Education in Cambodia : from year zero towards international standards / / edited by Vincent McNamara and Martin Hayden

• Pubblicazione: Gateway East, Singapore : , : Springer, , [2022]; ©2022
• Descrizione fisica: 1 online resource (326 pages) : illustrations (black and white, and color)
• Disciplina: 370.9596
• Soggetto topico: Education - Cambodia; Education and state - Cambodia; School improvement programs - Cambodia; Educació; Política educativa; Programes de millora de l'eficàcia escolar
• Soggetto geografico: Cambodja
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): HaydenMartin <1950->; McNamaraVincent
• Note generali: Includes index.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Preface -- Series Editors Introduction -- Initialisms and Acronyms -- Contents -- Contributors -- Chapter 1: Education in Cambodia: An Overview -- 1.1 Country Setting -- 1.2 The Regulatory Context -- 1.3 Contemporary Challenges -- 1.4 About This Book -- 1.5 Concluding Remarks -- References -- Part I: Issues at the Sector Level -- Chapter 2: Early Childhood Education in Cambodia: Current Challenges and Development Trends -- 2.1 Introduction -- 2.2 The Policy Context -- 2.3 Profile of the Sector -- 2.4 Challenges for the Sector -- 2.4.1 Limited Personnel Capacity -- 2.4.2 Program Development and Management -- 2.4.3 Preschool Teacher Training -- 2.4.4 Financial Support -- 2.4.5 Policy Gaps -- 2.5 The Way Forward -- 2.6 Conclusion -- References -- Chapter 3: Primary Education in Cambodia: In Search of Quality -- 3.1 Introduction -- 3.2 Achievements -- 3.2.1 Enrolments -- 3.2.2 Internal Efficiency and Survival in Public Primary Education -- 3.2.3 Teacher Training -- 3.2.4 Curriculum Development -- 3.2.5 Financial Management -- 3.3 Key Challenges -- 3.3.1 Quality -- 3.3.2 Equity -- 3.3.3 Management -- 3.3.4 Budget -- 3.4 Options for the Future -- 3.4.1 Strengthen the Utilisation of the Current High Share of Expenditure on Staff -- References -- Chapter 4: Progress with Reforming Secondary Education in Cambodia -- 4.1 Introduction -- 4.2 The Past as Prologue -- 4.3 Early Development Strategies -- 4.4 Early Successes Under the First Educational Reform Cycle (2000-2009) -- 4.5 Stalled Progress and the Limits of Reform (2010-2013) -- 4.6 Nemesis: Educational Quality-Focused Programming -- 4.7 The Second Education Reform Cycle (2014-2019) and a Charter School Movement -- 4.8 Assessing the Results of the Second Education Reform Cycle -- 4.9 Future Prospects -- References. ; Chapter 5: Technical and Vocational Education and Training Reform in Cambodia 1970-2020 -- 5.1 Introduction -- 5.2 Historical Development -- 5.2.1 Pre-colonial and Colonial Period to 1953 -- 5.2.2 Year Zero: Technical Training Under the Khmer Rouge -- 5.2.3 Vietnamese Occupation (1979-1990) -- 5.2.4 Reconstruction (1991-2000) -- 5.2.5 Towards a Modern TVET Sector (2000-2024) -- 5.3 Current State -- 5.3.1 Governance of TVET -- 5.3.2 National and Provincial Training Boards -- 5.3.3 Regulatory Framework -- 5.3.4 Funding -- 5.3.5 Teacher Training -- 5.4 Relevance to the Labour Market -- 5.5 The Future of TVET in Cambodia -- References -- Chapter 6: Higher Education in Cambodia: The Constraining Effects of Traditional Values -- 6.1 Introduction -- 6.2 Recent Reforms -- 6.2.1 Governance and Management -- 6.2.2 Accreditation and Quality Assurance -- 6.2.3 Teaching, Research, and Funding -- 6.3 Understanding Cambodian Higher Education Issues Through a Cultural Lens -- 6.3.1 The Royal Decree on Professorial Ranking -- 6.3.2 Boards of Directors of Public HEIs -- 6.4 Conclusion -- References -- Part II: Cross-Sector and Policy Issues -- Chapter 7: The Teaching Profession in Cambodia: Progress to Date and Ongoing Needs -- 7.1 Introduction -- 7.2 The Teaching Profession -- 7.2.1 Teacher Training -- 7.2.2 Teacher Deployment -- 7.2.3 Teacher Induction -- 7.2.4 Teacher Working Conditions -- 7.2.5 Teacher Performance -- 7.2.6 Teacher Professional Development -- 7.2.7 Teacher Compensation -- 7.3 Discussion and Recommendations -- 7.3.1 Attracting Teachers -- 7.3.2 Preparing Teachers -- 7.3.3 Supporting Teachers -- 7.3.4 Developing Teachers -- 7.3.5 Incentivizing Teachers -- 7.4 Conclusion -- References -- Chapter 8: Cambodia National Assessment: A Summary of 10 Years of Student Achievement Results -- 8.1 Introduction -- 8.2 National Assessment in Cambodia. ; 8.2.1 An Introduction -- 8.2.2 National Assessment in Cambodia: A Brief History -- 8.2.3 The National Assessment Process -- 8.3 National Assessment Results -- 8.3.1 Interpreting National Assessment Scores -- 8.3.2 Results Summary: Khmer Reading and Writing -- 8.3.3 Results Summary: Mathematics and Physics -- 8.3.4 Student Achievement Levels: Summary -- 8.4 Student Achievement Comparisons over Time -- 8.5 Achievement Comparisons -- 8.6 Conclusion -- Appendix: Comparisons of Grade 6 Khmer and Maths Achievement, 2007-2013 -- References -- Chapter 9: School Leadership in Cambodian Schools -- 9.1 Introduction -- 9.2 Leadership in the Cambodian Context -- 9.3 Professional Development of Cambodian School