The 7th National Conference on Education Reform, under the theme “Education Vision – Looking Toward Our Shared Future,” is a continuation of an ongoing campaign that transforms reflections on achievements and challenges into preparation for future planning and action. Through policy dialogues and meaningful discussions, with concrete steps taken by stakeholders from all levels and diverse experiences from grassroots practitioners to national policymakers, participants have the opportunity to discuss, share, and plan the education sector in alignment with the Education Strategic Plan (ESP). This ensures that all Cambodian people receive inclusive and equitable education, equipped with knowledge, skills, and values that lead to well-being, physical fitness, and lifelong learning.
The 7th National Conference also provides opportunities for civil society organizations, development partners, and education stakeholders to coordinate and contribute to the national reform efforts. This dialogue serves as a platform for all stakeholders to share concerns, challenges, intentions, and goals of various policies. It also represents an appeal from NEP for active and meaningful participation and contribution from all education stakeholders, particularly policymakers, implementers, observers, and beneficiaries.
Objectives
The objectives of the 7th National Conference are:
• To create a forward-looking vision through evidence-based dialogue that identifies the next steps for education reform starting in 2026, in line with the Education Strategic Plan 2024–2028.
• To identify practical strategies for improving inclusivity and quality, especially for children with disabilities, out-of-school children and youth, and marginalized communities.
• To promote meaningful participation from civil society organizations, education providers, youth, parents, and policymakers in shaping Cambodia’s education agenda.
• To develop policy-related and programmatic recommendations that can inform national education planning and implementation processes.
Number of Participants and Composition: The conference had a
total of 252 participants (117 women) representing
171 organizations/institutions from 16 provinces/cities of
Cambodia, including:
·
Representative of the National Assembly of the
Kingdom of Cambodia
·
Representatives of the Ministry of Education,
Youth and Sport,
·
Ministry of Civil Service,
·
Ministry of Economy and Finance, and
·
Ministry of Social Affairs, Veterans and Youth
Rehabilitation
·
Representatives of Provincial/City Departments
of Education, Youth and Sport and Offices of Education, Youth and Sport of
Municipal/District/Khan Administrations
·
Representatives of Municipal/District
Administrations, Representatives of the Commune/Sangkat Committee for Women and
Children Affairs, and District/Khan Consultative Committees for Women and
Children Affairs
·
Civil Society Organizations and
Membership/Coalition Organizations in the Education Sector
·
Teachers, School Directors, and Direct
Practitioners
·
Development Partners, Donors,
·
Youth Representatives, and Education Advocates
·
Private Sector and Skills Development
Practitioners
The conference explored 5 key themes, including:
·
Children’s Rights and Education focusing on
promoting equity for vulnerable children in Cambodia.
·
Education Financing 2026 focusing on
strengthening the budget system for better school implementation and policy
implementation.
·
Equitable and Inclusive Education focusing on
building a vision for equitable education, addressing disparities related to
disability, identity, and crisis.
·
Education and Climate Change: From Risk to
Resilience focusing on the education sector strategic plan commencing in 2026.
·
Digital Education focusing on the vision for
digital education that will commence in 2026 for equitable access to education.
Key recommendation
·
Strengthen the accountable implementation of
policies to ensure every child has the right to quality education.
·
Undocumented children at risk of not having access
to school and especially when they progress to higher grade. The conference has
emphasized on the necessity of adopting the Child Protection law.
·
Increase the number of teachers and schools in
remote areas.
·
Strengthen the capacity of teachers, especially
their skills in teaching students with disabilities and indigenous children.
·
Improve school infrastructure, including
libraries, learning materials, ramps, signage for students with disabilities,
restrooms, sanitation materials, clean water, etc.
·
Enhance the school monitoring system to track
student and teacher attendance, identify areas with a high number of
out-of-school children, dropouts, children with disabilities, and indigenous
children.
·
The Ministry of Economy and Finance’s 2023
Report showed education accounted for just 0.1% of Cambodia’s climate change
budget. This limited funding prevents schools from modifying infrastructure or
providing materials during climate crises. MoEYS should increase funding for
climate resilience, including adaptation measures and infrastructure.
·
Limited capacity to integrate environmental and
climate education reduces resilience-building in schools. MoEYS should provide
teacher training on climate education and enable students and teachers to
implement knowledge through school initiatives like environmental competitions
and awareness campaigns.
·
Invest in teachers’ digital capacity and
continuous professional development: Increase the regular implementation of professional development programs
to provide ICT technology skills to teachers so they can teach effectively.
·
Ensure equal opportunities for vulnerable
students:
o
Prioritize the expansion of the Primary Learning
Platform (PLP) and other digital platforms to schools with low learning
outcomes, poor communities, and out-of-school children.
o
Develop digital programs and resources that can
be used offline so that students can continue learning even if internet access
is unstable.
·
A survey conducted by ACTIONAID, WVI, NEP, and
members showed 73 percent of teachers at primary schools report that school
operating budgets remain insufficient for actual needs, including operations
and education quality improvement. Public school funds are inadequate for
administrative operations, maintenance, equitable access, teaching materials,
and environmental improvement, affecting student outcomes. Budget efficiency
must increase with a new formula based on geographical and socio-economic
context of students and school infrastructure condition. Budget preparation
must align with Education Sector Strategic Plan 2024-2028 priorities. Schools
should include parents, students, community representatives, and local
authorities in planning.
