Cambodia is stepping up investment in teacher quality, modern teaching methods and science, technology, engineering and mathematics (STEM) education as part of efforts to improve learning outcomes and prepare young people for the demands of the 21st century. Education, Youth and Sport Minister Hang Chuon Naron outlined the priorities at the closing ceremony of the First International Forum on 21st Century Teacher Education at Battambang Pedagogical Institute on Monday.
Key Facts
Teacher qualifications: Cambodia has upgraded its standard teacher training pathway from 12+2 to 12+4, raising the qualification level to a bachelor’s degree.
Learning outcomes: The ministry cited improvements in reading, mathematics and science in regional and international assessments.
Science performance: The source report states Cambodia recorded a 52-point increase in science in the 2025 Programme for International Student Assessment (PISA).
Teacher recruitment: Scholarship support equivalent to 70% of basic salary is being used to attract candidates with Grade A, B and C academic results.
Early childhood education: Access increased from 57% to 75%, according to the minister.
International cooperation: Japan and the Japan International Cooperation Agency (JICA) have supported teacher training and pedagogical institutions in Cambodia.
Cambodia Moves Towards Degree-Level Teacher Qualifications
One of the major changes highlighted by the minister is the transition from the 12+2 teacher training system to the 12+4 model.
Under the revised pathway, standard teacher qualifications are elevated to bachelor’s degree level. The reform is intended to strengthen educators’ subject knowledge, professional preparation and ability to deliver modern classroom instruction.
Teacher quality is a central factor in education reform because curriculum improvements and new learning materials depend on educators being able to apply them effectively. Stronger preparation can help teachers move beyond memorisation towards approaches that encourage students to understand concepts, solve problems and apply knowledge.
However, raising qualification requirements also creates implementation demands. Teacher training institutions need sufficient lecturers, appropriate facilities, updated curricula and practical teaching opportunities to prepare candidates to the required standard.
The effectiveness of the transition will therefore depend not only on the qualification framework but also on the quality of training and the support teachers receive once they enter schools.
Scholarship Support Aims to Attract Stronger Teaching Candidates
The Education Ministry has introduced scholarship support equivalent to 70% of basic salary to help attract candidates with Grade A, B and C academic results into the teaching profession, according to the report.
The initiative addresses an important recruitment question: how to attract academically capable candidates into teacher education while strengthening the profession’s long-term standards.
Financial support can reduce the cost of pursuing teacher training and make the career more accessible to qualified candidates. At the same time, recruitment incentives need to be accompanied by effective training, professional development and suitable working conditions if they are to contribute to sustained improvements in classroom performance.
The ministry is also introducing foundational reading and mathematics programmes. These initiatives focus on the basic competencies students need before progressing to more complex subjects.
Early proficiency in literacy and numeracy is particularly important because difficulties in reading and mathematics can affect learning across the wider curriculum. Strengthening these foundations can help students build the skills needed for later study, including STEM subjects.
Learning Assessments Point to Progress, Minister Says
Hang Chuon Naron said 13 years of education and teaching reforms had produced positive results.
The ministry cited assessments from the 2024 Southeast Asia Primary Learning Metrics and the 2025 Programme for International Student Assessment as evidence of improvements in reading, mathematics and science.
The source report states that Cambodia achieved a 52-point increase in science in the 2025 PISA assessment, describing it as the largest point gain globally.
These results, as reported by the minister, provide an indication of progress in student learning. However, assessment gains should be considered alongside other indicators, including students’ absolute performance levels, differences between schools and provinces, and the proportion of learners achieving foundational competencies.
For policymakers, the next challenge is to determine which reforms have contributed most to the reported improvements and how effective approaches can be extended to schools with different levels of resources and staffing.
Consistent assessment and transparent reporting will be important for tracking whether gains are sustained over time.
Japan and JICA Support Teacher Education Infrastructure
International cooperation is another component of Cambodia’s teacher education strategy.
According to the minister, the Japanese government and the Japan International Cooperation Agency have supported teacher training courses in Japan and helped fund Cambodian pedagogical institutions.
The support includes a new facility in Kampong Cham and pedagogical centres in Phnom Penh and Battambang.
Teacher education infrastructure can contribute to reform by providing spaces for professional training, practical instruction and the development of teaching methods suited to contemporary classrooms.
The minister stressed that Cambodia needs further improvements in physical infrastructure, classroom equipment and instructional methods to train educators capable of delivering modern education.
