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Cambodia

Cambodia. AME Education Sector Profile. Cambodia. Education System Structure and Enrollments 2007. Education Structure. Source: World Bank EdStats, Cambodia Ministry of Education, Youth and Sport EMIS. Cambodia. Education Structure.

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Cambodia

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  1. Cambodia AME Education Sector Profile

  2. Cambodia Education System Structure and Enrollments 2007 Education Structure Source: World Bank EdStats, Cambodia Ministry of Education, Youth and Sport EMIS

  3. Cambodia Education Structure • The large discrepancy between net and gross enrollments indicates a large number of over-age children attending school at that level. Source: World Bank EdStats, Cambodia Ministry of Education , Youth and Sport EMIS

  4. Cambodia • 69% of Cambodia’s population is below the age of 30. • The education opportunities that students receive now will seriously affect the country’s economic situation for many years. Population Structure Source: International Labor Organization

  5. Cambodia Education Policy Relevant Education Policies: • Child Friendly School Master Plan 2007-2011 • Education Strategic Plan 2006-2010 • Education Sector Support Program 2006-2010 • Education for All National Plan 2003-2015 • Non-formal Education Policy 2004-2015 • EFA Fast Track Initiative Award, $56.4 million 2006-2009 www.educationfasttrack.org All policies available at: http://planipolis.iiep.unesco.org/format_liste1_en.php?Chp2=Cambodia

  6. Cambodia Education Access: Pre-university • Lower and upper secondary levels have doubled in the last 10 years. • Secondary enrollments are increasing at an average growth rate of 3.1% a year (2.4% at primary). Source: Cambodia Ministry of Education, Youth and Sport EMIS

  7. Cambodia • Higher education enrollments at 5% are considerably below the ASEAN regional average of 23%. • Private universities and colleges outnumber public universities at a 2:1 ratio (private:40 and public: 22). Education Access: Tertiary Source: UNESCO Institute for Statistics, EFA-FTI Cambodia Report 2007

  8. Cambodia • Gender parity has almost been reached at the pre-university level (0.9). • Girls comprise 47% of the student population in grades 1-12. Education Access: Gender Source: World Bank EdStats

  9. Cambodia • Most primary teachers have a grade 9 education and no graduate work. • However, almost 100% of them have received pedagogical pre-service training. EducationQuality: Teachers Source: Cambodia Ministry of Education, Youth and Sport EMIS

  10. Cambodia • Higher pupil-class ratios in secondary education underscore the inadequate number of classrooms necessary for the increasing numbers of students at this level. Education Quality: Class Density Source: World Bank (2006) Teaching in Cambodia

  11. Cambodia • Cambodia has had major success in increasing completion rates at the primary level with an average 12.6% increase every 2-3 years. • Boys and girls now complete the level in nearly equal numbers. Education Quality: Completion Source: World Bank EdStats

  12. Cambodia • Of secondary education completion rates, rural and poor students account for a very small number. • The poorest population segment completes secondary education at a rate of less than 1%. Education Quality: Completion Source: Cambodia Household Survey 2005

  13. Cambodia Education Quality: Testing • Cambodia does not participate in an international achievement exam such as TIMSS. • The national grade 9 exam tests students’ knowledge for matriculation to grade 10. • The national grade 12 exam is used as a final completion test to grant high school diplomas or certificates (for those who fail the test) and as an entrance exam for university study. • Grade 3 and grade 6 achievement tests are being trialed now for imminent national use. • Results on the trialed grade 3 exam (2006) indicated that students performed poorly on grade-level math (40%) and science (37%) knowledge. Source: Kingdom of Cambodia Ministry of Education, Youth and Sport (2006)

  14. Cambodia • Rural students account for 67% of primary enrollments. • Remote area enrollments have doubled in the last ten years and account for 7% of total primary enrollments. Education Equity: Gender/ Geographic Disparities Source: Cambodia Ministry of Education, Youth and Sport EMIS

  15. Cambodia • The poorest students have little success in accessing secondary and university level education. Education Equity: Income Disparities Source: Cambodia Household Survey 2005

  16. Cambodia Education Efficiency: Expenditure • Cambodia education expenditures are low by regional standards. Source: World Bank Education at a Glance, Global Monitoring Report 2008

  17. Cambodia • Spending two thirds of the education budget on primary education has paid off in high enrollments in grades 1-6. • Cambodia now needs to allocate more funds to the growing secondary levels of the system. Education Efficiency: Expenditure Source: World Bank Education at a Glance

  18. Cambodia • The low education expenditure level in Cambodia is in part reflected in the very high repetition rates. Education Efficiency: Repetition

  19. Cambodia • Few Cambodian children seem to get through primary education without repeating grades. • Grade 9 shows a slight increase and Grade 12 a huge rate of repetition probably because of students’ failure to pass matriculation exams. Education Efficiency: Repetition Source: Cambodia Ministry of Education, Youth and Sport EMIS

  20. Cambodia • Staff ratios are steadily declining. Non-teaching staff prefer classification as teaching staff to maintain their pedagogy allowance and work a 10-month year. Education Efficiency: Staff Ratios Source: Cambodia Ministry of Education, Youth and Sport EMIS

  21. Cambodia Education Efficiency: Private Tutoring • Private tutoring is a common alternate occupation of teachers especially at the secondary level and in urban areas. • Participation in tutoring is strongly correlated with teachers’ levels of education, with those with upper secondary education significantly more likely to tutor. • In a 2006 survey, approximately 87% of lower secondary teachers reported being involved in tutoring. • Collection of ‘unofficial fees’ is also a common practice in the system despite education supposedly being free to all. • Informal costs cover illegal actions such as bribes to access services or gain preferential treatment, or legal actions such as procuring additional tuition. • Unofficial fee collection is most widespread in urban areas as students in rural areas are too poor to pay for extra services. • Despite viewing the practice as illegal, the Cambodian government acknowledges that low teacher salaries encourages them to be involved in the practice. Source: World Bank (2005) Teaching in Cambodia

  22. Cambodia Education: Conclusion

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