EDUCATION
Public School System
Traditional education in Cambodia was handled by the local wat, and the bonzes were the teachers. The students were almost entirely young boys, and the education was limited to memorizing Buddhist chants in Pali. During the period of the French protectorate, an educational system based on the French model was inaugurated alongside the traditional system. Initially, the French neglected education in Cambodia. Only seven high school students graduated in 1931, and only 50,000 to 60,000 children were enrolled in primary school in 1936. In the year immediately following independence, the number of students rapidly increased. Vickery suggests that education of any kind was considered an "absolute good" by all Cambodians and that this attitude eventually created a large group of unemployed or underemployed graduates by the late 1960s.
From the early twentieth century until 1975, the system of mass education operated on the French model. The educational system was divided into primary, secondary, higher, and specialized levels. Public education was under the jurisdiction of the Ministry of Education, which exercised full control over the entire system; it established syllabi, hired and paid teachers, provided supplies, and inspected schools. An inspector of primary education, who had considerable authority, was assigned to each province. Cultural committees under the Ministry of Education were responsible for "enriching the Cambodian language."
Primary education, divided into two cycles of three years each, was carried out in state-run and temple-run schools. Successful completion of a final state examination led to the award of a certificate after each cycle. The primary education curriculum consisted of arithmetic, history, ethics, civics, drafting, geography, hygiene, language, and science. In addition, the curriculum included physical education and manual work. French language instruction began in the second year. Khmer was the language of instruction in the first cycle, but French was used in the second cycle and thereafter. By the early 1970s, Khmer was used more widely in primary education. In the 1980s, primary school ran from the first to the fourth grade. Theoretically one primary school served each village. Secondary education also was divided into two cycles, one of four years taught at a college, followed by one of three years taught at a lycée. Upon completion of the first cycle, students could take a state examination. Successful candidates received a secondary diploma. Upon completion of the first two years of the second cycle, students could take a state examination for the first baccalaureate, and, following their final year, they could take a similar examination for the second baccalaureate. The Cambodian secondary curriculum was similar to that found in France. Beginning in 1967, the last three years of secondary school were split up into three sections according to major subjects--letters, mathematics and technology; agriculture; and biology. In the late 1960s and the early 1970s, the country emphasized a technical education. In the PRK, secondary education was reduced to six years.
Higher education lagged well behind primary and secondary education, until the late 1950s. The only facility in the country for higher education before the 1960s was the National Institute of Legal, Political, and Economic Studies, which trained civil servants. In the late 1950s, it had about 250 students. Wealthy Cambodians and those who had government scholarships sought university-level education abroad. Students attended schools in France, but after independence increasing numbers enrolled at universities in the United States, Canada, China, the Soviet Union, and the German Democratic Republic (East Germany). By 1970 universities with a total enrollment of nearly 9,000 students served Cambodia. The largest, the University of Phnom Penh, had nearly 4,570 male students and more than 730 female students in eight departments--letters and humanities, science and technology, law and economics, medicine, pharmacy, commercial science, teacher training, and higher teacher training. Universities operated in the provinces of Kampong Cham, Takev, Batdambang; and in Phnom Penh, the University of Agricultural Sciences and the University of Fine Arts offered training. The increased fighting following the 1970 coup closed the three provincial universities.
During the Khmer Rouge regime, education was dealt a severe setback, and the great strides made in literacy and in education during the two decades following independence were obliterated systematically. Schools were closed, and educated people and teachers were subjected to, at the least, suspicion and harsh treatment and, at the worst, execution. At the beginning of the 1970s, more than 20,000 teachers lived in Cambodia; only about 5,000 of the teachers remained 10 years later. Soviet sources report that 90 percent of all teachers were killed under the Khmer Rouge regime. Only 50 of the 725 university instructors, 207 of the 2,300 secondary school teachers, and 2,717 of the 21,311 primary school teachers survived. The meager educational fare was centered on precepts of the Khmer revolution; young people were rigidly indoctrinated, but literacy was neglected, and an entire generation of Cambodian children grew up illiterate. After the Khmer Rouge were driven from power, the educational system had to be re-created from almost nothing. Illiteracy had climbed to more than 40 percent, and most young people under the age of 14 lacked any basic education.
