Teachers Across
Borders
Siem Reap, Cambodia
Handbook
Table of Contents
Part I: Introduction
Welcome ............................. ................................................... ........................................3
Mission of TAB SR.................... ............................................ ......................................3
TAB SR contacts in Cambodia ................................................................................4
Current State of Education.......................................................................................4
Goals for TAB SR Workshops ..................................................................................4
Five Principle Concepts of Teacher Training…………………………………5
Part II: Teaching
Teaching materials ......................................................................................................6
Working with a Translator ........................................................................................6
Teaching Notebook ....................................................................................................6
Teaching Tips ................................................................................................................8
Program Plan ............................................................................................................. 10
Part III: Siem Reap Plans
Flights to Cambodia ................................................................................................ 11
Visa ................................................................................................................................ 11
Other Required Documents.................................................................................. 11
What to Photocopy ................................................................................................. 12
Health Tips .................................................................................................................. 12
Tax Information ......................................................................................................... 13
Part IV: What to Pack
Packing tips ................................................................................................................ 14
What’s available in Cambodia ............................................................................. 15
Money........................................................................................................................... 15
Gifts ............................................................................................................................... 16
Part V: In-Country Advice
Hotel.............................................................................................................................. 16
1
Transportation ........................................................................................................... 16
Safety tips .................................................................................................................... 16
Travel within Cambodia ......................................................................................... 16
Part VI: Getting to know more about Cambodia
Cambodia Country Profile ..................................................................................... 17
Great Web sites ......................................................................................................... 22
Suggested Reading.................................................................................................. 23
Part VII: Fundraising Basics
Introduction…………………………………………………………………..25
Fundraising Policy……………………………………………………………26
Sample Letters………………………………………………………………..27
2
Teachers Across Borders
Siem Reap, Cambodia
Part I: Introduction
Welcome
Teachers Across Borders welcomes you to the program. Please read this
handbook for information to help you with your plans before arriving in Siem
Reap, Cambodia.
TAB Siem Reap
Teachers Across Borders, Inc. (TAB) is an international organization of educators
dedicated to the support of fellow teachers around the world. TAB Siem Reap is
the project within TAB supporting a program of workshops in Siem Reap,
Cambodia annually. TAB SR is headquartered in Aspen, Colorado. Since 2005,
TAB SR has led teacher professional development workshops in Siem Reap,
Cambodia. Volunteer educators come from the US, Australia, and Europe to work
with their Cambodian colleagues each year. Drs. Kathy Klug and Joanne Ihrig are
the Co-Directors of TAB SR. Mr. Sok Samnang is the Siem Reap country manager.
TAB Siem Reap Cambodian Partners
TAB works together with a number of academic organizations in Cambodia:

Provincial Teacher Training Centers

Ministry of Education, Youth, and Sports (MOEYS)

The National Institute for Education (NIE)

Pannasastra University of Cambodia (PUC)

Royal University of Phnom Penh (RUPP)

University of Cambodia (UC)
Current Cambodian Education
The Ministry of Education is working toward improving the system of education.
Their web site (http://www.moeys.gov.kh/en/index.htm) includes documents that
are worth reading to get background information on the current state of
3
education as well as to get information regarding what the goals for the future of
education in Cambodia are.
The following documents are available in English.

Policy For Curriculum Development 2005-2009

Policy and Strategies on ICT in Education in Cambodia

Education Strategic Plan (ESP) 2006-10

Education Sector Support Program (ESSP) 2006-10

Education Sector Performance Report (ESPR) 2005

Expanded Basic Education Programme 2006-2010

Education For All National Plan 2003-2015 (EFA)

National Policy on Non Formal Education
TAB is working with MOEYS and the National Institute of Education to provide
workshops for teachers that meet their needs, including task-based education,
child-centered curriculum, leadership training, English as a Second Language, etc.
Goals for TAB Siem Reap Workshops
The core goals for TAB Siem Reap emphasize:

Inquiry based methods

Active, learner centered classroom materials and approaches

Collaborative leadership

Teaching goal-setting (individual goals, daily goals, and classroom goals)

Problem solving and critical thinking
TAB in Cambodia is trying to help teachers move from a memorization to shared
learning, problem solving, task-based learning, critical thinking, and inquiry. TAB
helps develop new ways to evaluate students (students are currently assessed
through state exams). The need is to determine ways to hold students
accountable and to assess their understanding.
Five Principle Concepts of Teacher Training
Honor yourself and your country by changing what is to what could be. This can
be accomplished by:
4

Identifying the need for change and envisioning what change could look
like
o Develop a vision and strategy.
o Create a mission statement for classroom.

Empowering individuals to evolve from dependent entities to independent
entities to interdependent people
o Create a coalition.
o Communicate the vision.

Professing that learning occurs when we do it together
o Insist on cooperative learning.
o Insist on collaborative learning.
o Insist on shared leadership for learning in the classroom.

Being accountable
o Expectations/outcomes—set goals and evaluate how well they are
achieved.
o Indicators—how do we know we are making a difference/progress?
o What will we do differently because of what the data is telling us?

Anchoring new approaches in sphere of influence
o Practice new skills.
o Act locally for global change.
5
Part II: Teaching
Teaching materials
TAB Siem Reap workshops involve four educators: two teachers and two
translators. Please prepare your workshop materials with your team teacher
ahead of time and bring one hard copy of your entire program and an electronic
version (on a flash drive or CD back-up.)
Working with a Translator
Working closely with a translator is both wonderful and challenging. Following
are tips to keep in mind that can help your experience go more smoothly:

Provide a glossary of relevant content term to your translator and review
with him/her the exact meanings

Realize ahead of time that everything will take twice as long as it would
typically take.

