles, many of these leadership and management. For non-teaching staff,
current levels of qualifications are as follows:27

25As per the PSTE (2024), teacher educators at PTTCs and RTTCs are required to have a Master regardless whether they teach 12+4 or not. PTTCs
which do not teach 12+4 will deliver CPD; in time, the teachers will have a Bachelor’s degree. Within the CPD system documentation, it is also noted
that CPD trainers are to have a qualification higher than the level they are teaching.

26 The TPAP 2024-2030 includes two activities designed to meet this need for strong TEI leadership: Introduction of preparatory leadership course for
TEI and school leadership/management teams of all levels (TPAP 2.1.1.1) and Review/revision of TEI (and School) Director's professional standards to
align with 21st century and transformational leadership skills and implemented across the board (TPAP 2.1.1.2).
27 Non-teaching staff may not all occupy management positions

32
 • Within RTTCs: 36.5 per cent of non-teaching staff have a Master’s or PhD degree; 39.7 per cent
have a Bachelor’s degree and 23.8 per cent have below a Bachelor’s, including 12+2.
• Within TECs: 53.6 per cent of non-teaching staff have a Master’s or PhD degree, 29.7 per cent
have a BA, and 16.7% below a BA.

TEI infrastructure
For the Situational Analysis, a survey was conducted on existing TEI infrastructure and hardware as a first
step in determining infrastructure-readiness for delivery of the 12+4 programme. Key findings from these
surveys are summarised in Table 14; the full data table can be found in Annex B.

RTTCs PTTCs
• Each RTTC has basic working buildings, such as • All PTTCs have between 6 and 20 buildings.
classrooms, administration rooms, library(ies), • The number of functional classrooms varies
laboratory(ies), although some are in need of significantly between PTTCs: Five PTTCs (Kampong
renovation; Cham, Prey Veng, Takeo, Stung Treng and Siem
• Dormitories for student teachers are available in Reap) currently have 25 or more functional
all RTTCs, although numbers vary; classrooms.
• All RTTCs have ICT laboratories; • All PTTCs have some administration rooms and
• All RTTCs reported a shortage of materials for one or two libraries.
experiments, documents, and research tools; and • All PTTCs have some dormitory capacity.
• All RTTCs considered their existing spaces and • The 11 PTTCs supported by UNESCO through
buildings are in need of renovation. STEPCam have recently upgraded libraries, science
labs, administration rooms, computer labs fully
equipped with computers and Wi-Fi systems to
support training on ICT, and dormitories.
Table 14. Key findings from the TEI infrastructure survey (2023)

2.3 Initial Projection of Teacher Needs

The accurate projection of future teacher needs rests on an accurate analysis of demographic trends. It is
anticipated that over the 2019-2030 period, early childhood and pre-primary school age students (0-5 years
old) will increase from 1.755 million to 1.787 million; while primary school age students (6-11 years old)
will increase from 1.829 million to 1.884 million. Lower secondary school age students (12-14 years old)
will decrease from 988,000 to 919,000 in 2025 and then rise slightly to 927,000 in 2030; while upper
secondary age students (15-17 years old) will increase from 840,000 to 1.012 million in 2025 and then fall
to 895,000 in 2030 (ESP 2024-2028).

2008 2019 2025 2030

Thousand Total Distribution Total Distribution Total Distribution Total Distribution
0-2 806 6.0% 808 5.2% 926 5.3% 862 4.6%
3-5 (Pre-primary) 860 6.4% 947 6.1% 954 5.4% 925 4.9%
6-11 (Primary) 1,786 13.3% 1,829 11.8% 1,843 10.5% 1,884 10.1%
12-14 (Lower secondary) 1,064 7.9% 988 6.4% 919 5.2% 927 4.9%
15-17 (Upper secondary) 974 7.3% 840 5.4% 1,012 5.8% 895 4.8%
18-23 (Higher education) 2,016 15.1% 1,825 11.7% 2,178 12.4% 2,301 12.3%
25-64 (Lifelong learning) 5,325 39.8% 7,404 47.6% 8,497 48.3% 9,290 49.6%
65+ 565 4.2% 912 5.9% 1,250 7.1% 1,652 8.8%
Total population 13,396 100% 15,552 100% 17,578 100% 18,736 100%
Table 15. School-age population evolution and projections, 2008-2030 (ESP 2024-28)

The Strategic Plan is based on the ambition of ensuring:

• All teachers newly recruited into the teaching force benefit from good quality teacher education;

33
 • The right quantity of qualified teachers for all students, by meeting 50 per cent of teacher needs
by 2030 as the initial target in the medium-term;
• Teachers currently in post are able to benefit from good quality, relevant CPD and TQU, in parallel
with reforming initial teacher education

In order to ascertain teacher needs by 2030, simulations were conducted based on the current projected
teacher retirements and the current needs (gaps) as expressed in schools’ requests. These initial
projections of teacher needs are based on the following underlying assumptions, which are important for
their accurate interpretation:

• The projections of initial teacher education needs are based on retirement and current needs (50
per cent by 2030), based on requests from schools via DoEs and PoEs to the HR Department,
previously DoPers, who then verify the requests using the recommended MoEYS staffing norms.
• The projections do not include other forms of attrition, demographic changes, changes in PTR, or
plans to introduce whole day teaching.28

Based on the teacher needs projection, two scenarios were initially proposed: (1) achieving 100 percent of
qualified teacher requirements by 2030, and (2) meeting 50 percent of qualified teacher requirements by
2030. After extensive stakeholder consultations and careful consideration of the national education budget
allocation trends, a phased approach was adopted. This approach sets a medium-term target to meet 50
per cent of the demand for qualified teachers by 2030, with a commitment to sustained efforts in training
and recruiting qualified teachers beyond this timeframe. The long-term objective is to address the full
teacher needs beyond 2030 through a comprehensive suite of strategies, including pre-service training,
Teacher Qualification Upgrading (TQU), and Continuing Professional Development (CPD) programmes, as
outlined in the Strategic Plan.

As per the projection, by 2030, the annual target to ensure a supply of qualified teachers, meeting 50 per
cent of teacher needs, at all levels will be 35,103 teachers. Based on December 2024 data, this includes a
supply of 1,592 qualified pre-primary teachers, 21,084 qualified primary teachers, 9,018 lower secondary
teachers, and 3,409 upper secondary teachers; see Table 16, below. To achieve the targets, a combination
of graduates from scholarship, self-funded and TQU programmes will need to be recruited into the teacher
workforce. Plans to expand the pathways to qualification will be closely informed by the required teacher
supply.

Target
Year 2024 2025 2026 2027 2028 2029 2030
(2030)
Pre-primary teacher needs in 2024 1,109

Pre-primary teachers to retire annually 12 19 23 35 88 127 179

Pre-primary student teachers on

0 0 200 200 200 200 200
scholarship to graduate annually (12+2)
Pre-primary student teachers to
graduate annually from self-funded 94 135 197 166
PRESET and TQU programmes
Annual target for qualified pre-primary
0 0 200 294 335 397 366 1,592
teacher supply
Primary teacher needs in 2024 15,792

Primary teachers to retire annually 232 300 499 483 1,004 1,214 1,560

28Official data on other forms of attrition beyond retirement, such as transfer out of the MoEYS, are not included in the projection due to limited
official data availability.

34
Primary student teachers on scholarship
0 0 1,047
to graduate annually (12+2)

Primary student teachers on scholarship

0 300 0 0 300 1,000 1,000
to graduate annually (12+4)

Primary student teachers on scholarship

200 1,300 1,000 300 300
to graduate annually (BA+1)
Primary student teachers to graduate
annually from self-funded PRESET and 2,784 2,499 2,436 3,204 3,414
TQU programmes
Annual target for qualified primary
0 300 4,031 3,799 3,736 4,504 4,714 21,084
teacher supply
Lower secondary teacher needs in 2024 547
Lower secondary teachers to retire
163 368 572 887 1,643 2,037 2,801
annually
Lower secondary student teachers on
0 0 338
scholarship to graduate annually (12+2)

Lower secondary student teachers on

200 0 0 89 200 200
scholarship to graduate annually (12+4)

Lower secondary student teachers on

16 300 300 211 100 100
scholarship to graduate annually (BA+1)

Lower secondary student teachers to

graduate annually from self-funded 965 972 976 1,823 2,228
PRESET and TQU programmes

Annual target for qualified lower-

0 216 1,603 1,272 1,276 2,123 2,528 9,018
secondary teacher supply

Upper secondary teacher needs in 2024 2,087

Upper secondary teachers to retire
38 58 94 158 248 328 398
annually
Upper secondary student teachers on
740 540 558 548 528 495
scholarship to graduate annually

Annual target for qualified upper-

0 740 540 558 548 528 495 3,409
secondary teacher supply
Annual target for teacher supply at all
0 1,256 6,374 5,923 5,895 7,552 8,103 35,103
levels
Table 16. Summary of projected teacher supply and demand needs

35
3. Strategic Priorities for Cambodia’s Teacher Education
Reform
To address the critical learning gap in Cambodia, the quality of teaching and learning needs to be radically
improved by a raft of interconnected measures, including ensuring all new candidates entering primary
and lower secondary teaching both hold a Bachelor-level qualification and undertake a course of good
quality, relevant teacher education.

Four inter-related strategic priorities have been identified and act as an organizing schema for the activities
required to build the capacity of the system to offer effective new pathways into teaching, as a means of
building a professional workforce of quality teachers. Based on the Situation Analysis, these strategic
priorities are designed to drive teacher reform towards the vision for the teaching profession as articulated
by the RCG. While all levels of education are covered by the four strategic priorities, the focus will be on
primary and lower-secondary education, as a much-needed mechanism to address the learning deficit at
the foundational level.

The four strategic priorities, pictured in Figure 8 below, include the following:

Strategic Priority 1: Professionalised pathways into teaching

The teacher education reforms require the development of new programmes such as the BA+1 for primary
and lower secondary teachers. The existing 12+4 programmes for primary and lower secondary teachers,
currently being delivered at PTEC and BTEC, will also be reviewed and revised prior to further roll-out to
the newly developed TECs and select TTCs as well as the selected PTTCs which will deliver the 12+4
programme. The TQU framework and programmes are in development and will be finalised early in the
Strategic Plan timeline for implementation.

Strategic Priority 2: Increased supply of well-trained teachers and teacher educators

The Strategic Plan outlines measures to recruit and train enough teachers to cut the deficit by 50 per cent,
offering quality training for new teachers and TQU opportunities, through a robust and career-long system
of CPD, for those already in post. Mechanisms will be put in place to enable candidates to undertake
teacher training on a self-funded basis The Strategic Plan suggests an approach to phasing out the use of
contract teachers with limited training.

Strategic Priority 3: Strengthened institutional capacity of TEIs

The flagship initiative of the reforms is the expansion of TECs and their elevation to HEI status. The Strategic
Plan outlines timelines for the transition of selected existing PTTCs and RTTCs to become TECs. The
institutional capacity of selected PTTCs will also be strengthened to deliver the 12+4 programme for
primary teachers and others will be supported to become accredited CPD providers.

Strategic Priority 4: Advancement of teacher education specialisations

Raising the status of teacher education includes an emphasis on research, as befits HEIs. The development
of Centres of Excellence (CoEs) will help address areas requiring additional specialisation to improve
teaching and learning; for example, a focus on primary teacher education, inclusion, digital education, and
foreign language teaching. CoEs will have a mandate for research, knowledge management, and
information sharing. Creating CoEs that are situated throughout the country will contribute to addressing
existing geographical and teacher deployment inequalities.

36
Figure 8. Strategic Plan priorities and strategies

37
 SHORT-TERM PLAN (by 2026) MEDIUM-TERM PLAN (2027-2030) LONG-TERM PLAN (after 2030)
STRATEGIC PRIORITY 1: Professionalised pathways into teaching
• Develop and/or refine new teacher education • All new primary and lower secondary teachers qualified • Implement regular review cycles for teacher
programmes, including: through either the 12+4 or BA+1 programmes education curricula
o 12+4/BA+1 for primary and lower-secondary • 12+4 for pre-primary level developed and introduced, as
levels an alternative to 12+2
o BA+2/MEd for upper secondary level
o 12+2/12+4programme for inclusive education
o National TQU framework and programme
• Phase out the 12+2 programme for primary and lower-
secondary teachers, with the last cohort graduating in
2026.

STRATEGIC PRIORITY 2: Increased supply of well-trained teachers and teacher educators

• In line with projected teacher needs and TEI capacity, • Continue to expand the number of civil servant student • Fully implement the teacher career
recruit civil servant student teachers to join the teachers participating in the 12+4/BA+1 programmes pathways for all teachers across the
12+4/BA+1 programmes as well as the final cohort of • As needed, recruit contract teachers, phasing out the limited country
12+2 candidates induction training to be replaced with full TQU programme • Sustainable recruitment processes to meet
• Recruit contract teachers who, in the short term, will opportunities teacher needs with mechanisms in place to
engage in induction training and begin their TQU to BEd • Ensure a supply of teachers recruited and sufficiently account for teacher attrition and transfers,
level towards integration into the teaching force trained to fill a minimum of 50 per cent staffing needs improve PTRs, and supply teachers to keep
• Explore options for introducing teacher licensing as well up with the rollout of expanded curriculum
as models of privatised teacher education
• Review teacher educator/staff deployment to ensure that
teacher educator/staff profiles and areas of expertise
align with institutional needs.

STRATEGIC PRIORITY 3: Strengthened institutional capacity of TEIs

• Issue decrees to establish the first additional TECs • Continue to build capacity and upgrade qualifications of • Prey Veng and Takeo TECs achieve
(Kampong Cham and Kandal) teacher educators accreditation as HEIs (all 6 TECs have the HEI
• Develop Strategic Plans for Kampong Cham and Kandal to • Continue to expand the CPD system for teacher educators status)
guide human resourcing, infrastructure improvements, • Support four PTTCs to apply for accreditation as CPD
and steps towards TEC accreditation providers
• Provide capacity building and qualification upgrade for • Begin establishment of two additional TECs (Prey Veng and
teacher educators, including ToT in EGR and EGM Takeo)
packages

38
• Select TEIs to start rolling out accredited CPD/INSET • Kampong Cham and Kandal TECs to achieve accreditation as
trainings, including those in EGR/M packages HEIs
• Expand pre-primary PRESET/INSET programmes to other • Move towards implementation of the career pathways for
TEIs throughout the country all teacher educators to recruit, reward, motivate, and
retain competent teacher educators at TEIs
STRATEGIC PRIORITY 4: Advancement of teacher education specialisations
• Establish Terms of Reference (ToR) for CoEs to clarify the
mandates, roles and responsibilities, and required areas • Continue to grow the CoE research,
• Institutionalise the CoEs with increased focus on research,
of specialism training, and knowledge management
knowledge management and training
• Assess a select number of TEIs for model TEI recognition programmes
as Centres of Excellence (CoE)

Table 17. High-level summary of key reform activities in the short-, medium-, and long-term

39
3.1 Strategic Priority Area 1: Professionalised pathways into teaching
The reform of initial teacher education through the introduction of the 12+4 and BA+1 pathways is part of
the RGC’s strategy to attract the best and brightest candidates into teaching and professionalise teaching
careers. The transition to 12+4 and BA+1 programmes is a shift to initial teacher education becoming
synonymous with higher education. The new 12+4 and BA+1 programme, as well as the TQU programme,
act as the vehicle to build an increasingly professional, qualified teaching workforce, in line with
international standards for preparing teachers for the classroom. Along with developing new programmes
and refining existing ones, raising the quality of teacher education also means building a culture that is
based on a high level of expertise, pursuit of excellence, and dynamic research-informed practice, linking
theory to practice in an enhanced research community anchored by TEIs and their attached (practice and
cooperative) schools.

The pathways into initial teacher education, and in turn, into the teaching profession through scholarship
and self-funded modalities ensure that highly motivated and competent candidates can equitably access
quality initial teacher education and join the teacher workforce.

Strategy 1.1 New initial teacher education programmes developed to

provide multiple pathways into the teaching profession

The objectives under this strategy aim at putting in place robust, evidence-based initial teacher education
programmes, including the development and pilot of new curriculums. Under this strategy the following
new programmes will be developed, piloted, and then evaluated before roll-out in new and existing TECs:
• BA+1 primary programme
• BA+1 lower secondary programme
• 12+2 and 12+4 pre-primary programmes

Additionally, the 12+4 programmes for primary teachers and for lower secondary teachers, which are both
currently being delivered at PTEC and BTEC, are undergoing a review and revision in preparation for the
national rollout from 2025.

There is a renewed emphasis within the new teacher education programmes on international best practice,
collaborative research, and reflective teacher education and professional development, with the aim of
building a culture of effective, research-based teacher education – and, in turn, classroom teaching – that
is grounded in both theory and practice.

Participation in research and keeping abreast of research in teacher education will be a requirement for
teacher educators, as per the PSTE (2024), the TEPS (2016), and the convergence of other systems and
policy documents, such as the CPD system. This participation in research and research networks is
considered a marker of professionalism and the pursuit of excellence, as teachers and teacher educators
apply theory to practice and reflect on their practice in the light of theoretical work, as “reflective
practitioners.”

The 12+4 initial teacher education curriculum includes a focus on student teachers acquiring the skills to
review and conduct research, including action research. Student teachers will become research-literate –
able to compare and evaluate different approaches to teaching – and will conduct research projects as part
of their teacher education using action research methodologies and the Japanese practice of Lesson Study,
with the support of professional learning communities (PLCs). As teachers enter classrooms, having
benefited from gaining a Bachelor-level qualification, they will be well on their way to becoming reflective
practitioners who constantly analyse their own practice and its outcomes, seeking to refine it to better
support student learning.

40
 Figure 9. New and revised initial teacher education programmes

Strategy 1.2 Teacher qualifications raised in line with national professional

standards through development of the TQU programme

To build a teaching workforce that is qualified to the national professional standards, it is essential that
teachers have opportunities to upgrade their qualifications through accessible, quality TQU programmes
enabled by the CPD system. The CPD system was developed with support from UNESCO to allow teachers
to progressively accumulate credits which, in turn, will allow them to upgrade their qualifications within
the TQU system. Several profiles of teachers will benefit from a robust TQU process and programme,
including existing teachers who are currently in post, the final batches of teachers to graduate from the
current 12+2 model, and contract teachers.

Upgrading teacher qualifications through a TQU programme is included under the TPAP 2024-30 as a
priority; however, as of yet, there is no national strategic plan for TQU to upgrade the qualifications of
teachers in line with the national standards.29 An existing Master Plan for Teacher Qualification Upgrade
2021-2025 (MoEYS, 2021) suggests that teachers may follow one of the four models, shown in Figure 10,
to upgrade their academic qualification to a BA/BEd. The credits mentioned refer to those earned through
CPD opportunities.

29It is hoped that such a national framework for TEIs to provide TQU, including for primary teachers, will be developed as part of the GPE5 Multiplier
programme, with strategies for economy of scale and efficiency.

41
 Figure 10. TQU models from the Master Plan for Teacher Qualification Upgrade 2021-2025 (MoEYS, 2021, p. 10)

A national framework for TQU is expected to be developed with UNICEF support and should be available
in 2025, with the TQU programmes being implemented soon after – on top of the programme implemented
by the RUPP through a loan from the World Bank.

3.2 Strategic Priority Area 2: Increased supply of well-trained teachers

and teacher educators
As quantified in the Situational Analysis, there is a critical and concerning shortage of primary teachers,
especially since many teachers teach double shifts and recourse to contract teachers is far from
satisfactory. One solution to address poor education quality at the foundational level and its impact on
learning quality at higher levels is to increase the number of qualified primary teachers recruited to receive
initial teacher education.30

To accurately plan for teacher needs, the impact of extending the duration of initial teacher education for
primary and lower secondary education by two years, as outlined in this Strategic Plan, must also be
considered. Following the introduction of 12+4, there will be two years where no new teachers will qualify,
leading to approximately 3,000 fewer teachers entering the system during the third and fourth years.
Fortunately, it will be possible to recruit newly qualified teachers having completed BA+1 to meet some of
the teacher needs during this period.

To help address these challenges of teacher supply and quality in an evidence-based manner, initial teacher
projections were conducted based on: i) current projected teacher retirements and ii) current needs (gaps)
as expressed in schools’ requests.31 The projections demonstrate the number of teachers needed by level
of education for each year, within realistic assumptions about the capacity of the national budget to recruit
additional teachers; the target increases progressively as teacher education capacity is added to the
system, until the 2030 target is achieved (see section 2.3).

Two projection models were developed as a basis for discussion on the best, most feasible route forward
for ensuring sufficient teachers staffing at all levels. The decision was made to pursue a hybrid model for
recruitment where teachers are hired through both civil service and contract posts with the goal of

30 While there are broadly sufficient lower and upper secondary teachers for current needs, shortages and surpluses prevail in some
subjects, and the numbers will need to increase in proportion with the student enrolment rates.
31 These simulations do not take account of attrition caused by factors other than retirement. Nor do they factor in demographic

change in the student-age population, the planned move towards full-day teaching or change in class sizes / pupil-teacher ratios

42
gradually increasing the percentage of civil service teachers. An ongoing initiative by the Royal Government
of Cambodia to improve recruitment, management and incentivization of contract staff and teachers is a
welcomed intervention. As a priority, teachers hired as contract teachers will have access initially to
induction training and subsequently to opportunities for TQU.

