KINGDOM OF CAMBODIA

NATION RELIGION KING

Ministry of Education, Youth and Sport

CURRICULUM FRAMEWORK
OF
GENERAL EDUCATION AND TECHNICAL EDUCATION

DEPARTMENT OF CURRICULUM DEVELOPMENT

2015
 FOR
REWORD

In the pa
ast two de
ecades, gloobalization of all field
ds, especia
ally econom
mics, science,
technolog
gy and poolitics have
e brought the world d to an unprecedentted stage of
competitio
on and co
ollaboration. In order to fully engage
e in a globaliz
zed econom my,
Cambodia a needs to realize our mille ennium development goals forr sustainable
developmment.

These go oals call forr deep reform of the e education sector

s to de
evelop hum
man resourcces
embodyin ng the know wledge, skills, attitudess and physsical balancce necessarry for succe
ess
in other sectors of th
he economyy.

Cambodia a has the goal

g of devveloping its economy fromf a low--income to medium-high
income country by 20302 and a developed country by b 2050. To realize th his vision, the
t
Royal Go overnment of o Cambodia has to en nsure reforrms of all se
ectors, especially health,
agriculturre, industryy and touriism. The Ministry
M of Education, Youth an nd Sport h has
defined its priority plan of reforms,
r esspecially teeacher education an nd curriculum
frameworrk of general and tecchnical education in order to e ensure qua alified hum
man
resourcess to serve th he all secto
ors of the so
ociety.

This curriculum fram

mework of general
g andd technical education is developed in orderr to
educate Cambodian
C ns to be cittizens with full potenttial. Thus, this framew work must be
consisten
nt with inte
ernational standards governing g content, teaching and learning
methods and assess sment of sttudent learnning outcommes. By do oing this, stu
udents will be
able to meet the employment demands at national, re egional and d internationnal market..

The Minisstry of Education, You uth and Spo ort encoura

ages that national
n and
d sub-national
stakeholdders particip
pate, collab
borate and support th he effective
e implemenntation of this
t
curriculum
m framework of general education and tecchnical edu ucation bec
cause this wwill
contribute
e to develooping Khme er citizens with
w knowledge, skillss, attitudes and physical
balance nneeded for success
s in ASEAN.

The Minisstry of Edu

ucation, Yo
outh and Spport apprecciates all m
members of committees,
sub-comm mittees and other re elevant sta
akeholders for their efforts to finalize this
t
curriculum
m frameworrk.

I
 PREFACE

The results from the study on effectiveness and the results of the national examination
of upper secondary schools in 2014 indicated that the quality of general education
today is low. Some students have dropped out from schools before they have acquired
reading and writing skills. Functional literacy of students is limited even though they
have completed primary education level or lower secondary education level. Less than
50 per cent of examinees passed the 2014 national examination of upper secondary
education level.

Many factors impact the quality of education but curriculum is especially important
because it guides instruction. Previous national curricula lacked resources to fully
develop such relevant documents as the curriculum framework, detailed curriculum,
teacher’s manuals, student textbooks, workbooks, teaching-learning aid, scientific
laboratories and assessment guidelines for student learning outcomes. This reform
effort seeks to develop new documents based on current research evidence and
comprehensive consultation, focusing on subjects and sub-subjects and by grade level
in order to ensure effectiveness of teaching and learning and relevance with daily lives.
The process of developing these documents will ensure the linkages between subjects
(horizontal alignment), vertical alignment of concepts within content areas from K-12,
and development of higher order cognitive skills. The Bloom’s Taxonomy clearly
defines levels of cognitive skills (Bloom, et al. 1956). In order to be successful in a
globalized economy, learners need to move beyond knowledge and comprehension to
the higher order skills of application, analysis, synthesis and evaluation.

In addition to educational research, this curriculum framework takes into consideration

the National Constitution, third mandate rectangular strategy, Law on Education,
National Strategic Plan on Education for All, Education Sector Strategic Plan 2014-
2018 and a series of curricula of 1980s and 1990sThis curriculum framework also
responds to changes of education in countries of ASEAN, especially Singapore, which
imbue learners with competencies and capacities for the world of work in the country,
region and the world. It presents a new vision and mission for Cambodian education to
respond to global trends.

This curriculum framework is a key document to be used by other stakeholders for

developing other relevant and significant documents such as student textbooks,
teaching-learning aids, guidelines for teaching and learning methods, and indicators of
student learning outcomes. Assessments developed for the new curriculum need to
assess students’ competencies at each grade level and subject of study and they need
to be used objectively, predicatively and transparently.

The Committee and Sub-committee for developing this curriculum framework for
general education very much appreciate all relevant stakeholders, especially the
Department of Curriculum Development for their supporting relevant documents and
sharing sets of knowledge related to curriculum development, so that this curriculum
framework becomes more relevant.

Committees

II
 COMMITTEES

Administrative Board
1. H.E. Dr. Hang Chuon Naron
2. H.E. Dr. Nath Bunroeun
3. H.E. Dr. Im Koch
4. H.E. Ton Sa-Im
5. H.E. Put Samith
6. Mr. Or Siem

Taskforce Committee for Curriculum Framework

1. H.E. Dr. Chet Chealy
2. Dr. Mok Sarom
3. Mr. Or Siem
4. Dr. Ngin Chanrith
5. Dr. Chhihn Sitha
6. Dr. Han Sokhom
7. Dr. Chey Chan Oeurn
8. Dr. Sam Ngonn

Editing Committee
1. H.E. Dr. Chan Somnoble
2. Dr. Mok Sarom
3. Dr. Chhihn Sitha
4. Dr. Chey Chan Oeurn

Technical Assistant
1. Dr. Keng Chan Sopheak
2. Mr. Ly Kimlong
3. Dr. Chong Vandara
4. Mr. Hor Youhan

III
 LIST OF CONTENT

FOREWORD................................................................................................................. I
PREFACE..................................................................................................................... II
COMMITTEES……………………………………………………………………………….. III
LIST OF CONTENT…………………………………………………………………………. IV
LIST OF TABLES…………………………………………………………………………… VI

1. Introduction....................................................................................................... 1
2. Vision of the Curriculum Framework.............................................................. 2
3. Goals of the Curriculum Framework............................................................... 3
4. Core Competencies........................................................................................... 3
4.1 Literacy and Numeracy............................................................................. 3
4.2 Foreign Languages................................................................................... 3
4.3 Information and Communications Technology......................................... 3
4.4 Communication and Teamwork................................................................ 3
4.5 Analysis and Creativity............................................................................. 4
4.6 Applying Knowledge and Skills................................................................. 4
4.7 Personal, Family and Society Development............................................. 4
4.8 Entrepreneurship and Leadership............................................................ 4
5. Objectives by Subjects and Sub-subjects...................................................... 4
5.1 Khmer Language and Khmer Literature................................................... 4
5.2 Mathematics............................................................................................. 5
5.3 Social Studies........................................................................................... 5
5.4 Science..................................................................................................... 6
5.5 Information and Communications Technology (ICT)................................ 6
5.6 Foreign Languages (English and/or French)............................................ 7
5.7 Physical Education and Sports................................................................. 7
5.8 Health Education...................................................................................... 8
5.9 Arts Education.......................................................................................... 8
5.10 Local Life Skills......................................................................................... 9

