Publication Date

4-2026

Subjects

Basic skills, Literacy education, Numeracy, Gender equity, Barriers to participation, Program effectiveness, Teaching effectiveness

Abstract

This report presents key insights from the Pillar 1 pilot project in Cambodia from evidence collected on classroom practice and materials used in Grade 2 Khmer language classes, and lexical computing analysis of the highest frequency words in Khmer suitable for children. Findings from this research provides the evidence for refining Cambodia’s Early Grade Learning package. ‘Strengthening monitoring and evaluation capacity for foundational learning outcomes’ was designed to monitor and evaluate time on and quality of teaching core literacy skills in Primary Grade 2 in Cambodia, enable clearer alignment between content (what is taught) and process (how it is taught), and examine how teaching and instructional materials can mutually strengthen foundational learning outcomes. ACER and British Council worked with MoEYS and SEAMEO TED to design and implement three new tools: • A time-event classroom observation (CO) tool, implemented in 120 Grade 2 Khmer language classes across 8 provinces, with a companion teacher survey • A materials evaluation (ME) tool applied to Grade 1 and 2 Khmer language teaching and learning materials • A lexical computing analysis of the highest frequency words in Khmer suitable for children in the Grade 1 to 5 ‘Khmer Reading and Writing Textbooks’ lexicon.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Place of Publication

Camberwell, Victoria

Publisher

British Council and Australian Council for Educatonal Research

ISBN

978-1-74286-807-3

DOI

https://doi.org/10.37517/978-1-74286-807-3

Geographic Subject

Cambodia

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