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PHNOM PENH
OFFICE
R E P O R T
2014-2015
KH/2016/RP/73
Phnom Penh, November 2016
Original: English
R E P O R T
2014-2015
P H N O M P E N H
O F F I C E
TABLE
OF CONTENTS
01. Foreword
04. UNESCO in Cambodia Today
12. Education
26. Natural Sciences
36. Culture
48. Communication and Information
56. The Cambodian National Commission for UNESCO
58. UNESCO Staff Members
62. Glossary
FOREWORD
2
The year 2015 saw the closure of the MDG era and
ushered in the 2030 Sustainable Development Goals.
The SDGs articulate our shared vision for the world
and its inhabitants, and will act as a blueprint for all
our developmental initiatives, offering insight and
coherence to the work we do.
It is a great pleasure for me to share with you the report of the UNESCO
Office in Phnom Penh for the 2014-2015 biennium. UNESCO continued its
successful collaboration with the Royal Government of Cambodia, national
institutions and civil society organizations in all its fields of competence
namely, Education, Culture, Natural Sciences, and Communication and
Information to support and provide the foundations to realize Cambodia’s
aspirations in becoming an upper-middle income country by 2030.
Starting with Education, the 2015 was the year to celebrate the tremendous
overall progress and the achievement by Cambodia of the MDG 2 related
to Universal Primary Education and the six Education for All Goals. During
2015, Cambodia was actively engaged with UNESCO which led regional
and international processes in defining and finalizing the Sustainable
Development Goal 4 on Education, recognizing the issues of equity,
inclusion, quality and lifelong learning to be considered for Cambodia’s
2030 education agenda.
Amongst major efforts, UNESCO supported the successful implementation
of the National Literacy Campaign 2015, enabling over 66,000 adults
mainly women to become literate. Another notable achievement is the
successful formulation and adoption by the Ministry of Education Youth
and Sports of the Teacher Policy Action Plan, which has become one of the
key reform priority to improve overall quality of teaching and learning in
Cambodia in coming years.
In the field of culture, as a result of both rigorous efforts and fortuity,
there have been a series of restitutions of Angkorian masterpieces from
prestigious American and British museums and auction houses. The
return of six extraordinary pieces constitute an exemplary ethical gesture
3
from these institutions and has set a standard for other returns. An
exhibition organized at the National Museum in October 2014 showcased
the restituted pieces and was inaugurated by H.E. Sok An, Deputy PrimeMinister and President of the Cambodian National Commission to UNESCO.
In the field of communication and information, the biennium 20142015 has been marked by the launching of exciting and significant new
initiatives. In 2014, UNESCO launched a participatory law-making process
in collaboration with the Ministry of Information and representatives of the
civil society for the drafting of an Access to Information Law. This project
which is supported by the Government of Sweden aims to create a strong
foundation for Cambodia’s efforts towards openness, accountability
and democratic governance. In 2015, UNESCO started a project on the
digitalization and preservation of the Tuol Sleng archives supported by
KOICA. The Tuol Sleng archives were registered as world documentary
heritage under the Memory of the World programme in 2009, and are
integral to the memory of the Cambodian people.
The Natural Sciences team has concentrated its efforts on the promotion
of biodiversity by developing a biodiversity toolkit as well as by publishing
a richly illustrated book for teenagers on the four main ecosystems in
Cambodia. A cartoon made within the framework of the anti-plastic bag
campaign resulted in resounding success.
We recognize that these achievements would not have been possible
without the cooperation of all our active partners from civil society,
UN agencies, donors, and the Royal Government of Cambodia. Lastly, I
congratulate my UNESCO colleagues who have worked with persistence
and integrity to help secure a brighter future for Cambodia and its people.
Anne Lemaistre
UNESCO Representative in Cambodia
UNESCO
in CAMBODIA TODAY
5
UNESCO - United Nations Educational,
Scientific and Cultural Organization was
established in November 1945, at a time
when the world had experienced two
devastating wars. UNESCO foundations
were rooted in the concerns of the time.
Through this specialized UN agency, we
aim to build peace and security among
nations through all its fields of competence: Education, Sciences, Culture, Communication and Information.
UNESCO VISION
“To build peace in the minds of people”
by contributing to peace and security in
the world and promoting collaboration
among nations through education, science, culture, communication and information.
UNESCO’S MISSION
STATEMENT
As a specialized agency of the United
Nations, UNESCO – pursuant to its Constitution – contributes to the building of
peace, the eradication of poverty, and
sustainable development and intercultural dialogue through education, the sciences, culture, communication and information.
MEDIUM-TERM STRATEGY 2014–2021
Global priorities: Gender equalityAfrica
SO 1: Supporting Member
States to develop
education systems to
foster high-quality and
inclusive lifelong learning
for all
SO 2: Empowering
learners to be creative and
responsible global citizens
SO 3: Advancing Education
for All (EFA) and shaping
the future international
education agenda
SO 4: Strengthening
science, technology and
innovation systems and
policies – nationally,
regionally and globally
SO 7: Protecting,
promoting and
transmitting heritage
SO 8: Fostering creativity
and the diversity of
cultural expressions
SO 9: Promoting freedom
of expression, media
development and access
to information and
knowledge
SO 5: Promoting
international scientific
cooperation on critical
challenges to sustainable
development
SO 6: Supporting inclusive
social development,
fostering intercultural
dialogue for the
rapprochement of cultures
and promoting ethical
principles
Strategic
objectives:
•Responding to Post-Conflict and
Post-Disaster Situations
• Peace, Equitable and
Sustainable Development
Overarching
objectives:
6
UNESCO PRINCIPAL
FUNCTIONS
To fulfil its mandate, UNESCO performs
five principal functions within its spheres
of competence:
(a) Serving as a laboratory of ideas and
generating innovative proposals and
policy advice in its fields of competence;
(b) Developing and reinforcing the global agenda in its fields of competence
through policy analysis, monitoring
and benchmarking;
(c) Setting norms and standards in its
fields of competence and supporting
and monitoring their implementation;
(d) Strengthening international and regional cooperation in its fields of
competence, and fostering alliances,
intellectual cooperation, knowledgesharing and operational partnerships;
(e) Providing advice for policy development and implementation, and developing institutional and human capacities.
UNESCO PRINCIPLES
UNESCO is working to create the conditions for genuine dialogue based upon
respect for shared values and the dignity
of each civilization and culture. This role
is critical, particularly in the face of terrorism, which constitutes an attack against
humanity. The world urgently requires
global visions of sustainable development based upon observance of human
rights, mutual respect and the alleviation
of poverty, all of which lie at the heart of
UNESCO’s mission and activities.
OVERALL STRATEGY OF
THE UNESCO OFFICE IN
PHNOM PENH
1. Design and implement programmes
and projects contributing to the strategic objectives of UNESCO in the
country.
2. Develop projects, raise funds and implement the projects in the areas of
competence of the Office to reinforce
programme activities.
3. Promote and enhance partnerships
and networks for disseminating and
sharing information and ideas with
the stakeholders in the country.
7
4. Enhance the capacity of the staff for
strategic planning and management
of the programmes and projects for
delivering results in the country.
5. Position the environment of the Office for efficient and effective delivery
of programmes and projects in the
country.
6. Expand knowledge management of
the Office to facilitate decision making and problem solving by the staff
for the delivery of results.
CORE VALUES OF
THE UNESCO STAFF
• Commitment to the Organization
• Integrity
• Respect for Diversity
• Professionalism
UNESCO is not a funding agency but provides technical and advisory services.
Therefore, UNESCO’s strategies focus
on catalytic actions that mobilize international and national support through
extra-budgetary funding, (particularly donor countries under funds-in-trust agreements).
8
Communication
and Information
22%
Culture
36%
Education
39%
Natural
Science
3%
Extrabudgetary contributions by donors 2014-2015 (in USD)
Extrabudgetary
project by Unit
2014-2015
UNESCO PHNOM PENH IN NUMBERS
AZERBAIJAN-DANIDA-
FINLAND-NORWAY-SIDA
30%
FLANDERS
1%
FRANCE
2%
ITALY
0.18%
JAPAN
33%
KOICA
9%
MALAYSIA
1%
Private sector
KOBI GRAPHIS Co., LTD
1%
SIDA
13%
UNAIDS
2%
GLOBAL PARTNERSHIP FOR EDUCATION
5%
WORLD HERITAGE FUND
3%
9Sources of Funds Project Description
Allocation
2014 - 2015
Total
Allocation of
Project
Valid
SIDA
Working Towards an Access to Information Law in
Cambodia: Bridging the Government and Citizens
for Participatory Law-making
377,793 1,386,748 2014-2017
KOICA Tuol Sleng Genocide Museum Project 252,000 1,150,000 2014-2017
WORLD HERITAGE
FUND
Ch.3: EMERGENCY ASSISTANCE temple of
Preah Vihear 72,922 72,922 2012-2015
FLANDERS CENTENARY OF WWI and its Underwater Cultural Heritage - Exhibit on African and Asian Involvement 20,032 49,990 2014-2018
FRANCE
Comité international de coordination pour
la sauveguarde et le développement du site
historique d’Angkor.
