112
they have never visited Cambodia or known that much about Cambodia. Thus,
these lectures focused on providing fundamental information and knowledge
such as historical, economic, social, and environmental issues. Above all, learning the history of the Pol Pot regime was indispensable for understanding
Cambodia; Cambodian society even today is suffering from its aftermath. In
addition to that, as a collateral benefi t, participants from different universities
were able to get to know each other through a teleconferencing system before
meeting together in Cambodia. Second, preliminary assignments were helpful for
students to start communication, discussion, and interaction with each other from
an early stage of Unit implementation. Sharing academic background sheet of
each participant was also useful for students to have better idea about the others,
helping them to discuss and exchange opinions more smoothly, even when using
Web- and e-mail-based communications.
The signifi cance of the preliminary meeting was typically seen when we compare
the implementation of the Unit in 2011 with that in 2012. In 2011, students from the
Royal University of Phnom Penh (RUPP) could not attend preliminary lectures
because they did not have access to a teleconferencing system. That year, it took some
certain time for RUPP students to mix comfortably with others from The University
of Tokyo (UT) and Seoul National University (SNU). In 2012, the RUPP students
attended the preliminary lecture through a teleconferencing system, thanks to the
cooperation of World Bank and JICA. This three-way meeting enabled students from
three different universities to communicate smoothly from the beginning to the end of
the fi eld exercises in Cambodia.
7.3.2 Fieldwork in Cambodia
7.3.2.1 Lectures
The topics of lectures held in Cambodia were deliberately wide-ranged since the
main theme of this Unit was sustainable development. We selected several rather
general topics for lectures, including water supply, solid waste management, rural
development, Offi cial Development Assistance (ODA), tourism, etc. Naturally,
stakeholders related to these lectures have diverse views.
In 2011, we had lectures from JICA, the Korean International Cooperation
Agency, Community Sanitation and Recycling Organization, urban planning consultants, local government offi cials from the city of Siem Reap, and the Authority
for the Protection and Management of Angkor and the Region of Siem Reap which
is an organization managing Angkor Wat. Based on these lectures, all the groups
discussed and decided on their own topics for their fi nal presentations.
When we started the preparation of Cambodia Unit in 2012, we reviewed the
program held in 2011 and found it necessary to prepare a lecture related to leadership. Therefore, we requested Mr. Ek Sonn Chan through local JICA offi ce to give
us a lecture (Fig. 7.1 ). He was appointed in 1993 as the General Director of Phnom
H. Hamasaki and H. Katayama
they have never visited Cambodia or known that much about Cambodia. Thus,
these lectures focused on providing fundamental information and knowledge
such as historical, economic, social, and environmental issues. Above all, learning the history of the Pol Pot regime was indispensable for understanding
Cambodia; Cambodian society even today is suffering from its aftermath. In
addition to that, as a collateral benefi t, participants from different universities
were able to get to know each other through a teleconferencing system before
meeting together in Cambodia. Second, preliminary assignments were helpful for
students to start communication, discussion, and interaction with each other from
an early stage of Unit implementation. Sharing academic background sheet of
each participant was also useful for students to have better idea about the others,
helping them to discuss and exchange opinions more smoothly, even when using
Web- and e-mail-based communications.
The signifi cance of the preliminary meeting was typically seen when we compare
the implementation of the Unit in 2011 with that in 2012. In 2011, students from the
Royal University of Phnom Penh (RUPP) could not attend preliminary lectures
because they did not have access to a teleconferencing system. That year, it took some
certain time for RUPP students to mix comfortably with others from The University
of Tokyo (UT) and Seoul National University (SNU). In 2012, the RUPP students
attended the preliminary lecture through a teleconferencing system, thanks to the
cooperation of World Bank and JICA. This three-way meeting enabled students from
three different universities to communicate smoothly from the beginning to the end of
the fi eld exercises in Cambodia.
7.3.2 Fieldwork in Cambodia
7.3.2.1 Lectures
The topics of lectures held in Cambodia were deliberately wide-ranged since the
main theme of this Unit was sustainable development. We selected several rather
general topics for lectures, including water supply, solid waste management, rural
development, Offi cial Development Assistance (ODA), tourism, etc. Naturally,
stakeholders related to these lectures have diverse views.
In 2011, we had lectures from JICA, the Korean International Cooperation
Agency, Community Sanitation and Recycling Organization, urban planning consultants, local government offi cials from the city of Siem Reap, and the Authority
for the Protection and Management of Angkor and the Region of Siem Reap which
is an organization managing Angkor Wat. Based on these lectures, all the groups
discussed and decided on their own topics for their fi nal presentations.
When we started the preparation of Cambodia Unit in 2012, we reviewed the
program held in 2011 and found it necessary to prepare a lecture related to leadership. Therefore, we requested Mr. Ek Sonn Chan through local JICA offi ce to give
us a lecture (Fig. 7.1 ). He was appointed in 1993 as the General Director of Phnom
H. Hamasaki and H. Katayama