2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Country Report on
Environmental Education in Cambodia
Roath Sith*

1 Executive Summary
Since 1993, environmental education in Cambodia has been slowly permeating the formal education sector at the
primary, secondary and tertiary levels, including formal monk education, the training of government officials of Ministry ofEnvironment, and sporadically the mass media and non-formal education sector.
There is currently no single long-term strategic plan for environmental education (EE) currently in place within
Cambodia. Consequently the approach to EE is carried out in a fairly random manner. NGO's and IO's working in the EE
field produce and apply their own educational material for their own projects without consultation, for the most part, with
the Ministry of Environment (MOE). If this ad-hoc approach remains unchecked the Government will continue to have lackcontrol or quality assurance mechanisms for EE.
In addition, the Ministry of Environment has identified that little knowledge exists of what environmental education(EE) materials/initiatives/capacity currently exists in Cambodia as a whole making it difficult to clearly identify andaddress national EE needs. Hence it is considered essential to formulate a national strategic plan to ensure the long-term
effectiveness of EE in Cambodia and for the Government of Cambodia to regain control of its EE system and that Cambodia's
EE needs are properly identified and addressed.

2 Background
2.1 General issues
The Kingdom of Cambodia seriously suffered from more than two decades of civil war and international isolation fromthe mid 1970's to the early 1990's. After the worst events were over, the United Nations supported the general elections
in Cambodia in 1993 which ushered in a new era of peace. However due to a number of factors environmental degradationin Cambodia is apparent. This has been brought about by the prolonged war/conflict, the lack of capacity and knowledge on
environmental issues, inadequate agriculture, business and industrial practices, imperfect infrastructure, unequal accessto land tenure, lack of environmentally sound technologies and management, and a desire for rapid economic growthand poverty reduction. The links between poverty and environmental degradation are strong and need to be taken into
consideration while planning or implementing environmental legislations and policies.
The major environmental issues facing Cambodia include inappropriate forest exploitation, soil erosion, sedimentation,
coastal zone degradation, air and water pollution, depletion of the fishery stock, degradation of the Tonle Sap ecosystem, loss
* Environmental Education and Training Office, Department of Environmental Education and Communication, Ministry of Environment, Cambodia㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarof biodiversity, urban environmental degradation, and high population growth.
Environmental education (EE) is of fundamental importance in addressing these issues as it provides the necessary
knowledge/awareness, values and skills needed by students, the general public and decision makers to understand thecomplexities of the environment. The primary aim of EE is to enable Cambodian citizens to be aware of and appreciate thecomplex nature of the environment, as well as the role played by a properly managed environment, in social and economic
development.
However, the field of education was one of the most seriously disrupted by the prolonged civil war and conflict. Not
only were schools demolished, education suspended, literature and schoolbooks destroyed; the majority of schoolteachers
did not survive the atrocities. A moderate reconstruction of the educational system began in 1979 but after the 1993
elections a revitalized education system was considered as critical to broad-based development, and improved education as amajor contributor to overall nation-building, democratization and economic liberalization.
The Royal Government of Cambodia is committed to position its education system in order to optimize its contribution
to social and economic development and considers environmental education one of the top priorities for the country. It
recognizes that EE strategies are needed to mobilize all the elements that constitute the formalized methods of education
