Why cambodia

Strong leadership, quality teaching and a healthy school environment encourage parents to send their children to school, and encourage students to stay in school. UNICEF continues to work with the Ministry of Education, Youth and Sport and other partners to ensure that children go to and stay in school, and most importantly, that they learn well when they are there.

The government continues to allocate substantial public budget to education, and UNICEF is building on current momentum to reform the education sector.

To ensure that every child learns, we focus on equitable and inclusive access to education for children with disabilities, children from ethnic minorities and children living in rural and urban poor areas. Education provides children with a ladder out of poverty and a path to a stable and promising future. UNICEF works with the government and other partners to give all children equitable and inclusive access to education.

This means tackling the barriers that keep children away from school, such as poverty, remoteness, stigma and discrimination. With the government and other partners, we work to improve the quality of education so that Cambodian children can embark on a life-long learning journey. We advocate for financial investment that allows for better training for teachers, from early childhood through to secondary education.

Our mobilization campaigns and training promote positive discipline in the classroom without the use of corporal punishment and we encourage school leaders and teachers to replace violence with positive reinforcement. We also advocate positive parenting in communities. We help the Ministry of Education, Youth and Sport in its efforts to revise the national curriculum, including the syllabus, learning standards, teacher training and textbooks, so that 21 st century skills are integrated into the Cambodian education system.

For the best experience, we recommend using a modern browser that supports the features of this website. Cambodia's history is marked with periods of peace and of great calamity. From its early cities to the introduction of Hinduism and Buddhism, the great kingdom of Angkor, colonialism, and the Khmer Rouge, this essay tries to put its current rebuilding of civil society in context of its incredible history and the challenges it faces today. When Communist insurgents known as the Khmer Rouge seized control of Cambodia in , a spokesman claimed that in the process "2, years of history" had come to an end.

The spokesman was also boasting that Cambodia's recorded history stretched back for two millennia. In fact, archaeological data has revealed that the area we now call "Cambodia" was inhabited by human beings at least 40, years ago. Cities developed along the coast in the centuries before and after the birth of Christ. Indian and Chinese pilgrims and traders passed through these cities, and for the first centuries of the Christian era sources for Cambodian history that survive are almost entirely written in Chinese.

We know about them from the remains of small religious monuments in brick, laterite and stone, from massive stone sculptures, and from inscriptions in Sanskrit and Cambodian, or Khmer.

The earliest dated inscription comes from the 4th century CE. In the late 8th century, a Khmer prince later crowned as Jayavarman II returned to Cambodia from "exile" in Java, and began to consolidate the kingdom. In , in a ceremony near the site we now call Angkor, north of Cambodia's Great Lake, he declared himself a universal monarch, and founded a dynasty that lasted until Angkor was abandoned in the 16th century. In its heyday, Angkor was a powerful kingdom that dominated much of mainland Southeast Asia.

Its capital, Yasodharapura, probably housed as many as a million people—most of them farmers—making it one of the most populous cities in the world.

The city's temples, dedicated to the Buddha or to Hindu gods, are among the artistic wonders of the world. An image of the most famous of these, Angkor Wat, has appeared on every Cambodian flag there have been five of them since the country gained its independence from France in In the 13th century, Cambodians converted en masse to Theravada Buddhism, the variant practiced by the Khmer today.

However, most women are barred from higher education due to lack of access to safe and affordable housing. For these reasons, only one-third of Cambodians studying past the high school level are women. Why Cambodia rebeccagould wilsongould. Toggle Sliding Bar Area. As of September , almost 50, women have been screened for cervical cancer. This has changed the empowerment and accountability paradigm as the additional resources have facilitated facility-level decision-making.

The HEF system has also ensured vital funding for maintaining equipment and infrastructure and for dealing with unexpected shortages of drugs and consumables.

The Cambodia Nutrition Project aims to improve utilization and quality of priority maternal and child health and nutrition services for targeted groups in Cambodia. The project has three components to strengthen the delivery of priority health services and stimulate demand and accountability at the community level as well as to ensure effective and sustainable response by financing results-based support to the Ministry of Health departments and programs, development and delivery of modernized social and behavior change communication campaigns.

The project aims to improve school facilities through the construction and rehabilitation of existing schools, the construction of 30 new schools, and equipping laboratory facilities at targeted schools. Over the past three and a half years, the project has benefitted 25, students, teachers, and educational staff at national and sub-national levels.

The project also provides grants to promote the development and implementation of research projects in science, technology, engineering, and math STEM and agriculture. The support mainly helped the Ministry of Education, Youth and Sport develop teaching videos to be broadcast on its social media channels and television, develop student worksheets for the students to work with their textbooks, and provide school grants to print and copy the student worksheets for low-income students.

So far, the supply side has rolled out to 24 out of 25 capitals and provinces, out of districts, municipalities, and khans, and 1, out of 1, communes and sangkats across the country. More services are being piloted in 5 districts, municipalities, or khans covering water supply and sanitation. Thousands of Community Accountability Facilitators CAFs have been recruited and Joint Accountability Action Plan JAAP committees have been established to help mobilize communities to receive information on citizen rights and standards of services, monitor quality of services available, and monitor the implementation of JAAP.

To date, a total of self-help groups and producer groups have been established, of which approximately 90 percent are female, for enhancing access to finance, inter-lending, agriculture skills, market linkages and value addition.

A total of students were enrolled for skills training in Siem Reap and Phnom Penh. Among graduated students, are employed. In addition to these interventions, LEAP has provided community economic infrastructure.

A total of 68 items of infrastructure in Siem Reap and Phnom Penh have been improved. The Bank-financed Water Supply and Sanitation Improvement Project has supported water supply in five provinces and improved wastewater collection and management in Siem Reap. About 1, people have benefitted in the remote province of Mondulkiri, including ethnic minority households.

The Mekong Integrated Water Resource Management Project has supported 70 community fisheries with long-term community fishery management plans and equipped them with motorboats and related equipment to carry out patrols in fishery conservation zones.

The project built approximately 50 river guard offices, and more than 60 demarcations have been constructed to prevent illegal fishing.