Cambodian Education System

WEST COAST BAPTIST COLLEGE
THE CAMBODIAN EDUCATIONAL SYSTEM
A PROJECT SUBMITTED TO
DR. JERRY GODDARD
IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE COURSE
MCE 552
EDUCATIONAL CAPSTONE
BY
JOSELLE JAE JUROLAN
LANCASTER, CALIFORNIA
APRIL 23, 2018

Acknowledgment
The researcher would like to acknowledge the support of the following people and
institution that made this research possible.
To my instructor Dr. Jerry Goddard who provided insights and expertise that greatly
assisted the researcher throughout the paper.
To my mentors in West Coast Baptist College who prayed and gave guidance to my
graduate studies,
To my supportive parents who gave me the inspiration to finish this paper for the future
ministry development in Cambodia.
To my uncle Mr. Michael Jurolan who supported me along the way with my journey as a
Masters student.
Lastly, to the Lord Jesus Christ who granted me the blessing of wisdom, and the right
knowledge to finish this paper successfully.
1
Contents
Acknowledgments
Introduction………………………………………………………………………………… 5
Purpose Of The Study
Significance Of The Study
Research Questions
Scope And Limitations Of The Study
Definition Of Terms
I. The Historical Context and the Politicization of Education………………………….9

A. Under the French Colonization………………………………………………10
B. Under the Reign of Prince Sihanouk…………………………………………12
C. Under the Khmer Republic…………………………………………………...13
D. Under the Khmer Rouge……………………………………………………...13
E. Under the Vietnamese Occupation…………………………………………...15
F. Under the Hun Sen regime……………………………………………………17
II. Present Education System…………………………………………………………….18
A. Early Childhood Education…………………………………………………...18
B. Primary Education……………………………………………………………21
C. General Secondary Education………………………………………………...21
III. Basic Education Curriculum………………………………………………………….23
IV. Challenges of the Education System…………………………………………………31
A. Poverty……………………………………………………………………….32
B. Corruption……………………………………………………………………33
C. Government Support…………………………………………………………34
D. Budget………………………………………………………………………..34
E. School Facilities and Materials and Infrastructures………………………….35
V. The Quality of Education…………………………………………………………….37
A. Quality of Teachers…………………………………………………………..38
1. Teacher Training
2. Teacher Placement
3. Teacher Performance
2
B. Quality of the Curriculum…………………………………………………..39
VI. The Supplementary Education (Rien Kuo)………………………………………...46
A. Address Curricula Shortcomings…………………………………………...47
B. Aid for Student Achievement………………………………………………49
C. High stake exams for Grades 6 and 9……………………………………...50
D. Addressing Low Teachers’ Salaries………………………………………..51
E. Teacher Regain Professional Authority…………………………………….53
F. Maintaining Hierarchy Power……………………………………………...53
Conclusion………………………….....................................................................................55
Bibliography………………………………………………………………………………..56
3
Illustrations
Tables
1 Three Main Reformation of the Education System in Cambodia…………………..18
2 Types of Preschool Programs in Cambodia………………………………………...19
3 Early Childhood Program…………………………………………………………...23
4 Average number of hours per week and average amount of weeks per year……….24
5 Two Main Parts of the Cambodian Education Curriculum………………………….25
6 Grades 1 – 3 Basic Education Curriculum…………………………………………..27
7 Grades 4 – 9 Basic Education Curriculum…………………………………………..27
8 Grades 10 – 12 Post Basic Education Curriculum…………………………………..28
9 Teachers’ Pay Percentage of increase………………………………………………34
10 Comparative analysis of curriculum goals and expectations……………………….42
Figures
1 Drivers of Supplementary Education………………………………………………47
Graphs
1 Score difference between high and low student attendance at private tutoring……49
4
Introduction
The Kingdom of Cambodia, also known as the land of the “Killing Fields,” is one of the
oldest countries in Southeast Asia that is famous for the tourist spot temple, Angkor Wat ruins,
that lies in the northwest part of the country. Yearly, millions of tourists visit this famous stone
temple in Cambodia that drives the country to aspire for development. Cambodia’s growth of
change and improvement as a country greatly influenced by its historical colonization and
politicization from the French colonial era, Prince Sihanouk regime (1953 - 1970), Lon Nol
regime (1970 - 1975), Pol Pot and the Khmer Rouge (1975 - 1979), Vietnamese occupation and
Hun Sen regime.
As Cambodia strives to establish its higher education institutions to develop human
capital with high knowledge and professional ethics to serve the country, 1 its education system
expressly declined after several injuries from the civil war. While many countries in Southeast
Asia have experienced rapid growth in their education, Cambodia lags behind from other nations
that led to serious social and educational crisis. Rural and remote areas in Cambodia lack
teachers for hierarchy of corruption that led to an education system that is sufficient in terms of
quality and relevance. 2
Several evangelical churches are sending missionaries to the country of Cambodia, and
over these past years, this nation is beginning to accept Christianity. Seeing the great need of
Christ for this country, churches planters are starting run schools with the vision to teach
education from a Christian perspective, to share the Gospel and reach out the students and
parents, to plant God’s word in the hearts of the students, and to train young laborers for the
1
Sam Rany and Zain Ahmad, et. al. “Cambodia’s Higher Education Development in Historical Perspectives (1863 -
2012).” International Journal of Learning and Development vol., no. 2 (April 2012): 224.
2
Ren, Sem, and Hem Kosal, “Education Reform in Cambodia: Progress and Challenges in Basic Education,”
Research Paper, Parliamentary Institute of Cambodia, 2016.
5
Lord’s work in the next generation. There is a great call for reformation in the educational
system of Cambodia. As Cambodians see education as the key to self-betterment, 3 the small and
growing Khmer minority see Christianity as the key to that revival that may begin through
providing a holistic education in the curriculum. Like any great countries, the Bible is the key
component to a better education system. As missionaries, church planters, church-run school
builders, and Christian organizations pursue to transform academic success in Cambodia, the
deep understanding about the education quality and history can be the beginning of educational
development and reformation.
Purpose of the Study
The main purpose of this paper is to produce a study about the Cambodian education
system. This is to serve as a guide for missionaries and pastors who are aiming to educate
children academically and spiritually for the community and the country.
Significance of the Study
This paper will be a significant endeavor in identifying the historical background and its
influence behind the present education system of Cambodia. The paper will give benefit to the
missionaries, pastors and Christian organizations that are pursuing to build Christians schools
through studying and understanding the roots behind the present Cambodian education and basic
curriculum. This paper aims to be a helpful boon and guide for future ministries in the country.
Research Questions
3
Philip Coggan, “Christianity in Cambodia.” New Mandala, January 21, 2016, Accessed April 4, 2018
http://www.newmandala.org/christianity-in-cambodia/
6
This paper will attempt to answer specific questions such as:
1. How is the present Cambodian education system influenced by the historical colonization
and politicization?
2. What are the reasons behind the challenges of the Cambodian education system?
Scope and Limitations of the Study
The researcher intends to trace the historical background from the French colonization to
Hun Sen regime that caused the declination of the Cambodian society as a whole that affected
the development of its education and will address the reasons behind the challenges of the
present education system.
Definition of Terms
Bonzes - Buddhist monks.
Etchay – bottles and cans that are found in the garbage.
Khmer - a member of an aboriginal people of Cambodia; the official language of
Cambodia.
Kru - teacher; great deal of respect
Monk - Buddhist religious leader
Riel - Cambodian currency
Rien Kuo - remedial classes; supplementary tutoring
Theravada Buddhism - present religion in Cambodia.
Tuktuk - auto rickshaw is a motorized development of the traditional pulled rickshaw or
cycle rickshaw.
7
Wat - Buddhist monasteries
8
The Historical Context and the Politicization of Education
The Kingdom of Cambodia, one of the oldest Indo Chinese mainlands that is located in
Southeast Asia. Phnom Penh city is the capital and the most populous city in Kampuchea that it
situated at the junction of the three rivers, the great Mekong River, the Tonle Sap (Great Lake),
and Bassac River. Kampuchea has a total area 181, 040 square kilometers and shares an 800-
kilometer border with Thailand on north and west, 541-kilometer border with Laos on the
northeast, 1, 228-kilometer border with Vietnam on east and southeast. 4 Based on the United
Nations (2018) estimate, Cambodia has a population of 16, 000, 000 and is equivalent to the
0.21% of the total world population. 5 Buddhism is the official religion that is being practiced in
Cambodia and 97% of the population is practicing the Theravada Buddhism.
The Khmer people were among the first in Southeast Asia to adopt religious and political
institutions from India and to establish centralized kingdoms encompassing large territories. The
golden age of Khmer civilization was the period when the kingdom of Kambuja, which gave
Kampuchea, or Cambodia, its name. Under Jayavarman VII, the founder of the Khmer Empire,
Kambuja reached great political power, but after his death, it experienced gradual declination
and territorial loss. 6 Formal education had never been the first priority of the people in
Cambodia, and traditionally, their education took place in the Buddhist monasteries and offered
only for the young boys by the monks and the bonzes. The Cambodian males received teachings
about life such as carpentry, artistry, construction, playing musical instruments. They were also
taught about family and society with basic literacy and numeracy skills, in return for living and
working in the temples along with the teachings of the foundation of religion and memorization
4
Russel Ross, Cambodia: A Country Study (California: The Division, 1990), 15.
5
Worldometer, Elaboration of data by United Nations, Department of Economic and Social Affairs, Population
Division. World Population Prospects, (2017).
6
Russel Ross, Cambodia: A Country Study. 4.
9
in Buddhist chants. This education was financed by the villagers and communities showing the
importance of education for Cambodians at this time. 7
Under the French Colonization (1863 - 1953)
The country of Cambodia had enjoyed a brief period of prosperity until it became a pawn
in power struggles among its powerful neighbor countries and it lost some of its richest
territories that almost swallowed the kingdom. This led King Norodom, the first modern king of
Cambodia, to sign an agreement with the government of France as the protectorate of the
country. The strategy saved the country from disappearing but led the king to step down and
allow the French government to rule and control the country. This was the beginning of the
French colonization where it tremendously affected the country including its education system.
The French introduced a formal education system that influenced by a Western
educational model that was inaugurated alongside the Cambodian traditional system. 8 In the first
place, the French were less interested economically in Cambodia than in Vietnam, and the
country was valued primarily as a buffer for Vietnam against English colonial interests in
Thailand. 9 Perhaps the French government saw Khmers as less submissive that led the colonizers
to not totally develop and change Cambodia. The French government started to allow
immigrants, especially Vietnamese settlers, whom they found to be "better workers and more
dynamic," 10 and more easily controlled 11 than Cambodians. It is possible to conclude from these
comments that the Vietnamese were favored over Cambodians by the French in terms of
7
Dan Cocks, “Education: A look into Cambodian History,” This Life Cambodia (September 2013): accessed April
11, 2018, http://www.thislifecambodia.org/archives/2087.
8
Jeffrey Hays, “Education in Cambodia,” Education and Schools in Cambodia (May 2014): accessed February 2,
2018. http://factsanddetails.com/southeast-asia/Cambodia/sub5_2d/entry-2916.html
9
Thomas Clayton, “Restriction or Resistance? French Colonial Educational Development in Cambodia,” Education
Policy Analysis Archives, vol 3, no. 19 (December 1995): 3. Accessed April 11, 2018
file:///C:/Users/Windows%208/Documents/Thesis/662-972-1-PB.pdf
10
Nayan Chanda, Brother Enemy: War After War (San Diego: Harcourt Brace Jovanovich, Publishers, 1986): 56.
11
Michael Haas, Genocide by proxy: Cambodian pawn on a superpower chessboard, (New York: Praeger, 1991)
10
education, and it is tempting to define this preference in terms of France's 19th-century efforts to
consolidate power in Cambodia. 12 Of central importance and value to the French was the ability
