DOCSLIB.ORG

Foreign Influence on Cambodian Higher Education Since the 1990S [29 Pages] Submitted September 2010, Revised 2011-2012, Reformatted Autumn 2013 Author: Phirom Leng

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Foreign Influence on Cambodian Higher Education Since the 1990S [29 Pages] Submitted September 2010, Revised 2011-2012, Reformatted Autumn 2013 Author: Phirom Leng Mind & Time subscribes to open access and creative commons license policies and offers academic publications free of charge for the authors and the public. We practice and encourage diversity, creativity, and systems and ecological thinking. We request proper credit attribution to our published authors, at the same time reserving the publisher's right to independence as far as the ideas expressed. CCL © Autumn 2013, Mind & Time Publications Special Issue 2013/2014 of Mind & TimeGEN ISSN: 2292-6992 Foreign Influence on Cambodian Higher Education since the 1990s [29 pages] submitted September 2010, revised 2011-2012, reformatted Autumn 2013 Author: Phirom Leng ◄►◄► Published by Mind & Time Publications Open Journal Systems University of Toronto URL: http://jps.library.utoronto.ca/index.php/mindandtime/ POBox 7015, Station A Toronto, Ontario M5W1X7 Canada ____________________________________________________________________________ Mind & Time acknowledges the sponsorship of work on the Knowledge Society project through Government of Ontario support 20102014 and University of Toronto graduate assistantship funding 20122013 and 20132014. Foreign Influence on Cambodian Higher Education since the 1990s Phirom Leng University of Toronto Abstract: This study examines how foreign influence has affected the Cambodian higher education system following the country’s adoption of a free market economy with multiple party politics over the past two decades. Examining various sources, the study has found that during the first half of the 1990s, foreign influence took two major forms: (1) the adoption of educational reforms initiated by international organizations, and (2) foreign assistance which comes with conditions. After the introduction of the policy of privatization of higher education in the mid-1990s, other modes of foreign influence have emerged and become influential, including foreign languages, foreign teaching staff, Cambod- ian scholars educated abroad, and, more recently, collaborations between local and foreign institutions. The study’s central argument is that although it helps develop the country, foreign influence since the early 1990s has created numerous issues for Cambodian society at large, and for the higher education system in particular. These issues include the impact on institutional autonomy, conflicting ideologies between local and foreign scholars, and growing unem- ployment among university graduates due to a mismatch between educational provision and the skills needed for the economy. All of the above have contributed to the fragmentation of the higher education system. In spite of being focused on the last twenty years or so, the study also discusses the similarly negative impact of foreign influence on (higher) education in earlier periods. This is meant to provide scholars, policy-makers and other stakeholders with a critical understanding of the issues in historical perspective and to direct their attention to counteracting current and, where possible, avoiding future adverse effects. Keywords: Cambodian higher education, foreign influence, globalization, inter- nationalization, pagoda education, language of instruction; English, French, Khmer 2 Phirom Leng 1. Historical Overview and Scope of the Study “Pagoda education”, Cambodia’s traditional education, started in the thirteenth century and continued into the twentieth century. With new, secular formats gradually taking over, it may well be completely phased out by now. It was offered in monasteries, where Buddhist monks taught boys some carpentry skills along with reading and writing in Khmer. The texts which the students read and learnt from were mainly Buddhist teachings, which are a major part of Cambodian culture.1 The French colonial era (1863–1953) triggered the transition from religious to secular schooling. In the early 1900s, the French started to introduce the European education style in pagoda schools by bringing in new subjects such as arithmetic, history, and geography (Fergusson & Le Masson 1997; Tully 2002). In addition to the temple schools, by the 1920s the French succeeded in setting up secular Franco-Khmer state schools in the capital Phnom Penh and in provincial towns (Gyallay-Pap 1989, p. 258). During the French period the more promising students could obtain high school diplomas and university degrees in France or in Vietnam, a French colony at the time. In 1935 the Lycee Sisowath opened as Cambodia’s only secondary school. It was also the only place offering education comparable to Western post-secondary trade schools or associate degrees, which took one-two years or less after high school. The National Institute of Juridical, Political and Economic Sciences, the first institution of higher education proper, opened in 1949 in Phnom Penh (see references in footnote 1). After regaining its independence from the French in 