PURPOSE: The purpose of this paper is to compare two UNESCO reports on educational development in Cambodia, one from 1955 and the other from 2010, in order to understand how the global education development agenda has impacted shadow education. DESIGN/METHODOLOGY/APPROACH: The study is conducted through a textual comparison of two UNESCO reports written 50 years apart. FINDINGS: Although the educational problems facing Cambodia were similar in both reports, the recommendations differed in important ways. The 1955 report advised the country to expand slowly access to education in order to maintain quality, while the 2010 recommended quickly expanding access. A major difference found in the reports regarded the issue of fees in schooling, which did not appear in 1955. School fees in Cambodia are typically extracted through the system of private tutoring, known in the academic literature as shadow education. Such an insight, this paper argues, suggests that the difference in development approach between the two reports is one of the reasons shadow education has flourished in the country. ORIGINALITY/VALUE: Through a historical comparison of development efforts in one country, it becomes clear that the education development agenda is partly to blame for the rise of shadow education.

中文翻译：

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全部接受教育吗？柬埔寨的国际发展与影子教育

目的：本文的目的是比较教科文组织关于柬埔寨教育发展的两份报告，一份是1955年的报告，另一份是2010年的报告，以了解全球教育发展议程如何影响影子教育。设计/方法/方法：这项研究是通过对两份间隔50年的联合国教科文组织报告进行文字比较而进行的。结果：尽管在两个报告中柬埔寨面临的教育问题相似，但建议在重要方面存在差异。1955年的报告建议该国逐步扩大受教育的机会，以保持教育质量，而2010年则建议迅速扩大受教育的机会。报告中发现的主要区别在于学费问题，该问题在1955年没有出现。柬埔寨的学费通常是通过私人补习系统提取的，在学术文献中称为影子教育。本文认为，这种见解表明，两份报告在发展方式上的差异是影子教育在该国蓬勃发展的原因之一。原创性/价值：通过对一个国家发展努力的历史比较，很明显教育发展议程部分归咎于影子教育的兴起。