1. the process of receiving or giving knowledge, esp. at a school—an opportunity that should be equal to all



PLD Education Division




university students and educators


Responsible for:

researching and improving education quality in PLD’s village schools


Recent work:

assessing needs via village interviews and surveys;

establishing a library and training young student librarians;

training teachers with a province-wide teacher conference;

developing school curricula and tailoring lesson plan



Ms. Lom is a young mother who loves to read and spend time with children. Before the library was launched by Project Little Dream in 2016, she worked in a resort where she had little time to pursue her passion for reading and education. After knowing PLD was building the first library in her community, she decided to apply for the librarian position and share her love for books with the children. As a librarian, she is not only responsible for administering and maintaining library materials.


She also plays an active role to promote a reading culture within the community by hosting storytelling sessions for children and serving as a literacy coach to guide the children to read. To her, working in a library is not simply a job. Being a librarian is an empowering means to financial independence and knowledge acquisition. She now has a little dream too. She wishes to study Khmer literature in the university and continues to share her enthusiasm for reading within her community. She likes reading biographies, and her favourite book is a biography of Albert Einstein!


Imagine yourself being born into a rural village in Cambodia. But you could still alter your fate through education. In fact you are granted a scholarship to study in an international school, surpassing over 2000 candidates who applied for the scheme, and even secure a job for your mother at the school. Well, there is such a person, and she spent two years studying in one of the village schools constructed by Project Little Dream.


Meet Srey Neng, a girl from the small village of Prey Run, Cambodia, who taught the world to respect people who are underprivileged. For the eight years before our school was built, she spent most of her time being educated in her teacher’s house. With limited resources, basic equipment such as stationery and books are hard to come by. It not unusual that the students had to write and study on the floor before the Prey Run school was built. 


When we met Srey Neng in 2009 during our first survey trip, we all agreed and believed children like her deserve better.


 Mr. Van Thym has been teaching in Prey Run Village for six years since 2008. He started off teaching in his house, without proper furniture. 150 students had to cram on the small platform under his house. In 2009, Project Little Dream initiated a school construction project to improve the learning environment for students and enhanced access to education in the village. This is a dream come true for Thym: to have his own school right next to his house, and to have 250 students learning from him.

Words from PLD

Winnie first volunteered with Project Little Dream in 2012. Impressed by PLD's passion for generating social impact with a meaningful cause in Cambodia, she joins as a full-time Education Officer based in Takéo Province in 2017. Having volunteered with various NGOs working on youth issues, Winnie is deeply interested in the mission of promoting marginalised children's rights and development in developing countries. Her little dreams are to take this opportunity to work with the local community closely, empower them with the necessary knowledge to develop the social capital, and bring positive changes to the next generation together.



Library Establishment

Since an episode of heavy rain during the monsoon season, the library at Prey Run Village School was suspended - many books have been damaged beyond repair. The previous library system in place was deemed ineffective and unsustainable. This is mainly because Thym, the teacher in Prey Run Village School, can barely afford the time to run the library on his own. Students can only irregularly borrow books after lesson.

A library management was introduced, including: (i)Library Member Registration, (ii)Borrowing Logbooks, (iii)Reading Scheme and (iv)Library Rules.

Curriculum Development

Our observation of village schools the past few years has suggested a great potential and need for improvements in curriculum. Often, we saw that teachers do not have a curriculum in mind and teach whatever materials are available to them. Lessons planned and taught by intermittent volunteers seldom builds up to a progressive or consistent curriculum.

The learning progress of students is stagnant and this has discouraged students of advanced level to continuously attend our village school. Whilst not the most sustainable solution (compare to re-hiring and re-training the teachers), we decided that designing a lesson-oriented curriculum for their immediate use is the most effective use of our limited project time.

Teachers' Workshop

Based on observations made from established village schools, the team identified the need to provide the teachers a curriculum and lesson plans for their lessons. Lesson plans with sets of flashcard were made and given to the three village school teachers for their use.

The objective of the workshop is to function as a first trial to test our capacity and influence in empowering teachers, sharing knowledge/ experience in alternative teaching methods. Second, they also serve as a networking platform – both for different teaching stakeholders to initiate contacts amongst themselves, and for PLD to build up our reputation in Takeo and its educational scene.

Two workshops were held within our 14-day period of stay. There were almost 100 participants in each workshop.

Please reload