Strategy 2.1 New mechanisms introduced to facilitate an adequate supply

of qualified teachers

To address the pressing demand for qualified teachers in Cambodia, it is essential to introduce mechanisms
that ensure both quality and quantity in teacher recruitment, education, and deployment. Central to this
strategy is the government’s commitment to increasing the education budget and aligning recruitment
quotas with national needs.

A critical element of this strategy is laying the groundwork needed to potentially introduce innovative
funding and licensing mechanisms that would enhance teacher preparation and professional standards.
One proposal is to allow self-funded pathways for teacher education, including selected TQU programmes.
Under this model, self-funding students who successfully complete these programmes could be recruited
into the teaching force, either as civil servants or long-term contract staff. Note that, while self-funded
pathways can help expand the pool of qualified teachers, it is equally vital to maintain equitable access to
teacher education. The MoEYS is committed to ensuring equity in access to teacher education
opportunities, including support for teachers hired on a contract basis with the intention of providing
increased benefits and contractual arrangements.

Decisions also remain to be taken about the potential of introducing a teaching license model as a
mechanism for quality assurance, as well as a means of elevating the status of the teaching profession. A
teacher licensing system can also help to ensure that all teachers pursue professional growth and
development throughout their careers via CPD. These discussions and decisions are ongoing within the
MoEYS with opportunity to learn from the experience of other countries, as highlighted in the textbox
below.

43
 Integrating contract teachers into the civil service teaching force –
Learning from international good practice

Cambodia is certainly not alone in its efforts to motivate and retain qualified teachers in the profession.
Lessons learned from Indonesia, Mexico, and Cameroon can help provide options for how to transition
contract teachers into the civil service.

Indonesia
The Indonesian government has initiated a significant reform aimed to address the issue of contract
teachers, providing them with better positions, benefits, and job security. Recruitment is now based on the
analysis of teacher needs, at national government, regional, and school level.

In 2020, vacancies and eligibility criteria for contract teachers to become government teachers were
announced. The following year, the Government announced its intention to recruit up to one million
contract teachers of all ages as civil servants. They then conducted a rigorous selection process to ensure
the selection of qualified candidates, with written exams and interviews to evaluate the knowledge, skills,
and aptitude of the applicants. In 2022, successful candidates from the previous stages underwent further
verification of their documents and medical examinations to ensure their authenticity and eligibility.
Through this process, between 2021-2022, as many as 544,000 successful candidates have become
government employees and filled vacant positions as qualified teachers across the country. As of 2023, the
recruitment process is ongoing, with the final stage focusing on the appointment and assignment of
teachers to their respective permanent positions.

Mexico
Similarly, Mexico also undertook a large-scale process that allowed 800,000 contract teachers to become
eligible for permanent positions after six months on the job, integrating them into the civil service.

Cameroon
In Cameroon, state-contracted teachers receive a basic monthly salary equivalent to two-thirds of what
civil servants receive. They are entitled to various bonuses, allowances, step advancements every two
years, and a retirement pension, mirroring the benefits available to civil servants, while performing similar
tasks under comparable conditions.

UNESCO, 2024: 103-104

Strategy 2.2 Civil service teachers recruited and trained through the
12+4/BA+1 programmes to be able to provide quality education for
learners in Cambodia

The projected figures for teacher supply and demand across pre-primary, primary, lower secondary, and
upper secondary levels help determine the contributions that various teacher education programmes will
make towards equipping a qualified and fully staffed teacher workforce. Taking into account predicted
student enrolment as well as annual teacher retirement, it is estimated that the total annual supply for
qualified teachers, including all four levels of education, will reach 35,103 in 2030.

To ensure an adequate supply of qualified teachers, the BA+1 and 12+4 programmes will gradually expand
enrolment; for example, from 300 primary teacher graduates of the 12+4 programme (scholarship) in 2028

44
to 1,000 in 2030. Both scholarship and self-funded programmes will be pivotal to ensure an adequate
supply of qualified teachers.

Anticipated numbers for those civil service teachers who will be trained through the 12+4 and BA+1
programmes are included in the table below.32

Type of programme & funding modality 2025 2026 2027 2028 2029 2030

Pre-primary student teachers on scholarship to

0 200 200 200 200 200
graduate annually (12+2)
Pre-primary student teachers to graduate
annually from self-funded PRESET and TQU 94 135 197 166
programmes
Annual target for qualified pre-primary teacher
0 200 294 335 397 366
supply

Primary student teachers on scholarship to

0 1,047
graduate annually (12+2)

Primary student teachers on scholarship to

300 0 0 300 1,000 1,000
graduate annually (12+4)

Primary student teachers on scholarship to

200 1,300 1,000 300 300
graduate annually (BA+1)

Primary student teachers to graduate annually

2,784 2,499 2,436 3,204 3,414
from self-funded PRESET and TQU programmes

Annual target for qualified primary teacher

300 4,031 3,799 3,736 4,504 4,714
supply

Lower secondary student teachers on

0 338
scholarship to graduate annually (12+2)

Lower secondary student teachers on

200 0 0 89 200 200
scholarship to graduate annually (12+4)

Lower secondary student teachers on

16 300 300 211 100 100
scholarship to graduate annually (BA+1)

Lower secondary student teachers to graduate

annually from self-funded PRESET and TQU 965 972 976 1,823 2,228
programmes

Annual target for qualified lower secondary

216 1,603 1,272 1,276 2,123 2,528
teacher supply

Upper secondary student teachers on

740 540 558 548 528 495
scholarship to graduate annually

Annual target for qualified upper secondary

740 540 558 548 528 495
teacher supply
Table 18. Estimates for 12+4/BA+1 graduate numbers (2025-2030)

32 See Section 2.3 for the full table.

45
Strategy 2.3 Teachers provided with TQU opportunities and induction
training to strengthen teaching competencies

As a matter of priority, implementation of the TQU programme will support teachers already in service to
progressively engage in TQU until they fulfil the minimum academic qualifications set by the MoEYS.
According to the Teachers’ Day opening speech by HE Deputy Prime Minister and Minister of Education,
13,000 school directors and teachers will benefit from TQU from 2024-2027, moving Cambodia towards its
goal of a well-qualified education workforce in line with national standards.

As Cambodia takes strides toward building a well-qualified education workforce, leveraging technology will
be essential in expanding access to TQU opportunities. ICT for education and Artificial Intelligence (AI)-
enabled platforms can support the TQU programme delivery by allowing teachers to access high-quality,
interactive courses, anytime and from anywhere. The use of ICT as a vehicle for the TQU and CPD
programmes will help to eliminate geographical barriers and provide opportunities for teachers (and
teacher educators; see Strategy 2.4) in remote or underserved areas.33

With that said, ensuring that access to digital learning opportunities is equitable requires proactive
measures to address economic and “technology driven” disparities in ICT infrastructure, connectivity, and
digital literacy. Targeted interventions will be required to mitigate the risk of that emphasis on digital
transformation inadvertently widens the digital divide, further marginalising teachers in disadvantaged
regions by limiting their ability to fully benefit from TQU and CPD initiatives. Advocacy will be needed to
secure investments in ICT infrastructure for underserved areas, in part through public-private partnerships,
which can be leveraged to expand access to affordable devices and guarantee reliable internet access.
Capacity-building programmes will also be needed to enhance teachers' digital literacy and confidence in
using ICT for professional development.

In addition to accessing TQU opportunities, induction training is crucial for all new teachers, whether they
have completed formal initial teacher education or are newly recruited contract teachers. Strategy 2.3
includes the provision of induction training programmes for all new teachers in Cambodia to support a
successful transition into the classroom. For teachers with limited training, an induction programme will
offer a foundational understanding of pedagogy, classroom management, and effective instructional
techniques with the expectation that they will pursue further TQU opportunities in the future. New
teachers, who have completed initial teacher education, can also benefit from induction training as they
join the workforce, to reinforce practical and pedagogical skills.

Strategy 2.4 Teacher educators' competencies and qualifications raised

through TQU programmes and CPD to better deliver quality teacher
education
A significant component of establishing TECs that are ready to implement the 12+4 programme involves
the qualification upgrade and capacity building of TEI managers, administrators, and teacher educators –
both in the current and future TECs – based on identified needs and in line with the relevant professional
standards.

A comprehensive plan for qualification upgrading and capacity building of teacher educators will be
developed to support the TEC development. Starting from the profile and qualifications of current teacher
educators, programmes to further upgrade qualifications and build the capacity of teacher educators will
be developed based on the selected model for TEC development. The census of teacher educator

33 The new Pentagonal Strategy of the Royal Government of Cambodia has highlighted the development of a digital economy and society as one of
the five Strategic Pentagons to support the socio-economic development of Cambodia.

46
qualifications and profiles conducted by TED in 2024 and by JICA in 2023 revealed that, although most of
the future TECs and Siem Reap PTTC have sufficient numbers of teacher educators to deliver the new
courses, there is a lack of subject specialists able to deliver many disciplines on the new curriculum.

The TQU and CPD programmes will be based on the assessment of development needs of TEI/TEC
managers, including lessons learnt from the experience of implementing 12+4 at PTEC and BTEC, the
analysis of student teacher numbers, and results from the survey conducted at TEIs regarding the
qualifications and experience profiles of existing teacher educators and gaps in this provision.

Educational ICT and AI-powered learning systems will be leveraged in support of the TQU and CPD
programmes, offering personalised training pathways and tailoring content to teacher educator needs
based on their prior knowledge, experience, and professional goals. Effectively using ICT and AI in service
delivery brings with it cost efficiency benefits by reducing the need for physical infrastructure, travel
expenses, and printed materials. Furthermore, digital platforms can help to ensure equitable access,
reaching teacher educators (and teachers) in communities who may otherwise face barriers to professional
development opportunities.

As mentioned above, without strategies to close the digital divide, the benefits of these technologies may
not be equitably distributed, potentially excluding teacher educators in resource-constrained areas. To
address these disparities will requires ongoing advocacy to mobilise resources for infrastructure
improvements in remote areas, subsidized access to digital tools, and training programmes to enhance
digital competencies so that all teacher educators—regardless of location—can fully participate in digital
and AI-enhanced learning opportunities.

Each future TEC, Siem Reap PTTC, and Stung Treng RTTC will conduct a staffing needs assessment to
establish teacher educator recruitment needs in order to deliver the 12+4 and BA+ 1 curricula to the
number of student teachers anticipated in the action plan. There are some TEIs that will require additional
teacher educator staffing; for example, Stung Treng RTTC has a shortage of teacher educators overall.
Takeo RTTC and Prey Veng RTTC lack sufficient teacher educators to deliver lower secondary teacher
education.

A national-level pool of potential teacher educators will be established to meet outstanding recruitment
needs from a variety of sources (and subject to meeting other necessary criteria set by the MoEYS):
• Existing teacher educators who have an interest in specializing in a discipline currently lacking
candidates and wish to undertake specialist training and/or qualifications upgrade to meet the
TEPS (2024) and qualify as a teacher educator in that specialist area.
• Existing secondary school teachers with specialist qualifications in shortage areas (such as STEM
subjects) who have the qualifications profile to become a teacher educator.
• Existing teacher educators based in a TEI which will not be delivering 12+4 or BA+1, who have
the qualification profile and necessary specialized knowledge and wish to relocate to one of the
future TECs or other sites (in certain cases in combination with a TQU programme in a shortage
discipline).
• Graduates of the early 12+4 programmes in PTEC or BTEC who wish to undertake a Master’s
qualification whilst gaining the necessary experience as a classroom teacher to meet the criteria
to become a teacher educator.

Even where financial resources are made available, the extensive transformation of the capacity of human
resources, required for the transformation of teacher education in Cambodia, is not a quick fix. Plans to
support teacher educators – both newly recruited and already on staff – in developing the skills they need
to deliver new programmes of teacher education will need to be realistic, including time for embedding of
competencies and a progressive culture change.

47
3.3 Strategic Priority Area 3: Strengthened institutional capacity of TEIs
Building the capacity of TEIs is a fundamental step towards expanding the number of TECs, elevating them
to the status of HEIs, able to offer Bachelor-level qualifications in initial teacher education. In line with the
vision for teacher education in Cambodia, the MoEYS plans to establish an additional four TECs is, in part,
based on the positive results being delivered by the first two TECs, PTEC and BTEC.

In 2017, PTEC and BTEC were established through the upgrading of the PTTCs and RTTCs previously
functioning around the same sites, and the planned reforms will follow a similar process. The TECs, which
will be accredited in due course as HEIs by the Accreditation Committee of Cambodia, will be developed
from four existing PTTCs and four associated RTTCs in Kandal, Kampong Cham, Takeo, and Prey Veng.
The upgrading process for PTEC and BTEC has required significant investment in terms of efforts and
resources, including in HR development, as will be true for the expansion process going forward. The
lessons learned from the process of developing the first two TECs (summarised in the text box below) will
be key to the creation of future TECs. While the new TECs will require a raft of policies, systems, and
internal quality assurance mechanisms, the PTEC and BTEC management teams have offered their support
for the upcoming TECs undergoing the same process. That, paired with now existing models that can form
the basis for other institutions, should make institutional development considerably less complex and time
consuming and more cost-efficient for the creation of subsequent TECs.

Notwithstanding the benefits of learning from the previous development of PTEC and BTEC (see the
textbox below), time will still be required for HR development and for the absorption of this into
organisational culture as well as for the embedding of a culture of excellence. Furthermore, mobilising staff
from the existing TECs to support new TECs will require considerable staff time and effort, to be figured
into staffing projections and workplans to avoid overloading already thinly-spread staff.

48
 Developing PTEC and BTEC – Lessons Learned

Based on lessons learned during the establishment of PTECT and BTEC, the following components are
essential in making a successful transition from a TTC to a TEC:

1. Clearly defined, effective management structures: The commitment, determination and

engagement of the “right” TEC leaders and managers are crucial to successful TEC establishment.
As a priority, TEC leaders and managers must have access to CPD opportunities that allow them
to develop leadership and management skills and to hone effective work processes and methods.

2. A strong, approachable, and engaged management committee: The management committee

needs to promote participation from all stakeholders and establish a culture of commitment to a
shared vision. It takes regular, communicative cooperation between management, teacher
educators, and staff to ensure tasks are completed.

3. A clear Strategic Plan, Budget Plan and M&E mechanisms: Along with clear ToRs for different
stakeholders and smooth, well-defined workflows, these planning documents are needed to guide
working procedures and mechanisms that promote interaction, cooperation, and collaboration.

4. A realistic timeline: It is not possible to shortcut the process of establishing a TEC, which takes at
least four years. Already established TECs have an important role to play in sharing lessons and
best practices with the management and teacher educators from P/RTTCs, while encouraging a
culture of learning by doing.

5. A comprehensive Human Resources Plan: Priorities for the HR Plan include identification,
attraction, recruitment, retention and development of the “right” Human Resources (in number
and profile), along with access to appropriate CPD and qualification upgrading.

6. A sensible, needs-based Infrastructure Development Plan: An assessment of existing

infrastructure allows for an Infrastructure Development Plan to be tailored to the specific needs
to ensure TEC standards are met; this may include new or renovated facilities, including
laboratories, ICT labs, science labs and high-speed internet, and teaching and learning materials.
Model/practice schools should also have access to the necessary infrastructure.

7. Opportunities for CPD for teacher educators: To successfully introduce new programmes,
teacher educators need CPD that allows them to learn curriculum framework development,
subject-specific curriculum and syllabuses, course outlines, teaching methodology, credit system,
etc. TECs also have an important role in promoting a culture of enhanced research among
lecturers and student teachers, including participating in national, regional, and international
communities of practice.

8. Regular curricula review: Teacher education curricula should be regularly reviewed and
improved, in line with current needs; course books and learning materials should be regularly
developed, reviewed, and improved.

9. Partnership development: Effective promotion of the institution’s reputation by leadership and

staff is necessary to promote visibility, support, and participation from external actors.

49
Strategy 3.1 Selected TEIs capacitated to deliver new initial teacher
education pathways, including the 12+4/BA+1 programmes

Development of the Strategic Plan included extensive discussion around scenario possibilities for the
expansion of TECs. These scenario-based discussions prioritised the following principles and rationale:

• Optimising resources: Focus is on a limited number of TEIs to allow for efficient use of technical
support to these institutions as they upgrade their programmes. This approach will also allow for
economy of scale, including rational infrastructure development and the employment and
deployment of teacher educators.
• Focusing on strategic priorities: The expansion of TECs should be done in a way that promotes
investment and attention on primary teacher education, which has been identified as a key to the
reforms for its role in improving foundational learning.
• Emphasising inclusion: The approach must also put priority on inclusive education, especially
multilingual education for the ethnic minority groups in the North-eastern provinces in Cambodia.
Teacher candidates need to have an option for earning a teaching degree near their region of
origin; lengthy travel to a TEI is likely to discourage candidates from entering the profession.
• Ensuring accessibility and geographical coverage: The expansion needs to allow for sufficient
geographical coverage for initial teacher education and extensive geographical coverage for
teacher CPD provision. It is important that teacher CPD, which is the main form of teacher
education and development available to most teachers in the system, is mainly school-based and
that teachers can access it regularly without undertaking substantial travel. Ensuring that initial
teacher education is accessible in all regions will also pay dividends in terms of future teacher
deployment as teachers are more likely to stay and work in their regions of origin.
• Enhancing specialisation and cohesion: The scenario selected will ideally concentrate expertise
and specialisation in selected centres to maximise effectiveness.

Figure 11. Locations of the planned TECs and TEIs offering initial teacher education

50
For these reasons, after extensive consultation and scenario-planning, the decision was made to upgrade
the four existing RTTCs and the four associated PTTCs in Kandal, Kampong Cham, Takeo and Prey Veng to
gradually become TECs. A phased approach, leveraging digital technologies, will be used to establish
Kampong Cham TEC.

With that, a small number of existing PTTCs (currently planned to include Siem Reap PTTC and Stung Treng
RTTC; could include others in the future based on actual needs) will deliver 12+4 and CPD for primary
teachers in order to balance geographical coverage and inclusion, whilst capitalising on the expertise and
capacity of certain teacher educators.

According to a survey conducted by TED (2024), Siem Reap PTTC and Stung Treng RTTC are capable of
delivering 12+4 (for primary school teachers). PTTC Siem Reap is located in the north of Cambodia; its
existing infrastructure is commensurate with the needs of 12+4 delivery, with few additional needs for
improvement. Teacher educators have a high level of qualification overall and are able to meet the teacher-
student ratio. Stung Treng RTTC currently functions as a regional centre, not only delivering primary initial
teacher education for Ratanakiri, Mondulkiri, and Stung Treng, but also in multilingual education.
Infrastructure for teaching and learning, and dormitories are sufficient, although some future
improvements will be needed. Discussions are ongoing as to which TECs will serve as the degree-granting
institutions for the 12+4 programme graduates studying at other TEIs.

NISE will be further developed as a CoE training teachers in inclusive education and to offer 12+2 from
2024 and then 12+4 in inclusive education from 2027 (TPAP 2024-2030); see Strategic Priority 4, below.
NIE will continue to offer BA+2 to upper secondary teachers in subjects of specialisation, according to
actual teacher needs, and a Master’s programme in mentoring and other areas of specialism, as
necessary.34

While the development of new TECs will necessitate some infrastructure development, including the
provision of ICT-based teaching and learning technologies, findings from the infrastructure survey indicate
that the needed infrastructure upgrades will be considerably less than what was required at PTEC and
BTEC. In the current context of sustainability and environmental awareness, decisions made on
infrastructure upgrades will promote a sustainable, low-impact approach. Where existing infrastructure is
adequate or can be upgraded with minimal environmental impact, redundant developments will be
avoided, in line with a sustainability agenda that is committed to avoiding unnecessary or high-impact
construction.

With this commitment to sustainable infrastructure development, the reforms prioritise human resources
as the most significant aspect of the upgrades. It is human resources that are key to transformative
education and development. The role of infrastructure within the planned reforms is to support the
human-centred dimensions, rather than an end in itself.

Strategy 3.2 PTTCs supported to become accredited CPD providers

To meet the anticipated future demand for teachers engaging in CPD and support the expansion of the
CPD system, PTTCs that wish to specialise in delivering CPD to primary teachers will be supported to meet
the criteria to apply for becoming accredited CPD providers. PTTCs may express interest in providing CPD
either in general teacher development or within a specialised area, particularly where this focus
corresponds to the profiles of teacher educators within the PTTC.

34For technical education student teacher (INSET) training, there will be a mix of trainings, pedagogy at NIE and practicum at a
designated workshop at university and/or institution. The training curriculum will be revised through Twinning project with the
European Union.

51
Support for PTTCs will include ensuring teacher educators enrol in qualifications upgrade programmes, that
TEI leaders are enrolled in leadership training programmes, and that the necessary infrastructure is in
place, including ICT infrastructure, to allow delivery of remote and blended CPD. Accreditation as a CPD
provider also requires that internal procedures and quality assurance mechanisms are in place.

