Higher Education in Cambodia: Navigating Challenges and Embracing Opportunities
Cambodia's higher education sector is undergoing a dynamic evolution, marked by the emergence of new institutions, an increasing focus on research, and expanding opportunities in STEM fields. This article explores the transformative journey of higher education in Cambodia, examining the challenges and opportunities that shape its trajectory.
Introduction
Driven by the nation's commitment to broadening educational access, enhancing workforce capabilities, and fostering socio-economic advancement, Cambodia's higher education landscape has experienced substantial growth in recent years. As of the 2021/2022 academic year, the Kingdom is home to 128 Higher Education Institutions (HEIs), comprising 48 public and 80 private entities, as reported by the Ministry of Education, Youth and Sports (MoEYS).
Diversity and Imbalance in HEIs
Cambodia's HEIs offer a diverse array of programs tailored to meet student interests and market demands. Key areas of study include accounting, finance, business management, computer science, law, and economics. However, a significant imbalance exists within the system, with 80-90% of students enrolling in social sciences such as business, marketing, and management, while only 5-10% pursue STEM (Science, Technology, Engineering, and Mathematics) subjects.
Notable Higher Education Institutions
Several institutions stand out for their contributions to Cambodia's higher education sector:
American University of Phnom Penh (AUPP): Renowned for its American-style education and US-accredited degrees, AUPP specializes in computer science, business, and management.
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Cambodia Academy of Digital Technology (CADT): CADT focuses on digital technology, coding, and IT-related fields, catering to the growing demand for tech professionals.
CamEd Business School: A leading institution in Cambodia, CamEd Business School is known for its strong focus on business, finance, and accounting education. Accredited by the Association of Chartered Certified Accountants (ACCA), CamEd prepares students for careers in the financial sector with globally recognised certifications. Beyond its primary focus on business, the school also integrates courses in computer science and information technology, ensuring graduates are well-equipped with the digital skills needed in today’s evolving job market.
Du Montfort University (DMU): DMU is set to transform Cambodia's higher education sector as the first British university to establish a local campus. Scheduled to open this year, DMU has received approval from the MoEYS to offer UK-accredited degrees in Cambodia. This initiative aims to provide Cambodian students with a prestigious international education, focusing on critical fields like business, accounting, and computer science, without the need to study abroad. By partnering with EdPeritas, an experienced organisation in establishing universities globally, DMU ensures its programmes align with local demands while maintaining the standards of UK higher education.
Kirrirom Institute of Technology (KIT): Established with support from the Korean government, KIT focuses on software engineering, tourism management, and architecture.
Royal University of Phnom Penh (RUPP): As Cambodia’s oldest and largest public university, RUPP offers a diverse range of programmes across social sciences, natural sciences, and technology.
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University of Puthisastra (UP): Focuses on health sciences and technology, training professionals in medicine, dentistry, pharmacy, and IT.
Research and Development
Research activities in Cambodia are increasingly aligned with the country’s development goals, with institutions focusing on areas such as sustainable development, public health, economic growth, and technology. Cambodian students in higher education primarily seek courses in accounting, finance, business studies, management, and computer science, driven by the demand for skills in these areas. Despite the popularity of social sciences, there is a growing recognition of the importance of STEM fields, though enrolment remains low at 5-10%. After graduating, less than 10% of students pursue further studies, with many opting for careers directly related to their degrees in business and management.
Key Challenges
Despite progress, Cambodia's higher education sector faces several challenges:
Skills Imbalance: The over-supply of graduates in business-related fields contrasts sharply with the shortage of skilled professionals in STEM areas, which are critical for driving innovation and economic development.
Accreditation Standards: Only 6.5% of HEIs meet the minimum accreditation standards set by the Accreditation Committee of Cambodia (ACC). Its 2024 report revealed that between 2019 and 2023, 39 higher education institutions received accreditation: 16 public and 23 private. Among the private institutions, one received temporary accreditation valid for three years.
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Affordability: Higher education remains expensive for many Cambodian families. While scholarships and financial aid programs exist, they are not always sufficient to support all students in need.
Quality Disparities: Not all universities in Cambodia offer the same level of education. Some institutions lack qualified professors, up-to-date curricula, and modern teaching resources.
Job Market Readiness: Many university graduates struggle to find jobs because their skills do not align with industry demands. Employers often report that new graduates lack practical experience and soft skills such as communication and critical thinking.
Limited Research Funding: Cambodia’s universities have made progress in research, but funding and resources for academic research remain limited.
Limited Resources and Infrastructure: Cambodian HEIs have been left out in terms of resources and infrastructure allocation for years. For instance, many Cambodian HEIs have insufficient library resources, making it hard for students to conduct their studies outside of the classroom. In addition, libraries are generally not well-equipped with good internet connection that can help students to access online reading materials such as electronic books or journal articles. Excellent internet services would ensure that students can brainstorm and exchange ideas with their peers taking similar courses locally or at overseas universities. MoEYS and relevant stakeholders have somehow failed to ensure that Cambodian students can effectively compete with other students from globally recognized universities. Dy and Ogunniran (2019) noted that most Cambodian HEIs did not have modern laboratories. The lack of well-functioning laboratories means that students will not have first-hand experience learning the technical bits in the classroom. Besides laboratories, there are inadequate research resources and facilities in many universities in Cambodia
Political Influence: The appointment of senior management of some Cambodian HEIs is usually made through political affiliation rather than merit. It is extremely difficult for a rector to run a university without a successful academic background or necessary higher education. Yet, due to political influence, rectors are sometimes chosen with a lack of consideration of their qualifications, especially in educational leadership and management. The political environment in Cambodia has a winner-take-all scenery and patron-client relations, which allows the winners to award their loyal friends with leadership positions, such as appointment to lead a university.