of the new men to speak French and act as bilingual intermediaries in French-Cambodian
interactions. Most French administrators in Cambodia could not speak Khmer, even after years
in the country, and as a result "it [was] as if a great deal of Cambodian life...was carried out
behind a screen, invisible and inaudible to the French."13 Most Cambodians, on the other hand,
kept their children away from Franco-Cambodian schools, perhaps to minimize contact with the
children of Vietnamese immigrants, whom they disliked and distrusted. 14 They also did not have
an interest with new and foreign education that they continued to send their children to study in
the wats and Buddhist temples, while French-Cambodians schools where dominated by the
children of the Vietnamese immigrants.
The government of France was not happy on how Khmers showed no interest in
education, especially when there were only a few Cambodian graduates. This led them to link the
traditional and modern education with primary, secondary, higher and specialized level that is
now applied in the system. The French did not use education to thus advance their purpose in
Cambodia, however, does not mean that their educational vision was disassociated from the
colonial enterprise. Throughout the colonial period, the system of Franco-Cambodian schools
provided a means of producing civil servants willing and able to assist the French in the business
of colonialism. As the French reached out into wat schools, linking them with Franco-
Cambodian schools and the preparation of colonial administrators, these indigenous forms of
12
Dan Cocks, “Education: A look into Cambodian History,” This Life Cambodia (September 2013): 3. Accessed
April 11, 2018, http://www.thislifecambodia.org/archives/2087.
13
David Chandler, A History of Cambodia, (Boulder, CO: Westview Press, 1993)
14
Milton Osborne, The French Presence in Cochinchina and Cambodia: Rule and Response, (Ithaca, NY: Cornell
University Press, 1969)
11
education were turned away from a Cambodian purpose and similarly redefined in terms of the
colonial enterprise. 15
Under the Reign of Prince Sihanouk (1953 - 1970)
In the year 1953, independence from the French government was granted in the reign of
Prince Sihanouk. When Sihanouk began to rule the kingdom, he neglected the French education
system and started to promote his great ideas of educational policies from basic education to
tertiary education covering Khmer culture, history, arts, and science curriculum. Sihanouk
viewed Cambodian citizens as his children and considered his reign as the most intense and
constant crusade for national development. 16 His government began a legacy in Cambodia that
brought a massive increase of development in the educational expansion program to the country.
Throughout Sihanouk’s success in his reign on using education as a means to modernize the
kingdom his budget allocation to meet the needs of the employees had failed, thus resulted in
unemployment and government corruption. Lon Nol, the commander-in-chief of the armed
forces and the trusted support of Sihanouk, denounced the prince’s governance failure that
eventually ousted Prince Sihanouk as the head of state.
Under the Khmer Republic (1970 - 1975)
Lon Nol became the new ruler of Cambodia with his abolishment of the monarchy of the
kingdom. He announced a new constitution that changed Cambodia into the Khmer Republic
under the support of the United States government. 17 During the Vietnam War, Lon Nol
remained to be neutral that he kept his good relationship with the American government. Lon
15
Thomas Clayton, “Restriction or Resistance? French Colonial Educational Development in Cambodia,”
Education Policy Analysis Archives, vol 3, no. 19 (December 1995): 14. Accessed April 11, 2018
file:///C:/Users/Windows%208/Documents/Thesis/662-972-1-PB.pdf
16
Christiane Williams, “Educating a Nation: Education as means to peace in Cambodia,” (paper presented at the
ISA West Conference, 2009).
17
Sam Rany, “Cambodia’s Higher Education Development in Historical Perspectives (1863 - 2012),” International
Journal of Learning and Development, vol. 2, no. 2 (April 2012): 229.
12
Nol continued Sihanouk’s education policy in which he considered education expansion as a
priority for the success of the country’s development. 18 To thwart the Lon Nol Regime, Sihanouk
joined the communist opposition fronted by the Khmer Rouge that led to a war against North
Vietnam and the Khmer Rouge. This caused a great damage to several institutions that some of
the schools and universities were destroyed or were forced to close down. The educational
system during the Khmer Republic faced problems of ideological disputes, the cold war,
shortage of qualified local lecturers, and reduction in the number of educational facilities,
substandard teaching, and research work, resulting in inferior educational quality. 19
Under the Khmer Rouge (1975 - 1979)
In the early 1970’s, while Cambodia was drawn into the Vietnam War under Lon Nol’s
reign, Sihanouk tried to remain the neutral Cambodian neutrality, but the communist Khmer
Rouge, supported by the North Vietnamese allies, had waged a very effective war against Lon
Nol’s government forces. 20 Lon Nol had the United States support and military aid, but when
America left South Vietnam, both Cambodia and Southern Vietnam fought the communist alone.
Having no aid and support from America, Lon Nol’s forces defeated that Cambodia was taken
over by the Khmer Rouge.
On April 17, 1975, complete darkness succumbed the country of Cambodia. Pol Pot, the
leader of the Khmer Rouge established the Democratic Kampuchea (DK) government led by the
Communist Party of Kampuchea (CPK). 21 Imitating the revolution and dictatorship rule of the
Republic of China, reordering Cambodian society began that resulted in a killing spree and the
18
David Ayres, “Tradition, Modernity, and the Development of Education in Cambodia,” Comparative Education
Review (2000): 4.
19
20
“Lon Nol ousts Prince Sihanouk,” History (2009), accessed April 12, 2018 https://www.history.com/this-day-in-
history/lon-nol-ousts-prince-sihanouk
21
Sam Rany, “Cambodia’s Higher Education Development in Historical Perspectives (1863 - 2012),” 230.
13
notorious “killing fields.” Great devastation had cause upon the country including the entire
infrastructure, economy, public and private properties, and the education system. 22
During the regime, schools and universities in the country were closed down for these
were viewed as useless for the development of the country. Teachers, doctors, lawyers, potential
leaders, and other intellectuals (including those who wore glasses and spoke foreign languages)
were systematically executed since they were considered as bad elements that brought injustice,
corruption, and exploitation into society and made the country fall into foreign colonization and
imperialism. 23 Educational facilities were completely destroyed, and approximately 75% of
higher education teachers and 96% of university students were executed. 24 This caused an
eradication of Cambodia’s educated population and hiding their identities was one way for them
to survive.
The young people during the regime were rigidly indoctrinated while literacy was
neglected, and an entire generation of Cambodian children grew up illiterate with no background
of any basic education. 25 The popular motto that was taught to the young children was “Study is
not important. What’s important is work and revolution.” The regime killed an estimated 1.7 to
2.2 million people through execution, starvation, forced labor, overwork, torture, malnutrition,
and poor medical treatment. 26 This was the worst tragedy that ever happened to the country. Pol
Pot’s vision to create a Cambodian “master race” through social engineering brought the most
22
Khamboly Dy, “Challenges of Teaching Genocide in Cambodian Secondary Schools, “Documentation Center of
Cambodia (January 2013): 1. Accessed March 22, 2018 http://www.ticambodia.org/library/wp-
content/files_mf/1436954165ChallengesofteachingGenocideinCambodiainsecondaryschool.pdf
23
Ibid
24
Chamnan Pit and David Ford, “Cambodian Higher Education: Mixed Visions In P. G. A. & T. Umakoshi (Ed.)”
Asian Universities: Historical Perspectives and Contemporary Challenges (Baltimore and London: The John
Hopkins University Press, 2004): 353.
25
Jeffrey Hays, “Education in Cambodia,” Education and Schools in Cambodia (May 2014): accessed February 2,
26
Khamboly Dy, “A History of Democratic Kampuchea,”Documentation Center of Cambodia (2007): accessed
April 12, 2018.
14
brutal regime that causes an unforgettable trauma and pain to the people in Cambodia. The
dictator’s extreme communist ideology brought Cambodia to year zero of the destruction of
education in the country. 27
Under the Vietnamese Occupation (1979 - 1991)
The Khmer Rouge always had the hatred towards South Vietnam, claiming that they own
their territory. They would never stop raiding the Vietnam border through burning the villages
and attacking the civilians in their territory. Southern Vietnam could no longer bear the murder
in their territory, nor remain blind with the genocide going on in Phnom Penh. In the year 1979,
South Vietnam troops invaded the Cambodian capital of Phnom Penh and ousted Pol Pot with
his Khmer Rouge.
Vietnam had always been Cambodia’s enemy since the French colonization, thus their
help still instilled to the Cambodians some trust issues. However, the Vietnamese showed to the
Cambodians their sincere back up through restoring the educational system by calling the Khmer
Rouge survivors to be teachers and trainers in schools and institutions of higher learning. 28 At a
very short period of time, there was an education rebirth in Cambodia where training in the field
of medicine, teaching, economics, agriculture, infrastructure, forestry, engineering, mining, and
hydrology were given to them. Students were sent to other countries with financial and
scholarship support to learn and come back to Cambodia to help the revival of the country. It was
a unique historical experience of restructuring and renewal for Cambodia that all levels of
schooling (from kindergarten to higher education) were reopened. There was an equal of rights
to access education for both girls and boys wherein it was the first time in Cambodian history.
The policy of the new enhanced education was:
27
28
Ibid, 231.
15
1979 - 1981 was a period of restructuring and rehabilitating of both infrastructure and
human resources. By restructuring and rehabilitation, I refer to collecting school-aged
children and putting them into schools despite in the poor condition. Classes were even
conducted in makeshift, open-air classrooms or under trees. We appealed to all those
surviving teachers and literate people to teach the illiterates. We used various slogans
such as ‘going to teach and going to school is nation-loving’ and so on. There were no
official licenses or any requirements for taking on the teaching job. We just tried to open
schools and literacy classes, regardless of their quality. 29
Although several of the students were orphans and the survivors were still recovering from the
fear and pain of the genocide, the people in Cambodia still have the pride to look forward to a
golden age when their nation will again be prosperous. 30
Under the Hun Sen Regime (1998 - present)
The transition period for the change of Cambodia was never easy. Although there was a
new beginning of the education development in the country, the civil war was still going on
between conflicting parties. October 23, 1991, was initiated by the United Nations to end the
civil war with the establishment of the United Nations Transitional Authority in Cambodia
(UNTAC) for the assurance of peace to the country. 31 The new government also was declared for
the country, and Hun Sen reigned as the prime minister of the Kingdom of Cambodia. Hun Sen’s
governance gave attention to the education system that caused a towards the dramatic increase in
terms of the number of enrollments in all school levels including a doctorate and master students.
It is evident that the present government is picking up themselves from the ground through
pursuing quality education improvement unto all levels. This may have been addressed,
however, the priority of education to the families in the countryside has been an issue to the
country. Government fund towards salaries, school books and supplies, and other related factors
29
Sideth Dy, “Strategies and Policies for Basic Education in Cambodia: Historical Perspectives.” International
Education Journal vol. 5, no. 1 (2004) 96.
30
Ibid, 96.
31
16
are just some of the critical areas that need to be addressed in order to achieve the education
system that is effective for the success of the country’s development.
17
Present Education System
The historical events and the politicization of the past in the country of Cambodia
impacted its growth as a nation. The education system of the country suffered a chronic crisis
when Khmer Rouge happened. From the year 1979, education reconstruction from almost
nothing has been gradually developed until now. The Ministry of Education has determined the
improvement of the education quality through the three main reformations of the education
system and it has been conducted as the following:
Table 1: Three Main Reformation of the Education System in Cambodia

