Australian Government funding helps SeeBeyondBorders expand education programs in Cambodia

SeeBeyondBorders achieved a milestone last month with the announcement of accreditation from the Department of Foreign Affairs (DFAT). This is the beginning of a partnership with the Australian Government that will help us expand our highly successful education programs in Cambodia.

Our approach in Cambodia is unique! 

SeeBeyondBorders provides in-service training in rural schools to address the poor state of teacher quality in Cambodia, and improve the educational outcomes for Cambodian children.  Run by Cambodian teachers, our approach provides ongoing mentoring to ensure sustainable development of teaching skills.

SeeBeyondBorders is the only organisation supporting teachers to train their peers, with Cambodian teachers providing training to help upgrade knowledge and skills, but more importantly, ongoing one-to-one mentoring over several years, to consolidate learning and build sustainable ongoing teaching quality.

In a recent blog, we reported on some of the great results being achieved by teachers in our program in Angkor Thom district in Siem Reap province.

How ANCP will help

SeeBeyondBorders receives support from the Australian Government through the Australian NGO Cooperation Program (ANCP).  ANCP funding will enable SeeBeyondBorders to expand programs in Cambodia that are having such a significant impact on teacher quality in the districts in which we work.

ANCP funds will support projects vital to enhancing teacher quality, including a program to transition our teacher training program to teachers and Cambodian education authorities in Bavel and Angkor Thom districts, and implementation of new core in-service teacher training programs in Ek Phnom district and another district near Siem Reap. There’s also support for capacity building to enable SeeBeyondBorders to continue its transition to Cambodian leadership and management.

Recognition of our approach

The ANCP is an Australian Government initiative that supports the development activities of accredited Australian Non-Government Organisations (NGOs).  Only accredited NGOs are eligible to receive ANCP funding, and any organisation seeking funding must undergo a due diligence process and assessment of the outcomes of their development activities.

The rigorous accreditation process aims to provide the Government and Australian public with confidence the Australian Government is funding professional, well managed, community based organisations that are capable of delivering quality development outcomes.

ANCP accreditation recognises the soundness of SeeBeyondBorders’ governance, financial management, child protection, and monitoring and evaluation processes.

For more information about our programs, click here.

Building connections between children in Australia and Cambodia

For the second year, SeeBeyondBorders joined Mosman Public School as one of two local charities for their annual fundraising event, Mini-Mos Community Fun Run and Fair held in June. But this relationship between SeeBeyondBorders and Mini-Mos is not just about fundraising, its about building educational links between Australia and Cambodia.

The Mini-Mos is the longest running community fun run in Australia. With over 3,000 runners, it is the major fundraising activity for Mosman Public School, and also supports Raise Foundation and SeeBeyondBorders.

This is an important annual fundraiser for SeeBeyondBorders, and we really appreciate the support from staff, students and parents at Mosman Public School. The $17,156.11 raised this year will go straight to help young children in Cambodian primary schools.

Petra at MinoMos2

Petra Kremer receives the cheque from Mosman Primary School

But as well as the fundraising, every year we work with the school to provide some educational elements. Last year all the Mosman Public School students made maths-bags for the kids in Cambodia. This year, they coloured books to be used in a new Literacy Program to be launched in Cambodia later this year. (The photo above shows some of the coloured books already being used by children in Cambodia.)

Petra Kremer, a SeeBeyondBorders volunteer (and also a mum of two kids at Mosman Public School), spoke about the work of SeeBeyondBorders at a school assembly. She showed a video about Reasmey, a young boy at a small rural school in northern Cambodia. In the video (A Day in the Life of a Cambodian Student), Reasmey and a teacher talked about the school, and showed their library to show the urgent need for literacy books.

This was a great opportunity for Mosman children to learn more of the life and experiences of children going to school in another part of the world, and it was great to see the Mosman students take such a keen interest in Reasmey’s life at school.

Next year will be our third year in this partnership. We are looking forward to it already.

Thankyou Mini-Mos!

SeeBeyondBorders recognised with Australian Government accreditation

SeeBeyondBorders is proud to have received accreditation from the Department of Foreign Affairs (DFAT), and to now be supported by the Australian Government through the Australian NGO Cooperation Program (ANCP).  The ANCP is an Australian Government initiative that supports the development activities of accredited Australian Non-Government Organisations (NGOs).

Only accredited NGOs are eligible to receive ANCP funding, and any organisation seeking funding must undergo a rigorous due diligence process and assessment of the outcomes of their development activities.

Pov Pheung, SeeBeyondBorders Country Manager in Cambodia, says, “This is a great breakthrough for our team and a credit to their professionalism.  It’s hugely encouraging that an in-depth review of our program approaches and organisation has been recognised with this accreditation.