IV
6. Subjects and Study Hours................................................................................ 9
6.1 Kindergarten............................................................................................. 9
6.2 Primary School......................................................................................... 10
6.3 Lower Secondary School.......................................................................... 12
6.4 Upper Secondary School.......................................................................... 13
6.5 Technical Education................................................................................. 15
7. Teaching Principles.......................................................................................... 16
7.1 Principle 1................................................................................................. 16
7.2 Principle 2................................................................................................. 16
7.3 Principle 3................................................................................................. 16
7.4 Principle 4................................................................................................. 16
8. Learning and Teaching Assessment............................................................... 17
8.1 Principle 1: Assessment of Learners’ Compentencies............................. 17
8.2 Principle 2: Assessment of Education System......................................... 17
8.3 Principle 3: Assessment Units.................................................................. 17
8.4 Principle 4: Assessment Levels................................................................ 17
8.5 Principle 5: Use of Assessment Results................................................... 18
9. Teacher Professional Development................................................................ 18
10. Curriculum Framework Implementation......................................................... 18

REFERENCES............................................................................................................. 19

Attachment 1: Annex.................................................................................................. 22
Attachment 2: Expected Learning Outcome by School Levels.............................. 23
Attachment 3: Web of Full Citizens Development................................................... 25

V
 LIST OF TABLES

Table Page
1. Distribution of Subjects and Study Hours for Kindergarten……………….. 10
2. Distribution of Subjects and Study Hours (Grades 1-6)…………………… 11
3. Distribution of Subjects and Study Hours (Grades 7-9)…………………… 13
4. Distribution of Subjects and Study Hours (Grades 10-11-12) for Science
Strand…………………………………………………………………………… 14

5. Distribution of Subjects and Study Hours (Grades 10-11-12) for Social

Science Strand…………………………………………………………………. 15
6. Distribution of Subjects and Study Hours for Year 1-2-3………………….. 16

VI
1. Introduction

From 1979 to present, Curriculum development has changed in four times.

Since 1980, Cambodian curriculum has gone through four major revisions. From 1980
to 1987, during the People's Republic of Kampuchea (PRK), the curriculum was divided
into three levels: (a) General Education Curriculum for primary level (first education
level), (b) General Education Curriculum for Secondary level, and (c) Third level.
Between 1987 and1996, during the State of Cambodia, the curriculum was divided into
the curriculum for general primary education (first education level), curriculum for
secondary level education and curriculum for third level education. From 1996 to 2005,
during the Kingdom of Cambodia, the curriculum consisted of Core Curriculum for
primary education, core curriculum for lower secondary education and core curriculum
for upper secondary education. From 2005 to 2009, during the Kingdom of Cambodia,
The Ministry of Education, Youth and Sport developed a Curriculum Policy as a basis
for developing a curriculum for general education, a core curriculum for basic general
education (from grade 1 through grade 9) and core curriculum for upper secondary
education (from grad 10 through grade 12).

The findings from the analysis of in-use curriculum and textbooks show that they
contain some content mistakes. The current textbooks have few links among subjects
of study. They also exhibit redundancy between grade levels, a lack of coherent
progression of skills, and a lack of real world context. Some lessons in some subjects,
especially mathematics and science in general education curriculum, are not relevant to
the daily lives and the emerging development of the world. Learners who graduate from
each level of education are not equipped with adequate skills for their daily lives or for
further studies at technical schools or higher education institutions.

The current curriculum development aims to equip learners with knowledge, skills and
attitudes to support their daily lives and further studies. More importantly, this
curriculum framework aims to improve the quality of education in response to the
changing world and to the demand of the third rectangular strategy of the Royal
Government of Cambodia, which moves Cambodia to become a medium income
country by the year 2030 and a high-income country by the year 2050. In order to
realize this goal, Cambodia has to promote deeper and more relevant learning to
ensure the economic growth and improve its competitive capacity to move into a new
industry of national, regional and international market of employment.

In response to the market need, ASEAN integration and changing world, it is a top
priority to develop a modern and evidence-based curriculum framework for general
education which aims to develop Cambodian citizens with full potential.

This new curriculum framework was developed based on the analysis of the national
policy on curriculum development 2005-2009, curriculum framework for general
education of some countries in ASEAN such as Singapore, Malaysia and Thailand and
a synthesis report on the recent study visit to Singapore.

The significance on the revision of the policy on curriculum development 2005-2009 as

listed below was in response to the recommendations in the recent study on student
learning outcomes, links of all curriculum at all levels of education, subjects of study

1
and the relevance of general education to the needs of higher education and market.
Based on their study, the committee determined the following recommendations:
 Revise the curriculum framework for kindergarten through secondary in
order to ensure the consistency and links between levels of education and
subjects of study
 Expected learning outcomes at all levels of education are developed
 Incorporate international languages (English or French) from grade 1-6 as
core subjects of study.
 Incorporate the new subjects of Information and Communications
Technology (ICT) in the curriculum from grade 4 through grade 12.
 Incorporate local life skills from grade 4 through 9 as a core subject of study
in the curriculum.
 Clearly divide the subjects of Health Education, Arts Education and
Physical Education and Sports as separate subjects.
 Introduce the modernization of teaching methodology in all levels of
education.
 Incorporate guidelines on teacher capacity development and assessment of
learning within the new curriculum framework.
 Develop a new educational system for the learners of upper secondary
education, grade 10 learners, to have choices of three types of further study
namely Science, Social Science and Technical Education.
 Compile curriculum framework, standards of education and educational
indicators into one core document as means for developing core textbooks,
teacher manuals and teaching-learning aid to ensure the diversity and
updating of materials for the support of teaching and learning activities.
 Compile inclusive education and special education for enhancing
sustainable education.
 Compile evaluation system at school level, national level and regional level,
respectively.

In order to support the development of this curriculum framework, the committee

consulted with key stakeholders including in-house consultation with the MoYES
Department of Curriculum Development, 25 Provincial Departments of Education,
Youth and Sport and development partners in education.

The Ministry of Education, Youth and Sport started the reform of education, especially
focusing the revision of curriculum, teaching and learning and curriculum framework for
general education, in order to contribute to Cambodian human resource development
with learners who are equipped with knowledge, skills and attitudes that will enable
them to develop into citizens with full potential to participate in national development.

2. Vision of the Curriculum Framework

The goal of the curriculum framework is to ensure all citizens develop their full potential.
Every Cambodian will progress with balanced physical appearance, knowledge,
behaviours and love of nation and humankind so they can contribute to national
development and integration of Cambodia in the region and the world.

2
3. Goals of the Curriculum Framework
This curriculum framework aims to develop:
3.1 Competency in Khmer language and foreign languages on four skills
(listening, speaking, reading and writing) to be able to use in study,
research and communication in daily lives.
3.2 Knowledge of mathematics, science, technology and Information and
Communications Technology (ICT) as a basis for further study and daily-life
communication.
3.3 Knowledge of art skills, health, sporting, beauty, innovation,
entrepreneurship and civic skills for daily use as an individual, in family,
community and society.
3.4 Self-study, research, critical thinking, communication and problem solving
skills.
3.5 Capacity in evaluation and informed and responsible decision-making with
tolerance
3.6 Understanding of human rights as responsible citizens as an individual and
a member of a family, community, society, region and the world.
3.7 Life-long learning skills to develop broader knowledge on economics,
politics, history, culture, national identity and environment of the nation, the
region and the world that contributes sustainable development and ensures
partnership and love with humankinds.
3.8 Love, protection and construction of the nation and races in connection with
democratic, free and multi-political principles and respect of human rights
based national and international laws.

