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Cambodian and Laotian students (CLS) are among the largest groups of international students in intra-ASEAN student mobility as well as in Vietnamese higher education institutions (HEIs). However, little has been researched on the factors influencing CLS’s decision to choose Vietnam as destination country. The purpose of this study is to investigate why CLS decide to go overseas and choose Vietnam as their host country among other opportunities as well as their perceptions of the decision.

Using qualitative methods and employing purposive sampling, data were collected by semi-structured interviews from CLS studying in a HEI in the Mekong Delta of Vietnam. The data were analysed against the push–pull framework to understand factors influencing the participants’ decision.

The findings show that CLS in the study were “pushed” by the perceived higher value of a foreign qualification and family encouragements. In terms of pull factors, they were attracted to choose Vietnam as the host country most observably due to scholarship opportunities. However other pull factors were also significant, especially the lack of certain skills in home countries and its congruence with Vietnam’s competitive strength in offering courses for those skills. In retrospect, the participants expressed a sense of optimism, though there was also certain reservation.

The small sample restrict the generalisability of the findings.

As an exploratory study, the findings can lay the ground for largerscale studies investigating CLS mobility in Vietnam and be employed for inbound student mobility policymaking reference for HEIs in Vietnam as well as in other developing countries.

This study investigates why Cambodian and Laotian international students decide to go to Vietnam, a developing country in the lesser-known part of international student mobility landscape. This is a topic that remains under-researched in the Asia-bound student mobility literature. Insights from the study can not only contribute to the scholarly gap but also offer implications for HEIs in Vietnam and other Asian countries.

To study the quality in higher education in Cambodia and explore the potential factors leading to quality in Cambodian higher education.

Five main factors that were deemed relevant in providing quality in Cambodian higher education were proposed: academic curriculum and extra‐curricular activities, teachers' qualification and methods, funding and tuition, school facilities, and interactive network. These five propositions were used to compare Shu‐Te University, Taiwan with the top five universities in Cambodia. The data came in the forms of questionnaire and desk research. Descriptive analytical approach is then carried out to describe these five factors.

Only 6 per cent of lecturers hold PhD degree and about 85 per cent never published any papers; some private universities charge as low as USD200 per academic year, there is almost no donation from international organizations, and annual government funding on higher education sector nationwide in 2005 was only about USD3.67 million; even though there is a library at each university, books, study materials etc. are not up‐to‐date and inadequate; 90 per cent of the lecturers never have technical discussion or meeting and about 60 per cent of students felt that their teachers did not have time for them to consult with.

A useful insight was gained into the perceived importance of quality in higher education that can stimulate debate and discussion on the role of government in building the standard quality in higher education. Also, the findings from this research can assist in the development of a framework of developing human resource.

This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study.

A sample of 463 students (267 female) was selected for a survey from two private and two public universities, located in both Phnom Penh and other provincial locations.

It was found that (1) the Cambodian Sustainable Development Goal targets related to quality education are likely to be achieved by 2030, but this will require close monitoring of the targets. While it is likely that the male ratio will be accomplished by 2030, this is less certain for the female ratio. (2) There was a mismatch between the planned enrollment and actual course selection for just under half (49.2%) of students surveyed due to high tuition fees, a lack of scholarships, unavailability of preferred courses, failure to gain admission and parental influence. This mismatch was higher for female students for all of these factors except for parental influence. (3) Students indicated a high degree of access to knowledge and skills, except for technological literacy, economic aspects and interpersonal effectiveness. Overall, male students were found to access a higher degree of both knowledge and skills. (4) The developmental psychology of students was found to be significantly influenced by decision-making ability, empathy, people skills, community engagement and voluntary work.

There were a number of limitations in carrying out this research. For example, discussions were separately organized at each university; the authors did not organize a consultative meeting gathering all the students from the four universities to discuss and get consensus. Moreover, the study did not cover the interviews of parents to gain their views regarding support for their children at HEIs.

Improvement in key aspects of developmental psychology for male students was found to be more significant than for female students, except for intellectual capacity.

Still, improvement in the adopt of developmental psychology is required at HEIs in Cambodia and developing countries. Improved developmental psychology among students at universities has been shown to result in a significant enhancement in study performance and competencies. These competencies range from cognitive and intellectual capacity, associated with thinking and analysis; and emotional and social capacity, associated with the development of a societal vision. Students who develop cognitive and intellectual capacity tend to perform tasks more accurately and efficiently, make decisions more effectively and respond intelligently to new or complex circumstances. Students who develop emotional and social capacity are better guided toward focusing on caring for others in the community and establishing peaceful and safe environments. An important implication of the developmental psychology of students within HEIs in Cambodia is the holistic nature of education integrating knowledge, skills, competencies and social responsibility. HEIs should take on the role of equipping students with both cognitive and intellectual capacities for employment; as well as the emotional and social capacities required to build a society based on mutual trust and harmony. Improving the psychological development of students at HEIs in Cambodia may also be significant in achieving the CSDG targets. In terms of policy, HEIs should integrate opportunities for this to be included in the curriculum to increase the opportunities for students to engage in practice-based learning and community engagement activities. This will require providing sufficient learning materials and equipment to enable students to self-learn, think, analyze and innovate, using theories obtained in class, at home. This should be coupled with community engagement programs that provide students with the opportunity to work in the field. All knowledge and skills accessed by students should be integrated with the development of both cognitive and intellectual capacities. Further, social activities organized by HEIs are required to assist in developing the emotional and social capacity of students to interact with communities.