within Cambodian society including formal schooling education (secular and non-secular systems), non-formal education,
mass media, and socio-cultural elements like religious networks, and professional and occupational training. Each element
must take on the responsibility of delivering EE as a legitimate aspect of its activities and must accept EE as fundamental toaccomplishing the objective of a better environment.
2.2 Brief background to Cambodian Education System
The Cambodian education system can essentially be placed into three categories: formal secular, formal non-secular(monk education) and non-formal education. Formal education is undertaken in educational institutions such as schools anduniversities and non-formal education comprises education to the community outside of the formal schooling system andcan include vocational training etc.
The formal secular education system during the decade of the 1980s comprised 5+3+3 respectively for primaryschool, lower secondary school, and upper secondary school. The tertiary school was set for 4-7 years for technical andengineer training. In the 1990s the Cambodian education system was upgraded to 6+3+3 for primary, lower secondary andupper secondary schools respectively.
The tertiary level remained unchanged until 2000 when tertiary education was privatized so courses now vary in length
depending on the type of qualification. Vocational and technical education and training are also conducted from 1 year to 3-5
years. Non-formal education also contributes to the training of citizens. (See Appendix 1: Education system flow chart)
The formal non-secular education system is designed for Buddhist monk students. There are two parts to teachingmaterials: one is about literature and science subjects and the other is on Buddhism principles. The education system㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarfor this sector is designed similarly to the formal secular education system which comprises 6+3+3 for primary, lower
secondary and upper secondary schools respectively.
The National Constitution provides for free primary and lower secondary education (up to grade 9) in public schools.
However, private contributions are allowed to make up for the lack of public resources. In view of the scarcity of available
resources pre-school education has not been a major focus. About 94 percent of children aged between 3 to 5 years old do
not attend pre-school. Approximately 55 per cent of all primary schools offer six grades. Net enrolment rates are still low at
all levels. Most children who start school bear the consequences of the internal inefficiency of a system that is characterizedby high repetition and drop out rates.
The rather uniform centralised curriculum for primary schools is not always perceived as very motivating and relevantto the children and their parents. Teachers are often unable to provide an active learning environment as a short Textbook
Orientation Training alone is insufficient for encouraging the teachers to make a shift from the tradition of teacher centred
teaching to child centred teaching methods.
Another area of major concern is the low primary school attendance rate, particularly for the very youngest of schoolaged children and especially girls. According to the 1998 census only 20 percent of six year olds, and around 40 and 50
percent respectively of all the seven and eight years old children were attending school.
At all levels of education, students from the poorest families are under-served and under-represented. Cambodia isfaced with a clear gender gap for most of the access and quality indicators. The gender gap for net primary enrolment stands
at 6.2 percentage points for the academic year 2000-2001. The percentage of female students at pre-school level are 50, forprimary 46, for lower-secondary 37 and for upper-secondary levels 32. Boys and girls at early primary level appear to haveinitially almost equal schooling opportunities. However, around the age of eleven, girls start lagging behind boys (CARE,
1998). At the same time, girls have higher labour force participation rates than boys during their teenage years suggestingthat financial factors outweigh attitudinal ones in explaining the gender gap. Number of school girls drop down to about 33%
at lower and upper secondary schools. (See Appendix 2: Number of schools, classes, students and staff). Again, numbers ofgirls studying at tertiary schools become marginalized.

