មជ្ឈមណ្ឌលឯកសារកម្ពុជាខេត្តព្រៃវែង

គម្រោង៖ «ការលើកកម្ពស់លទ្ធិប្រជាធិបតេយ្យ និងអភិបាលកិច្ចល្អ តាមរយៈភាពជាអ្នកដឹកនាំរបស់យុវជនស្ម័គ្រចិត្តក្នុងសកម្មភាពសង្គម»

នៅវេលាព្រឹក ​ថ្ងៃទី៤ ខែកញ្ញា ឆ្នាំ២០២៥ មជ្ឈមណ្ឌលឯកសារកម្ពុជាសាខាខេត្តព្រៃវែង និងខេត្តតាកែវ បានរៀបចំវគ្គបណ្ដុះបណ្ដាលតាមប្រព័ន្ធឌីជីថល (zoom) ពីចម្ងាយ ជាមួយអ្នកស្ម័គ្រចិត្ត​ ចំនួន៤៤នាក់ (ស្រី៣១នាក់,ប្រុស១២នាក់) ក្នុងគម្រោង ការលើកកម្ពស់លទ្ធិប្រជាធិបតេយ្យ និង ភិបាលកិច្ចល្អតាមរយៈភាពជាអ្នកដឹកនាំរបស់យុវជនស្ម័គ្រចិត្ត នៅក្នុងសកម្មភាពសង្គម។ វគ្គបណ្ដុះបណ្ដាលនេះ មានគោលបំណង ផ្តល់ចំណេះដឹងកាន់តែប្រសើរឡើងពីភាពជាអ្នកដឹកនាំ និងជំនាញទន់, តម្លៃប្រជាធិបតេយ្យ និងអភិបាលកិច្ចល្អ ដើម្បីអនុញ្ញាតឱ្យយុវជនប្រើប្រាស់ចំណេះដឹង និងលក្ខណៈសម្បត្តិជាអ្នកដឹកនាំ និងសុជីវធម៌របស់ខ្លួន ក្នុងការរស់នៅ និងប្រកបវិជ្ជាជីវៈនៅក្នុងសង្គម។

លោក ផេង ពង្សរ៉ាស៊ី ជានាយកមជ្ឈមណ្ឌលឯកសារកម្ពុជាខេត្តព្រៃវែង និង ខេត្តតាកែវ បានចាប់ផ្តើមសម្របសម្រួល និង បើកកម្មវិធីវគ្គបណ្តុះបណ្តាល នៅវេលាម៉ោង ៨ និង ០០នាទីព្រឹក។

វគ្គបណ្តុះបណ្តាល បានបញ្ចប់ដោយរលូន នៅវេលាម៉ោង១១ និង ០០នាទីព្រឹក មានការចូលរួមដោយវាគ្មិនចំនួន២រូប ជាបុគ្គលិកមជ្ឈមណ្ឌលឯកសារកម្ពុជា ធ្វើបទបង្ហាញទៅកាន់អ្នកស្ម័គ្រចិត្ត រួមមាន អ្នកស្រី សូ ហ្វារីណា នាយិការងនៃមជ្ឈមណ្ឌលឯកសារកម្ពុជា ធ្វើបទបង្ហាញទាក់ទងទៅនឹង«ភាពជាអ្នកដឹកនាំ និង សុជីវធម៌សម្រាប់ការអនុវត្តវិជ្ជាជីវៈ»។ លោកបណ្ឌិត លី សុខឃាង ជានាយកមជ្ឈមណ្ឌលសន្តិភាពអន្លង់វែង ធ្វើបទបង្ហាញទាក់ទងទៅនឹង «មូលដ្ឋានគ្រឹះលទ្ធិប្រជាធិបតេយ្យ និង អភិបាលកិច្ចល្អ»។

CamboCorps youth train in leadership, governance: Forty young CamboCorps volunteers from Takeo and Prey Veng provinces receive online training in leadership and good governance so that they have the skills to support Khmer Rouge survivors and prepare for future professional roles.

More info: https://www.khmertimeskh.com/501751664/cambocorps-youth-train-in-leadership-governance/

Download: First Training Agenda

Promoting Democracy and Good Governance Through Youth Leadership in Volunteer Civil Action: FIRST TRAINING on Leadership, Soft skills, and scenario-based lessons on Democracy and Governance – September 4, 2025

DOCUMENTATION CENTER OF CAMBODIA (DC-CAM)

Project: 
Promoting Democracy and Good Governance Through Youth Leadership in Volunteer Civil Action

1st Youth Training Workshop

REPORT
Virtual Training Course Activities
on “Leadership, Soft skills, and scenario-based lessons on Democracy and Governance”

Organized by DC-CAM’s Prey Veng and Takeo Branches of the Cambodian Documentation Center
Supported by the Embassy of Canada’s Fund for Local Initiatives.

September 4, 2025

INTRODUCTION
On the morning of September 4, 2025, the Documentation Center of Cambodia (DC-Cam), through its branch working groups in Prey Veng and Takeo provinces, organized an online training course on “Leadership, Soft skills, and scenario-based lessons on Democracy and Governance” for young volunteers from those provinces. The training, which had 88 participants (44 DC-Cam staff and 44 young volunteers of both genders), was supported by the Embassy of Canada’s Fund for Local Initiatives.

Pheng Pong-Rasy, Director of the Prey Veng and Takeo Documentation Centers and the training course coordinator, opened the session with a brief overview of its objectives. He noted that this was the second main activity of the project “Promoting Democracy and Good Governance through Youth Volunteer Leadership in Social Action.”

So Farina, Deputy Director of the Documentation Center of Cambodia, then delivered a 90-minute presentation on “The Fundamental Principles of Leadership: The Relationship between Character and Leadership.” This was followed by a 60-minute presentation from Ly Sok-Kheang, Director of the Anlong Veng Peace Center, on the “Fundamentals of Good Governance and Democracy.”

To conclude, Pheng Pong-Rasy summarized the workshop’s process, results, and expectations, and outlined the plan for the second training session, scheduled for the following two weeks. The session lasted 3 hours and 10 minutes, running from 8:00 AM to 11:10 AM.

ABOUT THE PROJECT
Currently, Cambodian youth often lack a deep understanding of social responsibility and democratic values. A December 2020 national survey found that their “participation in social life, such as advocating for the elderly, attending community meetings, or volunteering, remains low.” The survey identified a lack of time, limited knowledge, and low self-confidence as the primary barriers to their engagement in social work.

The project, “Promoting Democracy and Good Governance through Youth Leadership in Volunteer Civil Action,” was established by the Documentation Center of Cambodia (DC-Cam) to address these issues. It continues the mission of a previous initiative, the “Promoting the Rights and Improving the Health Condition of Khmer Rouge Survivors” project (also known as “CamboCorps”). That project successfully equipped over 3,000 young volunteers with leadership skills for community development. What are the main issues facing Cambodian youth, and how does this project aim to resolve them?

