PTEC is a public higher education institution in Cambodia whose core responsibilities include teacher education and professional development, particularly for primary and lower-secondary teachers.

The institutional information identifies three faculties:

Faculty of Pedagogical Research.

Faculty of Science Education.

Faculty of Social Science Education.

The institutional material identifies the following programmes and curriculum-development activities:

Primary teacher education program (12 +4 and BA +1)

Lower secondary teacher education program (12 +4 and BA +1)

The 12+4 pathway refers to four years of teacher education following twelve years of pre-tertiary education. The national curriculum framework identifies this pathway for primary and lower secondary teacher education, equivalent to a bachelor's degree qualification.

References:

[C] Curriculum Framework for Primary Teacher Education (12+4), pp. 1 and 7.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 13 and 27–28.

Bachelor+1 is a one-year teacher education pathway for applicants who have already completed a bachelor's degree or an equivalent qualification that meets the requirements specified in the relevant framework.

The pathway develops professional teaching competencies through education studies, subject knowledge, curriculum studies, practicum, and research.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, pp. 8–10.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), pp. 5 and 8–10.

The primary Bachelor+1 framework specifies a completed bachelor's degree or equivalent qualification with at least 120 higher education credits, or Level 6 of the Cambodia Qualifications Framework. The lower-secondary Bachelor+1 framework also specifies a completed bachelor's degree or equivalent qualification with at least 120 credits.

Applicants should confirm any additional admission requirements with the institution offering the programme.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, p. 8.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), p. 8.

The primary and lower-secondary Bachelor+1 frameworks specify a one-year programme divided into two semesters, with at least 15 weeks in each semester. The stated semester duration excludes the practicum period and other extracurricular activities.

The primary Bachelor+1 framework also states that students are not permitted to take more than two years to complete the programme after enrollment.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, p. 10.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), p. 10.

The supplied frameworks state the following credit totals:

The detailed primary 12+4 framework lists 125 credits. The national framework specifies at least 120 credits for the lower-secondary 12+4 programme. The applicable approved curriculum should be confirmed before these figures are published as current institutional requirements.

The supplied materials do not establish current application deadlines, required application documents, intake quotas, tuition fees, or scholarship eligibility criteria.

Applicants should consult PTEC's latest official admission announcements or contact the office responsible for the relevant programme.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026. The complete current admissions and fees information is not provided in the supplied material.

The frameworks organise teacher education into five main areas:

Education Studies: Educational foundations, pedagogy, psychology, learning assessment, and related professional knowledge.

Subject Knowledge / Academic Subject Knowledge: Knowledge of the subjects teachers will teach.

Curriculum Studies: Curriculum requirements, subject-specific teaching methodologies, and approaches to classroom teaching.

Practicum: Practical experience in school settings, including observation, teaching assistance, and teaching practice.

Research: Educational research and, where specified, an action research project related to teaching practice.

Specific courses and credit allocations vary by programme.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, p. 8.

[C] Curriculum Framework for Primary Teacher Education (12+4), p. 7.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), p. 8.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 14–18.

The following table places the two 12+4 programmes side by side, followed by the two Bachelor+1 programmes.

Important: The primary 12+4 allocation comes from the detailed 2025 framework, while the lower-secondary 12+4 allocation comes from the 2023 national framework. The totals and allocations should be checked against the applicable approved curriculum before official publication.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, p. 8.

[C] Curriculum Framework for Primary Teacher Education (12+4), p. 7.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), p. 8.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 24 and 28.

The national framework specifies 120 credits over four years, with 30 credits in each year. Practicum and research have specified year-by-year allocations. The allocation of credits across Education Studies, Academic Subject Knowledge, and Curriculum Studies is decided during curriculum design.

The national framework does not provide the final course-by-course timetable for every institution.

Reference: [E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, p. 28, Table 13.

The national framework allocates 43 credits to Academic Subject Knowledge in the lower-secondary 12+4 programme. It explains that lower-secondary teachers need stronger subject-based knowledge, particularly in mathematics and science, compared with preschool and primary teacher education programmes.

Reference: [E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, p. 24, Table 8 and Section 11.1.2.

The framework lists the following course areas:

Education Studies: Pedagogy for Primary Education, Educational Psychology, Learning Assessment, and ICT and AI in Education.

Subject Knowledge: Khmer Studies, Mathematics, Sciences, and Social Studies.

Curriculum Studies: Teaching Methodology of Khmer Studies, Mathematics, Sciences, Social Studies, and Foreign Language.

Practicum: School Experience and Teaching Assistantship; Teaching Practice.

Research: Educational Research and an Action Research Project.

The framework also provides course sequences for Semester 1 and Semester 2.