59,099 227,666 2008-2016
ITALY Safeguarding of the Angkor Wat Temple - Phase II 5,139 200,000 2012-2015
JAPAN Safeguarding of the Bayon Temple of Angkor Thom, 4th phase of the UNESCO /JASA Project 703,258 2,500,000 2011-2016
JAPAN
International Coordinating Committee for
the Safeguarding and Development of the Historic
Site of Angkor (ICC-Angkor)
66,000 66,000 2014-2016
JAPAN
Assistance to World Heritage Site Museums for a
better Interpretation of Living Heritage Sites in
Cambodia, Laos and Viet Nam
55,800 55,800 2011-2015
Private sector
KOBI GRAPHIS Co.,
LTD
The 1st Asia Regional World Heritage Youth Forum
Project 24,011 40,000 2015
JAPAN Reorienting Quality Teacher Education towards EFA and ESD, Phase 3 10,000 10,000 2014
UNAIDS UNAIDS/UBRAF HIV and Health activities inAsia-Pacific Region 47,512 75,000 2014-2015
AZERBAIJAN-DANIDA-
FINLAND-NORWAY-
SIDA
Capacity development for Education for All 849,400 2,100,000 2009-2016
JAPAN Education for Sustainable Development - Building Momentum towards 2014 59,750 59,750 2014-2015
GLOBAL PARTNER-
SHIP FOR EDUCATION
Supporting Development of Education Strategic
Plan 2014 - 2018 130,053 226,682 2013-2015
JAPAN Angkor World Heritage Site and Siem Reap Water Systems 26,600 63,500 2015
MALAYSIA Angkor World Heritage Site and Siem Reap Water Systems 36,900 63,500 2015
JAPAN
The 8th Southeast Asia Biosphere Reserve Network
(SeaBRnet) & 2nd Asia-Pacific Biophere Reserves
Network (APBRN)
24,677 42,677 2014
TOTAL: 2,820,946 8,390,235
10
1992
Creation of the
Memory of the
World programme
to protect irreplaceable library treasures and archive
collections. It now
includes sound,
film and television
archives.
1998
The Universal
Declaration on the
Human Genome
and Human Rights,
adopted by UNESCO
in 1997, and endorsed by the UN.
1999
Director-General
Koïchiro Matsuura
undertakes major
reforms to restructure and decentralize the Organization’s staff and
activities.
2001
UNESCO Universal
Declaration on
Cultural Diversity adopted by the
General Conference.
2003
United States returns to UNESCO.
1997
The United Kingdom returns to
UNESCO.
Representatives of
37 countries met in
London to sign
UNESCO’s Constitution which came
into force on 4 November 1946 after
ratification by 20
signatories.
1945
16 November
UNESCO
recommends that
Member States
make free primary
education compulsory and universal.
1948
The Republic of
South Africa withdrew from UNESCO
claiming that some
of the Organization’s publications
amount to “interference” in the
country’s “racial
problems”. The
state rejoined the
Organization in
1994 under the
leadership of Nelson Mandela.
1956
Inauguration of
UNESCO’s permanent Headquarters
in Paris designed by
Marcel Breuer (US),
Pier-Luigi Nervi
(Italy) and Bernard
Zehrfuss (France).
1958
Launching of the Nubia Campaign in Egypt
to move the Great
Temple of Abu Simbel
to keep it from being
swamped by the Nile
after construction
of the Aswan Dam.
During the 20 year
campaign, 22 monuments and architectural complexes are
relocated. This was
the first and largest in
a series of campaigns
including Moenjodaro
(Pakistan), Fez (Morocco), Kathmandu
(Nepal), Borobudur
(Indonesia) and the
Acropolis (Greece).
1960 1968
An intergovernmental conference
convened by
UNESCO adopts the
Universal Copyright
Convention. In the
decades following
World War II, the
Convention served
to extend copyright protection to
numerous states
not yet party to the
Berne Convention
for the Protection
of Literary and Artistic Works (1886).
1952
The World Conference on Education
for All, in Jomtiem,
Thailand, launches
a global movement
to provide basic
education for all
children, youth and
adults. Held ten
years later in Dakar,
Senegal, the World
Education Forum
committed governments to achieving
basic education for
all by 2015.
1990
11
www.unesco.org
History:
Key Milestones from 70 Years of
UNESCO Existence
2005
Brunei Darussalam
becomes UNESCO’s
191st Member State.
2007
Montenegro
becomes UNESCO’s
the 192nd Member
State.
2007
Singapore returns
to UNESCO as the
193rd Member State.
2009
Ms. Irina Bokova
becomes the first
woman DirectorGeneral of
UNESCO.
2011
South Sudan and
Palestine become
UNESCO’s 194th and
195th members.
2013 2015
Ms. Irina Bokova
is re-elected as
Director-General of
UNESCO.
70th Anniversary
of UNESCO
1968
The Convention
concerning the Protection of the World
Cultural and Natural
Heritage was
adopted. The World
Heritage Committee was established
in 1976 and the first
sites were inscribed
on the World
Heritage List in
1978.
1972
H.H. Pope Paul VI
awarded the John
XXIII Peace Prize to
UNESCO.
1974
The United Nations
University was established in Tokyo
under the auspices
of the UN and
UNESCO.
1975
UNESCO adopts
the Declaration on
Race and Racial
Prejudice. Subsequent reports on
the issue by the
Director-General
served to discredit
and dismiss the
pseudo-scientific
foundations of
racism.
1978
The first two volumes of UNESCO’s
General History
of Africa were published. Similar
series focused on
other regions, notably Central Asia and
the Caribbean.
1980
United States
withdraws from the
Organization citing
disagreement over
management and
other issues. The
United Kingdom
and Singapore
withdraw in 1985.
The Organization’s
budget drops considerably.
1984
UNESCO organizes the first
intergovernmental
conference aimed
at reconciling the
environment and
development, now
known as “sustainable development”. This led
to the creation of
UNESCO’s Man
and the Biosphere
Programme.
16 November
EDUCATION
13education
UNESCO’s work in Education in Cambodia in 2014 - 2015 focused on:
i. Strengthening institutional capacities of the government and non-governmental institutions and technical
capacities of the senior and technical
officials to improve equitable access
to quality teaching and learning opportunities for all through formal and
non-formal education.
ii. Facilitating coordination and dialogue
between international and national
development partners and with the
government to improve overall support to the education sector. It also
included rallying the national and international partners/stakeholders in
the advocacy efforts for equity and
opportunity for quality education for
all, through the celebration of national and international days/events.
Key actions and results
in 2014 - 2015
STRENGTHENING TEACHER
EDUCATION IN CAMBODIA
The Ministry of Education, Youth and
Sport (MoEYS) was provided technical
and financial support in developing and
finalizing the Teacher Policy Action Plan
2015 – 2020 (TPAP). The TPAP addresses
the issues of recruitment, retention, benefits and teacher professional development and support.
As part of the operationalization of the
TPAP, the Royal University of Phnom
Penh was supported to conduct the study
“Opportunities and challenges for in-service qualification upgrade of tea-chers
in Cambodia”. The study identified keen
demand among teachers for in-service
model and opportunity to upgrade their
qualifications. Informed by this study,
UNESCO is supporting to design an inservice qualifications upgrade model for
Primary Teachers in Cambodia to enable
them to acquire upper-secondary (Grade
12) certification. The program aims to
support teachers in contiuing professional development to meet the Ministry
policy objective of upgrading all teachers
to Bachelors level by 2020.
LITERACY AND NON-FORMAL
EDUCATION
National Literacy Campaign 2015
UNESCO is the only multi-lateral development partner supporting literacy and NonFormal Education in Cambodia, through
its Capacity Development for Education
for All (CapEFA) programme. While Cambodia is committed to achieve the Education for All goals by 2015, the literacy goal
would have been missed if current trends
would have continued. The literacy target
for Cambodia was 84.4%, but, the projection prepared by UNESCO informed that
the country would have achieved a literacy rate of 78.2% in year 2015 if the current trend continued. Cambodia’s literacy
education14
challenges also include disparities in literacy rates among age and gender groups
(85.1% among males and 70.9% among
females), between urban and rural populations (90.4% and 74% respectively), and
among ethnic minorities and those who
are most marginalized. In order to reverse the trend, the Department of NonFormal Education (DNFE) was supported
to develop a Country Literacy Acceleration Plan (CLAP). The plan identified clear
priorities and strategies specifically targeted to reach marginalized groups to
accelerate literacy improvements in Cambodia towards achieving 2015 Education
For All literacy goal. Representatives
from all provincial and district education
offices participated in several UNESCO
supported capacity building trainings on
evidence-based analysis and planning
with clear priorities, realistic costing, efficient use of existing resources and mobilization of partnerships.
The CLAP facilitated the design of National Literacy Campaign 2015 (NLC). The
NLC became a key lever in mobilizing
Ministry leadership’s commitments and
efforts as well as government funds to
operationalize the Country Literacy Acceleration Plan. The Campaign enabled
the Ministry together with its partners
such as the Ministry of Women’s Affairs
and other NGOs to triple the efforts in
implementing literacy interventions enrolling 74,899 illiterate adults. To operate
the literacy classes 660 literacy teacher
trainers, 3,427 literacy teachers and facilitators were trained. In total, 53,996
(72% female) illiterate adults successfully
completed the programme, of which 1%
included illiterate female garment factory workers. A steering committee for
the management and implementation of
15education
the NLC was created and chaired by His Excellency Minister of Education Youth and
Sport. Further, UNESCO works in close
partnership with the Ministry to mobilize resource from other stakeholders to
raise awareness on literacy programme
and to promote in particular the 2015 National Literacy Campaign. For example,
Raksmey Hang Meas, the media company, produced a Television Commercial to
celebrate the International Literacy Day
2014, SMART Axiata, the telecom comeducation16
pany, supported the awareness raising for
NLC 2015, all year long.
Revised National Curriculum for
Literacy
The MoEYS literacy curriculum was developed in 1996/97. Since then significant
changes and developments have taken
place in Cambodia, in the region and globally. In line with the ongoing curriculum
reform initiated by the Minister, it was
agreed with the MoEYS to review and revise the literacy curriculum with UNESCO
support. To guide the review and revision
process the Joint Technical Literacy Team
composed of membership from technical
departments of the MoEYS and line ministries, such as Departments of School
Health, Primary Education and Curriculum Development, Ministry of Cults and
Religion, Ministry of Women’s Affairs was
established. UNESCO provided technical
as well as financial assistance for the entire process. The revised curriculum is currently under final review and adoption.
17education
Community Learning Centres
To strengthen the management of the Community Learning Centres (CLC) UNESCO
supported the development of CLC Management Manual. The Manual was piloted in 3 CLCs: Siem Reap, Kampong Cham
and Battambang. The CLC Management
Committee members were trained at
their workplace on the application of the
Manual. As a result, they are able to develop their CLC Project Development Plan
(PDP) based on the community needs.
The three CLC Management Committees
shared their experiences with other CLC
Management Committees from 8 provinces. The Department of Non-Formal
Education (DNFE) mobilized the Capacity
Development Partnership Fund (CDPF) to
expand the training to other provinces.