1979 - 1986 The education system was introduced:
Primary Education (Grades 1 - 4)
Lower Secondary Education (Grades 5 -7)
Higher Secondary Education (Grades 8 - 10)
1986 - 1996 The education system was revised:

Lower Secondary Education (Grades 6 - 8)
1996 - Present The Ministry of Education implemented the K - 12

curriculum school system:
Early Childhood Education
Lower Secondary Education (Grades 7 - 9)
Basic education covers the primary and lower secondary

education and intended to meet basic learning needs and
instill lifelong learning skills that would serve as the
foundation for continuous learning.
Source: Va Vuthy, “The Development of Education in Cambodia From 1979 - 2008,”
Cambodian Education Development (July 2009): 1, accessed March 24, 2018,
http://www.d.dccam.org/Projects/Genocide
Early Childhood Education
Before the new formation of the education system, little attention has so far been paid to
the below 5-year-old age group in Cambodia. Recently, Cambodia has subscribed to the goals of
18
the 2000 Education for All (EFA). One of the goals is expanding and improving comprehensive
early childhood care and education, especially for the most vulnerable and disadvantaged
children. In the developing world, Early Childhood Care and Education (ECCE) adopts a holistic
approach to the child, supporting children’s survival, growth, development, and learning. This
includes health, nutrition, and hygiene as well as cognitive, social, physical and emotional
development – from birth to entry into primary school. 32 It is very evident that early childhood is
the period that remarkable brain development with a high potential for learning. This is also one
way of preparing the child to have the foundation for their success in pursuing primary,
secondary and higher education. The Early Childhood program of Cambodia involves a variety
of locations and arrangements with types of preschool program:
Table 2: Types of Preschool Programs in Cambodia

State Preschools Community Home-Based
Preschools Preschools
Year Before 2000 2004 2004

established
Age range 3 - 6 years 3 - 5 years Birth to 6 years
Estimated 75, 669 22, 265 7, 181

number of
children
Hours per day/ 3 hours per day/ 5 2 hours per day/ 5 Mother groups and
week days a week days a week the children typically
Weeks per day 38 weeks/year 24 - 36 weeks/ year meet once a week but
this varies across
projects
24 weeks/ year
Establishment The responsibility of The responsibility of The responsibility of

the Ministry of Commune Councils Commune Councils
Education
32
Nimala Rao and Veronica Pearson, “Early Childhood Care and Education in Cambodia,” International Journal of
Child Care and Education Policy, vol 3, no. 1 (2009): 13.
19
Curriculum Mothers led by a
“core” mother
Staffing A teacher who has Initial training for 10 Refresher training for
undergone days 6 days a year
professional training Annual refresher
training for up to 6
days a year
Staff Training A 2-year full-time Initial training for 10 Refresher training for
teacher training days 6 days a year
course after Grade Annual refresher
12 training for up to 6
days a year
Salary/ Ministry of Teacher incentive of Not Applicable

Incentives Education USD 7.5 per month
Monthly salary of
USD 20
Source: “Early Childhood Care and Education in Cambodia,” International Journal of
Child Care and Education Policy: 16.
The expansion of community preschools, preschool within a primary school, private preschool
and home-based care programs has supported this progress, but coverage remains limited due to scare
physical and financial resources and limited capacity. Currently there is no quality assurance framework
and only public preschool teachers teaching 5-year-olds have received in-service training in teaching to
the current curriculum; there has been limited training provided to community preschool teachers and
‘core mothers’ for the Home Based Care program; learning and teaching materials are limited and
33
developing community preschool facilities has not been a priority.
Primary Education
Primary education in Cambodia is divided into two cycles of three years each. Children
in Cambodia tend to start attending school at the age of 6 or 7. The primary education takes
around 6 years, however, many children tend to repeat grades. Attendance in rural areas is lower
33
“Early Childhood Education,” Ministry of Education, Youth and Sport, accessed April 17, 2018
http://www.moeys.gov.kh/en/early-childhood-education.html#.WtZ0bMd9670
20
due to the fact that the children have to work in order to help their family. 34 This has been the
struggles of developing the education of Cambodia, thus the Ministry of Education provided
objectives for the development of the education system: 1) to ensure that all school-age children
go to primary school; 2) provided with quality primary education; and 3) ensured their retention
until they finish primary education and continue to the next educational level. 35
General Secondary Education
Presently, the secondary education in Cambodia is divided into two: (1) lower secondary
and (2) upper secondary. It consists of three years each for the lower and upper secondary
education. This division of two cycles in their secondary education is that one of four years
taught at a college, followed by one of three years taught at a lycee. Upon completion of the first
cycle, students could take a state examination such as an eligibility to pursue teacher certificates
at provincial teacher training colleges (for primary school teachers) or regional teacher training
centers (for lower secondary school teachers). Successful candidates receive a secondary
36
diploma. Also, upon completion of the first two years of the second cycle, students could take
a state examination for the first baccalaureate, and, following their final year, they could take a
similar examination for the second baccalaureate. 37
Cambodia’s secondary education system was formulated having the French education as
their basis. Recently, several policy level actions have been taken for the secondary education
development and this has resulted in improvement of the education quality. Although dropout
34
“An Overview of the Education System,” Cambodia Guide. Accessed April 17, 2018
https://www.justlanded.com/english/Cambodia/Cambodia-Guide/ Education/An-overview-of-the-education-system
BIB
35
“Primary Education Department,” The Ministry of Education, Youth and Sports. Accessed April 17, 2018
http://www.moeys.gov.kh/en/ped/primary-education-department.html#.WtZ5_Md9670
36
Sokhan, Khutm, “The Education System in Cambodia,” Bookbridge Foundation, n.d. Accessed February, 2,
2018. http://bookbridge.org/en/the-education-system-in-cambodia/
37
Jeffrey Hays, “Education in Cambodia.” Education and Schools in Cambodia, May, 2014. Accessed February 2,
21
rate has not been changed, the repetition rate has declined and more scholarships have been
provided annually that encourages the students to excel academically. Secondary students are
having great achievements in math and sciences that some of them joined competitions in
SEAMEO Olympiad and International Olympiad with medal awards. The road to improvement
of the secondary education is in the process, yet there are still a lot of areas to be addressed.
22
Basic Education Curriculum
In its 2003 National Plan, the Cambodian government articulated the following goals of
the Early Childhood curriculum for the country: (1) to enhance survival, growth and
development status of all Cambodian children, (2) to enhance all Cambodian children from birth
to school entry to benefit from improved care so that they may achieve optimal physical and
psychosocial development both at home and through participation in integrated and inclusive
community-based health, hygiene, nutrition, development and early education programs of good
quality, and (3) to enhance readiness of all Cambodian children to begin school at the age of 6. 38
The Early Childhood curriculum of Cambodia consists three types of Preschool
Programs: State Preschools, Community Preschools, and Home-Based Program. Both State and
Community Preschool have a curriculum that is aligned with the Ministry of Education, Youth
and Sports, while the Home-Based Program is not well-conceptualized along with the support of
the UNICEF foundation. Having both State and Community Preschool aligned with the Ministry
of Education, Youth and Sports, a developed and implemented successful programs such as
school readiness, elements of preprimary teaching, structured play and social development,
initial hygiene and nutrition awareness and broader childminding and childcare. The goals as
stated in the curriculum are to develop life skills, emotional values, social, moral and esthetic
values linked to the age of the child. 39 Below is the curriculum for the Early Childhood program:
Table 3: Early Childhood Program