As CPD providers, PTTCs will be encouraged to identify specialist areas which are needed by teachers in
schools within their province or which correspond to the specialisms of their teacher educators. These
specialist links connect with Strategic Priority 4, which seeks to foster teacher education specialisations
through Centres of Excellence (CoEs).

In addition, TEIs will be capacitated to lead research efforts among teacher educators and with classroom
practitioners through a network of expertise with attached schools as a form of CPD to improve teacher
education and classroom learning. Through such a joint inquiry, reflective practice, and data-driven
discussions, teacher educators and teachers will be supported to innovate their instructional practice and
address classroom learning challenges, with an ultimate aim to improve student learning. This way,
opportunities will be created for TEIs to offer both high-quality PRESET and CPD programmes through the
cultivation of a strong research and development focus in teacher education, establishing TEIs and attached
schools as think tanks that drive innovation and inform policy in the teacher education sub-sector.

3.4 Strategic Priority Area 4: Advancement of teacher education

specialisations
Beyond professionalising pathways into teaching, selected TEIs will take the next step in becoming Centres
of Excellence (CoE) in teacher education research. Fostering teacher education specialisations through the
CoEs will promote the positive change and high standards of teaching needed to address the learning
deficit in Cambodia.

A CoE is defined as an institution for best practice in research, education and innovation, where the highest
standards in a given area of specialism are developed and maintained, research is conducted and reviewed,
leadership is provided and training delivered and supported, all at an internationally recognised level. A
CoE is expected to drive achievements and raise standards in other organisations, both nationally and,
potentially, internationally. Rather than all TECs having the same profile, establishing CoEs which build on
the current strengths of particular TEIs is seen as a desirable strategy to ensuring the highest quality in
each area. Creating CoEs situated throughout the country would contribute to decentralising teacher
education and thereby addressing the geographical inequalities and the shortages and surpluses within
teacher deployment.

As teacher educators within TECs develop into research-active Higher Education professionals, they will be
expected to conduct, publish, and present research relating to teacher education methods and other
related areas and to be able to analyse and understand other researchers’ findings, learn from international
best practices in teacher education and incorporate this into their own professional practice, where
relevant. Teacher educators will be supported to participate in virtual and face-to-face conferences,
symposiums and meetings of the national and international education research community and in study
tours and exchanges where appropriate to learn from best practice in other contexts and share new ideas
and methods. Teacher educators employed in specialised CoEs – such as those for primary teacher
education, inclusive education, or ICT for education – will be expected and supported to review and
conduct research in that specialist area. This increased research-focus will strengthen national and
international institutional relationships, building a culture of wider collaboration.

Strategy 4.1 Mechanisms established to guide the introduction and

sustainable development of Centres of Excellence (CoEs)

52
As a first step towards establishing CoEs to lead on specific focus areas of teacher research, knowledge
management, and training, the Terms of Reference (ToR) for a CoE will be drafted and approved. The
development of the ToR is an opportunity to clarify the CoE mandate, laying the groundwork for the CoE
model to become successfully embedded in the teacher education system. The CoE ToRs will further define
standards of excellence, roles, responsibilities, and governance structures.

Each nominated TEI will be evaluated in terms of its readiness to become a CoE with recommendations for
next steps. The evaluation will focus on an assessment against the model TEI standards as preparation for
their induction as CoEs. The assessments will be conducted in four phases:
• Phase 1: Five TEIs will be assessed, including NIE, PTEC, BTEC, Faculty of Education of the RUPP,
and Siem Reap PTTC.
• Phase 2: Four TEIs will be assessed, including the four upcoming TECs (Kampong Cham, Kandal,
Prey Veng, and Takeo).
• Phase 3: Two TEIs will be assessed, including PSTTC and Stung Treng RTTC.
• Phase 4: NISE will be assessed against the standards.

Strategy 4.2 CoEs established as specialised institutions for best practice

in research, teacher education, and innovation

In line with the overarching priorities of the reforms, the CoEs will address specific challenging areas to
reforming teacher education, enabling the improvement of teaching and learning in classrooms across
Cambodia through research-driven instructional practices, leveraging the linkage between TEIs and
attached schools in a strong research community. The initial analysis suggested that the most important
areas for specialisation via the creation of one or more CoEs include: primary teacher education, inclusive
and multilingual teacher education and digital/ICT teacher education.

A focus on integrating digital technologies will be significant for all CoEs to help prepare future teachers to
navigate and utilise digital platforms effectively. Increasingly, AI-powered tools are being used to enhance
teaching and learning; for example, by providing adaptive learning, automated assessments, and real-time
analytics to monitor student progress. Equipping teachers with the skills to use AI responsibly and
effectively is a first step in ensuring that students will be prepared to thrive in an increasingly digital world.
With support from STEPCam Phase II, one TEI will be designated to lead this area as a specialised hub,
providing technical support to promote the adoption of digital technologies at TEIs/CoEs.

At present, the current proposed plan is to institutionalise CoEs at the following sites:
• NIE is to become a CoE in pedagogy and educational leadership and management.
• PTEC is to become a CoE in STEM education.
• BTEC is to become a CoE in Early Grade Reading and Mathematics.
• Kandal TEC (upcoming) will be a CoE in ICT for education.
• NISE will become a CoE in inclusive education, training teachers to work with children with
disabilities.
• RUPP will be a CoE in teaching and learning of foreign languages.
• Siem Reap PTTC will be a CoE in Early Grade Reading.
• Stung Treng RTTC will be a CoE in multilingual education.
• New Generation Schools will become CoEs in teaching methodology.
• PSTTC is to become a CoE in pre-primary education.
• Kampong Cham TEC (upcoming) will become a CoE for digital technologies.

The selection of the TEIs, timeline and development of CoEs in the current proposed list and other areas of
specialism are to be determined following consultation and recommendations from MoEYS leadership.

53
4. Action Plan
This action plan and initial costings address the infrastructure and human resource needs for the reform
rollout, considering all activities necessary to the teacher education reform across the various levels of
education, geographical areas, and thematic areas, including those supported by different technical
departments of the MoEYS and by development partners.

The action plan (Annex D) follows from the strategic

priorities, detailing the necessary programme
development, capacity building, and infrastructure
required for successful delivery of the new teacher
education pathways and TQU programmes. The action
plan supposes effective coordination and cooperation
between all organisations involved in teacher education.
In particular the different activities and work plans of
technical departments of the MoEYS and DPs need to be
well aligned, to ensure implementation is coordinated
and follows aid effectiveness principles.

The Strategic Plan has been designed to align with the ESP
2024-28, and allow the two documents, particularly work
plans, to support one another in achieving shared
milestones.35 The assumption underlying the Action Plan
is that four TECs will be transformed: Kampong Cham and Kandal by 2025 (as per the TPAP matrix) and
Prey Veng and Takeo by a date to be determined, likely 2027. The Action Plan is also based on the decision
to have the final 12+2 cohort graduate in 2026.

While aligning with the ESP 2024-28 and TPAP 2024-30, the overall Strategic Plan timeline extends to 2030
to establish a framework for planning. The timeline is based on a realistic assessment of the time needed
to progressively implement the necessary changes and for the human resource capacity to be progressively
developed. This will ensure the various work streams, including projects supported by different partners
and organisations, are planned in alignment, in a mutually supportive manner, and that sufficient time is
allowed for the necessary individual and institutional human resource development.

Key anticipated milestones in the reform timeline include:

• A national framework for TQU is expected to be developed with UNICEF support and should be
available by 2025-2026, with the TQU programmes, on top of the programme implemented by the
RUPP through a loan from the World Bank, being implemented soon after.
• Decrees allowing for establishment of the first two new TECs (Kampong Cham and Kandal) will be
issued in 2025, with the actual transformation happening over 3-4 years, during which time
cohorts of 12+4 students will be admitted and trained. By 2029, the first phase of transformation
and ACC accreditation will be complete (based on the experience of founding P/BTEC).
• The development of the two other TECs (Prey Veng and Takeo) will be similarly phased, with
decrees issued in 2027 (as per TPAP 2024-30), based on needs and resources, with the full
establishment anticipated to require a further 3-4 years.

35 The exception to this is limited to a select few interventions which have been updated to reflect the RGC and MoEYS’ latest policies and guidance.

54
5. Initial Costing of the Strategic Plan
The implementation of the Strategic Plan will be financed by a combination of national resources and
international cooperation, including technical and financial assistance. This includes, but is not limited to,
programmes supported by the GPE5 STG and Multiplier, General Education Improvement Project (GEIP),
S-TEC, Science and Technology Project in Upper Secondary Education (STEP UP), Project for Capacity
Development of ICT Education in Lower Secondary Education in Cambodia, among others, as well as future
programmes to be implemented within the 2024-30 timeframe. The MoEYS continues to prioritise ensuring
a guaranteed supply of quality of teachers, acknowledging that various funding modalities and qualification
pathways will be required to achieve the vision.

The M&E Framework includes the estimated budget required to achieve each objective. This initial costing
was prepared based on estimates of the anticipated costs for key activity areas within the Strategic Plan,
including infrastructure improvements, Human Resource upgrading, recruitment to increase the supply of
qualified teachers, and 12+4 programme delivery via the scholarship model.

Estimates included in the TPAP 2024-30 served as the basis for cited costs involved in the qualification
upgrading of teacher educators, TEC infrastructure improvements, and TEI facility upgrades.

Those estimates that include training, consultation, and technical assistance have been calculated based
on programme and situational analysis data and reasonable assumptions based on other education
activities within Cambodia.

Strategic Priority Area 1: Professionalised pathways into teaching

Strategic Priority Area 1 estimates include the costs for the activities needed to develop, pilot, and evaluate
the following new programmes: BA+1 primary programme, BA +1 lower secondary programme, 12+2 and
12+4 pre-primary programmes, and 12+2 and 12+4 programmes for inclusive education. The total
estimated cost for these teacher education programmes, including their pilot where relevant, is USD
770,000. This estimate includes the costs of technical assistance, and the capacity building of teacher
educators based on the costing under UNESCO STEPCam Phase II.

Additionally, the 12+4 primary programme will be revised at an approximate cost of USD 105,000, including
review and consultation workshops as well as ToT training, based on the costing under UNESCO STEPCam
Phase 2. The 12+4 for lower secondary teachers programme will be revised, including new majors, and
implemented for an estimated cost of USD 793,000, including implementation support costs.

The cost of national TQU framework and programme development is estimated at USD 575,200, including
technical assistance, bringing the total cost for Strategic Priority Area 1 to USD 2,243,200.

Strategic Priority Area 2: Increased supply of well-trained teachers

Under Priority Area 2, activities are required to lay the groundwork for the mechanisms needed to achieve
an increased supply of qualitied teachers. These activities necessitate consultation and training workshops
as well as the provision of technical assistance to determine the direction of teacher licensing policies, to
ensure that self-funded teacher education programmes can be accommodated, and to allow TEIs to award
Bachelor's degrees for successful TQU programme completion. The total estimated cost for these initial
activities is USD 180,000, based on comparable programmatic budgets.

Costs of delivering the 12+4/BA+1 programmes have been computed using the most recent data, based on
the situational analysis and projections, and with reasonable assumptions. Table 17 below summarises the
overall cost of a four-year programme of initial teacher education per student teacher as well as key points
for consideration, in comparison with the two-year programme.

55
 Cost comparison: Delivering the 12+4 compared with the 12+2
• Economies of scale increase financial efficiency. However, doubling the duration of training leads to increase in
costs of 48 per cent.
• Unit costs of teacher education in 2023 were approximately USD 5,200 per student, including staff costs and
overheads. The cost of training one student in a 12+4 programme in 2023 is therefore approximately USD
20,800 for 4 years.
• The monthly scholarship for student teachers in 2024 was increased to 70 per cent of a government teacher’s
salary, which increases the cost of training a student teacher to USD 5,780 per annum including staff costs and
overheads, or USD 23,120 for four years.
• Minimal numbers of additional teacher educators are needed to deliver 12+4 (as per staffing norm) although
their qualifications require upgrading and certain subject specialists are needed. If the annual quota for
recruiting new teachers remains unchanged, additional teacher educators are only needed in Takeo R/PTTC (6
teacher educators needed) and Stung Treng RTTC (9 teacher educators needed) to implement 12+4.
• The reform may only be affordable by (partially) privatising teacher education.
Table 19. 12+4 cost summary (data for costs provided by the MoEYS)

It is anticipated that implementation of 12+2 and 12+4/BA+1 programmes from 2024-2030 will cost
approximately USD 170,486,260 with costs covered both by the RGC as well as through self-funded
teaching candidates.36

The TQU programme for primary and lower secondary teachers (to BEd level) is estimated to approximately
USD 7,200,000, which will be financed through self-funding. The cost of induction training for teachers is
estimated to be USD 53,195,000 based on the cost for developing one 3-credit training course and the
anticipated required number of CPD courses.

HR capacity development is key to the quality of the new TECs. The cost of qualifications upgrading of
teacher educators is estimated at USD 12.43 million (the total estimated cost is made up of two
components: qualification upgrading to MA level estimated at USD 3.19 million, and to PhD level estimated
at USD 9.24 million) as per TPAP 3.4.1.1.

Under Priority Area 2, the cost of providing CPD opportunities for teacher educators is estimated at USD
1,449,000, which is calculated based on USD 300 for a 3-credit blended CPD course for 805 teacher
educators over six years. The total cost of Priority Area 2 is estimated at USD 244,940,260, to be financed
by a variety of funding sources including the RGC budget, partial privatisation, and Development Partner
cooperation.

Strategic Priority Area 3: Strengthened institutional capacity of TEIs

The Strategic Plan proposes a sustainable, low-impact approach to infrastructure transformation, which
allows a greater focus on “soft” human resource development, rather than infrastructure transformation.
Existing infrastructure can be used where functional, while a small number of highly visible high-tech ICT
teaching and learning spaces will be established on each site. Such an approach would reduce the risk
and/or limit indebtedness.

The TPAP Sub-strategy 3.1. Expand Teacher Education Colleges includes an estimated budget of USD 80
million to Upgrade existing RTTCs to become Teacher Education Colleges (TECs) and a further USD 13.17
million to Upgrade physical facilities including library, ICT etc (3.2.1) in TEIs including NISE.

For the purpose of the Strategic Plan, the costing of infrastructure upgrading is based on the following:
• Sustainable, low-impact model of infrastructure upgrade is estimated at 25 per cent of new-build costs
of USD 80 million (as TPAP 3.1.1.3), or USD 5 million per TEC; plus
• Approximately USD 775,000 per institution for upgrading of physical facilities at TEI, based on TPAP
3.2.1 (USD 13.1756 million for 17 institutions).

36 See the M&E Framework and Costing for the breakdown of contributions from the RGC and self-funded mechanisms.

56
In terms of TEI management staff, the cost of all TEI management participating in CPD over the course of
six years is USD 1.944 million (TPAP 2.2.1.1), and the cost of TEI managers completing TEI-Based
Management courses is USD 280,000 (TPAP 2.2.1.2).

Based on these figures, expanding the number of TECs by four, upgrading NISE, and strengthening two
PTTCs will cost an estimated USD 45,679,000. A further USD 100,000 will be required to support four PTTCs
to become accredited CPD providers, bringing the Strategic Priority Area 3 total to USD 45,779,000 over
the seven-year timeframe.

Strategic Priority 4: Advancement of teacher education specialisations

Laying the groundwork for the establishment of Centres of Excellence (CoEs) within selected TEIs is
estimated to cost approximately USD 70,000 for development of Terms of Reference and the conduct of a
readiness assessment.

Each of the ten nominated CoEs will require approximately USD 500,000 to put in place the necessary
human resources and student marketing plans as well as to conduct needs-based infrastructure upgrades
and research analysis and planning. Each prospective CoE will also undertake the process to obtain CoE
status. The total for introducing 10 CoEs will be approximately USD 5,000,000, bring the Strategic Priority
4 expenses to USD 5,070,000.

Total initial costing for the Strategic Plan

Based on these estimates, the total cost of teacher education reforms between 2024-2030 is estimated to
be approximately USD 298,032,460: USD 134,006,860 to be financed through the RGC regular budget for
the scholarship pre-service teacher training, 37 USD 36,179,400 to be financed through the partial
privatisation of teacher education, and the rest through DP assistance and the RGC budget. The Strategic
Plan advocates for an increased education budget so that the quantity and quality of teachers can be
guaranteed.

6. Monitoring and Evaluation of the Strategic Plan

The Monitoring and Evaluation Framework includes appropriate agreed indicators, milestones, and targets
for each activity in the Action Plan so that reform implementation can be monitored and, in due course, its
impact can be assessed. As much as possible, indicators and targets have been designed to align with those
of existing projects and plans – including the relevant sub strategies of the TPAP, sections of GPE 5 STG,
and other DP-supported initiatives – to avoid redundancy and mitigate data collection fatigue.

While supporting and drawing on the efforts of the MoEYS Teacher Resource Development Committee
(TRDC), which has responsibility for M&E of the TPAP, monitoring and evaluating the Strategic Plan includes
the following additional measures:

● It is recommended that a focal person for M&E be appointed from DGTED to take on some of the
M&E responsibilities, including coordination with the Teacher Reform Working Groups, described
below.
● The HRMIS will be further developed to allow the rapid generation of reports on specific Strategic
Plan indicators and progress towards targets, to ensure ongoing real-time monitoring of these.
● In order to ensure that the concerted effort to upgrade qualifications and professional standards
actually results in improvements in the quality of professional skills and knowledge and the culture

37 This includes the student teacher scholarship, staff salary, and the Teacher Education Institutions’ operational costs.

57
 within TEIs, in addition to the quantitative indicators proposed, M&E mechanisms will be
developed and used for evaluating the quality of HR development. These will assess, for example,
the impact of CPD on teacher performance and teacher effectiveness, as planned under STEPCam
Phase II. Other mechanisms may include assessing the impact of TQU and CPD on the professional
knowledge and performance of teacher educators or the impact of efforts to create a culture of
research within TEIs on the quality of outputs from these. Such mechanisms are likely to include
interviews, classroom observations and analysis of appraisals, publications, etc.

As per the TPAP, the MoEYS’ TRDC, which includes six Teacher Reform Working Groups 38, will provide
overall oversight and be responsible for directing, monitoring and evaluating the TPAP implementation at
the institution /sub-national level, with M&E tools developed by the responsible institutions or
departments. The TRDC will report on the progress of initiatives, outputs, and activity indicators, as well as
challenges and relevant issues, to allow fine-tuning of processes and incorporation of lessons learned. The
TRDC will produce twice-yearly activity monitoring reports, combined with progress reports on TPAP
implementation at national and subnational level. The TPAP M&E plan envisages conducting a mid-term
review in 2026, a further review in 2028 in conjunction with the ESP endline review and an end-line review
in 2030, to coincide with the SDG 2030 review. TPAP conferences will be held every two years following
each of these reviews to present the review findings and progress against the TPAP Matrix.

A mid-term evaluation of the Strategic Plan will be conducted in 2026 and a final evaluation and impact
assessment following the end of the Strategic Plan reform period in 2030. These will be spearheaded by
the TRDC focal persons, including the M&E officer, with technical assistance from DPs as needed, in
coordination with the TPAP reviews, capitalising on the data gathered and analysed to avoid overlap or
redundancy and to make efficient use of staff time and effort.

A matrix of all objectives, activities and indicators, with associated milestones and targets, for each can be
found in Annex E.

38Six-Teacher Reform Working Groups include: 1). Curriculum and Instruction; 2). Capacity Development and Quality Enhancement of Teacher
Educators; 3). Educational Resources and Infrastructure improvement; 4). Leadership; 5). linkage between TEIs and practice schools; and 6). Quality
Assurance of Teacher Education Institutions.

