Reform of quality of teachers
Quality of teachers is a key to retaining children in primary school. Teachers’ educational background and pre-service training is very diverse and unevenly distributed across Cambodia; the quality of pre-service training is low and opportunity for professional development limited.
According to report of World Bank in July 2005, there is little learning in Cambodia classroom. That is the assessment of many with a stake in Cambodia’s education system. There is qualification evidence of poor qualification and professional development (many teachers do not meet the requirement of 12 years’ general education plus 2 years’ teacher training).
On the other hand, teachers face difficult working conditions due to poor school infrastructure, long distance to school, lack of adequate housing, and lack of instructional materials. All problems are worse in rural areas.
Ministry of Edcuation makes its efforts to address teachers quality and supply. Major reasons for the low quality of public service are low pay, and the absence of incentives and accountability in the Cambodian civil servince. Although, the average salary was raised to $43 a month in 2005, there is inadequate variation across categories and for years of service. Performe based-payment are almost non-existent. The salary level and structure, and the lack of merit-based personnel management are detrimental to attracting and retainng skilled civil servants, including teachers (report said).
In addition to poor teacher quality, Cambodia’s basic education sector faces a challenge with the expansion of low secondary education and the shortage of qualified teacher in remote areas. The pool of school-leavers applying for entry to training colleges is likely to decline as the opportunity for upper secondary graduate improve. 
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