PREFACE
Our current policy and strategies on information and communication
technology (ICT) in the education system earmarks a sensitive
challenge of the Cambodian Ministry of Education, Youth and Sport
(MoEYS) to reform its delivery services effectively within a new context
of universalization.
This educational ICT policy and strategies is a practical path we have
chosen to get along well with the world trend of implementing the
strategies and the national goals of education for all. Emphasis is also
made on the non-formal education, distance education, training of
professionals, education quality at upper-secondary education and
post-secondary education levels through ICT, which is now becoming
a relevant life skill required in a knowledge-based society and a critical
tool for building partnership between government institutions,
concerned national and international organizations, civil society and
communities and legal entities within the private sector as well.
Moreover, this policy also clearly advocates its vivid encouragement
and strong support to the use of ICT for the benefits of disadvantaged
communities. Valuable insights for the development of such an
educational policy giving favours to the establishment of a range of
courses for ICT professionals are derived from a number of important
documents such as the Strategic Plan for the Poverty Alleviation, the
Second National Socio-Economic Development Plan, the Millennium
Development Goals and the Education Strategic Plan (ESP) 2004-
2008.
In conclusion, the Ministry of Education, Youth and Sport would like to
express its profound gratitude to UNESCO for providing technical and
financial assistance to the formulation of this valuable educational ICT
policy. My deep appreciation must also go to all of my colleagues and
other friends from other concerned institutions, who worked hard in
bringing about this policy for the benefits of our Cambodian citizens.
MoEYS is firmly convinced that this ICT in education policy will
certainly contribute to creation of more pools of qualified human
resources for Cambodia.
VISION
The long-term vision of Education for All in Cambodia is to ensure
equal access to quality basic education for all citizens and to prepare
its citizens to play an active role in reconstructing the country as well
as integrating Cambodia to the knowledge-based global community.
The Ministry of Education, Youth and Sport (MoEYS) is introducing
various initiatives to facilitate greater integration of information and
communication technology (ICT) to improve the effectiveness of
education at all levels and to produce the technologically literate,
productive and critically thinking workforce for the country.
GOALS
-
Increased access to basic education for all, both formal and nonformal,
using ICT as one of the major tools for learning,
teaching, searching and sharinginformation.
-
Improved quality of basic education and promote independent
and lifelong learning, especially for post-primary education,
-
Availability of workforce with the ICT skills needed for
employment and use in a knowledge-based society; to ensure
that Cambodia can compete and cooperate in an increasingly
interconnected world.
POLICY OF ICT IN EDUCATION
The Ministry’s articulation of the policy for ICT in education focuses on
four main areas:
- The first area is provide access to ICT for all teachers and
students, especially at secondary level, ensuring that ICT is used
as an enabler to reduce the digital gap between Cambodian
schools and other schools in neighbouring countries.
-
The second area emphasizes the role and function of ICT in
education as a teaching and learning tool in different subjects,
and as a subject by itself. Access to information on the Internet
and increased communication, via email, between schools and
individuals can play an important role in the professional
development of educators. In addition to radio and television as
a teaching and learning tool, this policy stresses the use of the
computer for accessing information, knowledge, skills, and
communication.
- The third area is to promote education for all regardless of age,
gender, ethnicity, disability or location through distance
education and self-learning, especially for deprived children,
youth and adults who lack access to basic education, literacy
and skill training, by integrating ICT with radio, television,
printed materials and other media.
-
The fourth area emphasizes using ICT to increase productivity,
efficiency and effectiveness of education management. Through
the use of information management systems, ICT will be
extensively used to automate and mechanise work such as the
processing of student and teacher records, communication
between government and schools, lesson planning, assessment
and testing, financial management and the maintenance of
inventories.
1. BACKGROUND
After almost 30 years of devastating war in Cambodia, the Royal
Government of Cambodia is trying to develop its human resources in
order to reconstruct the country and integrate it into the regional and
global community.
The current stage of development of education is still at an early stage
compared with its neighbours.
The government and international community are working together to
achieve the EFA goals by 2015 and the government recognises that
ICT is crucial for achieving not only these goals but also in enabling
freedom of expression and communication. It is expected that use of
ICT will also encourage a culture of self-learning and lifelong learning.