DC-Cam designed this project to tackle three critical gaps:
1. Limited Education: The next generation has few opportunities to learn the fundamental concepts of democracy and good governance.
2. Skill Deficit: Compared to their peers in other Southeast Asian countries, most young Cambodians lack opportunities to develop leadership, professional skills, civic awareness, and a sense of responsibility.
3. Social Disconnection: Young people are often disconnected from the elderly survivors of the Khmer Rouge regime, who now live in social isolation without adequate healthcare access.

To address these challenges, youth volunteers (CamboCorps) will, under the guidance of DC-Cam staff, (1) Receive trainings in democratic values, leadership skills, good governance principles, and intergenerational dialogue, and (2) be tasked with visiting Khmer Rouge survivors in their homes to record their stories, document their experiences, and discuss pathways for future community development.

OBJECTIVE
– Increased youth knowledge of basic concepts of a democratic society/ culture
– Increased youth understanding of basic concepts of good governance
– Increased youth competency in soft skills relevant to project activities
– Increased intergenerational/ intercultural dialogue for youth on topics addressing Cambodia’s history and youth’s role in the future of Cambodia
– Increased youth commitment to volunteer civic service

TRAINING FORMAT
1. Pre-Training Assessment: An initial knowledge assessment on the topics of democracy, good governance, and leadership qualities.
2. Delivery Method: A remote online session conducted via the Zoom Meeting application.
3. Session Content: Presentations followed by discussions and a Q&A session on the following core topics:
a. “The Fundamentals of Leadership: Character and Leadership”
b. “The Fundamentals of Democracy and Good Governance”
4. Post-Training Assessment: A final knowledge assessment to measure learning outcomes.

ACTIVITY
1. Pre-Training Knowledge Assessment
Prior to the first training session, 51 young volunteers applying to the Documentation Center of Cambodia (DC-Cam) completed a questionnaire assessing their knowledge of leadership, good governance, and democracy. 
• To view the questions and participant responses, please visit the Google Form analytics link: https://docs.google.com/forms/d/1Nh5cJpr6Aoo8flQOzRp864Sz9olZLMoSxKz4DzQ6yN4/viewanalytics

2. Participant Registration and Orientation
From 7:15 to 8:00 AM on September 4, 2025, young volunteers, speakers, and DC-Cam staff registered for the online training via Zoom using their personal devices. Participants were asked to identify themselves by including their province before their name. A brief orientation was provided to ensure the session would run smoothly, covering essential Zoom functions such as using the mute button and the “Raise Hand” reaction feature to ask questions.

3. Opening Remarks: Pheng Pong-Rasy, Project Manager
At 8:00 AM, Pheng Pong-Rasy opened the training program with an introduction to the project, “Promoting Democracy and Good Governance through Youth Leadership in Volunteer Civil Action.” He explained that the training is designed to provide knowledge on democratic values, leadership, and good governance. Furthermore, he emphasized that the program aims to equip youth volunteers with intergenerational communication skills, which they will later practice with survivors living in their local villages and communes.

4. Presentation: “The Fundamental Principles of Leadership” by So Farina, DC-Cam Deputy Director
From 8:15 to 10:45 AM, So Farina led a session on leadership principles using a dynamic mix of presentation, quizzes, probing questions, and group discussion. Farina began by asking volunteers about their existing understanding of leadership. Several participants shared their reasons for attending. Next, volunteers were then given 15 minutes to silently reflect on their own personalities. Following this, eight volunteers shared their insights:
a) Noy Vannak (Takeo): “I like to joke, enjoy sharing, and value education.”
b) Chuob Phearum (Kampot): “I am quiet but clear and approachable in tasks; I tend to compare my abilities to others.”
c) Minh Lida (Takeo): “I joke often but am clear-headed and appreciate those around me.”
d) Soeung Sophea (Takeo): “I like to lead by organizing groups and delegating tasks clearly. I have high expectations for my work.”
e) Lai Theary (Svay Rieng): “I am clear, not very talkative, and punctual.”
f) Ren Rin (Kandal): “I am confident in my abilities. I can be talkative but am honest in all matters. I value education.”
g) Oeun Punnareay (Svay Rieng): “I am structured with my time, not very talkative, and enjoy giving suggestions. With friends, I joke often to create a happy atmosphere. I value character and responsibility in others.”
h) Touch Chanthoeun (Takeo): “I am talkative, respect time, and value the work of people around me.”

Farina then defined leadership, emphasizing that it comprises both innate qualities and skills that can be learned. She explained that good leadership stems from strong character and manners, complemented by broad knowledge. Key traits for young people to develop include:
o Continuous learning and good manners
o Self-awareness and dignity
o Initiative and clarity in action
o Courage to face challenges
o Responsibility and punctuality
o Quick and effective responsiveness

Each point was explained in detail, and volunteers were given opportunities to discuss their perceptions and reflect on how these principles apply to them.

5. Presentation: “Principles of Good Governance and Democracy” by Ly Sok-Kheang, Director of the Anlong Veng Peace Center
Ly Sok-Kheang began his presentation by asking the volunteers, “Have you ever heard the words ‘governance’ and ‘good governance’?” While many indicated they had heard the terms, only three stated they had previously studied the topic. He then proceeded to explain the foundational theories of “Governance and Good Governance” and “The Foundations of Democracy” to the participants.

Good governance refers to the processes for making and implementing decisions. While the term “governance” often describes the actions of national or local governments, it also applies to business owners and other leaders. It is a collaborative process involving multiple parties, including government, citizens, civil society, and the private sector—working together to build a better society. For instance, the best policies often result from cooperation between government, businesses, and citizens. The core values of good governance are accountability, transparency, inclusiveness (equality), and stakeholder participation
The eight key principles of good governance are:
1. Participation
Both men and women should have a direct voice in decision-making or through legitimate intermediate institutions that represent their interests. This requires an organized civil society and freedom of association.
2. Rule of Law
Legal frameworks must be enforced fairly and impartially. This requires an independent judiciary, an impartial and uncorrupted police force, and full protection of human rights, particularly for minority groups.
3. Transparency
Decisions are made and enforced in accordance with existing rules and regulations. Information is freely available and directly accessible to those who will be affected by such decisions.
4. Responsiveness
Institutions and processes must serve all stakeholders within a reasonable timeframe, addressing their needs and concerns effectively.
5. Consensus Orientation
Good governance mediates differing interests to reach a broad consensus on what is in the best interest of the whole community and how this can be achieved. While not everyone will agree, the decision should be acceptable and not cause harm.
6. Equity and Inclusiveness
All members of society, especially the most vulnerable, should feel they have a stake and are included. No one should be denied the opportunity to improve or maintain their well-being.
7. Effectiveness and Efficiency
Processes and institutions produce results that meet the needs of society while making the best use of resources. This means providing quality services without wasting time or money.
8. Accountability
Decision-makers in government, the private sector, and civil society organizations are answerable to the public and to their institutional stakeholders for their actions and performance.

