Cambodian Organization for Research, Development and Education (CORDE), was recently recognized by the Ministry of Education, Youth and Sports, Royal Kingdom of Cambodia as an outstanding youth-serving organization. CORDE was subsequently nominated by the Cambodian Government to represent Cambodia at 17th ASEAN Youth Day to receive the “Ten Accomplished Organizations in ASEAN (TAYO ASEAN)”.

The ASEAN Youth Award and the Ten Accomplished Youth Organization in ASEAN (TAYO ASEAN) Award are presented to Award Recipients from all ten ASEAN Member States. The ASEAN Youth Award was integrated into the AYDM celebration in 2000 while the TAYO ASEAN Award was given out during the AYDM for the first time in 2010. Both Awards recognize the outstanding achievements of young people in ASEAN in various fields and their contributions to the communities. The Award was given in recognition of CORDE’s contribution towards ASEAN development and co-operation and for embodying role of ASEAN youth in pursuing continuous peace, progress and prosperity of the region. CORDE‘s programs, projects and activities were recognized as sustainable and might be replicated by other organizations.

The award was given during 17th ASEAN Youth Day Meeting (AYDM) was held from 13 to 16 September 2011 to celebrate ASEAN youth achievements and to strengthen regional solidarity, stability and prosperity. The ASEAN Youth Day Meeting is held annually to highlight the role and contribution of young people in ASEAN towards the development and continued prosperity of the region. Each year, ASEAN Member States take turns to organize a special program that brings together youth and youth leaders from all over ASEAN to commemorate the AYDM.

In line with the 17th AYDM theme of ‘Linking and Leading Communities’, ASEAN youths gathered to network and contribute towards the development of the region.

The 17th AYDM was organized by a group of dedicated youth volunteers comprising young working adults and tertiary students under the National Youth Council, Singapore. As part of the 17th AYDM program, 46 delegates from the ten ASEAN Member States had the opportunity to exchange experiences and participate in a dialogue session with a panel of distinguished speakers, institutional visits and cultural heritage activities.

This was presented by H.E. Mr. Chan Chun Sing, Acting Minister for the Ministry of Community Development, Youth and Sports and the Chairman, National Youth Council. He highlighted AYDM as one of the platforms to bring together people from the ASEAN community in an act of regional solidarity and celebration.

The meeting began with supplication for guidance and the reading of the letter from OSED (Office of Social and Economic Development) of the Bahá’í World Centre dated 25 April 2011. The Board recorded its appreciation for guidance and support from OSED. A short briefing of the current status of the 3 lines of action – PSA program, Community School and UniED – was given.

The Board was guided to reflect on its identity and its vision and understand the advancement in Social and Economic Development. CORDE should move more and more to serve the people of Cambodia.

CORDE also identified processes that will help it accelerate its advancement. From around the world, community school and PSA programs are two such programs that will enhance the education processes for community transformation.
The main focus of CORDE now is the Community School and Preparation for Social Action (PSA). UniED’s role was reviewed and will learn how to support the two programs of PSA and Community School.

On Friday the 27th May 2011 Chao Hav, Ing Chanserey and I were privileged to be invited to the parents gathering at Matai (Khmer for kindergarten) CORDE in Sambok Ork Village Battambang, managed by Ms Sao Sokunthea. There were 5 mothers and 1 father at the parents’ meeting, together with Sao Sokunthea and her assistant teacher, Ms Sao. To give you some background information on Matai CORDE  in Sambok Ork Village, there were 22 students enrolled and attending the Matai program, however since Khmer New Year, only 15 students have been attending. Sao Sokunthea visited family homes throughout Sambok Ork reminding them of Matai CORDE and encouraged 5 more families to send their children to Matai.

The meeting started with prayers, and Serey encouraged the parents to share their feelings and thoughts about their children studying in Matai. Here are their comments:

My daughter said to me that when brother comes home, he does not teach me (mother) anything. But she always come home and teaches me whatever she has learned in Matai.

