Kim Erich’s WMN Report

+ Introduction

Over the last 50 years, the pace of change in HE linked to the wider economy has
speeded up such that women now comprise over 50 percent of university undergraduate
students across most countries, especially the developed world or “global north”,
although these percentages do not translate into academia and nor do they transform
gender relations. The question of gender equality in universities, and the contribution of
feminist or women’s studies is a highly contentious topic.

+ Key Term

Equality: the fact of being equal in rights, status, advantages, etc.

Feminism: the belief and aim that women should have the same rights and
opportunities as men.
Higher Education: education at university, especially in degree level.
Misogyny: a feeling of hate or dislike towards women, or a feeling that women are not
as good as men.
Patriarchy: a society, system or country that is ruled or controlled by men.

+ Women within Higher Education in Cambodia

According to the Ministry of Education, Youth and Sport (MoEYS), the number of female
students in higher education in Cambodia has been increasing steadily in recent years.
In 2020, there were 53% female students enrolled in higher education, compared to 47%
male students.

There are many factors of women progress in HE including:

Access to Education
The Cambodia government has made many great efforts via many plan in order to
increase the enrolment of women by providing more scholarship and affordable for them
to attend the university especially for those who were from rural area, they have remove
many barriers like poverty and discrimination so the student would feel safe when it
comes to their education.

Growing awareness:
The work from NGOs (Non Government Organisation) in promoting the gender equality
and influence the participation of women in their school and workforce in HE.

Economic opportunity:
There are more jobs opportunities available for women to seek and it encourage more
women to pursue in higher education in order to enhance their career.
Kim Erich’s WMN Report

The increase in the number of female students in higher education is a positive

development for Cambodia. It is helping to close the gender gap in education and is
providing women with the skills and knowledge they need to succeed in the workforce.

+ Women in Higher Education during Covid 19

The pandemic has exacerbated existing gender disparities and created new challenges
for women in higher education institutions worldwide. In this section, we will explore the
specific ways in which women and gender equality have been affected during the
COVID-19 crisis.

Disruptions in Access to Education: The pandemic has disrupted educational

systems globally, leading to the closure of schools and universities. Without these
essential resources, girls may struggle to participate fully in virtual classrooms, submit
assignments, or access educational materials. This lack of access further widens the
educational gap between women and men.

Increased Care Responsibilities: With the closure of schools and childcare facilities,
women have taken on increased care responsibilities within their households. This has
resulted in additional burdens and challenges in balancing caregiving duties with
academic and professional commitments.

Gender-based Violence and Harassment: The pandemic has led to a surge in gender-
based violence and harassment globally. Lockdown measures and social isolation have
trapped many women in abusive environments, impacting their overall well-being,
mental health, and ability to engage in educational activities.

Women's Leadership and Representation: The pandemic has highlighted the

importance of women's leadership and representation in decision-making processes.
Despite women's significant contributions to the COVID-19 response, their
representation in leadership roles within higher education institutions remains limited.

+ Global Commitment to Gender Equality in Higher Education

UNESCO’s World Atlas of Gender Equality in Education, published in 2012, is the

clearest example of this international commitment to global gender equality across and
including all levels of education. This atlas provides a vast amount of statistical
information about where women and men are as students across the globe, relating the
information to international criteria. It is quite clear from the publication of a global atlas
that education is a vital ingredient of economies today and that the goal of universal
education for all is fast becoming a reality.

Even the UNESCO Atlas argues that whilst there has been enormous growth in student
numbers, including a 500 percent increase across the globe, over the last 40 years,
Kim Erich’s WMN Report

women do not benefit as well as men from their involvement in HE. This is their
headline: Women now account for a majority of students in most countries, an increase
of around 500 percent in enrolments over less than 40 years (1970–2009). They add
that “the capacity of the world’s education systems more than doubled—from 647 million
students in 1970 to 1397 million in 2009 … from 33 to 164 million in higher education”

Additional references:
1. Aslam, N., & Aslam, M. (2021). Impact of COVID-19 on education: Challenges and
recommendations. International Journal of Academic Research in Business and Social
Sciences, 11(12), 1052-1062.
2. MOEYS.(2021) http://moeys.gov.kh/wp-content/uploads/2022/09/220423-Education-
congress-the-education-youth-and-sport-performance-in-the-academic-year-2020-2021-
compressed.pdf