Since its establishment in 2009, SeeBeyondBorders has been committed to building sustainable operations in Cambodia, with full transparency.  ANCP accreditation is recognition of the soundness of our governance, financial management, child protection, and monitoring and evaluation processes.”

SeeBeyondBorders provides in-service training in rural schools in north west Cambodia.  Run by Cambodian teachers, our approach provides ongoing mentoring to ensure sustainable development of teaching skills.  The effectiveness of this model was recognised when SeeBeyondBorders received a UNESCO award in 2016 for improving teaching quality.  A critical feature of our programs is partnerships with local communities to improve school facilities, encourage children to come to school and value education.

Support from the Australian Government will enable SeeBeyondBorders to expand programs in Cambodia designed to improve teacher quality and enhance education outcomes for children.

For more information about our programs, click here.

The drastic progress we’re seeing for education in Cambodia

In 2014, the teachers in the Angkor Thom district who SeeBeyondBorders started working with, received a score of zero on their baseline evaluation tests that look at their teaching capabilities. Zero.

In three years, 100% of the teachers who completed the program improved to a minimum score of two (out of a possible four) across all skill sets. Let us explain why these numbers matter and the drastic changes that have occurred in three years, and how it was done!

A score of zero means a teacher could not yet:

  1. Break down the concept of addition and identify the essential understanding a student must have
  2. State the intended purpose of a lesson
  3. Plan a lesson using a basic lesson plan
  4. Use a teaching resource book to find learning objectives and activities to teach
  5. Model activities and set clear guidelines for student behavior

Imagine teaching mathematics to a classroom of 40 students without being able to break down the concept of addition. It’s easy to quickly understand that in order to improve Cambodia in a systematic way, the quality of teaching must be improved

Graph Teacher Scales2

Here’s how how we’re doing it:

  • Teacher workshops accompanied by a comprehensive manual and resource packs for targeted professional development
  • One-to-one mentor support to consistently reinforce learnings

Now, with a score of two, the teachers can:

  1. Break down the concepts of addition, subtraction, multiplication, and division, and identify the current understanding of the concept, plus address misunderstanding by selecting appropriate activities to build students’ knowledge
  2. State the intended purpose of each lesson and how the activities help achieve that purpose, plus select teaching strategies to achieve that purpose
  3. Plan a lesson using a basic outline, and also include questions to ask the students and identify ways in which the students can reflect on their learning
  4. Use (with minimal assistance) the teacher resource book appropriately
  5. Observe and listen to students to understand their level of understanding, and otherwise manage a classroom appropriately
  6. Work productively with their mentor

There are 50 teachers in Angkor Thom who completed this program. Each of their classes has an average of 40 students, meaning each year these teachers could now improve the education of about 2,000 students. And that’s just in one year! Over the course of 10 years, this one program could affect approximately 20,000 students’ futures,  those students children’s futures and children’s children’s futures, for generations to come!

Angkor Thom isn’t the only district we work in, and we see similar, amazing results in all of our districts. We’re excited to report on more results as we get them.

The only thing standing in the way of a greater impact is money. Consider making a donation today:


How to fight Cambodia’s money-making orphanage business

One out of every 350 Cambodian children lives in an orphanage, despite the fact that almost 80 percent of them have a living mother or father, according to an April 17th article in The Phnom Penh Post.


Poverty-stricken parents in Cambodia sell their children, or place their children in orphanages under false pretences. They believe their child will receive an education and have a better quality of life in an institution. The orphanages then put the children on display for “voluntourism,” a phenomenon where well-intentioned travellers volunteer with the orphanage for a short time and donate money. Thus, turning the orphanage into a money-making business, with the children being their product.

The same article states that almost 40 percent of institutions have never been inspected by the Ministry of Social Affairs, and 12 percent are unregistered, making the children susceptible to neglect and other safety risks.

At SeeBeyondBorders, we work with families to give them the resources they need to keep their children in schools in their communities, and prevent them from having to make the cruel choice of sending their children to an institution. The payments work out at an average of $60 per child per year – such a small amount in a Western country – but for children from the very lowest income families in Cambodia, it could mean the difference between having their child thrive at home with their family or sending them away in hopes of having a better future.

This is part of our Getting to School program, which aims to address the barriers leading to absenteeism and low community engagement, and today we have increased attendance across the schools where we work to 92%, compared to a national average of 84%.

To give a family hope and send a child to school, make a $60 donation:

How to get employees excited about Corporate Social Responsibility

In addition to giving back, one of the best things about a Corporate Social Responsibility program is the benefits it allows companies to offer to its employees. It’s a great opportunity for companies to provide team building, increased employee engagement and morale, and more meaning to their everyday lives.