Ask your translator to help you learn the names of the workshop
participants and pronounce them correctly.

Keep your materials short, clear, and meaningful.

Keep ideas concise.

Know that concepts and ideas often get lost in translation. Take time to
ensure that your translator understands the ideas you are trying to convey.

Be respectful of your translator and his or her skills and knowledge. He or
she may hold a higher status in the culture because of the ability to speak
English.
Ask your translator questions—he or she will be able to help you judge what your
participants understand, what they are curious about, and what topics/ideas are
culturally appropriate and relevant.
Teaching Notebook
Plan to provide a teaching notebook for each workshop participant. The
notebook includes a synopsis of each workshop followed by lessons developed
by the participants as group or as individual projects. The lessons illustrate
workshop ideas that teachers want to try.
The Teacher Notebook: Guidelines for Publishing
6
Objective: Create a book that presents best practices from the workshop and
gives Cambodian teachers the opportunity to publish some of their work in the
form of a lesson plan.
Timeline: Day 1 of course: Workshop leaders and their translators are told that
they need to have translated 3-5 pages max. of handouts, worksheets and
activities that hi-light best practices from their workshops. Workshop leaders and
their translators are informed that each group will be responsible for producing
lesson plans which reflect the material taught in the workshop. Participants
should work in groups to create lesson plans. There should be no more then 5
lesson per group. Each lesson plan should be kept to 1 page.
•Before workshops: Submit course outline (one page) to site director.
•Day 3: Submit translated course outline
•Day 4: Submit translated handouts and worksheets, etc.
•Day 7: Submit translated lesson plans
Construction of the Notebook:
I. Title Page
a. Cover in Khmer: Teachers Across Borders, Inc. City, Date
b. Page 1: title page in English
II. Thank You
a. Minister of Education
b. Provisional Director
c. Teacher Training Site Director
d. Translators
e. TAB volunteers; translators and workshop leaders who help construct
book
III. Table of Contents
a. Workshop Title: Leaders and Translators Names
b. Page numbers for each section
Translation:
1) Cover Page: All Khmer
2) Title Page (insert) Same text as cover but in English
Everything else in Khmer and English- Translated simultaneously row by row or
side by side.
Numbering: Page 1 is the first cover page for the first workshop
7
For Example: Child Centered Education, Emily Polidore and Penny Spencer
Translators: Vory Sok and Vibol Sok
Labeling: Each page of workshop materials should be labeled and dated with
workshop and leaders name(s)
For Example: Child Centered Education, Polidore (2006)
Teaching Tips
Your experience in Siem Reap will be unlike anything you’ve ever experienced in
your professional teaching career! Below are some tips for how to ensure a
successful workshop:

Plan for the unexpected. One pair of teachers arrived in Siem Reap last
summer expecting to teach a class on literacy to elementary school
teachers only to discover that their participants were all high school
teachers who thought they were taking a class on literature!

Be prepared to throw out what you bring to teach. Be flexible and willing
to improvise if that’s what it takes to meet the needs of your Khmer
teachers.
o Decide ahead of time what is absolutely essential and what can be
dropped.
o Have concepts of the class pre-translated for first day.
o Know that materials you have asked to be translated might not
have been.

Be clear about your goals for the workshop. Your participants may have
very different expectations for the class than you do. Find out what they
think they are there to learn and adjust your plan accordingly

Be prepared for students who speak no English.
o Make an effort to learn a few basic Khmer words (hello, good-bye,
thank you, beautiful, well done, etc.). Students respond well when
you make an effort to use their language and appreciate your
willingness to try. Some of your students may have some English
and be shy about using it—seeing you try to use a foreign language
may encourage them to try!
o Model as much as possible.
o Use language-free visuals (charts, Venn diagrams, etc.) to explain
concepts.
8
o Use hands-on exercises, having the class move around as much as
possible, but be aware that it may take participants a day or two to
feel comfortable with these activities.

Do not be surprised if your participants are reluctant to talk. They may be
used to a didactic approach to teaching and may be very shy about
speaking to the group. Particularly on the first day, be prepared for them
to be shy and reluctant to speak in front of the group.
o Allow them to write their questions down and turn them in,
particularly if they are reluctant to talk. Look over the questions
that night and address them the following morning.
o They may be particularly reluctant to discuss personal issues, at
least at first. Sharing is likely to be unfamiliar.
o Have them work in small groups to brainstorm, but don’t then
require that they all share their ideas, with the larger group. Make it
a group effort that people can choose to share in or not. (Even this
process might be unfamiliar and uncomfortable for them initially.)
o Over time your group is likely to become more comfortable and
open up.

Many groups have responded well to humor and
opportunities to have fun in the classroom.

Seeing you act things out and have fun with teaching may
provide them with the freedom to do the same.

Be prepared for skepticism. Your students might have doubts about
implementing your ideas into their own classroom.

Spend time with the participants. Show interest in their teaching
experiences as well as their personal background—validate their talents
(and learn something at the same time!) Asking them to open up with safe
topics (family, teaching, home) outside of the classroom will make them
more willing to open up back in the classroom.

Know that everything will take twice as long as you plan. Again, be flexible
and adjust your schedule as needed.

Find out right away about your group’s time expectations. Do they expect
breaks? Should start and end times be punctual, or if it is okay to run over?
o Many students travel very far and may need to end punctually in
order to get home.
o A snack break is valued by participants. Many have not had
breakfast—plus, the concept of a free snack is an unfamiliar treat.
9

Use as much of the Khmer culture as possible. It will be difficult for your
group to connect to Western literature (what does an American farm look
like anyway?) Attached at the back of this document are a few Khmer
myths that have already been translated. These might help you to allude
to more familiar contexts during your workshop.

