Valuing teachers’ voices: Educators from Cambodia, Lao PDR, Thailand, and Viet Nam reflect on why their voices matter—in and out of the classroom
Globally, teacher shortages have contributed to a learning crisis in which half of all students now in school in the Asia-Pacific are expected to leave without basic literacy and numeracy skills. In low and middle-income countries, 70% of 10-year-olds cannot read or understand a simple text.
‘At a time when the world is struggling to recruit and retain teachers, it is critical than we listen to the voices of those on the front lines,’ says Soohyun Kim, Regional Director of UNESCO Bangkok. ‘If we are serious about addressing the learning crisis in our region and globally, teachers’ expertise should help guide educational reform from the ground up,’ Kim added.
To mark World Teachers Day on 5 October, the UNESCO Regional Office in Bangkok, in collaboration with the UNESCO Offices in Phnom Penh and Hanoi, spoke with teachers from Cambodia, Lao PDR, Thailand, and Viet Nam about their unique perspectives on education, students’ needs, and policy.
The excerpts below, edited for length and clarity, were originally published on UNESCO Bangkok’s social media platforms.
‘Teachers’ insights can shape a more inclusive curriculum.’
‘Teachers play a crucial role in the education system. They are constantly learning about new subjects, educational technologies, and pedagogical strategies to meet the needs of students and keep pace with the rapidly evolving world.
In a country like Cambodia, where students come from diverse cultural and socioeconomic backgrounds, teachers’ insights are invaluable in shaping a more inclusive and adaptable curriculum that aligns with students’ real-world needs. Their voices ensure that educational reforms are not just top-down initiatives but collaborative efforts that enhance the overall quality of education.’
— Chhav Chheng Y, teacher, Svay Teab Primary School, Cambodia
‘Teachers can speak about the realities of the education system.’
'The title, “teacher” is one I wear with pride. I feel proud when my students achieve their learning goals efficiently and complete each level of education. When learning outcomes improve, students, parents, and my colleagues are all smiles.
But being a teacher also comes with challenges. Some students struggle to achieve the objectives of the lesson. Some are from ethnic minority backgrounds and speak Lao as their second language. Some parents do not have time to be involved with homework. And some parents do not encourage their children to go to school.
Teachers can speak about the realities of the education system. They know the circumstances of the learners and how to adapt the national curriculum to local contexts. Amplifying teachers' voices will help reduce dropout rates and ensure parents better understand the importance of their children staying in school.’
— Saykham Padichit, teacher educator, Luangnamtha Teacher Training College, Lao PDR
‘Teachers see first-hand how children develop and learn.’
‘Most of the children I teach are from ethnic minority backgrounds and come from very poor communities. The most challenging thing about being a teacher is seeing children in an environment that compromises their future well-being. I would not have pride in my profession if I stood by and did nothing for them. I am determined to impart as much knowledge as I can, so the children can reach a level of learning appropriate for their age.
Teachers’ voices are important. They can improve educational policies because teachers see first-hand how children develop and learn, and devise strategies for addressing the challenges they face. For example, most of the children in my classes struggled to write Thai consonants correctly. So, I coached each child one-on-one. My method may be a bit time consuming, but if it allows children to learn well, I’m willing to invest the time. The most rewarding thing about being a teacher is that what we teach helps children develop a wide range of skills and values—reading, writing, the cultivation of discipline, volunteerism, humility, and accountability.’
— Janwan Withuchamnan, kindergarten teacher, Ban Pa Rai School, Thailand
‘As a teacher, I serve as an example for my students.’
‘As a teacher, I feel the need to serve as an example for students. I need to always improve myself and learn new things that are suitable for educating students. Regarding policy, I think there is a need for teacher training and development opportunities to improve our professional and pedagogical skills. Also, school counsellors need more training to attune them to the age-specific psychology of students today.’
— Lê Thị Hồng Nhan, teacher and school counsellor, Loan Mỹ Secondary School, Viet Nam
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