Overview of Strategic Issues in Basic Education · Overview of Strategic Issues in Basic Education Findings of Literature Review of Donor Programs ... Lao PDR, for the purpose of

Overview of Strategic Issues in Basic EducationFindings of Literature Review of Donor Programs

in Lao PDR

Report Prepared by Elizabeth St George for Plan InternationalApril 2015

Scope of study and limitationsThis overview report was prepared following a rapid literature review commissioned by PlanInternational, Lao PDR, for the purpose of providing aDetailed mapping of recent and ongoing interventions in the Lao primary education, childdevelopment, school health and nutrition, and school WASH sectors, to better inform thedevelopment of new interventions in the future.This document provides an overview of some of the recent key strategic directions in donorprogramming, in the context of changes to education policy under the Ministry of Educationand Sport (MOES). The document summarises strengths and weaknesses of the literaturereviewed and suggests opportunities for further investigation. It should be stressed that theliterature review was not comprehensive but sought to consolidate the information availableprimarily from public documents. In scope, the review covered project designs, evaluationsand information brochures, as well as some focused academic publications and MOES data.The review used documents provided by the Plan Vientiane Office, the MOES Department ofPlanning, and documents self-sourced through the internet. Not surprisingly the literatureavailable in this way was heavily biased in favour of large-scale projects, which tend to bebetter represented in the public domain. Plan made available a number of research studiessponsored by Plan. Other INGOs may have conducted a similar range of studies that are notcurrently publicly available. Plan may wish to encourage donors and especially INGOs to makemore readily available project details and the findings of research and evaluations that theyhave conducted in order to encourage lesson learning among development partners and toreduce duplication of effort.In scope, the review covered large-scale education-focused multi-national programs, thebilateral programs of Australia and Japan, and a selection of programs from Save the Childrenand Plan International. The review did not cover international aid from China and Vietnam, orfrom private donors (most often involved in one-off donations). A overview table of keyinterventions, together with more detailed program by program information, is provided atAttachment 1.Trends in MOES policy landscape and donor interventions

While the focus of the literature review was on documenting donor interventions in earlychildhood and primary schooling, the process also highlighted some informative trends in theoverall landscape of MOES policy and donor interventions over the last ten years.Over this period, primary education has consistently been a strong focus of the government’seducation policy, with the three cornerstones of improving access, quality and governance.Over this period, the literature also shows evidence of increasing coherence in theformulation of MOES education policy, for example in the introduction of sector-wide costedplans. Within basic education policy, over the last five years there has been a clear shift infocus from improving access to education (construction of schools, encouragement for girls toattend) to more emphasis on improving the quality of education in response to pooroutcomes in literacy and numeracy assessments. There is also evidence of a greater focus onearly childhood education (the construction of pre-school classrooms and training of pre-school teachers) and on addressing the needs of disadvantaged groups (Lao National Strategyon Inclusive Education, and follow-up work). In line with broader national government policy,villages may have more scope to develop local school plans and make use of school blockgrants that are delivered directly to the local level, and several donors are providing supportfor them to do so more effectively (e.g. JICA and UNICEF). It is not clear the extent to whichthese trends also reflect the priorities of education administrators at the sub-national level.In terms of donor programs, over the last ten years, and particularly since around 2008, thetrend has been for large donor projects to increase their support for sector-wide engagementaligned behind MOES policy, although targeted interventions for specific groups (ethnicminority teachers, girls in remote areas, ICT or specific districts for example) remain. Thiscoincides with evidence of a more coherent education policy on the part of MOES outlinedabove, and also the concern to take into account the large presence of donors in the sector. Animportant example of this trend has been the adoption of the ‘Schools of Quality’ principles(also known as Child-Friendly Schools) supported by UNICEF, into MOES ‘Education QualityStandards’. The Education Quality Standards are now the basis of indicators for monitoringschool outcomes and have been incorporated into many donor approaches such as those ofSave the Children, World Vision, JICA, Australia and the large EFA Fast Track InitiativeCatalytic Fund. The GPEII and BEQUAL programs will continue much of this work (see Table 1and Attachment 1 – Program Mapping). In terms of Plan’s work, as bilateral and multilateraleducation programs have become larger in scope, there may be more opportunity for small-scale interventions to pilot innovative interventions within, or separate to, large-scaleprograms which are well-positioned to effectively influence government policy.In terms of sub-sectors of engagement in basic education, a major focus of donor spendingover the last decade has been on school construction, in line with the MOES policy to increaseaccess for remote students outlined above. Current large-scale donor programs overall showa reduced emphasis on primary school construction and an increasing emphasis on improvingthe quality of education. Designs of new programs suggest that construction efforts will focuson additional classrooms for pre-school education (WB ECE project) and the construction oflatrines and rehabilitation for existing schools (BEQUAL see Table 1) rather than theconstruction of full primary schools.1The Mid-Term Review of the Education Sector Development Plan (Basic Education) showsthat net enrolment rates have risen substantially over the last five years, and that overallaccess targets for primary education are close to being met (with still a significant disparity1 It has been suggested that UNICEF may be continuing with the construction of primary schools in the comingperiod. Documentations relating to such plans was not available during the literature review.

for remote areas). However, a huge challenge remains in keeping students in school, andensuring they learn.2 Literacy and numeracy outcomes remain poor and drop-outs remainhigh, a problem that is directly related to the quality of schooling (amongst other issues). Thequality of teaching in classrooms emerges at the nexus of many issues affecting poor studentoutcomes and is clearly an area for concerted effort. Improving teaching methods will be onefocus of the upcoming Australian BEQUAL program.In terms of the four largest projects in various stage of commencement, it is apparent thatthey will build on existing knowledge and successful interventions in areas such as water andsanitation, nutrition, an emphasis on inclusive education, and ongoing strong support forbasic and early childhood education. In line with the Schools of Quality model, Australia, JICAand GPEII will continue to emphasise improved school-based planning and management.Australia will also have a particular focus on teacher education, and improving learningenvironments. The World Bank Early Childhood Education Project (US$28m) marks the firstlarge-scale project to engage holistically at this level of education, including interventions innutrition, parenting education, planning, school construction, teacher selection and training.GPEII will continue priority primary education work commenced under the EFA Fast TrackInitiative in areas such as school-based management, reading assessment and outcome monitoringand management (see Table 1).At the time of writing the MOES is in the process of developing its sector-wide strategicdirection for 2016-2020. While it is not possible to pre-empt the outcome of thosedeliberations, the trends observed in the literature reviewed described above may providesome guidance as to where the government’s emphasis in basic and early childhood educationpolicy over the next five years might lie.

Table 1. Summary of Principal Current Donor Basic Education Projects

2 Seel, A. (2013). Mid-Term Review (MTR) of the Education Sector Development Plan (ESDP) of Lao PDR –Basic education report. [Vientiane] Unpublished.

