A culture under siege: post‐colonial higher education and teacher education in Cambodia from 1953 to 1979

Fergusson, Lee; Masson, Gildas Le

doi:10.1080/0046760970260106

Cited by 23 publications

(21 citation statements)

References 5 publications

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“…Despite the university enrolment was slightly increased or was stable in urban areas, the figures of students steadily decreased among provincial universities. Although the government tried to promote salaries, honors, lecturer's opportunities, and build up research skills, provide extensive trainings and consultancy, funds were insufficient; curriculum development and teaching method was slowly [not] progressed (Fergusson & Masson 1997). For this, Dy (2004) commented as the time of degrading education and economy in Cambodia.…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

“…By the 1974, Duggan (1997) claimed that 50% of physical achievements such as hospitals and schools were devastated. This evidence can be testified through the claim of Fergusson and Masson (1997) that the American bombardment completely destroyed Takeo-Kompot Universities and partially damaged University of Kompong Cham. The worse impact was the economic crisis and inflation due to a reduction of exports, financial deficits, shortages in resources and work skills, and industrial competition among neighboring countries, especially Vietnam (Tulley 2005).…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

“…The notable achievement of Cambodian higher education at that time was paralleled to the extension of higher education and industrial sector in other countries in the region. Although the impetus of Cambodian higher education incepted alongside with the explosion of industry during Sihanouk (1950s-1960s), Fergusson & Masson (1997) and Ayres (2000) gave comments on several pitfalls. First was the inadequate human and financial resource.…”

Section: From the Fear Of Phnom Penh…cambodia's Neighbors Wish To Demmentioning

confidence: 99%

“…Also, this regime considered business and the free market system as the mechanism of exploitation, which created inequality in society. Based on Fergusson & Masson (1997) and (Tulley 2005), the eight political ideologies in the Standard of Total View (STV) of Khmer Rouge are:…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

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Historical Perspectives of Business Education at the Higher Learning Institutions and Skills Development for Industry in Cambodia

Chan¹,

Latif²

2013

IJLD

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The primary purpose of this essay is to extend the literature of business education at the higher learning institutions and skills development for industry in Cambodia. Especially, the essay stresses on how business education was developed, practiced, declined, destructed and reemerged under social and political upheaval within three historical perspectives. Data used in this essay is mainly descriptive based on secondary data: books, articles, journal, reports, and so on. The study discovered that the development and practice of curriculum for higher learning institutions aimed to enhance different skills for students in each perspective. Prior to the protectorate, higher learning curriculum did not enhance business knowledge and skills, but occupational skills for rural life. Although the French protectorate brought light to business education and skills development, but it was in a narrow-based approach to enhance administrative skills for government system. Enjoyed great explosion of academics, industry and economy in Sihanouk regime, Cambodia's higher education system, industry and economy were severe declined and destructed in Lon Nol and Khmer Rouge. Currently, new educational goal was established to articulate innovative and creative knowledge and skills to students for regional and global economy. Therefore, many business-related disciplines have been provided, for example, economics, management, accounting, marketing, entrepreneurship and other. With the insightful accounts, the essay provides all relevant stakeholders: students, educational institutions, government agencies, business actors and researchers to be better aware so that they are able to prepare, create, cooperate and improve the business education curriculum to develop compatible skills for industry.

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Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

Section: From the Fear Of Phnom Penh…cambodia's Neighbors Wish To Demmentioning

confidence: 99%

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

See 2 more Smart Citations

Historical Perspectives of Business Education at the Higher Learning Institutions and Skills Development for Industry in Cambodia

Chan¹,

Latif²

2013

IJLD

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“…After four years of the protectorate, King Norodom (1834Norodom ( -1904, grandfather of Prince Sihanouk, established the first school for 40 students of the royal family using French as the language of instruction. Shortly thereafter, France opened the first public schools in Phnom Penh, Kampot, Kampong Cham, and Kraties in 1873, and founded the first training centre for colonial administrators and officers in 1893 (Masson, 1997 School (Lycee Sisowath), the country's oldest and sole secondary school, was opened for Cambodian students with a low standard of education when compared with western secondary schools.…”

Section: Under the French Protectorate And Colonizationmentioning

confidence: 99%

Cambodia’s Higher Education Development in Historical Perspectives (1863-2012)

Sam

Zain

Jamil

2012

IJLD

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Similar to other Southeast Asian countries in the world, Cambodia has established her higher education institutions to develop human capital with high knowledge and professional ethics to serve the country over the period of contemporary history. Clearly, colonization, political ideologies, and global economic development tendencies have directly influenced Cambodian public higher education institutions within her various political regimes and social transformation. The purpose of this study is to examine the Cambodian higher education development in the seven different regimes through historical perspectives from the French colonial period to the present period. This paper uses a predominantly descriptive approach relying on secondary sources such as academic papers, textbooks, government documents, non government organization documents, and development partner reports. Therefore, this research could be significant for researchers, academicians, and policymakers to deepen their understanding about Cambodian higher educational history in order to reform its system to the benefit of education quality and student academic success.

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Historical Background and Recent Developments in Relation to Primary School Leadership in Cambodia

Kheang

O’Donoghue

Clarke

2018

Primary School Leadership in Cambodia

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A culture under siege: post‐colonial higher education and teacher education in Cambodia from 1953 to 1979

Cited by 23 publications

References 5 publications

Historical Perspectives of Business Education at the Higher Learning Institutions and Skills Development for Industry in Cambodia

Historical Perspectives of Business Education at the Higher Learning Institutions and Skills Development for Industry in Cambodia

Cambodia’s Higher Education Development in Historical Perspectives (1863-2012)

Historical Background and Recent Developments in Relation to Primary School Leadership in Cambodia

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