What We Do
In an increasingly interconnected world, the ability to communicate effectively in English is no longer a luxury; it is a necessity. In the heart of Southeast Asia, Cambodia is no exception to this global reality. The importance of English in Cambodia cannot be overstated, and its significance transcends the boundaries of mere language proficiency. At TDSO, our focus on English Teacher Training reflects our commitment to equipping educators with the tools to empower Cambodia’s future generations.
Let’s explore why English is pivotal in Cambodia’s development and prospects.
- The Language of Tourism and Trade : English has established itself as the universal language for tourism and trade. Cambodia’s economy has the tourism industry at its core, and proficiency in English is a fundamental asset for businesses and individuals alike. A strong command of English allows Cambodians to engage with tourists and trade partners, fostering economic growth and cultural exchange.
- Gateway to Higher Education and International Scholarships : English is the golden key for Cambodian students aspiring to pursue higher education and international scholarships. Many renowned universities and scholarship programs worldwide require English proficiency for admission. Being proficient in English opens doors to a world of opportunities for Cambodian students, enabling them to fulfil their academic dreams.
- The Language of the Internet and Global Citizenship :In an age dominated by the internet, English is the lingua franca of the digital realm. It’s not just a means of communication; it’s a passport to the world. English fluency grants access to a vast repository of knowledge, resources, and global conversations, propelling individuals towards global citizenship and participation in the digital era.
- Enabler of Social, Cultural, and Political Emancipation : English is pivotal in empowering Cambodians to engage in global social, cultural, and political dialogues. It enables them to connect with the world, share their unique perspectives, and contribute to the worldwide discourse on various fronts. In doing so, it facilitates social, cultural, and political emancipation.
- Key to Mastering Other Subjects : English is more than just a language; it is a gateway to all other subjects. Whether in mathematics, physics, biology, or business, English is the conduit for accessing knowledge and resources in these fields. It enhances Cambodian students’ abilities to excel in diverse academic domains.
- Internationalization at Home : The adoption of English in Cambodia isn’t a colonial legacy but a strategic approach towards “internationalisation at home.” It involves integrating international and intercultural dimensions into the formal and informal curriculum. This prepares Cambodian students to thrive in an increasingly globalised world, responding to economic, social, and educational futures
The importance of English in Cambodia extends beyond language proficiency; it is a catalyst for growth, development, and global engagement. At TDSO, we recognise the transformative potential of English education and are dedicated to equipping teachers with the knowledge and skills to impart this essential skill to Cambodian students. By doing so, we are contributing to Cambodia’s journey towards a brighter and more connected future.
Strategic Vision 2025-2030
After a decade of transformative work in English teacher education, TDSO stands at a pivotal moment. Cambodia’s education system faces unprecedented challenges: nearly half of Grade 6 students cannot read, while three-quarters lack essential mathematical skills. The COVID-19 pandemic has further widened these learning gaps, creating an urgent need for systemic change.
At the heart of these challenges lies a critical teacher quality crisis. Approximately one-quarter of primary school educators and half of secondary school teachers do not meet national qualification standards. Many educators have limited access to the professional development necessary to improve their teaching practice. With over 13,000 contract teachers working without full qualifications and schools relying on double shifts to accommodate demand, the need for comprehensive teacher support has never been greater.
Recognising this reality, the Royal Government of Cambodia has demonstrated unprecedented commitment through its Strategic Plan for Teacher Education Reform (2024-2030), creating a timely opportunity for strategic intervention. TDSO’s response is not to replace existing public institutions, but to strengthen them through targeted support, capacity building, and the progressive transfer of our expertise, ensuring sustainable and systemic change.
Our Four Strategic Pillars for 2025-2030
1. Centre of Excellence in Siem Reap Building on our decade of success, we will transform our Siem Reap Campus into a nationally recognised Centre of Competence and Training for Second Language Teaching. This hub will serve as an innovation centre where new pedagogical approaches are developed, tested, and refined before being shared nationwide. Our practice school will become a replicable model that demonstrates excellence in English language instruction, while we progressively transfer ownership and operations to public sector partners.
2. Nationwide English Teacher Hubs In partnership with Cambodia’s 18 provincial Centres of Continuous Professional Development, we will establish dedicated English Teacher Hubs that bring quality professional development to every corner of the country. Following a collaborative model, TDSO will develop the systems, methodologies, and resources, then transfer these to provincial centres along with comprehensive training and ongoing support. This approach ensures that rural teachers have the same access to excellence as their urban counterparts.
3. Fast-Track Certification for Contract Teachers Addressing the urgent needs of Cambodia’s 13,000 contract teachers, we will develop intensive certification programmes that provide essential English teaching competencies and create pathways to permanent positions. These programmes will ensure minimum quality standards across the education system while offering career advancement opportunities for dedicated educators who often work in challenging conditions with limited support.
