Home » Faculty of Education » deparments


  1. Department of Educational Studies

  2. The Department of Education Studies through with its committed and competent faculty members will provide an opportunity for students to education study through the study of educational policies and practices in general education level across the countries in the world in order for them to have knowledge and skills to provide better service to clients-children of all school ages. Discussions will be primarily center around the Education for All, its inception, achievement, challenges and potential prospects beyond 2015 and take Cambodia as a case so that students will be able to broaden their knowledge and skills as described in the expected learning outcome below.

    Expected Learning Outcomes
    Students who choose this major are expected to acquire knowledge in the following:

    • describe the structure of education systems from selected countries around the world;
    • analyze education situations based on both conceptual and empirical evidences from the perspectives of access, process, outcome at different school levels and educational sub-themes;
    • demonstrate conceptual and theoretical principles and practices as intervention alternatives for educational development;
    • demonstrate the philosophical, sociological and psychological concepts and theories to support arguments for educational development;
    • plan, manage and monitor educational institutions/offices at the practice level;
    • critically analyze educational problems and strategically propose policy options based on both theories and practices; and
    • build character and moral performances to work professionally, creatively and collaboratively.

  3. Department of Higher Education Development and Management

  4. With the rapid expansion of higher education institutions and the ever increasing student enrolments in higher education institutions in Cambodia, the Department of Higher Education Studies was established to train students to gain a better grasp of the development of higher education systems, the current challenges facing higher education institutions at both institutional and national level, and how these constraints may be addressed. Various theoretical perspectives illustrated through empirical case studies from different contexts around the world will be examined to shed light on the issues and challenges faced by higher education institutions in Cambodia.

    Expected Learning Outcomes
    Students who choose this major and successfully complete the program are expected to be able to:

    • describe various issues and constraints faced by higher education at institutional and national levels;
    • demonstrate understanding of the development of higher education in the country and beyond;
    • demonstrate understanding of theories and issues related to the organizational management, leadership and supervision in higher education;
    • demonstrate understanding of theories that are related to capacity development of the faculty members, management of student affairs, and administrative work of the higher education institutions;
    • critically analyze and interpret current research findings and make use of the findings for the institutional development;
    • critically analyze institutional issues and strategically propose alternative solutions based on theories, practices and empirical findings;
    • analyze and interpret documents of higher education legal instruments to be implemented at the institutional and national levels; and
    • build character and moral performances to work professionally, creatively and collaboratively.

  5. Department of Lifelong Learning

  6. Education is a lifelong process. System must be designed in such a way that an individual can start learning from the cradle to the grave, bearing in mind that the learning at different stages and settings requires different approaches of teaching and learning environment and support. Education is no longer defined to the just classroom settings. Lifelong Learning discussion started in the 1950s. However, attention to and progress on it has been remarkably slow due to poor recognition in and misunderstanding of its values in each context. The needs for introducing lifelong learning as a major of study at undergraduate and graduate level are no longer an issue. Developed and developing countries have increasingly paid attention to lifelong learning and integrated it into degree study. The Lifelong Learning Department aims to institutionalize this major of study in order to serve the diversified needs of education and training in a broader aspect of workplace and community in order to maximize the human capital in all corners of the society for economic growth.

    Expected Learning Outcomes
    Students who choose this major and successfully completed the program are expected to be able to:

    • describe the theoretical and practical importance of lifelong education;
    • critically analyze the concept, philosophy, and theory that govern the process and implementation of lifelong education;
    • apply the principles and guidance to develop courses for lifelong education;
    • compare the status of adult/lifelong learning across contexts;
    • plan and manage lifelong learning courses/programs;
    • monitor and evaluate lifelong learning courses/programs at different levels;
    • identify and apply different tools of data collection in different situations to conduct assessment needs for lifelong education in the community and the work place;
    • select and apply appropriate practical techniques to assess and evaluate the effectiveness of the lifelong education program;
    • coordinate and communicate with various stakeholders to support lifelong education;
    • analyze match or mismatch between knowledge and skills provided by the education program and those required by the job market; and
    • build character and moral performances to work professionally, creatively and collaboratively.

  7. Center for Educational Research and Training

  8. The Center for Educational Research and Training (CERT) comprises three main academic activities including research, consultancy, and training. The research activities include various projects from basic to higher education, from a case study to comparative research, and from educational planning to policy studies in education. The consultancy services involve the mentoring of graduate and post-graduate students, the curriculum development, program development and assessment, textbook analysis, educational planning and policy studies.

    The training is usually provided to individuals or organizations who wish to top up their capacities to work efficiently. The center aims to:

    (1) promote active engagement amongst academics in academic and applied research in education;

    (2) disseminate theoretical and empirical knowledge to all graduate students and its partners through its offered counseling services;

    (3) and promote quality lifelong learning to equip the Cambodian professionals with up-to-date skills and knowledge for job market or their current profession facilitation.

Contact Info

Dr. Sok Soth
210B, Building A, Royal University of Phnom Penh