master plan for ict in education 2009-2013 (eng)

7/27/2019 Master Plan for ICT in Education 2009-2013 (Eng)

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MASTER PLAN FOR

INFORMATION

AND COMMUNICATION

TECHNOLOGY IN EDUCATION

Ministry of Education, Youth and Sport

2009 - 2013Kingdom of Cambodia


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Preface


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In application of Cambodias Education Law,its Education for All National Plan, and theEducation Strategic Plan 2009-2013, and alsoin line with the Ministrys vision to establishand develop human resources of the veryhighest quality and ethics in order to develop aknowledge-based society within Cambodia, thisMaster Plan for ICT in Education 2009-2013 hasthe following general objectives:

1. To increase access to basic education, tertiaryeducation and life-long learning, both formaland non-formal, by using ICT as alternativeeducation delivery media.

2. To improve the relevance and effectiveness ofbasic education by harnessing the potential ofICT as a major tool to enhance the quality ofteaching and learning.

3. To develop the ICT-based professional skillsneeded by graduates for employment in aknowledge-based society and in order toensure that Cambodia can compete and

cooperate in an increasingly interconnectedworld.

4. To increase the effectiveness and efficiency ofMinistry and school management.

Coordinated by the ICT in Education Office, eachmajor department of the Ministry of Education,Youth and Sport will be responsible for specificobjectives of the Master Plan.

For General Education, the Plan concentrates onincreasing the preparation and employability of

students by giving them ICT-based professionalskills and other pre-university skills.

For Higher Education, it focuses on expandingcomputer use, increasing access to informationand research, reaching out to more studentsthrough distance education, and improvingthe distribution of research and subject-basedmaterials through a web-based clearinghouse.

Teacher Training will be improved by using videoand multimedia as a teacher education supportmaterials, mainly for science subjects but also for

general pedagogy. Pre-service teacher trainees(and in-service teachers whenever possible) willbe taught how to improve their teaching andadministration skills through the use of computersand other forms of ICT.

Non-formal and informal education will bereinforced by creating materials for self-trainingand for the training of students preparing forequivalency examinations, and also by developingvideo materials for income generation programsof the Community Learning Centers (CLC).

In regard to Ministry ICT Management and ICTin Education Support, the Ministry will centralizeand standardize its databases and data formatsacross the Education system and decentralizedata input to schools when possible but alsoto Provincial and District Offices of Education.Ministry staff will be trained to use ICT in allthose tasks in which computers will increase theefficiency and accuracy of their work.

The general strategy for implementing theseactivities will be to enable the Office of ICT inEducation to guarantee that all ICT-related tasksare satisfactorily developed, coordinated, andimplemented.

The Action Plan accompanying this MasterPlan details the activities, coordination, andevaluation needed in its implementation, phasingthem based on a realistic assessment of theabove-mentioned situation, including access toelectricity, the necessary infrastructure, and therequired skills. It also defines the budget needed

to accomplish the totality of the goals.

Funding is secured for all short-term and mostprobably for some longer-term items, it is hopedthat this Master Plan will help the Ministrysdevelopment partners understand its commitmentto use ICT to improve its management and thequality of education it provides and thereforesupport the rest of this Plan. The Plan is thereforeopen to all possible partners, in terms of bothparticipation and resources (financial, technicaland human).

Summary


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ADB Asian Development BankAECID Spanish Agency for International Cooperation for DevelopmentAOP Annual Operational PlanCLC Community Learning CenterDCD Department of Curriculum DevelopmentDF Department of FinanceDHE Department of Higher EducationDGE Directorate General of EducationDOE District Office of Education

DoEYS District Office of Education, Youth and SportDSR Department of Scientific ResearchECE Early Childhood EducationESP Education Strategic PlanEVEP Elective Vocational Education ProgramEMIS Education Management Information SystemFMIS Financial Management Information SystemHEI Higher Education InstitutionHEMIS Higher Education Management Information SystemHRD Department of Personnel

HRMIS Human Resources Management Information SystemICT Information Communication Technology (or Information and Communication Technologies)ICTEO ICT in Education Office of the Department of Information and ASEAN AffairsInWEnt Capacity Building International, GermanyJFIT Japanese Funds-in-TrustMoEYS Ministry of Education, Youth and SportNFE Non-Formal EducationNFED Non-Formal Education DepartmentNiDA National Information Communication Technology Development AuthorityNIE National Institute of EducationMIS Management Information System

ODL Open and Distance LearningOI Open InstitutePOE Provincial Office of EducationPoEYS Provincial Department of Education, Youth and SportPTTC Provincial Teacher Training CollegeRTTC Regional Teacher Training CollegeTTC Teacher Training CollegeTTD Teacher Training DepartmentVPN Virtual Private NetworkUNESCO United Nations Education, Scientific and Cultural Organisation

LiStof abbreviationS


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1 Introduction .................................................................................................................................. 7

2 Current Situation .......................................................................................................................... 8

2.1 Education system .................................................................................................................... 8

2.2 Current Status of ICT in Education ....................................................................................... 8

3 Applicable policies ...................................................................................................................... 9

4 Goals of the Master Plan ............................................................................................................ 11

5 Specific Objectives ..................................................................................................................... 11

5.1 General Education ................................................................................................................. 11

5.2 Higher Education ................................................................................................................... 12

5.3 Teacher Training ..................................................................................................................... 15

5.4 Non-Formal and Informal Education ................................................................................... 18

5.5 Ministry Administration and ICT in Education Support ..................................................... 19

6 Essential Elements for Successful Implementation of the Master Plan .................................. 23

6.1 Curricula ................................................................................................................................. 23

6.1.1 ICT-Based Professional Skills for school students ......................................................... 23

6.1.2 ICT literacy for teachers .................................................................................................. 23

6.2 Equipment ............................................................................................................................. 23

6.2.1 For schools and Teacher Training Centers .................................................................... 23

6.2.2 For the whole Ministry .................................................................................................... 24

6.3 Human Resources ................................................................................................................. 256.3.1 ICT-related roles in schools ............................................................................................. 25

6.3.2 ICT-related roles in Teacher Training Centers ............................................................... 25

6.3.3 ICT-related roles in the Ministry and Municipal-Provincial Offices of Education ..... 25

6.4 Further ICT Development and Program Management ...................................................... 26

6.5 Equity and Ethics ................................................................................................................... 27

tabLeof contentS


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The long-term vision of the Ministry ofEducation, Youth and Sport (MoEYS) is toestablish and develop human resources ofthe very highest quality and ethics in orderto develop a knowledge-based society withinCambodia.

In alignment with its Education Strategic Plan2009-2013, MoEYS is introducing variousinitiatives to make better use of information

and communication technologies (ICT) inorder to achieve this vision, to improve theeffectiveness of education at all levels, andto produce a workforce for the country bothtechnologically productive and able to thinkcritically.

In this regard, in 2003 MoEYS began theprocess of developing a policy for improvingeducation through the use of ICT. Takinginto account then-current education policiesand strategies, the document, Policy andStrategies on ICT in Education in Cambodia,was approved in January 2005. This wasconsidered the national policy guiding theuse of information and communicationtechnologies in education and indicating majorlines of work required for MoEYS to effectivelyintegrate these technologies for teaching andlearning across all education sub-sectors.