Democracy: Human rights and the rule of law
Human rights: Listening and dialogue provide opportunities for stories and experiences to be told, which can bring some relief through acknowledging pain, suffering, and loss. For example: We talk about the justice received from the Khmer Rouge Tribunal, about the support for peace that emerged from our project, about the prevention of all forms of violence (direct and indirect), about not discriminating against race, color, ethnicity, and nationality, especially about the prevention of genocide, and about caring for survivors of the Khmer Rouge regime.

Rule of law: A rule of law is a state or country that adheres to the rule of law. A country with a rule of law has four characteristics: – The government is just (just in accordance with the will of the people), – The implementation of the law is based on the rights of citizens (related to freedom and the ideals of serving the interests of the people), – The justice system (the dissemination of various laws), and – A responsible stance (self-awareness, personal will, and no coercion). For example: The Khmer Rouge Tribunal has already sentenced former senior leaders and the most responsible. The Khmer Rouge Tribunal made a clear distinction between former senior Khmer Rouge leaders and those most responsible and survivors (who included former Khmer Rouge service members throughout the country (no further distinction). Survivors of the Khmer Rouge who served the movement can tell the story, which is another aspect of a broader understanding of history. Access to justice and continuing education about Khmer Rouge history in and outside the classroom.

Overall Conclusion of the Training: By Pheng Pong-Rasy, Training Coordinator
Pheng Pong-Rasy concluded the training by summarizing the core principles of leadership and good governance presented by the speakers.

On Leadership: Rasy emphasized that effective leadership is a skill that must be developed, even for those with innate abilities. He outlined that good leaders must be courageous, maintain a positive mindset, foster strong relationships, and be adept problem-solvers. Furthermore, he distilled leadership into three essential components: 1) strong Character and Personality, 2) physical Fitness and Good Health, and 3) Intelligence and Knowledge.

On Good Governance and Democracy: Rasy provided the youth volunteers with a set of key terms to remember as the foundational pillars of good governance and democracy. These included: transparency, justice, participation, coordination, decision-making, protecting human rights, demanding protection rights, the rule of law, responsiveness, consensus, effectiveness, clarity, and recognition.

Rasy then outlined the agenda for the second training session, scheduled for late September. This session will equip volunteers with practical research skills, including Interview techniques, methods for storing and transferring documents, a detailed review of the five-section questionnaire that will be used for interviewing survivors in early October 2025.

Finally, Rasy announced that the first training session was formally concluded at 11:10 a.m. Following the announcement, all youth volunteers were instructed to complete a post-training knowledge assessment via Google Form to measure the increase in their understanding of leadership and good governance principles.

OBSERVATION
Attendance and Participation: The first online training course demonstrated strong engagement, with over 85% of selected youth volunteers in attendance. Those unable to participate expressed their regret directly to branch office staff via social media, citing conflicting academic schedules, poor internet connectivity, and unforeseen health issues as primary reasons for their absence.

Despite technical limitations: as most participants joined via mobile phone, making it difficult to read presentation slides, their attentiveness was evident. Volunteers were observed actively engaging with the material, often leaning in to view their screens and taking comprehensive notes.

Post-Training Engagement: The high level of interest was further confirmed when volunteers proactively requested that the post-training knowledge assessment be distributed promptly. This initiative underscores their genuine investment in evaluating their own learning and development.

Scheduling Feedback: A valuable point of feedback was raised regarding the scheduling of future sessions. Two volunteers from Takeo province requested that the next training be held on a weekend to avoid conflicts with university classes. While the coordinator explained that this request could not be accommodated, the volunteers reaffirmed their commitment by stating they would rearrange their academic commitments to ensure their participation.

SUMMARY OF KEY FINDINGS
Youth Priorities in Leadership and Governance
An assessment of 34 youth volunteers revealed their priorities regarding the most important aspects of good leadership and governance. The results, ranked by percentage, are as follows:

Rank Aspect of Leadership & Governance Percentage
1 Team Leadership and Development 73.5%
2 Courage 58.8%
3 Ethical Decision-Making 55.9%
4 Risk Management 47.1%
5 Transparency and Accountability 44.1%
6 Strategic Planning 29.4%
7 Stakeholder Engagement 26.5%
8 Policy Making 20.6%
9 Public Service Delivery 14.7%
10 Other 8.8%

Analysis: The data indicates a strong preference for interpersonal and ethical leadership qualities over technical or procedural skills. The top three choices—Team Leadership, Courage, and Ethical Decision-Making—highlight a value system focused on collaborative, principled, and brave leadership. The significant value placed on Risk Management (4th) also suggests a pragmatic awareness of the challenges in community development.

Youths Perspectives on Courageous Leadership:
Following a training session on leadership principles, 34 youth volunteers were asked to reflect on the main aspects of “courageous leadership” based on the lessons learned. Their responses were synthesized into five key themes:
1. Problem-Solving and Decisive Action: The most frequently cited aspect of courage was the willingness to confront challenges directly. Volunteers emphasized that courageous leaders must tackle problems head-on, make timely decisions—even under pressure—and never shy away from injustice. This also includes the courage to lead a team and manage complex tasks effectively.

2. Responsibility and Integrity: Many youths directly linked courage with strong ethics. They described it as taking full accountability for one’s actions and decisions, having the honesty to admit mistakes, and maintaining transparency in all operations. For them, unwavering integrity is the foundation of a leader’s credibility.

3. Constructive Communication: Youth volunteers highlighted interpersonal courage as critical. This involves daring to express one’s opinion, actively participating in discussions, and providing constructive feedback. Importantly, it also requires the courage to be vulnerable by openly receiving feedback from others for self-improvement.

4. Self-Improvement and Resilience: Courage was also defined as an internal commitment to growth. Respondents described it as the strength to confront and change one’s own weaknesses, and to cultivate perseverance, patience, and the resilience to overcome obstacles without giving up.

5. Empowering and Supporting Others: A significant theme was outwardly-focused courage: the bravery required to lift others up. This includes advocating for and protecting team members, providing opportunities for their growth, and building strong, supportive relationships that empower the entire community.

EVALUATION OF THE TRAINING COURSE
Participant Evaluation Results: The first training session was met with highly positive feedback. A total of 34 out of 44 youth volunteers (77% response rate) completed the post-training evaluation. The most significant finding is that 100% of the evaluations rated the training as “Good,” “Very Good,” or “Excellent,” indicating widespread satisfaction with the experience. Participants assessed the training based on five key metrics: Training Content, Knowledge of the Facilitators, Participation and Engagement of the Speakers, Organization and Logistics of the Training Course, and Relevance to the Volunteers’ Roles.

