Cambodia’s education landscape has undergone dramatic change in recent years as the country
attempts to rebuild a system that was methodically destroyed during the Khmer Rouge period.
The government estimated that 75 percent of teachers, 96 percent of university students and 67 percent
of all primary and secondary school pupils were killed when the Khmer Rouge was in power.
Infrastructure was also destroyed or abandoned. Few books remained and the deterioration of school
buildings and equipment was widespread. But in recent years a swelling of demand for education and
a concerted effort on the part of the Royal Government of Cambodia, together with international
partners and Non-Governmental Organizations (NGOs), has revived the education system. The
number and characteristics of Cambodian teachers has also changed dramatically.
This study explores the relationships between the teaching profession and educational equity,
quality and efficiency. Teacher quality is considered one of the most important contributing factors
to improving student achievement. Teachers and teaching practices play a critical role in educational
development, both directly and indirectly as well as at the classroom and systemic level.
Schooling statistics and surveys have highlighted the fact that teacher issues are a major
concern. Teacher scarcity is a core problem, while getting teachers placed in remote areas remains a
challenge affecting the most disadvantaged students. Teacher preparedness and performance in
addition to poor professional standing of teachers in terms of capacity development opportunities,
autonomy/responsibility, and managerial/system support pose significant barriers to educational
quality. Communities cite low teacher living standards as the most salient school problem at all
educational levels. Direct costs remain a significant barrier to participation in schooling for poor
children. Uprooting informal fees, such as those from supplementary tutoring, will require more
comprehensive strategies as they are linked to broader civil service reform constraints. These factors
point to the need to address teacher recruitment, preparation, deployment and remuneration.