Donor Name of Project Description Amount PeriodJICA School Improvements(CIED II) School management in Salavan,Sekong, Savannakhet andChampasack N/A 2012-2016Australia Lao PDR Basic Education,WASH and School MealsProgram WASH facilities and school meals A$20.5m 2013-2017Australia Basic Education Qualityand Access in Lao Improved primary schoolparticipation, learningenvironments and more effectiveteaching

A$85.5m 2015-2024World Bank Early ChildhoodEducation Project Construction of pre-primaryclassrooms, pre-primary qualityimprovements and improvedgovernance

US$28m 2014–2019GPE / WB Global Partnership forEducation (GPEII) School-based management,reading outcomes and improvedmonitoring and evaluation US$16.8m 2015-2019

Overarching strengths and weaknesses of literature and areas forfurther investigationMore detailed information about the strengths and weaknesses of existing literature reviewedin this study is provided in Table 2. The table also suggests topics for follow-up that might beof particular interest to Plan. The topics suggested include some that are not yet national anddonor priorities but which are likely to become more important during the period of the nextMOES strategic plan. The table also includes areas of intervention flagged in upcoming donorprojects but which have not yet had the necessary rigorous analysis that will be neededbefore interventions are rolled out. Such topics include: non-formal basic education (forunqualified teachers and children who have missed their right-age cohort) and teaching Laoas a second language. Despite significant increases in projected funding for early childhoodeducation, there was little evidence of existing research on successful interventions for thisage group. Finally, the table also highlights a large number of questions remaining on thecritical issue of how to improve teaching methodologies.The principal documents consulted in this literature review are listed in the Bibliography atAttachment 2.

Table 2: List of literature areas, with strengths and weaknesses of available literature and suggested areas forPlan’s further investigation

Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for FurtherInvestigation

Access to SchoolsSchoolConstruction Value for money of constructionapproaches documented.Coverage of school buildingsassessedAssessment of mechanisms forsustainable maintenance of schools Not suggested as a high priority forfurther research at this stage.

Communityparticipation,family learning Emphasises the importance ofactive parent and communityengagement in the school aspart of a package of measures toimprove school attendanceDoes not analyse what type ofengagement is more effective forlearning outcomes, or why familiesbecome more engaged in someinstances rather than others. Noanalysis of the relative contribution ofparent engagement compared to otherindicators of well-functioning schools

Research addressing the questions:Why do parents and communitiesbecome actively involved in someschools and not others?How can projects best encouragecommunity participation?Quality in SchoolsTeachers:recruitment,deployment andtraining;incentives,performance andremuneration

Studies on recruitment,deployment and training,qualifications of teachers, levelsof remuneration. Assessment ofoversupply and undersupply inurban and rural areasrespectively.3Evidence to support such interventionsis largely based on common sense andanecdotal evidence. It does notexamine with rigour the multipledifferent factors affecting individualteachers’ decision about where tolocate and why they stay in a school

Rigorous answers to the questions: Whydo teachers decide to stay in theprofession? Why in a particularlocation? Why do teachers miss classesin different locations? What wouldmotivate more teachers to move toremote locations and how can this befacilitated?3 Beneviste, L., Marshall, J. and Santibanez, L. (2008?). Teaching in Lao PDR. [online] Available at:http://documents.worldbank.org/curated/en/2007/01/9092138/teaching-lao-pdr

Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for FurtherInvestigationand the relative importance ofincentives that have already been used.Curriculum,teaching materials,teaching methods Number of teachers who haveattended pre-service trainingand in-service training. Numberof textbooks deliveredAssessment of teachingmethods used in classrooms

Relationship between different typesof teacher training methods and themethods used in the classroom.The barriers to effective teaching ofLao as a second language. 4The role of temple, religious andprivate schools.

What are comprehensive solutions toimproving the learning and use of newteaching methodologies?- What is the relationship betweendifferent types of teacher educationand teaching methods in theclassroom?- How can teachers be bettersupported on their return toimplement a new methodology?- What is the relative importance ofongoing mentoring, pedagogicaladvisors and the level of educationof the teacher (among others) toadopting new teaching methods?- How can teachers with low basiceducation be supported to raisetheir basic education level? Whatrole do temple, religious and privateschools play?- Are there useful findings from theMaths and Science teachingprograms of JICA?- How can teachers be bettersupported to implement inclusiveeducation?4 Study on efforts to introduce Lao as second language teaching methodology: Mythong, S. et al. (2002). Second languages and ethnic andlinguistic diversity in Laos. In Lo Bianco, J., ed. Voices from Phnom Penh, Language Australia, n.s. pp.295-302.

Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for FurtherInvestigationPilot studies in teaching Lao as foreignlanguage

Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for FurtherInvestigationSchool learningand assessment,school inspection WB (EGRA), MOES (ASLO) andINGOs have conducted a rangeof literacy and numeracy tests,all of which have faceddifficulties in adapting to theLao language.Assessment of role pedagogicaladvisors done, but withincontext of much wider reviews.

Accuracy of assessment andassessment as a tool to improveteaching and learning. Duplication oftests.Lessons learnt from assessing andteaching of similar languages: Thai,Cambodian

What do literacy and numeracy tests tellus about the nature of learning the Laolanguage? Are there lessons to be learntfrom Thai?5 Could internationalassessments feed into academicresearch in Lao universities to facilitateeffective teaching methodologies? Howeffective are pedagogical advisors andwhat effective alternatives have beentrialled?Pilot interventions for support to testeffective support for teachersGovernance ofSchoolsFinancing:allocations,community grants, Assessment of some types ofscholarships on the ground6School Block Grants School block grants – effectiveness ofprovision and management. – UNICEFstudy upcoming? What are positive stories of financialmanagement?What are the comparative strengthsand weaknesses of existing scholarship

5 Note the efforts of a previous decade: Mythong, S. et al. (2002). Second languages and ethnic and linguistic diversity in Laos. In Lo Bianco, J., ed.Voices from Phnom Penh, Language Australia, n.s. pp.295-302.

6 Xaiyasensouk, V. and Ounnarath, B. (2011). Study Report: The Impact of the Scholarship Provision. Unpublished report for Plan International, LaoPDR.

Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for FurtherInvestigationschool grants,scholarships HRD-type assessment of communities,district and provincial authorities tomanage devolved finance programs for remote students? Whatare the opportunities for mobilisationof private (non-community) financingfor education?Note that the key constraint of capacityto manage finance at the local level maybe best addressed through broadergovernment HRD capacity buildinginitiatives.School planning:VEDCs, district andprovincialmanagement

Comprehensive report onfunctioning of VEDCs7 andschool based management8Linkages between local level planningand actual provisionQualitative assessment of strengthsand weaknesses of local educationgovernance (may exist in publicadministration sector?)

- Review of VEDC, district andprovincial planning reports toidentify common strengths,weaknesses and possibleinterventions- Effectiveness of donor coordinationat local levelEarly ChildhoodEducation

Number of classroomsconstructed, number of teachers/ care givers trained. Limitedstatements of qualitativeimpacts as part of broaderreportsCommunity Based School Readinessprograms as an alternative to formalpre-school have been trialled and willbe ongoing under GPEII. Significantfurther research needed to understandhow to make this approach or anothereffective.

