“For those who come [to school] for the sake to learn, they will not be employed,” said the director from a provincial polytechnic institute at a recent conference on sharing best practices in vocational training. This bold statement shocked me, for I was taught that young people should be given the space and time to discover their interests and to develop their personality. There is no point of forcing all young people into the finance, garment, construction or tourism sectors unless they had a chance to decide for themselves.
That same evening, I biked home. As usual, I passed by an urban slum and many dimly lit streets, seeing young people in ragged clothes standing idle at the roadside and some parents (with their children) scavenging for sellable items from pungent-smelling rubbish. Suddenly, it daunted on me that my disapproval of the above-mentioned speaker was a result of my ignorance about the realities of life: many people in Cambodia cannot afford to be unemployed at all. It is crucial and urgent to equip people with the skills necessary for productive work the day they step out from school.
Although most young people in developed countries would opt for a university degree than an associate degree from a vocational training school, there is a need for more practical skills in Cambodia. First, developing countries have a much smaller and less active private sector. There are less established businesses where graduates of social science or pure science can easily jump into. In the U.S., college graduates explore lucrative opportunities with consulting firms and investment banks. These positions do not require sector-specific knowledge; in fact, employers prefer candidates with broad interests and experiences. However, these firms only thrive in well-established markets. In Cambodia, most businesses are small and medium enterprises (SMEs) operating with little capital. They already struggle to survive in the current economic environment, let alone hiring consulting services to syndicate capital or contemplate mergers and overseas expansion.
Second, practical and technical skills are essential for infrastructural development. Although Cambodia has picked up fast GDP growth, economic development is restricted to several municipalities and few industries. Most of the country remains rural and most households engage in subsistence agriculture. The technical expertise in developing telecommunications network, paving roads, building bridges and constructing schools and houses are in urgent need. Of course, managerial and budgeting skills are needed for planning and implementing relevant projects as well – but road-builders and electricians are more valuable assets.
That said, vocational training institutes still face many challenges in preparing young people for work. At present, most of the country’s unemployed people are youth between 15 and 24 years old. Many of those unemployed or underemployed have long dropped out from school but others –high school and college graduates – also find their skills not matched with their aspirations and job requirements. Most young people stay idle, waiting for luck to fall upon them; a few start to attend vocational training offered by NGOs or the government. Unfortunately, when these young people turn to training institutes, they also find a lack of qualified teachers, course selection and facilities (e.g. laboratories). Post-training employment is not guaranteed as well, as most institutes have few connections with employers. All in all, very few institutes have the capacity to offer a wholesome package of training, tuition support, career advice and employment service.
Against this unfavourable backdrop, I learned from the conference that some institutes have taken innovative steps to upgrade their services. To increase the supply of qualified teacher, some institutes train their own students to become teachers. These young and mobile student-teachers spend part of their school time travelling in the provinces, gaining practical work experience as well as spreading their knowledge to their peers. Others have sought partnerships with businesses abroad, such as those from India, Thailand and the U.S. These networks serve to provide more internship opportunities and allow the school to offer short courses that cater to the employment needs of their partner companies. Furthermore, to broaden students’ career choices, some institutes offer technical courses in line with academic courses. An electronics student, as an example, would also study physics, mathematics and foreign language. In the end, the graduate obtains a high school certificate as well as an electrician’s permit. These qualifications would open doors to more opportunities for technical training, tertiary education (including evening courses) and higher-paid jobs. Last but not least, the government and the donor community are contemplating the creation of a labour market information system. This system incorporates research on the skill levels of the unemployed, employers’ demand for skills and labour, course offerings from training institutes and business services for budding entrepreneurs. These four initiatives all highlight the importance of quality training, skill versatility and market efficiency.
As the Cambodian society becomes wealthier and as people demand more sophisticated business services and technology, this emphasis on vocational training may become more diluted. Instead, more students may desire university education and knowledge on analysis and management. “When you have the will, you have the way,” another conference speaker remarked. Yes, part of this “will” is to understand current market conditions. Young people will likely start at the bottom and work their way up as the country progresses.


