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UC
Graduate Studies Catalog 2019-2023 Section XII Education
Programs |
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The recent decades of
war and internal conflict have only turned Cambodia into one of the poorest
countries in the world, despite an abundance of natural resources. And, in spite
of improvements in the human resources sector since 1979, social indicators are
still at a low level compared with neighboring countries.
There is thus the need to promote the development and maturation of the latent
potential of Cambodia's human resources, through nurturing of the intellectual
development of our people. This requires the continued development of an
education system which can adapt and use the most appropriate modern pedagogical
approaches in order to maximize returns on the investment (monetary and
otherwise) made by both the education system and students. In addition, as part
of their armamentarium, administrators need to be competent in various other
areas associated with the running and improvement of existing and anticipated
educational services.
The College of Education's graduate programs in Educational Administration aim
to fulfill this basic, and urgent, need. An important recent development related
to this UC’s involvement in the Contemporary Teaching Skills for South Asia
(CONTESSA) project, an
EU-funded Erasmus+ programme for Capacity Building in Higher Education. It aims
to promote learner-centred teaching practice: rather than being a top-down
instructor, the teacher should try to be a guide and facilitator for the
personal development of individual students. Coordinated by the University of
Graz in Austria with the Technical University of Dresden in Germany, The
University of Cambodia and Paññāsāstra University have been the Cambodian
partners in this enterprise and there are two Sri Lankan universities also
actively involved. A series of five modules related to the use of modern
teaching techniques in primary education have been designed for blended and
distance-learning approaches, both as course material for degree programmes and
for use in Train-the-Trainers Workshops to help trainee and existing teachers to
further develop and upgrade their pedagogical skills.
It is clearly important that educational administrators need to be aware of the
latest theories and their implementation in order to ensure that their teachers
have the necessary guidance in order to upgrade and adapt their teaching skills.
Thus relevant aspects of these five modules will be implemented into various
courses in our undergraduate and graduate degree programs in the near future.
·
Educational
Administration (MEd, DEd).
This pair of
programs prepares students for administration and management careers in
educational institutions. By including theoretical and practical aspects of
education, together with the need for personal integrity, it is designed to
prepare students to work in various administrative and management roles: for
example, as principals, head teachers, subject coordinators, supervisors,
senior assistants, directors of studies in schools and other education-related
institutions level; as well as counselors and
advisors in the educational ministries to maximize educational effectiveness.
The aim of the
Master’s program in Educational Administration is to facilitate an individual’s
transition from an active classroom life to one where they play a greater role
as managers in the organization and development of teaching activities.
This program is
designed mainly for those with a Bachelor’s degree in Education. Applicants
with degrees in other fields and at least two years of experiences in teaching
may be accepted into the program upon submission of certification of their
teaching experience. Other applicants are required to complete up to three
bridging courses in order to enroll for this program
(see below).
(a) The following program structure applies for
existing Master’s students, based on a previous MoEYS
directive (see Section VIII.3).
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Common Courses (12 credits) |
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FDN501: Research Methodology |
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FDN502: Statistics for Research |
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FDN503: Research Paper Writing |
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FDN504: Ethical Leadership |
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Major Courses (18 credits) |
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EAD600: Advanced Philosophy of Education |
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EAD611: Financial Management in Education |
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EAD619: Educational Management Information Systems |
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EAD632: Principles of Educational Administration |
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EAD633: Educational Sociology |
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EAD634: Educational Evaluation |
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Elective Courses (12 credits) |
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EAD635: Curriculum Planning and Change |
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EAD636: Legal and Ethical Issues in Education |
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EAD641: Educational Policy and Planning |
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EAD646: Educational Change |
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Option I: Thesis (at least 12 credits) |
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RPT601-RPT604 Master’s Thesis |
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Option II: Comprehensive Exam (12 credits) |
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EAD616: Human Resource Management in Education |
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EAD617 (= BUS615): Organizational Behavior |
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EAD645: Educational Facilities Planning and Management |
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CAP601: Capstone (Seminars, etc.) |
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Ø
Master’s
Research Paper |
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Ø
Comprehensive
Exam |
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(b) For new Master’s students enrolling in
Academic Year 2018-2019, the latest revision by MoEYS
means that there are three options available (see Section VIII.7). The following
outlines what is required to be satisfactorily completed for the first two of
these (all courses are 3 credits each, unless otherwise indicated).
