The 2020 national assessment in Cambodia showed that primary school learners lack the expected maths skills at the end of grade 3: on average, grade 3 learners answer only 40 per cent of the test questions correctly. Girls do worse than boys.
The needs analysis revealed that low pedagogical content knowledge (PCK) among teachers is a major reason for low learning outcomes. PCK goes beyond the knowledge of mathematical content and refers to a variety of competences of teachers to teach a specific subject well: selecting the right examples, asking good questions, understanding and remediating mistakes learners make, integrating learning resources effectively in lessons etc.
A second insight coming from the needs analysis were the pervasive gender stereotypes and gender blindness in maths classes. Girls are asked fewer or less challenging questions, they are assigned less responsible roles in group activities, and expectations for girls are lower in general.
Through strengthened pedagogical content knowledge and gender-responsive pedagogical skills for maths, (student) teachers improve both learning outcomes and their learners’ wellbeing.
Newly qualified and in-service early grade (grades 1-3) teachers provide effective, level-appropriate and gender-responsive early grade maths teaching.
- Ministry of Education, Youth and Sports
- Provincial Teacher Training Centres of Kampot and Kampong Thom
The SMILE programme centres on strengthening the professional development of teachers and school leaders on early grade mathematics (EGM) in primary education.
The programme is built around 3 pillars:
- Strengthening the competencies of teacher trainers and ministry staff to effectively support school-based mentors, primary school leaders and (student) teachers in teaching EGM in a level-appropriate and gender-responsive way.
- Strengthening pedagogical content knowledge and classroom management skills of teachers through a continuous professional development (CPD) trajectory that is complemented by remote learning and mentoring, allowing teachers to put their newly strengthened skills to practice.
- Establishment of collaboration, dialogue and adaptive learning between MoEYS and (a) research institution(s) to develop an evidence-informed scaling strategy for pre-service and in-service teacher training on level-appropriate and gender-responsive quality EGM teaching.
The CPD trajectory for teachers is aligned with MoEYS’ CPD accreditation system, meaning teachers will receive credits after successful completion of the course, supporting them in their career.
By the end of the SMILE programme:
- Primary school (student) teachers have strengthened skills to teach early grade maths, applying an effective, level-appropriate and gender-responsive method.
- Teacher trainers have acquired the skills necessary to implement and support EGM teacher training on level-appropriate and gender-responsive quality maths education for student teachers.
- MoEYS staff have acquired the skills necessary to support EGM teacher training on level-appropriate and gender-responsive quality maths education for teachers.
