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A Comparative Study on Education, Development in Cambodia And UvA-DARE (Digital Academic Repository) A comparative study of education and development in Cambodia and Uganda from their civil wars to the present Un, L. Publication date 2012 Document Version Final published version Link to publication Citation for published version (APA): Un, L. (2012). A comparative study of education and development in Cambodia and Uganda from their civil wars to the present. General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:02 Oct 2021 qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopasd fghjklzxcvbnmqwertyuiopasdfghjklzx A COMPARATIVE STUDY OF cvbnmqwertyuiopasdfghjklzxcvbnmqEDUCATION AND DEVELOPMENT wertyuiopasdfghjklzxcvbnmqwertyuiIN CAMBODIA AND UGANDA opasdfghjklzxcvbnmqwertyuiopasdfgFROM THE END OF THEIR CIVIL WARS TO THE PRESENT hjklzxcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxc vbnmq wertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfg hjklzxcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfg hjklzxcvbnmrtyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzx2012 cvbnmqwert UN Leang yuiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjklz xcvbnmqwertyuiopasdfghjklzxcvbnm qwertyuiopasdfghjklzxcvbnmqwerty A COMPARATIVE STUDY OF EDUCATION AND DEVELOPMENT IN CAMBODIA AND UGANDA FROM THEIR CIVIL WARS TO THE PRESENT ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus prof. dr. D.C. van den Boom ten overstaan van een door het college voor promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel op donderdag 19 april 2012, te 12:00 uur door Leang Un geboren te Kampong Cham, Cambodja Promotiecommissie Promotors: Prof. dr. H.G.C. Schulte Nordholt Prof. dr. D.E.F. Henley Co-promotor: Dr. H.C.F. ten Brummelhuis Overige Leden: Prof. dr. H.G. van de Werfhorst Prof. dr. A.J. Dietz Prof. dr. X. Bonal Sarro Prof. dr. M.A.F. Rutten Dr. A.H.M. Leliveld Faculteit der Maatschappij- en Gedragswetenschappen ii TABLE OF CONTENTS Acknowledgements vi Facts and Figures vii Map of Cambodia and Uganda viii List of abbreviations ix Tables, figures and illustrations x CHAPTER I INTRODUCTION I.1 Background of the study 1 I.2 Research question 8 I.3 Theoretical framework: State, education and economic development 9 I.3.1 Education and economic growth 10 Level, quality and distribution of education 12 Type (relevancy) of education 15 I.3.2 The role of the state in educational development: Modern rational legal bureaucracy vs neopatrimonial bureaucracy 17 I.4 Research methodology 25 I.5 Significance of the study 27 I.6 Outline of the dissertation 29 CHAPTER II EDUCATION POLICY AND FINANCE II.1 Introduction 32 II.2 Historical background of Cambodia and Uganda 33 II.2.1 Political development since colonialism 33 II.2. 2 Educational development since colonialism 37 II.3 Financing the education sector after the end of the civil wars 43 II.4 Policy priority and resource allocation 52 II.4.1 Basic/primary education 52 II.4.2 Technical and vocational education and training (TVET) and higher education 63 II.5 Concluding remarks 72 iii CHAPTER III EDUCATIONAL OUTCOME: COVERAGE AND DISTRIBUTION OF BASIC EDUCATION III.1 Introduction 75 III.2 Coverage and distribution of basic education 76 III.3 Cause of non-enrollment and school dropout 80 III.3.1 Direct and opportunity cost 81 III.3.2 Lack of infrastructure 84 III.3.3 Other reasons for school dropout 88 III.4 Cambodia has a relatively wider coverage and more equitable educational provision than Uganda 89 III.5 Factors that led Cambodia to perform slightly better than Uganda 90 III.5.1 Cambodia has relatively lower direct and opportunity costs than Uganda 90 III.5.2. Cambodia has relatively less shortage of infrastructure than Uganda 94 III.6 Concluding remarks 107 CHAPTER IV EDUCATIONAL OUTCOME: QUALITY OF BASIC EDUCATION IV.1 Introduction 110 IV.2 Quality of basic education 111 IV.3 Factors that determine the quality of education 112 IV.3.1 Education systems: Wider socio-political context 113 IV.3.2 Poor quality of education system 119 Ineffective use of instruction hours 119 Poor quality of teaching 126 Lack of supplementary teaching materials 132 IV.4 Cambodia has a slightly better quality of education than Uganda 141 IV.4.1 Cambodia uses its instruction hours relatively more