Education, Gender Equality, and Social Transformation in Cambodia and India: A Comparative Policy Analysis

Education is frequently presented as a means of achieving gender equality and broader social transformation, yet policy commitments do not automatically translate into equitable learning or employment opportunities. This article compares education policy frameworks in Cambodia and India, focusing on the ways they define disadvantage, support girls’ participation, and connect schooling to social and economic agency. The analysis draws on publicly available policy documents, particularly Cambodia’s Education Strategic Plan 2024–2028 and Gender Mainstreaming Strategic Plan in Education 2025–2029, alongside India’s National Education Policy 2020 and official descriptions of Samagra Shiksha interventions. A qualitative documentary comparison examines policy objectives, instruments, implementation challenges, and the limits of evaluating outcomes from policy texts alone. Both countries agree that interlocking constraints such as poverty, geography, handicap and societal norms create gender inequity. Cambodia has given priority to gender mainstreaming in educational institutions and targeted help to underprivileged learners. India has a huge equity structure with dedicated facilities including residential schools and specialized school level standards. "The comparisons indicate that true change is more than just getting students enrolled. It also addresses retention, safety, quality of learning, transitions to higher education and work, and women’s participation in institutional decision-making. The article proposes an implementation-oriented framework that links policy commitments to measurable indicators while recognizing differences in administrative scale and social context. It offers a documentary policy analysis rather than new fieldwork or causal evidence of program effectiveness.