Cambodia is a country with a mixed multilevel education system, including preschool, community preschool, primary, junior high school, senior high school, and higher education. Preschool plays an important role in building the foundation of education to ensure a balanced education in line with national policies and the policies of the Ministry of Education, Youth and Sports (MoEYS). In particular, community preschool education services still face many challenges in making this education system fully responsive to national policies and MoEYS. Therefore, this study will synthesize related literature to develop a conceptual framework for effective community preschool management and sustainable provision of community preschool services. To obtain a conceptual framework for community preschool management, the researchers studied related 13 national and 22 international literatures. These literatures obtained as hard copy from MoEYS and Ministry of Interior and softcopy of the literature obtained from Google Scholar website. After obtaining sufficient relevant literatures, the researchers analyzed the data using qualitative analysis (content analysis). As a result, researchers obtained a conceptual framework for community preschool management which consists of four factors, each factor consists of three components. They are autonomy (school management committee, community participation in school management, principal leadership), assessment (early childhood education programs and teacher books, learning and teaching methods, dissemination of learning results), accountability (making school improvement plans, accountability, improving the learning environment), and caring for teachers (recruiting qualified teachers, salaries and incentives, teacher training). Based on the above results, it can be pointed out that a conceptual framework for community preschool management is a priority need for providing schools with autonomy, evaluation, accountability, and caring for teach
Kim et al. (Mon,) studied this question.