Fostering Youth Leadership in Rural Cambodia

First International Seminar on Leadership and Development – Leading for Positive Change

Anna McKeon Khouth Sochampawatd

Young leaders

“A leader for me brings me to a bright place. They have good communication with other people.

The young people is a person who will build the country”

– Chhunly, aged 20

The scope of the work cited in this project covers young people between

the ages of 5 and 20.

Youth leadership national context

National goal:

“To enable youth to share their perspectives, opinions, and decisions in their community” and in the broader national development context.

Strategies: o “Create an enabling environment for full participation by

young people within local communities and agencies” o “Promote formal mechanisms for effective participation

by youth within civil society ”.

Context of study

Table 1.1 Social statistics for Chanleas Dai, Kralanh and Siem Reap 2010

  Chanleas Dai Kralanh Siem Reap

No of families 1,766 13,269 178,792

Total population 8,959 68,368 946,656

% population growth 9.6% 4% 3%

% families whose primary occupation is agriculture

98.9% 91.2% 81.1%

% young people who do not attend high school

60% 40% 30%

Kralanh district is located 57km west of Siem Reap town. Chanleas Dai commune is 7km north of Kralanh district town center.

Migration to Thailand for casual labor prevents long-term economic development of impoverished

communities and Cambodian employers struggle to recruit workforce.

Lack of quality education in rural areas contributes to attrition rates and few young people finish

grade 12.

Young people who complete grade 12 often lack key life skills. Young people lack the

confidence to pursue scholarship and employment opportunities.

Access to ideas and services is limited in rural areas. Young people struggle to take

advantage of services offered in cities such as job fairs and leadership projects.

Introducing Child Clubs

Methodology – the six steps

Six step approach:

1 – Understanding the problem

Methodology – the six steps

Six step approach:

1 – Understanding the problem

2 – Finding out more

Methodology – the six steps

Six step approach:

1 – Understanding the problem

2 – Finding out more

3 – Discussing findings and planning action

Methodology – the six steps

Six step approach:

1 – Understanding the problem

2 – Finding out more

3 – Discussing findings and planning action

4 –Taking action

Methodology – the six steps

Six step approach:

1 – Understanding the problem

2 – Finding out more

3 – Discussing findings and planning action

4 –Taking action

5 – Evaluating

Child Clubs – active learning

Methodology – the six steps

Six step approach:

1 – Understanding the problem

2 – Finding out more

3 – Discussing findings and planning action

4 –Taking action

5 – Evaluating

6 – Improving

Methodology – participation

Methodology – active learning

o Dramao Work groupso Games-based learningo Creative writing

- to build critical thinking, problem solving and build confidence and self-efficacy.

Fluctuating attendance – Access – Location - Skill of facilitators – Commitment of children

Clean environmentOral health

Hand-washingMath and Khmer and peer learning

Case studies

Chhunly – Child Club participant for 4 years

“The two most important topics that I learnt about in Child Clubs were clean water and clean environment. Good health comes from drinking clear water. If people drink clean water they do not get sick a lot.

 

I learnt about water filters and how to get clean water. My family buy the water filter and I use it every day until now. I did a show to the villages about the water and they came to watch. They learnt and they asked questions. 90% of my village started using water filters.”

Case study

“Girls can change the world, they can change the country”

“Students who go to clubs are more confident at expressing their ideas –

especially when working in groups. It’s easier for teachers to see when they don’t understand as these students

express themselves – they don’t just keep quiet”

Vanna, former teacher at Chanleas Dai primary school

Unexpected impact - VCD

Volunteer for Community Development (VCD) started in 2010.

“Creating opportunity for youth creates a brighter future for all”

o English tuitiono Clean environmento Agricultureo Performing arts

Unexpected impact - VCD

“PEPY and the Child Clubs are not staying forever, so we want a local NGO to develop our village and ourselves. We saw that the children in our village cannot speak English like the children in the city. We want to help them. We ourselves take extra classes to learn but that is not action. It’s not only about English, is about leadership as well. We want to see our community change and improve. We want to make good communication with children from one village to another.”

Unexpected impact – Youth Clubs

Vision and mission devised by Run Youth Club members:

Vision: That older generations will see the potential of young people

Mission: To encourage and promote thinking and leadership skills in young people

Lessons learned

• Freedom for initiative and ideas• Encourage young people to identify their passions• Emphasis on investing in people• Allow young people to fail• Connect young people with information and

opportunities to gain new skills• Create role models• Give young people opportunities to lead

Future challenges

• Inter-generational communication• Rigidity of project structure• Pressure for immediate, large scale change

“I know that the world is too big for

me to say that I can change it, but I still

strongly believe that I can. I know I can

start off small, with myself.”

– Chor