The detailed breakdown of ratings for each category is presented in the chart below.

PARTICIPANT RECOMMENDATIONS FOR FUTURE TRAINING TOPICS
Based on feedback from the first training session, youth volunteers have expressed a strong interest in deepening their knowledge in the following specific areas:

Advanced Leadership Techniques: Participants showed high interest in moving beyond foundational concepts to practical methods for effective leadership. Key requests include strategies for successful team leadership and management, advanced communication and negotiation skills, decision-making frameworks, and risk management.

 Applied Good Governance: Youth volunteers seek to understand how to actively engage with governance structures. Their interest focuses on effective communication strategies with local authorities and community leaders, clarifying their specific role in public service, and driving community development initiatives.

Ethics and Core Values: There is a clear desire to gain a deeper, more detailed understanding of the fundamental principles that underpin democracy and leadership, including transparency, the Rule of Law, and Accountability Honesty, Integrity, and ethical decision-making in leadership.

Problem-Solving and Adaptability: Participants emphasized the need for practical skills to navigate real-world challenges, specifically: proven techniques for problem-solving, strategies for managing difficulties and adapting to changing situations.

Essential Soft Skills: A significant number of participants highlighted the need to build personal competencies, particularly: overcoming the fear of public speaking, developing effective communication strategies for diverse audiences.

LESSON LEARNT
The training revealed a critical gap in foundational education while successfully demonstrating an effective method to address it.

A key finding was that while a small number of participants had prior exposure to leadership and governance theory, the vast majority had received no formal education on these fundamental concepts. For these youths, the training provided an essential introduction. For those with prior knowledge, it served a different but equally vital purpose: it translated abstract theory into practical courage.

These participants reported that while they “understood the theory,” what they truly lacked was the courage to apply it. The course was particularly effective in instilling this courage, clearly establishing it as the foundational element for successful leadership.

This focus on practical application was highlighted as the program’s greatest strength. As one young female volunteer from Takeo Province noted, she learned more in this session than in any previous training. She emphasized that the value of the course lay not in a theoretically deep dive, but in its focus on actionable, simple, and practical points that youth volunteers could immediately understand and implement in their social work and communities.

CHALLENGS AND SOLUTIONS
The online training session was highly successful, though several logistical challenges were identified for future mitigation:

1. Technical Connectivity Issues: A small number of volunteers experienced poor internet connection, which hindered their ability to follow the lessons/presentations. DC-Cam staff proactively contacted these individuals in real-time and advised them to move to a location with better reception.

2. Participant Availability: Approximately 12% of selected youth volunteers were unable to attend due to conflicting schedules and other urgent commitments. Following discussions with staff, these individuals have committed to attending the second training session.

3. Device Management: Three participants reported that their mobile phones ran out of battery toward the end of the session, preventing them from completing the training. In response, we have provided all volunteers with clear guidelines on device preparation to ensure full participation in future sessions.

4. Participant Engagement Tracking: We noted that some participants remained on screen but were unresponsive during interactive portions of the presentation. While this may be attributed to ongoing connectivity issues or personal learning styles, it presented a challenge in gauging their comprehension and engagement. For future sessions, we will implement more structured methods, such as mandatory polls or chat-check-ins, to better assess understanding from all attendees. 

Report by Pheng Pong-Rasy, Dararoth Meta, Thon Sreypich, Chhim Sokhea, and Thib Sreynich

Promoting Democracy and Good Governance Through Youth Leadership in Volunteer Civil Action: THIRD TRAINING SESSION on Building Youth Understanding of Democracy and Governance, Applied During Survivor Engagement – October 24, 2025

Project
Promoting Democracy and Good Governance Through Youth Volunteer Leadership in Social Activities

REPORT
3rd Training Workshop “Building Youth Awareness of Democracy, Leadership, and Good Governance through the Implementation of Work Activities with KR Survivors and Expected Project Outcomes”

October 24, 2025

Organized by: DC-Cam’s Prey Veng and Takeo Documentation Centers
Supported by: Canada Fund for Local Initiatives of the Embassy of Canada

Summary
On the morning of October 24, 2025, the Documentation Center of Cambodia (DC-Cam), through its Prey Veng and Takeo Documentation Centers, conducted the third session of its Training Workshop. A total of 80 participants attended, including 38 DC-Cam staff members and 44 youth volunteers (of whom 33 were female). The attendance list of youth volunteers is included in the appendix of this report.
This session centered on the youth volunteers’ personal experiences working with the KR survivors. Discussions explored their perspectives on the value of democracy, the application of leadership, and the practice of good governance at the grassroots level.
In addition, participants received guidance on creative writing techniques and effective use of media to disseminate information and promote their volunteer activities. The training began at 7:45 AM and concluded at 11:00 AM.
Guest speakers included Mr. Taing Rinith, Regional Editor-in-Chief and Head of Information at Khmer Times, and Public Relations Consultant, and Mr. Pheng Pong-Rasy, Director of the Prey Veng and Takeo Documentation Centers and Project Manager of the “Promoting Democracy and Good Governance through Youth Leadership in Volunteer Civil Action” project.
At the conclusion of the workshop, 12 youth volunteers were selected from the group of 44 to respond to four key questions, related to their perception of the project, knowledge gained from the training, challenges encountered and proposed solutions and expected outcomes from their participation.

Based on their responses, all youth volunteers expressed high levels of satisfaction with the project. They reported gaining valuable knowledge and practical skills, which have boosted their confidence and strengthened their social networks. Many noted that the project has empowered them to take on future responsibilities with greater assurance, as their contributions are now recognized and respected within their communities.

Objectives of the Training Workshop
• Increase knowledge of article writing and social media.
• Reflect deeply on their “own personality” for leadership in modern society through honesty with themselves and others.
• Deepen understanding of the meaning and practical application of the values of democracy, leadership, and the principles of good governance.
• Encourage active social engagement through understanding and compiling stories from the past, especially the experiences of Khmer Rouge survivors, connecting them to the present to create a democratic society with integrity and accountability.
• Promote deep consideration of the role and responsibilities of youth in a democratic society.

Format of the Training Workshop
• Presentation of activity reports in the community implemented by the youth volunteers.
• Presentations by the speakers on creative article writing methods.
• Discussion on 1) Strategies for using social media, 2) Honesty leading to success, 3) The values of democracy, leadership, and good governance based on lessons learned from real work activities in the community and with Khmer Rouge survivors.
• Measuring the knowledge and perceptions of the youth volunteers regarding: the project, knowledge gained from the project, challenges encountered and solutions, and the use of knowledge gained from the project for their personal careers after the project ends.

