Impromptu Remarks by Samdech Moha Borvor Thipadei Hun Manet during a Gathering with Grade A Students from the High School Diploma Examination and the Technical and Vocational Diploma Level 3 Examination [Unofficial excerpts and translations]

1. Human resources are the top priority and key to sustainable national development

Your Excellencies, Ladies, Gentlemen, teachers, and all Grade A students (from the High School Exam) present here today. As mentioned in the speech just now, human resources are our nation’s top priority. Nothing is more valuable than human beings. Human resources are the key to developing the country sustainably. For human resource development, the Royal Government has three goals: first, health; second, knowledge and skills; and third, livelihoods.

The government has structured its efforts with a heavy focus on the livelihood goal, because the government cannot create people and/or raise citizens directly. Citizens do not need the state to support them financially; instead, they need opportunities. Regarding the first goal, health: if citizens fall ill, medical care must be available. If they lack the financial means, the state will step in to assist and establish a healthy, comfortable environment. Second, they ask for opportunities to study, whether in general education or TVET (Technical and Vocational Education and Training) skills. Third, they ask for the creation of an environment where they can earn a sustainable living.

(2) After the war ended under the win-win policy in 1998, shifting the budget to the social sector

I believe the people (also thought) the same way as the government. This is the single direction we must pursue. This morning, we are focusing on education. The social sector is a major priority. After the war ended under the Win-Win Policy in 1998, the social sector received the largest share of national budget spending—even the defense sector did not match it. In 1993, (we) ended one phase of the war. In 1998, we ended it completely. There was no longer a need to spend on war; there was no longer a need to plant explosives to destroy infrastructure. What did that budget have to be redirected to? To education and health, which we call the social sector. Over these 4 years, budget spending on the social sector has increased significantly. In 2026, during which we have a war, and heading into 2027, which we must confront, there will still be no budget cuts (for education and health). Because there used to be a misunderstanding that the Royal Government cut money from the education and health sectors to (serve) the defense sector, I would like to clarify once again that this is not the case.

(3) Even though the defense budget has increased, the education and healthcare budgets have not decreased

Through the recently concluded budget negotiations, although we see that the defense sector budget has increased based on necessary demands, the budget share for the education and healthcare sectors has not dropped. The budgets allocated to various ministries have not been reduced either. Spending in the social sector is not limited to just the budgets of the Ministry of Health and the Ministry of Education. Education includes training, which the Ministry of Labour and Vocational Training as well as other ministries also conduct. In fact, there are many ministries doing social work because we must assist the citizens, especially during difficult times, such as dealing with war refugees, inflation, and risks, compounded by the situation of poor people.

Budgets must be deployed for the children of citizens to receive various skills training. The Ministry of Education also provides many scholarships, parts of which are released from the national budget. Regarding the misunderstanding that the government is foolish and does not know how to think, cutting the budget from the healthcare and education sectors to fulfill needs in other sectors, I clarify that this is not true. In reality, it continues to increase. In the medium term, our planning projects for the next 3 years also show a constant increase. This is the attentiveness that we do not just speak about, but we have implemented and are continuing to implement further.

(4) The foundation for developing and strengthening the education sector must largely come from within schools

Regarding the approach to building and strengthening the education sector, we have multiple levels: kindergarten, primary, secondary, and higher education. The Ministry of Education has paid close attention to all levels by strengthening and organizing measures and methodologies. We have built infrastructure and pushed it down to the local level since the time of Samdech Techo, with the goal of having at least one primary school in every commune, and extending to allowing private sector participation in education across all levels and grades. These are all goals for developing and strengthening educational institutions. Education takes place both inside and outside of school, but the foundation must largely come from within the school. Learning outside of school applies to studying while working, but this is mostly for those who are already grown up. From kindergarten upward, learning at the primary level must take place inside the school. Communities may also have options, but they still require a centralized gathering place. As the approach of the Royal Government, I believe we have strengthened this investment.

(5) Strengthening the 12 years of schooling as a foundation is a priority and remains a major goal

While promoting all levels of education, strengthening basic education remains a top priority. Regarding this task, I have spoken about it even before assuming the role of Prime Minister. The 12 years of education serve as the foundation. After these 12 years, emerging from a high school with a well-baked, solid educational foundation makes it easy to either continue studying or go on to work. If one finishes grade 12, can write lines of text straight, clearly, and without errors, and understands mathematics and science clearly, workplaces will accept them. Upon completing these 12 years and entering society, those who enrolled earliest or skipped grades might finish around 16 years old. I received my certificate at age 15. When I arrived in America, they did not let me enter university. They said I was too young. They sent me to high school. Only one school accepted me. There might be people like that, but on average, it is between 15 to 18 years old. It reaches a level where nieces and nephews step out capable of being human resources. At that time, they have full strength. Strengthening this basic, lower-level education is very important.

(6) In the future, all state schools must have the capability to implement the same methodologies

We have been reforming educational work. We have implemented reforms across multiple generations already, since the generation of His Excellency Im Sethy, and later His Excellency Hang Chuon Naron came up to implement reforms and strengthen educational work. Now, we are placing priority on strengthening STEM, strengthening schools, and creating a number of methodologies based on capacity, using certain models such as New Generation Schools, Model Schools, and various other schools, which are all part of a shared goal. We are not creating a two-tier standard system of schools; it is simply that our capacity does not allow us to push everything all at once. We push step by step. We push in targeted locations, but in the future, all state schools must have the capability to do the same. Therefore, with innovation during this phase where our livelihoods and economy are still limited, we cannot just wait or do nothing at all. We do not wait until we become a rich country to start strengthening. We do it gradually. In this sense, His Excellency Hang Chuon Naron and the Ministry of Education have done a great deal of this work.

(7) The second key measure out of five key measures is strengthening education sector reform, focusing on basic education

I would like to take this opportunity to evaluate and praise the implementation and innovation in educational work. The participation of the community and of teachers is also an important factor in helping to drive education. The community, parents, and families are vital factors. The connection between teachers and students is another critical factor, as new-model schools do not simply create a school formula, but also attempt to connect families, communities, and schools altogether for education. This is the factor that has brought us success. I see that this is highly evaluated. In the 7th mandate, I have also set out 5 key measures, and the second key measure is strengthening education sector reform, focusing primarily on basic education. We have 5 key measures in addition to the Pentagonal Strategy and the priorities of the Royal Government, which are public administration reform, healthcare, education, the justice system, and strengthening the fight against various criminal offenses to enhance safety through the Safe Village-Commune-Sangkat policy. Within the key measure regarding the strengthening of education sector reform, we have organized clear measures. I have spoken about this since the beginning of the mandate, before we rolled out these measures.

(8) “Starting by strengthening primary education … we must strengthen education from grade 1 to 6 as a priority”

Over these 3 years, we have already implemented this through learning models in a number of model schools. Model schools mean test schools, or pilot tests… in order to move toward expansion, because we have 7,000 primary schools. Combining primary and secondary education, we have 10,000 schools. Since we cannot do all 10,000 at once, it required a decision. The working group raised proposals, deciding whether to strengthen kindergarten first, or primary education, or secondary education—meaning lower secondary or high schools. Since we have 7,000 primary schools and a total of 10,000 schools including lower and upper secondary schools, the number of lower secondary and high schools is smaller. I decided that we must take primary education as the starting point. We must strengthen all 7,000 primary schools. Education from grade 1 to grade 6 must have a solid foundation and must be strengthened as the priority first. We are strengthening other levels as well, but this new project, implemented under the National Committee to Promote the Implementation of Key Measures in the Education Sector (often referred to as the National Committee for the Implementation of Key Measures in Education/NCPE) which I oversee directly, focuses on primary school levels. Why is that? Kindergarten is important. Students who used to attend kindergarten show quite a difference in intelligence when they move on to study in primary school.