4. Technical and Vocational Training Support Recognising the growing importance of English proficiency in Cambodia’s economic development, we will extend our expertise to vocational and technical institutions. Through specialised English for Specific Purposes (ESP) programmes, we will help prepare students for industry demands while supporting teachers in delivering context-relevant language instruction that directly connects to employment opportunities.
Our Commitment to Sustainable Change
Central to our strategic vision is the principle of progressive knowledge transfer. By 2030, the systems and methodologies we develop will be fully integrated into Cambodia’s educational infrastructure, with complete ownership and financial responsibility transferred to public sector partners. This approach respects and strengthens existing institutions while maximising the impact of our expertise.
Through this strategic repositioning, TDSO evolves from a direct service provider to a catalyst for transformation within Cambodia’s education system. We are not building parallel structures, but rather strengthening the foundation upon which Cambodia’s educational future rests. Our success will be measured not by our continued presence, but by the sustainable systems we leave behind – systems that will continue to empower teachers and transform learning long after our direct involvement ends.
This vision aligns perfectly with Cambodia’s national priorities while leveraging our proven track record in Siem Reap province. Together with our government partners, we are building the foundation for a stronger, more equitable education system that will serve Cambodia’s children for generations to come.
Our Programs
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Teacher Development Centre
Teacher Development is the cornerstone for a sustainable educational infrastructure, empowering Cambodia’s youth with the skills and knowledge essential for socio-economic advancement. It’s a strategic imperative for national progress, fostering a learning ecosystem that benefits the aspirations of a burgeoning society.
TDSO has strategically crafted a comprehensive framework for its teacher development programs, aiming to empower educators at every stage of their careers. This structured approach ensures a solid foundation for early-career teachers while offering tailored support for those requiring additional support.
Our foundational courses serve as the cornerstone, encompassing all facets of pedagogy essential for cultivating successful English teachers. This meticulously designed curriculum equips educators with the necessary skills and knowledge to excel in their roles.
Recognising the diverse needs of our teaching community, TDSO goes beyond the basics. Supplementary resources are readily available for those seeking linguistic support or enhanced proficiency in utilising IT tools. We understand that language proficiency and technological adeptness are integral components of modern teaching, and our programs address these specific requirements with targeted precision.
As teachers progress in their careers, TDSO acknowledges the imperative nature of continuous learning. Our Advanced Teacher Training program has been meticulously crafted to meet the evolving demands of seasoned educators. This initiative provides a platform for more advanced and specialised development, catering to the nuanced needs of experienced professionals who aspire to elevate their teaching prowess.
The philosophy embedded in TDSO’s framework is rooted in the belief that the life of a teacher is inherently one of lifelong learning. As such, our commitment extends beyond the foundational and intermediate stages of a teacher’s journey. Throughout their careers, TDSO stands steadfast in providing ongoing support through advanced training programs, ensuring educators remain at the forefront of pedagogical innovation and best practices.
Teacher Development for Public Primary Schools
The province of Siem Reap has over 500 primary schools, counting for over 3.000 staff. We support one (for large schools, two, three or even more) teachers per school. In very small rural schools, we work with school clusters, where one teacher teaches English in all schools in that particular cluster. The content of the program is adapted to meet the needs of public school teachers: they are tied to a curriculum, often teach large classes and have few technical resources.
TDSO’s commitment to excellence is exemplified through its three flagship basic training programs: English for Public Primary Schools (EPPS), English for Primary School Teachers (EPST) and ITTSR (Interactive Teacher Training).
EPPS, a six-month initiative, places teaching methodology at its core. The goal is to teach English and empower educators with the tools to foster a dynamic and engaging learning environment. EPPS runs for teachers in urban areas (where the language proficiency of English Teachers is usually better than in more rural areas).
EPST stands at the pinnacle of TDSO’s offerings. This 12-month immersive experience integrates teaching methodology, language proficiency, and IT knowledge seamlessly. Over two semesters, teachers engage in workshops, assignments, observations, and practical applications, creating a transformative learning journey. This holistic approach ensures that educators emerge well-equipped to navigate the challenges of modern classrooms. For this project, we cooperate with Action Education, a renowned international NGO with relevant expertise working in more remote areas.
And last but not least, our programs in the Provincial Teacher Training Colleges. We guide and foster young future teachers building up the skills and knowledge to be prepared as teachers for the 21st century.
