Development through vocational education. The lived experiences of young people at a vocational education, training restaurant in Siem Reap, Cambodia

Abstract

In Cambodia, approximately half the population experience multidimensional poverty. The youthful population provides a demographic opportunity to achieve sustained and diversified economic growth in support of increased well-being of the population, however, skill shortages amongst youth significantly limit Cambodia's ambitions. This paper explores whether vocational education is a constructive development initiative to redress gaps in education in Cambodia, and progress social and economic outcomes for the future. The dataset that underpins this article includes empirical research that was conducted on-site over two months in a Non-Government Organization (NGO) vocational hospitality school strategically located in the tourist district of Siem Reap, Cambodia. In addition to hospitality skills training, the NGO supported the human development of the students through a capabilities approach. The rights based, participatory research enquires into the lived experiences of one cohort of students who migrated to Siem Reap from poor rural communities to find employment and escape poverty and hunger. Results conclude that students faced competing demands between their gendered, traditional cultural values and the experiences of equity and empowerment provided in their hospitality training. Conclusions drawn through the student's narratives facilitate a deeper understanding of the lived experiences of impoverished migrant youth in Siem Reap and contribute to a better understanding of the human development impact of vocational training through a capabilities approach. These findings are pertinent for other communities navigating through development based, vocational education programs.