Show your teachers how to integrate new ideas. At the teacher-training
center, some participants have learned about collaborative learning, but,
they are so lacking in materials and so accustomed to their own text
books’ didactic approach that they will not know how to integrate the new
ideas you share with them.

Bring as many materials as you can!
o Let your students know that they can keep the materials when the
course is over, but that they must return them to you each day at
the end of the workshop. When you pass out materials during the
day, students may assume they can keep them.
o Provide your students with any materials you expect them to have.
o Pass out binders or portfolio holders for all notes.
o Bring gifts, like T-shirts, books, or something from your region, to
share.

Come with the attitude of sharing your ideas. Students may tune out if you
come across as “imparting knowledge.”

Model good practices as much as possible. Make sure that teachers get to
experience what you are talking about.

Keep the local context in mind constantly. Realize that Cambodian class
sizes, resources, availability of electricity, etc. are very different from what
you are used to.

Don’t throw out the proverbial baby with the bathwater. There are actually
some benefits to some of the “traditional” teaching methods, such as
memorization. It can be useful to point that out.

Know that Cambodian teachers usually work multiple shifts. Any lessons
they might want to try should not require hours of planning. Try to come
up with “shells” for successful lessons that can be easily modified for
different content.

Understand that thinking is cultural. For example, graphic organizers are
not an easy concept for everyone, and expressing opinions is not common
in some cultures.

Show students samples of lesson plans. Present them with detailed lesson
plans, complete with a goal or objective and timeline for the class period.
10

Make photocopies in Cambodia. Photocopiers are readily available and
photocopying is inexpensive by U.S. standards. You will be able to
photocopy whatever you need (but on A4 paper).

Take time for your students to reflect each day. Save five minutes at the
end of each day to ask, “What did we cover today that you could use in
your own teaching?” or “What is something you’d like to know more
about?” The more you evaluate regularly, the more useful it will be to the
participants.
2011 Program Plan
The TAB Siem Reap 2010 Workshop Program is June 20 to July 1, 2011.
Volunteer teachers must arrive on or before June 18, in order to attend the
Teacher and Translator Reception on June 19. The workshop classes are held
daily from 8:30 to 11:30am on the campus of the Siem Reap Provincial Teacher
Training Center. Vans and drivers pick up teachers each morning from the Soria
Moria Hotel and meet them again to return to the hotel after the classes.
Teachers can leave Siem Reap on or after July 1 from mid afternoon onward. A
daily schedule of classes and events will be distributed several weeks prior to the
workshops.
11
Part III: Siem Reap Plans
Flights to Siem Reap
There are flights into Siem Reap from major hubs including Seoul, South Korea,
Bangkok, Thailand, Malaysia, Vietnam and Singapore. Plan to arrive on or before
Saturday, JunePrevious volunteers have found good flights on Eva Airlines and
China Airlines. Their route is to Taiwan and from Taiwan directly to
Cambodia. This itinerary avoids an expensive layover in Bangkok. Also try Korean
Airlines.
Visa
The easiest visa is Cambodia’s evisa, available on-line at
www.embassyofcambodia.org.
Have your need passport and credit card information available. e-Visa also
provides applicants with online status check on their visa application. It should
take three business days.
Or, if you run out of time, download and complete the visa application, get a
passport picture taken, and pay the visa fee in the airport as you enter the
country. You must have a passport picture with the application.
Other Required Documents
1. Application and Release From
Please complete and sign the “Volunteer Application and Release of
Responsibility” form, scan and email into TAB SR operations center:
mailto:bauerbt@mac.com?subject=TAB SR Release Form.
2. Photocopy
(1) Passport
(2) Plane Ticket
(3) Credit Cards
(4) Immunization Records
(5) Emergency Numbers
Leave one copy with your emergency contact at home and keep another copy in
a place separate from your credit cards and money. Carry photocopies of credit
12
cards with you and keep the real stuff in the hotel lock box. e-mail yourself
important information such as reservation numbers, credit card numbers, etc.
Health Tips
Health Insurance



Before you leave find out what types of care your health insurance will or
will not cover when you are traveling in a foreign country.
Check with your health insurance and your credit card company for
information regarding medical evacuation.
If you are not covered, consider purchasing extra coverage that will pay for
you to be flown out to a better medical facility or back to your local
hospital.
Immunizations and Medicines







Check http://www.cdc.gov/travel/ to find out what immunizations are
recommended for your trip.
See your doctor 4-6 weeks before you leave so you can be sure you have
enough time for all immunization courses to be administered.
Talk with your doctor about what the best medication is for you.
Some malarial medicines are more effective in one part of the world than
in another. Where you go determines the kind of pill.
Consider bringing along Cipro or similar antibiotics. Ambien works
wonders on the plane.
Use Imodium or Pepto Bismol for common tummy maladies. Some
seasoned travelers take a nip of Pepto Bismol daily to keep the lining of
their tummies coated and protected.
Mosquito repellant with deet is a must. Repellent with 30-40 percent deet
works. Deet wipes are handy. If you can find Permethrin, you may want to
spray your clothes. That spray repels insects for a week.

If you take any prescription medications bring extra! You can often get
your insurance company to override and give you more than one month’s
worth if you or your pharmacist a call.

Bring an arsenal of medicines—better safe than sorry. The basics:
o Tylenol, Advil, or something similar
o Tylenol night time or something similar
o Cold medication
o Benadryl
o Imodium
13
o Pepto Bismol (combine with the imodium)

Be sure to pack additional First Aid items:
o Neosporin or the like
o Band-Aids
o Disinfecting wipes
When You Arrive

Drink only bottled water (and always check the seal).

Request no ice.

Drink a lot of water—you will get dehydrated quickly in the heat. The first
sign of dehydration is a headache—if you have one immediately start
drinking more water.