Activities
Training Program Opening Remark – By Pheng Pong-Rasy
At 7:45 AM on October 24, 2025, Mr. Pheng Pong-Rasy, Director of Prey Veng and Takeo Documentation Centers, officially opened the third and final training workshop under the project titled “Promoting Democracy and Good Governance through Youth Leadership in Volunteer Civil Action.”
In his opening remarks, Rasy warmly welcomed the youth volunteers. He expressed his sincere appreciation for their commitment and willingness to dedicate personal time to participating in the workshop. He then outlined the agenda and objectives of the session and introduced the guest speakers.
Rasy emphasized that this final workshop would focus on reviewing the outcomes of the youth volunteers’ fieldwork with Khmer Rouge survivors in local communities. He highlighted the importance of reflecting on the application of leadership skills and the understanding of democratic values and good governance at the grassroots level.
He encouraged all participants to actively engage in discussions, drawing from their direct experiences and observations during their community work. Additionally, Rasy informed attendees that the training would include a session on creative article writing techniques—a valuable skill for both project-related activities and the personal development of youth volunteers, particularly in effectively communicating their work through media platforms.

Report on Youth Volunteer Activities in the Community: By Pheng Pong-Rasy, Director of DC-Cam’s Prey Veng and Takeo Documentation Center and Project Manager

Pheng Pong-Rasy presented a report summarizing the project’s activities, specifically focusing on the youth volunteers’ engagement with Khmer Rouge survivors in local communities. The report covered the period from early October 2025 through October 20, 2025, and was shared with all workshop participants.
The report highlighted the strengths and weaknesses observed among the youth volunteers, as well as the additional knowledge and skills they gained through their fieldwork. It also included key recommendations from the project management team aimed at further enhancing the capacity and effectiveness of the youth volunteers.

Below is the full report prepared and presented by Mr. Pheng Pong-Rasy:
“DC-Cam has conducted two training sessions aimed at equipping youth volunteers with essential knowledge and skills in leadership, the foundational principles of good governance, the promotion of democratic values, and research methodologies—particularly interview techniques for engaging with Khmer Rouge survivors. These sessions were designed to build self-confidence and enhance both current and future career and work-related competencies.
Since October 1, 2025, the majority of youth volunteers have actively applied the knowledge gained from these trainings in their community-based work with Khmer Rouge survivors. This practical engagement represents a key objective of the project: to further strengthen the capacity of youth volunteers through real work experience.
To ensure the effective application of these skills and the successful demonstration of leadership, DC-Cam staff from Prey Veng and Takeo Documentation Center have observed the youth volunteers during their fieldwork. Staff provided ongoing observation, monitoring, follow-up, and guidance throughout the process. After each activity, brief debriefing sessions were held to review outcomes, discuss challenges, identify solutions, and offer additional recommendations for improvement. This collaborative approach was intended to reinforce the lessons learned during training and support their practical implementation in the field.
Through this process, it was observed that all youth volunteers demonstrated commendable leadership and courage in working directly with survivors in their homes. DC-Cam recognizes and appreciates the dedication and bravery shown by these young individuals. Moreover, the survivors themselves responded with openness and strong cooperation, reflecting their respect for the principles of good governance and their support for the social initiatives led by the youth volunteers.
However, some areas for improvement were identified among a few youth volunteers. These shortcomings, which should be addressed to ensure greater success and impact in future activities, include:

• Lack of Initial Courtesy and Rapport Building: Some youth volunteers began interviews without first taking a moment to greet the host, engage in brief conversation, or inquire about the survivor’s well-being. Skipping this step can create discomfort or anxiety for the survivor, which may negatively affect the quality and depth of the interview.
• Limited Depth in Survivor Interviews: Some youth volunteers did not explore in detail the unforgettable experiences of Khmer Rouge survivors, resulting in incomplete or insufficient information being collected.
• Initial Hesitation and Nervousness: A few youth volunteers appeared fearful or forgetful during their initial interactions with survivors. This may be attributed to their lack of prior experience in conducting interviews with individuals affected by the Khmer Rouge regime.
• Lack of Note-Taking Materials: Several youth volunteers did not bring notebooks during their fieldwork, which led to missed opportunities to record key points shared by survivors or to note down follow-up questions.
• Challenges in Eliciting Deep Reflections: In cases where survivors struggled to identify their most difficult or painful experiences, some youth volunteers lacked effective questioning techniques to guide survivors toward sharing unique or significant stories.
• Rushed Departures Post-Interview: After completing interviews, some youth volunteers left the site quickly without taking time to engage in casual conversation, organize their materials, or reflect on any unfinished aspects of the interview process.
• Failure to Establish Personal Connection: A few youth volunteers did not disclose basic personal information—such as their place of residence—even when they lived in the same village or commune as the survivor. This lack of transparency may have hindered trust-building and limited the depth of information shared by the survivors.
All of these shortcomings were addressed immediately following the youth volunteers’ interviews with Khmer Rouge survivors. These moments served as practical learning opportunities, helping volunteers to identify areas for improvement and develop essential skills in interviewing, research, and the application of effective leadership. The feedback provided was intended to reinforce the training and support the volunteers’ continued growth in both personal and professional capacities.
In addition to accompanying youth volunteers during their fieldwork, DC-Cam staff responsible for project management have worked closely with the volunteers, providing consistent support throughout the process. They have remained readily available to assist with challenges encountered during community engagement and to ensure the smooth implementation of activities.
The teams from both Prey Veng and Takeo Documentation Center will continue to visit, observe, follow up, and offer additional guidance to youth volunteers in the field until the project’s activities conclude at the end of November 2025.
As of today, it has been 20 days since the youth volunteers began their community work. Observations show that more than 50% of the volunteers have already conducted interviews and engagement activities with Khmer Rouge survivors. DC-Cam strongly encourages all youth volunteers—those who have already participated and those who have yet to begin—to make full use of the remaining time until November 30, 2025, to apply their leadership and good governance skills in working with survivors within their own villages or communes. Your time and effort are invaluable in helping to preserve Cambodia’s history, particularly its experience of genocide, for the benefit of collective memory and future generations. Through your leadership and community engagement, you are actively contributing to the promotion of democratic values and respect for good governance.
The first phase of the youth volunteer mission will officially conclude on November 30, 2025. Volunteers who have completed their community work will receive: (1) A stipend, calculated based on the number of Khmer Rouge survivors they interviewed, (2) A certificate of appreciation, recognizing their participation and serving as a credential for future employment opportunities, and (3) All youth volunteers will be considered important contributors to DC-Cam’s mission, both now and in the future. DC-Cam will maintain contact with you and continue to involve you in future initiatives.
Regarding the second and subsequent phases of the project, DC-Cam will assess feasibility and inform volunteers accordingly. If the project continues and you wish to further strengthen your skills and capacity, you will be invited to participate again.
In summary, with support from Canada through the Canada Fund for Local Initiatives (CFLI) of the Embassy of Canada, the initial phase of the project “Promoting Democracy and Good Governance through Youth Leadership in Volunteer Civil Action” has successfully built youth capacity in several key areas, including:
• The value of democracy.
• The process of good governance with participation from the local to the national level.
• Good leadership.
• Direct volunteer work experience in society.
• Scientific research methods through dialogue with Khmer Rouge survivors about their experiences of serious human rights violations during the Khmer Rouge regime.
• Skills in creative writing and information dissemination.

