Annual Narrative

ReportJanuary to December 2014

Phare Ponleu Selpak Association

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Human development and social change through the arts, education

and social support.

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Table of Contents

List of Abbreviations….…………………………………………………............... 4

About Phare Ponleu Selpak............................................................................ 5

Executive Summary……..……………………………………………………...... 6

1. Introduction…………………………………………………………………........ 7

2. Achievements 2014 ……………………………………………....................... 7

2.1 Performing Arts School………………....………………………………............. 7

2.2 Visual Applied Arts School………...…………………………………................ 11

2.3 Education Department...…………………………………………...................... 14

2.4 Social Support Department...………………………………............................. 18

2.5 Romeet Gallery.............................................................................................. 23

2.6 Solidarity Visits for Cultural Exchange........................................................... 24

2.7 Communications Department........................................................................ 25

2.8 Staff Capacity Building and Development..........……………………………… 25

3. Brief Financial Report…….......................................................................... 26

4. Project Impacts and Outcomes.................................................................. 28

4.1 Performing Arts School.…………….....…………............................................ 28

4.2 Visual Applied Arts School....…………………............................................... 28

4.3 Education Department ....……………………………………………………….. 28

4.4 Social Support Department....………………………………………................. 29

5. Conclusion and Recommendations........…………………………………… 29

5.1 Conclusion...………………………….............................................................. 29

5.2 Lessons Learnt....…………………………...................................................... 30

5.3 Recommendations....…………………………................................................. 30

6. The Plan for Year 2015........…………………………………………………… 32

7. Acknowledgements.................................................................................... 35

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Acronyms and Abbreviations

ACT Asian Community Trust

AFD Agence Française de Développement

BTB Battambang (name of province)

CWCC Commune Council for Women and Children

WCCC Consultative Committee for Women and Children

DEC Detention Center

EU European Union

F Female

FI Friends International

M Male

MOU Memorandum of Understanding

M&E Monitoring and Evaluation

NGO Non-Governmental Organization

NACD National Authority for Combating Drugs

PPS The former acronym for Phare Ponleu Selpak, now known as PPSA

PPSA Phare Ponleu Selpak Association

PyD Paz Y Desarrollo “Peace and Development”

PAS Performing Arts School

PM Police Military Gendarmerie

3PC Partnership Program for Protection of the Children

SHG Self-Help Group

VAAS Visual and Applied Arts School

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About Phare Ponleu SelpakPhare Ponleu Selpak (PPS) is a non-profit Cambodian association working with vulnerable children, young adults and their families through three interweaving fields of intervention: arts schools, social support and educational programs.

“Phare Ponleu Selpak” which means “the brightness of the arts”, began life in 1986 in the Site 2 refugee camp on the Thai-Cambodian border. A group of 9 of children who took part in drawing workshops in the camp had the idea to form a creative association to help other children express the trauma of war. Following repatriation, PPS was founded in Battambang in 1994 by Srey Bandaul, Tor Vutha, Khuon Det, Lon Lor, Chea Yoa, Svay Sareth, Chan Vuttouk, Dy Mala and Rin Nak together with their French drawing teacher, Véronique Decrop.

PPS is an association that supports community development through providing children, young adults and their families with social, educational, emotional and cultural support. PPS’s work with children is driven by the acknowledgement of each child’s individuality and need for specifically tailored support. Artistic practice and development is at the heart of the formal education, life and social skills offered to the young people we work with.

Phare Ponleu Selpak’s vision:

Phare Ponleu Selpak passionately believes in the power of the arts as a tool for human development and social change.

Phare Ponleu Selpak’s mission:

Phare Ponleu Selpak is dedicated to providing a nurturing and creative environment where young people can access quality arts training, education and social support.Serving as a vital creative resource for the community, Phare Ponleu Selpak values creativity, professionalism, collaboration and accessibility in all its projects.

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Key FiguresDirect beneficiaries: 1, 183 (F: 581)Indirect beneficiaries: 10, 568 (F: 4,815)Staff members: 108 (F:36)Total budget for 2014: US $1, 715, 661

This year, Phare Ponleu Selpak celebrates 20 years of existence. The organisation started with a group of young refugees aiming, with the help of their art teacher, to foster resilience amongst a vulnerable community by providing artistic training and social support. Today we have grown into a non-governmental organization with a strong structure that is helping to shape the future of the arts in Cambodia.

In 2014, despite the difficulties inherent in any ambitious evolution, we have continued to realize our strategic goals.

In matters of education, we developed our curriculums to provide progressively more choices for students. We give them the chance to express themselves through the arts as they grow from children into young adults. Not only do they have the opportunity to become highly-skilled artists, they are also enabled to make a living from their craft. We have continued to create systematic interactions between our different poles of education to boost their creativity.

In terms of social support we have refocused our activities on a more realistic number of communes in order to increase our effectiveness. A key task has been increasing community awareness on the importance of education.

Our infrastructure has seen the completion of the Visual and Applied Arts building. Construction of a new library has started for a completion early next year. Major drainage works and improvement of hygiene were realized as well.

On a procedural level, several improvements have been made. New procedures and policies have been set up, including our administrative, human resources and financial procedures, our child and beneficiaries’ protection policy, and our code of conduct.

Finally, preliminary work has been undertaken to ensure that a change in governance during the first half of 2015 occurs in the most optimal conditions.

Given our successes over the past year, we are confident that Phare Ponleu Selpak will overcome the challenges on the horizon to become a major contributor in the development of contemporary art in Cambodia.

Beatrice BARANGER- Executive Director

Executive summary

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1. Introduction

In 2014, Phare Ponleu Selpak Association (PPSA) carried out 12 projects:

i) Capacity building and professionalization of Cambodian performing artists towards a sustainable cultural industry,

ii) Awareness theatre performances to promote, empower, and raise awareness on gender equality, violence against women and masculinity,

iii) Professionalization of art design and visual art vocational training in Battambang town, iv) ‘Let’s support the youngest pupils of Battambang’, v) Incentive provision to Phare Public School, vi) Improvement of kindergarten environmentvii) Library for all children within the PPSA Campus, viii) Fighting extreme poverty in Battambang Municipality through adapted Child Social Care

System Services, ix) MIGRA-SAFE “Safe Labour Migration for Vulnerable Cambodian Migrant Workers to

Thailand”, x) Strengthening the social reintegration of detainees through art therapy activities, vocational

training and social follow-up in two detention centers in Battambang province, xi) Improving the living conditions of children and their families through the development of

social protection services system and networking in Battambang province, and xii) Family-oriented improvement of disadvantaged children’s living conditions.

