By David M. Ayres

This paintings demanding situations the common trust that Cambodia's schooling hindrance is a part of the dreadful legacy of the Khmer Rouge holocaust within which hundreds of thousands of scholars, lecturers and intellectuals perished. It attracts on an in depth diversity of resources.

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Additional info for Anatomy of a Crisis: Education, Development, and the State in Cambodia, 1953-1998

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The forerunner to the Lycée Sisowath, the Collège du Protectorat, was founded in 1893 on the premise of training Cambodians to assist with the work of colonization. ” 70 Those at the highest echelons of the elite, generally members of the royal family, were provided with access to higher education in the Vietnamese colonies and with the possibility of attending an institution in Paris. For these people, assimilation into the “modern” world envisaged by the French was a possibility. By 1950, after the French had turned control of education over to an indigenous government, there were approximately one hundred Khmer students studying in France.

Another, more in accordance with UNESCO’s proposals, was the emergence of the idea of “Cambodianization” and the development of educational curricula suited to Cambodian needs and the building of the Cambodian nation. A final theme was the return from France of many of the students who had associated themselves with the international Communist movement. Many of these former students gravitated to the teaching profession. Cambodianization The enthusiastic embrace of educational expansion following the elections of 1955 was reflected in the statistics.

During the same period, the number of Khmer public schools (formerly Franco-Khmer public schools) increased from 1,352 to 1,653. 27 Despite the expansion, the system was poorly suited to the needs of Cambodia. It continued to reflect the centralized, rigid, and competitive French school system. Like the French system, the fine details of curriculum content were prescribed by regulation, including the number of hours 40 Sihanouk and the Sangkum teachers were to spend on each subject per week. The history and geography syllabi failed to provide students with an understanding of Cambodia or the Southeast Asian region, while French was the dominant language of instruction in all but the formative school years.

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