Residential housing located on a Phnom Penh school campus. Hong Raksmey
More than 100 schools across Cambodia continue to face the challenge of local residents living on their campuses, according to Khuon Vicheka, spokeswoman for the Ministry of Education, Youth and Sport.
.jpg)
The continued occupation of school premises by residents has posed substantial challenges to the country’s education system, limiting schools’ ability to fully utilise their facilities for educational purposes.
"With the cooperation of management and all relevant stakeholders, we have gradually resolved this issue," Vicheka told The Post.
Following the Khmer Rouge era, many Cambodian families occupied state properties, including schools, in the wake of the Pol Pot regime’s collapse. This historical issue has persisted, particularly in schools where residents settled after the country’s liberation in 1979.
Hem Sinareth, director of the Phnom Penh municipal education department, highlighted that several schools in the capital have been occupied by residents since that period, hindering their effective use for educational purposes.
“The Phnom Penh municipal education department has worked closely with the education ministry to assess the living conditions of these residents and relocate them to suitable housing, enabling schools to reclaim their premises for educational use,” said Sinareth.
According to the Department of Education, Youth and Sport, there are 30 schools in Phnom Penh with people living on their campuses, under contract since the Khmer Rouge era
The ministry recently concluded a training course on “State Assets and Construction Management”, aimed at enhancing efficiency and transparency in public asset management, particularly educational facilities.
The event, presided over by education minister Hang Choun Naron and delegates from the provincial education departments, underscored the critical role of effective resource management in advancing the country’s educational development.
Speaking at the closing ceremony on November 26, Choun Naron stressed the significance of the training in addressing challenges related to state asset management, especially in the digital era.
The programme aligns with the ministry’s broader public financial management reform initiative, which seeks to promote a decentralised, procurement-based system of public finance in accordance with international standards and best practices.
A shelter enclosed with zinc panels and barbed wire fencing to separate it from a school building. Hong Raksmey
"I encouraged the relevant working groups to establish clear principles and explore various solutions, particularly by preparing land title deeds, inventory lists and proper procedures," the minister said.
He also emphasised the need to implement measures that enhance the effective and transparent management of state holdings, highlighting their importance in improving the quality of the education sector and advancing the ministry's vision of transforming general schools into model schools.
“The course provided an invaluable platform for participants to engage in meaningful discussions on state asset management. It not only addressed key issues but also offered practical solutions and advice,” Choun Naron said.
“This initiative plays a crucial role in enhancing efficiency, transparency and accountability – essential components for achieving sustainable development goals [SDGs] and advancing the government’s policy programmes,” he added.
The course focused on building capacity among participants from state asset utilisation units at both the central and local levels. Key topics included drafting the 2024 state asset inventory and addressing challenges encountered in previous asset management efforts.
The minister outlined three key recommendations to enhance the management of state assets and construction projects.
First, he stressed the importance of maximising resource utilisation by identifying opportunities to recycle and reuse state assets, particularly those that are damaged or no longer functional. He called for the principles of "saving resources" and "eliminating wasteful practices" to be implemented across all levels of government and public institutions.
Second, he encouraged stakeholders to adopt a proactive and innovative approach to asset management and school development. By integrating best practices and evidence-based solutions from both Cambodia and international examples, he noted that the country could effectively address current challenges and achieve significant progress in the education sector.
Lastly, Choun Naron emphasised the value of building partnerships to enhance collaboration between schools, communities and other stakeholders.
Sinareth highlighted the ministry’s ongoing initiatives to implement model school standards, emphasising their importance in improving education quality across the country.
He explained that the department has been actively encouraging schools to meet these standards, which encompass criteria such as infrastructure, teaching quality and community involvement. During the previous academic year, preschool, primary and secondary schools were added to the list of model schools, and the department aims to include more through regular inspections and evaluations.
“We are dedicated to enhancing management, administration and infrastructure at schools to ensure they achieve the standards necessary to be recognised as model schools,” Sinareth stated. “Our ultimate goal is to create an environment where all schools, regardless of location, are capable of providing the highest quality education for our children.”
For schools that have not yet met the standards, the department continues its efforts to improve key areas, including management, administration, teaching practices, infrastructure and community engagement, to align them with model school requirements.