LEARNING AREAS
● Pre-numeracy
● Pre-reading and Pre-writing
38
Royal Government of Cambodia, “Education for all: National Plan, 2003 - 2014,” (Cambodia, 2003).
39
UNESCO International Bureau of Education (IBE), “Cambodia Early Childhood Care and Education (ECCE)
programmes,” (Country profile prepared for the Education for All Global Monitoring Report 2007 Strong
Foundations: Early Childhood Care and Education): 6.
23
● Personal Care and Routines
● Fine and Gross Motor Activities
● Creative Activities
● Social Development Activities
Sources: UNESCO International Bureau of Education (IBE), “Cambodia Early
Childhood Care and Education (ECCE) programmes,” (Country profile prepare for the
Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood
Care and Education).
Table 4: Average number of hours per week and the average amount of weeks per year
PROGRAM AVERAGE HOURS PER AVERAGE WEEKS PER
WEEK YEAR
State Preschool 5 days per week (15 hours) 38 weeks
Community Preschool 5 days per week (10 hours) 24 - 36 weeks
Home-based One hour per week through 24 weeks

Preschool literacy programs
Sources: UNESCO International Bureau of Education (IBE), “Cambodia Early
Childhood Care and Education (ECCE) programmes,” (Country profile prepare for the
Education for All Global Monitoring Report 2007 Strong Foundations: Early Childhood
Care and Education).
It is widely accepted that preschool experiences, by preparing the child academically and
socially for school, lower repetition and dropout rates. The benefit is felt most by children in the
poorest communities. Yet in Cambodia, children with the greatest need of the chance to learn in
groups, mix with others, acquire pre-academic and language skills before they begin primary
school is the ones that have the least access. 40 Although the improvement of the preschool
program in Cambodia has been developed, funding, supplies, and support from the government
have been given less attention which results the involvement and participation of the community.
Through proper programs and assistance and implementation, the aim of the education
development of Cambodia will be achieved.
40
Nimala Rao and Veronica Pearson, “Early Childhood Care and Education in Cambodia,” International Journal of
Child Care and Education Policy, vol 3, no. 1 (2009): 23.
24
Currently, the educational system is run by the Cambodian state, however, the general
education is based on a national school curriculum that consists of two main parts:
Table 5: Two Main Parts of the Cambodian Education Curriculum

Basic Education Upper Secondary Education
First Phase Grades 1 - 3 Grade 10
Main Subjects: Main Subjects:

● Khmer ● Khmer
● Math ● Mathematics
● Science and Social ● Science
Studies with Arts ● Social Studies
● Physical and Health ● Foreign Language
Education ● Physical and Health
● Life Skills Program Education
● Life Skills Program
Second Phase Grades 4 - 6 Grades 11 - 12
Main Subjects: Two Main Components:

● Khmer 1. Compulsory
● Math ● Khmer Literature
● Science ● Physical and Health
● Social Studies with Arts Education
integration ● Foreign Language: French
● Physical and Health or English
Education ● Mathematics: Basic or
● Life Skills Program Advanced
2. Electives
● Science: Physics,
Chemistry, Biology, Earth
and Environmental Studies
● Social Studies: Moral/
Civics, History, Geography,
Economics
● Vocational: ICT/
Technology, Accounting
Business Management,
Vocational and Technical,
Tourism, Arts or Education
Third Phase Grades 7 - 9 Not Applicable
25
Main Subjects:
● Khmer
● Mathematics
● Science
● Social Studies
● Foreign Language
● Physical and Health
Education
● Life Skills Program
Source: Sokhan, Khutm, “The Education System in Cambodia,” Bookbridge Foundation,
n.d. Accessed February 2, 2018. http://bookbridge.org/en/the-education-system-in-
cambodia/
The Basic Education Curriculum in Cambodia is based on the framework that is provided
by the Educational for All National Plan (2003 - 2015). Its purpose is to provide the achievement
of the goals in education in order for students to further their studies with grounded basic skills
foundation and with the assurance that every student has acquired: (1) knowledge of Khmer
language and mathematics, (2) knowledge of the national identity and patriotism; (3) deep
understanding of morality and civic responsibilities; (4) life skills that enables participation in
the local community and the Cambodian society; (5) basic understanding of the natural world
and of scientific principles, and (6) communicative competence in foreign language. 41
The national basic curriculum standard for the primary education has a purpose to ensure
that every child has a strong foundation in literacy and mathematics along with health and
physical development, grounded with spiritual and values formation, and lifelong academic and
life skills.
Below is the standard national curriculum comprises the core subjects with the indicated
amount of time allocated (noted that 40 minutes is indicated per period):
41
Va Vuthy, “The Development of Education in Cambodia from 1979 - 2008,” Cambodian Education Development
(July, 2009): 4, accessed March 24, 2018
http://www.d.dccam.org/Projects/Genocide/pdf/Education_Development_2009_DC-Cam-Va%20Vuthy.pdf
26
Table 6: Grades 1 - 3 Basic Education Curriculum
SUBJECTS Session (per week)
Khmer 13
Mathematics 7
Science and Social Studies (Art Education integration) 3
Physical and Health Education -
Local Life Skills Program (LLSP) 2-5
GRAND TOTAL: 27 - 30
Sources: Va Vuthy, “The Development of Education in Cambodia From 1979 - 2008,”
The basic education primary school (Grades 4 - 9) curriculum has a purpose to expand
and consolidate the knowledge and understanding of Khmer language, academic and life skills
with moral and personal development that would enable the students to pursue lifelong learning.
From the acquired basic foundation (Kindergarten - Grades 3), Grades 4 - 9 consists the main
subjects with the indicated amount of time allocated with a notation that Grade 4 - 6 (40 minutes)
and Grades 7 - 9 (50 minutes) have indicated per period:
Table 7: Grades 4 - 9 Basic Education Curriculum

SUBJECTS Session (per hour)
Grade 4 Grades 5 - 6 Grades 7 - 9
Khmer 8 10 6
Mathematics 6 6 6
Science 4 3 6
Social Studies 5 4 6
* art education integrated * art education integrated
Physical and Health Education 2 2 2
27
Foreign Language - 2 - 5* 4
Local and Life Skills Program 2-5 2 - 5* 2-5

* art education integrated
TOTAL: 27 - 30 27 - 30 32 - 35
*foreign language is introduced according to the availability resources of the school and is offered
during the LLSP period.
Those students who have successfully completed the basic education curriculum (K - 9)
are eligible to take the national examination and be awarded of the diploma of basic education.
The basic education curriculum (K - 9) is prerequisite to the post-basic education curriculum
(Grades 10 - 12). The post basic education curriculum aims to provide great opportunities for
students to be eligible to further their education and acquire a good foundation for their
specialization in their studies through the given elective subjects. As the student is taking the
post-basic education, he is to be ensured that he acquires the advanced knowledge and skills with
high competence in the area of academic and foreign language. Below is the standard national
curriculum for post-basic education which comprises the core subjects:
Table 8: Grades 10 - 12 Post Basic Education Curriculum

Grade 10 Grades 11 - 12
SUBJECTS Session (per COMPULSORY Session (per

week) SUBJECTS week)
Khmer 6 Khmer Literature 6
Mathematics 6 Physical, Health and Sports 2

Education
Sciences 6 Foreign Language: French or 4

English
28
Social Studies 6 Mathematics: Basic or 4-8
Advanced
Foreign Language 4 ELECTIVE SUBJECTS
Physical and Health 2 Sciences: Physics, Chemistry, 4

Education and Sports Biology, or Earth and
Environmental Studies
Local Life Skill 2-5 Social Studies: Moral/Civics, 4