Principals -- 9.4 Conceptions of Effective School Leadership and Management -- 9.4.1 Characteristics of Participants and of the Setting -- 9.4.2 Challenges Reported -- 9.4.3 Conceptions of Effectiveness as a School Principal -- 9.4.4 Conceptions of a `Good School´ -- 9.5 Conclusion -- References -- Chapter 10: Capacity Development in Cambodia: The Challenge of Changing an Educational Culture -- 10.1 Introduction -- 10.2 Capacity and Capacity Development: Current Understanding -- 10.3 Constructs of Culture -- 10.4 Cambodian Culture -- 10.5 Dimensions of an Educational Culture -- 10.5.1 Child-Friendly Schools -- 10.6 The CFS in Cambodia: Policy Versus Practice -- 10.6.1 Capacity Development in the Cambodian Education Sector -- 10.6.2 MoEYS Policy and School Practice -- 10.7 Conclusions -- References -- Chapter 11: Policy-Based Budgeting: Financing Priority Education Reforms in Cambodia -- 11.1 Introduction -- 11.2 Government Financing to Implement the Education Sector Plan (ESP) 2009-2013 -- 11.3 Overall Progress in Achieving the Objectives of the ESP 2009-2013 -- 11.4 Collaborative Process Between Development Partners and Government. ; 11.5 Increase in Education Financing after 2013 -- 11.6 Conclusion -- Chapter 12: (Higher) Education Policy and Project Intervention in Cambodia: Its Development Discourse -- 12.1 Introduction -- 12.2 Cambodian Higher Education Policies: What Is the Development Discourse and Whose Voices Are Heard? (and Who´s Not?) -- 12.3 Cambodian Higher Education Project Intervention: Who Finances It and What Is the Development Discourse? -- 12.4 Pursuing the Unfinished Project and Beyond -- 12.5 Contextualizing Cambodian Higher Education and Alternative Development Discourse -- 12.6 The Consequent Plight of Development Discourse in Cambodia -- 12.7 Discussion -- 12.8 Concluding Remarks -- References -- Chapter 13: Reforming Cambodian Universities: Building Best Practice at the Royal University of Phnom Penh -- 13.1 Introduction -- 13.2 The Reform Agenda -- 13.3 Sector Overview -- 13.4 Policy Context -- 13.5 Rupp -- 13.5.1 Institutional Profile -- 13.5.2 Governance -- 13.5.3 Human Resource Management -- 13.5.4 Financial Management -- 13.6 Discussion -- 13.7 Conclusion -- References -- Chapter 14: Accrediting Higher Education Institutions in Cambodia: A Baseline Study of Graduate School Programs -- 14.1 Introduction -- 14.2 Development of the Sector -- 14.3 Quality Assurance -- 14.4 A Review of Graduate Programs -- 14.4.1 Survey Questionnaire -- 14.4.2 Interview Findings -- 14.5 Conclusion -- References -- Part III: Stakeholder Inclusion Issues -- Chapter 15: Cambodian Women and Girls: Challenges to and Opportunities for Their Participation in Higher Education -- 15.1 Introduction -- 15.2 National Context -- 15.3 Enrolment Trends -- 15.3.1 Primary -- 15.3.2 Secondary -- 15.3.3 Higher Education -- 15.3.4 Science Technology Engineering and Mathematics (STEM) -- 15.4 Constraints on Female Participation -- 15.4.1 Socioeconomic Barriers and Child Labour. ; 15.4.2 Gender Norms -- 15.4.3 Changing Gender Norms -- 15.4.4 School Curriculum -- 15.4.5 Media -- 15.5 Women Engaging outside the Private Sphere -- 15.5.1 The Political Domain -- 15.5.2 The Civil Service -- 15.5.3 Labour Force -- 15.6 Closing Comments -- References -- Chapter 16: Multilingual Education for Ethnic Minorities in Cambodia -- 16.1 Introduction -- 16.2 The Setting -- 16.3 Development of the Pilot Project -- 16.4 Supporting the Provincial Government -- 16.5 Multilingual Education in Public Schools -- 16.6 A Preschool Initiative -- 16.7 Political Support for Multilingual Education in Cambodia -- 16.8 Handing over Responsibility to the Provincial Office of Education -- 16.9 Training and Promoting Community Teachers -- 16.10 Ongoing Longitudinal Research -- 16.11 The Multilingual Education National Action Plan (MENAP) -- 16.12 Looking to the Future and Lessons Learned -- 16.13 Conclusion -- References -- Index.
• Sommario/riassunto: This book is the most comprehensive account yet published about the education system in Cambodia. It covers all system levels and draws upon the knowledge and insights of a wide range of leading Cambodian and foreign scholars. The book focuses on how the system has developed and is making progress. Significant achievements over the past two decades are evident, but many problems remain, including the poor quality of teaching, research and institutional management. Under-funding is an ongoing obstacle, but so too is a bureaucratic culture of resistance to change, a history of weak governance, and an anti-reform sentiment deriving from a teacher-centred and exam-driven curriculum. Achieving international standards must now be the systems highest priority. To this end, the system must rid itself of conservatism, complacency and manipulation by parochial vested interests.
• Titolo autorizzato: Education in Cambodia
• ISBN: 981-16-8212-7; 981-16-8213-5
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910743230103321
• Lo trovi qui: Univ. Federico II
• Serie: Education in the Asia-Pacific region; ; 64