Pedagogical exchanges at Bayon Agroecology School

Pedagogical exchanges at Bayon Agroecology School

In March, we had the pleasure to welcome Pauline, Director of the volunteer pole at Planète Urgence. She came as a volunteer during her two weeks of solidarity leaves and worked with our pedagogical team from the agroecology school.

Her role was to support the team of teachers in order to diversify their pedagogical techniques such as the animation of the courses, the place of the teacher and the student. The goal was to succeed in motivating students who were dropping out of school.

Pauline was able to discover Cambodia and observe cultural differences. She underlines the curiosity of the students. The students also show kindness and mutual aid among themselves, which creates a favorable climate for learning and the use of authority is very rare.

Aiming to improve our training to students, her venue brought new evaluation techniques with construction workshops based on collective intelligence. For this, they used photo language with Metafox cards. At the beginning, the feedbacks on the exercise were shy, the students were facing their emotions and feelings, which is not cultural in Cambodia. Gradually, through weekly practice, they were able to free themselves. Moreover, the coaching cards have different meanings with the culture, which leads the students to go further than the meaning of the card and pushes them in their reflection.

This gave her the opportunity to be creative in a way that is not possible in France in terms of teaching. Pauline has lived this experience as a rich human adventure in terms of exchange and understanding of the culture, where it is important to ask questions before the exercise in order to adapt to the students. She particularly enjoyed talking about meditation and body relaxation. Indeed, in Cambodia, a lot of skills are applied but not the emotions and feelings. The students appreciated this new approach.

Our pedagogical team has been very open to improve their training skills and learning more about pedagogy. They are very happy to have benefited from Pauline’s expertise and thus diversify their knowledge. What they remember most is the use of demonstration in their teaching rather than theory. Pauline and our pedagogical team from the agroecology school have been enriched by this sharing and exchange.

We would like to thank Pauline for her involvement and support.

Sharing cultures

Sharing cultures

« Nothing predicted that I would cross paths with these eleven women »

Camille joined the Bayon in June 2022 to work on the Green Farming program. Her project was to strengthen the technical knowledge of our Farmers and help them develop their sales to other potential buyers such as restaurants, hotels and markets in Siem Reap.

She looks back on her journey after 6 months with our Farmers.

Atelier Camille et Farmer

« For a long time now I wanted to get involved in international development programs and thus promote agroecology in the world. This simple wish became true two years ago, when I discovered an internship offer from the Bayon School: “Green Farming Project Assistant”. This internship included everything I had imagined myself doing for years: agro-ecology consulting, production monitoring, data analysis, conducting experimentations…

Why did I get involved in the agroecology field? Because in addition to the technical and scientific aspects, advocating soil conservation methods and promoting biodiversity in growing areas, it also links cultural, sociological, political and economic notions. Producing according to an agroecological model means preserving the environment, but also and above all producing while making a trade-off on yields in order to favor the material and sanitary living conditions of farmers, and the sustainability of our agroecosystems.

For the agricultural engineer in training that I am, it was the concretization of a long-standing desire, and an incredible opportunity to train, far from France, in agriculture under a tropical climate. An aspect for which French schools do not prepare us very well.

At that time, in 2020, while we were still in the midst of the COVID19 and the monotony of e-learning was gradually setting in, this discovery gave me a renewed sense of motivation. I rediscovered the reason why I started my studies: to work in the field, in direct contact with producers in an agroecological approach. The desire to discover Southeast Asia and to work there took over.

Finally, in June 2022, I arrived on site. I met the team that warmly welcomed me, Marie my predecessor who gave me a lot during the month we spent together, and of course our Farmers, eleven moms from Bayon who want to make things happen in their country.

What I still can’t get over is that, at only 22 years old, nothing predicted that I would cross paths with these eleven women. They were an extraordinary and wonderful meeting and they impressed me with their positivism and their uncommon capacity for resilience. Living this experience allows you to put your own situation into perspective. They are all incredibly generous and willing to share a part of their culture and their lives. Even though we don’t speak the same language, they always made me feel comfortable with them, and we had some great moments where we were able to communicate even without words.

Camille et les farmers avant son départ

Living and working abroad necessarily brings its share of difficulties: you have to adapt to different work habits or know how to bounce back from unexpected situations. Expatriation has its ups and downs, but you always have to put yourself in the context of the country that welcomes you. While working in Cambodia, I felt it was important that decisions be made by and in the interest of the Khmer people. So we worked hand in hand to bring this project to a successful conclusion.

I can only conclude with an invitation: if you have the chance, visit Cambodia and take the time to stop at Angkor Wat, to go through the countryside and the infinite rice fields of which one never gets tired, to talk with the people who have so much to tell, and why not at the Coffee Shop of the Bayon for a well-deserved brunch? It is a country that I loved, and that definitely changed me, full of surprises and magnificent landscapes, where everything is easy.