Work on the present Master Plan for ICT inEducation 2009-2013 started in 2007 as partof the Open Schools Program, an ambitiousjoint venture of MoEYS and the Open Institutewith technical support from UNESCO. Thisprogram was designed to plan the future useof ICT in the Ministry while also undertakingpreliminary work on curriculum development,pre-service and in-service teacher education,

infrastructure requirements, the preparation ofneeded Ministry structures and mechanisms,the training of Ministry officials, connectivityoptions, and the development of educationalcontent for teaching in schools and inteacher education. The program includeddoing research on the technologies thatcould be best adapted for classroom use inCambodia, especially considering the issue ofsustainability, with an emphasis on low-power-consumption computing.

The Master Plan divides the work into fivemajor areas: General Education, HigherEducation, Teacher Training, Non-formalEducation and Informal Education, andMinistry ICT Management. For each one ofthese areas, the Plan defines a number ofobjectives that are considered ambitious butachievable within five years.

1 introduction


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2.1 Education SystemThe Cambodian formal education structureconsists of three years of pre-school education,six years of primary school (grades 1-6), threeyears of lower-secondary school (grades 7-9),and three years of upper secondary school(grades 10-12).

The Education Law adopted in 2007 highlights

that the education system also includes twoother approaches to learning: non-formal andinformal. Lifelong education is encouraged inCambodia so that its citizens can upgrade theknowledge and skills they need to enhancecreativity, productivity, and professionaldevelopment.

Those who drop out of school withoutcompletion of the relevant education level stillhave the opportunity to attend non-formalliteracy and life-skills programs, thus making

it possible for them to enroll in vocationaltraining programs offered by variousinstitutions.

After completing nine years of basic education,students can either continue to uppersecondary education or enter secondary-levelvocational training programs. After completingupper secondary education, students mayeither enroll in university or enter vocationaltraining.

Teachers for Cambodian schools are trainedeither at the National Institute of Education (forupper secondary school teachers), six regionalTeacher Training Centers (for lower secondaryschool teachers), 18 provincial Teacher TrainingCenters (for primary school teachers), and onepre-school Teacher Training Center. A total5,000 new teachers are trained every year,adding to the present pool of 80,000 teachersin the 2007-2008 academic year.

2.2 Current Status of

ICT in EducationAs various forms of ICT (ranging from theInternet and computers to television, radio,video, and mobile telephones) becomeincreasingly accessible and interactive, theirrole at all levels of education is likely to beall the more significant in making educational

outcomes relevant to the labor market, inrevolutionizing educational content anddelivery, and in fostering information literacy.

During the last few years, the Ministry hasalso developed the use of computers tomaintain the vast amount of data that isrequired to manage its operations. Five keyareas have been computerized through anEducation Management Information System(EMIS), a Human Resources ManagementInformation System (HRMIS), and a Non-Formal

Management Information System (NFMIS), aFinancial Management Information System(FMIS), and a Higher Education InformationManagement System (HEMIS). These systemsare independent and maintained by theirrespective departments.

The curriculum for Teacher Training Centershas included training on ICT for all teacherssince 2003, but a lack of appropriate equipmenthas made this training possible only in afew centers. A number of schools receiveddonations of computers and training directlyfrom NGOs and development partners duringthe last decade.

In preparation for the execution of this MasterPlan, the Open Schools Program started in2007 - has produced textbooks for the ICT lifeskill course (an introduction to ICT providedin grade 10 using Khmer-language software),trained teachers, and worked with the Ministryspartners to standardize a training course in theuse of computers in upper secondary schools.

2 current Situation


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Data derived from indicators on the currentlevel of use of ICT in Education in Cambodia a result of the baseline study on ICT ineducation undertaken in 2009 by the OpenSchools Program is the starting point for thisMaster Plan.

As normal at the early stage of ICTdevelopment, the use of computers at MoEYSstarted independently in the departmentsthat could no longer work without them andalso in schools which received donations of

computers. The Ministry has now entereda new stage during which ICT policy andmanagement are being more clearly defined,thereby standardizing the use of ICT to makeit more efficient for both student training and

administration. Development partners andthe private sector have been asked to workwith the Ministry in the framework of thisPlan, which already includes the ICT projectsof development partners active at this timeand which will guide new programs and jointventures in the future.

One of the major barriers to the use of ICTin Education the cost of connectivity foreducation administration as well as foreducational purposes was overcome in 2009

by a private sector donation from Viettel whichagreed, at no cost, to permanently connect alladministrative offices of the Ministry as wellas all public schools, universities, and TeacherTraining Centers with access to electricity.

3 aPPLicabLeS PoLicieS

As mentioned above, in January, 2005,the Ministry of Education, Youth andSport approved the document Policy andStrategies on Information and CommunicationTechnology in Education in Cambodiaas the lead policy on the use of ICT ineducation, thereby guiding major lines ofwork required for Cambodia to effectivelyintegrate technologies for teaching and learningacross all education sub-sectors. This policyintegrated the major policies of the Ministry

at the time, in particular the Education for All(EFA) Plan and the Education Strategic Plan(ESP). The updated Education Strategic Planand the Education Law (December 2007),developed later, are still in line with the 2005policy.

The Education for All National Plan 2003-2015states that:

ICT policies will include: (a) expansion of ICTas a teaching and learning tool, (b) as a meansof improving education service productivity

and management through improved

information sharing, communication andknowledge management, and (c) expansionof distance learning opportunities especiallyfor disadvantaged groups in remote areas. Theoverarching goal will be to ensure Cambodiasinternational competitiveness in an increasinglyglobal and interconnected knowledge-basedeconomy.

Specific strategies for ICT in Education arestill in the process of being finalized. Keystrategies are likely to include: (a) inclusion of

ICT education and training, initially in selectedsecondary schools, teacher training institutionsand technical higher institutes; (b) selectivecurriculum enrichment programs, especiallywhere the small number involved does notjustify significant investment in dedicatedphysical facilities, staff and equipment; and (c)ICT-based targeted programs for a diverse rangeof socially disadvantaged groups to ensurere-entry to mainstream formal education.

The Education Strategic Plan also specifies

the need for the provision of ICT training for


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teacher trainers, teachers and students; the useof ICT to improve the quality of teaching; theexpansion of technology and ICT facilities; andthe computerization of school management,monitoring, and finance systems, using ICTto enhance school efficiency. A substantialbudget is allocated in both documents to ICTdevelopment.

Finally, the Education Law promulgated inDecember 2007 in Article 28 emphasizes that:

The State shall promote and support research,

development, invention, and production,which are scientific and technological, foreducation to meet the needs of the labormarkets and globalization, to promote humanresource capacity, and to enhance thedevelopment of the country.

The Ministry in charge of education shalldetermine the policies on science andtechnology for education at all educationallevels of the Cambodian education systemin compliance with the policy of the RoyalGovernment of Cambodia.

The objectives of this Master Plan are integratedin the Education Strategic Plan 2009-2013,becoming an integral part of the developmentplans for the Ministry of Education, Youth andSport and ensuring that relevant technologies

will be applied wherever they can supportthe strategies of the Ministry. They will beoperationalized through the MoEYSs AnnualOperation Plans (AOP) with the understandingthat the relevant departments will integrate ICTin their planning processes.

