Education in Cambodia

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Non-economic activities add an average of eight hours per week to the work burden of the economically active children, leading to an average weekly working hours of almost 31. Children having to work before going to school can affect their literacy and numeracy test scores, by nine percentage points after accounting for the differences in school quality. This shows that work affects school enrolment and ability of children to derive educational benefit from schooling.

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sector, as well as a clearer means of gathering relevant statistical information. The role of education-related NGOs is likely to become more closely entwined with MOEYS over time. The Shinta Mani Foundation and the VegVoyages Foundation run an after-school program in rural Cambodia to strengthen English language skills. The program also teaches conscious living, compassion, animal welfare, conservation, recycling, and environment protection, and better health.

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attending schools as they cannot afford to pay for the informal school fees. With an average of three children per household in Cambodia, the informal school fees will add up to a significant amount, making it almost impossible for parents to send their children to school. Though there are efforts by the Cambodia government to promise free provision of education, the collection of informal school fees is a huge deterrence for children to attend school.

450:, with monks as teachers, provided the only formal education in Cambodia. The monks traditionally regarded their main education function as the teaching of Buddhist doctrine and history and the importance of gaining merit. Other subjects were regarded as secondary. In this way schoolboys — girls were not allowed to study in these institutions — were taught to read and to write Khmer, and they were instructed in the rudiments of Buddhism. 2023: 547:

24 to 36 weeks a year. Community pre-school teachers receive a stipend each month for their work, and this is expected to be met by the village. Most classes are held under teachers’ houses and there are health and safety issues when this is the case. Further, parents tend to send all their children, including those less than 3 years of age, to the community pre-school, making the job of the teachers very difficult.

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policy, linked possibly to the inadequacy of budget and research facilities, that exemplifies the weakness in analytical research and development for its education system. As a result, there is a significant gap between policy formation, implementation and monitoring in the education system that does not target the specific problems that the educators and children face.

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promoted to the next grade level at the end of the 2006–07 school year. Most teachers in Cambodia, especially those in the more remote areas, had not completed their secondary education. With a fast-growing youth population, if teachers are required to possess a certain minimum qualification, the problem of teacher shortage will be more severe.

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enrolment in private secondary schools dropped from about 19,000 to fewer than 8,700 for the same period. In 1962 there were 195 Chinese schools, 40 Khmer schools, 15 Vietnamese schools, and 14 French schools operating in Cambodia. Private secondary education was represented by several High Schools, notably the Lyceum Descartes in Phenom Pen.

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cost more than other programs. They operate a 3-hour program, five days a week during the 38-week school year. Instruction is provided in a proper classroom with a roof, posters with curriculum-related materials are displayed on the walls, and toilets and running water are available. Children have access to paper, pencils, books, and toys.

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students. Wealthy Cambodians and those who had government scholarships sought university-level education abroad. Students attended schools in France, but after independence, increasing numbers enrolled at universities in the United States, Canada, China, the Soviet Union, and the German Democratic Republic (East Germany).

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system. It established syllabi, hired and paid teachers, provided supplies, and inspected schools. An inspector of primary education, who had considerable authority, was assigned to each province. Cultural committees under the Ministry of Education were responsible for "enriching the Cambodian language."

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Statistically, from 2005 to 2009, primary school enrolment rates for males and females were at 90 and 87 percent respectively while the attendance levels are at 84 and 86 percent of the students heading to school. This suggests that not all the children in Cambodia are able to consistently attend the

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A severe scarcity of schools and classrooms, particularly in the rural areas, limit the number of children who have access to education. Most Cambodian villages have a primary school, but they are not complete and do not offer a full 1-6 grade curriculum. Cambodian children face greater difficulty in

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Home-based programs are offered through mothers’ groups formed in villages. Again, the government expects each village to provide funding and resources through the local commune council. The groups are facilitated by a ‘core’ mother in the village who has generally received a 2-day training course in

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In community pre-schools, educational experiences for 3 to 5-year-olds are provided by a member of the village who has typically received 10 days of initial training and who participates in refresher training courses for 3 to 6 days a year. The program operates for two hours a day, 5 days a week, for

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The private education system included Chinese-language schools, Vietnamese-language (often Roman Catholic) schools, French-language schools, English-language schools, and Khmer-language schools. Enrolment in private primary schools rose from 32,000 in the early 1960s to about 53,500 in 1970, although

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The university offered three cycles of instruction; the doctoral degree was awarded after successful completion of the third cycle. In 1962 there were 107 students enrolled in the Buddhist University. By the 1969–70 academic year, more than 27,000 students were attending Buddhist religious elementary

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schools had so-called Pauli schools that provided three years of elementary education from which the student could compete for entrance into the Buddhist lyceums. Graduates of these lyceums could sit for the entrance examination to the Buddhist University in Phnom Penh. The curriculum of the Buddhist

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four instead of six classes, the first level of secondary education had three instead of four classes, and the second level of secondary education had three classes. Martin writes that not every young person could go to school because schooling in towns and in the countryside required enrolment fees.