Education began making a slow comeback, following the establishment of the PRK. In 1986 the following main institutions of higher education were reported in the PRK: the Faculty of Medicine and Pharmacy (reopened in 1980 with a six-year course of study); the Chamcar Daung Faculty of Agriculture (opened in 1985); the Kampuchea-USSR Friendship Technical Institute (which includes technical and engineering curricula), the Institute of Languages (Vietnamese, German, Russian, and Spanish are taught); the Institute of Commerce, the Center for Pedagogical Education (formed in 1979); the Normal Advanced School; and the School of Fine Arts. Writing about the educational system under the PRK, Vickery states, "Both the government and the people have demonstrated enthusiasm for education . . . . The list of subjects covered is little different from that of prewar years. There is perhaps more time devoted to Khmer language and literature than before the war and, until the 1984-85 school year, at least, no foreign language instruction." He notes that the secondary school syllabus calls for four hours of foreign language instruction per week in either Russian, German, or Vietnamese but that there were no teachers available.
Martin describes the educational system in the PRK as based very closely on the Vietnamese model, pointing out that even the terms for primary and secondary education have been changed into direct translations of the Vietnamese terms. Under the PRK regime, according to Martin, the primary cycle had four instead of six classes, the first level of secondary education had three instead of four classes, and the second level of secondary education had three classes. Martin writes that not every young person could go to school because schooling both in towns and in the countryside required enrollment fees. Civil servants pay 25 riels per month to send a child to school, and others pay up to 150 riels per month. Once again, according to Martin, "Access to tertiary studies is reserved for children whose parents work for the regime and have demonstrated proof of their loyalty to the regime." She writes that, from the primary level on, the contents of all textbooks except for alphabet books was politically oriented and dealt "more specifically with Vietnam." From the beginning of the secondary cycle, Vietnamese language study was compulsory.
Buddhist Education
Before the French organized a Western-style educational system, the Buddhist wat, with monks as teachers, provided the only formal education in Cambodia. The monks traditionally regarded their main educational function as the teaching of Buddhist doctrine and history and the importance of gaining merit. Other subjects were regarded as secondary. At the wat schools, young boys--girls were not allowed to study in these institutions--were taught to read and to write Khmer, and they were instructed in the rudiments of Buddhism.
In 1933 a secondary school system for novice monks was created within the Buddhist religious system. Many wat schools had so-called Pali schools that provided three years of elementary education from which the student could compete for entrance into the Buddhist lycées. Graduates of these lycées could sit for the entrance examination to the Buddhist University in Phnom Penh. The curriculum of the Buddhist schools consisted of the study of Pali, of Buddhist doctrine, and of Khmer, along with mathematics, Cambodian history and geography, science, hygiene, civics, and agriculture. Buddhist instruction was under the authority of the Ministry of Religion.
Nearly 600 Buddhist primary schools, with an enrollment of more than 10,000 novices and with 800 monks as instructors, existed in 1962. The Preah Suramarit Buddhist Lycée--a four-year institution in Phnom Penh founded in 1955--included courses in Pali, in Sanskrit, and in Khmer, as well as in many modern disciplines. In 1962 the student body numbered 680. The school's graduates could continue their studies in the Preah Sihanouk Raj Buddhist University created in 1959. The university offered three cycles of instruction; the doctoral degree was awarded after successful completion of the third cycle. In 1962 there were 107 students enrolled in the Buddhist University. By the 1969-70 academic year, more than 27,000 students were attending Buddhist religious elementary schools, 1,328 students were at Buddhist lycées, and 176 students were enrolled at the Buddhist University.
The Buddhist Institute was a research institution formed in 1930 from the Royal Library. The institute contained a library, record and photograph collections, and a museum. Several commissions were part of the institute. A folklore commission published collections of Cambodian folktales, a Tripitaka Commission completed a translation of the Buddhist canon into Khmer, and a dictionary commission produced a definitive two-volume dictionary of Khmer. No information was available in 1987 regarding the fate of the temple schools, but it is doubtful that they were revived after the fall of the Khmer Rouge regime.