In order to support effective project implementation processes, PPSA has established a project management structure. It is composed of five main departments: Visual and Applied Arts School (VAAS), Performing Arts School (PAS), Social Support, Education and Communication. Each department takes responsibility for carrying out any projects to which they are assigned.

To ensure the efficiency and transparency of project implementation by departments, clear and precise working systems, guidelines, procedures and policies have been put in place and deployed. The most relevant guidelines and policies are Reporting Guidelines, Monitoring & Evaluation policy, Financial Procedures, Child and students Protection Policy, Arts School Policy, Student Database, and Child Case Management. These tools are a comprehensive blueprint to aid staff with project implementation.

2. Achievements 2014

2.1 Performing Arts School (PAS)

Project # 1: Capacity building and professionalization of Cambodian performing artists towards a sustainable cultural industry.

2.1.1 Classes RunningIn 2014, there was a total of 346 students (F: 163) enrolled in the various performing arts schools: 98 students (F: 47) in Leisure/Foundation classes, 220 (F: 111) in second year classes and 28 (F: 5) in vocational training. The table below shows the total number of students attending performing arts classes in the academic year September 2014 to August 2015.

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No Artistic Classes

Total of Class attendanceFemale Male Total

I Leisure (Foundaion Year)

Circus 13 16 29

Theater 11 6 17

Music 14 29 43

Dance 9 0 9

Sub-Total 47 51 98

II Second Year

Circus 59 35 94

Theater 8 25 33

Music 44 28 72

Dance 0 21 21

Sub-Total 111 109 220

III Vocational Training

Eclipse 2 10 12

Chills 0 7 7

Puppet 3 6 9

Sub-Total 5 23 28

In this example of project activity, the pupils of Creative Class are getting to know the different kinds of traditional Khmer musical instruments that are outside of their regular curriculum. A traditional music student introduced and explained the instruments to pupils, describing their significance and how to play them. This new musical experience was greatly enjoyed by the students.

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No Artistic Classes

Total of Class attendanceFemale Male Total

I Leisure (Foundaion Year)

Circus 13 16 29

Theater 11 6 17

Music 14 29 43

Dance 9 0 9

Sub-Total 47 51 98

II Second Year

Circus 59 35 94

Theater 8 25 33

Music 44 28 72

Dance 0 21 21

Sub-Total 111 109 220

III Vocational Training

Eclipse 2 10 12

Chills 0 7 7

Puppet 3 6 9

Sub-Total 5 23 28

In this example of project activity, the pupils of Creative Class are getting to know the different kinds of traditional Khmer musical instruments that are outside of their regular curriculum. A traditional music student introduced and explained the instruments to pupils, describing their significance and how to play them. This new musical experience was greatly enjoyed by the students.

2.1.2 Training and Workshops

PAS conducted nine training/workshop sessions during this period. The sessions were attended by 227 participants (F: 86). Evaluation of the training found that 77 % of participants rated the workshops as good or very good. Below is a summary of the training delivered, organised by subject.

No Description of training/workshop Topics taken

Date Held Students/Beneficiaries Starting Ending Male Female Total

1 Theatre of the oppressed 20/10/2014 24/10/2014 9 12 21

2 Theatre of the oppressed 27/10/2014 31/10/2014 5 12 17

3 Clown 03/11/2014 21/11/2014 11 5 164 Creation and adaptation 26/10/2014 07/11/2014 7 1 85 Creation # 1 23/11/2014 12/12/2014 6 3 96 Forum theatre 3/3/2014 7/3/2014 5 8 137 Shadow theatre 10/3/2014 21/3/2014 49 30 798 Puppet theatre 19/5/2014 21/5/2014 42 12 549 Creation # 2 20/8/2014 20/9/2014 7 3 10

Total 141 86 227

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2.1.3 Shows performed inside and outside PPSA campus

a) Circus SchoolIn 2014, PAS circus students performed 147 shows in PPSA campus. 13,123 audience members watched, the majority of whom were foreign visitors. There were also 37 shows performed outside the PPSA campus to a total of 4,200 audience members. b) Theatre SchoolDuring this period, the PAS theatre group performed 3 shows in PPSA campus with 470 audience members including PPSA staffs. 51 shows were performed outside the PPSA campus with a total of 15, 000 audience members.c) Music SchoolPAS music students performed 3 shows in PPSA campus this year, with 420 audience members including PPSA staff. 8 shows were performed outside the PPSA campus and 350 audience members attended. d) Dance SchoolDuring this year, PAS dance students performed 3 shows in PPSA campus with the participation of 400 audience members including PPSA staffs. There were 3 shows performed outside the PPSA campus with 150 audience members.

Summary of total shows held inside and outside PPSA campus:

No Arts SchoolTotal Shows held inside PPSA Total Shows held outside

PPSA

Total shows Total audience members Total shows Total audience

members1 Circus School 147 13, 123 37 4,200

2 Theatre School 3 470 51 15,000

3 Music School 3 420 8 3504 Dance School 3 400 3 150

Total 156 14,413 99 19,700

Project # 2: Awareness-raising theatre performance to promote, empower, and raise awareness on gender equality, violence against women and masculinity.

PAS staged 10 performances in 10 different locations. 4 performances were in 3 districts and 1 town of Kampot province and the other 6 performances in 5 districts and 1 town of Kampong Chhnang province. The performances gathered 4588 audience members to attend and enjoy the performances, of which 2530 were male. 124 people answered the quiz, of which 50 were male. PAS also distributed IEC materials to 4312 people, of which 1,078 were female. The list below details the specific dates and locations where the performances took place:

• January 21st, 2014: Performed at Troey Koh pagoda, Kampot town, Kampot province. 500 (M: 280) audience members attended the performance, 13 (M: 5) answered the quiz and 475 (M: 329) received IEC materials.

• January 23rd, 2014: Performed at Kbal Romeas pagoda, Toek Chhou district, Kampot province. 450 (M: 250) audience members attended the performance, 14 (M: 6) answered the quiz and 425 (M: 292) received IEC materials.

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• January 25th, 2014: Performed at Dey Krahorm pagoda, Chhouk district, Kampot province. 380 (M: 205) audience members attended the performance, 12 (M: 5) answered the quiz and 355 (M: 239) received IEC materials.

• January 27th, 2014: Performed at Prey Krala pagoda, Banteay Meas district, Kampot province. 315 (M: 160) audience members attended the performance, 14 (M: 5) answered the quiz and 285 (M: 187) received IEC materials.

