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.

Relevance of education policy and implementation in Indonesia

“…In Priorities and Strategies for Education, World Bank. Miller (2020), states that equality values in training administration regularly harm poor people, ethnic minority groups, and the descendants of street workers. In implementing the provincial self-reliance strategy in schooling, which is a general aid, the community should have the option of offering the same support to everyone as individuals from the local area.…”

Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia

“…As one of the sustainable development institutions, vocational education has a role in responding to the need for new competencies in the industrial world (Akhter, Malik, & Plummer, 2021;Ollikainen & Karhunen, 2021). The role of vocational education in developing human resource competencies according to current job needs is essential (Miller, 2020;Sudana, Apriyani, & Nurmasitah, 2019). Through learning, vocational education must teach new competencies, namely competence in using digital technology (Devi, Annamalai, & Veeramuthu, 2020).…”

The Absorption of Vocational Education Graduates in The Automotive Sector in The Industrial World

“…Vocational education is education that has the aim of producing graduates who are ready to work in certain relevant areas of expertise (Billett, 2011;Miller, 2020;Sudira, 2017). Vocational education focuses on the industrial world which is the main target in facilitating graduates to have careers in the world of work (Kuswana, 2019;Sauli, 2021).…”

“…The high number of enthusiasts in light vehicle engineering and motorcycle business engineering programs should be given special attention by vocational education. Vocational education through stakeholders in it must pay attention to the efficiency of graduates in entering jobs in the relevant industrial world (S. Choi, 2021;Miller, 2020;Oswald-Egg & Renold, 2021;Sariwulan et al, 2020). The high number of applicants must be adjusted to the availability of relevant jobs that can accommodate the output of the vocational high school in the expertise program.…”