58
7. Annexes
Annex A: List of documents providing existing data sources
DoPO. 2023. Teacher Shortage Analysis and Policy Scenarios - Phnom Penh Case Study.
Prepared by Bilal Barakat for the Ministry of Education, Youth and Sport (MoEYS) of Cambodia and
KIX-EAP
Evans, D and Acosta, A.M. 2023. How to recruit teachers for hard-to-staff schools: A systematic review of
evidence from low- and middle-income countries. Economics of Education Review. Volume 95, August
2023, 102430.
IIEP-UNESCO. 2023. Situation Analysis of Cambodia’s Education System 2023 (draft report for discussion)
JICA. 2023a. Preparatory study report for the development of a strategic plan of Teacher
Qualification Upgrades (PRESET Reform).
JICA. 2023b. Project completion report of the E-TEC Project.
JICA. 2023c. TEC graduate follow-up survey.
JICA. 2023d. S-TEC project document.
JICA. 2022a. Needs survey on a new BA+1 for LSS teachers.
JICA. 2022b. Basic survey to Accelerate Teacher Qualification Upgrade (Preset)E (PRESET)
JICA. 2019. Teacher education subsector analysis.
KOICA. 2021. Project for capacity development of ICT education in lower secondary education in
Cambodia.
MoEYS, ADB. 2022. Upper Secondary Education Sector Development Project completion report.
MoEYS. 2024a. Education Strategic Plan 2024-28.
MoEYS. 2024b. Professional Standards for Teacher Educators.
MoEYS. 2023a. The Education, Youth, and Sport performance in the academic year 2021-2022 and
goals for the academic year 2022-2023 (Education Congress report, 2023).
MoEYS. 2023b. Student teacher and education staff statistics of TEIs.
MoEYS. 2023c. Education staff statistics 2022-2023.
MoEYS. 2023d. Teacher Policy Action Plan (TPAP) 2024-30.
MoEYS. 2023e. Teacher Education Curriculum Framework.
MoEYS. 2022. CPD System Implementation Guidelines.
MoEYS. 2021a. CPD Handbook.
MoEYS. 2021b. CPD System Credit Acquisition System
MoEYS. 2021c. Master Plan for Teacher Qualification Upgrade 2021-2025.
MoEYS. 2019a. Education Sector Strategic Plan 2019-23.
MoEYS. 2019b. Continuous Professional Development Framework and Action Plan for Teachers and
School Directors (2019-2023).
MoEYS. 2019c. Prakas 1870.
MoEYS. 2017. School Director Standards.
MoEYS. 2016. Teacher Education Provider Standards (TEPS) (currently under revision).
MoEYS. 2010. Teacher Professional Standards.
National Institute of Statistics. 2020. General Population Censes of the Kingdom of Cambodia 2019
OECD. 2023. PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing,
Paris, https://doi.org/10.1787/53f23881-en.
RGC. 2023. Royal Decree RS/RKT/0923/2141, dated 9 September 2023).
RGC. 2019. National Strategic Development Plan (2019-2023).
UNESCAP. 2013. Statistical yearbook for Asia and the Pacific 2013. Bangkok: UNESCAP.
UNESCO. 2024. Global report on teachers: Addressing teacher shortages and transforming the UNESCO.
UNESCO, UNICEF. 2023. GPE5 System Transformation Grant programme document.

59
UNICEF. 2023. Foundational Literacy and Numeracy Hub. Retrieved from https://www.flnhub.org/.
UNICEF. 2022. Learning loss in the Covid-19 pandemic era: Evidence from the 2016-2021 grade six
National Learning Assessment in Cambodia. Cambodia: UNICEF.
World Bank Group. 2023a. Fixing the foundation: Teachers and basic education in East Asia and
Pacific. Washington: The World Bank.
World Bank Group. 2023b. Cambodia Economic Update. From Recovery to Reform. Special Focus:
Accelerating Structural Reforms to boost Productivity and Competitiveness. IBRD-IDA. World Bank
East Asia and Pacific.

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 Annex B: Additional data from the Situational Analysis
Teacher salaries in Cambodia by cadre from 2014-2024

Increase
percentage,
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024
compared to
2014
Average teacher
211 231 274 327 371 399 423 423 423 455 468 120%
monthly salaries
Average Cadre A
teacher monthly 253 259 304 360 404 435 460 460 460 492 506 100.2%
salaries
Average Cadre B
teacher monthly 186 215 257 310 355 383 406 406 406 438 450 141.7%
salaries
Average Cadre C
teacher monthly 154 189 229 279 321 345 366 366 366 398 408 166.0%
salaries

MoEYS’ student-teacher ratios (Guidelines on ratios for education staff, N20 អ យ ក .ស ណ ន MoEYS, 2018)

Public education institutions Ratios for students and teachers

Class-Teacher ratio Number of students per class

Pre-primary school 1-1.2 25

Primary school 1-1.5 35-45 (Grades 1-3)

40-50 (Grades 4-6)

Lower secondary school 1-1.833 40-50

Upper secondary school 1-2.062 (Grade 10) 40-50

1-2.187 (Grades 11-12)

TTCs and National Institute of Physical 1-3.1 25

Education and Sport

TECs and National Institute for Special 1-3.2 25

Education (NISE)

NIE 1-3.2 25

HEIs (undergraduate level) 1-3.2 25

HEIs (postgraduate level) 1-3.4 25

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 Surplus and shortage of civil servant teachers by province39

Province Shortage / surplus Shortage / surplus Shortage / surplus

Primary Lower Second Upper Second
Phnom Penh -246 604 408
Kandal -2,129 173 -171
Kep 1 52 2
Koh Kong -295 -15 -70
Kratie -791 73 -93
Kampong Cham -1,675 -25 -464
Kampong Chhnang -766 -17 -112
Kampong Thom -1,285 -242 -221
Kampong Speu -1,134 -16 -76
Kampot -690 165 -78
Takeo -1,076 -302 -323
Tboung Khmum -1,491 -391 -285
Banteay Meanchey -1,089 -125 -226
Pailin -144 102 -27
Battambang -2,091 -235 -344
Pursat -1,116 39 -143
Prey Veng -2,103 -565 -348
Preah Vihear -537 -52 -124
Preah Sihanouk -122 63 -23
Ratanakiri -841 -100 -93
Siem Reap -2,161 -510 -481
Stung Treng -572 33 -51
Svay Rieng -853 -94 -91
Odar Meanchey -736 -146 -130
Mondulkiri -151 -26 -45
Total: nation -24,093 -1,555 -3,609

39 The figures do not include 13,000+ contract teachers currently employed by the RGC, mostly in primary schools.

62
 Projected teacher retirements by level of education: 2024 to 2033 (HMRIS)

Projected retirements (year) 2024 2025 2026 2027 2028 2029 2030 2031 2032 2033

Pre-school 12 19 23 35 88 127 179 80 123 102

Primary 232 300 499 483 1,004 1,214 1,560 1,111 1,731 1,431

Lower secondary 163 368 572 887 1,643 2,037 2,801 2,052 2,743 2,350

Upper secondary 38 58 94 158 248 328 398 328 506 567

Evolution of GER (ESP 2024-28, p133)

63
Survey of infrastructure of TEIs December 2023

TEI Infrastructure by December 2023

Kandal Kampong Prey Takeo Kandal Kampong Prey Takeo Kratie Stung Preah Siem Banteay Kampong Kampong Pursat Kampot Preah Svay
Kampong
N Aspects PTEC BTEC Cham Veng Cham Veng Treng Vihear Reap Meanchey Speu Chhnang Sihanouk Rieng PSTTC
RTTC RTTC PTTC PTTC PTTC Thum PTTC PTTC
RTTC RTTC PTTC PTTC PTTC PTTC PTTC PTTC PTTC PTTC PTTC
PTTC
1 Total area in hectares 7.3543 6.195 11.6 9.7 10 4.13 15.78 4.8 3.637 3.24 0.4 3.4 1 3.7 14 1.76 0 9 2.8 18.8 3.808 1.3 1.16
2 Number of buildings 15 24 28 26 22 8 12 18 9 20 7 12 6 9 15 7 8 7 9 13 14 12 7
3 Number of functional classrooms 49 64 10 43 30 29 13 26 32 32 3 48 10 16 25 10 8 18 5 12 14 19 10
4 Number of functional admin rooms/offices 4 2 1 1 3 3 2 2 1 7 1 4 0 1 1 0 2 1 1 1 1 2 2
5 Number of rooms for Director 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
6 Number of rooms for Deputy Directors 4 4 1 1 1 1 2 0 1 1 1 0 2 0 1 1 1 0 1 2 2 2 2
7 Number of rooms/offices for teacher educators 7 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1
8 Library 1 2 1 1 1 2 1 1 1 2 1 1 1 2 1 1 1 1 2 1 1 2 1
8.1 Printing and photocopy services for students No Yes Yes Yes No Yes Yes No Yes No Yes No No Yes No Yes No Yes No Yes Yes No No
8.2 Wi-Fi system Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes No Yes Yes No Yes Yes No Yes Yes Yes Yes
8.3 Number of tables (spaces) for students to use
for reading and quiet study activities 11 20 18 1296 5 15 4 0 3 35 4 6 0 6 20 4 6 6 16 Yes 7 7 6
9 Laboratory
9.1 Number of functional Chemistry laboratory 1 1 1 1 1 1 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0
9.1 Number of functional Biology laboratory 1 1 1 1 1 1 1 0 1 1 1 0 0 1 0 0 1 0 0 1 0 0
2 for all
9.1 Number of functional Physics laboratory 1 0 1 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0
subjects
9.1 Number of functional Earth Science laboratory 1 0 1 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0
1 Computer rooms
0
10.1 Number of functional computer labs/rooms 4 4 3 4 2 4 2 2 1 1 2 2 1 1 2 1 1 1 1 1 2 30 2
10.2 Number of functional computers 120 85 75 80 76 38 50 26 57 31 50 46 20 28 56 1 0 20 38 50 50 30 42
10.3 Total number of computers available 120 110 123 100 113 58 56 56 69 42 56 46 16 30 56 30 30 30 41 50 55 30 45
Number of room for application activities in the
1 Home economy subject 1 1 0 1 0 0 1 1 1 0 1 0 0 1 0 1 1 0 0 0 1 0
1
1 Number of room for Arts activities 2 2 1 1 1 0 1 1 1 1 0 1 0 1 1 0 0 0 0 0 1 1 1
2
1 Music room 2 1 1 1 0 1 1 1 1 1 0 1 0 0 0 0 1 1 0 0 2 1 0
3
1 Dormitory
4
14.1 Number of student teachers staying at male 1 59 5
Dormitories 39 44 48 room building, 20 (for 10 1 30 21 room 150 9 13 36 23 40 12 25 12 room 40 18 0
both
14.2 Number of student teachers staying at 1 5
female dormitories 86 100 8 rooms building, 20 male 30 1 30 47 room 150 16 53 100 32 35 12 48 6 rooms 40 5 2
14.3 Number of teachers/teacher educators 1
staying at a dormitory for teacher educators 9 31 0 building, 20 4 0 0 20 2 0 0 0 0 0 1 0 0 0 0 3 2 2
1 Meeting and conference halls 3 3 1 2 1 3 1 2 1 2 1 1 1 1 4 0 1 1 1 1 3 2
5
15.1 Seating capacity 840 600 300 250 200 500 300 200 250 120 100 100 0 300 400 1 60 50 80 50 130 300 150
1 Sports field Yes Yes 1 No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No
6
1 Wi-Fi system on campus
7
17.1 Student teachers can use the Wi-Fi system in
classrooms smoothly. No Yes Yes Yes Yes Yes Yes Yes No No Yes Yes No Yes Yes No No Yes No No Yes Yes No
17.2 Teacher educators can use the Wi-Fi system
in classrooms smoothly. Yes Yes Yes Yes Yes Yes Yes Yes No No Yes Yes No Yes Yes No No Yes No No Yes Yes Yes
17.3 Management and admin staff can use the
Wi-Fi system smoothly. Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes No Yes Yes No No Yes No No Yes Yes Yes
17.4 Wi-Fi system coverage across the campus 80% 90% 50% 30% 75% 71% Cover 80 20% 70% 95% 50% 100% 60% 20% 65% 5% 80% 50%
1 No flood on the campus due to heavy rainwater No Yes No Yes No No Yes Yes No No Yes Yes Yes No No No Yes Yes Yes No Yes Yes Yes
8
Sufficient supply of electricity to operate all
1 necessary teaching/learning equipment Yes Yes Yes Yes Yes No Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
9

64
 Sufficient supply of clean water; water pressure is
2 strong enough. Yes Yes No Yes Yes Yes Yes Yes Yes No Yes Yes 11 Yes Yes Yes No Yes Yes Yes Yes Yes Yes
0
2 Number of functional and hygienic kitchens 4 2 0 0 60 0 1 0 0 0 1 0 25 0.75 0 5 1 0 1 2 0 0 1
1
2 Number of self-study hall 1 1 0 0 0 0 30 0 0 120 1 0 0 1 0 0 0 0 0 1 0 0 1
2
2 Number of functional and hygienic toilets/ 140 168 5 120 7 33 10 28 20 47 20 34 11 3 33 30 6 9 2 32 1 6 38
3 Bathrooms
2 Number of first aid rooms/sick bays 1 1 0 0 0 0 1 0 0 1 1 1 1 0 0 0 0 0 0 1 0 0 ០
4
2 Accessibility slopes 4 6 0 6 2 7 1 3 3 4 2 5 0 3 0 0 0 1 0 1 8 7 2
5

65
Annex C: Mapping of DP-supported teacher/teacher educator development projects
TEI Potential Level DP Nature of Specific activities Project Timeline Budget (USD
role support million)
PSTTC PRESET + Pre-primary UNICEF Soft Curriculum development and CDPF phase 3 2024-2028 0.73
CPD capacity building of teacher
provision educators and teachers
WB? ? ? ? ? ?
1. PTEC PRESET, Primary + UNICEF Soft Curriculum development and CDPF phase 3 2024-2028 2.23 (across TEIs)
INSET, CPD lower capacity building of teacher
provision secondary educators
UNICEF Soft In-service Teacher Qualification CDPF phase 3 2024-2028 1.02
Upgrade
UNESCO Soft + hard Initial teacher education + CPD, STEPCam II 2024-2026 1.93+4.07
(potentially) accreditation, institutional planning, (+1.56)
IQA, MEd qualification upgrade, (across TEIs
action research, and digital working on
education primary)
JICA Soft Qualification upgrade, capacity S-TEC 2024-2026 3
development, lesson study,
IQA, connecting TEIs to attached
schools (Math and science)
USAID Soft Curriculum development and IPEA 2021-2026 1.2 (across TEIs)
capacity building to teacher trainers
on early grade reading
2. BTEC PRESET, Primary + UNICEF Soft Curriculum development and CDPF phase 3 2024-2028 2.23 (across TEIs)
INSET, CPD lower capacity building of teacher
provision secondary educators
UNICEF Soft In-service Teacher Qualification CDPF phase 3 2024-2028 1.02
Upgrade
UNESCO Soft Initial teacher education + CPD, STEPCam II 2024-2026 1.93+4.07
accreditation, institutional planning, (+1.56)
IQA, MEd qualification upgrade, (across TEIs
action research, and digital working on
education primary)
JICA Soft Qualification upgrade, capacity S-TEC 2024-2026 ?
development, lesson study,

66
TEI Potential Level DP Nature of Specific activities Project Timeline Budget (USD
role support million)
IQA, connecting TEIs to attached
schools (Math and science)
USAID Soft Curriculum development and IPEA 2021-2026 1.2 (across TEIs)
capacity building to teacher trainers
on early grade reading
3. Kandal PRESET + Primary + UNICEF Soft Curriculum development, capacity CDPF phase 3 2024-2028 2.23 (across TEIs)
P/RTTC CPD lower building of teacher educators, MEd
provision secondary qualification upgrade, strategic plan,
operational guidelines
UNESCO Soft Initial teacher education + CPD, STEPCam II 2024-2026 1.93+4.07
accreditation, institutional planning, (+1.56)
IQA, MEd qualification upgrade, (across TEIs
action research, and digital working on
education primary)
JICA Soft Qualification upgrade, capacity S-TEC 2024-2026 3
development, lesson study,
IQA, connecting TEIs to attached
schools (Math and science)
WB ? ? GEIP? 2022-2028? ?
KOICA Soft and hard 48 ICT-focused laboratories, ICT Capacity Building 2021-2026 7 (across the
curriculum and textbook of Lower Secondary four RTTCs and
development, qualification upgrade Education in attached
to MA in ICT in South Korea, capacity Cambodia schools)
building of MoEYS staff, ICT teachers
and school directors and scholarship
for student teachers
Soft and hard For transformation of Kandal TEC Upcoming Upcoming 10
into a CoE in ICT for education
USAID Soft Curriculum development and IPEA 2021-2026 1.2 (across TEIs)
capacity building to teacher trainers
on early grade reading (PTTC only)
4. Kampong PRESET + Primary + UNICEF Soft Curriculum development, capacity CDPF phase 3 2024-2028 2.23 (across TEIs)
Cham P/RTTC CPD lower building of teacher educators, MEd
provision secondary qualification upgrade, strategic plan,
operational guidelines
UNESCO Soft Initial teacher education + CPD, STEPCam II 2024-2026 1.93+4.07
accreditation, institutional planning, (+1.56)

67
TEI Potential Level DP Nature of Specific activities Project Timeline Budget (USD
role support million)
IQA, MEd qualification upgrade, (across TEIs
action research, and digital working on
education primary)
JICA Soft Qualification upgrade, capacity S-TEC 2024-2026 3 (across
development, lesson study, TEIs/TECs)
IQA, connecting TEIs to attached
schools (Math and science)
WB ? ? GEIP? 2022-2028? ?
KOICA Soft and hard 48 ICT-focused laboratories, ICT Capacity Building 2021-2026 7 (across the
curriculum and textbook of Lower Secondary four RTTCs and
development, qualification upgrade Education in attached
to MA in ICT in South Korea, capacity Cambodia schools)
building of MoEYS staff, ICT teachers
and school directors and scholarship
for student teachers
USAID Soft Curriculum development and IPEA 2021-2026 1.2 (across TEIs)
capacity building to teacher trainers
on early grade reading (PTTC only)
5. Prey Veng PRESET + Primary + UNICEF Soft Curriculum development, capacity CDPF phase 3 2024-2028 2.23 (across TEIs)
P/RTTC CPD lower building of teacher educators, MEd
provision secondary qualification upgrade, strategic plan,
operational guidelines
UNESCO Soft Initial teacher education + CPD, STEPCam II 2024-2026 1.93+4.07
accreditation, institutional planning, (+1.56)
IQA, MEd qualification upgrade, (across TEIs
action research, and digital working on
education primary)
JICA Soft Qualification upgrade, capacity S-TEC 2024-2026 3 (across
development, lesson study, IQA, TEIs/TECs)
connecting TEIs to attached schools
(Math and science)?
WB ? ? GEIP? 2022-2028? ?
KOICA Soft and hard 48 ICT-focused laboratories, ICT Capacity Building 2021-2026 7 (across the
curriculum and textbook of Lower Secondary four RTTCs and
development, qualification upgrade Education in attached
to MA in ICT in South Korea, capacity Cambodia schools)

68
TEI Potential Level DP Nature of Specific activities Project Timeline Budget (USD
role support million)
building of MoEYS staff, ICT teachers
and school directors and scholarship
for student teachers
USAID Soft Curriculum development and IPEA 2021-2026 1.2 (across TEIs)
capacity building to teacher trainers
on early grade reading (PTTC only)
6. Takeo PRESET + Primary + UNICEF Soft Curriculum development, capacity CDPF phase 3 2024-2028 2.23 (across TEIs)
P/RTTC CPD lower building of teacher educators, MEd
provision secondary qualification upgrade, strategic plan,
operational guidelines
UNESCO Soft Initial teacher education + CPD, STEPCam II 2024-2026 1.93+4.07
accreditation, institutional planning, (+1.56)
IQA, MEd qualification upgrade, (across TEIs
action research, and digital working on
education primary)
JICA Soft Qualification upgrade, capacity S-TEC 2024-2026 3 (across
development, lesson study, IQA, TEIs/TECs)
connecting TEIs to attached schools
(Math and science)?
WB? ? ? GEIP? 2022-2028? ?
KOICA Soft and hard 48 ICT-focused laboratories, ICT Capacity Building 2021-2026 7 (across the
curriculum and textbook of Lower Secondary four RTTCs and
development, qualification upgrade Education in attached
to MA in ICT in South Korea, capacity Cambodia schools)
building of MoEYS staff, ICT teachers
and school directors and scholarship
for student teachers
USAID Soft Curriculum development and IPEA 2021-2026 1.2 (across TEIs)
capacity building to teacher trainers
on early grade reading (PTTC only)
7. Siem Reap PRESET + Primary UNESCO Soft Initial teacher education + CPD, STEPCam II 2024-2026 1.93+4.07
PTTC CPD accreditation, institutional planning, (+1.56)
provision IQA, MEd qualification upgrade, (across TEIs
action research, and digital working on
education primary)

69
TEI Potential Level DP Nature of Specific activities Project Timeline Budget (USD
role support million)
USAID Soft Curriculum development and IPEA 2021-2026 1.2 (across TEIs)
capacity building to teacher trainers
on early grade reading
8. Stung Treng PRESET + Primary UNESCO Soft Initial teacher education + CPD, STEPCam II 2024-2026 1.93+4.07
RTTC CPD accreditation, institutional planning, (+1.56)
provision IQA, MEd qualification upgrade, (across TEIs
action research, and digital working on
education primary)
UNICEF Soft Curriculum development and CDPF phase 3 2024-2028 0.07
capacity building of teacher
educators.
USAID Soft Curriculum development and IPEA 2021-2026 1.2 (across TEIs)
capacity building to teacher trainers
on early grade reading
Other PTTCs CPD Primary UNESCO Soft + hard Initial teacher education + CPD, STEPCam II 2024-2026 1.93+4.07
provision (potentially) accreditation, institutional planning, (+1.56)
IQA, MEd qualification upgrade, (across TEIs
action research, and digital working on
education primary)
USAID Soft Curriculum development and IPEA 2021-2026 1.2 (across TEIs)
capacity building to teacher trainers
on early grade reading
NIE PRESET + Upper- ADB Hard ? USESDP-II ? ?
CPD secondary
provision STeP Up ?
RUPP CPD All WB Soft Qualification upgrade … SEIP ? ?
(INSET/CPD provision
only for now) GEIP ? ?

