A recent analysis of Cambodia’s primary education system has found that while the teaching profession has become more attractive, challenges remain in translating these gains into improved classroom outcomes.
Between 2013 and 2019, entry salaries for public primary school teachers in Cambodia more than tripled after adjusting for inflation. This shift transformed what was once a wage penalty for teachers in 2012 into a wage premium by 2019. The report notes that, “the teaching profession has become more attractive - resulting in much higher caliber graduates applying – half of teacher trainees (2014-2024) came from the top decile of G12 examinees.” This trend is observed even in remote provinces where attracting qualified candidates has historically been difficult.
Despite these salary increases, most teachers continue to seek additional income sources. According to the findings, “despite the increase in pay for primary teachers – 84% of teachers report earning income through secondary jobs.” The data also indicates that most primary teachers work only half a day at their schools, with little change in this pattern since 2012 or following teacher remuneration reforms.
The study further highlights that while education qualifications among primary teachers have improved, there has been little progress in actual teaching methods or math competencies. “Classroom observations conducted in 2012 and 2024 suggest that remarkably little has changed in terms of the method of instruction and classroom practices,” the report states. Results from math tests administered as part of a 2024 survey show only marginal improvement compared to results from 2012.
Another concern raised is the need to expand capacity for producing qualified new teachers. Currently, contract teachers make up about 19% of the workforce and have received minimal training. The report points out that around one-third of civil servant teachers are expected to leave the workforce over the next eight years due to retirement or other reasons.
To address these issues, several recommendations are proposed. One suggestion is to focus future teacher pay adjustments on rewarding effort and performance: “Develop a long-term teacher remuneration strategy, that aims to increase the hours worked by primary school teachers – and aims to reduce the prevalence of secondary jobs.”
Other recommendations include easing entry restrictions into teacher training facilities and revising policies regarding contract teachers by introducing multiyear contracts and raising minimum training requirements. The report suggests opening pre-service pedagogic training facilities to contract and non-civil servant teachers, as well as establishing a licensing system for professionals with university degrees who wish to enter teaching.
These measures aim to ensure an adequate supply of well-qualified primary school educators while promoting quality assurance across Cambodia’s education sector.