Teacher Development for Secondary Schools
The significance of STEM (Science, Technology, Engineering, and Mathematics) education in Cambodia cannot be overstated. As the nation progresses towards economic development and technological advancement, a robust foundation in STEM is pivotal. Equipping students with STEM skills not only cultivates a workforce ready for the demands of the 21st century but also lays the groundwork for innovation and competitiveness on a global scale. STEM education in Cambodia is not merely about academic achievement; it is a strategic investment in the country’s future, fostering critical thinking, problem-solving, and adaptability among students. By embracing STEM, Cambodia is poised to meet the challenges of a rapidly evolving world, ensuring sustainable growth and prosperity for future generations.
The SEED (STEM Education Enhancement and Development)) program is tailored for secondary school educators. The program, rooted in CLIL (Content and Language-Integrated Learning), is strategically designed to enhance the teaching methodology.
Our dedicated coaches collaborate with teachers across all secondary schools in Siem Reap, impacting around 100.000 students. The focal point of this initiative is the presentation of STEM subjects, employing a pedagogical approach grounded in constructivism and experiential learning, all conducted in the English language.
This program was piloted in 2023-2024 and is rolled out from 2024-2025
Teacher Development in Technical and Vocational Education and Training (TVET)
Technical and Vocational Education and Training (TVET) represents a critical bridge between education and employment, providing students with practical skills and knowledge directly applicable to Cambodia’s growing economy. TVET institutions offer specialised training in fields such as automotive technology, hospitality and tourism, construction, electronics, agriculture, and business administration. These programmes prepare students for immediate entry into the workforce while supporting Cambodia’s economic diversification and development goals.
As Cambodia continues its integration into regional and global markets, English proficiency has become increasingly essential within TVET contexts. Unlike general English education, TVET requires specialised English for Specific Purposes (ESP) – language training that focuses on the technical vocabulary, communication patterns, and industry-specific contexts that students will encounter in their chosen fields.
The Critical Role of English in TVET
English proficiency in technical and vocational fields opens doors to numerous opportunities for Cambodian students and workers. In the hospitality sector, English enables direct communication with international tourists and business travellers, significantly expanding employment prospects in hotels, restaurants, and tourism services. For automotive and electronics technicians, English provides access to technical manuals, diagnostic equipment instructions, and international certification programmes that can dramatically enhance career advancement.
In Cambodia’s rapidly developing construction and manufacturing sectors, English proficiency allows workers to participate in international projects, understand safety protocols from global standards, and communicate effectively with foreign supervisors and colleagues. Agricultural technicians with English skills can access the latest research, sustainable farming techniques, and participate in international development projects that bring modern technology to rural communities.
The business and entrepreneurship programmes within TVET particularly benefit from English training, as graduates can engage with international suppliers, understand global market trends, and participate in e-commerce platforms that require English communication. This linguistic capability is often the difference between local employment and access to higher-paying positions with international companies or organisations.
TDSO’s Approach to TVET Teacher Development
Recognising the unique challenges faced by TVET English instructors, TDSO has developed specialised training programmes that go beyond traditional language teaching methods. Our approach focuses on English for Specific Purposes (ESP), training teachers to deliver context-relevant language instruction that directly connects to students’ future employment needs.
TVET English teachers require a distinctive skill set that combines language expertise with technical knowledge. They must understand industry-specific terminology, workplace communication patterns, and the practical applications of English within various technical fields. Many current TVET English instructors, while competent in general English, lack training in these specialised areas, creating a gap between classroom instruction and real-world application.
Our TVET teacher development programmes address this challenge through comprehensive training that includes technical vocabulary development, industry-specific communication scenarios, and hands-on experience with workplace English applications. Teachers learn to design lessons that simulate real workplace situations, from reading technical manuals and safety instructions to participating in team meetings and customer service interactions.
Teacher Development for informal schools
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ITTSR, Interactive Teacher Training Siem Reap is designed for early-career teachers of English in informal schools and NGOs.
It is widespread in Cambodia that young people, after graduation from secondary school, come to town to study or find a job. Many of them, providing they know a few words of English, start teaching English in all kinds of NGO’s and community organisations. Unfortunately, none of them had any training.
Even those who go to universities to obtain a bachelor in English Literature or TESOL are unprepared for teaching. A TESOL bachelors degree, for example, is spread over five years, and it is not before starting year four that students get their first pedagogy courses.
But, no job means no income, and no income means no university! Parents are unable to afford further education.
The Interactive Teacher Training Program provides these young teachers with basic training on how to teach English. The course lasts one semester (on Saturdays/or Sunday mornings, each session is 4 hours) and covers 15 topics. The course is interactive, with a large variation of activities, reflection and observation tasks, roll-plays, discussions a.s.o.
To a large extent, these teachers will promote to ‘contract-teachers’ in Public Schools.
