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1.4 Geographical Distribution of Access 120 Figure 5. GER by Province, 2005/06 100 Lower Secondary Upper Secondary 80 60 40 20 0 Banteay Meanchey Battambang Kampong Cham Kampong Chhnang Kampong Speu Kampong Thom Kampot Kandal Kep Koh Kong Kratie Mondul Kiri Otdar Meanchey Pailin Phnom Penh Preah Vihear Gross enrolment rate (%) Prey Veng Pursat Ratanak Kiri Siemreap Sihanoukville Stung Treng Svay Rieng Takeo Whole Kingdom Urban Rural Remote Source: EMIS, 2006 Figure 6. GER by Geographical Areas and Sex, 2005/06 Lower secondary Upper secondary Total Female Total Female Urban area 88.5% 81.3% 46.0% 40.9% Rural area 50.2% 45.2% 13.1% 6.9% Remote area 17.8% 16.0% 0.7% 0.5% Source: EMIS, 2006 Note: EMIS defines urban as the area where large towns and cities are located, remote as the area where communication with and transportation to the schools are difficult, and rural as the area categorized as neither. 1.5 Student Progression Table 6. Progression Indicators, 2006 Gross Primary Graduation Ratio (1) 75.9% Transition rate from Primary to Secondary (General) (1) 81.2% Gross Enrolment Ratio in Total Secondary (1) 38.2% Percentage of Repeaters in Total Secondary (1) 2.6% Upper Secondary Gross Graduation Ratio (2) 77.6% Source: (1) UNESCO Institute for Statistics. 2008. (2) MOEYS. 1.6 PTR and Average Class Size Table 7. Pupil-teacher Ratio, 2006 Lower secondary 29.6 Upper secondary 24.9 Source: UNESCO Institute for Statistics. 2008. Table 8. Average Class Size, 2007 Lower secondary 49.9 Upper secondary 51.3 Source: EMIS, 2007 Cambodia 3
2. Institutional Context of Secondary Education 2.1 Education System The education system in Cambodia is divided into four levels: pre-school education, primary education, secondary education (lower and upper), and higher education. Pre-school education and early childhood programmes cater to children, generally, from the age of three to five years old. They are provided on an ad-hoc basis where space and staff are available. Six years of primary education and three years of lower secondary education make up the country’s basic education provision. After the completion of lower secondary education, students have the option of continuing to upper secondary education or of entering secondary-level vocational training programmes offered by the Ministry of Labor and Vocational Training (MOLVT). After completing upper secondary education, students can either enter vocational training (which lasts for one to three years depending on the programmes) or universities (which offer two-year associate degree programmes, four-year bachelor’s degree programmes, and seven-year medical programmes). The Non-formal Education Department of the MOEYS plays an important role in providing literacy and life skill programmes, as well as short-term vocational training to school dropouts and adults. The department provides such programmes all over the country in cooperation with both local and international organizations. Although there are no official documents defining compulsory education in Cambodia, the Constitution stipulates that the State has the duty to provide primary and secondary education to all citizens. This stipulation has been referred to in a number of policy documents with some modifications, most remarkably the inclusion of the word “free”. (See Figure 1 Education Structure: Approximate Starting Age and Duration on page 1.) 2.2 Legislative Framework and Key Policy Documents The Constitution of the Kingdom of Cambodia (1993) The Constitution of the Kingdom of Cambodia, adopted in 1993, includes a number of articles regarding education. Article 68 of the Constitution reads “the State shall provide Primary and Secondary Education to all citizens in public school”, recognizing the rights of citizens to opportunity of education and education of quality through a provision of standardized system. Furthermore, the implementing agencies have rights to adjust contents, pedagogy and foreign languages to maximize the quality of the education delivered. Article 68 also mandates the State to control public and private schools at all levels. Policy of the Ministry of Education, Youth and Sport (1996) The policy of the Ministry of Education, Youth and Sport (MOEYS) focuses on four broad policies from which several other sub-policies or strategies have been developed in order to achieve these broad policies. These key policies were first published in 1996 and have been republished every year in the Chart of Education Indicators, an annual publication by the Department of Planning, MOEYS, which presents a summary of education statistics and indicators. While the format and content of the chart are modified every year, the section on MOEYS’s policy has remained unchanged since 1996: (1) to universalize nine years of basic education and develop opportunities for functional literacy; (2) to modernize and improve the quality of education through effective reform; (3) to link education/training with the labour market and society; and (4) to rehabilitate and develop the youth and sport sub-sector. Education for All: National Plan 2003-2015 (2003) The National Plan of Education for All spells out comprehensive technical and financial plans focusing on (a) gender responsive strategies, (b) early childhood care and development, (c) formal basic education, and (4) non-formal education and adult literacy. The plan focuses on both quantity expansion and quality/relevance of the programmes. Specific to lower secondary education, which is considered the last stage of Cambodia’s basic education programme, the plan focuses on coverage, quality and efficiency. Some of the strategies include scholarship schemes for the rural poor to increase the transitional rate from primary to lower secondary; capacity-building 4 Secondary Education Regional Information Base: Country Profile
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Page 5 and 6: List of Tables and Figures Table 1.
Page 7 and 8: Reader’s Guide The following symb
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Cambodia

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