For these investments to produce lasting results, facilities and equipment must be matched by qualified trainers, relevant curricula and opportunities for teachers to apply new approaches in their schools.
STEM Education and Inclusive Learning Take Centre Stage
The two-day international forum was held under the theme, “Teacher Education on a New Education Pathway: From Foundational Literacy and Numeracy to Inclusive and Resilient STEM Innovation”.
The theme connects basic learning skills with the capabilities students will need as they progress through school and enter further education or employment.
STEM education can help students develop analytical thinking, experimentation, problem-solving and the ability to apply scientific and mathematical concepts. These competencies are relevant to sectors affected by technological change and the growing demand for specialised skills.
The emphasis on inclusive and resilient STEM innovation also points to the importance of ensuring that educational improvements reach students with different backgrounds and learning needs.
Achieving this requires more than adding technology or new subjects to the curriculum. Teachers need appropriate training, accessible learning materials and classroom methods that encourage participation and help students understand difficult concepts.
Early Childhood Education and Student Support Remain Important
The minister attributed improvements in learning to a combination of education reforms and broader student-support measures.
These included school meal programmes, assistance for disadvantaged students and expanded access to early childhood education. According to the report, early childhood education access rose from 57% to 75%.
Early childhood education can establish important foundations for language development, social skills and early numeracy before children enter primary school. Expanding access may help more children begin formal education with the skills needed to participate in classroom learning.
School meals and financial assistance can also help address practical barriers that affect attendance and participation, particularly for students from disadvantaged households.
The reported increase in early childhood access is an important indicator, although the figures provided do not specify the measurement period, the age group covered or whether access refers to enrolment, participation or another indicator.
Continued monitoring of access, learning quality and disparities between communities will be necessary to understand how effectively these programmes are reaching children.
Angkor Times Analysis: Teacher Quality Is Central to Cambodia’s Skills Agenda
Cambodia’s shift towards degree-level teacher qualifications, combined with scholarship incentives, foundational learning programmes and investment in pedagogical institutions, signals an effort to strengthen the education system at several levels.
The central challenge is turning these policy measures into consistent improvements in classrooms across the country.
First, teacher preparation must translate into better instruction. A bachelor’s degree raises the formal qualification standard, but classroom outcomes also depend on practical teaching skills, subject knowledge, mentoring and continuing professional development.
Second, foundational learning needs sustained attention. Students who struggle with reading and mathematics may face difficulties across multiple subjects. Early identification and targeted support can help prevent learning gaps from widening as students progress through school.
Third, STEM investment should be linked to real learning opportunities. Effective STEM education requires trained teachers, appropriate equipment, practical activities and curricula that develop analytical and problem-solving skills rather than relying solely on theoretical instruction.
Fourth, education outcomes need to be measured transparently. International assessments provide useful benchmarks, but policymakers also need evidence on classroom performance, regional differences, teacher deployment and access to quality learning.
For Cambodia’s workforce and economy, stronger education can support the development of technical capabilities, digital skills and a more adaptable talent base. Businesses and investors also benefit over time when the education system produces workers with sound foundational knowledge and the ability to learn new skills.
The long-term test of the reforms will be whether improvements in teacher training and student support lead to measurable, sustained gains in learning and more equitable access to quality education.
Frequently Asked Questions
1. What teacher qualification reform has Cambodia introduced?
The Education Ministry has moved from the 12+2 teacher training pathway to the 12+4 system, raising standard teacher qualifications to bachelor’s degree level.
2. What scholarship support is available for prospective teachers?
The report states that scholarship support equivalent to 70% of basic salary is being used to attract candidates with Grade A, B and C academic results.
3. What learning improvements did the ministry report?
The minister cited improvements in reading, mathematics and science in the 2024 Southeast Asia Primary Learning Metrics and the 2025 PISA assessment. The source report states that Cambodia’s science score increased by 52 points in PISA 2025.
4. How is Japan supporting teacher education in Cambodia?
The Japanese government and JICA have supported teacher training courses in Japan and funded pedagogical institutions, including a new facility in Kampong Cham and centres in Phnom Penh and Battambang.
5. Why are foundational literacy and numeracy important?
Reading and mathematics are essential skills for learning across the curriculum. Strong foundations can help students progress to more advanced subjects, including science, technology, engineering and mathematics.
6. What other education measures did the minister highlight?
The minister cited school meal programmes, assistance for disadvantaged students and expanded early childhood education access, which reportedly increased from 57% to 75%.