Improving adult learning and professional development in a post-conflict area: The case of Cambodia

All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.

► Professional development activities should be adapted to local culture.
► Extra attention should be paid to creating trust and a safe learning environment.
► Acknowledging local expertise increases ownership and professionalism.
► Time is a crucial factor for understanding the influence of local culture on adult learning.
► Staff motivation and support of superiors are key factors in successful professional learning.