Most of our children use their left hand to write. Many people said they should use their right hand, however, the children cannot change.

Later on in the meeting, I addressed the issue of left and right hand writing by explaining it is ok to use either.

My son is active. He is not shy. He always shares what he learns. During the free time, I observed my son take his books to read. He is not very playful like other children. I am happy that my son shares with me his learning when he comes home from Matai.

My daughter is happy to study with Matai.

I have nothing to suggest to the teacher in Matai to add to the lessons she is teaching my children. I think the lessons are sufficient for my children.

My child says prayer every night before sleeping.

Our children have the attitude of prayer and respect towards praying.

My children listen to their teacher more than to me.

I observed Sao Sokunthea’s close relationship with the parents of Sambok Ork that enables her to express her thoughts to the parents.

Before ending, we asked the parents whether they want to have a sharing session on how to implement discipline at home and how they as parents can support their children’s learning in the home. All of them said they would like this session. Sao Sokunthea said that in 2 months, she will arrange the workshop for parents.

On Sunday 5th June 2011, our teachers and over 30 students came to UniED to work happily on improving the universities grounds for World Environment Day (WED). We were divided into 6 groups. One group beautified the building while three groups made a garden in front of the building and planted fruit, vegetables and flowers. The last two groups used the waste like grass from the garden preparation, dried leaves and other vegetables to make a compost fertilizer. We particularly enjoyed working together with our teachers.

Before WED, UniED’s student council created a plan for how we could best use the day to improve the universities outdoor grounds. We all discussed some initiatives for our university such as beautifying UniED’s building, make a garden with a variety of flowers, make compost fertilizer and to develop a city garden using the knowledge we have learnt from our Diversifying High Efficiency (DHE) class. We chose to make a garden with flowers as well as fruit and vegetables, as we felt if the garden looked beautiful it could discourage passers by from dropping rubbish out the front of our university. We also wanted to plant fruit and vegetables so we can use it for students lunches or sell it to generate income for our community projects.

The meaning of WED is to remind all humanity to think and take care of the environment every day. We do not only love and protect it once a year but every minute and everywhere. We all learnt a lot from the day about how to lend a hand and help each other. Moreover, we learnt to transform our heart. For example these service projects teach us how to be patient, active, diligent, hard working and to compete with our shortcomings like laziness and impatience.

UniED student, Cheam Ny said,

“I was very happy on WED because I saw all UniED’s students come and contribute to cleaning the environment. They worked tirelessly and even though they did it under the light of the sun, they enjoyed doing it patiently. I love to see a good environment, it is the source of happiness. I hope all humanity will try to keep the world environment clean. The betterment of the world can be accomplished through pure and good deeds.”

Mr. Wody Basri said,

“I was happy that WED was done with great delight on the 5th June 2011. Most students came to support these activities driven by the student council. We felt great that students and teachers worked together hand in hand. Lastly, before we went back home, everyone enjoyed eating the sweet beans, provided by student council.”

Third year UniED student, Heuy Sokunthea said,

“I was very excited on WED. We learnt the importance of society looking after its surroundings. By helping and loving each other, these show that we understand how to work together as a team and cooperate. We enjoyed the delicious sweet beans, which came from the third year student’s masterpiece of a DHE Plot.”

What did you do for WED? It would be great to hear how students in other countries celebrate WED, so be sure to share your ideas with us.

On Wednesday 4th May 2011 CORDE’s Community Education and Development Field Officers Mr Yom Ya and Miss Ing Chanthoeurth celebrated the opening of CCL16 by holding a workshop on ‘The importance of education’ from 2pm to 5pm. The new CCL is located in Thmey Village, Thmey Commune, Toeuk Chhou District, Kampot Province. 50 community members attended the workshop and celebration. During the workshop Miss Ing Chanthoeurth talked to the community about CORDE’s background and why they provide English Literacy and Khmer Moral Development education in rural areas across Cambodia.

