Background and Objectives

II. BACKGROUND AND OBJECTIVES

Within the education system more than 50% of active teachers do not have enough competencies of how and what to teach. In other word, methodology needs to be strengthened. They conduct in-service training course in order to improve their teaching and learning. So, distance education is used to train teachers in the field.

Since January 1995, MoEYS has cooperated with PASEC, in training 804 teacher trainers. These trainers can:

1. Help teachers in the whole country.

2. Strengthen the basic ability and pedagogy to 47,727 primary teachers on Khmer language and Mathematics.

3. Improve the standard of living by providing financial support to teachers having finished a module of distance education.

From January 1995 to June 1999, distance education committees have produced and printed 19 series of distance education modules (4 series every year). The writing concepts and several of the testing documents were produced by 14 committee members. All the modules have been developed and reviewed by the Teacher Training Department of MoEYS. Since 1997, the module writing and tutorial committees have cooperated well with each other to improve teachers’ abilities in teaching.

Each series of distance education were written in modular form. Each module is appropriately developed to primary level, to fit teaching (for upgrading pedagogy for teachers), learning (for students), and strengthening (for upgrading basic knowledge to teachers) in Khmer language and Mathematics.

Teachers can do practice exercises with self-correction. These activities enable teachers to achieve their knowledge and evaluate their abilities during the learning process. At the end of each module, teachers will get a final test in order to know what they already achieve and to improve their knowledge.

Self-learning is appropriate for meeting teachers’ requirement and teachers’ need to improve their teaching and their basic knowledge. These documents also constitute materials for promoting teachers’ competencies.