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INGOs’ educational role in the employability and empowerment of vulnerable young women in Cambodia

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Abstract:

Cambodia has a very young demographic structure. Among those young, gender differences have been found in social participation and employment expectations. Started with the educational, economic and socio-cultural vulnerability of young women, this research aims to explore what constitutes employability in Cambodia and the educational role of international non-governmental organizations (INGOs) in managing a responsive strategy to resource, empower and equip vulnerable young women with such employability. The role of INGOs is critical to empower the vulnerable in Cambodia, according to Resource Dependency Theory. Firstly, a negotiating arena for social change could be created by INGOs, since to the Cambodian government and donor agencies the intermediate role of INGOs in the international aid chain seems irreplaceable. Secondly, the flow of resources going directly to the vulnerable women via INGOs decides that it is those vulnerable who are directly empowered. Therefore, Resource Dependency Theory is utilized as a theoretical lens to examine INGOs' educational role in Cambodia, and their autonomy and capacity in managing an effective educational service. A multiple-case study of 3 INGOs was conducted in summer 2010 in Cambodia where documentary analysis, semi-structural interview with INGOs' educational service providers, and focus group discussion with service users (i.e. vulnerable young women who graduated) were employed. Further, the qualitative findings of what constitutes employable knowledge and attitude were scrutinized by a survey result of the graduates' employment. Accordingly, I argue that the social dimension, civic competence and moral attitude of employability matter more to young women's success in employment. The educational role that INGOs play in the employability and empowerment of vulnerable young women is to mobilize educational resources, to build up multiple links with the country's labor market, and to innovatively construct a context-appropriate and experiential learning environment where the distinction between vocational education and liberal education becomes very blurred.
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Name: 55th Annual Conference of the Comparative and International Education Society
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URL: http://citation.allacademic.com/meta/p485875_index.html
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MLA Citation:

Cheng, I-Hsuan. "INGOs’ educational role in the employability and empowerment of vulnerable young women in Cambodia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p485875_index.html>

APA Citation:

Cheng, I. , 2011-04-30 "INGOs’ educational role in the employability and empowerment of vulnerable young women in Cambodia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p485875_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Cambodia has a very young demographic structure. Among those young, gender differences have been found in social participation and employment expectations. Started with the educational, economic and socio-cultural vulnerability of young women, this research aims to explore what constitutes employability in Cambodia and the educational role of international non-governmental organizations (INGOs) in managing a responsive strategy to resource, empower and equip vulnerable young women with such employability. The role of INGOs is critical to empower the vulnerable in Cambodia, according to Resource Dependency Theory. Firstly, a negotiating arena for social change could be created by INGOs, since to the Cambodian government and donor agencies the intermediate role of INGOs in the international aid chain seems irreplaceable. Secondly, the flow of resources going directly to the vulnerable women via INGOs decides that it is those vulnerable who are directly empowered. Therefore, Resource Dependency Theory is utilized as a theoretical lens to examine INGOs' educational role in Cambodia, and their autonomy and capacity in managing an effective educational service. A multiple-case study of 3 INGOs was conducted in summer 2010 in Cambodia where documentary analysis, semi-structural interview with INGOs' educational service providers, and focus group discussion with service users (i.e. vulnerable young women who graduated) were employed. Further, the qualitative findings of what constitutes employable knowledge and attitude were scrutinized by a survey result of the graduates' employment. Accordingly, I argue that the social dimension, civic competence and moral attitude of employability matter more to young women's success in employment. The educational role that INGOs play in the employability and empowerment of vulnerable young women is to mobilize educational resources, to build up multiple links with the country's labor market, and to innovatively construct a context-appropriate and experiential learning environment where the distinction between vocational education and liberal education becomes very blurred.


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