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      캄보디아 초등교육 및 초등교사 쟁점 분석과 교육개발협력에의 시사점 탐색

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      https://www.riss.kr/link?id=A103046382

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      다국어 초록 (Multilingual Abstract)

      This study seeks to examine current status and issues on primary education environment and teachers in Cambodia, a country that has a poor education environment and low educational achievement I analysed the features and limitation of education. Major findings revealed the primary school students’ low accessibility on education and poor competencies and qualification of primary school teachers, which have hindered a quality of education in Cambodia. Central implications were produced to improve the quality of education and training system for primary school teachers. First, sustainability should be embedded from the initial design to the performance evaluation of the projects. Second, we should carry forward a customized training project that can meet the needs of primary school teachers in Cambodia. Third, the Education ODA project should be institutionalized into the national mechanism of the credit accreditation system, including the incentives of participating. Fourth, in-service training should ensure the inclusiveness and accessibility for the disadvantaged in remote areas. Fifth, short-term workshops for teachers should be avoided, but intensive programs including mentoring should be expanded. Finally, we should support the establishment of autonomous teacher- learning communities based on school level across the Cambodia, which could establish the social capital of the teaching profession in a long term.
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      This study seeks to examine current status and issues on primary education environment and teachers in Cambodia, a country that has a poor education environment and low educational achievement I analysed the features and limitation of education. Major...

      This study seeks to examine current status and issues on primary education environment and teachers in Cambodia, a country that has a poor education environment and low educational achievement I analysed the features and limitation of education. Major findings revealed the primary school students’ low accessibility on education and poor competencies and qualification of primary school teachers, which have hindered a quality of education in Cambodia. Central implications were produced to improve the quality of education and training system for primary school teachers. First, sustainability should be embedded from the initial design to the performance evaluation of the projects. Second, we should carry forward a customized training project that can meet the needs of primary school teachers in Cambodia. Third, the Education ODA project should be institutionalized into the national mechanism of the credit accreditation system, including the incentives of participating. Fourth, in-service training should ensure the inclusiveness and accessibility for the disadvantaged in remote areas. Fifth, short-term workshops for teachers should be avoided, but intensive programs including mentoring should be expanded. Finally, we should support the establishment of autonomous teacher- learning communities based on school level across the Cambodia, which could establish the social capital of the teaching profession in a long term.

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      참고문헌 (Reference)

      1 경향신문, "한국인 1인당 ODA 3만4900원 내고 있다"

      2 김진희, "캄보디아와의 교육분야 개발협력 방안 연구(Ⅱ) : 교육의 질 향상을 위한 초등교원 역량 강화" 한국교육개발원 2016

      3 박희진, "캄보디아와의 교육분야 개발협력 방안 연구(Ⅰ) : 교육기회 확대를 중심으로" 한국교육개발원 2015

      4 UNICEF, "“Making Education a Priority in the Post-2015 Development Agenda.” Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda" UNESCO & UNICEF 2013

      5 "UNESCOdata"

      6 UN, "Transforming our World: The 2030 agenda for sustainable development"

      7 Kitamura, Y., "The political economy of schooling in Cambodia; Issues of quality and equity" Palgrave macmillan 2015

      8 Benveniste, L., "Teaching in Cambodia" Human Development Sector, East Asia and the Pacific Region, World Bank 2008

      9 SIREP, "Teaching competency standards in Southeast Asian countries: Eleven country audit"

      10 Cambodia Independent Teachers Association(CITA), "Teachers’ Salary and Terms & Conditions Position Paper 2010-2012" Cambodia Independent Teachers Association (CITA) 2011

      1 경향신문, "한국인 1인당 ODA 3만4900원 내고 있다"

      2 김진희, "캄보디아와의 교육분야 개발협력 방안 연구(Ⅱ) : 교육의 질 향상을 위한 초등교원 역량 강화" 한국교육개발원 2016

      3 박희진, "캄보디아와의 교육분야 개발협력 방안 연구(Ⅰ) : 교육기회 확대를 중심으로" 한국교육개발원 2015

      4 UNICEF, "“Making Education a Priority in the Post-2015 Development Agenda.” Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda" UNESCO & UNICEF 2013

      5 "UNESCOdata"

      6 UN, "Transforming our World: The 2030 agenda for sustainable development"

      7 Kitamura, Y., "The political economy of schooling in Cambodia; Issues of quality and equity" Palgrave macmillan 2015

      8 Benveniste, L., "Teaching in Cambodia" Human Development Sector, East Asia and the Pacific Region, World Bank 2008

      9 SIREP, "Teaching competency standards in Southeast Asian countries: Eleven country audit"

      10 Cambodia Independent Teachers Association(CITA), "Teachers’ Salary and Terms & Conditions Position Paper 2010-2012" Cambodia Independent Teachers Association (CITA) 2011

      11 Darling-Hammond, L., "Teacher education and the American future" 61 (61): 35-47, 2010

      12 Phin, C., "Teacher competence and teacher quality in Cambodia educational context linked to in-service teacher training: an examination based on a questionnaire survey" 6 (6): 62-69, 2014

      13 Education JTWG Retreat, "Session 3: Trends in Education" Cambodia Internal document 2016

      14 Huot, C., "Preset Analysis of Education Personnel Based on HRMIS Data July 2015" UNICEF in Cambodia 2016

      15 한국국제협력단, "Post-2015 시대의 지속가능한 발전이란? 환경, 경제의 균형 무조건 지켜져야"

      16 김진희, "Post 2015 교육개발협력사업 활성화 전략: 교육의제 실천을 중심으로" 한국교육개발원 2015

      17 "OECD CSR Statistics"

      18 Kennedy, A, "Models of continuing Professional Development: a framework for analysis" 31 (31): 2005-, 2005

      19 UNHCR, "Global Trends Report"World at War"" UNHCR 2015

      20 Ministry of Education, "Education congress 2014-2015. MARCH, 2014" Ministry of Education, Youth and Sport 2016

      21 Heyneman. S. P., "Education and development: A return to basic principles" 53 (53): 518-521, 2010

      22 EMIS, "Education Statistics & Indicators 2014-2015" Ministry of Education, Youth and Sport 2015

      23 EMIS, "Education Statistics & Indicators 2012/2013" Department of Planning, Ministry of Education, Youth and Sport 2013

      24 Tandon, P., "Educating the next generation: Improving teacher quality in Cambodia" World Bank Group 2015

      25 UNESCO, "Cambodia Rapid Education Sector Analysis" International Institute for Education Planning UNESCO in Cambodia 2016

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2026 평가예정 재인증평가 신청대상 (재인증)
      2020-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2017-01-01 평가 등재학술지 유지 (계속평가) KCI등재
      2013-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2010-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2008-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2005-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2004-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2003-01-01 평가 등재후보 1차 FAIL (등재후보1차) KCI등재후보
      2001-07-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.79 0.79 0.98
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.91 0.94 1.28 0.26
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