70
Annex D: Action Plan
2024 2025 2026 2027 2028 2029 2030
STRATEGIC PRIORITY AREA 1: Professionalised pathways into teaching
STRATEGY 1.1 New initial teacher education programmes developed to provide multiple pathways into the teaching profession
RESPONSIBLE
OBJECTIVES ACTIVITIES END TARGET START END Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
ENTITIES
1.1.1.1 Develop the BA+1 primary programme Programme developed Q4 2024 Q3 2025
1.1.1 BA+1 primary programme developed and
piloted 1.1.1.2 Conduct a pilot of the BA+1 primary programme Programme piloted Q4 2025 Q3 2026

1.1.1.3 Evaluate the BA+1 primary pilot Pilot evaluated Q4 2026 Q1 2027

1.1.2.1 Develop the BA+1 lower secondary programme Programme developed Q4 2023 Q2 2024
1.1.2 BA+1 lower secondary programme developed
1.1.2.2 Conduct a pilot of the BA+1 lower secondary
and piloted Programme piloted Q3 2024 Q2 2025
programme
1.1.2.3 Evaluate the BA+1 lower secondary pilot Pilot evaluated Q3 2025 Q4 2025
1.1.3.1 Develop the 12+2 inclusive education
Programme developed Q1 2024 Q2 2025
programme
1.1.3 12+2 programme for inclusive education 1.1.3.2 Conduct a pilot of the 12+2 inclusive education
Programme piloted Q4 2024 Q3 2026
developed and piloted programme
1.1.3.3 Evaluate the 12+2 inclusive education
Pilot evaluated Q4 2025 Q1 2027
programme
1.1.4.1 Develop the 12+4 inclusive education
Programme developed Q1 2027 Q3 2027
programme
1.1.4 12+4 programme for inclusive education 1.1.4.2 Conduct a pilot of the 12+4 inclusive education DGTED; TEIs
Programme piloted Q4 2027 Q3 2028
developed and piloted programme
1.1.4.3 Evaluate the 12+4 inclusive education
Pilot evaluated Q4 2031 Q1 2032
programme
1.1.5.1 Develop the credit-based 12+2 pre-primary
Programme developed Q1 2025 Q4 2025
1.1.5 Credit-based 12+2 pre-primary programme programme
developed and implemented 1.1.5.2 Implement the credit-based 12+2 pre-primary
Programme piloted Q4 2025 Q3 2026
programme

1.1.6.1 Develop the 12+4 pre-primary programme Programme developed Q1 2027 Q3 2027
1.1.6 12+4 pre-primary programme developed and
1.1.6.2 Conduct a pilot of the 12+4 pre-primary
piloted Programme piloted Q4 2027 Q3 2031
programme
1.1.6.3 Evaluate the 12+4 pre-primary pilot Pilot evaluated Q4 2031 Q1 2032
1.1.7.1 Review the 12+4 primary curriculum Curriculum reviewed Q3 2024 Q4 2024
1.1.7 12+4 programme for primary teachers revised
1.1.7.2 Revise/update the 12+4 primary curriculum Curriculum revised Q1 2025 Q2 2025
1.1.8.1 Review the 12+4 lower secondary programme
Curriculum reviewed Q1 2025 Q1 2025
1.1.8 12+4 programme for lower secondary teachers curriculum
revised including new majors and implemented 1.1.8.2 Revise/update the 12+4 lower secondary
Curriculum revised Q2 2025 Q2 2025
curriculum
STRATEGY 1.2 Teacher qualifications raised in line with national professional standards through development of the TQU programme
RESPONSIBLE
OBJECTIVES ACTIVITIES END TARGET ENTITIES START END
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

1.2.1.1 Develop the national TQU Framework Framework developed Q4 2024 Q3 2025
1.2.1 National TQU framework and programmes 1.2.1.2 Approve the TQU programme as a recognized
TQU approved DGTED; TEIs Q4 2025 Q4 2025
developed pathway to earning a Bachelors degree
1.2.1.3 Develop the TQU programmes Programme approved Q4 2025 Q3 2026

71
STRATEGIC PRIORITY AREA 2: Increased supply of well-trained teachers and teacher educators
STRATEGY 2.1 New mechanisms introduced to facilitate an adequate supply of qualified teachers
RESPONSIBLE
OBJECTIVES ACTIVITIES END TARGET ENTITIES START END
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

2.1.1.1 Develop a research-based options paper to Options paper

Q4 2024 Q4 2024
guide decisions on teacher licensing published
2.1.1.2 Establish a Teacher Standards Board to oversee
2.1.1 Teacher licensing policies and processes Teacher Standards
teacher licensing, standards, and performance of Q1 2025 Q1 2025
established Board established
educators
2.1.1.3 Issue a decree to establish teacher licensing
Decree issued Q2 2025 Q2 2025
policies and mechanisms
2.1.2.1 Issue a decree to allow for TEIs to enrol self-
Decree issued Q2 2025 Q2 2025
2.1.2 System developed to accommodate the delivery funded candidates
MoEYS
of self-funded teacher education programmes 2.1.2.2 Support TEIs administrative/financial systems to Administrative/financi
Q2 2025 Q4 2025
accommodate self-funded programmes al systems updated
2.1.3.1 Establish credit transfer agreements with Credit transfer
Q2 2025 Q4 2025
relevant TEIs agreements in place
2.1.3 Mechanisms in place to allow TEIs to award 2.1.3.2 Upgrade administrative and learning
Admin systems and
Bachelor's degrees for successful TQU management systems so TEIs can confirm learning Q2 2025 Q4 2025
LMS upgraded
programme completion achievement prior to awarding the degree
2.1.3.3 Train TEI staff to implement the credit transfer
200 TEI staff trained Q4 2025 Q2 2026
of prior learning, including those of 12+2
STRATEGY 2.2 Civil service teachers recruited and trained through the 12+4/BA+1 programmes to be able to provide quality education for learners in Cambodia
RESPONSIBLE
OBJECTIVES ACTIVITIES END TARGET START END Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
ENTITIES
2.2.1 12+2 pre-school cohort selected and trained 2.2.1.1 Deliver the 12+2 pre-primary programme 1,592 Q3 2025 Q4 2030
2.2.2.1 Deliver the 12+2 primary programme with the
2.2.2 12+2 primary cohort selected and trained 1,047 Q4 2024 Q3 2026
last 12+2 cohort graduating in 2026
2.2.3 12+2 lower secondary cohort selected and 2.2.3.1 Deliver the 12+2 lower secondary programme
338 Q3 2024 Q2 2026
trained with the last 12+2 LS cohort graduating in 2026
2.2.4.1 Deliver the 12+4 pre-primary programme for 0
Q4 2027 Q4 2030
scholarship candidates
2.2.4 12+4 pre-primary cohort selected and trained
2.2.4.2 Deliver the 12+4 pre-primary programme for self- 0
Q4 2027 Q4 2030
funded candidates
2.2.5.1 Deliver the 12+4 primary programme for 2,600
Q4 2018 Q4 2030
scholarship candidates
2.2.5 12+4 primary cohort selected and trained
2.2.5.2 Deliver the 12+4 primary programme for self- 9,000
Q4 2025 Q4 2030
funded candidates
DGTED; TEIs
2.2.6.1 Deliver the 12+4 lower secondary programme 689
Q4 2018 Q4 2030
2.2.6 12+4 lower secondary cohort selected and for scholarship candidates
trained 2.2.6.2 Deliver the 12+4 lower secondary programme 4,000
Q4 2025 Q4 2030
for self-funded candidates
2.2.7.1 Deliver the BA+1 primary programme for 3,100
Q4 2025 Q4 2030
scholarship candidates
2.2.7 BA+1 primary cohort selected and trained
2.2.7.2 Deliver the BA+1 primary programme for self-
5,337 Q4 2025 Q4 2030
funded candidates
2.2.8.1 Deliver the BA+1 lower secondary programme 1,027
Q3 2024 Q4 2030
2.2.8 BA+1 lower secondary cohort selected and for scholarship candidates
trained 2.2.8.2 Deliver the BA+1 lower secondary programme 2,964
Q4 2025 Q4 2030
for self-funded candidates

STRATEGY 2.3 Teachers provided with TQU opportunities and induction training to strengthen teaching competencies

RESPONSIBLE
OBJECTIVES ACTIVITIES END TARGET START END Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
ENTITIES
2.3.1 TQU for primary teachers implemented (to BEd 2.3.1.1 Implement the self-funded TQU programme for 4,000 teachers
Q4 2025 Q4 2030
level) primary teachers between 2024-2030 RTTCs, PTTCS, PTEC,
2.3.2 TQU for lower secondary contract teachers 2.3.2.1 Implement the self-funded TQU programme for 2,000 teachers BTEC, DGTED
Q4 2025 Q3 2027
implemented (to BEd level) lower secondary teachers between 2024-2030
2.3.3.1 Develop the induction training packages for Training package DGTED; TEIs
Q3 2025 Q4 2025
teachers developed
2.3.3 Induction training conducted for teachers
RTTCs, PTTCS, PTEC,
2.3.3.2 Deliver the induction trainings for teachers 15,000 Q1 2026 Q4 2030
BTEC, DGTED
STRATEGY 2.4 Teacher educators' competencies and qualifications raised through TQU programmes and CPD to better deliver quality teacher education
RESPONSIBLE
OBJECTIVES ACTIVITIES END TARGET START END Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
ENTITIES
PSTTC: 100%; PTTCs:
2.4.1 Teacher educators engaged in TQU to achieve 2.4.1.1 Implement the TQU programme for teacher 100%; NISE: 30%
Q4 2024 Q4 2030
higher qualifications educators teacher educators with
RTTCs, PTTCS, PTEC,
MA qualification
BTEC, DGTED
100% participating
2.4.2.1 Implement credit-based CPD opportunities for
2.4.2 Teacher educators participate regularly in CPD teacher educators with Q4 2024 Q4 2030
teacher educators
90% earning credits

72
STRATEGIC PRIORITY AREA 3: Strengthened institutional capacity of TEIs
STRATEGY 3.1 Selected TEIs capacitated to deliver new initial teacher education pathways, including the 12+4/BA+1 programmes
RESPONSIBLE
OBJECTIVES ACTIVITIES END TARGET START END Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
ENTITIES

3.1.1.1 Issue a decree to establish Kampong Cham TEC Decree issued Q2 2025 Q2 2025

Strategic plan
3.1.1.2 Develop a five-year institutional strategic plan Q3 2025 Q4 2025
developed
Phased approach
3.1.1.3 Pilot and implement the phased approach
model piloted and Q2 2025 Q4 2030
model at Kampong Cham TEC
evaluated

Infrastructure
3.1.1.4 Assess existing infrastructure Q3 2025 Q3 2025
assessment completed

3.1.1.5 Plan for needs-based infrastructure Infrastructure upgrade

3.1.1 Kampong Cham TEC established through the RTTCs, PTTCS, PTEC, Q3 2025 Q4 2025
procurement and renovations plan developed
phased approach model BTEC, DGTED, ACC

3.1.1.6 Complete needs-based infrastructure upgrades Upgrades completed Q4 2025 Q2 2029

3.1.1.7 Assess teacher educator needs and recruit new Teacher educators
Q1 2025 Q4 2026
ones as needed recruited
100% of management
3.1.1.8 Train leadership in preparation for the new
staff participating in Q1 2025 Q4 2030
programmes and operational models
trainings
IQA mechanisms in
3.1.1.9 Establish IQA and quality control processes Q3 2025 Q4 2027
place
3.1.1.10 Undertake process for ACC accreditation as an HEI status achieved in
Q1 2029 Q2 2029
HEI 2029
3.1.2.1 Issue a decree to establish Kandal TEC Decree issued Q2 2025 Q2 2025
Strategic plan
3.1.2.2 Develop a five-year institutional strategic plan Q3 2025 Q4 2025
developed

Infrastructure
3.1.2.3 Assess existing infrastructure Q3 2025 Q3 2025
assessment completed

3.1.2.4 Plan for needs-based infrastructure Infrastructure upgrade

Q3 2025 Q4 2025
procurement and renovations plan developed
RTTCs, PTTCS, PTEC,
3.1.2 Kandal TEC established 3.1.2.5 Complete needs-based infrastructure upgrades Upgrades completed Q4 2025 Q4 2027
BTEC, DGTED, ACC
3.1.2.6 Assess teacher educator needs and recruit new Teacher educators
Q1 2025 Q4 2026
ones as needed recruited
100% of management
3.1.2.7 Train leadership in preparation for the new
staff participating in Q1 2025 Q4 2030
programmes and operational models
trainings
IQA mechanisms in
3.1.2.8 Establish IQA and quality control processes Q3 2025 Q4 2027
place
3.1.2.9 Undertake process for ACC accreditation as an HEI status achieved in
Q1 2029 Q2 2029
HEI 2029
Strategic plan
3.1.3.1 Develop a five-year institutional strategic plan Q1 2025 Q2 2025
developed

Infrastructure
3.1.3.2 Assess existing infrastructure Q2 2025 Q2 2025
assessment completed

3.1.3.3 Plan for needs-based infrastructure Infrastructure upgrade

Q3 2025 Q4 2025
procurement and renovations plan developed

3.1.3 Siem Reap PTTC meeting criteria to deliver the 3.1.3.4 Complete needs-based infrastructure upgrades Upgrades completed RTTCs, PTTCS, PTEC, Q1 2026 Q4 2027
12+4 programme for primary teachers BTEC, DGTED
PTTC adequately
3.1.3.5 Recruit/assess teacher educators Q3 2025 Q4 2025
staffed
3.1.3.6 Assess teacher educator needs and recruit new Teacher educators
Q1 2025 Q4 2026
ones as needed recruited
100% of management
3.1.3.7 Train leadership in preparation for the new staff participating in Q1 2025 Q4 2030
programmes
trainings
3.1.3.8 Mechanisms in place for degrees earned at Siem Degree conferring
Q1 2027 Q4 2027 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Reap PTTC to be awarded by a partner TEC mechanisms in place

73
 Strategic plan
3.1.4.1 Develop a five-year institutional strategic plan Q1 2025 Q2 2025
developed

Infrastructure
3.1.4.2 Assess existing infrastructure Q2 2025 Q2 2025
assessment completed

3.1.4.3 Plan for needs-based infrastructure Infrastructure upgrade

Q3 2025 Q4 2025
procurement and renovations plan developed

3.1.4 Stung Treng RTTC meeting criteria to deliver the 3.1.4.4 Complete needs-based infrastructure upgrades Upgrades completed RTTCs, PTTCS, PTEC, Q1 2026 Q4 2027
12+4 programme for primary teachers BTEC, DGTED
PTTC adequately
3.1.4.5 Recruit/assess teacher educators Q3 2025 Q4 2025
staffed
3.1.4.6 Assess teacher educator needs and recruit new Teacher educators
Q1 2025 Q4 2026
ones as needed recruited
100% of management
3.1.4.7 Train leadership in preparation for the new staff participating in Q1 2025 Q4 2030
programmes trainings
3.1.4.8 Mechanisms in place for degrees earned at Degree conferring
Q1 2027 Q4 2027 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
Stung Treng PTTC to be awarded by a partner TEC mechanisms in place
Strategic plan
3.1.5.1 Develop a five-year institutional strategic plan Q1 2025 Q2 2025
developed

Infrastructure
3.1.5.2 Assess existing infrastructure Q2 2025 Q2 2025
assessment completed

3.1.5.3 Plan for needs-based infrastructure Infrastructure upgrade

Q3 2025 Q4 2025
procurement and renovations plan developed

3.1.5.4 Complete needs-based infrastructure upgrades Upgrades completed RTTCs, PTTCS, PTEC, Q1 2026 Q4 2027
3.1.5 NISE upgraded
BTEC, DGTED
NISE adequately
3.1.5.5 Recruit teacher educators Q3 2025 Q4 2025
staffed
3.1.5.6 Assess teacher educator needs and recruit new Teacher educators
Q1 2026 Q4 2027
ones as needed recruited
100% of management
3.1.5.7 Train leadership in preparation for the new staff participating in Q1 2025 Q4 2030
programmes trainings
3.1.5.8 Mechanisms in place for degrees earned at NISE Degree conferring
Q1 2029 Q4 2029
to be awarded by a partner TEC/institution mechanisms in place
3.1.6.1 Issue decree to establish Prey Veng TEC Decree issued Q4 2027 Q4 2027
Strategic plan
3.1.6.2 Develop a five-year institutional strategic plan Q4 2027 Q1 2028
developed

Infrastructure
3.1.6.3 Assess existing infrastructure Q1 2028 Q1 2028
assessment completed

3.1.6.4 Plan for needs-based infrastructure Infrastructure upgrade

Q1 2028 Q2 2028
procurement and renovations plan developed
RTTCs, PTTCS, PTEC,
3.1.6 Prey Veng TEC established 3.1.6.5 Complete needs-based infrastructure upgrades Upgrades completed Q2 2028 Q2 2030
BTEC, DGTED, ACC
3.1.6.6 Assess teacher educator needs and recruit new Teacher educators
Q1 2025 Q4 2026
ones as needed recruited
100% of management
3.1.6.7 Train leadership in preparation for the new
staff participating in Q1 2025 Q4 2030
programmes and operational models
trainings
IQA mechanisms in
3.1.6.8 Establish IQA and quality control processes Q1 2028 Q4 2030
place
3.1.6.9 Undertake process for ACC accreditation as an HEI status achieved in
Q3 2032 Q4 2032
HEI 2032
3.1.7.1 Issue decree to establish Takeo TEC Decree issued Q4 2027 Q4 2027
Strategic plan
3.1.7.2 Develop a five-year institutional strategic plan Q4 2027 Q1 2028
developed

Infrastructure
3.1.7.3 Assess existing infrastructure Q1 2028 Q1 2028
assessment completed

3.1.7.4 Plan for needs-based infrastructure Infrastructure upgrade

Q1 2028 Q2 2028
procurement and renovations plan developed
RTTCs, PTTCS, PTEC,
3.1.7 Takeo TEC established 3.1.7.5 Complete needs-based infrastructure upgrades Upgrades completed Q2 2028 Q2 2030
BTEC, DGTED, ACC
3.1.7.6 Assess teacher educator needs and recruit new Teacher educators
Q1 2025 Q4 2027
ones as needed recruited
100% of management
3.1.7.6 Train leadership in preparation for the new
staff participating in Q1 2025 Q4 2030
programmes and operational models
trainings
IQA mechanisms in
3.1.7.8 Establish IQA and quality control processes Q1 2028 Q4 2030
place
3.1.7.9 Undertake process for ACC accreditation as an HEI status achieved in
Q3 2032 Q4 2032
HEI 2032

74
Strategy 3.2 PTTCs supported to become accredited CPD providers
RESPONSIBLE
OBJECTIVES ACTIVITIES END TARGET (2030) START END Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
ENTITIES
3.2.1.1 Develop a plan to complete the CPD provider
Plan completed Q1 2025 Q4 2025
accreditation application
IQA processes
3.2.1.2 Establish internal quality assurance processes Q3 2025 Q4 2028
developed PTTCs, DGTED, DPs,
3.2.1 PTTCs supported in CPD provider accreditation 3.2.1.3 Develop the TQU/CPD plan for teacher CPDMO
Plan developed Q1 2025 Q4 2025
processes educators to prepare them to facilitate CPD
3.2.1.4 Develop a CPD management plan for PTTC
Plan developed Q1 2025 Q4 2025
leadership
3.2.1.5 Submit an application for accreditation as a CPD 4 PTTCs accredited as
DGTED, PTTCs Q1 2025 Q4 2030
provider CPD providers
STRATEGIC PRIORITY AREA 4: Advancement of teacher education specialisations
STRATEGY 4.1 Mechanisms established to guide the introduction and sustainable development of Centres of Excellence (CoEs)
RESPONSIBLE
OBJECTIVES ACTIVITIES START END Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
END TARGET (2030) ENTITIES
4.1.1.1 Develop ToRs for the CoEs that define attributes
4.1.1 Terms of Reference for CoEs developed of excellence, roles, responsibilities, and governance CoE ToRs published Q2 2025 Q3 2025
structures MoEYS, DGTED
4.1.2.1 Evaluate each nominated TEI's readiness to CoE readiness reports
4.1.2 TEI readiness assessment conducted Q3 2025 Q4 2028
become a CoE with recommendations for next steps developed
STRATEGY 4.2 CoEs established as specialised institutions for best practice in research, teacher education, and innovation
RESPONSIBLE
OBJECTIVES ACTIVITIES END TARGET START END Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
ENTITIES
4.2.1.1 Conduct HR analytics on specialist needs and
HR plan developed Q1 2026 Q2 2026
develop specialist recruitment plan
4.2.1.2 Implement HR recruitment plan HR plan implemented Q3 2026 Q4 2030

4.2.1.3 Assess infrastructure and equipment needs and Infrastructure upgrade

Q1 2026 Q2 2026
develop plan plan developed

Infrastructure upgrade
4.2.1.4 Implement needs-based infrastructure plan Q3 2026 Q2 2028
plan implemented

4.2.1.5 Conduct analysis of research outputs and Research plan

4.2.1 NIE becomes a CoE in pedagogy and Q2 2026 Q3 2026
develop plan developed NIE, DGTED, DPs
educational leadership and management
4.2.1.6 Implement NIE CoE pedagogy and educational Research plan
Q4 2026 Q4 2030
leadership and management research plan implemented

