The Cambodian education system is in dire need of programmatic reform. This need is especially pressing among secondary school students. The government of Cambodia recognizes the need for improving access to and quality of education, but current government policies are focused on basic education for grade 1 through grade 9. Donors, local and international organizations and UN agencies support the government in this policy, with little focus placed on secondary education. Enrolment rates in secondary school in Cambodia are extremely low, with only 22% of girls and 30% of children enrolled in secondary school, and less than half of those students regularly attending classes (UNICEF).

Secondary education is critical for improving Cambodia’s human resource base and bridging economic growth and social development. CPI's approach to secondary education is designed to create a qualified and flexible workforce that can improve Cambodia’s economic competitiveness and help the poorest families to raise their standard of living and break the cycle of poverty.

The CPI school model:

1. Actively presents a holistic approach that generates higher education standards and effective results
2. Is inclusive and accessible, utilizing a child-friendly school approach
3. Teaches an enhanced curriculum based on Cambodian education standards as is relevant for life in rural Cambodia
4. Engages a "spillover effect" to the public school model, transforming neighboring education systems and communities with its positive impact
5. Offers vocational courses in agriculture, hospitality and tourism, office management skills, computer literacy and technology to allow students greater future economic growth
6. Gives students the chance to participate in organized sports and arts programs that are unavailable in public schools
7. Encourages students to be critical thinkers and imparts life skills that foster an entrepreneurial spirit
8. Provides students a platform for entering the workforce or higher education pursuits

Teachers will play a key role in the provision of quality education at CPI schools. Drawing from a pool of qualified public school teachers and recent graduates from local teacher training colleges, CPI will conduct leadership training and professional development programs to introduce teachers to the tenets of child friendly schools, and to enhance their teaching skills and knowledge base.

In order to enhance the long-term impact of CPI, one third of CPI teachers will be recruited from the local public school system as part-time instructors. Receiving the same leadership training and professional development as full time teachers, part-time teachers will utilize their newly acquired skills in the public school system to impact a wider number of students than would be possible through CPI schools alone.

The local community will play an integral role in the development and oversight of all CPI schools. Local School Management Committees will be established and will work in tandem with CPI’s strategic partner organization, Bridges Across Borders, to support teacher monitoring and evaluation, and to ensure the high quality of education and teacher motivation at CPI and surrounding public schools.

For further information, please contact: education @ thecambodiaproject.org.