There is a fine balance between having meaningful impact and having fun. Without both, companies may find it difficult to recruit employees to participate in their CSR committee or charity projects.

This week we heard from our friends at SHAPE Australia. They recently finished a presentation to their company about the trip they took from Cambodia. In case you missed it, SHAPE sent 10 volunteers to Cambodia in February to see first-hand what their company’s donation is doing for the people in Cambodia.

A presentation like this one, especially with an fun, upbeat video was a great way to show the rest of their company what they achieved in Cambodia with SeeBeyondBorders (and all the fun they had!) to inspire the rest of the company to participate. Follow up presentations like this one are crucial to recruit employees internally to your CSR program, and we’re so glad SHAPE shared it with us… check it out!

Thank you, SHAPE for including SeeBeyondBorders in your Corporate Social Responsibility efforts! Learn more about Corporate Sponsorship on our website:

Corporate Giving: How one company raised money to improve education in Cambodia (and to travel to Cambodia!)

At the end of February, we said goodbye to 10 volunteers from Australia who came to Cambodia on the trip of a lifetime. If you missed our previous blog posts about their trip, start here to learn how they volunteered in schools, ate with the local community, and took in the best sightseeing Cambodia has to offer. The trip was made possible through a fundraising event with their employer, SHAPE.

This opportunity is available to other companies who wish to fundraise and send volunteers to see first-hand where their donation is going. In this Q&A, we’ll learn from Mary Tsobanopoulos how the SHAPE volunteers fundraised, and how other companies can follow suit.

Can you give us a brief overview of your fundraising event?  

Each year, SHAPE has our Charity Golf Day, which is held at The Metropolitan Golf Club in Melbourne, Australia. SHAPE staff and sponsoring subcontractors gather for a fun-filled day of golf to fundraise for the charities we support.

How do you advertise to participants?

The participants are the subcontractors we work with everyday, so we raise awareness about the event through email, our websites,  and word of mouth. We use a flyer that is easy to share and provides all the details

How long in advance do you start planning for an event like this?

The event is held in November and we usually start planning in March. We also send a Save The Date email to our past supporters at the start of the year, so that they aware the event is happening well in advance.

save the date (1)

Tell us about the planning committee. How many people are there? What are their roles?

The organising committee usually consists of six members; however, this year we will be welcoming more. The additional members will be providing more ideas and support towards raising funds and will have the opportunity to travel to Cambodia to work directly with the schools and children for five days. Each role consists of negotiating sponsorship packages with each subcontractor.  Others will put forward ideas on future fundraising events and workshops, etc., and a few of us run the administration and marketing/promotional side of the event.

What are the ways in which fundraising benefits the company?

Fundraising helps us by 1)  Boosting our brand’s presence, 2) Contributing to our social responsibility program, and 3) Improving staff engagement and morale, which drives business performance.

What advice would you give other companies considering an event like this one?

Great pieces of advice include:

  • Start planning early
  • Ask for advice from others
  • Communication is vital, including to internal and external parties
  • Know your audience

Thank you, Mary, for telling us about your golf tournament! We are grateful for SHAPE’s continued partnership.

As a corporate partner, SHAPE provides its employees with a unique experience to give back. We are aways looking for more companies to partner with. Learn more here:





The Storm Markers: How Can We Do Our Part to Prevent Human Trafficking

Over the weekend, PBS re-aired their 2015 film, The Storm Makers, which is described as a eye-opening look at the cycle of poverty, despair and greed that fuels human trafficking in Cambodia.   Human trafficking in Cambodia works with a web of lies that prays on the starving and hopeless. Recruiters trick families in villages […]

Last week, PBS re-aired their 2015 film, The Storm Makers, which is described as an eye-opening look at the cycle of poverty, despair and greed that fuels human trafficking in Cambodia.  

Image result for the storm makers pbs

Human trafficking in Cambodia works with a web of lies that prays on the starving and hopeless. Recruiters trick families in villages into sending their daughters to work with what they describe as a legal business agency where she will receive a monthly salary to send home so their families can eat. Their daughters are instead sold through a string of agencies until they are bought as property in Malaysia and then enslaved. As a slave, they are abused, often raped, not paid, and sometimes never return home.

To understand the complexity of the human trafficking network, the film provides a chilling explanation  by a human trafficker himself.

