UN Analysis Final.pdf - United Nations in Cambodia

IV
YOUTH AND
EDUCATION
“MY PARENT ASKED…WHAT IS MY EDUCATION WORTH SINCE IN OUR HOUSE WE HAVE
NOTHING TO EAT?” – POOR YOUNG FEMALE, SIEM REAP PROVINCE
Education is generally viewed as one of the most powerful weapons against poverty and vulnerability
(Anand and Sen 1994; Sen 1999). It is also seen as a unique means for empowering marginal youth
toward better prospects for enhancing their lives. Both theory and empirical evidence suggest that
education is vital to economic growth and poverty reduction (World Bank 2007a).
In recent years, education in Cambodia has improved substantially. Enrolment rates have increased and
socio-economic gaps have been gradually reduced in rural and urban areas, at the same time as significant
improvements have been made in facilities and teaching materials. However, early school leaving remains a
significant problem, and the poorest are most likely to leave school for jobs that trap them in a persistent cycle
of poverty.
The availability of education is not the only issue; so is the quality of information. Schools that teach life skills,
enhance civic engagement, provide for health education and link education with employment opportunities
appear to have the most positive impact. This study argues for a more relevant education policy that is
inclusive of vulnerable youth and caters to employment and labour market needs.
4.1 YOUTH EDUCATION-RELATED POLICIES AND SUPPORT PROGRAMMES
4.1.1 REVIEW OF EDUCATION POLICY FOR YOUTHS AND YOUNG PEOPLE
In recent years, the Government has made efforts to simultaneously improve the quality of education and
minimize the inequality in access to education for young people, through the establishment of a realistic
pro-poor national education plan. The Education for All (EFA) National Plan 2003-2015 aims to encourage
equal education provision to young people. The Education Sector Support Programme (ESSP) involves major
reforms designed around 12 priority action programmes (PAPs. However, they are designed to address overall
access, rather than specific gender imbalance in terms of access for girls. Significant outputs, strategies and
priorities to address challenges in the education sector are explicitly articulated in the Education Strategic
Plan (ESP), 2006-2010, which operationalizes the 2003-2015 National Plan on Education for All and reflects
the CMDGs of ensuring access to nine-year basic education for Cambodian people (Box 4.1). This programme
has made significant strides in realizing its major priorities of increasing the number of primary and lower
secondary schools, expanding enrolment levels in lower secondary education (enabling the completion of
basic education up to standard 9), and increasing literacy levels for 15-24 year olds.
Situation Analysis of Youth in Cambodia
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