Pack a little powdered Gatorade to protect your electrolytes.

Avoid fresh fruit/vegetables unless you can peel it (no salads!)

Avoid the poultry section of the markets—people who have suffered from
bird flu handled live birds; however, well-cooked chicken on your plate is
just fine to eat.

Some people like to eat yogurt to try to keep healthy.
Tax Information
With regard to tax benefits associated with your participation in the program, we
offer the following information. As volunteers participating in a non-profit that is
registered as a 501(C)3 organization, you are allowed to deduct as a donation on
your tax form all expenses associated with this trip including but not limited to
travel costs both to and from Cambodia and while you are there, educational
materials expenses, passport and visa fees, telephone calls, food, lodging, and
gifts. Personal travel can probably be deducted under the category of
professional expenses. The IRS requires only that you keep good records and
receipts of the expenses. For purposes of tax deductions, Teachers Across
Borders, Inc. non-profit tax ID number is 80-0007455.
14
Part IV: What to Pack
Packing Tips

Count on 95 degrees and humid, very humid. Bring cool, long sleeved
shirts.

Pack simple, loose fitting clothes and comfortable shoes.

Bringing quick-dry/easy-to-wash-out clothes is essential
o Note that cotton takes much longer to dry.

Select clothes that don’t call attention to yourself. You don’t need to pack
a lot of clothes, and laundry is inexpensive.

For teaching, women need to wear skirts that cover their knees and tops
that cover their shoulders. For men, long slacks and shirts with collars.

Bring an extra pair of glasses, medicine in their original containers, and a
brief medical history.

If you need to bring any electronics, note that the electricity is 220v AC
circuit. Power outlets are two-prong flat sockets.

Shoes that dry quickly are essential. It is hot, dirty, and often very wet. If
your feet have a tendency to swell, they will.
o Consider wearing sandals. Your feet get dirtier, but they will be
cooler.
o Closed-toe shoes are particularly good for visiting temples, where it
is important to have a good sturdy walking shoe. Sneakers will also
work.


Bring a poncho. It’s better than a rain coat—it’s not as hot and it covers
your bag.
Pack a clothes line and pins.
Basics You Must Pack







Deet bug spray (30% is best)—stick form is easier to transport without
spilling/spraying in your bag
Sunscreen
A hat if you plan to visit temples or engage in other activities in the middle
of the day
Multiple passport size photos—you will need them
Purell Hand Sanitizer
Wet Wipes
Tissues
15
What’s available in Siem Reap
Siem Reap has several marts with western products, so toiletries and snacks are
readily available.
Money



The main currency in Cambodia is the American Dollar, although the
official currency is the riel.
ATMs are readily available.
The cost for foreign visitors to see the Angkor temples is $20 a day or $60
for a week
Gifts
Bring a small gift for each of your workshop participants. Gift ideas for your
workshop participants include postcards from your hometown, something with a
logo from your school/work (pens, notepads,) etc. Bring nice gifts for the
students and teachers who are volunteering to act as your workshop interpreters.
They are donating a huge amount of time to this project in addition to summer
school and work. Ideas for translator gifts include a dictionary or other book, an
inexpensive watch, a nice article of clothing (sweatshirt, baseball hat, etc. from the
U.S.).
Business Cards
You will receive an electronic copy of the TAB logo. If you transfer the logo to a
CD, you can go to a print shop in Cambodia and order business cards for your
translator and for yourself with one side Khmer and the other English. They are
fairly inexpensive.
Part V: In-Country Advice
Hotel
TAB Siem Reap volunteer teachers stay at The Soria Moria Hotel on Wat Bo Road.
It is a delightful, clean boutique hotel near the old quarter and in easy walking
distance to markets, restaurants, etc. The hotel has a good restaurant, a great
rooftop bar and multiple daily specials that make staying in Siem Reap
comfortable and fun.
Getting Around Town
16
Until you know where you are going, always take a hotel business card with you.
If all else fails, you can flag down a cab, hand him the card and he’ll get you
home again.
It’s a lot more fun to get lost with a friend—the stories get much better with two
telling and elaborating, so take a buddy. Don’t bumble down an empty street,
stay public. But do get lost a lot with friends. You’ll see more.
Tuk Tuks will drop you off and wait for you while you shop, eat dinner, visit a
museum and then bring you home. Negotiate the price before starting.
The Cambodian Daily is an English newspaper. Get a copy or two so you know
what’s going on locally.
Safety Tips

Carry your money in a safe place. If you go shopping or touring, don’t truck
about alone. There’s safety in numbers. Don’t flash wads of money and don’t
bring expensive jewelry. Ten American dollars is more than many folks earn in
a month. Should you need a jewelry fix, you can buy a Rolex knock-off for a
dollar or two.

If you spot monkeys, hang on to your bright and shiny things. Monkeys love
cute little cameras.

Walk on roads or well traveled paths. Land mines are still a problem.

