Ref N° 690

Institutional support to Cambodia’s Ministry of Youth and Sport (MoEYS) for development of teacher educator professional standards (TEPS) for Teacher Training Colleges (TTCs), development of a pre-service Teacher Training Curriculum Framework (TTCF) for TTCs, and review of PSTTC teacher training curriculum

Country
Cambodia
Client
UNICEF
Overall project value (EUR)
€ 288 315
Origin of funding
UNICEF
Proportion carried out by legal entity
100%
Consortium members
-
Start date
June 2022
End date
July 2022
Number of staff provided
335 w/d

Detailed description of project Back

The Capacity Development Partnership Fund (CDPF) is a long-running partnership between the Ministry of Education, Youth and Sport (MoEYS) in Cambodia, the European Union, the Swedish Embassy, USAID, Global Partnership for Education and UNICEF. The purpose of the CDPF, currently in its third phase, is to support the realisation of the two policy priorities identified in Cambodia’s MoEYS’ Education Strategic Plan (ESP) 2019-2023: (i) to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all; and (ii) to ensure effective leadership and management of education staff at all levels. UNICEF is the Fund Manager for CDPF Phase III.

During 2020, UNICEF mobilised technical assistance to prepare an annual and medium-term work plan for teacher development, mainly targeting Regional Teacher Training Centres (RTTCs) and Pre-school Teacher Training Centres (PSTTCs) covering a period from 2021 through to mid-2023. The implementation of the teacher development workplan is supported through significant additional investment from the EU through the CDPF, which was specifically requested by MoEYS. The teacher development workplan includes four priority activities:

  • Scholarships for upgrading teacher educators’ qualification to master’s degree level;
  • In-service professional development in areas identified through training needs assessment;
  • Development of teacher educator professional standards;
  • Review and revision of teacher training curriculum.

This assignment specifically covers the development of teacher educator professional standards, the development of a teacher training curriculum framework for PSTTCs, Provincial Teacher Training Centres (PTTCs) and RTTCs, and the review of the preschool teacher training curriculum. The existing teacher training curricula were developed more than 10 years ago. Thus, there is an urgent need to review and improve the teacher education/training curricula to prepare teachers.

The purpose of this assignment is to provide high quality technical support to MoEYS’ Teacher Training Department (TTD) and the three Teacher Training Institutes – PSTTC, PTTCs and RTTCs for the following:

  • Development of teacher educator professional standards (TEPS) for PSTTC, PTTCs and RTTCs’ teacher educators. It will build on MoEYS’ recently developed Teacher Educator Standards of the Teacher Education Colleges (TECs);
  • Development of credit-based teacher training curriculum framework for PSTTC, PTTCs and RTTCs;
  • Review of the existing pre-service preschool (PSTTC) teacher training curriculum.

Type of services provided

  • Literature review/desk review of international, regional, and national professional standards frameworks including the recently developed Teacher Educator Professional Standards (TEPS) and Assessment Guidelines for Teacher Education Colleges (TECs);
  • Development of teacher educator professional standards (TEPS) including assessment guidelines for PSTTC, PTTCs and RTTCs;
  • Comprehensive literature review/desk review of international, regional, and national curriculum frameworks;
  • Designing and developing an overarching credit-based Teacher Training Curriculum Framework (TTCF) for PSTTC, PTTCs and RTTCs;
  • Undertake the review of the PSTTC teacher training curriculum;
  • Development of an implementation plan for the revision and roll-out of the preschool teacher training curriculum;
  • Contribute to at least two technical discussions, meetings, and conferences on teacher development.

Main staff provided:

  • Team Leader (80 w/d);
  • Teacher Educator Professional Standards Expert (65 w/d);
  • Early Childhood Education Expert (70 w/d);
  • National Education Expert (70 w/d);
  • Research Assistant in Early Childhood Education (50 w/d).

Back to Top