Inception Report November 2018 - SSTVETP · experience as trainer in priority trades, iii) organizing group training workshops, especially to TVET College managers and administrators,

Inception Report November 2018

SECOND STRENGTHENING TECHNICAL AND

VOCATIONAL EDUCATION AND TRAINING PROJECT

(SSTVETP) (ADB GRANT No. 0503-LAO):

“CONSULTING SERVICES TO DESIGN AND IMPLEMENT

CAPACITY STRENGTHENING MEASURES AT TVET

COLLEGES”

SECOND STRENGTHENING TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING PROJECT (SSTVETP): “CONSULTING SERVICES TO DESIGN AND IMPLEMENT CAPACITY STRENGTHENING MEASURES AT TVET COLLEGES”

INCEPTION REPORT November 2018

INCEPTION REPORT Page i

Second Strengthening Technical and Vocational Education and Training Project: “CONSULTING SERVICES TO DESIGN AND IMPLEMENT CAPACITY

STRENGTHENING MEASURES AT TVET COLLEGES”

TABLE OF CONTENTS

1 INTRODUCTION ................................................................................................................ 1

1.1 Project background ....................................................................................................... 1

2 OBJECTIVES AND SCOPE OF THE CONSULTING SERVICE/PACKAGE ....................... 2

2.1 Consulting Services ...................................................................................................... 2

2.2 Capacity Building for TVET Teachers ........................................................................ 2

2.3 Capacity Building for Managers and Administrators; ............................................... 3

2.4 Six Modules for in - service training of TVET Teachers .......................................... 4

2.5 Three Modules for Training of TVET College Managers ........................................ 5

2.6 Three Modules for Training of Administrators. .......................................................... 5

3 PARTNER TRAINING CENTERS AND TRAINING PROVIDERS ...................................... 6

4 CONSULTANT MOBILIZATION AND ADMINISTRATIVE SUPPORT ................................ 8

4.1 Mobilization of the consulting team and consulting inputs ...................................... 8

4.2 Consulting Team .......................................................................................................... 10

4.3 Office of Consulting team and Administrative support .......................................... 14

5 APPROACH AND METHODOLOGY .................................................................................14

5.1 Expected outputs ......................................................................................................... 14

5.2 Approach ....................................................................................................................... 16

5.3 Methodology ................................................................................................................. 17

5.4 Indicative work plan. .................................................................................................... 26

5.5 Work Schedule and Plan for Deliverables ............................................................... 32

6 Experts Inputs (in man - months) .......................................................................................34

7 PROGRESS TO DATE......................................................................................................35

8 IMPLEMENTATION PROCESS OF THE TRAINING PLAN ..............................................50

9 ISSUES AND CONCERNS ...............................................................................................51

9.1 Expected challenges ................................................................................................... 51

10 NEXT STEPS ....................................................................................................................51

11 MONITORING AND EVALUATION FRAMEWORK ...........................................................53

Annex 1. Field Visit Schedule to 08 TVET Colleges. ........................................................... 66

Annex 2 - Minutes of Meetings ............................................................................................... 68

Annex 3: The TNA’s priority rating of Modules for training TVET Teachers, Administrative staff and Managers in 8 colleges. .................................................................. 83

INCEPTION REPORT Page ii



LIST OF TABLES

Table 1: List of Technical Training Institutions/Agencies ............................................................ 6 Table 2: List of Personnel .........................................................................................................10 Table 3: Work schedule and Plan for deliverables .....................................................................32 Table 4: Indicative Consultants Deployment Schedule ..............................................................34 Table 5: Indicative Training Plan ...............................................................................................39 Table 6: Monitoring and Evaluation Framework ........................................................................53

ABBREVIATIONS AND ACRONYMS

ADB Asian Development Bank AMDI Asian Management and Development Institute CADC Clean Agriculture Development Center CBT&A Competency - based training and assessment CBTC Capacity Building Training Center DAEP Department of Agriculture Extension and Processing DMF Design and Monitoring Framework EA Executing Agency ESDP Education Sector Development Plan IA Implementing Agency ITL International Team IVET Integrated Vocational Education and Training JV Joint Venture LARRC Living Aquatic Resource Research Center MOES Ministry of Education and Sports M&EF Monitoring and evaluation framework NADC Namxouang Aquaculture Development Center NDTL National Deputy Team Leader PIUs Project Implementation Unit PMU Project Management Unit QA Quality Assessment QPRs Quarterly Progress Reports SDC Skills Development Centre STVET Strengthening Technical and Vocational Education and Training SSTVETP Second Strengthening Technical and Vocational Education and

Training Project TCC Tacdo Consulting Center TNA Training needs assessment TVED Technical and Vocational Education Department TVET Technical and Vocational Education and Training VEDI Vocational Education and Development Institute

https://en.wikipedia.org/wiki/TVET_(Technical_and_Vocational_Education_and_Training)

https://en.wikipedia.org/wiki/TVET_(Technical_and_Vocational_Education_and_Training)



MAIN TEXT

INCEPTION REPORT Page 1



1 INTRODUCTION The Asian Development Bank (ADB) provided a grant to the Lao PDR to support efforts to realign TVET with current and future labor market needs, with focus on eight project colleges selected to participate in the project. The project has three outputs (i) upgrading teaching and learning environments at eight TVET project colleges including updating equipment, workshops, dormitory, and other facilities; (ii) improving quality and relevance of demand - driven programs by providing continuous training and coaching for teachers; (iii) increasing access to TVET for poor students through the establishment of a targeted direct stipend program for poor and disadvantaged youth.

As per Appendix 2 of the Project Administration Manual of the current ADB funded project,” Second Strengthening Technical Vocational Education and Training (SSTVET), the Executing Agency of the project which is the Ministry of Education and Sports will engage a Consulting Firm to provide a team of consultants to design and implement an integrated, multi - level capacity building program to; i) improve technical and pedagogical skills and knowledge of teachers towards promoting student - centered teaching approaches and increased hands - on training for students, and ii) strengthen the management capacity of current and future leaders and administrators towards promoting an entrepreneurial approach in managing TVET Colleges.

The consultant’s team of a selected Firm will conduct field visits to 8 TVET Colleges to confirm the training needs of each of the eight colleges and collaborate with the Technical Vocational Education Division, the Vocational Education Development Institute and other development partners in managing the delivery of in - service training programs to strengthen capacity of at least 1,000 TVET Teachers, managers and administrators. The specific objective is to establish an in - service training system that will provide training to develop and strengthen capacity of TVET Teachers, Managers and Administrators to manage, administer and deliver an effective demand driven Technical and Vocational Education and Training system to produce graduates equipped with technical skills that can meet the requirements of employers and industry practitioners for employable technical skills.

Specifically, the Firm will prepare, organize and manage delivery of in - service training to 1,000 TVET Teachers, Managers and Administrative staff from 8 TVET Colleges. Various training methodologies will be deployed to deliver the training programs which includes but not limited to; i) advisory services from national experts and international experts, ii) coaching and mentoring by industry trainers and senior trainers from other training centers with proven specialist experience as trainer in priority trades, iii) organizing group training workshops, especially to TVET College managers and administrators, iv) group training programs to TVET Teachers on Methodology to deliver student - centered competency based training, v) collaborating with a network of partner training centers to deliver training on selected priority trade/technology areas and vi) establishing collaboration with partner industries and companies to deliver training in specific trades/technology areas.

1.1 Project background Building on the lessons of the previous ADB funded project,” Strengthening Technical and Vocational Education and Training (STVET) Project, the current project entitled “Second Strengthening Technical and Vocational Education and Training Project (SSTVETP) funded by a Grant from ADB, continued to provide support to realign technical and vocational education and training (TVET) with current and future labor market needs by (i) upgrading teaching and learning environments at eight vocational colleges, (ii) strengthening teachers’ competencies to deliver student - centered practical training in skill areas that are in demand, and (iii) improving the management of colleges and fostering an environment that demonstrates the principles of entrepreneurship and promotes involvement of companies and communities in TVET. The project also provide access to TVET programs to poor and disadvantaged students’ through targeted




direct stipends and more dormitory spaces at colleges. The SSTVET project also provide TVET promotion measures to improve the public image of TVET and enhance understanding of TVET products and services among youth, their parents, and communities.

The Ministry of Education and Sports (MOES) is the executing agency for the SSTVET project and the Technical and Vocational Education Department (TVED) under MOES is the implementing agency. A Project Management Unit (PMU) was established within TVED and a team of project implementation consultants is supporting MOES in implementing the SSTVET project.

2 OBJECTIVES AND SCOPE OF THE CONSULTING SERVICE/PACKAGE

2.1 Consulting Services to Design and Implement Capacity Strengthening Measures at TVET Colleges

The Ministry of Education and Sports selected a Consulting Firm; a joint venture of Asian Management and Development Institute (AMDI) and Capacity Building Training Center (CBTC) to provide a team of consultants to design and implement an integrated, multi - level capacity building program to:

(i) improve technical and pedagogy skills and knowledge of teachers towards promoting student - centered teaching approaches and increased hands - on training for students and

(ii) strengthen the management capacity of current and future college leaders and administrators towards promoting an entrepreneurial approach in managing the college.

The deliverables listed above are within the expected deliverables of Output 2 –“Quality and relevance of demand driven - programs improved,” of SSTVET project,

The JV-AMDI-ASSIST-CBTC capacity building Team will collaborate with Technical - Vocational Education Division, the Vocational Education Development Institute, and SSTVET Team to identify training needs of TVET Managers, Administrative Staff and TVET Teachers from eight TVET Colleges, based on Consultation with TVED. Based on the TNA conducted by TVED and SSTVET project, one thousand TVET Teachers, managers and administrative staff will be identified to undergo in - service training. The specific objective is to establish an in - service training system that will provide capacity building programs for teachers, administrative and managers from 8 selected TVET Colleges.

JV- AMDI - CBTC Firm will organize and manage delivery of in - service training to 1,000 Managers, Administrators and TVET Teachers from 8 TVET Colleges.

2.2 Capacity Building for TVET Teachers; For improving capacity of TVET Teachers to deliver trainee/student centered training methodology, the in - service training program aims to;

i) Update pedagogical knowledge to teach specific courses using the learner - centered approach, emphasizing inquiry - based learning, experiential learning, apprenticeship (in - company training).

ii) Partner with industries in curriculum enrichment to ensure that graduates have the skills and competencies to be hired by existing industries by: (i) preparing and updating




curriculum modules to strengthen modules on entrepreneurial management and industry partnership; iii) Developing and maintaining partnerships with private sector to allow implementation of a strong apprenticeship program;

iv) Develop teaching competencies to include: (i) preparation of training plans per year, month, week, day; (ii) preparation of lesson plans or session plans for each training session based on the existing curricula; (iii) preparation of teaching materials; (iv) use of appropriate learning and teaching methods.; (v) operate and maintain, operate technical training equipment and plan consumables needed to operate these equipment.

v) Prepare and conduct trainee/student assessments after completion of a training course.

2.3 Capacity Building for Managers and Administrators;

To strengthen the management capacity of TVET Managers and Administrative staff towards improving management system at 8 TVET Colleges, the training program delivery will include;

i) Refining responsibilities and reporting procedures.

ii) Improve financial planning, asset management, budget preparation and expenditure monitoring.

iii) Prepare college development plans, jointly with local industry representatives and strengthen industry partnerships.

iv) Develop strategies to collaborate with local industry and communities and conduct labor market assessments, and conduct tracer studies.

v) Develop entrepreneurial culture in managing colleges and program delivery

vi) Increase income generation through marketing short - term skills and training courses for out of school youth and adults, selling services and producing basic goods.

Training needs of TVET Teachers, Administrative Staff and Managers from 8 TVET Colleges were identified in the Training Needs Analysis dated April 2018, that was conducted by the TVED Training Division with assistance from the Consultants of ADB Grant project No. 0503 (SF), Second Strengthening Technical and Vocational Education and Training (SSTVET). The study was conducted to input into the capacity building plan of SSTVET. The TNA validated various training needs/areas in the Project Administration Manual.

The training needs for TVET Teachers, Administrative Staff and Managers were identified and these were expressed in Modules and Sub - Modules in the TNA document.

As per SSTVET Master Plan for in - service training of Teachers, the Consulting Firm will deliver training to TVET Teachers covering six (6) main Modules with corresponding sub - modules. For in - service training of College Administrative staff, the Consulting Firm will deliver training courses comprising 3 main Modules with corresponding sub - modules. For training TVET college managers the Consulting Firm will deliver 3 main Modules with its corresponding sub - modules. Therefore, the Firm will deliver training comprising a total of twelve (12) main Modules




The following are the 12 Main Modules with their respective sub - modules that will be delivered by the Firm JV-AMDI-ASSIST-CBTC.

The Module numbers and sub - modules are based on the number sequences of Modules listed in the “Training Strategy for SSTVET” and the TNA conducted by TVED.

2.4 Six Modules for in - service training of TVET Teachers

Six main Modules were assigned by the Client to the capacity building Firm to deliver for in-service training of TVET Teachers from 8 Colleges. These are:

Module 2 - Market demand analysis. Sub-Modules in Module are

i) Labor Marker and Analysis ii) Need Assessment for labor market in compliance with the curriculum.

Module 3 – Coaching and mentoring (1) on the installation and practical use of learning stations /equipment to enrich teaching and learning. Sub - Modules in Module 3 are;

i) Road and bridge construction ii).Electricity and Electronics. iii) Engineering and Architecture. iv) Mechanical. v) IT. vi) Multi-media and Graphics vii) Logistics. viii) Organic Agriculture. ix) Veterinary x) Survey. xi) Environmental Industries. xii) Design and IT Network. xiii) Food Processing xiv) Workshop Management- Facilitator- (to be delivered via group Workshop/training). xv) Business Administration. (to be delivered via group workshop/training).

Module 4 - Use of Equipment for CBT Delivery. Sub - Modules in Module 4 includes the following;

i) Enhancing instructions with equipment use. ii) Care and maintenance of equipment. iii) Workshop management.

Module 5 - Technical Knowledge of Curriculum. Sub - Modules in Module 5 include the following;

i) How to implement the new curriculum for the priority trades. ii) Learning Assessment. iii) Practical guide to experiential /practical learning.

Module 6 – Coaching and Mentoring (2) on Delivery of the Competency based Curriculum and Effective Use of Equipment for Experiential Learning; A follow through Activity; Road.

i) Road and bridge construction using 3D or 4D program. ii) Electricity and Electronic iii).Engineering and Architecture iv) Mechanical v) Information Technology (IT)




vi) Multi-Media and Graphics vii) Logistics. viii) Organic agriculture ix) Veterinary x) Road and Bridge Construction xi) Building Construction xii) Survey mapping xiii) Environmental Industries. xiv) Design and IT network. xv). Food Processing xvi). Entrepreneurship and Industry Partnership. (via group workshop/training) xvii) Business Management (via group workshop/training) xvii) Marketing Survey (via group workshop/training)

Module 7- Apprenticeship Management, Industry Collaboration and Entrepreneurial Management Module 7 has 3 sub-modules namely;

i) Apprenticeship Management. ii) Industry Collaboration and Partnership. ii) Entrepreneurship Management.

2.5 Three Modules for Training of TVET College Managers Three main Modules were identified for training of TVET Managers. The Module numbers indicated here followed the numbering of Modules in the “TNA” report and “Training Strategy for SSTVET.” These 3 main Modules with corresponding sub-modules are;

Module 9 - Entrepreneurship and Industry Partnership. Sub - Modules in Module 9 are;

i) Entrepreneurship management. ii) Industry collaboration and partnership.

Module 10 - Business Management. Sub - Modules in Module 10 are;

i) Strategy of Business. ii) Marketing. iii) Financing and Banking management. iv) Production Line. v) Cooperation and networking of Business. vi) Business Planning.

Module 11 - Laboratory workshop Supervision and Monitoring. Sub - Modules in Module 11 are;

i) Laboratory workshop structures. ii) Laboratory workshop regulations. iii) Method of Laboratory workshop service. iv) Evaluation of Laboratory workshop.

2.6 Three Modules for Training of Administrators. Three main modules were identified for in - service training of Administrators. The Module number indicated hereby followed the numbering of the Modules in the TNA report of TVED. These main Modules with corresponding sub-modules are:




Module 12 - Entrepreneurship. Sub - Modules in Module 12 include the following;

i) Business concepts. ii) Strategy of Business. iii) Marketing Analysis.

Module 13 - Laboratory Workshop manage/arrangement. Sub - Modules in Module 13 include the following;

i) Laboratory workshop regulation control. ii) Laboratory workshop service. iii) Laboratory workshop maintenance. iv) Maintenance of tools and equipment v) Evaluation of laboratory workshop.

Module 14 - Industry Partnership/Entrepreneurship.

i) Industry partnership/industry collaboration. ii) Entrepreneurial Management. iii) Preparation of TVET promotion plan.

3 PARTNER TRAINING CENTERS AND TRAINING PROVIDERS Joint venture AMDI - CBTC have extensive experience partnering with a network of Training Centers and Training providers in the delivery of capacity building programs of several development projects funded by regional and international donor organizations and funding agencies.

CBTC has a wide network of public and private training providers and private enterprises that can be tapped to cooperate with JV - AMDI - CBTC to deliver various capacity development programs. Due to the wide range of training areas covered by the Modules and sub - modules to be delivered by Consulting Firm, the JV - Firm will cooperate with partner training centers and training providers in Laos to design and develop training materials and implement the training programs.

The following table shows a list of existing CBTC partner organizations and companies that will help deliver in - service training programs to staff of 8 TVET Colleges.

Table 2 shows a list of Training Providers and Private companies that will collaborate with JV - AMDI- CBTC to deliver the capacity building training courses. CBTC will also collaborate with other companies/enterprises to identify expert Trainers from these companies if needed.

