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Cambodia’s
education system was decimated during the Pol Pot era
(1975-1979). Notable efforts have since been made to
rebuild and expand
the education system. This includes substantial increases
in primary school enrollment; the construction and
expansion of school facilities; and increasing
allocations for
education within the national budget.
Despite progress, half a million Cambodian children of primary
school-going age remain out of school, most of them poor and
living in remote rural areas. 1998 census data indicated that
only 60% of nine-year olds attended school regularly. Dropout
rates ranged between 10% and 16%, with significantly higher
rates in remote rural areas. Grade repetition rates are also
very high. Estimates suggest that it takes 19 pupil-years to
produce each primary school graduate. Less than 50% of the
age cohort reaches grade five. Secondary school enrollment
rates declined from 32% to 24% between 1990 and 1997. Although
primary school enrollment rates for boys and girls are nearly
the same at just over 80%, grade repetition tends to be higher
for boys than for girls while dropout rates tend to be higher
for girls and in rural areas. |
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Two
examples of primary school buildings found in Cambodia.
Though schools still need to be improved, many new schools
are being built through contributions from donors and the
Cambodian Government.
 
Education is vital
in strengthening Cambodia’s most important resource—its people.
Basic education represents the foundation on which all else
is built. Without improvements here, it will be difficult to
encourage community involvement, promote democracy, improve
social indicators and provide the skills that Cambodia needs
to compete regionally and within the global economy. |
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| Education
Sector Reform |
Cambodia
is far from achieving its goal of universal basic education
to grade nine. However, progress is being made. The Ministry
of Education, Youth and Sports (MoEYS) is spearheading
an education reform process that involves increased consultation
with other government ministries, donors and NGOs. The
intent is to introduce a sector-wide approach to education,
a goal commonly expressed as a move from “donorship
to partnership.”
The groundwork for education
reform is already in place as a result of several key documents,
including a Strategic Analysis (February 2001); an Education
Strategic Plan (ESP) 2001-2005 (May 2001); and, an Education
Sector Support Program (ESSP) for 2001- 2005 (June
2001). |
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| USAID
Contributions to Education Sector Reform |
In
1996-1997, USAID assistance under the Cambodia Assistance
to Primary Education (CAPE) activity contributed significantly
to reorienting primary education to a more community-based
structure and establishing a model for teacher training.
NGOs and other donors have continued to build on the foundation
established by that project. USAID also contributed to
curriculum development and teacher-training efforts focused
on environmentally-sound agricultural practices
and human rights.
In 2003, USAID renewed its assistance in basic education for children in
grades 1 to 9, this time through a curriculum development and teacher training
effort. The program is implemented by the Research Triangle Institute (RTI)
which provides advisory training and other service to the Ministry of Education,
Youth and Sports.
In 2004, Baseline
Assessment helped identify ways in which parents and school
officials could have input into a new curriculum. The adoption
of a new Education Sector Strategy Paper (2004-2008) with input
from the donor community is another important step. It should
improve coordination and help shape interventions in education
by both government and the donor community over the
next several years.
In 2005, USAID/ Cambodia
launched a second basic education initiative, this one focused
on inclusion for Cambodia’s under-served population which includes
the rural poor as well as Cambodia’s minority population; disabled
and members of Cham and tribal communities will be the focus.
In this case, emphasis is placed on both access and quality,
with the intent to increase enrollment; reduce drop-out rates
and decrease absenteeism. Activities focus on three provinces,
Kampong Cham, Kratie and Modulkiri. |
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