Keep your belongings close to you. Even if you are seated in a tuk tuk,
someone on a moped can drive by and grab a package or your bag.
Tipping
Tipping is not required, but is greatly appreciated as salaries are very low.
Keeping in touch with folks back home
Time zone: Cambodia is 12 hours ahead Eastern Standard Time.
E-mail: Wifi is available at the hotel and at the Blue Pumpkin in town.
Phone: Skype from your laptop or an internet café instead of your hotel for
cheaper rater.
Travel within Cambodia
17
We’re exploring options for weekend adventures. For more information about the
Mekong Express Tour Bus from PP to SR, go to
http://www.mekongexpresstourboat.com. Tickets are about $12 one way.
Tourist Attractions
TAB SR provides several excursions to temples, an orphanage school in rural Siem
Reap province, and visits to local schools surrounding Siem Reap. Get a good
guidebook before you go.
18
Part VI: Getting to know more about Cambodia
Cambodia Country Profile
Numerous fact sheets and country profile documents exist. They are all worth
investigating. Here is an excerpt from the World FactBook, giving a quick glimpse to
life in Cambodia. For the complete profile see:
https://www.cia.gov/cia/publications/factbook/geos/cb.html
Introduction
Background:
Most Cambodians consider themselves to be Khmers, descendants of the Angkor
Empire that extended over much of Southeast Asia and reached its zenith
between the 10th and 13th centuries. Attacks by the Thai and Cham (from
present-day Vietnam) weakened the empire, ushering in a long period of decline.
The king placed the country under French protection in 1863. Cambodia became
part of French Indochina in 1887. Following Japanese occupation in World War II,
Cambodia gained full independence from France in 1953.
19
In April 1975, after a five-year struggle, Communist Khmer Rouge forces captured
Phnom Penh and evacuated all cities and towns. At least 1.5 million Cambodians
died from execution, forced hardships, or starvation during the Khmer Rouge
regime under POL POT. A December 1978 Vietnamese invasion drove the Khmer
Rouge into the countryside, began a 10-year Vietnamese occupation, and
touched off almost 13 years of civil war.
The 1991 Paris Peace Accords mandated democratic elections and a ceasefire,
which was not fully respected by the Khmer Rouge. UN-sponsored elections in
1993 helped restore some semblance of normalcy under a coalition government.
Factional fighting in 1997 ended the first coalition government, but a second
round of national elections in 1998 led to the formation of another coalition
government and renewed political stability.
The remaining elements of the Khmer Rouge surrendered in early 1999. Some of
the remaining Khmer Rouge leaders are awaiting trial by a UN-sponsored
tribunal for crimes against humanity. Elections in July 2003 were relatively
peaceful, but it took one year of negotiations between contending political
parties before a coalition government was formed.
Geography
Climate: tropical; rainy, monsoon season (May to November); dry season
(December to April); little seasonal temperature variation
Terrain: mostly low, flat plains; mountains in southwest and north
Elevation lowest point: Gulf of Thailand 0 m
extremes: highest point: Phnum Aoral 1,810 m
Natural oil and gas, timber, gemstones, some iron ore, manganese,
resources: phosphates, hydropower potential
Land use: arable land: 20.44%
permanent crops: 0.59%
other: 78.97% (2005)
Irrigated land: 2,700 sq km (2003)
Natural monsoonal rains (June to November); flooding; occasional
hazards: droughts
20
Environment - illegal logging activities throughout the country and strip mining
current issues: for gems in the western region along the border with Thailand
have resulted in habitat loss and declining biodiversity (in
particular, destruction of mangrove swamps threatens natural
fisheries); soil erosion; in rural areas, most of the population
does not have access to potable water; declining fish stocks
because of illegal fishing and overfishing
People
Population: 13,881,427
note: estimates for this country take into account the effects of
excess mortality due to AIDS; this can result in lower life
expectancy, higher infant mortality and death rates, lower
population growth rates, and changes in the distribution of
population by age and sex than would otherwise be expected
(July 2006 est.)
Age structure: 0-14 years: 35.6% (male 2,497,595/female 2,447,754)
15-64 years: 61% (male 4,094,946/female 4,370,159)
65 years and over: 3.4% (male 180,432/female 290,541) (2006
est.)
Median age: total: 20.6 years
male: 19.9 years
female: 21.4 years (2006 est.)
Population 1.78% (2006 est.)
growth rate:
Birth rate: 26.9 births/1,000 population (2006 est.)
Death rate: 9.06 deaths/1,000 population (2006 est.)
Net migration 0 migrant(s)/1,000 population (2006 est.)
rate:
Sex ratio: at birth: 1.05 male(s)/female
under 15 years: 1.02 male(s)/female
15-64 years: 0.94 male(s)/female
65 years and over: 0.62 male(s)/female
total population: 0.95 male(s)/female (2006 est.)
21
Infant mortality total: 68.78 deaths/1,000 live births
rate: male: 77.35 deaths/1,000 live births
female: 59.84 deaths/1,000 live births (2006 est.)
Life expectancy total population: 59.29 years
at birth: male: 57.35 years
female: 61.32 years (2006 est.)
Fertility rate:
3.37 children born/woman (2006 est.)
HIV/AIDS –: 2.6% (2003 est.) adult prevalence rate
HIV/AIDS - 170,000 (2003 est.) people living with HIV/AIDS
HIV/AIDS - 15,000 (2003 est.) deaths
Major degree of risk: very high
infectious food or waterborne diseases: bacterial and protozoal diarrhea,
diseases:
hepatitis A, and typhoid fever
vectorborne diseases: dengue fever, malaria, and Japanese
encephalitis are high risks in some locations
note: at present, H5N1 avian influenza poses a minimal risk;
during outbreaks among birds, rare cases could occur among US
citizens who have close contact with infected birds or poultry
(2005)
Nationality: noun: Cambodian(s) , adjective: Cambodian
Ethnic groups: Khmer 90%, Vietnamese 5%, Chinese 1%, other 4%
Religions: Theravada Buddhist 95%, other 5%
Languages: Khmer (official) 95%, French, English
Literacy: definition: age 15 and over can read and write
total population: 73.6%
male: 84.7%
female: 64.1% (2004 est.)
Government
Country name: conventional long form: Kingdom of Cambodia
22
conventional short form: Cambodia
local long form: Preahreacheanachakr Kampuchea (phonetic
pronunciation)
local short form: Kampuchea
former: Kingdom of Cambodia, Khmer Republic, Democratic
Kampuchea, People’s Republic of Kampuchea, State of
Cambodia
Government multiparty democracy under a constitutional monarchy
type:
Capital: name: Phnom Penh
geographic coordinates: 11 33 N, 104 55 E
time difference: UTC+7 (12 hours ahead of Washington, DC
during Standard Time)
Independence: 9 November 1953 (from France)
National Independence Day, 9 November (1953)
holiday:
Constitution: promulgated 21 September 1993
Legal system: primarily a civil law mixture of French-influenced codes from the
United Nations Transitional Authority in Cambodia (UNTAC)
period, royal decrees, and acts of the legislature, with influences
of customary law and remnants of communist legal theory;
increasing influence of common law in recent years; accepts
compulsory ICJ jurisdiction, with reservations
Suffrage: 18 years of age; universal
Executive chief of state: King Norodom SIHAMONI (since 29 October
branch: 2004)
head of government: Prime Minister HUN SEN (since 14 January
1985)
Great Websites