4. Core Competencies
4.1 Literacy and Numeracy
4.2 Foreign Languages
4.3 Information and Communications Technology (ICT)
4.4 Communication and Teamwork
4.5 Analysis and Creativity
4.6 Applying Knowledge and Skills
4.7 Personal, Family and Society Development
4.8 Entrepreneurship and Leadership

4.1 Literacy and Numeracy

Learners will be able to use language and maths to understand, explain,
describe and argue, coordinate, encourage, explore and solve problems in
further study, daily life and professional work.
4.2 Foreign Languages (English and/or French)
Learners can adequately use foreign languages for communication,
research and continued study.
4.3 Information and Communications Technology (ICT)
Learners can use computers and ICT in their studies and daily lives.
4.4 Communication and Teamwork
Learners can use literacy and numeracy skills to: 1) disseminate ideas,
knowledge, skills, feelings and opinions, 2) evaluate the information to be
received and not to be received based on reasoning, 3) effectively and
timely negotiate mechanisms and problem-solving approaches in order to
serve the benefits of all.

3
 4.5 Analysis and Creativity
Learners will be able to: 1) analyse and evaluate information, anticipate
problems, analyse problems for possible solutions, and use critical thinking
for decision making, 2) ensure innovation, create new possibility, new ideas
or new knowledge and 3) promote love of independent and life-long
learning.
4.6 Applying Knowledge and Skills
Learners are able to apply knowledge and skills acquired from learning
each subject of study at all levels of education to serve the benefits of daily
lives and to change from society of information to society of knowledge.
4.7 Personal, Family and Social Development
Learners will be able to apply competencies in personal, family and social
development to their mental and spiritual development so that they can
adapt in their daily lives as citizens in the changing and competitive world.
Competencies in personal, family and social development aim to equip
citizens with 1) responsibility for themselves, family and society with
understanding, love and commitment, 2) ethics, right-wrong judgment,
protection and expansion of integrity, 3) unity in undertaking team
responsibility or mutual relationship with compassion and kindness to
promote happiness for self, family and society.
4.8 Entrepreneurship and Leadership
Entrepreneurship and Leadership is an ability of learners to apply
knowledge embedded with the seven above-described competencies
learners so that learners will be able to ensure success in income-oriented
small business.

5. Objectives by Subjects and Sub-subjects

5.1 Khmer Language and Khmer Literature

Khmer Language and Khmer Literature are the cultural and national identity
of Khmer. Khmer language is the official language and a language of instruction,
teaching and learning. Khmer Language and Khmer Literature benefit study, research
and daily lives.

Khmer Language and Khmer Literature contain the following components:

- Reading
- Writing
- Listening
- Speaking
- Core Principles in Use
- Linguistics, Khmer Language and Khmer Literature

The goals of Khmer Language and Khmer Literature subject ensure that
learners will:
- Have strong knowledge and skills in Khmer Language and Khmer
Literature.
- Possess competencies to describe, analyze, judge, explain, describe
correctly and reasonably.
4
 - Apply knowledge and skills in Khmer language and Khmer literature for
the study of other subjects and daily lives.
- Recognize and appreciate the values of the subjects of Khmer
language and Khmer literature and be proud of using Khmer language
and Khmer literature.

5.2 Mathematics
Mathematics is an important subject for strengthening and expanding
knowledge in analyzing mathematical concepts such as logical reasoning, explaining
graphs, analyzing and abstract thinking. Mathematics provides benefits for the study of
other subjects and daily lives.

Mathematics contains the following components:

- Numeracy
- Measurement
- Geometry
- Statistics and Probability
- Arithmetic
- Analytical Mathematics
- Trigonometry

The goals of studying Mathematics ensure that learners will:

- Acquire strong knowledge and skills in basic Mathematics.
- Possess competencies to think reasonably, calculate, analyze,
explain, and describe quickly and correctly.
- Apply knowledge and skills in Mathematics in the study of other
subjects and daily lives.
- Recognize and appreciate the values of mathematics and applied
mathematics.

5.3 Social Studies

Social Studies is a combination of social science and humanities. The
subject of Social Studies aims to strengthen and expand the ability of learners to be
accountable citizens. This subject focuses on theories and applications related to
cultural and traditional identity, environment, history, geography, laws and politics.

The subject of Social Studies contains the following components:

- History
- Geography
- Moral-Civics
- Home Economics
- Arts Education

5
 The goals of the Social Studies are to ensure that learners will:
- Acquire knowledge and skills related to cultural and traditional identity
and customs, environment, history, geography, laws and politics of
Cambodia and those of other countries in the region.
- Develop skills related to roles and responsibilities as learners and
citizens in schools, family, community, society and international
community.
- Apply knowledge and skills learned from the study of subjects in
Social Studies for further study and daily lives.
- Love nation, natures, religion and king as educated and responsible
citizens and be proud of their nation and respect of other nations and
religions.

5.4 Science
Science is a combination of the subjects of natural sciences. The subject
of Science aims to understand natural phenomena by applying scientific methods in
order to ensure valid knowledge to use in further study and daily lives.

The subject of Science contains the following components:

- Physics
- Earth-Environmental Science
- Chemistry
- Biology

The goals of the subject of Science are to ensure that learners will:
- Acquire knowledge and skills in basic science to serve the benefits of
technological fields in response to market needs.
- Possess competencies in problem-solving, calculate, analyze, explain,
describe quickly and correctly based on scientific methods.
- Apply knowledge and skills in science for further study and daily lives
- Recognize and appreciate the values of the subject of Science and
applications of science in national economic development.

5.5 Information and Communications Technology (ICT)

Information and Communications Technology (ICT) is a subject of study
about the use of information and communication equipment for further study, teaching
and daily lives.

The subject of Information and Communications Technology (ICT)

contains the following components:
- Basics of Computer Literacy
- Daily Use of Computer
- Graphic Computer
- Sending Documents and Information via Computer System
- Technology in Presentation

6
 The goals of the study of ICT ensure that learners will:
- Acquire knowledge and skills in basics of computer literacy.
- Possess competencies in use of information, communication and
technology for communication, collaboration, collection and analysis
of data for further study and research effectively.

5.6 Foreign Languages(1) (English and/or French)

Foreign Languages is a subject for communication, research, work,
critical thinking development and creativity in response to changing society and rapid
development of science and regional and global technology. Foreign Languages is
widely useful for studies, work and daily living. The teaching and learning of foreign
languages should be made as follows:
- Living language 1 (English or French): one of the two languages must be
taught at the primary and secondary levels;
- Living language 2 (French or English): one of the two languages must be
taught based on the choice of a foreign language of the pupil at the primary level. If the
student has learned English at the primary level, he / she must learn English as a living
language 1 and French as a living language 2 and should this not be the case, he / she
must learn French as living language 1 and English as a living language 2.