• January 29th, 2014: Performed at Kampong Tralach district government hall, Kampong Tralach district, Kampong Chhnang province. 208 (M: 100) audience members attended the performance, 16 (M: 6) answered the quiz and 202 (M: 125) received IEC materials.

• January 31st, 2014: Performed at Samaki Meanchey district government hall, Samaki Meanchey district, Kampong Chhnang province. 650 (M: 330) audience members attended the performance, 12 (M: 5) answered the quiz and 620 (M: 438) received IEC materials.

• February 2nd, 2014: Performed at Sub-war military headquarter, Toek Phos district, Kampong Chhnang province. 650 (M: 380) audience members attended the performance, 12 (M: 4) answered the quiz and 625 (M: 442) received IEC materials.

• February 4th, 2014: Performed at Andaung Snay police station, Rolea Paear district, Kampong Chhnang province. 580 (M: 330) audience members attended the performance, 8 (M: 3) answered the quiz and 550 (M: 385) received IEC materials.

• February 6th, 2014: Performed at Kampong Chhnang old stadium, Kampong Chhnang town, Kampong Chhnang province. 370 (M: 270) audience members attended the performance, 14 (6 men) answered the quiz and 340 (M: 228) received IEC materials.

• February 8th, 2014: Performed at Baribo district government hall, Baribo district, Kampong Chhnang province. 460 (M: 270) audience members attended performance, 9 (M: 4) answered the quiz and 435 (M: 299) received IEC materials.

2.2 Visual and Applied Arts School (VAAS)

Project # 3: Professionalization of art design and visual art skills vocational training in Battambang town

2.2.1 ClassesLeisure: This class is in phase 2 of implementation, where we attempt to increase the number of beneficiaries. In the 2014-2015 academic year, 406 (F: 286) enrolled students regularly attended courses, while other registered students attended irregularly. Students registered for this class represented approximately 50% of students from the public school aged less than 13 years. Approximately 500 students of the Phare public schol attended leisure visual arts classes. The academic class absorbs students who are not yet eligible for the preparatory classes and welcomes new candidates regularly during the year.

Grade 1 and 2 children enjoy the art leisure class

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Preparation: The preparatory class is fundamental for students wishing to pursue vocational training in subsequent years. Course planning is now completed for the year ahead. The preparatory class no longer accepts for new students during the year, so students who are not yet confirmed for the class are moved to the academic courses. The development of schedules developed in collaboration with the public school will allow more flexibility and choice for students. Strengthening the quality of the preparatory class increases the potential for success and therefore of professionalization at the end of the diploma.

Vocational training: Promotional campaigns continue in schools to promote the vocational training. The construction of the new building is complete. It is therefore visible and functional. The official inauguration, which will be held late June 2015, will spread awareness about the program and encourage new applications. The launch of the professional animation and graphic design Studio in 2015 will provide a job pathway for students and contribute to the emerging graphic design and animation industries in Cambodia.

Training level

Capacity per class

Total Students

Leisure

Kamsan30

250(2 classes per day)

Kindergarten25

40(2 classes per day)

Academic25

50(2 classes per day)

Sub-total: 340

Preparatory Preparatory classes 21 31

Sub-total: 31

Professional Training

1st year SSAC syllabus

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2nd year 20 18

3rd year

Sub-total: 35Total: 406

During 2014, VAAS classes were taught by the following staff members and visiting teachers:• Mr. Poy Chunly and Mrs. Koeurn Kolap, who graduated in June 2014 after 4 years of training in

France, are back in Battambang to teach animation, illustration and graphic design.• Mr. Vila Heik, who received training from Rennes MJM School in the subject areas of digital

production chain with particular learning specialized software. • Ms. Maya (professional calligrapher, trained in Japan in the art of Shodo).• Ms. Alli Sebastian Wolf (independent artist) specialist in environmental facilities.• Ms. N’Guyen Thi Thanh Mai, independent artist, Professor at the School of Fine Arts in Hanoi

and Ho Chi Minh.

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• Ms. Patel, costume designer for the theater and the circus.• Jha Rafferty & Mr. Thomas Buttery of PRYMEDIA, specialized in the techniques of video

projection.• SOTA (School of the Arts in Singapore) exchange student in Visual Arts who assist with

recreation and preparatory courses.• Ms. Sidonie Frances (voluntary) from MANAA in France (Applied Arts) at the École Estienne in

Paris, holder of a BAC Pro Cinema.• Ms. Alexandra Estève (Graphic designer), a visiting teacher in 2013, returned to implement the

first year course in graphic design.• Mr. Adrien Muller (moderator, story-boarder, author), was assigned to oversee and implement

the course in Animation.

Moreover, new partnerships were developed to cover the specialization choices defined by the new curriculum:

• History of art: the University of Paris will send up to 2 speakers per year (the partnership fits into a broader framework with Cultural French-Phnom Penh Centre).

• SOTA (School Of the Arts from Singapore): to facilitate an exchange of students and knowledge, this school will send ten students each year for 15 days to supervise various workshops for leisure and preparatory class students.

• ARPAA (Association for Research Production and Archiving of Audiovisual Documents) and Bophana in Phnom Penh (directed by Rithy Panh) will teach film techniques (shooting, realization, editing, writing). 1 selected Professor (Norm Phanith) will deliver a three month training program.

• Centre of formation “3D lens” in Phnom Penh and ‘Digital Bridges’ will develop an introduction to 3D animation techniques.

2.2.2 New VAAS Building Construction Construction of the new VAAS building is now complete. With new equipment and better working spaces, students now have a better environment in which to learn. A pleasant grass garden in the middle space of the new building has made the space more attractive for staff, students and visitors.

1. The new VAAS building under construction. 2. The completed VAAS building.

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2.3 Education Department

2.3.1 Classes In the academic year 2014-2015, there was a total of 472 students (F: 320) enrolled for classes; 192 pupils (F: 94) for Kindergarten Class, 136 students (F: 60) for Creative Class (complementary class), 4 students (F: 3) for Literacy Class, and 92 students (F: 51) for Computer Class, and other 48 students (F: 22) for English Language Class. It is noted that some creative class students from grades 3-6 attended both the Computer and the English Language Classes.