http://www.state.gov/
o This website provides links to the Cambodian Embassy, Travel
Advisories, and other important foreign travel information.

http://www.embassyofcambodia.org/
23
o This link to the official Cambodian Embassy website provides travel
information and logistics as well as information about history and
culture.

http://www.cdc.gov/travel/
o This site provides information regarding what medical issues you
should know about for your trip as well as what
immunizations/medications are recommended for your particular
location. For Cambodia specifically the link is
http://www.cdc.gov/travel/seasia.htm#vaccines.
Guide Books

The links below are to various guide books. They provide good
background information about Cambodia—the logistics of travel, history,
culture, and what to expect. They also might help you choose what guide
book you might want to bring with you.
o Lonely Planet
(http://www.lonelyplanet.com/worldguide/destinations/asia/cambo
dia)
o Rough Guide:
(http://www.roughguides.com/website/travel/destination/content/?
titleid=66&xid=idh126664296_0101)
o Frommers: (http://www.frommers.com/destinations/cambodia/)
History Guides

It is important to have a basic understanding of the history and culture of
Cambodia in order to best understand your students. Many of the sites
above have excellent information, but the ones below provide a bit more.
o http://www.geocities.com/khmerchronology/
o http://en.wikipedia.org/wiki/History_of_Cambodia
Suggested Reading
Below are excerpts from an extensive list of suggested readings about Cambodia.
See http://www.mekong.net/cambodia/reading.htm for the complete list.
When the War Was Over by Elizabeth Becker (Simon and Schuster, 1986.)
If you intend to read only one book about Cambodia, read this one. Informative
and beautifully written, Becker’s book humanizes the tragedy of Cambodia
without ever losing sight of its context. There is an updated edition of this book
24
which discusses the UN role in establishing elections.
Stay Alive, My Son by Pin Yathay with John Man (Simon and Schuster, 1987.)
Pin Yathay’s book was one of the first refugee accounts of Cambodia under the
Khmer Rouge, and it remains one of the best. It is heartbreaking and absolutely
compelling.
When Broken Glass Floats by Chanrithy Him (W.W. Norton, 2000.)
Among the many excellent first person accounts of the Khmer Rouge reign,
Chanrithy Him’s spellbinding memoir stands out. It ranks alongside Stay Alive, My
Son as one of the best.
First They Killed My Father by Loung Ung (Harper Collins, 2000.)
Loung Ung’s powerful autobiography is terrifying and emotionally draining. The
author’s unflinching eye for detail creates a vivid tapestry of one of history’s
darkest revolutions.
Cambodia: Report From a Stricken Land by Henry Kamm (Arcade, 1998.)
Pulitzer-Prize winner Henry Kamm has covered Southeast Asia for the New York
Times for decades. Just over 250 pages long, Kamm’s book is a marvel of clarity.
The book’s description of the corruption and madness of the Lon Nol era is
unrivaled.
Sideshow by William Shawcross (Simon and Schuster, 1979.)
Essential reading for anyone wishing to understand America’s role in setting the
stage for the Khmer Rouge.
The Gate by Francois Bizot (Alfred A. Knopf, 2003.)
Written by a French researcher who was held captive by the Khmer Rouge in
1971, The Gate is an exceptional, deeply thoughtful work. It is highly
recommended.
A History of Cambodia by David P. Chandler (Westview Press, 1992.)
A single-volume history of Cambodia, from the early civilizations of Funan and
Angkor, to the early 1990s. Chandler is arguably the West’s foremost authority on
Cambodia.
The Death and Life of Dith Pran by Sidney Schanberg (Penguin Books, 1985.)
Originally published in the New York Times, this is the true story on which the
movie The Killing Fields is based.
25
Brother Number One by David P. Chandler (Westview Press, 1992.)
A biography of Pol Pot; given the secrecy surrounding the Khmer Rouge leader,
this book is an impressive achievement.
A Blessing Over Ashes by Adam Fifield (Perennial Books, 2001)
A wonderful account of a Vermont family who opens their home to a Cambodian
refugee. At times touching, at times horrifying, at times funny, Blessing is
definitely worth reading..
Angkor by George Coedes (Oxford University Press, 1986.)
The premier study of the Cambodia’s ancient temples.
Khmer: The Lost Empire of Cambodia by Thierry Zephir (Henry N. Abrams, Inc.,
1998.) This small, slender volume makes an excellent guidebook to Angkor, and
to Khmer art in general. Beautifully designed and packed with gorgeous photos,
it’s less detailed but more accessible than the guides by Coedes or Henri
Parmentier. Highly recommended.
Cambodian Folk Stories from the Gatiloke retold by Muriel Paskin Carrison
from a translation by Kong Chhean (Charles E. Tuttle Company, 1987.)
A collection of 15 traditional Cambodian folk tales, divided into three categories:
“Scoundrels and Rascals,” “Kings and Lords,” and “Foolishness and Fun.” The
Gatiloke, from which the tales are drawn, is a comprehensive collection of these
stories. As the author notes in the introduction, “The folktales of the Gatiloke
were used by Cambodian Buddhist monks as ‘speech-teach’ sermons - examples
of right and wrong, good and bad. The word ‘Gatiloke’ reflects this: Gati means
‘the way,” and loke means “the world.” Freely translated, ‘Gatiloke’ means ‘the
right way for the people of the world to live.’“
And finally, Marc Gilbert, author of a leading world history textbook,
recommends:
Sam-ang Sam, Patricia Shehan Campbell, Silent Temples: Songful Hearts:
Traditional Music of Cambodia from World Music Press, Danbury CT 068132565; 203-748-1131.
“This is not a just music thing. It includes history of Cambodia, maps, customs and
traditions, illustrations of Angkor Wat. etc for classroom use, teaching and
learning, weddings, lesson plans and exercises, index, bibliography, filmography,
and discography. Best of all it has a CD! This is one of a stupendous series of
multicultural teaching tools. Everyone should have one. It will make great lesson
