Education
Sorry its been awhile here is an article I wrote for the Concordy. Sorry for double dipping.
I feel used and dirty. Like a piece of meat that has been paraded around for everyone to gawk at or, as is more common here, like an eighteen year old who has spent all night clinging to the arm of an overweight fifty-something man in the darkened corner. The meeting is going on two hours now and not a word of English has been spoken. So I smile and nod sitting there trying to laugh at the appropriate times, and looking deadly serious at others even though I haven’t got the slightest clue what anyone is saying. I know why I’m here, but something about the whole situation just doesn’t seem right. As I try to fend off suspicious eyes and yawns of boredom it occurs to me that I’ve never felt this good about being objectified. I’m simply playing a roll, proving to the Ministry of Education that our NGO has western backing and therefore reinforcing the ingrained stereotype that we are flush with cash. This faint scent of money is enough to get the mired cogs of bureaucracy oiled and moving in our favor. After two and a half hours the principal and I emerge from the sweat drenched conference room having secured what we came to for, a vague promise that our new students will have placement, free of charge, in a Cambodian public school come next July. Awkward… yes, but also great news for ten young Cambodian children.
Cambodian public schools are technically free, but as so often happens, the laws do not match the reality of the situation. The Global Child’s (TGC) primary objective is to give street working children a second chance at education. For some this means providing housing, food, clothes, and a weekly stipend, while for others it simply means a series of conversations with their parents about the value of education and the shortsightedness of having their children hawk flowers to tourist, or as our principal likes to say, “teaching people the idea of education.” The problem is that TGC is not a recognized educational institution in the Kingdom of Cambodia. Officially we file our paperwork with the Ministry of Informal Education, and as such the students at our school must also attend a government approved school if they wish to receive a twelfth grade certificate upon the completion of their secondary education. This past July The Global Child received a fresh batch of students, and after a year of playing catch-up with their studies here at TGC, we sought to enroll them in one of the public schools for three hours of classes each morning. But at every school we went to, we encountered the same road block. “Yes,” the principal would say, “public school is free if you start from the beginning, but not if you want to start in grade three, that costs money, one-hundred dollars a student to be exact.” For that sort of money we could enroll them in a decent private school for a year. Rather than comply with the system as we have in the past we decided to take a stand. Which explains how a few days later I found myself freshly shaven wearing a nicely pressed shirt prostituting myself to some low level government administrator.
I tell this story not to highlight a personal success on the part of my award winning smile or to demonstrate the complexity of Cambodian bureaucracy, but to illuminate some of the gross inadequacies that still exist in the Cambodian educational system some thirty years after most of the educated populace was exterminated. When a catastrophe like the Khmer Rouge genocide wipes out two million people the effects are long lasting, but when that anger is directed at the intellectual community the effects seem to linger on forever. When the Khmer Rouge era ended the government took anyone as a teacher. Hiring had nothing to do with skills or quality or ability they were just bodies to fill empty spots.[i] If you could read and write you were a teacher. If you graduated fourth grade you were qualified to teach fourth grade. This devaluation of the profession of teacher has continued to the current day. High school teachers find themselves by far the lowest paid government employees, making somewhere around sixty dollars a month in a country where even maids are paid eighty. Besides causing widespread apathy amongst the teaching corps this debasement has also lead to corruption on the part of teachers and school officials. The situation we encountered is just the tip of the iceberg when it comes to cases of corruption. It is not uncommon for teachers to sell the answers to the high school exit exam, take a bride to raise a failing grade or even for principals to forge high school certificates.
The lack of quality teachers has lead to disastrous results for the Kingdoms students. The absence of effective schooling and accessibility issues has resulted in only forty-three percent of Cambodian males ever making it past the sixth grade. The figures for females and the rural population are even more discouraging, with only thirty-three percent of women making it into secondary education and with less than two percent of those in the country-side receiving their high school certificates.[ii] In a country where many children are forced to choose between food and school it’s hard to place the blame on one factor, but there are many elements within the country seeking to improve this dire situation. While the Cambodian government seriously considers switching back to a colonial system of education where the top one percent of students would be guaranteed placement in internationally recognized universities thousands of organizations both domestic and international are working hard to meet the United Nations goal of universal access to education.[iii] Some are aimed at providing teachers with a living wage to help stem corruption, while others offer teacher training and advanced education courses free of charge. Some organizations distribute school supplies and construct new educational infrastructure and then there are those like TGC which have sought to simply supplement the poor quality public education for a select group of at risk students. The most effective of the measures are and will be debated by people until the Cambodian education system is on par with its more affluent neighbors. Until then I’ll keep showing up to work every day, lessons prepared, homework corrected, enthusiastically ready to give our students the chance at an education they never thought they would have. And if sometimes that means kissing some government clerk’s ass for a few hours I’ll do that too.
[i] Coates, Karen. Cambodia Now, MacFarland and Company, 2005 pg 297
[ii] UNICEF, Cambodia Statistics, <http://www.unicef.org/infobycountry/cambodia_statistics.html#56>
[iii] Coates. pg 256


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