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All Journal Journal of General Education and Humanities Indonesian Journal of Community Engagement Paramita: Historical Studies Journal
Dina Pen
Svay Rieng University
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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History of Education in Cambodia: A Review of Literature From Past to Present Sereyrath Em; Sarom Mok; Rany Sam; Ganda Febri Kurniawan; Dina Pen
Paramita: Historical Studies Journal Vol. 35 No. 1 (2025): History of Education
Publisher : istory Department, Faculty of Social Sciences, Universitas Negeri Semarang in collaboration with Masyarakat Sejarawan Indonesia (Indonesian Historical Society)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/paramita.v35i1.9207

Abstract

Abstract: From the beginning until now, education has been a significant factor in the Cambodian setting. The current article examines the origins of education in Cambodia, which dates back to the prehistoric period. Throughout Cambodian history, education has played a variety of meaningful roles. Education played a significant role in shaping the lives of individuals throughout the many eras of Cambodian prehistory and history. In prehistory, children learned by doing and observing the people around them. Education in Cambodia peaked during the Angkor Empire, also known as the Khmer Empire. During that period, hundreds of educational institutions were located across the country, including more advanced educational establishments in the city serving as Angkor's capital. Thousands of instructors were well-equipped to teach Khmer-speaking students. On the other hand, as the Angkor Empire collapsed, education in Cambodia gradually declined, a trend that persisted until the Khmer Rouge Regime finally eradicated education. During this period, the Khmer Rouge leaders targeted and killed the majority of instructors. Then the Cambodian government and other concerned education stakeholders have been working diligently to rebuild education in Cambodia since the end of that black period, and they have succeeded in doing so to the point where it is now. Finally, the article recommends that the concerned education stakeholders consider the past as the experiences for the present and improve the perspectives of future education. Abstrak: Sejak awal hingga sekarang, pendidikan telah menjadi faktor penting dalam tatanan Kamboja. Artikel ini membahas asal-usul pendidikan di Kamboja, yang dimulai sejak periode prasejarah. Sepanjang sejarah Kamboja, pendidikan telah memainkan berbagai peran yang berarti. Pendidikan memainkan peran penting dalam membentuk kehidupan individu di berbagai era prasejarah dan sejarah Kamboja. Pada masa prasejarah, anak-anak belajar dengan melakukan dan mengamati orang-orang di sekitar mereka. Pendidikan di Kamboja pernah mencapai puncaknya selama Kekaisaran Angkor, yang juga dikenal sebagai Kekaisaran Khmer. Selama periode tersebut, ratusan lembaga pendidikan berlokasi di seluruh negeri, termasuk lembaga pendidikan yang lebih maju di kota yang berfungsi sebagai ibu kota Angkor. Ribuan instruktur diperlengkapi dengan baik untuk mengajar siswa yang berbahasa Khmer. Di sisi lain, ketika Kekaisaran Angkor runtuh, pendidikan di Kamboja secara bertahap menurun, sebuah tren yang bertahan hingga Rezim Khmer Merah akhirnya memberantas pendidikan. Selama periode ini, para pemimpin Khmer Merah menargetkan dan membunuh sebagian besar instruktur. Pemerintah Kamboja dan pemangku kepentingan pendidikan lainnya telah bekerja keras untuk membangun kembali pendidikan di Kamboja sejak berakhirnya masa suram itu, dan mereka telah berhasil melakukannya hingga mencapai titik seperti sekarang. Terakhir, artikel ini merekomendasikan agar para pemangku kepentingan pendidikan mempertimbangkan masa lalu sebagai pengalaman untuk masa kini dan meningkatkan perspektif pendidikan di masa mendatang.
Enhancing Livelihoods: Mushroom Cultivation Practices and Challenges of Smallholder Farmers in Svay Rieng and Svay Chrum Districts, Cambodia Chanthan Or; Putheasath Sin; Chhun Hong; Vanchey Ros; Tithya Kang; Dina Pen; Mardy Serey
Indonesian Journal of Community Engagement Vol. 2 No. 1 (2025): (January) Indonesian Journal of Community Engagement
Publisher : PT. Altaf Publishing Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70895/ijce.v1i2.20

Abstract

Smallholder farmers in Svay Rieng Province, Cambodia, play a crucial role in the country's agricultural sector, particularly in mushroom cultivation. Despite facing numerous challenges such as limited access to resources, climate change, and market uncertainties, these farmers contribute significantly to the national food security. This study aims to explore the technical knowledge, technical adaptation and practices of mushroom growing, and to analyze the economic efficiency of mushroom growing of smallholder farmers in Svay Rieng and Svay Chrum districts, Svay Rieng province, Cambodia. Eight farmers in three target villages were selected for household surveys (four farmers were the target and others four are non-target). Two types of mushroom were selected to grow by farmers, which are Straw and Oyster Mushroom. Fifty percent of farmers (both target and non-target) experienced in mushroom growing for more than five years and all of target farmers received technical training on mushroom growing from HEQCIP Project while only half of the non-target farmers used to get training from Government project (Provincial Department of Agriculture). At the same time, only one half of interviewed farmers share their technical knowledge and experiences on mushroom growing with their relatives, neighbors, and other farmers in their communities. All farmers apply mushroom growing techniques provided by the project together with their experiences and local knowledge. Even farmers in the targeted communities used natural fertilizers in mushroom growing, but 50% of them still used chemical fertilizers. It is interesting that all farmers sprayed jungle white before start growing, except 25% of the straw mushroom targeted farmers do not do that. The average profits for a targeted farmer gained from mushroom growing per production cycle is 600,250 Riels which is equal to 180% compared with expenses; or 60% compare with the total incomes while the non-targeted farmers profit is about 110% (504,250 Riels) compared with the expense; or 50% compared with the incomes. Even though the profit percentage from mushroom growing is higher than vegetable cultivation, but only 25% of the target and 50% of the non-target farmers who indicated their livelihood have improved a lot while the rest mentioned little improvement. This is because 50% of targeted and 75% of non-targeted farmers used incomes from mushroom production to repay their loan.
Economic Analysis and Livelihood Improvement Strategies for Vegetable Cultivators in Svay Rieng and Svay Chrum Districts, Cambodia Chanthan Or; Putheasath Sin; Chhun Hong; Vanchey Ros; Tithya Kang; Dina Pen; Mardy Serey; Hendra Prasetyo; Sri Maryati
Indonesian Journal of Community Engagement Vol. 2 No. 2 (2025): (May) Indonesian Journal of Community Engagement
Publisher : PT. Altaf Publishing Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70895/ijce.v1i3.63