The subject of Foreign Languages contains the following components:

- Listening
- Reading
- Speaking
- Writing

The goals of the study of Foreign Languages ensure that learners will:
- Possess competencies in communication in all four skills (listening,
speaking, reading and writing).
- Become life-long learners with creativity and confidence.

5.7 Physical Education and Sports

Physical Education and Sports is the subject that equips learners with
emotions, attitudes, thinking and knowledge in solving physical and emotional illness
and help learners to have self-confidence by applying physical activities and this
subject helps learners to study other subjects.

The subject of Physical Education and Sports contains the following

components:
- Appropriate Exercises
- Physical Fitness
- Athlete
- Football, Basketball, Volley Ball
- Popular Games
_________________________________________
(1) Related to the bilingual classes (Khmer-foreign language, not one of the languages of ethnic
minorities), it operates according to the possibility in terms of the means and the human resources of
each school from the primary level to the end of the secondary level.
7
 The goals of the subject of Physical Education and Sports ensure that
learners will develop:
- Balanced body, good health and happiness in life.
- Necessary skills in playing all types of sports.
- Good attitudes in sport matches and in cooperation with others
- Be aware of health.
- Be patient and tolerant, energetic, highly committed and have
collective ideas.
- Be progressive in study, tidy and disciplined.
- Love physical exercises and play sports.

5.8 Health Education

Health Education, a subject to study about causes, prevention and cures
of disease as well as basic health care based on human rights and gender.

Health Education contains the following components:

- Primary Health Care
- Mental Health
- Sexual and Reproductive Health
- Health and Environment
- Health and Beliefs
- Health and Economics

The goals of Health Education ensure that learners will have:

- Health knowledge in consistence with physical and emotional growth
based on science.
- Skills in prevention of infectious disease, non-infectious disease,
incidents and methods in basic rescue.
- Values and attitudes that help learners develop themselves with full
physical, intelligent and emotional health and responsibilities for their
actions.

5.9 Arts Education

Arts Education is a combination of subjects that enables learners to foster
knowledge, skills and attitude towards engaging in music learning, dance and art
learning including handcraft, of their own volition, and while doing this, to nurture
communication skill, creative thinking, tolerance and aesthetic sense, thereby to
contribute to inheriting and developing Khmer culture.

The subject of Arts Education contains the following components:

- Singing
- Dancing
- Playing Musical Instruments
- Painting and Drawing
- Handcraft
8
 - Appreciation (Music, Art and Handcraft)

The objectives of the subject of Arts Education are to ensure that learners
will:
- Develop basic skills and understand fundamental knowledge on
expression and appreciation of arts.
- Have creativity, communication skill and critical thinking skill through
expression and appreciation of arts.
- Respect and value Khmer and foreign arts and culture as well as
address current issues on cooperation with global community.

5.10 Local Life Skills

The subject of Local Life Skills provides opportunities for learners to
acquire knowledge and skills to participate in the walk of social lives.

The subject of Local Life Skills contains the following components:

- Agriculture
- Services
- Small Handicraft and Others

The goals of the subject of Local Life Skills ensure that learners will:
- Possess skills, intelligence and interpersonal characteristics and
vocational skills to apply in decision making, effective communication,
problem solving, and self-management.
- Promote wellbeing and lives productively.

6. Subjects and Study Hours

The curriculum is determined to teach 35 weeks per school year.

6.1. Kindergarten

A. Expected Learning Outcomes

After having completing the education level of Kindergarten, children will have
developed:
Knowledge
- Recognize and read Khmer and Latin consonants, vowels, syllables, words,
and phrases.
- Count numbers, draw double-digit numbers, recognize different objects,
sizes, and measurements.
Skills
- Be able to use Khmer language for speaking, listening, and communication.
- Be able to use mathematics (counting, drawing, and comparing).
- Be able to apply hygiene for body.
- Be able to use fine motor skills (finger movements) and gross motor skills
(whole body).
9
 - Be able to give reasons for their own actions.
- Be able to use the appropriate words and gestures with friends, family, and
others.
- Be able to recognize wrongness and rightness.
Attitude
- Love to study, raise questions and want to learn something new and different
- Know how to share and collaborate
- Like song, dance and Khmer traditional music
- Love clean environment
- Love oneself, family, friends, teachers and other people

B. Subjects
Subjects are Psychomotricity, Pre-math, Khmer Language, Science, Social
Studies, and English.

C. Study Hours

Subjects and Study Hours Table

Table 1 Distribution of Subjects and Study Hours for Kindergarten

Class
No. Subjects
Low Level Medium Level High Level
1. Psychomotricity 6 6 6
2. Pre-math 3 3 3
3. Khmer Language 4 4 4
4. Science 3 3 3
5. Social Studies 14 14 14
Total Weekly Hours 30 30 30
Note: 5 days a week, 6 study hours a day, and 1 study hour has 30 minutes.

6.2. Primary School

A. Expected Learning Outcomes

After having completed the education level of Primary School, learners will have
developed:
Knowledge
- Construct solid basic knowledge of Khmer Language, Social Studies,
Mathematics, physical health and moral development.
- Construct basic knowledge of Science, Information and Communications
Technology (ICT) and Foreign Languages.
Skills
- Construct basic skills of Khmer Language (reading, writing, speaking, and
listening).
- Construct basic skills of Mathematics (calculating, comparing, and solving
problems).
- Construct skills to apply basic knowledge of science.

10
 - Construct basic skills of critical thinking in learning process.
- Develop good communication skills in learning process and society.
- Develop skills in health prevention and primary health care.
- Construct skills in differentiating wrongness and rightness.
Attitude
- Love and value the study in schools.
- Recognize and value generosity and compassion for family, friends, and
other people.
- Recognize, love, preserve, and protect cultures, traditions, and arts of the
nation, region, and international.
- Love and value environment, science, and technology.
- Love clean bodies, schools, homes, and public places.
- Construct habit sand practices of healthy life styles through labour and
sporting.
- Be responsible for their actions in the study and daily life.

B. Subjects
Subjects are Khmer Language, Mathematics, Science, Computer, Social
Studies, Arts Education, Physical Education and Sports, Health Education, Foreign
Languages and Local Life Skills.

C. Study Hours
Subjects and Study Hours Table (Grades 1-6)

Table 2 Distribution of Subjects and Study Hours (Grades 1-6)

Class
No. Subjects
1 2 3 4 5 6
1. Khmer Language 11 11 11 9 9 9
2. Mathematics 7 7 7 6 6 6
3. Science 3 3 3 3 3 3
4. Computer 0 0 0 1 1 1
5. Social Studies 3 3 3 3 3 3
6. Arts Education 1 1 1 1 1 1
7. Physical Education and Sports 2 2 2 2 2 2
8. Health Education 1 1 1 1 1 1
9. Foreign Languages 2 2 2 2 2 2
10. Local Life Skills 0 0 0 2 2 2
Total Weekly Hours 30 30 30 30 30 30
Note: 6 days a week, 5 study hours a day, and 1 study hour has 40 minutes.