3 Environmental Education in Cambodia 1993-1998
3.1 Establishment of the Ministry of Environment and Department of Environmental Education andCommunication
In late 1993 the Ministry of Environment (MOE) was established to undertake environmentally sound management
and the preparations for environmental education in Cambodia also began. The Ministry was (and still is) made up of six
main technical departments with one being the Department of Environmental Education and Communication (DEEC) (SeeAppendix 3: Organizational Structure of the MOE). The DEEC role and function is to initiate, coordinate and cooperatewith relevant governmental institutions, national and international agencies, as well as business sectors, religious, and local
communities to work together for improving environmental capacity building and awareness.

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The main functions of the DEEC are to:• Build up national capacity and capability.
• Collaborate with line technical departments for organizing training courses on environmental issues.
• Collect, collate, develop and publicize environmental education materials.
• Cooperate with other International Organizations, Non-Governmental Organizations, and voluntary organizations forthe implementation and dissemination environmental education activities.
• Develop and distribute environmental educational materials to be used by all sectors in the society.
• Develop environmental education programs and concepts to be integrated into curriculums of primary, secondary andhigher education.
• Develop non-formal educational planning, i.e. environmental campaigns.
• Develop office strategic direction and action plans.
• Disseminate environmental awareness to officials, military officers, and general public.
• Liaise with relevant Ministries, institutions, NGOs, IOs and donor agencies concerned with environmental issues tocoordinate activities and provide technical guidance and direction as necessary.
• Organize capacity building training courses for government officers.
• Organize competition campaigns on environmental awareness.
• Prepare program of action based on the National Environmental Action Plan as well as national and international
policy.
3.2 Establishment of Inter-Ministerial Steering Committee for Environmental Education
Shortly after the MOE's establishment in 1993 an Inter-Ministerial Steering Committee for Environmental Education(IMSCEE) was established by the MOE, Ministry of Education, Youth and Sport (MOEYS), and Ministry of Cult and Religion
Affairs (MOCRA) to carryout all EE activities. The main role of IMSCEE was responsibility for all environmental education
programs in formal education for primary, secondary, and tertiary schools (secular) and monk schools (non-secular). The
IMSCEE was provided with technical and financial support by UNDP/CEAT.
The Committee members comprised representatives from the three Ministries. Three Sub-Committees for Primary,Secondary and Monk Education were also established to undertake technical work for these levels of education. In addition
an IMSCEE Secretariat was established to facilitate/support the technical and administrative work of IMSCEE and its subcommittees.
Shortly after the establishment of the IMSCEE, the MOE and IMSCEE, in cooperation with UNDP's Cambodian
Environmental Advisory Team (CEAT), outlined the first general framework for the integration of EE at all levels of
Cambodian society. The framework of EE in Cambodia stated the following issues as priorities: health, pollution, sustainable
use of natural resources, conservation of biodiversity and the relation between nature and culture.
In late 1995 another program was launched involving the IMSCEE, which focused on the integrated environmental
education into both secular and non-secular (monk) education systems and the Buddhist Association became a member of
the IMSCEE (See Appendix 4: Organizational structure of the IMSCEE).
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The responsibility of the IMSCEE members was as follows:• MOE/DEEC was responsible for overall EE programs,• MOEYS was responsible for any EE initiatives in the public education system by focusing on environmental
education issues within secular education system.
• MOCRA and BA were responsible for EE for the monk education system by focusing on environmental education
issues within non-secular education system.
Technical and financial assistance for this program was provided by UNDP/ETAP. The duration of this program wasover a three year period. Activities began in late 1995 and ended in December 1998. The main outcomes are given in section
3.3.1 below.
The IMSCEE was suspended in 1998 due to financial constraints and has not been reconvened since.
3.3 Formal Education Initiatives
3.3.1 Inter-Ministerial Steering Committee for Environmental Education
The IMSCEE developed integrated systems for EE into schooling education systems. There are two main
integrated target areas: secular schooling system (primary, secondary and high school levels) and non-secular(religious) schooling system (primary and secondary school levels).
In order to introduce the concepts, rational and goals of environmental education, and to discuss a model for the
integration (interdisciplinary/multidisciplinary) of EE in primary and secondary schools, a First National Seminaron Environmental Education in Primary and Secondary Schools was held in August 1993 by the IMSCEE withtechnical and financial assistance provided by UNDP/CEAT. Participants to this seminar were officials from the
MOE and MOEYS, primary and secondary school teachers' supervisors from both the central and provincial
sectors. It was agreed that the EE should be integrated by changing the content of the broad learning areas(interdisciplinary approach). This meant that EE was to be integrated within the broad learning disciplines forprimary school level. To begin with, EE was first to be integrated into primary school teaching and later on into
lower and upper secondary school and tertiary school levels.
3.3.1.1 Secular primary school initiatives
In 1995 the IMSCEE successfully launched a program called "integrated EE into primary school level". This
program began with the development of environmental education materials for both teachers and students
followed by a three-week national workshop1. The main objective of this workshop was to introduce EE materials
and collect feedback, comments and recommendations from participants for improving those materials. There
were 48 participants who attended the workshop. After review of the EE materials by using workshop feedback,
IMSCEE published the first draft of a teachers guide and environmental manual for primary school teachers.
This material was then introduced at six regional workshops2, each of which was attended by about 50 participants
invited mostly from the MOEYS (primary school's teachers) throughout the country, and several were invited1

The National Workshop was held in Sihanoukville from 27th May-14th June 1996.
The Six Regional Workshops were held at Kandal, Takeo, Stung Treng, Battambang, and Siem Reap Provinces, and Sihanoukville Municipality from May to June
1997.
2