Program (Art History, Geography, or
Education integration) Economics
Elective Vocational Education 4

Program: ICT/ Technology,
Accounting/Business
Management, Local
Vocational Technical Studies,
Tourism, or Education
TOTAL: 32 - 35 32
The government and the people in Cambodia have demonstrated enthusiasm for
education. The provided subjects covered is little different from that of prewar years. There is
perhaps more time devoted to Khmer language and literature than before the war. 42 As
Cambodia is still struggling to throw away the shackles of the pain in the history, with a hope of
a chance for improvement, Cambodia and its government strive for a quality education.
42
Russel Ross, Cambodia: A Country Study (California: The Division, 1990): 128.
29
Challenges of the Education System
There is no shortage of challenges in school education, and despite reform efforts, regular
government reviews and ongoing calls for change, progress in addressing our most significant
challenges is often slow and solutions continue to elude us. 43 The stubborn educational
challenges is still a matter of great concern to every country. Each country, to varying degrees,
continues to struggle with issues of poverty, corruption, quality of education, dropout rates and
so much more.
Thirty years ago, Cambodia emerged from a brutal regime, Khmer Rouge, that resulted in
complete destruction of schools. 44 The Khmer Rouge was the most painful event that caused so
much destruction to the education system of the country that they have to rebuild it from scratch.
Although several countries are funding and supporting the country to reconstruct their education,
Kol Phen, the minister of the Ministry of Education, Youth and Sports in Cambodia referred the
education reformation of the nation as “still in the long journey.”45
Another thing that is keeping the country to develop its education system is the Khmer’s
mentality of preserving the culture in their education. Today’s world is vastly different from that
of 50 years ago and the pace of change is accelerating, with increasing globalization; advances in
technology, communications, and social networking. 46 As much as the Khmer traditional way of
learning should be preserved, the country needs to keep up with the life of the 21st century with
a school curriculum to equip students for the significantly changed and changing the world. The
43
Goeff Masters, “Big five challenges in school education,” Australian Council for Education Research (August,
2015). Accessed April 19, 2018 https://www.teachermagazine.com.au/columnists/geoff-masters/big-five-challenges-
in-school-education.
44
UNICEF Cambodia, “Education,” UNICEF Cambodia. Accessed April 19, 2018
https://www.unicef.org/cambodia/3.Education.pdf
45
Jo Ann Burkhardt, “Rebuilding the Education System in Cambodia One Teacher Training at a Time,” McMaster
School for Advancing Humanity (2009): 85, accessed March 22, 2018
http://www.defiance.edu/mcmaster/documents/journal-2009-14-rebuilding-edu-system.pdf
46
Goeff Masters, Big five challenges in school education,” Australian Council for Education Research.
30
government of Cambodia holds firmly to the belief that the economic future of the country
depends on the quality of education offered, but the Kingdom of Cambodia still faces challenges
in meeting this goal. 47 A better educational system is fundamental to the future of Cambodia yet
several issues are the hindrance to its development.
A child’s right to basic education is a universal human right. However, parental
perception of the value of education can be conditioned by economic status and by their own
educational attainment. 48 Students with economically advantaged and well-educated parents tend
to be able to support their kids to have a good education. Whereas students with economically
disadvantaged parents may be expected to work and help the family to have income for daily
survival. Poverty pushes many students out of school as many parents, especially in rural areas,
cannot afford the direct and indirect costs related to education and families often require children
to help at home with chores and field work. 49 Some of the Cambodians brainwashed by the
mentality from their forefathers to neglect education and work for a living. Because of poverty,
children are engaged with the labor force, prostitution or etchay (selling empty beer and soda
cans and other garbage from the streets).
The migration of indigenous families in rural and remote regions keeps children from
getting a good education. The country of Cambodia has an estimated 20 ethnic groups, the
majority of whom live along the country’s isolated, mountainous rim in the northeast. Most
indigenous families make a living as subsistence farmers. Because many of them practice slash
and burn agriculture, they regularly migrate in search of arable land as part of a rotating farming
47
Jo Ann Burkhardt, “Rebuilding the Education System in Cambodia One Teacher Training at a Time,” McMaster
School for Advancing Humanity (2009): 85, accessed March 22, 2018
http://www.defiance.edu/mcmaster/documents/journal-2009-14-rebuilding-edu-system.pdf
48
Sylvia de Guzman, “Cambodia Summary Report: The Impact of Informal School Fees,” A research study
presented to Asian South Pacific Bureau of Adult Education (2007): 1.
49
31
method, living a transient existence that impedes their children’s ability to access stable and
formal learning environments. 50 These indigenous children lack access to consistent and quality
of education.
Corruption may be defined as the abuse of public position for personal gain or for the
benefit of an individual or group to whom one owes allegiance. Corruption occurs when a public
official accepts, solicits, or extorts a payment, or when private agents offer a payment to
circumvent the law for competitive or personal interest. 51 Corruption is evident in every country
all over the world, and Cambodia is not an exception to this issue. Corruption is a very serious
issue in Cambodia. As a third world country, Cambodia, where public resources are so exiguous
that the private appropriation of scarce public funds by corrupt government officials can cost
lives. 52
Corruption can greatly affect the country that would interfere the development if not one
official would stand against it. This corruption can make the society suffer as it slows the overall
development of the nation. Corruption can hurt the quality of education. Corruption within
education systems changes the way in which education affects people. 53 In Cambodia, the
problem of corruption greatly affects the education system, such as low-quality education,
unqualified teachers, mismanagement of public funds, excessive bureaucratic burdens and so
forth. 54
50
Ibid.
51
Vathanak Sina Neang, “Corruption: The Case in Cambodia,” Legal Affairs Department, Ministry of Justice (n.d.):
80. Accessed April 20, 2018 http://www.unafei.or.jp/english/pdf/PDF_ThirdGGSeminar/Third_ GGSeminar_ P80-
86.pdf.
52
Kent Weidemann, “The Problem of Corruption in Cambodia,” (conference conducted in Center for Social
Development and the Asian Development Bank).
53
Michelle Kaffenberger, “The Effect of Educational Attainment on Corruption Participation on Sub-Saharan
Africa,” (a Master’s dissertation presented to Graduate School of Vanderbilt University).
54
Joshua Wilwohl, “We Need to Discuss How Corruption Negatively Affects Students,” The Cambodia Daily
(May, 2014).
32
In connection with the corruption of the country of Cambodia, the support of the
government to the education is slowly being neglected. Education used to the top priority of the
country, yet the government’s budget is virtually limited. The most critical area is the salaries of
the teachers and educational administrators. Below is the basic salary increase for the teachers:
Table 9: Teachers’ pay percentage of increase

Year 2010 2011 2012 2013 2014 2015
Primary 20% $50 $60 $72 $86.40 $103.68 $124.46

(basic salary)
Primary 38% $50 $69 $95.22 $131.40 $181.33 $250.23

(with qualification
and experience)
Lower Secondary $75 $90 $108 $129.60 $155.52 $186.62

