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Education in Cambodia is  controlled by the state through the Ministry of Education in a national level and  by the Department of Education at the provincial level. The Cambodian education system includes  pre-school, primary, general secondary,  higher education and non-formal education. 

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Presently, after its reform in 1996,  the formal educational structure of Cambodia is  formulated in 6+3+3.  This means 12 years for the completion of general education that divides  up into six years for primary education (grade 1 to 6) and  six years for secondary general education (grade 7 to 12).  

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Secondary education consists  of three years  each for lower secondary education (grade 7 to 9) and  upper secondary  education (grade 10 to 12). This formulation does not include  at least  one year for pre-school education (kindergarten) for children from 3 to  below 6 years old and  university education of 4 to 5 years. 

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Two others components of Cambodian educational structure involve   non-formal education providing  all children, youth, adult,  disabled  people with literacy and access to life skills. The other component is  teacher training education. This allows students that successfully  completed  grade 12 or grade 9 to pursue  teacher certificates at  provincial teacher training colleges (for primary school teachers) or   regional teacher training centers (for lower secondary school teachers). 

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Currently, the educational system is  run by the Cambodian state,  but  private education exists at all levels and is run  by private sectors. Most private schools offering  pre-school education and general education  have been  operated by the communities of ethnic and  religious minority  including Chinese, Muslim, French,  English and Vietnamese. Private  higher education is  accessible mainly in the capital of the country,  but  it is also available throughout the provinces of Cambodia. 

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Cambodian general education is  based on a national school curriculum  that consists  of two main parts: basic education and  upper secondary  education. Basic education curriculum is  divided into three cycles of  three years each. The first cycle (grade 1-3) consists  of 27-30 lessons  per week lasting  40 minutes which are allocated  to the five main subjects: •    Khmer (13 lessons) •    Maths (7 lessons) •    Science & Social Studies including Arts (3 lessons) Physical and Health Education (2 lessons) and  local life skills program (2-5 lessons) 

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THE SECOND CYCLE (GRADE 4-6) COMPRISES  OF THE SAME NUMBER OF LESSONS BUT  IS SLIGHTLY DIFFERENT: 

Khmer (10 for grade 4 and 8 for grade 5-6) Maths (6 for grade 4-6) Science (3 for grade 4 and 4 for grade 5-6) Social Studies including arts (4 for grade 4 and  5 for grade 5-6) Physical and Health Education (2 for grade 4-6) Local life skills program (2-5 for grade 4-6). 

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THE THIRD CYCLE (GRADE 7-9) CONSISTS  OF 32-35 LESSONS WHICH ARE ALLOCATED  FOR 7 MAJOR SUBJECTS: 

Khmer Maths Social Studies and Science (6 lesson respectively) Foreign languages (4 lessons) Physical & Health Education and Sports (2 lessons) Local life skills program (2-5 lessons) 

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Upper Secondary Education curriculum consists  of two different  phases. The curriculum for the first phase (grade 10) is  identical to  the third cycle of primary education (see  above). The second phase  (grade 11-12) has  two main components: Compulsory and Electives.  Compulsory involves four major subjects with different numbers of lesson  allocated  per week: Khmer literature (6 lessons),  Physical & Health  Education and  Sports (2 lessons), Foreign language:  English or French  (must choose  one, 4 lessons each) and  Mathematics: Basic or Advance  (must choose  one, 4 or 8 lesson respectively). 

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Electives include three  major subjects covering  four or five sub-subjects with four lessons  allocated  per week for each one (students may choose  one or two or three  of them): Science: Physics, Chemistry,  Biology, Earth and Environmental Studies Social Studies: Moral/Civics,  History, Geography, Economics EVEP (Effective Vocational Education Program):  ICT/Technology,  Accounting Business Management,  Local Vocational Technical Subject,   Tourism and Arts Education and other subjects  

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Education School/Level Grades Primary Primary 6 Middle Junior 3 Secondary Secondary School 3 Vocational Vocational/Technical School 2-3 Tertiary Bachelor 4-5 Tertiary Tertiary Master Doctorate 2-3 3

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Technical Vocational Education and  Training (TVET) is an indispensable component for socio-economic development as it assists  learners in gaining knowledge,  technical skills, and competency to become  skilled workers and technicians and  it significantly contributes  to the socio-economic development of their nation. 

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Recently, the Royal Government of Cambodia (RGC) has endorsed  a range of national policies,  including "Cambodia Industry Development Policy (IDP) 2015 –  2025, and National Employment Policy (NEP) 2015 –  2025", aimed at contributing  to the development of industrial sector creating  decent work and ensuring  quality and high productivity of the workforce that is  able to better compete with regional countries. 