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2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminarfrom MOE line provincial departments who carried out the EE program at both provincial and municipality levels.
Feedback, comments and recommendations from participants were used to review, correct, update and enhance
the quality of the books.
The teaching manual consisted of ten modules each comprising one lesson and several practical exercises. Thosemodules are:
• Module 1: What is the Environment?
• Module 2: Environment and Socio-Cultural,• Module 3: Green plant is sources of food,• Module 4: Water is life,• Module 5: the Sun,
• Module 6: Wildlife,• Module 7: Forestry,• Module 8: Natural Resources,• Module 9: Environmental Pollution and• Module 10: Quality of life.
In addition activity-based exercises were added to the modules. Exercises were divided into three main gradelevels: lower level for grade 1-2, middle level for grade 3-4, and upper level for grade 5-6. These included
classroom and outside classroom activities, and story telling.
Unfortunately, the final documents were unable to reach final publication due to the shortage of financial support(resulting from the international fund suspended for Cambodia in late 1997).
3.3.1.2 Secular secondary school initiatives
The initiative for the secondary school education program was planned to begin in 1997 for materials development
and environmental education training program in cooperation with UNESCO-Bangkok's Asia-Pacific Center of
Educational Innovation for Development (ACEID) with expected additional funding from Japanese Trust Funds.
Unlike the primary education program, where IMSCEE drafted a new EE classroom manual for teachers, thesecondary program focused on the professional development of teacher educators using the UNESCO-ACEID
training modules. However in 1998 the IMSCEE initiatives to launch integrated EE programs into secondary
school (secular area) level collapsed because of technical problems and financial constraints.
3.3.1.3 Non-secular primary and secondary school initiatives
Environmental education for the formal non-secular education sector was administered through IMSCEE's monk
education sub-committee. It was designed to be responsible for both the primary and secondary monk educations. A
Sub-Committee Working Group for Monk Education was established to prepare/develop the materials for Buddhist
primary and secondary school teachers with technical and financial support provided through IMSCEE's Secretariat.
MOCRA decided to use the draft Primary School Teacher's Manual (see section 3.3.1.1 above) as a model for a similar
manual for monk educators. The draft manual consists of a teacher's guide and ten modules. Each module comprises
lessons, exercises including written tests, storytelling, experiments, and outside classroom activities. The IMSCEE㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminaralso launched an additional program for the primary Buddhist monk education system. This program began with thedevelopment of EE materials for integration into primary monk education level.
The IMSCEE had planned to organize a national workshop on environmental education for monk education in late1998, to be followed by six regional workshops across the country in which the draft manual was to be introduced.
Participants of the national workshop were to comprise 50 department heads/representatives of MOCRA, MOE,
and MOEYS. The majority of participants were to be from MOCRA which is responsible for Buddhist education.
For the regional workshops, the participants would be head and/or lead teachers of the approximately 300 existing
Buddhist primary schools for monks.
The first draft of these materials was prepared but not published and introduced to the National Workshop forcomment and other input. Unfortunately this program was also suspended at the end of 1998 due to the shortageof financial support.
The draft manual (produced in both Khmer and English) aimed to deliver EE to Buddhist monk's students with
Buddhist principles and concepts in regards to the environment and human attitudes of high importance. The
draft manual comprised 10 modules as follows:• Module 1: What is the Environment?
• Module 2: Buddhist and the Environment,• Module 3: Wataram (Pagoda) and the Environment,• Module 4: Buddhist Education and the Environment,• Module 5: The Buddha and Forest,• Module 6: Khmer Cultural Environment,• Module 7: Pollution and the Hygiene of the Environment,• Module 8: Natural Recourse and People's Need,• Module 9: Element for Life and• Module 10: Environmental Morality.
The coordination of formal environmental education for monks in Cambodia has been suspended since December
1998 because of lack financial support.
3.3.2 Tertiary Education
The tertiary education system was controlled by the government through its line technical Ministries up until
the Year 2000. The Ministry of Education, Youth and Sport (MOEYS) had overall responsibility for most of
the tertiary schools and established national policies and curriculum guidelines for them. Also some tertiary
institutions and vocational and technical colleagues were under the governance of other technical Ministries(Ministry of Agriculture, Forestry and Fishery, Ministry of Health, Ministry of Commerce, etc). Courses onenvironmental issues were very limited if they occurred at all.
3.4 Non-formal Education Initiatives
3.4.1 Department of Environmental Education and Communication
The EE program in the MOE was first developed in 1994, soon after the MOE was established by the Royal㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