What are children’s views of existingearly childhood programs?What are the strengths and weaknessesof provincial and district educationoffices? What are the synergies withcommunity engagement on healthmatters, particularly for EarlyChildhood?7 Seel, A. I’Anson, N. and Lomathmanyvong, S. (2015). Village Education Development Committees in Lao PDR: Their functionality and impact.[Draft report for Plan International] Vientiane: Unpublished.8 Santibanez, Lucrecia. (2014). School based management in Lao P.D.R. : current conditions and recommendations for the future. Washington DC ;World Bank Group. [online] Available at: http://documents.worldbank.org/curated/en/2014/01/18745470/school-based-management-lao-pdr-current-conditions-recommendations-future

Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for FurtherInvestigationPiloting alternative provision of school-readiness programs, early childhoodprograms, in combination withparenting programs and reviewingresults.

Non-formalEducation

Literature referencing non-formal education found duringthis study was confined toincidental mentions in broaderbasic education literature.Information about efforts to integratenon-right-age children intomainstream schooling and to supportadult learners, especially teachers.Any specific studies on non-formaleducation would be a contribution tothe existing literature.

As right-age enrolment targets are met,this area will need significant furtherinvestigation.What are effective methods for re-integrating non-appropriate agestudents into mainstream schooling?What has been the impact of the mobileteaching program and any other non-formal education efforts for children?Cross-cuttinginterventionsDisability Studies cover communityperceptions of disability,national policies on disabilityand results of InclusiveEducation Project.9 Statisticscollected in EMIS.

Quality of reporting on numbers, typesof disability and availability of teachingsupport. Comprehensive countryinformation as opposed to localisedstudies.Opportunities for further awarenessraising of disabilities and schooling.Sharing of existing INGO disabilitystudies.Preventing disability in young childrenis a key focus of the WB Early Childhoodproject. Note that findings of existingreports will take some time to act on and

9 Townsend-Gault, Emma (2011). Improving Access to Education for Children with Disabilities in Oudomxay - Baseline report. [online] Available at:http://www.powerinternational.org/uploads/Laos/OudomxaySurveyOfEducationForCWD.pdf.Grimes P., Sayarath K., & Outhaithany S. (2011). The Lao PDR Inclusive Education Project 1993–2009: reflections on the impact of a national projectaiming to support the inclusion of disabled students. International Journal of Inclusive Education, 15(10), pp.1135-1152.

Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for FurtherInvestigationthis area is not recommended for furtherresearch at this stage.Gender Studies cover comprehensivelyresults of many projectinterventions on increasinggirls’ participation in schoolsand increasing number ofwomen teachers, includingdifferences among ethnicgroups

Gender equality in educationadministration positions, particularlyin rural areas.Gender assessment of schoolcurriculum and in teaching practicesHow could the representation of womenbe improved in educationadministration positions and asteachers?How are girls and women portrayed intextbooks and educational materials?

Nutrition Number of children providedwith healthy meals / snacks Contribution of nutrition programs toincreased school participation.Assessment of government’s schoolbased feeding programimplementation of project andnutritional quality of meals deliveredLong-term study on contribution ofschool nutrition programs to improvedattendance and improved healthoutcomes.What is the cost of alternative methodsof providing meals in schools?WASH Number of latrines constructed.WB reviews of whether latrinesare used, as part of broaderimpact assessments

Assessment of contribution of latrinesto improved school attendance, betterhealth outcomes and improvedhygiene practices.Long-term study on assessment oflatrine construction in schools onimproved attendance and improvedhealth outcomes – upcoming unicefstudy?

PLAN Mapping Consultancy – Bibliographay* Documents marked with an * are not available in the Dropbox file ‘Plan Education Mapping Documents’ held by Plan International Laos.

ADB (2008). Lao People’s Democratic Republic: Basic Education (Girls) Project – Completion report. [online] Available at:http://www.adb.org/sites/default/files/project-document/68044/29288-lao-pcr.pdf

ADB (2008). Lao People’s Democratic Republic: Sector-Wide Approach in Education Sector Development – Major change in scope and amount.[online] Available at: http://www.adb.org/sites/default/files/project-document/68140/35312-lao-mcs.pdf

ADB (2008). LAO: Basic Education Sector Development Project – Project Administration Memorandum. [online] Available at:http://www.adb.org/sites/default/files/project-document/65293/32312-lao-pam.pdf

ADB (2010). Sector-wide Approach in Education Sector Development Completion Report. [online] Available at:http://www.adb.org/sites/default/files/project-document/62135/35312-02-lao-tcr.pdf

ADB (2010). Lao People's Democratic Republic: Basic Education Sector Development Program II – Concept Note. [online] Available at:http://www.adb.org/sites/default/files/project-document/63449/40368-01-lao-cp.pdf

ADB (2010). Lao People's Democratic Republic: Basic Education Sector Development Program – Tranche Release Report. [online] Available at:http://www.adb.org/sites/default/files/project-document/63791/32312-01-lao-prtr.pdf

ADB (2011). LAO PDR: Second Education Quality Improvement Project – Completion Report. [online] Available at:http://www.adb.org/sites/default/files/project-document/60558/31345-013-lao-pcr.pdf

ADB (2011). Lao People's Democratic Republic: Basic Education Sector Development Program Progress Report on Tranche Release. [online]Available at: http://www.adb.org/sites/default/files/project-document/75039/32312-013-lao-prtr.pdf

ADB (2012). Snapshot of the Basic Education Sector Development Program (BESDP) in Lao PDR. [online] Available at:http://www.adb.org/sites/default/files/project-document/73170/40368-022-lao-dpta.pdf

ADB (2014). Lao People’s Democratic Republic: Basic Education Sector Development Program Completion Report. [online] Available at:http://www.adb.org/sites/default/files/project-document/82317/32312-013-pcr.pdf

Anonymous (2014?). MTR ESDP Teacher Education (Quality) Sub-sector Report. [Report for Ministry of Education and Sport] [Vientiane]:Unpublished.

AusAID (2008). Annual program performance report for the Lao People’s Democratic Republic 2007-08. [online] Available at:www.dfat.gov.au/about-us/publications/Documents/appr-laos-07.docx

Benveniste, L., Marshall, J. and Santibanez, L. (2008?) Teaching in Lao PDR. [online] Available at:http://documents.worldbank.org/curated/en/2007/01/9092138/teaching-lao-pdr

Buttenheim, A., Alderman, H., and Friedman, J. (2011). ‘Impact evaluation of school feeding programs in Lao PDR.’ Journal of DevelopmentEffectiveness. [e-journal] (3)4, pp. 1-39. Available at: http://documents.worldbank.org/curated/en/2011/11/18933709/impact-evaluation-school-feeding-programs-lao-pdr

Chounlamany, K., Khounphilaphanh, B. (2011). New Methods of Teaching? Reforming education in Lao PDR. Doctoral dissertation, Faculty of SocialSciences, Umeå University.