26
plan folder for the group and music works as all the teachers will know the music
and much more.”
In addition, several videos are worth renting. Among them are The Killing Fields
and a documentary titled The Flute Player.
27
VII: Fundraising
Fundraising is a key part of your participation in TAB SR to pay for supplies,
Cambodian teacher stipends, necessary resources, and, your travel and living
expenses.
For more in depth information there is a Fundraising Handbook; however, these
hits will get you started.
Write a letter and spread the word:
1) Things that are particularly effective in letters are:
a. PICTURES
b. Letting people know what their money can buy—for example when
asking teachers for money, many are inclined to give $20 if they
know that that amount sponsors a teacher that attend the
workshop.
c. Letting them clearly know the ways in which they can give.
2) When asking for money research shows that many people give more if
they are given boxes that they check off the amount they want to give and
return the form with their check. Boxes for $10, $25, $50, $100, $250,
$1000, and other seem to be effective.
3) If you are soliciting money from friends and family who may be more
inclined to give if they know they can give $5, skip the boxes. Just ask
them to give what they can.
Community Events:
Spreading the word within your community and, if you work in a school,
school can do amazing things. Some things you might do are:
1) Penny drive- brings in more than you might think!
2) Have a raffle-offer a free evening of babysitting or a free tutoring session
in exchange for a donation to TAB.
3) Use it as an opportunity to teach students about spreading the word. Do
not ask for money, but rather ask them to teach others about TAB. Then
ask them to ask the others for money. Make sure to clear any fundraising
28
ideas with school principals before using the classroom as a forum for
doing so.
*If you want to set up pen-pals, get a letter from a Cambodia teacher, etc.
please contact any of us, (or Jessica in particular) and we can work to arrange
it.
4) EMPHASIZE THE FACT THAT NO DONATION IS TOO SMALL!
29
Fundraising Policies
Board Policy
BE IT FINALLY RESOLVED that funds raised in any way connected to TEACHERS ACROSS
BORDERS, Inc. shall be deposited and dispersed through the TAB bank account. Funds
raised will be used to cover program costs and organizational costs first. Surplus funds will
be allocated to volunteers to reimburse travel and sundry expenses up to a maximum
determined by TEACHERS ACROSS BORDERS, Inc. Reimbursement for expenditures
connected with programs or other costs will be dependent on receipts submitted within 60
days of the expenditure. Fund raising plans shall be submitted to the Treasurer for approval
prior to the event. Receipts, names of donors, and a complete accounting of the event shall
be submitted to the Treasurer following the fundraising. Earmarked contributions shall be
run through the TAB account and dispersed according to the desires of the donor.
Explanations:
1. It is very important to the organization for both tax purposes and maintaining our nonprofit status that all money and in-kind donations be accurately accounted for and run
through our bank account. Donations run through our bank account will automatically
generate a tax donation letter to the donor. Online credit card donations automatically
generate for us a record for tax purposes. A personal thank you in addition is a nice touch
even after the event with some pictures and highlights.
2. Donors must be assured of complete transparency in our financial accountability. Donors
give of their hard earned time and money and deserve to know exactly how the funds are
used. We have no paid organizational staff at this time which means that 100% of
donations go to projects. Organizational costs that we do have like maintaining the web
site, tax preparation, paper and postage, etc. are currently funded by our volunteers.
3. It is quite acceptable to ask donors to support your travel expenses, but these donations
should be “earmarked” on the checks so that dispersal can be made correctly to you. These
earmarked funds should not exceed the costs of your travel, lodging and personal
expenses, at this time calculated at about $3000.
4. Because this is a volunteer effort, program costs are the most important and first line of
money dispersal. If there is no money for program costs which include refreshments,
copying, stipends for workshop participants etc. there will be no program.
5. Expenditures that occur during the program can be reimbursed only if there are receipts
to justify them. The IRS only needs receipts over $25. We need all receipts you can get
noting that it is not always possible to get receipts. If you do not have a receipt, list the
expenditure anyway for reimbursement. Submit the request for reimbursement within 60
days of the end of the program.
6. If you spend your own money in your volunteering and do not ask for reimbursement
from the organization, you can use expenses as a personal donation tax deduction. In this
30
case, it is your responsibility to keep backup information for the IRS. In-kind donations of
time, mileage and so on count as long as you can justify them.
7. Use of the TAB website to advertise your event is encouraged. Send information to our
Webmaster, Hillary Smith, at solutions@pixelsolutions.com
8. Teachers should not use school lists or classroom time for fundraising purposes. A good
rule of thumb is to check with the school principal and/or school administration regarding
policies in place for such activities. Certainly the knowledge and enthusiasm you have for
your experience is a powerful justification for connecting your volunteer effort with your
teaching.
31
Solicitation Letter Examples
Kathleen M. Klug
100 North Eighth Street #3
Aspen, Colorado, 81611 USA
970- 925 -1480 OR 970 - 309- 4352
kklug@aspenk12.net
http://www.teachersacrossborders.org
Each person on this earth has a gift worth sharing. Mine is teaching.