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Soviet sources report that 90 percent of teachers were killed under the Khmer Rouge regime. Only 50 of the 725 university instructors, 207 of the 2,300 secondary school teachers, and 2,717 of the 21,311 primary school teachers survived. The meagre educational fare was centred on precepts of the Khmer

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establishes that the state shall protect and upgrade citizen's rights to quality education at all levels, guaranteeing that all citizens have equal opportunity to earn a living (Article 66). The state shall adopt an education program "according to the principle of modern pedagogy including technology

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of sending girls to school as there will be one less helping hand to earn an extra income. The trade-off between school participation and economic activity increases as the child gets older and this trend is particularly prevalent among girls. In 2008, 23% of young women were illiterate compared to

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Provincial/Municipal Offices of Education (POE) are responsible for supporting the Ministry in implementing educational policies, preparing and submitting plans for further development of education, providing data and statistics of schools. However, there is a lack of congruence between research and

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programs in Cambodia: state pre-schools, community pre-schools, and home-based programs. State pre-school teachers have the highest academic and professional qualifications, having completed a 2-year full-time teacher-training course after Grade 12, and receive a government salary. State pre-schools

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By 2010, the under-5 mortality rate had decreased to 58, but there still is a high rate of moderate to severe stunting (40 percent in 2006–2010) in Cambodia. In 2005–2006, the enrolment rate in EKE for 3-5-year-old in Cambodia was about 12 percent overall. For 5- to 6-year-old, it was 27.27 percent.

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The Buddhist Institute was a research institution formed in 1930 from the Royal Library. The institute contained a library, record and photograph collections, and a museum. Several commissions were part of the institute. A folklore commission published collections of Cambodian folktales, a Tripitaka

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regime, education was dealt a severe setback, and the great strides made in literacy and in education during the two decades following independence were obliterated systematically. Schools were closed. Educated people and teachers were subjected to, at the least, suspicion and harsh treatment and at

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From the early 20th century until 1975, the system of mass education operated on the French model. The education system was divided into primary, secondary, higher, and specialized levels. Public education was under the jurisdiction of the Ministry of Education, which exercised full control over the

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Due to a lack of resources and minimum government funding for schools, there is a shortage of teaching material and school facilities. According to UNESCO, merely 1.6% of Cambodia's GDP (gross domestic product) is spent on education. Even though the Cambodian government promises to provide $ 1.50-$

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In 2007, while around 90 percent of children completed primary education, only 35 percent completed lower-secondary education and only 15 percent progressed to upper-secondary education and beyond. This left around 3.1 million youngsters, or 85 percent of 15–24-year-olds, not receiving any advanced

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Students can only pursue higher education if they can afford the fees. Therefore, further education becomes inaccessible to the bulk of potential pupils. The percentage of population in each group attending an educational institution is shown in Table 1, indicating that only approximately 14.37% of

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Cambodia's public expenditure on education accounted for 2.6% of GDP in 2010, up from 1.6% of GDP in 2007. The share allocated to higher education remains modest (0.38% of GDP, or 15% of the total). Only Myanmar (0.15% of GDP in 2011) and the Philippines (0.32% of GDP in 2009) devote less to higher

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More recent figures indicate that in 2009–2010, the mental rate of 3- to 5-year-olds was 20 percent and that it was 38 percent for 5-year-old. The Cambodian government would like to give priority for ECCE to children from poor and remote backgrounds, but it does not have the funds to increase state

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Nearly 600 Buddhist primary schools, with an enrolment of more than 10,000 novices and with 800 monks as instructors, existed in 1962. The Preach Samaritan Buddhist Lyceum —a four-year institution in Phnom Penh founded in 1955— included courses in Tali, in Sanskrit, and in Khmer, as well as in many

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per month to send a child to school, and others paid up to 150 riels per month. According to Martin, "Access to tertiary studies reserved for children whose parents work for the regime and demonstrated proof of their loyalty to the regime." She writes that, from the primary level on, the contents

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Primary education, divided into two cycles of three years each, was carried out in state- and temple-run schools. Successful completion of a final state examination led to the award of a certificate after each cycle. The primary education curriculum consisted of arithmetic, history, ethics, civics,

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It was established at the World Summit in Johannesburg that education plays a pivotal role in achieving a nation's sustainable development. The lack of awareness of the need for education for sustainable development (ERS) is significantly apparent in Cambodia amidst the financial poverty it faces.

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There is insufficient staff in schools, with 58,776 teachers teaching 2,311,107 primary school students and only 27,240 teachers teaching 637,629 lower secondary students. The teacher-pupil ratio is thus very high and might result in inefficiency. In addition, over 60% of the primary and secondary

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In the first decade of the 21st century, Cambodia allocated around 9% of its annual budget into education to improve its quality. However, 83% of the funds are allocated to servicing remunerations and operation expenses, which might suggest rent seeking in the process. That leaves little funds for

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Writing about the education system under the PRK, Trickery states, "Both the government and the people have demonstrated enthusiasm for education ... The list of subjects covered is little different from that of prewar years. There is perhaps more time devoted to Khmer language and literature than

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The Cambodian secondary curriculum was similar to that found in France. Beginning in 1967, the last three years of secondary school were split into three sections according to major subjects — letters, mathematics and technology; agriculture; and biology. In the late 1950s and the early 1960s, the

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Expand public/NGO/ community partnerships in formal and non-formal education in border, remote and disadvantaged areas as well as increase support for the provision of local life skills and vocational training and basic/required professional skills responsive to the needs of the social and labour

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There is a significant presence in Cambodia of schools built and continuously funded by overseas supporters, and of education-support NGOs that assist with training, resources and funding. The role of these NGOs is significant to the extent that the Minister of MOEYS is on public record as saying

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Teachers in Cambodia earn US$ 120 to US$ 150 a month. They resort to collecting informal school fees of $ 0.02 to $ 0.05 per day from students to supplement their salaries. This is for teachers in the city only, and it is spreading to some of the provincial ones. This further deters children from

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There are disparities between the perceived data to that of the official administrative data rendering the primary school graduation rates. By survey, 92 percent of the children should have completed primary education until the final grade. Formal school's administrative data suggests that only a

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There has been a re-emergence of private schools in Phnom Penh. Organisations from Turkey and the U.S. operate private schools and charities. Mazama International operates two elementary and high schools, and A New Day Cambodia pays for the housing and education of 100 students of different ages.