The re-airing of this film sparked conversation at the SeeBeyondBorders office and is a sober reminder of why the work we’re doing matters. One of our Cambodian staff members is familiar with these types of horrifying stories:

“The story in this video sounds very natural and sad. Actually, I have witnessed such cases with people from my community. Several girls (I’m sure they were below 18 when they left Cambodia the first time) from very, very poor family backgrounds were sent to work in Malaysia, hoping to save some money to feed their family. One was also hoping to save money for future businesses, which did not happen at all (her family spent all the money she had transferred from abroad). She came back home after working as a  home-maid for three years, but the other girl never returned and no one knows if she is alive or dead. The lady who was fortunate to come back described that she was made to work many hours everyday and did not have enough to eat. She was given something, like drugs, so that she could stay awake, not get hungry, and was able to work in many houses each day.

Those families are now still living in poverty; the work of those sad ladies did not help change anything for the better at all. Her mental state was not proper when she first arrived. Neighbours said she was mad. ‘That’s life!’ is all people can say about their case.”

At SeeBeyondBorders, we don’t believe “that’s life.” Our work in schools and communities is giving families hope and keeping them from the desperation that would send their daughters away just to put food on the table. By getting a quality education, the daughters of families in the future can learn the skills they need to work and help provide for their families. 

Image may contain: 5 people, indoor

For the most vulnerable families, we designed our Conditional Cash Payment program to prevent parents from having to make the cruel choice between their child’s education and having enough money to feed their family. The payments work out at an average of $60 per child per year – such a small amount in a Western country – but for children from the very lowest income families in Cambodia, it could mean the difference between an education, and a childhood, or a life of forced labour.

This is part of our Getting to School program, which aims to address the barriers leading to absenteeism and low community engagement, and today we have increased attendance across the schools where we work to 92%, compared to a national average of 84%.

To give a family hope and send a child to school, make a $60 donation:

New locations and new schools. Our volunteer teacher visit continues in Siem Reap


We’ve continued to follow the group of eight Australian teachers as they made their way through Cambodia, got to grips with the education system and burrowed further into what makes the SeeBeyondBorders programme to special.

After a hectic week in Phnom Penh and Battambang our teacher team head into Siem Reap to work with the SeeBeyondBorders team in the Angkor Thom.

Mandy from the team told us she was thrilled they managed to fit in some sight-seeing at the incredible ‘Temples of Angkor’. A life-long dream for her and some of the others on the trip.

The team see the temples


The journey continues in Angkor Thom district where SeeBeyondBorders has worked since 2014.


Melissa from the team told us that the days spent in Angkor Thom were incredibly inspiring. She said:

“There is huge contrast between my life and the villages of Angkor Thom.  Within minutes from the bustling town of Siem Reap there are villages with no electricity and limited facilities, so the hotel pool has become a little less inviting.
“The teachers in Angkor Thom were a little younger than last week and took a little longer to warm up. However the children running around the school buildings were just as inquisitive.
“The one thing that will stay with me forever is a conversation we had with our project manager: a highly intelligent, caring, family man with two children. He told us electricity had recently been connected to his village and he received his first ever bill. He wrote out the kW usage as an algebraic equation and said he can see for the first time there is a pattern. He then said he doesn’t want any other child to have to wait until they get to his age to understand patterning; the work we are doing is crucial.
“I am but a small part of the legacy that SeeBeyondBorders is creating in Cambodia. I am so humbled to be here.”
SeeBeyondBorders  award-winning work is helping to work with teachers on news skills to enhance their teaching methods so children in Cambodia have access to a better quality of education.
You can support teachers and children in Cambodia. Visit

Sports, health, art and more inspiring workshops. Our volunteer teacher journey continues

img_2539Over the last week we have been following a group of eight wonderful teachers from Australia as they make their way through the SeeBeyondBorders annual volunteer teacher trip.

The teachers have remained upbeat in the heat; when confronted by challenging workshops and when struck down by illness. They are made of incredibly strong stuff. Throughout days eight and nine our team of staff help the teachers understand more about how all of our programmes fit together. As well as continuing to run ‘Teach the Teacher’ workshops they also join with health and fitness days as part of our ‘Getting to School’ programme.  These programmes are vital in ensuring the children are healthy and happy. They aim to reduce the number of days that children need to take off school due to sickness by teaching basic hand-washing and teeth cleaning. They also aim to create an environment where learning is fun and isn’t just about being in the classroom.


Day 8 and 9

The team split into various groups to continue our workshops on patterning techniques and to help run the art visioning, sports and health days. There was a great turnout from the community.



Jenny from the group told us about her experiences.

“The day with the children and the sports carnival brought me closer to the familiar. Organising children, laughing with them, encouraging them and playing.

“The art visioning program was an absolute privilege to be a part of. Parents and grandparents sharing their stories and making connections through our love and care for our children and shared dreams about our children’s education and the future we want for them. Through drawing and art we worked with the SeeBeyondBorders team to foster deeper relationships with community in school life. Art the great equaliser.


“We touched each other through our stories, we guided tentative hands on canvasses of fabric and we put paint on hands that have raised and nurtured children to create a tree of painted hands.