DC-Cam expresses its sincere gratitude for the invaluable support provided by the Embassy of Canada. This assistance has played a crucial role in empowering Cambodian youth to engage meaningfully in promoting democracy and good governance.
DC-Cam strongly hopes that the Embassy will consider continuing its support in future phases of the project. By expanding opportunities for intergenerational dialogue, we can further preserve Cambodia’s history, foster sustainable development, and strengthen community participation in upholding the principles of good governance. Continued collaboration will enable many more young Cambodians to become informed, active citizens who contribute to building a democratic and just society.

Presentation on “Creative Article Writing Methods” and “Social Media Usage Strategies” – By Tang Rithy, Regional Editor-in-Chief and Head of Information for the Khmer Times newspaper and Public Relations Consultant

The speaker spent more than two hours presenting, discussing, and creating a question-and-answer forum on his two topics.
Topic 1: Creative Article Writing Methods:
The speaker began the session by posing a thought-provoking question to all youth volunteers: “When you write a creative piece, what do you think of first?” In response, a youth volunteer named Noy Vannak shared his perspective: “Creative writing is writing an article that is connected to a true story, but we can elaborate or embellish it to attract the interest of readers.”
After gathering responses from the youth volunteers, the speaker transitioned into his presentation, building on their ideas to introduce key concepts and techniques in creative writing.

• Definition of Creative Writing: Creative writing differs from academic or research writing. Its primary goal is to capture the reader’s interest, hold their attention, and present ideas clearly and engagingly. Unlike formal writing, creative writing allows for elaboration and storytelling that connect with real-life experiences while adding imaginative elements to enhance impact. Creative writing also offers valuable lessons for researchers. It helps them learn how to manage time effectively, communicate more clearly, and engage meaningfully with people around them—skills that are essential not only in research but also in leadership and community work.

• Types of Creative Writing: There are many types, such as poetry, short stories, novels, plays or screenplays, personal essays, journals, vlogs or blogs, descriptive articles, and social media narratives.

• Creative Writing Methods: The speaker emphasized that improving creative writing skills requires consistent practice. One effective approach is to write narratives daily, beginning with a personal journal to build fluency and confidence. He encouraged the youth volunteers to read like a writer, analyzing writing styles and techniques used by others. A key principle discussed was to “show, not tell”—using vivid descriptions and storytelling to convey meaning rather than simply stating facts. To illustrate creative storytelling, the speaker introduced two notable Cambodian authors: (1) Mr. Nou Hach, author of Phka Srapoun and Meala Duong Chet and (2) Mr. Chhout Khay, author of Kmeng Wat Samay Barang (The Temple Boy in the French Era). These examples were used to demonstrate how creative writing can blend truth with narrative techniques to engage readers and preserve cultural memory. The writing of these two authors has different methods, incorporating both Khmer and Western styles in Khmer literature. The speaker added that every piece of writing must be reviewed at least three times before it can be used.

• Common Mistake of Creative Writing: The speaker highlighted several frequent errors that youth volunteers should avoid when practicing creative writing:
– Writing without reviewing and correcting grammar and spelling mistakes
– Writing in a spoken or informal tone, using expressions such as “ចឹង”, “ម៉េចចុះ” or “ម៉ឹងៗ”, which may not be appropriate for written articles.
– Plagiarizing content entirely from other sources without original input or proper attribution.
– Writing pieces that are either too long or too short, lacking balance and structure.
– Using confusing or unclear phrases makes writing difficult to understand.
– Failing to provide clear explanations, which can leave readers uncertain about the message or purpose of the article
These mistakes can reduce the effectiveness of creative writing and limit its ability to engage readers. The speaker encouraged youth volunteers to be mindful of these issues and to continuously improve their writing through practice and feedback.

• Flexibility in Creative Writing: To encourage adaptability in the writing process, the speaker posed another question to the participants: “If we can’t write, what should we do to produce a good article?” When no responses were given, the speaker offered several practical strategies to overcome writer’s block and stimulate creativity:
– Change your writing environment to gain a fresh perspective and reduce mental clutter.
– Write freely, jotting down whatever comes to mind without worrying about structure at first.
– Read others’ work to gather inspiration and discover new ideas or styles
– Take short breaks to reset your thoughts before returning to the writing task
These methods were shared to help youth volunteers become more flexible and confident in their creative writing journey.

• Writing Photo or Video Captions: At the end of the presentation, the speaker introduced an exercise to help youth volunteers practice writing captions. He displayed a photograph showing a Cambodian youth volunteer sitting and interviewing a Khmer Rouge survivor beneath a traditional stilt house. The speaker gave the participants 10 minutes to reflect and write a caption for the image. This activity aimed to encourage thoughtful observation and concise storytelling. Three youths volunteered to share their ideas for photo captions, as follows:
– Menh Lida: “The experiences that the elders went through during that era are being compiled as history for the next generation of Khmer children to study and learn.”
– Ren Rin: “Today, a group of young women—whom I didn’t know—suddenly came to my grandfather’s house. I want to emphasize that they arrived at 7:02 AM, and my grandfather had never met any of them before”
– Lon Setha: “On the afternoon of October 22, the youth volunteer group from DC-Cam Takeo Documentation Center met, interviewed, and checked on the well-being of Hun Sien, 71, a resident of Trapeang Kak village, Lay Bor commune, Tram Kak district, Takeo province. She lived through the Khmer Rouge regime and suffered under its oppression”

The speaker provided corrective recommendations for each of the three youth volunteers’ photo captions so that they, as well as other youth volunteers, would understand how to write a creative and comprehensive photo caption.
Topic 2: Social Media Usage Strategies: After a break of about 5 minutes, the speaker began to show all participants some applications such as Facebook, Instagram, Twitter, TikTok, Telegram, WhatsApp, and YouTube to confirm that they are applications that can be used for dissemination.

