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Nurturing Numeracy in Cambodia: A Teacher's Journey

3 min read
Teacher in a classroom writes on a whiteboard while students sit attentively.

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Teacher Professional Development
Foundational Literacy and Numeracy

"My mother is my motivation," says Grade 1 teacher Nget Mony Satya at Anuwat Primary School in Cambodia’s Kampot Province. Growing up, Satya watched her mother passionately teach the children in their village, sharing knowledge with fairness and dedication. Following in her mother’s footsteps, Satya became a teacher hoping that she too could positively impact young lives.

In Cambodia, UNICEF reports that less than one-third (27 per cent) of 3- to 5-year-olds are developmentally on track in literacy and numeracy, and by the time they are 17 years old, more than half (55 per cent) of adolescents will have dropped out of school. With odds like this stacked against learners, quality teaching from teachers like Satya is imperative to ensure while they are in school, children acquire the foundational skills in literacy and numeracy they need as building blocks for future educational attainment.

Cambodia’s case in not unique: globally, there is a learning crisis. UNICEF’s research reveals that across 32 low and middle-income countries, most children leave primary school lacking essential literacy and numeracy skills. Only around a third of all students in third grade (eight and nine-year-olds) can grasp simple texts, while fewer than one in five has mastered basic numeracy. Sadly, learning inequities hit the poorest and most vulnerable communities hardest.

The Challenges of Limited Resources

Up until recently, Satya only had textbooks to prepare her lessons. "The lack of supporting resources made it challenging to create engaging and effective lesson plans”, she recalls. In class, students were mostly subjected to listening to their teacher read from the textbook – not the most engaging way for young learners to learn maths. Since 2022, VVOB has been supporting teachers like Satya through the Strengthening Early Grade Maths through Inclusive, Level-appropriate Education (SMILE) project.

Under this project, early grade teachers are receiving training on maths teaching methodologies and how to use The Ministry of Education, Youth and Sport’s Early Grade Mathematics Package. The package includes:

  1. A teacher guide packed with examples of teaching methods and activities for teachers to prepare for their lessons based on the curriculum and textbooks.
  2. A student support book consisting of extra activities, games and exercises for students to practice either individually, pair work, or group work, during the lesson.
  3. Exercise books provide additional exercises for students to practice at home.
  4. Teaching aids and maths lesson videos to support teachers.

Just this August 19-23, MoEYS and VVOB organised a Master Trainers’ Training on the new Early Grade Mathematics Package with enhancements to include classroom management approaches to ensure that teachers are more effective in providing a conducive and inclusive learning environment for students. The 70 Master Trainers who participated in the training will then facilitate the rollout of the Early Grade Mathematics Training for Grades 2 and 3 teachers in Kampong Thom, Kampot and Kep reaching more than 2,072 teachers.

Transforming Teaching Approaches

For Satya, this package has transformed her teaching approach. The teacher guide provided structured teaching methods and activities aligned with the curriculum, while the student support book offered additional exercises and games for students to practice individually or in groups. Exercise books extended learning opportunities at home, and teaching aids and maths lesson videos, enriched classroom activities.

"The SMILE project has taught me how to integrate these resources into my lessons," Satya explains. "For instance, when teaching addition and subtraction, I use straws, chopsticks, or pictures to demonstrate the concepts. For lessons on time, I create clock materials as instructed in the training." This hands-on approach has significantly improved student engagement and understanding. "Students easily grasp the concepts and enjoy the lessons more when using concrete materials," she adds.

Satya's role extends beyond her classroom, too. Now a School-based Early Grade Mentor, she supports and mentors fellow early grade teachers in her school to help them implement the Early Grade Maths package and improve their teaching strategies.

The impact of the project is benefitting everyone. Not only are her students learning more, but the job has become less stressful for Satya. "Before this training, my students struggled with many lessons, and I often couldn't complete the annual teaching plan," she recalls. "Now, with the teacher guide's clear activities and structured teaching schedule, I have more time and better strategies to teach. It's easier to teach and I am less worried about my students not being able to grasp concepts."

A Commitment to Education

Satya's dedication to her students and her role as a mentor reflects her commitment to education and her aspiration to be as impactful a teacher as her mother. Looking ahead, Satya dreams of continuing her professional growth as a teacher.

The SMILE project's impact in Cambodia highlights the importance of investing in teacher training and resource development. Ongoing professional development for educators is key to literacy and numeracy improvement. By building the capacity of school leaders, master mentors, and early grade teachers, the project fosters a sustainable quality education model and supports the Ministry of Education, Youth and Sport’s goals of achieving quality education for all.