11
 6.3 Lower Secondary School

A. Expected Learning Outcomes

After having completed the education level of Lower Secondary School, learners
will have developed:
Knowledge
- Construct solid basic knowledge of Khmer Language, Social Science,
Mathematics, physical health and moral development.
- Acquire basic knowledge of Science, Information and Communications
Technology (ICT) and Foreign Languages.
Skills
- Apply solid basic skills in Khmer Language (reading, writing, speaking, and
listening).
- Apply solid basic skills in Mathematics (calculating, comparing, explaining,
and solving problems).
- Apply basic scientific knowledge and Information and Communications
Technology (ICT).
- Apply basic skills in critical thinking and problem solving in the learning
process and society.
- Acquire comprehensive communication skills for the study and daily life.
- Apply skills in prevention and primary health care.
- Differentiate right from wrong.
Attitude
- Love and value the study in both formal and non-formal education system.
- Know and value generosity and compassion for family, friends, and others.
- Know, love, preserve, and protect cultures, traditions, and arts of the nation,
region, and international.
- Love and value the environment, science, and technology.
- Love clean bodies, schools, homes, and public places.
- Construct habits and practices of healthy life styles through labour and
sporting.
- Be responsible for their actions in the study and daily life.

B. Subjects
Subjects are Khmer Language (writing, dictation, composing, grammars,
recitation and reading texts) Mathematics, Science (Physics, Earth-Environmental
Science, Chemistry, Biology), Social Studies (History, Geography, Moral-Civics, Home
Economics), Information and Communications Technology (ICT), Foreign Languages,
Arts Education, Physical Education and Sports, Health Education, and Local Life Skills.

12
 C. Study Hours
Subjects and Study Hours (Grads 7-9)

Table 3 Distribution of Subjects and Study Hours (Grads 7-9)

Class
No. Subjects
7 8 9
1. Khmer Language 7 7 7
2. Foreign Languages 6 6 6
3. Mathematics 7 7 7
4. Science 6 6 6
5. Social Studies 7 7 7
6. ICT 2 2  2
7. Physical Education and Sports 2 2 2
8. Arts Education 1 1 1
9. Health Education 1 1 1
10. Local Life Skills 1 1 1
Total Weekly Hours 40 40 40
Note: - 6 days a week, 4-7 study hours a day, and 1 study hour has 50 minutes.
- Living Language 1 has 4 study hours and 2 study hours for Linving Language 2.

6.4 Upper Secondary School

A. Expected Learning Outcomes

After having completed the education level of Upper Secondary School, learners
will have developed:
Knowledge
- Acquire solid basic knowledge of Khmer Literature, Sciences, Social Science,
Mathematics, physical health and moral ethics.
- Construct solid basic knowledge of Science, Information and
Communications Technology (ICT) and Foreign Languages.
Skills
- Construct solid and broader basic skills in Khmer Literature (comparing,
explaining, analysing, interpreting and solving problems).
- Construct solid basic skills in Mathematics (calculating, comparing,
explaining, analysing, interpreting and solving problems).
- Apply basic knowledge of science and Information and Communications
Technology (ICT).
- Apply basic skills in critical thinking and problem-solving in the study and
society.
- Acquire solid and broader skills of communication in the study and society.
- Construct and apply skills in health prevention and primary health care.
- Develop and make use of knowledge, skills and ethics to protect and
enhance the good deeds.

13
 Attitude
- Love and value the lifelong study.
- Know and value loving-kindness and compassion for family, friends, and
other people.
- Preserve and develop the cultures, traditions, and arts of the nation, region,
and international.
- Love and value the environment, science, and technology.
- Love clean bodies, schools, homes, and public places.
- Construct habits and practices of healthy life styles through labour and
sporting.
- Be responsible for their own actions and groups in the study and daily life.

B. Subjects
Subjects are Khmer Literature, Mathematics, Foreign Language, Physical
Education and Sports, Science (Physics, Earth-Environmental Science, Chemistry,
Biology), Social Studies (History, Geography, Moral-Civics, Home Economics), ICT, and
Health Education.

C. Study Hours
Subjects and Study Hours Table (Grads 10-11-12)

Science Strand

Table 4 Distribution of Subjects and Study Hours (Grads 10-11-12) for Science
Strand
Class
No. Subjects
10 11 12
1 Khmer Literature 5 5 5
2 Mathematics 6 6 6
3 Foreign Languages 6 6 6
4 Physical Education and Sports 2 2  2
5 Home Economics 1 1 1
6 Physics 4 4 4
7 Earth-Environmental Science 2 2 2
8 Chemistry 3 3 3
9 Biology 3 3 3
10 History 2 2 2
11 Geography 2 2 2
12 Moral-Civics 2 2 2
13 ICT 1 1 1
14 Health Education 1 1 1
Total Weekly Hours 40 40 40
Note: - 6 days a week, 4-7 study hours a day, and 1 study hour has 50 minutes.
- Living Language 1 has 4 study hours and 2 study hours for Linving Language 2.

14
 Social Science Strand

Table 5 Subjects and Study Hours (Grads 10-11-12) for Social Science Strand
Class
No. Subjects
10 11 12
1 Khmer Literature 6 6 6
2 Mathematics 5 5 5
3 Foreign Languages 6 6 6
4 Physical Education and Sports 2 2 2
5 Home Economics 1 1 1
6 Physics 2 2 2
7 Earth-Environmental Science 2 2 2
8 Chemistry 2 2 2
9 Biology 2 2 2
10 History 4 4 4
11 Geography 3 3 3
12 Moral-Civics 3 3 3
13 ICT 1 1 1
14 Health Education 1 1 1
Total Weekly Hours 40 40 40
Note: - 6 days a week, 4-7 study hours a day, and 1 study hour has 50 minutes.
- Living Language 1 has 4 study hours and 2 study hours for Linving Language 2.

6.5 Technical Education

A. Expected Learning Outcomes

By having completed the technical education, learners will have developed:
Knowledge
- Acquire basic knowledge of science related to technical subjects of study.
- Explain and demonstrate basic concepts of technical knowledge of the
subjects of study.
Skills
- Effectively apply technical skills acquired from the training.
- Apply skills in using machinery and relevant tools.
Attitudes
- Be responsible and accountable for their work.
- Formulate creativity in problem solving.
- Love practical work and work in team effectively.
- Develop personal characteristics and careers.
- Contribute to sustainable social and national development.

B. Subjects
Technical education governs two subjects of study namely General Education
and Technical Education. General Education covers Khmer Language, English,
Mathematics, Computer, Moral and Civics, Sports, Science (Physics, Earth-
Environmental Science, Chemistry, Biology), Social Science (History, Moral-Civics,
15
Home Economics, Geography). Technical Education covers selective activities and
practicum.

C. Study Hours
Table 6: Distribution of Subjects and Study Hours for Year 1-2-3
Subjects Year 1 Year 2 Year 3
Khmer Literature 114 hrs 114 hrs 114 hrs
English 76 hrs 76 hrs 76 hrs
Maths 114 hrs 114 hrs 114 hrs
Computer 76 hrs 76 hrs 76 hrs
Moral-Civics 38 hrs 38 hrs 0 hrs
General Sports 32 hrs 32 hrs 32 hrs
(1)
Education Physics 76 hrs 76 hrs 76 hrs
Subjects Chemistry 76 hrs 76 hrs
Science or 76 hrs
Biology(2)
Social
Economics(3) 76 hrs 76 hrs 76 hrs
Science
History 76 hrs 76 hrs
76 hrs
Geography
Total 526 hours 526 hours 480 hours
Technical Technical and Vocational 749-769 hrs 749-769 hrs
749-769 hrs
and Subjects
Vocaitonal Local Vocational Subjects 80-100 hrs 80-100 hrs 80-100 hrs
Subjects Total 848 hrs 848 hrs 848 hrs
Selective Activities 6 hrs 6 hrs 6 hrs
320 hrs
Practicum
(not included)
Grand total 1380 hrs 1380 hrs 1334 hrs
Note: 6 days a week, 4-6 study hours a day, and 1 study hour has 50 minutes.