Reference: [D] Curriculum Framework for Primary Teacher Education (Bachelor+1), pp. 10–11.

The framework lists:

Subject Knowledge: One Major course, worth 3 credits.

Education Studies: Pedagogy, Educational Psychology, Learning Assessment, and ICT in Education.

Curriculum Studies: Teaching Methodology 1 and Teaching Methodology 2.

Practicum: Practicum 1 (Observation and Teaching Assistantship) and Practicum 2 (Teaching Practice).

Research: Educational Research and an Action Research Project.

The framework identifies a Major course but does not provide a definitive list of available specialisations. Specific subject options should be confirmed with the institution.

Reference: [B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, pp. 10–11.

The detailed framework provides course tables across the four-year programme. Examples from Year 1, Semester 1 include:

Foundations of Education.

Use of ICT for Teaching and Learning I.

Foundations of Khmer Literature (Grammar and Essay Writing).

Fundamentals of Mathematics in Primary Education.

Fundamentals of Social Studies (History and Geography).

Teaching and Learning Mathematics I.

The complete course sequence is available in the programme's course tables.

Reference: [C] Curriculum Framework for Primary Teacher Education (12+4), pp. 9–14.

The national framework specifies the study areas, credit allocation, and overall programme structure, but does not provide a finalized course-by-course or semester-by-semester syllabus for this pathway.

It gives examples of subject knowledge topics relevant to teacher education, including:

English and other languages, including Khmer and French.

Mathematics.

Science, including Physics, Chemistry, Biology, and Earth Environment Science.

Social Studies and Civics, including Geography, History, and Moral-Civics and Ethics.

Art Education and ICT.

These are examples of subject topics in the national framework, not a definitive list of confirmed programme specialisations or current course offerings.

Reference: [E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 16 and 28.

The frameworks use a notation to represent total credits and the distribution of study hours. In this format, X represents hours of theoretical classroom instruction, Y represents hours of practical work or practicum, and Z represents self-directed learning hours.

For example, 3 (2-2-5) represents a three-credit course with two theory hours and two practical hours per week, plus five hours of self-directed learning under the stated formula.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, pp. 8–9.

[C] Curriculum Framework for Primary Teacher Education (12+4), pp. 7–8.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), pp. 8–9.

Yes. PTEC's institutional material documents curriculum review and development, including the preparation of detailed curricula and supporting teaching and learning materials. It also describes work on curricula for basic-level teacher education and early childhood education.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

Across the frameworks, expected competencies include:

Understanding learners' needs, abilities, backgrounds, and learning contexts.

Understanding subject content, teaching methodologies, curriculum, and assessment.

Designing lesson plans, teaching materials, and assessment tools.

Managing classrooms and responding to real classroom challenges.

Communicating with students, parents or guardians, colleagues, and the wider community.

Creating positive and inclusive learning environments.

Using educational research and data to improve teaching.

Demonstrating professional responsibility, ethical conduct, and commitment to professional development.

The wording and organization of learning outcomes vary by programme.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, pp. 5–7.

[C] Curriculum Framework for Primary Teacher Education (12+4), pp. 5–6.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), pp. 5–7.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 7–8.

Yes. ICT is explicitly included in the curriculum. The primary Bachelor+1 framework includes ICT and AI in Education. The primary 12+4 framework includes Use of ICT for Teaching and Learning, while the lower-secondary Bachelor+1 framework includes ICT in Education. The national framework identifies ICT and basic computing skills as relevant to teaching, research, material development, presentations, and assignments.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, pp. 10–11.

[C] Curriculum Framework for Primary Teacher Education (12+4), pp. 9–10.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), pp. 10–11.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 15–16.

Yes. PTEC's institutional material discusses pedagogical teaching practice, practicum guidebooks, and support for student teachers through practice schools.

Two practice schools are identified:

Phnom Penh Capital Primary Practice School.

Ou Baek K'am Practice Lower Secondary School.

These schools support teaching practice, classroom observation, and the development of student teachers' professional competencies.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

The practicum allows student teachers to gain practical school experience and develop their teaching skills. The national framework describes three categories of practicum activity:

School Experience: Classroom observation and regular reflection.

Teaching Assistantship: Classroom assistance, guided teaching, work with mentors and peers, and reflection.

Teaching Practice: Lesson planning, classroom teaching, reflection on professional practice, classroom-based action research, and peer support.

The primary 12+4 framework also describes practicum assessment through lesson planning, observed teaching, school-based activities, and a practicum portfolio.

References:

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 17–18.

[C] Curriculum Framework for Primary Teacher Education (12+4), pp. 10–14 and 19–20.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), pp. 10–11.

PTEC identifies Phnom Penh Capital Primary Practice School and Ou Baek K'am Practice Lower Secondary School as practice schools.