Using Social Media Effectively:
The speaker highlighted Facebook, TikTok, and Telegram as the most widely used social media platforms among Cambodian people. He emphasized that these platforms serve multiple purposes, including communication, learning, and entertainment. Importantly, they can also be used as powerful tools to share photos, videos, and articles with meaningful content that engages audiences and serves as valuable documentation.
To maximize the impact of social media use, the speaker advised youth volunteers to organize a daily or weekly posting schedule. This helps ensure that shared content—whether information, images, videos, or documents—is delivered consistently and effectively, increasing visibility and support from the public.
In summary, the speaker’s second presentation encouraged youth volunteers to strategically choose and use popular social media platforms within the Cambodian context, both now and in the future, as part of their efforts to promote democracy, good governance, and community engagement.

Presentation on “Further Building Youth Awareness of the Value of Democracy, Leadership, and Good Governance through the Implementation of Real-World Work Activities with Khmer Rouge Survivors and Expected Youth Outcomes for the Project” – By Pheng Pong-Rasy

Pheng Pong-Rasy discussed the following topics with all youth: 1) The meaning of honesty leading to success, 2) The value of democracy, leadership, and good governance learned from the practical implementation of their activities in the community, and 3) The youth volunteers’ deep reflection on the project, the knowledge gained from the project, challenges encountered and solutions, and the use of knowledge gained from the project for their personal careers after the project ends.

Topic 1: The Meaning of Honesty
Pheng Pong-Rasy explained to the youth volunteers the meaning and importance of the word “Honesty”, emphasizing that it is a key factor leading to success in their future careers or business endeavors. He encouraged the volunteers to reflect on how honesty—through truthfulness, transparency, and ethical behavior—can build trust, strengthen relationships, and establish a strong foundation for personal and professional growth.
Below are selected quotes from Mr. Youk Chhang, Executive Director of the Documentation Center of Cambodia.

“Honesty is the key to success because it creates trust, virtues, and stronger relationships, leading to long-term growth and fulfillment in personal and professional life. Through “honesty with oneself and others,” we will enhance our reputation for honesty, improve self-awareness, and reduce stress.”
Based on Mr. Youk Chhang’s selected quotes above, Pheng Pong-Rasy offered alternative wording that preserved the original meaning. Please see the adapted version below:

“Honesty helps you succeed because people will trust you more. When you speak correctly, others will believe in you, and you will build strong relationships. Honesty will bring you success and long-term happiness in your personal life and work.”

Honesty also helps you understand yourself better and reduces pressure.

In addition, Pheng Pong-Rasy shared another meaningful phrase with the youth volunteers: “You can lie to others, but you can’t lie to yourself.” He explained that this statement aligns closely with the earlier discussion on honesty. While it may be possible to deceive others through words or actions, one cannot escape the truth within oneself. Personal integrity begins with self-awareness and accountability. When individuals are honest with themselves, they are better equipped to make ethical decisions, build trust, and lead with authenticity—qualities essential for success in both personal and professional life.
“Lying to others is possible,” Rasy explained, “because others cannot see what is truly in your heart.” This statement reinforces the importance of honesty and self-awareness. While it may be easy to hide the truth from others, especially when they lack insight into your thoughts or intentions, you cannot deceive yourself. True integrity begins with being honest with oneself—recognizing your values, actions, and motivations. This internal honesty is essential for building trust, making ethical decisions, and achieving long-term success in both personal and professional life.
“Lying to yourself is not possible,” Rasy explained, “because deep down, you always know whether what you said or did is true or not.” This insight reinforces the importance of self-honesty. While others may not see your inner thoughts or intentions, you are fully aware of your own actions and motivations. Being honest with yourself is essential for personal growth, ethical decision-making, and building a strong foundation of integrity. It allows you to reflect, learn from mistakes, and move forward with clarity and purpose—qualities that are vital for leadership and success.
This phrase, “You can lie to others, but you can’t lie to yourself”, reflects a person’s morality and conscience.
If you commit a bad act, such as lying to others, you may be able to hide it temporarily—because others cannot see what is truly in your heart. However, once your actions are discovered, your moral integrity will be questioned, and the trust others have in you will be lost.
On the other hand, lying to yourself is impossible. You know exactly whether what you said or did is true. Your conscience will not allow you to forget the lie. Your mind will continue to replay the falsehood, causing discomfort and inner conflict. Your thoughts and emotions will remind you of the dishonesty, making it difficult to find peace until you confront the truth.
This reflection highlights the importance of morality, self-awareness, and personal integrity—essential qualities for leadership, community engagement, and lifelong success.

Part 2: Discussion of “The Value of Democracy, Good Leadership, and Good Governance Learned from the Practical Implementation of Your Activities in the Community”

After nearly a month of fieldwork and small-group discussions with Khmer Rouge survivors and community members, the DC-Cam youth volunteers gained significant insights into the value of democracy, leadership, and good governance. Below are the key lessons they learned while implementing their activities in the community

A- Value of Democracy
1. Freedom: The speech, participation, and cooperation of Khmer Rouge survivors reflect their freedom to engage openly in a democratic society.
2. Human Rights: Survivors have the right to live peacefully without interference. Their children are entitled to education, employment, and the freedom to travel wherever they choose.
3. Equality: Every individual—regardless of gender, religion, or background—is equally valued. There is no discrimination based on class, race, or faith.
4. Participation: Survivors are free to join discussions without fear. They can share their stories, express agreement or disagreement, and contribute to preserving collective memory for future generations with confidence.

B- Good Leadership
1. Responsibility: Youth volunteers have demonstrated responsibility in managing their actions, time, relationships, and thoughts—whether related to their work plans or personal goals.
2. Honesty: They show integrity by respecting scheduled appointments, maintaining a clear and consistent purpose in their activities, and treating elders with politeness and respect.
3. Clear Planning: Youth volunteers have thoughtfully identified their work locations and meeting partners. They prepare all necessary materials and arrangements to ensure their plans are carried out smoothly and effectively.

C- Good Governance
1. Participation: Youth volunteers and Khmer Rouge survivors have collaboratively created a space for dialogue, sharing life stories from the Khmer Rouge era. This meaningful participation contributes to a shared goal: building Cambodia’s national history and educating future generations.
2. Clarity: The youth volunteers are clearly committed to their mission of being exemplary citizens, promoting democratic values and fostering strong cooperation.
3. Cooperation: During project activities, especially interviews with Khmer Rouge survivors, many community members joined in to listen, share opinions, and tell their own stories. This collective engagement fosters cooperation among youth volunteers, survivors, families, and neighbors, united by the goal of preserving lived experiences from the Khmer Rouge period.
4. Efficiency and Effectiveness: Working toward a common goal, youth volunteers delivered strong results. Survivors received increased attention, built trust, and developed deeper relationships with the youth, enhancing the overall impact of the initiative.