(9) “Model schools are schools selected … intended to refine formulas to be replicated to other schools”

Because our budget is limited, we must allocate it to exactly where it hits the target. True, at the kindergarten level, there are issues of nutrition and other matters… we will continue to work on this with the community by further organizing community kindergartens. Lower secondary schools are also important. High schools are also important, but the 6 years of primary school are the most critical. That is why we decided to target all 7,000 primary schools rather than choosing the 1,000 high schools or 1,200 lower secondary schools. Choosing a smaller number of schools would be easier to manage and cost less money… we have had to do all of them eventually, but we are starting with primary education. Others may hold different perspectives. I also attended kindergarten. In kindergarten, we bought snacks. When the time came, we drew pictures and played. But starting from grade 1, on day one, we learned letters and addition, all the way up to grade 6 to pass the primary school completion exams. I believe our decision to focus on this area serves as the catalyst. The Ministry of Education also has formulas for the primary school level and specialized schools […] Why do schools in Cambodia have so many different standards? First this ministry, then that ministry, and then model schools. The term “model school” does not mean a school that is superior to all others; it is a school that has been selected to serve as a test. The word “model” here means a pilot test to refine a particular formula so it can be replicated across all schools.

(10) Model schools demonstrate development in soft skills and overall general behavior

Yesterday, I met informally with nearly 200 teachers and former school principals for over 4 hours. We spoke directly. They did not even know I was going to join. Because of the way the program was organized, they did not think I would be there. They thought His Excellency Pich Sophoan would be attending. As they were sitting, I suddenly walked in. They were surprised. Yesterday was 4 full hours of straightforward, back-and-forth discussion. We have been running this project on a trial basis for nearly 3 years. I believe education must consist of two things: knowledge education and soft skills, which is behavior. There are 161 schools where we are implementing this. First is the soft skills and behavioral aspect. We see that the schools show overall general development. Previously, we observed that for many schools, students did not attend full hours or arrive on time, and schools would close their doors, but they have now turned into places that respect learning. Teachers and students know how to raise their hands to pay respects to one another through the Sampeah greeting. Before classes start, teachers come out to the front to welcome parents. Students who used to be messy at home now know how to fold clothes, tidy up, and possess a sense of responsibility toward hygiene and the environment when they return home.

(11) “Without the participation of the principal, teachers, management committee, students, and parents, the implementation of regulations will not be sustainable”

I asked about sustainability—whether it is happening or not—because when it first starts, for six months to a year, the process goes smoothly. I previously visited two or three schools. Later, when the war broke out, I could no longer make site visits. However, I have received reports continuously. As a habit, I do not just look at reports. I call people to meet directly. If I cannot visit them, I invite them over to speak straight and honestly. Yesterday, we had a lot of straightforward back-and-forth discussion. They contributed their ideas on strengthening the model school formula. Nothing is perfect. However, what I wanted to ask about was the sustainability of the work and the participation. The word “sustainability” means voluntary participation in the new programs and formulas. The Government and the Ministry of Education, (Youth and Sports – MEYS) issue regulations, but without the participation of the principal, teachers, management committee, students, and parents, the implementation of those regulations will not be sustainable because we cannot watch over them all the time.

(12) The exemplary nature of a school means it has participation, support, and discipline, without using financial incentives

We created this formula by taking three steps. Step one is guiding them by the hand to walk. We train the teachers. I see that Wat Bo School (in Siem Reap) is not only famous in the province but across the entire country. Teacher Cheng is also very good at marketing. But within the country, Wat Bo School is not the only one. There are many schools that possess this exemplary character. Before we launched this program, I met with teachers from specialized schools. Before the election, I had my research team conduct nationwide field research. We selected schools that possessed exemplary traits, including both schools that had won awards from the Ministry of Education and those that had not. The exemplary nature of those schools means they have participation, support, and discipline without utilizing money. Some schools do not use money at all. I wanted to find out whether they only do it when an award is offered. That is not the case. Some schools had never received anything at all.

(13) Schools, parents/communities, and students are the three legs of a stove that must support one another

For instance, a school in Svay Rieng province evolved from a state where parents did not want to send their children to study, maintaining strict discipline while they had no money and no help from the community because the community did not yet offer support. Parents wanted to take their children out of the school and place them elsewhere. Upon becoming the principal, the teacher strengthened and encouraged the parents. Seeing that the school was good, the parents trusted it and turned back to help the school in return. At first, the principal had the children come for extra hours of classes. Parents did not want them to come. But when they saw that the study formula worked well, the parents let them study […]

The school in Mondulkiri was the same. Some schools are located in ethnic minority communities. When arrangements were made for students to study for 2 extra hours, the parents did not want them to come. The teachers had to struggle very hard. Ultimately, when the school functioned well and their children gained capabilities, the parents came to help on their own accord. I want this kind of formula. I think all of these factors form a cycle, like the three legs of a stove that must support one another. Parents support the school to make it function. Only when the school functions well will parents want to send their children to study, rather than taking their children to place them in other schools. Only when parents and teachers align with each other can they push students forward, bringing about good discipline and learning for the children.

(14) Sustainable success means implementing not because of awards or extra budget, but because of the desire for students to be good

Going to a school in Kampong Speu the other day, I met a student who used to do bicycle wheelies in the evening. That nephew did not have a motorcycle. He turned into a child who, upon returning home from school, bathes and gets dressed ahead of time, waiting for his mother to bring him to sit and study for extra hours. This is what I call sustainable success. I do not want implementation only when there is an award, implementation only when there is extra budget, implementation only when there is something, or by force—not at all. We implement out of our desire for students to be good. Parents, who are the first creators, always want their children to study. Teachers, who are the second parents, always want the children they teach to possess capabilities and knowledge. I believe that the teachers sitting here, when their students achieve an Grade A, cannot wipe the smile off their faces. When the students go up to receive an award, they can say, “This is my student, I taught them to get a Grade A.” That is the pride of the first parents and the second parents. That is what I want. What I asked about—first, is called sustainability; second, is the goal to be implemented.

(15) Do not increase the number of C.P.K. or model schools, but take the feedback to formulate a framework for nationwide implementation

As a goal, we are not expanding those NCPE schools anymore. We are not expanding NCPE or model schools to 500 or 1,000 schools. In the future, we will take the formula we have experimented with in all these schools—acting like laboratories—and establish it as the implementation directive. The target is for all 7,000, 8,000, or 10,000 schools to become model schools altogether. This is the goal. Because we could not do all 7,000 schools at once, we took a limited number to use as a pilot model. This is the reason when the committee requested to expand to over 180 more schools this year, I said, “No, do not expand like that.” You must understand my overarching concept. We must not create a two-tier standard within public schools. We must find good methodologies so that all schools become capable institutions—making every single school a model school. This is the ultimate objective. But how do we achieve this? We must take certain schools to implement the formula first, gather feedback, refine the framework, and then use it to begin pushing the initiative nationwide.

