Secondary school support Archives

Brilliant achievement in the secondary orientation event: sailing excellently into the future!

by ecoledubayon | 24 Aug 2023 | General education, Secondary school support

On August 13, 2023, at the eminent VANDA Institute in Siem Reap, we had the honor of welcoming His Excellency Kol Peng Vadhana, the Under Secretary of State in the Ministry of Education, as well as representatives from 8 prestigious universities and renowned professional training institutions in Siem Reap.

The orientation theme, “Charting Paths, Enriching Excellence: Navigating Preparedness and Exploring Opportunities,” beautifully encapsulates the essence of the event.

An engaging symposium unfolded, providing students with an invaluable opportunity to learn, dream and interact with diverse attendees. His Excellency Kol Peng Vadhana and Tang Meanrith, both eminent speakers, inspired the students with their thoughts on motivation and ambition.

This event presented itself as a remarkable gateway for students to explore their educational paths, make informed decisions about their future studies and forge links with renowned institutions.

Even students from the School of Pastry and Agroecology got excited by joining the event, showcasing their educational paths to their high school peers.

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

by ecoledubayon | 21 Mar 2022 | Agroecology training, Bakery and pastry school, General education, Primary school, Secondary school support, Social and families support, Vocational training

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?

by ecoledubayon | 21 Dec 2021 | Agroecology training, Bakery and pastry school, General education, Health, hygiene and food, Primary school, Secondary school support, Social and families support, Sustainable agriculture and environment, Vocational training

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/

Four lessons to be learned from this exceptional year

by ecoledubayon | 20 Dec 2021 | Agroecology training, Bakery and pastry school, Coffee Shop, General education, Health, hygiene and food, Primary school, Secondary school support, Social and families support, Sustainable agriculture and environment, Vocational training

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.

Become aware of its role

by ecoledubayon | 20 Dec 2021 | Agroecology training, Bakery and pastry school, General education, Primary school, Secondary school support, Social and families support, Sustainable agriculture and environment, Vocational training

It has been 4 months since I landed in Cambodia and the time has flown by. Since my release from quarantine, it has been a whirlwind of discoveries and sometimes I feel like I only arrived yesterday….

I had been warned that Siem Reap was all over the place and that the passage of Covid had had a considerable impact on the town; add to all that the renovation of the roads and the first impression is – how can I say – dusty?

Furthermore, the closing of 80% of the hotels, restaurants and bars gave the city, at that time, the appearance of a ghost town. Even though the shock was a bit brutal, I had had the time to anticipate it and prepare myself for it, which surely made my arrival smoother than it could have been.

After these first impressions, I was able to meet the team of the Bayon School and discover what we – the school, the local team, all the hard work – are committed to achieving. And what a joy!

I was able to visit the agro-ecology school, the pastry school, where the offices are, and the primary school, such a special place being located within the temples and sheltered from the sun and the noise of the city. If all the schools were still closed, the discovery of these places allowed me to put real images on those I had imagined.

I also visited the farmers to discover their vegetable gardens and was impressed by the work of these women who work the land, often alone, and whose production allows us to feed our beneficiary families. There is so much to say about them and the few pictures I was able to take often speak for themselves.

I remember that, after this first visit, Sakoth, the agroecology program manager, took me back into town on his motorcycle and, having no idea which way we were going, I let myself be driven around. What a surprise when I realized that we were on the road to the temples as I saw rise before me these magnificent stones and the impressive Angkor Wat.

I was stunned by this spectacle and realized how very lucky I am to be here, in the middle of a pandemic.

Today, 4 months later, I have had time to find my feet and I know Siem Reap (almost) like the back of my hand. The sanitary situation has clearly improved since September and we no longer have any restrictions, which allows us to appreciate the town differently. The roads are almost finished, we can see some tourists coming back and this gives us hope that we are heading towards better times – even if the situation in Europe alarms many people.

My work has taken on its full dimension by being here. I know why and for whom I am involved, I see the results of our actions and I observe the progress we are making. I have exchanged with the team, I have listened to their life stories and their reflections and I am aware of the role we have as volunteers in the field.