Table 1: List of Technical Training Institutions/Agencies

No. Name of Training

Institutions/Agencies Address Field of Expertise

1 The Capacity Building Training Center (CBTC)

House No. 184, Unit 8,

Ban Saphanthong-Tai, Sysattanak

District, Vientiane Capital

Entrepreneurial Management

Monitoring & Evaluation

Strategic planning

Industrial partnership and collaboration

Career counselling and guidance

Equipment operation and facility management






Preparation and conduct of student evaluation and self-evaluation

Income generation

Preparation/updating of technical and learning modules and materials

Business Administration/Accounting

Environmental industries

Bio-intensive agriculture

Survey-design construction and supervision (QC-QA)

Multimedia and graphic design

IT networking

English language

2 Tacdo Consulting Center

House No. 184, Unit 8,

Ban Saphanthong-Tai, Sysattanak

District, Vientiane Capital

Business Administration/Accounting

Preparation of technical and learning modules and materials

Entrepreneurial Management

Income generation

Monitoring & Evaluation

Strategic planning

Financial management

Human resource development

Market research

Industrial partnership and collaboration

3 Namxoaung AquacultureDevelopment Center (NADC)

Ban. Namxoaung, Naxaythong

district, Vientiane Capital



4 Living Aquatic Resource Research Center (LARRC)

Ban. Nongteng, Sikottabong




5 Horticulture Research Center (HRC)

Ban. Hadddokkeo, Hadxayfong district Vientiane Capital



6

Department of Agriculture Extension and Processing (DAEP)

Ban. Dontew, Xaithany district Vientiane Capital


7 Clean Agriculture Development Center (CADC)

Ban. Vernkham, Xaithany district Vientiane Capital



Veterinary

8 Bio-intensive agriculture/Livestock






Poultry Breeding Research Station (PBRS)

Ban. Nongteng, Sikottabong


Veterinary

9 NCX Co.,Ltd (NCX) Ban. Kaoyod,

Sisatanak district, Vientiane Capital

Automotive

Welding

Mechanic

10 The Lao National Institute ofTourism and Hospitality (Lanith)

Ban. Sithan NEAU Sikottabong


Food processing

Hotel & tourism/hospitality

11 Lao Toyota Service Co., Ltd (LTS)

Ban. Nahae, Sikottabong


Automotive

Welding

Electrical engineering

13 Public Work and Transport Training Institute (PTTI)

Ban Thanalang, Hadxayfong

district, Vientinae Capital

Construction (road and bridge, building)

Logistics

Survey mapping

14 Skills Development Centre (SDC)

Phonepanao, Xayseththa district, Vientiane Capital

Garment/Tailoring/Sewing

Electrical engineering

English language

Food processing

JV - AMDI - CBTC will also engage other partner training providers to outsource qualified expert trainers that will be embedded to TVET Colleges on intermittent basis to provide mentoring and coaching to TVET College technical teaching staff in areas such as; i) shop layout, ii) TVET instructional improvement to improve knowledge and skills of instructors; iii) operation and maintenance of new training equipment and machinery that will be installed at the newly built workshop building through financial support from ADB funded SSTVET Project. Mentoring and coaching to TVET Teachers by expert trainers from the consulting Firms and its partner training providers will also provide mentoring in other training areas such as : i) storage of training materials, ii) workshop safety practices, iv) Shop room management. v) tool room management: vi) principles of workshop housekeeping; vii) improve TVET instructional delivery. Expert trainers from the Firm will provide technical assistance to TVET Teachers in the delivery of practical skills training following a student –centered or CBT delivery of training sessions.

4 CONSULTANT MOBILIZATION AND ADMINISTRATIVE SUPPORT

4.1 Mobilization of the consulting team and consulting inputs The consulting team comprised three experts which include one international expert as Team Leader, one National Expert as Deputy Team Leader and one national Project Coordinator. All three experts were deployed during the kick - off meeting on 01 October 2018.




The international Team Leader will have inputs of 15 man - months during the 3 year duration of the project. National Deputy Team Leader will have inputs of 36 man - months and the national Project Coordinator will also have an inputs of 36 man - months during the entire duration of the project.

The national deputy team leader will serve as interim Team Leader whenever the international Team Leader is not on field deployment or is away from the project.




4.2 Consulting Team

Table 2: List of Personnel

No.

Name of consultant

Position Education Detailed experience in TVET

KEY EXPERTS

K-1 Mr. Vicente Palcong - Filipino

International

Team leader

Master of Arts in Industrial Education – Administration and Supervision of TVET, Technological University of the Philippines and EARIST - Manila , 2002

Bachelor of Science in Industrial Education – Vocational Training, D.M. Marcos Memorial State University (formerly LUSAT), 1968

1. Project name: TVET SECTOR DEVELOPMENT PROJECT (TVETSDP) Duration: 2017-2018 Location: Cambodia Client: Ministry of Labor and Vocational Training/ADB Position: International TVET Master Teacher Training Specialist 2. Project name: SKILL AND EMPLOYMENT PROGRAMME Duration: 2015 Location: Bangladesh Client: Ministry of Education/DFID Position: Vocational Training Specialist 3. Project name: SUPPORTING HUMAN CAPACITY DEVELOPMENT Duration: 2014-2015 Location: Meghalaya-India Client: Department of Labor and Meghalaya Skills Development Society Position: Deputy Team Leader/Project Management Specialist- TVET and Skills Development. 4. Project name: STRENGTHENING PRIVATE SECTOR PARTICIPATION IN

TVET Duration: 2014 Location: Tajikistan Client: Ministry of Labor, Migration and Employment/ADB




Position: TVET Management and Teacher training specialist 5. Project name: SKILLS DEVELOPMENT PROJECT Duration: 2010-2013 Location: Dhaka, Bangladesh Client: Government of Bangladesh-Ministry of Education/ADB/Swiss Development Agency Position: Interim Team Leader/ TVET Teacher Training and Planning Specialist 6. Project name: SKILLS ENHANCEMENT PROJECT (PPTA) Duration: 2009 Country: Hanoi, Vietnam Client: Ministry of Labor, Invalids and Social Affairs/ADB Position: TVET Management and TVET Teacher Training Specialist 7. Project name: SKILLS DEVELOPMENT FOR EMPLPYMENT “SDE PROJECT

– IMPROVING THE QUALITY AND RELEVANCE OF TVET IN IRAG“ Duration: 2008 Country: Amman, Jordan Client: International Labor Organization (ILO)/Ministry of Labor and Social Affairs-IRAG Position: ILO Consultant 8. Project name: TECHNICAL EDUCATION DEVELOPMENT PROJECT (TEDP) Duration: 2007-2008 Country: Colombo, Srilanka Client: Ministry of Vocational and Technical Training/ADB Position: Curriculum Development Specialist

K-2

Mr. Sisaveuy CHANTHAVISACK - Laotian

Deputy

Team Leader

Master in International Development Studies, National University of Laos in cooperation with International Program, Chiangmai

1. Project name: PROJECT MANAGEMENT SUPPORT AND CAPACITY DEVELOPMENT CONSULTING SERVICES FOR GMS-EAST-WEST ECONOMIC CORRIDOR TOWNS DEVELOPMENT PROJECT

Duration: 2016-2018 Location: Savannakhet province, Lao PDR Client: Provincial Department of Public Works and Transport




University, Thailand, 2012; Bachelor of Education, National University of Laos, 1985.

Position: Capacity Development specialist 2. Project name: VOCATIONAL EDUCATION TRAINING IN LAO-FINANCIAL

COOPERATION (VELA-FC) Duration: 2016-2017 Location: Vientiane Capital, Lao PDR Client: KFW Position: Capacity Building Adviser 3. Project name: BASIC EDUCATION DEVELOPMENT IN NORTHERN

COMMUNITIES Duration: 2008-2010 Location: Luangphrabang province, Lao PDR Client: European Union Position: Head of Luangphrabang Project Implementation Unit 4. Project name: INSTITUTIONAL MANAGEMENT AND LEADERSHIP

COMPONENT OF TTEST/EQIPS Duration: 2004-2005 Location: Lao PDR Client: Ministry of Education and Sports/ADB/SIDA Position: National Consultant/Trainer 5. Project name: UNITED NATIONS OFFICE ON DRUGS AND CRIME OPIUM

ELIMINATION PROJECT Duration: 2002-2003 Location: Vientiane, Lao PDR Client: Programme Facilitation Unit, UNODC Position: Program Officer/Trainer 6. Project name: UNITED NATIONS DEVELOPMENT PROGRAMME

ECOTOURISM PROJECT Duration: 2001-2002 Location: Vientiane, Lao PDR




Client: UNDP Position: Program Officer

NON-KEY EXPERT

03. Mr. Phansamai

VILLASACK -

Laotian

Coordinator Bachelor of Special English, National University of Lao, 2003 – 2008; Diploma in Administration and Accounting, Centre for Skills Development, 2005 - 2007

1. Project name: VOCATIONAL EDUCATION TRAINING IN LAO-FINANCIAL COOPERATION (VELA-FC)

Duration: 2016-2017 Location: Vientiane Capital, Lao PDR Client: KFW Position: Training officer 2. Project name: SOCIAL IMPACT ASSESSMENT (SIA) Duration: 2017 Location: Vientiane Capital, Lao PDR Client: ADB Position: Surveyor/Field Coordinator 3. Project name: STRENGTHENING TECHNICAL AND VOCATIONAL

EDUCATION AND TRAINING PROJECT (STVETP) Duration: 2014-2016 Location: Vientiane Capital, Lao PDR Client: ADB Position: Training facilitator 4. Project name: THE QUALITATIVE EVALUATION OF THE COMMUNITY

EVENTS BASED SURVEILLANCE (CEBS) Duration: 2009 Location: Vientiane Capital, Lao PDR Client: Burnet Institute (NGO) Position: Data Collection Coordinator




4.3 Office of Consulting team and Administrative support For efficient and effective implementation of the Project, the JV of AMDI – ASSIST - CBTC has formed a special support team that will provide administrative and logistic support to the Consultants team.

Lead Firm AMDI has assigned one of its permanent staff to serve as a back stopping officer to the consultant’s team. She is responsible for providing support to the consultant’s team to ensure that the deliverables are of high quality and in a well-structured and efficient way.

The Project coordinator who is also a permanent staff of CBTC is on full time duty to provide assistance to the consultant’s team by organizing and providing administrative and logistics supports.

Office space has been provided by the Client to the Consulting Team. The Consulting Team shared an office room with the SSTVET expert’s team. An office cabinet, a Printer and Scanner was provided by the Firm at the office of Consultants Team.

5 APPROACH AND METHODOLOGY

5.1 Expected outputs AMDI - CBTC Joint Venture Firm will deliver in - service training programs to one thousand (1,000) distinct TVET College Managers, Administrative Staff and TVET Teachers from eight TVET Colleges. The training programs will cover the following areas. 1) Management 2) Planning and Administration and 3) Technical Pedagogy.

5.1.1 Training of College TVET Managers As per Capacity Building Plan of SSTVET project, the capacity building Firm, JV- AMDI - CBTC will deliver training to TVET college managers covering three main Modules. It is expected that ninety five (95) TVET Managers will be trained covering three main modules with corresponding sub – modules.

Thirty two (32) TVET College Managers will be trained in Module - 9 Entrepreneurship and Industry Partnership, with 2 sub modules namely; i) Entrepreneurial management, ii) Industry collaboration and partnership

Thirty two (32) TVET College Managers will be trained in Module 10 - Business management with 7 sub - modules namely; i) SME in Lao PDR ii) Strategy of Business, iii) Marketing, iv) Financing and Banking management v) Production line and vi) Business Planning.

Thirty one (31) TVET College Managers will be trained in Module 11 - Laboratory Workshop Supervision and Monitoring with 4 sub - modules namely; i) Laboratory workshop structures, ii) Laboratory/workshop regulations, iii) Method of laboratory workshop service and iv)Evaluation/Laboratory workshop.

5.1.2 Training of College Administrators As per Capacity Building Plan of SSTVET project, the capacity building Firm, JV of AMDI – ASSIST - CBTC will deliver training to TVET college administrators. It is expected that one hundred seventy five (175) TVET College Administrative staff will be trained covering three main modules with corresponding sub - modules in each main Module.

Seventy five (75) Administrators will be trained in Module 12 - Entrepreneurship with 5 sub - modules which include; i) Business concept ii) Strategy of Business, and iii) Marketing Analysis.




Fifty (50) Administrators will be trained in Module 13 - Laboratory Workshop manage/arrangement with sub - modules in; i) Laboratory workshop regulation control. ii.) Laboratory workshop service. iii) Laboratory workshop maintenance. iv) Maintenance of tools and equipment and v) Evaluation of laboratory workshop. Fifty (50) Administrators will be trained in Module 14 - Industry Partnership /Entrepreneurship, with 3 sub - modules such as; i) Industry partnership and collaboration, ii) Entrepreneurial Management and iii) Preparation of TVET promotion plan.

5.1.3 Training of TVET Teachers Capacity building Firm JV - AMDI - CBTC was assigned by the Client to deliver training covering six main Modules with corresponding sub-modules as per the documents “Training Strategy for SSTVET” and “TNA” conducted by TVED. It is expected that Seven hundred thirty (730) TVET Teachers will be trained on 6 main Modules. These main Modules are the following;

Two hundred ten (210) will be trained in Module 2-Market Demand Analysis with 2 two sub-modules namely; 2.1 Labor market survey analysis and 2.2. Need assessment for labor market in compliance with curriculum. One hundred thirty five (135) TVET Teachers will be trained in Module 3 - Coaching and Mentoring (1) on the installation and practical use of learning stations/equipment to enrich teaching and learning with 17 sub-modules. Sub –Modules from 3.1 to 3.15 will be delivered via coaching and mentoring by CBTC experts at the workshop floors of TVET Colleges with the aim to improve pedagogical techniques being used by the teachers to develop practical skills of students. These will cover 15 trade/technology areas. Sixty (60) TVET teachers will be trained through this mode of delivery. Phase 1 to deliver Mentoring and Coaching of TVET Teachers by expert trainers from the capacity building Firm will be in Module 3. Training will be delivered at the workshop floors by expert trainers by mentoring and coaching TVET teacher in i) installation of new training equipment and machinery, ii) proper shop layout observing the principles of a shop layout to deliver competency based training, iii) safety in the workshop, iv) operation of equipment and machines,; v) preventive maintenance procedures; vi) improve pedagogical and practical skills of teachers. Expert trainers from the Firm will assist the TVET Teacher deliver practical skills training to students/trainees at workshop floor levels. Sub-modules 6.16 and 6.17 in Module 3 shall be delivered by the Firm through group workshops. Seventy five (75) TVET Teachers will be trained through group training modality. This will bring to a total of 135 TVET Teachers trained in Module 3. Forty (40) TVET Teachers will be trained in Module 4- Use of Equipment for CBT delivery, with 3 sub-Modules. Module 4 will be delivered through a combination of coaching and mentoring and group workshop/ training. Sub-modules 4.1, Enhancing instructions with equipment use, and sub-module 4.2 Care and maintenance of




equipment shall be delivered via coaching and mentoring by the Firm expert trainers. Sub-Module 4.3 on Workshop Management will be delivered via coaching and group workshop. Seventy five (75) TVET Teachers will be trained in Module 5 – Technical knowledge of curriculum with 3 sub-modules.

One hundred twenty (120) TVET Teachers will be trained in Module 6 – with 20 sub-Modules. Sixty (60) will be trained in sub-modules from 3.1 to 3.15 via coaching and mentoring and another 60 will be trained in sub-modules from 3.16 to 3.17 via group training/workshops. One hundred fifty (150) TVET Teachers will be trained in Module 7, covering 3 sub- modules. The total number of trained TVET Teachers covering six (6) main Modules will be Seven Hundred Thirty (730).

The numbering of Modules listed above follow the Module number sequence in the TNA conducted by TVED and SSTVET and also the listing of Module numbers in the document entitled “Training Strategy for SSTVET”. Therefore, 95 trained College Managers, plus 175 trained Administrators, plus 730 trained TVET Teachers will bring a total of 1,000 trained persons/staff from 8 TVET Colleges that receive support from SSTVET project. Capacity building Firm, JV -AMDI - CBTC will then have achieved the target of 1,000 trained College staff.

5.2 Approach

Quality and excellence. The AMDI-ASSIST-CBTC Joint Venture (JV) Team is committed to render the Consulting Services according to the highest standards of quality and excellence, and will ensure that the work is conducted in a professional manner and the outputs are satisfactorily delivered to Ministry of Education and Sports (MOES) at the end of the assignment. The JV will provide strong and effective project management and technical support to, and work collaboratively with, MOES, Project Management Unit (PMU), colleges and other stakeholders to deliver the consultancy services.

Project management framework. The consulting team will establish a strong project management framework to ensure that project performance and the quality of outputs are in harmony with the objectives of the consulting service. As an essential element of this project management framework and a key to project success, the International Team Leader (ITL) and our National Deputy Team Leader (NDTL), will liaise with the PMU to monitor the consulting activities mentioned in the RRP.

Stakeholder engagement. The Consulting team will adopt a participatory approach to research implementation to ensure that all relevant stakeholders are actively involved in planning and in pursuing a comment strategy to attain research objectives. This approach will facilitate ownership, participation, consultation, and flexibility, which are essential to successful research outputs, and ensure that concerns of beneficiaries are addressed and local knowledge, experience, cultures, and values and attitudes are considered. To be effective, however, this participatory approach will require deliberate and sustained attention to the use of proven processes, methods, and techniques intended to secure stakeholder collaboration throughout the assignment. We will, therefore utilize participatory methods and tools, such as national and local-level consultations, focus group discussion (FGDs), to




engage project partners in dynamic dialogue and discussion. We will hold meetings to be attended by the Consultant Team, PMU and relevant stakeholders.

Application of in-house lessons learned and best practices. Our team will incorporate data, available research, and recommendations from previous trainings projects. We will build on our own experiences of and extract lessons from completed and ongoing trainings in Laos and in region. In addition, we will also utilize and apply the best practices from international expert who has been familiar with training model, approach and methodology.

Flexibility and responsiveness: We will adopt a flexible approach and be responsive to the needs and wishes of the Client within the framework of this project’s TOR.

Head Office Support: For the efficient and effective implementation and timely and successful completion of the Project, essential technically and administratively support to the Project Team will be continuously provided by the Consultant’s Head Office by a Special Technical Support Team that will be formed. Appropriate technical advice and assistance from the Consultants Head Office will ensure fully professional, high quality and satisfactory consulting services to the Client at all times.

Quality Control Management of Services: AMDI, as the lead company, is responsible for the timely delivery of professional, backstopping and quality assurance (QA) for the TA team. The purpose of the QA System is to ensure efficiency and effectiveness in the service delivery to the project and the stakeholders. Main focus will be to guarantee that the service delivered corresponds to the actual needs and that required products of high quality are delivered. High Efficiency is ensured through a good process to identify, design and manage the technical assistance support.

5.3 Methodology

5.3.1 Inception Phase

At the start of Month one (1) of the Services, the core team has been mobilized to the Project in Vientiane and established an appropriate organization for the team including liaison systems and effective lines of communication, etc. The main activities during the start-up are: i) Mobilize experts, ii) outline the detail proposed methodology for the consulting service, information resources to be used and revise overall work plan for implementation, iii) Conduct kick-off meeting with PMU for contacts, presentation and validation of work plan. iv) Conduct the consultation meeting with representatives of 08 colleges, TVED and VEDI, v) Review and confirm on training need assessment of 08 colleges, vi) Finalize overall training plan for teachers and managers and training strategy in vocational colleges, vii) Establish a monitoring and evaluation framework, viii) Prepare and submit the Inception report.