(16) “There are only quality public schools … under the management and leadership of MEYS, who acts as the executive body for the government in education and training …”

Someone asked why MEYS has created so many school standards. There are New Generation Schools, and there are Model Schools. the other day, there was a request to name them “Samdech Thipadei Model Schools.” I said there is no need. “NCPE” schools are also out. Just the “Primary School” is easy to call and easy to remember. There are only Cambodian public schools under the management, leadership, and responsibility of MEYS and the Departments of Education, which act as the executive boy for the government in education and training. This is the only type of school we need to build. These schools must have quality. We have been doing this up until this very hour. It is not that we haven’t done anything. We have adjusted and reinforced them. Over these 40 years, we have built this from nothing to what it is today. However, we cannot stand still. We must conduct regular evaluations. We must implement constant reforms, especially at a time when the world is moving faster and faster. Even superpowers are currently evaluating and adjusting their education systems. I met with ASEAN leaders in Malaysia and other member countries who are evaluating systems that used to work for 10 or 20 years. Now, those systems cannot keep up with the situation. They have to change them. If we stop, we are finished.

(17) Setting the directive to expand and strengthen lower secondary school buildings on-site

It is no different from a company. Any company that only manufactures the same old products without updating will find other companies moving faster than them. Education is the same. Now, when we talk about reform and innovation, we must have a clear foundation. Yesterday, another important matter was the recent implementation and insights into key aspects. What are some of the key challenges in achieving our principles and training capabilities? Sometimes, it is not a lack of political will. What are the specific shortages that we need to address directly? Everyone knows it is the building infrastructure, which the Royal Government across every mandate under Samdech Techo has driven by building and expanding, pushing primary schools into every single commune.

Now, we are setting the directive to expand and strengthen lower secondary schools. That means expanding the buildings right on-site. Some classrooms have 80 students per class. Some have even more than that. With over 50 students in a single class, I believe efficiency decreases. I asked a teacher from Koh Kong yesterday. He said, “Samdech, when the rain comes, the school roof cannot win the fight against the rain.” We cannot keep canceling class hours whenever it rains like this. We must take the number of students per class into consideration. This classroom population issue is fundamentally driven by two factors: first, a shortage of buildings, and second, a shortage of teachers. To solve this shortage of buildings, I have had His Excellency Hang Chuon Naron update the data for me. I have already provided instructions to the working groups that must collaborate on this.

(18) The speed of school construction is slower than the speed of population growth

First, we must know the current state: how many schools exist in total, where they are located, how many students are at each location, and how many classroom buildings there are. What is the student-to-room ratio so that we know exactly where we stand? We are working hard to build. We have been building, but the speed of construction is still slower than the speed of the people’s needs. The population is growing fast. We must allocate resources precisely to target goals and expand schools. I have ordered adjustments. Currently, we have a single standard for schools everywhere. I ask teachers, both here and across the country, as well as citizens and parents, to please understand. We have only one standard, one model, and we do it the same way—spending $100,000 in the city, $100,000 in the provinces, and $100,000 in rural areas. To accelerate school deployment, I have instructed MEYS to categorize schools into 3 levels. I am speaking strictly about the construction aspect. In rural areas, quality must be maintained; we are not reverting to building out of wood or similar materials. Our bricks are sourced with modern types and new technological methods.

(19) Setting level 3 buildings for remote rural schools, level 2 for suburban towns, and level 1 for inner cities

I have ordered 3 types to be made. For remote rural areas facing shortages, what type of building do we construct? Level 3. Outside of urban centers, in the suburbs, we build level 2 schools. Inside the city, let us build level 1. Here, I am speaking about the primary level. For secondary education, we maintain the existing standards. Level 1, level 2, and level 3 do not mean ramshackle schools; it is simply a difference in construction methods. For example, for a level 3 school, we do not need to pour concrete beams. We also do not need to lay roof tiles. We set up zinc roofing that includes an insulator. I visited the Takoeung war refugee center and saw engineering teams utilizing this type of zinc. It is not hot at all. This zinc has foam inside and costs about the same as regular tiles. We do not pour a concrete ceiling slab. Consequently, for a standard building where we used to spend $100,000, we might only spend $60,000. This means it is an appropriate and reasonable method. I do not know if floor tiles will be laid yet; this is currently being planned.

Sometimes, there is no need for imported tiles from China like in luxury schools. Pouring a smooth cement screed floor looks clean, just like our schools in the past. In rural areas, it is also easy to maintain. This cuts costs. We raise the structure high above water levels, and from the outside, we use block bricks that are currently used in major construction projects; they are pre-cast from molds. They no longer lay 20cm or 10cm traditional bricks piece by piece. The roof does not require a concrete ceiling slab. Previously, we poured concrete slabs to keep out the heat. That made the concrete slabs expensive. We cut the concrete slab out. We use zinc roofing with foam inside. It is more expensive than regular zinc, but it helps. When it rains, it does not make a loud, chaotic noise, and it also helps block the heat. However, it is still in the design phase. If we build one building with a concrete slab for $100,000, and we have $1 million, we can only build 10 buildings. But if we have $1 million and build buildings that cost only $60,000 each, we will get 15 to 16 buildings. Having 16 buildings can provide for 16 primary schools in remote rural areas. I have inquired about this. These buildings last for 15 to 20 years […]

(20) New thinking and new implementation – spend the same amount of capital but build more schools for the people

When we have higher capabilities in the future, we can think about it further. But right now, what do we prioritize? Do we take a luxury building or do we take a roof for students to study under? We must recognize what our capacity is and what our needs are. We begin implementation. I ask for understanding; we are calculated and reasonable. It is nothing unstable or ramshackle like in the past. We make it well. We deploy as many schools as possible—suburban schools and inner-city schools. For inner-city schools, we use the same old standard. If a building is 2 to 3 stories tall, it absolutely must follow that standard because it cannot be done any other way. But here, I am talking about single-story cases. This is new thinking and new implementation. If required to choose between building 100 or 150 schools, I choose to build 150 so that my people can benefit from 150 schools using the exact same amount of spending. There is no need for imported tiles from China like in the city. There is no need for scale tiles or specific roofing tiles. We use entirely modern technology.

(21) Increasing the number of schools rapidly because the volume of students is growing fast

This is technology from China. In America, they also bring it from China and other developed countries. It is not that we are making it entirely by ourselves. Now it can be manufactured domestically, but it is all based on the same technology used abroad because it has insulation to prevent heat. In the past, we poured concrete slabs to keep out the heat, but those slabs consumed a lot of budgets. We look for new methods, technologies, and products available globally. They already exist, so why should we not use them? We adopt them. Houses built in America and elsewhere sell for hundreds of thousands or millions, and a number of their roofs also utilize this exact same insulation. They place synthetic materials on top. We take this technology to build for temporary relief. Please understand. This relates to expansion. We must expand the number of schools quickly. The number of students is growing fast. Each year they wait, they lose out on study time. In some places where lower secondary schools share space with primary schools, we do it the same way. This provides spaces to study. Rather than cramming 100 or 80 students into one classroom, we can have two classes. Now, by adding 5 or 6 more classrooms, they can separate. They can go to study with only 40 to 50 students per class.

(22) Creatively preparing “Work Agreements” to solve the issue of having school buildings but lacking teachers

Some places have enough teachers but lack school buildings. Other places have school buildings and everything else, but lack teachers. Therefore, we create a formula. Here, I am talking about primary education. In the past, MEYS has already been creative by utilizing contract teachers. However, contract teaching presents difficulties regarding quality and the motivation of the teachers who go to teach, because the salary of a contract teacher is like that of a contract official […] a contract teacher gets 1.2 million [Riels], while a primary school teacher gets 1.5 million [Riels]. We are preparing another option, which is the “Work Agreement.” Why implement something new here? Some people do not understand it yet. Many are skeptical. This is normal. We will only know once it has been implemented for a while. There is nothing truly new about this because it is human nature; we only like what we are already used to knowing and hearing. People say, “If it ain’t broke, don’t fix it.” But at this stage, that is not possible. If it isn’t broken and we don’t fix it—only maintaining it the exact same way repeatedly—others will walk away and leave us behind. We must innovate and change ourselves a bit. If we keep habits just as they have been for 10 or 20 years and do only that without making improvements, we might not be doing anything wrong, but others will move ahead. We will not be able to outpace them.

