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Education in Cambodia
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Education in Cambodia
Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Cambodian education system includes pre-school, primary, secondary education, higher education and non-formal education. The education system includes the development of sport, information technology education, research development and technical education. School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%.
The Human Rights Measurement Initiative (HRMI) finds that Cambodia is fulfilling only 68.2% of what it should be fulfilling for the right to education based on the country's level of income. HRMI breaks down the right to education by looking at the rights to both primary education and secondary education. While taking into consideration Cambodia's income level, the nation is achieving 86.2% of what should be possible based on its resources (income) for primary education but only 50.4% for secondary education.
The Constitution of Cambodia establishes that the state shall protect and upgrade citizens' rights to quality education at all levels, guaranteeing that all citizens have equal opportunity to earn a living (Article 66). The state shall adopt an education program "according to the principle of modern pedagogy including technology and foreign languages," as well as the states controls public and private schools and classrooms at all levels (Article 67).
Before the 20th century, traditional education in Cambodia was handled by the local wat, and the monks and priests ("bhikku") were the teachers. The students were almost entirely boys, and the education was limited to memorizing Buddhist chants in Pali.
During the period of the French protectorate, an educational system based on the French model was inaugurated alongside the traditional system. Initially, the French neglected education in Cambodia. Only seven high school students graduated in 1931, and only 50,000 to 600,000 children were enrolled in primary school in 1936. In the year immediately following independence, the number of students rapidly increased. Vickery[who?] suggests that education of any kind was considered an "absolute good" by all Cambodians and that this attitude eventually created a large group of unemployed or underemployed graduates by the late 1960s.
From the early 20th century until 1975, the system of mass education operated on the French model. The education system was divided into primary, secondary, higher, and specialized levels. Public education was under the jurisdiction of the Ministry of Education, which exercised full control over the system. It established syllabi, hired and paid teachers, provided supplies, and inspected schools. An inspector of primary education, who had considerable authority, was assigned to each province. Cultural committees under the Ministry of Education were responsible for "enriching the Cambodian language."
Primary education, divided into two cycles of three years each, was carried out in state- and temple-run schools. Successful completion of a final state examination led to the award of a certificate after each cycle. The primary education curriculum consisted of arithmetic, history, ethics, civics, drafting, geography, hygiene, language, and science. In addition, the curriculum included physical education and manual work.
French language instruction began in the second year. Khmer was the language of instruction in the first cycle, but French was used in the second cycle and thereafter. By the early 1960s, Khmer was used more widely in primary education. In the 1980s, the primary school ran from the first to the fourth grade. Theoretically, one primary school served each village.
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Education in Cambodia
Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Cambodian education system includes pre-school, primary, secondary education, higher education and non-formal education. The education system includes the development of sport, information technology education, research development and technical education. School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%.
The Human Rights Measurement Initiative (HRMI) finds that Cambodia is fulfilling only 68.2% of what it should be fulfilling for the right to education based on the country's level of income. HRMI breaks down the right to education by looking at the rights to both primary education and secondary education. While taking into consideration Cambodia's income level, the nation is achieving 86.2% of what should be possible based on its resources (income) for primary education but only 50.4% for secondary education.
The Constitution of Cambodia establishes that the state shall protect and upgrade citizens' rights to quality education at all levels, guaranteeing that all citizens have equal opportunity to earn a living (Article 66). The state shall adopt an education program "according to the principle of modern pedagogy including technology and foreign languages," as well as the states controls public and private schools and classrooms at all levels (Article 67).
Before the 20th century, traditional education in Cambodia was handled by the local wat, and the monks and priests ("bhikku") were the teachers. The students were almost entirely boys, and the education was limited to memorizing Buddhist chants in Pali.
During the period of the French protectorate, an educational system based on the French model was inaugurated alongside the traditional system. Initially, the French neglected education in Cambodia. Only seven high school students graduated in 1931, and only 50,000 to 600,000 children were enrolled in primary school in 1936. In the year immediately following independence, the number of students rapidly increased. Vickery[who?] suggests that education of any kind was considered an "absolute good" by all Cambodians and that this attitude eventually created a large group of unemployed or underemployed graduates by the late 1960s.
From the early 20th century until 1975, the system of mass education operated on the French model. The education system was divided into primary, secondary, higher, and specialized levels. Public education was under the jurisdiction of the Ministry of Education, which exercised full control over the system. It established syllabi, hired and paid teachers, provided supplies, and inspected schools. An inspector of primary education, who had considerable authority, was assigned to each province. Cultural committees under the Ministry of Education were responsible for "enriching the Cambodian language."
Primary education, divided into two cycles of three years each, was carried out in state- and temple-run schools. Successful completion of a final state examination led to the award of a certificate after each cycle. The primary education curriculum consisted of arithmetic, history, ethics, civics, drafting, geography, hygiene, language, and science. In addition, the curriculum included physical education and manual work.
French language instruction began in the second year. Khmer was the language of instruction in the first cycle, but French was used in the second cycle and thereafter. By the early 1960s, Khmer was used more widely in primary education. In the 1980s, the primary school ran from the first to the fourth grade. Theoretically, one primary school served each village.
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