The consultant has set up a Consultant Office within the PMU office for logistical efficiency and ease of communication with the PMU and the 08 colleges. In addition, communication with the colleges has been established for an update of the status of necessary preparation work of the Colleges and to highlight the need for synchronization with the definition of trainees and for cooperation to organize trainings. The consultants have studied all the documents, related regulations and decisions and carried out a situation analysis and confirm on the training need assessment, review the status of the program-related activities and the readiness of the 08 colleges. Meetings and discussions has been held with PMU and the 08 colleges. Quick confirmation on the training need assessment (TNA) has been implemented to re-identify the problem needs and re-determine target groups to be trained.

The Consultant Team has designed Monitoring & Evaluation Framework (Table 6) with inputs from the ITL and NDTL and consultancy from PMU. More specifically, the consultants has develop the M&E framework, including the identification of key performance indicators of the capacity training program (based on the project DMF), for measuring and monitoring actual




accomplishment against targets in the DMF; and track key indicators during project implementation through the conduct of periodic monitoring fieldtrips and recommend appropriate corrective actions and recommendations to accelerate assignment implementation or mitigate adverse impacts on time.

During the inception mission, ITL&NDTL has connected with PMU for contacts and collection of related available documents/reports. The field trips has been organized to meet with 08 college representatives to define availability of teachers to attend trainings, check availability of equipment and workshops.

Right at the inception phase, after mobilization, the Consultant has set up all communication channels with all stakeholders to make sure effective communications. Standard templates for reports, submittals, and all other administrative forms have been developed for application during the assignment by ITL & NDTL order to make sure compliance with the regulations and smooth operation of the activities.

Deliverables:

1) Inception Report; 2) Indicative Training Plan.

5.3.2 Implementation phase

5.3.2.1 Deliverable 2: Development of Training Program, Modules and Materials

a) Development of Training Program and Modules

After the inception phase, the consultant will design the training program referring to the teaching-learning content, modules, structure and processes provided by teaching institutions or training centers. The training program is therefore defined by the combination of an initial objectives-goals and the strategies needed to achieve this. In order to define the content of training program and modules for eight colleges, the consultant will base on the review in the inception phase and closely collaborate with the 8 colleges to consider and reflect their comments/ on the design of the training program and modules.

The consultant defines that within a framework of optimal analysis and reconstruction of the training process, the training program should include the following dimensions or aspects i) Learning objectives (learning goals, skills qualifications), ii) Learning content (used to achieve these goals), iii) Learning organization (duration, sequencing), iv) Learning methods, v) Place of learning, vi) Teaching media and materials, vii) Assessment (exams); and Certification.

b) Development of Training Materials

After getting agreement with the Client and 08 colleges on the training program and curriculum, the consultant will start to develop the training materials which involves two main phases: the design and the development itself.

The Design

There are five primary components of a training design that the consultant will take into consideration during development of the training materials including:

1) Learning Outcomes: What will participants be able to do as a result of completing the training?

2) Training Materials: What materials need to be developed and what will the materials include?

3) Trainers and Content Experts: Who will facilitate the training and act as content experts to review materials?

4) Training Methods: What methods will be used so that participants meet the learning objectives and learn the content most effectively?




5) Logistics: Where and when will the training take place? Who will be invited and how will they be notified?

The Development

Developing training involves writing materials, creating learning exercises, and working with content experts and trainers. It is the most time-consuming phase of training; draft materials may go through multiple revisions, involving several people, before they are ready for training use. Training material development usually include the following components:

1) Background and descriptive information 2) Directions on how to use the curricula. 3) Course planning forms and checklists 4) Guidance on tailoring each particular workshop so it matches the needs or wants

of participants, or fits a program’s needs. 5) Specific, measurable, and realistic learning objectives. 6) Clear and complete course content.

Course outline including content, learning activities, directions and timeframes Easily understandable presentation notes with support materials for each

session (e.g. PowerPoint, overheads, participant worksheets, and handouts) Include important teaching points for the trainer to introduce, discuss, or

address Active learning exercises (e.g. role plays, group discussions, case studies,

brainstorming, and skills practice) providing opportunities for participants to clarify, question, apply, and consolidate new knowledge

Participant handouts and other course material easily understood by participants

Suggestions for presenting the material Participants’ opportunities for building on what they have previously learned

7) Integrated evaluation plan/tools. Evaluation instrument(s) should measure: Process - to get immediate feedback about the workshop experience, (e.g.

content usefulness and quality; trainer/facilitator’s helpfulness and applicable experience; adequacy of the handouts or other materials, facilities, workshop registration/preparation, etc.)

Outcome - to measure participants’ immediate changes in knowledge, attitude, or behaviour based upon exposure to the training session or course, (e.g., pre- and post-training questionnaires or tests, open-ended questions, interviews, exercises)

Learning Outcomes Approach: The consultant propose the learning outcomes approach during designing the training materials. According to the definition from the European Qualification Framework (EQF) Recommendation: “Learning outcomes are statements of what a learner knows, understand and is able to do on completion of a learning process”. Learning outcomes describe the outcomes of a learning process, no matter where and how the learning has taken place. Learning outcomes are set out in various levels of detail depending on their purpose and context. Learning outcomes are developed in the process of designing qualifications. The use of learning outcomes supports the shift from teacher-centered or input-centered teaching to learner-centered or output-centered learning. The use of learning outcomes changes the focus of a vocational education and training programme, from the learning objectives to the learning outcomes. TVET Programme refers to a set of structured learning activities, contents and/or methods implemented to achieve specific and stated learning objectives and leading to a certification and after assessment to a qualification. On the other hand, learning outcomes are always described from the learners’ viewpoint rather than from the teachers’ viewpoint. Thus, we focus on learning outcomes approach for




designing training materials. Key principles of the learning outcomes approach to training material development include the following:

Method Used in Training Material Development: According to the research paper No.6 namely “learning outcome approaches in VET curricula” by European Centre for the Development of Vocational Training (CEDEFOP), the consultant will also follow the first step to design training materials based on learning objective approach to define occupational standards, which include core activities and expected results/products of these activities. Then, the competences necessary to perform the activities are defined, followed by identifying the associated knowledge, skills and attitudes savoir underpinning the competences.

The consultant will conduct desk review on existing training materials for project-selected careers -Internal desk research can be applied as the most reasonable starting point of consulting service. The methodologies to conduct research include:

External Desk Research:

Online Desk Research - There is incredible amount of data available online on internet on learning-objective-based training materials. We will dig out the relevant information from Internet, one is directly browsing the specific information for vocational training materials based on learning objective approach.

Local published data – published data on training materials by local technical institutions that can be utilized as the references to adapt for these trainings.

Statistical and comparative methods: In combination with the local available training materials, the consultants will analyze and compare with requirements of projects to develop a comprehensive and suitable training materials based on learning objectives approach. The consultant will develop training material for training course right after completion of the inception phase. All modules must be target and accordance with proposed learning outcomes expected as stated in ToR. The time for preparing training materials is 8 months for all training contents. During developing training materials, the consultant will study and consider based on assessment results whether any modules can be changed to be merged or not, but the consultant will ensure that all learning outcomes will be covered. All changes or adjustments will be explained and clarified in the report to PMU, so that PMU can consider to approve. It is noted that the training material will be designed with consideration of safety, health and environment issues during practical period.

c) Development of Assessment Criteria and Tools

Based on objectives of the capacity building program agreed by the client, the consultant will develop the assessment criteria and tools. As regards this activity, the consultant propose to

Material design that determines course content, instructional delivery, and assessment techniques by identifying the knowledge, skills, attitudes and values needed by learner.

Learning outcomes generally include Generic Skills and are broken down to clearly express the specific skills and integrated abilities of a successful learner

Learning outcomes should clearly explain how learners will transfer their learning outside of the classroom setting.

Learning outcomes are achieved through specific subject-area content skills that can be

assessed in a relevant context(s): school, home, work, or community.

Authentic assessment of learning outcomes and subject-area content skills allows learners to self-assess, integrate, and transfer their learning.




use the Kirkpatrick's Four-Level Training Evaluation Model. This model consists of four levels:

Level 1- Reaction: This level measures how trainees reacted to the training. Obviously, one wants them to feel that the training was a valuable experience, and one wants them to feel good about the instructor, the topic, the material, its presentation, and the venue. Measuring reaction helps understand how well the training was received by the audience. It also helps to improve the training for future trainees, including identifying important areas or topics that are missing from the training.

Questions such as the following could be asked:

1) Did the trainees feel that the training was worth their time?

2) Did they think that it was successful?

3) What were the biggest strengths of the training, and the biggest weaknesses?

4) Did they like the venue and presentation style?

To do this, it is proposed to use satisfaction surveys or questionnaires during training courses.

Level 2 – Learning: one measures what the trainees have learned. How much has their knowledge increased as a result of the training? Ideally, when the training session was planned, a list of learning objectives was established. These are the starting points for the measurement. Learning can be measured in different ways depending on the learning objectives.

Level 3 – Behavior: At this level, one evaluates how far the trainees have changed their behavior, based on the training they received. Specifically, this looks at how trainees apply the information. However, behavior can only change if conditions are favorable. It can be challenging to measure behavior effectively. This is a longer-term activity that should take place weeks or months after the initial training.

Questions such as the followings could be asked:

1) Did the trainees put any of their learning to use; 2) Are trainees able to teach their new knowledge, skills, or attitudes to other people;

and 3) Are trainees aware that they've changed their behaviour.

Level 4 – Results: One analyzes the final results of the training. This includes outcomes that have been determined to be good for the training institutes, the trainees or the various partners, including private and public sectors companies. Here are some outcomes to consider, concerning the technical teaching staff:

1) Teaching contents are clearly defined and understood; 2) Technical teaching staff are able to prepare technical and learning modules and

materials; Modules are in the format of “competency based learning materials” (CBLMs) and training contents are based on developed skills standards and CBT curricula.

3) Technical teaching staff are able to prepare and conduct student evaluation; and 4) Technical teaching staff have established contacts and/or have initiated joint projects

with entrepreneurs and industries.

Outcomes concerning the principals and administrators:

1) Responsibilities and reporting structures are clearly defined; 2) Colleges’ financial planning, including budget preparation, expenditure monitoring and

asset management is implemented or improved; at least one budget is prepared using

https://www.mindtools.com/pages/article/newTMM_35.htm




efficient methodology. Budgets must include consumables to be used in actual CBT training.;

3) Strategies to collaborate with the local industry and communities are developed; 4) College development plans are prepared jointly with local industry representatives;

they include human resources development planning and strengthened industry partnerships;

5) Several demand-driven short-courses are designed and conducted; 6) Entrepreneurial culture in managing colleges and in program delivery is developed; 7) Additional income is generated through short- term skills training courses for out-of-

school youth and adults, selling services, and producing basic goods; and 8) Maintenance of school infrastructure and facilities, including dormitories is improved.

The consultant propose to apply the competency-based assessment method which gather data and/or collecting evidence to confirm a learner’s ability to perform according to specified outcomes articulated in the competency standard(s). Evidence is the information gathered which, when matched against the requirements of the competency standards, provides proof of competence. The evidence can be direct, indirect or supplementary, as noted in the following table:

The training plan, modules and materials including assessment criteria and tools will be submitted to the client for comments. The final version of these documents will be submitted for approval and application for training course.

Deliverables:

3) Training program and modules (including training assessment criteria and tools). 4) Training materials.

5.3.2.2 Deliverable 3: Implementation of Training Courses in 08 Colleges

Implementation of Training for Staff from 8 Colleges

The implementation phase is where the training program comes to life. The trainings will be delivered both in-class for theory session and in- workshops for practical session. Program implementation includes the scheduling of training activities and organization of any related resources (facilities, equipment, etc.). The training program is then officially launched, promoted and conducted.

Considering the location of 08 vocational colleges the consultant plans to organize the training courses at two main venues in Vientiane collecting trainees from 05 vocational colleges in Vientiane i.e. (i) Polytechnic College Vientiane; (iii) Pakpasak Technical College; (iii)

Direct

Direct observation

Oral questioning

Demonstration of specific skills

Indirect

Assessment of qualities of a final

product

Review of previous work undertaken

Written tests of underpinning

knowledge

Supplementary

Testimonials from managers

Reports from supervisors

Work diary or logbook

Examples of reports or work documents




Dongkhamxang Agriculture Technical School; (iv) Technical College of Vientiane Province; (v) Vientiane-Hanoi Friendship Technical and Vocational College and Savanakhet province covering 03 vocational colleges i.e.(i) Savannakhet Technical and Vocational College(Savannakhe Province); (ii) Champasak Technical and Vocational College (Champasak Province) and (iii) Khammouane Technical and Vocational College(Khammouane Province).

Training activities will be implemented as soon as training materials in each Module are completed and approved by TVED. This means, a training course in each Module will be organized and delivered as soon as training material in a specific Module is completed. It is estimated that the average number of trainees per course is 25 persons who are from 8 colleges having the same learning demands and around 40 training courses are estimated to implement. The final decision on the contents and the number of training course and trainees will be determined and agreed by the PMU. Due to the wide range of training areas, the consultant propose to cooperate with national trainers from other technical training institutions/agencies in Laos to design training materials and implement training program. The list of technical training institutions/agencies and its field of expertise’s are as presented in Table 1.

All training will include theory session in classroom and practical session in the workshops of technical training institutions/agencies. The safety-oriented approach will be applied during practical session at the workshops. All sign boards on safety, health and environment issues should be put at the workshop during practical period.

Before conducting trainings, the consultant will coordinate with four colleges to prepare all bellows:

A copy of each program outlines for the participants, validated by PMU.

A copy of all necessary training materials to be delivered to the trainees: lessons, exercises, etc.

Raw materials and consumables for practical trainings with equipment of the Vocational Colleges

Detail workplan for implementation of training courses is shown in the Table 3: Work schedule and planning for deliverables.

a) Theory Session

In every training course, the consultant will conduct pre and post-tests. During theory session, the consultant will use the following methodologies to deliver the knowledge and skills to the trainees: Learner-centered teaching method: In the traditional approach to college teaching, most class time is spent with the teacher lecturing and the learners watching and listening. The learners work individually on assignments, and cooperation is discouraged. This method shifts the focus of activity from the teacher to the learners. These methods include active learning, in which learners solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class; cooperative learning, in which learners work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability; and inductive teaching and learning, in which learners are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching. Learner-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, a conclusion that applies whether the assessed outcome is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of




positive attitudes toward the subject being taught, or level of self-confidence in knowledge and skills. The CBT training modules for the adoption of the Learner-centered Approach developed by the SSTVET Team shall be used by the Firm. To ensure consistency, same pedagogical techniques shall be applied in coaching and mentoring work.

Competency-based training and assessment (CBT&A): Traditional training is based on knowledge and understanding. The emphasis in competency-based training and assessment (CBT&A) however is not just on knowing, but on performing. CBT&A is focused on the development of work skills that have been identified and agreed on by industry. Instead of a theoretical approach, competency-based training and assessment is a practical, workplace-based approach which equips students with the skills that industry needs. It focuses on real work skills which are observable and measurable. The outcomes of competency-based training and assessment are clearly stated at the beginning of training, so that:

Learners know what they have to be able to do,

Trainers know what training or learning has to be provided

Organizations know the skill level required by their people.

It is a shift away from the current teacher-centered, lecture oriented method towards a learner centered, interactive and performance based learning environment. CBT&A prescribes a change in the role of the teacher from the traditional “information giver” to that of a learning support person. Trainees are required to take responsibility for their own learning and progress. An imperative factor in the success of this course was the emphasis placed on building the competency-based training and assessment skills of the staff. This ensured that they understood competency-based methodology and, in addition, that their technical skills were relevant to the current needs of the industry.

Coaching and mentoring: Coaching and mentoring are development approaches based on the use of one-to-one conversations to enhance an individual’s skills, knowledge or work performance. Coaching aims to produce optimal performance and improvement at work. It focuses on specific skills and goals, although it may also have an impact on an individual’s personal attributes such as social interaction or confidence. The process typically lasts for a defined period of time or forms the basis of an on-going management style. There are some generally agreed characteristics of coaching in organizations:

It's essentially a non-directive form of development; It focuses on improving performance and developing an individual; Personal factors may be included but the emphasis is on performance at work; Coaching activities have both organizational and individual goals; It provides people with the opportunity to better assess their strengths as well as their

development areas; and It's a skilled activity, which should be delivered by people who are trained to do so.

This can be line managers and others trained in coaching skills.

Apprenticeships: An apprenticeship is a system of training a new generation of learners of a trade or profession with on-the-job training and often some accompanying study (classroom work and reading). Apprenticeship also enables learners to gain a license to practice in a regulated profession. Most of their training is done while working for an employer who helps the apprentices learn their trade or profession, in exchange for their continued labor for an agreed period after they have achieved measurable competencies.

Establishing small learning groups: Small group teaching is not defined by numbers. We define it as any teaching situation in which dialogue and collaboration within the group are integral to learning. The teacher is still key to this learning. But now their role is to facilitate rather than to direct, to coordinate as much as to communicate, to inspire rather than to inform.

https://en.wikipedia.org/wiki/Training

https://en.wikipedia.org/wiki/Tradesman

https://en.wikipedia.org/wiki/Profession

https://en.wikipedia.org/wiki/License

https://en.wikipedia.org/wiki/Regulation




A small group could be as small as one. But we use small group techniques as a way of dividing up larger classes, involving students in smaller groups working together. The learning that happens in small groups can be hugely rewarding, both for learners and their teachers. The consultant think that it is one of the best pedagogies we can offer, and a teaching skill worth nurturing and defending. The small group teaching has four key strengths i.e. flexibility, interaction, reflexivity and engagement.

b) Practical sessions at Training Institution Workshops and Study Tours to Local Production Enterprises

The consultant propose to organize practical session at workshops of training institutions or to organize study tours to local production enterprises so that trainees can understand broad the requirements from local enterprises and help them in teaching directions for their students.

A participatory approach will be embedded to create unique and comfortable experiential learning environment for trainees. The Consultant will discuss and consult with the Client and trainees on their needs and preferences during the whole planning process.