Student recruitment
4.2.1.7 Develop student recruitment and marketing
and marketing plan Q1 2026 Q2 2026
plan
developed
Student recruitment
4.2.1.8 Implement student recruitment and marketing
and marketing plan Q3 2026 Q4 2030
plan
implemented
4.2.1.9 Undertake process for assessment as a CoE CoE status obtained Q1 2027 Q2 2027
4.2.2.1 Conduct HR analytics on specialist needs and
HR plan developed Q1 2026 Q2 2026
develop specialist recruitment plan

4.2.2.2 Implement HR recruitment plan HR plan implemented Q3 2026 Q4 2030

4.2.2.3 Assess infrastructure and equipment needs and

Infrastructure upgrade Q1 2026 Q2 2026
develop plan
plan developed

Infrastructure upgrade
4.2.2.4 Implement needs-based infrastructure plan Q3 2026 Q4 2026
plan implemented

4.2.2 PTEC becomes a CoE in STEM education 4.2.2.5 Conduct analysis of research outputs and Research plan PTEC, DGTED, DPs
Q2 2026 Q3 2026
develop plan developed
Research plan
4.2.2.6 Implement PTEC STEM research plan Q4 2026 Q4 2030
implemented
Student recruitment
4.2.2.7 Develop student recruitment and marketing
and marketing plan Q2 2026 Q3 2026
plan
developed
Student recruitment
4.2.2.8 Implement student recruitment and marketing
and marketing plan Q4 2026 Q4 2030
plan
implemented
4.2.2.9 Undertake process for assessment as a CoE CoE status obtained Q1 2027 Q2 2027

75
 4.2.3.1 Conduct HR analytics on specialist needs and
HR plan developed Q1 2026 Q2 2026
develop specialist recruitment plan
4.2.3.2 Implement HR recruitment plan HR plan implemented Q3 2026 Q4 2030

4.2.3.3 Assess infrastructure and equipment needs and

Infrastructure upgrade Q1 2026 Q2 2026
develop plan plan developed

Infrastructure upgrade
4.2.3.4 Implement needs-based infrastructure plan Q3 2026 Q4 2026
plan implemented

4.2.3.5 Conduct analysis of research outputs and Research audit

4.2.3 BTEC becomes a CoE in Early Grade Learning BTEC, DGTED, DPs Q2 2026 Q3 2026
develop plan completed
Research plan
4.2.3.6 Implement BTEC EGM research plan Q4 2026 Q4 2030
implemented
Student recruitment
4.2.3.7 Develop student recruitment and marketing
and marketing plan Q2 2026 Q3 2026
plan
developed
Student recruitment
4.2.3.8 Implement student recruitment and marketing
and marketing plan Q4 2026 Q4 2030
plan
implemented
4.2.3.9 Undertake process for assessment as a CoE CoE status obtained Q1 2027 Q2 2027
4.2.4.1 Conduct HR analytics on specialist needs and HR specialist audit
Q1 2026 Q2 2026
develop specialist recruitment plan completed

4.2.4.2 Implement HR recruitment plan HR plan implemented Q3 2026 Q4 2030

4.2.4.3 Assess infrastructure and equipment needs and Infrastructure upgrade

Q1 2026 Q2 2026
develop plan plan developed

Infrastructure upgrade
4.2.4.4 Implement needs-based infrastructure plan Q3 2026 Q4 2026
plan implemented
4.2.4 The RUPP becomes a CoE in teaching and
4.2.4.5 Conduct analysis of research outputs and Research audit RUPP, DGTED, DPs
learning of foreign languages Q2 2026 Q3 2026
develop plan completed
4.2.4.6 Implement RUPP foreign language teaching Research plan
Q4 2026 Q4 2030
research plan developed
Student recruitment
4.2.4.7 Develop student recruitment and marketing
and marketing plan Q2 2026 Q3 2026
plan
developed
Student recruitment
4.2.4.8 Implement student recruitment and marketing
and marketing plan Q4 2026 Q4 2030
plan
implemented
4.2.4.9 Undertake process for assessment as a CoE CoE status obtained Q1 2027 Q2 2027
4.2.5.1Conduct HR analytics on specialist needs and
HR specialist audit
develop specialist recruitment plan Q1 2026 Q2 2026
completed

4.2.5.2 Implement HR recruitment plan HR plan implemented Q3 2026 Q4 2030

4.2.5.3 Assess infrastructure and equipment needs and Infrastructure upgrade

Q1 2026 Q2 2026
develop plan plan developed

Infrastructure upgrade
4.2.5.4 Implement needs-based infrastructure plan Q3 2026 Q4 2026
plan implemented
4.2.5 A Pre-School Teacher Training Centre becomes a
PSTTC, DGTED, DPs
CoE in early childhood and care education 4.2.5.5 Conduct analysis of research outputs and Research audit
Q2 2026 Q3 2026
develop plan completed
4.2.5.6 Implement RUPP foreign language teaching Research plan
Q4 2026 Q4 2030
research plan developed
Student recruitment
4.2.5.7 Develop student recruitment and marketing
and marketing plan Q2 2026 Q3 2026
plan
developed
Student recruitment
4.2.5.8 Implement student recruitment and marketing
and marketing plan Q4 2026 Q4 2030
plan
implemented
4.2.5.9 Undertake process for assessment as a CoE CoE status obtained Q1 2027 Q2 2027

76
 4.2.6.1 Conduct HR analytics on specialist needs and HR specialist audit
Q1 2027 Q2 2027
develop specialist recruitment plan completed
4.2.6.2 Implement HR recruitment plan HR plan implemented Q3 2027 Q4 2030

4.2.6.3 Assess infrastructure and equipment needs and Infrastructure upgrade

Q1 2027 Q2 2027
develop plan plan developed

Infrastructure upgrade
4.2.6.4 Implement needs-based infrastructure plan Q3 2027 Q4 2027
plan and implemented

4.2.6 Kandal TEC (upcoming) becomes a CoE in ICT for 4.2.6.5 Conduct analysis of research outputs and Research audit Kandal TEC, DGTED,
Q2 2027 Q3 2027
education develop plan completed DPs
4.2.6.6 Implement Kandal ICT for education research Research plan
Q4 2027 Q4 2030
plan implemented
Student recruitment
4.2.6.7 Develop student recruitment and marketing
and marketing plan Q2 2027 Q3 2027
plan
developed
Student recruitment
4.2.6.8 Implement student recruitment and marketing
and marketing plan Q4 2027 Q4 2030
plan
implemented
4.2.6.9 Undertake process for assessment as a CoE CoE status obtained Q1 2028 Q2 2028
4.2.7.1 Conduct HR analytics on specialist needs and HR specialist audit
Q1 2028 Q2 2028
develop specialist recruitment plan completed

4.2.7.2 Implement HR recruitment plan HR plan implemented Q3 2028 Q4 2030

4.2.7.3 Assess infrastructure and equipment needs and Infrastructure upgrade

Q1 2028 Q2 2028
develop plan plan developed

Infrastructure upgrade
4.2.7.4 Implement needs-based infrastructure plan Q3 2028 Q4 2028
plan implemented
Siem Reap PTTC,
4.2.7 Siem Reap PTTC becomes a CoE in Early Grade
4.2.7.5 Conduct analysis of research outputs and Research audit DoPO, DPs, DGTED,
Reading Q2 2028 Q3 2028
develop plan completed TEIs
Research plan
4.2.7.6 Implement PTEC STEM research plan Q4 2028 Q4 2030
developed
Student recruitment
4.2.7.7 Develop student recruitment and marketing
and marketing plan Q2 2028 Q3 2028
plan
developed
Student recruitment
4.2.7.8 Implement student recruitment and marketing
and marketing plan Q4 2028 Q4 2030
plan
implemented
4.2.7.9 Undertake process for assessment as a CoE CoE status obtained Q1 2030 Q2 2030
4.2.8.1 Conduct HR analytics on specialist needs and HR specialist audit
Q1 2028 Q2 2028
develop specialist recruitment plan completed

4.2.8.2 Implement HR recruitment plan HR plan implemented Q3 2028 Q4 2030

4.2.8.3 Assess infrastructure and equipment needs and Infrastructure upgrade

Q1 2028 Q2 2028
develop plan plan developed

Infrastructure upgrade
4.2.8.4 Implement needs-based infrastructure plan Q3 2028 Q4 2028
plan implemented
Stung Treng RTTC,
4.2.8 Stung Treng RTTC becomes a CoE in multilingual
4.2.8.5 Conduct analysis of research outputs and Research audit DoPO, DPs, DGTED,
education Q2 2028 Q3 2028
develop plan completed TEIs
Research plan
4.2.8.6 Implement PTEC STEM research plan Q4 2028 Q4 2030
developed
Student recruitment
4.2.8.7 Develop student recruitment and marketing
and marketing plan Q2 2028 Q3 2028
plan
developed
Student recruitment
4.2.8.8 Implement student recruitment and marketing
and marketing plan Q4 2028 Q4 2030
plan
implemented
4.2.8.9 Undertake process for assessment as a CoE CoE status obtained Q1 2030 Q2 2030

77
 4.2.9.1 Conduct HR analytics on specialist needs and HR specialist audit
Q1 2028 Q2 2028
develop specialist recruitment plan completed
4.2.9.2 Implement HR recruitment plan HR plan implemented Q3 2028 Q4 2030

4.2.9.3 Assess infrastructure and equipment needs and Infrastructure upgrade

Q1 2028 Q2 2028
develop plan plan developed

Infrastructure upgrade
4.2.9.4 Implement needs-based infrastructure plan Q3 2028 Q4 2028
plan implemented

4.2.9 A New Generation School becomes a CoE in 4.2.9.5 Conduct analysis of research outputs and Research audit NGS, DoPO, DPs,
Q2 2028 Q3 2028
teaching methodology develop plan completed DGTED, TEIs
Research plan
4.2.9.6 Implement teaching methodology research plan Q4 2028 Q4 2030
developed
Student recruitment
4.2.9.7 Develop student recruitment and marketing
and marketing plan Q2 2028 Q3 2028
plan
developed
Student recruitment
4.2.9.8 Implement student recruitment and marketing
and marketing plan Q4 2028 Q4 2030
plan
implemented
4.2.9.9 Undertake process for assessment as a CoE CoE status obtained Q1 2030 Q2 2030
4.2.10.1 Conduct HR analytics on specialist needs and HR specialist audit
Q1 2028 Q2 2028
develop specialist recruitment plan completed
4.2.10.2 Implement HR recruitment plan HR plan implemented Q3 2028 Q4 2030

4.2.10.3 Assess infrastructure and equipment needs Infrastructure upgrade

Q1 2028 Q2 2028
and develop plan plan developed

Infrastructure upgrade
4.2.10.4 Implement needs-based infrastructure plan Q3 2028 Q4 2028
plan implemented

4.2.10 becomes a CoE in inclusive education, training 4.2.10.5 Conduct analysis of research outputs and Research audit NISE, DoPO, DPs,
Q2 2028 Q3 2028
teachers to work with children with disabilities develop plan completed DGTED, TEIs
4.2.10.6 Implement NISE special education research Research plan
Q4 2028 Q4 2030
plan implemented
Student recruitment
4.2.10.7 Develop student recruitment and marketing
and marketing plan Q2 2028 Q3 2028
plan
developed
Student recruitment
4.2.10.8 Implement student recruitment and marketing
and marketing plan Q4 2028 Q4 2030
plan
implemented
4.2.10.9 Undertake process for assessment as a CoE CoE status obtained Q1 2030 Q2 2030

78
Annex E: Monitoring and Evaluation Framework
Objectives Activities Indicators Baseline Target 2024 Target 2025 Target 2026 Target 2027 Target 2028 Target 2029 Target 2030 Frequency of Responsible entity Methods/tools/ Approx. Cost in USD
measurement means of (see Notes on Costing Sheet)
STRATEGIC PRIORITY AREA 1: Professionalised pathways into teaching verification
STRATEGY 1.1 New initial teacher education programmes developed to provide multiple pathways into the teaching profession
1.1.1.1 Develop the BA+1 primary Programme 0 - Programme - - - - - Endline DGTED; TEIs Programme
programme developed developed documentation
1.1.1 BA+1 primary
1.1.1.2 Conduct a pilot of the BA+1 Pilot conducted 0 - Pilot Programme Programme Programme Programme Programme Endline DGTED; TEIs Programme
programme developed and
primary programme conducted implemented implemented implemented implemented implemented documentation
piloted
1.1.1.3 Evaluate the BA+1 primary Pilot evaluated 0 - Pilot evaluated - - - - Endline DGTED; TEIs Programme
pilot documentation 124,000
1.1.2.1 Develop the BA+1 lower Programme Programme - - - - - Endline DGTED; TEIs Programme
secondary programme developed developed documentation
1.1.2 BA+1 lower secondary
1.1.2.2 Conduct a pilot of the BA+1 Pilot conducted 0 Pilot Programme Programme Programme Programme Programme Programme Endline DGTED; TEIs Programme
programme developed and
lower secondary programme conducted implemented implemented implemented implemented implemented implemented documentation
piloted
1.1.2.3 Evaluate the BA+1 lower Pilot evaluated 0 - Pilot evaluated - - - - Endline DGTED; TEIs Programme
secondary pilot documentation 126,000
1.1.4.1 Develop the 12+2 inclusive Programme 0 - Programme - - - - - Endline DGTED; TEIs Programme
education programme developed developed documentation
1.1.3 12+2 programme for
1.1.4.2 Conduct a pilot of the 12+2 Pilot conducted 0 - - Pilot - - - - Endline DGTED; TEIs Programme
inclusive education
inclusive education programme conducted documentation
developed and piloted
1.1.4.3 Evaluate the 12+2 inclusive Pilot evaluated 0 - - - Pilot evaluated - - - Endline DGTED; TEIs Programme
education programme documentation 80,000
1.1.5.1 Develop the 12+4 inclusive Programme 0 - - - Programme - - - Endline DGTED; TEIs Programme
education programme developed developed documentation
1.1.4 12+4 programme for 1.1.5.2 Conduct a pilot of the 12+4 Pilot conducted 0 - - - - Pilot - - Endline DGTED; TEIs Programme
inclusive education inclusive education programme conducted documentation
developed and piloted Pilot evaluated 0 - - - - - - n/a (Pilot Endline DGTED; TEIs Programme
1.1.5.3 Evaluate the 12+4 inclusive
evaluated in documentation
education programme
2032) 124,000
1.1.5.1 Develop the credit-based Progamme DGTED; TEIs Programme
1.1.5 Credit-based 12+2 pre- 12+2 pre-primary programme developed documentation
primary programme Programme DGTED; TEIs Programme
1.1.5.2 Implement the credit-based
developed and implemented implemented documentation
12+2 pre-primary programme
192,000
1.1.6.1 Develop the 12+4 pre- Programme 0 Progamme Endline DGTED; TEIs Programme
primary programme developed developed documentation
1.1.6 12+4 pre-primary
1.1.6.2 Conduct a pilot of the 12+4 Pilot conducted 0 Pilot Pilot Pilot Endline DGTED; TEIs Programme
programme developed and
pre-primary programme conducted conducted conducted documentation
piloted
1.1.6.3 Evaluate the 12+4 pre- Pilot evaluated 0 Endline DGTED; TEIs Programme
primary pilot documentation 124,000
1.1.7.1 Review the 12+4 primary Curriculum 0 Curriculum - - - - - Endline DGTED; TEIs Programme
1.1.7 12+4 programme for curriculum reviewed reviewed documentation
primary teachers revised 1.1.7.2 Revise/update the 12+4 Curriculum 0 - Curriculum Endline DGTED; TEIs Programme
primary curriculum revised revised documentation 105,000
1.1.8 12+4 programme for 1.1.8.1 Review the 12+4 lower Curriculum 0 - Curriculum Endline DGTED; TEIs Programme
lower secondary teachers secondary programme curriculum reviewed reviewed documentation
revised including new majors 1.1.8.2 Revise/update the 12+4 Curriculum 0 - Curriculum Endline DGTED; TEIs Programme
and implemented lower secondary curriculum revised revised documentation 793,000
Strategy 1.1 subtotal 1,668,000
STRATEGY 1.2 Teacher qualifications raised in line with national professional standards through development of the TQU programme
TQU framework 0 - Framework - - - - - Midterm, DGTED; TEIs Programme
1.2.1.1 Develop the national TQU
developed developed and Endline documentation
Framework
approved
1.2.1 National TQU 1.2.1.2 Approve the TQU 0 - TQU approved Midterm MoEYS records
framework and programmes programme as a recognized
TQU approved
developed pathway to earning a Bachelors
degree DGTED; TEIs
1.2.1.3 Develop the TQU Programme 0 - - Programmes - - - - Endline DGTED; TEIs Programme
programmes developed developed documentation 575,200
Strategy 1.2 subtotal 575,200
STRATEGIC PRIORITY AREA 1 TOTAL 2,243,200

79
STRATEGIC PRIORITY AREA 2: Increased supply of well-trained teachers and teacher educators
STRATEGY 2.1 New mechanisms introduced to faciliate an adequate supply of qualified teachers
2.1.1.1 Develop a research-based 0 Options paper - - - - - - Midterm MoEYS Options paper
Options paper
options paper to guide decisions on published
published
teacher licensing
0 - Teacher - - - - - Midterm, MoEYS Board
2.1.1 Teacher licensing 2.1.1.2 Establish a Teacher Teacher
Standards Endline documentation
policies and processes Standards Board to oversee teacher Standards Board
Board
established licensing established
established
2.1.1.3 Issue a decree to establish 0 - Decree issued - - -- - - Midterm MoEYS MoEYS records
teacher licensing policies and Decree issued
mechanisms 60,000
0 - Decree issued - - - - - Midterm MoEYS MoEYS records
2.1.2.1 Issue a decree to allow for
2.1.2 System developed to TEIs to enrol self-funded candidates Decree issued
accomodate the delivery of
0 - Admin and - - - - - Midterm, MoEYS TEI records
self-funded teacher 2.1.2.2 Support TEIs administrative/ Administrative/fi
finance Endline
education programmes financial systems to accomodate nancial systems
systems
self-funded programmes updated
upgraded 65,000
Credit transfer 0 - Credit transfer - - - - - Midterm, MoEYS Credit transfer
2.1.3.1 Establish credit transfer
agreements in agreements in Endline agreement
agreements with relevant TEIs
place place documentation
2.1.3.2 Upgrade administrative and 0 - - - - - - Midterm, MoEYS
2.1.3 Mechanisms in place to
learning management systems so Admin systems Admin systems Endline
allow TEIs to award
TEIs can confirm learning and LMS and LMS
Bachelors degrees for
achievement prior to awarding the upgraded upgraded Admin systems
successful TQU programme and LMS records
degree
completion
# of TEI staff 0 - 100 100 - - - Midterm MoEYS Training records
2.1.3.3 Train TEI staff to implement
trained
the credit transfer of prior learning,
including those of 12+2
55,000
Strategy 2.1 subtotal 180,000
STRATEGY 2.2 Civil service teachers recruited and trained through the 12+4/BA+1 programmes to be able to provide quality education for learners in Cambodia
# teachers 0 0 0 200 294 335 397 366 Annually RTTCs, PTTCS, TEIs; List of
graduated PTEC, & BTEC successful
2.2.1 12+2 pre-school cohort 2.2.1.1 Deliver the 12+2 pre-primary
graduates issued
selected and trained programme
by MoEYS
18,403,520
# teachers 0 0 0 1047 0 0 0 0 Annually RTTCs, PTTCS, TEIs; List of
2.2.2.1 Deliver the 12+2 primary graduated PTEC, & BTEC successful
2.2.2 12+2 primary cohort
programme with the last 12+2 graduates issued
selected and trained
cohort graduating in 2026 by MoEYS
12,103,320
# teachers 0 0 0 338 0 0 0 0 Annually RTTCs, PTTCS, TEIs; List of
2.2.3.1 Deliver the 12+2 lower graduated PTEC, & BTEC successful
2.2.3 12+2 lower secondary
secondary programme with the last graduates issued
cohort selected and trained
12+2 LS cohort graduating in 2026 by MoEYS
3,907,280
2.2.4.1 Deliver the 12+4 pre-primary # teachers 0 0 0 0 0 0 0 0 Annually RTTCs, PTTCS, TEIs; List of
programme for scholarship graduated PTEC, & BTEC successful
candidates graduates issued
by MoEYS
2.2.4 12+4 pre-primary
cohort selected and trained 2.2.4.2 Deliver the 12+4 pre-primary # teachers 0 0 0 0 0 0 0 0 Annually RTTCs, PTTCS, TEIs; List of
programme for self-funded graduated PTEC, & BTEC successful
candidates graduates issued
by MoEYS

2.2.5.1 Deliver the 12+4 primary # teachers 0 0 300 0 0 300 1,000 1,000 Annually RTTCs, PTTCS, TEIs; List of
programme for scholarship graduated PTEC, & BTEC successful
candidates graduates issued
by MoEYS
2.2.5 12+4 primary cohort
selected and trained 2.2.5.2 Deliver the 12+4 primary # teachers 0 0 0 1800 1800 1800 1800 1800 Annually RTTCs, PTTCS, TEIs; List of
programme for self-funded graduated PTEC, & BTEC successful
candidates graduates issued
by MoEYS
81,712,000