Advanced Teacher and short Development Programs
Language is the foundation of communication, and English, as a global language, holds immense significance in today’s interconnected world. Proficiency in English opens doors to diverse opportunities, enabling individuals to broaden their horizons and access a wealth of knowledge and resources. Recognizing the pivotal role of English Language Training (ELT) in personal and professional development, a unique program has emerged to empower educational institutions, NGOs, informal organizations, and public schools to excel in the realm of ELT.
This transformative initiative fosters collaboration and knowledge-sharing through comprehensive training sessions, collaborative workshops, assessments, auditing, and coaching. By drawing upon the wealth of expertise in school and course management, teacher coaching, student assessment, and other pertinent aspects of successful ELT, this program seeks to create a ripple effect that will benefit students, teachers, and leaders alike.
Headteachers, teacher coaches, instructional leaders, NGO leaders and more experienced teachers form the heart of the target group for this program. These educational visionaries play a pivotal role in shaping the trajectory of their institutions, and their proficiency in ELT methodologies directly impacts the learning outcomes of their students. By equipping this group with cutting-edge strategies and tools, the program aims to create a domino effect where enhanced ELT practices filter down to classrooms, positively influencing the educational journey of countless learners.
Coaching and mentoring
Coaching and mentoring our alumni is an integrated part of our approach to teacher training. During workshops, seminars and other activities, teachers can gain insight and understanding of their jobs, but the actual development of teaching skills lies in the classroom practice. That’s why we are present in the classrooms, on the work floor, to guide and support our alumni. We review lesson plans, observe and give guidance, co-teach, evaluate, and give feedback ….
This personalised support is labour-intensive work but enables the teachers to refine teaching techniques, classroom management, and communication strategies, leading to more effective and engaging educational practices.
The early years of teaching can be daunting, with various challenges arising in the classroom and educational environment. A dedicated mentor offers a supportive sounding board, helping young teachers navigate hurdles, problem-solve effectively, and develop resilience when it’s sometimes challenging.
Confidence is fundamental to effective teaching. Through regular feedback and encouragement, coaching and mentoring instil confidence in young educators, empowering them to take risks, experiment with innovative teaching methods, and contribute more actively to the educational community.
Exposure to experienced mentors facilitates the development of a solid professional identity for young teachers. By observing and learning from seasoned educators, they assimilate the values, ethics, and best practices that define the teaching profession. Encouraging ongoing dialogue and reflection, these practices foster a mindset of perpetual improvement, ensuring that young teachers remain abreast of evolving pedagogical trends and educational research.Last but not least, investing in the professional growth of young teachers through coaching and mentoring contributes to higher job satisfaction and retention rates. Feeling supported and valued in their roles, educators are more likely to remain committed to their profession and the educational institution.
Continuous Professional Development for Teachers
The Teacher Learning Community (TLC) is a dynamic platform designed to empower educators on their journey towards excellence in teaching. At the heart of our TLC is the belief that collaborative engagement and continuous reflection are the keys to unlocking the full potential of educators.
As passionate advocates for the art of teaching, we understand that the path to professional growth is not a solitary one. That’s why we bring together a vibrant community of teachers, all alumni from our training programs, to foster an environment of support and mutual inspiration. Here, you will find a space where experience is exchanged, ideas are shared, and innovative teaching practices are cultivated.
Our TLC offers a wealth of opportunities for educators to connect, collaborate, and explore diverse perspectives. From thought-provoking discussions to engaging workshops, we curate enriching experiences that will ignite your passion for teaching and enhance your pedagogical prowess.
Join us on this transformative journey of learning, as we stand united in our dedication to nurturing the educators of today and empowering the leaders of tomorrow. Together, let’s shape the future of education, one inspiring idea at a time.
Train the Teacher Trainer!
While direct teacher training remains fundamental to our mission, TDSO is strategically shifting resources and attention toward addressing one of Cambodia’s most pressing educational challenges: the critical shortage of qualified teacher trainers and educators within the public education system. This “Train the Teacher Trainer” programme represents our commitment to sustainable capacity building that creates lasting systemic change rather than temporary solutions.
The mathematics of impact drives this strategic evolution. Training individual teachers creates immediate classroom improvements, but training teacher trainers creates exponential impact that reaches hundreds of educators and thousands of students. A single well-prepared teacher trainer can influence entire cohorts of new teachers throughout their career, multiplying the effect of our investment many times over.
Cambodia’s education system faces a severe shortage of qualified personnel capable of delivering effective teacher professional development. Many provincial education departments lack staff with the specialised knowledge and skills necessary to provide quality English language teacher training. Teacher Education Colleges often struggle with limited expertise in modern second language teaching methodologies. This shortage creates bottlenecks that prevent the scaling of educational improvements across the country.