NoDescription of

ClassStudents/Beneficiaries

Male Female Total

1 Kindergarten Class (KT)KT Level 1 22 28 55KT Level 2 22 28 52KT Level 3 47 38 85

Sub-total 98 94 1922 Creative Class (Complementary Class)

Grade 1 45 24 69Grade 2 8 14 22Grade 3 8 7 15Grade 4 7 11 18Grade 5 5 3 8Grade 6 3 1 4

Sub-total 76 60 1363 Literacy class 1 3 44 Computer class 41 51 925 English class 26 22 48

Total 242 230 472

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2.3.2 Project # 4: ‘Let’s support the youngest pupils of Battambang’

As per the approved plan, the project divided its activities into 4 different blocks:

1) Kitchen: 90 children benefited from a free lunch in our child protection unit every day. The toilet block within the kitchen was renovated to make the space more hygienic and provide healthier food to the children.

2) Electricity system: The underground system had not been upgraded for some years and some sections were at risk of becoming unsafe. During the project, the entire system was repaired and secured.

3) Toilet Blocks: The previous general toilet block, built many years ago, was used by more than 1,000 people every day. Some parts of the block were in very bad shape, which prevented us from maintaining good hygienic conditions. Therefore a new block was built, with flushes and water-basins. Its location at the center of the campus makes it very convenient, as it is readily accessible to staff, visitors, partners and students. Our former toilet block is still used by students but as the frequency is lower than before, the block is better managed and more hygienic.

4) Workshop: this activity aimed to teach children and young people about the importance of hygiene and the environment. We organized awareness sessions on water, health, and sanitation issues with the MJP Foundation, working in partnership with our child development center, kindergarten and library within our campus. There was a 2 day-workshop held to 128 participants including kindergarten pupils and their parents. The feedback from both teachers and pupils was very positive. They reportedly found the activities clear and lively. On the pupil’s side, they found the activities really funny and the messages were well passed on.

Kindergarten students

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2.3.3 Project # 5: Incentive Provision to Phare Public School To prevent the upper secondary school teachers from taking small amounts of money from students of Phare public school, the project provided an incentive allowance to 48 upper secondary school teachers (F: 31) of Phare Public School. As a result, almost all of the upper secondary school teachers have adhered to the agreed principle. The table below presents the figures of Phare public school students studying at various levels.

No Grade Number of Class Running

Number of students Number of TeachersTotal

students Female students

Primary School Level1 1 3 105 45

15 persons

2 2 3 92 563 3 2 85 394 4 2 69 385 5 2 74 386 6 2 64 32

Sub-total 14 489 248

Upper Secondary School Level7 7 2 70 33

48 persons

8 8 2 42 229 9 1 44 2110 10 1 19 1111 11 1 14 912 12 1 27 15

Sub-total 8 216 111Total 22 705 359 63 persons

2.3.4 Project # 6: Improvement of Kindergarten environmentDuring this period, project results achieved were:

i) Repairing Kindergarten ceiling, roof and fence, ii) Installing lights and painting walls, iii) Purchasing small chairs for the kids, iv) Designing teaching materials for Kindergarten classes,v) Organizing four quarterly meetings for pupils’ parents (268 participants) about their children’s

study results, achievements and development stage.

The colorful new kindergarten buildings and playground

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2.3.5 Project # 7: Library for all children within the PPS Campus

During this period, the project focused on the rehabilitation of the library building. Reception, reading, and Internet rooms were designated. This library benefits the students of Phare Public School, Phare Kindergarten, creative classes, and artistic classes, as well as the province community as a whole. In 2014, people such as artists, artistic students, formal education students and members of the broader local community came to the library in order to read and borrow fiction and non-fiction books. The library welcomed a total of 1264 students and teachers, of which 677 were female. In addition to this, the librarian regularly read books and told stories to pupils and other community members, ensuring that the library is accessible for everyone in the community despite varying literacy levels. The librarian coded the newly delivered books and repaired and maintained the old or damaged books. She also received training related to library skills.

The librarian reads to some primary school students.

The library building during and after renovation

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2.3.6 Workshops and Events

The Education Department organized important workshops and events such as:i) Hygiene and primary health care,ii) Khmer New Year 2014, iii) Child International Dayiv) 2014 Achievement Reflection workshop in relation to Kindergarten and Creative Class.

A total of 1464 participants (female: 871) participated in these events. Below is summary of the figures organised by event.

No Description of topic held

Participants attendedMale Female Total

1Hygiene and primary health care

59 69 128

2 Khmer New year 117 151 268

3 Child International Day 300 500 800

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2014 Achievement Reflection of kindergarten and Creative classes

117 151 268

Total 593 871 1464

These participants who attended these events represented relevant stakeholder groups including pupils’ parents, local authorities, pupils of Phare public school, various provincial line departments, CWCC/CWCC, and LNGOs working on child issues including PPS staffs.

2.4 Social Support Department

2.4.1 Project # 8: Fighting extreme poverty in Battambang Municipality through adapted Child Social Care System Services (SOCSYS): a co-implemented project between PPS and Battambang municipality.

Activity 3: Development of Battambang municipal social care system a) Social care system promotion eventsIn the year 2014, the project conducted 10 events from 21 to 25 July which took place at Sangkat Ratanak, Sangkat Kdoldonteav, Slaket, Chamkarsomrong, Sangkat Ochar, Sangkat Toulta Ek, Sangkat Svay Por, Sangkat Watkor, Sangkat Oumal. The community awareness-raising activities were conducted to 806 participants (F: 482) through 10 theatre performances. The performances focused on child protection issues, particularly the importance of education.

At these events, we observed that many beneficiaries were interested in educational videos on child development and educational songs played by Voice of Blind Association staff. They were also active in question and answer sessions. Through undertaking a mid-term evaluation and final project evaluation, we observed that the whole community increased their understandings of the child care system. Parents

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and foster parents also reportedly changed their behavior by reducing child labor and child violation and by sending their children to school.

b) Conditional Cash Transfer activities (CCT) to project beneficiariesThis project involved financial support for two types of beneficiaries: 50 existing beneficiaries selected by PPSA and 151 beneficiaries who were selected from the families with the most at-risk children in Battambang municipality, as identified through a socio-economic survey. The total of 201 children comprised 95 males and 106 females.

Results of Conditional Cash Transfer activities

Monthly conditional cash transfers were administered by the project’s social workers and the Sangkat Committee for Women and Children. The child reintegration and family assessment procedure followed the guidance (Prakas) of the Ministry of Social Affairs, Veterans, and Youth Rehabilitation. Beneficiary families were required to attend meetings at their respective Sangkat halls to collect their monthly support. Their children were reintegrated into the community to live with biological, extended, and foster families through thorough child reintegration and family assessment processes. The social workers conducted regular follows up the beneficiaries to get feedback and identify relevant issues in relation to selected children.

