By Kitamura, Edwards Jr., Williams, Sitha, Yuto Kitamura, D. Brent Edwards Jr., Chhinh Sitha, James H. Williams
Within the so much in-depth examine schooling in Cambodia up to now, students lengthy engaged in examine on Cambodia supply ancient context and unpack key problems with excessive relevance to Cambodia and different constructing nations as they extend and modernize their schooling structures and grapple with demanding situations to delivering a top quality and equitable schooling.
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Additional resources for The Political Economy of Schooling in Cambodia: Issues of Quality and Equity
Example text
Nevertheless, Hun Sen’s power remains near absolute. 1 One result of this “authoritarian thought” has been that criticism of the government and of politicians is not well tolerated and is often accompanied by harsh consequences. 2 This leads many people and organizations to be cautious when it comes to critiquing the actions and performance of those in power. Another salient aspect of the contemporary political economy is that, since the early 1990s, NGOs and other development partners have had a significant degree of latitude to operate (Dy and Ninomyia 2003; Bandyopadhyay and Khus 2013).
In Cambodia, dropout is higher in lower secondary school, as children encounter more difficult curricular expectations, generally greater distance from home to school, as children’s academic performance levels and the prospects for long-term academic success become clearer, as direct and opportunity costs increase, and as children’s work becomes more economical. In poor countries such as Cambodia, with many families in poverty, a cluster of factors associated with dropout in primary and lower secondary school relate to household income and the family’s financial circumstances.
Dropout rates vary, in part, in relation to supply-side factors such as the structures of schooling—entry and exit points, examinations and other gatekeeping mechanisms, both of which may vary by level of schooling, and the availability and cost of schools. Some national systems are characterized by high early dropout rates, when students first encounter schooling or during their early years. Other countries enroll and retain students relatively well during the early years, but begin to see higher rates of dropout in secondary school, often at major transition points.