Our Train the Teacher Trainer programme addresses this systemic constraint by developing local expertise within public institutions. Working closely with provincial education departments, Teacher Education Colleges, and the Ministry of Education, Youth and Sports, we identify promising educators with leadership potential and provide them with intensive, comprehensive preparation in teacher training methodologies.
The programme goes far beyond subject matter expertise. Participants develop skills in adult learning principles, training design and delivery, coaching and mentoring techniques, quality assurance systems, and programme management. They learn to adapt training content for diverse audiences, manage large-scale professional development initiatives, and create sustainable systems that function independently of external support.
Crucially, these teacher trainers are embedded within public institutions from the beginning, ensuring that their expertise remains within the system and contributes to long-term institutional capacity. Rather than creating dependency on external trainers, we are building internal capability that strengthens Cambodia’s educational infrastructure permanently.
This capacity building approach aligns perfectly with TDSO’s commitment to progressive transfer of ownership and responsibility to the public sector. By 2030, the teacher trainers we prepare today will be leading Cambodia’s teacher development efforts independently, using public resources and operating within government structures. This represents true sustainability – educational improvement that continues and expands long after our direct involvement ends.
The Train the Teacher Trainer programme embodies our belief that lasting educational change must come from within Cambodia’s own institutions. By investing in people who will spend their careers improving teaching quality throughout the country, we are building the foundation for continuous improvement that serves Cambodia’s educational needs for generations to come.
Supporting Programs
English For Teachers
We understand the vital role that language proficiency plays in effective teaching, and we are committed to empowering educators to become confident and proficient users of the English language. In Cambodia, most English language teachers speak English as a second or third language, and while English teaching is compulsory in all primary and secondary schools, many teachers struggle to meet the minimum language standards.
English for Teachers is a comprehensive program that goes beyond general English language learning and focuses specifically on English for Teaching. Our approach revolves around three essential functional areas for teachers: classroom management, understanding and effectively communicating lesson content, and assessing students while providing constructive feedback.
At the core of our program lies the innovative concept of the ‘Flipped Classroom.’ Trainees independently work through lesson content, including grammar, vocabulary, and other essential aspects, outside the classroom. This enables us to transform the in-class time into a dynamic and interactive learning environment where our expert coaches guide students to apply concepts creatively and actively engage with the subject matter.
Our program caters to teachers at four different levels of language proficiency: pre-intermediate, intermediate, upper-intermediate, and advanced. Regardless of your current proficiency, we have a program that suits your needs and helps you progress to the next level of English language competence.
Each program lasts for a duration of six months, providing ample time for gradual and effective learning. Our structured curriculum, experienced instructors, and engaging learning materials ensure that you not only become a proficient English speaker but also a skilled English teacher capable of inspiring and nurturing young minds.
IT for Teachers
In today’s fast-paced world, technology plays a pivotal role in shaping education. As a result, teachers must possess essential ICT competencies to enhance their professional capacities and deliver effective learning experiences for their students. Our program is designed to equip teachers with the necessary digital skills and empower them to utilize ICT tools and devices confidently in their classrooms.
Gone are the days when digital skills merely revolved around word processing and spreadsheets. In the 21st century, teachers need a diverse set of competencies that encompass cloud storage and sharing solutions, social media integration, web editing, image manipulation, presentation software mastery, and multimedia proficiency.
Our online Basic IT for Teachers courses are crafted to cater to the unique needs of educators. The program offers flexibility, allowing every trainee to participate at their own pace, making it convenient for busy teaching professionals to fit learning into their schedules seamlessly.
The curriculum covers the most widely-used desktop applications, including Word, Excel, PowerPoint, Teams, Lists, ToDo, Forms, Outlook, OneDrive, and more. Our comprehensive approach ensures that teachers gain hands-on experience with the tools that have become integral to modern-day classrooms.
At the conclusion of each module, a test is provided to assess participants’ understanding and proficiency. Those who pass the assessments can proudly consider themselves proficient users, equipped to harness the full potential of ICT resources in their teaching practices.
By sharpening their ICT skills, teachers become more dynamic and effective educators, enriching the learning experiences of their students and preparing them for the digital world ahead.
Curriculum Development
One of the most significant challenges facing Cambodia’s education system is the disconnect between expectation and preparation in English language teaching. While English is compulsory in all primary and secondary schools and teachers are expected to deliver effective English instruction, most Teacher Education Institutions lack comprehensive curricula that specifically prepare future educators to teach English as a second language.
This gap creates a critical problem: newly graduated teachers enter classrooms with subject knowledge but without the specialised pedagogical skills necessary for effective second language instruction. Understanding grammar rules is fundamentally different from knowing how to teach those rules to young learners whose first language is Khmer. The result is often ineffective teaching methods that fail to engage students or develop genuine communicative competence.