7. Teaching Principles
7.1 Principle 1
Teaching is an activity to facilitate learners’ learningin order to equip learners
with knowledge, skills and attitudes through learner centered approaches.
7.2 Principle 2
Teaching is an activity to help and encourage learners to be efficient and
responsible active self-learners who can apply knowledge in everyday life.
7.3 Principle 3
Teaching must extend knowledge, experiences, skills and motivation of learners
so that learners will love and give value to education.
7.4 Principle 4
Teaching must connect learners/learning activities to the real world through the
application of appropriate tools, including ITC.
_____________________________________________
(1) Physics is a compulsory subject, requiring 2 hours of study in a week. The specific subjects of
study include electronic mechanics or electricity requiring 76 hours a week.
(2) Chemistry/Biology is compulsory subject, requiring 2 hours a week. Specific subjects of study
include agronomy and animal husbandry, requiring 76 hours a week.
(3) Economics is compulsory subject, requiring 2 hours a week. Specific subjects of study include
accounting and management, requiring 76 hours a week.

16
8. Learning and Teaching Assessment
Teachers assess learning outcomes for knowledge, skills and attitudes achieved by
learners.

Teachers regularly assess learner learning. They collect assessment data, analyze and
reflect on competenciesof learners after teaching and learning activities. Assessment
aims to explore information and evidence in order to evaluate and provide feedback on
the teaching and learning activities in order to improve the competenciesof the learners.

8.1 Principle 1: Assessment of Learners’ Competencies

- Knowledge
- Skills
- Attitide
- Application skills

8.2 Principle 2: Assessment of Education System

- Rescources (Human and materials)
- Management and leadership

8.3 Principle 3: Assessment Units

- Accreditation Committee of Cambodia (ACC)
- Department of Curriculum Development
- School (school principle, learners, stakeholders...)
- Relevent Agencies

8.4 Principle 4: Assessment Levels

8.4.1 Regional and International Asscessment
Regional and International Asscessment is conducted to compare
Cambodian learners’ competencies with learners in the regions and in the world. This
type of asssessement occursonly in some specific subjects and grade.
8.4.2 National Assessement
National assessment is used to assess students’ competencies at specific
grades or levels. This type of assessment is applied to some students on some
subjects only (such as Khmer, Maths and Sciences).
8.4.3 School and Grade Level
School assessment and classroom assessment is conduced at each school
in order to measure the implemenation of the curriculum at the school level.
This type of assessment is conducted by school managers and teachers in
order to improve quality of their own work.
8.4.4 Grade Level
This type of assessment is conducted by each teacher in order to assess
their own learners. This type of assessement concentrates on the knowledge, skills and
attitudes that learners achievied from each chapter or lession by using a quiz, problem
solving exercise, class discussion, assignment, monthly test, small research project and
so on. Then teachers will use the assessment results to improve their teaching activities
or teaching methodologies.

17
 8.5 Principle 5: Use of Assessment results
The assessment results will be published and used by relevent agencies in order
to improve the quality of education at all levels.
Assessment results is used for:
 Encorage learners to improve their learning habits.
 Providing feedback to teachers for improvement.
 Provide usefull information to parents and relevent agencies about learners’
achievements at all grades and information about schools.

9. Teacher Professional Development

In order to get high effecincy of the applications of this curriculum framework, the
following points below must be addressed:
9.1 Provide deep training to all teachers on this new curriculum and provide
clear clear instruction on learner-centered teaching methodologies.
9.2 Provide training to all teachers on school assessments and classroom
assessments and educate them how to use the assessment results in order
to improve their teaching methodologies and acitivies according to learners’
knowledge.
9.3 Provide all technical support and required teaching materials.
9.4 Improve research ability ofall teachers for longlife learning.

10. Curriculum Framework Implementation

10.1 Provincial Teacher Traning Centers, Regional Teacher Training Centers
and Nation Institute of Education should integrate currículum framework,
learning standard and detailed course syllabus into their training.
10.2 Currículum framework, learning standard and detailed course syllabus
should be trained to PoE, DoE teacher trainers and also school
administrators and teachers.

18
 REFERENCES

្រកសួ ងអប់រ ំ(១៩៨០ក)កមមវធ

ិ ីបឋមសិក វជ
ិ ជ ទូេទហូជម
ី ញ
ិ េបះពុ មេព នទី្រកុងហូជីមញ
ិ មកមមវធ
ិ ីសហ្របតប
ិ ត្តិ
កររ ង្រកសួ ងអប់រ ំ ធរណរដ្ឋ្របជមនត
ិ កមពុជនិង្រកសួ ងអប់រ ំ ធរណរដ្ឋសងគម-និយមេវៀត ម
្រកសួ ងអប់រ ំ ធរណរដ្ឋ្របជមនត
ិ កមពុជ។
្រកសួ ងអប់រ ំ(១៩៨០ខ)កមមវធ
ិ ីស្រមប់ក្រមត
ិ សិក ទ២
ី នង
ិ ក្រមត
ិ សិក ទ៣
ី ទីសី ក
្ត រដ្ឋម្រន្ត្រី កសួ ងអប់រ ំមជឈមណ្ឌល
និពនធកមមវធ
ិ ីនិងេសៀវេភសិក ធរណរដ្ឋ្របជមនិតកមពុជ។
្រកសួ ងអប់រ ំ(១៩៨៧) កមមវធ
ិ ីបឋមសិក ចំេនះទូេទ ភនេំ ពញេនេ ងពុមពកែសតភនេំ ពញ ្រគឹះ ថ នេបះពុមពផ យ
អប់រ ំៃនរដ្ឋកមពុជេនេ ងពុមពកែសតភនេំ ពញ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (១៩៩៦ក)កមមវធ
ិ ីសិក េគលស្រមប់មធយមសិក ទុ តយ
ិ ភូមិ ភនេំ ពញ វទយ
ិ ថន
្រ វ្រជវៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (១៩៩៦ខ)កមមវធ
ិ ីសិក េគលស្រមប់មធយមសិក បឋមភូមិ ភនេំ ពញ វទយ
ិ ថន
្រ វ្រជវៃន្រកសួ ងអប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (១៩៩៦គ)កមមវធ
ិ ីសិក េគលស្រមប់បឋមសិក ភនេំ ពញ វទយ
ិ ថ ន្រ វ្រជវៃន
្រកសួ ងអប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០០០) េគលនេយបយស្តីពីករអប់រ ំកុមរតូច ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន និង
កី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (២០០៤) េគលនេយបយស្រមប់អភវិ ឌ ន៍កមមវធ
ិ ស
ី ិ ក ចំេណះទូេទ ២០០៥-
២០០៩ ភនេំ ពញ នយក ្ឋ ន្រ វ្រជវគរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រក
កមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០០៦ក)កមមវធ
ិ ីសិក េគលស្រមប់អប់រ ំមូល ្ឋ នចំេណះទូេទ ភនេំ ពញ្រកសួ ង
អប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (២០០៦ខ)កមមវធ
ិ ីសិក លំ អិតគណិតវទយស្រមប់
ិ អប់រ ំមូល ្ឋ នចំេណះ-ទូ េទ
ភនេំ ពញ នយក ្ឋ ន្រ វ្រជវគរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ -ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (២០០៦គ)កមមវធ
ិ ីសិក លំ អត
ិ ភ ែខមរស្រមប់អប់រ ំមូល ្ឋ នចំេណះទូេទ ភនេំ ពញ
នយក ្ឋ ន្រ វ្រជវគរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រក-កមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០០៦ឃ)កមមវធ
ិ ីសិក លំ អិតវទយ
ិ ្រស្តស្រមប់អប់រ ំមូល ្ឋ នចំេណះ-ទូេទ
ភនេំ ពញ នយក ្ឋ ន្រ វ្រជវគរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន និងកី ៃន្រពះ ជ -ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០០៦ង)កមមវធ
ិ ីសិក លំ អិតសិក សងគម្រស្តស្រមប់អប់រ ំមូល ្ឋ នចំេណះទូេទ
ភនេំ ពញ នយក ្ឋ ន្រ វ្រជវគរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ- ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (២០០៦ច)កមមវធ
ិ ីសិក វទយ
ិ ្រស្តស្រមប់មធយមសិក ទុ តយ
ិ ភូមិ ភនេំ ពញ នយក
្ឋ ន្រ វ្រជវគរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ។

