Cambodia

Statistics

Population: 16.83 million (51.2% female)
No. of internet users: 8.86 million
Internet penetration: 52.6%
Social media users: 12.00 million (71.3% of the total population)
Mobile connections: 21.18 million (125.8% of the total population)
Network Readiness Index (NRI) ranking: 106th out of the 130 economies included in the NRI 2021(Source: Kemp 2021).

ABOUT

THE MAJOR CHALLENGES OF EDTECH IN CAMBODIA
  • Lack of computers only 3% of Cambodian households have access to a computer (ITU, 2019) while 41.1% of households in the Asia & Pacific region have access to computer
  • No or poor Internet access, particularly unreliable and/or insufficient bandwidth.
  • Absence of or unreliable LAN infrastructure in schools.
  • Lack of competent staff to manage the EdTech infrastructure and support users in schools.
  • MoEYS, 2019: only 17% of upper secondary schools and 5% of lower secondary schools have access to computer labs.
  • 40% of upper secondary schools have access to the internet; in most of the cases, the internet is solely used in the school administration office for administrative purpose only.

FUTURE OPPORTUNITY
Cambodia has invested significant time and resources into creating and implementing plans to increase the effective use of ICT in education. Strong commitment from the government on supporting the technology in education. The Royal Government of Cambodia (RGC) has incorporated ICT strategies include the in the Rectangular Strategy Phase IV, ICT Master Plan 2020, Telecom/ICT (T-ICT) Development Policy 2020, Law on Telecommunication, and the ICT Strategic Framework.

MoEYS adopted a curriculum framework in 2016 and course syllabus at all levels in 2018 that included student centered concepts and approaches by using an inquiry-based learning. Computer Programming has been integrated into the new national curriculum for students from Grade 4 to Grade 12.

The Cambodia Education 2030 Roadmap, Education Strategic Plan 2019-2023 provide that in-service and pre-service training is to include new and modern pedagogical approaches and integrate ICT; to develop teachers’ capacity and reform the teacher training institutions at NIEs, TECs and RTTCs to ensure the equivalence of training outcomes especially in STEM, ICT.

Reports

Geogebra with students 2

Based on the five pillars of the ADB EdTech Readiness Framework, this report describes the current situation of education in Cambodia in general, with a specific focus on how EdTech is being implemented to improve the quality of teaching and learning. The five pillars of the framework include infrastructure, government, schools/teachers, parents/students, and EdTech providers. By identifying the existing status of EdTech readiness in Cambodia using this framework, the report seeks to provide evidence against which decision-makers can identify initiatives likely to make a positive contribution to the quality of the education ecosystem and opportunities for public-private partnerships.

INTERVENTION

Pilot interventions are being designed and an update will be provided soon

MONITORING AND EVALUATION

This section will provide regular update on the M&E status of the country pilot interventions

NEWS

Read more +31 January 2023 By cara in Blog, News

A new world of learning

As our TIESEA project moves further into its exciting interventions phase it is timely to consider what happens next in learning? We are at the start of the most exciting…
Read more +18 January 2023 By cara in Blog, News

How NOT to use EdTech in your classroom

As teachers, we all know that we are likely to find a range of abilities in any class group. In June this year (2022) the World Bank revealed that the…
BETT ASIARead more +05 October 2022 By admin in All Reports, Articles

TIESEA webinar at BETT Asia

After a gap of two years, we are delighted to be presenting the TIESEA project at BETT Asia in Bangkok, Thailand on 11th October 2022. Technology has played a key…
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