80
 2.2.6.1 Deliver the 12+4 lower # teachers 0 0 200 0 0 89 200 200 Annually RTTCs, PTTCS, TEIs; List of
secondary programme for graduated PTEC, & BTEC successful
scholarship candidates graduates issued
by MoEYS
2.2.6 12+4 lower secondary
cohort selected and trained 2.2.6.2 Deliver the 12+4 lower # teachers 0 0 0 800 800 800 800 800 Annually RTTCs, PTTCS, TEIs; List of
secondary programme for self- graduated PTEC, & BTEC successful
funded candidates graduates issued
by MoEYS
25,526,680
# teachers 0 0 0 200 1,300 1,000 300 300 Annually RTTCs, PTTCS, TEIs; List of
2.2.7.1 Deliver the BA+1 primary graduated PTEC, & BTEC successful
programme for scholarship graduates issued
candidates by MoEYS
2.2.7 BA+1 primary cohort
selected and trained # teachers 0 0 0 1000 1000 1100 1100 1137 Annually RTTCs, PTTCS, TEIs; List of
2.2.7.2 Deliver the BA+1 primary graduated PTEC, & BTEC successful
programme for self-funded graduates issued
candidates by MoEYS
21,120,200
# teachers 0 0 16 300 300 211 100 100 Annually RTTCs, PTTCS, TEIs; List of
2.2.8.1 Deliver the BA+1 lower graduated PTEC, & BTEC successful
secondary programme for graduates issued
scholarship candidates by MoEYS
2.2.8 BA+1 lower secondary
cohort selected and trained # teachers 0 0 0 600 600 600 600 564 Annually RTTCs, PTTCS, TEIs; List of
2.2.8.2 Deliver the BA+1 lower graduated PTEC, & BTEC successful
secondary programme for self- graduates issued
funded candidates by MoEYS
7,713,260
Strategy 2.2 subtotal 170,486,260
STRATEGY 2.3 Teachers provided with TQU opportunities and induction training to strengthen teaching competencies
2.3.1 TQU for primary 2.3.1.1 Implement the self-funded # teachers - 0 0 0 1,000 1,000 1,000 1,000 Annually RTTCs, PTTCS, Programme
teachers implemented (to TQU programme for primary upgraded to B Ed PTEC, BTEC, records, TEIs,
BEd level) teachers level DGTED HRMIS 4,800,000
2.3.2 TQU for lower 2.3.2.1 Implement the self-funded # teachers - 0 0 0 500 500 500 500 Annually RTTCs, PTTCS, Programme
secondary contract teachers TQU programme for lower upgraded to B Ed PTEC, BTEC, records, TEIs,
implemented (to BEd level) secondary teachers level DGTED HRMIS 2,400,000
Training - - Training - - - - - Endline DGTED; TEIs Programme
2.3.3.1 Develop the induction
developed developed documentation
training packages for teachers
2.3.3 Induction training
conducted for teachers # teachers having - 0 1,000 2,500 2,500 3,000 3,000 3,000 Annually RTTCs, PTTCS, Programme
2.3.3.2 Deliver the induction
received PTEC, BTEC, records
trainings for teachers
induction DGTED 53,195,000
Strategy 2.3 subtotal 60,395,000
STRATEGY 2.4 Teacher educators' competencies and qualifications raised through TQU programmes and CPD to better deliver quality teacher education
2.4.1 Teacher educators % T Eds enrolled 0 0 35% 50% 60% 70% 80% 90% Annually RTTCs, PTTCS, Programme
2.4.1.1 Implement the TQU
engaged in TQU to achieve in TQU PTEC, BTEC, records, TEIs,
programme for teacher educators
higher qualifications (cumulative) DGTED HRMIS 12,430,000
% of T Eds 0 0 70% 80% 90% 100% 100% 100% Annually RTTCs, PTTCS, Programme
2.4.2 Teacher educators 2.4.2.1 Implement credit-based CPD %enrolled
of T EdsCPD
with 3 0 0 50% 60% 70% 80% 90% 90% Annually PTEC, BTEC,
RTTCs, records, TEIs,
PTTCS, Programme
participate regularly in CPD opportunities for teacher educators CPD credits PTEC, BTEC, records, TEIs,
(cumulative) DGTED HRMIS 1,449,000
Strategy 2.4 subtotal 13,879,000
STRATEGIC PRIORITY AREA 2 TOTAL 244,940,260

81
STRATEGIC PRIORITY AREA 3: Strengthened institutional capacity of TEIs
STRATEGY 3.1 Selected TEIs capacitated to deliver new initial teacher education pathways, including the 12+4/BA+1 programmes
Decree issued 0 - Decree issued - - - - - Midterm RTTCs, PTTCS, Accreditation
3.1.1.1 Issue a decree to establish
PTEC, BTEC, records
Kampong Cham TEC
DGTED
Strategic Plan 0 - - - - - - Midterm RTTCs, PTTCS, TEC
3.1.1.2 Develop a five-year Strategic plan
developed PTEC, BTEC, documentation/
institutional strategic plan developed
DGTED records
3.1.1.3 Pilot and implement the Phased approach 0 Programme Endline RTTCs, PTTCS, TEC
Programme
phased approach model at model piloted evaluated PTEC, BTEC, documentation/
piloted
Kampong Cham TEC and evaluated DGTED records
Infrastructure 0 - Assessment - - - - - Midterm RTTCs, PTTCS, TEC
3.1.1.4 Assess existing
assessment completed PTEC, BTEC, documentation/
infrastructure
completed DGTED records
3.1.1.5 Plan for needs-based Infrastructure 0 - Infrastructure - - - - - Midterm RTTCs, PTTCS, TEC
infrastructure procurement and plan developed plan developed PTEC, BTEC, documentation/
renovations DGTED records
3.1.1 Kampong Cham TEC Infrastructure 0 - Infrastructure Infrastructure Infrastructure Infrastructure Infrastructure - Midterm, RTTCs, PTTCS, TEC
3.1.1.6 Complete needs-based
established through the transformation transformation transformation transformation transformation transformation Endline PTEC, BTEC, documentation/
infrastructure upgrades
phased approach model DGTED records
3.1.1.7 Assess teacher educator Teacher educator 0 Teacher Teacher Midterm RTTCs, PTTCS, TEC
needs and recruit new ones as needs assessed educator needs educators PTEC, BTEC, documentation/
needed and recruited assessed recruited DGTED records
% of leaders and 0 - 80% 90% 100% 100% 100% 100% Annually RTTCs, PTTCS, TEC
3.1.1.8 Train leadership in
management PTEC, BTEC, documentation/
preparation for the new
enrolled in DGTED records
programmes and operational
training
models
(cumulative)
% of IQA 0 - 50% 70% 90% 100% 100% Midterm, RTTCs, PTTCS, TEC
3.1.1.9 Establish IQA and quality processes Endline PTEC, BTEC, documentation/
control processes established DGTED records
(cumulative)
ACC accreditation 0 - - - - - ACC - Endline RTTCs, PTTCS, Accreditation
3.1.1.10 Undertake process for ACC
obtained accreditation PTEC, BTEC, records
accreditation as an HEI
as HEI DGTED 6,804,000
Decree issued 0 - Decree issued - - - - - Midterm RTTCs, PTTCS, Accreditation
3.1.2.1 Issue a decree to establish
PTEC, BTEC, records
Kandal TEC
DGTED
Strategic Plan 0 - - - - - - Midterm RTTCs, PTTCS, TEC
3.1.2.2 Develop a five-year Strategic plan
developed PTEC, BTEC, documentation/
institutional strategic plan developed
DGTED records
Infrastructure 0 - Assessment - - - - - Midterm RTTCs, PTTCS, TEC
3.1.2.3 Assess existing
assessment completed PTEC, BTEC, documentation/
infrastructure
completed DGTED records
3.1.2.4 Plan for needs-based Infrastructure 0 - Infrastructure - - - - - Midterm RTTCs, PTTCS, TEC
infrastructure procurement and plan developed plan developed PTEC, BTEC, documentation/
renovations DGTED records
Infrastructure 0 - Infrastructure Infrastructure Infrastructure - - - Midterm, RTTCs, PTTCS, TEC
3.1.2.5 Complete needs-based
3.1.2 Kandal TEC established transformation transformation transformation transformation Endline PTEC, BTEC, documentation/
infrastructure upgrades
DGTED records
% of leaders and 0 - 80% 90% 100% 100% 100% 100% Annually RTTCs, PTTCS, TEC
3.1.2.6 Train leadership in
management PTEC, BTEC, documentation/
preparation for the new
enrolled in DGTED records
programmes and operational
training
models
(cumulative)
% of IQA 0 - 50% 70% 90% 100% 100% Midterm, RTTCs, PTTCS, TEC
3.1.2.7 Establish IQA and quality processes Endline PTEC, BTEC, documentation/
control processes established DGTED records
(cumulative)
ACC accreditation 0 - - - - - ACC - Endline RTTCs, PTTCS, Accreditation
3.1.2.8 Undertake process for ACC
obtained accreditation PTEC, BTEC, records
accreditation as an HEI
as HEI DGTED 10,000,000

82
 Strategic Plan 0 - - - - - - Midterm RTTCs, PTTCS, Programme
3.1.3.1 Develop a five-year Strategic plan
developed PTEC, BTEC, records
institutional strategic plan developed
DGTED
Infrastructure 0 - Assessment - - - - - Midterm RTTCs, PTTCS, Programme
3.1.3.2 Assess existing
assessment completed PTEC, BTEC, records
infrastructure
completed DGTED
3.1.3.3 Plan for needs-based Infrastructure 0 - Infrastructure - - - - - Midterm RTTCs, PTTCS, Programme
infrastructure procurement and plan developed plan developed PTEC, BTEC, records
renovations DGTED
Infrastructure - Infrastructure Infrastructure - - - Midterm, RTTCs, PTTCS, HRMIS
3.1.3.4 Complete needs-based
transformation transformation transformation Endline PTEC, BTEC,
infrastructure upgrades
DGTED
Plan for T Ed 0 Plan developed - - - - - - Midterm RTTCs, PTTCS, Programme
recruitment PTEC, BTEC, records
developed DGTED
# T Eds recruited - Annual target - - - - - - Midterm, RTTCs, PTTCS, TEIs
number to be Endline PTEC, BTEC,
determined DGTED
3.1.3 Siem Reap PTTC based on
established actual needs
3.1.3.5 Recruit teacher educators and TEI
strategic plan
Total number of Annual target - - - - - - Midterm, RTTCs, PTTCS, HRMIS
T Eds employed number to be Endline PTEC, BTEC,
determined DGTED
based on
actual needs
and TEI
strategic plan
% of leaders and 0 - 80% 90% 100% 100% 100% 100% Annually RTTCs, PTTCS, TEC
3.1.3.6 Train leadership in management PTEC, BTEC, documentation/
preparation for the new enrolled in DGTED records
programmes training
(cumulative)
Degree conferring
3.1.3.7 Mechanisms in place for
mechanisms in
degrees earned at Siem Reap PTTC
place
to be awarded by a partner TEC
5,775,000
Strategic Plan 0 - - - - - - Midterm RTTCs, PTTCS, Programme
3.1.4.1 Develop a five-year Strategic plan
developed PTEC, BTEC, records
institutional strategic plan developed
DGTED
Infrastructure 0 - Assessment - - - - - Midterm RTTCs, PTTCS, Programme
3.1.4.2 Assess existing
assessment completed PTEC, BTEC, records
infrastructure
completed DGTED
3.1.4.3 Plan for needs-based Infrastructure 0 - Infrastructure - - - - - Midterm RTTCs, PTTCS, Programme
infrastructure procurement and plan developed plan developed PTEC, BTEC, records
renovations DGTED
Infrastructure - Infrastructure Infrastructure - - - Midterm, RTTCs, PTTCS, HRMIS
3.1.4.4 Complete needs-based
transformation transformation transformation Endline PTEC, BTEC,
infrastructure upgrades
DGTED
Plan for T Ed 0 Plan developed - - - - - - Midterm RTTCs, PTTCS, Programme
recruitment PTEC, BTEC, records
developed DGTED
# T Eds recruited Annual target - - - - - - Midterm RTTCs, PTTCS, TEIs
number to be Endline PTEC, BTEC,
determined DGTED
3.1.4 Stung Treng RTTC based on
upgraded actual needs
3.1.4.5 Recruit teacher educators and TEI
strategic plan
Total number of Annual target - - - - - - Midterm RTTCs, PTTCS, HRMIS
T Eds employed number to be Endline PTEC, BTEC,
determined DGTED
based on
actual needs
and TEI
strategic plan
% of leaders and 0 - 80% 90% 100% 100% 100% 100% Annually RTTCs, PTTCS, TEC
management PTEC, BTEC, documentation/
3.1.4.6 Train leadership in enrolled in DGTED records
preparation for the new training
programmes (cumulative)

3.1.4.7 Mechanisms in place for Degree conferring

degrees earned at Stung Treng PTTC mechanisms in
to be awarded by a partner TEC place
5,775,000

83
 Strategic Plan 0 - - - - - - Midterm RTTCs, PTTCS, Programme
3.1.5.1 Develop a five-year Strategic plan
developed PTEC, BTEC, records
institutional strategic plan developed
DGTED
Infrastructure 0 - Assessment - - - - - Midterm RTTCs, PTTCS, Programme
3.1.5.2 Assess existing
assessment completed PTEC, BTEC, records
infrastructure
completed DGTED
3.1.5.3 Plan for needs-based Infrastructure 0 - Infrastructure - - - - - Midterm RTTCs, PTTCS, Programme
infrastructure procurement and plan developed plan developed PTEC, BTEC, records
renovations DGTED
Infrastructure 0 - - Infrastructure Infrastructure - - - Midterm, RTTCs, PTTCS, HRMIS
3.1.5.4 Complete needs-based
transformation transformation transformation Endline PTEC, BTEC,
infrastructure upgrades
DGTED
Plan for T Ed 0 Plan developed - - - - - - Midterm RTTCs, PTTCS, Programme
recruitment PTEC, BTEC, records
developed DGTED
# T Eds recruited Annual target - - - - - - Midterm, RTTCs, PTTCS, TEIs
number to be Endline PTEC, BTEC,
3.1.5 NISE upgraded
determined DGTED
based on
actual needs
3.1.5.5 Recruit teacher educators and TEI
strategic plan
Total number of Annual target - - - - - - Midterm, RTTCs, PTTCS, HRMIS
T Eds employed number to be Endline PTEC, BTEC,
determined DGTED
based on
actual needs
and TEI
strategic plan
% of leaders and 0 - 80% 90% 100% 100% 100% 100% Annually RTTCs, PTTCS, Programme
3.1.5.6 Train leadership in management PTEC, BTEC, records
preparation for the new enrolled in DGTED
programmes training
(cumulative) 5,775,000
Decree issued 0 - - - Decree issued - - - Endline RTTCs, PTTCS, Accreditation
3.1.6.1 Issue decree to establish
PTEC, BTEC, records
Prey Veng TEC
DGTED
Strategic Plan 0 - - - - - - Endline RTTCs, PTTCS, TEC
3.1.6.2 Develop a five-year Strategic plan
developed PTEC, BTEC, documentation/
institutional strategic plan developed
DGTED records
Infrastructure 0 - - - - Assessment - - Endline RTTCs, PTTCS, TEC
3.1.6.3 Assess existing
assessment completed PTEC, BTEC, documentation/
infrastructure
completed DGTED records
3.1.6.4 Plan for needs-based Infrastructure 0 - - - - Infrastructure - - Endline RTTCs, PTTCS, TEC
infrastructure procurement and plan developed plan developed PTEC, BTEC, documentation/
renovations DGTED records
Infrastructure 0 - - - - Infrastructure Infrastructure Infrastructure Endline RTTCs, PTTCS, TEC
3.1.6 Prey Veng TEC 3.1.6.5 Complete needs-based
transformation transformation transformation transformation PTEC, BTEC, documentation/
established infrastructure upgrades
DGTED records
% of leaders and 0 - 80% 90% 100% 100% 100% 100% Annually RTTCs, PTTCS, TEC
3.1.6.6 Train leadership in
management PTEC, BTEC, documentation/
preparation for the new
enrolled in DGTED records
programmes and operational
training
models
(cumulative)
% of IQA 0 - 50% 60% 70% Endline RTTCs, PTTCS, TEC
3.1.6.7 Establish IQA and quality processes PTEC, BTEC, documentation/
control processes established DGTED records
(cumulative)
ACC accreditation 0 - - - - - - - Endline RTTCs, PTTCS, Accreditation
3.1.6.8 Undertake process for ACC
obtained PTEC, BTEC, records
accreditation as an HEI
DGTED 5,775,000

84
 Decree issued 0 - - - Decree issued - - - Endline RTTCs, PTTCS, Accreditation
3.1.7.1 Issue decree to establish
PTEC, BTEC, records
Takeo TEC
DGTED
Strategic Plan 0 - - - - - - Endline RTTCs, PTTCS, TEC
3.1.7.2 Develop a five-year Strategic plan
developed PTEC, BTEC, documentation/
institutional strategic plan developed
DGTED records
Infrastructure 0 - - - - Assessment - - Endline RTTCs, PTTCS, TEC
3.1.7.3 Assess existing
assessment completed PTEC, BTEC, documentation/
infrastructure
completed DGTED records
3.1.7.4 Plan for needs-based Infrastructure 0 - - - - Infrastructure - - Endline RTTCs, PTTCS, TEC
infrastructure procurement and plan developed plan developed PTEC, BTEC, documentation/
renovations DGTED records
Infrastructure 0 - - - - Infrastructure Infrastructure Infrastructure Endline RTTCs, PTTCS, TEC
3.1.7.5 Complete needs-based
3.1.7 Takeo TEC established transformation transformation transformation transformation PTEC, BTEC, documentation/
infrastructure upgrades
DGTED records
% of leaders and 0 - 80% 90% 100% 100% 100% 100% Annually RTTCs, PTTCS, TEC
3.1.7.6 Train leadership in
management PTEC, BTEC, documentation/
preparation for the new
enrolled in DGTED records
programmes and operational
training
models
(cumulative)
% of IQA 0 - 50% 60% 70% Endline RTTCs, PTTCS, TEC
3.1.7.7 Establish IQA and quality processes PTEC, BTEC, documentation/
control processes established DGTED records
(cumulative)
ACC accreditation 0 - - - - - - - Endline RTTCs, PTTCS, Accreditation
3.1.7.8 Undertake process for ACC
obtained PTEC, BTEC, records
accreditation as an HEI
DGTED 5,775,000
Strategy 3.1 subtotal 45,679,000
Strategy 3.2 PTTCs supported to become accredited CPD providers
3.2.1.1 Develop a plan to complete Plan developed 0 - Plan developed - - - - - Midterm PTTC, DGTED, PTTC records,
the CPD provider accreditation DPs, CPDMO programme
application records
Processes 0 - Processes Processes Processes Processes Midterm, PTTC, DGTED, PTTC records,
3.2.1.2 Establish internal quality
developed developed developed developed developed Endline DPs, CPDMO programme
assurance processes
records
3.2.1 PTTCs supported in CPD 3.2.1.3 Develop the TQU/CPD plan Plan developed 0 - Plan developed - - - - - Midterm, PTTC, DGTED, PTTC records,
provider accredidation for teacher educators to prepare DPs, CPDMO programme
processes them to faciliate CPD records
3.2.1.4 Develop a CPD management Plan developed 0 - Plan developed - - - - - Midterm PTTC, DGTED, PTTC records,
plan and training for PTTC DPs, CPDMO programme
leadership records
# of PTTCs 0 - - - - - 2 2 Endline PTTC, DGTED, PTTC records,
3.2.1.5 Submit an application for
accredited as CPD DPs, CPDMO programme
accreditation as a CPD provider
providers records 100,000
Strategy 3.2 subtotal 100,000
STRATEGIC PRIORITY AREA 3 TOTAL 45,779,000
STRATEGIC PRIORITY AREA 4: Advancement of teacher education specializations
STRATEGY 4.1 Mechanisms established to guide the introduction and sustainable development of Centres of Excellence (CoEs)
4.1.1.1 Develop ToRs for the CoEs 0 - - - - - - Midterm Programme
4.1.1 Terms of Reference for that define attributes of excellence, CoE ToRs CoE ToRs records
CoEs developed roles, responsibilities, and published published
governance structures MoEYS, DGTED 40,000
4.1.2.1 Evaluate each nominated 0 - - - - - - Midterm Programme
CoE readiness CoE readiness
4.1.2 TEI readiness TEI's readiness to become a CoE records
reports reports
assessment conducted with recommendations for next
developed developed
steps MoEYS, DGTED 30,000
Strategy 4.1 subtotal 70,000

