Course Description

Our contemporary world has been experiencing unprecedented economic and technological developments. However, its consequential effects on human beings are considerable and cannot be taken for granted. The courses on social problems are designed to examine some of the most relevant effects of such development from different perspectives. In this course, the topics include the problem of environment and agriculture that affects the lives of the people. The course focuses on causes, effects and solutions to the practical issues identified in the community by the learners. The topics include but not limited to water pollution, air pollution, rain forest destruction, global warming, irrigation and unsafe use of chemical means for production.

This course introduces students to the methods and philosophy of modern statistical data analysis and inference, with a particular focus on applications in development studies. An introductory discussion of normal and binomial distributions, sampling distributions, inference from small and large samples, confidence intervals, hypothesis testing, and linear regression models. The course has a strong emphasis on the theory and methods required for carrying out statistical data analysis. By the end of the course, students should be able to use tables to organize and summarize data, use graphics to present statistical information, and basic empirical investigation on certain issues in the development studies.

The aim of the unit of study is to introduce students to the ways in which community development theories and models can be applied in the context of human rights, particularly in the welfare and human service sectors. The unit begins with an examination of United Nations and other international conventions and covenants on human rights, including specific covenants on social, educational, employment rights and rights of women, minorities and children. International observance and problems in the implementation, of human rights are then examined, with particular reference to the Asia Pacific region. Specific human rights problems in the educational, welfare and employment contexts are discussed and related to strategies and models of community development and advocacy.

The natural resources in the world are increasingly becoming scarce due to unwise exploitation and use. This is largely associated not only with national economic development, but also meeting basic needs of local communities for their subsistence livelihoods. Therefore, the urgent need to protect and conserve these scarce resources is inextricably raised among the society, from local communities to manager and policy makers. In this regard, the course will orient students on the concept of natural resource, management and development, history of natural resource management, including, but not limited to, paradigm shift, management systems, institutions, legal framework, practices (success and failure), challenges and constraints. The empirical experiences will also be explored on how natural resource management complements one another.

Given the importance of natural resources and their dynamic changes due to both human and natural impacts, developing the tools and technology to monitor and measure those resources is vital to current sustainable resource management and development. In building capacity of environmental students to have better knowledge on environmental management, understanding the concepts, techniques and tools to assess the natural resources is crucial. The course attempts to provide an introduction to general principles of natural resource measurement and monitoring. Many principles will be examined by exploring different concepts and tools used to measure and monitor natural resources. The course includes general concepts of natural resource measurement and inventory, useful techniques and tools used to monitor natural resources, and applications of those tools employed in Cambodia and Southeast Asia.

This course aims to provide an understanding of what causes climate change and how it affects the ecosystems. At the start, students will get the overview of climate change science, followed by energy balance and radioactive transfer. It is necessary to comprehend the greenhouse effect and global warming. Natural causes of climate change: solar and terrestrial causes and some concept of Paleoclimate and future climate changes. At the later stage, the course provides the assessment methods of climate change induced by anthropogenic with the understanding of exchanges, sources and sinks of greenhouse gases in the ecosystems. Last but not least, it introduces the impacts of climate change on the ecosystems, and adaptation and vulnerability of the ecosystems.

Macroeconomics is concerned with the operation of the economy as a whole, with attention paid to such things as unemployment, inflation, and interest rates, determination of the level of national income, savings and investment, and the exchange rate and the current account of the balance of payments. This course provides a basic understanding of macroeconomic framework for policy analysis. By the end of the course, students should be able to explore the interactions of key macroeconomic variables and examine the impacts of different kinds of shocks to the economy. Students should also be able to analyze macroeconomic issues from the perspective of the role of government budgetary and monetary policy in influencing the level of economic activity.

Our contemporary world has been experiencing unprecedented economic and technological developments. However, its consequential effects on human beings are considerable and cannot be taken for granted. The courses on social problems are designed to examine some of the most relevant effects of such development from different perspectives. In this course, learners are introduced to these two fundamental rights of human – that is rights to education and health care. In addition, the access and quality of these two services will be examined theoretically and contextually.

This course is the advanced level of statistical analysis. It gives students opportunities to understand the inferential statistics, including hypothesis testing, correlation analysis, T-test and the like. This course will enable students to interpret data with a higher degree of complications in social problems and a better communication in academic profession.

Oceans cover over 70% of the earth’s surface. They provide habitats for thousands of known and countless unknown species. Oceans contain vast quantities of diverse natural resources, both in the water and on the sea floor. As demand for these resources increases, so does the need for successful marine resource management. This course provides students with essential knowledge and field experience in marine resource management, allowing them to verify necessary marine resources, understand their uses and implement necessary management tools.

