in Cambodia is at the turning point having survival wrenching political
changes since it re-inception in 1993. The issues facing legal education
are class size and corresponding training Methodology, clinical
education, curriculum, and part time study. The focus of this paper will
be how the legal education system in Cambodia can soon be raised to that
of the international level.
The level of the legal
educational systems of newly developed countries in the region,
including Malaysia, Singapore and Thailand, and that of the U.S are
examined towards contributing to a new Cambodia model.
Legal education in
Cambodia must be raised to the international level. To achieve this,
there are several models available or portions thereof, from which
Cambodia's level educators may readily draw.
This paper is divided
into three parts. Part one describes the history of legal education in
Cambodia. Part two examines the models of legal education provided by
Malaysia, Thailand, Singapore and the US. Issues considered include:
percentage of non law courses in the curriculum, class size, clinical
legal education, and part-time study Part three considers of a plan of
development for legal education in Cambodia.
II- History of Legal Education in Cambodia
The process of peace and
national reconciliation set the Paris Accord of 23 September 1991 has
fundamentally changed the overall situation of Cambodia. Assisted by the
international community, the free and democratic election help in 1993
led to adoption of the constitution, the establishment of the National
assembly, and the formation of the Royal Government of Cambodia.
Cambodia is now a full-fledged democratic society and it is operating a
free market economic system.
The Government has a
policy to encourage and foster a strong and stable private sector
through, indirect means such as legislation, regulation, fiscal policy,
credit or monetary policies.
The other goal is to reintegrate
the Cambodia economy into the regional and world economic system, which
involves opening the country to private foreign investment.
To achieve these policies,
administrators trained in modern economic theory are necessary. To train
them, lecturers trained in modern economic theory are necessary too.
III- Economic Teaching and Training
The Royal University
of Law and Economics has been developing its curriculum. Some new
subjects have been introduced into curriculum, such as The
South-East Asian Economy, Human Resource Management, Administrative Law
and English Language. Since the beginning of this academic
year, we have established two option: 1). Economic Analysis
and 2). Economic Management, for the 4th
and 5th year students. We will change these two options
according to the ongoing economics situation and the teachers ideas and
Besides the 5-year program, we
organized 2 other training programs. These include:
A 3-years program in Professional Accounting was started in 1994.
We have recruited the graduates from secondary school.
A 1-year pre-master program or BBA program. For this program, we
recruited only students who have completed at least the third year
from every University Faculty in the Kingdom of Cambodia. This program
begin in 1994.
At present, the Department of Economics of the RULE
has a total number of students, as follows:
Bachelor Program in economics ( 5 years) : 789 students
Accounting Professional Program (3
Years) : 52 Students
Pre-master or BBA Program ( 3+1
Year) : 17 Students
Objectives of these three programs
1. To equip the students with knowledge understanding of
basic economic problems, with emphasis on fundamental concepts and
analytical tools, particularly those relevant to the situation of
economics of the country.
2. To develop the students' ability to form reasoned options on
current issues and to utilize the tools of economics for critical
Each year in August, the Ministry of
Education Youth and Sport organizes an entrance examination for all
The FLSE admits 240 students for the bachelor
program, 120 for Bachelor Program in Economics, 120 for Bachelor
Program in Law, and 15 student for the BBA and 30 students for the
Accounting Professional Program. Each student can make his/her own
choice on field of student from the beginning of the admission.
The academic year is divided into two 16 weeks
semesters, the first semester from the first week of September to
the end of January and the second semester from the third week of
February to the end of June.
Courses and Credit
All the courses are credited according to the
number of hours for the whole program. Each course has class
lectures and tutorial classes.
The work of undergraduates, professional accounting and
BBA students are graded at the end of each semester.
Grade point are assigned
to follow the French grading system as 20/20
20/20 = is an
16/20-19/20 = very good
14/20-16/20 = Good
12/20-14/20 = fair
Grade point average
* Each undergraduate
is required to maintain a 10/20 grade point average to remain in
* Each gradate student whose grade
fall below a 10/20 for each course has to take a second examination.
* Failure to achieve the average
point for each semester and at the end of the year, means that the
student has to repeat that year.
GMSR should organize some experts to visit our faculty, and to
develop teaching methods and curriculum in collaboration with the
Help existing teachers to attend training course on Economics
reform for Transitional Economics for short and long term at the
developed countries in the region
GMSR should provide funds to do research.
We are in the
same region, most of us are going through the same transition process
but some who started earlier than others are further advanced along the
way. They have acquired much experience as they have moved away from a
command to a market economy, We share the region and its resources, we
share the transition. Let us cooperate and share the experience as well
as the success.
( Center Meeting of RULE )
By. Yuok Ngoy