This Master Plan aims at enhancing efforts toachieve the goals of Education for All (EFA)and to make education administration andmanagement more efficient and effectivethrough usage of all forms of ICT andmultimedia; it also serves as a master guidelinefor the implementation of the Policy andStrategies on ICT in Education.

The goals of the Master Plan are:

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

To improve the relevance and effectivenessof basic education by harnessing thepotential of ICT as a major tool to enhancethe quality of teaching and learning.

To develop the ICT-based Professionalskills needed by graduates for employmentin a knowledge-based society and inorder to ensure that Cambodia cancompete and cooperate in an increasinglyinterconnected world.

To increase the effectiveness and efficiencyof Ministry and school management.

4 GoaLSofthe maSter PLan


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5 SPecific objectiveSTo facilitate implementation of this Master Plan,each area of intervention has its own sub-plan,with objectives and results.

The following areas of intervention areconsidered:

General Education

Higher Education

Teacher Training

Non-formal Education and InformalEducation

Ministry Administration and ICT inEducation Support

5.1 General EducationThe goal of this Master Plan for GeneralEducation is to respond to a long-term vision(10 years) in which all students graduating

from secondary education will have acquiredthe necessary ICT technical skills and thecritical knowledge and thinking skills that willenable them to integrate quickly into theirchosen workplace or to face with confidencea university career. In this vision, teaching andnon-teaching staff and administrators in theGeneral Education sub-sector will have fullyintegrated ICT in the performance of theirrespective tasks, especially in the delivery ofeducation to students.

While integrating ICT deeply in thepedagogical processes will most probably takeall 10 years, the emphasis that the Ministry isgiving to a stronger professional and vocationalorientation in education (and the fact that ICTis the first of the optional subjects in this area)has led to a strategic decision to accelerate theimplementation of ICT courses for students,approaching the 10-year goal within the nextfive years.

Objective 1.1: The equipping ofsecondary education graduates withthe ICT-based professional skillsneeded either by the labor market orfor success in higher education andto be able to continuously benefitfrom life-long learning.

Result 1.1.1: ICT-based professionaland pre-university skills courses aresystematically delivered in uppersecondary schools.

Two categories of ICT curricula will bedeveloped and incorporated into the educationsystem:

(i) An ICT-based Professional Skills curriculum

for students of grade 10 a foundationand orientation curriculum serving as anintroduction to professional competences.

(ii) An Elective Vocational Education Program(EVEP) ICT-based Professional Skillscurriculum for students of grades 11 and 12 an optional course to equip learners withbasic communication, professional andtechnical skills for administration.

The courses for grades 10 and 11 will center

on offering professional skills that make useof computers, including communication andadministrative assistance skills. The curriculumand materials will develop technical, cognitive,and communication skills required to gather,sort, manage, and present different types ofinformation to different audiences.

The course for grade 12 will further developthese skills, using new tools, and will alsoexpose students to the different employmentopportunities related to ICT in which they

could develop a career, helping them make aninformed and proper choice.


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Students will learn from these courses howto use computer applications that are fullytranslated to Khmer and adapted to Cambodianculture.

Indicators: By 2013, students of all schoolswhich will have computers for education willhave received some ICT-based professionalskills at school, either as a life-skill in grade 10or as an optional course in grades 11 and 12.

Objective 1.2: Improvement ofin-service teachers pedagogical skillsand effectiveness in providing bettereducation.

Result 1.2.1: Training on ICT-basedProfessional Skills is provided tosecondary school teachers.

In order to make it possible for uppersecondary school students to attain the ICTprofessional skills as required, currently servingteachers at that level will require furthertraining. Such in-service training will improveboth their teaching and their administrativeskills. Not all teachers can be trained in thefirst five years of the Master Plan, however,so priority will be given to teachers fromschools with an adequate and regular supply ofelectricity.

Indicators: All schools will which havecomputers for education have trained 90% of

their upper-secondary school teachers on ICT-based professional skills by 2013.

5.2 Higher EducationIt is expected that computer use and access toinformation in tertiary education will steadilyincrease over the next 10 years. Many studentsentering university will have received ICT-based professional and pre-university skillstraining by 2013 and all of them by 2015.

Further training during the first foundation yearof university will include advanced use of ICT

for communication at the technological levelpossible with the tools available at that time.Therefore, during the five years of this Plan, it isimportant to ensure that all students finish theirfirst year in University with basic ICT-basedcommunication and other professional skills.

To meet the increased demands andexpectations of their students, lecturers inhigher education institutions of Cambodia willhave to systematically use ICT to teach theirclasses, to share information with their students,

to promote student-centered learning, and toevaluate their students. This Master Plan willtherefore need to ensure that all teachers notonly are computer literate, but also understandhow to use ICT to improve their administrativeand pedagogical skills.

Open and distance learning (ODL) will havebecome both a more acceptable and moreaffordable option for learning for studentswho do not have access to face-to-faceeducation. This Master Plan will provide tools

and knowledge to help ensure that ODL isfully regulated and integrated in universitiesand to reduce all possible technical barriers toe-learning.

A feasibility study will also be carried outto determine when and how to establish aNational Open University to serve the entirenation, reaching all districts in which electricityand Internet are available.

The Ministry and universities will adoptinternational standards for the digitalizationand exchanging of documents and academicpublications. A Ministry-managed webportalwill be established to ensure that all documentsissued and used by the Ministry and universitiesare searchable and exchangeable and thuspublicly available.


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Objective 2.1:Improvement of thepedagogical skills of teaching staff andthe effectiveness of non-teaching staffat higher education institutions (HEIs).

Result 2.1.1:Training on ICT Skills forhigher education lecturers and staff isdelivered in all HEIs.

In order to achieve this result, the MoEYSwill need to directly support public HEIs andalso issue directives to, and set standards for,private HEIs in regard to the in-service trainingof their professional staff, both academic andprofessional.

Indicators: All teaching and administrativestaff of HEIs have acquired ICT skills by 2013.Lecturers of HEIs know how to apply theseskills to a range of pedagogical and otherprofessional tasks by 2013.

Objective 2.2: Systematic preparationof students graduating fromCambodian HEIs with the necessaryICT-based professional skills to jointhe labor market or to continue tofurther education.

Result 2.2.1: Training on ICT-based

Professional Skills is delivered tostudents in all HEIs.

Based on this master plan, not all studentsreaching university by 2012 will have receivedthe ICT course in grade 10, as its full-scaleimplementation will still be in progress. Thesestudents will therefore be offered equivalenttraining at the HEIs. ICT-based professionalskills training will be provided at the foundationyear, under a directive issued by the Ministry,as well as following the guidelines of theAccreditation Committee of Cambodia.

Indicators: By 2013, 100% students completingtheir foundation year at university from HEIshave acquired ICT-based professional skills.

Objective 2.3: The development offeasible and effective structures andmechanisms for providing, supporting,and managing Open and DistanceLearning in Cambodia.

