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Khan, M. M. (2023). The Impact of Pedagogical Skills, Curriculum Quality, Support from Parents and School Infrastructure on Job Satisfaction of Public Primary School Teachers. Governance and Society Review, 2, 146-180.
https://doi.org/10.32350/gsr.21.06

has been cited by the following article:

• TITLE: Key Perspectives of Student Alumni’s Career Satisfaction: A Tracer Study of National Vocational Institute of Battambang and Battambang Institute of Technology, Cambodia

  AUTHORS: Heng Ngounhort, Try Chanthuch, Sou Veasna

  KEYWORDS: Technical and Vocational Education and Training (TVET), Student Alumni, Tracer Study, Teacher Competence, Teaching Methodology, Pedological Competence, Curriculum Quality, Career Satisfaction, Social Cognitive Career Theory, Cambodia

  JOURNAL NAME: Creative Education, Vol.15 No.9, September 29, 2024

  ABSTRACT: The Cambodia TVET policy aims to develop a competent, skilled labor force. Despite government commitment, the country still faces gaps in technical skills. This study aimed to explore the contribution of continuous professional teacher competence to quality training provision in technical and vocational education and training schools in Battambang Province, Cambodia. This study examines the effectiveness of technical and vocational education and training (TVET) in Cambodia using a tracer study approach. The research aims to assess how well TVET programs prepare graduates for the job market and contribute to their professional development. By surveying student alumni, employers, and educational institutions, the study analyzes the alignment between TVET curricula and industry needs, as well as the employment outcomes of graduates. We selected respondents using multistage sampling techniques. A total of 234 students graduated from NVIB and BIT in the academic years 2020-2024. Findings from SEM indicate that while TVET programs have improved in recent years, there remain gaps in curriculum relevance and practical skills training. The study provides recommendations for enhancing the quality of TVET in Cambodia, emphasizing the importance of stakeholder collaboration, continuous curriculum evaluation, and increased investment in training infrastructure. These findings contribute to the discourse on workforce development in Cambodia and highlight potential pathways for policy improvement in the TVET sector.