Recognising this systemic challenge, TDSO has embarked on a collaborative initiative to develop comprehensive curriculum frameworks specifically designed for English teacher preparation. This work addresses not only what future English teachers should know, but more importantly, how they should be prepared to teach English effectively in Cambodian classrooms.
A Collaborative Approach to Systemic Change
TDSO’s curriculum development initiative represents a true partnership model, bringing together the expertise and authority of Cambodia’s most important educational institutions. Working closely with the Royal University of Phnom Penh (RUPP), the Ministry of Education, Youth, and Sports (MoEYS), and Teacher Education Colleges, we are developing curriculum frameworks that will fundamentally transform the preparation of English teachers for their profession.
Comprehensive Framework Development
The curriculum development process encompasses all essential components of effective English teacher preparation. This includes foundational understanding of second language acquisition principles, practical teaching methodologies specifically adapted for English as a foreign language contexts, classroom management techniques for language learning environments, and assessment strategies that accurately measure communicative competence rather than just grammatical knowledge.
The framework also addresses the unique challenges of teaching English in Cambodia, including large class sizes, limited resources, and diverse student proficiency levels. Rather than adopting foreign curricula wholesale, the development process creates contextually appropriate approaches that acknowledge and work within Cambodia’s educational realities while maintaining international quality standards.
Special attention is given to developing teachers’ own English proficiency alongside their pedagogical skills. The curriculum framework recognises that effective English teaching requires both language competence and teaching competence, addressing both areas through integrated approaches that strengthen teachers’ confidence and capability simultaneously.
18 English Teacher Centres : Bringing excellence to every province.
While our Siem Reap Centre of Excellence serves as the innovation hub for English teacher development, we recognise that transformative education cannot be confined to a single province. Across Cambodia’s 18 provinces, thousands of English teachers work in isolation, often without access to quality professional development or peer support networks. Rural teachers, in particular, face significant challenges in accessing training opportunities, creating disparities in teaching quality between urban and remote areas.
The establishment of English Teacher Centres represents TDSO’s commitment to democratising access to excellent teacher development across Cambodia. These centres will bring the expertise and methodologies proven successful in Siem Reap directly to teachers in every corner of the country, ensuring that geographic location no longer determines the quality of professional development available to educators.
A Collaborative Model for Sustainable Impact
Our approach to establishing these provincial centres reflects TDSO’s core philosophy of partnership and capacity building rather than parallel system creation. Working within Cambodia’s existing infrastructure of 18 provincial Centres of Continuous Professional Development, we will establish dedicated English Teacher Centres that leverage existing government structures while introducing our proven methodologies and resources.
TDSO’s role in this nationwide expansion is fundamentally that of a facilitator and capacity builder. Following a collaborative franchising model, we develop the systems, training materials, and quality assurance mechanisms, then transfer these to provincial centres along with comprehensive trainer preparation and ongoing mentoring support. The provincial centres take responsibility for delivering actual teacher training programmes, with TDSO providing guidance, quality control, and technical assistance during the transition period.
This approach positions TDSO as the architect of proven methodologies while empowering local institutions as the implementers responsible for service delivery. By working within existing governmental structures, we strengthen public institutions rather than competing with them, creating pathways for sustainable, long-term impact that extends far beyond our direct involvement.
Comprehensive Support for 130,000 Teachers
The English Teacher Centres will serve Cambodia’s entire teaching workforce of approximately 130,000 educators, providing both foundational training for new teachers and continuing professional development for experienced educators. Each centre will be equipped with the resources, materials, and trained personnel necessary to deliver the full spectrum of TDSO’s proven programmes, adapted to local contexts and needs.
The centres will offer structured training programmes covering essential areas such as communicative language teaching methodologies, classroom management techniques, student assessment strategies, and the integration of technology in language instruction. Beyond formal training, the centres will serve as ongoing resource centres where teachers can access teaching materials, participate in peer learning communities, and receive individualised coaching and mentoring support.
Recognising the diverse needs across provinces, each centre will be able to customise programme delivery while maintaining consistent quality standards. Urban centres may focus on advanced methodologies and technology integration, while rural centres might emphasise foundational skills and resource adaptation for challenging environments. This flexibility ensures that all teachers receive relevant, practical support that directly addresses their specific teaching contexts.
Progressive Knowledge and Ownership Transfer
Central to the centre model is TDSO’s commitment to progressive transfer of expertise, operational responsibility, and financial obligations to provincial education authorities. This transition process is designed to ensure that by 2030, all centres will be fully integrated into provincial education department structures, operating independently with sustainable financing mechanisms.
The transfer process begins with intensive capacity building for provincial trainer-educators, who receive comprehensive preparation in TDSO methodologies, quality assurance procedures, and programme management systems. These provincial specialists then become the backbone of local operations, capable of delivering training, mentoring teachers, and maintaining quality standards without ongoing TDSO intervention.