Dang, Hai-Anh H. and King, Elizabeth M. (2013). Incentives and teacher effort : further evidence from a developing country. Policy Research workingpaper no. WPS 6694. Washington D.C.: The Worldbank. [online] Available at:http://documents.worldbank.org/curated/en/2013/11/18490965/incentives-teacher-effort-further-evidence-developing-country-incentives-teacher-effort-further-evidence-developing-country

Department of Foreign Affairs and Trade (2014). Basic Education Quality and Access in Lao PDR Investment Design Document. Canberra:Unpublished.

European Union (2012). Support for the Education and Health sector reforms in the context of the Seventh National Socio-Economic DevelopmentPlan in Lao People's Democratic Republic – Annex 1 [online] Available at: http://ec.europa.eu/europeaid/sites/devco/files/aap-education-trade-reform-laos-af-2012_en.pdf

Grimes P., Sayarath K., & Outhaithany S. (2011). The Lao PDR Inclusive Education Project 1993–2009: reflections on the impact of a national projectaiming to support the inclusion of disabled students. International Journal of Inclusive Education, 15(10), pp.1135-1152.

Heckman, James et al. (2010). ‘Analyzing Social Experiments as Implemented: A reexamination of evidence from the HighScope Perry PreschoolProgram’ Quantitative Economics (1) pp. 1-46.

Howe, J. W. (2014). Multi-sectoral Education and WASH Programming in the Lao PDR – A case study of Plan’s ECCD and WASH programs inBokeo province. [online] Available at: https://plan-international.org/where-we-work/asia/laos/about/NewsCentre/publications

Howe, J.W. (2014). Multi-Grade Teaching Practices in Bokeo. [online report] Available at: https://plan-international.org/where-we-work/asia/laos/about/NewsCentre/publications/study-multigrade-teaching

Lux Development (2014). Supporting education in Rural Bolikhamxay: A call for collaboration. [online report] Available at:http://luxdev.lu/files/documents/LAO_021_EDU_sector_web.pdf

McLaughlin, B. (2011). Schools of Quality: A Case Study on Rights-Based Education Reform in the Lao People’s Democratic Republic. [online]Available at: http://www.unicef.org/eapro/CFSCaseStudy_LaoPDR_March2011.pdf

Ministry of Education, National Research Institute for Education Sciences (2007). National Assessment of Student Leaning Outcome (ASLO I) Report.[Vientiane]: s.n.

Ministry of Education (2009). Education Sector Development Framework – 2009-2015. [pdf] Available at:http://moe.gov.la/data/publications/ESDF%20English%20version.pdf

Ministry of Education Lao PDR, Cambridge Education Ltd, Burapha Development Consultants (2008). Lao PDR: Sector-Wide Approach in EducationSector Development – Education Sector Development Framework April 2008 – Final. [Vientiane]: Unpublished.

Ministry of Education, National Research Institute for Education Sciences (2010). National Assessment of Student Leaning Outcome (ASLO II) Report.[Vientiane]: s.n.

Ministry of Education (2011). Education Sector Development Plan 2011 – 2015. [Vientiane], s.n.

*Ministry of Education (2011). Aide Memoire – Joint Education Sector Review Mission. [Vientiane}: s.n.

*Ministry of Education and Sport (2012). Aide Memoire – Joint Education Sector Review Mission. [Vientiane]: s.n.

*Ministry of Education and Sport (2014). Aide Memoire – Joint Education Sector Review Mission. [Vientiane]: s.n.

Micronutrient Initiative (2009). Investing in the Future – A united call to action on vitamin and mineral deficiencies. [online pdf] Available at:

http://www.unitedcalltoaction.org/

Ministry of Education and UNESCO (2005). Education for All National Plan of Action 2003 – 2015. UNESCO, Bangkok. [online pdf] Available at:http://www.moe.gov.la/data/publications/efa/efa%20lao%20version%20eng.pdf

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Mythong, S. et al. (2002). Second languages and ethnic and linguistic diversity in Laos. In Lo Bianco, J., ed. Voices from Phnom Penh, LanguageAustralia, n.s. pp.295-302.

Noonan, Richard and Visiene Xaiyasensouk (2006). Alternative Models of Teacher Training for Remote Areas. Draft report prepared for Swedec –HiFab. [online pdf] Available at: http://www.moe.gov.la/LaoESDF/Background_Docs/Eng/Remote_Teacher_Training_Eng.pdf

Palme, M. and Hojlund, G. (2013). Learning Outcomes and Classroom Practices. [online] Available at: https://plan-international.org/files/Asia/laos/Laos-learning-outcomes

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Save the Children and Australian Aid. (2013). Schools of Quality Pilot Project – Final Evaluation, Thapabath district, Bolikhamxay Province.[Vientiane]: Unpublished.

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Seel, A. (2013). Mid-Term Review (MTR) of the Education Sector Development Plan (ESDP) of Lao PDR – Basic education report. [Vientiane]:Unpublished.

Seel, A. I’Anson, N. and Lomathmanyvong, S. (2015). Village Education Development Committees in Lao PDR: Their functionality and impact. [Draftreport for Plan International] Vientiane: Unpublished.

Townsend-Gault, Emma (2011). Improving Access to Education for Children with Disabilities in Oudomxay - Baseline report. [online] Available at:http://www.powerinternational.org/uploads/Laos/OudomxaySurveyOfEducationForCWD.pdf

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World Bank (2014). Lao People's Democratic Republic - Early Childhood Education Project. Washington DC: World Bank Group. [online] Availableat: http://documents.worldbank.org/curated/en/2014/03/19230242/lao-peoples-democratic-republic-early-childhood-education-project

World Bank (2014). Lao development report 2014. Vientiane, Lao PDR: World Bank Group. [online] Available at:http://documents.worldbank.org/curated/en/2014/12/23943917/lao-development-report-2014-vol-2

World Bank (2014). Lao People's Democratic Republic - Community Nutrition Project Implementation Completion and Results Report. WashingtonDC: World Bank Group. [online] Available at: http://documents.worldbank.org/curated/en/2014/03/19335874/lao-peoples-democratic-republic-community-nutrition-project

World Bank (2014). Lao People's Democratic Republic - Second Global Partnership for Education Project : indigenous peoples plan. [online]Available at: http://documents.worldbank.org/curated/en/2014/06/20136770/lao-peoples-democratic-republic-second-global-partnership-education-project-indigenous-peoples-plan

World Bank (2014). Lao PDR - Nutrition at a glance. Nutrition at a glance ; Lao People's Democratic Republic. Washington DC ; World Bank Group.http://documents.worldbank.org/curated/en/2014/01/18881029/lao-pdr-nutrition-glance

World Bank (2015). Lao PDR Implementation Completion and Results Report for the Catalytic Fund EFA/FTI Program. [online] Available at:http://documents.worldbank.org/curated/en/2015/02/24080995/lao-pdr-catalytic-fund-efafti-program

Xaiyasensouk, V. and Ounnarath, B. (2011). Study Report: The Impact of the Scholarship Provision. [Unpublished report for Plan International],Vientiane.

