Sovisal Khorn
Cambodian Education Forum
Phnom Penh, Cambodia
Innovations and Challenges in Cambodian Education: Youth’s Perspectives
Edited by Kimkong Heng, Koemhong Sol, Sopheap Kaing, and Sereyrath Em
© Cambodian Education Forum 2023
Summary
To compete in the global market, Cambodia has created a number of national economic strategies, one of which is technical and vocational education and training (TVET). TVET is critical for improving people’s livelihoods and providing Cambodian workforces or human resources with the knowledge, competence, skills, working attitudes, professional ethics, high productivity, and competitiveness needed for lifetime employment. This chapter examines the benefits of TVET for Cambodia using secondary sources and digital media. It is organized into three parts: key roles, challenges, and ways forward. The chapter begins by explaining how TVET contributes to Cambodia’s national economic growth, education, private sector, and personal development. Following that, it highlights a few key challenges to increasing TVET in Cambodia, such as a lack of engagement in TVET and the need for corporate and government support. The chapter then highlights the solution and the vital role of the private sector, government, and individuals in resolving the challenges and establishing a more effective TVET in Cambodia.
Keywords: Technical and Vocational Education and Training; TVET; significance; challenges; ways forward; Cambodia
Introduction
Technical and Vocational Education and Training (TVET) has contributed to socioeconomic advancement by establishing and upgrading labor market demands as well as generating trained employees and technicians (Asian Development Bank [ADB], 2018). In Cambodia, TVET operates under four key objectives, as stated in the 2017-2025 National TVET Policy: (1) to improve TVET quality in order to meet national and international market demands; (2) to increase equitable access to TVET for employment generation; (3) to promote public-private partnerships and aggregate resources from stakeholders to support TVET’s sustainable development; and (4) to improve TVET system governance (Ministry of Labor and Vocational Training [MoLVT], 2017). MoLVT has been in charge of TVET tasks since 2005, overseeing non-formal and informal (short course) vocational training through the Directorate General of TVET (UNESCO-UNEVOC, n.d.-a). MoLVT now has 104 TVET-recognized institutions, comprising 37 governmental institutes, 41 private institutes, and 26 nonprofit organizations that provide technical and vocational training in 25 capital city or provinces (MoLVT, 2021). TVET institutes in Cambodia offer short and long-term training at eight levels for trainees, students, youth, and the general public, including four certificate programmes, an associate degree, a bachelor’s degree, a master’s degree, and a doctoral degree (MoLVT, 2021). Short-course training programmes cover electrical installation, water supply, machine repair, car repair, motorcycle repair, mobile phone repair, computer repair, food and beverage services, tailoring, salon, cosmetics, wedding embellishment, animal raising, vegetable growing, fruit, and other skills. A long-course curriculum is accessible both in the classroom and in the community. Architecture, civil construction, electrical, electronics, mechanical, air-conditioning, automotive, entrepreneurship, accounting, computer science, information technology, telecommunications, business, tourism, and other skills are taught in one-year or more long-term training programmes (MoLVT, 2021).
The aim of this chapter is to discuss the significance of TVET, the challenges facing it, and the ways forward to improve TVET in Cambodia. The chapter starts by providing definitions of TVET. It then examines the roles of TVET in various domains as well as the challenges facing TVET in Cambodia. The chapter concludes with a discussion of the ways forward and suggests further research on ways to develop TVET in Cambodia.
What is TVET?
TVET is described broadly as education, training, and skills development in various vocational specialties, as well as production, services, and livelihoods (UNESCO-UNEVOC, n.d.-b). TVET is an aspect of lifelong learning that can take place at the secondary, post-secondary, and technical levels (UNESCO-UNEVOC, n.d.-b). It includes work-based learning, continuing training, and professional development, which may lead to qualifications. It serves multiple purposes, such as being an integral part of general education, a means of preparing for occupational fields, and a tool for effective engagement in global work fields (UNESCO-UNEVOC, n.d.-b). According to MoLVT, TVET is an indispensable component of socioeconomic development that assists learners in gaining knowledge, technical skills, and competency to become skilled workers and technicians (MoLVT, 2017).
