Policy Intention versus Policy Implementation

Since the launch of the movement of Education for All (EFA) in Jomtien (Thailand) in 1990 and the adoption of the Dakar Framework for Action in 2000, many governments have been actively committed to achieving the six EFA goals. In tandem with this initiative, the promotion of inclusive education has been incorporated into the international agenda, and issues of equity and diversity in education have been discussed in numerous government policy documents and international conferences. Implementing inclusive education practices through national policies into education systems is essential not only if countries wish to achieve EFA but also if they hope to continue to meet the needs of their student population in the coming years. Within the discourse of the most recent international discussions directly linked to EFA and the scope of the post-2015 agenda, it is noteworthy to mention here that The Muscat Agreement—adopted in May 2014—highlights keywords on “equity and inclusion” (UNESCO 2014). It is important for developing countries to seek out innovative ways to achieve inclusive education in low-resource settings, thereby paving the way to educational equity and diversity for all children, but particularly for those who experience marginalization due to their gender, ethnicity, disability, poverty and rural/urban location. This chapter examines Cambodia’s policy intentions and level of implementation with regard to both issues of equity and diversity.