This course is designed to improve graduate-level reading skills and motivate students to increase their reading repertoire. Students read academic texts on education and practice exercises to refine their analytical reading skills. The course reinforces such fundamental skills as scanning, previewing, skimming, making inferences and summarizing.

This course aims to equip the learners with graduate-level writing skills. To achieve this, a host of writing skills are covered in this course, including APA style of documentation and referencing, summary writing, paraphrase writing, and quotes. After having mastered these indispensable writing skills, learners will be able to avoid plagiarism, a serious academic crime that is often committed by both novice and seasoned authors. Moreover, the course also covers ‘concrete supports’ such as using statistics, graphs, and other hard data to reinforce one’s arguments. To review the basics of writing, this course will briefly deal with sentence skills, paragraph writing skills before moving on to discussion essays, argumentative essays, and other types of essays writing.

This course highlights the essential role of research in helping educational policymakers and planners to informed policies based on research results. The course is divided into three sections to prepare students to be able to carry out qualitative and quantitative research in an educational context. The course is divided into three sections, including examples from three genres. Part I: Basics of social research, Part II: Quantitative methods: The survey approach and Part III: Qualitative methods: The ethnographic approach. By the end of the course, students will be able to choose an appropriate research method for a selected and approved topic as well as understand the basic details of the technical guidelines and procedures to implement the chosen method.

The course examines the components of curriculum development and concepts used to analyze it. Focusing on each component, students will use models and analytic frames to examine and develop curricula for particular contexts within Cambodia. The course integrates theory and practice to prepare students to both think critically about and develop new skills to use as curriculum professionals. The course incorporates both reflection and action.

The course outlines the overview of both theoretical and applied dimensions of education policies. It aims to help students to understand the theories and practices of education policy making and analysis, within the local, national and global social, economic and political context. It will examine the relationship of education to other sectors such as economy, demography, religion, politics and culture. It will introduce ways of critically analyzing education policies, including policy goals, policy implementation, problem identification and evaluation. It will enable students to apply the insight provided in the course to their actual work. Cases on education policy studies will be presented and analyzed. The students will be required to cover a number of readings on theory and research on education policy, to participate in lectures, seminars and discussions, as well as prepare short essays analyzing specific education policies. The students will also be required to prepare a policy brief on an issue of concern to them.

Taking Research Seminar 1, students will develop skills in preparing a research proposal. In so doing, they will critically read the professional literature, write a literature review, develop the research problem and research questions, and select appropriate research methodology. The course is structured in two parts: 1) cohort workshops and 2) small group supervision meetings. Cohort workshops are designed to teach candidates the basic skills required for successful research proposal writing. The small group supervision meetings are opportunities for focused times with individual supervisor and a smaller group of peers. The success of Research Seminar 1 depends on student’s achievement of learning goals, and the quality of their research proposal.

The course focuses on practices and future of international education, national educational systems and globalization. Defining globalization and assessing its implication on knowledge and education; globalization and internationalism: democratic prospect for world education; Upon the successful completion of the International Education in the context of Globalization and Education, students should be able to learn and discuss education in an international and historical context, particularly the relationship between education and national development.

Educational planning is the formal process of making decisions about the future of educational organisations and systems. Plans are statement of what will be done and the sequence, timing, resources, and responsibilities needed to achieve the set goals and targets of the plan. This course focuses specifically on methods of analysing the particular system’s or organisation’s environment and developing appropriate strategies and policies; various approaches to planning and assumptions on which they are based; and the planning processes associated with each of these approaches (e.g., participatory, top-down and decentralised). Results-based programme planning and management methods will be introduced using practical case studies, including methods of causal analysis and problem tree, strategic choices, and logical framework. The course will also introduce a human rights-based approach to programming which includes a rights-based conceptual framework for education, role pattern analysis and capacity gap analysis.

This course will also provide students as well as all educational instructors and practicing school administrators with essential and necessary information as analytical tool to help understanding or making good decisions and having better control over the financing education. It covers the economics, adequacy, equity, and school finance systems which discuss techniques helping education administrators and leaders to consider what is required, why it is needed, what and how to do, and when to do it to make things adequate and equitable.

The participants in this course will be introduced to the whole planning cycle and education financing which is also linked with present sectoral approaches and plans of investment in education: from sector diagnosis and the identification of strategies for improvement and for projects to the process of formulation of policies, plans and program, to simulation of financial and other implications of different options.

