Educational Institutions

Cambodian School Project

Quick Facts

Madison, WI


We educate poor farm children who will be unable to support themselves as farmers in Cambodia's changing economy. We have built 4 elementary schools and a technical school in Siem Reap Province. We supply every elementary student with a school uniform each year, as well as school supplies and sports equipment. We fund improvements at each school each year. With our partners from the Czech Republic, we built and support a technical school where we teach young adults English, computer skills and tailoring. We have placed every member of our first two classes (classes last one year) in jobs, all of whom are still working. We provide used bicycles for remote graduates of elementary schools so they can get to high school, and for our technical students so they can get to work. We cover our own fund raising expenses so all contributions we receive go to our project in Cambodia.

Ruling Year


President of the Board

Sarith Ou

Secretary of the Board

Roger Garms

Main Address

P.O. Box 259112

Madison, WI 53725 USA


Cambodia, poor, children, school, jobs





Cause Area (NTEE Code)

(Single Organization Support) (B11)

IRS Filing Requirement

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Programs + Results

What we aim to solve New!

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Our programs

What are the organization's current programs, how do they measure success, and who do the programs serve?

SOURCE: Self-reported by organization

JHP Skola Technical School

Kok Thmey Primary School

Kuoy School

Poum Steung School

Srei Pou School

Tampoung School

Where we workNew!

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Charting Impact

Five powerful questions that require reflection about what really matters - results.

SOURCE: Self-reported by organization

What is the organization aiming to accomplish?

What are the organization's key strategies for making this happen?

What are the organization's capabilities for doing this?

How will they know if they are making progress?

What have and haven't they accomplished so far?

We wish to improve literacy, school attendance and graduation rates in our primary schools.

We wish to train and place our technical school students in permanent jobs.

We join with local politicians, school officials, parents and local monks to meet and plan for our schools. Together we share resources and make these plans. We follow up each year with funds for improvements and we provide school uniforms for all students. This has served to change attitude in the villages so that parents are more supportive of attending school and the villagers feel that they own their school. We provided used bicycles to graduates who live far away so they can commute to high school and graduate. In our technical school, we train for one year, then fund internships and early job placement (which we find) until the graduates are fully employed. Our schools, teachers, parents and officials meet whenever there is a school related issue to discuss so we maintain our partnerships.

We have, so far, met our goals. In our oldest primary school, over 95% of students graduated and 75% went on to high school. This is double the primary students and triple the high school student attending when we started the school 12 years ago. Our other schools have also improved dramatically, with attendance above 90% in every school and high school attendance increasing as we supply graduates who need it with transportation. Our technical school has graduated and placed all students in its two years of existence. We have completed a large organic garden there, installed a fish pond and chicken coop and have enough production to feed our students and give some surplus to the neighbors. Three of our elementary schools also have gardens.

Students will stay in school and will get jobs. Teacher retention rates will remain high. Villagers will volunteer at the school. Schools will improve, physically: At two of our schools, we have supplied materials and the parents have built an outdoor kitchen where meals for students are prepared. At one school, we and the village split the cost of a piece of land next door that we are using this year to increase the size of our garden. At another school we split the cost of road repair after floods and the road by the school is in good condition now. We have added wells or ponds to 4 of our 5 schools. We have a solar electric system at our technical school. We supplied materials so parents could build a bridge over the small river near a school, making access much shorter.

We have not managed to raise any money to speak of in Cambodia. We have a model school, with organic gardens and fish farming, where good teaching and learning goes on every day. We had hoped to invite visitors from nearby Siem Reap, which entertains over a million tourists a year who come to Angkor Wat. We hoped that if some of these travelers would come to visit our school, they might be willing to donate and help out. We have been unable to compete with other attractions, however, and still have not raised funds this way.
We have had some volunteers, and are better prepared for this now, but will need to revamp our website and extend our Facebook presence to do better at this. These improvements are under way.

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Board Leadership Practices

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SOURCE: Self-reported by organization


Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?



Has the board conducted a formal, written assessment of the chief executive within the past year?

Not Applicable


Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?



Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?



Has the board conducted a formal, written self-assessment of its performance within the past three years?