Cambodia – Developing Skills for Tomorrow’s Jobs

If Cambodia is to develop the skills it needs to achieve its goal of becoming a digital economy, it first has to bring its Technical and Vocational Education and Training (TVET) institutions into the digital age. ILO has been helping them do that through a series of initiatives.

Web page | 10 December 2021

At-a-glance achievements

Cambodia has one of the youngest populations in South East Asia, providing it with a major asset to achieve its long-term goal of becoming a digital economy. But its TVET system isn’t geared up to provide the necessary training. For example, until the ILO was asked to help address this issue, none of the TVETs even offered online training. All that is now changing.
Key elements of our support included:
  • Assessing the skills gap: A rapid labour market and skills gap analysis was carried out during the COVID crisis, primarily to identify where immediate support was needed in the labour market. It also enabled us to establish that on top of skills such as problem solving and time management that will be important in the future, there were significant gaps in the digital and green skills that Cambodia required to realise its digital vision.
  • Blending online and face-to-face learning at TVETs: Cambodia’s TVETs didn’t offer online training, so to bring them into the digital age we developed a global, step-by-step tool and coaching program to enable them to combine or ‘blend’ face-to-face and online training, both operationally and at a policy level.
  • Creating a coaching team to spread blended learning across the TVET system: A 36-strong team of coaches was established to develop national guidelines for blending TVET and to train the trainers at TVETs. The coaching team, which ILO staff trained, was drawn from 15 national institutions, including DG-TVET and the Ministry of Tourism, social partners and major public and private TVET school managers across the country. The institutional breadth of the coaching team not only ensured that blended learning can be spread across the entire system, but that it also takes into account the needs of different sectors and stakeholders. By the end of 2021, more than 3,000 TVET students had received blended training, and many thousands more will soon enjoy its benefits, supported by ongoing support for the coaching team in the coming year.
  • Building momentum through a one-year coaching support initiative: A one-year coaching programme has been designed to provide the coaches and selected TVET institutions with knowledge and know-how to implement the planned TVET digitalization. Additional financial resources have also been made available to TVET institutions to design and deliver blended TVET modular trainings and blended Recognition of Prior Learning (RPL) for the young, migrant workers, and people with disabilities.

Moving forward

In addition to the year-long training mentioned above, one of the next steps is to create digital skills training packages for three priority sectors – tourism, construction, and the garment industry.