In the recent past, forestlands in Cambodia and the world have dramatically decreased, leading to an urgent need for effective forest conservation. Sustainable development and management of forest resources positively impacts on economic development, food security, community livelihoods and natural balance. This course aims to provide students with an understanding of sustainable forest management from different perspectives and approaches. Students explore forest resources and their uses, and study several methods of sustainable forest management including forest inventory, silviculture, and tree nursing. Throughout the course, students focus on the Cambodian forestry context.

Rapid population growth, improper land use and over-application of modern technologies all threaten land resources and soil quality. Proper management practices, including the conservation of soil, water and nutrients are essential for sustainable land utilization. Effective land management considers both social and technical aspects, and requires a significant comprehension of the relevant issues. This course provides students with the knowledge of land-management procedures they need to improve current management practices. It focuses primarily on climate, geology, the formation and composition of soil, soil-water relationships, population and its interaction with land resources, agriculture, land degradation, concepts of land evaluation, and developing viable, holistic approaches to land management.

Our contemporary world has been experiencing unprecedented economic and technological developments. However, its consequential effects on human beings are considerable and cannot be taken for granted. The courses on social problems are designed to examine some of the most relevant effects of such development from different perspectives. This course will introduce a more cross-cutting issues related to youth and gender. Topics include but not limited to social crimes, drugs and unemployment from family, community and social environment and perspectives.

This course examines theoretically and practically the roles of the citizens and the state in nation building. In so doing, the course focuses on duties and rights of these binding parties in the processes of the development of the country. In addition, the course also focuses on the rights of the citizens to participate in monitoring the processes of community and national development carried out by the state.

Along with other natural resources, fish stocks have been over-exploited across the world. The decline in aquatic resources is of significant concern for their sustainability, and threatens the livelihoods of millions of people. A wide range of techniques and measures have been proposed and tried in attempt to conserve aquatic resources for future generations. This course offers students theoretical and practical aquatic resource management techniques including both ‘top-down’ and ‘bottom-up’ approaches, utilizing both state and community based fishery resource management systems, with a particular focus on the current situation of Cambodian fisheries. Students examine appropriate management of aquatic resources in natural waters, in particular fisheries resources, and learn about stock assessment, recruitment, population dynamics and productivity, sustainable yields, harvesting technologies, product processing and marketing, as well as the importance of effective management plans.

A geographic information system (GIS) is a computer-based system that allows the study of natural and man-made phenomena with an explicit bearing in space. GIS allows us to enter and manipulate date and produce outputs that may teach us lessons about environmental phenomena. GIS technology is useful to many fields, including soil science, agriculture management, forest and water resource management, urban planning, mineral exploration, cadaster and environmental monitoring.

In recent decades, Cambodia’s water resources have been threatened by unplanned development. If immediate action is not taken, some natural resources will soon be exhausted. This course trains students in the theoretical and practical planning techniques they needed to manage water resources sustainably. Focusing on the South East Asian context, students explore the theory and practice of planning and managing the conservation of water and environmental resources, including legal and administrative frameworks for conservation, planning, implementing, managing, monitoring and evaluating IWRM projects, the importance of partnerships, stakeholders and local knowledge, conflict management, government policy, and strategies for involving the government.

Literally, the word geography translates from the Greek words Ge and Graphein as "to write the earth”. Geography is, essentially, about the study of the earth, people's relations with their environments and their relations with each other. It is about space, place, people, the variation in human and physical processes, and patterns across space and time. Geography of resource use and governance involves several aspects of the relationship between humans and the environment. This begins with recognition that what we call "natural resources" are socially constructed. That is, something only becomes a resource if humans make it so through a variety of cultural, technological, and economic filters. It is not possible to understand environmental problems without understanding the demographic, cultural, and economic processes that lead to increased resource consumption and waste generation. Many of these processes are complex and transnational. Potential solutions arise only from understanding the "normal" functioning of biogeochemical cycles (the circulation of water, carbon, nitrogen, and so on) as well as the technologies that humans employ to interfere with those cycles.

This course focuses upon the potential to integrate economic and environmental policies at the local and provincial scales. Local initiatives are investigated within their wider economic and environmental policy contexts in order to illustrate both the constraints and opportunities for local policy makers. Attention is given to global economic trends, as well as to the specific policy contexts of the ASEAN and the national contexts of Singapore, Thailand, China, and Vietnam. The key principles for designing integrative policies and descriptions of initiatives and projects in a variety of locations are also considered.