“Today is a day I will never forget and I feel changed and more aware that at the end of the day we love our children and we just want them to feel cared for safe and happy.”


Out ‘Teach the Teacher’ workshops, teaching a number of mathematics techniques continued throughout the two days and the group were thrilled to get the feedback that they did from the teachers they were working with. The Khmer teachers they have spent the past few days with gave them amazing feedback.

They told us;

“Thanks for all your hard work to transfer skills and knowledge to us. I commit to take all what I learned here to teach my students. This will make my students quickly improve their knowledge and become smarter and smarter.”


The group told us; “We’re spending the next few days travelling to Siem Reap. We bid a very fond farewell to Battambang and a wonderful group. We’re going to be exploring the temples of Angkor and then working with a whole new group of schools where SeeBeyondBorders works.”

To find out more visit:

How did our teacher volunteers find their first full day of workshops?


We’ve been following our group of Australian teachers as they embarked on their volunteer trip through Cambodia with SeeBeyonBorders. After acclimatising themselves to life in Cambodia and after some rigorous training with the team from SeeBeyondBorders they were ready to face their classroom challenges.

Melissa from the project team shares her initial thoughts from day seven and the first day of teacher workshops for the team.


The day started with a very formal opening ceremony where we were welcomed and made to feel very special. My team mate Joh and I ran our workshop for about 24 teachers with the help of Sophen and Reaksa, the Khmer facilitators who work at SeeBeyondBorders.

We were quite nervous, eager to communicate with the Khmer teachers and hoping they would find the day useful and enjoyable. The day was all about introducing the concept of patterns, how it leads to algebraic thinking and how to teach these concepts to young children.


This was their first experience with this mathematical concept. In between activities we taught and played games with the teachers such as the old favourite ‘Simon Says’. It was during these games that we all really started to relax. We laughed and enjoyed many jokes, all translated expertly for us.

The room was hot and noisy and we were often competing with babies, noisy children, dogs, tractors and trucks. Patterns were made with whatever concrete materials we could find, including sticks and stones. The rewards soon became apparent however and these unusual working conditions suddenly didn’t matter.


When we could see the teachers understand something new (that ‘lightbulb moment’) then language, experience, backgrounds and cultures were irrelevant. We were connected by smiles, bright eyes, nods, gestures and our common love of learning. There were new experiences for us all today such as brave Wendy eating a cricket and the Khmer teachers eating Tim Tams and Mint Slices.

After such a good start, we’re feeling energised and encouraged that this week will be beneficial for us all.”

To find out how you can get involved with SeeBeyondBorders visit

‘Teach the Teacher’ team from Australia prepare to work in Battambang

We continue to follow the journey of our wonderful group of teachers from Australia who are with us for two weeks to support the work of SeeBeyondBorders.

Angela joins us again to tell us what the team have been up to during their first few days in Battambang, Cambodia’s second largest city.


We spent our first day in the city getting to know our surroundings. We visited Battambang’s famous bamboo train and explored the local markets before we got down to business.


We were all so excited to get to grips with SeeBeyondBorders ‘Teach the Teacher’ programme. We headed to the office to meet with Reasmey, SeeBeyondBorders ‘Getting to School’ programme manager to prepare for the sport and health days ahead.

On day five we spent the day in workshops, meetings the Cambodian staff and finalising our maths programme. We visited the school where we will be teaching. It’s so thrilling to be a small part of this phenomenal programme and to work with Cambodian mentors who are helping reshape the education system.

I asked the team to share how they were feeling about the first of the teaching sessions and it was great to hear that everyone shared my level of excitement. We of course felt a little nervous about the contributions we could really make but we do feel that being here and working with such an energetic team has made us feel more confident that what I do will genuinely support teacher learning.


We’re all so excited to hopefully inspire the teachers to enjoy teaching maths and to have fun ways to engage their students and we know that if it’s challenging we’ll have our fellow team members to rely on.

Find out how the teachers got on in the next instalment of our blog next week…

Volunteer with SeeBeyondBorders






“Teach the Teacher’ international volunteers arrive in Cambodia.

Over the next two weeks at SeeBeyondBorders we’re hosting a wonderful group from Australia as part of our annual two week volunteering experience. Qualified teachers will help to run our Teach the Teacher training workshops to strengthen the development of Cambodian teachers; and the other volunteers will get involved with school sports, health and community days, and help to improve school infrastructure as part of our Better Schools program.

Angela, from the group has been sharing the thoughts and feelings from their arrival in Cambodia.