(23) Waiting for framework teachers to graduate from teacher training colleges will make filling teacher quotas nationwide too slow and difficult to deploy to rural areas

Creativity regarding officials combined with teachers is the same. Now, our framework is stuck there. We have two pathways: First, civil servants who are framework teachers pass the exam, finish studying at the teacher training college, and graduate. If we do it this way, the speed is too slow to fill the number of teachers needed nationwide, especially when combining it with retiring teachers and other factors. It is difficult for us because it requires 4 years. Now, all teachers must have a bachelor’s degree; there is no more 12+2 formulation, it is all 12+4. Therefore, it takes 4 years. Because there are teachers retiring and other issues, we face many challenges. Second, deploying teachers to rural areas is difficult. The school in Kamboul the other day was also short of teachers. Do not just say schools in rural areas; schools on the outskirts of the city lack teachers as well. Therefore, opening this trial framework—this Work Agreement framework—means we select those who already have the qualifications (e.g., holding a bachelor’s degree) and send them for short-term training. In the past, teachers only had a high school diploma (Bac II) and had to study for 4 years to get a bachelor’s degree. Now, we take those who already hold a bachelor’s degree and put them through a short-term training of 6 months or a year (I do not know what specific requirements the Ministry has) to become primary school teachers.

(24) Implementing the formula of recruiting qualified teachers who volunteer to fill the lacking spots – “Recruit correctly, retain effectively”

The contract lasts for one year, and if they stay permanently, [they will receive] the same salary and benefits. Framework primary school teachers start at 1.5 million [Riels], and Work Agreement teachers will also get 1.5 million [Riels]. Teachers receive NSSF [National Social Security Fund] just the same, and all other benefits [are also the same]. [They will also receive] a retirement pension in the future because it counts toward their seniority, no matter where they transfer—whether moving out or back in […] when the time comes to finish, there is a retirement pension that we will continue to add up [for them]… so we give them all the exact same things… If we follow the methods we use every day, we have solved it up to a certain step, but a problem arises like this: First, there are too few teachers who meet the standard, so we cannot fill the gap completely. Therefore, to make it sufficient, we use regular contracts for those without the qualifications. We are putting in a new formula to bring qualified teachers who volunteer to go to those places, to fill those positions—”Recruit correctly, retain effectively.” That is all it is.

(25) “Injecting extra strength, extra cement, extra steel” to reinforce the pillars of primary education

MEYS, the Royal Government, and teachers [prepare] policies for what purpose? The ultimate goal is education. Education requires teachers who possess quality qualifications. We cannot say, “Primary education is not important; let’s wait until secondary education because that’s when it matters.” It is not like that. If there is no strong foundation from Grade 1 to Grade 6, [then the education sector] will have problems. Lower secondary school teachers will cry out, “What do you want me to do if [students come up from below] like this? If I am strict, they will all fail.” This is just an example, it is not actually to that extent. We have already strengthened the quality of primary school education a lot. What I am talking about is the quality at each lower level acting as the foundation for acquiring higher-level education in subsequent grades. To study at a high level in higher education, high schools must be strong. High schools can be strong only if there is a foundation from lower secondary schools. Lower secondary schools can be strong only if there is a foundation from primary school […] these first 6 years are crucial. That is why during this mandate, we are focusing on strengthening this as a special priority through these key measures. MEYS has the budget and the plans to strengthen everything already. However, what we mean by strengthening further is “injecting extra strength, extra cement, extra steel” into the very pillars of primary education.

(26) Not just focusing on primary education and abandoning other levels

MEYS has various other plans to strengthen all sectors; it is not a matter of only focusing on primary education and abandoning the other levels. We are doing it all. That is the plan. What I am speaking about falls within the framework of our strategic direction. If we can strengthen this, it will be no different from the healthcare sector. How do we strengthen health centers, district referral hospitals, and health posts during this mandate up until a certain point? When health centers are strong, health posts can be elevated along with them […] primary education is right there at the frontline. No student can skip primary school and jump straight into lower secondary school. This only happens once in a long while […] like that niece/nephew in Takeo, how old were they, what grade did they reach, studying at this BELTEI school? […] that child did not attend primary school […] they skipped grades […] the parents were very happy about it. I met them once. Some children are like that. Apart from [special cases] like that, everyone must study from Grade 1 to Grade 6 to move up. It is the same for me as it is for all of you. When I was young, I also skipped a few grades, but I still had to study continuously. Therefore, we must strengthen this work, which means strengthening teachers and adding more schools.

(27) Student capability relates directly to school learning hours

Another key issue that we can address is school hours. Currently, due to factors like a shortage of teachers, schools, and classrooms, students only study for 4 hours, which is commonly referred to as studying only one shift. In the schools where I am piloting this, we can add 2 hours in the afternoon. The improvement rate has been rapid. I asked the teachers yesterday. I wondered how, among those 160-plus schools, some schools did not request additional teachers or classrooms at all, yet they could still manage to do it? They told me that some schools still have available rooms and the capacity to do so. Therefore, as a matter of principle, we must organize and consider additional measures for various other factors.

When I was studying, it was 8 hours a day back in the 1980s generation. Correct? For those who studied during the 1980s, the morning shift was from 7:00 AM to 11:00 AM, and the afternoon shift was from 1:00 PM to 5:00 PM, plus extra tutoring classes after that […] We see that student capability and clarity of understanding relate positively to learning hours in school. Now, even though we have not yet reached the 8-hour [per day] level like when I was studying, we must set a future direction: state schools must automatically transition to 6 hours—adding to the existing 4 hours—so that the children could have the opportunity to study more. Now look at the teachers who are present here—if we ask you to increase teaching hours up to 6 hours, would you agree or not? Are there any teachers here? No. You are all students. We are letting you test it out.

(28) Additional school hours focus on Mathematics and Khmer Literature, easing parents’ worries as children remain in school

The curriculum contains many hours, but because we only have 4 hours of class, teachers have had to cut out a lot of lessons. Furthermore, teaching lacks depth because there are too many lessons to cover, and students cannot catch up in time. We are testing out adding just 2 hours in the afternoon, focusing on reinforcement [by giving students] the opportunity to ask questions, similar to [what they would do in] private tutoring—but this is not private tutoring, it is learning within state hours… I believe we absolutely must expand school hours. MEYS is making plans and reviewing them with the Ministry of Economy and Finance to find out what we can do to reduce certain expenses for low costs while securing a major priority: school hours.

[Adding] school hours yields a double benefit. We add 2 hours in the afternoon so students can ask questions, or we can provide extra lessons to make their comprehension more solid. Currently, we are focusing on Mathematics and Khmer Literature to ensure a strong foundation. But let us reflect, what do we do with these 6 hours? Second, when students are inside the school, parents no longer have had to worry […] now, in the afternoon, the children are inside the school learning. Some teachers used to provide private tutoring. They adjusted their hours to later in the day because we are piloting this. Previously, in the afternoon, some teachers taught private lessons at 1:00 PM or 2:00 PM. Once we implemented these state school hours, they adjusted their private tutoring back to 4:00 PM or 5:00 PM […] and they come to help teach at the state school.

