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αž–αž·αž’αžΈαž”αžΎαž€αžœαž‚αŸ’αž‚αž”αžŽαŸ’αžαž»αŸ‡αž”αžŽαŸ’αžαžΆαž›αž—αŸ’αž“αžΆαž€αŸ‹αž„αžΆαžšαž”αŸ’αžšαž˜αžΌαž›αž‘αž·αž“αŸ’αž“αž“αŸαž™αžŸαž˜αŸ’αžšαžΆαž”αŸ‹αž€αžΆαžšαžŸαž·αž€αŸ’αžŸαžΆαžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœαž€αŸ’αž“αž»αž„αž‚αž˜αŸ’αžšαŸ„αž„ SMILE αž€αŸ’αžšαŸ„αž˜αž€αžΆαžšαž‚αžΆαŸ†αž‘αŸ’αžšαž–αžΈαž’αž„αŸ’αž‚αž€αžΆαžš VVOB

αž“αžΆαž–αŸ’αžšαžΉαž€αžαŸ’αž„αŸƒαž–αŸ’αžšαž αžŸαŸ’αž”αžαž·αŸ αž‘αžΈαŸ’αŸ¦ αžαŸ‚αž€αž»αž˜αŸ’αž—αŸˆ αž†αŸ’αž“αžΆαŸ†αŸ’αŸ αŸ’αŸ¦ αž“αŸ…αžœαž·αž‘αŸ’αž™αžΆαžŸαŸ’αžαžΆαž“αž‚αžšαž»αž€αŸ„αžŸαž›αŸ’αž™αž”αžΆαžαŸ‹αžŠαŸ†αž”αž„ (BTEC) αž”αžΆαž“αžšαŸ€αž”αž…αŸ†αž–αž·αž’αžΈαž”αžΎαž€αžœαž‚αŸ’αž‚αž”αžŽαŸ’αžαž»αŸ‡αž”αžŽαŸ’αžαžΆαž›αž—αŸ’αž“αžΆαž€αŸ‹αž„αžΆαžšαž”αŸ’αžšαž˜αžΌαž›αž‘αž·αž“αŸ’αž“αž“αŸαž™αžŸαž˜αŸ’αžšαžΆαž”αŸ‹αž€αžΆαžšαžŸαž·αž€αŸ’αžŸαžΆαžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœ αž€αŸ’αžšαŸ„αž˜αž€αŸ’αžšαž”αžαžŽαŸ’αžŒαž“αŸƒαž‚αž˜αŸ’αžšαŸ„αž„ "αž€αžΆαžšαž–αž„αŸ’αžšαžΉαž„αž€αžΆαžšαž”αž„αŸ’αžšαŸ€αž“αž‚αžŽαž·αžαžœαž·αž‘αŸ’αž™αžΆαžαŸ’αž“αžΆαž€αŸ‹αžŠαŸ†αž”αžΌαž„ αžαžΆαž˜αžšαž™αŸˆαž€αžΆαžšαž’αž”αŸ‹αžšαŸ†αžαžΆαž˜αž€αž˜αŸ’αžšαž·αžαžŸαž˜αžαŸ’αžαž—αžΆαž– αž“αž·αž„αž”αžšαž·αž™αžΆαž”αž“αŸ’αž“ (SMILE Learning Study)" αŸ” αž–αž·αž’αžΈαž“αŸαŸ‡αž”αŸ’αžšαž–αŸ’αžšαžΉαžαŸ’αžαž‘αŸ…αž€αŸ’αžšαŸ„αž˜αž’αž’αž·αž”αžαžΈαž—αžΆαž– αž―αž€αž§αžαŸ’αžαž˜αž”αžŽαŸ’αžŒαž·αž αž‡αžΆ αžšαžŠαŸ’αž‹αžΆ αž“αžΆαž™αž€αžœαž·αž‘αŸ’αž™αžΆαžŸαŸ’αžαžΆαž“αž‚αžšαž»αž€αŸ„αžŸαž›αŸ’αž™αž”αžΆαžαŸ‹αžŠαŸ†αž”αž„ αž“αž·αž„αž˜αžΆαž“αž€αžΆαžšαž’αž‰αŸ’αž‡αžΎαž‰αž…αžΌαž›αžšαž½αž˜αž–αžΈαž›αŸ„αž€ Carl Beel αž‘αžΈαž”αŸ’αžšαžΉαž€αŸ’αžŸαžΆαž’αž”αŸ‹αžšαŸ†αž‡αžΆαž“αŸ‹αžαŸ’αž–αžŸαŸ‹αž“αŸƒαž’αž„αŸ’αž‚αž€αžΆαžš VVOB αž–αŸ’αžšαž˜αž‘αžΆαŸ†αž„αž‚αžŽαŸˆαž‚αŸ’αžšαž”αŸ‹αž‚αŸ’αžšαž„ αž‚αŸ’αžšαžΌαž§αž‘αŸ’αž‘αŸαžŸ αž‚αžšαž»αž“αž·αžŸαŸ’αžŸαž·αžαžŠαŸ‚αž›αž‡αžΆαž—αŸ’αž“αžΆαž€αŸ‹αž„αžΆαžšαž”αŸ’αžšαž˜αžΌαž›αž‘αž·αž“αŸ’αž“αž“αŸαž™αžšαž”αžŸαŸ‹αžœαž·αž‘αŸ’αž™αžΆαžŸαŸ’αžαžΆαž“αž‚αžšαž»αž€αŸ„αžŸαž›αŸ’αž™αž”αžΆαžαŸ‹αžŠαŸ†αž”αž„ αž“αž·αž„αž€αŸ’αžšαž»αž˜αž€αžΆαžšαž„αžΆαžšαžšαž”αžŸαŸ‹αž’αž„αŸ’αž‚αž€αžΆαžš VVOB αž“αž·αž„αžœαž·αž‘αŸ’αž™αžΆαžŸαŸ’αžαžΆαž“αž”αžΎαž€αž‘αžΌαž›αžΆαž™ (Open Institute) αŸ”
αž€αŸ’αž“αž»αž„αž±αž€αžΆαžŸαž“αŸ„αŸ‡ αž›αŸ„αž€ Carl Beel αž”αžΆαž“αžŸαž„αŸ’αž€αžαŸ‹αž’αŸ’αž„αž“αŸ‹αžαžΆ αž—αžΆαž–αž‡αŸ„αž‚αž‡αŸαž™αž“αŸƒαž€αžΆαžšαžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœαž‚αžΊαž’αžΆαžŸαŸ’αžšαŸαž™αž›αžΎαž€αžΆαžšαž”αŸ’αžšαž˜αžΌαž›αž‘αž·αž“αŸ’αž“αž“αŸαž™αž”αžΆαž“αžαŸ’αžšαžΉαž˜αžαŸ’αžšαžΌαžœ αž“αž·αž„αž€αžΆαžšαž”αŸ’αžšαžΎαž”αŸ’αžšαžΆαžŸαŸ‹αž§αž”αž€αžšαžŽαŸαž€αžαŸ‹αžαŸ’αžšαžΆαž±αŸ’αž™αž”αžΆαž“αž…αŸ’αž”αžΆαžŸαŸ‹αž›αžΆαžŸαŸ‹αŸ” αž›αŸ„αž€αž”αžΆαž“αž”αž‰αŸ’αž‡αžΆαž€αŸ‹αžαžΆ αž€αžΆαžšαžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœαž“αŸαŸ‡αž‚αžΊαž‡αžΆαž‡αŸ†αž αžΆαž“αžŠαŸ†αž”αžΌαž„ αž“αž·αž„αž‡αžΆαž’αž“αž’αžΆαž“αžŠαŸαž˜αžΆαž“αžαž˜αŸ’αž›αŸƒαžŸαž˜αŸ’αžšαžΆαž”αŸ‹ BTEC αž€αŸ’αž“αž»αž„αžŠαŸ†αžŽαžΎαžšαž€αžΆαžšαž”αŸ’αžšαŸ‚αž€αŸ’αž›αžΆαž™αžαŸ’αž›αž½αž“αž‡αžΆαž˜αž‡αŸ’αžˆαž˜αžŽαŸ’αžŒαž›αž§αžαŸ’αžαž˜αž—αžΆαž– (CEEGMAR) αž“αžΆαž–αŸαž›αžαžΆαž„αž˜αž»αžαŸ” αžŸαŸ’αžšαž”αž‡αžΆαž˜αž½αž™αž‚αŸ’αž“αžΆαž“αŸαŸ‡ αž›αŸ„αž€ αžαŸƒ αžœαžŽαŸ’αžŽαžΆαžšαž·αž‘αŸ’αž’ αž”αžΆαž“αž”αž„αŸ’αž αžΆαž‰αž–αžΈαžœαž·αž’αžΈαžŸαžΆαžŸαŸ’αžαŸ’αžšαžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœαž”αŸ‚αž” Quasi-experimental study αžŠαŸ‚αž›αž•αŸ’αžαŸ„αžαž›αžΎαž€αžΆαžšαžœαžΆαžŸαŸ‹αžŸαŸ’αž‘αž„αŸ‹αž₯αž‘αŸ’αž’αž·αž–αž›αž“αŸƒαž€αžΆαžšαž’αž—αž·αžœαžŒαŸ’αžαžœαž·αž‡αŸ’αž‡αžΆαž‡αžΈαžœαŸˆαž‚αŸ’αžšαžΌ αž“αž·αž„αž›αž‘αŸ’αž’αž•αž›αžŸαž·αž€αŸ’αžŸαžΆαžšαž”αžŸαŸ‹αžŸαž·αžŸαŸ’αžŸαž€αŸ’αž“αž»αž„αžαŸαžαŸ’αžαž‚αŸ„αž›αžŠαŸ… αž“αž·αž„αžαŸαžαŸ’αžαžαŸ’αžšαž½αžαž–αž·αž“αž·αžαŸ’αž™ αžŠαžΎαž˜αŸ’αž”αžΈαž•αŸ’αžαž›αŸ‹αž‡αžΆαž—αžŸαŸ’αžαž»αžαžΆαž„αžŸαž˜αŸ’αžšαžΆαž”αŸ‹αž€αžΆαžšαž–αž„αŸ’αžšαžΈαž€αžœαž·αžŸαžΆαž›αž—αžΆαž–αž“αŸƒαž€αžΆαžšαž”αž„αŸ’αžšαŸ€αž“αž‚αžŽαž·αžαžœαž·αž‘αŸ’αž™αžΆαžαŸ’αž“αžΆαž€αŸ‹αžŠαŸ†αž”αžΌαž„αž“αŸ…αž‘αžΌαž‘αžΆαŸ†αž„αž”αŸ’αžšαž‘αŸαžŸ αŸ”