Day 1: New friends and new surroundings

Facebook and email faces and voices finally became real to us all as we eventually all made it to the excitement of Phnom Penh. Instantly there was a friendly warmth between those who had just stepped off the plane, the early travellers already acclimatised to the chaos of Cambodia and Ed and Kate, who set up SeeBeyondBorders and were our inspiration to take this journey. It makes you realise that we all belong to the bigger family, teachers.

Day 2: A chance to explore and start to understand the culture of the city

Anticipation was felt amongst the group as we met for our first group cultural activity, the village bike tour. We all compared our lack of recent bike experience, mainly due to living in busy Aussie cities, but we were keen to once again find our cycling legs to explore some outer regions of Phnom Penh.
Phirun, our tour guide, introduced himself as Mr Smiley, and he lived up to his name. Coming from a rural family, Phirun had worked hard to get what education he could. Through local schooling, as a pagoda boy and by working as a construction worker, chicken boy and bike mechanic he was able to pay for private English lessons. Through his work as a bike mechanic he also conversed with tourists to improve his spoken language and now has ‘the best job in the world’ as a cycling tourist guide, and an outstanding one he is.

Leisurely, we cycled on the dirt and gravel roads of the village of Mekong island, past market stalls selling food, clothes, home wares and petrol in glass soft drinks bottles.

The contrast in dwellings, from river boats, shanties and modest homes, to the new and more ornate buildings painted in soft lime, sky blue and apricot, all coexisting harmoniously, highlighted the differences in socioeconomic status of the people. We learnt about the cham people, a displaced race, who now reside in several countries with Cambodia hosting more than any other country. At the village pagoda Phirun gave us an explanation of the some aspects of Buddism. Interestingly, some boys choose to become monks to get an education.

Cows, roosters, water buffalo and crops of corn gave the village a rural feel. The river was a hive of activity as fishing boats set up nets for the days haul. The ferry arrived at the river bank as the morning came to a close and the heat of the sun was intensifying. We had all achieved our first group activity together, and there was a real sense of achievement as we reflected on our experience as we travelled back to our hotel and prepare for our visit to the Killing Fields and Toul Sleng tomorrow.

Day 3: A poem for Cambodia


It’s hard to express words about the Killing Fields and Toul Sleng and so we wanted to share a poem about our experience…

I see dusty children’s clothes still intact, the killing tree with lovingly placed wrist bands and a mass grave of women and children.
I think of being a care free, safe, educated and healthy 8 year old Australian child in contrast to the fear, loneliness, helplessness and confusion of an 8 year old Kampochean child, I think of Chung.
I wonder what became of the children who survived, what would have become of those that didn’t and how could this be allowed to happen.
Sorrowful and heart broken.

I see a country with immense compassion and love of family.
I think we have so much to learn from people in Cambodia who have resilience and hope.
I wonder if the clutter of our daily lives and the demise of genuine humanity is what holds us back from greater empathy and  support of others in need.
Vulnerability and strength

I see beautiful monarch butterflies respectfully dancing around the ground where so many bodies lay.
I think this dance is a sign of hope in such a hopeless place.
I wonder if we can dance as gracefully as the butterfly; learning to love, forgive and live.

I see a peaceful, green garden with hidden stories of fear and horror, there is something very different in the way this place feels.
I think about how a place of education can be turned into a place of torture and destruction of the human spirit.
I wonder if a race of people can ever truly recover…
Words can’t describe the tangled emotions I feel about this tragedy against Cambodia.

It’s a somber journey to Battambang but we’re keen to see where SeeBeyondBorders works.

Fighting Gender inequality with Education

23038789990_811fd8a725_o (1).jpgGender inequality is increasingly at the forefront of talks and forums in the development sector, but how can we evolve from simply discussing the ideas of gender inequality to actively implementing long-term change? The short answer is education. As of 2014, girls made up 53% of the 61 million of children out of school. 15% of the population is illiterate, and women account for 63% of these illiterate adults. Education can help. We all deserve the same playing field, whether it be while practicing a hobby or in the professional sphere.

A recent report commissioned by UNESCO, the ‘Global Education Monitoring Report’, explored the state of education across the globe, and the steps which need to be taken in order to achieve free, equal primary and secondary education for both boys and girls by 2030. Within this document, a gender review discussed the substantial progress that has been made within schools to tackle gender inequality. However, in order to achieve this goal, we must all double our efforts.

But why is education important to gender equality? Firstly, it will help fight gender stereotypes. Every day, women and girls are faced with barriers as to what they can and can’t do.[1] Whether this is being a firefighter, or a CEO of a big corporation, women and girls are orientated away from these positions towards a more ‘suitable’ field. Education can help girls understand that a specific job or hobby does not need to be limited to gender.