Further UNESCO engaged the NGO Education Partnership (NEP) and its member
NGOs to use this Manual in their respective programs in different provinces, instead of developing new ones.
In addition, to support the Ministry leadership in improving the management
of CLC, NEP was supported to conduct a
study on the CLC financial disbursement
from national to local levels. The study
results showed different practical modalities applied by different provinces that
lead to under-utilization of budget and inefficiency of programme implementation
by the CLCs. One of the key recommendations is that total budget for CLC should
be transferred only once at the beginning
directly to the CLC bank account. This is
considered to be useful as the Ministry
endorsed in 2015 a Prakas on the CLC
Management Standard so that CLC will
have full authority of managing their own
programme.
Non-Formal Education Management Information System
A number of training workshops were
organized for technical staff at central
and provincial levels on data collection
and data management based on updated
Non-Formal Education Management Information System (NFE-MIS) application software created with the support of UNESCO
and now managed by the Department
of Non Formal Education (DNFE). In mid2015, another three-day training was organized for technical staff from the central departments and from provinces,
facilitated by UNESCO Bangkok Office to
provide a more in-depth knowledge of
NFE data and indicators, and to review
the NFE Data Analysis Report 2014 developed by DNFE. The team shared their
knowledge with other provincial NFE
colleagues through several workshops
in October and November 2015 by using
Government fund. Overall, five provinces,
Kampong Speu, Battambang, Siem Reap,
Preah Sihanouk and Kampong Chhnang
managed to use the NFE-MIS and developed their own NFE report in 2014. In
2015, additional five provinces, Takeo,
Kampot, Prey Veng, Banteay Meanchey,
and Kep developed their report based on
the NFE-MIS.
education18
Basic Education Equivalency
Programme
One of the biggest challenges of the Cambodian education sector is low transition
from primary to lower secondary and
high drop-out rates in the lower-secondary
levels. To address this challenge, UNESCO is
supporting the development of an alternative flexible learning program that enables the out of school learners to continue their education. The programme aims
to develop a certified and recognized curriculum with supporting learning modules that enables drop- out learners at
lower secondary education to continue
their education toward higher level or to
technical and vocational education programme. A technical team representing
the MoEYS, the Ministry of Labour and
Vocational Training (MoLVT) and NGOs
was supported by UNESCO to participate
in the Regional Planning Workshop for
Flexible Learning Strategy in Bangkok in
2015. The initial ideas and draft proposal
have been discussed and agreed with
the team as well as with the middle management level of the two Ministries, i.e.
MoLVT and MoEYS. In addition, the InterMinisterial Committee (IMC) of the two
Ministries has recently been created by
the Government which will guide development and piloting of this program.
PROMOTING GENDER EQUITY
AND EQUALITY
UNESCO supports the national counterparts in their work towards achieving
the Cambodian Millennium Development
Goals of promoting gender equality, empowering women, and prioritizing gender as a cross-cutting issues. In doing so
UNESCO supported review and drafting
of the Education and Training chapter of
the Neary Rattanak – IV (Royal Government’s Gender Mainstreaming Action
Plan 2014 – 2018) in close coordination
with the MoEYS, UNICEF and Ministry of
Woman Affairs (MoWA).
Further, in close collaboration with
MoWA and the Non-Formal Education
Department of MoEYS, UNESCO is supporting promotion of women participation and empowerment through basic literacy classes for illiterate women in rural
areas to acquire literacy and life skills.
19education
EDUCATION FOR
SUSTAINABLE
DEVELOPMENT
ESD helps people to
develop the attitudes,
skills and knowledge
to make informed decisions for the benefit of
themselves and others,
now and in the future,
and to act upon these
decisions.
The National Institute
of Education (NIE) was
provided technical
and financial support
and has successfully
reviewed the Teacher
Training Curriculum and deve-loped guidelines for introduction of ESD concepts and
practices in different subject areas. These
guidelines have been introduced in the
pre-service teacher training curriculum. In
addition, NIE continues the ESD and World
Heritage Education as part of its pre-service teachers training curriculum.
HIGHER EDUCATION
Promoting Quality Assurance in
Higher Education
Higher Education has expanded rapidly
in Cambodia over the last five years, particularly the private institutions. There is
a growing realization among the government policy-makers, development partners and the employment sector that
the quality of the higher education subsector while expanding quantitatively, remains poor. Some of the pressing issues
identified are inefficient/ineffective management of higher education institutions,
lack of legal instruments or poor implementation of the existing ones to govern
the institutions, little technical and professional qualifications of the academic
staff and research facilities, resulting in
production of graduates whose competence (knowledge, skills and behaviors)
continuously remain below the employment requirements and irrelevant to the
market needs.
To address these issues, the MoEYS has
embarked upon a systemic reform of the
higher-education sub-sector with a Higher
Education Vision 2030, Education Strategic Plan 2014 – 2018 and policy paper on
higher education which aim to improve
the overall governance and leadership of
Higher Education Institutions (HEIs). The
Accreditation Committee of Cambodia
(ACC) has been brought under the MoEYS
to further strengthen accreditation of
the HEIs and to ensure quality assurance
of educational standards.
During the biennium, UNESCO supported
training of 15 HEIs in the application of the
ACC guidelines and standards for internal
quality assessments as well as the training of the ACC’s external assessors. Following the training workshop, the 15 HEIs
education20
are expected to develop their institutional
Self-Assessment Reports and submit to
ACC in the coming year. During the 2016
– 2017 period, the ACC will be supported
to conduct training for the additional 15
HEIs and follow-up on the analysis and
feedback on the self-assessment reports
received from the 15 HEIs trained in 2014.
Promoting Education Research:
Cambodia Education Research
Forum
To build an enabling environment in the
education sector and to promote and
strengthen the research capacities of universities and institutes, UNESCO assisted
the MoEYS in developing the Education
Research Policy since 2009, aiming to
provide a guideline for educational research, in particular at the tertiary level,
and to produce a common tool to conduct and monitor research activities and
to create a more enabling environment
for research.
Further UNESCO supported the Cambodian Higher Education Association (CHEA)
to establish and organize the first Cambodia Education Research Forum (CERF)
from 14 – 16 February 2014 and the second CERF from 21 – 22 December 2015.
The CHEA is an umbrella organization
of private HEIs in Cambodia to pursue
the common interest of enhancing quality and excellence in higher education in
the country and in the region. The CERF
has close cooperation with the Ministry
of Education, Youth and Sport, development partners and the private sector.
The Cambodia Education Research Forum (CERF) provided valuable platform
to bring together higher education students, researchers and the practitioners
to share their research and learn from the
research experiences and findings of their
peers and experts. The CERF brought together institutions engaged in conducting and promoting education research in
Cambodia and also aimed to bring international experts from the region and beyond. The compendium of the research
presented at the Forum was disseminated widely and made available electronically to the public to promote research
and dialogue. Inaugurating the second
forum, the Minister of Education agreed
to the recommendation to make CERF an
annual research platform with technical
and financial support from governmental
and non-governmental organizations, development partners and the private sector.
SUSTAINABLE DEVELOPMENT
GOALS 2030: SDG GOAL 4
– EDUCATION 2030
UNESCO supported the Cambodian high
level delegation led by the Minister of Education Youth and Sport to join the World
Education Forum (WEF) 2015, held in May
2015 in Incheon, Republic of Korea. The
Forum aimed to: (i) Take stock of achievements and shortfalls in the implementa21education
tion of the Education for All goals and
education-related Millennium Development Goals, (ii). Agree on a joint position
for the education goal and targets in the
post-2015 development agenda, which
has been adopted by UN Member States
at a Summit in September 2015 in New
York City, and (iii) Plan the way for the implementation of the post-2015 education
agenda through a Framework for Action.
The Incheon Declaration reflecting the
new Education 2030 agenda focusing on
“Ensuring inclusive and equitable quality
education and promote life-long learning
opportunity for all” has been adopted.
UNESCO suppoted MoEYS leadership
team to attend the Asia-Pacific Meeting
on Education 2030 (APMED2030) in November 2015 in Bangkok. The Meeting
aimed to build common understanding
of Member States on Education the 2030
Framework for Action and the way to
translate them into practice at global, regional and national levels. In the Meeting,
Member States were grouped by country
and by region to discuss strategies to
support the implementation of the Education 2030 agenda, including coordination, partnership, monitoring and followup, and capacity development needs at
national level. The MoEYS has committed
to disseminate the new global education
agenda with education officials and relevant stakeholders at the national and
sub-national level to bring their common
education22
understanding as well as to consult and
discuss how to localize the global agenda
to the national context.
EDUCATION SECTOR: LEADER-
SHIP, COORDINATION AND
ADVOCACY
Education Sector Working Group
UNESCO Chaired the Education Sector
Working Group (ESWG) for the 4 years
period 2012 – 2016 and the ESWG Secretariat for 14 years from 2002 – 2016
April. The ESWG serves as a platform for
information sharing for all development
partners in the education sector, and ensures a harmonized approach in providing technical assistance to the Ministry
of Education, Youth and Sport in working towards the implementation of the
Education Strategic Plan 2014-2018 in line
with the Education For All (EFA) goals
and Cambodia Millennium Development
Goals (CMDGs). The ESWG is committed
to supporting Cambodia in all areas and
levels of education with an emphasis on
education access, quality and capacity,
following MoEYS priorities. The sector
wide approach strategy in the education
sector benefits from the local ownership
and the alignment and harmonization
of the donors, which contribute to the
sustainability of aid coordination as well
as to enhancing institutional capacity of
the MoEYS. UNESCO plays a leading role
in policy discussions with MoEYS at the
Joint Technical Working Group, which
works to align priorities with the RGC and
to advocate for open dialogue, effectiveness and transparency in the sector.
Furthermore, UNESCO has taken the role
of Coordinating Agency in the Global Partnership for Education Grant which Cambodia applied for in 2014, based on the
approved ESP 2014 – 2018 which clearly
identifies the investment priorities, resources and funding gap in the sector.
