Key Reforms

Establishment of new entity
a. To ensure effectiveness, efficiency and transparency in public services, the ministry established a Single Window and Complaint Officer to improve its services as well as to receive complaints from the public.

b. Established a policy think-tank for education: an Education Research Council was established (22 members and chaired by the Minister)

c. Established new Director General of Policy and Planning with focus on improving the quality and equity of access in education planning and policy. The new DG has the following technical departments created include: Department of Planning, Department of Policy, Education Management and Information System (EMIS) Department , Monitoring and Evaluation Department.

d. Establishment of Technical Departments to promote quality and equity in education: Examinations Department, Inclusive Education Department and Department of ICT-Education.
Completed (one window service office and policy think-tank created)

Completed (ERC 12 March 2015, started
research in 2016 on Teacher Policy Action Plan (TPAP)


Instruction No 11, Issued on January, 2014

Meeting with MoEYS (Dr. Dy Samsideth) on 27 March 2015

Sub-Decree 58, May 11th 2015

Sub-Decree To Be Confirmed
Policy Implementation
a. Primary Education: MoEYS introduced a child-friendly school (CFS) policy with the vision to provide all school-aged children with enrolment and learning up to at least basic education with quality and effectiveness in order to develop their personality.
b. Secondary Education and Technical Education: MoEYS developed a policy on secondary school resource centres with the vision to establish centres of excellence in learning; these centres provide learning opportunities to communities and build a strong knowledge foundation to achieve pillars of education on training, further education and human resource development with quality, productivity and equity. MoEYS formulated a framework to issue provisional certificates and technical and vocational degrees levels 3 and developed vocational orientation materials for lower secondary education. Technical education curriculum at secondary level has been approved and officially launched.
c. Higher Education: MoEYS formulated a policy on education research with the vision to build human resources with high knowledge, skill, morality, creativity, innovation and entrepreneurial ability.
Ongoing (the policies are being implemented)

Completed (National Policy on Early Childhood Care and Development and National Action Plan ON Early Childhood Development 2014-2018 approved)

Completed (School Curriculum Framework from K-12)
Report on Achievements of Education, Youth and Sport Sectors
a. The government established a Secretariat to facilitate the implementation of the National Policy on Youth Development
b. Ministry has provided short courses and training on Entrepreneurship and Volunteerism to youth in various youth centers.
c. Ministry has organized regular "Career Forum" for youths and students
d. National Policy on Youth development, entrepreneurship education, train soft skills, provide information services and practicum at industries.

e. Youth Volunteer Program: created youth volunteer groups at provincial and district levels.
f. Labor Market Information Program and Internship Program in State and Private Enterprises: MOEYS launched labor market information center in Kampong Thom.

g. Form youth development councils within ministries, provinces, districts, and communes.
Completed (Secretariat created)

Ongoing (career forum every year)


Remark by H.E. Hang Chuon Naron, at MOEYS Conference on March 26, 2015

Achievements in School year 2014-2015

Education Congress 2016
Sport Sector
a. Prepared National Policy on Physical and Sport education
b. Is planning to establish an Olympic Stadium Management Committee
c. Prepared plan for training new athletes for SEA Games in 2023

Promoting Sport Sector
Prepared national policy on physical and sport development, upgrading infrastructure, updated expenditure principle, providing incentives, determined principle for national sport game competitions.
In Progress (policy not yet approved).

