Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms

Sovanna Huot

doi:doi:10.11648/j.jpsir.20250803.12

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Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms

Sovanna Huot^*

Published in Journal of Political Science and International Relations (Volume 8, Issue 3)

Received: 8 June 2025 Accepted: 23 June 2025 Published: 15 July 2025

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Abstract

This literature review traces the evolution of education in Cambodia from antiquity to the present, analysing changes across nine significant periods. Beginning with informal learning in prehistoric civilizations and oral traditions rooted in indigenous knowledge, the study delves into the evolution of temple-based education during the Angkor Empire, the dualism of colonial-era schooling, and the nationalizing drives that followed independence in 1953. It explores how the Khmer Rouge's rule (1975-1979) affected the educational system, how the People's Republic of Kampuchea (1979-1993) dealt with reconstruction, and how current advancements fit into global development frameworks. Important issues include incorporating religious and cultural values into education, the consequences of foreign influence and political ideology, and the continued difference in access and quality between rural and urban areas. This resent study, which combines policy texts and contemporary data, demonstrates Cambodia's amazing ability to rebuild its educational institutions in the face of adversity. It also identifies gaps in the literature for comparative regional studies, equity-oriented research, and post-conflict educational memory. This study adds to general understanding of how education institutions in postcolonial and post-conflict settings respond to globalization, national identity, and developmental aspirations.

Published in	Journal of Political Science and International Relations (Volume 8, Issue 3)
DOI	10.11648/j.jpsir.20250803.12
Page(s)	122-132
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Cambodian Education History, The Angkor Empire, Educational Reform, Colonial Education, Post-conflict Reconstruction

References

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Huot, S. (2025). Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms. Journal of Political Science and International Relations, 8(3), 122-132. https://doi.org/10.11648/j.jpsir.20250803.12

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Huot, S. Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms. J. Polit. Sci. Int. Relat. 2025, 8(3), 122-132. doi: 10.11648/j.jpsir.20250803.12

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AMA Style

Huot S. Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms. J Polit Sci Int Relat. 2025;8(3):122-132. doi: 10.11648/j.jpsir.20250803.12

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@article{10.11648/j.jpsir.20250803.12,
  author = {Sovanna Huot},
  title = {Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms
},
  journal = {Journal of Political Science and International Relations},
  volume = {8},
  number = {3},
  pages = {122-132},
  doi = {10.11648/j.jpsir.20250803.12},
  url = {https://doi.org/10.11648/j.jpsir.20250803.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.jpsir.20250803.12},
  abstract = {This literature review traces the evolution of education in Cambodia from antiquity to the present, analysing changes across nine significant periods. Beginning with informal learning in prehistoric civilizations and oral traditions rooted in indigenous knowledge, the study delves into the evolution of temple-based education during the Angkor Empire, the dualism of colonial-era schooling, and the nationalizing drives that followed independence in 1953. It explores how the Khmer Rouge's rule (1975-1979) affected the educational system, how the People's Republic of Kampuchea (1979-1993) dealt with reconstruction, and how current advancements fit into global development frameworks. Important issues include incorporating religious and cultural values into education, the consequences of foreign influence and political ideology, and the continued difference in access and quality between rural and urban areas. This resent study, which combines policy texts and contemporary data, demonstrates Cambodia's amazing ability to rebuild its educational institutions in the face of adversity. It also identifies gaps in the literature for comparative regional studies, equity-oriented research, and post-conflict educational memory. This study adds to general understanding of how education institutions in postcolonial and post-conflict settings respond to globalization, national identity, and developmental aspirations.},
 year = {2025}
}

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TY  - JOUR
T1  - Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms

AU  - Sovanna Huot
Y1  - 2025/07/15
PY  - 2025
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JF  - Journal of Political Science and International Relations
JO  - Journal of Political Science and International Relations
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PB  - Science Publishing Group
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AB  - This literature review traces the evolution of education in Cambodia from antiquity to the present, analysing changes across nine significant periods. Beginning with informal learning in prehistoric civilizations and oral traditions rooted in indigenous knowledge, the study delves into the evolution of temple-based education during the Angkor Empire, the dualism of colonial-era schooling, and the nationalizing drives that followed independence in 1953. It explores how the Khmer Rouge's rule (1975-1979) affected the educational system, how the People's Republic of Kampuchea (1979-1993) dealt with reconstruction, and how current advancements fit into global development frameworks. Important issues include incorporating religious and cultural values into education, the consequences of foreign influence and political ideology, and the continued difference in access and quality between rural and urban areas. This resent study, which combines policy texts and contemporary data, demonstrates Cambodia's amazing ability to rebuild its educational institutions in the face of adversity. It also identifies gaps in the literature for comparative regional studies, equity-oriented research, and post-conflict educational memory. This study adds to general understanding of how education institutions in postcolonial and post-conflict settings respond to globalization, national identity, and developmental aspirations.
VL  - 8
IS  - 3
ER  -