On the job training/immersion: On-the-job training focuses on the acquisition of skills within the work environment generally under normal working conditions. Through on-the-job training, trainees acquire both general skills that they can transfer from one job to another and specific skills that are unique to a particular job. On-the-job training, typically includes verbal and written instruction, demonstration and observation, and hands-on practice and imitation. In addition, the on-the-job training process involves one trainer—usually a supervisor or an experienced employee—passing knowledge and skills on to a novice employee. On-the-job training is the oldest form of training. Prior to the advent of off-site training classrooms, the only practical way of learning a job was working alongside an experienced partners in a particular trade or profession. On-the-job training programs range from formal training with company supervisors to learning by watching. In this sense, the most formal types of on-the-job training are distinct from classroom training largely in that they take place within the firm.

The following expectations are noted by the Consultant during organization of the training:

We encourage every visiting participant to keep a journal, in which they note down what they have seen, their reflections and insights, questions they still need to ask, etc.

We encourage participants to take photos as a way of helping them to record what they see and remember what they learned.

At the end of each day, and at the end of the program, we hold a reflection session. Trainees are facilitated to reflect on what they saw, and analyze how this has helped them to learn.

We expect all trainees to plan (with a facilitator’s help) how they will share what they saw and learned with a wider group of stakeholders when they go home.

Managers follow up on the training program, with both visitors and hosts. Managers encourage ongoing sharing of experiences between hosts and visitors.

Evaluation and Certification: At the end, the entire program should be evaluated to determine if it was successful and met training objectives. Feedbacks and individual post training evaluation sheets form should be obtained from all trainees to determine program and instructor effectiveness and also knowledge or skill acquisition. The consultant will conduct assessment based on above proposed assessment criteria and tools. Assessment shall be implemented after completion of training in each main Module. The trainees who are qualified and passed the final tests will be given the certificate. The final assessment training report will be developed and submitted to the client for approval.

Deliverables:

1) Training conducted for administrators;




2) Training conducted for managers; 3) Training conducted for technical training staffs; 4) The training assessment reports.

5.3.3 Closing phase

Completion. In the last three months of the assignment, the consulting team will devote their time to winding down and phasing out activities leading to project completion. These activities include the following: (i) preparation of the Draft Final Report for submission to PMU; and (ii) demobilization of the Consultant Team.

5.4 Indicative work plan. To achieve the target of 1,000 trained staff from 8 TVET Colleges, a work plan was prepared. This was indicated in Tech 5, of the Firm’s Technical Proposal, in the Table 3 - Work Schedule and Planning for Deliverables.” There are four deliverables as per Tech 5.

Deliverable 1 (D1) - Preparation of Work Plan, Training Plan and Inception Report.

Deliverable 1 - includes mobilization of expert team during first week of the first month of project start - up. A kick - off meeting in 1 October 2018 formally started the project. Participants at the kick - off meeting were MOES officials, PMU members, representatives of 8 TVET colleges, SSTVET Experts, consultant’s team and representatives from JV - AMDI and CBTC. Contacts with the stakeholders were established and coordination issues in terms of project implementation were discussed and agreed.

Consultation meetings with officials and TVET teachers from 8 colleges were conducted through field visits to the Colleges. Lists and sequencing of Modules for training TVET managers, Administrative staff and TVET Teachers were reviewed. Modules were re - confirmed and identified in terms of priority through questionnaires distributed to the staff of 8 TVET Colleges.

A comprehensive training plan was prepared. A Monitoring and Evaluation Framework was drafted. An Inception report was prepared and finalized. Planned activities

and outputs in Deliverable 1 were completed within one month after the kick - off meeting on 01 October 2018.

Deliverable 2 - (D - 2) Development of Training program and training modules. Activities in deliverable 2 which include development of training program and training modules will start as soon as the Training Plan and Inception report is accepted by the Client. It is expected that these activities will start by first week of the 2nd month during the first year of project implementation. Starting from month 2 of project implementation, the Consulting Firm will identify partner Training Centers and Training Providers for possible collaboration in the delivery of various training programs as per the required contents of Modules in the Training Plan. JV Firm AMDI - CBTC will develop training plans and training materials. Expert Trainers from partner training centers will be extensively involved in developing training materials and assessment instruments with guidance and support from the consultant’s team. CBTC will coordinate with 8 TVET colleges to identify and select college staff to participate in the in - service training programs with careful considerations in the selection process of participants to ensure that participants did not participate in previous in - service training




programs with similar training contents. This will ensure that there will be no duplication of trainees or participants at the in - service training programs. Estimated time frame to complete all the Modules and associated training materials is six (6) months. However to avoid delays, it is suggested that training courses may start as soon as the training materials are complete in a specific Module and approved by PMU. Training materials will be submitted to PMU for review and approval before starting a training program. Deliverable 3 - Implementation of in–service training courses to staff of 8 TVET Colleges. Indicative dates to conduct in - service training courses to staff of 8 colleges shall be finalized as soon as PMU approve the training Modules and associated training materials. It is envisage that training courses will start not later than five months after the start date of project implementation. As the project formally started after the kick - off meeting on 01 October 2018, it is expected that delivery of training courses will start not later than February 2019. However, it is suggested that training courses covering a specific Module shall start immediately as soon as training materials are approved by PMU. Prospective participants in the in-service training programs need to be identified and selected as soon as possible. Training courses may start as soon as training materials are completed and ready for training delivery. The venue to conduct the training courses must be identified and finalized and availability of suitable training facilities needs to be considered before start of training programs. Training of TVET College Managers.

There are three main Modules with its respective sub - modules to be delivered by the JV - Firm AMDI - CBTC for TVET Managers. The sequencing of Module numbers were based on the numbering of Modules on the SSTVET Capacity Building Plan. These are; 1) Module 9 - Entrepreneurship and Industry Partnership with two sub - Modules namely ;i) Entrepreneurial Management, and ii) Industry Collaboration and Partnership. Module 10 - Business Management comprising 7 sub - Modules which includes i) SME in Lao PDR, ii) Strategy of Business, ii) Marketing, iii) Financing and Banking Management, iv) Production Line, vi) Cooperation and Networking with Business, and vii) Business Planning. Module 11 - Laboratory /workshop Supervision and Monitoring is the third Module to be delivered by the JV - Firm of AMDI and CBTC for college managers. This Module comprised three sub - Modules namely; i) Laboratory workshop structures, ii) Laboratory workshop regulation, iii) Method of Laboratory/workshop service and iv) evaluation of laboratory workshop. CBTC has a wealth of experience delivering training programs covering similar topics in the Modules for TVET Managers. CBTC has also a network of other partner training providers that are ready and available to collaborate with CBTC to deliver the training courses for TVET College Managers. Most training programs will be conducted in Vientiane with some group training to be conducted in the provinces, i.e. Savanakhet and Khammouane. In a meeting with the Team Leader of SSTVET and her Consultants team on October 15, 2018, Team Leader Dr. Bernadett V. Gonzales adett informed that the document “Training




Strategy for SSTVET” was approved by MOES. That means the training programs may start as soon as possible without waiting for the No Objection Letter from ADB. It is proposed that training of TVET Managers may start as early as February 2019, provided that training materials are developed by consulting Firm by end of January 2019 and training materials are approved by PMU. It is envisage that a total of 95 TVET College Managers will be trained covering three main Modules including the respective sub - modules in each main Module. Training of TVET College Administrative Staff.

As per SSTVET Capacity Building Plan, Joint venture Firm - AMDI - CBTC will deliver training to TVET College Administrative Staff covering three main Modules. These modules are numbered as per numbering sequence in the Capacity Building Plan. These are; Module 12 - Entrepreneurship, consisting five sub - Modules, Module 13 - consisting 6 sub - modules and Module 14 - consisting 3 sub - Modules. Capacity building Firm, JV - AMDI - CBTC have extensive experience delivering training courses similar to the training areas identified for training of TVET College Administrative Staff. Also, AMDI - CBTC has a wide network of partner Training Providers that are ready and available to collaborate with AMDI - CBTC to deliver the practical training to TVET Teachers covering priority trade areas of SSTVET project. One such Firm is TACDO Consulting Center with a head office based in Vientiane. This Firm has previously collaborated with CBTC as Partner Company in the delivery of training programs for Administrators and Managers of Educational Institutions. Training of Administrators is planned to be conducted at the premises of CBTC main Office or to other suitable venue in Vientiane. Training for Administrators may start by February 2019 or as soon as PMU approve the training Modules and associated training materials. It is expected that one hundred seventy five (175) TVET College Administrative staff will be trained covering 3 main Modules to improve and enhance their capacity as administrators of TVET Colleges. Training of TVET Teachers. Capacity building Firm, JV-AMDI-ASSIST-CBTC will deliver training to TVET teachers comprising six (6) main Modules with corresponding set of sub - modules in each main Module. That means the capacity building Firm will deliver training from main Module 2 up to Module 7 as per the Capacity Building Plan of SSTVET and the document “Training Strategy for SSTVET. Module 2-Market Demand Analysis. This main Module comprised two sub-modules namely; 2.1 Labor Marker and Analysis and 2.2 Need Assessment for labor market in compliance with the curriculum. Sub-Modules will be delivered via group training program with planned location of training in Vientiane city. Module 3 - Coaching and Mentoring on the installation and practical use of learning stations/equipment to enrich teaching and learning. This main Module comprised 15 sub-modules to deliver training via coaching and mentoring at TVET college workshop floors and two sub-modules to be delivered via group training modality. The main aims of Module 3 is to improve teachers’ competency in terms of the use of equipment to enhance teaching and learning.




Coaching and Mentoring of College TVET Teachers to Operate and Maintain New Equipment and Machines. Expert trainers from the JV - AMDI - CBTC will be embedded at the TVET Colleges to provide on - the - job coaching and mentoring to college TVET teachers at workshop floor levels. SSTVET provide support to 8 TVET colleges in terms of upgrading training facilities which includes civil works for new workshop buildings and provision for new equipment and machinery in priority trades. Through this support from SSTVET project, it is expected that the 8 Colleges will be able to effectively deliver skills training in a competency based training modality. The equipment and machines are “new and modern types of machines. It will be the first time for the TVET Teachers to use or operate these new type of equipment. The TVET Teachers may not have adequate experience and competence to operate and maintain these new equipment and machines. It is therefore necessary that Technical experts from the capacity building Firm will be deployed at the workshops of TVET Colleges to coach and mentor the TVET Teachers on the safe and proper operation of new training equipment as soon as construction of workshop buildings are completed and CBT shop rooms are laid out. Coaching and mentoring of TVET Teachers on safe and proper operation of equipment and machinery will ensure that TVET Teachers will be able to train their students/trainees in a safe learning environment, avoid accidents at the shop rooms through application of safety in the operation of machinery. Expert trainers from the Firm will also train College TVET Teachers on preventive maintenance and repair maintenance of new equipment and machines that will be purchased through financial support from SSTVET. Proper use of training equipment and machines will prevent early breakdown of machines and this will also prolong the life of equipment and machines for training purposes. Coaching and mentoring of TVET Teachers on the newly installed equipment will avoid problems encountered from previous projects (STVET - Phase 1) where the equipment and machines were delivered and installed at the workshops of TVET Colleges, but were never used by the Teachers and students because training to properly operate the equipment and machines was not provided after the machines were installed. TVET Teachers do not have the competence to operate and maintain the new equipment and machines that were purchased by previous projects. It is a waste of money, as the TVET Teachers and students did not learn the skills to operate and maintain these equipment that were intended for training purposes. Mainly, the coaching will focus on how to use these new equipment to enhance delivery of TVET education towards CBT modality. Through field visits to 8 TVET Colleges, it was found out that many equipment purchased by the previous STVET project, phase 1, specifically in Automotive mechanic courses and Electronic courses were not used at all, sitting idle at the workshop floors for more than two years. Technical experts from Consulting Firm are experienced industry experts with high level of technical skills in the operation of equipment and machinery including maintenance procedures. It is very necessary that expert trainers from the Firms will be deployed immediately to TVET colleges as the new equipment and machinery are delivered to the TVET colleges. After construction of the new workshop buildings are completed, the equipment and machines need to be installed and laid out properly at the workshops. The Firms technical




expert trainers shall provide coaching and mentoring to TVET Teachers in i) proper shop layout, ii) installation of new equipment and machines, iii) safe operation of equipment and machines; iv) application of preventive maintenance of training equipment and machinery; v) enhancement of instructional delivery. SSTVET project had trained about sixteen (16) Master Trainers from 8 Colleges. These Master Trainers holds permanent College senior positions like deputy directors and section heads of departments. At least two Master Trainers are employed in each TVET College. The Master Trainers were trained in competency based training methodology but may have inadequate expertise in machinery operation and maintenance, including safety practices in the workshops, proper layout of shop rooms to provide safe and suitable work stations to the students to do practical training, positioning of machines, storage of consumable training materials and tools. Expert trainers from capacity building Firm will provide coaching and mentoring to the 16 Master Trainers that are currently employed as regular senior officers or section heads of technology/technical departments. Also, there are TVET Teachers that served as “national counterparts “of international experts from previous projects that developed Skills Standards and Curricula of priority trades. These local counterparts served as “part time national consultants”. However, they were only trained in the development of skills standards and CBT Curricula. These TVET Teachers that served as part time “local national consultants” still need further training to enhance the levels of their Technical Skills. Technical experts from capacity building Firm will provide coaching and mentoring to TVET Teachers on technical areas such as ; i) installation of new equipment, ii) safe operation of equipment, iii) maintenance of equipment/machines, iv) shop layout; v) storage of training materials; vi) instructional delivery Technical experts from capacity building Firms will also assist the TVET Teachers to be able to deliver practical skills training to students by actual demonstration in the operation of equipment and machines and also in the delivery of student centered /competency based training following the competency standards developed for priority trades. Sub-Modules of Module 3 ;from sub-module 3.1 to 3.15 will be delivered via coaching and mentoring of TVET Teachers by Expert Trainers from CBTC and partner Training Providers. Expert trainers from the capacity building Firm will be embedded at the workshops /laboratories of the TVET colleges to provide coaching and mentoring in the delivery of practical skills training sessions. Specifically, coaching and mentoring to TVET Teachers will be provided by the Firm’s expert trainers in cooperation with the college master trainers in the following;

i. Proper use and safe operation of training equipment and machines. ii. Occupational Health and safety. iii. Maintenance of training equipment and machines. iv. Safety in the operation of training equipment and machines. v. Workshop or Laboratory layout. vi. Safe storage of tools and equipment and consumable training materials. vii. Workshop housekeeping. viii. Safety in the workshop.

ix. Improve instructional delivery

Through support from SSTVET project, new college buildings are under construction to provide new shop rooms for priority trade courses covered by the project. The courses will be




delivered in CBT Methodology following the developed competency standards and CBT Curricula. After completion of building construction, new equipment and machines will be delivered. The machines need to be installed following the principles of a good shop layout suitable for competency based training delivery. It is necessary that the consulting Firm will identify technical experts to be embedded at the TVET College to provide expert advice on shop layout and proper installation of equipment and machines. Technical experts from consulting Firm will also provide expert advice to the TVET Teachers in the delivery of practical skills training to students/trainees.

Sub - Modules 3.16 on Workshop Management and 3.17 Business Administration shall be delivered through a group training of TVET Teachers by Experts from AMDI – CBTC at identified suitable locations. Module 6 –Coaching and Mentoring (2) on Delivery of Competency based Curriculum and Effective use of Equipment for Experiential Learning (a follow through activity of Module 3.) Experts from sub-module 6.1 and sub-module 6.15 will be delivered by experts from the JV - AMDI - CBTC with specialization in the trade/technology areas within the sub - modules from shall provide training to TVET Teachers through coaching and mentoring which is similar to training modality in Module 3. Expert Trainers from the Firm will be embedded at the shop rooms of TVET Colleges to provide mentoring and coaching to TVET Teachers Mentoring and coaching of TVET Teachers by Experts from capacity building Firms is a follow-up activity to those in Module 3. Specifically, mentoring and coaching of TVET Teachers in Module 6 shall cover the following areas;

i) safe operation of equipment and machinery - ii) Maintenance of training equipment and machines, iii) Organization and management of shop rooms, IV) occupational health and

safety. iv) Safe storage of tools and equipment, v) Good housekeeping, including storage of training materials and other

consumables. vi) Assistance in practical /technical skills training delivery

Sub - modules of Module 6 such as 6.16 Entrepreneurship and Industry Partnership, 6.17 Business Management, 6.18 Marketing Survey shall be delivered by the Firm via group workshops as per “Training Strategy for TVET” of SSTVET project. Sub - Modules 6.11 – Financing and Banking manage/arrangement and 6.12 - Skill of Marketing survey shall also be delivered through group training program. Training programs shall be delivered at Central Level and Provincial levels. Central level workshops or training courses will be held in Vientiane in venues identified and selected by the Firm in consultation with Project Management Unit. Provincial level training shall be in selected provinces and at the premises of 8 TVET Colleges. Number of TVET Teachers trained. Seven hundred thirty (730) TVET Teachers from 8 Colleges will be trained to enhance their pedagogical skills and technical skills to deliver student centered training or commonly called as competency based training system .Training courses for in-service training of TVET




Teachers comprised six (6) main Modules with corresponding sub - modules in each main Module. Deliverables 4 - (D - 4) - Preparation and submission of required reports such as Quarterly progress reports, semi - annual progress reports, annual reports and project completion reports. In addition to these reports, other reports will be prepared such as: i) end of training reports, ii) training evaluation reports and iii) monitoring reports. The Firm’s consulting team will collaborate with SSTVET Consultants team to prepare required reports and will follow SSTVET project reporting procedures. Templates and formats of reports from consulting team will follow the format of reports from SSTVET project.

