By David M. Ayres

This paintings demanding situations the common trust that Cambodia's schooling quandary is a part of the dreadful legacy of the Khmer Rouge holocaust during which millions of scholars, lecturers and intellectuals perished. It attracts on an intensive diversity of assets.

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Additional resources for Anatomy of a Crisis: Education, Development, and the State in Cambodia, 1953-1998

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19 With expansion came problems and the first evidence of the possibility of an emerging educational crisis. Speaking in 1952 about expenditure on public education, King Sihanouk stated: For these socially and culturally useful projects, which are of such vital importance for the kingdom, I must admit that we are sadly lacking in funds. 20 Yet it was not only financial constraints that troubled the administration. 21 It was within this context that the first UNESCO experts were sent to Cambodia to study the problems in education and to make recommendations for the future.

42 At no stage did French policies in Cambodia ever reflect the idea of assimilation. On the surface, we could entertain the idea that association was more actively pursued in the Cambodian protectorate. A deeper analysis reveals, however, that this is clearly not the case either. The French did not pursue a coherent policy of indirect rule in Cambodia that would benefit both themselves and the native population. Instead, their policy direction, although characterized by a greater degree of control in matters of administration, resembled a series of contingencies, each determined by inadequate personnel and a complete lack of continuity.

28 A second consequence was that graduates of the system assumed they would find employment in the civil service. In February 1956, Prince Sihanouk declared that “students must adapt themselves to various professions. 29 A natural consequence of an education system that trains students to fulfill roles as fonctionnaires is that its graduates will expect to be employed in the area in which they received their training. 30 The first attempts at Cambodianization, embracing UNESCO’s proposals, were pursued within the boundaries of a limited charter.

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