Before Phum Pi Primary was established, the village only had classes for illiterate adults and with the closest available school  in a different district, education was a far-fetched dream for most children and young people. However, with the school started and applied MLE model more than a decade ago, Indigenous children of the Phum Pi village have been able to access much needed education.  

Her class is a combination of children from 5 to 7 years old, with some students enrolling later than the others their ages. “Some children [from the village] have to tag along when their parents work at a farm far away from the village. Thus, skipping some months of their school.” She added.    

“To solve the number of drop out and class skipping, the school reached out to the parents. The first visit would be by the School Management Committee, and if the student remain absence, Phum Pi’s teachers themselves visit the parents to explain them on the important of education and encourage enrollment.” She added. Ngang Bos has visited several families and with her closeness with the community, the charming teacher was able to reduce the school’s dropout rate.  

16 years as an MLE teacher in her villages, her work, envision and commitment in the field remain strong as she has seen how the curricula would benefit the children of her community and integrated culture, language and identity.  

When Indigenous students are allowed to express their thought or idea with their languages in combination with Khmer language, children are able to learn to read and write faster and continue staying in school.  

The implementation of MLE in Ratanak Kiri province begins from 1st grade where class starts by using mother tongue incorporate by 20% of Khmer language. As the students move up to the next grade, their class shifts to 40% of Khmer languages in 2nd grade and 70% in 3rd grade. By the beginning of the fourth grade, they begin learning the national language’s curriculums and textbooks entirely. The early implementation of MLE prepare students from the indigenous community with their learning needs as they embark on an education journey along the national curriculum  

For decades of works in MLE, CARE Cambodia has partnered and collaborated with the Ministry of Education, Youth and Sport to implement Multilingual Education program, recognizing the significance of linguistic and cultural diversity within the nation. The latest recognition of the MLE was through the official recognition and implementation of the Multilingual Education Teacher Training Program at Stung Treng Regional Teacher Training College, and Kratie and Preah Vihear Provincial Teacher Training Centers.  

“The benefits of MLE have been clear for me. As for the way forward, I do hope to see more textbook in the Indigenous languages where students can use along the national textbook. I think it would add major value to the MLE field.” She mentioned.  

“I also think MLE teachers still need support with capacity training as we continue to develop the curriculum.” The young teacher seems determined as she shares the essential support MLE educators need. 

Phum Pi primary only has mornings classes. After the teaching, Ngang Bos spends an hour or more searching and learning about MLE program by using available tools she can access, including the internet.  

When she is not working at the school, Ngang Bos travels to her family rice farm, not far away from where she works. The fresh crops were just planted on the red soil, a unique way of Indigenous farming.  

This is one of CARE’s FROM THE FIELD STORY featured education projects in Ratanak Kiri province along series of photos. 

STORY FROM THE FIELD – Creation in classroom: a beacon of innovations in Cambodia’s northeast

FROM THE  FIELD: STEM CLASS: Cambodian Grade 12 “A” Students Excited About Learning