Attachment 1: Basic Education Donor Program Mapping for Plan InternationalApril 2015

Table of ContentsOverview of Principal Donor Basic Education Projects.................................................................................... 19

Annotated Summary of Projects ............................................................................................................................... 21Basic Education Sector-Wide Programs ........................................................................................................................................21Basic Education (Girls) Project ........................................................................................................................................... 21Second Education Quality Improvement Project ........................................................................................................ 22Basic Education Sector Development Program (BESDP)......................................................................................... 24Laos – Australia Basic Education Program (LABEP) ................................................................................................. 25Access to Basic Education in Laos Program (ABEL) .................................................................................................. 26Schools of Quality Pilot Project ........................................................................................................................................... 27Basic Education Quality and Access in Lao (BEQUAL).............................................................................................. 29Basic Education in Northern Communities.................................................................................................................... 301) Improvement of School Environments in the Three Southern Provinces.................................................. 312) Project for the Improvement of School Environments in Champasack and Savannakhet Provinces (Grant Aid for Community Empowerment).......................................................................................................................................................................................................... 31Supporting Community Initiatives for Primary Education Development in the Southern Provinces (CIED) 32Supporting Community Initiatives for Education Development 2 (CIED II).................................................... 33BOLIGO.......................................................................................................................................................................................... 34Strengthening Basic Education and Child Rights Protection Project .................................................................. 36School Quality Improvement (SQIP); Early Learning in Primary School (ELPS) ........................................... 36Child Friendly Schools (Schools of Quality)................................................................................................................... 38Second Education Development Project (EDPII) ........................................................................................................ 39Education For All Fast Track Initiative Catalytic Fund ............................................................................................. 42Global Partnership for Education (GPEII) ...................................................................................................................... 45Improving Governance...........................................................................................................................................................................48Support for the Education and Health sector reforms in the context of the Seventh National Socio-Economic Development Plan in Lao People'sDemocratic Republic (DCI-ASIE/2012/23-243) ......................................................................................................... 48

Poverty Reduction Support Operation (PRSO Series 2: 8-11)............................................................................... 49Early Childhood .........................................................................................................................................................................................50Early Childhood Development – Programs 1992 – 2006......................................................................................... 50School Quality Improvement Program: Early Learning in Primary School...................................................... 51Teaching........................................................................................................................................................................................................52Network for Teacher Upgrading Program ..................................................................................................................... 52Improving Science and Mathematics Teacher Training ........................................................................................... 53Teacher Training Enhancement and Status of Teachers (TTEST) ....................................................................... 54Early Childhood Education Project ................................................................................................................................... 55Water and Sanitation in Schools .......................................................................................................................................................56Lao PDR Basic Education Water, Sanitation and Hygiene (WASH) and School Meals Program.............. 56Nutrition .......................................................................................................................................................................................................56School Meals ............................................................................................................................................................................... 57Gender and Disability..............................................................................................................................................................................58Inclusive Education Project.................................................................................................................................................. 58

Key to Summary Tables: Each donor program is summarised in a stand-alone table. The tables contain simplified project information basedon the available data and documentation as provided by donors and the Lao Ministry of Education and Sport. The tables are intended toprovide an intuitive lay-out for readers to quickly grasp the key characteristics and lessons learned from individual programs and to facilitatetracking of lessons learned in basic education over the last decade. It became apparent during the study, however, that over the last five yearsdonors have increasingly pooled funding under large initiatives, but often continued to report on these programs separately. Alternatively,programs delivered by one organisation may have been entirely funded and reported on by the funding organisation (UNICEF WASH and WFPNutrition programs). As such the tables are not intended to be comprehensive or to answer more detailed questions of financial contributionsor the attribution of results among donors. Where information is attributable to a single source, this has been noted in the table.

Overview of Principal Donor Basic Education Projects

Current

Completed (by year of completion)Donor Name of Project Description Amount PeriodJICA School Improvements(CIED II) School management in Salavan,Sekong, Savannakhet andChampasack N/A 2012-2016Australia Lao PDR Basic Education,WASH and School MealsProgram WASH facilities (UNICEF) andschool meals (WFP) A$20.5m 2013-2017Australia Basic Education Qualityand Access in Lao Improved primary schoolparticipation, learningenvironments and more effectiveteaching

A$85.5m 2014-2024World Bank Early ChildhoodEducation Project Construction of pre-primaryclassrooms, pre-primary qualityimprovements and improvedgovernance

US$28m 2014–2019GPE / WB Global Partnership forEducation (GPEII) School-based management,reading outcomes and improvedmonitoring and evaluation US$16.8m 2015-2019

Donor Name of Project Description Amount PeriodUNICEF Network for TeacherUpgrading Training for teachers from 67districts N/A 1992-19961998-2002Australia Lao-Australia BasicEducation Project(LABEP) Improved access to basiceducation for girls from ethnicminority groups A$8.2 1999-2007ADB Basic Education (Girls)Project School construction andcommunity participation inschool management US$20.6m 2000-2007UNESCO,Save theChildren,SIDA

Inclusive EducationProject Access and quality of educationfor disabled students N/A 1995-2008EU Basic Education inNorthern Communities Access, quality and governance inbasic education €6m 2004-2010Australia Access to Basic Educationin Laos (ABEL) Improved access to basiceducation, including nutrition,WASH and donor coordination A$11 2006-2010JICA School Improvements inThree SouthernProvinces Construction of primary schools N/A 2009-2010ADB / SIDA Second Education QualityImprovement Program Teacher education 2002-2011World FoodProgram School Meals Provision of school meals andfortified supplements US$38m 2005-2011JICA School Improvements(CIED) School management and teachingmaterials in Salavan, Sekong andAttapeu ¥213m 2007-2011

JICA School Improvements inChampasack andSavannakhet School construction inChampasack and Savannakhet ¥1.02m 2010-2012World Bank Second EducationDevelopment Project(EDPII) Access, quality and governance ofbasic education in 19 districts US$26.6m 2005-2013Australia Schools of Quality PilotProject Improved school facilities,community engagement andteacher training in Bolikhamxay N/A 2010-2013JICA Improving Science andMathematics TeacherTraining Improve quality of science andmathematics teaching N/A 2004-2008; 2010-2013UNICEF Schools of Quality Basic education schoolenvironment, schoolmanagement and gender equality N/A 2004-2014 (inphases)Save theChildren School QualityImprovement (SQIP);Early Learning in PrimarySchool (ELPS)

Pre-school access and training ofpre-school teachers inBolikhamxay, Luang Prabang,SayabouryUS$8m 2005-2014

World Bank /GPE EFA Fast Track InitiativeCatalytic Fund Improved access to basiceducation in 56 districts andimproved governance US$42.52 2010-2014

Annotated Summary of Projects

Basic Education Sector-Wide ProgramsIntervention/Project/Program Description TemplateProject Name Basic Education (Girls) ProjectTiming 2000-2007Donor(s) ADBFunding Amount US$20.6mLocation(s) 52 districts in LaosBeneficiaries(types andnumbers)

Primary students, teachers and pedagogical advisors from 52 districtsDescription(objectives,strategies,activities, etc.)

