In Schools

We focus our interventions at three differing levels: within schools, within active districts and within the Cambodian education sector. Much of the work we do spans across all three of these levels, supporting and influencing teaching directly with teachers right up to a national level with the Ministry of Education, Youth and Sport. 

Everything we do within these levels works hand in hand, working towards our overall goal: To inspire and empower professional Communities of Practice to lead the positive transformation of Cambodian education.

Within schools, our work focuses on three primary objectives:

1. Deliver interventions to transform teachers’ capacity and children’s learning outcomes

Our interventions focus on improving the quality of teaching and learning in rural Cambodian primary schools. Improved teacher effectiveness increases the likelihood that students achieve Minimum Proficiency Levels (MPLs). A child in an SBB supported school is 1.8 times more likely to reach MPLs in literacy compared with a child in a control school.

But SeeBeyondBorders strives to increase the success of participating schools’ Grade students every year. In our schools, each year 12% more students are able to reach minimum maths proficiency – a testament to our continuous improvement in delivery of our projects.

2. Develop and disseminate resources to maximise teaching effectiveness

SeeBeyondBorders has created and disseminated a vast library of over 1,000 contextually relevant, high-quality resources. They serve as the foundation of our interventions, engage teachers and leaders in professional development and enhance teaching and learning effectiveness.

To facilitate access to these resources, educational technology has been integrated into programmes in the past three years, with digital resources readily available online for teachers, shaping the teaching, learning and development of school leaders, teachers and children across Northwest Cambodia. ghh

3. Develop and implement cost-effective projects which can be scaled

Ensuring our interventions are sustainable and scalable is critical within our project development and planning. The educational technology project, first implemented three years ago, began as a trial in just one school in Battambang, with project expansion each year to now include 11 schools, supporting over XXX teachers/children.

Explanation of TEP project and next steps.