Research | Brief history of education in Cambodia - Legacy of the Khmer Rougue

To understand the current situation of Cambodian education, we have to look at the history. Since at least the thirteenth century the traditional education system was centered on local temples and involved teaching students about the foundations of religion, basic literacy, and skills that were relevant to the rural life of most Cambodians.

In colonial times, though the French authorities did not pursue the modern education system with any great enthusiasm, the traditional education was gradually replaced by this modern Westernized educational model. The French seemed reluctant to devote the educational resources that were needed to meet local demand. The colonial era introduced to Cambodians the idea that education could lead to upward social mobility. It was a realization that led to unprecedented demand for access to education in the years that immediately followed independence.

Contrary to popular perceptions the postindependence education system was characterized by chronic crisis. Policies focused on getting as many students as possible enrolled at all levels of the education system were often unaffordable, and were concentrated on the very small modern sector of the economy (to the detriment of rural needs).

In 1970, with the outbreak of civil war, Cambodia's educational problems went from bad to worse. Many schools were leveled by bombs and teachers fled their posts joining the army. The victory of the Khmer Rouge only compounded the destruction. Classrooms were abandoned, books were left to rot, and former schoolteachers and higher-education students were singled out for execution. The education system was effectively ruined.

New regime that succeeded the Khmer Rouge was staffed by its survivors. Confronted with unparalleled destruction, it valiantly struggled to overcome educational chaos. By the end of the 1980s, educational enrollment levels especially in primary schools had largely overcome the legacy of the Khmer Rouge period. Marked improvements to educational infrastructure over the 1990s are evident. The quality, relevance, and availability of school textbooks have also improved. Beyond these improvements, which have been largely driven and financed by foreign aid donors, the education system remains incapable of delivering to Cambodia a skilled workforce.

Nowadays, education in Cambodia is facing new problems. Corruption has already reached the education levels. The grossly underpaid teachers have resorted to charging their students unofficial fees. Many are spending less time in the classroom as they seek additional employment elsewhere. Almost 20 percent of students in urban areas, and 26 percent in rural areas, have repeated at least one grade at school. From every one thousand students who begin primary school, only twenty-seven will graduate from upper secondary school. Girls, students from remote areas, and the poor are all grossly underrepresented in goverment statistics. With these significant problems as a backdrop, and the school-age population continuing to grow, the Cambodian government still denies the education sector the funding it needs to realize its important role in Cambodian society.