ESWG also collaborates in the organization of the National Education Congress
and the National Education Retreat that
take place every year where all relevant
stakeholders gather to review the progress made towards achieving the goals
set in the current strategic plan.
Technical and Vocational
Education and Training
The TVET Coordination Working Group
was established with support from ADB
and UNESCO under the leadership of the
Directorate-General of TVET, Ministry of
Labour and Vocational Training, Ministry
of Education, Youth and Sports, Development Partners and Private Stakeholders. UNESCO actively participates in the
Working Group advocating for improving
accessibility, qua-lity and relevance of
TVET, elaboration of qualifications frame23education
work and coordination between formal
and TVET streams.
Launch of Education For All Global
Monitoring Reports (EFA-GMR)
2014 and 2015
The launching of Global Monitoring Reports is key event bringing together the
senior Government and MoEYS leaders
and policy makers, national and international development partners, academia
and civil society actors together to share
reflect upon Cambodia’s EFA progress vis
a vis the global trends and experiences.
The EFA-GMR Summary Report is translated into Khmer and made widely available. The 2014 GMR launch highlighted the
importance of Quality Teaching and Learning for and the 2015 report summarized
the 15 years of EFA journey from 2000 –
2015. The Minister opened and delivered
keynote addresses in both the launches
highlighting Cambodia’s achievements
and policy directions in education.
Celebration of International Days
on Education
UNESCO supports the Global Campaign for
Education, which is an advocacy mechanism aiming at raising the awareness of
the authorities and the civil society of issues such as access to a quality education
in terms of enrollment, completion and
quality learning outcomes. UNESCO, in
partnership with NEP and other local and
international NGOs, come together every
year in order to organize activities and
celebrate International Days by organizing events and/or writing articles in the
media in order to raise awareness on topics that concern the mission and vision
of UNESCO, such as Mother Tongue Day,
Li-teracy Day and World Teachers’ Day.
education24
HIV/AIDS AND SEXUAL
EDUCATION AT SCHOOL
UNESCO has collaborated with other relevant UN agencies and NGO partners to
support the Inter-Departmental Committee on HIV/AIDS and Drugs (ICHAD) of the
Ministry of Education, Youth and Sport to
develop and implement comprehensive
sexuality education at school. A number
of activities have been conducted, specifically capacity development of ICHAD
members and school teachers to deliver
the four comprehensive sexuality education manuals developed in 2013. In total,
989 teacher trainers and teacher trainees (591 female) were trained at six Regional Teacher Training Centers through
pre-service and in-service training. In addition, provincial officials, literacy trainers
and teachers responsible for non-formal
education programme, out-of-school
youth and adolescents benefitted also
of this training through the community
learning centers. In 2015, the programme
has been scaled up to 10 provinces: Battambang, BanteayMeanchey, Pailin, Svay
Rieng, Kep, Koh Kong, Pursat, Preah Sihanouk, Kompong Chhnang and Kampot.
Within the framework of the comprehensive sexuality education and WASH programmes, UNESCO joined its partners to
develop and publish a booklet on Growth
and Change of Adolescent Girls that focuses on issues of puberty and sexuality education and the role of teachers in
making schools a safe learning environment. In addition, UNESCO provided its
25education
technical assistance in revision of School
Health Policy of the Ministry of Education,
Youth and Sport and in the drafting of
guidelines for delivering and monitoring
comprehensive sexuality education curriculum implementation at school level.
As part of HIV/AIDS programme, UNESCO
provided technical assistance to empower participation of young key population in HIV response, including the training on the New Generation Leadership
in Cambodia to provide practical tools to
the young people to gain new knowledge,
information and practical skills to work
effectively in the community in terms
of leadership and advocacy on HIV &
AIDS and sexual reproductive health and
rights. As a result, nearly 100 young leaders from 3 provinces got trained on the
New Generation Leadership programme
and around 250 young key population actively engaged in the Forum organized in
2015. Further, recognizing the situation
that many young lesbian, gay, bisexual,
transgender and intersex people (LGBTI)
are bullied over their sexuality or gender
identity, and are walking into schools
every day with fear and dread, UNESCO
also assisted the Ministry and Cam ASEAN
Youth Future to lead the PurpleMySchool
campaign in 2015. UNESCO also supported the translation of all documents, curriculum resource and global guidance on
this issue to advance everyone’s capacity
to address school-related gender-based
violence.
NATURAL SCIENCES
27natural sciences
UNESCO began sounding the alarm over
the need for a sustainable development
in 1968 by organizing a groundbreaking
conference questioning our unbridled exploitation of nature. Since then, UNESCO
has developed several international scientific programmes to better understanding
and managing the Earth`s resources. These
programmes are playing an important
role in Asia and the Pacific region. The
Natural Sciences unit of the UNESCO Office
in Phnom Penh contributes to UNESCO’s
mission by using science to build peace,
to eradicate poverty and to promote sustainable development.
UNESCO’s primary objectives in Cambodia are to conserve natural resources,
to mobilize scientific knowledge and to
promote science education for the sustainable development
of Cambodia. Natural
Sciences Unit collaborates with other units,
namely, Education and
Culture in working towards:
 Fostering policies and capacitybuilding in Science,
Technology and
Innovation for sustainable development.
 Biosphere Reserves as learning places for sustainable development
 Raising awareness towards sustainable development
FOSTERING POLICIES AND CA-
PACITY-BUILDING IN SCIENCE,
TECHNOLOGY AND INNOVA-
TION FOR SUSTAINABLE DEVE-
LOPMENT
Science, technology and innovation are
clearly recognized as keys to attain sustainable development. The understanding
of the importance of the environment is
vital for current and future human wellbeing. This is the reason why UNESCO
supports different science, technology
and innovation festivals.
Science Film Festival
ln order to promote access to scientific
and technical knowledge and contribute
to development of a
culture of science education, UNESCO has
supported in November 2014 and 2015 the
celebration of the
Science Film Festival,
in close cooperation
with the Ministry of
Education, Youth
and Sports, Goethe
Institute in Bangkok, Meta House
in Phnom Penh and the Khmer Youth
and Social Development NGO. The film
screenings took place in Phnom Penh and
some provinces such as Kampong Thom,
Kampot and Stung Treng.
natural sciences28
Khmer Science Film Festival demonstrated that science can be communicated in both
educational and entertaining manner through audiovisual media. The festival contributed to the development of a science communication infrastructure and supported
science education, while inspiring scientific curiosity of a new generation of Cambodians as well as raising awareness on main environmental topics. In fact, it is essential
for the Cambodian youth to learn and understand the issues surrounding science and
environment in order to move towards the sustainable development of their country.
Cambodia Science and Engineering Festival
The Cambodia Science and Engineering Festival (CSEF) was the first national-level
event aimed at raising awareness on Science, Technology, Engineering and Math
(STEM) and increasing the literacy level of young scientists
and engineers in the Kingdom.
CSEF aims at instilling excitement in Cambodian youth and
adults, and to illuminate the exciting possibilities that a career
in STEM can offer. This project is
in line with UNESCO´s mandate
of promoting access to scientific
and technical knowledge, contributing to developing a culture
of science education.
The 1st and 2nd CSEF were organized by a group of civic-minded
volunteers who care deeply
about the development of Cambodia, in partnership with the
Kingdom’s Ministry of Education, Youth and Sport). The festival was initially catalyzed by
the Ministry of Education, Youth
and Sport, USAID, the Golden
West Humanitarian Foundation
with the support of UNESCO.
29natural sciences
The main output of both festivals was
the national excitement among Cambodian youth about STEM, the elevation of
STEM into the national dialogue, the opportunity for Cambodian educators who
are provided with a national venue for
engaging their students with STEM and
the commitment demonstrated by the
Government to STEM with the Cambodian youth.
BIOSPHERE RESERVES AS
LEARNING PLACES FOR SUS-
TAINABLE DEVELOPMENT
The Man and the Biosphere (MAB) Programme is an Intergovernmental Scientific
Programme aiming to
set a scientific basis for
the improvement of
the relationships between people and their
environment globally.
Biosphere Reserves
are, therefore, sites established by countries
and recognized under
UNESCO’s MAB Programme to promote
sustainable development based on local
community efforts and
sound science.
Tonle Sap Biosphere Reserve
In 1997, Tonle Sap Great Lake was recognized as the first Biosphere Reserve in
Cambodia. UNESCO supported the Royal
Government of Cambodia in the designation of this area in order to promote the
sustainable management of the site.
The Tonle Sap Lake is the largest freshwater lake in Southeast Asia, covering
an area of around 250,000 hectares in
the dry season. The lake also constitutes
one of Cambodia’s most important sites,
rich in natural resour-ces. Due to a unique
hydrological phenomenon, when the monsoon begins, the swollen
waters of the Mekong
River force the Tonle Sap
River to reverse its flow
northwards, feeding the
Great Lake and spreading over the surrounding flood plain.
However, because of
its economic value, the
Tonle Sap Lake is coming under increasing
pressure from over-exploitation of its natural
resources. In order to
avoid this to go further,
UNESCO contributed to
the drafting process
of the Prek Toal Core Area Management
Plan 2015-2019 for the alleviation of poverty and enhancing sustainable development in the Tonle Sap Biosphere Reserve.
natural sciences30
In addition, UNESCO supports the exhibition on the Tonle Sap that the NGO
Krousar Thmey hosts in Siem Reap by
supervising the update of the content as
well as developing the section dedicated
to the Biosphere Reserve concept.
Preservation of the Cardamom
Mountains
UNESCO is working towards preserving
one of the most pristine regions in mainland South East Asia: The Cardamom
Mountains in Cambodia, which hold one
of the last intact wild forests. This site is
an important ecosystem, both for species
and people. These forested mountains
represent some of the region’s largest remaining habitats for threatened species
including tigers and bears. At the same
time, signs of human presence during
prehistoric times have been identified in
the area.
However, threats and problems are
mounting rapidly in the Cardamom Mountains: Illegal logging, wildlife hunting,
forest clearing, etc. which may lead to
a devastating loss of forest. UNESCO is,
therefore, working closely with the Ministry of Environment and NGOs towards
the sustainable management of the site
and its natural resources and its possible
nomination as Biosphere Reserve.
8th South East Asian Biosphere
Reserve Network and 2nd Asia Pacific Biosphere Reserve Network
Meeting and 9th Southeast Asian
Biosphere Reserve Network
” 8th SeaBRnet and 2nd APBR net
Within the framework of the Man and the
Biosphere (MAB) Programme, UNESCO Jakarta in collaboration with UNESCO Phnom
Penh and Ministry of Environment of
Cambodia organized the joint event: 8th
Southeast Asia Biosphere Reserves network Strategic Meeting, 2nd Asia-Pacific
Biosphere Reserves network Strategic
Meeting and Asia-Pacific Workshop for
Capacity-Building of Biosphere Reserves
and Protected Areas from 15 to 19 December 2014 in Siem Reap, Cambodia.
31natural sciences
The 8th Southeast Asia Biosphere Reserves network Strategic Meeting was
focused on “Biosphere Reserves as Places
for Sustainable Development through
Ecotourism and Eco-labeling”, while in the
2nd Asia-Pacific Biosphere Reserves network Strategic Meeting the main topic
was “Biosphere Reserves as Models for
Alleviating Poverty through Ecosystems
Services”.
Representatives from the MAB National
Committees and from Biosphere Reserves networks in the Southeast Asia
and the Asia-Pacific regions were invited
to present about their countries or Biosphere Reserves experience related to
the themes of the meetings.
The meetings were followed by a 2 day
training workshop on Biosphere Reserves
and protected areas management for the
managers and experts of Biosphere Reserves and protected areas from the Asia
and the Pacific region. The joint event included a field trip to Tonle Sap Biosphere
Reserve.
” 9th Southeast Asian Biosphere
Reserve Network
The 9th Southeast Asian Biosphere Reserve Network (SeaBRnet) meeting addressed issues linked with the visibility,
branding and communication strategies
of the World Network of Biosphere Reserves (WNBR) and specially the Biosphere Reserves in Southeast Asia.
The new MAB Strategy (2015-2025) supports the cooperation management and
communication for strengthening capacities and resources in Biosphere Reserves,
aligned with the core principles, vision
and mission of the MAB Programme.
The 9th SeaBRnet meeting, which was
held in Indonesia in October 2015, brought
its country members together to share
knowledge, experience and case studies
focusing on visibility, branding and communication activities with an aim to increase
the visibility of the MAB Programme in
the region. The meeting scoped the willingness and availability of the SeaBRnet
members to get involved in the MAB
communication and branding project by
volunteering to become pilot Biosphere
Reserves.
natural sciences32
The participating members presented
their country report, and shared their best
practices and case studies on branding
and communication activities, which can
be used as basis to scope a joint strategy
to increase the visibility of the Biosphere
Reserves locally, as well as the SeaBRnet
at the regional and global levels. Future
national and international cooperation
activities, not only in terms of communication but also in other areas, were also
discussed during the meeting.
Cooperation towards Sustainable
Management of Natural Resources
UNESCO aims at the sustainable use of
natural resources as well as at conserving Cambodia’s environment which is
facing several threats. Special attention
is being paid to the forestry sector in regards to its sustainable development. In
2012, UNESCO became a member of the
Technical Working group on the Forestry
Reform where, in close cooperation with
the relevant ministries and institutions, it
provides technical assistance to the Royal
Government of Cambodia in identifying
priority areas, harmonizing activities,
improving the utilization, mobilization
of resources and supporting efforts to
strengthen the forestry sector’s capacity
to contribute to the economic growth.
An e-platform has been created recently in 2014 in order to share the projects,
news and events related to the Forestry
Reform Technical Working Group, where
UNESCO is an active partner.
RAISING AWARENESS TO-
WARDS SUSTAINABLE DEVE-
LOPMENT
Water awareness photo
competition
UNESCO is working towards the sustainable development of Cambodia by supporting different awareness raising activities. UNESCO supported technically and
actively the NGO called Through Waters
in 2014.
UNESCO supported Through Waters’
goal to create an open platform for global dialogue where culture and science
join forces to bring together knowledge,
33natural sciences
awareness and art. UNESCO, jointly with
Canon Cambodia and Through Waters,
organized a competition in two different
categories: photos and essays (Khmer
and English), where the main topic was
“Why water is important?”. This competition aimed at raising awareness on water
through art, science and culture.
Cambodian Anti-Plastic Bag
Campaign
With the aim of developing a plastic reducing and recycling habit among Cambodian society and enhancing their
knowledge about it UNESCO organized
the “Cambodian Anti-Plastic Campaign”.
This campaign consisted of the production and broadcasting of a short animation movie showing
the impact of throwing away plastics on
health and environment. It also provided
some knowledge on
plastic waste management. This movie
realized by Phare Ponleu Selepak and supported by EXO Foundation and UNESCO
was screened on different social medias,
including the main TV
channels, radio and
Facebook.
The launching of the “Cambodian AntiPlastic Bag Campaign” was supported by
UNESCO, Ministry of Environment, Ministry of Tourism, Union of Cambodian Youth
Federations, Exo Foundation as well as
other donors. The event mobilized volunteer youth groups to collect the plastic in
three main Cambodian cities i.e., Phnom
Penh, Siem Reap and Sihanoukville, in order to create awareness on plastic reduction and recycling and to be followed by a
behavioral change of Cambodian society.
Biodiversity Book
The “Biodiversity Book in Cambodia: A
Treasure to Protect” was produced by
UNESCO, Ministry of Environment, SIPAR
and supported by the Japanese-Funds-inTrust. The Biodiversity Book focuses principally on five main biodiversity hotspots
in Cambodia, including the Tonle Sap Biosphere Reserve, Cardamom Mountains,
Mangroves, Coral Reef and Mekong Region Ecosystems.
The main objective of the book is to raise
awareness on biodiversity among Cambodian youth and students. The reader
will discover the functioning of ecosystems, the threats that these areas face
and on-going conservation activities as
well as eco-tourism projects in the target
areas. The last part of the book provides
some concrete tips and a fascinating quiz
for young people to become more environmentally friendly and ultimately, a
good eco-citizen.
natural sciences34
This book will be distributed to all secondary schools of target areas, some EcoSchools in Mondulkiri province, and many
other libraries throughout Cambodia, in
close cooperation with the Ministry of Environment, Ministry of Education, Youth
and Sports, SIPAR and UNESCO.
SUSTAINABILITY TRANSFORMA-
TION ACROSS THE REGION
Restoring and Enhancing Angkor
World Heritage Site and Siem
Reap City Water Systems pilot
project
The immediate objective of the Sustainability Transformation Across the Region (STAR) is to integrate “Sustainability
Science” concepts into natural resource
management frameworks and processes
that serve and align well with regional research and management challenges while
supporting opportunities for more sustainable and resilient futures. The project
also aims to raise awareness about sustainability science among policy-makers
in the Asia and Pacific region, with a view
to position this as part of the national and
regional science and technology policy.
The key objective of this sustainability
science pilot project is to help restore and
preserve Angkor World Heritage site´s
water management system by strategic
planning of the surface and groundwater
systems of the Siem Reap and their inter35natural sciences
actions with the ecosystem of the Tonle
Sap Biosphere Reserve using sustainability science approach.
In order to achieve this key objective, the
sub-objectives are:
 Protect water reserves by reducing
the amount of water drawn from the
water table through the use of ecotechnologies;
 Conserve water resources and consequently, raise awareness on water
importance and appeal to the publicspiritedness of all to avoid wasteful or
improper use of water;
 Reuse and recycle wastewater by using
eco-hydrology and eco-technologies
for urban and industrial treatment;
 Production and dissemination of the
best practices and examples of this
pilot project, including recommendations.
CULTURE
37culture
UNESCO’s work in the field of culture in
Cambodia is considerably wide and highly
visible at the national and international
level. As both heritage and creativity lay
the foundations for vibrant, innovative
and prosperous knowledge societies,
UNESCO works with the Royal Government of Cambodia not only in the field of
the preservation, conservation and restoration of Cambodia’s tangible, intangible and underwater heritage but also the
fields of cultural policy, museums, fight
against illicit traffic of cultural objects,
cultural diversity and support to creative
industries. UNESCO’s programmes are
motivated by the implementation of seven international Conventions in the field
of culture.
PROTECTION OF
CULTURAL PROPERTY IN
THE EVENT OF ARMED
CONFLICT – 1954 CONVEN-
TION
First ASEAN Regional seminar
on the UNESCO 1954 Hague
Convention
From 1-3 September 2015, the
Royal Government of Cambodia,
in close cooperation with UNESCO,
organized the first ever “ASEAN
Regional seminar on the UNESCO
1954 Hague Convention on the Protection of the Cultural Property in
the Event of Armed Conflict”, under the High Patronage of H.I.R.H.
The Archduke Karl von Habsburg,
in the province of Preah Vihear.
The event was a training course
for ASEAN Military personnel and
was attended by officers and soldiers from the Philippines, Laos,
Malaysia and Cambodia. Training
courses on the implementation of
the 1954 Hague Convention were
given by a range of International
Experts.
UNESCO Conventions on Culture :
 Convention for the Protection of Cultural
Property in the Event of Armed Conflict
with Regulations for the Execution of
the Convention, The Hague, 14 May 1954
 Convention on the Means of Prohibiting
and Preventing the Illicit Import, Export
and Transfer of Ownership of Cultural
Property, Paris, 14 November 1970
 Convention concerning the Protection
of the World Cultural and Natural Heritage, Paris, 16 November 1972
 Second Protocol to the Hague Convention, The Hague, 26 March 1999
 Convention on the Protection of the Underwater Cultural Heritage, Paris, 2 November 2001
 Convention for the Safeguarding of the
Intangible Cultural Heritage, Paris, 17 October 2003
 Convention on the Protection and Promotion of the Diversity of Cultural Expressions, Paris, 20 October 2005
culture38
FIGHT AGAINST ILLICIT TRAF-
FICKING OF CULTURAL OBJECTS
– 1970 CONVENTION
Return of Stolen Cultural Objects
The 1970 Convention is the first international legal framework for the fight
against the illicit trafficking of cultural
property. In May 2014, three additional
sculptures looted in the temple of Prasat Chen located in the archaeological
Koh Ker site were returned to Cambodia: Duryodhana from Sotheby’s, Bhima
from Norton Simon Museum and Balarama from Christie’s. In May 2015, was
celebrated another return of the 10th
century statue “Hanuman”, the kneeling
Hindu monkey god by the Museum of
Art of Cleveland, United States of America. These successful recoveries were
made possible by the combined effect
of a smooth cooperation amongst all the
partners involved.
