This article has three purposes. First, it presents findings from a study of student retention and dropout in Cambodia, as pupils transition from primary to lower secondary school. Second, it aims to understand from an in-depth, emic perspective the dynamics of this process and the challenges that individual families and their students face around this transition. Third, it offers policy-relevant suggestions for addressing obstacles to students continuing in school. It meets these goals by combining complexity theory with the use of narrative research methods in interviews with student-parent pairs in urban, rural, and remote communities in Cambodia.
After Cambodia was liberated from the auto-genocidal Pol Pot regime from [1975][1976][1977][1978][1979] (during which schools were almost completely closed), the newly established Cambodian government reopened schools to respond to the needs of the nation's children. Urgent action was needed not only in fulfilling the needs of basic education but also in terms of construction of school buildings and the acquisition of teaching and learning materials. Moreover, since 75 per cent of teachers and/or educated people were either killed or fled the country since the beginning of the chaotic year of 1975 (Ministry of Education, Youth and Sports [MoEYS], 1998b) there was a shortage of suitably literate people from which to recruit new teachers. These efforts to reestablish the educational system from scratch were evidenced with the reopening of over 5,000 primary schools, the bringing in of Sitha Chhinh, Graduate School for International Development and Cooperation, Hiroshima University. Correspondence concerning this article should be addressed to Sitha Chhinh, 1-5-1 Kagamiyama, Higashi-Hiroshima, 739-8529, Japan. Electronic mail should be sent to sitha@hiroshima-u.ac.jp 1,300,000 eligible children back in the classrooms and the recruitment of 30,000 teachers despite problems with the question of standards (Kiernan, 1982). The substantial provision in basic education especially at the primary level was aimed at achieving a massive educational rehabilitation for the large numbers of youngsters who missed schooling during the Khmer Rouge, (United Nations Children and Education Funds [UNICEF], 1989).After the general election in 1993, educational access and quality for the nation's children was one of the major concerns amongst the general public, educators and foreign donors to Cambodia. The Royal Government of Cambodia paid particular attention to education by setting the objectives and targets for primary and lower secondary education for the years 2000 in the first "Socioeconomic Development Plan 1996-2000" that:1. Extend the duration of primary education by one year as part of the introduction of a 6+3+3 school system; 2. Increase the net enrollment ratio to 90%; Effect of Pupil Factor on Mathematics Achievement in Cambodian Urban Primary School Sitha ChhinhHiroshima University JapanIt is generally observed in the literature of school effectiveness research that there are two broadly categorized factors influencing pupil achievement. However, the results of the studies based on empirically collected data vary from country to country and from time to time. Premised on this inconsistency of results and gaps in knowledge of this field in Cambodian education, this study was conducted in order to examine the effect of pupil factor on their mathematics achievement. The data were collected from pupils by means of questionnaires and a mathematics test. After controlling such factors as pupils' poverty during the research design, the results of the stepwise regression analysis showed that pupils' interest in mathematics was ...
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