1953 and until the late 1980s, Cambodian higher education went through ups and downs. From 1953 to 1970, Prince Norodom Sihanouk, Cambodia’s post-colonial leader, made substantive education reforms in order to modernize and develop the country (Ayres 2000; Tully 2005; Clayton 2005). France- related subjects were replaced with Cambodian culture, history, and arts (Clayton 2005). A number of universities were established as well. The 1 For further information about pagoda education in Cambodia, see Ayres (2000), Tully (2002 2005) and Whitaker et al. (1973). Foreign Influence on Cambodian Higher Education since the 1990s 3 Khmer Royal University was established in 1960, followed by six others in 1965. They included the Royal Technical University, the Royal University of Fine Arts, the Royal University of Kompong Cham, the Royal University of Takeo-Kampot, the Royal University of Agricultural Science, and the People University (Chhum 1973; Pit & Ford 2004). Thus, the first two decades after independence marked a prosperous period for Cambodian higher education and the country at large. However, from 1970 to 1989, Cambodia went through radical changes under three different political regimes: Lon Nol’s (19701975), the Khmer Rouge (19751979), and the Vietnamese occupation (19791989). Civil wars and international isolation during these periods affected significantly the development of higher education and the country as a whole. Foreign influence on higher education from 1953 to 1989 took various forms such as adoption of Western ideologies and concepts (Ayres 2000; Huon 1974), dominance of foreign teaching staff with various foreign ideologies (Chhum 1973), foreign assistance with conditions attached (Pit & Ford 2004), and foreign languages (Clayton 1998 2006). Foreign in- fluence always played a dual role: helping Cambodia’s development and concurrently creating issues (Ayres 2000). Sometimes, the impact of educational changes was powerful enough to drive, along with other factors, the whole society into chaos, as was the case in the 1970s, when the country lost its best educated people. As a legacy of the past, multiple models of higher education coexist to this day. These include the French model established in the 1950s and 1960s, the Soviet and Vietnamese models in the 1980s, and the American model after the introduction of the privatization policy in the mid-1990s. There is a good amount of literature on foreign influence and its impact on Cambodian higher education since the system was established and up to 1989, when the decade of Vietnamese presence ended. However, little has been discussed in that area since the adoption of a new economic and political system in the early 1990s. This study focuses on that period, examining forms of foreign influence and their negative effects both on the educational system and on society at large. It shows that, along with helping the country’s advancement and connection with 4 Phirom Leng the global community, foreign influence during the past two decades has created a number of problems within the higher education system, as it had done in the past. Thus far, some forms of foreign influence in that period have produced overt negative effects, which have caused particularly strong reactions among Cambodians. There have also been other forms in operation, mainly after the system was privatized in accordance with free market ideology, which may in the long run prove to be just as invasive and harmful, even if most people have accepted, and even welcomed them. While the study’s main focus remains on the last two decades, previous periods are discussed as well so as to allow critical, and instructive, comparisons of the various stages in history. It should be noted that, despite its emphasis on the negative side, the study does acknowledge the significant contributions of foreign influence to the rehabilitation and improvement of higher education and the country as a whole. The intention is not to suggest that Cambodia should avoid Western higher education models or ideologies. Such idea is impractical in today’s globalized world, and may even do more harm than good to the higher education system, which would ultimately affect the country as a whole. This is what happened in the second half of the 1970s and throughout the 1980s, when Cambodia remained isolated from the rest of the world. By looking at the negative side of foreign influence, the study intends to provide scholars, policy-makers, and other relevant stake- holders with a critical lens in order to encourage efforts to neutralize as best as possible current and prevent future damage. Looking at the time immediately
Load more

Recommended publications
  • Cambodia Submission (2018-2021) for the Education Sector Programme Implementation Grant 2018 - 2021 from the Global Partnership for Education