In view of preventing further illicit trafficking and recovering stolen cultural objects, UNESCO works in close partnership
with the National Museum of Cambodia,
under the authority of the Ministry of Culture and Fine Arts, to establish an inventory of all stolen and returned objects.
Exhibition of the Returned
Cultural Objects at National
Museum
The Ministry of Culture and Fine Arts, the
Ecole Française d’Extrême-Orient and
UNESCO organized a temporary exhibition of all the Koh Ker sculptures recently
returned to Cambodia, with the support
of the Royal Government of Cambodia
and the U.S. Embassy. The exhibition
was inaugurated on 1 October 2014, at
the National Museum of Cambodia, and
remained open to the public during five
months.
WORLD HERITAGE – 1972
CONVENTION
International Coordination Committee for the Safeguarding and
Development of the Historic Site
of Angkor
The functioning of the Standing Secretariat of the International Coordination
Committee for the Safeguarding and
Development of the Historic Site of Angkor (ICC- Angkor) is ensured by UNESCO
and the APSARA National Authority, in
close consultation with the two co-chairmanships of France and Japan and the
Royal Government of Cambodia. The Secretariat organized five meetings during
the years 2014 and 2015, two Plenary Sessions and three Technical Committees. All
39culture
meetings have been held at the APSARA
National Authority headquarters in Siem
Reap in June and December 2014 and
2015.
The Plenary Session gathers ambassadors
and decision makers to discuss on the
cooperation perspective and assistance
to ensure the protection, preservation
and sustainable development of Angkor
World Heritage Site.
The Technical Committee is where all national and international teams can discuss
any specific technical and scientific issues
related to their conservation and restoration work on-site, share results and experiences and may need recommendations
from other experts, in particular from the
ad hoc Experts. In 2015, it has been proposed to organize two technical sessions
per year due to the growing volume and
complexity of projects being implemented in Angkor.
The ad hoc Experts regularly monitor
conservation and sustainable development worksites and provide advice to the
teams working at Angkor during three
or four days preceding each ICC-Angkor
meeting. The ad hoc Experts’ recommendations and their implementation are
presented and discussed at each session.
The Secretariat ensures the connection
between all partners, i.e. national and international technical teams, the private
sector, the ad hoc Experts and the national authorities to ease a constructive dialogue and to ensure that all conservation
Duryodhana Bhima Sahadeva Nakula Balarama
culture40
and sustainable development projects
carried out at the World Heritage Site of
Angkor follow the highest international
standards.
During the last two years, special attention has been paid to the following projects:
• The parvis of Angkor Wat and the
development of parvis in general;
• Implementation of the Tourism
Management Plan;
• Implementation of the Risk Maps;
• Monitoring of major restoration
projects in progress: Bakheng, Bayon, Western Mebon, Angkor Wat,
Takeo, Ta Prohm, and Terrace of the
Elephants;
• The implementation of recommendations of the 3rd Intergovernmental Conference on Angkor.
About 350 participants were present at
each ICC-Angkor session. More than 30
projects are being implemented in the
Angkor World Heritage site, covering the
fields of restoration, research, archaeology, training, environment and sustainable
development. The ICC-Angkor plays a crucial role in coordinating all these projects
in order to keep a good balance between
preservation and sustainable development.
41culture
Conservation and Restoration
projects
” Conservation and Restoration
of Angkor Wat Temple fun-ded
by the Italy Funds-in-Trust to UNESCO
aims to follow up and complete the
restoration of West Moat Embankment - following the methodology
which has been elaborated and presented to the ICC-Angkor. Significant
achievements are as follows:
• Removal and storage of the embankment soil;
• Placing of the reinforcement and
drainage composite fabric;
• Placing and compaction of the
sandy soil back into the wrapped
massive fill embankment;
• Placing and compaction of the
sandy gravel into the slurry trenches between the wrapped massive fill embankment;
• Implementation of a superficial
drainage system;
• Construction of the channels and
culvert for the collection of the
streaming water;
• Treatment of the finite soil surface by seeding.
Moreover, an Italian TV RAI Broadcast
Team came to the Moat site to shoot
some images for a documentary film on
the Restoration Projects funded by the
Italian Government.
” Conservation and Restoration
of the Bayon Temple funded by
the Japan Funds-in-Trust to UNESCO.
The JASA Team has conducted many
types of mapping of the structure before restoration of the Tower 55 of
the Bayon Temple. A new database
of all scattered blocks has been designed and data have been inputted
into the system. In total, 363 blocks
of scattered stone around the Tower
55 and 339 blocks were recorded by
photo and measurement into the database after finishing the drawing in
situ. A Symposium on the Bayon Temple was organized prior to the meeting of the ICC-Angkor on 3 December
culture42
2014, to present the current status of
research, conservation, and restoration works being done by JASA and
affiliated organizations.
The World Heritage Site of Preah
Vihear
” The Eco-Global Museum of
Preah Vihear
The Temple of Preah Vihear was inscribed
in the World Heritage List on 7 July 2008.
UNESCO supports the Government’s efforts in implementing the decisions formulated by the World Heritage Committee for the conservation and sustainable
development of the site as well as to develop of an eco-global museum.
The Eco-Global Museum of Preah Vihear
is located at the outskirts of the city of
Sraem in the province of Preah Vihear
and constitutes the gates for the visit to
the Preah Vihear World Heritage site situated 23 km north from there.
This cultural centre combines an ethnographic exhibition on the indigenous
Kuay community and the province’s rich
heritage on archaeology, history, fauna
and flora.
Several UNESCO expert missions were
organized to monitor the state of conservation of the Temple and to define new
restoration projects as well as to finalize
some works in the museum which will be
officially inaugurated in 2017.
” The International Coordination
Committee for the Safeguarding and Development of the
Site of Preah Vihear
The Inaugural Session of the International Coordination Committee for the
Safeguarding and Development of the
Site of Preah Vihear (ICC-Preah Vihear)
was held in December 2014 and presided
by the Co-Chairs, India and China. This
first plenary session was presided by H.E
SOK An, Deputy Prime Minister, and honored by the presence of the President of
the General Conference of UNESCO, H.E
HAO Ping. The other members of the ICCPreah Vihear are: Belgium, France, Japan,
43culture
Thailand, and United States of America.
This first plenary meeting was followed
by the first technical session and a second plenary session respectively in September and December 2015.
The projects being implemented on-site
or proposed for implementation, and discussed at the technical and plenary sessions of the ICC-Preah Vihear, are related
to the preservation and conservation of
the National Park surrounding the site
(approximately 400 km2), the conservation of the monumental site and more in
particular the Gopura V through an Emergency assistance contribution from the
World Heritage Fund.
For monumental conservation issues, the
National Authority of Preah Vihear is currently being assisted by the Universities
of Waseda and Meiji (Japan).
Revitalize World Heritage Site
Museum in Cambodia
Within the framework of the capacitybuilding programme “Assistance to
World Heritage Site Museums in Cambodia, Laos and Viet Nam - Revitalizing Site
Museums” funded by the UNESCO/Japan
Funds-in-trust, which aims to build the
capacity of museum staff in researching,
collecting and interpreting living cultures
in connection to their archaeological collections, several exhibitions have been
organized in Cambodia by UNESCO in
close cooperation with the Cambodian
authorities. Utilizing the concept of the
site museum, where the authentic values
and meanings of World Heritage are interpreted and presented, the project aimed
to develop two new exhibitions focusing
on the immaterial aspects of the Angkor World Heritage Site, and to increase
involvement of the local communities living in and around the Angkor Site. A trial
exhibition was held in April 2015 at the
Interpretation Centre for Khmer Habitat
in Angkor in order to present the views
of villagers contributing to the exhibition
production and to further improve its
contents in a participatory manner.
During the ICC-Angkor meeting in June
2015, a preliminary exhibition was held in
the meeting venue and an intervention
culture44
was communicated by the two community project coordinators. The first Exhibition called “Photovoice” was inaugurated
on 8 August 2015 at the National Museum
of Cambodia in the presence of the Secretary of State from the Ministry of Culture
and Fine Arts and the Minister Counsellor
of the Japanese Embassy in Phnom Penh.
The second Exhibition was inaugurated
on 18 August 2015 at the Interpretation
Centre for Khmer Habitat, Siem Reap, in
the presence of the Director-General of
the APSARA National Authority and the
First Secretary of the Japanese Embassy
in Paris.
Within the framework of these two exhibitions, educational programmes were
carried out at the Prek Dam Beng secondary school, Kandal province, as well as
at secondary schools in Siem Reap in August 2015.
Assistance to the preparation of
the Sambor Prei Kuk Nomination
File for World Heritage Listing
UNESCO Experts assisted in assessing the
nomination file prepared by the team of
the Ministry of Culture and Fine Arts. Experts gave their recommendations in order to finalize the nomination dossier to
45culture
be submitted for inscription on the World
Heritage List.
Road Map for Banteay Chhmar
Archeological Site
The Ministry of Culture and Fine Arts
(MCFA) was actively taking the lead to
create a model for heritage management, and has chosen the site of Banteay
Chhmar as a study case.
Within this framework, the MCFA, in close
cooperation with UNESCO, organized a
Round–Table on 6 June 2014, in order to
propose a Road Map for the preservation
and management of Banteay Chhmar
Temple in collaboration with the other
national and international partners. A
number of significant recommendations
were formulated at the end of this session.