Simultaneously, TDSO works closely with provincial education departments to develop sustainable financing models that integrate centre operations into regular professional development budgets. This financial transition ensures that teacher development activities can continue and expand based on local resources and priorities rather than external funding dependency.
Communities of Practice and Ongoing Innovation
Beyond formal training delivery, the English Teacher Centres will foster vibrant communities of practice that connect teachers across provinces and create networks for ongoing peer learning and support. These communities will facilitate the sharing of successful practices, collaborative problem-solving, and collective innovation in English language teaching.
The centre network will also serve as a feedback mechanism for continuous improvement, with provincial experiences informing the refinement of training materials, methodologies, and support systems. This two-way flow of information ensures that TDSO’s approach remains responsive to evolving needs while capturing and sharing innovations that emerge from diverse teaching contexts across Cambodia.
Through regular conferences, exchange programmes, and digital platforms, the centre network will create a unified yet diverse ecosystem of English language education that strengthens teaching practice nationwide while respecting local contexts and priorities.
Practice School and Language Training Centre
English as a Foreign Language
Our Language Center is a nurturing space where young minds embark on an exciting journey of learning English. Our dedicated team is passionate about imparting language skills to primary and secondary school children, laying a strong foundation for their academic and personal growth.
But our Language Center is more than just a language school; it’s a multifaceted hub of educational excellence. Aspiring teachers from our teacher training programs benefit from hands-on experience here, observing expert educators in action and honing their teaching abilities through practical practice sessions.
Innovation thrives within our walls, as we use this space to pilot and validate cutting-edge projects and teaching approaches. Our commitment to research and evaluation ensures that we implement only the most effective methodologies in our classrooms, enhancing the learning experience for every student.
Our Language Center is a dynamic resource hub, enriched with modern teaching materials and state-of-the-art technologies, creating an engaging and interactive learning environment for all. Moreover, we firmly believe in the power of community collaboration, fostering partnerships with local schools, organizations, and language learning centers to create a collective impact on education.
Our Language Center is where language comes to life, educators find their calling, and students thrive in a world of endless possibilities. Together, we shape a brighter future, one word at a time.
English for Partner Organisations
In our English Language Center, we believe in empowering organizations and NGOs to excel in their core missions while we take care of their English language needs. We understand that many organizations may not have the resources or expertise to specialize in teaching English while focusing on their primary areas, such as vocational training or community development.
At our centre, we offer tailored English courses designed to cater to the unique requirements of these organizations. Our experienced educators bring their passion for teaching to create engaging and effective language programs that seamlessly integrate with their existing activities.
But our commitment goes beyond just language instruction to other organizations. By doing this, we also provide a nurturing environment for young and exceptionally talented teachers to flourish. We empower them to become exemplary educators and leaders in their field through meticulous coaching and professional development.
We strongly believe that joining forces can forge a stronger and more connected future for all.
Amongst our partner organizations : Spoons Cambodia, Bayon Education and CRST
Language Centre Projects
Language Buddies
Language Buddies is a transformative program connecting student teachers from Cambodia with partners from the North for engaging online conversations. Over 20 to 25 weeks (1 semester), participants engage in one-on-one video calls via platforms like Zoom, Teams, Skype, Messenger, and Telegram.
The program is designed to facilitate language skill development for both the ‘mentees’ (teachers in training from the South) and ‘mentors’ (interlocutors from the North). With pre-determined themes, participants receive a ‘Target Language Sheet’ with vocabulary lists to use during conversations. Mentors also receive a questionnaire to enhance conversation content.
The conversations aim to bolster the mentees’ language abilities by expanding their vocabulary, building confidence in speaking a foreign language, and refining pronunciation. Simultaneously, mentors gain a better understanding of the living situation in the South and foster intercultural cooperation.
After a successful first season, exceeding expectations with over 75 participating ‘couples,’ the impact was remarkable as participants’ language skills improved beyond predictions. Building on last year’s experience, minor adjustments have been made, such as simplified Target Language Sheets and tighter organization for follow-ups.
An extensive evaluation meeting with Cambodian mentees from the previous year led to a well-planned follow-up process for some. This trajectory may involve a higher-level second series of interviews or specialized interviews with mentors possessing specific profiles, like speech therapists, to address targeted aspects.
English Library
Welcome to our all-inclusive library! For teachers, our online collection offers hundreds of pedagogical and English language works to support professional growth and classroom success. Students and teachers alike will find a wide variety of fiction and non-fiction books to satisfy their curiosity and interest. We are committed to fostering vibrant learning communities and invite you to explore the endless knowledge and inspiration that awaits in our virtual corridors. Embark on a journey of enlightenment and immerse yourself in the wonders of the library where imagination and wisdom intertwine. Welcome to the world of endless possibilities!