5.5 Work Schedule and Plan for Deliverables

Table 3: Work schedule and Plan for deliverables




TECH 5: WORK SCHEDULE AND PLANNING FOR DELIVERABLES

2 3 4 5 6 7 8 12 4 8 12 4 8 12

D1Deliverable 1: Detailed workplan, Training plan and Inception

Report

1 Mobilize expert team

2

Outline the detail proposed methodology for the consulting service,

information resources to be used and revise overall workplan for

implementation

3Conduct kick-off meeting with PMU for contacts, presentation and

validation of workplan

4Conduct the consultation meeting with representatives of 08 colleges,

TVED and VEDI

5 Review and confirm on training need assessment of 08 colleges

6 Establish a monitoring and evaluation framework

7Finalize overall training plan for teachers and managers and training

strategy in vocational colleges

8 Prepare and submit the Inception report

D2 Deliverable 2: Development of Training Program and Modules

1 Develop training program and modules

2 Prepare training materials

3Submit the training program, modules and materials for comments

from related stakeholders

4 Develope assessment criteria and tools

5 Finalize the training curriculum and materials and submit for approval

D3 Deliverable 3: Implementation of training courses in 8 colleges

1 Contact with 8 vocational colleges for arrangement of trainings

2 Prepare logistic and printing materials for trainings

3 Collect prior training evaluation sheets from participants

4 Conduct the planning and administration training courses

5 Conduct the management training courses

6 Conduct the technical and pedagogical training courses(*)

7 Collect Individual post training evaluation sheet from participants

8 Evaluate and award certificates to trainees

9Synthesize collected materials/ feedbacks and prepare a draft training

assessment report

10 Submit the final training assessment report for approval

D4 Deliverable 4: Progress Reports and Final Completion Report

1 Prepare and submit Quarterly Report

2 Prepare and submit Final Completion Report

3 Wrap up

Working month

Submission of final Deliverables

Deliverables

LEGEND:

No Year 1

10 119

Year 2

1 2 3 5 6 7 10 119 1 2 3 6 75 9 10 11

Year 3

1




6 Experts Inputs (in man - months) The Consulting team comprised two key experts and one non - key expert. The international key expert 1 (K - 1) is the Team Leader and a national key expert 2 (K - 2) is the Deputy Team Leader. A Laotian national non - key expert (K - 3) who is also a permanent staff of CBTC will serve as support staff to the 2 key experts. The international Team Leader will have inputs of 15 man - months during the 3 year duration of the project. National Deputy Team Leader will have inputs of 36 man - months and the national Project Coordinator will also have an inputs of 36 man - months during the entire duration of the project. Table 3 indicates Consultants deployment schedule.

Table 4: Indicative Consultants Deployment Schedule

Year 1 Year 2 Year 3

Name, Position and Nationality 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12

1.Vicente Palcong - Team Leader -Filipino

2. Sisaveuy Chanthavisack - Deputy Team Leader - Laotian

Phansamai Vilasack - Project Coordinator - Laotian

Legend -

Field work Home-based work




7 PROGRESS TO DATE

7.1.1 Kick-off meeting

A kick - off meeting was organized and conducted on the first of October 2018 at the conference room of MOES - ICT Building. The kick - off meeting formally started the project. MOES officials, PMU, representatives from 8 TVET Colleges, SSTVET Consultants and other stakeholders participated at the kick - off meeting. Format of reports, i.e. Inception Report was presented to the kick - off meeting attendees and the format was approved.

Coordination with PMU counterparts and contacts with senior officials of 8 TVET colleges was established with the consultant’s team. Schedule of field visits to 8 TVET colleges was finalized with the Directors and deputy directors from 8 TVET colleges immediately after the kick - off meeting.

7.1.2 Field Visits to 8 TVET Colleges Field visits to 8 TVET Colleges started on 3 October and was completed on 11 October 2018. During field visits, the consultant’s team conducted meetings and group discussions with TVET College directors, deputy directors, administrative staff and TVET Teachers. Questionnaires were distributed to the college staff to determine their training needs and to re - confirm the Modules that were identified in the Training Needs Analysis conducted by TVED and SSTVET Consultants. Priority modules were identified by the respondents and at the same time validated the Modules and sub - modules assigned to be delivered by capacity building Firm as per the TNA documents and the modules listed in the document “Training Strategy for SSTVET”.

Face to face interview with TVET Teachers were conducted during field visits to the colleges. TVET teachers training needs in terms of enhancing their pedagogy skills and technical skills were discussed during the interview.

Delivery of training sessions was observed in some trade/technology courses. Availability, suitability and operating conditions of equipment and machines at laboratory and shop room levels were checked and assessed. It was observed that many of the machines were not properly maintained. Some equipment and machines, particularly those that were purchased and supplied by the previous ADB funded STVET - phase 1 are not in operation and therefore had never been used for training purposes.

Through a series of meetings and consultations with SSTVET Team Leader and her team of Consultants, the modules to be delivered by the capacity building Firm were identified.

7.1.3 Summary Report on Field Visits to 8 TVET Colleges. The consultant’s team visited Vientiane - Hanoi Technical College and Dongkhamxang Agriculture Technical College on 3 October while field visits to Vientiane Province Technical College and Pakpasak Technical College was in 4 October 2018. Polytechnic College was visited by the consultant’s team on 5th October 2018. Khammouane Technical and Vocational College, Savannakhet Technical and Vocational College and Champasak Technical and Vocational College were visited from 9 October to 11 October 2018.

There are 81 TVET Managers, 137 Administrators and 1043 TVET Teachers from eight (8 )TVET colleges being supported by SSTVET Project. It was found out through face to face interview with some TVET Teachers that they have been trained by VEDI and STVET phase 1 and SSTVET project in competency based training methodology. But during field visits to




College shop rooms and laboratories, it was observed that CBT Methodology is not applied by the Teachers in delivering training sessions.

In terms of number of students, Pakpasak Technical College has the biggest number of students among the 8 Colleges with a student population of about 6,648. The 8 colleges offered a variety of courses which includes courses in trade /technology areas, business courses, tourism courses, like hotel and restaurant management, etc. There are about 40 to 50 students in one class .Training equipment are not enough for the students and workshop space is limited With this situation, it is not possible to deliver a student-centered learning system or competency based training modality at the workshop floors of TVET Colleges that were visited by the consulting team.

Also, due to a large number of students attending technical courses, some college administrative officers with trade/technology specialization were required to handle technology classes. Regular TVET teachers are not enough to handle all the technical/technology courses.

7.1.4 Conditions and Suitability of training facilities in the Workshops Consulting team assessed the conditions and suitability of shop room training facilities in terms of equipment and machinery. Many laboratories and shop rooms do not have sufficient equipment for training purposes. It was also found out that many of the equipment were not properly maintained and not in good working condition.

Some equipment and machines that were purchased through funds provided by previous ADB Project, STVET-Phase 1 were not in operation. These machines have not been used and operated after they were delivered and installed at the workshops and were lying idle for more than two years. For example, the new automotive equipment like a computerized lifter and also wheel balancing machines at Champasack TVC were not used at all by the TVET Teachers and trainees. The lifter and the computer equipment do not match and therefore it is not possible to operate the equipment.

Machines at the Carpentry & Construction workshops are equipped with carbide tipped blades but the blades were not maintained. Carbide tipped blades are sharpened by special machines or blade sharpeners but these type of equipment do not exist at the workshop. TVET teachers informed the team that they also do not have the technical skills or capability to sharpen carbide tip blades. TVET Teachers told the consultant team that the college send the carbide tipped blades to private companies for sharpening with a charge of 10,000 KIPs per teeth. This is very expensive as circular saw blades at the workshop have an average of about 60 teeth to 100 teeth per blade.

A jointer planer at the Savannakhet Carpentry workshop has not been used or operated and have been lying idle at the workshop floor for three years. The machine has not been used for about three years because they do not have a special tool that is needed to remove and install the blades from the cutter head whenever the blades need to be sharpened by grinding machines or to be replaced with new blades. The machine was purchased through financial support from GIZ of Germany. An old model of a machine for sharpening carbide tip blades is available at the tool room of Savannakhet TVC but upon inspection of the carbide tipped saw blades, it is apparent that the blades were not properly maintained.

At the carpentry workshop of Champasak Technical Vocational College, the blades of surface planers and jointer planers are not maintained. A machine sharpener for the blades of surface and overhand/jointer planer is not available, hence the blades are not maintained at all. TVET Teachers told the team that they sharpen the planer blades manually by using a portable grinder which is not appropriate because the blades will not be balanced in weight.




Unbalanced planer blades will cause excessive vibration of the cutter head and will also destroy the ball bearings.

Some TVET workshops that were visited are equipped with Band Saw machines. It was observed that most of the band saw blades were not properly maintained. A soldering machine to join broken band saw blades do not exist at the workshops. When the consultant team asked the TVET Teachers and their section heads where they joint broken band saw blades, they said that they usually bring the band saw blades to private companies for jointing.

Jointing band saw blades is a basic skill that TVET Teachers/Trainers must learn in machinery maintenance. A soldering machine is needed to join broken band saw blades. TVET Teachers need training in the maintenance of band saw blades.

Workshop equipment delivered to some TVET Colleges are not the correct type of equipment. For example at the Polytecnic College, a microscope was purchased and delivered to the ”mining” technology shop, but the microscope that was delivered is suitable only for detecting viruses which can be used in a hospital. The equipment needed by the college is a microscope for training students in a “mining “ trade course.

7.1.5 Delivery of Training Sessions The consulting team also observed delivery of training sessions at shop room levels and were able to interview TVET Teachers. It was found out that some TVET Teachers have been trained by VEDI and SSTVET in CBT Methodology. But, upon visits to the shop rooms, it was observed that the traditional method of teaching, i.e. teacher centered training “is still the norm in delivering lessons. For trade/technology courses delivered in shop rooms comprising and average of 15 to 20 trainees /students per course, it was observed that the training session is student centered following a competency based training modality. The shop rooms and trade courses is being supported by SSTVET project.

Workshop buildings that were built through funds from ADB projects were spacious enough to deliver a modular competency based training system ,but the shop layout in some workshops were not properly laid out and organized to make it suitable as required for a CBT Workshop. A CBT shop room must be designed and laid out following the principles of a CBT Shop layout where the locations of work stations and storage of tools and consumable training materials are considered such as; i) practical or practice area, ii) conceptual area, iii) assessment area, iv) tools and equipment storage area, v) training materials storage, etc.

Space requirements for a CBT Workshop are specified in the Skills Standards of occupations or trades. Competency standards and CBT curricula of priority trades were developed by the previous STVET project –phase 1. Also there are skills standards developed by the current SSTVET project. The developed skills standards of occupations shall serve as reference to determine the space requirement of a CBT workshop layout. The work stations for practical work of trainees, conceptual area, assessment area, material and tools storage area are necessary in a CBT Shop Layout.

7.1.6 Priority and Validity of Modules The TNA conducted by TVED and SSTVET project had identified the Modules for in-service training of Managers, Administrators and TVET Teachers. A document “Training Strategy for SSTVET” also listed the Modules. Specific main Modules and corresponding sub-modules were identified and assigned to the capacity building Firm to deliver.

Through questionnaires distributed to college staff and through focus group discussions with senior college officials and TVET Teachers, the training needs were identified and the




priority and validity of the Modules as per the TNA conducted by TVED and SSTVET consultants were confirmed and validated.

Twelve main Modules were identified by the PMU to be delivered by the Capacity building Firm as per TNA of TVED and ”Training Strategy for SSTVET”. Six (6) main Modules will be delivered by the Firm for in-service training of TVET Teachers, 3 main Modules with corresponding sub-modules for Administrators and 3 main Modules with corresponding sub-modules for training Managers will also be delivered by the Firm.

Field visits to TVET Colleges also aimed to find out the availability of TVET Teachers, Managers and Administrative staff to attend in - service training programs.

The field visits of TVET Colleges brought out relevant findings and valuable information on the training needs of College staff, conditions of training facilities and delivery of training sessions at workshop levels. Findings obtained through group meetings with College staff and face to face interview of TVET Teachers served as a basis in designing and preparing a comprehensive training plan to train 1,000 persons from 8 TVET colleges that currently receive supports from SSTVET project.

The schedule of field visits made to 8 TVET Colleges and activities during the visits is Annex 1.

Minutes of Meetings with TVET College Staff during field visits are in Annex 2.

7.1.7 Other activities

The Consulting team also had meetings with the General Manager of CBTC, Mr. Pany Keodalavong for his feedbacks on the indicative training plan and for his advice on how to proceed in the preparation of Inception Report.

The list of Modules as per TNA conducted by TVED was reviewed. As the TNA document and the “Training Strategy for SSTVET” had identified the main Modules with corresponding sub - modules to be delivered by the capacity building Firm, the consulting team followed the designated Modules to be delivered by the capacity building Firm.

Based on the identified Modules and sub - modules to be delivered by the consulting Firm, a comprehensive training plan to train 1,000 TVET Teachers, Administrators and Managers from 8 TVET colleges was drafted. Table 4 is an Indicative Training Plan to train 1,000 staff from 8 TVET Colleges.

A draft Monitoring and Evaluation Framework was prepared. The M & E Framework will be finalized after the client has accepted the proposed Training Plan. An Inception report was prepared and ready for submission by joint venture Firm AMDI-ASSIST-CBTC to the Client/PMU for approval.

.




Table 5: INDICATIVE TRAINING PLAN

TRAINING PLAN FOR 1,000 STAFF OF 8 TVET COLLEGES TO BE DELIVERED BY CAPACITY BUILDING FIRM.

INDICATIVE TRAINING PLAN FOR COLLEGE TVET TEACHERS Current Status- there are 1341 Teachers including 382 Female teachers from 8 Colleges.

Training Program

Modules to be delivered by Firm as per

Training Strategy for

SSTVET and TNA of STVET project)

Target Group

Sub - Modules - Training Contents

Length of Program

Location/Venue of

Training

Total Number of Groups/ Batches

Number of Participants per group

Total number of

trained persons

Trained by:

Remarks

Module 2-Market Demand Analysis

TVET Teachers/Technical Teaching Staff

2.1 Labor Market survey and Analysis 2.2Need Assessment for labor market in compliance with the curriculum.

5 days To be named 6 groups/batches of 25 persons each group plus 1 group of 28 persons.

25 per group Plus 1 group of 28 persons-

210

Experts from Firm-AMDI-ASSIST-CBTC or Partner Training Institution.

Module 3- Coaching and Mentoring (1)

TVET Teachers/Technical

3.1 Road and bridge construction

5 days in each trade/

TVET Colleges

15 groups for mentoring/ coaching

4 persons per group.

60

Experts from Industry

Sub-modules 3.1 to 3.15 will




Training Program




Target Group


Length of Program

Location/Venue of

Training



Total number of

trained persons

Trained by:

Remarks

on the installation and practical use of learning stations/equipment to enrich teaching and learning

Teaching Staff

3.2Electricity and Electronics. 3.3. Engineering and Architecture. 3.4. Mechanical. 3.5 IT. 3.6. Multi-media and Graphics 3.7 Logistics. 3.8 Organic Agriculture. 3.9 Veterinary 3.10. Survey. 3.11. Environmental Industries. 3.12. Design and IT Network. 3.15. Food Processing. 3.16 Workshop Management- Facilitator- (via

technology area.

shop rooms for coaching and mentoring.

(covering 15 identified priority trade areas (as per sub- modules).

/ or partner company

be delivered via Coaching/Mentoring. Sub-Modules 3.16 to 3.17 will be delivered via group workshop.




Training Program




Target Group


Length of Program

Location/Venue of

Training



Total number of

trained persons

Trained by:

Remarks

group Workshop/Training. 3.17. Business Administration. (Via group workshop).

5 days covering 2 sub-Modules

Location to be named to deliver sub-modules 3.16 and 3.17 group workshops.

3 batches/ groups

25 persons per group

75

Module 4 - Use of Equipment for CBT Delivery


4.1Enhancing instructions with equipment use. 4.2. Care and Maintenance of Equipment 4.3. Workshop Management

5 days in each trade/technology area (3 days duration is suggested.)

TVET Colleges

15 groups for mentoring/ coaching (covering 15 identified priority trade areas (as per sub- modules).

3 persons per group depending on number of teachers in each trade/technology area.

40 Experts from Industry / or partner company.

Will be delivered via coaching and mentoring.

Module 5 - Technical Knowledge of Curriculum


5.1. Preparing Session Plans and Training Modules on how to implement the

5 days covering All 2 sub - Modules

To be named

3 batches/groups

25 persons per batch/group

75

Experts from a Training Institution / or Firm-




Training Program




Target Group


Length of Program

Location/Venue of

Training



Total number of

trained persons

Trained by:

Remarks

curriculum on priority trades .5.2 Learning Assessment/CBT Assessment 5.3 Practical Guide to experiential /Practical Learning

AMDI-ASSIST-CBTC

Module 6 - Technical Knowledge Improvement for Instructors


6.1 Road and bridge construction using 3D or 4D program. 6.2Electricity and Electronic 6.3.Engineering and Architecture 6.4 Mechanical 6.5 Information Technology (IT)

5 training days (in each trade/technology areas. (12 technology areas) Total training days= 60 training days.

TVET Colleges for Mentoring and coaching in sub-Modules from 6.1 to 6.15.

15 batches (one batch per trade/technology area )

4 persons per group depending on number of teachers in each trade

60

Experts from Industry / or partner company

Sub-Modules from 6.1 to 6.15 will be delivered via coaching and mentoring,( a follow through activity of main Module 3. )




Training Program




Target Group


Length of Program

Location/Venue of

Training



Total number of

trained persons

Trained by:

Remarks

6.6 Multi-Media and Graphics 6.7 Logistics. 6.8. Organic agriculture 6.9 Veterinary 6.10. Road and Bridge Construction 6.11. Building Construction 6.12 Survey mapping 6.13 Environmental Industries. 6.14. Design and IT network. 6.15. Food Processing

Location to be named for group workshop to deliver sub-modules 6.16 to 8.18.

60

Experts from Industry / partner company




Training Program




Target Group


Length of Program

Location/Venue of

Training



Total number of

trained persons

Trained by:

Remarks

6.16. Entrepreneurship and Industry Partnership. (via group workshop) 6.17 Business Management (via group workshop) 6.18 Marketing Survey (via group workshop)

5 training days to deliver Group workshop for sub modules 6.16, 6.17 and 6.18.

3 Group workshop covering sub-Modules 6.16, 6.17 and 6. 18

20 persons per groups

Experts from Firm-AMDI-ASSIST-CBTC or Partner Training Institution

Module 7 - Apprenticeship Management, Industry Collaboration and Entrepreneurial Management


7.1 Apprenticeship Management. 7.2 Industry Collaboration and Partnership. 7.3 Entrepreneurial Management

5 days covering ALL 3 sub - Modules

to be named to be named

4 batches/ groups) Plus 1 group of 22 persons.

25 persons per batch/group Plus one group of 22 persons.

150 Experts from Firm-AMDI-ASSIST-CBTC or Partner Training Institution.

Total

number of 730




Training Program




Target Group


Length of Program

Location/Venue of

Training



Total number of

trained persons

Trained by:

Remarks

TVET Teachers trained:

INDICATIVE TRAINING PLAN FOR ADMINISTRATIVE STAFF OF 8 TVET COLLEGES Current Status - There are 137 TVET College Administrative staff from 8 Colleges.

Training

Program

(Modules as

per TNA of

STVET

project)

Target

Group

Sub -

Modules/Topics

Length of

Program

Location

Total

Number of

Groups/Batc

hes

Number of

Participants

per

batch/group

No. of

trained

persons

Trained

by:

Module 12 -

Entrepreneurs

hip

Administra

tive Staff

of 8 TVET

Colleges

12.1 Business

concepts.

12.2 Strategy of

Business.