Evaluation is the determination of a thing’s value. In education, it is the formal determination of the quality, effectiveness, or value of a policy, programme, project, process, product or curriculum. This course focuses specifically on the concept of evaluation; methods of formative and summative evaluation; monitoring of outputs and outcomes; cost-benefit analysis; equity analysis, and methods of sector diagnosis. The course will also introduce appropriate concept, use and interpretation of key educational indicators and statistics using both Education Management Information System (EMIS) and household surveys such as the Cambodian Demographic Health Survey (CDHS) and the Cambodian Socioeconomic Survey (CSES). The course will also explore the effective use of the logical framework approach introduced in EPM 303 for systematic monitoring and evaluation of educational policies and programmes using practical examples.

This course will focus on the numerical and graphical presentation of empirical quantitative data in an efficient and reader-friendly manner. In addition, EMP-majored students will be introduced to the concepts, methods and application of statistical analysis.

The course provides the opportunity for the individual student to work under the academic supervision of a nominated lecturer on the further development and completion of their thesis or research report. The student will negotiate with their supervising lecturer the individual learning goals for each scheduled supervision session. The supervisor will work alongside the student providing the support, input and direction suitable to the individual student. Where appropriate a supervisor will work with students in groups and increasingly supervision will be individualized as each student progresses at different rates through the research process. Assessment will be based on student attendance, their participation in supervision sessions and, achievement of negotiated individual learning goals as recorded in the Supervision Record.

The concept of educational development cannot ignore the important role of “good governance” of human sides of the resources. In order to meet the challenges of improving educational service delivery and outcomes, educational policymakers, director/managers in both public and private schools must possess critical and practical skills and be aware of tools to address opportunities and challenges. Therefore, this course is vital to both the school directors and the line managers since it serves as a comprehensive foundation for all aspects of human resource planning, recruitment and selection, development, management, and consolidation.

This course will be beneficial to the learners for having more opportunities to practice the education planning and finance which have been introduced. Some case studies which are relevant to course purpose will be discussed. The learners will be asked to play important role in class participation. Participants will be able to understand clearly on educational planning and financing through some relevant selected case studies, especially Cambodia education sector plan.

This course deals with theories of leadership, various styles of leadership, leadership within educational organizations, trends and issues in educational leadership, and application to one's personal experience. What is important about leadership? What makes a good leader? Why is educational leadership important in the Cambodian context?

This course is a study of the roles and responsibilities of the principal/school director in the primary and secondary schools. Attention will be given to the leadership roles of the principal in relation to organizational culture, school-wide improvement, curriculum implementation, instructional supervision, assessment and achievement, student services, staff development, and parent/community relations.

This course will focus on the numerical and graphical presentation of empirical quantitative data in an efficient and reader-friendly manner. In addition, EAL-majored students will be introduced to the concepts, methods and application of statistical analysis.

The course provides the opportunity for the individual student to work under the academic supervision of a nominated lecturer on the further development and completion of their thesis or research report. The student will negotiate with their supervising lecturer the individual learning goals for each scheduled supervision session. The supervisor will work alongside the student providing the support, input and direction suitable to the individual student. Where appropriate a supervisor will work with students in groups and increasingly supervision will be individualized as each student progresses at different rates through the research process. Assessment will be based on student attendance, their participation in supervision sessions and, achievement of negotiated individual learning goals as recorded in the Supervision Record.

Taking this course, students will be introduced to rights and responsibilities of teachers, principals, students and concerned stakeholders. The course will explore in details into various provisions of education law, in comparison to the constitution, and discuss varying degrees in which the law and actual practice have in common in Cambodia. The course also serves as a comprehensive foundation for future school leaders to pay attention to the planning, recruitment, development, and consolidation of human resources in their schools or institutions.

This course is a follow up of what the students have learnt in MED-EAL 303, MED-EAL 401, and MED-EAL 502. Through out the course, various case studies related to school administration, management, and leadership skills will be presented and analyzed. Through the case studies, the students will discuss the roles that school principals or administrators can play, in conjunction with the support from the education system and context in general, in providing certain impact on the school setting and its effectiveness. Through such analytical discussion, the students will be able to acquire different forms of leadership that are appropriate for any particular situation.

This option is for students who pass the defense of their research proposal introduced in Research Seminar 1 (MED301) but receive the total defense mark of less than 60%, and for those who receive the total mark from 60% but their Cumulative Grade Point Average (CGPA) of the first two Terms is less than 3.00. Students in this option are required to demonstrate their ability to do research through the writing of research introduction, conceptual framework, literature review, research methodology, and discussion of secondary data and limitation of their research. However, the students are not required to collect primary data and present its findings.

Students taking this option must meet the following conditions: 1) passing the defense of their research proposal introduced in Research Seminar 1 (MED301) with the total defense mark from 60%; and 2) having their Cumulative Grade Point Average (CGPA) of the first two Terms from 3.00. Students in this option will undergo the similar process as those in Research Report option, but they will have to collect and analyze primary data and present it in their research findings.