Achieving quality teaching in developing countries : identifying factors that influence the delivery of quality teaching in primary schools in rural Cambodia : a research project presented in partial fulfilment of the requirements for the degree of Master of International Development, Institute of Development Studies, Massey University, Manawatu, New Zealand
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Date
2015
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Abstract
At a global level the Education for All focus has shifted from years of schooling to the
quality of education being attained. The delivery of quality education is dependent
upon quality teaching. While there is no clear definition of quality teaching there are
recognised characteristics which lend themselves to quality teaching and therefore
are used as proxies to identify what constitutes a quality teacher. Of importance to
this study is the fact these same recognised characteristics of what constitutes quality
teaching and a quality teacher are reflected in the Ministry of Education, Youth and
Sport in Cambodia (MoEYS) goals and teachers in Cambodia clearly identify with
these characteristics.
Drawing on a case study of Cambodia this research examines the influences that work
upon a teacher to either positively influence the delivery of quality teaching or to
negatively influence the same.
While influences which positively and negatively impact quality teaching are wide
ranging, some are definitely more influential than others. Hence there is a clear
recognition of the importance of the provision of basic resources for education. The
delivery of quality teaching requires basic physical infrastructure and resources such
as teacher training, adequate teacher salaries and teaching materials. Without these
basic resources a teacher is destined to fail in the delivery of quality teaching. This is
particularly relevant in a developing country where the teachers are more likely to be
working at a pre-professional level in terms of teaching skills, dependent upon
teaching materials and reliant on basic classroom management skills. This is the case
in Cambodia. Before any other influences become significant these fundamental
needs must be met. There is also an important link between the health of both
teachers and children and the delivery of quality teaching. Basic health needs must be
met if the delivery of quality teaching is not to be undermined.
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Effective teaching, Developing countries, Cambodia