Aims to:(i) Provide primary educational facilities in 50 districts and strengthening the capacity at central andprovincial levels to plan, manage, and implement school construction and associated developmentprograms; and(ii) Promote community participation in school management so as to increase enrollment and retention ofpupils.In particular through:- construction of muti-grade schools- community engagement and mobilization especially for girls- increased relevance of curriculum- in-service training of teachers- recruitment and training of local ethnic group teachers especially women- improved supervision by pedagogical advisors- provision of core textbooks

Partners Ministry of Education of Laos, World Bank, Japan, Australia, and some NGOsMaterials/ToolsProduced

21 books developed: teacher guides, student books, games booksTeaching and learning kitsPedagogical Adviser HandbooksManuals on Work Procedure for departments at MOE and for PES and DEB officesResults Achieved - 512 schools built or upgraded to full 5 grades allowing additional access for 47,000 students

- 40% increase in survival to Grade 5 from 2003/4 to 2005/06- 43 district education offices in 52 districts- 630,549 books printed and distributed to 11 provinces, 52 districts and 2901 schools of which 501 projectschools- 6 DGE and 20 Provincial Master Trainers trained; 296 trainers able to deliver in-service training- 4,051 teachers trained on Supplementary Materials at In-service training- 77 pedagogical advisors recruited, trained and deployed, esp female PAs- Significant HRD and materials developed for ethnic education

1999/2000 – 2006/07 results show program has significant benefits:- Enrolment growth in BEGP districts double that of Lao average, triple for girls- Survival rates to Grade 3 and Grade 5 also double the national average increaseLessons Learned - Specific lessons learned about the construction approach: using local labour to encourage engagement inschool; maximizing local character and allowing for flexibility for future needs; ensuring layout of roomsfacilitates multi-level teaching in one room; inclusion of training in water and sanitation alongside provisionof toilets. Design of schools may need to be adjusted esp in mountainous and windy areas, with particulartechnical expertise.- Need for more transparency at village level in provision of grants to avoid misunderstanding about allocationand disbursement of funds.- Training insufficient: teachers needed longer to understand how to use supplementary materials, and how toincorporate supplementary materials with textbooks and use guidebooks for both; need follow-up help- No local capacity to collect and monitor data collected- Selection of student and teacher beneficiaries not always efficient ie quotas on students (female ratio) orinappropriate level of teacher / government official selected to attend the training.Was the ProjectScaled/Sustained?(explain)

Lessons learned were subsequently incorporated into Australian Aid and World Bank managed programs. Theprogram was closely linked to the Australian LABEP .Intervention/Project/Program Description TemplateProject Name Second Education Quality Improvement ProjectTimeline 2002-2011Donor(s) ADB

Funding Amount $23.5mLocation(s) Six provincesBeneficiaries(types andnumbers)

Teachers, teacher trainers, government and village officialsDescription(objectives,strategies,activities, etc.)

(i) To improve the relevance, quality, and efficiency of primary and secondary education throughdeveloping a teacher training support system, enhancing the professional status and careerdevelopment of teachers;(ii) To expand access to and improve retention in primary school especially of girls and ethnic children inthe poor and underserved areas of the country;(iii) To strengthen the institutional capacity of central, provincial and district, and village leveladministration to plan and manage the decentralized education system.Partners SIDA, MOESMaterials/ToolsProduced

- Revisions to teacher training curriculum- 197 titles of textbooks for teacher trainersResults Achieved - Development of teacher training curriculum for 8 teacher training institutions for 11+2 and 11+3 teachers- Increase in number of qualified teachers from- 503 teacher education institute staff trained in two-year course- 105 teacher trainers supported to graduate with master degrees in Lao PDR, Sweden and Thailand- 94 pedagogical master advisors trained, together with 198 secondary advisors and 271 primary schooladvisors- 115 primary graduates from remote areas supported for teacher training- Revisions to teachers’ incentives and packages introduced in 2006- Eight studies on Teacher outcomes completed and dissemintaed- 2,405 primary teachers given teaching upgrading programs; 9,900 primary and 3,050 secondary teachersreceived in-service training- 58,000 pupils from 426 villages benefited from new and upgraded schools- 2,400 schools received a package of learning materials- 9,800 VEDC community members trained- 18 provincial engineers and architects trained in computer drawings- 143 Department of Teacher Training and Department of General Education staff received planning andmanagement training on decentralised education management

- 1,824 provincial, district and technical education staff received short-term management and planning trainingLessons Learned - Improved incentive payments did begin to show improvements in retention rates of teachers- Teacher training targets for provincial and district training not achieved as teachers already received trainingfrom NGOs and other projects- Teacher training targets for in-service training not achieved because of limited provincial and district trainersavailable; over-estimation of numbers of teachers;- Construction prices rose dramatically during program forcing reduction in number of classrooms built- External training for community participation will fail if not conducted in appropriate culture and language.Existing village structures in remote areas probably already use the most qualified peopleWas the ProjectScaled/Sustained?(explain)

This program is closely linked to the Swedish International Development Agency’s Teacher Training Enhancementand Status of Teachers Project (see entry under Teaching). Distribution of learning materials packages taken overby Plan International, Room to Read and Save the Children.Source: ADB (2011) LAO PDR: Second Education Quality Improvement Project – Completion Reporthttp://www.adb.org/sites/default/files/project-document/60558/31345-013-lao-pcr.pdfIntervention/Project/Program Description TemplateProject Name Basic Education Sector Development Program (BESDP)Timeline 2008-2014Donor(s) ADBFunding Amount USD25.56Location(s) Nation-wideBeneficiaries(types andnumbers)

Focused on lower secondary schools and government planningDescription(objectives,strategies,activities, etc.)

1. Expanding Access to Basic Education (esp lower secondary)2. Improving the Quality of Formal Primary and Secondary Education3. Strengthening Decentralized Education Management4. Improved capacity for planning, budgeting, management and delivery of educationPartners MOEMaterials/ToolsProduced

N/AResults Achieved N/A

Lessons Learned N/AWas the ProjectScaled/Sustained?(explain)

N/AIntervention/Project/Program Description TemplateProject Name Laos – Australia Basic Education Program (LABEP)Timeline 1999–2007Donor(s) AusAIDFunding Amount $8.2 millionLocation(s)Beneficiaries(types andnumbers)

Teachers, students, especially young women from remote and ethnic communitiesDescription(objectives,strategies,activities, etc.)

To improve access of girls from ethnic minority groups to five years of primary school.Activities included:- Raising awareness of the importance of education- Age-appropriate learning materials especially those appropriate for non-Lao speakers- Improving the quality of pre-service training for teachers and local trainees especially drawn from ethnicgroups

Partners MOES, UNICEFMaterials/ToolsProduced

Teaching and learning kitsResults Achieved - Enrolment growth rates were higher in project areas than the national average.

- The average annual increases in student retention rates to grade 3 and to grade 5 in project areas wereapproximately double those of the national average annual increases.- Innovative, practical educational models were adopted, including multigrade teaching, teacher trainingtargeting young women from ethnic communities and remote villages, and teaching materials andapproaches targeting children for whom Lao is a second language.- A total of 376 ethnic minority trainees (107 males and 269 females) completed training to become teachersin the LABEP/Basic Education for Girls Project schools in their own villages.