Secondly, education provides literacy. Illiteracy is a form of insecurity, and often results in women and girls following a pathway defined by society around them. Literacy is an efficient way of improving gender equality as women and girls can learn, discuss and use evidence to fight for their everyday rights, whether this be property rights or basic human rights.

Thirdly, education substantially reduces the risk of early marriage and pregnancies. Girls with no education are three times more likely to marry by 18 compared to those with a primary and/or secondary education.[2] The skills and knowledge acquired throughout the years of schooling can allow girls to make better informed decisions about their future. Additionally, as the NGO GirlsNotBrides argues, a girl in school reinforces the perception that she is still a child and too young to get married.

Primary education as a starting point

Despite the huge disparity in dropout rates between boys and girls going into secondary school, promoting equal education in primary school is a strong starting point to incentivize girls to carry on their school and develop their skills further. But, this means much more than simply having the same number of boys and girls in a classroom. Azza Karam argues that education should adopt a rights-based approach, as stressed by the post-2015 development agenda. [3] This means that the curriculum and the methods of teaching must be in line with human rights and promoting equity.

SeeBeyondBorders is not an NGO specifically targeting gender inequality, but serves as a perfect example of the power of education and the simple steps that can be taken within an education program to provide both quality education and gender equity simultaneously. SeeBeyondBorders is country specific and thus able to implement programs which are both pragmatic and relevant to Cambodia at a local level. By focusing its work on Cambodian education, SeeBeyondBorders has been able to develop its expertise and better understand gender inequality. SeeBeyondBorders’ Conditional Cash Payment (CCP) program, which provides vulnerable children with the possibility of attending school regularly, has been successful because of the organisation’s understanding as to why vulnerable children are not attending school. Whilst not specifically targeted at girls, 81 girls out of 191 cash payments were made in 2015. This allows children with limited resources (either a lack of financial support or transport to get to school) to attend school more regularly. By targeting these children, SeeBeyondBorders not only focuses on children who are near schools, but rather, allows all children to attend school.

Girls in poorer areas are those most likely to be forced into an early marriage, and work from a young age. We must therefore work in poorer areas, and not limit ourselves to the ‘easy’ option. Perhaps most importantly, SeeBeyondBorders prioritises teacher quality. This enables the children to have access to an excellent quality of education, empowering them further. By giving the teachers adequate training it allows them to develop their knowledge, and confidence to teach. They are thus provided with the teaching tools to teach in a gender sensitive manner and promote gender equality, whether this be through their teaching methods or their understanding of gender equality.

Primary education therefore serves as an ideal starting point to implement change in the long-term. Through a gender-aware approach and a focus on excellent teaching quality, both girls and boys will grow up with the notion of gender equity.

‘Gender Socialisation’

Perhaps the biggest struggle in fighting gender inequality is ‘gender socialisation’, a term coined by Oakley in the 1970s. UNICEF defines the term as a ’process by which people learn to behave in a certain way, as dictated by societal beliefs, values, attitudes and examples.’[4] An example of this is the perception of menstruation in Cambodia. A recent article in the Phnom Penh Post discussed the experience of one girl who received her information about periods from her mother.[5] Menstruation is perceived as taboo and dirty, something which continues to restrict the behavior of women and girls. Many girls and women in Cambodia believe they are not allowed to swim during their period as this is said to spread disease, or shower regularly as it affects the beauty of their skin. Girls and women also have dietary requirements, to avoid menstruation being ‘blocked’.

Education is key to changing these negative perceptions of menstruation and can thus empower women to openly talk about periods without feeling ashamed. Additionally, studies carried out in East Asia showed that girls on their periods were more likely to miss school, often due to the unsanitary conditions they face, where about half of Cambodian schools lack a reliable water supply. SeeBeyondBorders is also trying to tackle this issue by renovating, and building gender specific toilet blocks, with locks and a constant water supply, to enable girls to safely use the bathroom in a clean environment.

Addressing these issues will be a long and difficult process. However, a good starting point is identifying key individuals in the community and work alongside them to spread the message about the importance of education and gender equality. SeeBeyondBorders works closely with community chiefs and teachers, to enable the community to understand the importance of education and its long-term benefits, not only for gender equality but development more broadly.

Whilst I do not pretend to have the answer to solving gender inequality, education is the variable I deem most able to bridge the gap between gender inequality in the long-term. Unfortunately, education is not given the attention it deserves and is continuously neglected by governments and humanitarian aid providers. However, progress is being made as the education community continues to stress the importance of education and its role within development. Most notably, education now has a stand-alone goal within the Sustainable Development Goals. It comprises subsections tackling issues such as gender equality, or promoting early child schooling. This was previously not the case as the Millennium Development Goals focused on primary education. Change begins with education, and if gender equity is ever to have a chance of being accomplished, quality education is the way forward. By providing children with quality education and by working alongside communities, we can promote gender equality and empower the girls of the next generation.