Some of you know me as a college counselor,
some as a reading teacher; some know me through
my work with Sunday School, The Outreach Service
Club at Aspen High School or El Pomar Youth in
Community Service, Donor Awareness activities or
just as an ordinary citizen and mom. But not all of
you know that each summer I spend time sharing
my gift with the people of Cambodia. The purpose and mission of Teachers
Across Borders is to assist the teachers of this reemerging nation realize their
vision of rebuilding the education system. This year I have been named Director
of the Siem Reap TAB Workshop in July. I ask once again for
your support on this mission. TAB is an organization that asks
the participants and Directors to supply everything we need
to accomplish the task of building a system that has been in
ruins for decades. The program needs $ 9,000.00 from my
fundraising efforts .
I am privileged to work all year long in our beautiful town,
Aspen, in a great school system with terrific students. It is my
belief that giving back to the world that so desperately needs
our time and attention, is an appropriate response to all I
have been given. I donate my teaching, materials, time, and
literally, blood (mosquitoes), sweat and tears, books and
technology. This year as Director of Siem Reap, I am
responsible to raise dollars for transportation for teachers,
orientation sessions with our clients and stipends for the
translators and participants. My fund raising consists of
32
asking my friends to join me in delivering effective help directly to the teachers of
Cambodian children. I have enclosed an envelope and ask that you be generous
as I assure you that every gift has a direct effect. My goal is to make every gift go
as far as it can to encourage and enable the teachers of the new Cambodia.
Often my friends send me a box of chocolates or send flowers for some effort I
have made on their behalf. I do not need chocolates, and in lieu of flowers please
send me a donation to support my passion of passing on the art and science of
teaching. I can deliver energetic, exciting teaching strategies to these teachers
who are desperate to resurrect their country and teach their young people.
Education is a great and lasting gift. It is a great investment in fostering world
peace and global understanding.
The last several years my friends gave a huge gift to the people of Cambodia with
this teaching mission. This year we are invited back as veterans who collaborate
with the other teaching missions from Belgium and Australia in order to keep the
momentum going between these global efforts to
re-establish education. Teachers Across Borders, a
501(c) (3) non profit, is a result of good people
saying yes to supporting a courageous and effective
educational mission. The schools are the best hope
we have for assisting the entire nation of Cambodia.
Thank you for your support and please keep
Teachers Across Borders and me in your thoughts.
Gratefully and Sincerely,
Kathy Klug
33
Dear Friend,
This summer I will be returning to Cambodia, where I will be participating in a teacher
training workshop with the goal of educating and empowering Cambodian educators.
Teachers Across Borders, the organization with which I am working, defines its goal as:
“to help teachers raise the general level of educational opportunity and promise
worldwide.” The program is run entirely by volunteers who are committed to the cause
and experience. Additional information about the organization is available on its web site
at http://www.teachersacrossborders.org.
Having worked with fifteen Cambodian teachers last summer, I am returning this
summer in the hope that I can provide another group of teachers with even more
knowledge and tools that will help them to educate the next generation of Cambodians.
In the 1970s, Cambodia underwent a time of extreme turbulence during which the ruling
power, the Khmer Rouge, killed off all intellectuals within the country. Today, teachers in
Cambodia are struggling to teach a new generation of students, even though they
themselves have not received high levels of education.
In Cambodian schools, supplies are rare; often teachers are without chalk, paper, or
pencils. There are often as many as sixty students in a classroom that is little more than
a concrete room with bars on the windows and rows of desks. These teachers earn the
equivalent of $30 US Dollars a month.
Despite tough conditions, the people of Cambodia are some of the most hopeful and
enthusiastic individuals I have ever had the pleasure to work with. The children laugh
and smile during lessons, and they love to have visitors to whom they can sing their
ABC’s. The teachers are committed to the work they are doing and love their students
deeply. I am going back in the hope that I can make their lives a little easier and provide
them with new teaching ideas.
In Cambodia, a little bit goes a long way. If you are willing to donate, here are some
examples of what your money can buy:
$0.61=12 pieces of chalk
$0.84=A notepad and pencil for one student
$1=Box of crayons
$4= A book for a participant to keep and use in his or her classroom—likely the first he
or she has ever owned!
$5=60 pencils
$20=Sponsor a teacher—pays for a teacher from far away to come attend the workshop.
Just think what we can give if you can give more…All contributions are tax deductible.
There are two ways to give:
1) Go to http://www.teachersacrossborders.org/Donate.htm and donate online.
34
2) Mail/give me a check made payable to Teachers Across Borders, and I will
send it on to the organization.
101 West 74th Street, Apartment 5W, NYC, NY 10023
While donations are welcome at any time, it would be most desirable if you can act
before June 1, 2006. Thank you in advance for any consideration you can give to this
worthy cause.
Jessica Ohly
35
TAB Siem Reap Leaders
Co-Directors
Dr. Kathy Klug
Dr. Joanne Ihrig
Operations Director
Ms. Barbara Bauer
Siem Reap Operations Manager
Mr. Sok Samnang
Siem Reap Translations Manager
Mr. Chhiv Da
Email: info@TABSiemReap.org
Web site: www.TABSiemReap.org
36