Learning from Italy: A Comparative Analysis of Secondary Education Policies and Reform Strategies for Strengthening Educational Quality and Equity in Cambodia

Abstract

Secondary education plays a crucial role in developing human capital, promoting social mobility, and preparing learners for higher education, employment, and active citizenship. As Cambodia continues to implement educational reforms to improve quality, equity, and relevance, learning from international experience may provide valuable policy insights. This study compares secondary education policies in Italy and Cambodia, focusing on curriculum reform, teacher qualifications and professional development, assessment systems, governance structures, and resource allocation. Guided by human capital theory, systems theory, policy borrowing and lending theory, and comparative education theory, this study employs a qualitative comparative research design based on documentary analysis. Data were collected from government policy documents, UNESCO and OECD reports, Eurydice publications, World Bank studies, and peer-reviewed literature. The findings indicate that Italy has developed a comprehensive secondary education system characterized by competency-based curricula, diversified educational pathways, strong teacher professionalization, decentralized governance, and systematic assessment mechanisms. Cambodia has made significant progress in expanding educational access, modernizing curricula, and strengthening examination systems but continues to face challenges related to teacher quality, educational equity, and policy implementation. The results of the comparative analysis suggest that Cambodia may benefit from strengthening teacher professionalization, enhancing curriculum implementation, expanding school autonomy, improving assessment practices, and developing stronger technical and vocational education pathways. The study concludes that policy learning from Italy can support Cambodian educational reform when it is adapted to local cultural, economic, and institutional conditions rather than directly replicated. Building on these findings, the study proposes a five-pillar Cambodian Secondary Education Reform Framework covering teacher professionalization, curriculum implementation, assessment reform, school leadership and governance, and educational equity.