Topic 3: Project Sustainability – The Use of Knowledge Gained from the Project for Personal Careers After the Project Ends
This section highlights the long-term impact of the project by focusing on how youth volunteers plan to apply the knowledge and experiences gained to their personal and professional futures.
To initiate this reflection, Rasy facilitated a session where youth volunteers were given time to deeply consider what they had learned throughout the project. They were encouraged to think about the skills they developed, the challenges they overcame, and how these experiences could shape their future paths.
Twelve youth volunteers were selected to represent the larger group and share their reflections by answering four key

questions:
1. What is your opinion of the project you are working on?
2. What challenges did you encounter during the implementation of work activities, and how did you solve those challenges?
3. What did you learn from this project and its activities?
4. After this project ends, how will you use the knowledge gained from this project for your future career?

Rasy ensured that each volunteer had sufficient time to respond thoughtfully. Their answers, summarized in the following section, provide insight into personal growth and future aspirations inspired by their involvement in the project.
Deep Reflection of the Youth Volunteers on the Project
Below is a summary of the answers from 12 youth volunteers who expressed their impressions and deep thoughts on their work as youth volunteers in the project on “Promoting Democracy and Good Governance through Youth Leadership in Volunteer Civil Action”:

1) What is your opinion of the project you are working on?
• Positive Impact on Personal Development: The project has helped youth volunteers enhance their communication skills, build courage and confidence in facing challenges, and gain valuable work experience within a social context.
• Understanding and Historical Preservation: Through listening to survivors’ stories and collecting historical evidence, youth volunteers have developed a deeper understanding of the Khmer Rouge regime. Their efforts contribute to preserving history for the education of future generations.
• Community Engagement and Intergenerational Connection: Youth volunteers have engaged directly with community members, especially elderly survivors, gaining new perspectives and sharing knowledge across generations.
• Knowledge and Skill Development: The project has provided opportunities for youth volunteers to strengthen leadership, responsibility, and problem-solving skills—essential tools for their future careers.

2) What challenges did you encounter during the implementation of work activities? And how did you solve those challenges?
• Difficulties with Khmer Rouge Survivors: Many interviewees struggled with hearing, understanding the questions, or recalling events from the Khmer Rouge regime. Some were hesitant to participate due to lingering fear, doubt, or because they were either too young during the regime or now too elderly to remember clearly.
• Issues with Interview Materials and Locations: Youth volunteers lacked materials or small tokens to offer the survivors after interviews, which could have helped build trust. Additionally, finding suitable interview locations was challenging due to frequent external disturbances such as children crying, loud vehicles, or animal noises.
• Interview Process Challenges: Some interviewers forgot the questions they were meant to ask, while some interviewees provided off-topic or minimal responses, making it difficult to gather meaningful information.
• Community Concerns: Certain community members questioned the purpose of the interviews and asked what benefits they would receive from participating, indicating a need for clearer communication and community engagement.
• Interviewers’ Personal Challenges: Interviewers experienced fear and uncertainty, especially when trying to ask sensitive questions about traumatic events. They also faced difficulties in maintaining a smooth interview flow. To address these issues, youth volunteers made efforts to build rapport with interviewees beforehand and sought support from the project team to improve the process and facilitate their work.

3) What did you learn from this project and its activities?
• Personal and Professional Development: Youth volunteers acquired new experiences and improved essential skills such as communication, public speaking, and writing. They also strengthened their leadership abilities and built confidence in engaging with social issues.
• Historical Understanding and Compassion: Through interviews with Khmer Rouge survivors, youth volunteers deepened their understanding of Cambodia’s history and developed empathy for the suffering endured by the Cambodian people during that period.
• Social Awareness and Relationship Building: The project helped youth volunteers gain insight into Cambodia’s current social development. It also enabled them to build meaningful relationships with survivors and expand their social networks.
• Patience and Responsibility: Volunteers learned the value of patience, honesty, hard work, and responsibility. They came to appreciate the challenges involved in the work and recognized the personal growth and benefits that resulted from their efforts.

4) After this project ends, how will you use the knowledge gained from this project for your future career?
• Communication and Interpersonal Skills: Youth volunteers plan to apply the communication techniques they developed—such as building trust, honesty, and closeness—in future careers. These skills will help them conduct interviews and interact effectively with others in professional settings.
• Leadership and Good Management: The project has equipped youth volunteers with leadership and management skills, which they aim to use to become responsible leaders and contribute positively to society.
• Historical Understanding and Social Participation: The knowledge gained about Khmer history will be valuable in future roles, especially those involving interviews, education, or social work. Some volunteers expressed a desire to continue contributing to community-based projects like this one.
• Practical Skills: Volunteers developed practical abilities in speaking, writing, using digital tools, and sharing information. These skills will be especially useful in teaching, writing articles, and other communication-focused careers.
• Personal Development and Responsibility: Many youth volunteers aspire to become strong, responsible individuals who can work effectively within organizations. Some are motivated to seek meaningful employment and contribute to national development.

Observation
During the third training workshop, four newly registered youth volunteers requested to join the session, despite not having attended the previous workshops. Their enthusiasm to participate reflected a strong interest in the project and its goals.
One of the new volunteers, Ang Sreypov, shared her thoughts via Zoom, expressing that the program was very meaningful to her. She showed strong commitment to contributing effectively and mentioned her passion for listening to historical stories from elders, especially those related to the Khmer Rouge regime.
Another new volunteer, Thon Sreypeou, also voiced her interest in the project and its activities. While most of the youth volunteers did not actively express their views or engage in discussions during the training, they remained attentive and participated until the end of the session, demonstrating their dedication and willingness to learn.

Challenges and Solutions
• Technical Issues: Three youth volunteers experienced poor internet connectivity, which initially prevented them from fully participating in the lessons and presentations. However, they were able to join the program later. Additionally, some volunteers encountered difficulties changing their display names in the Zoom system as instructed.
• Participant Absences from the Training Workshop: Approximately 14% of the youth volunteers were unable to attend the training workshop due to various reasons, including urgent meetings, academic exams, work-related travel to the provinces, and other unavoidable commitments. Despite their absence, these volunteers managed to stay informed by coordinating with peers in their area. They requested fellow participants to take notes on key points from the sessions, which they later reviewed to catch up on the content.
• Equipment and Technical Familiarity: Newly joined youth volunteers faced challenges in accessing the online training due to a lack of prior experience with such platforms. After receiving guidance from the working group on how to join the sessions, they were able to participate without further issues.
• Assessing Youth Volunteer Engagement: Limited access to high-speed internet made it difficult for some volunteers to keep their cameras on during the sessions. As a result, it was challenging to monitor their engagement and participation. Nevertheless, observations indicated that these volunteers remained present and attentive throughout the training.

Report by:
Pheng Pong-Rasy, Dararoth Meta, Thon Sreypich, Chim Sokhea, and Theb Sreynich

Full report