An exploration into the role of not-for-profit NGO schools in Cambodian primary education.

1979年红色高棉种族灭绝结束后，柬埔寨的教育状况发生了巨大变化，多达75%的教育工作者被杀害，各级教育系统遭到破坏。在越南统治柬埔寨十年以及随后于1993年重建柬埔寨王国之后，教育主要由不合格的教师提供，并延长到每天只有四个小时，没有足够的时间来完成全部课程。作为回答，家庭可以选择向教师支付非正式学费，让教师在自己的时间教授其余课程，或者在下午将孩子送到另一所学校，为私人行为者补充国家教育创造空间。我的目标是探索一些员工的非营利非政府组织（NGO）学校对他们的补充（或更换）的国家提供的看法，通过半结构化的访谈进行通过视频会议，并直接观察一些学校的人。将对收集的数据进行专题分析，以确定与国家分担初等教育责任的预期效益和挑战，并强调这些私立课程是如何设计和提供的。这建立在对柬埔寨非营利私立教育系统的新研究的基础上，可能为国家实践提供信息，并有助于更广泛地讨论教育领域的公私伙伴关系（PPP）。

The educational landscape in Cambodia was changed dramatically following the Khmer Rouge genocide, ending in 1979 with up to 75 per cent of educators killed, leaving a devastated educational system at all levels. Following a decade of Vietnamese rule and the subsequent re-establishment of the Kingdom of Cambodia in 1993, education was delivered by largely under-qualified teachers and extended to just a four-hour school day, leaving insufficient time to cover the full curriculum. In answer, families have the option to pay informal school fees to teachers to deliver the rest of the curriculum in their own time, or send their children to an alternative school in the afternoon, creating space for private actors to supplement state education. I aim to explore the perceptions of some employees of not-for-profit non-governmental organisation (NGO) schools on their supplementation (or replacement) of the state offering, through semi-structured interviews conducted via video-conferencing, and direct observation of some of the schools in person. The data gathered will be subject to thematic analysis to identify perceived benefits and challenges to sharing responsibility for primary education with the state, and to highlight how these private curricula are designed and delivered. This builds upon emerging research on the Cambodian not-for-profit private education system, potentially informing state practice and contributing to wider discourse on public-private partnerships (PPPs) in education.