(29) Reviewing budget allocations to build/expand schools, focusing on primary education through annual planning

This is the principle that we must continue to implement and push forward next year, in addition to the existing budget projects. We will review certain allocations, specifically for building and expanding schools, focusing on primary education and a number of school buildings. We cannot complete everything in a single year, but as an annual plan, we will continue. And, regarding recruiting new teachers specifically for [teaching] and increasing school hours, look, you have already graduated. We are in the clear […] if there were an opportunity to study 6 hours (4 hours in the morning and 2 hours in the afternoon), and if you could go back to school, […] do you want the opportunity to study longer in a day rather than studying only 4 hours? […] Yesterday, I asked the teachers a simple question: If MEYS issues a policy where instead of studying only one shift a day, students study one and a half shifts—meaning instead of studying only 4 hours, they go to school for 6 hours a day—would the teachers and parents go on strike? They said no.

(30) Key educational factors requested by teachers include infrastructure, teachers, and school hours

I asked, why is that? They said parents want it; because now among the schools within the 161 Model Schools where we allowed the addition of 6 hours, the surrounding schools are asking when they will be allowed to join. There is no need to force people into anything. What I asked the teachers yesterday was about the key things they want regarding education, combined with their actual practical challenges. So, infrastructure and teachers are factors, but another factor, as I mentioned, is the school hour factor, or the number of learning hours. We can take a step from 4 to 6 hours. Once that is achieved, in the future, we can think about what else needs to be strengthened, and then we can consider increasing it to 8 hours […] we must make an effort (to improve it) because our country has to compete with other nations. Even within ASEAN, other countries are training their students heavily. Therefore, our human resources must join them in this competition. If we train for only 4 hours, how can we match those who train for 8 hours or 6 hours? Thus, we must increase our training hours. Strengthened in what way? Adding hours by reinforcing multiple subjects. However, I ask that a heavy priority be placed on Khmer Literature and Mathematics, because these two are incredibly vital. It is unacceptable for Cambodian children not to know how to write [Khmer].

(31) “Composition writing helps organize speech, thoughts, and transforms into practice …”

Looking at most posts written on Facebook, I often cannot understand them—or is it Gen Z text? Reading some of the text, I can’t tell if they are spelling things in the Latin alphabet or in Khmer … composition writing helps structure vocabulary. Writing essays is not just about getting scores; it teaches people how to organize their speech and thoughts, transforming them into practice through writing. When we think well, our speech follows the same path. Thinking and composition writing involve, first of all, the arrangement of words, spelling, and grammar. But most importantly, it is about expressing thoughts and constructing ideas. Given a set amount of time and a specific topic, how do we know how to reflect and shape our thoughts? […] His Excellency Hang Chuon Naron also organized a dictation contest at Angkor Wat. Do we still have dictation now? Yes, we do. Back when I did dictation, I would break into a sweat every time. Dictation is important. In short, writing anything is important—writing correctly, whether in the Khmer language or a foreign language, whatever it may be—because it is the tool for communication and connecting with one another. Therefore, Cambodians must write Khmer clearly.

(32) The rise of technology and AI usage requires a strong foundation in Mathematics

Secondly, the foundation of Mathematics […] everything heavily relies on technology now, regardless of the industry. Agriculture, which used to depend entirely on cattle for plowing, now strictly utilizes tractors. Soon, it will involve AI. We already have AI drones today. When the time comes, people simply press a button to command it to fly, adjust the angle, and it flies to spray crops by itself. In the near future, it will be all AI technology. Restaurants will strictly use robots […] if you go to Walking Street, you see robots dancing […] Besides that, I suggest compiling plans and holding consultations. Is His Excellency Chea Vandeth here? Yesterday, we also discussed organizing digital capabilities. Among the schools we have arranged at the primary level, the Ministry of Post and Telecommunications has already set up some computer labs in the past. I inquired and found out that one location costs over $20,000 to be equipped with computers and such. But for the locations we are arranging now—places that have electricity and the ability to cover some fees—I look at it this way: if we multiply $20,000 by 7,000 schools, how much will it cost? A massive amount. If we want to push this out to many schools, we must find a slightly more creative method.

(33) Teaching how to search for documents, find information, and write theses or various research papers

Just like school buildings, if you want to build a large number of them, do not make them overly luxurious; make them sufficient to serve actual practical needs. We build them phase by phase. Now we are organizing the digital system. I asked, “What are they studying?” They study Microsoft Word, PowerPoint, and things that serve their education, and perhaps we can add internet access. They learn how to search. Everyone already knows how to search… but for the most part, unfortunately, they only search for football and things like that. But we will teach them how to search for documents and research systems. Sometime in the future, if MEYS or other ministries create their own databases and information systems, students can search within them to gather information to write theses or conduct studies […]

Teach them to search safely to avoid scams, and teach them to use the internet responsibly and ethically. Now, is it necessary to use a computer setup that costs $20,000? Sometimes we can be creative; we do not need those large computers. This morning, Oknha Leang Khun arranged these new tablets for me. I took a brief look. They are reasonably priced. However, there are many other tablet systems available. Soon, we Cambodians will assemble a tablet right here in Cambodia that costs just over $100, but it will come with vital applications. I saw that it has PowerPoint, Microsoft Word, and Excel to work with, and even on-device AI. These tools can be expanded rapidly.

(34) Technology and digital systems in primary schools are the future direction, but require time

Bringing computers and labs to schools in rural areas makes it difficult to maintain electricity and take care of the equipment. With tablets, it is easier for them to store. When class is over, they can take them to keep in their office; they are easy to store, whether they are small or slightly larger. Therefore, if we have $1,000,000 this year, a $20,000 setup can only cover 50 schools. But if we reduce that cost to just $10,000, we can complete 100 schools quickly. So, we must organize the digital system. Addressing the teacher shortage will be done based on actual circumstances, as we already have established formulas. We will add considerations for extra infrastructure, extra teachers, and extra hours, focusing heavily on reinforcing Khmer Literature and Mathematics.

Let them think about technology combined with digital systems at the primary school level as our future direction. Every single school must have this capability eventually, starting from here, but it requires time. I apologize that I cannot announce today or tomorrow that all 7,000 schools will have it immediately. We will resolve this step by step. But I am asking to find a new formula for thinking. I ask teachers and parents to be understanding that they might not get a luxurious school like the ones in Phnom Penh, but they will get a reasonably good school. We will operate at this level in the rural areas first. Instead of getting Dell computers like at the Royal University of Phnom Penh or schools in Phnom Penh, they will get tablets that allow them to study. The key is making sure they have the ability to learn.

(35) “Whether in a remote region or in Phnom Penh, students must have comparable access to education”

For the teachers who belong to the new framework, please welcome them. Do not discriminate between teachers of this framework or that framework. They are all teachers who must work together. I ask all parents and students to participate. This is an additional reform. Every year is a process of additional reform based on the achievements implemented from the previous year, evaluating strengths and weaknesses, and setting the next direction. We implement, and then we review. During the meeting of over 4 hours yesterday with more than 200 teachers, I did not just ask them about the Model Schools [schools under the Key Measures Implementation Committee], because I do not intend to use this specific type of school as the exact template to expand everywhere. Rather, I am using this school model as a laboratory for pilot testing, so that I can take the results or points that can be successfully expanded nationwide in the future […] There are no tier-2 or tier-3 standards in public primary schools. There is only one public school system that we must target for strengthening. This is for the benefit of our citizens’ children—whether they live in a remote district in Ratanakiri or in Phnom Penh, they must have comparable learning opportunities […]

(36) Once self-sufficient, the National Committee for the Promotion of Key Measures Implementation in Education will be dissolved

If we only do small things, we cannot move forward. But we use the small scale to serve the large scale. Before doing anything, people run tests or conduct pilot projects. This committee’s project is a pilot project where I want to see whether it is sustainable […] The committee was established on a temporary basis. It will be dissolved in the near future. Our formula involves core trainers who go to help monitor and assist. When the schools become self-sufficient, we will withdraw the core trainers. This is the goal. Each school principal must have confidence and accept this responsibility. We are creating an environment where they see that they can adopt the formula, participate, and maintain it. The family, parents, and students participating—that is the principle. The New Generation Schools implemented by His Excellency Hang Chuon Naron are quite similar. They are all schools meant for drawing experience. We set certain indicators and conditions for them to implement, and we observe and evaluate the challenges… What we fear most is that the buildings become more modern, but the students become weaker. This is a problem. The buildings become more modern, but the students become unruly. This is a problem. The buildings become more modern, but walking inside reveals nothing but trash—this reflects on discipline, capability, and the institutional management of participation. Even with a standard building, if it is well-maintained, and the students have good discipline and good behavior, that is the nurturing environment we want.