Government of Cambodia in late 1993. The initial EE program was primarily focused on the capacity buildingof the MOE staff and other governmental officers rather than providing environmental awareness to students,
farmers and the general public.
In 1994 with technical and financial support by international organizations (in collaboration with UNDP/CEAT,
IDRC, UNESCO, and IUCN), the Department of Environmental Education and Communication (DEEC) within the
MOE prepared and conducted a series of lecture programs on general environmental issues for MOE staff, called"Environmental Skills Training Course". Five training courses (four-week training course length) were organized
and conducted with the following objectives:• To ensure the MOE staff understood and supported the mission and goals of the Ministry;• To ensure the staff knew the functions of each department and office of the Ministry,• To increase the competence of the staff of the MOE with exposure to the full range of issues, sciences, andtechnology related to the environment.
This training course was planned to take place once a year to upgrade the knowledge of MOE officials working in
the field of environment and was to become a regular part of MOE's program.
The holding of the first three training courses was supported by UNDP, UNESCO, IUCN and IDRC with bothtechnical and financial assistance. There were about 300 personnel who attended these courses, the majority was
MOE staff working in various fields throughout the country and the rest were invited from relevant governmental
institutions. The final two training courses were organized by the DEEC in collaboration with UNDP, UNESCO,CARERE, IDRC, CEMP and other NGOs. Participants who attended these courses numbered about 200 andwere invited from MOE line Provincial / Municipal Environmental Departments and also other participants wereinvited from relevant governmental institutions.
The short training courses were suspended early in 1996 due to a lack of technical and financial support andfinancial support provided by the government is generally inadequate.
DEEC had also been in cooperation with local non-governmental organizations to disseminate environmental
awareness to the public. Implementation was via different types of education means such as short training
courses, workshops, meetings and the mass media.
3.4.2 Non-Secular Education Initiatives
The non-formal education system for non-secular education (non-formal monk education) program was conducted
through local NGOs covering Phnom Penh and 15 provinces. It should be noted that this program was undertechnical and financial assistance provided by from UNDP/ETAP and NORAD. An NGO Working group for acommunity based environmental training program for monks in the individual Wat (pagoda) community wasestablished in December 1997 which comprised 11 NGOs. The working group was split into two task teams,
one devoted to materials development (print and tape), and the other to training curriculum development. The㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

early material produced by the working group was a book called "A Cry from the Forest". This material was thendistributed to pagoda and monk master trainers in 1999.

4 Enviromental Education in Cambodia 1998-Present
4.1 Formal Education
4.1.1 Secular Primary School
There is currently no government formal printed environmental education material available to be used in secular
primary schools. However, the final "Teacher Guide Manual for primary school teachers" that was developed by
IMSCEE in 1998 (but not published) has recently been put on a website for schools to use.
In addition, a group of 4-NGOs developed a primary school teaching aid called "Guideline for Environmental
Educators" which comprises 42 lessons. Each lesson contains environmental issue explanation and exercise
parts. This material was adopted by the MOEYS and then published and distributed in 2003.
4.1.2 Secular Secondary School
After the IMSCEE was suspended in December 1998, the MOEYS in collaboration with UNSECO developed a text
book of materials related to environmental science for lower and upper secondary schools. This text book was called"Earth Science" and there are variety topics associated with environmental issues in general which focus on threedifferent environmental fields: the green, blue and brown issues. Currently, this book is used in secondary schools.
4.1.3 Secular Tertiary
At the end of the 1990s, privatization of the education system at the tertiary level was encouraged. As a result,tertiary schools were dramatically growing while other levels of the schooling system remained controlled by thegovernment. All kinds of private schools at the tertiary level are allowed to operate according to the curriculum
development approved by the Ministry of Education, Youth and Sport.
A secular tertiary education program on environment was officially established in 2000 by the Royal Universityof Phnom Penh3 (RUPP) with financial support provided by UNESCO and DANIDA (Danish International
Development Agency). This program was designed to provide an undergraduate degree, which is a four-year
academic study with 23 subjects. Students that enroll in this program are required to take 71 credits core
courses; 39 credits of basic requirement; 33 credits of general education, and 10 credits group-research in the lastsemester. There are about 30 undergraduate students who take this course each year. The first environmental
graduation students will complete their study in the 2004 academic year.
Materials for this graduate course have been developed with technical assistance provided by the Asian Instituteof Technology (AIT), based in Bangkok, Thailand. Developed materials were introduced to many workshops forcomments and feedback in order to improve the quality of materials as well as to fit it into the Cambodia situation.
3

