ABOUT THE PROJECT
The project will build on DC-Cam’s previous (+3,000 strong) youth volunteer initiative called CamboCorps, which offered youth leadership opportunities in community development projects. DC-Cam will provide an expanded training (i.e., half-day virtual workshop) to youth volunteers—providing professional development in the areas of leadership, management, and other ‘soft skills.’ Under the supervision of DC-Cam staff, CamboCorps youth volunteers will be responsible for assisting survivors of the Khmer Rouge regime. Youth volunteers will be partnered with all Khmer Rouge survivors within a single household to learn about their experiences. Volunteers will also collect stories from the survivors and discuss broader topics like the role of youth in Cambodia’s future.
Cambodian youth lack civic-mindedness, responsibility, and awareness of democratic values. According to a nationally representative survey conducted in December 2020, “participation in traditional forms of civic life – such as raising a concern with elders, attending a meeting, or volunteering in the community, is low.” A “lack of time”, “knowledge”, and “confidence” are the main factors preventing young Cambodians from participating in civic life. The Cambodian education system is also hobbled by traditional forms of teaching, pedagogy, and materials. A “main goal of Cambodian education is to instill discipline and good character,” as opposed to “active citizens for a democratic knowledge economy.” Though there is not much data on youth’s knowledge and understanding of democratic values, “Cambodia’s education system appears inadequately equipped to instill democratic values.
This project addresses three critical needs/gaps in Cambodia. First, younger generations of Cambodians continue to have limited opportunities to learn about concepts of democracy and good governance. Second, there is a significant lack of opportunity for youth to develop leadership and professional skills, and civic mindedness, responsibility, and awareness of democratic values as compared to youth in other Southeast Asian countries. Finally, survivors of the Khmer Rouge regime are becoming increasingly isolated from society as they age, which diminishes their access to health care and ability to care for themselves.
The project’s overall goal will enable a culture that supports democracy, civic service, and good governance through youth volunteer service, and DC-Cam believes this project comes at a critical time in Cambodia. Cambodian youth are struggling to adapt to the changes in the region, which does not bode well for Cambodia’s future across multiple dimensions of democracy, development, and governance. The project is aimed at achieving the following results.
• 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
CONTACT
Pheng Pong-Rasy,
Director of DC-Cam’s Genocide Education Programme and the Prey Veng and Takeo Documentation Centres
Email : truthrasy.p@dccam.org
Phone : +855 12 696 961
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
DOCUMENTATION CENTER OF CAMBODIA (DC-Cam)
Project: Promotion of Democracy and Good Governance Through Volunteer Youth Leadership in Social Activities
2nd Training Workshop Report
Topic: Research Methodology: Interview Techniques, Document Compilation and Preservation, and Guidance on Story Writing
Organized by: Prey Veng and Takeo Documentation Centers
Supported by: The Canada Fund for Local Initiatives (CFLI)
Date: September 19, 2025
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Introduction
On the morning of September 19, 2025, the Documentation Center of Cambodia (DC-Cam), through its working group from the Prey Veng and Takeo Documentation Centers, organized a virtual training workshop on “Research Methodology: Interview Techniques, Document Compilation and Preservation, and Guidance on Story Writing” for volunteer youth from Prey Veng and Takeo provinces.
The training workshop had a total of 82 participants (38 DC-Cam staff and 44 [33 females] volunteer youths), and was sponsored by the Canada Fund for Local Initiatives (CFLI).
Pheng Pong-Rasy, Director of the Prey Veng and Takeo Documentation Centers and facilitator of the workshop, provided a brief overview and the objectives of the training. He explained that this was the second main activity of the project “Promotion of Democracy and Good Governance Through Youth Leadership in Volunteer Civil Action.”
Following this, the first speaker, Mr. Long Dany, Director of the DC-Cam Koh Thma and Veal Veng Documentation Centers, spent approximately 40 minutes presenting on “Research Methodology, focusing on interviewing survivors of the Khmer Rouge regime”. The next speaker, Mr. Pheng Pong-Rasy, Director of the Prey Veng and Takeo Documentation Centers, spent an additional approximately 1 hour and 30 minutes explaining a summary of the history of Democratic Kampuchea (1975-1979) and the “Questionnaire on Information for Khmer Rouge Survivors related to experiences, health, family members serving in the military, and discussion on participation in community development” to all participants.