19
្រកសួ ងអប់រ ំ យុវជន និងកី (២០០៦ឆ)េគលនេយបយអប់រ ំបំណិនជីវត
ិ ភនេំ ពញ នយក ្ឋ ន្រ វ-្រជវ
គរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០០៩) កមមវធ
ិ ីសិក លម្អត
ិ ភ ែខមរ នង
ិ អក រ ្រស្តែខមរ ែផនដន
ី ិង-បរ ិ ថ នវទយ
ិ
និងសិក សងគម ស្រមប់មធយមសិក ទុតិយភូមថ
ិ ន ក់ទី ១០-១២ ភនេំ ពញ នយក- ្ឋ ន្រ វ្រជវ
គរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១០) ែផនករេគលបេចចកវទយព័
ិ តម៌ ននិង រគមនគមន៍កុ នងវស័
ិ យ-អប់រ ំ
២០០៩-២០១៣ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ក)េគលនេយបយស្ដីពីចកខុវស័
ិ យឧត្ដមសិក ២០៣០ ភនេំ ពញ ្រកសួ ង
អប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ខ)េគលនេយបយស្តីពីករអប់រ ំបេចចកេទស ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន
និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (២០១៤គ)េគលនេយបយស្តីពីធនធនមនុស កនុងវស័
ិ យអប់រ ំ ភនេំ ពញ ្រកសួ ង
អប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (២០១៤ឃ)េគលនេយបយជតិសី ព
្ដ ក
ី រអភវិ ឌ យុវជនកមពុជ ភនេំ ពញ ្រកសួ ង
អប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ង)េគលនេយបយស្ដីពីកមមវធ
ិ ីសមមូលអប់រ ំេ្រក្របព័នធ ភនេំ ពញ ្រកសួ ង
អប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ច)េគលនេយបយស្តីពេី សៀវេភសិក នង
ិ មគគុេទសក៍ស្រមប់-ករ
អភវិ ឌ េសៀវេភសិក េគល ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រក-កមពុជ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (២០១៤ឆ)េគលនេយបយស្តីពក
ី រអភវិ ឌ ករ្រ វ្រជវកនុងវស័
ិ យអប់រ ំ ភនេំ ពញ
្រកសួ ងអប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ជ)េគលករណ៍ែណនំសី ព
្ដ ក
ី រ្រតួតពិនិតយគុណភព ៃនករ ង-សង់
អគរសិក ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ឈ)េគលនេយបយស្ដីពី មធយមសិក ធនធន ភនេំ ពញ នយក
្ឋ ន្រ វ្រជវគរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ញ)េគលនេយបយថនក់ជតស
ិ ្រមប់ករងរអប់រ ំេ្រក្របព័នធ ២០០៤-
២០១៥ ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ដ)េគលនេយបយស្ដីពី្រគូបេ្រង ន ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន- នង
ិ
កី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ឋ)ែផនករេគលៃន្របព័នធពត
័ ម
៌ ន្រគប់្រគងអប់រ ំ ២០១៤-១០១៨
ភនេំ ពញ នយក ្ឋ ន្រ វ្រជវគរុេកសលយៃន្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ឌ)ែផនករេគលស្រមប់អភវិ ឌ ករ្រ វ្រជវកនុងករអប់រ ំ ២០១១-២០១៥
ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ។

20
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ឍ)ែផនករេគលបេចចកវទយព័
ិ តម៌ ន និង រគមនគមន៍កុ ងវ
ន ស័
ិ យអប់រ ំ
ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន និងកី (២០១៤ណ)ែផនករយុទធ ្រស្តវស័
ិ យអប់រ ំឆន ំ ២០១៤ - ២០១៨ ភនេំ ពញ ្រកសួ ង
អប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (២០១៤ត)ែផនករយុទធ ្រស្តវស័
ិ យអប់រ ំ ២០០៩-២០១៣ ភនេំ ពញ ្រកសួ ងអប់រ ំ
យុវជន នង
ិ កី ៃន្រពះ ជ ច្រកកមពុជ។
្រកសួ ងអប់រ ំ យុវជន នង
ិ កី (២០១៤ថ)ែផនករសកមមភពជតស
ិ ីព
្ដ ីករគំពរនង
ិ អភវិ ឌ កុ មរតូច ២០១៤-
២០១៨ ភនេំ ពញ ្រកសួ ងអប់រ ំ យុវជន និងកី ៃន្រពះ ជ ច្រកកមពុជ។
NEP (2014)សិទធិទទួលបនករអប់រ ំេន្របេទសកមពុជករសិក េនក្រមត
ិ មូល ្ឋ ន ភពជៃដគូរៃនអងគករេ្រករ
្ឋ ភប
ិ ល(NGO Education Partnership-NEP) េសចក្តីសេ្រមចស្តីពីករអនុវត្តកមមវធ
ិ ីសិក ម
្របព័នធេ្រកឌីត និងករេផទរេ្រកឌីត (២០០៤)។
Chet, C., Ngin , C., Chhinh, S., Dy S. S. & David, F. (2015). Reviews of educational
contents, pedagogies and connectivity of curriculum and its relevance to
economic development in Cambodia: A focus on Khmer, mathematics, and
science for grades 9 and 12.
Un, L. et al. (2014). Upper secondary school curriculum reform in Cambodia:
Relevance for employment and tertiary education.
ASEAN (2012).ASEAN curriculum sourcebook.
Bloom, B.S. (Ed.).Engelhart, M.D., Furst, E.J., Hill, W.H., &Krathwohl, D.R. (1956).
Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New
York: David McKay Co Inc.
Ministry of Education of Thailand (2008).Basic education core curriculum.
Ministry of Education of Malaysia (2013).Malaysian education blueprint 2013-2025.
Ministry of Education of Singapore (2013).Science syllabus.
Ministry of Education of Singapore (2006).Mathematics syllabus.
Ministry of Education of Singapore (2008).Arts syllabus.
Ministry of Education of Singapore (2014).Character and citizen education syllabus.
Ministry of Education of Singapore (2012).Singapore’s education system.
Ministry of Education of Singapore (2012).Nurturing early learners: Curriculum
framework for kindergarten in Singapore.