The term ICT as used in Cambodia encompasses computer
technology, computer networks, email and Internet and also radio and
television. This policy was developed in consultation with national and
international partners through a series of workshops and meetings in
Cambodia and the region.
2. SITUATION ANALYSIS
With the many obstacles Cambodia needs to overcome in order to
provide quality education for all, it may seem that ICT should be low on
its list of priorities. On the other hand, unless action is taken soon, the
country will fall further behind its neighbours and its young people will
lack the skills they need for life in the digital age. Using ICT can help
teachers move towards student centred teaching and learning.
2.1 Current Level of ICT Access and Use
According to an Association of Southeast Asian Nations (ASEAN)
Readiness Assessment conducted in 2001, Cambodia ranked eighth
out of the 10 ASEAN countries in terms of e-infrastructure, e-society,
e-commerce and e-government. As such, it was classified as an
“emerging” readiness country, characterised by the need to build basic
ICT infrastructure and ICT literate workforce.
Public access to computers and the Internet are limited. An increasing
number of Internet cafes have appeared in recent years in urban
centres and tourist destinations. There are currently over 100 in Phnom
Penh and several in the Siem Reap and Sihanoukville. Computer
courses are popular in the major towns. However, with more than 80
per cent of the population living in rural areas, the majority has little or
no access to the computers or the Internet. The rural people rely
heavily on radio and television for information.
According to the International Telecommunications Union, as of 2002
Cambodia had the lowest Internet penetration in Southeast Asia and
the highest Internet prices.1
2.2 Education Indicators
The primary net enrolment ratio (NER) for 2002-03 was 88.9 % with a
school population of 2,750,000. For secondary level, the NER is only
20 %, which the lowest in ASEAN.
Average primary school sizes have risen from 350 children per school
to around 400 in recent years. Secondary school sizes are around 700.
For primary and secondary levels, pupil-teacher ratios (PTR) are
around 55:1 and 26:1 respectively (compared to Lao PDR 28:1 and
15:1). These ratios have worsened since 1998 as pupil enrolment
has increased but has not been matched by the supply of trained
teachers. There is also a significant variation in pupil-teacher ratios in
different provinces and in remote areas the PTR for primary schools
may be as high as 95:1.
Minimum contact time in schools is set at 800 hours per year. In
practice, field reports indicate that many schools operate for less than
500 hours per year. In schools where a double or triple shift operates,
contact time may be as little as 350 hours per year. Because of this
reason, the use of ICT and multi-media learning tools will enhance
learners to engage in self-learning in and non-formal education
approach effectively.
2.3 Current Status of ICT in Education
Education Strategic Plan (ESP) 2004-08
In its ESP and ESSP 2004-08, MoEYS refers to the role of ICT in
improving quality and access to education in Cambodia:
“A cross-cutting strategy for enabling ESP policy implementation will be
increased use of Information and Communication Technology (ICT)
guided by MoEYS’s new policy approved in 2004.
A priority will be to strengthen ICT-based information management at
all levels as part of decentralization measures. Access and quality
improvement will be supported by ICTbased distance learning
opportunities (e.g. distance Masters, teacher development), selective
introduction of computer awareness programs into upper-secondary
schools and post-secondary institutions. Where it is appropriate, the
Ministry will draw on capacity of private sector for multi-media
programme planning and delivery, including for its expanded IEC
programme and for HIV/AIDs awareness raising.”
2.3.1 ICT Developments in Teacher Training
The Ministry is committed to promote the use of ICT in education. All
students in teacher colleges are required to attend 2 hours per week in
ICT courses, starting in 2003.
The number of computers in teacher training institutions increased
dramatically during the year 2003. Some of these computers have
come from Priority Action Plan (PAP) budget and some from donations
from different sources. The recent increase in computer numbers has
been significant and all colleges now have a computer room. In 2003
the average student: computer ratio in Regional Teacher Training
Centres (RTTCs) and Provincial Teacher Training Colleges (PTTCs)
was 65:1. In 2004 the ratio has been reduced to 32:1. This has enabled
colleges to start their courses in ICT.
Not all colleges have enough computers to run ICT courses effectively
and some have problems with power supply for example having to rely
on a generator or having to turn off all other electrical appliances in the
college while the computer room is in use.