    Cambodia Submission (2018-2021) For the Education Sector Programme Implementation Grant 2018 - 2021 from the Global Partnership for Education Submitted by UNICEF on behalf of the Ministry of Education, Youth and Sport, Cambodia 13 February 2018 Acronyms CBI core breakthrough indicator CDPF Capacity Development Partnership Fund CDMP Capacity Development Master Plan CPD continuous professional development CSES Cambodia Socio-Economic Survey D&D decentralization and de-concentration DGAF Directorate General of Administration and Finance DGE Directorate General of Education DGPP Directorate General of Policy and Planning DTMT district training and monitoring team ECE early childhood education EFA Education For All EGMA Early Grades Mathematics Assessment EGRA Early Grades Reading Assessment EMIS Education Management Information System EQAD Education Quality Assurance Department ESP education strategic plan ESPIG Education Strategic Plan Implementation Grant ESWG Education Sector Working Group EU European Union GA grant agent GDP gross domestic product GPE Global Partnership for Education GSC GPE3 Steering Committee HACT Harmonized Approach to Cash Transfers IIEP International Institute for Educational Planning INSET in-service training JSR joint sector review JTWG – Ed. Joint Technical Working Group-Education LDC Less Developed Country LEG local education group (in Cambodia known as JTWG) M&E monitoring and evaluation MEF Ministry of Economy and Finance MoEYS Ministry of Education, Youth and Sport MTR midterm review NER net enrolment rate
    [Show full text]
  • Teaching Genocide in Cambodia: Challenges, Analyses, and Recommendations
    129 Teaching Genocide in Cambodia: Challenges, Analyses, and Recommendations KHAMBOLY DY I asked myself whether or not the young generation of Cambodians believe that the Khmer Rouge crimes did exist in Cambodia. Do they believe what their parents and grandparents have told them about their suffering at that time? Has any author or historian written about this history for of- ficial school curriculum yet? his is the sorrowful impression of Soh Seiha, a female Cham Muslim com- munity leader from Kratie province of Cambodia after visiting the former Khmer Rouge (KR) central security center called Tuol Sleng and the killing fieldsT at Choeung Ek . Some members of her family were killed or had disappeared during the 1975-1979 reign of the Kr . Her concern about the young generation of Cambodians raises a question: Should young people in Cambodia study the history of genocide, crimes and grave human rights abuses in formal classroom settings? Genocide education is the only effective standing the important historical events enables way to prevent future genocide and other grave people, especially the young generations, to human rights violations, foster reconciliation participate in the process of the Khmer Rouge among victims and perpetrators, and continue Tribunal1 that helps to promote accountability to address the question of justice in countries for the abuses of that period . that have experienced genocide . Cambodians However, this vitally and emotionally sensi- cannot talk about justice and reconciliation tive issue remains largely absent from school when the suffering of the victims has not curriculums in Cambodia . The obstacles to been acknowledged . In order to fight against introducing genocide education into class- the possibility of future genocide and other rooms appear in several critical aspects: social, crimes against humanity, young generations economic, political, and pedagogical .
    [Show full text]
  • Cambodia Region: East Asia and the Pacific Income Group: Low Income Source for Region and Income Groupings: World Bank 2018
    Cambodia Region: East Asia and the Pacific Income Group: Low Income Source for region and income groupings: World Bank 2018 National Education Profile 2018 Update OVERVIEW In Cambodia, the academic year begins in October and ends in July, and the official primary school entrance age is 6. The system is structured so that the primary school cycle lasts 6 years, lower secondary lasts 3 years, and upper secondary lasts 3 years. Cambodia has a total of 2,997,000 pupils enrolled in primary and secondary education. Of these pupils, about 2,112,000 (70%) are enrolled in primary education. Figure 3 shows the highest level of education reached by youth ages 15-24 in Cambodia. Although youth in this age group may still be in school and working towards their educational goals, it is notable that approximately 5% of youth have no formal education and 24% of youth have attained at most incomplete primary education, meaning that in total 29% of 15-24 year olds have not completed primary education in Cambodia. FIG 1. EDUCATION SYSTEM FIG 2. NUMBER OF PUPILS BY SCHOOL LEVEL FIG 3. EDUCATIONAL ATTAINMENT, YOUTH (IN 1000S) AGES 15-24 School Entrance Age: Post- Secondary Primary school - Age 6 Upper Secondary Secondary 8% No Education 276 Complete 5% 5% Duration and Official Ages for School Cycle: Primary Incomplete 24% Primary : 6 years - Ages 6 - 11 Lower Secondary Lower secondary : 3 years - Ages 12 - 14 609 Upper secondary : 3 years - Ages 15 - 17 Academic Calendar: Primary Complete 9% Primary Starting month : October 2,112 Secondary Incomplete 49% Ending month : July Data source: UNESCO Institute for Statistics Data Source: UNESCO Institute for Statistics 2015-2017 Data source: EPDC extraction of DHS dataset 2014 SCHOOL PARTICIPATION AND EFFICIENCY The percentage of out of school children in a country shows what proportion of children are not currently participating in the education system and who are, therefore, missing out on the benefits of school.
