An exploration into the role of not-for-profit NGO schools in Cambodian primary education.

探索非营利性非政府组织学校在柬埔寨初等教育中的作用。

• 批准号: 2887984
• 金额: --
• 依托单位: Durham University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2887984
• 关键词: exploration; into; role; profit; NGO

The educational landscape in Cambodia was changed dramatically following the Khmer Rouge genocide, ending in 1979 with up to 75 per cent of educators killed, leaving a devastated educational system at all levels. Following a decade of Vietnamese rule and the subsequent re-establishment of the Kingdom of Cambodia in 1993, education was delivered by largely under-qualified teachers and extended to just a four-hour school day, leaving insufficient time to cover the full curriculum. In answer, families have the option to pay informal school fees to teachers to deliver the rest of the curriculum in their own time, or send their children to an alternative school in the afternoon, creating space for private actors to supplement state education. I aim to explore the perceptions of some employees of not-for-profit non-governmental organisation (NGO) schools on their supplementation (or replacement) of the state offering, through semi-structured interviews conducted via video-conferencing, and direct observation of some of the schools in person. The data gathered will be subject to thematic analysis to identify perceived benefits and challenges to sharing responsibility for primary education with the state, and to highlight how these private curricula are designed and delivered. This builds upon emerging research on the Cambodian not-for-profit private education system, potentially informing state practice and contributing to wider discourse on public-private partnerships (PPPs) in education.

红色高棉种族灭绝之后，柬埔寨的教育格局发生了巨大变化，截至 1979 年，高达 75% 的教育工作者被杀，各级教育系统遭到严重破坏。在越南统治十年以及随后于 1993 年重建柬埔寨王国之后，教育由基本上不合格的教师提供，并且每天的教学时间延长到仅四个小时，没有足够的时间来完成全部课程。作为回答，家庭可以选择向教师支付非正式学费，以便在自己的时间教授其余课程，或者在下午将孩子送到另一所学校，为私人行为者补充公立教育创造空间。我的目的是通过视频会议进行半结构化访谈，并直接观察非营利性非政府组织 (NGO) 学校的一些员工对于补充（或替代）公立学校的看法。一些学校亲自去。收集的数据将进行主题分析，以确定与国家分担初等教育责任的可感知的好处和挑战，并强调这些私人课程的设计和提供方式。该研究建立在对柬埔寨非营利性私立教育系统的新兴研究的基础上，可能为国家实践提供信息，并有助于更广泛地讨论教育领域的公私合作伙伴关系（PPP）。