In Cambodia, where the youth population is burgeoning, the right to education has become more critical than ever. 

As the nation develops, ensuring that every child – regardless of their abilities or background – has access to quality learning is a formidable challenge requiring concerted efforts from all sectors of society.

Education in the country is undergoing significant reforms, with various initiatives aimed at improving access, quality and inclusivity. 

A key development is the launch of the Inclusive Education Action Plan 2024-2028, supported by the Ministry of Education, Youth and Sport and UNICEF. 

The plan focuses on providing quality schooling to all children, including those with disabilities. It aims to change societal attitudes, provide necessary tools and support and foster collaboration among various stakeholders.

"The EU believes that education for all is the key to unlocking the potential of Cambodian youth and is essential for reducing poverty and creating jobs in the country," said Koen Everaert, deputy head of cooperation for the EU Delegation to Cambodia. 

"Inclusive education for persons with disabilities provides equal opportunities and recognises the importance of their contribution to the sustainable development of the country," he added.

Ministry secretary of state Ung Borath emphasised the government’s dedication to inclusive education, stating that the adoption of the plan demonstrated its commitment to providing quality instruction for all children. 

"By addressing the barriers faced by children with disabilities, we aim to create an educational system that is truly inclusive and equitable,” he was quoted as saying in a July 1 UNICEF press release.

In addition to these initiatives, digital transformation is a major focus, with the government aligning reforms with its digital socio-economic policies for 2021-2035. 

These improvements aim to strengthen digital literacy and integrate modern technology into the education system, benefiting students across the country.

Efforts are also being made to improve early grade education through the USAID-funded Inclusive Primary Education Activity (IPEA), which has shown significant gains in early grade reading proficiency and is being scaled nationally to benefit more students and teachers.

A broader look at education for all children

Education is a fundamental right enshrined in international conventions and national policies, yet in Cambodia, access to quality learning remains unevenly distributed. 

The ministry has been at the forefront of efforts to improve educational opportunities across the country. 

However, challenges persist, particularly in rural and indigenous communities, where poverty, geographic isolation and cultural factors impede access to schooling.

The ministry has taken steps to address these issues, particularly through initiatives that aim to bring education to the most remote and underserved populations. 

Ministry spokesperson Khuon Vicheka said, "We are implementing programmes in indigenous areas such as Ratanakkiri, Mondulkiri, Kratie and Stung Treng provinces, where multilingual curricula have been established.”

This ensures that indigenous children can learn in their native languages alongside Khmer, which helps preserve their cultural heritage while also integrating them into the broader national education system.

One of the notable initiatives is the bridge programme for grades 1 to 3, where children in indigenous communities begin their education in their native languages. 

By the time they reach Grade 4, they transition to using Khmer as the primary language of instruction.

This approach facilitates learning and also eases the children into the national education system, preparing them for future academic challenges.

The ministry has also developed textbooks and storybooks in various indigenous languages to encourage a love of learning among children in these communities. 

The goal is not only to provide basic education but to inspire a lifelong pursuit of knowledge that transcends the limitations of their environments.

Despite these efforts, significant disparities remain. The quality of learning in rural schools often lags behind that of urban centres. 

Infrastructure, teacher training and resource availability are ongoing issues that hamper the effectiveness of educational programmes. 

"To ensure that there are skilled teachers for young people with special needs, the ministry has established the National Institute of Special Education (NISE), which is responsible for one-year training for teachers who have students with disabilities in their classrooms," Vicheka said.

According to Vicheka, 400,959 young children received full education services in the current school year, marking an increase of 13,680 (equivalent to 3.53 per cent) compared to 2022-2023. Of these, 201,290 were females, an increase of 7,218 (equivalent to 3.71 per cent).

There were 217,950 five-year-old children enrolled, an increase of 5.11 per cent, including 108,234 females, which represented an increase of 2,698 (or 2.55 per cent) compared to the 2022-2023 school year.

The number of primary school students reached 2,265,783, an increase of 65,762 (equivalent to 2.98 per cent), with 1,086,892 females, reflecting an increase of 30,303 (or 2.86 per cent) compared to the previous school year.

“Primary school enrollment achieved a real enrollment rate of 99.6 per cent, up by 3.9 per cent from the 2022-2023 school year,” said Vicheka.

Additionally, there were 711,113 lower secondary school students, an increase of 16,952 (equal to 2.44 per cent), including 378,247 females, an increase of 15,592 (or 4.40 per cent) from the previous year.