Cambodia Training Assessment Project: An Assessment of Technical and Vocational Education and Training institutes under the Oversight of the Ministry of Labor and Vocational Training
Year: 2025
Type: book
Abstract: The objective of this report is to support evidence-based decision-making to improve TVET performance by filling knowledge gaps on TVET institutions under the purview of the Ministry of Labor and Vocational Training (MLVT). The study’s preliminary findings informed the design of the World Bank-financed Skills for Better Jobs (SBJ) project by i) mapping the landscape of training provision; ii) identifying the current conditions, practices, and performance of training institutions; and iii) identifying the most common constraints that training institutions face. The study’s findings are expected to continue to guide SBJ implementation and guide further interventions, reforms, and analyses. The report uses survey instruments that were developed as part of the World Bank’s Systems Assessment for Better Education Results, Training Assessment Project (SABER-TAP). The SABER-TAP instruments apply a mixed-methods approach with quantitative and qualitative components. The standard instruments were adapted to suit Cambodia’s context, after which the quantitative data were collected in January-February 2023 in 45 TVET institutions that are accredited by the MLVT. A follow-up phone survey was also implemented in a sub-sample (24) of these institutions to deepen the analysis of specific topics in the SABER-TAP surveys. Qualitative data were then collected in May and June 2023, consisting of key informant interviews (KII) with employers and TVET staff. The report is organized as follows. Section 2 provides a brief overview of the TVET sector in Cambodia. Section 3 details the SABER-TAP methodology. Section 4 summarizes the participating institutions’ key characteristics in terms of program offer, student characteristics, teachers, funding, and performance. Section 5 summarizes the institutions’ performance on the nine institutional goals(IGs) that are identified as being key to strong TVET performance. Lastly, Section 6 provides policy recommendations.
DOI: 10.1596/43833
Author: World Bank
Language: English
Topic: Education Systems and Policy
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7147503265