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In order that Cambodia TVET achieve  the objectives set forth in the above national policies,  "National Technical Vocational Education and  Training Policy" must be prepared with clear vision,  goals, objectives and strategies to develop  human resources with high quality,  competency and skills that can respond  to socio-economic development at present and  in future. 

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TVET FORMAL, NON-FORMAL AND  INFORMAL SYSTEMS 

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After compulsory education,  which consists of a six year primary school followed  by a three-year lower secondary school,  students can enroll in the formal TVET programs or  continue to the three-year upper secondary general education. Upper secondary TVET programs are  offered at three different levels (each lasting one-year) in a wide variety of areas,  including vehicle repairing , general mechanics, computer technology,  agricultural mechanics, electricity, electronics,  repairing of cooling mechanics, and civil engineering. 

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The formal TVET system also recruits  graduates from upper secondary schools,  who have completed grade twelve. The duration of the training varies  depending on the course,  but it lasts a minimum of one-year. For instance, technical and  professional training institutions offer  programs lasting two to three-years and  leading to a certificate/high diploma (Diploma for Technician). Other providers of tertiary TVET are  polytechnics and a small number of vocational training center's/schools. 

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The Provincial Training Centers (PTCs) and  Vocational Training Centers (VTC) are  the major providers of non-formal TVET. These courses are short-term lasting  from one to four months and  focusing on basic agriculture,  construction, motor repair skills,  craft, and basic food processing. They are mainly designed  to address social dislocation and  poverty reduction, and  target in particular rural areas. 

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PROVINCIAL TRAINING CENTER OFFER  THE FOLLOWING COURSES: 

One to two-weeks course on agriculture (representing  the majority of courses offered  by PTCs 46 per cent); and  Three to six months courses on technical trade (15 per cent),  textiles-garments (9 per cent),  hairdressing-beauty (5 per cent),  with computing, tourism, hospitality, business,  art, and languages making up the remaining 25 per cent. 

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The National Training Board (NTB) is  an apex body for TVET policy formation and  for the approval of strategies to implement  that policy. NTB is chaired by a deputy prime minister and  includes senior representatives of all involved ministries,  employers, employees, trade union,  training providers (public, privates, and NGOs), and  donors with limited private sector memberships. NTB has not only a coordinating function but  also the leadership role in linking  a national training programs to the needs of the economy 

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The National Technical Training Institute (NTTI),  founded officially in 1999,  is a state-own higher education institute under the direction of the Ministry of Labor and  Vocational Training (MOLVT). The NTTI is responsible for training selected  university graduates to become  capable and professional TVET teachers and  upgrading trainers and administrative TVET staff. Teacher training is a one-year programme consisting  of thirty-seven credits.  The NTTI also provides Vocational Technical Teacher Training Program through which candidates can apply  for Master, Bachelor and Diploma (Associate) degrees. 

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Qualifications and Qualifications Frameworks

Program Duration Qualification Semi-skilled worker 1 year Certificate 1 Skilled worker 2 years Certificate 11 Highly skilled worker 3 years Certificate 111

Students who complete the three-year (level three) TVET programs are awarded a certificate equivalent to high school diploma (Baccalaureate).

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Programme   Duration Qualification Technician 2-3 years  Diploma Engineers  2-3 years  Bachelor’s

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Cambodian NQF Level  General Education System  TVET System Higher Education System 8 Doctoral Degree  Doctoral Degree  7 Master of Technology/Business Master Degree 6 Bachelor of Technology/Engineering/Business Bachelor Degree 5 Higher Diploma of Technical/ Business Associate Degree 4 Upper Secondary School Certificate TVET Certificate III 3 Upper Secondary School certificate TVET Certificate II 2 1 Upper Secondary School certificate Lower Secondary School Certificate TVET Certificate I Vocational Skill Certificate

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CAMBODIA'S NEW TECHNICAL AND  VOCATIONAL EDUCATION AND TRAINING POLICY 

Cambodia's new Technical and Vocational Education and  Training (TVET) Policy 2017–2025, formally approved  by the government on 16 June 2017. It intends to help promote  understanding of the policy among the wide range of TVET stakeholders including  ministries, training institutions,  employer and employee associations,  development partners, civil society organizations,  and Cambodia's youth. 

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Cambodia's demographic dividend offers  great opportunities, but  its human resource base remains largely low-skilled. It will be critical for Cambodia not only to improve  education and technical and  vocational training for young people entering  the labor market, but also to upgrade  the skills of the existing workforce. Technical and vocational education and  training (TVET) is indispensable to socioeconomic development as it produces  the skilled workers and technicians an evolving  and modernizing labor market needs. 