The paper is solely conducted and prepared by SOK Serey, CHEB Hoeurn, CHHINH Nyda, BO Chan Koulika and NGUONPHAN Pheakdey. The findings of the research produce both quantitative and qualitative information on the implementation of Sustainable Development Goals at higher education in Cambodia. In particular, this research is one of the most pioneer academic research studies conducted by a local scholar from Cambodia.

This paper is designed to provide primary research which illuminates both the motivations for Cambodian migration as well as the risks entailed in undertaking migration.

This paper gathered its information through a structured interview with 49 respondents aged between 17–29 years of mixed gender. The questionnaire comprised 18 questions in addition to a demographics section. Findings were subsequently analysed in order to extract commonalities amongst the experiences and perceptions of migrants.

The present research study found that the migration of Cambodians to Thailand is largely forced in the sense that there is a lack of economic opportunities within Cambodia. Of the respondents, 88% indicated that their preference would be to remain in Cambodia. What is more, the authors found that the migration is fraught with insecurity and risk, with a range of security issues faced by respondents including not being paid, being abused and being overworked.

This response group is not a representative sample of Cambodians who work in Thailand. The study’s respondents in Cambodia were at a deportation centre, where migrants caught by Thai authorities worked without documentation, which had a clear impact upon migration experience. Additionally, the study’s respondents in Pattaya, Thailand, were accessed via an associate of a colleague, so this too is not a representative sample of Cambodians working in Thailand.

This can have practical use for a variety of stakeholders by providing quantitative information as well as analysis into the migration of Cambodians to Thailand. Within the Recommendations section, it is illustrated how a temporary migrant worker programme can be beneficial to the host and receiving countries and individual migrants. Individual migrants can benefit from being employed by legitimate, accountable employers and hence result in higher provision of human rights for this demographic.

There is a highly entrenched culture of migration within Cambodia's bordering provinces. Through changes to the personal health, well-being and prosperity of migrants in Thailand because of reduced exploitation and increased pay. Host communities in Cambodia are also likely to receive higher levels of remittances, which can stimulate development in Cambodian communities.

Deepened understanding of the motivations for migration and highlighted lack of desire amongst Cambodians to migrate continue to demonstrate the persistent need for effective and substantial development policies within Cambodia. The proposal of a temporary migrant worker scheme is in its short-term nature and reflects the necessity of this demographic to migrate irrespective of whether they can receive official working papers.

International assessments have shown gender disparity in STEM among middle school students. Little is known of the gender disparity, the role of psychosocial factors, and school-to-work aspirations in STEM fields in the Cambodian context. The sample included 100 15-year-old students (53% females) from 10 schools in four provinces and the capital city. Classroom observations included eight classrooms from one of the 10 surveyed schools. This study’s measures were adapted from TIMSS’s including science and math interests, and perceived STEM support from teachers and parents. Results indicated that non-STEM subjects are on top of the most enjoyed subjects reported by the students. No statistical significance between genders on STEM interests was found. A multiple regression analysis showed that parents’ and teachers’ support in math, and teachers’ support in science, were predictive of STEM interests. Both parents and students tended to value math more than science, indicating a possible lack of understanding of science. Students showed a significant disconnect between STEM education received in classrooms and aspirations toward an actual career in STEM fields. Classroom observations indicated that while females tended to be shy in the classroom, most teachers did not exhibit behaviors suggesting gender discrimination patterns. Explanations of students’ interests in STEM regardless of gender, as well as the current climate in higher education and careers regarding the gender disparity in STEM, were discussed based on socioeconomic and sociocultural issues within the Cambodian context.

This chapter narratively chronologizes the life of a man, now in his late 1960s, who has been key in promoting sport as a vehicle for community development in one of the most economically and politically challenged of all Southeast Asian countries – Cambodia.

Popular in a number of disciplines but rarely applied so far in the field of sport, social development and peace, the main strength of life history analysis is its ability to let stories speak for themselves. The focus on “narrativization” not only provides a rich account of a given topic, but also allows storytellers to shape their accounts, identify their audience, and detail the settings in which these accounts take place.