effectively than Uganda 141 IV.4.2 Cambodia has a slightly better quality of teaching than Uganda 143 IV.5 Concluding remarks 147 iv CHAPTER V EDUCATIONAL OUTCOME: TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) AND HIGHER EDUCATION V.1 Introduction 150 V.2 Structure of the Ugandan and Cambodian labour market and economy: Implications for skill requirements 151 V.3 Technical and vocational skill formation in Cambodia and Uganda 153 V.3.1 Skill provision through general education 155 V.3.2 Skill provision through specialized institutes 160 V.4 Cause of low coverage of TVET 161 V.5 Cambodia has a slightly wider coverage of TVET than Uganda 164 V.6 Factors that led Cambodia to perform slightly better than Uganda 165 V.7 Higher education in Cambodia and Uganda 172 V.8 Concluding remarks 182 CHAPTER VI DEVELOPMENT IN CAMBODIA AND UGANDA: THE ROLE OF EDUCATION VI.1 Introduction 184 VI.2 Economic development performance in Cambodia and Uganda 185 VI.3 Economic development: The role of education 187 VI.4 Who performs better: Cambodia or Uganda? 208 VI.5 Concluding remarks 213 CHAPTER VII CONCLUSION: POLICY IMPLICATION AND LESSONS LEARNED VII.1 Education and economic development 215 VII.2 The role of state in the education policy process 218 VII.3 Policy lessons learned 229 VII.4 Further research 231 Summary 232 Samenvatting 238 Bibliography 239 Appendix 1 List of interviewees, group discussions, and field observations 275 v Acknowledgements I would like, first of all, to express my deep gratitude to H.G.C. Schulte Nordholt, D.E.F. Henley and H.C.F. ten Brummelhuis for their advice, guidance and encouragement in their capacities as promoters and co-promoter of this dissertation. Secondly, I would like to thank the Committee members, Y H.G. van de Werfhorst, A.J. Dietz, Xavier Bonal Sarro, M.A.F. Rutten and A.H.M Leliveld for their insightful comments on earlier drafts of this dissertation which greatly helped to enhance the quality of my work. My thanks are also due to my paranimfen, Mohammad Shohibuddin and Frank van As. I am grateful to the staff at AISSR, UvA Doctorate Board and UvA Pedel Office for their administrative and other support. I am also indebted to the many staff in a number of libraries in Amsterdam, Phnom Penh, Kampala and at Northern Illinois University library. My colleagues at the Tracking Development Project have shown me support in many ways over the past years, for which I am also very grateful. Unfortunately there is not enough space for me to mention you all by name here. Since I started my dissertation, many individuals and organisations in Cambodia, the Netherlands, Uganda and the United States of America have provided me with valuable support, encouragement, information and insights which have sustained me psychologically and stimulated me academically. The names of these people and organizations are too many to list here, but I am grateful to each and everyone. Finally, I would like to thank my wife and my son, my parents and the rest of my family for their understanding and moral support when I was away from home completing this dissertation. vi Facts and Figures1 Cambodia Uganda Independence 9 November 1953 9 October 1962 Type of government Constitutional kingdom Republic Head of state Norodom Sihamoni Yoweri Museveni (King: 2004) (President: 1986) Prime Minister Hun Sen (1985) Apolo Nsibambi (1999) Total area 181,035 sq km 236,040 sq km Geography Coastline Landlocked Population (2010) 14,701,717 34,612,250 Population growth rate 1.698 percent 3.576 percent Life expectancy 62.67 years 53.24 years GDP per capita 822 470 (US$ current price) Ethnic (% of total Khmer 90, Vietnamese 5, Baganda 16.9, Banyakole 9.5, population) Chinese 1, other 4 Basoga 8.4, Bakiga 6.9, Iteso 6.4, Langi 6.1, Acholi 4.7, Bagisu 4.6, Lugbara 4.2, Bunyoro 2.7, other 29.6 Religion (% of total Buddhist (official) 96.4, Roman Catholic 41.9, population) Muslim 2.1, other 1.3, Protestant 42 (Anglican 35.9, unspecified 0.2 Pentecostal 4.6, Seventh Day Adventist 1.5), Muslim 12.1, other 3.1, none 0.9 1 The World Factbook, Retrieved 9 April 2011, from https://www.cia.gov/library/publications/the- world-factbook/index.html vii Map of Cambodia Map of Uganda viii List of abbreviations ADB Asian Development Bank CPP Cambodian People's Party
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