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OVERVIEW OF TECHNICAL VOCATIONAL EDUCATION AND  TRAINING IN CAMBODIA AND IN THE REGION 

Within ASEAN, skills development is expanding  quickly because it is considered  as a crucial driving force for economic growth. Changes in skills development are being  supported through skills development policies driven  by demand-based training which are  inclusive of all ministries and institutions providing  skills training. 

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The Royal Government of Cambodia under the wise leadership of Samdech Akka Moha Sena Padei Techo Hun Sen,  Prime Minister of the Kingdom of Cambodia has been paying  highly attention to all sectors,  especially the development of employment sector including  job creation, the strengthening  harmonized industrial relations and  TVET to meet the demands of labor market in order to contribute  to poverty reduction and  improvement the livelihoods of people and  to sustain socio-economic development as highlighted  in the Rectangular Strategy Phase 

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The National Strategic Development Plan (NSDP) 2014-2018 also clearly reflects  government's commitment into human resources development in the context of job creation to accelerate  economic growth.  The NSDP also sets out the main activities for the Ministry of Labour and  Vocational Training to implement RGC's priority policy,  especially TVET. 

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Therefore, the quality of training programs will be  supported by training institutions and  recognized at nation and region level. Participation of industries,  communities and stakeholders will enhance  training outcomes responded to employments, attract  new industries and contribute to economic growth. 

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TECHNICAL AND VOCATIONAL EDUCATION AND  TRAINING IN CAMBODIA 

TVET PROVIDERS There are 55 public TVET Institutions/Schools/Centers,  including 38 Institutes/Centers the serving  24 provinces offering programs from basic skills training to advanced degrees are  under directly managing 	of the Ministry of Labor and Vocational Training (MLVT). 49 NGOs/associations are delivering  TVET training programs. 227 private TVET providers are mostly running  short courses training in skills areas on a cost recovery basis. Various government ministries have  staff training colleges 

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The huge number of youth who need  to make a smooth transition from schooling  to the employment has posed  a challenge to the labor market,  as well as to the TVET system in Cambodia. There is a "skills gap" in the labor market, and  employers find it difficult to find  professional staff who have  good analytical and decision-making skills. Cambodia needs staff members who can expose  their country to international trends in TVET development.  There is a strong need for policy dialogue among the major sectors of TVET,  a review and identification of gaps in the TVET system,  and a revision of TVET qualifications framework. Networking with other countries and  establishing TVET documentation centers are  needed to enhance the capacity of TVET policy makers at the central level 

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Vocational training is very important in Cambodia,  as many people have not graduated from High School.  Most of the students in their Vocational Training Program are  illiterate, which proves challenging at times, however,  the outcomes are definitely worth it. 

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Civil Construction Auto-Mechanic Business & ICT Massonary Automotive Servicing Administration Services Steel Fabrication & Fixing Automotive Air Condition Servicing Computer Servicing Finishing  Capentry Automotive Electrical Servicing HRD Rough  Capentry Automotive Body Repairing Customer Services Plumbing Automotive Painting Sale Services Building Electrical Wiring Automotive Engine Rebuilding Marketing Services  Steel Structural  Errection Motorcycle Servicing  Computer Graphic Designing

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Home Sewing Business The purpose of the sewing cooperative is  to ensure their sewing graduates utilize  their skills to improve their standard of living. This is achieved by encouraging  their sewing graduates to become  a strong team, with their seamstresses acting  as Team Leaders. The women primarily make  clothes for schools, universities,  NGO's, tour agencies and individuals at their homes.  

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Their Vocational Training Coordinator and  Director head the program, by searching customers,  communicating with customers,  and coordinating the orders. They also develop the sewing team through training and  coaching. Some of their sewing students are  hired to participate in  home sewing business program.  Each month, they make their products at their homes using  machines purchased through by Microfinance Program. They receive a fair wage and  ongoing support from their staff and  employee benefits.  

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The purpose of the sewing cooperative is  to ensure every sewing graduates utilize  their skills to improve their standard of living. This is achieved by encouraging  their sewing graduates to become a strong team. The women primarily make  clothes for schools, universities,  NGO's, tour agencies and individuals at their homes.  

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Their Vocational Training Coordinator and  Director head the program,  searching customers, communicating  with customers, and coordinating the orders. They also develop the sewing team through training and  coaching. The purpose of the sewing cooperative is  to ensure their sewing graduates utilize  their skills to improve the standard of living 

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Sewing program in Cambodia targets  the poorest in their community who are struggling  to make ends meet. They recruit  students by spending  weeks conducting assessments and  determining the suitability of people to their program.  

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Their 10-month sewing program not only teaches  women the basics of sewing right through to elaborate  ceremony tops, they also learn  about chemical-free farming and  life skills as part of a holistic approach to development. As a result, these women are  empowered with the with the confidence,  independence and skills to support  themselves and their families.  

The Education System in Cambodia

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