Private Education
For a portion of the urban population in Cambodia, private education was important in the years before the communist takeover. Some private schools were operated by ethnic or religious minorities--Chinese, Vietnamese, European, Roman Catholic, and Muslim--so that children could study their own language, culture, or religion. Other schools provided education to indigenous children who could not gain admission to a public school. Attendance at some of the private schools, especially those in Phnom Penh, conferred a certain amount of prestige on the student and on the student's family.
The private educational system included Chinese-language schools, Vietnamese-language (often Roman Catholic) schools, French-language schools, English-language schools, and Khmerlanguage schools. Enrollment in private primary schools rose from 32,000 in the early 1960s to about 53,500 in 1970, although enrollment in private secondary schools dropped from about 19,000 to fewer than 8,700 for the same period. In 1962 there were 195 Chinese schools, 40 Khmer schools, 15 Vietnamese schools, and 14 French schools operating in Cambodia. Private secondary education was represented by several high schools, notably the Lycée Descartes in Phnom Penh.
All of the Vietnamese schools in Phnom Penh and some of the Chinese schools there were closed by government decree in 1970. There was no information available in 1987 that would have indicated the presence of any private schools in the PRK, although there was some private instruction, especially in foreign languages.
HEALTH AND WELFARE
The government made a great effort to train new medical personnel, especially nurses and midwives, following independence in 1953. By the late 1950s, however, infant mortality reportedly was as high as 50 percent. Dysentery, malaria, yaws, tuberculosis, trachoma, various skin diseases, and parasitic diseases were common. Inadequate nutrition, poor sanitary conditions, poor hygiene practices, and a general lack of adequate medical treatment combined to give the average Cambodian a life expectancy of about forty-six years by the late 1960s. This figure represented a significant increase from the thirty-year life expectancy reported a decade earlier. The catastrophic effects of the war and Khmer Rouge rule reversed this positive trend. During the unrest, many Western-trained physicians were killed or fled the country. Modern medicines were in short supply, and traditional herbal remedies were used.
Public Health
According to traditional Cambodian beliefs, disease may be caused by some underlying spiritual cause. Evil spirits or "bad air" are believed to cause many diseases and can be expelled from the body of a sick person by trained practitioners, who may be traditional healers--bonzes, former bonzes, herbalists, folk healers--or Western-trained doctors and nurses. Aside from a wide variety of herbal remedies, traditional healing practices include scraping the skin with a coin, ring, or other small object; sprinkling or spraying water on the sick person; and prayer. The use of cupping glasses (in French, ventouse) continued in widespread use in the late 1980s.
Sanitation practices in rural Cambodia are often primitive. The water supply is the main problem; rivers and streams are common sources of drinking water and of water for cooking. These water sources are often the same ones used for bathing, washing clothes, and disposing of waste products. Adequate sewage disposal is nonexistent in most rural and suburban areas. Sanitary conditions in the largest urban areas--Phnom Penh, Batdambang city, and Kampong Cham city--were much improved over the conditions in the rural areas, however. By the early 1970s, Phnom Penh had three water purification plants, which were adequate for the peacetime population but could not provide safe water when the city's population increased significantly in the mid-1970s. The city had regular garbage collection, and sewage was usually disposed of in septic tanks.
The medical situation in Cambodia faced its first crisis at the time of independence in 1953. Many French medical personnel departed, and few trained Cambodians were left to replace them. In addition to a lack of personnel, a shortage of medical supplies and facilities threatened health care. To correct the first problem, in 1953 the government established a school of medicine and a school of nursing, the Royal Faculty of Medicine of Cambodia (which became the Faculty of Medicine, Pharmacy, and Paramedical Science in 1972, and probably the Faculty of Medicine and Pharmacy which reopened in 1980). The first class of candidates for the degree of doctor of medicine was enrolled in 1958. In 1962 this school became part of the University of Phnom Penh, and in 1967 it expanded its teaching program to include training for dentists and for medical specialists. By the late 1960s, trained Cambodian instructors began replacing foreign personnel at the Faculty of Medicine, and by 1971 thirty-three Cambodian medical instructors represented in sixteen specialized branches of medical study.
