The Reform of Community Preschool Management for Enhancing Early Childhood Education Quality in Cambodia

Abstract

The Royal Government, through the “Pentagonal Strategy – Phase I” of the seventh legislature, has demonstrated a strong commitment to implementing policies that promote the development of community preschools. This is considered a key factor in enhancing the provision of early childhood education, ensuring that all children receive equitable and quality education in safe and inclusive environments.

The implementation of community preschool development aims to guarantee equitable access to education. In this regard, it is necessary to continue investing in the development of community preschools to meet national standards. This includes standardizing community preschool operations and upgrading them to become public preschools. These efforts are intended to strengthen and transform the educational culture and learning environment in schools by promoting community-based early childhood education.

The Ministry of Education, Youth and Sport (MoEYS) must therefore focus on promoting the development of community preschools in alignment with the school-based management framework known as the “3As framework” proposed by Bruns, Filmer, and Patrinos (2011), the World Bank (2003; 2010), and Patrinos (2010a). This framework includes:

1. Autonomy – Decision-making based on evidence and local needs;
2. Accountability – Clearly defined responsibilities and transparent implementation in school operations and student performance; and
3. Assessment – Continuous evaluation of school functions and learning outcomes.

Aligned with these principles, attention must be paid to integrating science-based approaches in the training and professional development of community preschool teachers. This includes ongoing capacity development, career advancement opportunities, and the application of monitoring systems to assess performance and effectiveness. Early childhood education through community preschools is essential to ensuring that young children receive quality education, supporting their cognitive development, and nurturing future social competencies.

However, not all teachers possess high levels of competence. It is therefore important to ensure the presence of high-quality teachers who:

1. Understand child development;
2. Engage in effective and meaningful interactions with children;
3. Demonstrate leadership and problem-solving skills; and
4. Create learning environments that promote effectiveness and student well-being.