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Sovanna Huot

Department of Political Science, University of Delhi, New Delhi, India

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http://orcid.org/0009-0006-8335-442X

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Huot, S. (2025). Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms. Journal of Political Science and International Relations, 8(3), 122-132. https://doi.org/10.11648/j.jpsir.20250803.12

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ACS Style

Huot, S. Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms. J. Polit. Sci. Int. Relat. 2025, 8(3), 122-132. doi: 10.11648/j.jpsir.20250803.12

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AMA Style

Huot S. Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms. J Polit Sci Int Relat. 2025;8(3):122-132. doi: 10.11648/j.jpsir.20250803.12

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@article{10.11648/j.jpsir.20250803.12,
  author = {Sovanna Huot},
  title = {Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms
},
  journal = {Journal of Political Science and International Relations},
  volume = {8},
  number = {3},
  pages = {122-132},
  doi = {10.11648/j.jpsir.20250803.12},
  url = {https://doi.org/10.11648/j.jpsir.20250803.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.jpsir.20250803.12},
  abstract = {This literature review traces the evolution of education in Cambodia from antiquity to the present, analysing changes across nine significant periods. Beginning with informal learning in prehistoric civilizations and oral traditions rooted in indigenous knowledge, the study delves into the evolution of temple-based education during the Angkor Empire, the dualism of colonial-era schooling, and the nationalizing drives that followed independence in 1953. It explores how the Khmer Rouge's rule (1975-1979) affected the educational system, how the People's Republic of Kampuchea (1979-1993) dealt with reconstruction, and how current advancements fit into global development frameworks. Important issues include incorporating religious and cultural values into education, the consequences of foreign influence and political ideology, and the continued difference in access and quality between rural and urban areas. This resent study, which combines policy texts and contemporary data, demonstrates Cambodia's amazing ability to rebuild its educational institutions in the face of adversity. It also identifies gaps in the literature for comparative regional studies, equity-oriented research, and post-conflict educational memory. This study adds to general understanding of how education institutions in postcolonial and post-conflict settings respond to globalization, national identity, and developmental aspirations.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Temples to Policy Plans: Tracing the Political Trajectory of Education and Governance in Cambodia, from Antiquity to Contemporary Reforms

AU  - Sovanna Huot
Y1  - 2025/07/15
PY  - 2025
N1  - https://doi.org/10.11648/j.jpsir.20250803.12
DO  - 10.11648/j.jpsir.20250803.12
T2  - Journal of Political Science and International Relations
JF  - Journal of Political Science and International Relations
JO  - Journal of Political Science and International Relations
SP  - 122
EP  - 132
PB  - Science Publishing Group
SN  - 2640-2785
UR  - https://doi.org/10.11648/j.jpsir.20250803.12
AB  - This literature review traces the evolution of education in Cambodia from antiquity to the present, analysing changes across nine significant periods. Beginning with informal learning in prehistoric civilizations and oral traditions rooted in indigenous knowledge, the study delves into the evolution of temple-based education during the Angkor Empire, the dualism of colonial-era schooling, and the nationalizing drives that followed independence in 1953. It explores how the Khmer Rouge's rule (1975-1979) affected the educational system, how the People's Republic of Kampuchea (1979-1993) dealt with reconstruction, and how current advancements fit into global development frameworks. Important issues include incorporating religious and cultural values into education, the consequences of foreign influence and political ideology, and the continued difference in access and quality between rural and urban areas. This resent study, which combines policy texts and contemporary data, demonstrates Cambodia's amazing ability to rebuild its educational institutions in the face of adversity. It also identifies gaps in the literature for comparative regional studies, equity-oriented research, and post-conflict educational memory. This study adds to general understanding of how education institutions in postcolonial and post-conflict settings respond to globalization, national identity, and developmental aspirations.
VL  - 8
IS  - 3
ER  -

Copy | Download