THE UNDERWATER CULTURAL
HERITAGE – 2001 CONVENTION
Within the framework of the commemorative events of the larger UNESCO programme “Safeguarding the World’s Underwater Cultural Heritage – Centenary
of World War I”, UNESCO has prepared a
virtual version of an exhibition related to
the Indochinese war forces (Vietnamese
and Cambodian workers and soldiers)
having contributed to the First World War
which was presented by Cambodian underwater archaeologists in Bruges, Belgium, in June 2014. In the course of 2015,
an exhibition has been prepared in close
cooperation with the Lycée Descartes to
be presented at the National Museum in
2016 to:
 Demonstrate the value of peace,
rather than aggression;
 Strengthen the understanding of
the complex relations between the
European powers and their colonies, through a moving exhibition in
form of a virtual exhibition and an
exhibition of artefacts;
 Commemorate the sacrifices of the
colonies, in using specific maritime
tragedies to underline the importance of the naval war during World
War I;
 Illustrate convincingly the historic
importance of the Underwater Cultural Heritage remains, and to make
the public acknowledge and understand them.
INTANGIBLE CULTURAL
HERITAGE – 2003 CONVENTION
Capacity-Building Workshop on
Community-Based Documentation
In March 2014, the Ministry of Culture
and Fine Arts, in close collaboration with
UNESCO, with the support of International
Training Centre for Intangible Cultural
Heritage in the Asia-Pacific Region under
the auspices of UNESCO (CRIHAP), jointly
organized a capacity-building workshop
on community-based documentation
and inventory of Intangible Cultural Heritage in cooperation with the Siem Reap
Provincial Authorities. The workshop exculture46
plored the current status of inventorying and documenting Intangible Cultural Heritage in Cambodia and aimed
to train government officials on the conceptual framework and methodology for
implementing such work. Trainees got a
very rich documentation on the UNESCO
2003 Convention for the Safeguarding
of the Intangible Cultural Heritage: The
Basic texts, Operational Directives, especially, techniques and methods to elaborate questionnaires and to prepare all
necessary equipment to conduct documentation and inventorying of Intangible
Cultural Heritage. Most of documents,
trainers’ presentations were translated
into Khmer and distributed to all participants to be developed, adapted and reused in the communities of their respective provinces.
Trainees were acquainted of the important concept of the “Free, Prior, informed
consent” from communities and practitioners in conducting documentation and
inventory of Intangible Cultural Heritage.
Capacity-Building Workshop on
Digital Preservation and
Cambodian-Chinese Puppetry
Exhibition
In March 2015, the Ministry of Culture and
Fine Arts, in close collaboration with
UNESCO, jointly organized a Capacity
Building Workshop on Implementation
of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage:
Towards Digital Preservation. This training
workshop was supported by CRIHAP
from 16 to 20 March 2015 in Siem Reap.
Around 38 national participants, Directors of provincial Departments of Culture
and Fine Arts, practitioners, NGOs and
communities representatives, attended
the event during which an exchange of
experience between practitioners of the
Chinese Fujian puppetry and the Cambodian Shadow Puppet (Sbek Thom) took
place.
CULTURAL POLICY AND
CULTURAL DIVERSITY – CON-
VENTION 2005
National Policy for Culture in
Cambodia
With technical and financial assistance
from UNESCO, the Ministry of Culture and
Fine Arts finalized the first National Policy
for Culture which was officially approved
by the Royal Government of Cambodia in
July 2014. The launching ceremony of the
National Policy for Culture was organized
at the Ministry of Culture and Fine Arts on
30th September 2014.
A consultative workshop was organized
on 14th October 2014 with all stakeholders
to define a Road Map to implement the
National Policy for Culture with the assistance of UNESCO Experts from the Secretariat of the 2005 Convention.
47culture
Preservation and Promotion of
Minority Languages
” International Conference on
Languages
UNESCO contributed to the 6th International Conference on Austroasiatic Linguistics (ICAAL6) to explore the diversity
of Austroasiatic languages organized by
the Royal Academy of Cambodia in Siem
Reap province from 29 to 31 July 2015.
This conference gave the opportunity to
promote all UNESCO publications related
to minority languages in Cambodia.
” Publication on the Bunoong
Minority
Within a project supported by UNESCO,
a 700-page book entitled “Voix du Mondulkiri Historique”, on the Bunoong minority language and traditions written by
the ethnolinguistic scholar Sylvain Vogel,
has been officially published in July 2015.
FIRST UNWTO/UNESCO WORLD
CONFERENCE ON TOURISM
AND CULTURE
From 4 to 6 February 2015 in Siem Reap,
the first UNWTO/UNESCO World Conference on Tourism and Culture in close cooperation with the Royal Government of
Cambodia, brought together Ministers of
Culture and Ministers of Tourism, leading
experts, stakeholders and speakers from
100 countries in the two fields to highlight the need to create a new framework
for collaboration between tourism and
culture, which includes active participation of host communities, visitors, the public and the private sector. Fifty Ministers
of Tourism and Culture discussed how
tourism and culture administrations can
work together to develop a governance
framework which will support culturallyaware, inclusive and sustainable cultural
tourism, contribute to the socio-economic development of host communities,
promote cross-cultural exchanges, and
generate resources for heritage conservation.
COMMUNICATION
and INFORMATION
49communication and information
Freedom of expression and information
is the cornerstone on which democratic
societies are built. Independent, free
and pluralistic media have a crucial role
to play in governance of democratic societies by ensuring transparency and accountability, promoting participation and
the rule of law, and contributing to the
fight against poverty.
UNESCO assists the country in working
towards a free and open press and media through legislative and policy support, capacity building programmes and
advocacy. UNESCO’s Communication and
Information sector bases its work on the
promotion and defense of human rights
and basic freedoms, and aims to raise
awareness of freedom of expression and
freedom of information.
UNESCO provides and strengthens communication and information facilities at
the local community level. In addition to
the regular programme, the Communication and Information Unit implements
various projects in collaboration with
other UN agencies, with international
and national non-governmental organizations, public institutions and the local
authorities.
CAPACITY BUILDING OF
MEDIA PROFESSIONALS
After more than twenty years of conflict
and international isolation, the mainstream communication infrastructures of
Cambodia were severely affected. Moreover, the country lost the majority of its
educated and skilled media professionals.
Set up in 1994 as the first media training
centre in the nation, the Cambodia Communication Institute (CCI), a joint project
of UNESCO, the Royal Government of
Cambodia and DANIDA, aimed to assist in
the reconstruction and development of
the communication sector.
UNESCO has continued its support to the
Cambodia Communication Institute to
support journalist training in print, radio
and television and has produced learning
materials in Khmer and English which
have been distributed among journalists,
policy makers, NGOs and media experts
with the aim to influence change at the
policy level as well as at the grassroots
level.
In order to increase demand for the Access to Information law in Cambodia,
UNESCO partnered with the Cambodia
Communication Institute in 2015 to implement trainings of media professionals on
investigative reporting, media ethics and
systems of public information disclosure.
Journalists play a critical role in assisting citizens to make informed decisions
through fact-based, independent and
ethical journalism, and they are at the
communication and information50
forefront of the fight against any Access
to Information regime. Likewise in Cambodia, it will be the role of journalists to
request information from public bodies
on behalf of the citizens, analyze, and deliver news once the law is passed. As part
of a three-year initiative, the first cohort
of journalists have been trained under a
year-long program at CCI.
PROMOTING FREEDOM OF
EXPRESSION
World Press Freedom Day
World Press Freedom Day (WPFD) is celebrated across the globe every 3rd May,
presenting an opportunity to encourage
and develop initiatives in favor of press
freedom, to assess the state of press
freedom worldwide, and to remind governments of the need to respect their
commitments to freedom of expression.
The Theme of the World Press Freedom
Day 2014 was Safety of Journalists in Cambodia: Rule of law in ensuring the safety
of journalists and combating impunity.
This WPFD celebration aimed to provide
a forum for dialogue among media representatives, practitioners, and civil society
organizations to discuss the current challenges and issues surrounding freedom
of expression and the safety of journalists in Cambodia.
The theme of the World Press Freedom
Day 2015 in Cambodia was Let Journalism thrive! : Journalists and Access to
Information. This celebration aimed to
provide a forum for media representatives and practitioners to discuss the
challenges journalists face in accessing
public information. What provisions in
the upcoming Access to Information legislation can assist journalists to conduct
their work thoroughly, independently,
and in a timely manner? What practical
barriers are currently in place that hinder
journalists’ reporting practices? A session was also dedicated to reflections on
free speech and the tragic events of Charlie Hebdo.
51communication and information
These celebrations were cooperative efforts of UNESCO, United Nations Office
of High Commissioner for Human Rights
(OHCHR), Cambodian Communication
Institute (CCI), Club of Cambodian Journalists (CCJ), Cambodian Association for
the Protection of Journalists (CAPJ), and
the Department of Media and Communication (DMC) at the Royal University of
Phnom Penh.
Access to Information
Legislation
Through the Millennium Declaration, the
United Nations has expressed a strong
support to democratic and participatory
governance, and recognized access to information and independent media as the
necessary tool to achieve these goals.
An Access to Information Law will call
for transparency in decision-making, empowerment of citizens and accountability
in the quest for development, and will be
central to the success of the post-2015
development agenda.
Access to information law is an essential
development tool and a critical element
in contributing to transparent economic
and social practices, good governance
and the fight against corruption. Democracy demands that individuals are able
to participate in decision-making processes and assess the performance of their
government.
UNESCO is supported by the Government
of Sweden to implement a three-year initiative Working Towards an Access to Information Law in Cambodia: Bridging the
Government and Citizens for Participatory Law-making. The overall objective of
this project is to promote an inclusive Access to Information law-making process
through bridging the government and
citizens in Cambodia.
During the biennium, UNESCO and the
Women Media Center (WMC) implemencommunication and information52
ted five community forums based on different geographical areas, covering 25
provinces. During the consultation process, at least 300 members from selected communities, out of which 150 were
women, engaged with the participatory
law-making process. The community forums played a key role in empowering local citizens to present their information
needs, and experiences and challenges
in accessing certain information. Before
giving the floor to community members
to discuss, the forum participants were
provided with background information
about the general principles of freedom
of information, their rights under international treaties and conventions, as well
as national relevant laws guaranteeing
rights to information, etc.