As seen in the image below, the parents of project beneficiaries raised their hands to agree that the conditional cash addressed their needs because they could save some money to develop small scale businesses and pay for children’s food and study expenses.

c) Vocational & agricultural trainings and start up micro-business training

This project conducted Vocational Training sessions (tailoring, cosmetic and beautician skills) to 39 participants (F: 25). This enabled participants to develop valuable skills in order to gain a sustainable income.

2.4.2 Project # 9: Migra-Safe “Safe Labour Migration for Vulnerable Cambodian Migrant Workers to Thailand”

Prior to commencement of the project, two coordination meetings were organized. A kick-off meeting (28-Feb-2014) and a steering committee meeting (21-Mar-2014) were held in the respective target areas to discuss a specific work plan and clear schedule. The following steps of the project were carried out as a

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result:

• The first round of multi-stakeholder groups meeting in 6 districts were conducted three times to a total of 33 participants (F: 13 ) on 09-13 June, 2014. The second and third rounds of multi-stakeholder groups meeting were held three times within 6 districts to 35 participants (F: 12 ) on 11-15 August, 2014.

• In-depth interviews were completed on 01-08 September, 2014 with 12 stakeholders to gather qualitative data about their experiences and personal situations.

• Training of Trainers (ToT) sessions were conducted to 130 participants (F: 17) on 30-31 October, 2014.

• The IEC campaign was undertaken following the completion of the above steps. The IEC education campaign was delivered to 5111 people ( F: 2935) within 6 districts of Siem Reap, Beanteay Meanchey, and Battambang provinces on 22 December - 07 January, 2014. On the same day as this campaign, the theater show was performed. Shows were performed in 45 targeted communes (15 communes of Siem Reap, 15 communes of Beanteay Meanchey , and

15 communes of Battambang) and were attended by 5265 audience members (F: 2275).

2.4.3 Project # 10: Strengthen the social reintegration of detainees through art therapy activities, vocational training and social follow-up in two detention centers in Battambang province.

This project was designed to meet four key outputs:

Output #1: Through the rehabilitation process, attending arts therapy and access to social support, detainees are empowered with self-confidence and the ability to solve problems within their team:

The audience at an awareness-raising theatre shows

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• Artistic activities (PM DEC and Bavel DEC) were conducted with 228 detainees (PM DEC: 129 and Bavel DEC: 136) by 8 artists, 2 art therapists, and 1 social worker. Two sessions of artistic activities were carried out each month for each center (Battambang and Bavel).

• The 5 day workshop on Drugs, Yoga, Reporting format, Storytelling, Case study and Project Reflection were organized with 7 artists (circus: 1, theater: 2, drawing: 2, and music: 2).

• SHG activities were conducted for 189 detainees twice per month (PM DEC: 108 and Bavel DEC: 81). A social worker and two art therapists were responsible for developing the SHG sessions with feedback by M&E. Different topics were used for SHG activities, for example, how to be a good Cambodian citizen, drugs and their negative influence, and future planning after leaving the center.

• Story Telling Training by PPSA Program Coordinator. This activity increased participants’ ability to listen and tell stories in their own words. It also helped them to communicate better with other detainees.

Output #2 : Detainees have access to social follow up after they leave detention:

The follow up activities were conducted with 16 detainees by one social worker and 2 art therapists. They followed up in person with detainees who live around Battambang. However, since there was no budget to support transportation, some former detainees had their follow up over the phone. Furthermore, the DEC (educators) followed up some detainees (60.50 % of detainees followed) who had been reintegrated into the community with a phone call to their parents. 87.50% of parents/families (as revealed by DEC’s educators) who took their children (drug-users) to DEC consulted with the Chief of Centre about rehabilitation processes.

Output #4: Detention centers’ personnel are empowered with creative pedagogy and able to take over the project activities.

The centers’ educators were consulted by the Social Workers and the M&E Officer on how to facilitate the activities within the DEC. 12 meetings were held with 20 team leaders of detainees to discuss how to facilitate the DEC activities. It is noted that other planned project activities are being carried over to 2015 (Jan-Mar). The project will be ended 30 March 2015.

2.4.4 Project # 11: Improving living conditions of children and their families through the development of social protection services system and networking in Battambang province

The 3PC (Partnership Program for Protection of the Children) was implemented as follows:• There were 12 referral cases (F: 6) who were delivered to the hospital or health center for more

comprehensive medical treatment.• 3PC Partner Quarterly Meetings were conducted to 8 participants (F: 4) representing KMR,

PPSA and OEC organizations. Each partner raised problems and solutions, sharing knowledge on how to protect children at risk. All participants were encouraged to conduct a field visit to the project activities of KMR after the meeting.

• Four social workers visited Kolyamith organization (F: 2) in order to learn more about KM’s Child Protection system. KM and PPS were very co-operative in this quarter and PPS was able to learn a great deal.

2.4.5 Project # 12: Family Oriented Improvement of Disadvantage Children’s Living Conditions

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a) Family reinforcementVisit to families: 228 families were identified and visited during the report period. Advice on legal status, health issues and how to improve their socioeconomic situation was provided to each family. During the visits, the social support team also met with 265 children and young adults (F: 142).

b) Regular follow up with children and families: 265 families members (F: 142) were followed up after vocational training (Agriculture) at Regional Poly Technique Institute of Battambang to ascertain whether they applied their newly-gained knowledge and skills towards their socioeconomic improvement. It was found that they are putting their new skills to use and experiencing greater success with their agriculture.

c) Family integration:3 children and young adults were reintegrated from foster care to families and independent homes. 1 child and 2 young adults were reintegrated into their biological family and are now being followed up to ensure their wellbeing. This was carried with the cooperation of local authorities and the line office of Social Affairs, Veterans and Youth Rehabilitation.

d) Strengthening the social protection program through the child protection orientation network • 90 children (F: 38) received daily lunch support during this period, alleviating some of the burden

of food expenses for their families. • In order to provide children and young

adults with comfortable seats for their lunch, tables and chairs were purchased.

• 100 children (F: 44) were given school kits during the school opening day.

• Workshops for kids’ parents on Child Protection Policy were conducted with 69 participants (F: 41). Needs assessments were also carried out with 16 families to identify the real challenges they face in their daily lives.

2.4.6 Health service provision to children: The Social Support team provided first aid health services to 239 children and young adults (F: 81). Counseling services were used by 68 students (F: 28). During this project period, project staff were invited to participate in a joint meeting between commune councils and NGO partners with participation of 32 persons (F: 17 ) about health issues of community. 12 project staff (F: 5) also undertook capacity building on first aid.