Cambodian sport (especially football in the northwest province of Siem Reap) and Cambodian society more broadly owes much to the committed efforts of Mr. Ouk Sareth. Not only does the chapter help to better understand the various phases and trajectories of Sareth’s colorful life and the fascinating experiences he has encountered, but also the unique challenges his country has faced and overcome during the seven decades of his life.

We hope that others involved in studying the link between sport, social development and peace will consider narrative method and life history approaches to showcase the pivotal individuals who have operated in the “engine room” of this link.

This paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts with enhancing its buy-in among the key stakeholders, fine-tuning its conceptualization and contextualization and a government-funded comprehensive policy and investment program.

This paper explores policies and practices of internationalization in Cambodia, using Knight's (2004, 2007) conceptualization of internationalization and Wan's (2018) list of six dimensions, by which the authors track and measure internationalization.

Systematic policy implementation to position internationalization to achieve national and institutional goals is little. Given utilitarianism of internationalization, policy statement has geared more toward employing internationalization to achieve institutional building, in order of significance: mobility, research collaboration, policy formulation and quality control, and much less on networking and aligning with international instruments. Subtle differences among the four universities under investigation exist. While all focus on student and faculty mobility and exchange, some aim at research collaboration and networks; some at indigenous “international” and language programs, and some at joint degree programs. But, internationalization is not a key priority nor is it strategically positioned to achieve institutional aspirations.

Without comprehensive, strategic policy guidance and implementation from the government, internationalization has taken its own course, and such is not healthy for higher education development.

There are few studies on internationalization in Cambodia. Clayton and Yuok (1997), Clayton (2002) and Pit and Ford (2004) examine politics or its politicization and higher education development after the end of the Eastern Bloc's support (Tek and Leng, 2017). Recent studies (Leng, 2015; Leng, 2016; Yun, 2014) underline institutional case studies to illustrate status, issues and challenges in internationalization. This article attempts to provide an overarching map of internationalization to inform policies and practices toward higher education and national development.

The purpose of this paper is to compare two UNESCO reports on educational development in Cambodia, one from 1955 and the other from 2010, in order to understand how the global education development agenda has impacted shadow education.

The study is conducted through a textual comparison of two UNESCO reports written 50 years apart.

Although the educational problems facing Cambodia were similar in both reports, the recommendations differed in important ways. The 1955 report advised the country to expand slowly access to education in order to maintain quality, while the 2010 recommended quickly expanding access. A major difference found in the reports regarded the issue of fees in schooling, which did not appear in 1955. School fees in Cambodia are typically extracted through the system of private tutoring, known in the academic literature as shadow education. Such an insight, this paper argues, suggests that the difference in development approach between the two reports is one of the reasons shadow education has flourished in the country.

Through a historical comparison of development efforts in one country, it becomes clear that the education development agenda is partly to blame for the rise of shadow education.

Cambodia has been listed among the countries with the highest rates of people with disabilities. From the end of the civil war in 1979, various nongovernment organizations and government agencies have actively worked to provide not only rehabilitation services to the victims of landmines and combats, but also special education services to children with disabilities. This chapter aims to disclose the trends, collaborations, and challenges in the implementation of special education and inclusive education in Cambodia. Secondary data such as scholarly journals, reports, and legal documents were collected through a search of the databases of the Educational Resources Information Center (ERIC), Science Direct, Google Scholar, and the websites of related organizations. The analysis of the literature was carried out by focusing on various themes, including the support services for people with disabilities, special education and inclusive education in Cambodia, collaborations, and professionals in the domain of special education and inclusive education, as well as the laws and policies for people with disabilities. To date, Cambodia continues to have limited capacity to implement various legal provisions and collaborations among professionals. The inclusive education notion that prevails in the Cambodian context remains rudimentary. Furthermore, various emerging barriers hinder the implementation of the inclusive education system.

The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area.

This paper uses Hargreaves’ four ages of teacher professionalism and professional learning to frame the discussion of the development of teacher professionalism in Cambodia.

This paper argues that the Cambodian government aims to develop the teachers to become autonomous professionals in terms of curriculum and pedagogical improvements. However the reality is that the Cambodian teachers manifest characteristics of both the pre‐professionals and autonomous professionals. This paper also examines the issues and challenges faced in the development of teacher professionalism, which are entwined in the complexities of educational reform, societal and economic development. By identifying some structural, economic and socio‐cultural challenges faced by Cambodian teachers, this paper suggests that Cambodian teachers need greater teacher collaboration within a culture of trust and accountability to become collegial professionals.

The Cambodian case study adds to the literature on the development of teacher professionalism in Cambodia and illustrates the potential of comparative and international research on teacher professionalism between Anglophonic and non‐Anglophonic cultures.