Remark by H.E. Hang Chuon Naron, at MOEYS Conference on March 26, 2015

Achievements in School Year 2014-2015.
Education (Improve quality of education, both learning and teaching)
I. Teacher Policy Action Plan:
a. Attracting capable individual to choose teaching profession: candidates with high school exam grade of A, B, C are entitled to pass automatically to teacher training (12+4), candidates with Master degree could do the Master+1 program to be high school teacher at NIE, accept candidates from both public and private schools, strengthen national teacher entrance examination (no more provincial).
b. Strengthening teacher training: reform teacher training programs at all levels, more restrictions during practicum, upgrade qualification of Teacher Training College (TTC) trainers to get at least Master Degree
c. Management of teachers: strengthen teacher management, deployment, and transfer mechanisms, formulate Teacher Career Pathway (TCP) to lead professional growth and continued career progression of teachers, delegated selection and management of teachers to lower levels.
d. Teaching profession development: promote the culture of lifelong learning and upgrade teacher qualifications to get at least bachelor degree through BA-Fast Track Program (one month and a half of three trainings), provide scholarship for teachers to pursue Bachelor or Master Degree - 1,000 places per year.
e. Motivating teacher to reduce turnover: improve working condition and livelihood of teachers, provide materials and equipment for teaching and researching, created nationwide "Teacher Cup" to reward the best teachers and raise status of this profession, established technical group within the teacher training institutes. Increase teacher salaries and introduce merit base appointment (Effective on May 1, 2015, the minimum basic salary for teacher was increased to 650,000 Riels)
f. Strengthening governance of education institutions: develop standard for school principal and school management handbook leading to effective school leadership, provide training to school principal, provide leadership training to school management committee (1,000 staffs/year), delegate key management functions and decision making power to school level.

II. Reviewing educational program, curriculum, and school environment
a. Review curricula across all levels, revised textbooks and develop new teacher guides (priority subjects: Mathematics, Science, History, and Khmer literature)
b. Improve school infrastructure: classroom, latrines, and teacher housing
c. Prepare guidelines for minimum standard on hygiene and water and sanitation in primary school
d. Increased stipend for scholarship students from poor families and outstanding students in lower and upper secondary schools

III. Implementation of quality auditing: MoEYS adopted on February 23, 2015, the Regulation on Education Quality Assurance together with M&E tools in order to improve the quality and efficiency of educational services

IV. Improve quality by implementing exams at national, regional, and international levels:
a. High School National Examination reform: In 2014, the Minister of Education in collaboration with the Anti-Corruption Unit implemented measures to ensure that there was not cheating and corruption during the exam. Security and monitoring was strengthened at the examination hall. The ministry has announced mostly the same thing for the 2015 national high school exam.
b. National exam at sixth grade on Khmer literature, Maths, and EGRA and EGMA and various competitions at regional and international levels

V. Higher education reform:
a. Ministry has approved Minimum Standards for Accreditation of Higher education in Cambodia (9 standards and 73 indicators)
b. Ministry also gave priority to the new establishment of private higher education institutions if they could respond to needs for social development, economic development, and labour market
c. Royal University of Phnom Penh reform: establishment of faculty of Education
d. MoEYS has focused on equitable access to higher education by providing scholarships to poor students, female students and students from rural areas. The ministry has constructed 4 dormitories in Phnom Penh to accommodate female students from poor families and from faraway provinces.
In Progress (the policy is planned for 2015-2020; salary increased; transferring function of primary school to be under district level has been piloted; new generation school model piloted)

Completed (school curricula across all levels and textbooks reviewed)

Completed (Regulation on Education Quality Assurance adopted)

Ongoing (High School Exam reform implemented for 2 years now)

Completed (Minimum Standards for Accreditation of Higher education approved)
Remark by H.E. Hang Chuon Naron, at MOEYS Conference on March 26, 2015

Teacher Policy Action Plan(January 2015)