UNESCO and the Advocacy Policy Institute (API) successfully completed seven
sectoral forums with 479 participants (157
women), working directly with a network
of NGOs involved in seven specific sectors—education, gender, human rights,
agriculture, media, youth and health.
Through working directly with each area,
UNESCO and API worked to compile the
information needs that are specific to
each sector.
An important component of the Access
to Information Law initiative is the establishment of an Access to Information
Technical Working Group which is composed of the Representatives of the Ministry of Information, Civil Society Organizations (CSOs), journalist associations,
development partners and diplomatic
communities to contribute to the drafting
of an Access to Information legislation.
The working group which is co-chaired by
the Minister of Information and UNESCO,
meets bi-monthly to discuss the release
of new chapters of the legislation, and
to agree on revisions. The group is working towards achieving an internationalstandard legislation which takes into account the Cambodian context.
The Youth Mobile App
Initiative in Cambodia
The next 1 billion new internet connections will be from mobile devices in the
hands of young people from developing
countries. The Youth Mobile program
builds on the consideration that for millions of young people, the smartphone in
their pocket is a very powerful computer,
which they use in nearly all aspects of
their lives: communicating, learning, taking pictures, and playing games.
With this new initiative, UNESCO and
Instedd iLab strived to provide young
Cambodian people with the high-level
skills and confidence to develop and promote relevant mobile apps that address
local issues for sustainable development. The program aimed to introduce
youth to computer science programming
(learning-to-code) and problem solving
(coding-to-learn). It also sought to build
on experiences targeting young women
who are vastly underrepresented in this
field. Young Cambodians successfully
53communication and information
developed a variety of mobile app prototypes about traffic issues, scholarships,
trash collection, NGOs in the country, and
more at the end of the program.
UNESCO Community Radio
Programme in Rattanakiri
Province
The purpose of community radio is not to
do something for the community but to
provide the community with an opportunity to do something for itself. Through
community radio, community members
can promote their own identity and character, raise voices about their concerns
and also contribute to the local culture
and become part of a plurality of voices.
In Rattanakiri province, UNESCO supports
a community radio program in four different indigenous languages - Kreung, Brao,
Tampeun, and Jaraï - covering important
issues such as health, education, agriculture, culture, forestry, environment and
more. The community radio programme
is significant in its potential to reach the
various disadvantaged minority communities of rural and remote provinces of
Northeastern Cambodia which has a significant number of indigenous people.
communication and information54
PRESERVING DOCUMENTARY AND AUDIOVISUAL
HERITAGE MEMORY OF THE WORLD
Heritage under the UNESCO Memory of the World Programme is the documented collective memory of the people of the world. It is the legacy of the past. The programme
recognizes documentary heritage of international, regional and national significance,
maintains registers of it, and facilitates preservation and access without discrimination. It campaigns to raise awareness of the documentary heritage and alerts governments, the general public and businesses to preservation needs.
55communication and information
UNESCO, supported by the Korea International Cooperation Agency, is implementing
a three-year initiative to digitize and preserve the historical photographs and documents from the site of the S-21 prison and interrogation center of the Pol Pot regime,
currently the Tuol Sleng Genocide Museum. These documents were listed on the UNESCO
Memory of the World Register on 31 July, 2009. The museum archives holds 4,186
prisoner “confessions”, 6,226 biographies of prisoners and 6,147 photographic prints.
The Cambodian
National Commission
for UNESCO
57the cambodian national commission for unesco
UNESCO is the only UN Agency to have a
global network of national cooperating
bodies known as National Commissions for
UNESCO. National Commissions make part
of the overall constitutional architecture of
the Organization. Set up by their respective
governments in accordance with Article VII
of the UNESCO Constitution, the National
Commissions operate, on a permanent basis, for the purpose of associating their governmental and non-governmental bodies
in education, sciences, culture and communication with the work of the Organization.
Presently, there are 199 National Commissions for UNESCO across the world. They
constitute a truly global family with as an
authoritative network of stakeholders,
partners and experts and offer a comparative advantage to the Organization within
the United Nations system. This network
plays a significant role in the liaison with
partners, the coordination of activities and
the promotion of UNESCO’s visibility at the
country level.
Cambodian National
Commission for UNESCO
Chairman:
H.E. Mr. Sok An
Secretary-General:
H.E. Ms. Tan Theany
Deputy Secretary-Generals:
H.E. Mr. Chuch Phoeurn
Mr. Yos Eang
Mr. Sar Sothear
Office of the Cambodian National
Commission for UNESCO:
# 74, Preah Sihanouk Avenue - B.P. 29
Phnom Penh, CAMBODIA
Tel.: +855-23-210 369
Fax: +855-23-210 369
E-mail: cambonac@gmail.com
Year established: 1997
The Cambodian National Commission for
UNESCO is the main governmental counterpart of the UNESCO Office in Phnom
Penh. Since its creation in 1997, the National Commission has been the institution
responsible for structuring and maintaining
the contacts that UNESCO keeps with the
civil society and national authorities. The
National Commission is therefore the focal point for the implementation of many
UNESCO activities in the country. In Cambodia, the National Commission includes
representatives from the Ministries of
Education, Youth and Sports, Ministry of
Culture and Fine Arts, and Ministry of Information. The Cambodian National Commission for UNESCO initiates and participates
in many projects and activities of UNESCO
in Cambodia. These projects are funded under the UNESCO Participation Programme
and are directly implemented by different
concerned Ministries such as the Ministry
of Education, Youth and Sport, the Ministry
of Culture and Fine Arts, the Ministry of Information and the Ministry of Environment.
UNESCO
STAFF MEMBERS
59
Office of the Representative
Ms. Anne LEMAISTRE
Head of Office and Representative in
Cambodia
Mr. Kongkea KONG
Secretary to Representative
Mr. Sokhawat KEO
Registry Clerk
Administration and Finance
Unit
Mr. Bilal AL SHAABI
Administrative Officer
Mr. Khuon KHUN
Administrative Assistant
MS. Ratana BUON
Senior Finance Clerk
Mr. Chanthul SUOS
Senior IT Assistant
Mr. Kong BOL
Logistics Clerk
Mr. Sophal UONG
Messenger
Mr. Kim Heng UNG
Driver
Mr. Samoeun OUM
Driver
Mr. Thol DUCH
Driver
Mr. Kim Hong UNG
Chief Security
Mr. Malin SOK
Security
Mr. Sophai TRANG
Security
Mr. Vuy VA
Security
Education Unit
Mr. Santosh KHATRI
Education Specialist
Dr. Soveacha ROS
Programme Officer (CapEFA)
Mr. Don TAN
Programme Assistant
Mr. Someth YINSIENG
Programme Coordinator (CapEFA)
Mr. Nimol SOTH
Programme Officer
Ms. Sra KIM
Programme Officer
Mr. Vutha LAY
Programme Officer
Ms. Dinath KIM
Programme Officer
60
Mr. Chanthy LOCH
UN Volunteer
Culture Unit
Mr. Philippe DELANGHE
Culture Specialist
Mr. Chak PROM
Programme Assistant
Mr. Bunhok LIM
Programme Officer
for ICC-Angkor
Mr. Niran NOU
Programme Officer
for ICC-Angkor
Mr. Blaise KILLIAN
Project Coordinator
Mr. Makara HONG
Programme Officer for
Intangible Culture Heritage
Mr. Kosal MEY
Liaison Officer
Siem Reap Office
Ms. Marilena SIGNORELLA
Volunteer
Mr. Hugo BARTHOLOME
Volunteer
Ms. Camille de FROIDMONT
Volunteer
Ms. Yurie NAGASHIMA
Volunteer
Communication and
Information Unit
Ms. Jamie LEE
Communication Specialist
Mr. Sophal CHHAY
Project Officer
Science Unit
Ms. Maria INIGUEZ DE HEREDIA
Science Specialist
61
GLOSSARY
63
APSARA Authority for the Protection and Management of Angkor and
the Region of Siem Reap
CAMNAC The Cambodian National Commission for UNESCO
CCA Common Country Assessment
CCI Cambodian Communication Institute
CLC Community Learning Centre
ECCE Early Childhood Care and Education
EFA Education For All
ESD Education for Sustainable Development
ESWG Education Sector Working Group
FAO Food and Agreeculture Organization of the United Nations
ICC International Coordinating Committee
ICT Information and Communication Technologies
ILO International Labour Organization
IMF International Monetary Fund
IOM International Organization for Migration
MOW Memory of the World
MSM Men who have Sex with Men
MYIFF Multi-Year Indicative Financing Framework
NMSMTWG National MSM Secretariat Technical Working Group
NSDP National Strategic Development Plan
PVNA Preah Vihear National Authority
TVET Technical and Vocational Education and Training
UNAIDS Joint United Nations Programme on HIV/AIDS
UNAKRT United Nations Assistance to the Khmer Rouge Trials
UNDAF UN Development Assistance Framework
UNCDF United Nations Capital Development Fund
UNCTAD United Nations Conference on Trade and Development
UNDP United Nations Development Programme
UNDSS United Nations Department of Safety and Security
UNESCO United Nations Educational, Scientific and Cultural Organization
UNFPA United Nations Population Fund
64
UNHABITAT United Nations Human Settlements Programme
UNHCR United Nations High Commissioner for Refugees
UNICEF United Nations Children’s Fund
UNIDO United Nations Industrial Development Organization
UNODC United Nations Office on Drugs and Crime
UNOHCHR United Nations Office of the High Commissioner for Human Rights
UNOPS United Nations Office for Project Services
UNRC United Nations Resident Coordinator
UNV United Nations Volunteers
UNWOMEN United Nations Entity for Gender Equality and the Empowerment
of Women
UNWTO United Nations World Tourism Organization
WFP World Food Programme
WHO World Health Organization
Document produced by: UNESCO
Prepared and edited by the Publication Committee:
Ms. Jamie Lee, UNESCO CI Program Officer
Mr. Chanthul Suos, UNESCO Senior IT Assistant
Graphic design by: Chanthul Suos
Cover Drawing by Artist Fonki
@2016 UNESCO

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