Abstract

Smallholder farmers in Svay Rieng Province, Cambodia, play a crucial role in the country's agricultural sector, particularly in vegetable production. Despite facing numerous challenges such as limited access to resources, climate change, and market uncertainties, these farmers contribute significantly to the national food security. This study aims to explore the technical knowledge, technical adaptation and practices of vegetable cultivation, and to analyze the economic efficiency of vegetable cultivation of farmers in Svay Rieng and Svay Chrum districts, Svay Rieng province, Cambodia. The household survey was conducted on 92 farmers in ten target communities, with at least three types of vegetables planted by each household. The result revealed that nearly two-thirds of farmers have over nine years of experience in vegetable cultivation, with most receiving technical training from the HEQCIP Project team. Nearly 70% of non-target farmers received training from government agencies and NGOs. A high percentage of survey farmers (90% target farmers and 75% non-target farmers) share their technical knowledge and experiences on vegetable cultivation with their relatives, neighbors, and other farmers in their communities. At least three different types of vegetables were planted by each household in target communities, including onion leaf, cucumber, wax gourd, gourd, cabbage, luffa gourd, herbs, morning glory, eggplant, pumpkin, spiny, and long-bean. The percentage of farmers who applied techniques provided by the project to integrate with their experiences was high (76% target farmers and 52% non-target farmers). However, only 17% target and 11% non-target farmers adapted the full technical packages provided by the project. The survey found that 75% of target and 50% non-target farmers improved their livelihood status, with 50% using their incomes from vegetable selling for income generation activities, 80% for purchasing household materials and equipment, and 10% for repaying in-debts.
A Qualitative Study of Challenges Faced by Cambodian Teachers in Implementing Student-Centered Approaches Sokmuoy Samoun; Dina Pen
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.426

Abstract

This study aimed to explore the challenges faced by teachers of English in implementing student-centered approaches at the National University of Cheasim Kamchaymear (NUCK), Kampong Cham branch, the University of Heng Samrin Thbong Khmum (UHST), and Svay Rieng University (SRU). The research focused on the benefits, challenges, and potential solutions related to learner-centered instruction. A qualitative case study design was employed, and thematic analysis was used to interpret data collected from nine key participants through semi-structured interviews. The findings indicated that student-centered approaches enhance students' critical thinking skills, improve engagement and collaboration, build confidence and motivation, and foster learner autonomy. However, several significant challenges were identified, including mixed-ability students, time constraints, language barriers, entrenched learning habits, and cultural factors. Despite these obstacles, teachers proposed solutions such as professional development, flexible teaching methods, thoughtful student grouping, small and structured activities, and enhanced motivation and support. These findings offer practical guidance for teacher training programs and inform education policymakers seeking to promote more effective student-centered practices in Cambodian higher education.
Factors Contributing to Undergraduates’ Motivation to Learn the English Language at Selected Universities in Cambodia Sochea Saroeun; Dina Pen; Sokmuoy Samoun
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.440

Abstract

This study explores the factors influencing undergraduate students’ motivation to learn English at three selected Cambodian universities: the National University of Cheasim Kamchaymear (NUCK), Svay Rieng University (SRU), and the University of Heng Samrin Thboung Khmum (UHST). The objective was to assess the levels of intrinsic and extrinsic motivation among students and examine their attitudes toward English learning. A quantitative research design was employed using a structured questionnaire, and data were collected from 101 undergraduates through convenience sampling. Results reveal that intrinsic motivation—such as personal interest, enjoyment, and curiosity—strongly correlates with students’ engagement in English learning. Extrinsic factors, including career aspirations and social expectations, also play a significant role, though to a slightly lesser extent. Additionally, while most students perceive English as essential for communication and future success, confidence in speaking varies across participants. This aligns with studies highlighting how social support and willingness to communicate impact learners’ confidence and participation in the language learning environment. The findings provide practical insights for educators and policymakers to design more targeted interventions that support both motivational dimensions, ultimately enhancing English language education in Cambodia.
Co-Authors Chanthan Or Chhun Hong Ganda Febri Kurniawan Hendra Prasetyo Mardy Serey Putheasath Sin Rany Sam Sarom Mok Sereyrath Em Sochea Saroeun Sokmuoy Samoun Sokmuoy Samoun Tithya Kang Vanchey Ros