2.4.7 Other Unforeseen Achievements of Social Support Program Development:

During this period, some unforeseen achievements were made by the Social Support department:yy The Support Team supported 41 students (F: 21) from 36 families with $45 per month through

the sponsorship program which links ‘Godparents’ in France with vulnerable students in the

Students enjoy a more comfortable lunch area

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community.yy The Social Support team developed a 3 year-strategy plan 2015-2017. After sharing it with all

departments of PPSA for feedback and comments, it was finalized and approved.The Social Support manager updated case management forms and explained how to use the forms to social workers. Now the Social team is using 7 forms for better case management: i) Family Intake, ii) Case Assessment, iii) Case Plan, iv) Referral, v) Case Note, vi) Case Study and vii) Case Closure. Case management workflows have greatly improved as a result.

y2.5 Romeet Gallery

Romeet Gallery in Phnom Penh facilitated some excellent exhibitions and events in 2014, receiving critical acclaim in Cambodia and internationally. The exhibitions gave space and recognition to emerging and established contemporary artists. Local and international audiences were exposed to art which touches on many of the deepest cultural themes in today’s Cambodia.

Some of Romeet’s exhibittions this year included:

“Characters of my Inner Tale”, by Mil Chankrim.

In this exhibition, artist Mil Chankrim brings his inner turmoil to an external audience. Through unexpected colorful characters, Chankrim’s works raise fundamental questions on what binds and separates imagination and traumatism in the present and past. Vivid color, tension and fantasy define his expression. Behind his new colorful palette, Chamkrim speaks of his trauma and his pitiless childhood. From this calamitous past, Chamkrim has created his own tale and meaning, expressed in his current work.

“Under the Sarong” by Srey Bandaul, one of the founders of Phare Ponleu Selpak. Emerging from a bed of charcoal, figures made of sarong and mosquito netting twist and turn, looking inward and outward. Together, they are a community but at the same time isolated. The title references a Khmer custom. The artist says, “a man is not allowed to stay beneath the sarong or to walk past under the clothesline, especially the one hanging sarong, as it causes dissonance with the demon and it leads to misfortune or hatred. A man fearing his wife is always said as being paralysed with the edge of Sarong.” However Srey also uses this as a metaphor for power relations beyond gender. The use of charcoal too has a layered resonance too. “A chunk of charcoal in Cambodian society can be considered a negative symbol. It easily

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causes a stain and is feared by even ghosts and demons. When people think that a ghost, demon or evil spirit invades the village, they take charcoal to draw mark the forehead of children in order to frighten that ghost or demon. A Khmer metaphor goes, to coloring or to paint one’s face with charcoal means to deceive or to fake the truth. When the sarong goes together with charcoal, how could they not get stained? And what will become of this?” - asks Srey

“time to think” by Anida Yoeu Ali, Sou Sophy, Oeur Sokuntevy, Linda Kert, Tes Vannorng, Khchao Touch and Sao Sreymao.

The namesake of this exhibition is inspired by Khchao Touch’s installation. A chair rests in a tranquil garden in Take a Minute to Yourself. The audience is invited to sit and think in this peaceful environment. However, beauty and the grotesque sit side by side in this show with artworks creating their own ambiance and modes of engagement. Key to the exhibition is this space of critical tension. Personal narrative and experience weave through the work to present a layered fabric of ideology. The exhibition includes installation, painting, participatory art and photography.

2.6 Solidarity trips for cultural exchange

From 11th to 27th July, a group of 12 French teenagers from CCAS were paired with a group of 12 PPSA circus students to share their culture and life. During this trip, circus was used as a tool to connect with people from different backgrounds. Cultural exchange was really at the heart of this journey. The group was able to go deeper into Cambodia’s art history and everyday cultural life through visiting our school in Battambang, the famous temples in Siem Reap and museums in Phnom Penh.

For 2 weeks in October we replicated this wonderful experience with a group of teenagers from Apprentis d’Auteuil, a French partner working with vulnerable children. But this time, the French teenagers came here not only to learn about Cambodia, but also to bring some of their technical skills. The students built a path from the entrance of our campus to the big top and at the end of their journey the group presented a great circus show together.

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2.7 Communication Department

In order to strengthen the dissemination of information and build the reputation of PPSA throughout Cambodia and around the world, the Communication department focused on building partnerships, developing an online presence, producing souvenirs for visitors, conducting campus tours for tourists and developing promotional materials that can be used within PPSA and externally. In 2014, this department made the following achievements:

y PPSA received an average of 6,000 visitors per month to the PPSA website. The PPSA Facebook page has a current total of 5125 ‘likes’, and an analysis of the page shows that this number is growing exponentially.

y PPSA gathered 1367 new contacts for its mailing list database. y On the tourist website ‘Trip Advisor’, PPSA received 143 excellent ratings. y 11 new collateral materials were produced such as brochures, CDs, folders, business cards,

letterheads, leaflets, circus passes, staff cards, visitor’s badges and circus posters.y The staff of the Communication department welcomed a total of 777 visitors who visited PPSA

campus for a guided tour. y 300 lunches were served on average per month at the Bar Restaurant. y 277 artworks were labelled and entered into the inventory and tracking system of PPS in order

to create a better stocktaking process. y 16 new items were added to the the boutique such T-shirts, juggling balls, postcards, books

and wallets.y During this period, partnerships were established with 8 new travel agencies. 8 new marketing

opportunity areas were identified for pre-sales of circus show tickets.

2.8 Staff Capacity Building and Development (In-house and external training)

In order to strengthen effective strategy development and project implementation, all departments of PPSA received relevant training and workshops during this period, both inside and outside PPSA. 20 training topics were identified and workshops were held for concerned PPSA staff members and/or artistic teachers. Relevant project staff were also invited to participate in 9 different trainings/workshops outside PPSA.