85
STRATEGY 4.2 CoEs established as specialised institutions for best practice in research, teacher education, and innovation
4.2.1.1 Conduct HR analytics on 0 - - Audit and plan - - - - Midterm Programme
HR specialist
specialist needs and develop complete NIE, DoPO, DPs, records
audit completed DGTED, TEIs
specialist recruitment plan
0 - - HR plan HR plan HR plan HR plan HR plan Midterm, Programme
4.2.1.2 Implement HR recruitment HR plan NIE, DoPO, DPs, records
implemented implemented implemented implemented implemented Endline
plan implemented DGTED, TEIs
0 - - Assessment - - - - Midterm, Programme
Infrastructure
4.2.1.3 Assess infrastructure and complete and Endline records
upgrade plan NIE, DoPO, DPs,
equipment needs and develop plan plan developed
developed
DGTED, TEIs
Infrastructure 0 - - Infrastructure - - - - Midterm, Programme
4.2.1.4 Implement needs-based NIE, DoPO, DPs, records
upgrade plan plan Endline
infrastructure plan DGTED, TEIs
implemented implemented
0 - - Audit and plan - - - - Midterm, Programme
4.2.1 NIE becomes a CoE in 4.2.1.5 Conduct analysis of research Research audit
complete Endline NIE, DoPO, DPs, records
pedagogy and educational outputs and develop plan completed DGTED, TEIs
leadership and management
4.2.1.6 Implement NIE CoE 0 - - Research plan Research plan Research plan Research plan Research plan Midterm, Research records
Research plan
educational leadership and implemented implemented implemented implemented implemented Endline NIE, DoPO, DPs,
developed DGTED, TEIs
management research plan
Student 0 - - Plan developed - - - - Midterm, NIE, DoPO, DPs, Programme
4.2.1.7 Develop student recruitment and Endline DGTED, TEIs records
recruitment and marketing plan marketing plan
developed
Student 0 - - Plan Plan Plan Plan Plan Midterm, NIE, DoPO, DPs, Programme
4.2.1.8 Implement student recruitment and implemented implemented implemented implemented implemented Endline DGTED, TEIs records
recruitment and marketing plan marketing plan
implemented
0 - - - CoE status Endline NIE, DoPO, DPs, Programe
4.2.1.9 Undertake process for CoE status
obtained DGTED, TEIs records
assessment as a CoE obtained
500,000
4.2.2.1 Conduct HR analytics on 0 - - Audit and plan - - - - Midterm PTEC, DoPO, Programme
HR specialist
specialist needs and develop complete DPs, DGTED, records
audit completed
specialist recruitment plan TEIs
0 - - HR plan HR plan HR plan HR plan HR plan Midterm, PTEC, DoPO, Programme
4.2.2.2 Implement HR recruitment HR plan
implemented implemented implemented implemented implemented Endline DPs, DGTED, records
plan implemented
TEIs
0 - - Assessment - - - - Midterm, PTEC, DoPO, Programme
Infrastructure
4.2.2.3 Assess infrastructure and complete and Endline DPs, DGTED, records
upgrade plan
equipment needs and develop plan plan developed TEIs
developed

Infrastructure 0 - - Infrastructure - - - - Midterm, PTEC, DoPO, Programme

4.2.2.4 Implement needs-based
upgrade plan plan Endline DPs, DGTED, records
infrastructure plan
implemented implemented TEIs
0 - - Audit and plan - - - - Midterm, PTEC, DoPO, Programme
4.2.2.5 Conduct analysis of research Research audit
4.2.2 PTEC becomes a CoE in complete Endline DPs, DGTED, records
outputs and develop plan completed
STEM subjects TEIs
0 - - Research plan Research plan Research plan Research plan Research plan Midterm, PTEC, DoPO, Research records
4.2.2.6 Implement PTEC STEM Research plan
implemented implemented implemented implemented implemented Endline DPs, DGTED,
research plan developed
TEIs
Student 0 - - Plan developed - - - - Midterm, PTEC, DoPO, Programme
4.2.2.7 Develop student recruitment and Endline DPs, DGTED, records
recruitment and marketing plan marketing plan TEIs
developed
Student 0 - - Plan Plan Plan Plan Plan Midterm, PTEC, DoPO, Programme
recruitment and implemented implemented implemented implemented implemented Endline DPs, DGTED, records
4.2.2.8 Implement student marketing plan TEIs
recruitment and marketing plan implemented
0 - - - CoE status Endline NIE, DoPO, DPs, Programe
4.2.2.9 Undertake process for CoE status
obtained DGTED, TEIs records
assessment as a CoE obtained
500,000

86
 4.2.3.1 Conduct HR analytics on 0 - - Audit and plan - - - - Midterm BTEC, DoPO, Programme
HR specialist
specialist needs and develop complete DPs, DGTED, records
audit completed
specialist recruitment plan TEIs
0 - - HR plan HR plan HR plan HR plan HR plan Midterm, BTEC, DoPO, Programme
4.2.3.2 Implement HR recruitment HR plan
implemented implemented implemented implemented implemented Endline DPs, DGTED, records
plan implemented
TEIs
0 - - Assessment - - - - Midterm, Programme
Infrastructure
4.2.3.3 Assess infrastructure and complete and Endline BTEC, DoPO, records
upgrade plan
equipment needs and develop plan plan developed DPs, DGTED,
developed
TEIs
Infrastructure 0 - - Infrastructure - - - - Midterm, BTEC, DoPO, Programme
4.2.3.4 Implement needs-based
upgrade plan plan Endline DPs, DGTED, records
infrastructure plan
implemented implemented TEIs
0 - - Audit and plan - - - - Midterm, BTEC, DoPO, Programme
4.2.3.5 Conduct analysis of research Research audit
4.2.3 BTEC becomes a CoE in complete Endline DPs, DGTED, records
outputs develop plan completed
Early Grade Mathematics TEIs
0 - - Research plan Research plan Research plan Research plan Research plan Midterm, BTEC, DoPO, Research records
4.2.3.6 Implement BTEC EGM Research plan DPs, DGTED,
implemented implemented implemented implemented implemented Endline
research plan developed
TEIs
Student 0 - - Plan developed - - - - Midterm, Programme
4.2.3.7 Develop student recruitment and Endline BTEC, DoPO, records
recruitment and marketing plan marketing plan DPs, DGTED,
developed TEIs
Student 0 - - Plan Plan Plan Plan Plan Midterm, Programme
recruitment and implemented implemented implemented implemented implemented Endline BTEC, DoPO, records
4.2.3.8 Implement student marketing plan DPs, DGTED,
recruitment and marketing plan implemented TEIs
0 - - - CoE status Endline NIE, DoPO, DPs, Programe
4.2.3.9 Undertake process for CoE status
obtained DGTED, TEIs records
assessment as a CoE obtained
500,000
4.2.4.1 Conduct HR analytics on 0 - - Audit and plan - - - - Midterm BTEC, DoPO, Programme
HR specialist
specialist needs and develop complete DPs, DGTED, records
audit completed
specialist recruitment plan TEIs
0 - - HR plan HR plan HR plan HR plan HR plan Midterm, BTEC, DoPO, Programme
HR plan
4.2.4.2 Implement HR recruitment implemented implemented implemented implemented implemented Endline DPs, DGTED, records
implemented
plan TEIs
0 - - Assessment - - - - Midterm, Programme
Infrastructure
complete and Endline BTEC, DoPO, records
upgrade plan
4.2.4.3 Assess infrastructure and plan developed DPs, DGTED,
equipment needs and develop plan developed TEIs
Infrastructure 0 - - Infrastructure - - - - Midterm, BTEC, DoPO, Programme
4.2.4.4 Implement needs-based upgrade plan plan Endline DPs, DGTED, records
infrastructure plan implemented implemented TEIs
0 - - Audit and plan - - - - Midterm, BTEC, DoPO, Programme
4.2.4 The RUPP becomes a
4.2.4.5 Conduct analysis of research Research audit complete Endline DPs, DGTED, records
CoE in teaching and learning completed
outputs and develop plan TEIs
of foreign languages
0 - - Research plan Research plan Research plan Research plan Research plan Midterm, BTEC, DoPO, Research records
Research plan
4.2.4.6 Implement RUPP foreign implemented implemented implemented implemented implemented Endline DPs, DGTED,
developed
language teaching research plan TEIs
Student 0 - - Plan developed - - - - Midterm, Programme
recruitment and Endline BTEC, DoPO, records
4.2.4.7 Develop student marketing plan DPs, DGTED,
recruitment and marketing plan developed TEIs
Student 0 - - Plan Plan Plan Plan Plan Midterm, Programme
recruitment and implemented implemented implemented implemented implemented Endline BTEC, DoPO, records
4.2.4.8 Implement student marketing plan DPs, DGTED,
recruitment and marketing plan implemented TEIs
0 - - - CoE status Endline NIE, DoPO, DPs, Programe
4.2.4.9 Undertake process for CoE status
obtained DGTED, TEIs records
assessment as a CoE obtained
500,000

87
 4.2.5.1 Conduct HR analytics on 0 - - Audit and plan - - - - Midterm BTEC, DoPO, Programme
HR specialist
specialist needs and develop complete DPs, DGTED, records
audit completed
specialist recruitment plan TEIs
0 - - HR plan HR plan HR plan HR plan HR plan Midterm, BTEC, DoPO, Programme
HR plan
4.2.5.2 Implement HR recruitment implemented implemented implemented implemented implemented Endline DPs, DGTED, records
implemented
plan TEIs
0 - - Assessment - - - - Midterm, Programme
Infrastructure
complete and Endline BTEC, DoPO, records
4.2.5.3 Assess infrastructure and upgrade plan DPs, DGTED,
plan developed
developed
equipment needs and develop plan TEIs
Infrastructure 0 - - Infrastructure - - - - Midterm, BTEC, DoPO, Programme
4.2.5.4 Implement needs-based upgrade plan plan Endline DPs, DGTED, records
infrastructure plan implemented implemented TEIs
4.2.5 A Pre-School Teacher 0 - - Audit and plan - - - - Midterm, BTEC, DoPO, Programme
Research audit
Training Centre becomes a 4.2.5.5 Conduct analysis of research complete Endline DPs, DGTED, records
outputs and develop plan completed TEIs
CoE in early childhood and
care education 0 - - Research plan Research plan Research plan Research plan Research plan Midterm, BTEC, DoPO, Research records
Research plan
4.2.5.6 Implement ECCE research implemented implemented implemented implemented implemented Endline DPs, DGTED,
plan developed TEIs
Student 0 - - Plan developed - - - - Midterm, Programme
recruitment and Endline BTEC, DoPO, records
4.2.5.7 Develop student marketing plan DPs, DGTED,
recruitment and marketing plan developed TEIs
Student 0 - - Plan Plan Plan Plan Plan Midterm, Programme
recruitment and implemented implemented implemented implemented implemented Endline BTEC, DoPO, records
4.2.5.8 Implement student marketing plan DPs, DGTED,
recruitment and marketing plan implemented TEIs
0 - - - CoE status Endline NIE, DoPO, DPs, Programe
4.2.5.9 Undertake process for CoE status
obtained DGTED, TEIs records
assessment as a CoE obtained
500,000
4.2.6.1 Conduct HR analytics on 0- - - Audit and plan - - - Midterm, Kandal TEC, Programme
HR specialist
specialist needs and develop complete Endline DPs DoPO, records
audit completed
specialist recruitment plan DGTED, TEIs
0- - - HR plan HR plan HR plan HR plan Midterm, Kandal TEC, Programme
4.2.6.2 Implement HR recruitment HR plan
implemented implemented implemented implemented Endline DPs DoPO, records
plan implemented
DGTED, TEIs
0- - - Assessment - - - Midterm, Kandal TEC, Programme
Infrastructure
4.2.6.3 Assess infrastructure and complete and Endline DPs DoPO, records
upgrade plan
equipment needs and develop plan plan developed DGTED, TEIs
developed
Infrastructure 0- - - Infrastructure - - - Midterm,Endli Kandal TEC, Programme
4.2.6.4 Implement needs-based
upgrade plan plan ne DPs DoPO, records
infrastructure plan
implemented implemented DGTED, TEIs
0- - - Audit and plan - - - Midterm, Kandal TEC, Programme
4.2.6 Kandal TEC (upcoming) 4.2.6.5 Conduct analysis of research Research audit
complete Endline DPs DoPO, records
becomes a CoE in ICT for outputs and develop plan completed
DGTED, TEIs
education
0- - - Research plan Research plan Research plan Research plan Midterm, Kandal TEC, Research records
4.2.6.6 Implement Kandal ICT for Research plan
implemented implemented implemented implemented Endline DPs DoPO,
education research plan developed
DGTED, TEIs
Student 0- - - Plan developed - - - Midterm, Kandal TEC, Programme
4.2.6.7 Develop student recruitment and Endline DPs DoPO, records
recruitment and marketing plan marketing plan DGTED, TEIs
developed
Student 0- - - Plan Plan Plan Plan Midterm, Kandal TEC, Programme
4.2.6.8 Implement student recruitment and implemented implemented implemented implemented Endline DPs DoPO, records
recruitment and marketing plan marketing plan DGTED, TEIs
implemented
0 - - - - CoE status Endline Kandal TEC, Programe
4.2.6.9 Undertake process for CoE status
obtained DPs DoPO, records
assessment as a CoE obtained
DGTED, TEIs 500,000

88
 4.2.7.1 Conduct HR analytics on 0- - - - Audit and plan - - Endline SR PTTC, DPs Programme
HR specialist
specialist needs and develop complete DoPO, DGTED, records
audit completed
specialist recruitment plan TEIs
0- - - - HR plan HR plan HR plan Endline SR PTTC, DPs Programme
4.2.7.2 Implement HR recruitment HR plan
implemented implemented implemented DoPO, DGTED, records
plan implemented
TEIs
0- - - - Assessment - - Endline SR PTTC, DPs Programme
Infrastructure
4.2.7.3 Assess infrastructure and complete and DoPO, DGTED, records
upgrade plan
equipment needs and develop plan plan developed TEIs
developed

Infrastructure 0- - - - Infrastructure - - Endline SR PTTC, DPs Programme

4.2.7.4 Implement needs-based
upgrade plan plan DoPO, DGTED, records
infrastructure plan
implemented implemented TEIs
0- - - - Audit and plan - - Endline SR PTTC, DPs Programme
4.2.7 Siem Reap PTTC 4.2.7.5 Conduct analysis of research Research audit
complete DoPO, DGTED, records
becomes a CoE in Early outputs and develop plan completed
TEIR
Grade Reading
0- - - - Research plan Research plan Research plan Endline SR PTTC, DPs Research records
4.2.7.6 Implement PTEC STEM Research plan
implemented implemented implemented DoPO, DGTED,
research plan developed
TEIs
Student 0- - - - Plan developed - - Endline SR PTTC, DPs Programme
4.2.7.7 Develop student recruitment and DoPO, DGTED, records
recruitment and marketing plan marketing plan TEIs
developed
Student 0- - - - Plan Plan Plan Endline SR PTTC, DPs Programme
4.2.7.8 Implement student recruitment and implemented implemented implemented DoPO, DGTED, records
recruitment and marketing plan marketing plan TEIs
implemented
0- - - - - - CoE status Endline SR PTTC, DPs Programme
4.2.7.9 Undertake process for CoE status
obtained DoPO, DGTED, records
assessment as a CoE obtained
TEIs 500,000
4.2.8.1 Conduct HR analytics on 0- - - - Audit and plan - - Endline ST RTTC, DPs Programme
specialist needs and develop HR specialist complete DoPO, DGTED, records
specialist recruitment plan audit completed TEIs
0- - - - HR plan HR plan HR plan Endline ST RTTC, DPs Programme
4.2.8.2 Implement HR recruitment HR plan implemented implemented implemented DoPO, DGTED, records
plan implemented TEIs
0- - - - Assessment - - Endline ST RTTC, DPs Programme
Infrastructure complete and DoPO, DGTED, records
4.2.8.3 Assess infrastructure and upgrade plan plan developed TEIs
equipment needs and develop plan developed
Infrastructure 0- - - - Infrastructure - - Endline ST RTTC, DPs Programme
4.2.8.4 Implement needs-based upgrade plan plan DoPO, DGTED, records
infrastructure plan implemented implemented TEIs
0- - - - Audit and plan - - Endline ST RTTC, DPs Programme
4.2.8 Stung Treng RTTC
4.2.8.5 Conduct analysis of research Research audit complete DoPO, DGTED, records
becomes a CoE in
outputs and develop plan completed TEIs
multilingual education
0- - - - Research plan Research plan Research plan Endline ST RTTC, DPs Research records
4.2.8.6 Implement PTEC STEM Research plan implemented implemented implemented DoPO, DGTED,
research plan developed TEIs
Student 0- - - - Plan developed - - Endline ST RTTC, DPs Programme
recruitment and DoPO, DGTED, records
4.2.8.7 Develop student marketing plan TEIs
recruitment and marketing plan developed
Student 0- - - - Plan Plan Plan Endline ST RTTC, DPs Programme
recruitment and implemented implemented implemented DoPO, DGTED, records
4.2.8.8 Implement student marketing plan TEIs
recruitment and marketing plan implemented
0- - - - - - CoE status Endline ST PTTC, DPs Programme
4.2.8.9 Undertake process for CoE status
obtained DoPO, DGTED, records
assessment as a CoE obtained
TEIs 500,000

89
 4.2.9.1 Conduct HR analytics on 0- - - - Audit and plan - - Endline NGSs, DPs Programme
HR specialist
specialist needs and develop complete DoPO, DGTED, records
audit completed
specialist recruitment plan TEIs
0- - - - HR plan HR plan HR plan Endline NGSs, DPs Programme
4.2.9.2 Implement HR recruitment HR plan
implemented implemented implemented DoPO, DGTED, records
plan implemented
TEIs
0- - - - Assessment - - Endline NGSs, DPs Programme
Infrastructure
4.2.9.3 Assess infrastructure and complete and DoPO, DGTED, records
upgrade plan
equipment needs and develop plan plan developed TEIs
developed

Infrastructure 0- - - - Infrastructure - - Endline NGSs, DPs Programme

4.2.9.4 Implement needs-based
upgrade plan plan DoPO, DGTED, records
infrastructure plan
implemented implemented TEIs
0- - - - Audit and plan - - Endline NGSs, DPs Programme
4.2.9 A New Generation 4.2.9.5 Conductanalysis of research Research audit
complete DoPO, DGTED, records
School becomes a CoE in outputs and develop plan completed
TEIs
teaching methodology
0- - - - Research plan Research plan Research plan Endline NGSs, DPs Research records
4.2.9.6 Implement teaching Research plan
implemented implemented implemented DoPO, DGTED,
methodology research plan developed
TEIs
Student 0- - - - Plan developed - - Endline NGSs, DPs Programme
4.2.9.7 Develop student recruitment and DoPO, DGTED, records
recruitment and marketing plan marketing plan TEIs
developed
Student 0- - - - Plan Plan Plan Endline NGSs, DPs Programme
4.2.9.8 Implement student recruitment and implemented implemented implemented DoPO, DGTED, records
recruitment and marketing plan marketing plan TEIs
implemented
0- - - - - - CoE status Endline NGSs, DPs Programme
4.2.9.9 Undertake process for CoE status
obtained DoPO, DGTED, records
assessment as a CoE obtained
TEIs 500,000
4.2.10.1 Conduct HR analytics on 0- - - - Audit and plan - - Endline NISE, DPs Programme
HR specialist
specialist needs and develop complete DoPO, DGTED, records
audit completed
specialist recruitment plan TEIs
0- - - - HR plan HR plan HR plan Endline NISE, DPs Programme
4.2.10.2 Implement HR recruitment HR plan
implemented implemented implemented DoPO, DGTED, records
plan implemented
TEIs
0- - - - Assessment - - Endline NISE, DPs Programme
Infrastructure
4.2.10.3 Assess infrastructure and complete and DoPO, DGTED, records
upgrade plan
equipment needs and develop plan plan developed TEIs
developed

Infrastructure 0- - - - Infrastructure - - Endline NISE, DPs Programme

4.2.10.4 Implement needs-based
upgrade plan plan DoPO, DGTED, records
infrastructure plan
implemented implemented TEIs
4.2.10 NISE becomes a CoE in 0- - - - Audit and plan - - Endline NISE, DPs Programme
4.2.10.5 Conduct analysis of Research audit
inclusive education, training complete DoPO, DGTED, records
research outputs and develop plan completed
teachers to work with TEIs
children with disabilities 0- - - - Research plan Research plan Research plan Endline NISE, DPs Research records
4.2.10.6 Implement NISE special Research plan
implemented implemented implemented DoPO, DGTED,
education research plan developed
TEIs
Student 0- - - - Plan developed - - Endline NISE, DPs Programme
4.2.10.7 Develop student recruitment and DoPO, DGTED, records
recruitment and marketing plan marketing plan TEIs
developed
Student 0- - - - Plan Plan Plan Endline NISE, DPs Programme
4.2.10.8 Implement student recruitment and implemented implemented implemented DoPO, DGTED, records
recruitment and marketing plan marketing plan TEIs
implemented
0- - - - - - CoE status Endline NISE, DPs Programme
4.2.10.9 Undertake process for CoE status
obtained DoPO, DGTED, records
assessment as a CoE obtained
TEIs 500,000
Strategy 4.2 subtotal 5,000,000
STRATEGIC PRIORITY AREA 4 TOTAL 5,070,000
Total approximate cost of the reforms 298,032,460

90