Education Is Very Important In Every Country Education Essay

Education is really of import in every state, because without it a state can non develop. This is because states are made up of people, and instruction purposes to assist them develop as capable persons and responsible members of society. The Kampuchean authorities has been working to set up an instruction system for all kids to be able to take part in school and derive general cognition to at least grade nine or until they complete high school. An indispensable constituent in Cambodia ‘s instruction system is the nine old ages of mandatory instruction. Get downing at age six, kids typically go to primary school from age 6-11 old ages ( classs 1 – 9 ) , and secondary school ( classs 10 – 12 ) at age 12-17 old ages ( UNICEF, 2008 ) . Nevertheless, mandatory instruction is non uniformly enforced in Cambodia. The school attending rate for primary school for both male childs and misss is about 85 % , accordingly followed by a important bead to 28 % of kids go toing secondary school ( UNICEF, 2008 ) . There are besides important issues with repeat in class degrees particularly in the basic instruction classs.

One ground that Cambodia ‘s instruction system is weak is because schools for the compulsory classs of instruction are non accessible to everyone. Geographic factors are debatable, populating in rural countries may ensue in kids, misss particularly, holding less entree to school, which has been found to ensue in the completion of schooling on norm being lone half of the old ages for rurally placed pupils as those populating in urban countries ( World Bank, 2006 ) .

School disbursals can worsen many households ‘ fiscal loads, and although registration fees have been abolished by authorities statute law, other types of informal and formal schooling fees including payment for uniforms, books, and other supplies have been progressively demanded by schools and instructor ( World Bank, 2006 ) . Harmonizing to informations from Right to Education ( 2006 ) , child instruction histories for about two-thirds of the fiscal load in their households, which would easy ensue in a kid being withdrawn from school by their hapless households to work. Additionally, some parents in Cambodia do non understand the long-run benefits obtained from schooling, they perceive the current available occupation chances which are low-skill and low-wage are worthier than go oning school. It farther reflects another societal circumstance of Cambodia which is missing many high-skill and high-wage occupation chances in the labour market. Therefore, a deterrence is created as a effect of all these factors so that parents experience discouraged to direct their kids to travel to school. An overpowering figure of child labourers are likely to be out of school. The pull of work is besides a cardinal determinate in kids dropping out of school. The attractive force of work for kids of hapless households, and the pick that kids and parents make between work and instruction, are cardinal determiners of school patterned advance rates, particularly as kids move from primary to lower secondary, and on to upper secondary degree.

The damage to physical, mental, and societal wellness at the critical phase of life has lasting effects on the quality of one ‘s grownup life. The overall effect to society is even more lasting. In the long tally, an under educated society can non vie with a state that has a more skilled work force and a society with higher technological criterions. Therefore in a planetary economic system an under educated society has a lower national capacity to contend poorness, a state of affairs which perpetuates the rhythm of poorness. Social steps which focus on giving kids chances to develop their cognition, accomplishments, physical, moral, and mental compatibilities are the agencies by which society can make better economic chances, heighten the capablenesss of the future work force, and lessen the exposure of the population. Continuing instruction affords the citizens the necessary educational and proficient accomplishments which the market requires and contributes to the overall end of easing economic growing through just entree to the 9-year basic instruction and a quality and relevant post-basic instruction ( Ministry of Labor and Vocational Training [ MoLVT ] , 2009 ) .

In visible radiation of the above remarks which outline the wide context and some of the issues facing school patterned advance for many pupils, the proposed survey will concentrate on the patterned advance of hapless grade nine pupils at high school Ten from grade nine to rate ten looking particularly at some of the grounds or motives for hapless pupils to stay at school after finishing their compulsory schooling.

Problem Statement

This survey will try to depict the current state of affairs on post-school aspirations and challenges experienced by hapless classs nine pupils at high school Ten who are be aftering to take the National Examination. It will seek to place some of the resilient behaviours and attitudes that hapless kids who completed grade nine at high school X exhibit in go oning beyond the mandatory old ages of schooling.