The national framework describes cooperation between teacher education institutions and host schools in practicum and professional learning. However, the supplied PTEC material does not specify the detailed placement arrangements for each programme, the named supervisors for individual student teachers, or the formal assessment responsibilities of each supervisor.

References:

[A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 17 and 31.

The programme-specific frameworks describe assessment through attendance, course engagement or participation, ongoing assessment, and examinations. The course assessment distribution is:

Ongoing assessment may include written assignments, presentations, research or action research tasks, and progress tests.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, pp. 12–13.

[C] Curriculum Framework for Primary Teacher Education (12+4), pp. 17–18.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), pp. 12–13.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 29–30.

The supplied documents specify different minimum requirements:

Primary Bachelor+1: At least 65 out of 100, or GPA 2.5 out of 4.

Lower Secondary Bachelor+1: At least 65 out of 100, or GPA 2.5 out of 4.

Primary teacher education program 12+4, detailed framework: At least 50 out of 100, or GPA 2 out of 4.

Lower Secondary teacher education program 12+4, national framework: A GPA of at least 2 is identified as a pass in the national framework.

Because requirements differ across the supplied documents, the applicable approved programme rules should be confirmed before publishing one passing-score requirement for all programmes.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, p. 12.

[C] Curriculum Framework for Primary Teacher Education (12+4), p. 17.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), p. 12.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, p. 29.

The primary and lower-secondary Bachelor+1 frameworks generally specify at least 80% course attendance to sit final course examinations. The primary 12+4 framework also specifies an 80% minimum for taught courses and each annual practicum component, subject to stated institutional exceptions.

The national framework describes the same minimum attendance requirement, with possible exceptions depending on institutional regulations.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, p. 13.

[C] Curriculum Framework for Primary Teacher Education (12+4), pp. 17 and 19.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), p. 12.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 30–31.

The programme-specific frameworks require students to complete the credits specified for their programme, complete the practicum, complete the required research project, and satisfy the examination and assessment requirements.

The national framework requires an action research project related to the student's own teaching practice and aligned with school placement. The primary 12+4 framework additionally states an intermediate foreign-language proficiency requirement.

References:

[B] ក្របខណ្ឌកម្មវិធីអប់រំគ្រូបង្រៀនអនុវិទ្យាល័យតាមប្រព័ន្ធបរិញ្ញាបត្រ+១, p. 14.

[C] Curriculum Framework for Primary Teacher Education (12+4), p. 21.

[D] Curriculum Framework for Primary Teacher Education (Bachelor+1), p. 14.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 17 and 28.

The detailed primary 12+4 framework assigns these proportions:

Research proposal: 10%.

Research progress appraisals, including at least four meetings: 20%.

Research report submission and final defense: 70%.

The project is a required component for graduation. These specific percentages should not automatically be assumed to apply to every other teacher education programme.

Reference: [C] Curriculum Framework for Primary Teacher Education (12+4), p. 20.

Yes. Educational and action research are important activities in PTEC's documented work. The institution encourages lecturers to conduct action research, promotes research skills among student teachers, and connects Action Research (AR) with Lesson Study (LS).

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

Yes. The national framework requires an action research project for pre-service student teachers across teaching levels. The project should relate to the student's own teaching practice and align with school placement during the practicum.

The framework allocates 6 research credits to the lower-secondary 12+4 programme, with 3 credits in Year 3 and 3 credits in Year 4.

Reference: [E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 17 and 28.

The supplied PTEC material identifies:

Action Research (AR).

Lesson Study (LS) linked to teaching and learning.

Joint research activities involving student teachers and international partner institutions.

The national framework also describes action research as a means for student teachers to examine their own teaching practice, collect and analyse data, interpret outcomes, and identify areas for improvement. The available material does not provide a complete approved list of research specialisations.

References:

[A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 17–18.

Yes. PTEC's institutional material identifies lecturer development activities that include training, continuing education, professional learning communities, research, and professional learning opportunities inside and outside Cambodia. Evaluation of lecturers against professional standards is also identified as part of the institution's development work.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

Yes. PTEC participates in continuing professional development initiatives for teachers. During the reporting period, it documented professional development for 113 primary school teachers in Puok District, Siem Reap Province, under Phase 1 of the GPE3/STEPCam project.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

The institutional material identifies five target provinces under Phase 2 of the GPE5/STEPCam project:

Kratie Province.

Preah Vihear Province.

Stung Treng Province.

Siem Reap Province.

Oddar Meanchey Province.