The course covers ‘Water and Livelihoods’ as important philosophical viewpoints, which are influential in Cambodia. Throughout the course a central issue to be discussed is ‘what is humans’ relationship with nature?’, and based on these ‘what are humans’ responsibilities towards nature?’ ‘Water and Livelihoods’ have evolved for many years and have dominated the overall discourse of the notion of development in both developed and developing countries. For some countries and their cultures, the notion of Water and Livelihoods’ brings about significant differences of human attitude towards the environment. The economic approach central and dominant within recent western ethical theory to development has received much criticism, for example with regards to its sustainability.

Biodiversity refers to the diversity of living organisms and the ecosystems they inhabit. Biodiversity is not only vital to sustaining life on earth, but also plays an important role in sustaining human livelihoods and contributing to national economies. Throughout the world, biodiversity has declined for a variety of reasons, including habitat destruction, overhunting and overfishing. This course offers students theory and practice for planning, monitoring, managing and assessing biodiversity conservation in Cambodia and elsewhere.

In recent years the relationship between gender and the natural resources and development has become more explicit and apparent. Work performed by women, including subsistence agriculture, forestry, fisheries, domestic chores and hired work, directly impact on the natural resources, development and environment. Women also tend to bear the brunt of development and environmental degradation. Women must therefore play a crucial role in natural resource and environmental management. This course provides students with an introduction to gender related concepts, terminologies and arguments, as well as a focused analysis of the relationships between gender and the natural resource management and development. Students come to appreciate the significance of women to development and natural resource management, and analyze the role of gender in natural resource management case studies.

This course introduces students to the basic concepts of natural resource economics, which is used to explain environmental and natural resource problems and to find their solutions. Students learn about externalities, open-access resources and public goods; and explore why pollution, destruction of natural resources, and free riding of environmental resources are widespread problems. Students are then introduced to economic approaches to solving environmental problems, including internalizing externalities, enshrining property rights, and infusing private goods characteristics. Students discuss the role of natural resource economics in policy formation, focusing on calls for less output production, less reliance on natural resources as new materials, less waste generation in production and promotion of recycling. It is shown that economics can act as a powerful instrument for natural resource and environmental protection, when economic incentives and disincentives are appropriately utilized. Throughout the course, students come to understand that economic policy instruments need to be complemented with environmental regulation and environmental education, which are collectively denoted as environmental management measures (EMM). After studying EMM, students can apply its main features in their own environments, and, by educating the community, further benefit the environment.

The tensions between economic development and environmental protection have been debated for several decades. Environmental and Social Impact Assessments (ESIA) provide a system for understanding the context of proposed development projects, and generating relevant recommendations for environmental planning and management before approval for development is granted. This course introduces students to the fundamental concepts of Environmental and Social Impact Assessments, the ESIA process and the roles and responsibilities of stakeholders. Students also learn practical environmental quality standard assessment methodologies, environmental monitoring and analysis standards, and are guided through the process of researching, preparing and presenting an ESIA.

This program provides students with an opportunity to gain practical working experience, and network with potential employers. Students will match their interests with terms of reference provided by host organizations, and write an activity plan based on their choice. Students are then placed with their chosen Ministries or NGOs. The Department coordinates with the chosen organizations, which supervise and mentor the student during their placement. Upon completion of their placement, students make a presentation outlining the work they undertook, and the lessons they learned during their placement. The placement runs for two and a half month during semester break (July-September).

Addressing natural resource and environmental problems require good planning and management, with strong policy and regulatory systems. This course introduces students to natural resource policies and regulations, focusing on the need to tailor policy programs to the socio-economic and natural resource conditions of particular regions or nations. Students explore different types of natural resource and environmental management, natural resource policy characteristics and instruments, and natural resource laws and regulations around the world, with a specific focus on Cambodian natural resource and environmental policy and law. International laws and conventions are also briefly discussed. Upon completion of this course, students should be comfortable in their knowledge of natural resource and environmental policy in Cambodia and around the world, allowing them to work with matters of environmental policy in their future careers.

This course builds an understanding of the causes, dynamics and consequences of natural resource conflicts as well as the range of possible procedural interventions that can be used to manage these conflicts. The course emphasizes the practical application of dispute resolution theories to the community and natural resource context. Case materials for the course are drawn from current conflicts in situations including water, forest, lands management, wildlife and endangered species management, and community planning. Upon completion of this course students will gain: 1) an understanding of the causes, dynamics, and consequences of natural resource conflicts; 2) a framework for analyzing conflicts in natural resource exploitation; 3) an understanding of the range of possible intervention tools and procedures that can be used to manage conflicts; 4) an appreciation for both the possibilities and constraints offered by alternative means of dispute resolution; and 5) beginning skills in negotiation and/or facilitation of consensus-based processes.