Result 2.3.1: Capacity of the MoEYSand HEIs is strengthened in regard tothe essential principles of Open andDistance Learning (ODL) management,its development, and technology, usingKhmer language tools and materials.

Under the coordination of the Department ofHigher Education, MoEYS will establish an ODLtraining team, develop Khmer-based ODL tools

and training materials, and train trainers onODL. The team will then train selected staff ofuniversities and other HEIs in the managementand development of ODL and support thetarget HEIs to provide ODL starting from 2011.

Indicators: At least 25 universities have hadtheir staff trained on the creation, operation andmanagement of e-learning programs.

Result 2.3.2: An Open and DistanceLearning Policy Framework will be

formulated.This framework will be used to regulate, guide,and monitor effective implementation of ODLprograms in Cambodia.

Indicators: By December 2011 an ODLFramework will have been developed andofficially approved by MoEYS.


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Result 2.3.3: Cambodian HEIs will offerODL courses.

Supported by the ODL Policy Frameworkdeveloped by 2011, universities will havestarted developing their own courses.

Indicators: At least 5% of universities inCambodia will offer a limited number ofcourses through ODL within a regulatedframework by 2013.

Result 2.3.4: A study will be

implemented to assess the feasibilityand define the possible process ofcreating a National Open University inCambodia.

A research report coordinated by DHE -that details the feasibility of, and possiblemechanism for the establishment of an OpenUniversity in Cambodia will be completedby 2011. The research study will look atexisting open universities around the world,

particularly in Southeast Asia, and thenoutline an appropriate model for a NationalOpen University in Cambodia. The modelwill include proposals concerning a possiblestructure, fields of study to which ODL mayadd value, necessary infrastructure, possiblepartners, needed human resources, a timeframe for its development, and any otherfactors that might affect the feasibility of theproject. It must also study the integrationof such an Open University into an existing

public university.Indicators: By 2013 Cambodian students areable to study a limited number of degrees inCambodian universities through ODL. MoEYSagrees on a possible path to develop an OpenUniversity.

Objective 2.4: Researchers and highereducation lecturers share and haveaccess to available research, teachingmaterials, and other educationalresources, and academic and researchcooperation is activated throughimprovement in inter-universitytelecommunications.

Result 2.4.1: An electronic clearing-house or repository for all Cambodianresearch, training materials, andeducational resources for highereducation level becomes available.

By 2013 the web-based public repository forHigher Education will include or refer to allavailable research in Cambodian universitiesand other research about Cambodia, as wellas provide free training materials that can beused by Cambodian lecturers to prepare theirsubjects.

The clearinghouse will play a role as a basictool to advance research and as a warehousefor university-based knowledge in Khmer. Theclearinghouse will include a public CourseManagement System in which training materialsfor courses of HEIs are made freely available toall learners.

Result 2.4.2: Research and academic

cooperation are activated throughthe use of a high speed network thatconnects Cambodian Universities.

By 2013 a high-speed optic fiber network willconnect 60% of Cambodian universities and isbeing used to share research, to communicateamong lecturers and researchers, and to provideand exchange distance education amonginstitutions. This network will be connected tothe Third Generation Trans Eurasian Information

Network (TEIN3) and, through it, to mostuniversities in Europe and Asia.


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Indicators: By 2013, research from Cambodianuniversities and on Cambodian subjects, aswell as available training materials for highereducation subjects, are available on theInternet.

Objective 2.5: All research andadministrative documents of HEI arestandardized.

Result 2.5.1: All documents andeducational resources producedby the Ministry and HEIs, and alladministrative documents inside HEIsand in their communication with theMinistry, use standard encoding andformats.

The effective delivery of education andadministration of an education system require

the efficient sharing of educational resourcesand administrative documents within andbetween the Ministry and HEIs. Databases nowusing different formats and encoding schemeswill therefore need to be standardized.

Indicators: By 2013, 100% of informationpublished by Universities and exchanges ofinformation between Universities and MoEYSuse Unicode encoding, ODF format and otherstandard formats specified by the Ministry.

5.3 Teacher TrainingTo significantly improve the quality ofeducation and develop students criticalthinking and other 21st century skills,Cambodian teachers need to break the cycleof rote memorization and passive learningactivities they are imposing on their studentsand move towards more learner-centered andinteractive pedagogical approaches. There aretwo potentially effective ways in which ICT

can assist in this process:

the integration of ICT in teaching andlearning processes to enhance the qualityof teaching activities and learner learningoutcomes.

the use of ICT (in this case, video) as a toolfor teachers professional developmentthrough the analysis and modeling of goodpedagogical techniques.

Over the duration of this Master Plan, these twomodalities of ICT use are expected to produceprofound changes both in what is taught and

in the way teachers teach and children learn inCambodian schools, beginning from the earlystages of the education system. This, in turn,will help achieve the nations education goalsand improve the overall preparation of studentsfor higher education and the labor market.

This period will also witness a great expansionin the adoption of ICT by society as a whole.The education system and educators, aspioneers in this expansion, will have to assumea leading role in promoting the effective andethical use of the new ICT tools. To ensurethat the Cambodian education system is in theforefront of this process, this five-year MasterPlan will ensure that all pre-service teachertrainees and a significant number of in-serviceteachers (especially in upper secondary schools)not only are equipped with ICT literacy butalso are trained in the pedagogical principlesand appropriate teaching methodologies forusing ICT to improve the quality of education.Through the use of videos of good ICT

practices, based on a large amount of trainingmaterials and a suitable methodology for theiruse, they will also see the best examples of theintegration of ICT in the classroom.


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Objective 3.1: Teacher educators,teacher trainees, and school directorsimprove their pedagogical skills andeffectiveness through the use of ICT.

Result 3.1.1: Training in ICT-pedagogyintegration is delivered to all teachertrainees in all Teacher TrainingCenters.

The training will aim at providing teachers withskills to integrate computers and other ICT aseffective support tools to improve the deliveryof education in class, to locate information forclass preparation, and to facilitate classroomand school administration; broadly viewed,they will become agents of change who willlead their students into the new digital society.

Therefore, by 2009 all pre-service teachertrainees for upper secondary schools receive

at least 60 hours of specialized ICT-basedprofessional skills for teachers. By 2010, alllower secondary school trainees start receivingat least 144 hours of these skills; and by 2012,all pre-service pre-school and primary schoolteacher trainees will receive at least 60 hours.

Indicators: By 2013, 100% of pre-serviceteachers who graduate from teacher traininginstitutions have acquired specific ICT-basedprofessional skills for teachers.

Result 3.1.2: Teacher educators at TTCsintegrate ICT in their pedagogy.

It is not enough, of course, for teacher trainersto have merely acquired ICT-based skills. Theyneed also to use these skills to develop bettertraining materials and then integrate ICT intotheir TTC courses.

Indicators: By 2010 all TTCs are equippedwith facilities to enable teacher educatorsto develop electronic training materials. By2011 all teacher trainers have been trained to

integrate ICT in their courses. By 2013, the

use of ICT is integrated in 20% of all classesdelivered in Teacher Training Centers.

Result 3.1.3: Pre-service teachereducation in pedagogy is improved byusing video as a teaching support tool.

