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

红色高棉种族灭绝事件后，柬埔寨的教育格局发生了戏剧性的变化，1979年，多达75%的教育工作者被杀，各级教育系统遭到破坏。在越南统治十年并随后于1993年重建柬埔寨王国之后，教育基本上由资历不足的教师提供，并延长到每天只有四个小时，没有足够的时间涵盖全部课程。作为回答，家庭可以选择向教师支付非正式学费，让他们在自己的时间里完成剩余的课程，或者在下午把孩子送到另一所学校，为私人行为者补充公立教育创造空间。我的目标是通过视频会议进行半结构化访谈，并直接观察一些学校，来探索非营利性非政府组织(NGO)学校的一些员工对他们补充(或取代)国家提供的服务的看法。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好处和挑战，并突出这些私立课程是如何设计和提供的。它建立在对柬埔寨非营利性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合作伙伴关系(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.