(37) The behavior and knowledge that students receive from 6 or 12 years of education is the ultimate goal

A beautiful building with air conditioning, slides, and other amenities is merely an external factor. The true internal behavior and knowledge that students actually absorb from these 12 years or 6 years of education is the ultimate goal. We must be creative with our means. When it comes to external things, we do not need to think about making them overly luxurious. What matters is making the inner capabilities of the students stronger. Spend directly on the targets; spend on what increases the educational value for the students […] A school does not need to cost $100,000. A building costing $50,000 to $60,000 is already a lot […] A lab does not need to cost $20,000 filled entirely with Dell computers or Cloud systems. Installing those tablets costs only $8,000 to $10,000, and students can learn just the same.

A budget of $20,000 can thus be divided among 3 schools. I am happy if a commune, a village, or a district gets 3 primary schools with decent digital capabilities that can teach sustainably and deliver the lessons we want, without needing heavy computer graphics. If a district has only one highly advanced school […] I would rather choose the 3 schools instead, because they serve the exact same purpose. A bicycle moves forward all the same. It’s just that during my generation, having a Japanese Miki bicycle was considered highly luxurious—just like a Lexus today. But when I rode an old Russian bicycle, it got me to the same destination just the same.

(38) Updating lessons and heavily modernizing teaching methodologies

We may be poor, so we must operate within our financial means, but our core work will never stop. We do not have ultra-modern schools like in other countries, where a single building costs $10 million or $20 million, complete with running AI or smart school systems. We only have standard buildings costing $50,000 to $60,000 to study in. However, we will modernize the teaching methods of our teachers […] the educational packages that the Ministry of Education rolls out for this extra learning do not cost a lot of money. We will focus on updating lessons and significantly improving teaching methodologies. This changes from generation to generation. Each generation of Ministers of Education is different. Previously, there were others; now, it is Brother Naron [Hang Chuon Naron], and in the future, there will be someone else—it revolves like that. It is the same for every ministry, every institution, and every school. If a school principal is here today, another principal will replace them in the future—it must go on, as no one stays for a lifetime. At most, as I often say, we have 150 years and that’s it. This depends on taking care of oneself and other factors. For someone like Brother Naron, he practices Taekwondo and Judo and monitors what he eats carefully, so he might make it […]

(39) When the primary school pillar is strong, we will transition to reinforcing lower secondary and high schools

Meeting with the teachers and thanked them clearly, (we found out that) every school has its deficiencies. Yesterday, we did not focus heavily on the shortages of tables or cabinets; we looked at the collective picture. We take these 160 model schools as a symbol for the other 7,000 schools, and we use these issues as a shared objective to map out our direction […] Independently, for lower secondary schools, high schools, and higher education, MEYS has subsequent plans in place. But what I am speaking about is the focus [on foundational education], which is also implemented under the leadership of MEYS, not anyone else. This is simply an additional special intervention to reinforce the pillar of primary education. Once the primary education pillar is rock solid, we will begin evolving to reinforce lower secondary schools and high schools. Right now, we are strengthening them too, but we are doing it step by step. This is because our ammunition is limited; if we shoot at too many targets at once, it will not be effective. We must fire precisely at the target—taking these 7,000 schools, which may increase to 8,000 or more in the future—and push the capacity of these first 6 years of primary school to become much stronger first.

(40) The key to success in education does not rest on a single exam day, but must be pursued at all time

In expanding [the capacity of the primary school pillar], we must look at both quantity and quality. Quality is paramount […] there must be monitoring, inspection, and evaluation mechanisms with clear Key Performance Indicators (KPIs). We cannot just establish things blindly, label them as [this or that model school], and dump funds [into them]. We must have clear KPIs to ensure we see actual results from this expansion. We absolutely must have them. If a school lacks them, someone must go and help reinforce them […] it is impossible for 7,000 schools to operate without any evaluation mechanism. We have school clusters and other networks to support one another. We establish clusters to help each other and share experiences […] Today, the nieces and nephews who passed with an ‘A’ grade receive our congratulations. Those who received a ‘B’, ‘C’, ‘D’, or did not pass have all completed 12 years of study. But the key to success in education does not rest on a single exam day. It must be pursued at all time, from kindergarten all the way to the top. Furthermore, the achievements we demonstrate on a test do not uniquely prove that we are fully equipped to handle the realities of the life we are about to enter.

(41) Slipping up during an exam once does not mean failing for life, but giving up does

When you leave here to apply for university or look for a job, that single sheet of paper is just a starting point; nobody is going to constantly ask whether you got a Grade A or something else. For some schools, it may open doors or secure scholarships when you arrive, but that Grade A status ends the moment you begin your university studies—you have had to think fresh. It is just like after graduating from here, some applicants to the Institute of Technology of Cambodia (Techno) who got a Grade A did not pass the entrance exam, while some who got a Grade C passed; sometimes there are lucky days and unlucky days. However, for the Royal Government, scores are merely an indicator to know the overall quality of training. For individual students, it does not capture every angle; it is a metric to gauge one’s hard knowledge, and within that, there are those who get lucky, those who guess well, or those who excel at multiple-choice questions (MCQs) […] education and training must continue. Therefore, connecting back to the Grade A students today, as well as those who did not receive an A or did not pass: we have all reached a major milestone of success. It means we have fought hard to study for 12 years. For those who did not pass this year, you have options—you can choose to pursue an Associate Degree, study again to retake the exam, or make any other decision, but please do not give up. The future ahead is long and wide. Slipping up during an exam once does not mean you have failed for life. But if you give up, that is exactly when you fail for life.

(42) “Passing the High School Diploma means arriving at the beginning of a new life journey where you must take independent responsibility”

For the nieces and nephews who have achieved a Grade A up to this point, you have arrived at a crossroads. What kind of crossroads? When you were studying in kindergarten, primary school, all the way to Grade 12, certain things were completely different from how they will be from this point forward. Previously, you were under the care of your parents for almost everything because you were minors. Now, a large number of you may continue to stay with your parents, but a vast majority will have to leave—whether leaving to study far from home or leaving to work far from home. You are beginning a new life journey where you must take independent responsibility for yourself. It begins with the decisions you make after finishing this exam.

Previously, you did not need to make major decisions; you just had to pass to move up a grade because primary and secondary education are entirely mapped out for you by the Ministry of Education. You just knew that finishing Grade 1 meant moving to Grade 2, 3, and 4. But now, you must decide where to go—what to study at university, whether to work first, what to study while working, what job to take and what subject to major in? Will you continue to stay at home and study nearby, or decide to move far away? You must learn to live on your own. This choice is a decision made at a critical crossroads. Some of you might feel anxious. Let me see how many of you are simultaneously excited and nervous? Look at those who are thrilled to have completed their studies and passed the exam. But now you have to think about the next steps, and listening to what your uncle just said might make you feel even more anxious. You must decide for yourself.