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Martin describes the education system in the PRK as based very closely on the Vietnamese model, pointing out that even the terms for primary and secondary education have been changed into direct translations of the Vietnamese terms. Under the PRK regime, according to Martin, the primary cycle had

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Secondary education also was divided into two cycles: one of four years teaching at a college, followed by one of three years taught at a lyceum. Upon completion of the first cycle, students could take a state examination. Successful candidates received a secondary diploma. Upon completion of the

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In 2012 and 2013 the MOEYS rolled out a registration process designed to integrate NGOs into the overall education framework and to ensure NGOs meet standards in teaching quality, physical environment and governance. Registration provides a means for some government leverage or control over this

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Bill Hayden, Australian's foreign minister said in 1983 that "the only way for Australia to help Cambodia in the reconstruction is to help them to learn English", so that they can request aid, access modern technology and the commercial world, as well as share knowledge to help Cambodia develop.

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Due to the shortage of teachers in Cambodia, teachers employed often lack proper training and have a high student-teacher ratio. This has led to poor quality of education and high grade-repeat rates among students. From the data, in Siem Reap province, 12% of primary school students failed to be

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Higher education institutions are mainly in major cities. Hence, students have to bear the cost of transport and living expenses in addition to their school fees. Furthermore, those who manage to find alternative places to live are facing the risk of being drawn into an increasingly rampant drug

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August 2014 was the when Cambodian's grade 12 students took their final high school test to get into universities. However, 2014 was the year that the new minister, Hang Chuon Naron, eliminated corruption and cheating during the test. Students could not bring cell phones or calculators into the

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Pass rates at schools are not comparable due to bribery and the skewed level of difficulty of tests handed out in schools. On top of this, the Ministry of Education has to decrease the average passing scores to increase the pass rates of students, or the unemployment rate in the country will be

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French language instruction began in the second year. Khmer was the language of instruction in the first cycle, but French was used in the second cycle and thereafter. By the early 1960s, Khmer was used more widely in primary education. In the 1980s, the primary school ran from the first to the

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The Human Rights Measurement Initiative (HRMI) finds that Cambodia is fulfilling only 68.2% of what it should be fulfilling for the right to education based on the country's level of income. HRMI breaks down the right to education by looking at the rights to both primary education and secondary

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Although the literacy rate and the number of girls graduating from primary school in Cambodia are increasing, the number of girls who drop out from secondary education is much higher than the number of boys. In 2008, the ratio of girls to boys in upper secondary is 75% and only 50% in tertiary

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language, culture, or religion. Other schools provided education to indigenous children who could not gain admission to a public school. Attendance at some of the private schools, especially those in Phnom Penh, conferred a certain amount of prestige on the student and on the student's family.

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For a portion of the urban population in Cambodia, private education was important in the years before the communist takeover. Some private schools were operated by ethnic or religious minorities —Chinese, Vietnamese, European, Roman Catholic, and Muslim— so that children could study their own

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was inaugurated alongside the traditional system. Initially, the French neglected education in Cambodia. Only seven high school students graduated in 1931, and only 50,000 to 600,000 children were enrolled in primary school in 1936. In the year immediately following independence, the number of

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A 2007 report by the Cambodian NGO Education Partnership (NEP) suggested that education costs for each child averaged $ 108 annually — 9 percent of the average annual income of each family. Clearly, in a nation where having four or five children is very common, the education costs become very

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Higher education lagged well behind primary and secondary education until the late 1950s. The only facility in Cambodia for higher education before the 1960s was the National Institute of Legal, Political, and Economic Studies, which trained civil servants. In the late 1950s it had about 250

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Non-economic productive activities such as housework tend to start earlier than economic activities, although less intensively, causing children in Cambodia to be performing ‘double-duty’ — they are involved in housework and economic activity, leaving them little or no time to go to school.

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Due to corruption in most parts of Cambodia's institutions, the education institution is not spared. Although there is an increasing awareness of the importance of education which directly correlates with employability, citizens are merely attending schools for the sake of obtaining paper

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This results in a very high percentage of the Cambodian labour force lacking any formal trade qualifications. The vast majority of university students come from wealthy families living in the cities, whereas the majority of basic-level technicians come from low-income families.

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before the war and, until the 1984-85 school year, at least, no foreign language instruction". He notes that the secondary school syllabus calls for four hours of foreign language instruction per week in Russian, German, or Vietnamese but that there were no teachers available.

309:, had nearly 4,570 male and more than 730 female students in eight departments— letters and humanities, science and technology, law and economics, medicine, pharmacy, commercial science, teacher training, and higher teacher training. Universities operated in the provinces of 720:

Furthermore, there is inadequate communication between schools and corporations. This thus hinders the necessary adjustment of the curriculum to equip the students with skills to meet the demand of the labour market. Graduates find difficulty integrating into the workforce.

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qualifications. There is no great impetus to learn and to increase one's productivity. The quality of education in Cambodia remains doubtful and not all citizens are capable of undertaking tasks that their paper qualifications state they are capable of.

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schools consisted of the study of Cali, Buddhist doctrine, and Khmer, along with mathematics, Cambodian history and geography, science, hygiene, civics, and agriculture. Buddhist instruction was under the authority of the Ministry of Religion.

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1.75 per student per year to each primary school for teaching materials and operating costs, the sum is often insufficient to cover the basic operational cost of the schools. Teachers often have to use their own money to buy items like chalk.

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Close to 20% of Cambodian children ages 5–9 are employed. The figures then rise to 47% for children between ages 10–14 and 34% for ages 15–17. Among the number of working children of ages 5 to 17, only 45% have the chance to attend school.

