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2. Situation Analysis
With the many obstacles Cambodia needs to overcome in order to provide quality education for all, it may seem that ICT should be low on its list of priorities. On the other hand, unless action is taken soon, the country will fall further behind its neighbours and its young people will lack the skills they need for life in the digital age. Using ICT can help teachers move towards student centred teaching and learning.
2.1 Current Level Of ICT Access and Use
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According to an Association of Southeast Asian Nations (ASEAN) Readiness Assessment conducted in 2001, Cambodia ranked eighth out of the 10 ASEAN countries in terms of e-infrastructure, e-society, e-commerce and e-government. As such, it was classified as an "emerging" readiness country, characterised by the need to build basic ICT infrastructure and ICT literate workforce.
Public access to computers and the Internet are limited. An increasing number of Internet cafes have appeared in recent years in urban centres and tourist destinations. There are currently over 100 in Phnom Penh and several in the Siem Reap and Sihanoukville. Computer courses are popular in the major towns. However, with more than 80 per cent of the population living in rural areas, the majority has little or no access to the computers or the Internet. The rural people rely heavily on radio and television for information.
According to the International Telecommunications Union, as of 2002 Cambodia had the lowest Internet penetration in Southeast Asia and the highest Internet prices.[1]
2.2 Education Indicators
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The primary net enrolment ratio (NER) for 2002-03 was 88.9 % with a school population of 2,750,000. For secondary level, the NER is only 20 %, which the lowest in ASEAN.
Average primary school sizes have risen from 350 children per school to around 400 in recent years. Secondary school sizes are around 700. For primary and secondary levels, pupil-teacher ratios (PTR) are around 55:1 and 26:1 respectively (compared to Lao PDR 28:1 and 15:1). These ratios have worsened since 1998 as pupil enrolment has increased but has not been matched by the supply of trained teachers. There is also a significant variation in pupil-teacher ratios in different provinces and in remote areas the PTR for primary schools may be as high as 95:1.
Minimum contact time in schools is set at 800 hours per year. In practice, field reports indicate that many schools operate for less than 500 hours per year. In schools where a double or triple shift operates, contact time may be as little as 350 hours per year. Because of this reason, the use of ICT and multi-media learning tools will enhance learners to engage in self-learning in and non-formal education approach effectively.
2.3 Current Status of ICT In Education
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Education Strategic Plan (ESP) 2004-08
In its ESP and ESSP 2004-08, MoEYS refers to the role of ICT in improving quality and access to education in Cambodia:
"A cross-cutting strategy for enabling ESP policy implementation will be increased use of Information and Communication Technology (ICT) guided by MoEYS's new policy approved in 2004.
A priority will be to strengthen ICT-based information management at all levels as part of decentralization measures. Access and quality improvement will be supported by ICT-based distance learning opportunities (e.g. distance Masters, teacher development), selective introduction of computer awareness programs into upper-secondary schools and post-secondary institutions. Where it is appropriate, the Ministry will draw on capacity of private sector for multi-media programme planning and delivery, including for its expanded IEC programme and for HIV/AIDs awareness raising."
2.3.1 ICT Developments In Teacher Training
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The Ministry is committed to promote the use of ICT in education. All students in teacher colleges are required to attend 2 hours per week in ICT courses, starting in 2003.
The number of computers in teacher training institutions increased dramatically during the year 2003. Some of these computers have come from Priority Action Plan (PAP) budget and some from donations from different sources. The recent increase in computer numbers has been significant and all colleges now have a computer room. In 2003 the average student: computer ratio in Regional Teacher Training Centres (RTTCs) and Provincial Teacher Training Colleges (PTTCs) was 65:1. In 2004 the ratio has been reduced to 32:1. This has enabled colleges to start their courses in ICT.
Not all colleges have enough computers to run ICT courses effectively and some have problems with power supply for example having to rely on a generator or having to turn off all other electrical appliances in the college while the computer room is in use.
By early September 2004, more than half of the total 600 teacher trainers had attended training courses in basic ICT skills and in using ICT for administration, teaching and learning. One teacher trainer from each college has been trained in basic web-site design and their web-pages also published in the MoEY's website. Another group of teacher trainers from regional teacher training centres and the National Institute of Education were trained in production of web-based and audio-visual educational resources in Khmer language and also received training in computer maintenance and minor repair in 2004.
An ICT curriculum for provincial teacher training colleges (PTTCs) and regional teacher training centre (RTTCs) is under development. This will include the use of ICT in administration and for professional development and for making teaching resources. At secondary level it will also the use of ICT to enhance subject teaching.
2.3.2 ICT In Higher Education
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The change to a market economy since 1993 has facilitated the growth of private higher education establishments of varying size and quality. Some of the most popular courses offered are in ICT related subjects, foreign languages and business. Most of these colleges are in urban areas and have good ICT facilities and Internet connection.
2.3.3 Non-Formal Education and Distance Learning
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Progress in developing ICT infrastructure and content in Khmer for non-formal education and distance learning has been made mainly by NGOs. Notable examples include 22 community information centres providing low-fee Internet access in rural and urban areas. Few schools in remote areas are using solar power and satellite links.
Open Forum of Cambodia takes leading role in promoting the use of Khmer language in the field of information and communication technology. Actually, this local NGO is pioneering in the development of web portal content in Khmer- the sole largest web site in Khmer language in the country- providing users with news and information on a range of subjects including human rights, history and environment. Meanwhile, Open Forum of Cambodia has organized series of free courses on the use of e-mail and the web-site construction in Khmer language. Moreover, the organization is also running a Khmer software initiative project called KHMEROS, which aims to have adequate computer software to the economy of Cambodia by making free high-quality software available in Khmer language
Due to lack of infrastructure, a large number of rural Cambodians receive information mainly through radio and television and this has yet to be fully exploited for use as educational media.
2.4 ICT Readiness In Schools
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Of the 698 secondary schools, only 13% is connected to electricity, 8% have generators and 4% have solar panels. 75% have no power supply at all. [2]
Very few state schools have computers. Only 6% of lower-secondary schools and 35% of upper-secondary schools have between 1 and 2 computers for administrative purpose. Only 8 upper-secondary schools have more than 10 computers.
In addition to public schools, there are many private schools, many offering computer classes. A survey to collect more detailed information and data on ICT in private education will be conducted in early 2005.
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[1] "Khmer Internet: Cambodia Case Study," (International Telecommunication Union, March 2002).
[2] EMIS Centre, Department of Planning, MoEYS 2000 - 2004
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