Then, Mr. Chhim Poeu, an IT assistant, spent about 40 minutes on a presentation about “Techniques for Document Preservation and Data Submission”. At the conclusion of the workshop, Pheng Pong-Rasy summarized the process, results, and expectations of the training, and thanked all participants, especially the volunteer youth for attending despite being busy with the Khmer traditional Pchum Ben festival. The session lasted 3 hours and 55 minutes, starting at 7:40 AM and ending at 11:05 AM.
Training Workshop Format
• Pre-training knowledge assessment on the topic “Interview Techniques, Document Compilation and Preservation, and Guidance on Story Writing”.
• Remote meeting via an online system (Zoom Meeting Application).
• Presentations, discussions, and Q&A on four topics: “Research Methodology, focusing on interviewing survivors of the Khmer Rouge regime”, “Brief history of the Khmer Rouge (1975-1979)”, “Questionnaire on Information for Khmer Rouge Survivors related to experiences, health, family members serving in the military, and discussion on participation in community development”, and “Techniques for Document Preservation and Data Submission”.
About the Project
Currently, Cambodian youth do not seem to deeply consider attention to society, responsibility, and understanding of democratic values. A national survey conducted in December 2020 noted that “youth participation in social life, such as raising concerns for the elderly, attending meetings, or community volunteering, remains low”. Lack of sufficient time, limited knowledge, and hesitation in self-confidence are the main reasons hindering Cambodian youth from participating in social work.
The project “Promotion of Democracy and Good Governance Through Volunteer Youth Leadership in Social Activities” was created by the Documentation Center of Cambodia to continue the mission implemented under the previous project “Promoting the Rights and Improving the Health Status of Khmer Rouge Survivors” or the “CamboCorps” project. That project previously provided more than 3,000 volunteer youth with an understanding of leadership for implementation in community development projects.
What problems does this new project seek to solve?
DC-Cam created this project to address three key needs or gaps currently faced by youth in Cambodia:
1. The younger generation continues to have few opportunities to learn about the concepts of democracy and good governance.
2. Compared to youth in other Southeast Asian countries, most of the younger Cambodian generation do not have opportunities to develop leadership and professional skills, civic spirit, responsibility, and an understanding of democratic values.
3. The younger Cambodian generation does not pay attention to Khmer Rouge survivors who are getting older, living in social isolation, and lacking access to healthcare services.
Under the guidance of DC-Cam staff, volunteer youth, or CamboCorps, will:
1. Receive training on democratic values, leadership, good governance principles, and the promotion of inter-generational dialogue.
2. Be tasked with meeting with Khmer Rouge survivors in each family to listen to their experiences, document those experiences, and discuss how to participate in future community development.
Objectives
• Increase knowledge of the fundamental concepts of a democratic society or culture.
• Increase understanding of the fundamental concepts of good management or good governance.
• Increase the capacity to use soft skills (manners) related to project activities.
• Increase inter-generational or cross-cultural discussions on topics related to Cambodia’s history and the future role of youth.
• Increase high commitment to volunteer work to serve social services.
Activities
Speaker and Participant Registration on Training Day
From 7:15 AM until 7:40 AM on September 19, 2025, volunteer youth, speakers, and DC-Cam staff registered for the training via Zoom using their personal mobile phones or computers. Participants confirmed their identity by putting their province name before their personal name. All participants were also instructed on how to use the Zoom application for a smooth and effective training, such as how to use the mute/unmute function and how to click “React” to raise a hand to speak or ask questions.
Opening Ceremony and Explanation of Related Topics by Pheng Pong-Rasy
At 7:40 AM, after an opening chat and the formal opening of the training, Pheng Pong-Rasy briefly explained the project and some of the history of DC-Cam. He mentioned that this 2nd Training Workshop was organized to provide additional knowledge to the volunteer youth for a better understanding of research methodology focusing on interviewing, compiling, and preserving interview documents, and writing the stories of Khmer Rouge survivors, which is an inter-generational communication with survivors living in their communes and villages.
