A Reflection on the State of Education in Rural Cambodia Today

Joining us on the blog today is our guest contributor, Emily Maiorino. Emily has been volunteering at Oaktree for 12 months as a partnership manager. She has been working on the Girls’ Education Initiative (GEI) which is an education program targeting vulnerable and marginalised youth in rural Cambodia. Her role has been providing program support to their implementing partner organisation in Cambodia. She is also currently studying a Master’s of International Development at RMIT, due to finish in June 2018. Today, she draws from her own personal experience to share some insightful reflections on the state of education in rural Cambodia.

Basic education is a fundamental human right but, although the Cambodian Constitution guarantees education to every Cambodian child, a considerable gap remains between rhetoric and reality. Significant barriers to accessing quality education still exist across the country, particularly for rural youth, girls and ethnic minority groups. As part of my research working on a girls education project over the past year, I have gained insight into the current problems existing within the Cambodian education system.

1. Cambodian classroom

The issues facing rural youth

Despite the fact that 80% of Cambodia’s population live in rural environments, schools in rural districts face inadequate facilities, lack of resources, poor governance and higher dropout rates than their urban counterparts. Indigenous ethnic groups and diverse Austroasiatic dialects also pose challenges and barriers to rural education.

The proportion of the country estimated to be under 30 varies from more conservative estimates of 59% to as high as 65.3%. The rising number of young Cambodians entering the workforce is creating a pattern of national and international employment migration. Studies have named Kampong Cham as the second major sending area for youths searching for employment. 60% are female.

Kampong Cham and Tbong Khmum provinces are the most densely populated region of the country, even surpassing the capital, Phnom Penh. The Mekong River divides the Kampong Cham and Tbong Khmum provinces, creating a rich floodplain for agricultural practices. The region continues to be well known for rubber, cassava and tobacco plantations, which engage a significant amount of child and youth labour. Factories owned by foreign investors are penetrating the region and employing thousands of young women and men. Through my own qualitative data collection, I identified that a direct correlation exists between the emergence of new factories within close proximity to rural communities, and increased secondary school dropout rates.

The imminent need for stable financial security drives youth -particularly women and girls- out of education and into employment. Gender roles are firmly structured and historically, women have seldom been associated with success in education or business. Hierarchical and patronage roles are also embedded deeply within Cambodian culture which limits the female role models available for inspiration. Young women and girls often leave formal education to work in the domestic sphere or seek employment to generate income for their family. The critical period for girls is lower secondary school (grades 7-9) when the majority of dropouts occur. In many cases, the increased employment opportunities and paychecks that stem from further education do not appear to be a payoff that is justified by the associated costs of school.

2. Cambodia Krochmar and Chumnik Student Interaction

Rebuilding education

Cambodia is in the process of rebuilding its education system after its collapse under the Khmer Rouge. Over the 15 years, education campaigns and policy reforms have promoted the value and importance of education as a national priority (see the Ministry of Education, Youth and Sport (MoEYS) website regarding education for policies, strategies, legislations, and statistics). Through the commitment of MoEYS and interventions from international agencies, an attitudinal shift is occurring at a national scale.

Presently, around 97% of children are enrolled in primary school, with gender parity achieved for boys and girls. This initial step focussed largely on the expansion of access to education and increasing enrollment rates. Lack of quality education, however, remains the crucial issue and has resulted in significant numbers of children repeating grades or failing to complete even primary education. Low literacy and numeracy levels in secondary school are some of the consequences of low-quality education. The current agenda remains strongly focussed on quality education, teacher training, capacity building, gender and overall equality.

The Millennium Development Goals (MDG) and accompanying international pressures drove a sense of urgency in regards to education reform. Cambodia joined UNESCO’s Education For All (EFA) program in 2003, which kickstarted the next decade of strategic planning. Partnerships between MOEYS and international agencies that formed during this time have worked to combat systemic issues and cultural norms. A long list of programs, policies, research initiatives, action plans, monitoring reports, and goals have been the product of the last 15 years of work in education.

3. Cambodian students writing

Where do we go from here?

The disparities that still exist in the Cambodian education system are affecting the most vulnerable and marginalised groups of its society. The barriers and challenges are particularly ubiquitous for rural youth and girls. Nonetheless, Cambodia’s education system is in a racing upwards trajectory. Through international NGOs, foreign aid, partnerships between states and institutions and rising local support, quality education is high on the national agenda.

“To build a quality higher education system that develops human resource with excellent knowledge, skills and moral values in order to work and live within the era of globalization and knowledge-based society” – MOEYS’ 2030 vision for higher education

MOEYS’ vision reflects the national desire for Cambodia to match ASEAN’s economic growth and prosperity. There’s still a long way to go to in terms of achieving equitable access to quality education for all, but I do think strides are being taken in the right direction. The education system will be in the spotlight over the coming decades and my hope is that it remains a national priority. While a future independence from international aid would be ideal, at present, multilateral efforts are displaying encouraging results for young Cambodians aiming to fulfill their right to education.

 

 

References

ASEAN. (2013). State of Education Report.

UNESCO. (2015). Education for All National Review.

UNICEF. (2015). Annual Report Cambodia.