- Over 4000 teachers completed in-service training in multigrade teaching and the use of teaching andlearning materials produced by the project.- As many as 2000 teaching and learning kits were produced and distributed to all project schools.- A total of 630 549 books were printed and distributed across 11 provinces, 52 districts and 2901 schools,of which 427 were project schools.

Lessons Learned‘Was the ProjectScaled/Sustained?(explain)

- The program evolved into a broader and larger whole of basic education sector approach.Intervention/Project/Program Description TemplateProject Name Access to Basic Education in Laos Program (ABEL)Timeline 2006 – 2010Donor(s) AusAIDFunding Amount A$11mLocation(s) N/ABeneficiaries(types andnumbers)

N/ADescription(objectives,strategies,activities, etc.)

N/APartners WFP, MOES, UNICEFMaterials/ToolsProduced

N/AResults Achieved - Education and Gender Sector Working Group fully functional withagreed terms of reference, an annual work plan and contributing to

improved coordination between the donors and the Government ofLaos in the education sector.- Since 2004 the World Food Programme has provided 88,020 childrenin targeted areas with meals and take-home food packs.- Since 2004 the United Nations Children’s Fund has installed cleanwater and sanitation systems in 312 schools in targeted areas. Thesehave benefited 44,900 children.

Lessons Learned ‘The holistic nature of the program and the mutually reinforcinginterrelationships between the stakeholders generated by the program’sactivities that make the critical difference, rather than any particularactivity.’ The mission found indications that food incentives (providedthrough the World Food Programme) were the catalyst to get girls inparticular enrolled in schools, but that it was the quality of the teaching andlearning environment that kept them there.’ ABEL Joint Review Missionfinding, summarised in Annual Program Performance Report

‘Was the ProjectScaled/Sustained?(explain)

* Source: AusAID (2008). Annual program performance report for the Lao People’s Democratic Republic 2007-08. www.dfat.gov.au/about-us/publications/Documents/appr-laos-07.docx

Intervention/Project/Program Description TemplateProject Name Schools of Quality Pilot ProjectTimeline 2010-2013Donor(s) AustraliaFunding Amount N/ALocation(s) Thapabath district, BolikhamxayBeneficiaries(types andnumbers)

Five schools

Description(objectives,strategies,activities, etc.)

Schools of Quality• Improving safe school facilities• Enhancing school management and community engagement within village education plans• Quality in-service teacher trainingIntroduction of new primary school English curriculum (Gr 3-5)Use of ICT in primary schools• Integrating the use of audio visual teaching aids and IT equipment

Partners Save the Children, MoES, PESS and DESBMaterials/ToolsProduced

- N/AResults Achieved - Buildings and repairs; play ground, sport and music equipment

- Access to water for school- Some teachers training resulted in much better pedagogic skills and child friendly classroom with visiblecreative and art activities- Learning and teaching equipment provided- Promotion of female participation- School enrolment reached 100%- Drop out decreased- Supported the creation of VEDC and provide training for some members- Supported to the poorest students with some basic (school materials) to encourage school attendance andreduce the burden of schooling related costs.

Lessons Learned - Manuals need to be updated as the skills of teachers increase- Upgrading the English language skills of existing teachers is prohibitively expensive for replication;- ICT provision has enabled, for example, better record keeping. Its expansion will need more provision offunding for electricity and for ongoing repairs- Good leadership from VEDC needs reinforcementWas the ProjectScaled/Sustained?(explain)

The lessons from the project were scaled up and incorporated overall into the broader Schools of Quality.

Intervention/Project/Program Description TemplateProject Name Basic Education Quality and Access in Lao (BEQUAL)Period 3 phases: 2014/15 – 2017/18; 2018/19-2021/22; 2022/23 – 2023/24 (10years)Donor(s) Australian Aid - Department of Foreign Affairs and TradeFunding Amount A$85.8m (May 2014)Location(s) 65 districts with lowest literacy ratesBeneficiaries(types andnumbers)

65 districts with lowest survival rates to Grade 5; Teachers (training)Description(objectives,strategies,activities, etc.)

Participation: more disadvantaged children and young peopleparticipate on a regular basis in primary education and attend schoolready to learn. Resourcing: learning environments in targeted geographic areas aremore equitable for all groups and are adequately resourced. Effective teaching: more effective teaching by better qualifiedteachers enables more disadvantaged girls and boys to learn.

Partners UNICEF, World Food Programme, Non-Government Organisations and Not-for Profit Associations and possibly the European UnionMaterials/ToolsProduced

Teaching materials and textbooksResults Achieved N/ALessons Learned Design notes that Lao Government will require significant budget supportfor at least the next ten years; that capital costs are not being covered by thebudget; that significant challenges continue to include access for girls,disabled, remote communities, ethnic groups; that the provision oftextbooks and appropriate teaching pedagogies continue to hamper thequality of education.Was the ProjectScaled/Sustained?(explain)

The project builds on previous sector-wide support provided by theAustralian Aid Program.

Intervention/Project/Program Description TemplateProject Name Basic Education in Northern CommunitiesPeriod 2004-2010Donor(s) European UnionFunding Amount €6mLocation(s) 430 villages found within the areas of:

Luang Nam Tha ProvinceNam Tha, Vieng Phouka, Long districtsLuang Phabang ProvinceChomphet, Viengkham districtsPhongsaly ProvinceKhua, Sampanh, Mai, Gnot Ou districts

Beneficiaries(types andnumbers)

Students, communities and education managers in the villages aboveDescription(objectives,strategies,activities, etc.)

To increase access to and participation in quality and relevant primaryeducation through supporting the decentralised management of education.1. To help achieve good quality, more accessible universal basiceducation;2. To improve basic literacy and numeracy; and3. To support the decentralised management of education.Partners MOESMaterials/ToolsProduced

N/AResults Achieved N/ALessons Learned N/AWas the ProjectScaled/Sustained?(explain)

N/A

Source: http://www.moe.gov.la/benc/akha/Towards_Gender_Parity_in_Akha_Primary_Schools/BENC_Project.htmlIntervention/Project/Program Description TemplateProject Name 1) Improvement of School Environments in the Three Southern Provinces

2) Project for the Improvement of School Environments in Champasack and Savannakhet Provinces (Grant Aid forCommunity Empowerment)

Timeline 1) 2009-2010, 75 schools;2) 2010 to 2012 with 91 schools (then 4 added)Donor(s) JICAFunding Amount 1) ?2) 1.02 million yenLocation(s) 1) 2009-10: Attapeu (Samakhixay and Sanamxay districts), Sekong (Lamam, Thateng districts), Salavan (Saravane,LaoGnam districts)2) 2010-2012: Champasack and Savannakhet provincesBeneficiaries(types andnumbers)

1) 75 primary schools2) 95 primary and lower secondary schoolsDescription(objectives,strategies,activities, etc.)