αž‡αžΆαž€αž·αž…αŸ’αž…αž†αŸ’αž›αžΎαž™αžαž” αž―αž€αž§αžαŸ’αžαž˜αž”αžŽαŸ’αžŒαž·αž αž‡αžΆ αžšαžŠαŸ’αž‹αžΆ αž”αžΆαž“αžαŸ’αž›αŸ‚αž„αž’αŸ†αžŽαžšαž‚αž»αžŽαž™αŸ‰αžΆαž„αž‡αŸ’αžšαžΆαž›αž‡αŸ’αžšαŸ…αžŠαž›αŸ‹αž’αž„αŸ’αž‚αž€αžΆαžš VVOB αžŠαŸ‚αž›αžαŸ‚αž„αžαŸ‚αž‚αžΆαŸ†αž‘αŸ’αžšαžŠαž›αŸ‹αž‘αžŸαŸ’αžŸαž“αžœαž·αžŸαŸαž™αžšαž”αžŸαŸ‹ BTEC αž€αŸ’αž“αž»αž„αž€αžΆαžšαž”αž„αŸ’αž€αžΎαž CEEGMAR αž“αž·αž„αž€αžΆαžšαžαŸ’αžšαŸ€αž˜αžαŸ’αž›αž½αž“αž†αŸ’αž–αŸ„αŸ‡αž‘αŸ…αžšαž€αžŸαŸ’αžαž„αŸ‹αžŠαžΆαžš AUNαŸ” αž―αž€αž§αžαŸ’αžαž˜αž”αžΆαž“αž”αž‰αŸ’αž‡αžΆαž€αŸ‹αžαžΆ αž€αžΆαžšαž•αŸ’αžαž›αŸ‹αž±αž€αžΆαžŸαž±αŸ’αž™αž‚αžšαž»αž“αž·αžŸαŸ’αžŸαž·αžαž…αžΌαž›αžšαž½αž˜αž‡αžΆαž—αŸ’αž“αžΆαž€αŸ‹αž„αžΆαžšαž”αŸ’αžšαž˜αžΌαž›αž‘αž·αž“αŸ’αž“αž“αŸαž™ αž‚αžΊαž‡αžΆαž€αžΆαžšαž”αžŽαŸ’αžŠαž»αŸ‡αž…αŸ†αžŽαžΆαž”αŸ‹αž’αžΆαžšαž˜αŸ’αž˜αžŽαŸαž•αŸ’αž“αŸ‚αž€αžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœ αž“αž·αž„αž•αŸ’αžαž›αŸ‹αž”αž‘αž–αž·αžŸαŸ„αž’αž“αŸαž›αŸ’αž’αŸ—αžŸαž˜αŸ’αžšαžΆαž”αŸ‹αž–αž½αž€αž‚αžΆαžαŸ‹αž€αŸ’αž“αž»αž„αž“αžΆαž˜αž‡αžΆαž’αŸ’αž“αž€αžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœαž’αž”αŸ‹αžšαŸ†αž“αžΆαž–αŸαž›αž’αž“αžΆαž‚αžαŸ” αž›αžΎαžŸαž–αžΈαž“αŸαŸ‡ αžœαžΆαž“αžΉαž„αž‡αž½αž™αž€αžŸαžΆαž„αž”αŸ’αžšαž–αŸαž“αŸ’αž’αž’αŸαž€αžΌαž‘αžΌαžŸαŸŠαžΈαžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœ (Research Ecosystem) αž“αŸ… BTEC αž±αŸ’αž™αž€αžΆαž“αŸ‹αžαŸ‚αžšαžΉαž„αž˜αžΆαŸ† αž†αŸ’αž›αžΎαž™αžαž”αž‘αŸ…αž“αžΉαž„αžαž˜αŸ’αžšαžΌαžœαž€αžΆαžšαž•αŸ’αž“αŸ‚αž€αžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœ αž“αž·αž„αž“αžœαžΆαž“αž»αžœαžαŸ’αžαž“αŸαž’αž”αŸ‹αžšαŸ†αž‡αžΆαž“αž·αžšαž“αŸ’αžαžšαž—αžΆαž–αŸ”

Opening Ceremony of Data Collector Training for the SMILE Learning Study, Supported by VVOB

