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by Realizing the Potential
of a Promising Child

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Developing countries need change agents to succeed. But who are Liger change agents, and how do their attitude translates to their behavior? You can see here, how Liger students bring real, positive impact to their country based on guiding principles of who is a Change Agent and what makes them successful.

We are developing change agents who are
  • Creative

    Perceive the world in new ways. Through imagination, knowledge and experience, create something new.
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    Perceiving the world in new ways. Through imagination, knowledge and experience, creating something new.
    Exploration “Carry It” Students created a hand painted bag business. After researching the market and product value, they pitched their idea in order to obtain a start up loan, outsourced the making of the bags, secured point of sale locations in Phnom Penh and then hand painted their designs. They still find time to continue the business and find creative ways to expand their market and product development.
  • Innovative

    Introducing new methods, ideas, or products.
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    BB2C (www.bb2c.org is an NGO that began manufacturing a low tech highly effective manually operated water pump for rural Cambodians. The Director was asked to give an inspirational talk to our students about the product, its needs and usage. After 20 minutes of testing the product Liger students suggested an innovative change to enhance safety. The idea was gratefully accepted and incorporated into the product, which is being sold nationwide.
  • Problem solvers

    Recognizing and defining a problem in order to synthesize information and identify a plan or propose to achieve a solution.
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    As part of a Robotics competition in Singapore teams were not only required to build and program robots to solve several complex tasks, but were also required to identify and propose a solution to a natural disaster in their country. As a response to deaths from flooding, Liger students were awarded 2nd place out of 42 teams, for their innovative proposal of installing natural pools around Cambodia as a safe, cost effective method of teaching rural Cambodians how to swim.
  • Networkers

    Able to use a network of professional or social contacts through formal and informal situations to further their career or endeavor.
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    Networking skills are explicitly taught at Liger. Students are confident and effective when cold calling organizations as part of their research, or meeting people in formal and informal situations. Their attendance and networking skills at business openings and workshops in Phnom Penh have directly resulted in national media coverage for Liger.
  • Communicators

    Relating their ideas and emotions in a way that other people understand through reading, writing, listening and speaking.
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    Through student research, Liger students identified electrical safety as a major problem for many rural Cambodian communities with electrocution deaths being common. They developed a wide variety of strategies to help improve electrical safety in Cambodia. Their project focused on communicating electrical safety information and best safety practices through a variety of media. They successfully created and distributed throughout the country: videos, posters, children’s books, and a computer simulation related to electrical safety.
  • Collaborators

    Team players, working toward shared goals.
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    Students from the United World College in Singapore have been working extensively with a variety of NGO organizations in Cambodia, including schools in areas of poverty, a deaf school, etc. UWC students have been supporting the technology for these organizations in a variety of ways including providing computers, software training and so on. Providing on-the-ground troubleshooting and support was difficult because the Singapore students were not often in Cambodia. Tech U Up was developed by students from Liger and UWC students to solve this problem. The ongoing collaborative effort by Liger and UWC students provides technical support needed by these organizations. The students collaborate on such things as joint training efforts (learning computer troubleshooting skills, etc.), to jointly discussing the problems and solutions for helping the Cambodian organizations. Since Liger students live in Cambodia they are able to work directly with the organizations to provide technical support and training.
  • Competitive

    Having a strong desire to win or be the best at something and the drive to always be their best, while remaining humble and accepting failure as an opportunity for improvement.
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    Liger students are constantly challenged in a competitive environment, from speaking English 24/7 for a month, to working together in order to win House of the Month, with points calculated on things ranging from reading frequency to electrical consumption. Sport is also a competitive arena for our students and many students challenged themselves, in an annual event, to swim across the Mekong River.
  • Dot connectors

    Understanding the connections and relationships between different ideas and/or experiences.
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    By writing and submitting a proposal, Liger students connected US students to an alternative energy project and the US students sponsored 2 biogas installations in poor rural communities in Cambodia. Working with the NBP (National Biodigester Program), Liger students discovered a subsidy was given to individual farmers who installed biodigesters. Subsidies were not given to organizations. They connected the opportunity provided by the government to the needs of the organizations and challenged the policy. As a consequence of making this connection, the government policy was altered at the national level and a subsidy was given to the 2 organizations who were the beneficiaries of the Liger project.
  • Opportunists

    Identifying and taking advantage of appropriate opportunities if and when they arise.
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    The first Science, Technology, Engineering, and Math (STEM) festival was held in Cambodia in 2015 ( www.cambodiascience.org). Organizations and universities were asked to present STEM activities and demonstrations for thousands of high school and university students from throughout the country. On short notice, Liger students were invited to present. Our learning model allows students to take advantage of such opportunities and over a 3-day period, Liger students demonstrated robotics, app development, and technical support strategies to over 9000 attendees.
  • Passionate

    Willing and eager to maintain strong emotions or beliefs which will in turn lead to the determination to see things through.
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    Liger students have a passion for science, in particular for tropical forest ecology because of their experiences in the forests of Cambodia. Students travel to the tropical forests on multi-day trips to conduct research and learn about the plants, animals, and people of that ecosystem. Their passion for local ecology has manifested by developing practical solutions for real issues related to Cambodian tropical forests such as illegal logging, poaching, etc.
  • Proactive

    Displaying initiative in anticipation of future problems, needs, or changes.
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    While on an educational trip as part of a Water Sanitation Exploration, one of our students identified a communications problem for a water treatment plant in Siem Reap. Unasked and in his own time, the student connected with the organization and offered to construct their website, from scratch. Below is the site, still under construction: www.siemreap-swtpa.com. Everything has been designed and constructed by this 12-year-old student.


Liger Learning Center Core Values
  • Integrity
  • Stewardship
  • Optimism
  • Ingenuity
  • Determination
  • Appreciation