The role of TVET in boosting the economy
Many educated and professional Cambodians have perished as a result of the genocide, which has affected the Cambodian economy due to the remaining population being low-skilled. In light of that, Cambodia has grappled with economic challenges, including a lack of skilled labor, reduced internal output, and limited exports. This situation, which sharply contrasts with the conditions in its neighboring countries, has contributed to Cambodia’s status as a less prosperous nation (Benjamin, 2019). Hence, the role of TVET would significantly contribute to national economic development by increasing employability, raising domestic productivity, reducing poverty, and mobilizing skilled workers. TVET, as stated in Cambodia’s National TVET Policy 2017-2025, will increase Cambodian productivity and establish more competitive domestic enterprises by increasing its labor capacity to generate more domestic goods in the production chain (MoLVT, 2017). According to Sim et al. (2019), TVET has helped domestic production by producing skilled workers for industry sectors such as the garment industry, which accounts for approximately 65 percent of national manufacturing, and effectively producing their products, which could help domestic productivity while also reducing poverty and Cambodian labor migration. For example, Cambodian Prime Minister Hun Sen announced in 2020 that the TVET policy had increased the skills and employability of 200,000 people since 2017, which is a critical aspect of TVET for generating competent people for the country (Sen, 2020).
Furthermore, TVET is able to establish itself as a key player in addressing the national economy’s regional and worldwide challenges and boosting exports. High infrastructure costs and shortages; limited access to social services; insufficient access to land, natural resources, and affordable finance; human capital and skill shortages; and poor governance have all contributed to Cambodia’s struggle in economic competition with its regional and international competitors (Kim, 2014). One of them is the ASEAN Economic Community, which promotes regional integration to facilitate free trade within its jurisdictions (Kim, 2014). With a skilled TVET workforce, Cambodian firms would be able to compete with their international competitors and may export more of their products.
The role of TVET in supporting the private sector
One of Cambodia’s TVET national policy goals is to promote public-private partnerships and aggregate resources from stakeholders to support sustainable development (MoLVT, 2017). In this sense, TVET plays two crucial roles. First, it produces sufficient technicians and experts to serve and support the private sector’s productivity. Because TVET can develop both long-term and short-term skilled trainees, which can begin as early as one week, it has the ability to provide its trainees with the necessary skills, language competency, and immediate practice opportunities such as electrical or machine installation and repair, advanced skills in food and beverage services, cosmetics, wedding embellishment, animal raising, vegetable and fruit growing, and more (MoLVT, 2021). Nonetheless, the private sector will receive trained workers, so they will not need to invest time and resources in training those workers when they enter the workforce (MoLVT, 2021). TVET also fosters relationships between TVET students and the private sector, allowing them to contribute to the promotion of national enterprises and skilled workforces. While TVET generates skilled employees for the private sector, it also requires the private sector’s involvement to maintain its skilled trainees. By doing so, both parties will profit from each other and contribute to the growth of the national economy. According to Cambodia’s National TVET Policy (MoLVT, 2017), the country is actively striving to bolster public-private partnerships, aiming to support TVET as an integral part of the nation’s long-term development strategy.