Above all, I discovered a philosophy of life far from our busy lives in France, which I hope to keep for a long time: a problem always finds a solution, often much easier and different from the one we would have imagined. »

Written by Camille Gaume.

The association les Enfants d’Angkor Wat: What is its mission ?

The association les Enfants d’Angkor Wat: What is its mission ?

Created in 2012 by Dominique Roussel, the association Les Enfants d’Angkor Wat supports Bayon Education & Development in Cambodia, allowing our organization and our local teams to develop several projects, mainly related to the issue of general education. Dominique explains to us what his mission is and the reasons for his commitment.

What is “Les Enfants d’Angkor Wat” ?

“Les Enfants d’Angkor Wat” is is a non-profit association (Law 1901), whose purpose is, thanks to its donors, to help the education, in the broadest sense of the term, of the poorest Cambodian children.

We are involved in the fields of education, health and professional training.

Our goal is to help these children, in often difficult family contexts, to gain permanent access to school, to build their future and to acquire the values that will be the foundation of their lives.

What are the guidelines of your comitment ?

Our actions are guided by 3 principles:

School is a place of development …

Beyond the classical intellectual and cultural learning, we want school to be a place where the child discovers what he/she has the “possibility to be” … and not the “obligation to be” that the family misery can impose on him/her. They discover their rights and duties but also explore their own potential in order to make informed choices for their future.

Health remains a major concern

Even if things are improving with time, health is an area where there is still work to be done. Nutrition remains precarious for many children and when it is chronically insufficient or unbalanced, it generates various pathologies affecting the child’s growth. In addition, diseases not detected at birth are sometimes identified later. We facilitate access to health care and provide financial support because health is still a luxury for the poorest.

The future employability of children is a priority investment

Building the future of these children is our purpose.

In our projects we invest in key fields that are and will be discriminating in their future employment searches. Thus, computer science, English and ecology are major issues in the education of children, as they are omnipresent in daily life and are used as selection criteria in recruitments. So many training courses to which poverty would not give them access.

What need have you identified in Cambodia ?

We must not forget, in Asia, the power that parents have over their children throughout their lives. I think we need to communicate with them more and more, to explain what we do, the values that drive us and that we talk about to the students…

Otherwise, there is a great risk that two universes will operate in parallel, the family and the school, and that one will not be the relay for the other…

Thus, we have to be very inclusive with the parents: share the pedagogical project and involve them in the follow-up as much as they can, so that the school is not only a place where they don’t have to feed the children or look after them while they work. Cambodian social workers and volunteers are doing an extraordinary job in this sense. It is necessary to continue and to amplify this work in order to avoid further school dropouts because the child remains too often an adjustment variable of the family economy.

What projects are you investing in ?

Each age has its own specific needs, so we have decided to create and implement projects for each age group, from early childhood to professional training.

With Bayon Education & Development, a Cambodian NGO, with whom we have signed a partnership and who follows these projects locally, we run a kindergarten class for underprivileged children in the Angkor temple region, we invest in computer and English classes as well as dental care for primary school students. We have also created a hostel for young girls in middle and high school in the north of the country to prevent them from dropping out of school and we support various vocational training programs in the hotel industry, agro-ecology and pastry-making.

Sponsoring the Bayon School – Why?

Sponsoring the Bayon School – Why?

The Bayon school welcomed its first pupils in the primary school almost 20 years ago in 1993 and over the years, our association has grown and diversified. A program to accompany students in secondary school, a pastry and bakery school, training in agro-ecology, development of income-generating activities for the families of the students… all of this has been made possible thanks to the precious support of a group of people: our godfathers, godmothers and sponsors.

They started out as a small group of about twenty;  now they form a community of more than 450. The Bayon School is a big family, in which each person plays a role: from the volunteers, to Thorth, our executive director, to the occasional donor. The sponsors play a central role in this wonderful picture because they not only bring our projects to life, but also support them in the long term. Accountants, artists, school teachers, from Paris to the small villages of the Vaucluse, London or Singapore, so many different profiles that constitute the primary strength of our projects.

Our gratitude is immense and thanking these men and women is a priority for us. Our regular exchanges with them allow us to maintain strong links over the years. An updated presentation of our projects every other month, a newsletter which discusses fundamental issues every quarter, a direct link with news from the field on social networks and through direct exchange with our communication manager… We do everything possible to place them at the heart of our projects. Authenticity and sincerity are the key words of this relationship which allows us to provide quality education to children living within the Angkor temples.

