Primary Education

The target group of primary education in Cambodia is from 3 to 6 years old. However, some program also target children from 0 to 3 years old through home-based primary education program. In total, the target group of this program are 41,753 families, 8,146 group mothers, 1499 core mothers and 66,129 children, 33,242 of whom were females.

Evaluation of the Multilingual Education National Action Plan in Cambodia

The Royal Government of Cambodia launched the 2014-2018 Multilingual Education National Action Plan (MENAP) in 2015. With this, the Ministry of Education, Youth and Sport, in collaboration with UNICEF Cambodia and Cooperative for Assistance and Relief Everywhere (CARE), and in consultation with other stakeholders in Cambodia were responsible for implementing the plan. The goal is to increase access to meaningful education of indigenous girls and boys. To achieve this, the plan aims to provide children with multilingual education in preschool and in the first three years of primary school.

Moreover, a multilingual education curriculum is available in five Indigenous languages (Bunong, Kavet, Kreung, Tampuan, and Brao). The multilingual curriculum is also available in preschools and primary schools in Mondulkiri, Ratanakiri, Kratie, and Stung Treng. These provinces contain high numbers of indigenous children. One district in Preah Vihear also offered the multilingual curriculum. The initiative uses a bridging model whereby children begin learning in their indigenous language. Thus, they can slowly transition to Khmer, the national language of instruction, and the national curriculum in Grade 4.

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Action guide to promote gender-responsiveness in Cambodia primary and lower secondary schools

Booklet 1 & 2

In recent years, Cambodia has successfully narrowed the gender gap in primary school enrolment. In the school year 2018-2019, the enrolment for girls was 49% compared to 51% for boys. Yet, once in school many children drop out of school.  In particular, learners from poor households leave school prematurely in search of a job to support their family. The transition rate to secondary level also remains a serious challenge, especially for girls.

For many adolescent girls, schools become unsafe. Parents and girls fear harassment at school or on the way to school. Others cannot afford menstrual products, or the school they attend lacks decent female restroom facilities. Cultural gender norms continue to stall girls’ secondary education too. Many families prioritize their sons over daughters in education in the belief that their daughters will become housewives after marriage, notwithstanding their studies, with responsibility for their children, the housework and cooking. Clearly, there is a need to transform gender attitudes and relations.

Education is a powerful means to transform persisting norms and expectations by cultivating the intellect, spirit, and skills for children to advance gender equality and contribute to sustainable development. Thus, this action guide paves way for creating the required gender-responsive learning environment, bringing together insights, strategies and tools for TEC management staff, teacher trainers, school leaders, school management committee members and teachers alike.

For more information on Booklet 1, download here

For more information on Booklet 2, download here


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Technical Vocational Training

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Inclusive Education

Sorry, this entry is only available in Khmer.

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Early Childhood Care and Education

Network of Early Childhood Care and Development (NECCD)

Roadmap for improvement of policy dialogue in ECCD sub-sector in Cambodia

Formative Goals Document 2020-2024

Objectives of NECCD

The development of Early Childhood and Education can be seen within this document for it provides initial insights into the present stakeholders and situational analysis of the Network of Early Childhood Care and Development (NECCD) for the year 2020-2024. The process has been initiated in consultation with the members and executive committee of the group. This document will provide:

  1. The analysis of stakeholders of NECCD
  2. The analysis of Strengths, Weaknesses, Opportunities and Threats
  3. The potential key themes and goals that the network envisions to engage in delivering for the next five years term.
  4. Introduction to the Roadmap template and the way forward

The first round of participatory consultative workshop was conducted with the executive committee of NECCD, followed by a full-day brainstorming with the larger membership group.

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Non-Formal Education

Detailed Report on Non-Formal Education 2019

In accordance with the Education Strategic Plan and Non-Formal Education policy, the Department of NFE have developed an annual operating plan for 2019 by reforming the practice in the context of lifelong learning to achieve sustainable education in 2030. Within the reform, more attention was put on implementing various important programs such as: literacy program, post-literacy program, re-enrollment program, equivalency program, complementary education program, increased income program through community learning center and mobile school work. In addition, the Department of Non-Formal Education have practiced various cross-sectional works such as integration of gender education, awareness on women and child trafficking, domestic violence, education and prevention of HIV, Avian influenza, new flu and participation in promoting education on traffic law and education on the prevention of drug-related and mine-related risk.

របាយការណ៍ ស្ដីពី ការងារ_អប់រំ_ក្រៅ_ប្រព័ន្ធ_ឆ្នាំ_២០១៩

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