Education in Cambodia

Cambodia is a country devastated by the Khmer Rouge. During the Khmer Rouge era in Cambodia, 1.2 million to 1.7 million people were killed. The Khmer Rouge also engaged in campaigns to destroy the educational system. It is estimated that by the end of the Khmer Rouge era, between seventy-five (75%) percent and eighty (80%) percent of Cambodian educators either were killed, died of overwork, or left the country. At least half of the written materials available in the Khmer language were destroyed.
Rebuilding the educational structure began in the 1980’s. The process of recreating an educational system was hampered by the low skill level of the educators and the lack of facilities. Most of the educated population was gone. Classes were taught in shacks made of ...leaves with dirt floors or in some places instruction was given outside under the trees. Widespread corruption, favoritism, and nepotism also significantly slowed the development of the educational system.

Surveys done in 2000 estimated that sixty-three (63%) percent of the adult population of , or 6.5 million people, were basically illiterate (Ministry of Youth and Sport, 2000). While the funding for education has improved the overwhelming problems are still financial. The opportunity for and education through 9th grade is extremely limited.
There is a disparity in the delivery of education services, including large gaps in education quality between urban and rural schools. In rural areas, teachers are paid as little as twenty dollars per month. Since they cannot live on such wages, they must supplement their income with other jobs, which often cuts into class times. In addition, the teachers must also charge students fees to attend their classes, or offer additional for-fee classes outside the regular class times. This means that the poorest students are often locked out of classes where the real teaching occurs.
There is also a gender disparity. Women remain marginalized with gender disparities in rates of literacy, education, employment. Forty-five (45%) percent of women are illiterate (seventy (70%) percent are functionally illiterate); and only sixteen (16%) percent of girls are enrolled in lower secondary school (grades 7-9). The reasons for the gender gap in education are related primarily to two factors–first to costs, both direct costs and opportunity costs, and second to social attitudes towards gender roles.

The social constraints on girls’ education are the prevailing social ideals and attitudes of higher male status, capacity and intelligence. These attitudes persist, not only among parents, but also teachers. Girls are expected to carry out domestic chores in the home and are more involved in income-generating activities. Girls are, therefore, withdrawn from schools around the age of puberty; while boys remain longer.
By restricting girls’ access to education, their life opportunities and choices are also restricted. A women’s life is destined for marriage and frequent childbearing, over which she may have little control. Her daughter is more likely to follow the same path. Literacy enables access to information which improves the quality of life of a woman. Education increases access to employment and economic opportunities.
Cambodia is a land of beauty and darkness. The beauty is the innocence and joy of the children. The darkness is the poverty, and lack of opportunity which results in the exploration of children. Child prostitution and child trafficking are grave problems in Cambodia. In Phnom Penh, there are an estimated 10,000-15,000 child prostitutes. Thirty-one (31%) percent of all prostitutes are 12-17 years old. Fifty (50%) percent of girl prostitutes were sold by relatives or friends and forced into prostitution. Many of these prostitutes come from rural families that are lured by brokers offering jobs described as honest and well paid.

Cambodian Lost and found

Cambodian Lost and found

Cambodian Lost and found

Cambodian Lost and found

Cambodian Lost and found

Education in Cambodia