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students rapidly increased. Vickery suggests that education of any kind was considered an "absolute good" by all Cambodians and that this attitude eventually created a large group of unemployed or underemployed graduates by the late 1960s.

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After the Khmer Rouge were driven from power, the education system had to be re-created from almost nothing. Illiteracy had climbed to more than 40 percent, and most young people under the age of 14 lacked any basic education.

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rooms. Teachers did not have the chance to tell students the answers to the exam questions. The government employed monitors to watch the test-takers carefully. Therefore, only 26% of all students in grade 12 passed the test.

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The low 40% enrolment rate at secondary level and 5% at tertiary level has caused the majority of the Cambodian population not being able to converse in English, which is the common language used in the commercial industries.

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the pursuit of a higher level of education, because secondary schools are in less than 10% of the villages. Only 5.4% of Cambodian villages have a lower secondary school and only 2% of them have an upper secondary school.

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Scaling-up early childhood programs: Moving towards evidence-based decision making in Asia. Bulletin of the International Society of Behavioural Development, Special Section on Intersections between Research and Social

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education. While taking into consideration Cambodia's income level, the nation is achieving 86.2% of what should be possible based on its resources (income) for primary education but only 50.4% for secondary education.

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engaged 1,463 students to technical programs in provinces, but there are public and private technical schools like the National Technical Training Institute, the Phenom Pen Poly Technical School and many others.

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Cambodia has a population of about 14 million, with around 1.5 million children below 5 years. In 2007, when the UNICEF study was conducted, it had an under-5 mortality of 91 and a high rate (37 percent) of

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first two years of the second cycle, students could take a state examination for the first baccalaureate, and, following their final year, they could take a similar examination for the second baccalaureate.

219:. School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%. 436:

of all textbooks except for alphabet books were politically oriented and dealt "more specifically with Vietnam." From the beginning of the secondary cycle, Vietnamese language study was compulsory.

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Rankings by the World Economic Forum (compiled 2013-2014 but using available data) place Cambodia 116th out of 148 nations, behind Thailand (66th), Vietnam (95th) and neighbouring Laos (111th).

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The NEP study found that these fees were the main reason given for children not attending school and that a quarter of parents were unaware that their children had a right to free education.

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Failing to educate women can also lead to an economic cost of US$ 92 billion worldwide each year, thus suggesting that educating more women in Cambodia would lead to more economic gains.

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mere 43 percent have completed primary education. The disparity in the data arises due to the means whereby a child can receive education in Cambodia, formal, non-formal and informal.

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Rao, N., Sun, J., Pearson, V., Pearson, E., Liu, H., Constas, M. A. & Engle, P. L. 2012a. Is something better than nothing? An evaluation of early childhood programs in Cambodia.

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modern disciplines. In 1962 the student body numbered 680. The school's graduates could continue their studies in the Preach Sihanouk Haj Buddhist University created in 1959.

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the use of the program materials. Typically, the groups meet early in the morning before women go to work in the fields. Home-based program materials include advice on

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that the input of these NGOs is an integral part of the education strategy and that without the NGOs the government would be unable to reach its education targets.

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education in Southeast Asia. Moreover, Cambodia still ranks lowest in Southeast Asia for the education dimension of the World Bank's Knowledge-Economy Index.

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the worst, execution. At the beginning of the 1970s, more than 20,000 teachers lived in Cambodia. Only about 5,000 of the teachers remained 10 years later.

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is living below the poverty line. Due to poverty, children in Cambodia are forced to give up education to work and supplement the family's income; see

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Commission completed a translation of the Buddhist canon into Khmer, and a dictionary commission produced a definitive two-volume dictionary of Khmer.

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Evaluation of UNICEF’s Early Childhood Development Programme with Focus of Government of Netherlands Funding (2008-2010): Cambodia Case Study Report

3309: 2807: 2769: 1656: 750:. The cost of sending their children to school is very high in some families, making it almost impossible for the children to receive education. 531:

In state pre-schools 21.23 percent; private pre-schools 1.43 percent; community pre-schools 3.96 percent and home-based programmed 0.84 percent.

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revolution; young people were rigidly indoctrinated, but literacy was neglected. An entire generation of Cambodian children grew up illiterate.

1817: 1795: 1705: 253:, and the monks and priests ("bhikku") were the teachers. The students were almost entirely boys, and the education was limited to memorizing 72: 3284: 2837: 2198: 1512: 1299: 1203: 1770:

http://www.moeys.gov.kh/images/moeys/policies-and-strategies/policies-and-strategies/Education-Strategic-Plan-2009-2013/esp-2009-2013-en.pdf

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Given that the poverty line in the rural areas of Cambodia is set at US$ 0.25 per person per daily consumption, 53.7% of the population in

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The priority for the nation's children is mainly as a contributor to the family's finances and not the establishment of their education.

3329: 2943: 2908: 2812: 2649: 2629: 2090: 1353: 389: 1997: 904:"Literacy rate of population aged 7+ years in any language by sex, Cambodia, 2008-2019 (General population census of Cambodia in 2019)" 2933: 2913: 2888: 2739: 2544: 2277: 2272: 1894: 3360: 2873: 2822: 2776: 664: 326: 2002: 1992: 385: 363: 295: 2983: 2938: 2790: 903: 859: 840:

The relationship between MOEYS and the NGO sector is integral to the 2010 Education Strategic Plan which stated as an objective:

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drafting, geography, hygiene, language, and science. In addition, the curriculum included physical education and manual work.

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The education levels of the Cambodian population (2007) compared with those of an ideally educated society as defined by the

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and foreign languages," as well as the states controls public and private schools and classrooms at all levels (Article 67).