As in many states in the part, cultural values in Cambodia tolerate, and even promote child employment. Children ‘s activities that contribute to household endurance are frequently praised and the work they perform is seen as valuable experience for their future life. Indeed, work by kids can be an indispensable portion of the socialisation procedure and a agency for conveying acquired accomplishments from parent to child. Whilst viewed by a kid ‘s household as being necessary to household endurance, it has a long term damaging consequence on the pupil ‘s educational and physical development. Poverty is the chief ground why kids become involved in working in Cambodia. In rural countries kids are constricted by households to assist in the farms ; in urban countries kids are encouraged or forced to acquire money ( selling, imploring, stealing, rubbish collection, waitressing, and harlotry ) to assist parents gain a life ( Department of Labor [ DOL ] , 2007 ) . Once a kid leaves school to back up their household, they will non hold the same chances to get adequate cognition and accomplishments they need to prosecute farther instruction which may let them to obtain choice employment in the hereafter. This action in itself so contributes to the poorness rhythm in their households, and holds back economic growing of the full state. Although some kids still attend school, engagement in work can take to less clip in school and lower degrees of educational attainment ( International Labor Organization [ ILO ] ) . All of these types of work would interfere with kids ‘s school accomplishment, and produce damaging effects on their wellness.

Research Question

This survey specifically seeks to reply the undermentioned inquiries:

What post-school aspirations do hapless rate nine pupils at high school X express when planning to take National Examination?

What challenges to accomplishing their aspirations do hapless rate nine pupils at high school X identify?

Significance of the survey

From this exploratory survey, I will derive some valuable penetrations into the thought and behaviours of hapless pupils who are taking to stay at school after grade nine. This survey will supply a better apprehension of the aspirations or hopes and the information will be utile for be aftering for future cohorts of grade nine pupils as attempts are made to increase senior secondary registration rates amongst this vulnerable group. This information may help the school to develop schemes designed to back up and promote hapless kids continue their formal instruction.

The information will be collected from the little survey conducted at one school which limits the generalizability of the findings. It will clearly be of value to the school in the survey and may besides supply some helpful penetrations into pupil positive picks to go on schooling after the compulsory old ages that can be farther researched at a larger sample of schools.


Poor pupils: pupils who are having fiscal support from Non Government Organizations ( NGOs ) .

Post-school: the clip after pupils finished grade 12 or the clip after they have ceased their formal acquisition.

Aspiration: the hereafter desires or hopes of pupils.

Challenges: troubles that some pupils face in go oning their formal instruction.

Chapter 2

Literature Review

This chapter discusses literature reviewed as portion of the procedure in developing the proposal. In roll uping literature for my research, I have used books, articles and research studies from the Hun Sen Library of the RUPP, and I have accessed the web sites of MoEYS, Right to Education, ILO, DOL, MoLVT, UNICEF, World Bank, ERIC, and e-journal aggregation at James Cook University. There are some troubles in accessing to some relevant utile beginnings because of watchword protection. Furthermore, many of the articles I have searched were secondary informations beginnings, so it is sometimes hard to mention or cite because some secondary beginnings did non supply elaborate information.

The keywords used for placing relevant literature were post-school, hapless pupils, aspirations, challenges, and resilient behaviours.

The proposed subheadings in the literature reappraisal demoing the sequence of the reappraisal. The chapter will get down with post-school aspirations of hapless grade nine pupils be aftering to take National Examination, and placing challenges to accomplishing their aspirations of hapless grade nine pupils at high school X, and derive some of the resilient behaviours and attitudes that hapless kids who completed grade nine exhibits in go oning beyond the mandatory old ages of schooling.

Post-school aspirations of hapless grade nine pupils be aftering to take the National Examination

Harmonizing to a planetary study of kids ‘s hopes, aspirations and frights, the voices of

6, 204 kids from 47 states were represented within this study. Through it, we get a gustatory sensation of what kids aged 10-12 aspire to, for themselves and their communities. We ‘re reminded that kids can believe beyond themselves and see how their universe can be improved. We gained insight into their hopes, aspirations and frights. Celsia, 11 old ages old from Dominica & A ; St Vincent, explained that she enjoys school so much that she dreams of being a instructor, but she can non ever acquire to school as she has a bosom status, she gets ill really frequently and have to see the infirmary. Rashia, 12, is from Uganda where 54 % of kids would wish to go a physician, nurse, tooth doctor or wellness attention worker. Panchma, 12, is from Cambodia where 28 % of kids are scared of force and offense and 22 % fright unrealized aspirations, such as non being able to finish school or happen employment ( Child Fund Alliance, 2012 ) .

