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. The educational framework in Cambodia dates back centuries as it has
been in place since the thirteenth century. However, the education was steadily
changed when Cambodia turned to a French colony in 1863 and lasted till 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 as
several plans have been set by the government of Cambodia throughout the years
to re-establish the educational facilities and plans.