Mr Yom Ya consulted with student’s parents in Thmey Village about the importance of education. He discussed the importance of moral and literacy education for children and youth.

He said, “Children must attend public school if they can or if they cannot access public school they should enroll at our CCL where they will receive English Literacy Education and Khmer Moral Education.”

CORDE knows the decision for a child to attend government school or alternative informal education programs lies with their parents, which is why it is important to hold workshops on the importance of education with the communities we work with. We use these workshops as opportunities for the parents ask questions about CORDE and its education programs. At the end of a workshop we ensure parents and community leaders have a strong understanding of the importance of education and demonstrate community ownership and support for the CCL.

When Mr Yom Ya and Miss Ing Chanthoeurth talked with Kampot’s community leaders regarding the new CCL, Thmey’s Village Leader, Mr Chiem Lang expressed some concern regarding the fees for CORDE’s education programs.

He said “he was not happy about the school fee because his villager is poor.”

Mr Yom Ya and Miss Ing Chanthoeurth went on to explain to Thmey’s Village Leader about why they have fees. The fees are used to maintain the CCL and cover costs such as study materials, electricity, water and to maintain courses. It is 2000 riels per month, however CORDE are more than willing to talk with families on an individual basis to see what is affordable for them. We do not want the fee to be a barrier to families educating their children, however we want to encourage families and communities to take ownership over their own education and we feel fees are part of this ownership.

At the end of the workshop Mr. Chiem Lang thanked CORDE for building the CCL and giving children and youth the chance to come and study.

He said, “I will push the community and parents to send their child to this centre.”

On the 5th May 2011 Miss Chanthoeurth worked at CCL16 enrolling children in English Literacy and Junior Youth Empowerment classes. That evening she spent time observing, evaluating and mentoring CORDE’s tutors in Toeuk Chou District.

Over the course of their 3 days working together in Kampot Province, Miss Chanthoeurth and Mr Yom Ya found they worked well together and overall received really positive reactions from the community about CORDE’s education programs and the new CCL, as 12 students enrolled in our programs.

This morning I had the privilege of joining 47 UniED students for a reflection on their Preparation for Social Action (PSA) curriculum and subsequent community projects.

CORDE’s Director of the Board Dr Lee lee Ludher was visiting from Malaysia to facilitate the reflective session along with UniED tutors Mrs Ridvan, Mr Voha and Mr Samnang.

Students broke up into groups of 9 or 10 to discuss 3 reflective questions.

The first one being, what motivates you to participate in PSA?

Some responses and discussion around this question included:

“Seeing people come together to be active contributors to their communities well being.”

“The joy I get when I see people learn a new skill, feel productive and achieve things they found difficult.”

This question further prompted Mr Samnang to ask the group I was participating in,

“how do you feel when PSA says you are not a problem but rather resources with talents?”

The students collectively responded with,

“I feel happy, an important part of the community and like an active participant not just accepting aid and help.”

People discussed what motivates them to instigate and partake in PSA initiatives within their communities is working collectively to solve key problems their community is facing.

UniED Tutor Mr Samnang said,

“a problem is like a shadow, the more you run the more it will follow you. The more you speed up, it will speed up.”

It’s important for us to work with each other to face the problem and solve it. Mr Samnang also said,

“PSA is like a seed that can grow into a tree with the right care and cultivation and this tree then produces 100 fruit.”

The second question asked, what is the principal purpose of the PSA Program?

Through more group discussion it was general consensus that it’s purpose is to help people recognize their own value, ability and strengths they can use to be active contributors to their community.

One student Mona captured PSA’s purpose in a nutshell when she said,

“all of us have capacity and talents.”

It’s about helping people realise theirs!

The third question asked, what are the philosophical elements that characterize the PSA Program?

