Basic Education in Cambodia: Quality and Equity
Daliza Hilado
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Abstract
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The chapter examines the challenges of achieving quality and equity in basic education in Cambodia, highlighting that resource provision alone is insufficient for success. It discusses the impact of education reforms aimed at increasing enrollment yet inadequately addressing educational quality. The findings suggest a need for coordinated policy design, local capacity enhancement, and political commitment to ensure effective implementation of educational strategies.
Key takeaways
- Section 8.8 examines why it is difficult for the Cambodian education reform to achieve any improvement in quality of education in primary schools.
- In almost all schools covered by the study, school principals and teachers noted about the increase in absenteeism as one of the main problems facing schools since the PAP started.
- Undeniably, education reform is credited with the building of important institutional mechanisms in schools, one of which is the establishment of PAP committee and subcommittees to handle the school's PAP budget which allows teachers to participate in the school's administrative and financial decisions.
- The reform has failed to make schools more accountable to the community.
- Prior to the reform, DOEs had little control over the school's fund collected from parents and the community.
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