By early September 2004, more than half of the total 600 teacher
trainers had attended training courses in basic ICT skills and in using
ICT for administration, teaching and learning. One teacher trainer from
each college has been trained in basic web-site design and their
web-pages also published in the MoEY’s website. Another group of
teacher trainers from regional teacher training centres and the National
Institute of Education were trained in production of web-based and
audio-visual educational resources in Khmer language and also
received training in computer maintenance and minor repair in 2004.
An ICT curriculum for provincial teacher training colleges (PTTCs) and
regional teacher training centre (RTTCs) is under development. This
will include the use of ICT in administration and for professional
development and for making teaching resources. At secondary level it
will also the use of ICT to enhance subject teaching.
2.3.2 ICT in Higher Education
The change to a market economy since 1993 has facilitated the growth
of private higher education establishments of varying size and quality.
Some of the most popular courses offered are in ICT related subjects,
foreign languages and business. Most of these colleges are in urban
areas and have good ICT facilities and Internet connection.
2.3.3 Non-Formal Education and Distance Learning
Progress in developing ICT infrastructure and content in Khmer for
non-formal education and distance learning has been made mainly by
NGOs. Notable examples include 22 community information centres
providing low-fee Internet access in rural and urban areas. Few
schools in remote areas are using solar power and satellite links. Open
Forum of Cambodia takes leading role in promoting the use of Khmer
language in the field of information and communication technology.
Actually, this local NGO is pioneering in the development of web portal
content in Khmer- the sole largest web site in Khmer language in the
country-providing users with news and information on a range of
subjects including human rights, history and environment. Meanwhile,
Open Forum of Cambodia has organized series of free courses on the
use of e-mail and the web-site construction in Khmer language.
Moreover, the organization is also running a Khmer software initiative
project called KHMEROS, which aims to have adequate computer
software to the economy of Cambodia by making free high-quality
software available in Khmer language
Due to lack of infrastructure, a large number of rural Cambodians
receive information mainly through radio and television and this has yet
to be fully exploited for use as educational media.
2.4 ICT Readiness in Schools
Of the 698 secondary schools, only 13% is connected to electricity, 8%
have generators and 4% have solar panels. 75% have no power
supply at all. 2
Very few state schools have computers. Only 6% of lower-secondary
schools and 35% of upper-secondary schools have between 1 and 2
computers for administrative purpose. Only 8 upper-secondary schools
have more than 10 computers. In addition to public schools, there are
many private schools, many offering computer classes. A survey to
collect more detailed information and data on ICT in private education
will be conducted in early 2005.
3. STRATEGY FOR PROMOTING THE USE OF ICT
IN EDUCATION
3.1 Medium-Term Objectives
The medium-term objectives for the period 2004-2010 are:
a) to build ICT infrastructure and provide hardware for education
and training. This will include computer rooms and networks
(local, intranets and Internet). Computers will be provided in
educational institutions, secondary schools, colleges,
universities, municipal/ provincial education services and
precinct/district education offices, community learning centres.
MoEYS departments, municipal/provincial education services
and precinct/district education offices will be linked together
providing access to various databases and resources for
educational management.
b) to develop human resources to meet the needs of the ICT and
education sectors.
c) to promote innovative thinking, communication, problem solving
skills, research and information retrieval and processing skills by
using ICT as tool in teaching and learning.
d) to increase efficiency in administration by using ICT for
educational management through the use of tools such as
information management systems.
3.2 Medium-Term Strategies
3.2.1 Human Resource Development
a) In higher education, public and private, establish a range of
courses for ICT professionals
b) In teacher training institutions, train all teacher trainers in the use
of ICT for administration and professional development. In
addition, train teacher of secondary school teachers to become
ICT literate so that they can use of ICT for supporting teaching
and learning
c) Update the curriculum for training of primary school teachers to
include the use of ICT for administration and professional
development
d) Update the curriculum for training of secondary school teachers
to include the use of ICT for administration, professional
development and as a tool to support teaching and learning
e) Promote ICT-based research activities and independent and
lifelong learning in every education institution
f) Train at least one member of staff from each of all educational
institutions in computer maintenance and repair.
