Cambodia’s extension service remains a challenge associated with a low number of extension service provider, especially from the universities. Hence, improving human resource in education system is crucial to bring about significant improvement in the overall performance in the agriculture sector and contribute to the RGC’s commitment to move towards CA/SI and Regenerative Agriculture. However according to the Faculty of Agriculture Engineering (FAE), there is no internship curriculum on CA/SI and Regenerative Agriculture that faculty follows. This lack of a structured internship curriculum leads to a lack of technical human resources that poses a major impediment to the progress of sustainable and Regenerative Agriculture in Cambodia.
The InGuider model was developed by FAE and Swisscontact to work specifically with university students in the agriculture sector to equip and empower them with relevant skills, by providing them with quality hands-on training via internships. The essence of the InGuider model lies in (1) the structured and centralized approach of the program (i.e., the faculty provide support in pre-selecting the companies rather than the students finding companies on their own, if required), (2) the pre-internship training for students and (3) close supervision of the students by a faculty supervisor throughout the internship period.
The InGuider model aims to improve the employability and market readiness of the graduates by creating more internship opportunities for students in the field of regenerative agriculture. The model provides quality hands-on training via standardized and coherent internship program and solve the issue of private sector in finding qualified human resources, all while strengthening skills, capacity and technical human resource around regenerative agriculture.
The InGuider model has been adopted by the Faculty of Agricultural Engineering at Royal University of Agriculture. However, this is only the beginning, as much more work still needs to be done on developing and embedding the regenerative agriculture curriculum system in education institutions. It is envisioned that the model will eventually be adopted by other faculties in the university and integrated in the curriculum and promoted nationwide. The private sector also sees the value of the model and demand technical human resources to be a part of their workplace and offer full funding on opportunities that would enable students to receive hands-on experience.