Sereyrath Em, Sarom Mok, Rany Sam, Ganda Febri Kurniawan, Dina Pen

History of Education in Cambodia: A Review of Literature From Past to Present

Introduction

History of education in cambodia: a review of literature from past to present. Review Cambodia's education history: prehistoric origins, Angkor Empire's peak, post-collapse decline, Khmer Rouge eradication, and current rebuilding. Insights for future education.

Abstract

Abstract: From the beginning until now, education has been a significant factor in the Cambodian setting. The current article examines the origins of education in Cambodia, which dates back to the prehistoric period. Throughout Cambodian history, education has played a variety of meaningful roles. Education played a significant role in shaping the lives of individuals throughout the many eras of Cambodian prehistory and history. In prehistory, children learned by doing and observing the people around them. Education in Cambodia peaked during the Angkor Empire, also known as the Khmer Empire. During that period, hundreds of educational institutions were located across the country, including more advanced educational establishments in the city serving as Angkor's capital. Thousands of instructors were well-equipped to teach Khmer-speaking students. On the other hand, as the Angkor Empire collapsed, education in Cambodia gradually declined, a trend that persisted until the Khmer Rouge Regime finally eradicated education. During this period, the Khmer Rouge leaders targeted and killed the majority of instructors. Then the Cambodian government and other concerned education stakeholders have been working diligently to rebuild education in Cambodia since the end of that black period, and they have succeeded in doing so to the point where it is now. Finally, the article recommends that the concerned education stakeholders consider the past as the experiences for the present and improve the perspectives of future education. Abstrak: Sejak awal hingga sekarang, pendidikan telah menjadi faktor penting dalam tatanan Kamboja. Artikel ini membahas asal-usul pendidikan di Kamboja, yang dimulai sejak periode prasejarah. Sepanjang sejarah Kamboja, pendidikan telah memainkan berbagai peran yang berarti. Pendidikan memainkan peran penting dalam membentuk kehidupan individu di berbagai era prasejarah dan sejarah Kamboja. Pada masa prasejarah, anak-anak belajar dengan melakukan dan mengamati orang-orang di sekitar mereka. Pendidikan di Kamboja pernah mencapai puncaknya selama Kekaisaran Angkor, yang juga dikenal sebagai Kekaisaran Khmer. Selama periode tersebut, ratusan lembaga pendidikan berlokasi di seluruh negeri, termasuk lembaga pendidikan yang lebih maju di kota yang berfungsi sebagai ibu kota Angkor. Ribuan instruktur diperlengkapi dengan baik untuk mengajar siswa yang berbahasa Khmer. Di sisi lain, ketika Kekaisaran Angkor runtuh, pendidikan di Kamboja secara bertahap menurun, sebuah tren yang bertahan hingga Rezim Khmer Merah akhirnya memberantas pendidikan. Selama periode ini, para pemimpin Khmer Merah menargetkan dan membunuh sebagian besar instruktur. Pemerintah Kamboja dan pemangku kepentingan pendidikan lainnya telah bekerja keras untuk membangun kembali pendidikan di Kamboja sejak berakhirnya masa suram itu, dan mereka telah berhasil melakukannya hingga mencapai titik seperti sekarang. Terakhir, artikel ini merekomendasikan agar para pemangku kepentingan pendidikan mempertimbangkan masa lalu sebagai pengalaman untuk masa kini dan meningkatkan perspektif pendidikan di masa mendatang.

Review

This article, "History of Education in Cambodia: A Review of Literature From Past to Present," proposes an ambitious undertaking: to trace the evolution of education in Cambodia from its prehistoric origins through to the present day. The abstract outlines a broad historical narrative, highlighting education's significance across various periods, including its informal beginnings, the peak during the Angkor Empire, its subsequent decline, the catastrophic impact of the Khmer Rouge regime, and the ongoing efforts toward rebuilding. This expansive scope suggests a valuable contribution to understanding the deep historical roots and resilience of Cambodian education within its unique socio-political context. The article's primary strength lies in its comprehensive historical sweep, offering readers a holistic overview of educational development within the Cambodian context. By identifying key epochs such as the highly developed system during the Angkor period and the devastating eradication under the Khmer Rouge, the abstract promises to illuminate critical turning points that have profoundly shaped the nation's educational landscape. Furthermore, the abstract commendably extends its analysis to the post-Khmer Rouge rebuilding efforts, demonstrating a commitment to examining both historical challenges and contemporary progress. The concluding recommendation for stakeholders to leverage past experiences for future improvement adds a practical and policy-relevant dimension to the historical review. While the abstract effectively outlines the chronological progression of education in Cambodia, it presents a more descriptive historical narrative rather than a critical "review of literature" in the academic sense. For an expert review, it would be beneficial for the abstract to indicate the methodological approach taken in synthesizing existing scholarship. For instance, it does not specify *how* the literature was reviewed (e.g., systematic, thematic), what types of sources were prioritized, or whether it identifies gaps, conflicting interpretations, or prevailing themes within the extant body of work on Cambodian educational history. To truly function as a "review of literature," the full paper should ideally move beyond recounting historical events to critically engage with and synthesize *what scholars have written* about these periods, offering a more analytical and interpretative contribution to the field.

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