The key responses were,

“Don’t see people as recipients, see them as valuable resources. Help people recognize their own strengths, talents and capacity.”

“Listen to and learn from their experience and local knowledge and work together to generate new knowledge and skills.”

Applying PSA teachings

After the group discussion, 3 students shared their experiences with implementing PSA initiatives in their communities.

Mona said she was working on an education project that encourages critical and creative thought in children. It involves a series of hand crafted puppet sticks used to tell a story incorporating different animals from around the world.

Song Reaksa shared his experience of encouraging city gardens in his community and providing education around best agricultural practices for the environment. He specifically said,

“you cannot force people in the community to stop using chemical fertilizer, you can only educate and encourage them to use environmentally friendly and natural alternatives.”

Sopheak talked about his experience implementing Diversifying High Efficiency (DHE) practices when planting crops, which means how to plant your plot most efficiently. This involves using a ‘living fence’ as opposed to a wooden fence. For example you can use Papaya trees to keep the cows out and plant pineapple’s to keep out the chickens. You also need to understand what grasses and insects are on the land, as some grasses make great fertilizer and some insects help aerate the soil. Sopheak further talked about the concept of co-planting. For example beans produce good nutrients for corn and do not need much sun to grow so they can be planted together.

These students are all taking their PSA knowledge into their communities to instigate social change for their communities well-being. It was great to hear their different approaches to actioning PSA principles.

To see a room full of young people dedicating their Monday morning to collectively brainstorming, problem solving and reflecting on how they can best get people to discover and grow their own potential and strengths is inspiring beyond words!

On the 19^th of April 2011 CORDE’s University for Education and Development held training on their Preparation for Social Action (PSA) curriculum for 15 of their community education tutors. The tutors that attended teach in communities across Battambang Province including Ek Phnom, Kbal Thnal, O srolao, O khchay, Koh Kralor, Kampong Seima, Kampong Thom, Kampong Chhnang, Pursat and Preah Vihear. The training was facilitated by 4 of CORDE’s PSA Coordinators including Elyssa, Sophea, Ridvan and Rithy. This training provides CORDE’s community education tutors and UniED’s Education students with additional knowledge in practical and theoretical pedagogy and guides them in the practical application of science to community development.

Over the course of this training we focus the scientific influences on agricultural practices and environmental awareness and the impacts of communication and language on community development. Some of our tutors are already using this curriculum to work with their community, however we provide ongoing training in PSA to ensure they continue to build their capacity in tutoring a PSA group.

The training includes:

• An introduction on forming PSA groups,
• Doing experiments,
• Practice tutoring of the PSA curriculum and
• Each participant going to the village to share the program.

During the training the participant tutors introduce the program to village leaders and share how it can mobilize the youth in a community to organize and implement development initiatives in their own areas. This can be through agricultural projects, environmental planning and education via community workshops. For this PSA training the tutors visited Wattamin and Osralao. The PSA Tutors found the community participants in Wattamin and Osralao were very happy to study the curriculum, worked well as a team in unity and gained a lot of understanding from each other.

It is important for the PSA Tutor to introduce the program and its purpose to the community authorities such as the commune leader, village leader, school principle, teachers and students. We encourage our PSA Tutors to start groups where they already have strong relationships with members of the community who are interested in taking ownership over their community’s development and progress. The PSA Tutors receive support from a PSA Coordinator in their consultation and discussions with communities in finding interested participants and forming a new PSA Group.

The outcomes from the training included:

• 1 new PSA Group in Pursat,
• 2 in Kampong Thom,
• 1 in Koh Kralor and
• 1 in Battambang Town.

CORDE’s regular PSA trainings are equipping more and more young Cambodians to be promoters of development and well being in their own communities.  This is through fostering informal community education, sustainable agricultural projects and environmental protection initiatives. A big thank you to all the PSA Tutors and Coordinators that participated in the training. We look forward to hearing how the new PSA Groups are going and what projects you undertake in the near future.