Videos of good practice will be used toillustrate how different teaching techniques canbe applied to specific subjects, with a focuson science. Some of these materials can alsobe of use for training of in-service teachers

(for example, through school cluster training),especially for under-qualified teachers inschools which have recently been upgradedto a higher level and which do not yet haveadequate human resources for the subjectsthat they have to teach. The goal of the videosis to demonstrate and discuss good models ofteaching and learning related to the pedagogicalprinciples being discussed in teacher trainingclasses.

Indicators: 50% of science subjects are taught

at NIE and RTTCs using some video supportstarting in 2011 and 100% by 2012. 50% ofother TTCs use some video support to teachpedagogical techniques starting in 2011. AllTTCs use them by 2012.

Result 3.1.4: In-service leadershipeducation for school directors isimproved by using video as a trainingsupport tool.

School directors will also be able to use these

materials for learning on their own or in thecontext of school cluster meetings. Specialvideos focused on good school leadershipwill also be developed for use at provincialand district leadership workshops where theywill provide an opportunity for discussion,interaction, and practice.

Indicators: Videos on good school leadershipare adopted in in-service leadership educationworkshops for school directors as trainingsupporting materials starting in 2011.


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Result 3.1.5: The program to upgradeprimary school teachers to basiceducation teachers is improved byusing video as a training support tool.

A major challenge in the reform of Cambodiaeducation is the upgrading of primary schoolteachers to the level of basic educationteachers (lower secondary school teachers).Video will be used as a training support toolfor science training in the upgrading program

starting in 2011.Indicators: Teacher upgrading courses startingin 2011 use some video support for illustratingpedagogic techniques and for specific issues inat least 50% of the science subjects.

Objective 3.2: Upper secondaryschools have qualified ICT teachers todeliver the ICT curricula.

Result 3.2.1: The National Instituteof Education prepares and certifiesICT teachers for the ICT curricula ofsecondary schools.

A particularly innovative aspect of this MasterPlan is the explicit attention paid to the trainingof specialized ICT teachers some of thepure ICT teachers (fully devoted to ICT) andsome with ICT as a second subject. Thus, by

2010 NIE will start graduating over 300 ICTteachers per year including at least 30 pureICT teachers and 280 teachers for which ICTis the second subject (the first subject for thesestudents being Mathematics, Physics, Biology,English, or Agriculture). All new ICT teacherswill be prepared to train students as well asteachers.

Indicators: By 2013, the new ICT curricula isdelivered at all upper secondary schools thathave computers by qualified teachers who

have been specifically trained by NIE to deliverthese curricula.

Objective 3.3: School teachers havefree access to teacher trainingmaterials and other educationalresources developed by MoEYS andother teachers.

Result 3.3.1: A web-based repositoryof general educational resources isavailable to serve teacher training andteaching activities.An important aspect of this Master Plan isthe establishment of an electronic repository(a public website or repository) which willinclude, or refer to, all training materials madeavailable by Cambodian teachers, as well asany other free training materials that can beused by Cambodian teachers to prepare theirsubjects.

Indicators: By 2013, training materials and

educational resources developed by otherteachers or by the Ministry are available on theInternet.

5.4 Non-Formal and Informal

EducationIn 10 years time, widespread access to anduse of ICT-based learning materials will

have an important impact on the resultsof equivalency examinations for learnersmoving from non-formal to formal educationprograms, on the later achievement of thoselearners in the education system, and thereforeeventually even on rural productivity andincome-generation. Marginalized groups willbe motivated to seek further education in orderto improve their work and livelihood throughaccessible, relevant, and good-quality ICTtools and other multimedia training materialsin an expanding non-formal educationprogram. Community Learning Centers of the


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Department of Non-formal Education willprovide training materials to meet the learningneeds of local users, including video-basedtraining for developing income-generationprograms and for studying for a school degreeand other types of computer-assisted learningmaterials for specific school subjects. TheseCommunity Learning Centers are expected tobecome electronic libraries where individualscan regularly access training materials tosearch for information for the equivalencyexaminations or for specific knowledge thatwill help them improve their living conditionsor income. These materials will also bedistributed to schools, Teacher Training Centersand other venues where they might be useful.

This five-year Master Plan ensures thedevelopment of sufficient video-based trainingmaterials that are relevant to this objective,including materials for the equivalencyexaminations (concentrating first on thegrade 12 examination) and materials for the

income-generating programs addressed to localcommunities.

Objective 4.1: Preparation for theupper secondary equivalencyexamination, especially for in-serviceprimary school teachers, is supportedby video-based training materials.

Result 4.1.1: In-service primary schoolteachers and out-of-school studentsare provided with good-qualitymultimedia and video-based trainingmaterials to help them prepare for thegrade 12 equivalency examination.

An increasing number of out-of-schoolstudents as well as serving primary schoolteachers with a grade 9 certification study forthe grade 12 equivalency examination offered

by the Department of Non-Formal Education.

By 2013, both groups of learners studying forthe high school examination have access torelevant and good-quality multimedia andvideo-based training materials for the sciencesubjects in the curriculum.

Indicators: By 2013, video-based materialsare available for supporting the most difficultparts of the science curriculum of the grade 12equivalency exam.

Objective 4.2: Community membersare supported to enhance theirincome-generating skills throughvideo-based learning materials.

Result 4.2.1: Relevant video-basedtraining materials on income-generating skills are developed anddisseminated to Community Learning

Centers.In order for ICT-based video materials to havean impact on rural income-generating skills andultimately on family income, relevant videomaterials need to be developed, disseminated,and used. By 2013 videos will exist for at least24 income-generating topics. They will bedistributed to Community Learning Centers(CLCs) and used systematically to deliver theincome generating classes.

Indicators: By 2013, 50% of training classes forincome-generating skills use video as a support.

Result 4.2.2: Communities withoutelectricity supply and internetconnectivity in six border provincesare served by ICT-based mobilelearning services.

By 2013, marginalized adults and childrenin disadvantaged communities of six borderprovinces, namely Preah Vihear, Oddar

Meanchey, Mondulkiri, Rattanakiri, SvayRieng, and Koh Kong, will be able to access


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5.5 Ministry Administration and

ICT in Education SupportIn order to ultimately provide more and bettereducation, the Ministry of Education, Youthand Sport needs to manage and process largeamounts of information about its managementand administration of education, including itsstaff and finances. An Information ManagementStrategy is needed to quickly access, exchange,analyze, and apply education informationto facilitate the planning and management

of educational activities in Cambodia. Thisinterconnected information managementsystem will enable MoEYS leaders to easilyand directly access the information needed tomake evidence-based decisions concerningeducational policy and practice.

In the coming five years the Ministry mustharmonize, standardize, and interconnectits information databases; this will includedecentralizing data collection and input tothe place of origin of the information (schools,

district and provincial education offices, etc.),ensuring data security, and delivering informa-tion to those who most need to use it. This Planrecommends specific actions that should takeplace for the standardization, interconnectionand interoperability of data; the developmentof physical infrastructure; the usage of data col-lection and management software in schoolsand Teacher Training Centers; and the crea-tion of Ministry structures that will support thecomputerization and information management

process.

