Though previous literature on the Cambodian Education system has primarily been from a historical or political standpoints, this paper uses an interdisciplinary approach to examining structural inefficiencies, biases, and origins of its current crisis. By first establishing the historical context of the Cambodian education system, the post-genocide political reconstruction of the modern Cambodian education system is introduced as the foundation of the current crisis. Evidence via quantitive comparisons and qualitative interviews are then presented to reveal the disadvantages of decentralized agrarian communities, structural inefficiencies within the MoEYS' budgetary and fiscal processes, and other nuanced societal factors. This thesis aspires to encourage new literature on the political implications of \"planted democracies\" and on the implications of education crises toward economic development in South East Asia.
"},{"label":"Degree","value":["Bachelor of Arts with Departmental Honors"]},{"label":"Administrative Note","value":"2016