Decentralizing Education Functions in Cambodia: Lessons from Battambang 2019-2022

Abstract

This article presents a detailed examination of the decentralization of education functions in Cambodia, focusing on the pilot initiative implemented in Battambang province between 2019 and 2022. It begins by outlining the legal and institutional frameworks—most notably Sub-Decrees No. 182 and 184—that enabled the transfer of selected education responsibilities from central authorities to District and Municipal Administrations (DMAs). The analysis also explores the roles of key provincial and national institutions in supporting the implementation process, as well as the dual modalities of assignment and delegation. Drawing on qualitative field research, including semi-structured interviews with education officials and local stakeholders, policy document reviews, and participant observations, the article highlights both the achievements and persistent challenges in operationalizing decentralization. It identifies issues such as capacity gaps, inconsistent regulatory interpretations, unclear mandates, and communication bottlenecks across administrative levels. The findings underscore the need for clearer procedural guidelines, sustained capacity-building efforts, and the establishment of structured provincial support mechanisms. By capturing the nuanced experiences from Battambang, this article provides critical insights and practical recommendations for strengthening the decentralization process. It argues that, if effectively addressed, the lessons from this pilot can inform a more coherent, inclusive, and scalable strategy for transferring education functions across Cambodia’s provinces—ultimately contributing to more responsive, accountable, and community-centered education service delivery