(43) No matter what you used to think, now you must take actions; no parents will keep feeding you forever …

Let me see how many are afraid of having to walk forward on your own? Do not be shy or embarrassed. Now, how many of you used to think—and not just recently—that since our parents feed us, once the time comes and I have a wife and children, I won’t know how to do business to feed my kids? Let me see how many have felt that way. Ever? Raise your hands; it is the same, your uncle [I] used to feel that way too. I remember once when I was 12 years old. My father went out to negotiate, and every time he went out to negotiate, we never knew if he would return or not. That time, my father did not want us to know, but we were sleeping in the room. He met with an uncle […] Is His Excellency Y Chhean here? At that time, someone offered something like 1 million Baht or 10 million Baht to assassinate my father. I remember […]

At that time, we were still fighting. At 12 years old, hearing those words, and he did not want us to hear. He thought we were asleep. He said, “If anything happens to me and her mother, brother, please look after my children.” I lay there terrified. Four younger siblings. Myself, 12 years old, thinking, “If anything happens to father and mother, how am I going to feed my younger siblings?” The situations or factors may differ, but for you all, nieces and nephews, it might be about something else. Regardless, no matter what we used to think before, now we must take action. No parents will continue to support us for 18, 19, or 20 years. Some families may have the means to keep you under their care, but at some point, you will eventually get a husband or a wife, go out, and have your own family; no parents will stay to support us forever. No matter how rich a child’s parents are.

(44) “Studying anything is good … know less, but know it clearly”

Your decisions today, upon completing this, will determine your future direction. So, do not be anxious about whether you are choosing correctly or incorrectly, what is good or what is bad. Do not think that way. Studying anything is good. The important thing is us—we are the ones who make it good or bad. There is no such thing as studying something good or studying something bad […] do not study anything illegal. Do not learn to steal, hack, rob people, or steal from others online. Do not do it. Do not study anything illegal, and do not do anything illegal, such as drugs. No matter what you study—whether it is IT, engineering, agriculture, or cooking if you go to study TVET [Technical and Vocational Education and Training] for vocational training.

Learning electrical work is all good; study to know it well. Know less, but know something clearly. If you decide to study something and start working, and then two or three years later you think, “Ah, this skill doesn’t seem right! Let’s change,” utilize your ability to the fullest and finish one thing first before taking up something else. If you are busy changing in the middle of the river, you will never finish studying. In the end, everything falls through. Nothing will be clear. Studying until the second year and giving up, going to study over there until the first year and giving up. You get nothing at all. Entering vocational training, giving up before even receiving a certificate. Entering a job, before achieving anything, changing places and running off over here.

(45) “Whatever you do, whatever you decide, do it well, strive for success, and avoid knowing a lot but knowing nothing”

It should not be like that. Whatever you do, whatever you decide, set a direction, do it well, strive for success, and do not give up too quickly. If you study, study deeply and clearly. Whatever you study, as long as you are clear in that one thing, it can be put to use; do not let it be a case of “knowing a lot but knowing nothing.” Do you understand that phrase, “knowing a lot but knowing nothing”? It means knowing a little bit of everything, but having nothing that can actually be put to practical use. Therefore, whatever you study, you must determine a direction and head toward it. If you start something, finish it. Do not give up halfway. Anything is good. It depends on us.

Any skill has a demand; it is just a matter of more or less. Some rare skills are also in demand. If we have a clear, solid foundation in that skill, we can adapt to demands in the future. The fear is having no clear foundation—bending a little and falling over—but if you have a solid foundation instead, for example, someone with a clear foundation in electrical engineering can pivot a bit. At times, they can go into electronics or other things. In many countries, when you go to study for a Master’s degree, they do not mind what your Bachelor’s degree was in.

Even if your Bachelor’s was in Management or whatever, when going for a Master’s, they do not look down on it, because what matters is that you have a foundation. They view a Bachelor’s degree as a general foundation. You can go study anything; it is not the case that for a Master’s in Agriculture, you must have a Bachelor’s in Agriculture. There are only a few specific fields like Law and such that require a matching foundational degree… other than that, it is not critical. As long as you have a clear foundation, you are strong and can adapt. In some places, they even prefer people like that… someone who has a clear foundation on the general aspects rather than looking at just one angle.

(46) “Friends and parents can only help with what is external; no one can help with the health inside your body”

Please pay attention to three factors, just as the government considers these factors for its citizens. You all should consider these three factors for yourselves as well. First: Health. Second: Knowledge/Skills. Third: Employment. The state strives to provide opportunities in these three areas. Health is extremely important. When you lived with your parents, if you went out past the curfew, your father would hit you. Now, coming out into a new freedom—some changing provinces, coming to the city, new friends, new lights, new colors, and if you dare to work for yourself, new money—you will want to try new things. Be careful. Look at health as our vital wealth.

Friends and parents help us from the outside, but health is inside our own bodies. No one can help with that. Not a few people at 18, 19, or 20 years old have diabetes now. Even with food and drinks, you must be careful. The other day, a young sister posted a message saying that she is now undergoing kidney dialysis. Looking at her, she was probably in her early 20s. She didn’t drink much alcohol, but she ate instant noodles constantly or ate certain things all the time. Be careful. Stay away from drug use. Do not use drugs. Practice sports if you can; those little habits help us live to 150, 160, or just 100 years. Sometimes when we are strong like this, we do not pay attention. Not until we hit 40 or so do we break down completely.

I told my relatives about smoking. Smoking until entering the hospital for surgery twice. Coming out, saying they learned their lesson. Stopping smoking for life. Yet, two years later, smoking just the same… while still strong now, they don’t think about it. You all are the same. Just 17 or 18, it feels fine. Be careful not to let your guard down, only to break down in your mid-30s, or start catching “rich man’s diseases” like diabetes, which you have had to nurture forever […]

(47) “Life is a continuous learning process; learning both inside the school and outside the school”

About Knowledge and skills. Continue to learn; it is not over yet. We performed well on the exams and passed the High School Diploma, but that was just 12 years—continue studying further. Do not learn only inside the classroom. Life is a continuous learning process; life is a classroom. Nothing learned at school fully prepares us to solve every single problem we will encounter in society, in our working lives, or within community circles. You must learn, you must confront and solve things, you must learn new things constantly to take as lessons; people say, “Life is learning”—learning both inside the school and outside the school. Learn by confronting challenges. Do not learn by evading them. Nothing is easy for us. You can choose the easy way, but then you won’t be able to keep up with the demands of development in society, growing within a society that requires struggle and navigating complex confrontations. When living under the shelter of parents, they took care of things. We could live easily. Whatever work we do, it all comes with responsibility—whether it is someone doing small tasks or big tasks, it all carries responsibility and involves facing the work. Life has nothing that you can think of like an equation where 2 + 2 = 4, or 2x = 4 and therefore x = 2. It varies a whole lot.