As more than 80% of Cambodia population are farmers living in rural area, their livelihoods depend upon natural resources. Therefore, an understanding of livelihood aspects of those who are making their living on natural resources should be studied for proper planning and management of natural resources. The course introduces the livelihood framework, an underlying principle, putting livelihoods as a focus, an analytical tool to assist with detailed livelihood analysis, and enhancement of livelihoods. It involves identifying the livelihood issues that are priorities for local people and then exploring the links between livelihood strategies and the various NRM initiatives, and by properly addressing the importance of livelihood and how this can be used in support of sustainable management of natural resources.

The payment of ecosystem services (PES) course is new concept to Cambodia. As PES are important tool to natural resource management, while at the same time improve rural community’s livelihoods through payment scheme and sustainable practices. The course will provide students with theoretical and practical modalities with regard to understanding and practice of REDD, CDM and VCS. In addition, the course provides good practices of PES experiences in the region and around the world so that Cambodia can maximize the benefits from the PES agreement for natural resource protection and sustainable development. Moreover, the course also outlines the roles of university educators and policy makers in analyzing and identifying the most appropriate PES projects through sustained research, academic supervision, and policy intervention. This includes the most recent climate change policy developments, PES, and research design in PES schemes.

Understanding the ways that people learn is essential to successful interchanges of knowledge and skills. Conventional teaching methods consist of a one-way flow of information from teacher to student, with littler student interaction. In recent decades, however, student-centered teaching has been widely adopted around the world. A popular method of student-centred teaching is problem based learning, or PBL, which is successfully employed by academic institutions all over the world. This course introduces students to PBL, including its history, and engages students to providing examples of its application. Students also discuss the concept of a problem, learn how to formulate a problem in a way that allows for its solution, and explore ways of translating social or environmental problems into knowledge problems, which can be solved. In addition, students build teamwork skills by organizing group work, practicing giving good feed-back and brain storming. This course also builds students’ research skills, including library research techniques, internet search techniques, research paradigms and analytical frameworks, criteria for relevance and quality of data, identification of sources of information, research proposal format, and generating stakeholder analysis surveys.

This course is designed to enable students to analyze data. SPSS software will be introduced in conjunction with real world data. While students are doing a thesis or research report, the lectures will help them to smoothen the analysis of data.

Project cycle management is crucial for the successful implementation of development projects. This course teaches students the fundamental concepts of project management processes, from planning to implementation and evaluation. Students explore the process of project planning, scheduling, implementation, and monitoring-evaluation, with a focus on implementing natural resource management and environmental impact assessments. Students also research case studies of successful project planning, management and implementation, taken from several national and international contexts. By deconstructing the success of these projects, students add to their knowledge and skills in project management, building their capacity to manage natural resource management projects by themselves.

This course introduces students to the fundamentals of PAM, complementing their prior knowledge on biodiversity conservation. Students examine PAM in Cambodia and around the world by studying case studies and example s. Students discuss the definitions of PAM, the differences between modern and traditional PAM approaches and the different types of protected areas. Students then explore PAM policy and planning within Cambodia, including the criteria for PA establishment, management planning and financing. Students also learn various techniques and strategies used in managing protected areas, including intervention and non-intervention approaches. Last, students learn the theories that have led to the current PA situation, and predict scenarios for the future of PAM.

The "Participatory Land Use Planning" approach focuses on the capacities and needs of local land users, based on the assumption that sustainable resource management can only be achieved if natural resources are managed by the local populations. This basic principle requires a strong bottom-up planning perspective. Land use planning is done both by and for the actual land users with minimal involvement of official or professional and land use planning authorities. Putting local users in the centre of interest, calls for the use of simple and low-cost planning techniques foster active participation and consensus finding among villagers for the sustainable land use.

To partially fulfill the requirement of the degree, less outstanding students are required to write a group research report. Students are required to consult their academic supervisor about the topical theme of their research report at the inception of Semester III. This consultation process takes place throughout the rest of the program. The supervisor approves students’ research report topic and outline. Students are required to attend bi-weekly consultation with their supervisor to discuss progress of their research report.

To partially fulfill the requirement of the degree, outstanding students are allowed to write an individual thesis. Students are required to consult their academic supervisor about the topical theme of their thesis at the inception of Semester III. This consultation process takes place throughout the rest of the program. The supervisor approves students’ thesis topic and outline. Students are required to attend bi-weekly consultation with their supervisor to discuss progress of their thesis.