Our Work in Cambodia

In Cambodia, The Library Project provides free Reading Rooms, Reading Corners, Book Donations, and Literacy Programs to rural schools and community centers. These programs increase access to age-appropriate books, create more opportunities for children to read, and help students strengthen the literacy skills they need to continue learning.

We also provide Remedial Reading Lessons for marginalized children and youth who need additional support in developing foundational reading skills. Training & Support helps educators and community-based partners strengthen literacy programming and create learning environments where children can develop stronger reading habits.

The Library Project also provides Capacity Building for local literacy nonprofit organizations in Cambodia. This support is free of charge and may include one-on-one mentoring, planning tools, fundraising guidance, program development support, and access to practical resources. By strengthening local organizations, we help build long-term, community-led literacy impact.

Literacy in Cambodia

Cambodia has made important progress in improving children’s learning, but significant reading challenges remain. Results from the 2024 Southeast Asia Primary Learning Metrics, released in 2025, found that 39 percent of Cambodian Grade 5 students reached high proficiency in reading, up from 27 percent in 2019. At the same time, 37 percent of students remained at the lowest levels of reading proficiency, demonstrating the continued need for foundational and remedial literacy support.

Learning opportunities are also unequal. Students from Cambodia’s poorest families scored 16 points lower in reading than students from wealthier households in the 2024 assessment. UNICEF also reports that children living in poor, rural, and deprived communities face greater barriers to education. Only 67 percent of ethnic minority children complete primary education, compared with 84 percent nationally, while children with disabilities face particularly high levels of exclusion from school.

These disparities matter because children who do not develop strong reading skills in the early grades can struggle as textbooks and classroom instruction become increasingly complex. Cambodia’s national Early Grade Reading efforts have demonstrated that structured instruction, teacher support, and additional help for struggling learners can improve reading outcomes.

The Library Project’s work in Cambodia responds to these needs by expanding access to books and reading spaces, supporting literacy and remedial reading programs, strengthening educators through Training & Support, and building the capacity of local literacy organizations.