Cambodia

ICT In Education In Cambodia

Presented by: PHAN Sophea

Teacher Training Department

Outlines

- Basic Status of ICT in Education

- ICT in Education Policy

- Teacher Professional Development Program

- ICT Literacy of Teachers

- Lessons learnt

Basic Status of ICT in Education

The ministry places great emphasis on ICT in education in a knowledge-based world.

Legislations, policy & documents have been developed and promulgated:

- Education Law 2007

- Education for All National Plan 2003-2013

- Strategic Plan 2009-2013

- Policy And Strategies On ICT In Cambodia 2005

- Master Plan For ICT 2009- 2013.

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The use of computers to maintain the vast amount of data.

- Five key areas are: Human Resources Management Information System (HRMIS), Non-Formal Management Information System (NFMIS), Financial Management Information System (FMIS) & Higher Education Information Management System (HEMIS) have been computerized through an Education Management Information System (EMIS)

Basic Status of ICT in Education (Cont…)

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Public Institutions: 34

- Universities: 15

- Institutes: 19

- Branches: 5

Private Institutions: 54

- Universities: 26

- Institutes: 28

- Branches: 32

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Some upper secondary school students receive some ICT-based professional skills at school, either as a life-skill in grade 10 or as an optional course in grades 11 and 12.

Those students are required to attend 2 hours per week in ICT course.

A total of 433 upper secondary schools, only 38 schools have resource centres

Basic Status of ICT in Education (Cont…)

upper-secondary school teachers are trained at National Institute of Education (NIE)

lower secondary school teachers are trained at 6 Regional Teacher Training Centres (RTTCs)

primary school teachers are trained at 18 Provincial Teacher Training Colleges (PTTCs)

pre-school teachers are trained at pre-school teacher training centre (PSTTC)

A total 5,000 new teachers are trained every year.

Basic Status of ICT in Education (Cont…)

Basic Status of ICT in Education (cont…)

Integration ICT skills into teacher training program in Cambodia is vital and unavoidable

- Since 2003, all trainees in RTTCs, PTTCs & PSTTC are required to attend two hours per week in ICT courses

- All RTTCs, PTTCs & PSTTC nationwide have one computer room with 30 new-brand computers

- All of them have internet connectivity with provision by EZECOM

The long term vision of the ministry is to “establish and develop human resources of the very highest quality and ethnics in order to develop a knowledge-based society within Cambodia”.

the Policy and Strategies on ICT in Education in Cambodia was approved in January 2005 & Master Plan For ICT in Education 2009-2013 approved in 2009.

ICT in Education Policy

the Policy and Strategies on ICT in Education is a practical path which the Ministry has chosen to get along well with the world trend of implementing strategies and the national goals of education for all.

It emphasis on the non-formal education, distance education, training of professionals, education quality at upper secondary education and post-secondary education level through ICT.

gives favours to the establishment of a range of courses for ICT professionals.

ICT in Education Policy (cont…)

ICT in Education Policy (Cont…)

Master Plan For ICT in Education in 2009-2013 is to serve as a master guideline for the implementation of the Policy And Strategies On ICT in education.

Its goal is to:

1. to increase access to basic education, tertiary education and life-long learning both formal and non-formal, by using ICT as alternative education delivery media.

ICT in Education Policy (Cont…)

2. to improve the relevance and effectiveness of basic education by harnessing the potential of ICT as a major tool to enhance the quality of teaching and learning.

3. to develop the ICT-based professional skills needed by graduates for employment in a knowledge-based society and in order to ensure that Cambodia can compete and cooperate in an increasingly interconnected world.

4. to increase the effectiveness and efficiency of Ministry and school management.

ICT in Education Policy (Cont…)

The Master Plan divides the work into five major areas: general education, higher education, teacher training, non-formal education and informal education, and Ministry ICT management .

ICT in Education Policy (Cont…)

The Master Plan states that teacher training will be improved by using video and multimedia as a teacher education support materials, mainly for science subjects but also for general pedagogy. Pre-service teacher trainees (and in-service teacher whenever possible) will be taught how to improve their teaching and administration skills through the use of computers and other forms of ICT.

Teacher Professional Development Program

ICT On Pre-service Teacher Training ICT subject is a common subject for pre-service

teacher training program in RTTCs, PTTCs & PSTTC 116 hours for a two-year training program Its aim is to use the computer as:

an effective tool to improve the delivery ofeducation in class (as a support tool)

to find information for better preparing theirclasses

to facilitate administration, becoming agents ofchange that will lead their students into the newdigital society.

Teacher Professional Development Program (Cont..)

ICT On In-service Teacher TrainingEvery year, teacher trainers from PSTTC, PTTCs,

RTTCs and teachers from lower secondary andupper secondary schools are trained on ICT.

Its aim is to provide trainers and teachers specificcomputer skills that teachers can use to improvethe quality and effectiveness of the education thatthey deliver.

Noticeably, the program related to ICT in teacher training also mentioned in the Teacher Development Master Plan 2010-2014.

ICT Literacy of Teachers

the Ministry established teachers’ website http://krou.moeys.gov.kh in 7 November 2012.

Its aim is to enhance teachers’ competency via the internet.

Lessons Learnt

Forming strategies partnerships is essential.

Availability of ICT and multimedia equipment in the teacher training institution is necessary.

Teacher trainers, teacher trainees and teachers needs not only ICT literacy but also skills in integrating ICT in the teaching and learning process.

Teachers need both formal training, and sustained and ongoing support from their

colleagues.

Conclusion

ICT is now becoming a required skill ineducation in a knowledge-based society.Therefore, Cambodian government givesvalues to ICT which leads to huge impactson teacher training programs and someobstacles/concerns which need to be solvedby all- the government, the MoEYS, therelevant ministries, the private sector,communities, and development partners.

Thank you