By sponsoring the Bayon School, they have decided to support this quality education, entirely free of charge for more than 450 young people, taking care of all the basic needs which are necessary to the proper development of children/students. While a quality education is essential to progress in life, it is at least as important to foster personal development through recreational, cultural and sports activities.  This is why we have integrated various activities into the school curriculum, from physical activity to cultural and artistic awareness.

You too can take part in this magnificent web of human links (participation from 13€ per month). All the information about sponsorship and other ways of support on our website: https://ecoledubayon.opte.io/nous-soutenir/

Rainy season, agro-ecology and climate change: the challenges of dual seasonality in Cambodia

Marie Hooker, intern in the agroecology program, arrived in Siem Reap at the end of August, right in the middle of the rainy season. Here she explains the findings and issues she noticed during this important period in Cambodia. 

Cambodia’s climate is tropical and humid. During the year, a dry season alternates with a rainy season, which accounts for 80% of the annual rainfall. We are just coming out of this rainy season, which runs from May to November, and which is of crucial importance for agricultural production.

Cambodian farmers are used to living with this double season and have adapted their farming systems. Rice, for example, is grown year-round in six-month cropping cycles, with sowing and harvesting dates aligned with the onset of the dry and rainy seasons. This ensures that the crops are harvested with the right moisture content and means that the rice can be stored for up to six months.

For the farmers that we accompany, the rainy season is a complicated time, as the humidity level becomes too high for the production of vegetables and the heavy rains cause damage to the soil and crops. A drop in production during this period is therefore to be expected (even more so this year when the effect has been amplified by the sanitary crisis). It is much easier to control the cropping system in the dry season, where, with sufficient water,  the vegetables grow without difficulty.

I was able to observe for myself the consequences of the rainy season on our farmers’ farms. The first and most obvious one is the flooding of the gardens. Most farms have a portion of their garden flooded during the last two months of the rainy season (September to November). This happens every year and they are prepared for it, but it does mean that they have only a small area to cultivate during this period.

Another direct consequence is that the humidity and recurrent rains are particularly conducive to the development of diseases and pests on the crops. It is common for an entire crop to die suddenly from a fungus or insect attack. Without pesticides, it is very difficult to counter these attacks when they occur, so we only have preventive techniques, the effectiveness of which depends on the entire agro-ecological exploitation of the garden.

Heavy rains also cause significant damage to the soil. Bare soil risks the formation of a crust, i.e. compacting of the surface, making seed germination difficult. There is also a risk of erosion and loss of nutrients from rain. Sowing is therefore particularly difficult at this time of year, due to the formation of the crust and the fragility of the young seedlings, which cannot withstand the violence of the rains.

Faced with all these problems, our farmers are forced to adapt their practices.

They sow their crops under shelters, they are more attentive to the emergence of diseases and they are more cautious about the types of vegetables they grow. They switch to crops that are easier to grow, that they are comfortable with and that are less susceptible to disease. The mistake would be to continue to grow fragile crops, permanently introducing the disease or pest into the garden.

Agro-ecology consists in making the agricultural system work in accordance with natural processes, forming a whole. Its principles therefore offer solutions that allow production not in spite of, but in harmony with the rainy season. To avoid soil erosion, we need to maintain a permanent cover of the soil, using green manure, for example. This promotes soil life, improves its structure and provides nutrients that will be useful for the next crop. To avoid the proliferation of diseases, we cultivate adapted and diversified varieties, which increase the biodiversity of the agro-ecosystem and improve its functioning as an ecosystem. Thus, by allowing the garden to function according to these natural processes, the rainy season is no longer a constraint but an asset: it is the moment to sow green manure that would otherwise have taken the place of a crop, to collect water hyacinths to make compost, or to diversify one’s cropping system by growing adapted vegetables.

These techniques may seem less productive over the short term, and it is sometimes difficult for our farmers to apply them, knowing that they will not earn a direct income. However, the creation of a functional agro-ecosystem will allow them to obtain a stable production in the medium and long term. The more they implement techniques to preserve their soils and promote biodiversity, the easier it will be for them to cultivate crops during the rainy season, and the more resilient their gardens will be in the face of increasingly marked climatic variability.

The problems mentioned here are not specific to the rainy season. Soil erosion, the appearance of crop diseases and pests, as well as the loss of crop biodiversity are global problems that affect all agricultural systems, and which are particularly highlighted by the rainy season. The alternating dry and wet seasons make Cambodia particularly vulnerable to climate change, as this will mean more drought in the dry season and more extreme conditions in the rainy season. The rainy season is becoming more and more unpredictable, increasing uncertainty for farmers about what they will be able to produce.

It is therefore essential to promote agricultural systems that can cope with these challenges, that are adapted to the dual seasonality, but that are also resilient to future variability. To be sustainable, these systems must be agro-ecological, i.e. based on natural processes and the careful observation of the environment, all of which are the antithesis of Western agribusiness models.