In-house Training/Workshop Delivered External Training/Workshop Received

Training/Workshop Topic Training/Workshop Topic

Social Support Department

Excel and Formula setting Community Facilitation skills (ToT)

Budget Preparation and budgeting Social care system intervention

Report Writing Skills Case management Skills

Minute Writing Skills Communication Skills

Communication Skills Dispute Resolution Skills

Case Management Skills Case Note Writing

Effective Presentation Skills Pharmaceutics

Child Protection Policy

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Sub-total: 15 workshops

Education Department

Education Workshop Library Training

Kindergarten Teacher Training

Sub-total: 3 workshops

VAAS/PAS

Professional calligraphy

Environmental facilities

School of Fine ArtsCostume designer for the theater and the circus.Video techniques - ProjectionVideo documentaryPuppet MasterPreparatory and recreation coursesUpgrade Applied Arts

Graphic designAnimationSub-total: 11 workshopsTotal: 29 workshops

3. Brief Financial Report 2014

The total budget available to Phare Ponleu Selpak in 2014 was US $1, 715, 661. It was drawn from four sources:

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Expenditure can be broken down into four categories:

Funds were allocated to five departments as follows:

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4. Project Impacts

4.1 Performing Arts Schoola) Circus School: former circus students of PPSA, senior and junior students were able to exchange

their knowledge and experience during rehearsal activities. The junior students were able to conduct rehearsals after learning sessions. During this period, the circus group (comprised of senior and junior students) performed 147 shows inside the PPS campus, with a total audience of 13,123 people. They also performed 37 shows outside the PPS campus, with a total audience of 4,200 people. Those who performed circus shows generated income from these shows. The knowledge, technical skills, and experiences of circus students improved their potential for future careers.

b) Theatre School: After class learning sessions, the theatre students conducted rehearsals on relevant topics (such Domestic Violence, Illegal Migration, Impact of Drug Abuses, and so on) in the artistic residency building. A group of theatre students often practiced performing the shows to Phare public school, artistic school, and creative class students. During this period, there were 3 theatre shows performed inside PPS with 470 audience members. There was also 51 theatre shows outside the PPS with 15,000 audience members. The actors generated income from those shows. Their experience as professional actors has set them up with skills and experience that may be useful for their future career paths.

c) Music School: Through participating in music classes, senior and junior music students became proficient in playing different traditional and modern musical instruments. The music students often have the opportunity to show their skills to the visitors who come to the campus. During this period, there were 3 music shows inside PPS performed by students and 420 people attended. There were also 8 music shows outside the PPS and 350 audience members came to watch. The performers generated income from these events. These students have also developed skills through performance opportunities at weddings and traditional ceremonies.

d) Dance School: During this period, there were 3 dance shows inside PPS performed by group of dance students with 400 audience members There were also 3 dance shows outside PPS with 150 people in the audience. The dancers gained income from the performances and developed valuable skills for the future.

4.2 Visual Applied Arts School

Most of VAAS students at VAAS Year I & II have developed excellent visual and applied arts skills. Some of their work has been selected for exhibition events or for selling in the campus boutique. In 2014, 777 visitors viewed the student artworks that are exhibited in the VAAS school building. During this period, there was a three-week exhibition event held in PPSA campus which was attended by 1000 people. PPSA sold 345 student artworks to visitors, generating income for the artists.

4.3 Education Department

Provision of the incentive allowance to Phare public school teachers discourages teachers from taking money from students. This may prevent some upper secondary school students from dropping out of school, increasing overall attendance levels. School attendance of students also increased remarkably because they had access to various creative classes (complementary classes) free of charge.

The attractive new kindergarten buildings have positively impacted levels of enrolment in the pre-school. As a result, there are 192 kids (F: 94) enrolled in kindergarten class. It has been observed that the children who study at PPS kindergarten may experience greater growth and development than other children in the

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community.

4.4 Social Support Department Students living in poor families who were selected for sponsorship and the conditional cash transfer program attended school more regularly. Public school students’ results seemed to be improved through measuring their performance in their Student Record Books. With improved academic performance, they were able to pass their final state exams and continue studying in a higher level class.

The working procedures of the Social Support Department have improved remarkably with such developments as the Child Protection Policy, the 4 Year-Strategic Plan (2014-2017), the new Case Management process. The capacity and skills of staff members concerning child protection and social work issues increased significantly.

5. Conclusions and Recommendations

5.1 Conclusions

To conclude, PPSA’s projects impacted many stakeholders during the reporting period. In total, PPSA’s projects directly benefited 1, 183 direct beneficiaries, of which 49 % are females (581). Poor families with many children, poor students, community children at risk, the victims of domestic violence and vulnerable detainees received particular benefits from PPSA projects in 2014. Moreover, PPSA projects also indirectly benefited 10, 568 (F: 4, 815) community members.

PPSA’s reputation has been disseminated nationally and internationally. PPSA performed 255 performances, both inside and outside the campus, to 20,990 audience members during this period.

VAAS had achieved many goals this year. Students’ skills have been developed through following regular classes. Their artwork has been viewed, and some of it purchased, by a large number of visitors to the campus. The constuction of the new building will allow further skill-building and professionalization odfstudents in the years to come.

The Education Department met its planned goals. The kitchen renovations, electricity system upgrade, toilet blocks, library building, reception/reading rooms of library, the ceiling, top roofs, wall painting, and fence of kindergarten classes have all increased accessibility, hygiene and safety for the community.ForFor the Communication department, there was an average of 6,000 visitors per month to the PPSA webpage. 5, 125 friends followed the Facebook page and there were 777 visitors greeted and guided around the PPSA campus. 277 artworks were labelled and entered into the inventory and tracking system of PPSA. 16 new items were added to the boutique such T-shirts, juggling balls, postcards, book, wallets, had been produced. 11 new collaterals were produced such as brochures, CDs, folders, business cards, letterheads, leaflet, circus passes, staff cards, and visitor’s badges.

Given these results, it is clear that the twelve projects have met their goals. PPSA was able to command and oversee the implementation of the numerous small and large scale projects simultaneously. Staff were aided in managing these projects through professional development workshops and training sessions.

Although PPSA enjoyed a great deal of success during the reporting period, the projects inevitably faced

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some issues and challenges:

• VAAS experienced some delays in project implementation. For example, the VAAS curriculum was submitted to the Ministry of Culture and Fine Arts for validation so that arts training can be recognised as an offical diploma. However, the approval process has taken longer than expected, delaying the chance of some students to recieve a formally-recognised diploma.

• Social Support staff found that it was difficult to follow up with their clients during the rainy season.

• The Social Support staff found that child labour continues to be an issue in some families.• Some students who were travelling with the theatre show found it difficult to keep up with their

regular school work at the public school.• Some students reported that it was not possible for them to follow the arts skill training as the

courses were too long. This meant that some students who registered for the classes did not complete the full course.

• Some public school students discontinued their studies.