The role of TVET in supporting the education sector
According to Cambodia’s Education Minister, Dr. Hang Chuon Naron, the dropout rate in upper secondary education (grades 10 through 12) was 23.8 percent in 2015 and 19.4 percent in 2016 (Touch, 2017). Following that, the 2019 General Population Census of Cambodia reported that almost 10% of males and roughly 15% of females were illiterate in the country (Sem, 2021). Nonetheless, the poll found that 22% of people aged 20 to 24 did not finish primary school. Because the rural population received less schooling than those in urban areas, the result explains the country’s wide literacy gap. COVID-19 also had a negative impact on Cambodia’s literacy rates (Sem, 2021). To address such educational challenges, TVET aids these people in achieving a higher learning level and long-term professional skills. With its short and long training courses for trainees, students, youth, and the public, TVET supports these people in reaching a better degree of learning and long-term professional skills. TVET could provide dropped-out students and illiterate people with short and long training courses to ensure equitability and training in all scenarios (MoLVT, 2021). Dropouts, low-income women, ethnic minorities, women, persons with disabilities, those living in rural areas, and vulnerable people are all encouraged to obtain a vocational certificate. A short training course may last one week, and it may provide students with a variety of abilities. One-year training is also available. After graduation, students can enter the employment sector while continuing their education with their Technical and Vocational Certificate Level 1 until they attain the doctoral degree level. TVET institutes provide internship and career opportunities through full and partial scholarships, practice workshops, and business partnerships. Furthermore, the institutes provide free housing for students, especially students from rural areas, needy students, and female students (MoLVT, 2021).
According to the Cambodian Qualifications Framework skill evaluation surveys of TVET graduates from Levels 1 to 4 in engineering, electrical, mechanics, and manufacturing in 2022, 17.48 percent became managers and specialists, 45 percent became technicians, and 13.18 percent became mechanics (Long, 2022). Another 5.10% of those polled became entrepreneurs or business owners, while 19.22% worked in professions unrelated to their expertise. Responses were provided by 1,275 TVET graduates and 244 industry (firms and companies) respondents, including 63 technicians and professionals (Long, 2022). Less demanding study methods, enrollment conditions, and high graduation rates should make TVET a good alternative for Cambodians, particularly dropout students and illiterates.
The role of TVET in personal and professional development
TVET provides a range of training options, from non-formal vocational certification training (non-formal training) to doctoral degree training (formal training), and has the potential to make a significant difference in the lives of Cambodians who wish to acquire technical skills for their professional lives. Both MoLVT and TVET institutions are fervent advocates of this approach. On August 16, 2022, for example, MoLVT announced its yearly registration of free vocational training (C1 or Certificate Level 1) to the public and young people, mostly labor employees, with courses lasting four months and taking place in 29 vocational training institutes across Cambodia (MoLVT, 2022). Depending on each TVET institution, the courses may include salons, food, computer and graphic design, basic bookkeeping, garage repair, electrical services, construction, tailoring, tourism, and other sectors. The announcement stated that the courses are all relevant and in high demand for the job market both today and in the future (MoLVT, 2022). The training was not only accessible to the public, but it also offered 200,000 riels each month to all participants who held an equity card to support their meals and housing throughout the programme (MoLVT, 2022).
Challenges to improving TVET in Cambodia
According to the National TVET Policy 2017-2025 (MoLVT, 2017), TVET in Cambodia has faced eight major obstacles. First, the quality of TVET is not yet entirely responsive to labor market demands. This is due to a lack of a quality assurance system; outmoded training methodologies; inauthentic experience in the industry of technical trainers; insufficient infrastructure, equipment options, and necessary rules; and a lack of an industry-recognized assessment system for trainers and trainees. Second, there is a lack of value for TVET. Some Cambodians do not consider TVET training a type of higher education, such as college or university education. They may also see TVET as a form of reserved education if they do not have any chance for university education. Third, the TVET system has limited financial resources. Despite the fact that TVET requires a considerable financial commitment, only the Royal Government of Cambodia has invested in the programme. Fourth, TVET integration is not universally embraced at all educational levels. Despite TVET being approved by the Cambodian Qualifications Framework, several limitations persist. There is an inadequate connection between general education and TVET programmes and a lack of joint effort in training TVET trainers and sharing learning materials among relevant ministries. Furthermore, there is a lack of skill-bridging training programmes, certification across ministries, and relevant non-public training providers. The sharing of labor market information and TVET data among relevant ministries is also insufficient. Fifth, a lack of essential skills such as reading, writing, mathematics, computing, communication, collaboration, and problem-solving abilities is evident. Business enterprises have identified five competencies that require enhancement: communication, teamwork, technical skills, foreign languages, and customer relations. Sixth, there is inadequate stakeholder participation. The absence of active stakeholder participation has an influence on the quality, cost-efficiency, and responsiveness required in TVET. This manifests in trainers with limited real-world industry experience, inadequate training programmes, and failure to meet skill standards, leading to a training approach that falls short of labor market demands. Seventh, there is an insufficiency of training resources and financial support. After graduation, the trainees will need accommodation, food support, and job placement assistance. Eighth, there is a lack of coordination and governance in the TVET system due to ineffective implementation by the concerned ministries and institutions that are yet to fully align with the mission of the Royal Government of Cambodia (MoLVT, 2017).
