126
involvement of the various activities and evaluations by Cambodian students, this
program brought signifi cant benefi t to participants, especially those from RUPP.
8.3.3.1 Development of the Training Program
The training program was developed by UT in discussion with SNU and RUPP, and
through a series of discussions and meetings it was decided to base it on a participatory approach with professional (leadership) training. Therefore, the program has
been implemented effectively and successfully. Participants in the Cambodia Unit
were able to learn many things, not only from a technical perspective, but also about
the social and multicultural components. This design provided us with ideas on how
to successfully coordinate with stakeholders from different nationalities. It was also
found that the participants, particularly the Cambodian students, absorbed good lessons, learning how to manage their time, and improve their learning style, research
skills and English language ability.
8.3.3.2 Fieldwork
From the hands-on practices, RUPP students gained deeper knowledge on sustainable development in Cambodia. They basically preferred to have practical training
and visits to project sites. They also said that the practice at the sites was complementary to the theories and that the concepts were easy to understand, thus they
were interested and they found the program enjoyable. They were able to get more
understanding of the real situation and lifestyles in local communities. Furthermore,
the program provided a valuable opportunity for Cambodian students, who usually
have limited chances for practical training. The students enjoyed this approach and
were willing to become involved in the fi eldwork. They wished that the unit could
be available to other students, as well.
8.3.3.3 Cooperation in the Future
The Cambodia Unit has been active only 10 days per program including the lectures
and fi eldwork, but the students have felt that there were positively results. The
Cambodia Unit has also contributed to a positive outcome for our society, as well as
sustainable development, through the problem-solving approach, especially on the
environment, society, and the economy. Importantly, the Cambodia Unit will be an
initial point and have continuing good opportunities for further cooperation of the
relevant stakeholders in the future.
RUPP wishes the unit will continue its mission for the sake of sustainability and for
producing more young environmental leaders for this region as well as for the world.
RUPP is ready to continue to cooperate with the unit as well as with UT and SNU. The
perspective of RUPP is that the Cambodia Unit should continue and should engage
N. Baromey et al.
involvement of the various activities and evaluations by Cambodian students, this
program brought signifi cant benefi t to participants, especially those from RUPP.
8.3.3.1 Development of the Training Program
The training program was developed by UT in discussion with SNU and RUPP, and
through a series of discussions and meetings it was decided to base it on a participatory approach with professional (leadership) training. Therefore, the program has
been implemented effectively and successfully. Participants in the Cambodia Unit
were able to learn many things, not only from a technical perspective, but also about
the social and multicultural components. This design provided us with ideas on how
to successfully coordinate with stakeholders from different nationalities. It was also
found that the participants, particularly the Cambodian students, absorbed good lessons, learning how to manage their time, and improve their learning style, research
skills and English language ability.
8.3.3.2 Fieldwork
From the hands-on practices, RUPP students gained deeper knowledge on sustainable development in Cambodia. They basically preferred to have practical training
and visits to project sites. They also said that the practice at the sites was complementary to the theories and that the concepts were easy to understand, thus they
were interested and they found the program enjoyable. They were able to get more
understanding of the real situation and lifestyles in local communities. Furthermore,
the program provided a valuable opportunity for Cambodian students, who usually
have limited chances for practical training. The students enjoyed this approach and
were willing to become involved in the fi eldwork. They wished that the unit could
be available to other students, as well.
8.3.3.3 Cooperation in the Future
The Cambodia Unit has been active only 10 days per program including the lectures
and fi eldwork, but the students have felt that there were positively results. The
Cambodia Unit has also contributed to a positive outcome for our society, as well as
sustainable development, through the problem-solving approach, especially on the
environment, society, and the economy. Importantly, the Cambodia Unit will be an
initial point and have continuing good opportunities for further cooperation of the
relevant stakeholders in the future.
RUPP wishes the unit will continue its mission for the sake of sustainability and for
producing more young environmental leaders for this region as well as for the world.
RUPP is ready to continue to cooperate with the unit as well as with UT and SNU. The
perspective of RUPP is that the Cambodia Unit should continue and should engage
N. Baromey et al.