Department of Teacher Training

1. Objectives

The primary objective of this program is to ensure an effective supply of teachers for all education levels so as to respond to the education system expansion through upgrading the competencies of TTC managers and education administrators, teacher trainers, school principals and other key staff of the MOEYS. 

The second objective is to ensure that the number of new intakes of all TTCs and the NIE and the subsequent deployment of new teachers should favorably respond to the growing demand for teachers in rural/remote and disadvantaged areas through the recruitment and training of teacher trainees from these targeted areas as well as from the areas inhabited by ethnic minority people.

The third objective is to improve the quality of teaching through expansion of in-service teacher training.

2. Responding to ESP Strategies and Policies

Policy 1: Ensuring Equitable Access to Education Services

¯  Ensuring teacher provision in remote and disadvantaged areas.

Policy action:

• An action plan on multi-grade teaching in border and remote areas and/or areas populated by ethnic minority groups developed annually.

Policy 2: Improving the Quality and Efficiency of Education Services

¯  Improve pre-service and in-service teacher development. 

Policy action:

• An action plan for the capacity development of teaching staff developed annually.
• A report on the needs assessment for upgrading trainers’ competencies and an action plan for teacher trainer capacity development to be completed in 2010. 
• Master Plan for Teacher Development finalized in 2010. 
• Report on the needs assessment for facilities in all teacher training centers finalized in 2010
• A plan for upgrading the competencies of secondary-school teachers with limited teaching capacity developed in 2011.
• ICT documents in teacher training curriculum revised in 2011.
• Modules of gender sensitiveness will be officially integrated into the teacher training curriculum in 2011.
• Teacher training curriculum review to be completed by 2012.
• Modules for inclusive education in teacher training curriculum revised in 2012.

3. Indicators and Targets

• 5,000 new trainees will be recruited annually to enroll in all TTCs, in which priority in which priority will be given to at least 40% of teacher trainees from rural, remote and disadvantaged areas and those with ethnic minority backgrounds.
• 3,000 primary-school teachers will be trained at the six RTTCs by the SY 2013-2014 with a view to upgrading their competencies to become basic education teachers.
• 90 primary-school inspectors and 120 secondary-school inspectors will be recruited and trained at the national Institute of Education (NIE) by SY 2013-2014.
• 1,500 new trainees from disadvantaged areas will be recruited annually and assigned to work in their indigenous areas after completing their education.

4. Main Programs and Activities

4.1) Recurrent programs (Program based budgeting​​​​​ and others budgeting)

i) Operational budget of 25 TTCs

• Disburse the annual operational budgets to the Pre-school Teacher Training Center, 18 PTTCs, six RTTCs, and six resource centers so as to improve the quality and efficiency of the pre-service and in-service teacher education programs. One of the main priorities for TTCs is to train basic cycle teachers to anticipate flexibility in meeting growing enrolments in the coming years.

ii) Capacity development program for education management

• Under the above program, primary-and-secondary school principals are to be equipped with various types of skills so that they can take more active leadership roles in their respective schools and take the necessary measures to ensure efficient and effective management of human resources at school levels.

iii) Continuous teacher development (in-service training)

• Upgrading staff competencies in various forms of training for all TTCs, including staff development programs for teacher trainers to be conducted at the TTC level.   
• Paying attention to the training of multi-grade teaching methodology for teachers in remote and incomplete schools.  Training priority is given to those who actually have to teach multi-grade classes.
• Upgrading the capacity of primary-school teachers by training them to become basic education teachers so as to meet the projected growing enrolment of lower-secondary pupils in the years to come.
• Providing training on the use of new curricula and curriculum standards and on inclusive education for school teachers of all education levels.
• Providing training on ICT skills for all teacher trainers and secondary-school teachers.
• Providing training on gender mainstreaming for MOEYS staff of all levels.

4.2) Capital programs

Investment

• Procure ICT tools for TTCs in 2011.

Technical Cooperation

• Strengthening the management capacities of all TTC leaders.
• Strengthen the capacity of teacher trainers at all TTCs on teaching methodology such as lesson study and inquiry-based learning.
• Provide training to teacher trainers on the development and use of teaching aids.
• Provide training to teacher trainers on the use of laboratory equipment and devices.
• Upgrade the competencies of TTD staff in the identification of priority activities so as to make  education services more efficient through the following activities:

1. oCooperate with the Personnel Department, develop a pre-service and in-service training action plan for better deployment of teachers in rural, remote, and disadvantaged areas; 
2. oDevelop an action plan for in-service training, strengthening and expansion;
3. oConduct an assessment of pre-service and in-service program implementation, including the impact of teacher training programs on teachers teaching in rural, remote and disadvantaged areas.

5. Program Management and Monitoring

The sub-program aim is to decentralize the responsibility for monitoring and evaluation to the TTCs, specifically to move from a centralized planning “controlling” approach to one of monitoring and support rendered by the teacher education system at the national level. The strategic objective of this sub-program is to favor a possibility of delegating authority to the TTCs so that the latter could enjoy larger role of responsibility and greater autonomy in their daily operations.

Operational budget of each individual institution will be disbursed through the PEO and the Teacher Training Department. The TTD will be responsible for monitoring and quality assurance. The TTD will also be responsible for overall planning and monitoring, including budget allocation under the already agreed guidelines. Each TTC is required to prepare its annual development plan and its quarterly progress reports.

Funds allocated to TTCs should be managed by the PEO. Each PEO should prepare its own plan of budget allocation and be responsible for the preparation of a financial statement and a report on budget execution. Each TTC’s fund-execution commission should be comprised of the TTC director, a deputy director, two staff representatives and two representatives of teacher trainees.

The TTD is responsible for monitoring all program activities, including financial monitoring. The TTD is also responsible for project design and supervision and monitoring the quality and efficiency of budget utilization for this sub-program. Each PEO should prepare its monitoring progress report and submission to the MOEYS through the TTD.

6. Financial Plan (in million riels)