[1] ‘Global Education Monitoring Report: Gender Review, Creating Sustainable Futures for All’, p.10


[3] Karam, A, ‘Education as the pathway towards gender equality’ in the UN Chronicle, (Vol. 50 No. 4, 2013)


[5] Bell, S, ‘Keeping girls on schedule: perceptions of periods in the kingdom’ in The Phnom Penh Post, (2016),

The Aimia team explores Siem Reap

The Aimia trip to Siem Reap kicked off with a visit to the temples of Angkor, followed by visits to four of our schools in the surrounding districts. Sarah shares her thoughts with us in this third blog.

‘We started our trip in Siem Reap with a visit to the Angkor Wat temples. Some decided to take tuk tuks, whilst otherwise chose bikes. After a slow start and a surprise flat tire, we made it in time for the sunrise. We cycled for a total of 10 hours, stopping at several of the main temples including Angkor Wat, Bayon and Ta Prohm.


We then met up at the SeeBeyondBorders office in Siem Reap where we were greeted by Pov and the rest of the team. They described to us the area surrounding Siem Reap and the hardships people are facing on a daily basis. Children will often have to work in rice fields in order to provide the family with food, at the expense of schooling. SeeBeyondBorders are working towards changing this mentality and helping the community understand the importance of education and its long-term benefits.


On Day 11, Tuesday 29th of November, we travelled to Sonn Dann primary school to take part in ‘art visioning’ activities with the community. The aim of the art visioning exercise is to encourage the community to engage with the dreams they have for their children, using art to express their ideas so that even those who cannot read or write can take part. About 30 community members were invited, but much to our delight more people than expected showed up.


After a tasty community lunch, we painted some of the flower beds and planted some flowers around the school. This was part of the school’s plans to make their environment more attractive for both students and teachers.


On Wednesday 30th of November we visited Tropaing Kranh primary school, one and a half hours away by bus, tucked away in the jungle. The work ahead of us was more labour-intensive than the previous day, as we had to clear the school from overgrown bushes, and dig a trench to lay down some pipes for a new toilet. Here again, we worked alongside the community and managed to finish in time before our ride back home.’

Check back for the final instalment in this blog series as the Aimia team’s trip comes to an end. 

Week 2: From one world to another…

Aimia continued their community outreach in two different schools over two days before travelling to Siem Reap, where they will visit more schools and explore another district. Sarah from the team has shared her thoughts with us here.

‘We all travelled to Kouk Dong primary school ready to play some sports with the children. The four sports included sack racing, hurdles, running and relay. The children were all split up into three groups, red, blue and yellow, before becoming extremely competitive. The children loved the sports, and were able to engage with us. After this, Reasmey kindly took us to some local places to allow us to really immerse ourselves within the Cambodian culture. We visited a rice paper farm, and then a Pagoda, which ended the day nicely.


Another reflection ensued, and today, out of all days, seemed to be everyone’s favourite. Despite arriving at a school which had very little space to carry out the sports activities, we managed to make it work. I feel like I am slowly changing my perspective on both SeeBeyondBorders and my broader understanding of Cambodia. I am slowly learning to stop looking at SeeBeyondBorders through a business lens, and look at the values that are being implemented to enable long-term change.


Another early morning, which is slowly starting to take its toll. People are emotionally and physically drained, partly because of the heat but also because of the effort this requires. Nevertheless, we travelled to Rohalsoung Primary School for a health activity day. This consists of teaching children proper hygiene techniques, from brushing their teeth to washing their hands.

We set up three stations, one for hand-washing, the other for teeth-brushing, and the last for height and weight measurements. Many of the children had never held a toothbrush before, despite being between the ages of 5 and 10. One child went up to an elder and pointed at his missing teeth, before saying something in Khmer. The locals laughed: I imagine we can all guess what he said!picture2

The height and weight data is recorded to determine how many children are stunted and underweight. SeeBeyondBorders will share this data with a health center or NGO who can help underweight children.

After a busy morning, we spent the afternoon taking in some local attractions and sites of cultural and historical significance. We went to Phnom Sampeau, known for its ‘bat caves’ (a spectacular sight when the bats fly out of the caves en masse at sunset), but also for its darker history. During the Pol Pot regime, the Khmer Rouge killed and buried people in the caves, a truly horrific story.


The following day we kayaked down the Sangker river in Battambang, where we met laughing children, to fisherman, as well as a lot of rubbish!

We travelled to Siem Reap later that day and were greeted by an entirely different world. Large hotel complexes, lots of tourists and extremely western bars.’

Check back for more updates from the team’s experiences in Siem Reap.