20%
(basic salary)
Lower Secondary $75 $96 $122.88 $157.28 $201.31 $257.67

28%
(with qualification
and experience)
Sources: CITA. Teachers’ Salary and Terms and Condition Position Paper, (Phnom
Penh, Cambodia: 2012). BIB
Presently, with the gradual increase of the teachers’ pay, almost all the education
personnel in Cambodia has two or more other part-time jobs - taxi or tuktuk drivers, farmers,
workers, and sellers - just to survive. During the season of harvest, teachers can suspend classes
for their great need to sow their crops and till their land. This would lead them to set aside doing
research, updating their curriculum and their strategies in teaching. This issue of is one of the
reasons why the education quality is going down. The fact that the Ministry of Education, Youth
and Sport has a huge amount of budget in this area, but in the salary budget line makes it
33
questionable. 55 This concludes that even the government has the financial budget, for some
vague reasons, the teacher’s salary is not a priority.
As the standard of living for the teachers in Cambodia is a major problem for the country,
poor school facilities and materials and infrastructures are also issues that need attention. There
are several schools in the provinces lack classrooms with poor school buildings having no
enough space for tables and desks. The Cambodian Education sector is so much focused on the
main cities of the country leaving the rural areas neglected with the development. Some of the
school building construction are left unfinished. Libraries are not furnished with only a small
amount of books. Science laboratories are used as classrooms without enough materials and
supplies to support their lessons. Computer laboratories have obsolete computers with no internet
access to do further research. Sanitation facilities are not in accordance with the standards with
badly conditioned restrooms that affect the hygiene of the students. Lack of water and sanitation
heightens these obstacles to education. 56 Roads of the area in the provinces have poor conditions
that it becomes worse during wet seasons. Roads and classrooms are often flooded that prevents
the students and the teachers to attend or conduct classes.
Another area of challenge in the education quality of Cambodia is the insufficient
materials in the provinces. In some schools, three to five students have to share one copy of each
textbook. 57 One school recently requested for toilets that it took three years until it was fulfilled,
and even then, the money came from private donors. 58 On the other hand, there used to be free
breakfast for young children as part of the Cambodian school program. As poverty is one of the
55
Wilson, Kenneth, “Cambodia’s Educational System Is a System Utterly in Need.” The Cambodia Daily, July 2,
2013. Accessed February 2, 2018. https://www.cambodiadaily.com/opinion/cambodias-educational-system-is-a-
system-utterly-in-need-32937/
56
57
Ren, Sem, and Hem Kosal, “Education Reform in Cambodia: Progress and Challenges in Basic Education,”
Research Paper, Parliamentary Institute of Cambodia, 2016.
58
Ibid, 13.
34
problems of the country, malnutrition rates affect the physical and mental development of the
country. The World Food Program was responsible for the free breakfast programs, but the
organization was forced to cut the support due to financial constraints. Moreover, it is evident
that the government has a budget for the improvement of the education system and it is
increasing annually, however, as this increases the demand in the education sector also increases.
This can be given attention if an expert in administration and management in the field of
accounting and finance is addressed. By addressing the financial procedures, budget, and
transparency, this can help to decrease the issue of budget allocation to every school. Looking at
these challenges in the education system, schools themselves also present barriers to learning.
35
The Quality of Education
The limited quality of education derives from the long period of disorientation that
festered within the education system as inherited from the Khmer Rouge legacy and the ongoing
political conflict which ended only after the year 1998. 59 As support and help from various
countries are given, unfortunately, Cambodia is still one of the world’s least developed country
in the area of the quality of education. Prevailing problems of low enrolment, high dropout and
high repetition rates of students in public schools. 60 Poor quality education has taken a toll on
pupils’ learning achievements. Less than 50 percent of pupils in Grades 3, 6, and 9 passed the
standardized test on mathematics in school-years 2008 - 2009, 2009 - 2010 and 2013 - 2014. 61
As a result, high dropout rates and students often repeat their grades due to no mastery of the
prerequisite skills needed for the next level in the curriculum.
Improving the quality of education, needless to say, depends to a wide extent upon the
quality of teachers. However, after the shocking event, Khmer Rouge regime, that caused
devastation of Cambodia, about 80% of the educators in the country disappeared, too. Only those
survivors who barely knew how to read and write were the capable ones to teach in schools.
Until today, teachers in the schools of the country have no pedagogical training experiences.
With regard to the qualifications of the teaching staff in Cambodia, it has been reported that
teachers are not highly qualified because around 5% of the Khmer teaching staff possesses only
59
Khambolly Dy, “Challenges of Teaching Genocide in Cambodian Secondary Schools,” Documentation Center of
Cambodia (January 2013): 9. Accessed March 22, 2018 http://www.ticambodia.org/library/wp-
content/files_mf/1436954165ChallengesofteachingGenocideinCambodiainsecondaryschool.pdf
60
Charlene Tan, “Education Reforms in Cambodia: Issues and Concerns,” Educational Research for Policy and
Practice (June 2007): 9. Accessed April 21, 2018 file:///C:/Users/Windows%208/Downloads/ERPP-proof_Tan.pdf.
61
UNICEF, “Inclusive Education Quality,” UNICEF Country Program (2018). Accessed April 20, 2018
https://www.unicef.org/cambodia/Country_Kit_Education_Final_A4.pdf
36
primary education, 60% possesses lower secondary education, 29% of them possess upper
secondary qualifications and 6% only possess tertiary education. 62
While there are children in Cambodia having no access to education, most schools in the
country face difficulty in ensuring a sufficient number of capable teacher to provide instructions.
Competent teachers help thrive schools and contribute to children’s learning so they will get
confident with their full potential to take part in any area to develop the country. 63
Moreover, ensuring the quality of education through providing professional, well-trained,
and qualified teachers cannot be assured that having competent teachers would be effective to the
development of the learning of a student. A teacher must not only be knowledgeable, yet should
be holistically developed. The role of the teachers in the classroom concerns more than just
standing in front of the students because behind the success of quality education that is being
presented, a teacher must be mentally, physically, emotionally and spiritually formed.
The country of Cambodia consists of people having Theravada Buddhism as the religion
of the majority. Less than 2% happened to know Jesus Christ. Although the country is beginning
to accept Christianity, the gradual improvement of the country is mainly because of the people
having “knowledge without character.” Based on the tragic events that happened in the country,
there is still pain and bitterness that remain in the hearts of the Cambodians. As this generation is
promoting sin, the children are also becoming worse because the world is planting evil thoughts
in their hearts and minds. When children are taught academically, this can be nothing if the
results would create citizens with no character. Christ-centered education is the only answer for
the generations to come. It is the TRUTH that transforms. This truth can only be found in the
62
Vuthy, Va. “The Development of Education in Cambodia From 1979 - 2008.” Cambodian Education
Development (July, 2009). Accessed March 24, 2018
63
Phin, Chankea, “Challenges of Cambodian Teachers in Contributing to Human and Social Development: Are
They Well-Trained?” International Journal of Social Science and Humanity, vol. 4, no. 5 (September 1014): 345.
37
Word of God. “Then said Jesus to those Jews which believed on Him, if ye continue in my word,
then are ye my disciples indeed, And ye shall know the truth, and the truth shall set you free.”
(John 8:32) A much as teachers are expected to put more emphasis on motivating students to best
in the academe, teachers should never forget to integrate spiritual formation into the lives of
these children. The teacher must also start to shape their minds through quality education, equip
their hearts to grow in Christ through academic Biblical truth, and influence their lives to serve
God and seek the life of service.
Lack of teachers in the country was said to be one of the main issues across the country.
The new teachers in Cambodia are being sent directly to the classrooms, and the deployment
process is done by the personnel department through the provincial office of education. Due to
family-ties and salary condition, new teachers would always choose to be placed in nearby
locations. This creates more problems because urban schools receive more teachers compared to
the rural schools. 64
Presently, Cambodia has few training centers where it caters a short teacher training
system for the teachers. However, due to lack of teachers across the country, some of them do
not complete their training or never had a training, and would be sent off to teach. Doubtfully,
teachers are seemingly incompetent to provide effective and attractive instructions to children.
They might be carrying out the traditional teaching methodologies: teacher-centered method and
‘learning by heart’ method or utilize complicated teaching methods. 65 Teachers are expected to
reject “old” teaching practices (generally associated with teacher-centered approaches prevalent
in the socialist past) and instead embrace “new” Western teaching methodologies and classroom
64
Vuthy, Va. “The Development of Education in Cambodia From 1979 - 2008.” Cambodian Education
Development (July, 2009). Accessed March 24, 2018
65
Chankea Phin, “Challenges of Cambodian Teachers in Contributing to Human and Social Development: Are
They Well-Trained?” International Journal of Social Science and Humanity, vol. 4, no. 5 (September 1014): 344.
38
management techniques that focused on child-centered learning. 66 Even though good progress
has been made, rote learning, in which children are taught to merely repeat after their teachers
without understanding context, still continues to be practiced. 67 There is a call for a relevant
training system in teaching of this country so that the teachers may know: (1) the rights of the
child, (2) standard of teaching methodology, (3) standard of planning, assessing and reporting,
(3) classroom management, (4) creating a conducive learning environment, (5) ICT integration,
and (6) spiritual formation. Furthermore, throughout the important standard domains of teaching
that a teacher must know, the education methodology can never be perfected until one has sat at
the feet of Jesus. There is no other great example of a good teacher than Jesus Christ alone. This
is the area where almost every teacher in Cambodia, even across the world, are ignorant of.
Christ’s life depicts how a teacher should be: by becoming a great teacher, one must also be a
learner. As a teacher continuous to improve in the area of making a difference in the lives of the
students, the love of learning and the hunger for knowledge would never stop.
Quality of the Curriculum
The curriculum provides the bridge between education and development – and it is the
competencies associated with lifelong learning and aligned with development needs, in the
broadest, holistic sense of the term, that span that bridge. In other words, the purpose of a
curriculum is that education should be (1) inclusive and equitable, (2) characterized by quality
learning, (3) promoting lifelong learning, and (4) relevant to holistic development. 68
66
Iveta Silova and Brehm, William, “The Shifting Boundaries of Teacher Professionalism: Education
Privatization(s) in the Post-Socialist Education Space.” In T. Seddon, and J. Levin (eds.), World Year Book of
Education, London: Routledge (2013): 55. Accessed April 3, 2018 http://www.willbrehm.co m/wp-
content/uploads/2013/11/World-Yearbook-of-Education-2013_First-Proof-1_Silova-and-Brehm.pdf
67
68
Philip Stabback, “What Makes a Quality Curriculum,” UNESCO International Bureau of Education (March
2016): 8. Accessed April 21, 2018 http://unesdoc.unesco.org/images/0024/002439/243975e.pdf
39
Inclusive education in Cambodia is being practiced for their aim is to make education
accessible to all. However, due to key barriers to learning-poverty, family migration, the hidden
costs of education, low teacher motivation, and limited capacities of teachers-not everyone can
acquire access to education. Furthermore, in the area of quality learning for the Cambodian
children, one of the potential problems that are rapidly expanding the curriculum used in
Cambodia tend to concentrate on cheaper academic programs requiring little scientific
equipment and more generally available expertise rather than opting for highly specialized
advanced technical knowledge. 69 Also, with more teachers that are unqualified to teach is
rampant in the country, education quality is far to achieve. Lifelong learning and holistic
formation are encouraged in schools, but a good quality curriculum can be attained if the
expectations from students, teachers, schools and learning environments, education systems and
authorities are met. Below is a chart the shows a comparative analysis of the goals needs to be
met in the curriculum between the present challenges that are to be addressed for curriculum
improvement:
Table 10: Comparative analysis of curriculum goals and expectations

Curriculum goals and Challenges to be addressed:
expectations:
Students 1. Access to education; 1. The gradual increase