When implementing this Plan, the Office for ICTin Education (ICTEO) will increase its ability tomanage and coordinate information managementsystems of the Ministry in addition to its responsi-bilities to guide the use of ICT in education.

Objective 5.1: MoEYS applies a clearInformation Management Strategythat harmonizes, standardizes, andinterconnects information and

databases in all of its departments.

Result 5.1.1: An InformationManagement Strategy for MoEYS hasbeen defined.

The Information Management Strategy whichwill include the standardization of how datais exchanged and kept at MoEYS, securitymeasures, tools to be used and standard

training to be offered to Ministry staff will beapproved by MoEYS by 2011.

Indicators: All Departments and offices of Mo-EYS apply the designated Strategy by 2012.

Objective 5.2: The standardization andinteroperability of data and electroniccommunications inside MoEYS areaccomplished.

Result 5.2.1: Basic standard formats forthe exchange of data and electroniccommunications inside the Ministryare specified and implemented.

Standards specified in the Action Plan will beimplemented, as well as other complementarystandards that might be considered necessary.In particular, the entire Ministry will beequipped and mandated to use Unicode,

Open Document Format (ODF) and PortableDocument Format (PDF) by 2010.

educational video-based learning materials onincome-generating skills and other essentialtopics through an introduction to the operationof laptops, digital cameras, and other ICTdevices using mobile learning units known asm-learning vans.

Indicators: Six m-learning vans are deployedand operate in the selected provinces.


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Indicators: All Departments, offices of MoEYS,schools and HEIs use the designated formatsby the end of 2010, eliminating the exchangeand storage of new data using legacy fonts orother data formats.

Objective 5.3: All EducationManagement Information Systemsand other databases in MoEYS arehomogenized and integrated.

Result 5.3.1: A new informationmanagement system is establishedto integrate existing databases andaccommodate all information needsof the Ministry.

All databases in the Ministry of Education willbe centralized to one integrated informationmanagement system to minimize maintenance

costs and ensure interconnectivity. Allexisting database and information systems(EMIS, HRMIS, FMIS) will be harmonizedinto this Open-Source integrated informationmanagement system with centralizedmanagement and security control and withend users sharing similar interfaces. Unicodewill be used as the encoding system forKhmer in all databases. The new integratedinformation management system will serve themanagement of Higher Education Informationand Non-formal Education Information. A newdatabase that will include data on all studentswill also be defined and developed.

ICTEO will supervise the specification,development and deployment of the newdatabases. In order for it to develop thesedatabases, it will undertake an assessmentstudy that covers: (a) Analysis of databasesand information management tools that are

presently used at the Ministry; (b) Analysis ofeducation management information needs (ofline departments as well as of regional offices)that are not yet covered by the informationpresently collected and provided by thecurrent EMIS; and, (c) Data points that permitexchanging data among different databases andstandards currently used by the Government ofCambodia (province codes, etc.).

Resulting databases (all using the sametechnology, Open Source whenever possible)

will be specified and developed to cover allthe information needs of the Ministry, usingits defined standards. These databases willbe prepared for both direct data entry andconsultation through the intranet of the Ministryor through the Internet, as well as for off-linedata entry. Applications for such off-line entrymust be developed as part of the system, aswell as the mechanisms for the integration ofoff-line data generated by the above mentionedapplications or by school management systems.

Reports to be produced automatically by thedatabases will include the information pres-ently being received and requested by linedepartments and regional offices.

The EMIS and concerned MoEYS departmentscollecting information on the education systemwill add to their questionnaires all the newinformation that needs to be included in theintegrated Information Management System.

Indicators: By mid 2011 all above mentionedsystems are operational using the newdatabases.

Result 5.3.2: Departmental, provincialand district offices have adopted thenew information management system.

Departmental, provincial and district staff willbe trained to use the new databases. Trainingwill be given first to provincial and then todistrict offices on how to enter data on the


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databases and how to obtain informationfrom them. Data entry and the use of thisdata will be decentralized whenever possible.Data will be migrated from the old systemsto Unicode encoding and to the format of thenew databases. New databases will be used byMinistry staff, replacing the old ones: EMIS ,HRIMS and FMIS by 2011, NFMIS and HEIMSby 2012.

Indicators: All authorized personnel of linedepartments, offices of MoEYS, schools and

HEIs use the designated formats by end 2011(EMIS, HRMIS and FMIS) or 2012 for therest. PoEs and DoEs are able to enter datain the system, and data can be importedfrom schools that have School Managementsystems.

Objective 5.4: All administrative officesof MoEYS are able to exchange datainternally through an intranet.

Result 5.4.1: Definition and implemen-tation of a basic computer networkthat will serve the administrativeneeds of the MoEYS.

The network connecting the administrativeoffices of the Ministry will be establishedand its running costs integrated in theMinistry Program-Based Budget by 2011. Thenetwork will connect to international publicand research networks (such as the TransEurasia Information Network) and serve as adistribution channel for this connectivity tohigher education institutions.

Indicators: Electronic communication amongall administration offices of MoEYS and publicHEIs through an intranet is possible by 2011.

Objective 5.5: ICT is used to facilitateadministration of schools and TeacherTraining Centers that have access toelectricity.

Result 5.5.1: Teacher Training Centersand secondary schools use informa-tion management software to facilitatetheir administration.

All Teacher Training Centers and 120 uppersecondary schools will use computer softwareto register and manage their students, activities,and budget, sending data regularly in a formatthat can be integrated in EMIS.

Indicators: 120 upper secondary schoolsand Teacher Training Centers with electricitymanage their administration using computersby 2013.

Objective 5.6: District Offices ofEducation (DOEs) use ICT to facilitatetheir administration.

Result 5.6.1: Electrification of allDistrict Offices of Education that donot yet have access to electricity.

District Offices of Education which do yet haveaccess to electricity will be equipped with alter-

native electrification sources by mid 2011.

Indicators: All DOEs have enough electricity torun two computers by mid 2011.

Result 5.6.2: Provision of ICTequipment and training of staff of193 DOEs.

193 DOEs will be equipped with computers,printers and other equipment by 2011 and ICTtraining will be provided to their staff.


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Indicators: All District Offices of Educationuse computers to assist their daily work,manage education data and enter theintegrated information system by 2011.

Objective 5.7: The Office of ICT forEducation will be strengthened to co-ordinate ICT activities of the Ministry.

Result 5.7.1: The Office of ICT forEducation is coordinating all the ICTactivities of the Ministry.

The ICTEO will have enough resources tosupport the administrative and educationaltechnological processes inside the Ministry,and to ensure their efficiency, continuity, andsustainability. The right equilibrium of internaland external resources for technologicalneeds will have been reached. The necessaryresources to lead and manage these processes

will have been added to this Office by 2010.

Indicators: The ICT Education Office isproperly structured with enough resources toensure that the ICT in Education Master Plancan be implemented by 2010.

Result 5.7.2: The technicalinfrastructure needed for the newinformation management system hasbeen developed and made available.

The ICTEO will coordinate the development ofa web-based application that will be used laterfor the repositories of both teacher educationand higher education.

Indicators: The application is available andoperational by mid 2011.

Objective 5.8: Investment costs andrecurrent expense in implementingICT in Education are shared withstakeholders.