Presentation on “Research Methodology, focusing on interviewing survivors of the Khmer Rouge regime” – Long Dany
From 7:47 AM until 8:22 AM, Long Dany presented on the topic, using methods of presentation, defining oral history, the objective of the research methodology focusing on oral history, methods for interviewing Khmer Rouge survivors, and a set of questions to ask survivors.
He began by asking the participants: “What is an oral history interview with Khmer Rouge survivors (1975-1979)?”. He also reminded them that there are two types of Khmer Rouge survivors: ordinary people and those who worked within the Khmer Rouge regime.
He explained that oral history interviews with Khmer Rouge survivors are a technique for compiling and preserving primary documents that are historically important because they are original sources about the survivors’ personal historical accounts through interviewing, with note-taking, sound recording, photography, and transcription of the interviews.
The objective of this research method focusing on oral history interviews with Khmer Rouge survivors is to preserve the voices, memories, and perspectives of the survivors for students, researchers, and future generations.
Next, Long Dany presented the methods for interviewing Khmer Rouge survivors that volunteers must prepare:
• Preparation: Prepare adequately with interviewing materials.
• Building a trust atmosphere:
1. Prepare yourself properly, especially clothing or uniform.
2. Introduce yourself clearly to the survivor and explain the reason for the interview.
3. Inform the survivor that you have prepared a set of questions and ask how long the interview will take.
4. Listen attentively and use appropriate language or tone during the interview.
• Knowing how to ask questions:
1. When the survivor speaks, take note of keywords or key information to ask for clarification.
2. Ask follow-up questions according to the events or change the question format if you don’t receive the desired answer.
3. After exhausting all questions, ask the survivor if they want to share anything else that you haven’t asked to help researchers learn more about the Khmer Rouge regime.
4. At the end, thank the survivor for their time and cooperation in providing the interview.
• Choosing an appropriate interview location: Request a location for the interview that is free from outside noise.
The set of interview questions focuses on four points:
1. Questions related to basic information.
2. Questions about childhood up to 1975.
3. Questions about work and living activities between 1975-1979.
4. Questions related to during and after January 7, 1979.
Detailed examples of the questions for each point were provided.
Long Dany concluded by asking the question, “What knowledge should the interviewer have?” for the volunteers to consider. This requires broad knowledge related to the Khmer Rouge regime and general knowledge, especially the history of Cambodia before and after the regime, along with accuracy and ethics. After the presentation, one volunteer asked, “If the questions for the survivor are in order, but he/she deviates from our topic, can we interrupt him/her?”. The first speaker finished at 8:22 AM.
Summary and Additional History Presentation – Pheng Pong-Rasy
Pong-Rasy summarized and mentioned the topic of transcription to the volunteers, a word they had not heard before. He clarified that volunteers are not required to do transcription but only need to submit audio documents, photos, and the completed questionnaires. He stressed the importance of additional foundational historical knowledge about the Khmer Rouge. Taking this opportunity, Pheng Pong-Rasy gave a brief presentation on Khmer Rouge history to the volunteers.
He started by defining: What is history?. Then, he presented the purpose of studying history: to understand the events and activities that took place. He gave the example that within the Khmer Rouge regime (1975-1979), we should not just study the dates of each activity, but understand the additional reasons why an event or a regime occurred, and what events took place. Pheng Pong-Rasy highlighted eight principles of the Khmer Rouge regime:
1. Forced evacuation of the population.
2. Elimination of the free-market economy.
3. Abolition of currency.
4. Abolition of religion and defrocking of monks.
5. Elimination of class enemies.
6. Creation of cooperatives and work sites.
7. Expulsion of Vietnamese nationals.
8. Deployment of troops along the border, especially the Vietnamese border.
He stated that these eight principles are stories that occurred everywhere in the Khmer Rouge regime. They are general events that happened to all Cambodians who went through the regime.
Pheng Pong-Rasy explained that the purpose of mentioning these eight principles is to let the volunteers know that when they go to interview Khmer Rouge survivors, they do not need to ask about all the general stories. Volunteers should focus on personal stories—what special and unforgettable experiences each individual or survivor encountered.
