In some of the most remote parts of Cambodia, indigenous communities are taking ownership of their schools.
Thanks to groups called School Support Committees organized by the Ministry of Education, Youth, and Sport, normal citizens have become important and vital part of the management and life of their primary schools. This School Governance Project is a reminder that our schools are for everyone, and that everyone owns our schools.
In some of the most remote parts of Cambodia, indigenous communities are taking ownership of their schools.
Thanks to groups called School Support Committees organized by the Ministry of Education, Youth, and Sport, normal citizens have become important and vital part of the management and life of their primary schools. This School Governance Project is a reminder that our schools are for everyone, and that everyone owns our schools.
In some of the most remote parts of Cambodia, indigenous communities are taking ownership of their schools.
Thanks to groups called School Support Committees organized by the Ministry of Education, Youth, and Sport, normal citizens have become important and vital part of the management and life of their primary schools. This School Governance Project is a reminder that our schools are for everyone, and that everyone owns our schools.
In some of the most remote parts of Cambodia, indigenous communities are taking ownership of their schools.
Thanks to groups called School Support Committees organized by the Ministry of Education, Youth, and Sport, normal citizens have become important and vital part of the management and life of their primary schools. This School Governance Project is a reminder that our schools are for everyone, and that everyone owns our schools.
In some of the most remote parts of Cambodia, indigenous communities are taking ownership of their schools.
Thanks to groups called School Support Committees organized by the Ministry of Education, Youth, and Sport, normal citizens have become important and vital part of the management and life of their primary schools. This School Governance Project is a reminder that our schools are for everyone, and that everyone owns our schools.
In some of the most remote parts of Cambodia, indigenous communities are taking ownership of their schools.
Thanks to groups called School Support Committees organized by the Ministry of Education, Youth, and Sport, normal citizens have become important and vital part of the management and life of their primary schools. This School Governance Project is a reminder that our schools are for everyone, and that everyone owns our schools.
Romas Chech and her mother harvest rice at their family farm. While many Jarai parents believe education is essential for their children’s future, they insist preserving their culture is as important. Everyday, after Romas Chech returns from school, she walks for over an hour to her family farm, where she helps her mother farm, learning in this way traditional knowledge from her mother. ©Erika Pineros / CARE
Rmam Bek, Jarai woman, lost her husband years ago, leaving her alone as the head of her family. Despite the difficulties, she supports her children to go to school: “I want my children to receive an education so they will be proud and respected. Nobody will look down on us”, she says. ©Erika Pineros / CARE
A girl shows her younger sister how to read during her class at Lum village’s school. Hang Phan, the school director explains that “often students have to look after their younger siblings, which makes it very hard for them to come to school. So they bring them too”. Ratanakiri Province, Cambodia. ©Erika Pineros / CARE
Everyday after school, children walk the often-long journeys to help their parents at their family farm. Spending time with the elders also helps them preserve their Jarai language and traditions. While many Jarai parents believe education is essential for their children’s future, they recognise they importance of preserving their culture too. ©Erika Pineros / CARE
Brieng Kapus eats with her siblings during a school break. Children in this Kreung minority are privileged to attend a bilingual school, where Kreung teachers provide Khmer education, making it easier for students to understand the lessons. Krola village, Ratanakiri Province, Cambodia. ©Erika Pineros / CARE
Brieng Kapus and other Kreung children play hopscotch outside their house during a school break. Children in this Kreung minority are privileged to attend a bilingual school, where Kreung teachers provide Khmer education, making it easier for students to understand the lessons. Krola village, Ratanakiri Province, Cambodia. ©Erika Pineros / CARE
Kreung teacher Rin Mom during a lesson at Krola village’s primary school. This school is one of the few bilingual schools in the country, especially set up to help indigenous children understand better, helping their progress at school. “Since we are part of the community, we care more for our school. We are gentle and patient, we use sweet words and encourage our students to be better”, Maow Nangmak, a Kreung teacher says. Ratanakiri Province, Cambodia. ©Erika Pineros / CARE
Rpuoy Khlom is not only one of the eldest Jarai community members, but a member of Lum Primary School Support Committee. As a member, he encourages the younger generations to preserve their culture. “We worry our children will forget what is left of our Jarai culture. There is no traditional hunting or fishing, no wildlife in the forests anymore; our traditional weaving and our identity are also disappearing. All we have left is our spoken Jarai language.” Ratanakiri Province, Cambodia. ©Erika Pineros / CARE
Following School Support Committee training,
primary school report

Increased capacity of School Support Committees
has positively affected

CARE has been working with indigenous communities in Cambodia for many years.
CARE started to implement multilingual education in the north-east of Cambodia in 2002. Over the years this program has developed to encompass support ranging from early childhood to secondary education, with a particular focus on girls.
This work has been possible with the generous support of the Australian Government and many private donors.