Result 5.8.1: A Partnership Program isestablished.

By 2011, a Partnership Program will beestablished to raise funds and mobilize supportfrom as many national and internationalstakeholders as possible, including donors, theprivate sector, local communities, professionalassociations and individuals who can help toshare the cost of ICT in education expenses.New partnerships that support the goals andtechnical specifications of this Master Plan willalso be sought.

Indicators: Existing partnerships with Metfoneand Intel grow in scope while new ones comeinto place along the remaining years of thisPlan (by 2013).


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6.1 Curricula

6.1.1 ICT-Based Professional

Skills for school students

Courses to be created

ICT-based Professional Skills courses willbe developed for grade 10 (as a life skillscourse) and for grades 11 and 12 as part ofthe Elective Vocational Training Program. Thecompetencies learned (also known as 21stcentury skills) will include understandingof, and communication in, the workplace,including skills in administrative assistanttasks (drafting letters, filing, scheduling,communicating, searching for information,preparing budgets). From a more technical

standpoint, students will learn how to useKhmer-language computer tools, includinga word processor, a spreadsheet manager, apresentation tool, an e-mail program, and anInternet browser.

The above mentioned EVEP course will beintegrated into the curriculum and pilotedstarting in 2010-2011. For 10th grade thecourse will remain a more basic life skill, butschools will be authorized to use teachinghours as if it were a curriculum course.

Teachers of ICT-based Professional Skills

Starting in 2009-2010, the National Institute ofEducation will train all Math, Physics, English,Economics and Agriculture teachers also as ICTteachers as a second subject. As a result, 40%of all new teachers will be prepared to teachICT in their schools.

6.1.2 ICT literacy for teachersIn all Teacher Training Centers in whichcomputers are available, all pre-service teacherswill receive specific training onICT-based professional competences forteachers, including both educational and

administrative tasks. New curricula will bedeveloped for all Teacher Training Centersduring the 2009-2010 academic year.

6.2 Equipment

6.2.1 For schools and Teacher

Training Centers

Computers

The Ministry will issue specifications forcomputer labs in schools. All computersdeployed in schools and Teacher TrainingCenters under this plan must be desktopcomputers that fulfill the requirements oflow-power-consumption (under 70 watts,including monitor) and low maintenance, withscreens large enough to clearly see Khmertext (at least 16). Computers labs will tendto have 26 computers whenever possible,and accommodate classes with 40 to 60

students. Labs should be fully networked.Maintenance costs must be minimized, and allcomputers should be procured with three-yearmaintenance contracts.

Schools with computers for students shouldalso have computers for teachers to enablethem to develop computer-based administrationand education materials. The ratio of computersto teachers should be between 1:5 and 1:10.

6 eSSentiaL eLementSfor SucceSSfuLimPLementationof the maSter PLan


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SoftwareAs advanced software in Khmer language -well adapted to Cambodian culture - is alreadyavailable, and there are also training materialsapproved by the Ministry for this software, theMinistry will ensure that:

Only software that is 100% in Khmerlanguage, and well adapted to Khmerculture and to the requirements of theMinistry, may be approved by the Ministryand used at schools and universities to

teach ICT literacy1.

Only software for which textbooksapproved by the Ministry are availablecan be taught. Textbooks must follow theexisting curricula to ensure that studentsacquire professional competencies and notonly technical skills.

The Ministry will have full ownershipand copyright of all training materials andsoftware that it develops in the context of

this Master Plan. It will license all thesematerials under an appropriate sharinglicense that will allow others to usethem, modify them, and distribute them,allowing improvement, personalizationor development of better or differentmaterials by third parties; this will helpimprove the materials that are finally usedby teachers and students2.

ConnectivityAll Teacher Training Centers and schools thathave computers for education will have alltheir education and administration computersconnected to the Internet.

6.2.2 For the whole Ministry

End-user and server software

The advantages of Khmer language software

apply also to the administration of the Ministry.The same rules used for procurement of end-user software for schools will be applied toMinistry offices making it easy for all MoEYSemployees to use basic computer software. TheMinistry will tend to use Open Source Softwarewhenever possible for its own databases andback-office.

Standards

The use of standards is the key to scaling theuse of ICT. National and international standards

will be used in the deployment of this MasterPlan. These include the Unicode characterencoding standard (ISO 10646). The NiDAStandard Unicode Keyboard V1 defined bythe National ICT Development Authority in2005, or later standards, but only if they arefully compatible with the prior one. The OpenDocument international (ODF) standard (ISO26300:2006) will be used for office documents

1 All software distributed must be able to do spell-checking in Khmer, order words according to Cambodian standard character order, andformat numbers and dates in Cambodian traditional formats (in agreement with the formats that are taught in Mathematics classes in schools).The applications taught must be able to use correctly Unicode, as well as produce all formats considered standard by the Ministry (ODF,PDF). Only applications that have been legally procured will be taught in the education system, and manufacturers must show that theirsoftware cannot be easily at tacked by viruses or malware. Software must run at a reasonable speed in low-power-consumption computersdenedinthisplan.Whenchoosingamongcompetingpiecesofsoftwarethatcomplywiththeserequirements,loweststandardretailpriceofsoftwarewillbethemostimportantdecisionfactorforchoosingtheonethatwillbeusedinschools.Specicallyforsoftware,studentswill learn to recognize which software they can use freely and share (as in the case of Free and Open Source Software), and which softwareis proprietary, requires payment for the use of a license, and cannot be shared with others, sold to others, or transferred to another computer.Students will be discouraged from using proprietary applications in computers for which licenses have not been paid.

2 Software will be licensed either through the GNU General Public License (GPL) or the GNU Lesser Public License (LGPL). Content will be

licensed through a Creative Common Attribution License, allowing commercial use of the materials (to encourage private development ofbettermaterials,andcompetitiveprintingprices)andtheirmodication,butrequiringthattheoriginalworkbeattributedtotheMinistry.


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that might still be modified or whose contentmight be useful in other documents. ThePortable Document format (PDF) can be usedfor documents that will no longer be modified.In addition to these, the Ministry will definestandards for computer facilities and for thedeployment of computers to schools.

Connectivity

The main offices of the Ministry in PhnomPenh will be connected through a localnetwork or a VPN over the Internet as soon as

possible and will be able to share information.Over the long run this network must coverall the Ministry offices and all public highereducation institutions. As much as possible thenetwork will have to be owned by the Ministryor by the government to avoid recurrentconnectivity costs that will otherwise growsignificantly when large numbers of centersare connected. The network will also grow tocover as many upper secondary schools andTeacher Training Centers as possible on the

long run. The Ministry administration networkwill connect to the research network, to thegovernment network and to internationalnetworks such as the TEIN3 research network.

6.3 Human Resources

6.3.1 ICT-related roles in schoolsICT teachers will normally be the most highlytrained staff in a school when it comes to

computers. They will normally assume therole of supporting other members of the staffwhen necessary. Besides their role as studenttrainers, they will also play a role in thetraining of their colleagues and in supportingthe automation of the administration of theschool. Besides the knowledge necessary toteach the ICT subjects, ICT teachers will alsobe trained in basic computer maintenancein order to provide first-level support for thecomputers in their schools. These teachers will

need to slowly adapt their role to teach moreand more communication, self-confidence

and soft skills as part of the ICT courses,concentrating the technical learning in project-based collaborative work performed by thestudents.