5.2 Recommendations

In order to address the challenges faced during 2014, the following recommendations are suggested:

• That VAAS should attempt to accelerate the approval of its curriculum to the Ministry of Culture and Fine Arts,

• That stategies for following up clients during the rainy season should be explored by the Social Support department.

• That Social Support Department should increase its educational awareness campaigns on the importance of children’s education and the negative impact of child labor,

• That Social Support and Education Departments should organize extra classes and assistance for students who are regularly missing Public School classes due to performances,

• That Social Support and Education Departments should cooperate to follow up with the students who drop out of Phare public school. These students should be interviewed to identify their reasons for discontinuing classes,

• That PAS should thoroughly review its curriculum, considering the possibility of offering short-term sessions in order to meet the preferences of students and also to contribute to cost savings,

• That enrolments of artistic students should be thoroughly reviewed to ensure that students have enough time to regularly attend classes.

5.3 Lessons Learnt

Through the challenges and achievements of our projects in 2014, some important lessons were learnt.• It was observed the students who received the cash transfer and sponsorship were able to go

to school regularly and their level of understanding increased remarkably.• The students who attend Phare public school within PPSA campus have greater opportunities

to access the arts schools than other community members. • The training sessions and workshops that happen over one or two month periods seemed to

attract more participants.• Awareness-raising delivered in the Rehabilitation Centre through artistic activities, art therapy,

and Self-Help-Group activities resulted in most detainees gaining physical strength and some

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were able to overcome drug abuse behaviour.• Establishment of student’s parent association by respective targeted communes could contribute

to the enhancement of the adaptation of child protection system.

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NoExpected Outputs and Activities

Semester 1 Semester 2 Responsiblepersons1 2 3 4 5 6 7 8 9 10 11 12

Performing Arts School1 Running arts classes

Performing Arts Manager, Training Coordinator, and General administrators

2 Regular assessment for the students

3 Following up with students and relation with families

4 Developing relationships with clients

5 Providing incomes and job opportunities for students

6 Creating a safe environment for studying

7 Improving management of equipment

8Developing a new curriculum encompassing both arts and regular classesProject # 1: Capacity building and professionalization of Cambodian performing artists towards a sustainable cultural industry

9 Upgrading the Music studio

Performing Arts Manager and Training Coordinator

10Delivery of specialized trainings on pedagogy (dance, music, theatre and circus)

11Delivery of specialized artistic trainings (dance, music, theatre and circus)

12

Developing and strengthening local, regional and international partnerships (including internship opportunities in Asia)

13Operating the Artists residency program in Battambang

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Delivery of support on artistic creation conception and direction, scenography, choregraphy, make up, costumes and stage management skills

15Delivery of artistic trainings and supports to professional troupes

6. The Plan for Year 2015

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Visual Applied Arts SchoolProject # 2: Professionalization of art design and visual art skills vocational training in Battambang town

16

Procuring and installing materials and equipment necessary for the regular functioning of VAAS school

PPS/CCFD-TS

17Strengthening the organizational and managerial capacity of the VAAS school

PPS/ CCFD-TS (with AFID)

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Strengthen the capacity of VAAS human resource capacity on technical and pedagogical skills

PPS/ CCFD-TS (with

Pivaut school)

19 Implementing scholarship allowance/ loan system

PPS/ CCFD-TS

Education Department20 5 kindergarten classes running

E d u c a t i o n ManagerAnd E d u c a t i o n Coordinator

21 Results of pedagogical training checked and progressed

22 Kindergarten monitoring conducted regularly

23 Transition of children to grade 1

24 Kindergarten Teacher’s visit conducted

25 6 creative classes prepared and underway

26 Results of pedagogical points checked and made

27 Creative class monitoring conducted

28 Creative teacher’s visit conducted

29 New books coded chronologically

30 English class prepared and underway

31 Literacy class prepared and underway

32 Computer class prepared underway

33 Children’s day and Khmer new year events organized

34 Repairing of library and installation of equipment

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35Provision of incentives to Phare public school teacher in PPSA campusSocial Support DepartmentProject #3: Family Oriented Improvement of Disadvantaged Children’s Living Conditions

36 Family reinforcement

Social Project Manager, Social Workers

37 Family integration

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Strengthening the social protection program with child protection orientation network in Battambang

39 Improving case management

40 Providing health services to children in PPSA Campus

41 Supporting cash transfers to sponsorship studentProject #4: Strengthen the social reintegration of detainees through art therapy activities, vocational training and social follow-up in two detention centers in Battambang province

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Detainees are empowered with self-confidence and able to solve problems in their teams

43Detainees have access to social follow up by the centers after they have left

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Detention centers’ personnel are empowered with creative pedagogy and able to take over the project activitiesProject # 5 : Migra Safe “Safe Labour Migration for Vulnerable Cambodian Migrant Workers to Thailand”

45Awareness Campaign Raising on Safe Migration (Theatre Tour) undertaken

46MSG Meetings/events organized within Battambang province

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AcknowledgementsIn 2014, Phare Ponleu Selpak has seen some outstanding achievements. Using education, social support and the arts, we have delivered services and programs that resulted in real benefits for the vulnerable and disadvantaged in our community.

Our achievements would not have been possible without the incredible energy and commitment of many individuals, organizations, funding agencies and development partners. Hence, PPSA would like to express grateful and sincere thanks to the following:

The PPSA Family: Our students, team members, artists, management team and Board members, Phare Ponleu Selpak France, Phare Performing Social Enterprise, Collectif des Clowns d’Ailleurs et d’Ici, and all those who have shared their expertise and skills towards building the vision of PPSA.

Public Authorities:Battambang Police Military Gendarmerie Drug Education Centre, Battambang Provincial Department of Education Youth and Sports, Council for Development of Cambodia, Ministry of Culture and Fine Arts, Ministry of Education, Youth and Sport, Ministry of Social Affairs Veteran and Youth-rehabilitation, Social Protection Network: Municipality of Battambang, World Hope Drug Rehabilitation Centre at Bavel District, Battambang Province.

Organizations, Foundations and Institutions:Air France Foundation, Apprentis d’Auteuil, Asian Community Trust, Agence Francaise de Developpement, CCAS, Comité Catholique contre la Faim et pour le Développement Terre Solidaire, All Dreams, Childhood Foundation, Child Support Network, Conseil General de la Loire, Embassy of the Czech Republic, European Union, BNP Coup de Pouce, Exotissimo Foundation, Fondation Anber, Friends International, Jumelage Torcy–Cambodge, Paz y Desarollo, Sofitel Phnom Penh Phokeethra, Societé Generale – Association Talents et Partage, UNESCO.