2993: 2978: 2832: 2749: 2744: 2360: 2259: 2141: 1910: 1874: 378: 330: 2584: 1987: 1577: 676:, where the number of enrolled students aged between 14 and 20 barely accounts for 2 percent of this population segment. 3324: 3229: 2998: 2903: 2863: 2306: 2254: 2249: 2178: 2048: 1314:

C.Y. Kim & M. Rouse (2011) Reviewing the role of teachers in achieving education for all in Cambodia, UNESCO, pg 6-7

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in a national level and by the Department of Education at the provincial level. The Cambodian education system includes

1744: 1604: 2883: 2678: 2508: 2385: 2173: 2073: 1950: 1808: 1786: 1716:

S. Clayton (2008) The problem of ‘choice’ and the construction of the demand for English in Cambodia, Springer, pg 5-6

1478: 976:"Human Rights Measurement Initiative – The first global initiative to track the human rights performance of countries" 403: 371: 486:

All of Vietnamese schools in Phnom Penh and some of Chinese schools were closed by the government decree in 1970.

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Research completed December 1987. 'This article incorporates text from this source, which is in the public domain.'

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schools, 1,328 students were at Buddhist lyceums, and 176 students were enrolled at the Buddhist University.

3289: 3264: 3179: 3159: 3109: 3079: 3069: 2703: 2659: 2483: 2452: 2229: 2156: 410: 396: 3319: 1706:

http://siteresources.worldbank.org/EXTEDSTATS/Resources/3232763-1171296190619/3445877-1172014191219/KHM.pdf

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offered training. The increased fighting following the 1970 coup closed the three provincial universities.

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school's curriculum due to possibly financial reasons, health care issues and even transportation costs.

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By 1970 universities with a total enrollment of nearly 9,000 students served Cambodia. The largest, the

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school teachers received at most secondary education, which thus compromises the quality of education.

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In 2011, Cambodia has tertiary enrollment rate of 10%, which is low when compared with other nations.

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schools’ facilities maintenance and to provide proper teaching materials like computers and internet.

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In 1933 a secondary school system for novice monks was created in the Buddhist religious system. Many

3294: 3209: 3189: 3074: 3064: 2988: 2878: 2664: 2478: 2375: 2348: 2338: 2183: 2119: 2100: 1975: 192: 3349: 3339: 3274: 3239: 3174: 3154: 3144: 3104: 3089: 3084: 2537: 2518: 2415: 2355: 2287: 2217: 2131: 1970: 1902: 506: 318: 265: 216: 200: 3404: 509:

offered to young people after high school completion and as an alternative to university. In 2012

3380: 3299: 3259: 3234: 3214: 3149: 3124: 3114: 3099: 2729: 2463: 2433: 2423: 2343: 2244: 1980: 1935: 1159:, Youth and Sports (Moneys) Management Information System. Cambodia: Royal Government of Cambodia 497:

dedicated to education provide this service oriented to unprivileged communities in rural areas,

17: 1541: 3219: 3184: 3139: 3134: 2923: 2868: 2693: 2553: 2513: 2498: 2458: 2448: 2405: 2380: 2318: 1508: 1441: 1295: 1199: 196: 1853: 1357: 1382:"By removing simple barriers to education we can free a generation of students from poverty" 647: 204: 90: 1821: 1799: 1499: 1401: 1286: 1190: 2558: 2468: 2168: 2012: 1801:

Investing against Evidence: The Global State of Early Childhood Care and Education

1111: 962: 942: 498: 366:. In 1986 the following main institutions of higher education were reported in the PRK: 1590:

Chealy, C.(2009). "Higher Education in Cambodia". In Y. Hirosato and Y. Kitamura (eds.)

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Evaluation of Community Pre-school and Home-based Early Childhood Programmes in Cambodia

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Please help update this article to reflect recent events or newly available information.

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The Political Economy of Educational Reforms and Capacity Development in Southeast Asia

524: 432: 314: 118: 3426: 3398: 2488: 2428: 505:, handicapped children and youth and other groups. Some organisations specialised in 249:

Before the 20th century, traditional education in Cambodia was handled by the local

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Investing against Evidence: The Global State of Early Childhood Care and Education

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and non-formal education. The education system includes the development of sport,

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During the period of the French protectorate, an educational system based on the

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Cambodia's higher education lacks world recognition and is not acknowledged by

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C. Tan (2010) Education trajectory in an era of globalization, UNESCO, pg 7

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Before the French organized a Western-style education system, the Buddhist

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Education began making a slow comeback, following the establishment of the

1354:"The Challenge - Why Educate Cambodia? - Schools for Children of Cambodia" 1089: 1890: 254: 212: 2569: 1639:"Cambodia: Sustainable community development through educating children" 935: 975: 1925: 955: 286:

fourth grade. Theoretically, one primary school served each village.

3014: 1859: 1157:

Early Childhood Care and Education Enrolments. Ministry of Education

2503: 1128:

The State of the World’s Children 2012: Children in an Urban World

1376: 1374: 1326:"Cambodia Human Development Report 2000, Children and Employment" 646:

education. This disparity can be partly attributed to the higher

1804:, 212-216, Marope, P.T.M., Kaga, Y., UNESCO. UNESCO. 1141:

State of the World’s Children 2009: Maternal and New Born Health

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pre-school provision or increase the national budget for ECCE.