Royal University of phnom Penh (RUPP) is a specialized university under direct supervision by the Ministry of Education, Youth and Sport. The university
mostly offers courses for professional teaching in various fields of education. Graduate students, after completing their courses in this university will generally
become teachers.

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4.1.4 Non-secular Primary and Secondary Schools
Due to ETAP ending in December 1998, the initiative for integrated environmental education into non-secular
education system for both primary and secondary school levels was suspended and no further activities havetaken place due to limited financial support. EE in this sector needs to be reactivated.
4.2 Non-formal Education
4.2.1 Ministry of Environment
Since 1998 non-formal education carried out by the Department of Environmental Education and Communication(DEEC) within the MOE has been limited. This is because it has not been a priority task for DEEC due to limited
capacity of the staff, uncertain policy, and financial constraints. It is essential to reactivate a program in orderto provide and strengthen the capacity of officials on environmental issues. This capacity building needs to befocused on various target groups, i.e. general officials, decision-makers and policy makers. A clear strategic planfor this development needs to be made.
4.2.2 Non-Government Organisations EE work
Since 1998 there has been quite a lot of activity in the non-formal sector which has been undertaken by Local andinternational Non-Governmental Organizations (NGOs), Associations, and Religious Groups. Similar to the formal
education system, non-formal education has been implemented in both the secular and non-secular education sectors.
Non-formal education carried out by the Non-Governmental Organizations is more active because thoseorganizations have clear work plans, enough funding to undertake such works, and their scope of work is generally
small scale (focusing on one or a few provinces or districts or communes). To date we know that there are about
30 national and international NGOs working in the environmental field in Cambodia (See Appendix 5: List of
National and International NGOs in Cambodia). Such organizations mainly focus their work on environmental
protection and conservation, environmental pollution, and only slightly concentrate on environmental education.
Only a few NGOs are concentrating more on environmental education, namely the Cultural and Environmental
Protection Agency (CEPA), Save Cambodia Wildlife (SCW), and Mlup Baitong (Green Shade) for example. Theirmain activities cover various fields including EE material development, EE training programs for local villagers,
advocacy, radio broadcasting, campaigns, etc.
However, most of the NGOs EE activities are lacking coordination/cooperation links either with the MOE nor
MOEYS, and vise versa. They work by collaboration mostly with local authorities only. Such lack of cooperation
with the central authority results in inadequate information for nationwide planning. Consequently, it isconsidered that some areas may have many environmental NGOs working in them, while others have none.
4.2.3 Public awareness raising of EE
Environmental awareness still tends to be very limited and is particularly low among people in rural areas and inareas of high bio-diversity. This lack of environmental awareness is a contributing factor to the destruction and/or
degradation of the natural environment i.e. soil erosion, deforestation, declining fish stock etc.

