RULE, By H.E. Yuok Ngoy.



Country Report


A MODEL FOR LEGAL EDUCATION IN CAMBODIA

I- Introduction
II- History of Legal Education in Cambodia
III- Models of Legal Education in Selected Asian Nation and the United States
IV- A Plan for Development of Legal Education in Cambodia
V- Conclusion


I-
Introduction

       Legal education 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 training.

       Besides the 5-year program, we organized 2 other training programs. These include:

  1. A 3-years program in Professional Accounting was started in 1994. We have recruited the graduates from secondary school.

  2. 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 are:
    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 analysis

  • Admission
        Each year in August, the Ministry of Education Youth and Sport organizes an entrance examination for all applicants
       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.

  • Academic year
       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.

  • Grading system
    The work of undergraduates, professional accounting and BBA students are graded at the end of each semester.

        Grade Point
          Grade point are assigned to follow the French grading system as 20/20
            20/20  = is an excellent grade
            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 good standing
          * 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.
    .....................................x.xxx.x.........................................

IV-Recommendations

  1. GMSR should organize some experts to visit our faculty, and to develop teaching methods and curriculum in collaboration with the french team.

  2. 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

  3. GMSR should provide funds to do research.

 

IV-Conclusion

          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.

By. Yuok Ngoy


( Center Meeting of RULE )

 

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