12.3.Marketing

analysis

5 days To be

named

3 batches

/groups

25 persons 75 Experts

from Firm-

AMDI-

ASSIST-

CBTC or

Partner




Training

Program

(Modules as

per TNA of

STVET

project)

Target

Group

Sub -

Modules/Topics

Length of

Program

Location

Total

Number of

Groups/Batc

hes

Number of

Participants

per

batch/group

No. of

trained

persons

Trained

by:

12.4 Financing

and Banking

manage.

12.5. Cooperation

and Networking

with business

Training

Institution.

Module 13 -

Laboratory/

workshop

manage/arran

gement

Administrative Staff of 8 TVET Colleges

13.1

Laboratory/works

hop

manage/arrange

ment.

13.2

Laboratory/works

hop regulation

control.

13.3.

laboratory/worksh

op service

13.

4.laboratory/work

shop

maintenance.

13.5.

Maintenance of

tools and

equipment's

5 days in

each

To be named

2

batches/grou

ps


from Firm-

AMDI-

ASSIST-

CBTC or

Partner

Training

Institution.




Training

Program

(Modules as

per TNA of

STVET

project)

Target

Group

Sub -

Modules/Topics

Length of

Program

Location

Total

Number of

Groups/Batc

hes

Number of

Participants

per

batch/group

No. of

trained

persons

Trained

by:

13.6. Evaluation

laboratory/worksh

op

Module 14 -

Industry

partnership/E

ntrepreneursh

ip

Administrative Staff of 8 TVET Colleges

14.1. Industry

partnership/indust

ry collaboration.

14.2.

Entrepreneurial

Management.

14.3. Preparation

5 days To be

named

2

batches,/gro

ups


from Firm-

AMDI-

ASSIST-

CBTC or

partner

Training

Institution

Total number of

Trained Administrative staff = 175

Note: Numbering of Modules based on Module Numbers listed in the SSTVET TNA report and Training Strategy for SSVET.

INDICATIVE TRAINING PLAN FOR MANAGERS OF EIGHT (8) COLLEGES Current Status - There are 81 TVET College Managers including 5 Females from 8 Colleges.




Training

Program

(Modules as

per TNA of

STVET

project)

Target

Group

Sub -

Modules/Topics

Length of

Program

Location Total

Number of

Groups/Bat

ches

Number of

Participant

s per group

Total

number of

trained

persons

Trained

by

Module 9 -

Entrepreneurs

hip and

Industry

Partnership.

(numbering of

Modules as

per TNA

report )

TVET

Managers

9.1

Entrepreneurial

management.

9.2 Industry

Collaboration and

Partnership

5 days

To be

named.

1 group

/batch

32 per

group

32 Experts

from Firm-

AMDI-

ASSIST-

CBTC or

Partner

Training

Provider

Module 10 -

Business

management.

(Numbering of

Modules as

per TNA

report.)

TVET Managers

10.1 SME in Lao

PDR

10.2 Strategy of

Business

10.3 Marketing

10.4 Financing

and Banking

management.

10.5Production

line

10.6 Business

planning

5 days To be named

1

groups/batch

32 per

group

32 Experts

from Firm-

AMDI-

ASSIST-

CBTC or

Partner

Training

Provider.

Module 11 -

Laboratory/

workshop

TVET Managers.

11.1

Laboratory/works

hop structures

5 days To be named

1

group/batch

31 per

group

31 Experts

from Firm-

AMDI-




Training

Program

(Modules as

per TNA of

STVET

project)

Target

Group

Sub -

Modules/Topics

Length of

Program

Location Total

Number of

Groups/Bat

ches

Number of

Participant

s per group

Total

number of

trained

persons

Trained

by

Supervision

and

Monitoring.

(numbering of

Modules as

per TNA

report )

11.2

Laboratory/works

hop regulation.

11.3 Method of

laboratory/worksh

op service.

Evaluation

11.4

laboratory/worksh

op

ASSIST-

CBTC or

Partner

Training

Provider.

Total

number of

Managers

trained

95

Notes: - Among a total 730 TVET Teachers trained covering 6 Modules, same person or same TVET Teacher may attend training in 2 Modules or three Modules as desired. - A total of 175 Administrative staff trained covering 3 Modules. - A total of 95 TVET MANAGERS trained covering 3 Modules. All managers will attend training in 3 main Modules. Total Modules to be delivered by Capacity Building Firm with corresponding sub - modules = 12 MODULES. The basis for counting the total number of trained persons shall be on the number of persons trained in each Module. Therefore total persons trained from 8 Colleges= 1,000 (One thousand trained persons)




8 IMPLEMENTATION PROCESS OF THE TRAINING PLAN

For implementation of Training Plan, it is very necessary that prior to the delivery of training in each Module, the training modules must be approved by TVED. As per “Training Strategy for SSTVET, the implementation process is divided into 3 parts: i) organizing training for instructors: ii) trainings for high level management such as directors of division/unit and iii) trainings for administrative staff. The 3 parts will follow the following process as indicated below.

Process Implementing procedure

Notification 1. TVED/PIU issues a notification and replying form to colleges with regard to participation in the trainings

under SSTVET project.

Receiving forwarding letter 2. TVET colleges linform their instructors to prepare themselves for attending the trainings .Prior this, VET will

propose list of participants and accomplish the replying form and submit to TVED for recognition.

List of participants

3. TVED in coordination with the project management unit ( PMU )will collect list of participants and the form of applicants under SSTVET project.

4. TVED and PMU send the list of participants and forward them to SSTVET or company who was awarded the contract to provide the training .

Documentation procedures 5. SSTVET/company will notify documents to be used for each training 1 week in advance.

Training approvals 6. TVED in cooperation with PIU and TVET/company to ask to issue a minister approval to launch a meeting.




9 ISSUES AND CONCERNS

9.1 Expected challenges Expected challenges that may adversely affect successful implementation of planned training activities may include the following; i) Non - availability of TVET Teachers to attend in - service training programs as per

schedule.

TVET teachers from the 8 Colleges are currently handling regular training programs for students. In many instances, only one teacher handles a class of about 45 students. The number of TVET Teachers is not adequate to handle the courses that is why some college administrative officers were also assigned teaching jobs and handle classes to a large group of students.

a) Mitigating measures/solutions; Delivery of in - service training programs can be delivered during college semester breaks. Semester breaks have a duration of 3 weeks, which starts during 2nd week of January and ends on 4th week of the same month. For a better option, in - service training can be delivered during a 3 month vacation breaks during each school year which starts on the month of July until the month of September.

b) Mitigating measures / solutions; As most of the training programs will have a duration of five (5) training days, the courses or classes handled by the teachers participating in the in - service training programs can be taken over by another TVET Teacher for a period of five days. This will be on a rotation basis. A TVET Teacher that previously attended the in - service training program will take over the class, so that the other TVET Teacher can also attend a five day in service training program.

ii) Training in the Operation and Maintenance of new Equipment and Machinery may interfere with the regular training programs of students at the laboratory and workshop floors.

As the project will provide support to the 8 Colleges to upgrade training facilities in terms of providing new equipment and machinery, practical training in the operation and maintenance of the new equipment and machinery will be done at the laboratory and workshops of TVET Colleges.

It is expected that the teachers were provided training by the equipment suppliers. Coaching and mentoring will enhance knowledge on this aspect, Coaching and mentoring work will be designed and delivered in a way that it will merge with current workshop level students’ training in a constructive way. The Firm will design coaching and mentoring module that will be effective for this purpose.

10 NEXT STEPS SSTVET Project has requested ADB for issuance of No Objection Letter (NOL) to implement the Training Strategy developed by the SSTVET project. As the Modules to be delivered by the Firm are an integral part of the Modules in the SSTVET Capacity Building Plan, the timetable to start implementation of the training programs depends on the issuance of No Objection Letter from ADB.




In a meeting with the SSTVET Team on Monday, 15 October 2018, the Team Leader informed that the “Training Strategy for SSTVET,” document was approved by MOES. That means, the training courses can start as soon as possible.

Coordination and cooperation with partner training providers to deliver the training programs will be established and finalized. Expert trainers from partner training providers including industry trainers will be identified and recruited as resource persons.

Development of training materials and training packages in coordination with expert trainers from partner training centers and training providers will be the next activity. Collaboration and coordination with trainers and resource persons from partner training centers and training providers is very necessary during development of training packages.

As the outputs of capacity building consulting team are within component 2 of SSTVET project, it is very important that the capacity building consultant team will coordinate and work closely with the SSTVET Team of Consultants. Specifically the capacity building Team need to work closely with the SSTVET Team Leader and the national capacity building specialist of SSTVET project.

Considering the location of 08 TVET colleges covered by the project, where five Colleges are located within and near Vientiane City, i.e. i)Polytechnic College, ii)Pakpasak Technical College, iii) Dongkhamxang Agriculture Technical School iv)Technical College of Vientiane province and v) Vientiane - Hanoi Friendship Technical and Vocational College while the other 3 Colleges, i.e., vi) Khammouane Technical Vocational College, vii) Savanakhet Technical Vocational College and viii) Champasak Technical and Vocational College, it is necessary that training courses will be organized and conducted at two main locations. Training courses for staff of 5 TVET Colleges located within or near the vicinity of Vientiane will be conducted in Vientiane city. Training courses for staff of TVET Colleges located in the provinces will be organized and conducted in Savanakhet province or Champasak province.




11 MONITORING AND EVALUATION FRAMEWORK

Table 6: Monitoring and Evaluation Framework

Impact: The improved skills of 1000 teachers, administrative and school managers will result in better qualified school graduates with more internally and regionally recognized in their technical skills and capacity. The local companies and factories will benefit

from their skills including the socio-economic development of Laos

Results Chain Performance Indicators with Targets and Baselines Data Sources and Reporting Mechanisms

Risks

OUTCOME: 1,000 TVET teachers, administrative staff and managers are improved with more better capacity in their respective job and responsibility

a. 1,000 TVET teachers, administrative staff and managers participated in training measures during the implementation phase of the project; all female managers and teachers at the project colleges will participate in pedagogy, technical, and management training (baseline: 0) b. 50% of trained teachers adopt student-centered teaching methods in 2018. Sex-disaggregated data (2015 baseline: 10%) c. At least 80% of the lesson plans/session plans confirm integrated theory and practical training approaches (2015 baseline: 10%)

TVED Progress training report with all the performance indicators. Sex-segregated data will be reported to SSTVET through Training Monitoring Reports, Training completion reports, monthly progress reports, quarterly progress reports and annual reports.

One of the chronic problems in Laos is the project sustainability. Mostly, when the project is ended, many of the project activities are also ended/stopped

OUTPUT






Output 1: Detailed work plan, Training plan and Inception Report

1.a The expert team is mobilized

According to the PAM: The consulting team comprises three experts, one international expert as Team Leader, one National Expert as Deputy Team Leader and one national Project Coordinator.

The Consulting Team will provide assistance and technical advice to the JV Firm-AMDI-ASSIST-CBTC and their Partner Training Providers to; i)develop training materials ,ii) identify training program participants, iii) assist AMDI-ASSIST-CBTC organize, coordinate and facilitate training delivery iv) monitor progress of training delivery and ensure good quality outcome






of training programs.. v) assist AMDI-ASSIST-CBTC identify and recruit technical experts from partner companies/industries and training providers to deliver training programs.vi) prepare monitoring and evaluation reports, training plans, training monitoring reports, monthly progress reports, quarterly progress reports and annual progress reports.

JV-AMDI-ASSIST-CBTC will deliver training by hiring and using other experts from partner training centers, partner training providers, and industry experts.






1.b The details of proposed methodology for the consulting service, information resources to be used and revise overall work plan for implementation are outlined.

The training plan, the M&E Framework, all information and statistics received from PMU/TVED, the field visit report of 8 TVCs, Minute of all meetings

1.c The kick-off meeting with PMU for contacts, presentation and validation of work plan is conducted

Minute of Meeting of the kick-off meeting, one of the annexes of the inception report

1.d The consultation meeting with representatives of 08 colleges, TVED and VEDI are conducted

The summary report of the visit of eight colleges and the Minute of Meeting of each College including of VEDI, one of the annexes of the inception report

1.e The confirmation on training needs assessment of 08 colleges are conducted

Report of the rating of TNA's priority of managers, admin. staff and teachers collected from the questionnaires, one of the annexes of the inception report






1.f The monitoring and evaluation framework is established

The Monitoring and Evaluation Framework, one of the annexes of the inception report

1.g The overall training plan for teachers and managers and training strategy in vocational colleges are finalized

The Training Plan with the approval of PMU and TVED , one of the annexes of the inception report

1.h The Inception report is prepared and submitted

The final inception report submitted to PMU on 1 /November/2018 with the approval of TVED (Client)

Output 2: Development of Training Program and Modules

2.a The training program and modules are developed

The training program and modules with the approval of PMU and TVED

Under the management system of Laos as well as of MOES, there may be some problems or delay on the implementation.

2.b The training materials are prepared

List of training materials for each training with the approval of PMU and TVED






2.c The training program, modules and materials for comments from related stakeholders is conducted

The improved training program, modules and materials with the comments of relevant stakeholders and the approval of PMU and TVED

2.d The assessment criteria and tools are developed

The assessment criteria and assessment format: Rubric LCA and LCA pre and post training

2.e The training curriculum and materials are finalized and submitted for approval

The approval of PMU and TVED for the final training curriculum. Before delivery of training, each training module and related training materials will be approved by the PMU/TVED. Training program may start immediately after training materials in a specific main module are completed and






approved by TVED, without waiting for completion of training materials for ALL the other main Modules.. The report of training in each main module will be submitted to PMU/TVED within 10 working days after the training is completed..

TVET Teacher Training

Module 2-Market Demand Analysis is prepared and ready to be delivered

List of 730 teachers (5 days x 58 class/groups). To achieve the Gender balance identified in the PAM, No 83, page 40, 267/730 female teachers of each trade area in each TVC is considered as

The major issue of the training in Laos is the lack of quality trainers especially the technical ones. The higher educated trainers are good at theory but lack of technical experiences while the experienced trainers are mostly from the industry agencies but lack of teaching skills. This may

Module 3-The Competency based Curriculum and the Equipment for Experiential Learning is prepared and ready to be delivered

Module 4- The Equipment for CBT Delivery is prepared and ready to be delivered

Module 5- The Technical Knowledge of Curriculum is prepared and ready to be delivered

Module 6- The Technical Knowledge Improvement for Instructors is prepared and ready to be delivered






Module 7- The Apprenticeship Management, Industry Collaboration and Entrepreneurial is prepared and ready to be delivered

a top priority for selection criteria as a trainee The report of training completion in each main module will be submitted to PMU/TVED within 10 working days after the training is completed.

negatively affect to the quality of training if we cannot find the trainers with both qualifications. JV Firm-AMDI-ASSIST-CBTC have a wide network of Partner Training Providers both from Industry and from Training Institutions. AMDI-ASSIST-CBTC will also try its best to recruit industry trainers who are experienced in delivering theory and practical skills on specialized priority trades. Technical Experts from Industry recruited by AMDI-ASSIST-CBTC may also work alongside with the Master Trainers in each College (at least 2 MTs in each college ) that were trained by SSTVET in Competency based Training Methodology.

TVET Administrative Staff

Module 12- Entrepreneurship is prepared and ready to be delivered

List of 175 admin. staff are trained (5

days, 7 group. To achieve the Gender balance identified in the PAM, No 83, page 40, 137/175 of female administrative staff in each TVC is considered as a top priority for selection criteria as a trainee

Module 13-Laboratory/ workshop manage/arrangement is prepared and ready to be delivered

Module 14- Industry partnership/Entrepreneurship is prepared and ready to be delivered






The report of training in each main module will be submitted to PMU/TVED within 10 working days after completion of training.

Master Trainers trained in CBT Methodology and Industry expert trainers will jointly deliver competency based training sessions at workshop floor levels. TVET Manager Training

Module 9-Entrepreneurship and Industry Partnership. (numbering of Modules as per TNA report numbers) is prepared and ready to be delivered

List of 95 managers are trained (5 days, 3 groupx25). To achieve the Gender balance identified in the PAM, No 83, page 40, 5/95 female managers are to be selected as a top priority for the training The report of training in each main module will be submitted to PMU/TVED within 10 working days after

Module 10-Business management. ( numbering of Modules as per TNA report numbers) is prepared and ready to be delivered

Module 11-Laboratory/ workshop Supervision and Monitoring. (numbering of Modules as per TNA report numbers) is prepared and ready to be delivered






completion of training.

Output 3: Implementation of training courses in 8 colleges

Eight vocational colleges for arrangement of trainings are contacted

The training Plan with the date, location and number of participant of each the training with the approval of PMU and TVED and the registration of participants.

The Lao as well as MOES management system is complicated and not systematized yet. This may delay the implementation of all the work plans

The logistic and printing materials for trainings are prepared

List of all the logistic and printing materials for trainings with the approval of PMU and TVED

The prior training evaluation sheets from participants are collected

List of the prior training evaluation sheets from participants

The planning and administration training courses are conducted

The report of the planning and administration training courses with the approval of PMU and TVED

The management training courses are conducted The report of each management training






course with the approval of PMU and TVED

The technical and pedagogical training courses are conducted

The report of technical and pedagogical training courses with the approval of PMU and TVED

The Individual post training evaluation sheet from participants are collected

List of collecting individual post training evaluation sheet from participants

The certificates to trainees are evaluated and awarded

List of certificates awarded to trainees with the approval of PMU and TVED

The collected materials/ feedbacks is synthesize and the training assessment report is drafted

The report of result of the synthesis of collected materials/ feedbacks and the training assessment

The final training assessment report for approval is submitted

The final training assessment report with the approval of PMU and TVED






Output 4: Progress Reports and Final Completion Report

The Quarterly Report is prepared and submitted The Quarterly Report with the approval of PMU and TVED

The approval for both report may be delayed due to the limited time in considering it of TVED

Final Completion Report are prepared and submitted

The final completion Report with the approval of PMU and TVED

Wrap up The Project is ended.




ANNEXES




Annex 1. Field Visit Schedule to 08 TVET Colleges.

1. Date:

From 3 October to 10 October 2018

2. Place:

Dongkhamxang, Pakpasack, Vientiane - Hanoi, Polytechnic, Champasack, Savannakhet, Khammouane and Vientiane province (8 colleges)

3. Schedule

Date Name of Technical College Activities of Visits

3.10.2018 Morning 9:00 - 11:00 Afternoon 13:00 - 15:00

Vientiane Hanoi Friendship Technical Vocational College

- Meetings with Director of college, administrative staff, SSTVET coordinator of the college and some Technical teaching staff.

- Assessed existing training facilities at workshop floor levels.

- Observed delivery of training sessions in some trade/technology courses.