The ways forward
To conquer all of the challenges associated with establishing a robust TVET system, Cambodia needs to fully implement its national TVET policies. The successful navigation of the challenges hinges on a strategic focus on five execution areas to fortify and sustain the TVET programme.
First, support for lifelong learning and a comprehensive plan for TVET reform are of vital importance. A collaborative approach involving various stakeholders, including multiple ministries, businesses, employees, and civil society groups, will be instrumental in propelling the success of Cambodia’s TVET programme. More significantly, society should be involved in the Cambodian Qualifications Framework, which serves as the foundation for a transparent and permeable lifelong learning system and fosters TVET growth that benefits all Cambodians.
Second, sectoral initiatives aimed at enhancing the involvement of the private sector and society in skill development should be promoted. These strategies encourage industry and workers’ groups to participate in the development of standards and curricula that align with ASEAN norms and cater to the evolving skill requirements of a modern economy. It is especially effective at addressing cross-cutting concerns such as the need for green skills integration into TVET, addressing gender imbalances, and engaging the private sector in funding the skill system.
Third, supporting apprenticeships is crucial to provide young people with appropriate skills that help them acquire market-ready skills while also allowing them to earn a competitive wage and improve their career prospects. Apprenticeships should be regulated and, to some extent, institutionalized in order to safeguard trainee rights and encourage close collaboration among all parties involved.
Fourth, it is important to introduce targeted programmes that improve access to TVET for migrants and returnees. Migration policies should address skill development issues in both local and Cambodian subregions. In achieving effective policies, it is important to develop rules for cross-national talent recognition and to take into account the unique needs of women and migrant families. Consequently, it is vital to enhance coordination between TVET institutions, migration-related services, and employment agencies to offer more efficient information and connect returnees to local businesses.
Finally, efforts should be directed toward improving the labor market and TVET information systems to respond to future skill demands. Cambodia should identify current and future skills gaps and corresponding training needs, which will require improved institutional structures, strategies, and capacity building. It should also collaborate with foreign partners to exchange best practices and improve coordination in an increasingly interconnected world (ILO, 2020).
Conclusion
In conclusion, TVET has several benefits for all Cambodians. As a national technical training programme, it has played various critical roles, notably in enhancing the economy, supporting the private sector, assisting the education system, and developing personal and professional qualities. For the TVET programme to maintain its sustainability and continue to benefit the country, Cambodia should address all of the challenges affecting its progress, wisely invest in the programme’s continuous development, promote TVET broadly among its people, and encourage contribution and collaboration from the private sector.
The primary goal of this chapter is to underscore the potential of TVET in meeting industry sector and labor force demands in Cambodia, as well as to raise awareness among Cambodians about the opportunities afforded by TVET. In light of that, further research should be geared toward exploring mechanisms for expanding TVET institutions, ways to promote the value of TVET education among all Cambodians in order to increase the number of Cambodians working in technical industries and to acquire the necessary skills, and ways in which TVET can attract more investors to get involved in the long-term, sustainable development of its educational system.
References
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