1473: 1471: 502: 446: 250: 28: 1002: 1823:

Using ICTs and Blended Learning in Transforming TVET

1462:"Gross enrolment ratio, tertiary, gender parity index (GPI)" 392:(TIC)) (which includes technical and engineering curricula) 1842: 1402:

http://unesdoc.unesco.org/images/0018/001880/188018e.pdf

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schooling. The situation is even worse when it comes to

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the population can afford to pursue tertiary education:

1605:"Giving Back the Education that Pol Pot Tried to Steal" 1348: 1346: 1344: 1342: 1340: 1338: 1024: 1022: 337:

Destruction of the education system by the Khmer Rouge

1397: 1395: 1393: 1391: 1331:. Ministry of Planning, Royal Government of Cambodia. 399:(Vietnamese, German, Russian, and Spanish are taught) 1745:"New Minister Cleans up Cambodia's Education System" 1501:

Using ICTs and Blended Learning in Transforming TVET

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country emphasized technical education. In the PRK (

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Ministry of Education, Youth and Sport, of Cambodia

174: 169: 161: 153: 145: 140: 132: 124: 114: 109: 101: 96: 86: 79: 374:(reopened in 1980 with a six-year course of study) 1578:"Gross enrolment ratio, tertiary, both sexes (%)" 1564:"Gross enrolment ratio, tertiary, both sexes (%)" 298:), secondary education was reduced to six years. 1248:http://www.issbd.org/resources/les/JBD_Nov11.pdf 1151: 1149: 1816:work. Licensed under CC-BY-SA IGO 3.0 ( 1794:work. Licensed under CC-BY-SA IGO 3.0 ( 555:, general well-being and developmental stages. 3030: 2585: 1875: 1688:"Main Problems in Cambodian Education System" 1528: 1526: 1524: 386:Kampuchea-USSR Friendship Technical Institute 8: 1812: This article incorporates text from a 1790: This article incorporates text from a 1155:Royal Government of Cambodia (CARGO). 2006. 725:culture or being coerced into prostitution. 65: 3037: 3023: 3015: 2797: 2683: 2620: 2592: 2578: 2570: 2311: 2222: 2124: 2036: 1882: 1868: 1860: 1826:, 164, UNESCO, UNESCO. UNESCO. 1411: 1409: 1081: 1079: 1077: 1075: 1073: 1071: 1069: 1067: 1065: 1063: 1061: 1294:. Paris: UNESCO. 2015. pp. 700–711. 1059: 1057: 1055: 1053: 1051: 1049: 1047: 1045: 1043: 1041: 823:New Education Minister Reforms the System 934:Ministry of Education, Youth and Sport. 658: 592: 518:Early childhood care and education (EKE) 2808:Preah Sihanouk Raja Buddhist University 2610:Ministry of Education, Youth and Sports 881: 810:Relation with the development of nation 187:is controlled by the state through the 1843:Ministry of Education, Youth and Sport 1493: 1491: 1446:: CS1 maint: archived copy as title ( 1439: 1184: 1182: 1180: 1178: 64: 2838:Royal University of Law and Economics 1594:. Netherlands: Springer, pp. 153-165. 1259: 1257: 1255: 1237: 1235: 1233: 1219: 1217: 1215: 1122: 1120: 7: 1088:. Russell R. Ross, ed. "Education". 379:Armchair Dang Faculty of Agriculture 2944:Provincial Teacher Training College 2813:Institute of Technology of Cambodia 2650:Assistance of Education in Cambodia 2630:Accreditation Committee of Cambodia 1760:, December 2011, date to be checked 1288:UNESCO Science Report: towards 2030 1198:. Paris, UNESCO. pp. 212–216. 936:Education Statistics and Indicators 390:Institute of Technology of Cambodia 327:University of Agricultural Sciences 2934:Phnom Penh Institute of Technology 2929:Paññāsāstra University of Cambodia 2889:Cambodia University of Specialties 2740:International School of Phnom Penh 1540:. 24 December 2013. Archived from 1103:Don Bosch Foundation of Cambodia. 25: 2874:American University of Phnom Penh 2823:National University of Management 1189:Marope, P.T.M.; Kaga, Y. (2015). 1031:. Phnom Penh, 21 September 1993. 674:technical and vocational training 665:International Labour Organization 431:Civil servants paid (in 1987) 25 358:Development of the current system 3403: 3394: 3393: 2984:Documentation Center of Cambodia 2939:Paragon International University 2444:Courtship, marriage, and divorce 2021: 1854:Vocational Education in Cambodia 1807: 1785: 1479:"Welcome to World Bank Intranet" 1003:"Cambodia - HRMI Rights Tracker" 911:National Institute of Statistics 860:List of universities in Cambodia 404:Center for Pedagogical Education 372:Faculty of Medicine and Pharmacy 97:National education budget (2019) 71: 33: 18:History of education in Cambodia 2919:Kirirom Institute of Technology 2828:Royal University of Agriculture 2818:National Institute of Education 1941:French protectorate of Cambodia 1641:. Buffalo Tours. Archived from 1114:. Link retrieved on 12.30.2012. 