MOEYS announcementMarch 9, 2015

Remark by H.E. Hang Chuon Naron, at MOEYS Conference on March 26, 2015

Report on Achievements of Education, Youth and Sport Sectors
Full day Learning Primary School
MoEYS has developed and revised a guideline on piloting of full day learning primary school. Full day learning primary school is being piloted in three primary schools in Siem Reap.
Cambodia Daily
15 points reform program (2016-2018)
MOEYS is committed to continuing the 15 point reforms of education, youth and sport sectors based on the 5 pillars. The 15 point reforms are:
  1. Public financial management: MoEYS introduced IT-based financial management system in 36 budget entities at central level and 25 Provincial Offices of Education (POEs). MoEYS trained procurement staff involved in latrine construction from 216 schools. It also trained financial officers and internal audit officers, and piloted internal audit.
  2. Teacher deployment: reviewed and revised requirements and procedures for transferring and changing workplaces of education staff, assessed and self-declared the status of surplus or shortage of teachers at basic education and higher education levels in colleges and lycées across the country, reviewed the use of teachers with civil service status, contract teachers, double-shift teachers and multi-grade teachers in 25 POEs, 40 DOEs and 100 schools, included 1,400 Khmer-Muslim teachers and 20 indigenous teachers into civil service category, and included 50 multilingual community schools as public schools.
  3. Teacher training center reform: developed Regional Teacher Training Centers (RTTCs) in Phnom Penh and Battambang as the Teacher Education Colleges, adopted standards for teacher training institutions, and developed teacher standards and formulated the concept note on teacher career pathway.
  4. Promoting teachers’ qualification: developed capacity of master trainers in Teacher Training Center (TTC) on Mathematics and Science and pedagogy practicum, introduced credit system for assessing capacity of education staff, created Teacher Support Office and developed the policy on teacher career pathway, developed program to train basic education teachers to become higher-education-level teachers using accelerated system towards Bachelor level for 6 subjects including Mathematics, Physics, Chemistry, Biology, Khmer Literature and History, trained 700 basic education teachers teaching in Lycées to become higher-education-level teachers using accelerated system.
  5. Inspection: developed the concept of education quality assurance at pre-school and general education levels, developed guidebooks on regular inspection and inspection tools, developed capacity of 51 existing education inspectors, and provided trainings to education inspectors and set up inspection structure at sub-national level by creating 8 regional inspectorates including Phnom Penh, Takeo, Preah Sihanouk, Battambang, Siem Reap, Prey Veng, Kampong Cham, and Stung Treng.
  6. Learning outcome assessment: designed test subjects, printed test books and administered the test for grade 6 on Khmer Language and Mathematics, conducted regional assessment at primary education level on pilot basis in 35 schools, conducted PISA-D on pilot basis in 56 schools, and conducted reading speed test for grade 1, 2 and 3 of primary schools.
  7. Lower and Upper Secondary Education Examination Reform: improved the guidelines on national upper secondary education examination, improved reform mechanism and monitoring system for upper secondary education examination, strengthened the selection of members of adjudicating committees at the stage of test correction and correction reviewer.
  8. Curriculum and Core Textbook Reform: introduced new English textbooks for grade 5, 6, 7, 8 and 9, and prepared syllabus and standards for specialized subjects.
  9. School Building Construction and Repair: launched New Generation School in Preah Sisowath Lycée, constructed toilets and Water, Sanitation and Hygiene (WASH) facilities in 216 schools in 25 provinces, constructed community pre-school buildings, pre-school resource centers, primary schools, teacher accommodation and District Offices of Education (DOEs) buildings, and collected information on shelter schools, to-be-established schools, annex schools and satellite schools.
  10. Higher Education Institution Assessment: improved procedures and processes for accrediting higher education institutions, developed HEMIS, and drafted documents on internal education quality assurance at program level in higher education institutions.
  11. Sport Sector Promotion: implemented the national policy on physical education and sport development, human resource training, improved the structure of competition by organizing competition in 2016 and competition every 2 years, and adopted curriculum for physical education in lower secondary education.