School directors will also be a focus of theMinistry and taught how to support theteaching of ICT in their schools.

6.3.2 ICT-related roles in Teacher

Training CentersEach teacher training center will have at leasttwo ICT Master trainers who not only knowhow to deliver the curriculum but also cando first-level maintenance of computers andsupport the automation of the administrationof the TTC. These Master trainers will needto slowly adapt their role to teach more andmore communication, self-confidence and softprofessional skills as part of the ICT courses,using learner-centered techniques for thetechnical learning of the teacher-trainees.

The Senior Master trainers at the NationalInstitute of Education are the most highlytrained ICT trainers in the Ministry. They willtrain pre-service ICT teachers, master trainersfrom TTC, and all teacher trainees at the NIE.

TTC directors will also be encouraged bythe Ministry and taught how to support theteaching of ICT in their institutions.

6.3.3 ICT-related roles in theMinistry and Municipal-Provincial

Offices of EducationThe Office for ICT in Education of theDepartment of Information and ASEAN is incharge of coordinating ICT activities acrossthe Ministry. As part of this Plan, it willcoordinate the proper growth of the use ofICT in the Ministry by enforcing standardsand encouraging communication, providing

guidance to the different departments,


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coordinating the actions and donations ofMoEYS partners, and ensuring that the contentof this Master Plan is executed satisfactorily.

At a second stage, Provincial Offices ofEducation should have an office responsiblefor ensuring that ICT training and operations intheir province are taking place as planned.

6.4 Further ICT Development

and Program ManagementThe lack of sufficient computer infrastructureand communication in the provinces makesit difficult to consider using computers foreducation in subjects other than ICT sincethe infrastructure being provided will notbe sufficient in the first instance for studenttraining on ICT, for teacher education, andfor administration. Resources needed forusing computers for learning other subjectswould lead to excessive costs that cannot beprovided in this current Plan. Also, developingcomputer-based materials for teaching inKhmer will be a long process that must bestarted now but which will not lead to resultssignificant enough to have an impact duringthe duration of this Plan.

Video, on the other hand, is a technology thatcan reach quite far, as even remote villageshave televisions and video players used forlocal entertainment and working on 12-voltbatteries in areas that have no electricity.

Video is quite a good training tool as it usesone of the learning methodologies that worksbest: copying good teaching-learning practicesthat are seen in the video. The usual process of

learning theory in a class and then convertingthis into practice without ever having seen itmodeled is quite difficult given the level oftraining of most teacher-trainees. By seeinghow good teaching is actually done byexperienced teachers, analyzing what makesit good, and then trying it out in their ownteaching, trainees learn how to teach better and that it not as difficult as it might seem.

Video training materials are not expected toreplace teacher trainers but to give them an

additional tool that they can use interactivelyto train teacher-trainees. Such materials canalso be used during in-service training; forexample, they can be used in the weeklyschool cluster meetings where video facilitiesexist.

Throughout the implementation of this MasterPlan, the expansion of current technologiesto more remote areas and lower levels ofeducation will be planned and the use of othertechnologies appropriate to Cambodia (such as

cell phones) will also be explored.ICT Program Management in MoEYS

One of the key components of this Master Planis to ensure that the Office for ICT in Educationhas sufficient human and material resources tomanage and monitor the program. To ensurethis, during each of the first three years ofthis Plan, the four top graduates in ICT of theNational Institute of Education will be assignedto this office to assume essential training andmanagement tasks with the Ministry planningfor this annual increase in the number of staffmembers attached to this office.


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6.5 Equity and EthicsAny society is marked by disparities that can-not be solved entirely by the education system,but this Master Plan and all other plans of theMinistry attempt to ensure that all their actionswill help reduce these disparities and in nocase increase them. Monitoring and correct-ing are the main tools that this Plan will use todetect and correct any negative effects of thework that will take place under it.

While it is not possible for the Master Planto decide which students should have accessto ICT training or what teachers should betrained (the numbers of enrolled studentsand of employed staff are fixed), the Planmust ensure that no special barriers to ICT orprofessional training exist, monitor results to

ensure no bias, and detect early any deviationsthat might create further inequities betweenrich and poor, rural and urban, male andfemale. Combating gender imbalance isespecially critical. The Ministry must not onlytake affirmative action to ensure roughly equalbalance between men and women in teachertraining for ICT but must also ensure thatcurricula and training materials not only arefree of gender bias, but also project genderequality as part of their content.

EthicsThe Education system must ensure that thebehavior that it teaches is ethical and correct,not only explicitly, but also implicitly. Thisrespect for the law and customs must bereflected across the training materials.


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This plan was developed under the supervision of the ICT in Education Committeeof the Ministry of Education, Youth and Sport:

Chairman: H.E. Mr. Im Sethy - Minister of Education, Youth and Sport

The development process was coordinated by:

Om Sethy - Director of the Information and ASEAN Department, MoEYS

with technical support from:

Sok Tha- Head of ICT in Education Office,MoEYS

Ms. Heng Chantheng- Open Institute

Kheng Piseth - Open Institute

Javier Sol - Open Institute

Benjamin Vergel de Dios - UNESCO Bangkok

Dr. Fengchun Miao - UNESCO Bangkok

Ms. Sun Lei- UNESCO Phnom Penh

H.E. Dr. Nath Bunroeun Secretary of State Vice ChairH.E. Dr. Phoeurng Sackona Secretary of State Vice ChairH.E. Mr. Hak Sengly Under Secretary of State MemberH.E. Mr. Koeu Nay Leang Director General of Education MemberH.E. Mr. In The Director General of Administration and FinanceMember

H.E. Mr. Pak Thavin Director General of Higher Education MemberMr. Om Sethy Director of Information and ASEAN Affairs Dept. Permanent memberMr. Leang Seng Hak Director of Teacher Training Dept. MemberMr. Thong Borann Director of Personnel Dept. MemberMr. Sam Sereyrath Director of Planning Dept. MemberMr. Ly Sethik Director of Finance Dept. MemberMr. Chroeng Lim Sry Director of General Secondary Education Dept. MemberMr. Eng Kimly Director of Pedagogical Research Dept. MemberMr. Phung Hansin Director of Non-Formal Education Dept. MemberMr. Roth Sokha Director of Higher Education Dept. MemberMr. Chan Rath Director of Scientific Research Dept. MemberMr. Im Chhay Hieng Deputy Dir. of Info. and ASEAN Affairs Dept. MemberMr. Sok Tha Head of ICT in Education Office,

Information and ASEAN Affairs Dept. Secretary

While drafted by a core team of Ministry and partners staff, this Master Plan for ICT inEducation has been developed following a strict consultative process. Interaction withall implicated departments of the Ministry has taken place at each step of the processthrough three consultative meetings in which different drafts of the Master Plan have been

discussed. The process has also included public consultation with line ministries, NGOsand development partners.

Master Plan development process


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Technical and financial support for the development process was provided by:

master plan for ict in education 2009-2013 (eng)

Documents