3.2.2 Hardware and Infrastructure
a) Equip all teacher training colleges and universities with the
necessary hardware and infrastructure to allow teachers and
students to access to computers and the Internet. Provide
budget for repair and maintenance.
b) Provide power supply to all secondary schools and equip them
with the hardware to give students access to computers, radio
and TV for learning. Available resources should be used to the
full capacity. For example school computer rooms should also be
used by the community and out-of-school children.
c) Provide a mobile ICT learning (m-learning) service to deprived
areas where electricity and connectivity is not available.
d) Promote the use of community learning centres, community
information centres and community libraries. Expand activities to
include the use of video, radio and TV for learning. Work with
NGO partners to provide more facilities for out of school youth.
e) Set up an education TV station and a radio station and managed
by well trained staff to serve the education system
f) Where possible, provide power supply and the Internet
connection to secondary schools.
3.2.3 Development of Local Contents, and Use of Open
Source Software
a) Encourage the use of open source software such as Linux and
Star Office. Open source software refers any software, which
may be copied and used freely, with little or no copyright
restrictions.
b) Promote the development of content in Khmer for both formal
schools and distance education and equivalency programmes
by providing an annual award for the best teaching and
learning resources submitted to the National Clearing House.
c) Promote the development of the Operating System in the Khmer
language, which will greatly facilitate all literate people in
Cambodia to use ICT for communication and learning.
3.2.4 Use of ICT In Schools
a) In secondary schools, promote the use of ICT to enhance the
quality of teaching and learning, initially in science, foreign
languages, social science and maths.
b) Modify the secondary curriculum to include suggestions for use
of ICT where available for teaching of science, foreign
languages, social sciences and maths. The curriculum should
also encourage the use of technologies such as VCDs, video
and audiotapes, radio and television.
c) Offer ICT as a life skill course where resources permit.
d) The use of ICT in schools should abide by an ethical setting to
response to the four pillars of the national education system.
3.2.5 Knowledge Management System
a) Set up an online National Clearing House for teaching and
learning resources in Khmer and foreign languages.
b) Ensure the links to useful educational portals and websites,
collections of teaching and learning resources prepared by
teachers and other professionals, and collections of freeware
and shareware software for free download, which are available
in Cambodia and on line worldwide.
3.2.6 ICT Applications for Open Schools and Distance
Education
Given the fact that only 20 % of the children aged 12-15 has access to
secondary schools in 2004, The Ministry will promote the application of
ICT for expanding access to primary and secondary education through
“Open Schools”. Open schools, Distance Education or Equivalency
Education, will be created under the current ESSP five year plan (2004-
08) to provide:
a) educational opportunities in dispersed locations where
conventional schools are not viable;
b) a choice to learners of what, when and where they want to learn;
c) a safety net to school drop-outs to continue their education;
d) an education to those who want to combine work and learning
The educational services will be delivered through printed media as
well as an interactive multi media, including radio, television, mobile
phone, Internet and e-mail. The Ministry intends to set up its own
Education Radio and Television within the EFA time frame.
3.2.7 ICT Use in Universities
Since Cambodia is in serious shortage of well-trained lecturers and
professors, it is essential that the universities must use its scarce
human resources to their full capacities through ICT as well as
connecting learners to virtual learning resources worldwide. The
Ministry will promote the use of ICT in teaching and learning process,
research and administration by creating a cyber campus consortium
and linking this to other virtual universities in other countries. It will also
promote the digitising of the Khmer language books and translating of
foreign core books into Khmer.
3.2.8 Cooperation and Partnership
a) Promote cooperation with national, non-governmental and
international organizations and charity individuals inside the
country and abroad to give a thrust to the development of ICT in
education.
b) Build partnership with civil societies and private entities inside
the country and abroad to share ICT resources to minimize
digital gaps in the region.
4. PLAN OF ACTION
In the light of Education Strategic Plan (ESP) and Education Sector
Support Programme (2004-08), all concerned institutions and
especially the Ministry will develop its respective realistic plans of
action so that the country could translate this educational policy and
strategies into deeds with quality while ensuring its development
sustainability before the rapidly changing world.
Annexes
Annex 1: The Number of Students in Full Time Education in
Cambodia:3
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