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In order to promote public awareness about current environmental issues, it is necessary to develop non-formal
education programs where people can learn about environmental issues through mass media, campaigns and/or
listening to advice from the monks.
The raising of public awareness in most provinces relies mostly on the print media, television, and radio
broadcasting. However, to ensure effective high quality news coverage and information campaigns on theenvironment, journalists with specialized education in environmental issue are necessary. There is a lack of welltrained journalists in Cambodia.
Cambodia has more than 20 newspapers, four of which are published in foreign languages. The non-Khmer papers
are well known among foreigners but have very low circulation among Cambodian people. Most newspapers
in Khmer circulate well in Phnom Penh and Siem Reap municipalities, but have poor distribution in the otherprovinces. Environmental issues are not often covered by either the local or foreigner's newspapers.
Radio is a cost effective and influential medium with a vast reach into rural areas. The lack of an electrical network
in most rural areas does not obstruct the distribution of information by radio, as batteries are commonly used inthese areas. The size of radio audience in Cambodia is unknown but radio ownership is high. Radio programs will
therefore reach a large section of the public and it seems to be an opportune time to introduce programs relating
to environmental issues. Some regular radio broadcasting of environmental issues has been introduced recently
by MOE and some NGOs i.e. Mlup Baitong and it is carried by the National Radio. There are about 10 radio
stations in operation but only two stations are regularly broadcasting environmental programs/news twice time aweek (the National Radio and Radio FM-103MHz).
Television (transmitting and cable TV) is becoming more widespread in large cities such as Phnom Penh, Siem
Reap, Sihanoukville, and Battambang. Soon after the formulation of the framework for environmental educationin July 1993, the MOE in collaboration with UNTAC and CEAT produced four short-term video bites for TV
broadcasting. The videos were targeted at the general public and aimed to inform the people on the importanceof Cambodia's forests. Then, in 1995 with support provided by UNDP/ETAP, the MOE/DEEC initiated andlaunched a TV Quiz Show on environmental issues. These shows were produced quarterly and broadcast 2 times
a week. Such productions have decreased since 1998 due to inadequate resources. Currently, only two TV QuizShows a year are produced and broadcast. General environmental information programs are however shown quite
regularly by 7 local TV operators.
Environmental campaigns also contribute to raise public awareness on the environment particularly on brown
issues. Such campaigns are carried out by the MOE and are undertaken for many events including National
Environmental Day, World Environmental Day, Clean up the World, Clean up Cambodian Beaches and Keep
Phnom Penh City Clean. Again, financial support for such campaigns is inadequate and as usual what finance thereis has been provided by private enterprises, local and international NGOs and embassies. Students, governmental
officers and local people generally volunteer to participate in these events.

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5 Challenges in Environmental Education
There is currently no single long-term strategic plan for environmental education (EE) currently in place within
Cambodia. Consequently the approach to EE is carried out in a fairly random manner. NGO's and IO's working in the EE
field produce and apply their own educational material for their own projects without consultation, for the most part, with
the Ministry of Environment (MOE). If this ad-hoc approach remains unchecked the Government will continue to have lackcontrol or quality assurance mechanisms for EE.
In addition, the Ministry of Environment has identified that little knowledge exists of what environmental education(EE) materials/initiatives/capacity currently exists in Cambodia as a whole making it difficult to clearly identify and addressnational EE needs. It also believes that there is little coordination of current EE initiatives which may be resulting in
duplication of efforts and inconsistencies in approach. Indeed from discussions with a number of organizations involved in
EE this view appears to be supported.
It is considered that the implementation of environmental education in Cambodia faces many obstacles including:• Limited cooperation and coordination/networking between governmental institutions, NGOs, and the private sector,• Limited environmental legislation, regulations and enforcement tools for managing its resources,• High percentage of illiteracy among Cambodian people,• Limited public knowledge on environment, so that their participation and commitment in environmental
activities is still limited,• Limited capacity on environmental education,• Limited materials and facilitation equipment for EE.
• Limited financial support.
• Inadequate strategic planning for EE.