Dear (Drop Everything And Read)
DEAR stands for ‘Drop Everything And Read’.
The project wants to achieve a higher reading comprehension level for secondary education students. The most direct and almost automatic effect of regular (story) reading (of texts at their level of learning English) is acquisition of vocabulary (the learner’s mental dictionary), which counts for a rough 95% of all foreign language communication. At the same time, the project aims to improve the students’ speaking skills and raise their confidence when speaking for a group.
Quality Assurance
A robust QA system
As an organization that promotes educational excellence, we have invested significant resources in establishing a solid quality assessment system.
This information helps us improve our curriculum, teaching methods and student support services to provide a truly enriching learning experience.
This transparency allows us to assess our progress and provide our stakeholders, including students, parents, donors and partner organizations, with valuable insight into the quality of our educational services.
Regular monitoring and evaluation help us identify areas where we excel and where we can improve our practices.
Analyzing evaluation data can provide valuable feedback on the effectiveness of teaching methods, curriculum design and overall program structure.
This feedback allows us to make data-driven decisions, implement targeted interventions and adjust strategies to ensure our students’ best possible educational outcomes.
Monitoring and assessment are essential to the quality assessment system, allowing us to track student and teacher performance and progress.
Continuous assessment allows us to monitor individual student development, identify learning gaps and tailor instruction to meet specific needs.
In addition, regular performance evaluations of teachers identify their strengths and areas needing further professional development, ultimately ensuring the delivery of quality education.
By analyzing evaluation results and feedback from students, teachers, and other stakeholders, we can identify areas where the program is doing well and areas that need improvement.
This process allows us to make informed decisions, increase the effectiveness of our programs, and ultimately take targeted action to ensure that our students have the best possible educational experience.
Involving students, teachers, parents and other stakeholders in the assessment process fosters a supportive environment focused on continuous improvement.
A robust quality assessment system is integral to his TDSO commitment to educational excellence.
Through monitoring and evaluation, we continually strive to improve our programs, support student learning, and ensure the best performance of our teachers.
This systematic approach allows us to measure our progress, meet challenges effectively, and fulfil our mission of providing excellent English language teaching and teacher training.
Educating for a Better World:
Embedding Corporate Responsibility in Teacher Training
Social Responsibility
In today’s interconnected world, organisations cannot operate in isolation from the pressing issues affecting the communities they serve. TDSO recognises this reality and has taken proactive steps to integrate corporate responsibility into its core mission. While we may not be a poverty-alleviation or climate-focused entity, we understand the profound impact we can have on society by instilling essential values and practices in the educators of tomorrow.
A Holistic Approach to Social Responsibility
At TDSO, we understand that addressing the immediate needs of our community is a moral obligation. The COVID-19 pandemic highlighted the urgency of such action, but our commitment to corporate responsibility goes beyond crisis management. You cannot step into a bakery and expect to find cauliflower. Still, you can expect our organisation to embed gender mainstreaming, environmental awareness, inclusion and other pressing issues into our programs.
Empowering Educators as Agents of Change
Our primary focus is on teacher and educator training, and we believe true transformation begins in the classroom. By imparting knowledge and values to future educators, we create a ripple effect that reaches every corner of Cambodian society. Through our training, we equip teachers with the tools to instil social responsibility in their students, thus creating a sustainable culture of responsible citizens.
Gender Mainstreaming
Gender equality is not just a buzzword; it’s a fundamental human right. Our programs incorporate gender mainstreaming, ensuring educators understand the importance of treating all students equally and promoting gender diversity in their classrooms. By doing so, we are contributing to a more inclusive and equitable society.
Environmental Awareness
Our commitment to environmental awareness extends beyond token gestures. We believe that education is the key to addressing environmental challenges. Our training equips teachers to inspire the next generation to be stewards of the planet. By instilling a sense of ecological responsibility, we nurture eco-conscious citizens who actively work towards a sustainable future.
Inclusion, Equality and Diversity
In a world of increasing diversity, inclusion is paramount. Our training programs emphasise the importance of inclusivity, equality and diversity in education. We equip teachers to create an environment where all students can thrive regardless of their background or abilities. In this way, we foster a more inclusive society that values and celebrates differences.
TDSO is proud to be at the forefront of corporate responsibility in education. While we may not run poverty alleviation or climate programmes, we recognise our vital role in shaping Cambodia’s future. Our commitment to embedding gender mainstreaming, environmental awareness, and inclusion in our programs sets an example for others in the education sector. By empowering teachers to impart social responsibility to their students, we are sowing the seeds of positive change that will endure long after the pandemic has passed. In essence, we are educating for a better world.