Dongkhamxang Agriculture Technical College

Meetings with Director of college, administrative staff, SSTVET coordinator of the college and some Technical teaching staff.


- Observed delivery of training sessions in some technology/trades courses.

4.10.2018 Morning 9:00 - 11:00 Afternoon 14:00 - 16:00

Technical College of Vientiane Province




Pakpasak Technical College Meetings with Director of college, administrative staff, SSTVET coordinator of the college and some Technical teaching staff.



5.10.2018 Morning 9:00 - 11:00

Polytechnic College







8.10.2018 Travel to Khammouan Province

9.10.2018 Morning 9:00 - 11:00 14:00

Khammouane Technical Vocational College.

Lunch

Travel from Khammouane province to Savannaket Province

Director of college

SSTVET coordinator of the college

Some Technical teacher staff

10.102018. 9:00 – 12:00 1:0014:00

Meeting with the Savannaket Technical Vocational College Management team Lunch Travel from Savannaket province

to Champasak




11.102018. 9:00 – 11:00

Meeting with the Champasak Technical Vocational College Management team and TVET Teachers




12.102018.

Travel from Champasak province to Vientiane city




Annex 2 - Minutes of Meetings

1) Minutes of Meeting- Kick Off Meeting. Date: 1 October 2018

Time: 8:30 - 12:00 Venue: Meeting room at ICT Building - MOES Attendees: 1. Mr. Vannalek Leuang Deputy Director of TVED Chair Man 2. Dr. Bernadette Gonzalez - Team Leader - SSTVET 3. Mr. Phouvong Onnavong - from NTC - PO 4. Ms. Chanthakone Myxaykone - Chief of Administration (VED) 5. Ms. Angkhasaya Sisouphanh - Deputy of Chief of M&E Division (VED) 6. Mr. Thingkham Soulintha - Deputy Chief of Teaching Training Division (VED) 7. Mr. Thongchan Chanthavong representative from Information & Technology Division (V

ED) 8. Mr. Ngo Cong Chinh - Director of AMDI 9. Mr. Pany Keodalavong –General Manager of CBTC 10. Mr. Vicente Palcong Team Leader of SSTVET (Component 2)-Capacity Building Tea

m 11. Mr. Sisaveuy Chanthavisack - Deputy Team Leader of SSTVET (Component 2) 12. Mr. Phansamai Vilasack –national Project Coordinator of SSTVET (Component 2) 13. Ms. Tran Thi Thanh Huyen - project officer of AMDI 14. Mr. Chitthakone Sisanon - Deputy director of Dongkhamxang Technical Agriculture

College 15. Ms. Nivone Moungkounsavath - Director of the Vientiane - Hanoi Technical Friendship

College 16. Mr. Khammany Luangaphay - Deputy director of Pakpasak Technical College 17. Mr. Keuanchai Solthtichack - Deputy of chief of Technical Division of Pakpasak

Technical College 18. Mr. Souksavanh Sinouvong - Deputy director of Polytechnic College 19. Mr. Thongsa Inthavong Luangaphay - Deputy director of Technical College of Vientiane province 20. Mr. Leokham Bounsouvanh - Technical College of Vientiane province 21. Mr. Viengsavanh Phatthavong - Director of Khammouane Technical Vocational Colleg

e 22. Mr. Kongmakoun Phomxayyaseng - Technical staff of Khammouane Technical Vocational College 23. Mr. Bounkeua Kothsombath - Deputy of director of Savanakhet Technical Vocational

College 24. Mr. Somsack Sinthip - Deputy of Technical Division of Savanakhet Technical Vocational College 25. Mr. Bouakhay Souphaone - Director of Champasak Technical Vocational College 26. Mr. Khamdeng Moungkhoun - Technical Staff of Champasack Technical Vocational College 27. Ms. Bouavone Meadly – Financial officer of SSTVET project.

Subject: Kick-off Meeting Summary of Discussions:




Brief overview of SSTVET project with slide presentations Team Leader SSTVET.

Brief summary of Approach and Methodology as per Technical Proposal by AMDI Representative.

Discuss on Communication protocols and reporting procedures.

Arrange field visits to 8 TVET Colleges.

Conclusion of the Meeting:

- Ms. Nadett agreed to start the training in parallel with the improvement of the Modules;

- Director of Champasak Technical Vocational College advised the training should not affect the teacher's regular teaching, training should be organized when time is available for the teachers such as at the end of each semester or during the school vacation;

- The consulting firm of CBTC is required to provide expert Trainers for coaching and mentoring of TVET Teachers at the workshop floors TVET Colleges, specifically on how to operate and maintain the new equipment supported by SSTVET project to each college.

- Format of Inception report was presented by Mr. Vicente Palcong to the participants. The

Kick - off meeting participants agreed on the report format and Team Leader Dr. Bernadette V. Gonzales also

approved the suggested Inception report format.

- Mr. Pany Keodalavong, Director of CBTC clarified the roles of the consulting company and

the joint venture. JV - AMDI - CBTC;

- The PMU Team Leader is concerned on the quality of trainer as most of the trainers are from the companies and also had limited knowledge of pedagogy skills.

- The technical teacher also may not have pedagogy skills in competency based training methodology. The TL encouraged to doing more on practical training rather than on theoretical

lessons.

- Mr. Chinh advised to make use of local trainers first as the CBTC have a wide networks and cooperation’s with local companies and factories. If CBTC cannot find the qualified local trainers, the trainers from Vietnam or from the Philippines can be another options;

- Chief of the teacher training and development division/TVED asked if the training will provide only for 8 colleges, and what about the remaining technical schools and colleges with total

number of 23 colleges in the whole country, while the SSTVET supports only 8 Technical

Colleges.

- Mr. Chinh answered the total target colleges identified in the TOR has only 8. However,

the training can be done for all 23 technical schools if the budget is increased;

- Participants suggested to translate the inception report in Lao so that all the stakeholders will know and have better understanding of the project implementation;

Dr. Nadett told that, it is not necessary to have a coordinator from the TVED and from the

colleges. PMU can be a coordinator for the consulting team.

Next Step:

Consulting Team will conduct field visit to 8 Colleges to reconfirm the Modules as per results of TNA conducted by TVED and SSTVET, including identification of priority Modules to be delivered by Consulting Firm - AMDI - CBTC.

Draft of the inception report to completed by 1 October 2018;

Will discuss any relevant issues relating to the Inception report and project implementation with PMU and concerned Stakeholders.




2) Minutes of Field Meeting . Date: 3 October 2018 Time: 13:30 -16:00 Venue: Dongkhamxang Technical Agriculture College Attendee:

1. Mr. Bounma Chanthavong, Director 2. Mr. Chitthakone Siramonh, Deputy director 3. Mr. Amphay Amkhamavong, Deputy director 4. Mr. Khamphan Phengsavath, Head of Plantation Division 5. Mr. Tiengkham Xayyavong, Head of Livestock 6. Ms. Khamla Xinataen, Head of Forest 7. Ms. Outhtanivong Luangdouangsithtideth, Head of Extension Division 8. Ms. Phaivone souyasan, Teacher 9. Mr. Khongseng Thammavong,Teacher 10. Mr. Phetsamone Loaungsy, Teacher 11. Mr. Sioudome Langsoumexay, Teacher 12. Mr. Chanthasouk Thipphavong, Teacher

Subject: Field visit Meeting Summary of the implemented activities:

Meeting with Management team members, Administrative staff and some Technical teaching staff.

Distributed the questionnaires to the participants for their response on the spot.

Visited workshops and assessed existing training facilities at workshop floor levels.

Conducted face to face interview of selected TVET Teachers.

Observed delivery of training sessions in some technology/trades courses.

Summary of the discussions:

College Director Chanthavong welcomed the Consultants team and explained the current programs of the institution.

Director Chanthavong further explained the programs and training courses at the college, the number of technical teaching staff and non-technical teaching staff.

Vic Palcong explained that the visit aimed to re-confirm the validity and priority of the Modules identified in the TNA conducted by TVED and SSTVET project.

Sisaveuy explained to the TVET Teachers and administrative staff about the Questionnaire and explained how to fill out the forms. He requested the respondents to indicate their comments and suggestions in the Questionnaires.

Next Step:

The consulting team will collaborate with the PMU and the training committee (under the teacher training and development Division/TVED) to develop Modules and associated training materials.

The capacity building Firm will deliver the identified priority Modules for in-service training of Managers, Administrative Staff and TVET Teachers.




3) Minutes of Field Meeting Date: 9 October 2018 Time: 9:00 -11:30 Venue: Khammouane Technical Vocational College Attendee: 1. Mr. Somphong Sanourath, Deputy Director 2. Mr. Khetsana Sanixay, Deputy director 3. Mr. Khanh Inthavong, Head of Mechanic Division 4. Mr. Bounnao Phetmanivong, Deputy of Head of Architect Division 5. Mr. Komvandy Souliya, Deputy of Head of Administration and Management division 6. Mr. Vaty Inthavong, Teacher 7. Mr. Somphong Khamdy, Teacher 8. Ms. Phoumaly Khavisouk, Teacher 9. Mr. Thongdy Inthilay, Teacher


-Meeting with Management team members, Administrative staff and some Technical teaching staff.

-Distributed the questionnaires to the participants for their response on the spot.

-Visited workshops and assessed existing training facilities at workshop floor levels.

-Observed delivery of training sessions in some technology/trades courses.


College Director welcomed the Consultants team and explained the current programs of the institution.

Sisaveuy explained the objective of the visit.

Vic Palcong further clarified that the visit aimed to re-confirm and validity and priority of the Modules identified in the TNA conducted by TVED and SSTVET project.

College Director, Mr. Bouakhay Souphone informed the Team that the college were already aware of the Questionnaires sent earlier by the Team to the College. The respondents of readily filled out the questionnaires and no further comments.

The Consultant team asked some questions relating to the training courses conducte

d in the college, availability of training materials, curriculum development, availability

and suitability of equipment for practical training and other relevant questions.


The training needs of the TVET College Managers, Administrators and TVET teachers were identified and re-confirmed, including prioritization of Modules as per the TNA survey.

It was found out during visits to the workshops, there are equipment and machines that were purchased during STVET phase 1, were not in operation, and the equipment had been idle for more than two years. This is because the TVET Teachers do not have adequate competence to operate and maintain these equipment. Some e




quipment were installed but never operated. The machinery at the Construction trades section have carbide teeth blades but carbide-sharpening machines is not available. The TVET instructors informed the team that they bring the blades to private company workshops for blade maintenance with payment of 10,000 kips per teeth.

The TVET Teachers were not trained on proper and safe operation of equipment and machinery. Storage of training materials was not in proper order and shop layout is not effective for CB training.

- The information received from the questionnaires re-confirmed the priority ratings of Modules to be delivered by the capacity building Firm as per the TNA survey by the training committee/ Teacher Training Division/TVED.

Next Step:



4.) Minutes of Field/ Meeting Date: 4 October 2018 Time: 13:30 -16:30 Venue: Pakpasak Technical Vocational College Attendee: 1. Mr. Khammany Louangamphay, Deputy Director 2. Mr. Khampou Vongsipasom, Deputy director 3. Mr. Douangdy Siribang, Head of IT Division 4. Mr. Khamla Xayalath, Head of Mechanic Division 5. Mr. Komekeo Munhlouang, Teacher 6. Mr. Sounthong Vongsavath, Teacher

Subject: Field visit/ Meeting Summary of activities:


-Distributed the questionnaires to the meeting participants..



Face to face interview with TVET Teachers. Summary of the discussions:

College Deputy Director welcomed the Consultants team and explained the current

programs of the institution.

Sisaveuy explained the objective of the field visit.

Vic Palcong further clarified that the visit aimed to re-confirm the validity and priority of the Modules identified in the TNA conducted by TVED and SSTVET project.




The Consultant team asked some questions relating to the training courses

conducted in the college, availability of training materials, curriculum development,

availability and suitability of equipment for practical training and other relevant

questions about the TVET Colleges.


The training needs of the TVET College Managers, Administrators and TVET

teachers were identified and re-confirmed, including prioritization of Modules as

per the TNA survey.

The information received from the questionnaires re-confirmed the priority ratings

of Modules to be delivered by the capacity building Firm as per the TNA survey by the training committee/ Teacher Training Division of TVED.

The Team were able to observe actual delivery of training sessions. There are too many students/trainees, about 40-45 trainees per class. The shop rooms have

Inadequate training equipment and not enough for a large group of 40 to 50 students

in each class. It is also not possible to deliver a Modular competency based training due to limited workshop space and inadequate training equipment.

Next Step:


The capacity building Firm will deliver training as per the identified priority Modules for in-service training of Managers, Administrative Staff and TVET Teachers.

The consulting team will closely coordinate with the TVET College officials during implementation of coaching and mentoring of TVET Teachers at workshop floor levels.

5.) Minutes of Field Visit/Meeting . Date: 10 October 2018 Time: 9:00 -11:30 Venue: Savannaket Technical Vocational College Attendee:

7. Mr. Vongsavanh Viengmany, Director 8. Mr. Bounkeua Khotsombath, Deputy Director 9. Mr. Khongpheng Pheththammachak, Deputy Director 10. Mr. Mr Khamone Phonethayvanh, Head of Organization Division 11. Mr. Santi Keovongsack, Head of Administration Division 12. Mr. Saythong Bouthchanthasath, Head of Technical Division 13. Ms. Sounaly Phouyyavong, Teacher 14. Mr. Khampy Sihachack, Teacher 15. Ms. Nouantha Khothvongsy, Teacher 16. Ms. Veomani Khammoungkhoun, Teacher




17. Mr. Netphathay Innothay, Teacher

Subject: Field visit/ Meeting 4 Summary of activities:


-Distributed the questionnaires to the participants for their on the spot response.



Face to face interview of some TVET Teachers. Summary of the discussions:

College Director Mr. Vongsavanh Viengmany, welcomed the Consultants team and

explained the current programs of the institution. A slide presentation by the Director highlighted the current programs of the College, including number of College Staff, Teaching Staff (Technical and Non-Technical), number of students


Vic Palcong further clarified that the visit aimed to re-confirm the validity and priority

of the Modules identified in the TNA conducted by TVED and SSTVET project.

The Consultant team asked questions related to the training courses conducted in

the college, availability of training materials, curriculum development, availability and suitability of equipment for practical training and other relevant questions about the

TVET Colleges.


The training needs of the TVET College Managers, Administrators and TVET teachers were identified and re-confirmed, including prioritization of Modules as per the TNA survey.

The information received from the questionnaires re-confirmed the priority ratings of Modules to be delivered by the capacity building Firm as per the TNA survey by the training committee/ Teacher Training Division/TVED.

It was found out during visits to the workshops that some equipment and machines that were purchased during STVET phase 1, were not in operation, and the equipment had been idle for more than two years. This is because the TVET Teachers

do not have adequate competence to operate and maintain these equipment.

Some equipment were installed but never operated. The computerized Lifter has

not been used since it was delivered about two years ago. The TVET Teachers

were not trained in the proper and safe operation of equipment and machinery.

Storage of training materials was not in proper order.

Next Step:


The capacity building Firm-AMDI-ASSIST-CBTC will deliver the identified 12 priority Modules for in-service training of Managers, Administrative Staff and TVET Teachers.




6.) Minutes of Field Visit/ Meeting Date: 4 October 2018 Time: 9:00 -11:30 Venue: Technical College of Vientiane Province Attendee:

1. Mr. Thonglor Vilaythong, Director 2. Ms. Khongchit, Deputy director 3. Mr. Thongsa Inthavong, Deputy director 4. Mr. Khamphouthai Nouanlahong, Head of Technical Management Division 5. Mr. Sounphon Phanthavong, Head of Mechanic Division 6. Mr. Viengxay Vilaithong, Head of Electric Division 7. Ms. Maily Bouapao, Teacher 8. Mr. Khanthong Maniphone, Teacher 9. Mr. Khamphet Onphaserth, Teacher 10. Ms. Laddavanh Phorlasim, Teacher 11. Mr. Thongxay Chitthapong, Teacher

Subject: Field visit and Meeting at Vientiane Technical College. Summary of activities:


-Distributed the questionnaires to the participants.


-Observed delivery of training sessions in some technology/trades courses. Summary of the discussions:

College Director welcomed the Consultants team and explained the current programs of the institution. Director presented a power point about the college programs, students, college facilities and college staff.


Vic Palcong further clarified that the visit aimed to re-confirm the validity and priority

of the Modules identified in the TNA conducted by TVED and SSTVET project.

College Director, Mr Bouakhay Souphone informed the Team that the college staff were already aware about the Questionnaires that were sent earlier by the Team to the College. The respondents readily filled out the questionnaires while the team clarified some questions raised.

The Consultant team asked questions relating to the training courses conducted in

the college, availability of training materials, curriculum development, availability and suitability of equipment for practical training and other relevant questions about the TVET Colleges.



teachers were identified and re-confirmed, including prioritization of Modules as per the TNA survey.




College staff are ready to attend in-service training to be conducted by SSTVET.

College Director requested the Consultants Team to inform the indicative

scheduled dates for the training courses in advance so that the College will

prepare the list of participants and adjust the programs of the participants so

that the training courses will not adversely affect their activities and duties at the College .

All the college staff expressed their interest to attend the in-service training

programs.

Next Step:


The capacity building Firm will deliver the identified priority Modules for in-service training of Managers, Administrative Staff and TVET Teachers. Consultant team will inform the college staff on the scheduled dates of training.

As the training Strategy for SSTVET has been approved by MOES, the capacity building Firm must prepare the training materials, have the training materials approved by PMU/TVED , identify suitable venues and start the training courses as soon as possible.

7) Minutes of Field Meeting Date: 5 October 2018 Time: 9:00 -11:30 Venue: Polytechnic College Attendee:

1. Mr. Souksavanh Sinouvong, Deputy director 2. Mr. Vilayphone Phommahaxay, Deputy director 3. Mr. Soulivan Khamphavong, Head of Administration 4. Ms. Phouangchan, Head of Organization 5. Mr. Sivan, Head of Academic 6. Mr. Boutham Chanthavong, Teacher 7. Mr. Chanthone sisouvong, Teacher 8. Mr. Phouviengxay Sihavong,Teacher 9. Mr. Khamhome Luangsouphom, Teacher

Subject: Field visit Meeting Summary of activities:


-Distributed the questionnaires to the meeting attendees. Clarified respondent queries and explained how they will proceed to answer the questionnaire and for their respon




se on the spot.


Conducted face to face interview of TVET Teachers.

-Observed delivery of training sessions in priority technology/trades courses covered by SSTVET project.


