Education has been developing quickly in terms of the

Education is to a
great extend vital as a human right that fulfills our life needs. It is
essential to building inventive education projects to propel human advancement,
peace, and democracy. the UN General Assembly announced a United Nations Decade
of Human Rights Education (1995-2004) (Res. 49/184). In so doing, the universal
community alluded to human rights education as a special procedure for the
“building of a widespread culture of human rights”. In light of such
commitments, Cambodia’s higher education framework has been developing quickly
in terms of the number of higher education institutions (HEIs), particularly
private colleges. Between 2001 and 2008, the number of private colleges
expanded from fair two to 46, while at the same time the number of public
colleges multiplied from 13 to 26. The primary reasons for this increment were
the approach of public and private organization for higher education as well as
solid request for higher education resulting from high numbers of understudies
completing high school. By the conclusion of 2008, there were 72 HEIs in
Cambodia. In Cambodia, an education framework has been put since the thirteenth
century. The ‘traditional’ education was steadily changed when Cambodia was a
French colony (1863-1953). The French presented a formal education framework,
which was created through the autonomy period (the 1960s), alongside with the
conventional education. Directly, after its change in 1996, the formal
educational structure of Cambodia is defined to 12 years for the completion of
common education that separates up into six years for primary education and six
years for secondary common education. This detailing does not incorporate at
least one year of pre-school education (kindergarten) for children from 3 to
below 6 years old.

 

Cambodia has emerged from a vicious reign that was
a complete destruction of educational facilities. Consequently, rebuilding
Cambodia’s educational system and facilities has been a top priority, and
considerable improvements have been made. However, despite these efforts, the
educational level remains blemished by many factors such as the lack of
teaching personnel and limited access to quality education. Access to primary
school remains a pressing dilemma, as poverty, alongside with other factors,
cost many children their right to education. The Ministry of Education, Youth
and Sport has demonstrated strong concern of this matter, therefore, along with
education development partners, there has been an increase in aid effectiveness
to improve the country’s education system holistically. 

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