21
 Attachment 1: Annex
Kind of
No. Vocabulary Khmer Explanation
Word
1. Education ន ករអប់រ ំ The process of learning for personal and social
development through transferring knowledge,
training, instilling culture, innovation, and
intellectual development which are built upon by
the surrounding environment, knowledge-based
society, and factors for life-long learning.

2. Curriculum ន កមមវធ
ិ ីសិក A framework for implementing existing
knowledge and experience for developing
students’ knowledge, skills, and pre-determined
qualifications. Curriculum (framework) is
considered as a roadmap for determining the
direction of learners’ development to reach the
target learning outcomes and assessment of
learning outcomes in order to discern about the
further progress of the learners’ learning to meet
the pre-determined standards.
3. Goal ន េគលបំណង Main outcome that is planned and envisioned to
achieve.
4. Target ន េគលេ The desired outcome that is determined to
achieve.
5. Knowledge ន វជ
ិ ជ សមបទ Knowledge that learners have gained from
education and put into daily practice.
6. Skill ន បំណិនសមបទ The capacity that learners have gained through
education and are able to use it for real life daily
activities.
7. Attitude ន ចរយសមបទ
ិ
Behaviour and sentiments that students conform
to in a real world situation in order to be
developed as measures or solutions which are
appropriate and equal for partnership.
8. General ន ករអប់រ ំចំេណះទូេទ The teaching of fundamental (basic) knowledge
Education which is essential for students’ everyday life.
9. Technical ន ករអប់រ ំបេចចកេទស The teaching of technical knowledge for
Education practical work or performing certain jobs.
10. Teaching ន សមភរៈឧបេទស Materials for assisting the teaching to attract
Materials students’ interest and to promote understanding
and effective learning. Teaching materials come
into different forms such as news articles,
technological devices, and realise. The selection
of teaching materials corresponds to learning
objectives, students’ learning styles and
individual learners’ differences.
11. Evaluation ន ករ យតៃម្ល The process of collecting information and
evidence which indicates students’
development, progress and success based on
the curriculum in order to maximize students’
potential.
12. Literacy ន អកខរពុទធិ Knowledge of language and grammar.
Knowledge
13. Numeracy ន េលខពុទធិ Knowledge of numeracy and calculation rules.
Knowledge

22
 Attachment 2: Expected Learning Outcome by School Levels
Expected Lower Upper
Primary Technical
Learning Kindergarten Secondary Secondary
School Education
Outcomes School School
Recognize and Construct solid Construct solid Acquire solid Acquire basic
read Khmer basic knowledge basic knowledge basic knowledge knowledge of
and Latin of Khmer of Khmer of Khmer science related
consonants, Language, Social Language, Literature, Social to technical
vowels, Studies, Social Science, Science, subjects of
syllables, Mathematics, Mathematics, Mathematics, study.
words, and physical health physical health physical health
phrases. and moral and moral and moral ethics.
development. development.
Knowledge Count numbers, Construct basic Acquire basic Construct solid Explain and
draw double- knowledge of knowledge of basic knowledge demonstrate
digit numbers, Science, Science, of Science, basic concepts
recognize Information and Information and Information and of technical
different Communications Communications Communications knowledge of
objects, sizes, Technology (ICT) Technology (ICT) Technology (ICT) the subjects of
and and Foreign and Foreign and Foreign study.
measurements. Languages. Language. Language.
Be able to use Construct basic Construct basic Construct solid Effectively apply
Khmer skills of Khmer skills of Khmer and broader basic technical skills
language for Language Language skills in Khmer acquired from
speaking, (reading, writing, (reading, writing, Literature the training.
listening, and speaking, and speaking, and (comparing,
communication. listening). listening). explaining,
analysing,
interpreting and
solving problems).
Be able to use Construct basic Apply solid basic Construct solid Apply skills in
mathematics skills of skills in basic skills in using machinery
(counting, Mathematics Mathematics Mathematics and relevant
drawing, and (calculating, (calculating, (calculating, tools.
comparing). comparing, and comparing, comparing,
solving problems). explaining, and explaining,
solving problems). analysing,
interpreting and
solving problems).
Skills Be able to Construct skills to Apply basic Apply basic
apply hygiene apply basic scientific knowledge of
for body. knowledge of knowledge and science and
science. Information and Information and
Communications Communications
Technology(ICT). Technology(ICT).
Be able to use Construct basic Apply basic Apply basic
fine motor skills of critical skills in critical skills in critical
skills (finger thinking in thinking and thinking and
movements) learning problem solving problem-solving
and gross process. in the learning in the study and
motor skills process and society.
(whole body). society.
Be able to give Develop good Acquire Acquire solid
reasons for communication comprehensive and broader
their own skills in learning communication skills of
23
 actions. process and skills for the communication
society. study and daily in the study and
life. society.
Be able to use Develop skills in Apply skills in Construct and
the appropriate health prevention and apply skills in
words and prevention and primary health health
gestures with primary health care. prevention and
friends, family, care. primary health
and others. care.
Be able to Construct skills Differentiate Develop and
recognize in differentiating right from wrong. make use of
wrongness wrongness and knowledge, skills
and rightness. rightness. and ethics to
protect and
enhance the
good deeds.
Love to study, Love and value Love and value Love and value Be responsible
raise questions the study in the study in both the lifelong and accountable
and want to learn schools. formal and non- study. for their work.
something new formal education
and different
system.
Know how to Recognize and Know and value Know and value Formulate
share and value generosity generosity and loving-kindness creativity in
collaborate and compassion compassion for and compassion problem solving.
for family, family, friends, for family,
friends, and and others. friends, and
other people. other people.
Like song, Recognize, love, Know, love, Preserve and Love practical
dance and preserve, and preserve, and develop the work and work in
Khmer protect cultures, protect cultures, cultures, team effectively.
traditional traditions, and traditions, and traditions, and
music arts of the nation, arts of the nation, arts of the nation,
region, and region, and region, and
international. international. international.
Love clean Love and value Love and value Love and value Develop
environment. environment, the environment, the environment, personal
Attitudes science, and science, and science, and characteristics
technology. technology. technology. and careers.
Love oneself, Love clean Love clean Love clean Contribute to
family, friends, bodies, schools, bodies, schools, bodies, schools, sustainable social
teachers and homes, and homes, and homes, and and national
other people. public places. public places. public places. development.
Construct habit Construct habits Construct habits
sand practices and practices of and practices of
of healthy life healthy life healthy life
styles through styles through styles through
labour and labour and labour and
sporting. sporting. sporting.
Be responsible Be responsible Be responsible
for their actions for their actions for their own
in the study and in the study and actions and
daily life. daily life. groups in the
study and daily
life.

24
Attachme
ent 3: Web of Full Citize
ens Develop
pment

25