Cambodia’s Ministry of Education, Youth and Sport is pivoting its reform strategy, moving from a traditional top-down approach toward a model that centers on the expertise and professional development of teachers. This shift was a primary focus during the recent EPIC 2026 summit held in Siem Reap, where experts emphasized that sustainable educational progress requires a collaborative partnership between policymakers, researchers, and classroom educators.

Khuon Vichika, Director General of the Teacher Training and Development Department, noted that the ministry has learned significant lessons from reforms implemented between 2014 and 2019. While early efforts focused heavily on curriculum and policy mandates, the ministry now recognizes the necessity of a bottom-up approach. "We need to work closely with teachers to understand what they need and what students need so we can work together as one," Vichika stated, adding that the ministry has consolidated professional development oversight into a single department to streamline support for educators.

International and local experts at the forum highlighted the untapped potential of teachers as agents of change. Marie McLoughlin of Maynooth University in Ireland urged officials to move beyond viewing teachers merely as policy implementers. She noted that teachers possess invaluable practical knowledge that should be directly incorporated into the policy-making process. Similarly, Phung Pov, Managing Director of School-Based Management (SBB), argued that while Cambodian teachers are dedicated, they require greater trust and the freedom to shift their focus from textbooks to student-centered learning.

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Leo Casey, an academic advisor for the EPIC Alliance, warned that rapid global changes—such as the rise of artificial intelligence and climate change—necessitate a teaching force that is constantly learning and adapting. He stressed that schools must foster environments open to innovation to ensure that new graduates can effectively contribute to the system.

Chea Phall, a senior researcher at the Cambodia Development Resource Institute (CDRI), further advocated for evidence-based policies that address the specific, diverse needs of educators. The consensus among participants was that improving education quality requires viewing teachers as professional leaders and essential partners in the reform process, rather than just recipients of training.

Source: Khmer Times