Deputy Director Mr. Souksavanh Sinouvong, welcomed the Consultants team and explained the current programs of the College, including number of College Staff in each department, number of teaching staff and number of students.

Sisaveuy explained the objective of the visit to the meeting attendees.

Vic Palcong further explained that the visit aimed to re-confirm and validity and

priority of the Modules identified in the TNA conducted by TVED and SSTVET

project.

Deputy Director Sinouvong confirmed that they are aware on the TNA conducted by

TVED. He further explained that they agree to the findings of the TNA survey and the College staff are interested to attend training courses to enhance the capacity of

administrative staff and TVET Teachers.

The Consultant team asked questions relating to the training courses conducted in

the college, availability of training materials, curricula, availability and suitability of equipment for practical training and other relevant questions about the TVET Colleges.

Some TVET teachers that were interviewed confirmed that they attended training in

CBT Methodology conducted at VEDI, but they cannot apply the CBT Methodology

in their teaching because they are too many students ( more than 40) in one class

and training equipment are not enough to deliver “practical individualized instruction” as required in a CBT Modality of training.



teachers were identified and re-confirmed, including prioritization of Modules as per the TNA survey.

It was found out during visits to the workshops, that there are equipment, machines that were purchased through funds provided by World Bank project are the wrong

type of equipment especially in “Mining “courses. The delivered equipment are not suitable to the required practical training of students

The response of respondents and information gathered from the questionnaires re-confirmed the priority ratings of Modules to be delivered by the capacity building Firm as per the TNA survey by the training committee of Teacher Training Division/

TVED.

Next Step:






9) Minutes of Field Meeting Date: 11 October 2018 Time: 9:00 -11:30 Venue: Champasack Technical Vocational College Attendee:

1. Mr. Bouakhay Souphone- Director 2. Mr. Kham Savong- Deputy Director 3. Mr. Saysamone Ngamsy -Deputy Director 4. Mr. Khamphone Khattiyavong -Head of Administration Division 5. Ms. Chanthaphone Xayyasone- Head of Academic Division 6. Ms. Khaophone Inthilath -Head of Technical Division 7. Mr. Bouasone Inphirath -Teacher 8. Ms. Keooudone Phommasoulith -Teacher 9. Mr. Sinphet Sakhatick -Teacher 10. Mr. Khamleth Soumaly -Teacher 11. Mr. Somsavay Khamphoum -Teacher 12. Mr. Souksakhone Khamsingsawath -Teacher

Subject: Field visit and Meeting with College Staff Summary of activities:

-Meeting with College Management team, Administrative staff and some Technical teaching staff.

-Distributed the questionnaires to the meeting participants.

Visited workshops. Assessed conditions and suitability of existing training facilities at workshop floor levels.


Summary of the discussions: 1. College Director, Mr Bouakhay Souphone welcomed the Consulting Team in his offi

ce. After a brief introduction with two Deputy Directors and 2 Heads of Division, the Director suggested that the meeting will be held at the College Conference room to accommodate more meeting participants which includes the Teaching staff.

2. After introduction of participants, Mr. Sisaveuy explained the purpose of the field visit to the meeting participants. The purpose of the visit is to re-confirm and validate the priority of the Modules identified in the TNA conducted by TVED.

3. Mr. Vic Palcong also explained that the visit aimed to assessed the existing training facilities of the college workshops and determine the equipment working conditions and suitability for training purposes. Mr. Palcong also indicated that he wish to have face-to face interview and personal interaction with TVET Teachers.

4. Training programs offered by the College, the curricula, trade courses offered , qualifications and number of teachers were also discussed.

5. Workshops were visited by the Team accompanied by the College Director and Deputy Director.


Respondents of the Questionnaires re-affirmed the importance and necessity to co




nduct training to College Staff, particularly training for TVET Teachers.

College staff expressed their interest and availability to attend training courses to be conducted by TVED and SSTVET, including those to be delivered by a JV-AMDI_CBTC capacity building firm.

Findings: Relevant findings during visits to workshops are the following;

The new equipment that were purchased through support of previous ADB project –STVET phase 1- have been idle for more than two years because the equipment cannot be operated.

For example, the lifter and the computerized system to operate the equipment are not compatible. A wheel alignment machine has been idle and stored at the tool room because the TVET Teachers do not know how to operate the equipment.

Machinery at the Construction workshops are equipped with carbide tipped blades, but a special grinding machine is not available to sharpen these carbide tipped blades.

A machine sharpener for the blades of surface planer and overhand/jointer planer

is not available, hence the planer blades are not maintained at all.

Next Step:

A list of participants in the in-service training programs for College staff need to be prepared as soon as possible.

TVET Teachers need to be trained in the safe operation and Maintenance of equipment and machines to be delivered very soon to the college as part of SSTVET support to upgrade training facilities of the College..

10) Minutes of Meeting Date: 3 October 2018 Time: 9:00 -11:30 Venue: Vientiane-Hanoi Technical Friendship College Attendee:

1. Ms. Nivone Moungkhoungsavath -Director 2. Mr. Sonexay Phanthavong -Deputy director 3. Mr. Sengkeo Intravong -Head of IT Division 4. Mr. Gnaviseth Phommavong -Head of Information Research Division 5. Mr. Viengxay Vilavong -Head of Technology Division 6. Mr. Outhtanivong LuangdouangsithtidethHead of Extension Division 7. Mr. Philaphone Chanthaleusy Teacher 8. Ms. Phetlamphou Chanthala Teacher 9. Ms. Maithong Phommaly Teacher 10. Mr. Khoun Inthaxay Teacher





-Meeting with College Management team, Administrative staff and some Technical teaching staff.

-Distributed the questionnaires to the meeting participants for their on spot response.

Visited workshops, assessed existing training facilities and observed delivery of training sessions at workshop floor levels.

-Conducted face to face interview to some TVET Teachers and some students.


College Director-Ms. Nivone Moungkhoungsavath welcomed the consulting team in a meeting held at the Director office-meeting room. She introduced the members of the College Management team, administrative staff and some TVET Teachers.

Mr. Sisaveuy explained the purpose of the visit. That the visit aimed to re-confirm and validate the Modules and sub-modules as per TNA conducted by the TVED Division and SSTVET team.

Mr. Vic Palcong inquired about the current training programs of the college, number of trade/technology courses being offered, number of teachers and number of students.

Mr. Vic Palcong also inquired on any previous assistance and support given to the

college by ADB and other donor/funding agencies. Mr. Palcong further explained that the SSTVET will conduct training to College managers, administrative staff and TVET Teachers.


College staff expressed their interest and availability to attend training courses to be delivered by SSTVET project.

Information and data received from respondents through the Questionnaires confirmed the importance of training college staff. Priority of the Modules were also identified.

Next Step:

The capacity building Firm will organize in-service training to College staff as per the identified Modules in consultation with PMU.

The consulting team will jointly work with the PMU and the training committee (under the teacher training and development Division/TVED) to develop the Modules and other associated training materials.

The Director will select and recommend to PMU the College staff who will participate in the proposed training programs of SSTVET project.

11.) Minutes of Meeting Date: 12 October 2018 Time: 10:00 -11:30 Venue: VEDI/MOES Attendee:

1. Mr. Bounsouane Naxiengkham, Deputy Director of VEDI




Subject: Field / Meeting

Summary of Implemented Activities:

-Meet the Deputy Director of VEDI and discussed on TVET Teacher Training

-Assessed existing training facilities at workshop floor levels.

-Observed delivery of training sessions in some technology/trades courses. Summary of Discussions:

Discussed in-service training programs conducted by VEDI to TVET Managers, Administrators and TVET Teachers from TVET colleges.

Discussed the role of VEDI for pre-service and in-service training programs of TVET Teachers.

Discussed the development of competency standards, CBT Curricula and Competency based Learning Materials (CBLMs).

Discussed on a proposed LAO TVET Trainers Qualifications Framework.

Conclusion of discussions in the Meeting:

- VEDI is under the MOES with the role of technical training for all TVET colleges while the TVED plays roles in the administrative management of all TVET colleges;

- VEDI plays the roles in both in-service and pre-service of teachers for TVET colleges;

- VEDI has provided the pre-service training for Bachelor degree such as 12+1 then continued with 3 years is equal to bachelor, 12+2 then continued with 2 years is equal to bachelor’s degree.

- Although the VDEI has the role in technical training for all TVET colleges but in practice there still be a lot of things to be improved such as the curriculum, equipment and management;

- VEDI used to be supported with the training by German grant, ADB, VELA but differently implemented in both content and methodology as compared to the VDEI’s curriculum;

- VEDI has equipment for 5 trade areas: business administration, automotive, electricity/electronic, carpentry, If the needed or required training equipment is not available at VEDI, then VEDI will cooperate with other colleges with the required training equipment to deliver practical skills training.

Next Step:

The consulting team will collaborate with VEDI, the PMU and the training committee (under the teacher training and development Division/TVED) to develop Modules and associated training materials for training College staff from 8 TVET Colleges being supported by SSTVET project.

The capacity building Firm -JV-AMDI-ASSIST-CBTC will collaborate with VEDI to deliver the in-service training of Managers, Administrative Staff and TVET Tea




chers. VEDI will collaborate with the Consultants of capacity building Firm in the development and use of relevant training materials needed to deliver in-service training of TVET college staff.




Annex 3: The TNA’s priority rating of Modules for training TVET Teachers, Administrative staff and Managers in 8 colleges.

TVET Teacher staff:

The Modules listed below were

identified in the TNA conducted by

TVED Division and SSTVET project.

ບັນດາ ຫົວຂໍ້

ຂ້າງລຸ່ມນີ້ໄດ້ຖືກກໍານົດຈ

າກການປະເມີນຄວາມຕ້ອງການ

ທີ່ໄດ້ຈັດໂດຍພະແນກການຕ່າງໆ

ຂອງກົມອາຊີວະສຶກສາ

ແລະໂຄງການ SSTVETP

Very

important

ສຳ

ຄັນຫຼາ

ຍ

Important

ສຳຄັນ

Somewhat

important

ສຳຄັນທຳ

ມະດາ

Not

important

ບໍ່ສຳ

ຄັນ

Neutral/no

comment

ບໍ່ມີ

ຄຳເຫັນ

Module 1- Improving Pedagogical

Skills- in Competency Based Training

Methodology

ຫົວຂໍ້ທີ່ 1 ປັບປຸງທັກສະ

ການສອນດ້ວຍວິທີການອີງໃສ່

ສະມັດຖະພາບ

34 6 1

Module 2- Market Demand Analysis.

ຫົວຂໍ້ທີ່ 2 ການວິໃຈຄວາມ

ຕ້ອງການດ້ານການຕະຫຼາດ

19 19 4 1

Module 3- Delivery of Competency

based Curriculum and use of

Equipment for Experiential Learning.

ຫົວຂໍ້ທີ່ 3 ການສອນຫຼັກ

ສູດທີ່ເນັ້ນໃສ່ສະມັດຖະພາບ

ແລະນຳໃຊ້ອຸປະກອນເພື່ອການກາ

ນຮຽນແບບທົດລອງ

30 7 2

Module 4- Use of Equipment for CBT

Delivery.

ຫົວຂໍ້ທີ່ 4 ການນຳໃຊ້ອຸປະ

ກອນທີ່ເນັ້ນໃສ່ສະມັດຖະພາບ

26 10 5

Module 5- Technical Knowledge of

Curriculum.(Competency based

Curriculum).

23 16 4 1




ຫົວຂໍ້ທີ່ 5 ຄວາມຮູ້

ດ້ານຫຼັກສູດການຊ່າງ (ຫຼັກ

ສູດເນັ້ນໃສ່ສະມັດຖະພາບ)

Module 6- Technical Knowledge

Improvement for Instructors.

ຫົວຂໍ້ທີ່ 6 ການປັບປຸງ

ຄວາມຮູ້ດ້ານການຊ່າງໃຫ້ແກ່

ຄູສອນ

22 16 1 1

Module 7- Apprenticeship

Management, Industry Collaboration

and Entrepreneurial Management.

ການຄຸ້ມຄອງບໍລິຫານການເຝິກ

ງານ,ການຄຸ້ມຄອງບໍລິຫານດ້ານ

ການປະກອບການ ແລະ ການປະສານງານ

ດ້ານອຸດສາຫະກຳ

26 11 3

TVET Administrative staff:




ບັນດາຫົວຂໍ້ການການປະເມີນ

ຄວາມຕ້ອງການໃນການເຝິກອົບ

ຮົມທີ່ພະແນກເຝິກອົມຮົມ

ຄູຂອງກົມອາຊີວະສຶກສາ ແລະ

ທີ່ປຶກສາປຶກສາຂອງ SSTVET

ໄດ້ກຳນົດໄວ້

Very

important

ສຳ

ຄັນຫຼາ

ຍ

Important

ສຳຄັນ

Somewhat

important


ມະດາ/

Not

important

ບໍ່ສຳ

ຄັນ

Neutral/no

comment

ບໍ່ມີ

ຄຳເຫັນ

Output 12- Entrepreneurship

ຫົວຂ້ທີ່ - 12- ການປະກອບການ

5 3

Output 13-Laboratory/ workshop

manage/arrangement

ຫົວຂ້ທີ່ 13- ການກະກຽມແລະ

ຄຸ້ມຄອງບໍລິຫານຫ້ອງທົດ

ລອງ/ໂຮງຊ່າງ

7

Output 14- Industry

partnership/Entrepreneurship

ຫົວຂ້ທີ່ 14 ການປະກອບ

ການ/ການເປັນຫຸ້ນສ່ວນດ້ານ

ອຸດສາຫະກຳ

5 3













Very

important

ສຳ

ຄັນຫຼາ

ຍ

Important

ສຳຄັນ

Somewhat

important


ມະດາ

Not

important

ບໍ່ສຳ

ຄັນ

Neutral/no

comment

ບໍ່ມີ

ຄຳເຫັນ

Module 1-Preparation of College

Development Plan.

ຫົວຂ້ທີ່ 1 ກຽມແຜນພັດທະນາ

ໂຮງຮຽນ

8

Module 2-Instructional Leadership

ຫົວຂ້ທີ່ 2 ການນຳພາ

8

Module 3-Inventory Management and

finance

ຫົວຂ້ທີ່ 3 ການຄຸ້ມຄອງບໍ

ລິຫານວັດຖຸສິ່ງຂອງແລະການ

ເງິນ

8 I

Module 4-Dormitory Management

ຫົວຂ້ທີ່ 4ການຄຸ້ມຄອງບໍ

ລິຫານຫໍພັກ

4 4 1

Module 5-Workshop Management

ຫົວຂ້ທີ່ 5 ການຄຸ້ມຄອງ

ບໍລິຫານຫ້ອງເຝິກອົບຮົມ

7 2 1

Module 6-Organizing Extra Curricular

Activities

ຫົວຂ້ທີ່ 6 ຈັດຕັ້ງກິດຈະກຳ

ນອກຫຼັກສູດ

2 3 3 1

Module 7- Gender Awareness.

ຫົວຂ້ທີ່ 7 ຄວາມຮັບຮູ້

ກ່ຽວກັບບົດບາດຍິງ-ຊາຍ

6 4 1

Module 8- Career Guidance and

Counselling.

ຫົວຂ້ທີ່ 8 ການໃຫ້ຄຳແນະນຳ

ແລະແນະແນວວິຊາຊີບ

5 2 1




Module 9- Learning Materials

Development

ຫົວຂ້ທີ່ 9 ການພັດທະນາສື່

ການຮຽນ

7 1

Module 10- Project Management

ຫົວຂ້ທີ່ 10 ການການຄຸ້ມ

ຄອງບໍລິຫານໂຄງການ

8 4

Module 11- Pedagogy and Academic

Manage-arrangement

ຫົວຂ້ທີ່ 11 ການກະກຽມດ້ານ

ວິຊາຄູ ແລະວິຊາການ

6

TVET Managers:










Very

important

ສຳ

ຄັນຫຼາ

ຍ

Important

ສຳຄັນ

Somewhat

important


ມະດາ

Not

important

ບໍ່ສຳ

ຄັນ

Neutral/no

comment

ບໍ່ມີ

ຄຳເຫັນ

Module 9- Entrepreneurship and

Industry Partnership

ຫົວຂໍ້ທີ່ 9-ການປະກອບການ

ແລະມີຫຸ້ນສ່ວນດ້ານອຸດສາ

ຫະກຳ

7 1

Module 10- Business Management

ຫົວຂໍ້ທີ່ 10- ການຄຸ້ມຄອງ

ບໍລິຫານທຸລະກິດ

4 4 1

Module 11- Laboratory Workshop

Supervision

ຫົວຂໍ້ທີ່ 11- ການຊີ້ນຳ

ຫ້ອງທົດລອງແລະ ໂຮງຊ່າງ

4 3






Very

important

ສຳ

ຄັນຫຼາ

ຍ

Important

ສຳຄັນ

Somewhat

important


ມະດາ

Not

important

ບໍ່ສຳ

ຄັນ

Neutral/no

comment

ບໍ່ມີ

ຄຳເຫັນ








Module 1-TVET Management

ຫົວຂໍ້ທີ່ 1-ການຄຸ້ມຄອງບໍ

ລິຫານວິທະຍາໄລອາຊີວະສຶກສາ

7

Module 2-Preparation of College

Development Plan

ຫົວຂໍ້ທີ່ 2-ການກະກຽມແຜນ

ພັດທະນາວິທະຍາໄລ

7

Module 3-Dormitory

Managementຫົວຂໍ້ທີ່ 3-ການ

ຄຸ້ມຄອງບໍລິຫານຫໍພັກ

1 3

Module 4-Accounting and Financial

Management

ຫົວຂໍ້ທີ່ 4-ການຄຸ້ມຄອງບໍ

ລິຫານບັນຊີ-ການເງິນ

4 3

Module 5-Organizing Extra Curricular

Activities

ຫົວຂໍ້ທີ່ 5-ການສ້າງຕັ້ງ

ກິດຈະກຳນອກຫຼັກສູດ

1 5 1

Module 6-Creating an Environment

for Innovative Teaching and Learning

ຫົວຂໍ້ທີ່ 6- ການສ້າງສະພາບ

ແວດລ້ອມ/ເງື່ອນໄຂໃຫ້ເກດີມີ

ການຮຽນການສອນທີ່ມີຫົວຄິດ

ປະດິດສ້າງ

5 2

Module 7- Learning Resources

Management.


ບໍລິຫານບັນດາຊັບພະຍາກອນການ

ສຶກສາ

5 3

Module 8- Project Management.


ບໍລິຫານໂຄງການ

3 4

Documents

Inception Report November 2018 - SSTVETP · experience as trainer in priority trades, iii) organizing group training workshops, especially to TVET College managers and administrators,