    [Show full text]
  • The Introduction of Multilingual Preschool Education in Cambodia
    The 2017 Asia-Pacific Regional ECD Conference, Siem Reap, Cambodia 1-3 March 2017 The Introduction of Multilingual Preschool Education in North-East of Cambodia PRAK KOSAL Deputy Secretary General of NC-ECCD, and Director of Early Childhood Education Department, MoEYS Language and education context in Cambodia for ethnic minorities. Consistently lower enrolment and completion rates in remote areas with predominant ethnic minority populations. 24 ethnic minority groups represent 10% of the population but are the majority in 5 remote provinces ( Census 2008) Trained Khmer state school teachers do not stay at their posts. High rate of both teacher and student absenteeism. Language barrier: Ethnic minority children and Khmer teachers do not share a language so cannot communicate with each other. Multilingual education introduced to address these issues. Extent of Multilingual education in primary schools in Cambodia. Activity 2003 2011 2012 2017 Number of multilingual schools 6 30 39 78 Number of ethnic minority 2 4 4 4 languages used in formal programs. Number of ethnic minority 278 2307 2800 5600 children receiving multilingual education. Number of trained ethnic 13 134 174 226 minority community teachers. Number of remote provinces 1 3 4 4 conducting formal multilingual programs ✓ The government shall support early childhood care and education from age of zero to before preschool, generally provided at childcare centre in communities or at home. ✓ Preschool shall commence education prior to primary education for preparation to attend primary school. “All Cambodian children, from conception to age under six, especially disadvantaged, vulnerable and poor children, shall be provide with care and development services”.
    [Show full text]
  • Strategies and Policies for Basic Education in Cambodia: Historical Perspectives Sideth S
    International Education Journal Vol 5, No 1, 2004 http://iej.cjb.net 90 Strategies and Policies for Basic Education in Cambodia: Historical Perspectives Sideth S. Dy Institute of Comparative and International Education, Graduate School of Education, Hiroshima University [email protected] This article examines the process of development and change in the state of education in Cambodia over four decades preceding the 1990 Jomtien World Conference on Education for All. The author argues that during the 1950s and 1960s, efforts to enhance basic education opportunities for all Cambodians were largely unsuccessful due to the lack of adequate infrastructural mechanisms and a guiding framework for action. Of the periods considered in this study, only the Prince Sihanouk regime (1950s-1960s) was relatively socioeconomically advanced, and saw a growth in the number of modern school buildings, teacher training centres, and universities. The succeeding regimes in the 1970s not only failed to maintain the development, but by the second half of the 1970s the formal education system had been completely dismantled. The collapse in 1979 of the Pol Pot regime made way for the rebirth of traditional socio-cultural structures and the wide expansion of schooling opportunities throughout the 1980s. National rehabilitation and reconstruction during the 1980s, despite lingering social insecurity, marked considerable and fundamental progress towards the present educational situation of this struggling nation. Cambodia, basic education, policy, strategy, educational development INTRODUCTION The developing world has made tremendous strides in expanding primary education in the past three decades, and many countries have achieved universal primary enrolment. Most developing countries are, however, still a long way from achieving universal primary completion.
    [Show full text]
  • EDUCATION – Policy Brief 2017
    EDUCATION – Policy Brief 2017 The Royal Government of Cambodia has made significant progress in establishing legal foundations and a set of comprehensive policy frameworks to promote education for all in Cambodia. However, challenges remain with access to education, quality of education, and gaps in the implementation of many policies. Key Recommendations: World Vision calls for the Royal Government of Cambodia to: Develop an inter-ministerial legal framework for early childhood education (ECE) and expand support for wider coverage of ECE. Make quality education more inclusive and equitable for the most vulnerable children, including children with disability (CWD), by training teachers about inclusive education for all. Focus on improving the knowledge and skills of primary school teachers to effectively instruct children in basic literacy and mathematics through cooperation with INGOs for equivalency certification as part of the MOEYS’s aim for upgrading teachers. Ensure that schools are safe environments for children through effective implementation of the Policy on Child Protection in Schools (2016) and the Safe School Guidelines (2013). Improve responsiveness and accountability of local decision makers by fully supporting scale-up of the Social Accountability Framework (ISAF) as part of Cambodia’s decentralization process. Current State of Education in Cambodia childhood education, access by all children to education, and the quality of that education. Rebuilding its national public educational system has been Cambodia’s top priority
    [Show full text]
  • Education in Japan and Cambodia: Past, Present, and Future
    International Journal of Education, Learning and Development Vol. 8, No.6, pp.30-38, July 2020 Published by ECRTD-UK Print ISSN: 2054-6297(Print), Online ISSN: 2054-6300(Online) EDUCATION IN JAPAN AND CAMBODIA: PAST, PRESENT, AND FUTURE Chhy Sothy Master of Entrepreneurship and Project Management Human Resources Director, Newtonthilay Community (Institutional Educations), Cambodia Email: [email protected] ABSTRACT: This paper explored the context, distinctive nature of Japanese and Cambodian education systems history, and establishment by preliminary document studies. It briefly described education reforms and trends towards twenty-first-century education globally. The paper reviewed the evolution and modernization of education in the past, present, and future of both countries. It presented the historical education systems and reforms from one regime to another involving the fundamental education laws, education administration, and school management policies before, during, after world war II, and current education management systems in Japan. The paper also stated the education systems and schooling in Cambodia started at Buddhist monastic (wat) as schools, the education structures and reforms before and after World War II, zero education during Pol Pot regime, and development education with precisely education strategic plan by the Ministry of Education, Youth, and Sports (MoEYS) at present. The paper addressed the education trends toward education globally by 2030 of both countries. This study would be a significant academic source for educators and other researchers. The paper recommended further study on i) the impacts of education reforms and ii) the relationship between current education implementation and its trend of both countries. KEYWORDS: education in Japan and Cambodia, past, present, and future INTRODUCTION The education systems and practices have been dramatically reformed in different countries in the world.