A school for training nurses and midwives was operating before 1970. This institution also trained sanitation agents, who received four years of medical training with emphasis on sanitation and on preventive medicine. These agents provided medical services for areas where there were no doctors or clinics. The number of nurses trained almost quintupled between 1955 and 1970. In Cambodia, nursing careers had been primarily reserved for men, but the number of women entering the field greatly increased after 1955. Midwives delivered almost half of the babies in the early 1970s. In March 1970, eighty-one pharmacists practiced in government-controlled areas. By 1971 the number had dropped to sixty three.
Cambodia never has had an adequate number of hospitals or clinics. In 1930 there was only a single 450-bed hospital serving Phnom Penh. By 1953 however, 122 public medical establishments operated in Cambodia, and, between 1955 and 1970, many improvements were made by the royal government. Old hospital buildings were replaced or repaired, and new ones were constructed. In 1962 provincial hospitals, along with many infirmaries, operated in all but three provincial capitals. By March 1970, 29 hospitals, with a total of 6,186 beds, were in operation; by September 1971, however, only 13 still functioned.
Phnom Penh had greater hospital resources than other parts of the country. In the late 1960s, hospitals served inhabitants in the surrounding area as well as residents of the city. At that time, seven hospitals (including five teaching institutions), several private clinics, twenty-two public dispensaries or infirmaries, and six military infirmaries operated as well. The major hospitals in Phnom Penh were the Preah Ket Mealea Hospital, the largest in the country with 1,000 beds, which was built in 1893; the 500-bed Soviet-Khmer Friendship Hospital, built in 1960; the Preah Monivong military hospital complexes; the French-operated Calmette Hospital; a Buddhist monks' hospital; and a Chinese hospital. Eight of the eighteen operating theaters in Cambodia in the late 1960s were in Phnom Penh.
A leprosarium in Kampong Cham Province provided care for about 2,000 patients, and the Sonn Mann Mental Hospital at Ta Khmau provided care for 300 patients. In 1971 Sonn Mann had about 1,100 patients and a staff of six doctors, twenty-two nurses, one midwife, fifty-four administrative employees, and eighty-nine guards.
Modern medical practices and pharmaceuticals have been scarce in Cambodia since the early 1970s. The situation deteriorated so badly between 1975 and 1979 that the population had to resort to traditional remedies. A Cambodian refugee described a hospital in Batdambang Province in the early days of the Khmer Rouge regime: "...the sick were thrown into a big room baptized `Angkar Hospital,' where conditions were miserable. Phnom Srok had one, where there were 300 to 600 sick people `nursed' by Red Khmer, who used traditional medicines produced from all sorts of tree rooths [sic]. Only few stayed alive. The Red Khmer explained to us that the healing methods of our ancestors must be used and that nothing should be taken from the Western medicine." International aid produced more medicine after 1979, and there was a flourishing black market in medicines, especially antibiotics, at exorbitant prices. Three small pharmaceutical factories in Phnom Penh in 1983 produced about ten tons of pharmaceuticals. Tetracycline and ampicillin were being produced in limited amounts in Phnom Penh, according to 1985 reports. The PRK government emphasized traditional medicine to cover the gap in its knowledge of modern medical technologies. Each health center on the province, district, and subdistrict level had a kru (teacher), specializing in traditional herbal remedies, attached to it. An inventory of medicinal plants was being conducted in each province in the late 1980s.
