The French granted Cambodians a consultative assembly in 1922 and a residency council two years later, but they still held the power. The French took over the administration of local justice in 1923 and the next year began expanding education. French officials were paid up to 1,200 piastres per year but owed only 30 piastres in tax while most peasants earned about 90 piastres annually and owed up to 12 piastres in tax. A. Pannetier noted that fewer Frenchmen were bothering to learn the Khmer language. In 1924 Félix Louis Bardez, the resident in Prey Veng, began collecting more taxes, and he was soon promoted to Kompong Chhnang, which had low revenues and banditry. On April 18 he had several tax resisters handcuffed and did not allow them to eat while he ate lunch. This provoked about two dozen people to beat to death Bardez, his interpreter, and the militiamen. Then about seven hundred Cambodians marched to Kompong Chhnang, demanding remission of their taxes, but they were dispersed by armed militia. The name of the village was changed to mean “Bestiality,” and eighteen men were prosecuted and sentenced to life in prison for the murders.
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. For a portion of the urban population in Cambodia, private education was important in the years before the communist takeover.
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Educational System In Cambodia Education Essay. Published 23rd March, 2015 Last Edited 23rd March, 2015. This essay has been submitted by a student.
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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.
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In rural Cambodia, hundreds of villages still lack a functional primary and secondary school. Our Rural Schools Project has led the effort to construct more than 550 primary and secondary schools to help promote education in rural Cambodia. After the completion of construction, donors can sponsor added-value improvements to strengthen student life and education at their schools such as: English language and computer skills training, Internet, solar power to provide electricity to schools, access to clean water, vegetable gardens and libraries, to strengthen student education at their schools.
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Our schools are built on land donated by the villages or are added to existing school sites. School construction can take three to eight months depending on weather conditions. Once the school is completed, it is given to the village and classes begin immediately. All of our schools are recognized by the Cambodian government as state schools and are staffed by official state teachers who teach the curriculum set by the Ministry of Education and are sustainable on their own without further funding. Since 1999 we have built more than 550 rural schools all over Cambodia and all still continue to serve their communities as schools.
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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.