Khmer Grade 6 Book

[Karren Bangura]

TheMinistry of Education, Youth and Sport (MoEYS) launched the third grade early reading package under the Komar Rien Komar Cheh (children learn, children know) program to equip third graders with foundational skills in their learning journey.

According to the USAID, the grade three reading package and teaching incorporates age-appropriate reading materials and a practical guide for teachers. The package, aligned with the national curriculum, is a collaboration between the ministry and the USAID-funded Inclusive Primary Education Activity (IPEA). It builds on successful methods developed for grades one and two with the support of USAID which started in 2017.

In 2023, USAID through the IPEA trained 3,000 teachers in improved reading instruction, benefiting approximately 90,000 students in grades one to three. Building on these achievements, USAID continued to support MoEYS in expanding the early reading program and strengthening school governance nationwide.

According to recent findings by a USAID-supported mid-term early grade reading assessment, there was significant progress in just one year among third graders who adopted the program compared to their peers in schools which did not have the program.

Leng Srey Oun, a second grade teacher in Poipet city, told CamboJA News that she would be happy if the reading program was available in her school because it will boost reading fundamentals of young children. But she hoped that teachers will receive training as they are different from the teaching methods for grade one and two. She also hoped that libraries will be stocked with books for students.

Somaly, who is concerned about her son in third grade, said he does not pay much attention in class, so the reading program might entice him to read more. However, she observed that it might be a little hard for teachers to control a class of 50 or 60 students. This is the problem why students might not be close with their teachers and do not improve in their studies, she said.

Meanwhile, she remarked that teachers in Cambodia worked hard, therefore they should be compensated with higher salaries. Education must be a priority for a country. If education declines, there is no progress, and if education is good, the justice system will be better and people will be better educated, Chhayavy told CamboJA News.

As the Strengthening Teacher Education Programs in Cambodia (STEPCam) starts its third year of implementation, the pivotal role of mentoring to improve instructional practice in the classroom has become clear. Teachers need the opportunity to practice what they have learned in the classroom and receive immediate, constructive feedback from their peers to improve their professional practice.

As the Strengthening Teacher Education Programs in Cambodia (STEPCam) starts its third year of implementation, the pivotal role of mentoring to improve instructional practice in the classroom has become clear.

STEPCam is a three-year initiative jointly implemented by the Ministry of Education, Youth and Sport and UNESCO with financial support from the Global Partnership for Education (GPE) and the Capacity Development for Education Program (CapED). It aims to improve the quality of teaching and learning in the early grades.

After consultations among government stakeholders, education personnel and development partners at the national and sub-national level, there was consensus to roll-out a model that was scalable but did not disadvantage more distant schools in a cluster and provided frequent support to teachers at the school-level. This led to the design of a school-based model that brings master mentors recruited from the Provincial or District Office of Education or nearby Teacher Education Institute to train school-based mentors, who can then offer professional development support to their peers.

SANDAG, in partnership with the City of Chula Vista and Metropolitan Transit System (MTS), plans to construct a grade separation at the Palomar Street and MTS rail crossing at Industrial Boulevard. The planned grade separation will lower Palomar Street under the MTS rail tracks.

Nearly 45,000 vehicles and 266 Blue Line Trolley trains cross this location daily. The high frequency of gate down times at the crossing causes major traffic delays, increases safety concerns, impedes emergency responders, impacts access to local businesses, and has adverse effects on the environment. The crossing has been the site of 85 accidents over a 10-year period. For these reasons, this project is ranked first on our grade separation priority list.

SANDAG and the City of Chula Vista were awarded $21.5 million through the Rebuilding American Infrastructure with Sustainability and Equity (RAISE) program. These funds will be used for the project's design phase, which includes acquiring right-of-way and relocating utilities ahead of the start of construction. Additional funding is needed for construction.

Globally, 6 out of 10 children and adolescents are not achieving minimum proficiency levels in reading and mathematics. The UNESCO study (2017) indicates that in Eastern and South-Eastern Asia, almost one-third, or 78 million children and adolescents, will not read proficiently if current trends continue.

Under the fixed component of GPE-3, which is known as Strengthening Teacher Education Programs in Cambodia (STEPCam), UNESCO operates as the grant agent. The overall aim of STEPCam is to enhance the quality of teaching to improve student learning in the early grades.

The holistic focus of STEPCam, and in turn GPE-3, on early grade learning is significant; international evidence demonstrates how these early years create the foundation for lifelong positive academic achievements of children, as well as opportunities for social inclusion and a sustainable lifestyle.

There is much to be proud but of most relevance today is the in-service training for teachers of early grade Khmer reading and mathematics, using new teaching techniques, a student-centered approach and mentoring.

Through the early grade reading program, students are reading and writing better than before and thinking more deeply. The teaching and learning materials, such as the colorful letter picture cards, are engaging students and helping them practice their reading. Students are attending class regularly, participating in all activities, helping their peers where possible and, most of all, enjoying their learning experience.

As part of Komar Rien Komar Cheh, parents, families and communities are also considered key parts of the learning equation and are encouraged to foster a reading and learning environment into their homes through activities, such as bedtime reading.

As we strive to achieve SDG 4 through collaborative and harmonized efforts, together we can foster a love of reading and learning, and create a successful early grade learning experience for our future generations.

Salutes to Cambodia in honoring their 5th National Reading Day. We have a bigger responsibility in educating our children and adolescents with good quality education. Kudos to Pheap for being a true teacher to the children of Cambodia. Cultivating the idea of life long learning will reap benefits for generations to come.

The promotion of health education is a mandatory and long-term measure to ensure that learners receive the correct information and put them into daily practice to prevent communicable, non-communicable diseases, and accidents, physical and mental health care. According to the Curriculum Framework of General Education and Technical Education 2016-2025, which was implemented on April 12, 2016, health education has reached a new stage, turning from a subject that is integrated into the relevant subjects namely Social Studies, Biology, and Moral-Civic, into a separate health education subject lasting 1 hour per week from 1st to 12th grade. This new subject covers six components, including 1. Primary health; 2. Mental health; 3. Sexual and reproductive health; 4. Health and faith; 5. Health and environment; and 6. Health and economics.

KHMR 102 - Fundamentals of Khmer(4 units)

Prerequisites: KHMR 101 linguistic competency, or equivalent and consent of instructor.

Intermediate level linguistic study and cultural aspects of Khmer for heritage speakers. Oral and written communication skills and intensive study of literary, historical, social, and aesthetic traditions of Cambodia through the Khmer language and literary texts.

Letter grade only (A-F).

Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Cambodian education system includes pre-school, primary, secondary education, higher education and non-formal education.[3] The education system includes the development of sport, information technology education, research development and technical education.[3] School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%.[4]

The Human Rights Measurement Initiative (HRMI)[5] finds that Cambodia is fulfilling only 68.2% of what it should be fulfilling for the right to education based on the country's level of income.[6] HRMI breaks down the right to education by looking at the rights to both primary education and secondary education. While taking into consideration Cambodia's income level, the nation is achieving 86.2% of what should be possible based on its resources (income) for primary education but only 50.4% for secondary education.[7]

The Constitution of Cambodia establishes that the state shall protect and upgrade citizen's rights to quality education at all levels, guaranteeing that all citizens have equal opportunity to earn a living (Article 66).[8] The state shall adopt an education program "according to the principle of modern pedagogy including technology and foreign languages," as well as the states controls public and private schools and classrooms at all levels (Article 67).[8]

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