On the morning of Thursday, February 26, 2026, Battambang Teacher Education College (BTEC) organized the opening ceremony of the Data Collector Training for the SMILE Learning Study, under the framework of the "Strengthening Early Grade Mathematics through Inclusive and Level-appropriate Education (SMILE Learning Study)" programme. The ceremony was presided over by H.E. Dr. Chea Ratha, Director of BTEC, with the presence of Mr. Carl Beel, Senior Education Advisor of VVOB, along with BTEC management, teacher educators, student teachers serving as BTEC data collectors, and teams from VVOB and the Open Institute.
On this occasion, Mr. Carl Beel emphasized that the success of research is contingent upon accurate data collection and the precise use of recording tools. He stated that this study is an essential initial step and a valuable resource for BTEC in its journey toward becoming a Center of Excellence (CEEGMAR) in the near future. Simultaneously, Mr. Tay Vannarith presented the Quasi-experimental study design, focusing on measuring the impact of teacher professional development and student learning outcomes in treatment and control provinces to provide evidence for scaling early grade mathematics nationwide.
In response, H.E. Dr. Chea Ratha expressed his profound gratitude to VVOB for their continuous support of BTEC’s vision in establishing CEEGMAR and preparing for AUN standards. He noted that providing student teachers with the opportunity to participate as data collectors cultivates their research interest and offers valuable experience for their future as educational researchers. Furthermore, it strengthens the Research Ecosystem at BTEC, addressing the needs for sustainable educational research and innovation.

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