This report presents an updated mapping of Civil Society Organizations (CSOs) engaged in Cambodia’s education sector for the period 2026-2030, building on the 2024 baseline conducted by the NGO Education Partnership (NEP). It provides an analysis of CSO program directions, funding trends, thematic priorities, geographic coverage, capacity gaps, and collaboration patterns, situating civil society engagement within Cambodia’s broader education reform agenda. A total of 34 organizations participated in the survey, all of which are NEP members. The findings show that CSOs continue to play a critical bridging role between national education policies and community-level implementation. However, the sector is currently experiencing shifts in funding, uneven program distribution, and persistent capacity constraints that may affect future sustainability.
In terms of program focus, CSO engagement is highly concentrated in foundational education areas. Primary Education and Early Childhood Care and Development (ECCD) remain dominant priorities, followed by strong investments in teacher training and capacity development. CSOs also actively support non-formal education, lower secondary education, and lifelong leaming initiatives, particularly for out-of-school youth and vulnerable populations. However, higher education, special education, and multilingual education remain underrepresented, indicating important gaps in equity-focused programming.
Geographically, CSO interventions are unevenly distributed. Siem Reap, Kampot, Phnom Penh, and Battambang account for the highest concentration of activities, while remote provinces such as Mondulkiri, Pailin, and Preah Sihanouk receive minimal coverage. This pattem highlights both strategic targeting of high-need areas and persistent service gaps in hard-to-reach regions.
The main target group is children (68%). Many projects also specifically target vulnerable groups: 60% of projects focus on women and girls. Another 60% support children from disadvantaged families, 60% help children with special needs, and 56% assist those not in school. Despite this focus, inclusive education for children with disabilities and multilingual education for ethnic minorities remain limited in scale and specialization. Note that these percentages add up to more than 100% because many projects serve multiple groups at once.
The financial analysis shows that projected education budgets is expected to decline significantly from approximately USD 20.9 million in 2026 to USD 12.23 million in 2030, highlighting a substantial reduction in available funding over time. Compared to the 2025 baseline of USD 16.3 million (based on 2024 mapping data), the 2026 projection initially reflects an increase, but this is followed by a steady downward trend through 2030. This pattem suggests increasing funding uncertainty, widening disparities in financial capacity among organizations, and a heightened risk to the continuity and sustainability of education programs, particularly for those operating with limited budgets.
With regard to gender equality and inclusion, 70.59% of organizations report having comprehensive or at least partially relevant policies in place, and 73.53%are implementing gender-responsive programs. However, implementation gaps remain, particularly in disability inclusion, grievance mechanisms, and accommodation services. Resource constraints, limited technical expertise, and cultural barriers continue to hinder progress in inclusive education.
Regarding quality of education, most organizations (64.71%) measure learning outcomes, using a mix of standardized tools (EGRA/EGMA, MPL, KAP surveys) and internal monitoring systems. However, inconsistency in measurement approaches and limited technical capacity reduce comparability and system-wide learning.
Key challenges across the sector include limited and unstable funding, human resource shortages, weak institutional capacity, and structural barriers such as poor coordination, geographic isolation, and resistance to pedagogical reform. Capacity development needs are strongly focused on policy understanding, inclusive education, MEAL systems, digital skills, and resource mobilization.
Finally, collaboration remains a major strength of the sector. All organizations report active partnerships with government agencies, intemational organizations, NGOs, and academic institutions. Networks such as NEP and sectoral working groups play a crucial role in strengthening coordination, improving knowledge sharing, and enhancing policy influence. However, barriers to participation remain for smaller and rural-based organizations due to financial and geographic constraints.
Overall, the findings highlight a CSO sector that is active, collaborative, and aligned with national education priorities, but increasingly challenged by funding pressures, uneven capacity, and persistent equity gaps. Strengthening coordination, improving inclusive education programming, and ensuring sustainable financing will be critical to enhancing CSO contributions to Cambodia’s education system over the 2026-2030 period.
