A recent analysis has examined whether introducing full-day lesson schedules in Cambodia’s primary schools would improve student learning outcomes. The study found that while the country’s total intended instruction time is shorter than international and regional averages, the time devoted to core subjects like literacy and numeracy is comparatively high. This suggests that limited curriculum hours for these subjects are not the main obstacle to better learning results.
The report also highlights a significant gap between the prescribed 728 hours of annual instruction and what students actually receive, due to frequent losses of instructional time. Although comprehensive data on this issue is lacking, several studies estimate that up to a quarter of scheduled teaching hours may be lost in Cambodia.
Global research shows a weak positive link between increased instruction time and higher student test scores. However, there are notable exceptions: some countries with longer school days do not necessarily see improved performance, while some high-achieving nations operate with fewer classroom hours than the average among OECD members.
The experience of other countries switching to full-day schooling offers mixed lessons. According to the study: “The positive impact on student test results is not guaranteed; The positive impact is typically modest; Instruction time reforms are typically very costly – as they often increase the cost of the teacher wage bill; and Instruction time reforms take very long to implement - often more than a decade.”
When considering options for increasing instructional time, cost-efficiency varies significantly. Expanding to full-day schooling would require major investments in new classrooms and facilities, making it less efficient per hour added. In contrast, extending existing half-day sessions or lengthening the school year can add instructional hours at lower cost since they avoid large capital expenses. Addressing lost instruction—such as by reducing teacher absenteeism and unofficial school closures—is identified as the most cost-effective approach.
Teacher employment rules play a key role in determining how affordable any reform might be.
Based on these findings, several recommendations have been made:
- “Conduct a study to quantify instruction time loss and identify the underlying causes and potential measures to address teacher absenteeism and unofficial school closures.”
- “Combine investments in additional instruction time (adding lessons to the school day) with measures to reduce teacher absenteeism, tardiness, and school closures.”
- “Pilot-test reform options and robustly measure their impact on student learning – before implementation across a large number of schools.”
- “Clarify the curriculum, teaching norms, and HR regulations and strictly enforce compliance — ensuring that the minimum required in-class teaching hours - and hours worked outside of the class - are met.”
- “Reduce the prevalence of secondary jobs and consider increasing teaching time per teacher – to limit the costs of reforms and facilitate implementation.”
- “This study highlights the importance of quality and effectiveness of instruction. The MoEYS should continue to invest in quality (e.g., by promoting early-grade reading and math) and effectiveness (e.g., by promoting teaching-at-the-right-level) as these have shown to improve student learning outcomes.”
The report emphasizes that changes should be approached carefully given their expense, complexity, uncertain benefits, and lengthy timelines for implementation.