Sam Rany

This review examines the impact of assessing 21st-century skills, such as critical thinking, communication, collaboration, and creativity, in higher education institutions. Through a narrative analysis of recent literature, the study identifies diverse assessment methodologies and their effectiveness in fostering skill development. Findings suggest that while innovative assessment practices can enhance skill acquisition, challenges remain in aligning these practices with traditional educational frameworks. The review highlights the necessity for institutions to adopt a holistic approach that integrates 21st-century skill assessment into curriculum design and pedagogy. It concludes with recommendations for educators to embrace flexible, competency-based assessments and for policymakers to support the development of frameworks that recognize and reward the acquisition of 21st-century skills. This study underscores the importance of evolving assessment practices to prepare students for the demands of the modern workforce, suggesting directions for future research in optimizing assessment strategies for 21st-century skills in higher education.

Following the end of the 28-year civil war in 1998, the number of Cambodian higher education institutions rose substantially to 125 over the next two decades (MoEYS, 2022). Furthermore, as a result of the ASEAN economic community's integration in 2015, Cambodia has been focusing more on enhancing its educational system in response to the rapid development of these educational institutions. As a result, the purpose of this study is to investigate the impact of institutional integration elements on students' academic and intellectual development in three rural universities in Cambodia. Despite numerous research undertaken in developed countries, only few cases have been conducted in least developed countries. This type of research has not been conducted, particularly in Cambodian context. That is why the research will be created and carried out to fill gaps in prior studies of industrialized and developing nations, particularly Cambodia, which has had difficult higher education institutions. This research would be helpful to improve educational experiences in Cambodian rural public universities. This research also helps to a better understanding of how institutional integration elements affect students' academic and intellectual development. The quantitative cross-sectional survey method was utilized in this investigation. A self-reported questionnaire was given out. The participants were 381 third-year students from three Cambodian rural institutions who were chosen at random using stratified random sampling. The data was analyzed using the partial least squares (PLS) and structural equation modeling (SEM) tools. According to the statistical findings, three hypotheses had a substantial influence on student's academic and intellectual growth, while one hypothesis was rejected. The findings suggest potential institutional variables for integrating students into social and academic activities to support their academic and intellectual efforts. Furthermore, Cambodian public higher education institutions are encouraged to enhance their academics and academic-related concerns in order to prepare students to compete in regional and international markets. There are also limitations and suggestions for future research.

Kajian ini mengkaji pengaruh faktor institusi (sukatan pelajaran kurikulum, pengajaran guru, penilaian dan peperiksaan, kemudahan dan khidmat sokongan pelajar) dan integrasi institusi iaitu akademik (keprihatinan fakulti terhadap pembangunan pelajar serta komitmen dan matlamat institusi) dan sosial (interaksi fakulti - pelajar serta interaksi kumpulan rakan sebaya) terhadap pembangunan intelektual dan prestasi akademik pelajar di universiti-universiti awam terpilih di Kemboja. Kajian kuantitatif ini menggunakan rekabentuk tinjauan secara keratan rentas. Satu soal selidik lapor-sendiri telah diedarkan melibatkan 381 orang pelajar tahun ketiga yang dipilih sama rata dari tiga universiti awam Kemboja menggunakan kaedah persampelan rawak berlapis. Kaedah pemodelan struktur persamaan kuasa dua terkecil separa (PLS- SEM) telah digunakan untuk menganalisis data tersebut. Keputusan statistik menunjukkan bahawa lima pemboleh ubah bebas daripada faktor- faktor institusi telah menerangkan angg...

This paper examines the notion of criminal offences in the Cambodian criminal code such as criminal offences and punishment, criminal responsibility, and criminal procedure. This study uses a descriptive approach based on secondary sources including textbooks, Cambodian Criminal Code, and Criminal Procedural Code. Therefore, this paper would be significant for students, researchers, lawyers, and academicians to deepen their better understanding of current Cambodian criminal law.

This paper aims at investigating Cambodian legal and juridical system, legal education as well as the legal profession in Cambodia. Similar to two countries in the Indochina and South-East Asia, namely Laos and Vietnam, the French colonized system had introduced into the Cambodian legal system for almost a century started from August 11, 1863 to November 9, 1953. Moreover, the colonization, political ideologies, and foreign assistances also directly influenced Cambodian legal system. The most importantly, after the Paris Peace Agreement of Cambodia on October 23, 1993, the legal system of Cambodia has restored and mixed with civil and common law systems. This paper employs a predominantly descriptive approach based on secondary sources including government documents, academic papers, textbooks, and donor country documents. Therefore, this review paper would be significant for students, researchers, lawyers, and academicians to deepen their better understanding of current Cambodian legal and juridical system.

It has been generally well-known that most people faced some problems in learning English as a second or foreign language in non-English speaking countries; for example, in Lao People Democratic Republic (Lao PDR). This paper has a main purpose to explore students-teachers ’ weakness towards English language learning as a foreign language of a

Similar to other Southeast Asian countries in the world, Cambodia has established her higher education institutions to develop human capital with high knowledge and professional ethics to serve the country over the period of contemporary history. Clearly, colonization, political ideologies, and global economic development tendencies have directly influenced Cambodian public higher education institutions within her various political regimes and social transformation. The purpose of this study is to examine the Cambodian higher education development in the seven different regimes through historical perspectives from the French colonial period to the present period. This paper uses a predominantly descriptive approach relying on secondary sources such as academic papers, textbooks, government documents, non government organization documents, and development partner reports. Therefore, this research could be significant for researchers, academicians, and policymakers to deepen their und...

This study aims to investigate the people’s perception on the new administrative policy well-known as Decentralization and Deconcentration (D&D) of the One Window Service Office (OWSO), which provided a new public service in Battambang city. The participants consisted of 81 people chosen equally from ten communes (Sankat) using the simple random sampling method. Results show that most of respondents were not know well about Decentralization and Deconcentration, but they agreed that D&D plays a significant role in developing their regions. Service fees were provided by the OWSO was suitable and transparent, and people were satisfied with service provided. People who used services perceived that the process of applying and obtaining services were not complicated. According to the result, the service fees were still faced problems with customers. For the effectiveness of services, males were more trusted on delivering these services, whereas female were a little bit trusted. However, the respondents had positive ideas toward the One Window Service Office, and they agreed these activities contributed to the economic growth of the country. Based on the result above, people should be encouraged to participate in these services and to better understanding of the D&D. The One Window Service Office should consider the service fees provided; it should draw people’s attention and trust on the quality of services.

ABSTRACT The purpose of the study is to investigate the institutional policies that contributed to the enhancement of students’ academic success and educational quality in a Cambodian university. In a context of knowledge-based economy, higher education plays an important role to develop the citizen physically, mentally, and spiritually as well as to enhance the economic, social, political and cultural values of the nation. In the aftermath of the civil war in 1998, the Royal Government of Cambodia has strived to restore its education system in order to be integrated into the Association of South East Asian Nations (ASEAN) Community by 2015 through adopting various strategies and policies to advance educational quality for Cambodia students’ academic success. This paper will investigate and discuss the status of institutional policies that can facilitate in reforming the educational system in Cambodian tertiary education. Astin’s theory (1984, 1993, 1999) is adopted to link the idea of institutional policies and Cambodian student’s academic success; the documents and data of governmental ministries, development partners, and higher education institutions will be employed in the study of such policies.