Education: Key to Making Cambodia Great Again

1996

This report describes and analyzes the efforts and achievements made in Cambodia during the past 16 years with a special focus on developments after the United Nations organized election in 1993. During this process UNESCO played a small but important part in the reconstruction of education, freedom of expression (through the training of journalists), and protection of Angkor Temples, a major cultural heritage of Cambodia and the world. As background, the report points out that the end of World War II in 1945 marked the beginning of conflict and misery for Cambodia. The Cambodian War escalated to its peak during the 1970s and caused over two million deaths and hundreds of thousands of disabilities. The report is UNESCO, 1991. Inter-Sectoral. Basic Needs Assessment Mission to Cambodia. Report.

Any effort to improve our current situation and the well-being of our society is most effective when we acknowledge the existence of gaps: the divides between policies and implementations, the complaints of under-and over-resourced, the contrast between the haves and the have-nots, and other obvious and hidden gaps among generations, countries and societies. For this fourth issue of THink, contributors write about gaps they have observed -and the potential solutions to bridge these gaps.

This edited volume presents a detailed portrait of the education system in Cambodia. In addition to contextualizing the development of education in Cambodia from a long-term historical perspective, the book addresses such issues as: the local enactment of student-centered pedagogies, challenges to achieving literacy and numeracy, practices of private tutoring, the rise of education-related civil society and its influence on education policymaking, issues around student dropout, and current themes in higher education and teacher education. In comparison with other books on Cambodia, the proposed work is unique in terms of its breadth, depth, and timeliness. This breadth of issues is addressed through recent quantitative and qualitative analyses by scholars long engaged in research in Cambodia. The book’s focus on challenges accompanying Cambodia’s continued expansion and modernization of its education system makes the findings and lessons presented relevant both within and beyond Cambodia.

Journal of International Development and Cooperation, 2020

This paper reviews the research literature on educational development and changes of education policy for development in Cambodia throughout five historical events from the 1860s to the 1980s. Secondary data such as scholarly journal articles and books were gathered through the search in databases of ERIC, Science Direct, Google Scholar, and library. Content analysis was adopted as the analytical method. The authors argue that even though educational provision has been embraced as the important policy for development, it has been found to be fundamentally misguided. From the 1950s to 1960s, the significant expansion of education brought rapid growth of economic and establishments of schools, universities, and teacher training colleges. However, the crisis of education emerged from the decline of education in the early 1970s and the total dismantle of education during the Democratic Kampuchea (DK) by the second half of the 1970s. It has damaged many of Cambodia development prospects.

FIRE: Forum for International Research in Education, 2023

Because of the scattered pieces of documents both in Khmer and English about the education systems in Cambodia from the prehistoric period to the present, we have tried to collect all the related documents to review and then combined them into one piece. The combined piece from this review makes it a lot easier for all the researchers and readers who want to know about the education system in Cambodia from the past to the present since the piece has highlighted all the stages of the education process in Cambodia along with the review from the look into the history of Cambodia. This article also looks into the future of the education strategic plan (ESP) in Cambodia based on the policy of the Royal Government of the Kingdom of Cambodia and ESP put forth by the Ministry of Education, Youth and Sport (MoEYS).

Similar to other Southeast Asian countries in the world, Cambodia has established her higher education institutions to develop human capitals with high knowledge and professional ethics for serving the country in the longstanding contemporary history. Remarkably, colonization, political ideologies, and global economic development tendencies have directly influenced on Cambodian public higher education institutions within her various political regimes and social transformation. The purpose of this study is to examine the Cambodian higher education development in the seven different regimes of historical perspectives from the French colony to the present. This paper mainly uses predominantly descriptive approach with secondary sources such as academic papers, textbooks, government documents, non government organization documents, and development partner reports. Therefore, this research could be significant for researchers, academicians, and policymakers to deeper understand about Cambodian higher educational history in order to reform its system for the profits of education quality and student academic success.

Many authors in Western worlds believe higher education is key to poverty alleviation, simply meaning people with a degree have higher chance of getting a good job and being better off. However, it is an absolute misconception within Cambodian education context. Cambodian university graduates find it hard to obtain a job with their degrees. Given correlations between higher education and poverty alleviation, and deficiencies in Cambodia's higher education system, this paper aims to examine factors required to get improved within the system.

Any effort to improve our current situation and the well-being of our society is most effective when we acknowledge the existence of gaps: the divides between policies and implementations, the complaints of under-and over-resourced, the contrast between the haves and the have-nots, and other obvious and hidden gaps among generations, countries and societies. For this fourth issue of THink, contributors write about gaps they have observed -and the potential solutions to bridge these gaps.

Compass: Journal of Learning and Teaching, 2012

Cambodia has struggled to promote the access and quality of education in responding to the local needs and international mainstream of education goals. In general, there are number of positive progresses being made in term of enrollment rates and gender parity; however, there are still major issues for Cambodia to cope with such as the equal access, dropout, survival, lack of teacher resource, quality of learning, study materials and so on. The current issues need the country to invest more input in term of financial and human resource such as teacher resource and infrastructure in order to achieve the education goals. The education in Cambodia has its long way to go and this cannot be solved with one single dimension but the whole system and dynamic resource working dynamically to develop itself under time and available budget.