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Research
Methodology |
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FDN501: Research Methodology |
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FDN502: Statistics for Research |
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FDN503: Research Paper Writing |
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Major Core Courses |
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FDN504: Ethical Leadership |
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EAD600:
Advanced
Philosophy of Education |
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EAD633:
Educational Sociology |
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EAD634: Educational Evaluation |
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Major
Courses |
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EAD611:
Financial Management in
Education |
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EAD619: Educational
Management Information Systems |
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EAD632:
Principles of Educational Administration |
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EAD635: Curriculum Planning and Change |
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Major
Elective Courses |
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EAD614: Training and Development |
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EAD636:
Legal and Ethical Issues in Education |
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EAD646: Educational Change |
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Option 1 Comprehensive/State
Exam |
Option 2 Research
Project Report |
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EAD616:
Human Resource Management in Education |
RPR601: Research Proposal |
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EAD620: Educational
Leadership |
RPR602: Paper Presentation |
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EAD641:
Educational Policy and Planning |
RPR603: Master’s Project Report (6 credits) |
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EAD645: Educational Facilities Planning and
Management |
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For the third
option, the Master’s Thesis, candidates are required to do both of the above
suites of Research Methodology and Major courses.
Thereafter, they must earn the remaining 33 credits through successfully
completing the following:
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THE601: Research
Proposal (3 credits) |
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THE602: Publication of a Paper (6 credits) |
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THE603: Paper Presentation (3 credits) |
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THE604: Individual Seminar/Workshop (3 credits) |
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THE605: Thesis (18 credits) |
The
Doctoral program is designed for experienced school administrators who already
have a Master’s degree, but are interested in pursuing further higher learning
in order to be able to more effectively play leading roles in the management of
school systems.
This program is designed mainly for those with a Master’s degree in Education. Applicants with degrees in other fields and at least with two or three years of experience in teaching may be accepted into the program upon submission of certification of their teaching and other relevant work in the field of education.
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Doctorate Courses (9 credits) |
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FDN701: Research Methodology |
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FDN702: Statistics for Research |
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FDN703: Research Paper Writing |
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Supplementary Courses (9 credits) |
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EAD700: Advanced Philosophy of Education |
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EAD732: Principles of Educational Administration |
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EAD736: Legal and Ethical Issues in Education |
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Oriented Courses (9 credits) |
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EAD720: Educational Leadership |
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EAD716: Human Resource Management in Education |
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EAD741: Educational Policy and Planning |
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Ø Comprehensive
Exam |
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Dissertation (33 credits) |
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DIS801: Oral Defense of Research Proposal (3 credits); |
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DIS802: Publication of Research Papers (6 credits) |
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DIS803: Participation in an Academic Meeting (3 credits) |
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DIS804: Individual Seminar (3 credits) |
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DIS805: Dissertation (18 credits) |
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Ø Oral
Defense of Dissertation |
i. Prospective Master’s Students
Applicants wanting to do a Master's in Educational Administration but who fail to meet the requirements identified above must first obtain a Graduate Certificate in Education by passing up to three bridging modules (CED501-3: see table below).
Components
of Relevant Undergraduate Courses
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CED501 |
EDC101 (Principles of Education), EDC102 (History of Education), EDC103 (Philosophy of Education), EDC104 (Psychology of Education), |
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CED502 |
PSY206 (Developmental Psychology), COM306 (Communication in the Classroom), EDC305 (Guidance and Counseling) |
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CED503 |
EDC202 (Teaching Methodology) EDC203 (Curriculum and Textbook Development), EDC301 (Testing and Evaluation), EDC404 (Uses of IT in Education) |
ii. Prospective
Doctoral Students
Applicants
wanting to do a Doctoral Degree in Educational Administration but who do not have a good Master's degree
in this or a related field from a reputable university must first obtain a
Pre-Doctoral Certificate in Educational Administration by passing up to three bridging modules (see
table below).
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EAD611: Financial Management in Education |
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EAD619: Educational Management Information System |
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EAD634: Educational Evaluation |