110
problems, such as water contamination, air pollution, and chaotic urbanization, have
risen to the surface and are affecting people’s lives and health in Cambodia. In addition, this country lacks both of physical infrastructure and human resource. It is urgent
to draw the nation’s pathway to build a sustainable society for the next generation.
Cambodia, on the other hand, has its unique history symbolized by Angkor Wat
Temple and the Pol Pot regime. The Angkor Wat Temple, one of the most conquering kings of the Khmer Empire, Suryavarman II, constructed in the beginning of the
twelfth century, is considered as one of the largest temples in the world. The number
of visitors has been increasing substantially in recent years, and the provincial tourism department reported in the year 2012 that about two million foreign tourists
visited this World Heritage site. However, the municipal government of Siem Reap
that holds jurisdiction over Angkor Wat has been suffering from problems such as
water supply, solid waste management, heavy traffi c, etc. On the other hand, the Pol
Pot regime was built by a communist party, Khmer Rouge, in 1970s. They attempted
to build a farming society. However, it resulted in the death of 25 % of the country’s
population including those highly educated from starvation, overwork and executions (genocide). Even today, some are afraid of the re-emergence of a similar political
reign. This sense of fear among people is still causing serious social issues such as
low school enrollment ratio, and delaying the sound development of Cambodia,
leaving the country in tough environment in every aspect.
These facts provide a hint why we chose Cambodia for one of APIEL’s fi eld
exercise units’ study site: this country was considered to be one of the best places
where students acquire a holistic view over environmental issues with social and
economic insights.
7.2 Basic Concept and Approach of the Cambodia Unit
The theme of Unit “sustainable development in Cambodia” refl exes the complex
nature of Cambodia’s environmental issues. The United Nations says in the
Brundtland Reports that “sustainable development is development that meets the
needs of the present without compromising the ability of future generations to meet
their own needs [ 2 ].” However, sustainable development in the context of Cambodia
is wide-ranging and elusive.
Each student started with answering the core question that was “what is most
important for sustainable development in Cambodia?” They had diffi culty in the fi rst
place to respond this theme and struggled. However, eventually, they identifi ed and
addressed the emergent environmental issues to be solved through communication
among group members. This process was what we intended. Environmental problems
that were causing confl icts among stakeholders often had complicated relationships
with other issues, such as poverty or social justice. The authors believe that the
students should not choose their own topic of study for setting an easy answer.
Students who wish to be environmental leaders must struggle throughout the discourse
of problem identifi cation with other stakeholders before fi nding the answer.
H. Hamasaki and H. Katayama
problems, such as water contamination, air pollution, and chaotic urbanization, have
risen to the surface and are affecting people’s lives and health in Cambodia. In addition, this country lacks both of physical infrastructure and human resource. It is urgent
to draw the nation’s pathway to build a sustainable society for the next generation.
Cambodia, on the other hand, has its unique history symbolized by Angkor Wat
Temple and the Pol Pot regime. The Angkor Wat Temple, one of the most conquering kings of the Khmer Empire, Suryavarman II, constructed in the beginning of the
twelfth century, is considered as one of the largest temples in the world. The number
of visitors has been increasing substantially in recent years, and the provincial tourism department reported in the year 2012 that about two million foreign tourists
visited this World Heritage site. However, the municipal government of Siem Reap
that holds jurisdiction over Angkor Wat has been suffering from problems such as
water supply, solid waste management, heavy traffi c, etc. On the other hand, the Pol
Pot regime was built by a communist party, Khmer Rouge, in 1970s. They attempted
to build a farming society. However, it resulted in the death of 25 % of the country’s
population including those highly educated from starvation, overwork and executions (genocide). Even today, some are afraid of the re-emergence of a similar political
reign. This sense of fear among people is still causing serious social issues such as
low school enrollment ratio, and delaying the sound development of Cambodia,
leaving the country in tough environment in every aspect.
These facts provide a hint why we chose Cambodia for one of APIEL’s fi eld
exercise units’ study site: this country was considered to be one of the best places
where students acquire a holistic view over environmental issues with social and
economic insights.
7.2 Basic Concept and Approach of the Cambodia Unit
The theme of Unit “sustainable development in Cambodia” refl exes the complex
nature of Cambodia’s environmental issues. The United Nations says in the
Brundtland Reports that “sustainable development is development that meets the
needs of the present without compromising the ability of future generations to meet
their own needs [ 2 ].” However, sustainable development in the context of Cambodia
is wide-ranging and elusive.
Each student started with answering the core question that was “what is most
important for sustainable development in Cambodia?” They had diffi culty in the fi rst
place to respond this theme and struggled. However, eventually, they identifi ed and
addressed the emergent environmental issues to be solved through communication
among group members. This process was what we intended. Environmental problems
that were causing confl icts among stakeholders often had complicated relationships
with other issues, such as poverty or social justice. The authors believe that the
students should not choose their own topic of study for setting an easy answer.
Students who wish to be environmental leaders must struggle throughout the discourse
of problem identifi cation with other stakeholders before fi nding the answer.
H. Hamasaki and H. Katayama