Understanding Social Exclusion in the Cambodian Context and Planning for Inclusive Education

Cambodia is not alone in struggling with persistent school drop-out rates, weak school attendance, poor learning outcomes in many schools, and in trying to understand how to deal with students who present with a challenging range of behaviours and disabilities. These issues are experienced in schools around the world, in both developed and developing countries.

In recognition of this fact, and in fostering a shared vision which seeks to ‘transform lives through education’, the 2015 World Education Forum (WEF) in Incheon, Republic of Korea, adopted the Incheon Declaration for Education 2030 [1]. This Declaration committed participant countries, which include Cambodia, to addressing issues of children’s exclusion and marginalisation from education in order to fulfil Sustainable Development Goal no. 4 (SDG-4) by 2030. SDG-4 strives to:

'Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.'

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