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Op-Ed: Modernizing TVET Curriculum Toward High-Technical Skills Development for Industrial Upgrading with a Gender-Inclusive Approach
- Apr 1
- 5 min read
Updated: 4 hours ago
Junior Research Fellow
Future Forum's research fellow Saly Mikavaty was published in Cambojanews on April 1st, 2026. Check out the original article HERE, and read it below!
A higher-skilled workforce requires Cambodia to reform its technical and Vocational Education and Training (TVET) policy to transform the country’s economy from labor-intensive production to high-technical skills in industry. Indeed, the current TVET curriculum framework is nevertheless inadequate to address changing needs, namely upgrading industry and services companies functioning within global value chains. Such a framework is needed despite the fact that previous TVET reforms have effectively increased basic and intermediate skills training, since they are not in line with Cambodia’s new investment law in 2021 (the 2021 Investment Law), which is designed to boost competitiveness, attract foreign/domestic investment and support economic diversification, and the National Policy on the Development of Electric Vehicles 2024-2030 as well as Cambodia’s industrial policy. The need for high-tech skills, such as industrial automation, digital manufacturing, electronics assembly, quality control, and maintenance engineering, has grown as Cambodia looks to modernize its industrial base.
Is the Current TVET Policy in Line with Industrial Policies?
Although access to TVET has increased significantly, Cambodia’s current TVET curriculum and policy have several gaps. First, the curriculum still places a lot of focus on low- and semi-skilled jobs, with little attention paid to the high-technical skills needed for higher-value industrial occupations. Second, curriculum content has not kept up with technological advancements, especially in the fields of advanced quality management systems, automation, digital manufacturing, and electronics. Third, there is a continuing discrepancy between training outcomes and corporate skill requirements due to the lack of consistent private and industry partner involvement in curriculum creation and maintenance. Last but not least, Industry 4.0-related skills are not systematically integrated across training programs but rather delivered as stand-alone or optional modules. Moreover, TVET institutions face institutional capacity constraints, including outdated training equipment in Industry 4.0, which limits instructor exposure to modern industrial technologies and reflects weak links with universities and research-oriented institutions. In addition, instructors’ ability to deliver sophisticated technical information and create inclusive learning environments is weakened by institutional capacity restrictions that TVET schools confront, such as antiquated training equipment and little exposure to new industrial technologies. These shortcomings reinforce gender disparities in terms of access to high-productivity industrial jobs by causing skills mismatches and inferior competitiveness when compared to regional peers like Vietnam, Thailand and Malaysia. Therefore, the government should reform the current TVET policy toward higher-level skills development to build an Industry 4.0-ready workforce not only for men but also to ensure women’s inclusiveness and participation.
Policy Suggestion
Reform the TVET Curriculum Toward Higher-level Competencies
The TVET curriculum has to be changed to focus on higher technical skills rather than only basic and semi-skilled training. These priority skills are increasingly demanded by high-value products and technologically-advanced businesses, such as those in industrial automation, digital manufacturing, and electronics. Quality control and maintenance engineering should be given priority in this reform. In accordance with the 2021 Investment Law and associated sectoral policies, curriculum requirements must be modified to promote skills advancement and conform to Cambodia’s industrial upgrading goals.
Institutionalize Industry-Led Curriculum Development
TVET curriculum development should be driven by industry needs rather than supply-side considerations alone in order to lessen the skills mismatch. The Ministry of Labour and Vocational Training should formalize mechanisms for regular curriculum reviews that involve industry associations, foreign investor enterprises, and employers operating in special economic zones. These approaches will ensure that training content reflects real production processes, technological standards and evolving labor market demands.
Integrate Digital and Industry 4.0 Skills into TVET programs
Instead of being viewed as optional or stand-alone modules, digital and Industry 4.0 competencies should be methodically integrated into all priority TVET programs. Key areas include digital literacy, fundamental programming, automation systems, and data handling relevant to industrial applications. This integration will strengthen workforce adaptability and enhance productivity in modern manufacturing and services.
Modernizing TVET Institutional Infrastructure
TVET providers’ institutional ability must be thoroughly strengthened in order to deliver high-tech capabilities. Many public and private TVET institutions continue to operate with mostly lower or intermediate skill levels and limited exposure to modern industry, which constrains their ability to deliver advanced technical skills aligned with the future industry upgrading. Therefore, modernized TVET infrastructure requires targeted public investment, especially in key sectors associated with industrial upgrading.
Strengthening Gender-Inclusive Approaches in TVET Reform
Finally, the government should take specific steps to boost women’s involvement in training programs at the high-tech skills level in order to guarantee that TVET reform promotes equitable industrial development. This initiative includes establishing mentorship and role model programs that link female students with female professionals in industry, offering financial incentives and scholarships to female trainees or students in priority technical fields, and strengthening career counseling to promote women’s entry into advanced manufacturing science and engineering professions. In addition, TVET institutions should support gender-responsive training by providing instructors with inclusive pedagogy training, safe facilities, and flexible learning to ensure that learners develop the necessary skills to attain higher productivity and higher-paying jobs if gender targets and monitoring indicators are incorporated into TVET policy implementation.
Modernizing TVET to Meet Emerging Sectoral Demands
To assist Cambodia’s industrial upgrading and long-term economic competitiveness, the TVET system must be reformed to emphasize higher-level technical and technological capabilities. Although previous TVET reforms have effectively increased access to and the development of fundamental skills, the existing curriculum and institutional capabilities are still out of step with Cambodia’s industrial policy, the 2021 Investment Law, and new sectoral objectives like Industry 4.0 and electric cars. Without a strategic shift toward high technical-level competencies, Cambodia risks reinforcing skills mismatches and limiting its ability to attract high-value investment. Workforce productivity and adaptability will be strengthened by a comprehensive TVET reform program that is focused on industry-led curriculum creation that separates it from semi-level skills, the integration of digital and Industry 4.0 skills, and the modernization of training infrastructure.
Policy Reform Constraints and Feasibility to Implement
While TVET policy reform toward high technical-level skills is necessary for Cambodia, several constraints may limit government efficiency to reform and implement it. Rapid curriculum change may not result in better learning results due to limited equipment, weak instructor capacity, and budget constraints, as well as a lack of field experts. Moreover, focusing on advanced Industry 4.0 skills might not align with Cambodia’s present labor market, which is still dominated by low- and medium-skilled jobs, such as in the garment industry. Additionally, incorporating high-tech skills without addressing equality issues and fundamental digital literacy could unintentionally increase disparities for underprivileged female students.
Final Policy Reflection
Successful TVET reform will require careful planning, progressive implementation, and ongoing support for relevant TVET institutions, instructors and learners. In addition to ensuring fair access for women and underprivileged students and actively involving business and private partners, policymakers should strike a balance between investing in advanced technical skills and the demands of the labor market. Only through coordinated efforts and attention to both institutional capacity and political economy constraints can the TVET curriculum be reformed and effectively implemented to strengthen Cambodia’s workforce, foster industrial upgrading, and promote inclusive economic development.
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