Strengthening the Teaching Profession: Evaluating Cambodia’s Implementation of SDG-4.c Targets

The Cambodian Ministry of Education Youth, and Sport (MoEYS) has, over time, made noticeable progress toward Sustainable Development Goal 4 (SDG-4) to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. However, the pace and extent of that progress remain uneven, particularly in the area of teacher training, which is central to achieving inclusive and quality education. Utilising a document analysis framework, this study draws upon national policy reform documents including the Teacher Policy Action Plan to examine the extent to which the MoEYS’s policy commitments to professionalise the teaching workforce are meeting SDG-4.c goals. Changes to pre-service programmes including the 12 + 4 programme, investments in teacher training centres, and continuous professional development (CPD) frameworks have strengthened the system. Yet, significant challenges persist. Limited access to effective CPD, high student/teacher ratios, teacher shortages, especially in rural locations, and resource constraints continue to undermine the consistency and quality of instructional practice. A contention of this paper is that for Cambodia to fulfil its SDG-4.c target relating to teacher preparedness, progress is contingent upon sustained investment, targeted support for rural and remote regions, and stronger implementation capacity to ensure all learners benefit from well-trained and effectively supported educators.