NOK Sorsesekha
Research Assistant (On Study Leave)
NOK Sorsesekha became a research assistant at the Centre for Educational Research and Innovation of CDRI in 2021. She graduated from the Institute of Foreign Languages, Royal University of Phnom Penh, with a Bachelor’s Degree in International Relations and a Bachelor’s Degree in education, Teaching English as a Foreign Language (TEFL). She began her professional career by becoming a gender and social inclusion intern at USAID Cambodia and USAID Greening Prey Lang. Her research interests include gender in education and vocational training, higher education development, internationalization in higher education, learning and teaching assessment, the economics of education, and narrowing the gap of skills mismatch.
Email : sorsesekha@cdri.org.kh
This study explores the international engagement of academics and the factors influencing their engagement in internationalisation efforts in Cambodian universities. Data were gathered through online semi-structured interviews with academics and university administrators and later coded and analysed using reflexive thematic approach. The findings r...
This blog post summarises key findings from recent research conducted by the Cambodia Development Resource Institute (CDRI) and Education Development Trust which investigates Cambodia’s journey toward gender-responsive education. Gender-Responsive Pedagogy, using FAWE’s (2018) framework, provides a lens for examining changes within Cambodian cl...
This study investigates the emerging reversal of gender gaps in Cambodian education, where girls now outperform boys in enrolment and learning outcomes at primary and lower secondary levels. Drawing on quantitative data from SEA-PLM and PISA-D assessments and qualitative insights from key informant interviews, the research explores national policie...
This study investigates the engagement of faculty members in the internationalisation of Cambodian higher education institutions (HEIs). Drawing on qualitative data from interviews with 49 faculty members and university administrators across eight HEIs, the research explores faculty attitudes, participation in internationalisation activities, and i...
The World Bank project on “Evidence Based Policy Study: Supply and Demand Solutions for Accessibility and Affordable Childcare Services in Cambodia” examines the interlink between supply and demand for childcare services to analyze the correlation between the supply and demand for daycare centers and employment rates. This is an emerging concern...
Lack of quality teaching and learning is one of the main causes of the learning crisis for girls and boys alike, therefore there is a need for significant improvements in teaching to ensure that all students, both boys and girls, learn. Evidence on the impact of gender-responsive or gender transformative pedagogy on student learning outcomes is sti...
Access to formal financial services and technology across low-, middle- and high-income countries is far from universal. East Asia and the Pacific and South Asia together account for over 800 million unbanked people, and the region is home to over 50% of the unbanked and digitally under-served globally. Digital financial inclusion is becoming centr...
The Covid-19 pandemic has brought about educational disruptions from pre-school to higher education in Cambodia and around the world. Although the impact of the pandemic in Cambodia was relatively low in comparison to other countries in the region and the world in 2020, and schools were able to reopen its door again in early 2021, the February 20,...
This three-year programme is supported by the Australian Department of Foreign Affairs and Trade (DFAT) through The Asia Foundation (TAF)’s Ponlok Chomnes Programme: Data and Dialogue for Development in Cambodia. In this programme CDRI aims at strengthening the capacity of knowledge-sector institutions to undertake quality research, informing publi...
A five-year project called ‘Education Research for Effective Policy Reforms’ with a total funding of USD446,713 aims to produce independent, objective, high quality policy-relevant higher education research, and to maximise the accessibility of this knowledge to policymakers, influencers and stakeholders, and its policy impact. This project also wo...