Policy Briefs   4

STEM Teacher Capacity Building in Cambodia: Towards Future Policy Interventions


Published: 05-Nov-2025
Keyword: STEM, capacity building, continuous professional development, education, StepUp project
English PDF (3)

Abstract/Summary

  • Among many continuous professional development (CPD) pursuits, Science, Technology, Engineering, and Mathematics (STEM)-focused activities mainly involve workshops and in-school training. Nearly 80 percent of the teachers sampled (n=401) attended at least one workshop throughout their teaching career, yet only half of them participated in at least one STEM workshop. 

  • Evidence shows that there is no gender difference in access to STEM CPD. However, disparities are evident by school type: teachers at resource schools (RSs) attend more STEM workshops due to project-driven CPD supported by the StepUP project, which provided funding and resources to its target schools. 

  • STEM workshops cover relevant topics and include engaging activities, but scope and relevance to school and individual needs pose challenges. Follow-up and support remain ad hoc, depending on teachers’ motivation to adapt to STEM education. 




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