    [Show full text]
  • Education in Cambodia Findings from Cambodia’S Experience in PISA for Development
    Education in Cambodia Findings from Cambodia’s experience in PISA for Development FOR DEVELOPMENT Academic Health and performance well-being Attitudes towards school Educational and learning attainment Resources Inclusive environments Learning Family and time community support Quality instruction This report was developed by Cambodia jointly with the Organisation for Economic Co-operation and Development (OECD), which assisted in the design of the report and provided input, guidance and assistance in its development. The report is published under the responsibility of Cambodia and does not necessarily represent the official views of the OECD or its Member countries. Please cite this publication as: MoEYS (2018). Education in Cambodia: Findings from Cambodia’s experience in PISA for Development. Phnom Penh: Author. Cover photo: Education Prosperity Framework by Willms (2018) used for PISA-D Assessment and Analytical Framework © MoEYS 2018 You can copy or print this publication for your own use in documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of MoEYS as source and copyright owner is given. Foreword The Ministry of Education's purpose is to shape an education system for our country that delivers equitable and excellent outcomes for all ofour children and young people. A strong focus on student leaming and well-being underpins all our policy and the services we provide. It is to help us achieve our Ministry's purpose that we joined the OECD's Programme for International Student Assessment for Development, PISA-D. This programme aims to evaluate education systems worldwide by assessing the extent to which l5-year-old students, near the end oftheir basic education, have acquired key knowledge and skills that are essential for full participation in modern societies.
    [Show full text]
  • Learning and Teaching Traditional Music in Cambodia: Challenges and Incentives
    Learning and teaching traditional music in Cambodia: Challenges and incentives Author Grant, Catherine Published 2017 Journal Title International Journal of Music Education Version Accepted Manuscript (AM) DOI https://doi.org/10.1177/0255761415619394 Copyright Statement © 2015 International Society for Music Education. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version. Downloaded from http://hdl.handle.net/10072/125278 Griffith Research Online https://research-repository.griffith.edu.au This is an author-produced PDF of an article published in International Journal for Music Education. Copyright SAGE. The definitive publisher-authenticated version is available online. The citation information of the definitive version is: Grant, C. (2015). Learning and teaching traditional music in Cambodia: Challenges and incentives. International Journal for Music Education [Online First], pp. 1-12. DOI: 10.1177/0255761415619394 Learning and teaching traditional music in Cambodia: Challenges and incentives Catherine Grant1 University of Newcastle / Griffith University Substantial efforts have been made since the Khmer Rouge regime to revitalise traditional Cambodian music genres. While they have met with some success, local circumstances still present many difficulties for the transmission of traditional music to the younger generations. This study explores the challenges in learning and teaching traditional Cambodian music, as well as incentives, from the viewpoint of a group of students, teachers and master-artists involved in the transmission activities of one NGO. Better understanding the challenges may help policy-makers, NGOs, and artists themselves to overcome them; better understanding the factors that encourage young people to learn (and older people to teach) may help safeguarding efforts at a critical juncture in the future of these art forms.