In 1979 according to observer Andrea Panaritis, of the more than 500 physicians practicing in Cambodia before 1975, only 45 remained. In the same year, 728 students returned to the Faculty of Medicine. The faculty, with practically no trained Cambodian instructors available, relied heavily on teachers, advisers, and material aid from Vietnam. Classes were being conducted in both Khmer and French; sophisticated Western techniques and surgical methods were taught alongside traditional Khmer healing methods. After some early resistance, the medical faculty and students seemed to have accepted the importance of preventive medicine and public health. The improvement in health care under the PRK was illustrated by a Soviet report about the hospital in Kampong Spoe. In 1979 it had a staff of three nurses and no doctor. By 1985 the hospital had a thirty-three-member professional staff that included a physician from Vietnam and two doctors and three nurses from Hungary. The Soviet-Khmer Friendship Hospital reopened with sixty beds in mid-1982. By 1983 six adequate civilian hospitals in Phnom Penh and nineteen dispensaries scattered around the capital provided increasing numbers of medical services. Well-organized provincial hospitals also were reported in Batdambang, Takev, Kampong Thum, and Kandal provinces. Panaritis reports that rudimentary family planning existed in the PRK in the mid-1980s, and that obstetrics stressed prenatal and nutritional care. The government did not actively promote birth control, but requests for abortions and tubal ligations have been noted in some reports. Condoms and birth control pills were available, although the pills had to be brought in from Bangkok or Singapore.
As of late 1987, the government in Phnom Penh had disseminated no information on the spread of the Acquired Immuno-Deficiency Syndrome (AIDS or HIV virus) in Cambodia. In addition, the list of common illnesses in Cambodia, as reported by international organizations, does not mention Karposi's sarcoma and pneumo-cystic pneumonia (PCP), the most common complications resulting from infection by the HIV virus. The risk to the Cambodian population of contamination by carriers of the HIV virus carriers comes from two sources. The more likely of the two consists of infected, illegal border-crossers, including insurgents, from Thailand, where authorities identified a hundred cases of AIDS in 1987 (triple the number in 1986). Less likely is the risk of infection from legal travelers. Cambodia remains a closed country, and access by foreigners (except for Vietnamese, Soviet, and East European visitors) is limited to a few scholars and to members of international and private aid organizations.
Welfare Programs
Steinberg cites twelfth-century King Jayavarman VII as having begun a public welfare system in Cambodia. Jayavarman built public rest houses along the roads, distributed rice to the needy, and banned tax collectors from places where the sick were cared for.
Beginning in 1936, the French colonial authorities passed legislation affecting the hours of work, the wages, and the worker's compensation for foreign employees. Later, Cambodians were covered. A system of family allotments was instituted in 1955. Under this system, employers were required to contribute a monthly sum for the welfare of the worker's family.
A few welfare organizations were established in Cambodia under the Sihanouk regime. In 1949 the National Mutual Help Association was founded to provide money, food, and clothing to the needy. In 1951 the Cambodian Red Cross was organized to provide aid to disaster victims, especially those suffering from floods. The Women's Mutual Health Association was formed in 1953. It was associated with the Preah Ket Mealea Hospital in Phnom Penh, where it provided prenatal and child care. During the 1950s, the Association of Vietnamese in Cambodia opened a dispensary in Phnom Penh. The most ubiquitous source of assistance for the average Cambodian, however, was the network of Buddhist wats that extended down to the grass roots level. Also, relatives and, in the case of the Chinese, extended families and business associations provided assistance to needy members.
In the PRK under the government's gradual evolution toward Marxist-Leninist socialism, the ability of the wat to extend charitable aid was seriously impaired because these institutions existed in conditions of near penury, following their active suppression under the Khmer Rouge, and they were barely tolerated by the PRK regime. Instead, fragmentary evidence suggests that public welfare was decentralized and, because of the paucity of resources, received only small amounts in funds from the central government. According to available literature, the care of needy persons was entrusted to local party and government committees and, at the lowest echelon, to krom samaki (solidarity groups). Leaders at these grass-roots levels thus were able to evaluate true need and to extend aid varying from in-kind assistance to informal job placement. Such decentralization avoided the bureaucratization of welfare but, at the same time, it carried its own potential for abuse because aid could be apportioned on the basis of fidelity to regime and to party, or even to enforce loyalty to local leaders. The extension to the local level of such social services, however, indicated that the PRK was slowly extending its presence in the countryside, thus reinforcing its claim of nationhood, and its control over its territory and over Cambodian society at large.
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