6 Strategy to overcome the problems
MOE/DEEC is developing a Strategic Direction on EE, the vision of which is that "All Cambodians have environmental
awareness ensuring a sustainable future". The mission is "To achieve a coordinated and consistent approach to Environmental
Education (EE) in Cambodia to better enable the conservation and protection of the environment to the benefit of all people's
livelihoods, particularly the poor and disadvantaged." This is to be achieved by reaching four main goals:• Development and implementation of a National EE Strategic Plan to identify and address EE need withintegration of the ASEAN Environmental Education Action Plan (AEEAP).
• Development of a Sub-decree on Public Participation and Access to Information.
• Development of information tools for EE (website/newsletter/ CDs/Video, etc.)• Development and mobilization of human resources for EE.
The major part of the strategic direction is to develop and implement a National Environmental Education Strategic
Plan (NEESP) with integration of the ASEAN Environmental Education Action Plan (AEEAP)4. As a first stage to thedevelopment of the Plan a research project (known as the National Environmental Education Research Project or NEERP),
is proposed to be undertaken. The NEERP will provide a picture of what EE materials/initiatives/capacity exist in Cambodia
and a database developed with the information obtained to assist government and non-government institutions to better㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

identify the EE need of the Cambodian people at all levels of education (primary, secondary, tertiary, non formal and monk
education) and help improve environmental awareness at these levels.
EETO has already commenced the NEERP with preliminary discussions with government institutions and NGOs about
the project. However due to a level of financial constraint within the MOE donor funding is required for the NEERP to be
substantially continued and completed (approximately US$30,000). Once funding is secured it is estimated that the research
stage will take around twelve months to complete.
Once the NEERP is completed the material on the database would then be evaluated (as a further separately funded
project) to identify the need for what further measures are to be undertaken to ensure EE is occurring at some level in allparts of the Country. Following the evaluation the strategic plan would then be formulated to address the needs identified.
In the formulation of the strategic plan it is proposed that the equivalent of the IMSCEE be created to act as a steeringcommittee for the plan's development with all relevant stakeholders being represented. The NEESP would then be
implemented. The completion of the NEESP as a whole is expected to take 2 years (subject to availability of funding). The
NEESP's implementation is anticipated to take between 3-7 years, possibly more (again subject to funding).
In addition it is recognized that in the interests of good governance it is important that the Ministry gains knowledge ofwhat EE materials/initiatives/ capacity exists so it can establish a lead coordinating role for EE initiatives and also identify
the need for future EE initiatives in Cambodia. Such measures would also be in line with the important regional initiative of
the ASEAN Environmental Education Action Plan 2000-2005 (AEEAP).

7 Conclusion
Since 1993, environmental education in Cambodia has been slowly permeating the formal education sector at the
primary, secondary and tertiary levels, including formal monk education, the training of government officials of Ministry ofEnvironment, and sporadically the mass media and non-formal education sector. Between 1993 and 1998 much of the EE
activity in Cambodia occurred at the Government level, particularly in the MOE and MOEYS. Since then EE activity has
been limited within the MOE though the MOEYS has been integrating EE into the secular primary and secondary school
curriculums. The Environmental Science degree at the RUPP has also been recently developed. There has also beenvarying levels of environmental education work undertaken by NGO's over more recent years with the majority of the work
occurring in the non-formal education sector.
However the MOE considers that the approach to EE is carried out in a fairly random manner. NGO's and IO's working
in the EE field produce and apply their own educational material for their own projects without consultation, for the mostpart, with the Ministry of Environment. In addition it is recognized that little knowledge exists of what EE materials/
initiatives/capacity currently exists in Cambodia as a whole making it difficult to clearly identify and address national EE
needs. It is therefore essential that a national strategic plan to ensure the long-term effectiveness of EE in Cambodia isdeveloped in order for the Government of Cambodia to regain control of its EE system and that Cambodia's EE needs areproperly identified and addressed.

㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

8 Appendixes:
8.1 Appendix 1: Education system flow chart

Source: Expended basic education program 2002-2005, Ministry of Education, Youth and Sport, Cambodia, 2002
8.2 Appendix 2: Schools, classes, student and staff

Source: Education Statistics and Indicators, EMIS Center, Department of Planning, MoEYS, 1999

㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

8.3 Appendix 3: Organizational Structure of the Ministry of Environment㧙 㧙2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

8.4 Appendix 4: Organizational Structure of the IMSCEE㧙 㧙

2004 UNESCO/JAPAN Asia Pacific Environmental Education Research Seminar

8.5 Appendix 5: List of National and International NGOs in Cambodia㧙 㧙