(48) “Learn to solve problems; if you fail, do not give up, do not lose heart easily, and look at the opportunities around you …”

You all must learn to solve problems, and if you fail, do not give up; do not admit defeat. I say this because I see that some of you—some of the younger generations—sometimes lose heart and give up too quickly. You focus too much on short-term thinking without looking at the opportunities all around you. Sometimes when starting out in their studies or at a job, when given a task to do, they get discouraged and say, “They only gave me this much work, so what am I supposed to learn? How am I supposed to progress?” But why not seize the moment while you are there? Since we have already entered that place, secretly learn things to increase your own capability; take advantage of that free time to learn and acquire extra skills. Otherwise, when they want to promote you later, you won’t know how to do the job. Now, when leaving school, even if you don’t know PowerPoint or AI yet, you can learn more, or learn extra languages—what matters is whether you know how to seize the opportunity or not; do not just sit around feeling discouraged.

It is the same when studying at school. For some nieces and nephews, even after being granted a scholarship, just because they do not have a motorcycle to ride like their friends, they give up. They feel embarrassed in front of their peers. This is deeply regrettable. Do not do that. Study hard. In the future, once you earn money, you can buy a motorcycle that is far cooler than your friends’ bikes. Do not lose heart. If you give up, that is when a real problem arises. Why? Because if we give up, those friends still won’t walk with us anyway. If we go to study and they won’t let us join their group, we should still keep going to study. Who loses out? We are just embarrassed. If we ride a bicycle to school while they ride motorcycles, and they mock or tease us, and then we give up—why should we throw away our own lives just to let them succeed? […]

(49) “Do not think short-sightedly and do not give up … giving up means no longer moving forward; it means giving up hope …”

Live your own life and buy it yourself; it doesn’t even have to be an iPhone. Continue living your life and do not give up. The other day, I saw young people hanging themselves on Facebook. Absolutely never think short-sightedly. Whatever you do, the most important thing of all is to never think short-sightedly regarding your life … Second, do not give up. That is like killing your life while you are still alive. It means we stop moving forward. We give up hope. Learn to struggle; learn to grasp from every source… It is the same in studies and in work […]

Independence and ownership do not mean just studying in school to find a job later, thinking that you only get a high-paying job after graduating. It begins with every single step […] For some of you who still have the capacity, your parents will continue to send money to you. That is perfectly fine; nobody will say anything. Some have the means, but some do not. Do not be ashamed to work, thinking, “I don’t dare to work because I’m afraid my friends will mock me.” There is nothing to be ashamed of. We are not selling drugs in the school […] We are working, earning money, and taking ownership.

(50) “Once you have lived on your own and done things yourself, nothing remains a challenge …”

We learn to gain experience … What is vital is the experience of learning to live on your own. Once we have lived on our own and done things for ourselves, we no longer fear any challenges. What is most to be feared is never having done anything for oneself. When I went to study abroad, economic issues and specific skills were one thing, but what I can thank my parents for regarding studying far away was learning to live on my own. For you all who leave home to study in Phnom Penh, you don’t even need to go study abroad to learn to live on your own. Try not to rely on your parents all the time; try to live on your own, and only rely on your parents once you have completely exhausted your own means.

They will always be waiting there for us. During the stage before you all become parents yourselves, learn not to be shy or embarrassed. I encourage this. Wait until we finish studying and get a degree, then go find a full-time job. For now, do part-time work. I praise the young people today for taking ownership. This is the evolution of independence. It begins with individual independence—from a mindset of independence by not relying on parents to feed us forever, not relying on others to support us forever, and learning to live on one’s own… Do not be embarrassed. There is no shame […]

(51) Do not spend wastefully on material goods … save to reduce reliance on parents

Do not spend wastefully on material goods. What I just said […] teachers, please understand […] as long as there is a decent roof for students to learn under, please accept it. We take this approach. Save whatever money you have—trust me. Let those who have the means spend it. Do not run after others. Reduce your reliance on your parents. When I was studying for my first four years, from receiving a scholarship after passing the West Point exam all the way to studying for my PhD, I did extra teaching to use the salary to offset some expenses. It wasn’t that my parents wouldn’t help. They helped, but it was a test for myself. I was happiest when I earned money for the very first time […] from passing first place in a mathematics competition […] Our parents provided plenty of support. But we wanted to see that opportunity […] money earned by oneself, even if it is very little, brings pride. Please remember this, nieces and nephews. I leave you with this advice: the very first money you earn in your life, do not spend it. Frame it and keep it […] because it builds the confidence of achieving something for yourself.

(52) “What needed to be said has already been said … if they want to verify the truth, just come, and measure it”

Throughout my uncle’s [my] entire life, wherever I go, people make sarcastic remarks that my father helped me. That my father helped me ever since I was studying. Therefore, I had to study hard to pass; passing wasn’t enough, I had to get excellent scores so they wouldn’t mock me too much. Even up to this very hour, they are still mocking … I saw some sort of “government” established with 1,000 people to vote for a parliament. What kind of government is that? They say they will go contest the United Nations seat from the legitimate government. How can it turn out like that? Over time, it gets weirder and weirder. I am too lazy to talk about it. You all know … Now, we are too lazy to retaliate; let things take their course. What needed to be said has already been said. If anyone wants to verify the reality, come down and measure it. I’m too lazy to talk. A few days ago, when Thailand announced how much they lost, they still didn’t believe it. Well, come and measure it yourself then. We have the PV [border protocol] documents. I saw someone went to get that map. This morning, he went to the French Ministry of Foreign Affairs to retrieve that PV map. We have it too. Let them clash. But now, it’s their business; let them play crazy by themselves. Let’s just focus on ourselves, distributing certificates and setting directions for further strengthening. For you all, go out and celebrate with your parents. After graduation, work and continue your lives. Don’t give yourself a headache over what people say. Set your own direction, maintain your stance, and take responsibility for yourself without unnecessary worry. Go do your work […] all united. Sometimes you face challenges. Sometimes people in the same office backstab each other left and right, causing someone to get discouraged and quit […] It is the same in studying. If there are bullies, don’t mind them. Keep fighting.

(53) “Life has nothing that turns out exactly as we think … you will face increasingly larger challenges … strengthen your own capability”

Life has nothing that turns out exactly as we think. The scope of work is different. Each life is distinct… you will face increasingly larger challenges. Right after leaving school at first, the challenge is not that big; you are still a student. After being a student, after working, getting a wife or a husband and having children, you begin facing life responsibilities that are even larger than before—having needs, having to build a house, and so on […] This is normal, no one can escape it. Face it and solve it. It strengthens us. For you all, once again, do not forget to continue learning, strengthen your own capabilities, and do not brag about your Grade A when applying for exams […] do not be careless. Even though you just passed the exam, thinking that because you got a Grade A you remember everything, and thus you skip studying. Before an exam, you must study. That means being cautious at every single step. Prepare completely. You cannot just rely on this one success. Achieving success once but failing to keep putting in effort is called losing your touch; if you drop your guard, you will fail. We got an ‘A’ because we were cautious. We worked hard—it wasn’t that an angel magically cast a spell for us to get an ‘A’ … Work is the same. You must continue at every step. No one else is going to help us anymore. We help ourselves; our parents can only help up to a certain extent […]

(54) “Continue to strive in your studies … the exam is merely a single point of measurement …”

This morning, let’s stop our talk here because importantly, they have written a red note indicating a guest meeting […] I extend my congratulations to the nieces and nephews who passed with other grades besides ‘A’, as well as words of encouragement to those who did not pass the exam this year—please continue your efforts and your studies. The exam is just a single point of measurement, but it is not [entirely] a measurement of your capabilities and potential for your future. Please continue. I also congratulate all the teachers and management teams of all schools nationwide who worked hard to nurture these students until they took the High School Diploma exam, regardless of whether they passed or failed, or whether they received a grade of A, B, C, D, or E. Thank you and congratulations to all parents and guardians who have worked hard to raise, care for, and provide opportunities for these children to study […]