Pheng Pong-Rasy also presented three impacts after the collapse of the Khmer Rouge regime:
1. Family fragmentation after the fall of the regime. DC-Cam research found over 28,000 mass graves. These are not graves containing only one body but common graves that DC-Cam estimates contain at least five bodies, and at most, thousands. In the Khmer Rouge regime, some bodies were buried in the form of trenches. He gave an example of a killing field at Chamkar Andoung village, Chamkar Andoung commune, Chamkar Leu district, Kampong Cham province, called “Cashew Plantation”, which is now land owned by a Chinese company. This cashew plantation had a large area used for detaining and killing people. Khmer Rouge forced prisoners to dig trenches or plant bamboo around the perimeter of the cashew plantation. After the prisoners finished digging the trenches or planting bamboo, the Khmer Rouge would beat them to death and throw them into the pit.
2. Survivors were left with scars from torture by the Khmer Rouge, and some remain disabled to this day.
3. The regime left behind many orphans who grew up without a future because they had no parents or elders to care for and educate them.
Presentation on the “Questionnaire for Khmer Rouge Survivors related to Experiences, Health, Family Members Serving in the Military, and Discussion on Participation in Community Development” by Pheng Pong-Rasy
Pheng Pong-Rasy first showed the six-page questionnaire that the volunteers would take to meet the Khmer Rouge survivors. Before the interview questions, he showed the top section, which volunteers must understand, such as how to introduce themselves, state the purpose of meeting the survivor, ask about their current health issues, and learn their thoughts on their village and commune.
The questionnaire has five sections:
• Section 1: Personal and Family Information.
• Section 2: Information on Experiences during the Khmer Rouge.
• Section 3: Health Information.
• Section 4: Community Development Information.
• Section 5: Information on Family Members Who Served in the Cambodian Military.
Finally, Pheng Pong-Rasy advised the volunteer youth that after the interview, they must take a photo before leaving and thoroughly check if the audio recording was successful. Another point was to tell the survivor that if there were any shortcomings, they would ask permission to interview again.
After Pheng Pong-Rasy’s presentation, a volunteer named Choub Phearom asked three questions: (1) Can I interview my father online?, (2) If I already know his personal information in the Personal Information section, can I skip it? And (3) Should we ask about his nightmares during the Khmer Rouge era or after the regime ended?
Another volunteer, Lon Setha, asked, “How many minutes should we interview? At least half an hour like before, or longer?”. And another volunteer, Soeun Sophea, asked two questions: (1) How many survivors should we interview? And (2) Should we conduct the interview alone, or as a group of 5 to 6 people at a time?
Presentation on “Techniques for Document Preservation and Data Submission” by Chhim Poeu
At 10:20 AM, the presentation on “Techniques for Document Preservation and Data Submission” was delivered by Chhim Pov, an IT assistant at DC-Cam. He started his presentation by covering four main points:
1. Interviewing Khmer Rouge survivors.
2. Data collection, including the paper questionnaire, photos, and audio.
3. Location tagging.
4. Organizing documents and submitting the completed work by the volunteers to the DC-Cam working group in both branches.
Location tagging and data entry are crucial points that require the volunteer youth to go to the location in person to confirm the residence of the interviewed survivor, so the youth better understand how to tag the location. Mr. Chhim Pov used a video to demonstrate this. Location tagging includes entering the survivor’s name, gender, age, phone number, village, commune, district, selecting the province of residence, and finally, the interviewer’s name. After completing the entry, they must review it once more and click submit.
The presentation then moved to organizing documents and sending the completed interviews to the DC-Cam staff in Prey Veng and Takeo provinces. Each volunteer received a personal link to upload documents under their respective name. After receiving the link, the volunteer must create a file location by naming it with the year, month, day, and the name of the interviewed Khmer Rouge survivor. All interview documents must be confirmed as successfully received by the DC-Cam working group before the volunteer can delete them from their phone. To make it clearer, Mr. Chhim Pov showed an example via a video on an Android phone.
After the presentation, Mr. Pheng Pong-Rasy, Director of the Prey Veng and Takeo Documentation Centers, requested Mr. Chhim Poeu to present to the volunteer youth again, showing the steps to create a file location and upload documents slowly, so the volunteers could easily understand and upload the documents.
