UN Analysis Final.pdf - United Nations in Cambodia

25 give part or all of their time to activities that benefit their communities. Mysliwiec (2005) noted a similar
pattern, finding that about a third of 215 young respondents to her study had some volunteer experience of
community work, NGOs, or in private and public sectors, youth associations or international organizations.
In 2002, Wallquist found that there were some 50-60 youth-initiated organisztions in the country whose
activities ranged from the promotion of good citizenship to bringing about social change.
The lack of recognition of youth needs and perspectives in the Government’s policies and programmes
appears to stem from several factors, including the hierarchical nature of Cambodian society, which demands
respect for elders and authorities and limits possibilities for young people to articulate their views (Yong 2005).
Along with this ‘age hierarchy’ comes a ‘knowledge hierarchy’ (Brown 2008), whereby leaders and older people
think that youths are inexperienced and that they should listen to the more mature and experienced members
of the community (Yong 2005). This study’s FGD findings confirm these observations as young interviewees
expressed their exclusion from or limited involvement in development activities.
Village local authorities never allowed us to participate and express our opinion and ideas in any village
meeting... – FGD, 15-19 year old males, Sihanoukville
“Angkar” conducts agricultural trainings in the village. The youth were not allowed to participate in these
trainings because the elders believe that they will not absorb what is being taught... – FGD, 15-19 year old
females, Ratanakiri
The lack of support and encouragement from parents and communities for youth civic engagement also
partly explains the absence of youth needs and perspectives in government policies and programmes.
Parents apparently perceive such engagement as political in nature, and therefore entailing risk (KYA 2008).
Qualitative information gathered for this study also found that Cambodia’s education system has failed to
impart the knowledge and values necessary for the development of skills among young people that would
help them build and participate in modern democratic societies, thereby ensuring good governance. As one
FDG participant noted:
We realise that the contribution of youth to our community development is very important…being able to
express our ideas could help us improve our capacity and know more about development, sometimes
we have some good ideas but do not have good opportunities to express them so we keep them in our minds
– FGD, female youth, Siem Reap
There are indications that young people have a sense of civic responsibility, albeit at a fairly basic level
(Mysliwiec 2005). Asked what they could do as students to contribute to Cambodia’s development,
respondents from Phnom Penh swa their roles as: “doing their best in their studies; sharing knowledge
and information from their studies with relatives and ‘others’; being a good citizen; conservation of the
environment and of culture, engaging in social works; ‘raising criticisms in order to reform bad practices’;
engaging in volunteer work; and going after training opportunities” (Mysliwiec 2005). There is an apparent
need for Cambodia’s educational system and other traditional institutions (e.g., family, peer groups, community
institutions such as the pagoda) to help instil the value of civic responsibility among young people.
Situation Analysis of Youth in Cambodia
91