Education Training So Far

18 08 2011

After a few weeks in Cambodia and nearly 2 weeks in language and technical training, Katie and I are both getting a better idea of the challenges of the work to come. For me, the daily technical sessions are a time to discuss the best methods of overcoming the challenges I’ll encounter working with youth both in and outside of the Cambodian educational system.

Some issues are glaring, some are less obvious, and probably the majority I have yet to uncover. Many of the issues in education stem from the destruction of the education system (and educators themselves, and doctors, and anyone that spoke French and anyone with glasses…) by the Khmer Rouge. For this reason and others, there is still a shortage of teachers today.

Probably the biggest compounding factor at play in Cambodia centers around the national budget and, subsequently, teacher pay. The average teacher earns $35 to $40 per month, which contributes to poor teacher attendance and spurs corruption within the school system. Due to the low salary, most teachers have to teach private lessons and/or work other jobs to support their families. This has led to a de facto dual education system in much of Cambodia. Students attend class from 7-11 am, may attend class from 1-5 pm if it is held (if the teacher shows up), and, if financially able, may attend private class during the late afternoon and summers. Since the public and private teachers are one and the same, this leads some teachers to hold back information during public classes in order to entice students to come to their private class (think something like a time-share presentation for high schoolers).

My job here then involves a few different tactics. First, it’s to supplement the overstretched teaching staff. As a volunteer, I will have the time to prepare lessons, teach free private lessons, and build relationships with students who really need extra attention. At least in the beginning, I’ll work with a co-teacher to better integrate the Cambodian and American styles of teaching. Much of the teaching here is rote memorization provided by the teacher with very little interaction or conversation. Subsequently, many students know tons of English vocabulary, but can’t form sentences, especially in speaking. As a native speaker, providing correct pronunciation and natural conversation will likely be a fist time experience for the students.

To start I’ll be teaching 16 hours a week at the high school level. This will be used as a connection to the community in order to better determine community needs to implement secondary projects. Ideas so far (subject to change based on site, needs, wind direction, etc): mental illness awareness, peer support groups, drug and alcohol education and intervention, prisoner reintegration, etc. In short, I’ll be working on needs that the community expresses and that I have experience with.





One response

25 08 2011
Barbara Muller

Sounds like a variety of needs but as you find out the specific needs of your permanent placement the needs will probably be narrowed down. I can imagine it will be exciting to hear them start to speak in English with meaning full sentences.

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