I wonder about what we have and must bring to them, how to be a support, at their side, whilst letting them guide their projects because they, more than anyone, know the issues of their country, the consequences of their history and the situations in which the most vulnerable populations are. I think it is important, when we go into the field, to be aware of these different issues and to know how to take a step back when the reflection is too far from our reality and from what we think we know about the country we are visiting.

I feel that we need to be aware of the fact that, while most of us are just passing through, for those who live here and work at the Bayon School, this really is a lifelong commitment.

I see my role as a small hand in the shadows, helping to shine some light on the team’s work. I like to share my knowledge with them and give them the tools to do it for themselves, to exchange with them and to question myself on the way we articulate our work to make sure that it bears fruit.

I like the idea that we are here to sow what we know and direct the work towards fair and sustainable decisions. Socially, environmentally and economically sustainable. Not to reproduce the same patterns that we all know, but to offer our children a better future and to give them the keys to understand today’s world whilst designing their own world for the future.

During my time at the Bayon School, I hope to develop these ideas, to tell the story behind the hard work, to share the questions we ask and the answers we find. I hope to transcribe in my writing and the contents I share with you, this dynamic that we want to establish, to question myself and to question you in turn on the difficulties encountered here, which, although they are physically far from you, are very often the echo of what we encounter at home.

I hope to be able to show you the will and commitment of our members, of a local team that never loses sight of its objective: to offer children a quality education and to ensure them a better future.

The importance of a database

by ecoledubayon | 31 Mar 2021 | General education, Primary school, Secondary school support, Social and families support

Pinelopi, an intern at BED for 6 months, tells us about the database she created to centralize information about our beneficiaries. A task that at first glance seems obvious, but that turns out to be both complex, technical and vital to improve the quality of the programs we implement.

In September of 2020, I arrived at Bayon Education and Development to implement a project initially sought out by members of the social and health teams. The project? To develop and implement a database that would organize the data collected on beneficiaries as well as assist with the monitoring and evaluation needs of BED.

Database and its contents

The database was built using an online software called TeamDesk. A tool customized to reflect the needs of BED’s data collection and organization of three main components: social, health, and education.

Throughout their enrollment from kindergarten to grade 12, and in some cases university, beneficiaries are monitored by BED’s team of social workers, medical professionals and educators. The social, health and educational data collected by our teams are essential for proper monitoring of each beneficiary as well as for assessing the efficacy and impact of our programs. As a result, the database currently stores the social, health and education information of beneficiaries enrolled in our Primary School, Follow-up and University programs (372 students and 242 families).

Need for a data base

Prior to the implementation of the database, BED was seeking a way to improve the monitoring and evaluation strategies of beneficiaries and programs.

As information was collected by different teams, and previously stored in several unrelated Excel files, performing analyses across the different components of data collection was quite complicated. Additionally, it was challenging to share information between teams.

Lastly, new records were created every year, thus making it difficult to monitor students and families over time and get a sense of the impact and evolution of BED. Therefore, three basic needs were required of the new database: the ability to

Store and relate beneficiary data in one place,
Keep a history of collected data,
Analyze the collected data

Value & impact

Within the database, each student and family has a personal file that stores data collected by each team throughout their enrollment in BED. This has two important implications:

The team has access to a comprehensive file to monitor each student and family and
Information related to beneficiaries or a program can be monitored over the years.

In addition to the impact on data organization and monitoring, the database has also influenced how each team collects their data. Teachers at the primary school can now record attendance and exam scores directly on their phone or a tablet, medical check-ups are recorded using a tablet, and social workers have the ability to update a family’s information at the time of their visit. This feature provides all teams with immediate access to updated information as it is collected.

Lastly, information can also be organized in charts, graphs and figures. This enables BED’s management to derive insights on the performance of the different projects under its umbrella.

Implementation & future

As BED also aims to increase the skills of its staff, several training sessions have been given and the local teams are now autonomous in the use of the database.

Although this project begins with three programs (primary, follow-up and university), the long-term objective would be to carry out data collection for all of BED’s programs on the database. Ultimately, the purpose of this database is to serve BED’s team and management in relating information across different data collection tasks and to improve the organization’s ability to track the evolution of beneficiaries and programs over the years to come.

It has been an incredible experience working with each person at BED to complete this project. To say the least, I believe it has been a learning experience for me as well as for all the team members who have had to adjust to a new tool for completing their work in support of children and families enrolled with BED.

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