Weak Institutional and Sectoral Governance: Higher education management in Cambodia is fragmented and complicated since the 130 HEIs are being supervised by 16 different ministries and state institutions. It was pointed out that limited institutional and sectoral capacity has posed a challenge to effective institutional and sectoral governance in Cambodian higher education. In addition, academic staff and university leaders are also bound to be burdened with bureaucratic work and hectic schedules. It is worth noting that HEIs in Cambodia are made up of individuals including the rector/director supported by vice-rectors/deputy directors , and the institutional management power is placed upon a few high-ranking leaders or politicians. The lack of transparency and accountability as well as limited involvement from the academic staff in terms of decision-making processes are also the fundamental factor constraining the institutional development of Cambodian HEIs. the absence of a unified academic board is also a contributing factor to this issue. Without academic board involvement in higher education management, there is a void that needs to be filled to ensure the quality of higher education in the country.
Consequences of Higher Education Privatization: The commercialization and privatization of higher education is another factor causing the problem. The phenomenon of higher education privatization has resulted in university teachers focusing on working in such institutions to earn extra income. No doubt, the more teaching teachers do, the less time they have to prepare their lessons in order to provide good quality teaching. This problem is coupled with the fact that private investors are allowed to do business out of running HEIs, which has in the long run strained the development of the sector. Brehm (2021) argued that education privatization tended to favor students from wealthy families over those from humble backgrounds despite their potential.
Low Academic Salaries: Teachers’ motivation is extremely crucial in ensuring the provision and delivery of quality education. A good source of motivation is salaries; however, one hard truth in the context of Cambodia is that teachers remain underpaid. Cambodian university lecturers were paid around US$300 per month for teaching up to 12 hours per week. If they taught part-time, they were paid anywhere between US$6 and US$20 per hour. Heng et al. added that low academic salaries had forced many university teachers to find alternative sources of income by teaching at multiple universities at the same time, and those with good research skills opted for consultancy research, not academic research, whenever they had time.
Limited Opportunities for Continuing Professional Development (CPD): Any teachers need continuing professional development (CPD) in order to stay updated with the subject matters, knowledge, and teaching skills required for effective teaching. CPD may include attending regular training, advancing technological skills in teaching, and conducting research, among other activities. However, the lack of regular training available for university teachers prevents them from updating or improving their knowledge and teaching skills. Even during the outbreak of COVID-19, many Cambodian HEIs could not provide their teachers with sufficient training on technological skills and online teaching methods despite the fact that they were forced to use technological tools and applications to offer education during the pandemic. In terms of CPD via research, many Cambodian university teachers were not adequately supported to engage in research, as the research facilities, resources, and incentives were scarce or non-existent.
Investment Opportunities
The rapid growth of Cambodia's higher education sector presents substantial investment opportunities for both local and international investors. High-potential areas include:
STEM Education: Addressing the skills gap by investing in STEM programs and institutions.
English Language Training: Enhancing language proficiency to improve global competitiveness.
Education Technology (EdTech): Capitalizing on the growing demand for online and blended learning solutions.
Teacher Training and Professional Development: Raising education standards through investments in teacher training programs.
Establishing partnerships or joint ventures with local institutions can be a strategic entry point, enabling investors to leverage existing networks while introducing innovative teaching methods.
Strategies for Improvement
Several recommendations can be considered to improve the quality of higher education in Cambodia. While acknowledging the efforts made by concerned stakeholders, particularly MoEYS, we strongly believe that more actions need to be taken and new projects or initiatives should be introduced and implemented.
Enhancing Accreditation: One potential strategy to strengthen the influence of accreditation is to link it to institutional autonomy, as practiced in countries like India. For example, fully accredited universities could be allowed to establish new programs and faculties with only notification to MoEYS, while institutions with temporary or candidate accreditation would continue to follow the full approval process.
Increasing Financial Aid: Increasing financial aid options can help more students access higher education without financial burdens.
University-Business Partnerships: Building partnerships between universities and businesses can help ensure that graduates have the right skills for the job market.
Online Learning Platforms and Digital Resources: Online learning platforms and digital resources can help make higher education more accessible, especially for students in rural areas.
Investing in Research: Investing in research funding and academic collaboration can help Cambodian universities contribute to new discoveries and technological advancements.
Improving Resources and Infrastructure: MoEYS should be at the forefront in availing and improving the infrastructure and resources that will promote higher education quality research development. The Education Ministry has the power to ensure that all universities under its supervision need to have the necessary infrastructure and resources to offer quality education. This includes modern and spacious laboratories, enough classrooms, well-resourced libraries, and fast and reliable internet connection. This improvement will help to equip students with the practical skills needed for the job market.
Minimizing Political Interference: MoEYS also needs to assist HEIs in findings measures to ensure that politics does not interfere too much with the leadership and management of universities. Recruitment of academic leaders should be transparent and open to all qualified candidates. Appointments for a leadership position should also follow specific criteria to ensure that university or academic leaders are not appointed as awarded for political loyalty.
First-Year Student Challenges
The transition from secondary to higher education represents a significant change for students. First-year students encounter several challenges such as academic challenges, personal challenges, social integration challenges, transition to career-oriented learning challenges, and adaptation to available student services challenges. The results underscore the need for HEIs to prioritize creating a supportive environment that fosters a smooth transition, encouraging student retention and continuity into subsequent years.
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