12 Comments
KS KS Keang Sreng

My life has changed when I studied at PNC. I cannot affordable to study at any University in Phnom Penh but I am be able to access quality education standard in PNC.

Nira Te

I am one of the successful students from PNC. “Gateway for Life” through IT education make my life so much better. I am sure that all of my seniors, classmates, and juniors are getting the better future from this organization.

Kevin McAndrew

In response to How we will sustain our team financially:

earlier in the submission it was noted that this would potentially be supported through a social business model. but here it seems you are speaking about supporting the projects through existing fundraising activities that are already in place. at what stage of thinking are you in the potential financial model for this, and, who is the target 'customer' paying for the service? (youth, schools, gov't, other?)

Maud Lhuillier

PN's mission in Cambodia, the Philippines and Vietnam is currently financed through the support of corporates, private foundations, individuals from Asia and Europe, and some internally-generated revenues.

The "Play 4 Gateway" project described here is a very specific project, indeed beyond PN's "expertise" and PN's "core mission". This project will require very specific funding, skills, resources, teams, work phases before PN can actually articulate outcomes and results in PN's - to be – future orientation/selection process.

Although I know we might be able to fund a pilot orientation phase (and future yearly orientation/selection steps) relying on PN's current fundraising strategy and sources (since orientation/selection is already a core part of PN’s mission), we will need to find appropriate dedicated funding for the upcoming research phases that will help design this solution.

However, I also foresee that such an innovative "Gamification selection process" could be an asset for PN to scale our social impact regionally, and at the same time to develop specific "internally-generated" revenues, hence improving PN's global sustainability.

For instance, once we have passed the pilot phase:

- PN could partner (socially and financially) with other non-profit organisations in Cambodia (and in the other countries where we operate) to coordinate efficient orientation processes and avoid costly and somehow inefficient (redundancy)/socially biased selection processes. Given PN's long-term experience in selection and social investigation, combined with PN’s new gamification approach, we could act as an "orientation process and talents provider" for education oriented non-profit organisations. We could guarantee that - whatever the talents, skills, motivation and social background of the youths in question - we can provide them with an appropriate solution and orientation.
In this example, non-profits might be willing to pay for such a "time-saving, social-oriented, impact-enhancing" service.

- PN could partner with governments and/or educational public or private institutions who might be willing to use such tools for their own "selection process".

- Corporates might have an interest in such a tool to fine-tune their selection/recruitment/HR processes

Kevin McAndrew

In response to How people will access our solution:

Earlier in this submission the stage is listed as 'research' but we are speaking here about piloted the actual trainings. where is this project specifically in its life cycle?

Maud Lhuillier

PN has been running its mission for 12 Years. We have been implementing our 5-step development and educational project (Selection, Education, Technical Training, General Training and Guidance to Employment) since 2005 in Cambodia, 2009 in the Philippines and 2010 in Vietnam.

PN constantly evaluates its processes and adapts its 5-step development and educational project to the dynamic IT market in Southeast Asia. We are an experienced player in the field of IT education, digital employability as well as human development and have trained almost 2000 alumni, thereby elevating them from poverty and contributing to community development by indirectly reaching 10.000 family members of our students.

We have been running our current selection process for more than 12 Years:
• Information sessions (where we inform more than 7 000 youths from remote areas about IT education)
• Academic tests
• Motivation interviews
• Social investigation
However, we have recently (less than a year ago) started to investigate how Gamification can help PN enhance its selection process, to answer the challenges described in this project more effectively. In that specific area, we are currently in the "research" phase.

Jack Markell

In response to Our target outcomes:

When speaking of beneficiaries, you can probably give more weight to the private sector since there is so much demand for people with solid technical skills. It would be helpful to give a sense of how big an issue this is in Cambodia and the other countries where you hope to apply this solution.

Maud Lhuillier

In a few words, to share a sens of importance of this issue (Relevant and qualitative training in IT for underserved)

In SEA globally, persists real social inequality:
* "Upper Secondary" completion rate: Average is 47%. For the poorest: 26%
* "Tertiary" completion rate: Average is 21%. For the poorest: 3%
The top three trends affecting the workforce in Southeast Asia demonstrate
the increasing need for ICT skills:
1. mobile Internet and cloud technology,
2. flexible work schedules, and
3. big data and processing power.4
Over the next decade, most countries in Southeast Asia will likely see the demand for basic digital literacy and applied ICT skills accelerate later, but faster, than OECD countries. By 2030, it is expected
that up to 80% of jobs will require basic digital literacy and applied ICT skills .

In CAMBODIA, the inadequacy of current training to answer market requirements is strong. According to Ejournals:
- Unemployment among graduates from public universities = 30%
- Unemployment among graduates from private universities = 90%, in spite
of the relatively small proportion of students in higher education, many graduates only get employment in fields unrelated to their study,
indicating a mismatch between higher education provision and labor force
needs.
According to Unesco, UNESS, 2010-2013:
“In terms of relevance of higher education, there is a serious mismatch
between higher education provision and the labour market”.
“Dialogue and support should focus on quality assurance, qualification
recognition, university governance and management, effective use of ICT in
widening access and improving the quality of higher education and research”.

Finally, Regarding ICT maket
Cambodia ICT Master Plan 2020 is broadly aimed at building Cambodia to become an intelligent and comfortable nation through empowering people, ensuring connectivity, enhancing capacity and enriching e-services, and IT will also play a crucial role in guiding strategy and policy framework for Cambodia's ICT sector.
- between June 2009 and March 2011, more than half of new companies are dealing with ICT.
- The biggest areas of ICT growth in Cambodia were in data centers and
server hosting.

In the PHILIPPINES,
*According to the World Bank, the population living under the poverty line is:
- national poverty line: 25,2%
- international poverty line of 1,90$ a day: 13,1%
- international poverty line of 3,10$ a day: 37,6%
However, the IT sector offers tremendous employability and training perspectives.
Business Process Outsourcing is a key beneficiary of the liberalization of telecommunications. It “grows at impressive rates averaging 25% annually, with revenues amounting to USD 13 billion and employment of almost 800 000 people from virtually zero in 1999”. This growth “is not just confined to Manila but has spread to other cities around the country including Cebu.“ The high number of English-speaking graduates, the emphasis on higher education and relative young age, 23 YO average, promise great potential not only for the BPO industry and the country.
Moreover, reports say that skills gaps are particularly large in the service industry, export sector, and technologically-intensive sector. Employers and employees alike find these gaps to be particularly severe in creativity, leadership, and problem-solving skills”.

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