2. Develop critical thinking of student dropout
skills and creativity; and repetition rates.
3. See and appreciate the value 2. Low enrolment
of pursuing lifelong learning; number in several
4. Pursue global competence; provinces.
5. Strive to be a person of 3. Work over education.
knowledge with character; 4. Values and moral
6. Instill a love for the culture education should be
and country; and aligned to the
7. Seek to serve God, country Buddhism religion.
69
William, James, et al., “Higher Education in Cambodia: Expansion and Quality Improvement,” Department of
International Studies (n.d): 81 - 82.
40
and the community.
Teachers 1. To be a positive and powerful 1. Less proper teacher

role model of the values of training.
the pursuit of learning and of 2. Low average pays.
the effort to learn, and to aim 3. 70% of the teachers
to have actions, statements, have 2 or 3 part-time
and different types of social jobs.
interactions with students
exemplify this ideal.
2. To provide a social and
physical environment within
which all students, regardless
of their individual differences
in learning, can engage the
different learning activities
and work towards attaining
high standards of learning.
3. To facilitate the learning
process in diverse types of
learners, by first recognizing
and respecting individual
differences, then using
knowledge about students’
differences to design diverse
sets of learning activities to
ensure that all students can
attain appropriate learning
goals.
4. To help students attain high
standards of learning and
understanding of the
curricular goals and
objectives by having the
knowledge of subject matter,
teaching- learning approaches
and activities, instructional
materials and learning
resources.
5. To align the use of
assessment and planning
activities to ensure that the
teaching- learning activities
are maximally appropriate to
the students’ current
knowledge and learning
41
levels. To focus on the use of
assessment data to plan and
revise teaching- learning
plans, as well as the
integration of formative
assessment procedures in the
plan and implementation of
teaching- learning activities.
6. Plan efforts directed at
strengthening the links
between school and
community activities,
particularly as these links
help in the attainment of the
curricular objectives.
7. Embody a value having a
high personal regard, concern
for professional development,
and continuous improvement
as teachers
Sources: National Competency-Based
Standards for Teachers, Republic of the
Philippines, Department of Education.
School 1. Updated textbooks and 1. Outdated books and

Materials and teaching- learning materials; teaching- learning
Learning 2. Technology and ICT materials.
Environment Integrated; 2. No access to the
3. Average teacher-student ratio internet with obsolete
per classroom; computers in the
4. Safe, secure and sanitary provinces.
classrooms, corridors, and 3. 1:5 ratio of books to
infrastructures; and students.
5. Outdoor learning facilities. 4. Road conditions in
the provinces.
5. Water supply and
sanitation problem.
6. Unfurnished
classroom buildings.
Education 1. Develop a good quality 1. Budget allocation and

System and education; management should
Authorities 2. Provide the resources and have transparency and
equipment necessary; organized system.
3. Assure relevant assessments;
4. Budget management,
42
allocation, and transparency;
5. Provide quality training and
support for teachers.
Although Cambodia aims for the quality curriculum, there are areas of the challenges that
they refuse it to change. Although the goals and expectations on the above table are not
positively met, Cambodian education would choose to embrace new learning without letting go
their tradition and culture from it. Although Christianity is accepted in the country, Cambodian
education prefers to align with the “nation, religion, and king.” In a good curriculum, educational
programs for students must focus on literacy, on health education, and on character development
based on biblical principles. As the moral and ethical character of children is established on the
fundamentals of God's Word, the lasting effect will be to change society. Hope will be restored
to families, their communities, the country, and the continent. 70
70
Philip Renicks, “Africa: Transforming Culture through Christian Education,” Association of Christian Schools
International (n.d.): accessed April 21, 2018 https://www.acsi.org/resources/cse/cse-magazine/africa-transforming-
culture-through-christian-education-42.
43
The Supplementary Education
Taking into consideration the complexity of Cambodia’s historical, political, and
socioeconomic contexts, the private tutoring in the country is a cultural phenomenon reflect the
perceived value of effort in education success. 71 Analyzing the barriers to the education quality of
Cambodia, the supplementary education that is practiced in the country is treated as the solution
to address these several issues.
As supplementary education is being practiced, there seemed to be an ethical dilemma in
the education among students, teachers, and parents. The supplementary education in Cambodia
involves teachers conducting private tutoring for their own students. Some conceptualizations of
private tutoring discuss it in terms of “shadow education,” emphasizing how private tutoring acts
as a changing shadow of mainstream schooling in terms of content taught and takes place in a
shadow of regulation due to its lack of oversight by governments. 72 It is “hidden” because the
Ministry of Education take laissez-faire approach to it that it is not under the government’s
purview. 73
Moreover, this private tutoring is not an unusual approach or practice in education for
several countries, Cyprus, Indonesia, Lebanon, Nigeria, and Russia. In fact, the supplementary
education is a practice that has further implications for equal opportunity for the education and
the global movement for Education for All (EFA). 74 This may be true to Cambodia, but the
71
William Brehm and Iveta Silova, “Hidden privatization of public education in Cambodia:
Equity implications of Private Tutoring,” Journal for educational research online no. 6 (2014): 97.
72
Mark Bray, “The shadow education system: Private tutoring and its implications for planners,” UNESCO
International Institute for Educational Planning (Paris, France: 1999).
73
William Brehm and Iveta Silova, “Ethical Dilemmas in the Education Marketplace: shadow education, political
philosophy and social (in)justice in Cambodia.” In I. Macpherson, S.L. Robertson, and G. Walford (Eds.)
Education, Privatisation, and Social Justice: Case studies from Africa, South Asia and South East Asia. London:
Symposium Books (2014): 159 - 178.
74
Walter Dawson, “Supplementary Education in Cambodia.” The Newsletter no 56 (Spring 2011): 18.
44
private tutoring in public education of the country has several pros and cons to the students,
teachers and the education system that nay naturally manifests various perspectives.
Figure 1: Drivers of Supplementary Education in Cambodia
Aid for Student