Resilience in kids in poorness

This survey makes a part to an apprehension of factors that may be of import in the development of resiliency among kids populating in utmost poorness, a figure for whom research on strengths and resiliency has been under represented. Although strength-based intercessions are sorely needed in reacting to the challenges faced by low-income households and young persons, the importance of besides turn toing the issues through public policy alterations and communitywide intercession must be remembered ( Buckner, 2003 ) .

Resilient young persons appear to be more expert in different aspects of self-regulation than non-resilient young persons, and usage accomplishments that may accommodate them good, whether in the chase of end directed activities or in get bying with emphasis. A host of internal and external factors may impact self-regulation accomplishments so the resiliency of young persons. Self-regulation can be improved upon in persons. The capacity to concentrate, to bring forth alternate solutions to jobs, to be flexible in one ‘s thought are accomplishments that kids can larn and overlap with accomplishments taught in societal job work outing ( Buckner, 2003 ) .

Masten learned that kids who succeeded in the face of hardship had more internal and external resources, peculiarly in the signifier of good thought accomplishments and effectual parenting. Adversity did non look to derail development unless cardinal adaptative resources were weak, or impaired by the hardship itself. Resilient kids had a great trade in common with other competent kids who had no more than the normative degree of emphasis in their lives. They were good job convergent thinkers, able to larn and pay attending. They were close to grownups in their lives who provided heat, age-appropriate construction, and high outlooks for them. They learned to follow the regulations and, subsequently, the Torahs of society. They were involved in activities at place, school, and in their communities. They developed close friendly relationships and when the clip came, positive romantic relationships. Not surprisingly, they had good self-prides and felt effectual ( Masten, 2012 ) .

In research on kids, resiliency by and large refers to good results in malice of serious menaces to development. The criterions by which parents, instructors, and community members judge how good a kid is developing can change, of class. Yet there is good understanding about the criterions for making good in society, even across really different civilizations. These are frequently called developmental undertakings, mentioning to the wide outlooks we have for kids of different ages. Therefore, developmental undertakings in yearlings would include larning to walk and speak and to obey simple instructions of parents. By simple school age, we expect kids to run into outlooks for academic accomplishment, acquire along with other kids, and follow the regulations of schoolroom, place, and community. By secondary school, kids are expected to run into accomplishment on go throughing the national scrutiny. Successful young person are expected to graduate from high school and derive the instruction and accomplishments needed for economic independency from their parents, to stay by the jurisprudence, to hold close friends and romantic relationships, and to get down to lend to society. Resilient kids and young person manage to win in all the ways we expect for kids of their age, even though they have faced important obstructions to success.

Identifying challenges to accomplishing their aspirations of hapless grade nine pupils

School clime

The relationship and relevance to pupils with learning troubles ; household, community and school patterns that surrogate resilience. Several of import factors related to kids ‘ resilience are age, societal support, venue of control, competency, self-esteem, temperament, societal adulthood, need for accomplishment, past get bying ability, household and community variables ( Brackenreed, 2010 ) . The development of resiliency prevarications in relationship, beliefs and outlooks, and willingness to portion power. Harmonizing to Bernard ( as cited in Brackenreed, 2010 ) stated that schools should further the ability to organize relationships, job solve, develop a sense of individuality, program and hope in their pupils by offering caring relationships, high outlooks and chances for pupils to take part in the school. Thus, a common end of instructors can be seen as to function the populace with regard, concern, courtesy, and reactivity to the demands of the pupils, promoting pupils to mine their endowments and portion their gifts with others, lending to our society in meaningful ways and making happy people.

Hopson defined school clime as the “ quality and character of school life ” . This is the psychological impact of the organisational environment on kids and grownups with the school. It encompasses norms, ends, values, relationships, organisational construction, and methods of instruction and acquisition ( Cohen & A ; Geier, 2010 ) . These school features shape the experience of all persons within the school and find whether they feel supported, valued, respected, and safe.

Harmonizing to Shields ( 1991 ) ( as cited in Lacour, 2011 ) suggested that the pupils ‘ acquisition is affected by three major factors: the school environment, the place or community environment, and the policies of the territory and province. The school environment can promote or smother acquisition ( Shields, 1991 ) . Effective schools coordinate cross-curricular activities to supply a affiliated, meaningful course of study. This attempt requires coaction among instructors and staff led by an effectual leader to form and keep the attempt.

