Universal Periodic Review of Cambodia

  • Today, the state controls education in Cambodia through the Ministry of Education at the national level and the Department of Education at the provincial level. The Cambodian education system includes preschool, primary, general secondary, tertiary, and vocational education.
  • After finishing primary school, students move on to three years of compulsory lower secondary education. Students then can continue to upper secondary education or enter secondary-level vocational training programs offered by the Ministry of Labor and Vocational Training. After completing upper secondary education, students must take a national high school exam. In 2019, approximately 68% of students passed. Students who pass the exam can enrol in two-year associate degree programs, four-year bachelor’s degree programs and seven-year medical degree programs at the university. However, enrolment numbers into tertiary education are low, with only 13% of students entering the university system. All students also can enrol in vocational training programs or associate degrees.
  • In 2017, there were 7,144 primary schools nationwide and an additional ninety-six primary schools for disadvantaged students. In the same period, 46,149 staff members taught 2,022,061 primary school children. Primary education commonly starts at age six and lasts six years.
  • The Secondary Education Improvement Project (SEIP), a World Bank-funded project, has significantly improved lower-secondary education in Cambodia. It has seen increased enrolment in schools, construction of more school buildings, construction of houses for teachers in remote locations, renovation of classrooms, and installation of laboratories.
  • SEIP has trained teachers, community representatives, and people in charge of the management of schools.
  • This review will focus on areas of improvement related to the standard of learning, water and sanitation, impacts of the COVID-19 pandemic, and gender inequality.

By Ruth Lakica and Enes Gisi

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Cover image by Alan C. on Flickr.

Universal Periodic Review of Republic of Congo

  • Broken Chalk is a non-profit organisation with one main goal – To protect human rights in education. The organisation started with a website and articles and is currently working on multiple projects, each aiming to fight human rights violations in the educational sphere. As the UPR is related to human rights violations, inequalities, human trafficking, and other violations, Broken Chalk prepares this article for the fourth Cycle and the specific country – the Congo.
  • During the last Cycle, the delegation put forward 194 recommendations. The Republic of Congo supported 188 recommendations, and the rest they noted. At the adoption of its UPR outcome at Human Rights Council 40 in March 2019 (an increase of 15% concerning the 2nd cycle). Supported recommendations related to Legal and general framework of implementation, universal and cross-cutting issues, civil and political rights, economic, social, and cultural rights, women’s rights, and rights of other vulnerable groups and persons.
  • The Republic of Congo (Congo) – not to be confused with the Democratic Republic of Congo – is sparsely populated, with over half its population concentrated in the two largest cities and almost half its population under 18 (World Bank, 2019). Child rights in Congo (also known as Congo-Brazzaville) are improving, with good access to education and many legal mechanisms to protect child rights. Significant concerns remain as children who labour, girls, and indigenous children continue to experience serious rights violations and often have difficulty meeting their basic needs.

By Ruth Lakica

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45th_Session_UN-UPR_Country_Review_Congo

Cover image by J. Patrick Fischer on Wikimedia Commons.