Address High stakes
Achievement
Curricula exam for
Shortcomings Grades 6 & 9
Private Tutoring
Maintaining
Low Teachers’
Hierarchy Teachers regain
Salaries
Power Professional
Authority
In the country of Cambodia, the form of private tutoring in the public education is called
rien kuo (extra study). There have been a continuing argument both for and against the
supplementary education of Cambodia, yet students, teachers, and parents see the need for it due
to several reasons such as addressing the shortcomings of addressing the standardized
curriculum. As the lack of classrooms and school buildings in the country are rampant, the
number of students in one class has increased and the school-day length has been limited.
Students typically attend one shift (four or five hours) to give the second half of the school day to
another batch of students. Due to this time constraints, there is a limited instructional time to
cover the national curriculum which recently perceived to be long. Additionally, there have been
changes in the curriculum with new knowledge and skills added that resulted to an overloaded
45
curriculum in terms of the number of academic subjects, while the hours spent on each has been
reduced.
According to a Khmer public teacher, “We cannot finish the curriculum by only attending
government school… this is why students need to have private tutoring.”75 Another teacher
explained, “If we teach for quality, students would fall behind the official curriculum; but if we
teach to keep up with the curriculum, students would not receive a quality education.”76 Parents
of students agree that the hours spent by their children in the school is also too short to learn
enough, thus they support private tutoring. Despite the few reported cases of teachers
purposefully “slowing down” content delivery to create a market for private tutoring, the
reduction of the school day nonetheless leads to the perceived need for more instructional time
simply to provide requisite coverage of the national curriculum. 77 To address this required
coverage of the national curriculum, the 50% of the curriculum content is taught in the public
school while the other 50% is discussed in private tutoring. When these students were asked
about their experience in the classroom and in the private tutoring, they repeatedly made clear
that introductions and theories are taught in public school, while practical applications of the
theoretical concepts from the class are emphasized in private tutoring. Teachers tend to rely on
the specific textbooks and materials from the government in the classroom, while in the private
tutoring they are free to use several sources thus more exercises are given which results in
mastery of the lesson.
75
Equity implications of Private Tutoring,” Journal for educational research online no. 6 (2014): 107. Accessed
February 2, 2018 http://www.j-e-r-o.com/index.php/jero/article/viewFile/409/194
76
William Brehm and Iveta Silova, “The Shifting Boundaries of Teacher Professionalism: Education
Privatization(s) in the Post-Socialist Education Space,” In T. Seddon, and J. Levin (eds.), World Year Book of
Education, London: Routledge (2013): 64.
77
Ibid, p 65.
46
Comparing the number of students that are attending in the private tutoring, the class size
is less that allows the students to focus, to ask questions easily, and have more time for their own
pace of learning. In addition, the students, teachers and parents believe that through private
tutoring, they can acquire “all knowledge”78 with a strong belief that it is “the only way to get a
high-quality education.”79
Moreover, as the belief of the majority that private tutoring has great benefit for the
learning of the students, it is implied that rein kuo aids student achievement.
Graph 1: Score difference between high and low student attendance at private tutoring
Sources: William Brehm and Iveta Silova, “Hidden privatization of public education in
Cambodia: Equity implications of Private Tutoring,” Journal for educational research
online no. 6 (2014): 110.
Based on the graph above, students with love attendance of private tutoring barely
exceeded the passing 5-point grade, while students with a high attendance of private tutoring
78
79
47
lessons scored 6 points or higher. Therefore, private tutoring is a must for the students learning
and their grades are dependent on it. Cambodian parents would always tell their children, “If you
don’t come to private tutoring, you will fail.”80
Furthermore, as the learning and the grades of the students depend on private tutoring,
those who are in Grades 6 and 9 also need to pass the national examinations. The Grade 6
students have national examinations to pass as a requirement for them to be qualified to the
lower secondary level. The Grade 9 students also have national examinations before proceeding
to the upper secondary level. Through private tutoring, the Grades 6 and 9 students have the
preparations and intensive review to be ready for the national examinations.
On the other hand, as the private tutoring is beneficial to the majority of the students,
teachers are able to use it to regain professional authority. Inside the public school, the teachers
only have limited freedom to use the teaching strategy they think that is appropriate for their
class because inside the classroom it is over-regulated by the government. However, in private
tutoring, this presents a “private” education space, which is outside of government regulations
and international mandates. The teachers believe have the authority to determine what is “good”
education for their students and demonstrate what they think that constitutes “best practice.”
They can use a one-on-one approach to promote participation in the learning process. The
teachers also supposed that private tutoring allows them to give opportunities to their students to
build their self-esteem, talents, and address their existing educational achievement gaps. 81
According to Popa and Acedo:
80
81
48
We interpret the process of private tutoring in terms of empowerment in an upbeat
rather than defeatist fashion. We see this “illegal” process of tutoring students as a little
victory for teachers as individuals and as an occupational group, albeit on a minor scale,
by offering an alternative to union struggles and electoral politics as a model: it creates
some kind of protected zone. 82
The supplementary tutoring in Cambodia has become more important to both students
and the teachers than the public education system because of its ability to generate higher
incomes for teachers and provide a more complete (and individualized) education to students. 83
The need to supplement the low government salaries in Cambodia is often attributed to
dilapidated government institutions, such as non-functioning tax systems, that make it difficult to
properly fund public education. 84 The salary of the teachers in Cambodia is below the national
wage average that they could no longer provide for their family. One teacher explained, “Only
my body comes to school, but my soul stays at home.” Due to low income, teachers are so much
concern with their survival needs in the family that they cannot focus on teaching. In connection,
teachers that are underpaid have sought supplementary income in order to survive. Through
private tutoring, it helped the teachers to re-establish their economic independence by providing
opportunities to generate additional income as well as helping the students to learn more.
Approximately two-thirds of the monthly average base salary can be earned from private
tutoring, thus it pushes the teachers to advocate it their students. One Khmer teacher pointed out,
“It is difficult in Cambodia. If we talk about teacher salary, it is low. Therefore, private tutoring
82
Simon Popa and Clementia Acedo, “Redefining professionalism: Romanian secondary education teachers and the
private tutoring system,” International Journal of Educational Development (2006): 93.
83
William Brehm and Iveta Silova, “The Hidden Privatization of Public Education in Cambodia: Quality and
Equity Implications of Private Tutoring,” Open Society Institute’s Privatization in Education Research Initiative
(2012).
84
49
must be pushed. It must happen.” Another teacher explained that “If my salary was sufficient to
meet my basic needs, which are really modest, I would gladly stop this slave tutoring work.”85
The private tutoring in Cambodia is a common second occupation among the public
school teachers. Majority of the students who are taking private tutorials would explain that they
“wanted to learn more” which indicates their lack of satisfaction with the quality of education the
students get in the classroom alone. While parents see the private tutorial as a necessity, others
see it as a problem for equity, quality, and integrity. 86 Teachers are somehow “forcing” the poor
students to attend because examination preparation is only given in private tutorials. Despite the
“trick” being played by the teacher, 87 the family has no choice but to go into debt and sen their
children to be able to acquire the required coverage of the curriculum. If students will not go,
they will be behind the lesson and they are at a disadvantage compared to those peers who
decided to pay for rien kuo. 88
In connection with the low salaries of the teachers, they would begin corruption using
private tutoring. The teachers would “slow down” purposefully the lessons for the students to be
forced to join rien kuo. Students may pay teachers to receive attendance booklets, to purchase
passing or higher grades, to buy notes, to buy exams in advance, to buy the right to cheat on an
exam, or even to skip a grade. There appears to be no end to the list of fees that teachers and
administrators can put up just to earn money. 89 An education system rife with corruption teaches
85
Ibid. p 64.
86
UNDP Cambodia. “Curbing Private Tutoring Informal Fees and In Cambodia’s Basic Education.” Background
Paper for Cambodia Human Development Report (2015) 6.
87
Walter Dawson, “Supplementary Education in Cambodia.” The Newsletter no 56 (Spring 2011): 18.
88
Brehm, William, and Iveta Silova. “Ethical Dilemmas in the Education Marketplace: shadow education, political
Symposium Books (2014): 159 - 178.
89
Walter Dawson, “Supplementary education in Cambodia,”19.
50
corruption as rational behavior. If students can pay bribes in order to receive good grades, they
learn that bribery is the way to get ahead in their society. 90
Moreover, as teachers in Cambodia are earning from the students through the
supplementary tutorials, students that belong to a disadvantaged family are forced to attend rien
kuo. Some teachers would allow them to join the private tutorials without paying anything, and
other teachers would let them pay later when they have money to pay. Of course, rich students
are able to attend private tutorials more often than the poor students. When poor students are
attending, they are usually separated from the rich students wherein even borrowing a pencil
from them is not allowed. Although poor students can join even without money, it still displays a
line among those who are rich. Through private tutoring, it serves as a “sorting machine” by
separating those who have from those who do not, thus it is one way of maintaining the hierarchy
power in the country.
The ongoing argument of the ethical dilemma of supplementary education became one of
the obstacles to the improvement of the education system in the country. Though perspectives
form teachers, students and parents in Cambodia may differ, yet corruption and injustice still
play part in this so-called rien kuo. It may be important for the system and the country, it is best
to step back and ask: “What virtues come from education that society should honor?”91
90
Michelle Kaffenberger, “The Effect of Educational Attainment on Corruption Participation on Sub-Saharan
Africa,” (a Master’s dissertation presented to Graduate School of Vanderbilt University).
91
Brehm, William, and Iveta Silova. “Ethical Dilemmas in the Education Marketplace: shadow education, political
Symposium Books (2014): 175.
51
Conclusion
Looking back at the historical context and the politicization of education in Cambodia, it
is evident how strong the country is to stand back over and over again despite how many times it
stumbled. The Khmer Rouge became the most unfortunate event in the country that still caused
so much pain and trauma, yet this does not let Cambodia rise up to become great as a nation. The
situation of the country’s education system should not be blamed to the country itself for it is
striving to be better while shackling off the bitterness from the past.
The shortcomings of the government in terms of support has been the critical issue of the
barriers in the education system. Nonetheless, different countries and organizations have been
providing an aid but there are still things that the country of Cambodia does not want to let go
which is one of the reasons for its gradual development. The stakeholders, including the
government agencies, schools, teachers, parents, and organizations can still address these issues
to the extent to which, and where, they should intervene. At a minimum, the central government
of the country together with the Ministry of Education, Youth and Sports, should take the lead in
developing and institutionalizing the appropriate concerns, with the overall monitoring and
evaluation, to ensure equity of access and quality universal basic education. 92
92
UNDP Cambodia. “Curbing Private Tutoring Informal Fees and In Cambodia’s Basic Education.” Background
Paper for Cambodia Human Development Report (2015) 28.
52
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WEST COAST BAPTIST COLLEGE

THE CAMBODIAN EDUCATIONAL SYSTEM

DR. JERRY GODDARD

THE REQUIREMENTS FOR THE COURSE

JOSELLE JAE JUROLAN

APRIL 23, 2018

institution that made this research possible.

assisted the researcher throughout the paper.

ministry development in Cambodia.

knowledge to finish this paper successfully.

I. The Historical Context and the Politicization of Education………………………….9

Hun Sen regime.

As Cambodia strives to establish its higher education institutions to develop human

quality and relevance. 2

component to a better education system. As missionaries, church planters, church-run school

development and reformation.

Purpose of the Study

Significance of the Study

Scope and Limitations of the Study

present education system.

Bonzes - Buddhist monks.

Etchay – bottles and cans that are found in the garbage.

Khmer - a member of an aboriginal people of Cambodia; the official language of

Kru - teacher; great deal of respect

Monk - Buddhist religious leader

Riel - Cambodian currency

Rien Kuo - remedial classes; supplementary tutoring

Theravada Buddhism - present religion in Cambodia.

Tuktuk - auto rickshaw is a motorized development of the traditional pulled rickshaw or

Cambodia and 97% of the population is practicing the Theravada Buddhism.

importance of education for Cambodians at this time. 7

Under the French Colonization (1863 - 1953)

The French introduced a formal education system that influenced by a Western

children of the Vietnamese immigrants.

Under the Reign of Prince Sihanouk (1953 - 1970)

eventually ousted Prince Sihanouk as the head of state.

Under the Khmer Republic (1970 - 1975)

substandard teaching, and research work, resulting in inferior educational quality. 19

Under the Khmer Rouge (1975 - 1979)

over by the Khmer Rouge.

imperialism. 23 Educational facilities were completely destroyed, and approximately 75% of

education in the country. 27

Under the Vietnamese Occupation (1979 - 1991)

his Khmer Rouge.

of medicine, teaching, economics, agriculture, infrastructure, forestry, engineering, mining, and

The policy of the new enhanced education was:

golden age when their nation will again be prosperous. 30

Under the Hun Sen Regime (1998 - present)

system that is effective for the success of the country’s development.

system and it has been conducted as the following:

Table 1: Three Main Reformation of the Education System in Cambodia

1986 - 1996 The education system was revised:

1996 - Present The Ministry of Education implemented the K - 12

Basic education covers the primary and lower secondary

Early Childhood Education

of locations and arrangements with types of preschool program:

Table 2: Types of Preschool Programs in Cambodia

Year Before 2000 2004 2004

Age range 3 - 6 years 3 - 5 years Birth to 6 years

Estimated 75, 669 22, 265 7, 181

Establishment The responsibility of The responsibility of The responsibility of

Salary/ Ministry of Teacher incentive of Not Applicable

General Secondary Education