Read e-book online The Political Economy of Schooling in Cambodia: Issues of PDF

By Kitamura, Edwards Jr., Williams, Sitha, Yuto Kitamura, D. Brent Edwards Jr., Chhinh Sitha, James H. Williams

Within the so much in-depth examine schooling in Cambodia to this point, students lengthy engaged in learn on Cambodia supply old context and unpack key problems with excessive relevance to Cambodia and different constructing nations as they extend and modernize their schooling structures and grapple with demanding situations to delivering a top quality and equitable schooling.

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The chapter progresses as follows. First, we discuss our methods, including the morphogenetic analytic approach that we employ. Second, we present our findings on the emergence, engagement, and impact of Cambodian civil society. We then reflect in the penultimate section on the nature of—and the lessons from—changes to educational governance structures and processes in the case of civil society emergence in Cambodia. We conclude by discussing implications and by suggesting future avenues for research.

The distribution of students in various academic fields is another challenge. 4 Number of Students and Gross Enrollment Rate in Higher Education. Source: UNESCO Institute for Statistics database. Recent Policy Developments Cambodia’s education policy has evolved considerably in recent years. Educational development has been the most important area for improvement of the social infrastructure after the Civil War and still remains a priority for the Cambodian government. The government has set the goal of becoming an upper-middle income country by 2030 and a high-income country by 2050 (Royal Government of Cambodia, 2013).

Students in large urban schools, in particular, did much better than the rest. This tendency continues in the grade 9 assessment, in which students in urban schools again outperformed those in rural and remote schools in both Khmer language and mathematics. 42 standard deviations in Khmer language and mathematics, respectively. The geographical gap in learning outcomes appears by grade 3 and widens in later grades, to around one-half standard deviation in both subjects. 26 Takayo Ogisu and James H.

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