Cambodia: Evolving Quality Issues in Higher Education International Trends: Lessons from the Literature (original) (raw)
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PROGRESS AND CHALLENGES OF EDUCATION IN CAMBODIA TODAY 1 POU SOVACHANA
ISEAS Publishing, 2012
The education sector in Cambodia has come a long way and achieved a number of impressive accomplishments following year zero, almost three decades of civil conflicts, internal strife, political instability, and backwardness. It is noteworthy that the Royal Government of Cambodia (RGC) through the establishment of the Ministry of Education, Youth and Sports (MoEYS) in 1992, together with the international partners and Non-Governmental Organizations (NGOs) has done a remarkable job in rehabilitating a dysfunctional education system and rebuilding a shattered economy. However, there is an immediate need to better educate and train more people in order to promote more efficient and superior cadres to build up a stronger nation with an economic self-sustainability. An education that supports the development of morality and critical thinking skills will be increasingly important for all Cambodian students to restore the identity of the Khmer people from one of victimhood to one of capacity, pride and honor, and also to compete regionally and globally. This paper begins by identifying the near eradication of education in Cambodia during the Khmer Rouge epoch and will highlight the progress up to the present day. The paper will then examine the challenges of the educational reforms in which both the beneficial and the adverse effects will be presented. As this paper will show, the national strategy to promote new long term and sustainable sources of economic growth as well as improving living standards is based on developing human resources and building human capacity, thus improving the overall quality of education. Additional transformations in the educational sector are necessary for Cambodia to tackle the challenges of the 21st century, including those of globalization and the achievement of the Millennium Development Goals. Only when we can advance education can we advance the nation.
Higher Education Reform in Cambodia since 1990s- How or What for?.pdf
Any effort to improve our current situation and the well-being of our society is most effective when we acknowledge the existence of gaps: the divides between policies and implementations, the complaints of under-and over-resourced, the contrast between the haves and the have-nots, and other obvious and hidden gaps among generations, countries and societies. For this fourth issue of THink, contributors write about gaps they have observed -and the potential solutions to bridge these gaps.
"The purpose of the study is to examine the national and institutional policies that contribute in the enhancement of educational quality in a Cambodian university. Higher education plays an important role to develop the citizen physically, mentally, and spiritually as well as to promote the social, political, cultural values and economic growth of the nation. In the aftermath of the civil war in 1998, the Royal Government of Cambodia has strived to restore its education system in order to be integrated into the Association of South East Asian Nations (ASEAN) Community by 2015 through adopting various national policies to advance the educational quality and students’ academic success. This paper will investigate and discuss the status of existing national and institutional policies that could be contributed toward educational quality in Cambodian tertiary education. The documents and data of governmental ministries, civil society, development partners, and higher education institutions will be utilized in the study of these policies. "
Cambodia’s Higher Education Development in Historical Perspectives (1863-2012)
Similar to other Southeast Asian countries in the world, Cambodia has established her higher education institutions to develop human capitals with high knowledge and professional ethics for serving the country in the longstanding contemporary history. Remarkably, colonization, political ideologies, and global economic development tendencies have directly influenced on Cambodian public higher education institutions within her various political regimes and social transformation. The purpose of this study is to examine the Cambodian higher education development in the seven different regimes of historical perspectives from the French colony to the present. This paper mainly uses predominantly descriptive approach with secondary sources such as academic papers, textbooks, government documents, non government organization documents, and development partner reports. Therefore, this research could be significant for researchers, academicians, and policymakers to deeper understand about Cambodian higher educational history in order to reform its system for the profits of education quality and student academic success.
Cambodian higher education reform since 1990s with THink 2018.pdf
Any effort to improve our current situation and the well-being of our society is most effective when we acknowledge the existence of gaps: the divides between policies and implementations, the complaints of under-and over-resourced, the contrast between the haves and the have-nots, and other obvious and hidden gaps among generations, countries and societies. For this fourth issue of THink, contributors write about gaps they have observed -and the potential solutions to bridge these gaps.
The purpose of the study is to examine the national and institutional policies that contribute to the enhancement of educational quality in a Cambodian university. Higher education plays an important role to develop the citizen physically, mentally, and spiritually as well as to promote the social, political, cultural values and economic growth of the nation. In the aftermath of the civil war in 1998, the Royal Government of Cambodia has strived to restore its education system in order to be integrated into the Association of South East Asian Nations (ASEAN) Community by 2015 through adopting various national policies to advance the educational quality and students' academic success. This paper will investigate and discuss the status of existing national and institutional policies that could be contributed toward educational quality in Cambodian tertiary education. The documents and data of governmental ministries, civil society, development partners, and higher education institutions will be utilized in the study of these policies.
Establishment of Institutional Policies for Enhancing Education Quality in Cambodian Universities
In the context of global and national economic development, higher education in Cambodia plays a significant role to develop human capital with technical knowledge, skills, values, and attitudes for sustainable economic growth, social development, and an alleviation of poverty. When the civil war in 1998 was over, the Royal Government of Cambodia considered higher education as a top priority on the list of priorities in order to be integrated into the Association of South East Asian Nations Community by 2015 through implementing numerous mechanisms and policies to promote quality education for the students. This paper will discuss the status of national and institutional policies to promote educational quality to ensure academic success for students in a Cambodian public university. The documents and data of existing government ministries, development partners and higher education institutions will be used in the analysis of policies.
The political economy of schooling in Cambodia: Issues of equity and quality
This edited volume presents a detailed portrait of the education system in Cambodia. In addition to contextualizing the development of education in Cambodia from a long-term historical perspective, the book addresses such issues as: the local enactment of student-centered pedagogies, challenges to achieving literacy and numeracy, practices of private tutoring, the rise of education-related civil society and its influence on education policymaking, issues around student dropout, and current themes in higher education and teacher education. In comparison with other books on Cambodia, the proposed work is unique in terms of its breadth, depth, and timeliness. This breadth of issues is addressed through recent quantitative and qualitative analyses by scholars long engaged in research in Cambodia. The book’s focus on challenges accompanying Cambodia’s continued expansion and modernization of its education system makes the findings and lessons presented relevant both within and beyond Cambodia.