Finally, Mr. Pheng Pong-Rasy thanked everyone present, including the volunteer youth, DC-Cam staff from all provinces, and the central office in Phnom Penh, for taking the time to participate in this 2nd training workshop.
Overall Conclusion of the Training Workshop – Pheng Pong-Rasy
Pheng Pong-Rasy summarized the key contents raised by both speakers to the volunteer youth, confirming that the training on Research Methodology: Interview Techniques, Document Compilation and Preservation, and Guidance on Story Writing was successful.
Finally, Pong-Rasy officially closed the 2nd training workshop at 11:05 AM that morning, after thanking all the youth for participating and informing them that the working group would send DC-Cam T-shirts, the paper questionnaires, and magazines to the volunteer youth via post or by direct delivery.
Observation
More than 85% of the youth who applied to be volunteers participated in the 2nd online training workshop organized by DC-Cam. Volunteer youth who did not attend the 1st training tried to participate in the 2nd one, even though the program was held during the Khmer traditional Pchum Ben festival. Some volunteers requested to listen without turning on their video due to the festival, while others, whose phones could not connect, borrowed a family member’s phone to listen and learn the important lessons. Some volunteers missed the event because they were attending their grandmother’s 100-day memorial service, and others had poor internet service which caused them to miss the workshop, according to messages sent to the DC-Cam working group in both branches via the Telegram social media group. This demonstrated the youth’s responsibility and dedication to the volunteer work they committed to.
The fact that most youth showed their faces on the Zoom screen indicated their high attentiveness to the presentations and explanations. Because most youth used their personal phones to participate, they had difficulty reading the text on the speakers’ Slide presentations. Some youth were seen straining to read the text by holding their phone close to their eyes and then turning to write in their notebooks.
Another point is that most youth requested to receive the DC-Cam T-shirts and the paper questionnaires to use when meeting Khmer Rouge survivors, which is scheduled for the upcoming October.
Lesson Learnt
While the overwhelming majority of youth had never received education or training on the foundations of leadership, good governance, and democracy, a few youth mentioned that they had been trained on these topics. They stated they understood the theory of leadership, but what they lacked was courage, and this workshop fostered the idea in them that courage is the foundation of successful leadership. A young female volunteer from Takeo province asserted that she learned much more than she had previously learned about leadership and good governance. She mentioned that the training did not focus entirely on leadership theory but focused on practical implementation, making it easy for all youth to follow the key and simplest points for practical application in social work.
Challenges and Solutions
The training workshop was very successful, despite a few challenges. These challenges, listed below, were addressed immediately:
1. Technical Communication Issues: One volunteer youth experienced poor internet connection, preventing them from following the lessons/presentations, but they were able to listen with a friend. Another volunteer messaged the DC-Cam staff via Telegram that they could not join despite three attempts. The working group advised them to find a location with better phone service, but in the end, that volunteer still could not join because their friend said they were rushing to the pagoda with family.
2. Participants Missing the Workshop: Approximately 14% of the youth did not attend due to the grandmother’s 100-day memorial service and other necessary tasks. DC-Cam believes these youth can still carry out the interviews with survivors and can request DC-Cam staff to meet them and provide direct guidance. At 9:42 AM, two volunteers messaged the working group saying they wanted to join after completing their essential personal work. The working group was lenient and allowed the volunteers to join because their presence was important, even if they missed the beginning.
3. Device Management: One youth reported that their computer had an issue and could not continue the Zoom meeting, but the DC-Cam working group encouraged them to finish by using their mobile phone instead. This incident occurred near the end of the training. There were also two volunteers who did not know how to input their name and province for identification by the working group. After the working group instructed them, they still could not change it, so the working group advised them to continue the meeting attentively. Not changing the name was not a major issue, as the working group would identify them directly.
4. Participants Not Showing Interest: Some youth did not respond or react to the speakers’ presentations. The organizers did not know if those individuals fully gained knowledge from the workshop because some participants were allowed not to show their faces on screen due to poor internet service.
Report by: Pheng Pong-Rasy, Dararath Metta, Thun Sreypich, Chim Sokkea, and Theb Sreynich