To sum up, school clime is really of import for kids, particularly schoolrooms in which pupils are given an chance to react, an prosecuting concerted acquisition environment, a take parting function in puting ends, and a high outlook for pupil accomplishment. All of these features help pupils develop a sense of belonging and engagement. These two features help to cut down the feelings of disaffection and detachment. With that sort of connexion in the school, pupils will hold more of a protective shield against the inauspicious fortunes that life throws at them.

Family and community

Harmonizing to Shields ( 1991 ) ( as cited in Lacour, 2011 ) pupil accomplishment, peculiarly for at-risk pupils, is affected by the values and beliefs of the household and community. Some households and communities, peculiarly in poorness afflicted countries, do non value or understand formal instruction. This leads to pupils who are unprepared for the school environment, and leads to misinterpretations sing pupil actions and address by instructors due to fluctuations in norms and values. Effective direction will let pupils to utilize their ain life experiences as a starting point for direction while accommodating direction to the civilization of the pupils. Teachers should promote active engagement in larning by all pupils in the schoolroom in order to promote at-risk pupils. Schools must make a partnership with parents seeking to affect parents, peculiarly those of at-risk pupils, in the school procedure while supplying tips to parents for helping pupils in going academically successful.

Harmonizing to A Resource Tool Kit ( 2011 ) , the Ministry of Education, Youth and Sport ( MoEYS ) is concentrating on the household to assist further positive attitudes toward instruction, which will give kids a better opportunity at remaining in school. Cambodia ‘s Council for Social Development notes that people who live in an nonreader environment frequently relapse into illiteracy despite old schooling and that maintaining parents actively involved in larning nowadayss kids with the best possible chance at instruction ( Tool Kit, 2011 ) .

Children in Cambodia tend to be excluded from instruction due to parental illiteracy and poorness, gender prejudice, rural life, household migration, and wellness issues. The new non-formal instruction ( NFE ) schemes include plans intended to undertake these issues and better literacy among “ out-of-school ” young person and grownups, develop nucleus life direction accomplishments and work competences, and better parenting accomplishments ( Tool Kit, 2011 ) . Engagement in NFE plans allows striplings to reenter the formal instruction system or to obtain equivalency enfranchisements. Additionally, the Education For All ( EFA ) program recognizes the value of household and community engagement and focal points on bettering literacy within households to beef up “ cognitive, societal and physical development of immature kids. ” ( Tool Kit, 2011 ) .

Family and community oriented instruction plans are sharply aiming poorness by get the better ofing ignorance. While NFE schemes are working to maintain kids in school, EFA formal basic instruction schemes are concentrating on quality by implementing extended instructor preparation plans that include life accomplishments course of study and statewide minimal criterions assessed by one-year scrutinies ( Tool Kit, 2011 ) .

In decision, partnerships among the school, household, and community addition pupils ‘ opportunities of success by taking some of the stressors and systemic barriers to academic and personal success, particularly for hapless pupils. Some of these cognition and skill countries would be better explored in greater deepness in a class concentrating on school-family-community partnerships, coaction, audience, and school restructuring.


Chapter 3



This chapter describes the sampling methods and informations aggregation methods planned to carry on this little survey. It includes a description of some restrictions of the assorted methods and a treatment of ethical issues that need to be addressed to carry on the research.

Data Collection Method

The research proposed involves informations aggregation happening in high school X. This survey is conducted utilizing qualitative research methods through one on one interview. In order to guarantee a broad aggregation of pupil positions, I am taking for 20 % of hapless grade nine pupils take parting in an interview to roll up more specific information about their household populating status and their post-school aspirations.

The post-school aspirations of hapless grade nine pupils at high school Ten who express the purpose to take the National Examination, and placing challenges to accomplishing those aspirations of the hapless class nine pupils at high school X, will be explored in the person interview where a assortment of responses are expected and subjects or forms of responses will be looked for. Furthermore, in this survey I will besides carry on interviews with some instructors who teach the sample pupils, particularly Mathematics and Khmer literature instructors who have more teaching times in the category, giving them longer exposure to single pupils and being more likely to cognize clearly about these pupils ‘ attitudes.

Face to confront interviews to pupils

The strengths of face-to-face interview ( one on one interview ) is that the informations collected can be rich and because the interviewer is present and able to react to an person ‘s replies there is range for inquiring follow up inquiries to research thoughts ideas and feeling in a deeper manner than is possible in a pen and paper study ( Anderson, 2005 ) .

