By: Olivia Harlow
Produced and edited by: Zainab Kandeh
For thirty-five years,
Cambodia has strived to overcome its haunting history in regards to Khmer
Rouge. Today, Cambodia focuses on
reclaiming various cultural identities, especially through restructuring an
education system that was completely obliterated not too long ago.
During the infamous
1975-1979 genocide led by communist leader Pol Pot, Cambodian intellectuals
were completely eradicated from the country.
Approximately 2 million were killed; specifically those Pot felt were
academically superior to him. According
to NGO Education Partnership research, nearly 90% of teachers at the time were murdered,
while the rest fled the country.
Cambodia has progressed
but still struggles to replenish what had become a broken, practically
nonexistent, educational system.
Cambodia’s constitution disseminates free education for nine years to
all of its citizens; however, this service is rarely coerced.
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| © Olivia Harlow 2014 |
Wath Saw, is the first of
his family to have completed more than six years of education. Today he attends one of Cambodia’s top
universities, Pannassastra, where he studies International Relations. “School
doesn’t provide really free and fair education to everyone,” he says.
Almost all schools in
Cambodia require students to purchase uniforms, which many cannot afford. Getting to and from school almost always
requires owning a bicycle or motorbike, which again, students cannot easily afford. Additionally, many teachers require to be
paid, regardless of the constitution’s assurance of a zero-cost education.
Poverty remains
ubiquitous. According to UN
Human Development Report studies, 18.6% of Cambodia’s population lives
below $1.25 a day; that’s nearly 20% of a country’s population living below a
$456.25 annual income. The average
annual income in Cambodia is $750.
Even if students could
afford this “free” education, without tuition costs and attendance policies, students
lack incentive to attend school.
Sadly, around 4% of
Cambodians are uneducated their entire lives, with literally no exposure to
even one year of primary schooling.
While the other 96% begins attending primary school, only 34% percent of
students continue on to lower secondary education (grades 7-9) and only 21% continue
to upper secondary education (grades 10-12).
Sen Su, Deputy Director of
This Life Cambodia, says that when he started in primary education, he would
walk to school with a group of thirty-five students, but that this number quickly
plummeted. Only two people from Sen’s community, including himself, went to
high school.
Sen says parents and
friends have a huge influence on drop out rates. It can become a trend. “If majorities of parents aren’t sending
students to school, then others won’t as well,” states Sen.
Perhaps one of the biggest
issues stems from the fact that poorer, more rural areas lack easily accessible
education. Roughly 85% of Cambodians as farmers, and 36.1% of Cambodian
children work jobs on these farms that, in the United States, would be deemed
unfitting for their age. Because many
children are born into families who don’t recognize the importance of education,
a large majority of kids are raised with the mindset that labor should be their
main focus. “In their image, there is only farming,” Wath says.
The few schools that exist
in pastoral areas oftentimes lack quality in more aspects than general education. These schools also lack access to clean
water, electricity, proper healthcare, and manageable roads during rainy
seasons. This contrast when compared to Cambodia’s urbanized educational structures
makes it clear that education favors large cities.
There is an evident
disparity between the wealthy and poor, leading to a consequential gap in terms
of academic success. Private sectors exist only in high-class areas, proving that
typically only the wealthiest children can excel academically.
Without adequate funding
for educators and implementation of increased accessible schools in rural areas,
Cambodia has no hope to create permanent changes within its education
system.
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| © Olivia Harlow 2014 |
Teachers cannot rely on
teaching salaries, causing many to pursue better paying jobs. Many teachers are forced to work two or three
additional jobs in order to survive. When trying to maintain various careers,
teachers have less time for updating curriculum, building relationships with
students, and interacting with students’ families. It’s clear that low income for teachers
drives quality of education down.
Many teachers generate
income by requiring students to pay fees for classes, despite the fact that education
is meant to be free. This corruption can
go as far as teachers’ willingness to sell answers and degrees to students.
According to Oxfam Country Director, Chris Eijkemans, “You can buy your
grades.”
Further economic
assistance is crucial. Recent studies reveal that Cambodia’s education
expenditures in terms of its gross national product spending are merely 2.6%. The government
pledges $1.50-$1.75 per student in primary schools, in order to fund annual teaching
materials and operating costs. This subsidy is insufficient for even the most
basic needs.
The absence of proper
funding for education results in further corruption and a heightened disparity
between the wealthy and poor.
Sen says that had he not
paid for private tutoring, he would not have been able to pass the national
exam and attend high school. Again this stresses the idea that only wealthier
families are able to obtain quality education in Cambodia.
“I’m not from a rich family,” Sen clarifies,
“but I am lucky to have parents that wanted me to have education.”
Since Khmer Rouge,
Cambodia has expanded education. The
country intends to give equal opportunity to all children. The number of schools has increased, along
with student and teacher populations.
However, drop out rates, inconsistent attendance, crowded classrooms, inaccessible
schools, corruption, and disparity persist. UNICEF Reports show that Cambodia’s
illiteracy rates remain high, with nearly 75% of men and 45% of women yet to
learn their ABCs.
“Education is the basis
for everything. If you don’t build it
right from scratch, then it won’t happen in any case. So what I really hope is that government
takes responsibility,” says Eijkemans.
Sen claims that although
education has evolved since he was in school, “Compared to now, it’s not really
different.”
While this seems
discouraging, the rise of forward thinking, progressive organizations, as well
as international aid, have helped push Cambodia in the right direction.
Self Help Community Centre (SHCC) is one
of many NGOs, that provides free education and social services for Cambodia’s
underprivileged youth. Founder and
director, Choan Sambath, established SHCC with the dream of providing unique
and quality education. “I knew people were struggle, and I decide when I have
enough money, I would open school to bring change,” Sambath says.
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| © Olivia Harlow 2014 |
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