    [Show full text]
  • Challenges in Nursing Education in Cambodia: a Perspective from a Nurse
    Ly, C. Belitung Nursing Journal. 2018 December;4(6):619-621 Received: 17 October 2018 | Revised: 22 October 2018 | Accepted: 26 October 2018 https://belitungraya.org/BRP/index.php/bnj/index © 2018 The Author(s) This is an Open Access article DistributeD unDer the terms of the Creative Commons Attribution 4.0 International License which permits unrestricted non-commercial use, Distribution, and reproduction in any medium, provided the original work is properly cited. PERSPECTIVE ISSN: 2477-4073 CHALLENGES IN NURSING EDUCATION IN CAMBODIA: A PERSPECTIVE FROM A NURSE Chanvatanak LY* Department of Health Professions Education, University of Health Sciences, Cambodia *Corresponding author: Chanvatanak LY, MHPEd, BSN, RN Department of Health Professions Education University of Health Sciences, Cambodia Email: [email protected] Keywords nursing education; Cambodia; challenges After passing the Khmer Rouge regime the other four schools are Regional from 1975 to 1979, Cambodia starts to Training Center (RTC) located in four develop its own country with limited provinces, at Komport, Kompong Cham, resources to compete with the other Battam bang and at Stung Treng under ASEAN countries. The Ministry of Health direct supervision of MoH, which have (MoH) of Cambodia has been pushing and been operated in the entire country with a encouraging nursing schools to produce very limited facilities (International more human resources for better health of Council of Nurses, 2017). community. The University of Health Sciences is well Historically, Cambodian nursing education known as the oldest government university started from the end of 10th centuries and in Cambodia, which offers various the beginning of 11th centuries along with programs in health sciences including the leadership of the Queen INDRADEVY nursing, medicine, dentistry and pharmacy and Khmer’s pharaoh JAIYAVARMAN- under the support from MoH (University VII during the Angkor era.
    [Show full text]
  • Expert Research Study on the Current State Situation and Needs in the Education Sector in Cambodia with the Focus on Secondary and Vocational Education
    EXPERT RESEARCH STUDY ON THE CURRENT STATE SITUATION AND NEEDS IN THE EDUCATION SECTOR IN CAMBODIA WITH THE FOCUS ON SECONDARY AND VOCATIONAL EDUCATION Students of the Institute of Electric Science, Phnom Penh (picture taken on 31 October 2017) FINAL REPORT (FINAL DRAFT) RESEARCHERS: RESEARCH STUDY COMMISSIONED BY: Andreas Reinsch, International Education Expert BO Chankoulika, National Education Expert CHHIT Muny, Junior Researcher, Education Research Council KHEM Malynou, Research Assistant 15 JANUARY 2018 Table of contents Introduction ...................................................................................................................................................................... 6 Intro 1 Purpose, scope and methodology of the study .............................................................................................. 6 Research Objectives ................................................................................................................................................... 6 Study sites included in the field research ................................................................................................................... 7 Research methodology ............................................................................................................................................... 8 Intro 2 Country and sector background .................................................................................................................... 9 Cambodia – some words about its economic geography
    [Show full text]
  • Supplementary Education in Cambodia
    The Newsletter | No.56 | Spring 2011 18 | The Focus: Supplementary education in Asia Supplementary education in Cambodia (12.4 percent) (Bray & Bunly, 2005: 17). Corruption is a clear — The tricks of the teacher… that’s the way we force the students drain on the education budget in Cambodia as indicated in the 2005 CSD Corruption assessment which found that corruption to study in private tutoring. The teacher says the new math in the public education sector accounted for US$37 million per year, making up about 55 percent of the total corruption formulas are only introduced in private tutoring. in public services in Cambodia (EIC, 2006: 7). Cambodian elementary school teacher In the summer of 2008 I carried out a study on supplementary tutoring in elementary schools in Cambodia within which Walter Dawson I visited four schools in Phnom Penh, two schools in Kampong Cham, and two schools in Ratanakiri Province. I administered written surveys to 197 parents and interviewed 72 teachers. Teachers reported in my study that about half of their students attend their private tutoring lessons. When asked why they were offering private tutoring, fully four out of five teachers mentioned their low salaries and a need to increase their income. Teachers report an average monthly income of US$61.16 from private tutoring. A European Commission study (World Bank, 2008) estimated teachers’ monthly salary at about US$44. A World Bank report (2008) states that teachers in Phnom Penh earn a salary equivalent to approximately 1.8 times the per capita poverty line and as sole income earners with children would likely live in poverty if they relied on salary alone (p.
    [Show full text]