Some possible restrictions of utilizing face-to-face interviews to roll up informations can be that people might state things to delight the interviewer or state the interviewer what they think the interviewer wants to hear, instead than talk truthfully ( Anderson, 2005 ) . Another possible restriction is that this method of roll uping informations relies on skilled interviewers in the procedure being able to set up a good relationship rapidly with the respondent and generate honest responses ( Anderson, 2005 ) . There may besides be logistical troubles in set uping locations or times for interviews ; and analysis is clip devouring due to the demand for written texts as portion of the analysis ( Anderson, 2005 ) .

Face to confront interviews to instructors

The strengths of face-to-face interview to instructors is that the informations collected can be rich and helpful because the interviewer can acquire more specific information about the sample pupils ‘ existent behaviour through their instructors ‘ observation in the every-day category of how things look ( Fraenkel & A ; Wallen, 2006 ) . Roll uping inside informations from instructors ‘ observations are one of the most appropriate and effectual attacks because it helps a research worker to roll up much more information without physically necessitating to be present ( Gay, Mills, & A ; Airasian, 2009 ) . What is obtained from instructors ‘ observation is firsthand and open-ended information because the participants are observed at the research site ( Creswell, 2005 ) .

The restrictions of the interviews to roll up informations from these two topic instructors is non the possibility that some pupils may act suitably in these two topics, but they may act unsuitably in others topics. On the other manus, some of them may non act good in the schoolroom of these two topics, but they may be good behaved in others capable. Therefore, the informations from questioning instructors through their observations would non be representative of how the participants usually behave but more a description from the single instructor ‘s point of position ( Fraenkel & A ; Wallen, 2006 ) .

Sampling Method

Convenience sampling is the trying method selected for this survey because participants study at high school X where research worker has been working, so they are readily available and accessible and will hold volunteered to take part in this survey. A restriction of this sort of trying method is really little Numberss of population are involved, so the consequence of survey can non be generalized to the full population ( Gay, Mills, & A ; Airasian, 2009 ) .

This sample in this proposed survey is hapless grade nine pupils who are financially supported by different organisations to stay in school and they are enrolled in high school X. The list of possible participants will be provided by the school principal who has given permission for the survey to be conducted.

The pupils on the list will be spoken to in a group that will run into when the pupils have finished their lessons for the twenty-four hours. In the meeting I will explicate the survey I am making and inquire them to take part in a 1 on one interview with me. I will explicate that they are free to take non to take part or to take part. I will administer a printed invitation to each pupil which they can compose their name on and bead in to a box that I have placed in the school library. Using this attack I am seeking to cut down any feeling that a pupil may hold that they have to take part ( co-ercion ) . I will roll up any completed cards from the box in the library and reach the single pupils to do a suited clip to run into for an interview. If the pupil has indicated that they would wish to be interviewed with a friend I will set up a clip that suits all involved.

I am taking for a sample size of 20 % hapless grade nine pupils, the concluding size will be dependent on the Numberss of pupils who volunteer to run into with me. If more than 20 % pupils have volunteered I will choose the first 20 names I withdraw from the box to be interviewed.

The interviews will be conducted in a quiet schoolroom at a clip that is suited to the pupils and the interviews will be audio recorded, with the pupils consent, so that I can transcribe the interview for latter analysis.

Ethical Considerations

The research worker will acquire formal blessing from the Royal University of Phnom Penh ( RUPP ) and official permission from the principal of high school X and pupil participants prior to carry oning this survey ( Kemmis & A ; Mc Taggaart, 1992 ) . Furthermore, the research worker will be honorable and unfastened to inform each participant about natures and intents of the research. All the participants will be invited to take part volitionally and voluntarily without being forced or tricked, and they will hold a right to stop at any clip in this research. In add-on, the research worker will demo great regard for the participants ‘ privateness and clip. For case, the interviews will non be conducted during their learning times but in their interruption times. Besides, the research worker will be glade and will non waver to clear up any inquiries which may originate. Besides, the research worker will maintain all the participants ‘ names confidential. Particularly, the participants mentioned in interviews will be addressed as Student 1, Student 2, Student 3, and so on. Last, the research will inquire for particular permission from the pupils and instructors being interviewed to enter their voices ( Anderson & A ; Arsenault, 1998 ) .

July 25, 2017