This article serves as a critique of an ICT in education reform in the nation of Cambodia. Although an ICT in education policy was adopted by the Cambodian Ministry of Education, tangible, quantifiable, and measured progress of this reform has, to date, been limited in nature. Hence, to understand the limitations of this reform, the author uses Kingdon's multiple streams model to investigate streams of policy, problems, and politics. This model allowed the author to explore existing data, events, and experiences in a robust manner. The current research is an analysis of policy papers, government documents, IGO briefs, personal experiences, and other nations' experiences with similar ICT in education reform movements. It was determined that failure to fully address the political stream has caused stress on the adoption process of this reform and has, in effect, slowed its progress.
ICT; Cambodia; education reform; regulatory issues