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).


  • 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.

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.


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.


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


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