1035:, link retrieved on 12.30.2012. 965:. Link retrieved on 12.30.2012. 945:. Link retrieved on 12.30.2012. 402:the Institute of Commerce, the 3361:British Indian Ocean Territory 2843:Royal University of Phnom Penh 1998:Cambodian Conflict (1979–1998) 1993:People's Republic of Kampuchea 1263:Rao, N. and Pearson, E. 2007. 538:There are three main types of 495:non-governmental organisations 364:People's Republic of Kampuchea 296:People's Republic of Kampuchea 245:Traditional Buddhist education 1: 2848:University of Health Sciences 2833:Royal University of Fine Arts 2755:Lycée français René Descartes 2745:Harrods International Academy 2725:Canadian International School 1384:. Savong's School - Cambodia. 1246:. Vol. 60, No. 2, pp. 23-27. 227:Education in the constitution 2999:National Library of Cambodia 2904:IIC University of Technology 2864:ACLEDA Institute of Business 2720:British International School 2617:Institutions and foundations 1818:license statement/permission 1796:license statement/permission 715:QS World University Rankings 2884:Cambodian Mekong University 732:Poverty hindering education 3449: 1241:Rao, N. and Sun, J. 2011. 1091:Cambodia: A Country Study. 980:humanrightsmeasurement.org 794: 735: 3389: 2954:University of Puthisastra 2765:Northbridge International 2760:Mengly J. Quach Education 2635:Royal Academy of Cambodia 2607: 2531: 2314: 2225: 2127: 2039: 2019: 1838:Cambodia School Directory 1086:Federal Research Division 890:"PM approves 2019 budget" 70: 42:This article needs to be 3110:East Timor (Timor-Leste) 2914:International University 2044:Administrative divisions 1988:Cambodian–Vietnamese War 1029:Constitution of Cambodia 748:Child labour in Cambodia 738:Child labour in Cambodia 307:University of Phnom Penh 233:Constitution of Cambodia 3371:Cocos (Keeling) Islands 2909:Institut de Technologie 2777:International Siem Reap 2704:Samdech Euv High School 2660:Teachers Across Borders 1820:). Text taken from 1798:). Text taken from 1507:. UNESCO. p. 164. 1227:, Vol. 83, pp. 864-876. 791:Corruption in education 501:, children infected by 331:University of Fine Arts 2949:University of Cambodia 2699:Santhormok High School 2278:Special Economic Zones 2273:Science and technology 1856:, UNESCO-UNEVOC report 847: 806:higher than reported. 797:Corruption in Cambodia 668: 411:Normal Advanced School 397:Institute of Languages 209:information technology 3433:Education in Cambodia 2894:CamEd Business School 2770:Paragon International 2655:Friends-International 2601:Education in Cambodia 1848:Education in Cambodia 842: 795:Further information: 736:Further information: 662: 632:Policy implementation 189:Ministry of Education 185:Education in Cambodia 87:Minister of Education 81:Ministry of Education 66:Education in Cambodia 3285:United Arab Emirates 3004:Queen Mother Library 2879:Asia Euro University 2857:Private universities 2665:The Cambodia Project 2106:World Heritage Sites 1976:Democratic Kampuchea 1628:World Economic Forum 3312:limited recognition 2801:Public universities 2643:Private foundations 2624:Public institutions 2396:Social organization 1946:Japanese occupation 1267:. UNICEF, Cambodia. 1172:. New York, UNICEF. 1143:. New York, UNICEF. 1130:. New York, UNICEF. 1105:Work plan 2012-2013 954:USAID in Cambodia. 507:technical education 417:School of Fine Arts 217:technical education 201:secondary education 67: 2979:Buddhist Institute 2730:Don Bosco Cambodia 2283:Telecommunications 1981:Cambodian genocide 1936:Post-Angkor period 1747:. 30 January 2015. 1731:Plan International 1110:2013-01-23 at the 961:2012-07-01 at the 941:2020-02-20 at the 706:Tertiary education 669: 559:Current challenges 511:Don Bosch Cambodia 440:Buddhist education 3417: 3416: 3354:other territories 3045:Education in Asia 3012: 3011: 2994:National Archives 2962: 2961: 2924:Norton University 2869:Angkor University 2785: 2784: 2673: 2672: 2567: 2566: 2527: 2526: 2361:Human trafficking 2301: 2300: 2260:Natural resources 2212: 2211: 2199:Political parties 2142:Foreign relations 2114: 2113: 2003:State of Cambodia 1514:978-92-3-100212-0 1301:978-92-3-100129-1 1225:Child Development 1205:978-92-3-100113-0 1007:rightstracker.org 782:Lack of resources 697:Lack of awareness 655:Low participation 629: 628: 474:Private education 182: 181: 128:National, Private 115:Primary languages 63: 62: 16:(Redirected from 3440: 3407: 3397: 3396: 3366:Christmas Island 3052:Sovereign states 3039: 3032: 3025: 3016: 2798: 2684: 2621: 2594: 2587: 2580: 2571: 2547: 2540: 2312: 2268: 2250:Economic history 2223: 2125: 2037: 2025: 1961: 1884: 1877: 1870: 1861: 1811: 1789: 1772: 1767: 1761: 1755: 1749: 1748: 1741: 1735: 1734: 1723: 1717: 1714: 1708: 1702: 1696: 1695: 1684: 1678: 1677: 1675: 1674: 1668: 1662:. 