Post-pandemic, higher education reform is the priority

Educational Research for Policy and Practice, 2007

Abstract This paper discusses the key issues and concerns in the Cambodian government's efforts to implement three priority education policies for 2006–2010: ensure equitable access to education; increase quality and efficiency of the education services; and ...

Cambodia has set ambitious goals to become an upper middle income country by 2030. To achieve this, it needs to rethink its education system to upgrade the skills of its workforce so the country can become a knowledge-intensive society.

ISEAS Publishing, 2012

The education sector in Cambodia has come a long way and achieved a number of impressive accomplishments following year zero, almost three decades of civil conflicts, internal strife, political instability, and backwardness. It is noteworthy that the Royal Government of Cambodia (RGC) through the establishment of the Ministry of Education, Youth and Sports (MoEYS) in 1992, together with the international partners and Non-Governmental Organizations (NGOs) has done a remarkable job in rehabilitating a dysfunctional education system and rebuilding a shattered economy. However, there is an immediate need to better educate and train more people in order to promote more efficient and superior cadres to build up a stronger nation with an economic self-sustainability. An education that supports the development of morality and critical thinking skills will be increasingly important for all Cambodian students to restore the identity of the Khmer people from one of victimhood to one of capacity, pride and honor, and also to compete regionally and globally. This paper begins by identifying the near eradication of education in Cambodia during the Khmer Rouge epoch and will highlight the progress up to the present day. The paper will then examine the challenges of the educational reforms in which both the beneficial and the adverse effects will be presented. As this paper will show, the national strategy to promote new long term and sustainable sources of economic growth as well as improving living standards is based on developing human resources and building human capacity, thus improving the overall quality of education. Additional transformations in the educational sector are necessary for Cambodia to tackle the challenges of the 21st century, including those of globalization and the achievement of the Millennium Development Goals. Only when we can advance education can we advance the nation.

Monash University, 2019

Globalization has a huge impact not only on economy, politics or culture but also education (Mok & Welch, 2003). This creates numerous challenges, such as regional and global competition of the labour market, for most developing countries including Cambodia. In order to possibly tackle this trend, Cambodia needs to improve its capabilities in terms of human resource development by reforming the educational system and curriculum to ensure that the majority of its citizens will have equal access to quality education (Ayres, 2003; Chhinh & Dy, 2009; Maclean, 2002). In this paper, the writer will critically analyze the way in which Cambodia’s educational reform was designed not only to prepare students for the integration of ASEAN economic community but equip them with the 21st-century learning skills. The analysis will focus on the case of New Generation School initiative (NGS) in the secondary education level. In addition, the writer will argue that introducing the New Generation School initiative in educational reform in Cambodia might be a suitable way to minimize a gap in accessing the same quality of education regardless of socioeconomic classes and it can be the beginning of a new chapter in educational reform, which effectively provides students with the 21st-century learning skills in the global perspectives. The two key terms will also be defined in this essay, “globalization” and “New Generation School”. This essay will begin by providing a contextual background of the country-based case and then outlining how the constant development of educational reform in Cambodia can overcome the influence of globalization before drawing a case of similar educational reform in Lao PDR.

British Journal of Education (ECRTD- UK), 2021

This paper reviewed the impact of the COVID-19 pandemic on education by preliminary document studies. In Cambodia, as of 30 October 2020, school closures replaced by distance learning. First, the paper highlighted the immediate impact on student learning and wellbeing, mostly kids. Second, it illustrated teachers and school personnel are facing on adapting with ICT skills to support distance learning. Third, it showed ineffective delivery of continuous learning and learning outcomes are not quite well and limit for quality of education. Finally, it stated the implementation of the Ministry of Education Youth and Sports (MoEYS) Education Strategic Plan (ESP) 2019-2023 is also severely impacted by the pandemic. To address these challenges, MoEYS developed learning platforms and continue learning programs for line learning. The Joint Technical Working Group (JTWG), MoEYS and ESWG created objectives for the Education COVID-19 Response Plan. MoEYS is planning to reopen educational institutions in three phases with the strictest health safety standards by blended learning following the Standard Operating Procedures (SOPs) for the condition of Covid-19. The paper recommended that the government and MoEYS and stakeholders should respond to the situations during the Covid-19 pandemic: i). The continuous learning program should be strengthened as a priority for online learning with social media to ensure effective learning; ii). The digital infrastructure should be promoted in the countryside and remote areas to strengthen online learning with the platforms of MoEYS; iii). The ICT skills and digital education should be strengthened by providing training and development to teachers to ensure effective online learning; and teachers and students engagement, and iv). The content and curriculum on paper should be adapted and replaced by digital form to ensure effective learning and teaching.

has been extremely helpful in all stages o f the work as a team leader, as a professional colleague, and above a lia s a friend. I appreciate all the help and support he provided to me in the smooth conduct o f the study. I have enjoyed working with him in the project and with other members o f the team, Michael Ratcliffe, Nick Bricknell, Howard Thomas, M.M. Malhotra and Edward Fisk. Duggan and Bricknell have also kindly gone through an earlier version o f the study, and ^e c te d several editorial improvements. Laila Lalita Hirani has very cheerfully lent her skills in making graphics and thereby improved the presentation o f the report. Janene Parsons, Som Sophatra and Nou Soknavy provided able office assistance even under pressing conditions. Jandhyala Tilak: FINANCING EDUCATION IN CAMBODIA Ouk Sophea, Phon Tara, and Sam Sereyrath have served as research assistants in the conduct o f the household survey under the personal supervision o f Stephen Duggan'and myself besides serving as interpreters. The villagers/residents o f Phnom Penh, Kandal, Takeo, Preah Veng and Siem Reap provinces have enthusiastically provided the required information. The Documentation Centre o f the Ministry o f Education, Youth and Sports and the Resource Centre o f the Cooperation Committee fo r Cambodia (CCC) have been quite useful. I appreciate the help and assistance provided by the staff o f these two centres. The help and material provided by, and the discussions with, Vin McNamara, Gordon Hunting, Wang Yibing, Antoine Schwartz, Ann Dykstra, Tejaswi Raparla and Brahm Prakash are also appreciated. A special word o f thanks is due to Robert Dawson o f the Asian Development Bank, and to Peter Maccoll fo r the Queensland Education Consortium fo r the trust they placed in me to conduct the study in such a short time in challenging conditions.

Economic activity quickly diminished due to the global COVID-19 outbreak �����������������������������������������11 While Cambodia has avoided a health crisis so far, it has not been immune from the economic crisis sweeping the global economy �����������������������������������������������������������������������������������������12

2022

Education is the backbone of a nation. With quality education, any country can develop its human capital required to drive socioeconomic growth and national development. It is education that enables less developed countries to catch up with their more developed counterparts. This article focuses on Cambodia and its fledgling education system. Drawing on secondary sources, the article argues that education is the key to making Cambodia great again. The article begins by briefly introducing Cambodia's historical context and highlighting its development in recent decades. Next, it delves into the challenges facing Cambodia's education, focusing on key challenges confronting both general and higher education. The article then puts forward a set of suggestions to improve the education system in Cambodia. It concludes that an effective education system is the hope for Cambodia to ensure its prosperous and great future, thereby making itself great again.