  12. Youth Policy Action Plan Implementation: established Council for Youth Development in 20 out of 33 ministries and established 4 technical inter-ministerial committees, provided leadership training to youth councils and child councils through national camping; promoted learning clubs in lycée and prepared labels for students by subject, operated market information centers in Kandal, Kampong Cham and Kampong Thom provinces with support from National Employment Agency of Sweden, and cooperated with ILO to implement community-based enterprise development program and entrepreneurship program in 5 lycées in Kandal, Takeo, Kampong Chhnang and Phnom Penh based on the 110-hour curriculum on understanding business.
  13. Technical Education: adopted life skill curriculum frameworks for grade 4 to grade 9 and life skill curriculum (content, teaching hours and methodologies), developed workshop standards for life skills and equipment in lower secondary schools, adopted documents on career counseling and information on best practice-based skill studies in 4 secondary schools in Battambang province, produced teacher manual and trained 13 national trainers to expand the activities to other target provinces, organized forums on career selection and pursuance of higher education in Prey Veng, Takeo, Kampot, Kep and Banteay Meanchey provinces, improved curriculum based on labor market demands for mechanical, electrical, electronic, agronomy and veterinary skills, established agriculture training center in Rasmey Sorphorn Lycée in Staung district, Kampong Thom province and provided agricultural skill training to students and community members around the school by collaborating with Royal University of Agriculture.
  14. Establishment for New Generation School: adopted the policy on new generation schools, ran new generation school in Preah Sisowath Lycéeby setting up subject-based laboratories, computer labs with computers equipped, subject rooms, teacher rooms and library.
  15. Career Pathway and Training for School Principals: developed the concept note on teacher career pathway, developed guidebook for school principals, trained school principals from all levels on governance, management, leadership and education inspection system, developed credit system for school principals’ professional development.
Education congress 2017
Early Childhood Education
  • Multi-lingual education program is a program for indigenous children at pre-school level. It was implemented in 5 target provinces including Ratanakiri, Stung Treng, Mondulkiri, Preah Vihear, and Kratie. Languages used in these pre-schools include Tumpoun, Kroeng, Ponorng, Kouy, Kroal, Kavet, Kachok, Brao etc…
  • Mobile pre-school program covered children between 3 and 5 years of age in indigenous areas, where their families migrate and there is a long distance between home and state pre-schools or community pre-schools. This vehicle-based mobile program covered 2 villages in Koh Peak commune, Voeun Sai district and Taveng Kroam commune, Taveng district and the seasonal mobile program covered 3 villages in Ta Lao commune, Andoung Meas district and Taveng Leur commune, Taveng district, Ratankiri province.
  • Inclusive education program allows children with disabilities to have equitable access to education. The program was implemented in state pre-schools in Siem Reap, Battambang, Kampong Thom, Prey Veng, Ratanakiri, Kratie and Phnom Penh.
Education Congress 2017
Secondary and Technical Education
  • New Generation School: adopted the policy on New Generation School by formulating action plan and prioritizing promotion of governance, good schools, accountability, and promotion of professional standards of STEM teaching through using varieties of teaching methodologies including critical thinking, project work and researches. Three New Generation Schools are operated including HUN SEN Kampong Cham Lycée, Kampong Cham province, Preah Sisowath Lycée, Phnom Penh and Kork Pring College, Svay Rieng province by setting up subject-based laboratories, computer lap and computer equipment, subject rooms, teacher rooms and e-library. New generation schools implemented curriculum in which students move to subject rooms. MoEYS will continue to expand three more New Generation Schools for the academic year 2016-2017.
  • Mobile application development for promoting the study of science, technology, engineering and mathematics for 2016-2017
Education Congress 2017
“Life Skills” included in Curriculum

MoEYS plans to include the new course called “Life Skills” into the curriculum from grade 1 to 12. The curriculum covers issues ranging from reproductive health to gender identity and self-determination, LGBT rights, prevention of HIV infection and other sexually transmitted diseases, and prevention of gender-based violence, etc. The course also covers the issues pertinent to lesbian, gay, bisexual and transgender, which will be taught to students from grade 5. The curriculum is seen as an important step in combating discrimination against the LGBT community in Cambodia. MoEYS is drafting the textbook for the 2018-19 academic years.
­In progress
Phnom Penh Post, June 13, 2017