Current training schedules, eligibility, and participation arrangements should be confirmed through the relevant programme announcements.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

Yes. PTEC encourages lecturers to develop educational resources, including lesson materials, lesson plans, student-teacher worksheets, textbooks, exercise books, and science experiment manuals. These resources are intended to support teaching and learning in accordance with the institution's curricula.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

Yes. PTEC documents blended-learning initiatives through the Ministry of Education, Youth and Sport's Capacity Development Platform (CDP). It also records the development of digital systems intended to support learning, information management, and professional development.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

Yes, PTEC has LMS to support continued learning by student teachers and former student teachers. Intended resources include video lessons, learning materials, research documents, and lecturer support.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

Yes. A library is identified as one of the institution's learning facilities. The institution also documents the development of teaching resources, textbooks, exercise books, and science experiment manuals.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

The institution's documented facilities include:

Science laboratories.

Art, drawing, and music rooms.

Home economics rooms.

Workshop rooms.

Internet access across buildings.

Sports facilities.

Open campus spaces.

The availability, equipment levels, and current operating conditions of individual facilities should be confirmed with PTEC.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

The institutional material identifies study visits, guest lectures, experience-exchange programmes, student clubs, and educational events. Current activity schedules and participation opportunities should be confirmed with the relevant institution office.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

The supplied material identifies:

Football.

Subject-based study clubs.

Music.

Dance.

Spoken drama.

Lakhon Khol traditional theatre.

English and Japanese language clubs.

The material does not confirm that every club is currently active or state its current registration requirements.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

PTEC's documented community activities include charitable programmes, youth activities, environmental initiatives, teacher training, education exhibitions, and support for target schools. Current arrangements for individual student participation and volunteer registration are not specified.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

Lecturer support is described as part of the planned online learning initiatives. However, a formal academic advising policy, designated advisers, and procedures for requesting individual guidance are not specified in the supplied material.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

PTEC's documented activities include:

Annual education exhibitions.

Training for teachers at practice and cooperating schools.

Support teams for target schools in Phnom Penh.

Activities intended to improve teaching quality and student learning.

Charitable, youth, and environmental programmes.

Participation in other Ministry activities.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

Yes. The supplied institutional material documents national and international cooperation through joint research, study visits, and experience-exchange programmes.

Examples include cooperation involving Karel de Grote University of Applied Sciences in Belgium and experience exchange in science education in Japan.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

PTEC received five-year education quality accreditation from the Accreditation Committee of Cambodia (ACC) on 8 December 2022, according to the supplied institutional material.

The current accreditation status and any later renewal decision are not confirmed here. These details should be verified with the relevant accreditation authority before publication.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

The documented quality assurance activities include:

Developing and updating quality assurance guidelines.

Monitoring and evaluating institutional performance.

Preparing regular, semester, and annual performance reports.

Reviewing and improving academic curricula.

Evaluating education programmes and institutional operations.

Supporting continuous improvement across the institution.

The national curriculum framework also emphasizes consistency, comparability, and alignment across teacher education programmes and institutions.

References:

[A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

[E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 5 and 14.

PTEC's performance for academic year 2024–2025 was assessed against annual targets under the 2024–2028 Strategic Plan. The institution's directions and priorities for academic year 2025–2026 were also identified.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

The documented priorities include:

Strengthening the quality and implementation of academic programmes.

Developing lecturers' professional competencies.

Improving teaching and learning resources.

Promoting educational and action research.

Improving the quality of practice schools.

Developing digital management and evaluation systems.

Strengthening institutional leadership and management.

Expanding continuing professional development services.

Pursuing regional-level quality recognition, including AUN-QA.

These priorities reflect challenges and future work identified during the reporting period. They do not establish that every development initiative has already been completed.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

The supplied institutional material describes activities during academic year 2024–2025 and directions for academic year 2025–2026, but it does not provide a current academic calendar.

Visitors should consult PTEC's latest official communication channels for updated academic schedules, training programmes, conferences, exhibitions, research events, and other activities.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

A current tuition-fee schedule and specific scholarship eligibility criteria are not provided in the supplied material. Applicants should consult official programme announcements or contact the responsible PTEC office for information about tuition, scholarships, and financial support.

Reference: [A] PTEC Annual Report on Performance for Academic Year 2024–2025 against the 2024–2028 Strategic Plan, with Directions for Academic Year 2025–2026.

The national framework calls for common standards and consistency across pre-service teacher education programmes. It also allows some flexibility in scheduling and sequencing programme content. For the lower-secondary 12+4 pathway, the framework specifies the overall credit allocation but leaves several course allocations to curriculum design.

Therefore, the national framework establishes the general structure without providing a final course-by-course timetable for every institution.

Reference: [E] Teacher Education Curriculum Framework: Preschool, Primary, and Lower Secondary Education, pp. 5 and 27–28.