The Khmer script (អក្ខរក្រមខេមរភាសា; âkkhârâkrâm khémârâ phéasa, informally aksar Khmer; អក្សរខ្មែរ) is used to write the Khmer language which is the official language of Cambodia.

Khmer (ភាសាខ្មែរ), or Cambodian, is the language of the Khmer people and the official language of Cambodia. It is the second most widely spoken Austroasiatic language (after Vietnamese), with speakers in the tens of millions. Khmer has been considerably influenced by Sanskrit and Pali, especially in the royal and religious registers, through the vehicles of Hinduism and Buddhism. It is also the earliest recorded and earliest written language of the Mon-Khmer family, predating Mon and by a significant margin Vietnamese. As a result of geographic proximity, the Khmer language has influenced, and also been influenced by; Thai, Lao, Vietnamese and Cham many of which all form a pseudo-sprachbund in peninsular Southeast Asia, since most contain high levels of Sanskrit and Pali influences.

At the higher level education, individual college and university administrations and faculties sometimes mandate core curricula, especially in the liberal arts. But because of increasing specialization and depth in the student's major field of study, a typical core curriculum in higher education mandates a far smaller proportion of a student's course work than a high school or elementary school core curriculum prescribes.

The Policy for Curriculum Development for general education (Grades 1-12) has been initiated and developed by the Ministry of Education, Youth and Sport (MoEYS). It is produced by MoEYS at the time when Cambodia is moving a head in all respects- economic, social and cultural.

Education is regarded by each country in the world as an important field in ensuring the development of human resources to meet national needs. Societies and nations need continuous human resources development. It is a common world trend that reform is an important task to ensure the improvement of the quality of education.

Donor assistance from EU, USAID and UNICEF specialize in primary education, putting particular emphasis on curriculum development and teacher training. Overall, many donors, including NGOs, extend assistance to the primary education sector. The World Bank has assisted with the construction of schools, totaling about 600 to date, through its social funds. ILO and GTZ address the sector of vocational and technical education, among other areas. ADB assists Cambodia in formulating an education investment plan and a master plan. Through such technical assistance, ILO, GTZ and ADB address Cambodia’s education administration and other sectors and try to play a catalytic role in the sectors concerned.

Teacher training is provided at the following teacher training institutions at three levels. Provincial Teacher Training Centers (PTTCs) in 17 major provinces train primary school teachers. Regional Teacher Training Centers (RTTCs) in the six educational regions into which the country is divided, train lower secondary school teachers. Graduates from upper secondary schools are qualified to take a two-year course at PTTCs and RTTCs. The Facu1ty of Pedagogy (FOP) trains graduates of Phnom Penh University to be upper secondary teachers in a one-year course.

The Ministry of Education, Youth and Sport (MoEYS) has education offices in 23 provinces. Each education office serves as an agency for educational administration in its province. Each province, depending on its size, has a department in charge modeled after the structure of the MoEYS.

Education began making a slow comeback, following the establishment of the PRK. In 1986 the following main institutions of higher education were reported in the PRK: the Faculty of Medicine and Pharmacy (reopened in 1980 with a six-year course of study); the Chamcar Daung Faculty of Agriculture (opened in 1985); the Kampuchea-USSR Friendship Technical Institute (which includes technical and engineering curricula), the Institute of Languages (Vietnamese, German, Russian, and Spanish are taught); the Institute of Commerce, the Center for Pedagogical Education (formed in 1979); the Normal Advanced School; and the School of Fine Arts. Writing about the educational system under the PRK, Vickery states, "Both the government and the people have demonstrated enthusiasm for education . . . . The list of subjects covered is little different from that of prewar years. There is perhaps more time devoted to Khmer language and literature than before the war and, until the 1984-85 school year, at least, no foreign language instruction." He notes that the secondary school syllabus calls for four hours of foreign language instruction per week in either Russian, German, or Vietnamese but that there were no teachers available.

The Royal Government of Cambodia is promoting the quality of education to satisfy the basic education and professional needs for the careers of the learners to better improve their capacity and to enable the learners to efficiently participate in the development of the country.