Four lessons to be learned from this exceptional year

Four lessons to be learned from this exceptional year

Thorth, Vantha, Rithy, Sakoth and Soky come back with their words on these last two years and on what lessons they have learned. What tools will we keep in the future? What did we learn?

Resilience, solidarity and adaptability: these are the terms that have guided their work and become the driving force behind their commitment.

Lesson #1: Learn to anticipate to better apprehend

If you ask Thorth, Deputy Executive Director of the Bayon School, what he remembers about the past year, his first words are “unpredictable” and “stressful”. Indeed, his main goal over the past few months has been “to make sure that we would be able to maintain the education of all our students at a stable level: we had to consider which were the essential actions where we needed to mobilize our efforts and which were the ones where we could slow down, to make sure that we would be able to meet this goal, despite the situation.” 

He explains that we had to consult, debate and make decisions to respond to the emergency, without knowing how the crisis would evolve: “This taught me to analyze and question myself more about future issues in order to anticipate this type of situation as well as possible, even though they are exceptional.”

“We learned to adapt quickly and to find a solution to each problem, thanks to the commitment of the entire team: the challenge was to move forward day after day and to think about our actions in the short term to ensure an optimal efficiency.”

Thorth, Deputy Executive Director.

Lesson #2: Communicate better to be aware of each other’s needs

The implementation of online courses within our training and the obligation to visit our primary school students in the villages made us realize that it was essential to be aware of everyone’s needs.

“We became aware of everyone’s needs because we were with them on a daily basis, in their villages and their environment. We were able to discuss with the parents, especially those whose children are having the most difficulty. Today, this allows us to go back to school knowing which students we need to follow more closely, even though we are back to functioning normally.”

Vantha, Primary School Director.

The development of online education – Zoom, YouTube and Telegram – means that our baking school students have been able to use these different communication channels to stay in constant contact with our teams and their peers. Sokly, our pastry teacher, and Rithy, the new director of the pastry school, were therefore never disconnected from the reality of each one, quite the contrary.

“Each platform had its purpose. Zoom was a way to discuss together any questions related to the courses but also a space where students could hear and exchange with each other. YouTube allowed students to review at their own rhythm and to prepare their questions for our online meetings. Finally, Telegram was our main tool to discuss more informal, but all the more important, subjects at this time: how they are feeling, their emotions about the crisis and how we can help them. It allowed us to stay connected with them and for them to feel that we were listening to them.”

Rithy, Pastry School Director.

Lesson #3: Focus on short and local circuits

When the town of Siem Reap closed and all activities were suspended, the Vegetable Garden Project team was faced with a major dilemma: how to sell the vegetables produced by our farmers and avoid losses? 

Most of the farmers could no longer move between villages while the vegetable production was increasing. They had no way of selling their vegetables and we needed to find solutions. Working with the social team and the follow up team, we decided to buy back the vegetables and then redistribute them to our beneficiary families. They were therefore assured of having an income to take care of their families and we were assured that our beneficiaries would have something to eat despite the loss of their jobs,” said Sakoth, manager of the vegetable garden project and the agro-ecology school. “This project has strengthened the work of our farmers and made them aware of the role they play in Bayon’s chain of support. They are increasingly motivated to learn and to become more involved, so that it benefits everyone.” 

From a more global perspective, the complete absence of tourists has had a considerable impact on our activities, mainly that of the Coffee Shop. For Thorth, it was the opportunity to rethink our relationship with the local population, so that we would not be completely dependent on tourists. “The closure of the Coffee Shop was not easy to manage since its income finances our pastry training program. We had to find new solutions. Today, we would like to develop local products so that we can serve a local clientele and increase our visibility in Siem Reap.

Sreyleak, Coffee Shop Manager.

Lesson #4: Working better as a team for greater efficiency

The social team, in constant contact with our students and their families, has been at the heart of our actions for many months. Their work has been essential in following up with our families and responding effectively to the emergency. Soky, head of the social team, is proud of the work accomplished by her colleagues.

“We had to work hand in hand and it was not always easy. We had to think about our actions as a team, to divide the tasks. We realized what needed to be done and had to prepare ourselves to be more effective in the field. I’m really proud of our work; we’ve been busy, it has been hard work, but we have never stopped thinking about the families and the children.”

Soky, Social Team Manager.

Outside the Bayon School team, it was also necessary to work closely with the local authorities, as it was difficult to get around. “We worked jointly with the village and community chiefs. They often acted as a relay between our beneficiaries and our teams, which allowed us to keep in touch, even when we could not move between areas,” explains Thorth.

What we remember from that time is the force of teamwork: we can help each other to help those most in need. The team is more close-knit now than ever before.