On 11th November 2010, UniED’s 3^rd year students commenced a research project on Diversifying High Efficiency (DHE) practices by planting and cultivating different crops on a small piece of land at Teacher June Libertad’s house in Battambang. The research project ran for two and a half months, while the students followed FUNDAEC’s Preparation for Social Action Curriculum in DHE.

Prior to planting, the students held a group discussion on what they would like to research 1^st hand. The students visited the potential locations for their project and debated the pros and cons of growing crops in different soils and sunlight before deciding on Mr June’s backyard. Then it was time to really put their learned knowledge to the test and decide on the types of crops suited to the land they had chosen. Once the hard decision making was done it was time for the students to get the shovels out and their hands dirty.

The students outline their approach to their DHE experiment below. Enjoy!

1. Before planting
   • Land preparation – we cleared the hill and the soil of all scrubs and grass to make the land flat and clean for planting. This was to ensure the land retained moisture when it rained and did not drain away downhill. The materials we used for this included spades, knives or machetes, hoes, sticks, axe, string, net and metric measurement.
   • Selecting seeds – for seeds we discussed whether we should use our own seeds or buy them from the market. We all agreed to buy the seeds from the store because in the store they have a safe keeping place for the seeds, which included corn and beans. We soaked the bean seeds first to allow them to germinate before planting.
2. Planting the crops
   • Watering – first, we watered the soil to make it moist to ensure the seeds germinate well.
   • Fertilising the soil – second, we placed cow dung in each hole before planting our seeds and seedlings to provide them with extra nutrients.
   • Planting – third, we placed the seeds and seedlings in the small holes and covered them with a thin layer of the soil.
3. After planting
   • Watering – we watered the plants 2-3 times per week using tank water. To ensure the watering was carried out we divided ourselves into two groups created a watering roster for each group to share the load.
   • Observing the seed – four or five days after planting, the seeds started to sprout and we measured the plants height week to week to monitor the speed of growth.
   • Spraying the insecticide/herbicide – to spray the insects we used sprays that we made ourselves using neem leaves, lemon grass, pommelo leaf and soap. We applied this 2-3 times per week after each watering to keep the insects from destroying our crops.
   • Weeding – we were extremely aware that weeds are the bane of any gardens existence and dealt with them the old fashioned way by pulling them out with our hands to avoid the use of any weed killing chemical sprays.
   • Monitoring insects – we recorded the insects we came across on our crops so we could research them and better understand our enemies. We used our hands to pick off the insects or worms before using our natural pesticide.

4. Harvesting
   • The first crop we harvested were our beans which produced a yield of 8 kilograms
   • We harvested the corn second and out of the 380 seeds we planted we yielded 620 corns.

Thoughts from the students on the project:

Mr Ing Chanserey said,

” I got a lot of experience from DHE class. First of all, I worked with friend to plow the soil with a toe air rate it and make the earth smooth and free of big rocks and grass. I then brought net to build a fence around the plot of land to protect it from animals. I enjoyed taking it in turns to water the plants and kill the worms and insects. I most appreciate knowing how to grow crops without using chemicals that harm our environment.”

Mr Tha said,

“I have learnt a lot such as how to prepare the soil, observe the plants growth, apply organic fertilizer, identify disease that attach to plants, how to make a compost fertilizer and overall how to combine traditional agriculture with modern agriculture.”

Mr Rin Rithy said,

“Throughout this project, we all worked together with unity and corporation and we all hope to have another practice at planting crops using the principles of DHE in our communities. If we can teach communities how to grow crops successfully on small lots of land, it will enable many more families to start producing their crops for consumption, selling at the market or trading with each other.”

On 2^nd January 2011, UniED Second Year students and their Coordinator, Mrs. Kim Eang commenced their course in Planting Crops. They practiced the skills and knowledge they gained during this course by making a city garden, and compost fertilizer in UniED’s backyard. The garden involved planting morning glory, chili, tomatoes, and several kinds of vegetables on two plots of land.

