The Problems and Prospects of Art Education in Cambodia after Democratization

In the school education, there is a tendency that art education is mostly ignored compared to other intellectual subjects. It is no exaggeration to say that the research on art education has been done to show art education to be a legitimate school subject. However, no clear research results have been seen that simply compared institutions with and without art education programs. The ultimate purpose of this research is to clarify the significance of art education on the process of character building from the viewpoint that students have received art education from preschools to elementary schools. Cambodia's revival after the liberation of Pol Pot's tyranny has been remarkable. In Phnom Penh, people drive luxury cars and the sale of large-size liquid crystal televisions has been increasing. On the other hand, the preparation for school education is behind, and there are not enough school facilities for the increasing numbers of students. Based on this situation, we did the first field survey of Cambodia's education situation in December of 2008. For this survey, we mainly researched to focus on the general conditions of school education, especially saturation and practical use of ICT, and the current status of art education. Not only have school facilities in Cambodia fallen behind, but the education system in general, and teacher education specifically has clearly fallen behind that of other nations. In that background, we can image that Cambodia has experienced a wide variety of problems after democratization. The most serious problem is poverty. The completion of school facilities is also an urgent issue. At the same time, it is necessary to develop new curricula that can facilitate nation building for a country that has inherited the Khmer civilization. At Cambodia school's sites, many teachers and other staff members would like to provide high quality education. Unfortunately, the financial support from the government is not sufficient so that the schools deeply depend on support from foreign countries. Without this support, the schools cannot do anything. In this situation, art education is always deferred. During this field survey, we observed both types of schools: one that has no art education, and one that has art education. The school that has art education benefits from the support of the principal’s education philosophy, and a Japanese NPO. We would like to report on the problems and prospects of art education in Cambodia, and also the educational circumstance of Cambodia after the democratization. This research has been supported by a Grant-in Aid for Scientific Research (A) 2008 (#20240071) from the Japan Society for the Promotion of Science. The tile of the research is ”Development of two education systems: a system to nurture future abilities in infants and children, and a teacher education system.”

並列關鍵字

Art Education ； Self Actuarization ； Cambodia

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