By David M. Ayres
This paintings demanding situations the frequent trust that Cambodia's schooling predicament 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 in depth variety of resources.
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Additional info for Anatomy of a Crisis: Education, Development, and the State in Cambodia, 1953-1998
17 The threat to the French administration caused by the war saw them begrudgingly begin to address the increased popular desire for education. The impetus for demand for the expansion of educational facilities came not only from among the peasantry and those who believed they would personally beneﬁt from such provision but also from selected members of the Cambodian elite who believed that modern education would enhance the development of the country. An example was Sihanouk’s enduring ally, Nhiek Tioulong, who was the governor of Kompong Cham province between 1939 and 1945.
In this manner, students were provided with advice concerning human relations, individual responsibility, punishment and reward, killing animals, and greed and ingratitude. 26 In many respects, they provided a strategy for survival in the fragile Khmer social world. Examined collectively, Cambodia’s literary traditions, including the chbab, Reamker, and tales of the Gatiloke, have contributed to the creation of a plethora of didactic Khmer proverbs. Their central themes, and the virtues that they promote, have provided Khmer culture with an abundance of rules and advice about proper conduct, status, and interpersonal relations.
Unfortunately for these people, the French were unwilling to meet the demand. The 1936/1937 report of the head of the colonial Educational Service noted that “schools have been attended . . ” 17 The threat to the French administration caused by the war saw them begrudgingly begin to address the increased popular desire for education. The impetus for demand for the expansion of educational facilities came not only from among the peasantry and those who believed they would personally beneﬁt from such provision but also from selected members of the Cambodian elite who believed that modern education would enhance the development of the country.