The students advised they decided to take this course because they are the promoters of community well being in Cambodia.

They said, “One way to promote the welfare of our community is by learning how to plant and manage crops. After we gain experience from this experiment, we can share this useful knowledge with people in our community”.

“For example, we’ll share with them by doing a small experiment on their farm or kitchen garden and then if it works well, we’ll share our knowledge on a large scale. Also, we try to encourage them to reduce the use of chemical fertilizers and replace them with compost fertilizers to protect the environment.”

UniED’s curriculum for Planting Crops focuses on the importance of reducing the use of chemical fertilizers due to their negative impact of the environment and health of the surrounding communities.

After completing their study in planting crops UniED’s second year students will continue to practice and refine their knowledge through educating and helping communities in growing their own sustainable crops.

The planting crops curriculum also emphasizes the economic benefits of community or backyard gardens in Cambodia. While communities may not earn much money from selling vegetables from their city garden they can save money by supplementing their diet with what they grow. In communities where the economy is not as monetized families and trade their own farmed produce with each other.

In summary UniED’s second year students decided to take this course because of the below impacts the skills gained from it can have on developing communities.

1. Reducing unemployment
   Example: giving people skills to start their own business
2. Reducing poverty
   Example: having a kitchen garden to supplement diet
3. Contributing to the economy of Cambodia
   Example: Producing goods to sell in the marketplace

On Tuesday 5th April 2011 volunteers from the Bahai International Development Agency in Sweden (BIDAS), Hannes Öhman and Rebecca Allen Lamptey arrived in Battambang to assist CORDE in their application for the funding of their new eRural Project.

eRural aims to integrate computers and Internet into CORDE’s informal community education curricula via our Centres of Learning (CCL’s). It is still in the planning and research phase and requires funding before things can progress.

Hannes and Rebecca are spending a week with CORDE to help us develop a funding proposal for eRural. The CORDE team has been keeping them busy, as they learn about CORDE’s existing Community Education initiatives by visiting CCL’s across Battambang, meeting with members of the Community Education team and CORDE’s board.

A core part of their visit so far was a brainstorming session involving 25 members of CORDE’s Community Education Team to collate ideas on eRual, how to implement it, the risks involved, the benefits it will bring to rural Cambodian communities and how to ensure it is sustainable.

The team broke up into 5 groups to share ideas; being guided by the below questions. Here’s a snapshot of what was raised:

1. Why should we implement eRural?

o To reduce the gap in accessing knowledge and services between urban and rural Cambodia.
o To increase student engagement in our existing community education programs.
o It will give rural Cambodians access to more business and income generation ideas.

2. How will eRural contribute to the development of rural Cambodian communities?

o Get Cambodians in rural areas work ready for urban workplaces and tertiary study.
o Give the older generations in Cambodia’s countryside access to latest knowledge.
o It will foster peer-to-peer learning and mentoring in CORDE’s existing community education programs.
o It will up skill and instill confidence in Cambodians from rural areas.
o It will put rural Cambodia in touch with people from all over the world.

3. How can we make the eRural project sustainable?

o Ensure the community authorities understand and endorse our program.
o Choose a secure yet accessible location for computers.
o Provide quality training and technical support for teachers.
o Implement a strict usage policy for all participants.

CORDE's Feild Officer Ing Chanthoeurth presenting on eRural

All in all this was a fantastic time for CORDE’s team to learn and have input into eRural. The 25 participants included CCL Directors, Community Education Teachers, Field Officers and Volunteers.

The ideas and issues discussed throughout this brainstorming workshop will feed into CORDE’s and BIDAS’s funding proposal for eRual. To follow the remainder of Hannes and Rebecca’s visit at CORDE check out their blog.

We will be sure to keep you updated on how our eRual project progresses and whether we get the funding. Fingers crossed!