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2437: 2435: 2432: 2430: 2427: 2425: 2422: 2421: 2419: 2417: 2413: 2407: 2404: 2402: 2399: 2397: 2394: 2392: 2389: 2387: 2384: 2382: 2379: 2377: 2374: 2372: 2369: 2367: 2364: 2362: 2359: 2357: 2354: 2350: 2347: 2346: 2345: 2342: 2340: 2337: 2335: 2334:Ethnic groups 2332: 2330: 2327: 2325: 2322: 2320: 2317: 2316: 2313: 2310: 2308: 2304: 2294: 2291: 2289: 2286: 2284: 2281: 2279: 2276: 2274: 2271: 2269: 2263: 2261: 2258: 2256: 2253: 2251: 2248: 2246: 2243: 2241: 2238: 2236: 2233: 2231: 2228: 2227: 2224: 2221: 2219: 2215: 2205: 2202: 2200: 2197: 2195: 2192: 2190: 2187: 2185: 2182: 2180: 2177: 2175: 2172: 2170: 2167: 2165: 2162: 2158: 2155: 2154: 2153: 2150: 2148: 2145: 2143: 2140: 2138: 2135: 2133: 2130: 2129: 2126: 2123: 2121: 2117: 2107: 2104: 2102: 2099: 2097: 2094: 2092: 2089: 2085: 2082: 2081: 2080: 2077: 2075: 2072: 2070: 2067: 2065: 2064:Deforestation 2062: 2060: 2057: 2055: 2052: 2050: 2047: 2045: 2042: 2041: 2038: 2035: 2033: 2029: 2024: 2014: 2011: 2009: 2006: 2004: 2001: 1999: 1996: 1994: 1991: 1989: 1986: 1982: 1979: 1978: 1977: 1974: 1972: 1969: 1967: 1964: 1962: 1958:Sihanouk era 1956: 1952: 1949: 1948: 1947: 1944: 1942: 1939: 1937: 1934: 1932: 1929: 1927: 1924: 1922: 1919: 1917: 1916:Early history 1914: 1912: 1909: 1908: 1906: 1904: 1900: 1896: 1892: 1885: 1880: 1878: 1873: 1871: 1866: 1865: 1862: 1855: 1852: 1849: 1846: 1844: 1841: 1839: 1836: 1835: 1831: 1825: 1824: 1819: 1815: 1810: 1806: 1803: 1802: 1797: 1793: 1788: 1784: 1783: 1778: 1771: 1766: 1763: 1759: 1754: 1751: 1746: 1740: 1737: 1732: 1728: 1722: 1719: 1713: 1710: 1707: 1701: 1698: 1693: 1689: 1683: 1680: 1669:on 2016-03-05 1665: 1658: 1652: 1649: 1644: 1640: 1634: 1631: 1625: 1622: 1611:on 2012-02-04 1610: 1606: 1600: 1597: 1593: 1587: 1584: 1579: 1573: 1570: 1565: 1559: 1556: 1543: 1539: 1535: 1529: 1527: 1525: 1521: 1516: 1510: 1503: 1502: 1494: 1492: 1488: 1480: 1474: 1472: 1468: 1463: 1457: 1454: 1449: 1443: 1429:on 2012-08-15 1425: 1418: 1412: 1410: 1406: 1403: 1398: 1396: 1394: 1392: 1388: 1383: 1377: 1375: 1371: 1360:on 2013-01-24 1359: 1355: 1349: 1347: 1345: 1343: 1341: 1339: 1335: 1327: 1324:Than, Chhay. 1320: 1317: 1311: 1308: 1303: 1297: 1290: 1289: 1282: 1279: 1273: 1270: 1266: 1260: 1258: 1256: 1252: 1249: 1245: 1238: 1236: 1234: 1230: 1226: 1220: 1218: 1216: 1212: 1207: 1201: 1194: 1193: 1185: 1183: 1181: 1179: 1175: 1171: 1165: 1162: 1158: 1152: 1150: 1146: 1142: 1136: 1133: 1129: 1123: 1121: 1117: 1113: 1109: 1106: 1100: 1097: 1093: 1092: 1087: 1082: 1080: 1078: 1076: 1074: 1072: 1070: 1068: 1066: 1064: 1062: 1060: 1058: 1056: 1054: 1052: 1050: 1048: 1046: 1044: 1042: 1038: 1034: 1030: 1025: 1023: 1019: 1008: 1004: 998: 996: 992: 981: 977: 971: 968: 964: 960: 957: 951: 948: 944: 940: 937: 931: 929: 925: 912: 905: 899: 896: 891: 885: 882: 875: 870: 866: 863: 861: 858: 857: 853: 851: 846: 841: 838: 831: 829: 822: 820: 816: 809: 807: 803: 798: 790: 788: 781: 779: 775: 768: 766: 763: 762:significant. 759: 755: 751: 749: 745: 739: 731: 729: 726: 722: 718: 716: 711: 705: 703: 696: 694: 690: 684:Dropout rates 683: 681: 677: 675: 666: 661: 654: 652: 649: 640: 638: 631: 624: 621: 618: 615: 612: 611: 607: 604: 601: 598: 595: 594: 591: 590: 586: 582: 578: 574: 570: 563: 558: 556: 554: 548: 544: 541: 536: 532: 528: 526: 517: 515: 512: 508: 504: 500: 496: 491: 487: 484: 480: 473: 471: 467: 463: 459: 456: 451: 449: 448: 439: 437: 434: 429: 425: 418: 414: 412: 408: 405: 401: 398: 394: 391: 387: 383: 380: 376: 373: 369: 368: 367: 365: 357: 355: 351: 347: 344: 336: 334: 332: 328: 324: 320: 316: 312: 308: 303: 299: 297: 291: 287: 283: 279: 272: 270: 267: 262: 260: 256: 252: 244: 239: 237: 234: 226: 224: 220: 218: 214: 210: 206: 202: 198: 194: 190: 186: 177: 173: 168: 164: 160: 156: 152: 148: 144: 139: 135: 131: 127: 123: 120: 117: 113: 108: 105:$ 915 million 104: 100: 95: 92: 89: 85: 82: 78: 74: 69: 57: 54:November 2010 45: 40: 31: 30: 27: 19: 3419: 3350:Dependencies 3280:Turkmenistan 3245:Saudi Arabia 3094: 2793:universities 2791:Colleges and 2600: 2424:Architecture 2391:Social class 2371:Prostitution 2328: 2324:Demographics 2240:Child labour 2152:Human rights 1951:Puppet state 1931:Khmer Empire 1822: 1814:free content 1800: 1792:free content 1765: 1757: 1753: 1739: 1730: 1721: 1712: 1700: 1691: 1682: 1671:. 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