2009-10: Building of primary schools, facilities and equipment ie access roads and water supply2010-12: Construction of a total of 95 schools comprising 425 classrooms and procurement of school furniture,etc. in Champasack and Savannakhet Provinces.Partners MOESMaterials/ToolsProduced

N/AResults Achieved 1) Construction of 75 primary schools2) Construction of a total of 95 schools comprising 425 classroomsProcurement of school furniture, plaques, signboards and ODA stickers for 95 schools.Lessons Learned N/A

Was the ProjectScaled/Sustained?(explain)

Expanded to extra provinces in second phase.Intervention/Project/Program Description TemplateProject Name Supporting Community Initiatives for Primary Education Development in the Southern Provinces (CIED)Timeline 2007-2011Donor(s) JICAFunding Amount 213m YenLocation(s) Salavan, Sekong, AttapeuBeneficiaries(types andnumbers)


Improve access to and quality of primary education in target schools1: Community initiatives are enhanced for improving access to and quality of primary education through thecapacity development of Village Education Development Committee (VEDC).2: Capacity of principals and teachers is strengthened to manage school and classes effectively.3: Teaching learning materials utilizing local resources are developed by teachers to enhance quality of learning.4: Capacity of implementing partner (MOE/PES/DEB) is strengthened to conduct necessary activities forfacilitating school improvement with community initiatives.Partners Department of Primary and Pre-school Education(DPPE) of Ministry of Education (MOE), Provincial EducationService (PES) in Saravane, Sekong and Attapeu, District Education Bureau (DEB) in the target districtsMaterials/ToolsProduced

- Education materials produced for three main subjects- Training modules for School Improvement Plans for VEDCs (similar to SOQ training modules)Results Achieved - VEDCs mostly met in line with targets, 80% of School Improvement Plan targets met

- 80% of internal supervision, preparation of lesson plan, recording of student achievements and remedialassistance targets met- All 90 schools produced education materials in 2010/11, 67% produced 30 or more sets of materials- Training modules for VEDCs completed and used by MOE, in line with SOQ training modules, teachertraining workshops and SIP meetings held on time

Lessons Learned - VEDCs successful as based on existing village governance systems, but needs to have its role clearly definedin relation to other village groups

- Some indicators for quality education have gone down as more schools are built and enrolments outstripnumber of teachersWas the ProjectScaled/Sustained?(explain)

CIED program was continued into second phase, working closely with UNICEF Schools of Quality / EducationQuality Standards programs..Intervention/Project/Program Description TemplateProject Name Supporting Community Initiatives for Education Development 2 (CIED II)Timeline 2012-2016Donor(s) JICAFunding Amount N/ALocation(s) 4 provinces:Salavan - Lakhongpheng, Khongxedon districtsSekong – Laman districtSavannakhet – Xaybouly, Atsaphangthong, Songkhone districtsChampasack – Soukhouma, Khong, Mounlapamok, ChampasackBeneficiaries(types andnumbers)

Students, teachers, VEDCs and education officials in targeted districts.Description(objectives,strategies,activities, etc.)

Improve access to and quality of primary education in target provinces1: Capacity of MOES for planning and implementing training towardachieving Education Quality Standards (EQS) is strengthened2: Appropriate EQS measures proposed and/or adopted by PESS and DESB3. Strengthened capacity of PESB and DESBPartners MOESMaterials/ToolsProduced

- Revised training modules for achieving EQSResults Achieved The program is monitored on the basis of activities conducted (outputs) andkey national education statistics: net enrolment rate, Net intake rate,survival rate, dropout rate, promotion rate. These measures show thatoutputs were largely achieved (sometimes with some delay) and nationaleducation indicators have mostly shown improvement over this period.

Lessons Learned Selection of provincial office findings supported by the program 2014-2015:- To date the program has found that activities with schooladministrators, teachers and VEDC have not paid sufficient attentionyet to results therefore DESB needs to be firm in monitoringactivities, school heads and VEDCs need to be more rigorous inimplementing and documenting activities as planned- MOES needs to catch up with provision of materials and teacherswhich have fallen behind as schools are built and enrolments rise- Parents see education being taken seriously by government andparty which encourages them to send their children to school andparticipate in education development in village.- Good cooperation between school and village authorities can ensurethat students do not drop-out or miss school.- (Sekong) Problem of student drop-out in the middle of the year andmissing annual examinations because of parents’ seasonaloccupation or work in Thailand- School plan requires close coordination between head of school,VEDC and village authorities to ensure feasibility- Schools with good performance on management and teaching-learning are schools that had detailed school development plans,tracked them and reviewed them over school year.


This second phase works to support the government’s Education QualityStandards in the targeted districts, building on the first phase, in conjunctionwith UNICEF.Intervention/Project/Program Description TemplateProject Name BOLIGOTimeline 2010-2015Donor(s) Lux DevelopmentFunding Amount €7.6mLocation(s) Bolikhamxay province

Beneficiaries(types andnumbers)

60 poorest villages in the three poorest districts of Bolikhamxay province:Khamkeut, Viengthong, and Xaychamphone. The target population is 36,000people in 6,000 households, 58% of whom are ethnic minorities.Description(objectives,strategies,activities, etc.)

The overall goal is rural poverty reduction, with a large focus on education.The project has three main components:1. Governance Strengthening related to rural poverty reduction, includingimproved planning, administration, information systems, statistics, andpublic service delivery;2. Infrastructure development in 60 target villages to improve access toeducation, clean water, roads, community meeting halls, and other necessaryconstructions, averaging 60,000 EUR per village;3. Village Development Funds owned and managed by each of the 60 targetvillages for credit and communal grant purposes averaging 23 000 EUR pervillage.Partners MOES. PESB, DESBMaterials/ToolsProduced

N/AResults Achieved - Improvements to clean water, standard schools, latrines, roads andcredit

- Improved capacity and engagement at village, district and provincelevel through the delegation of authority, fund control andresponsibility.- Strengthened governance through capacity development andpractice in information systems, planning, monitoring andadministration.

Lessons Learned - Funds available for capacity development, information systems,sector planning, teachers’ training, vocational training, and supportfor girls’ further education were not spent owing to the lack ofcomprehensive plans, modalities, motivation, and coordinationwithin the villages concernend.

‘Was the ProjectScaled/Sustained?(explain)

Lux Development is seeking funding to continue the program.Intervention/Project/Program Description TemplateProject Name Strengthening Basic Education and Child Rights Protection ProjectTimeline 2009-Donor(s) Plan InternationalFunding Amount N/ALocation(s) Paktha, Phaoudom, Meung districts, Bokeo provinceBeneficiaries(types andnumbers)

Primary and secondary students in the poorest villages of these districts. Total 6,000 students receivedscholarshipsDescription(objectives,strategies,activities, etc.)

Provision of scholarships to students to encourage continued participation at schoolPartners N/AMaterials/ToolsProduced

N/AResults Achieved Over three years in Pha-Oudom NER rates increased from 84.1% tto 92%; passing rate increased from 73% to74.6%; repetition rate decreased from 20% to 18.4% and survival rate to P5 increased from 67% to 69.1%Lessons Learned Educational authorities and communities disagreed with 80% of scholarships given for girls as many families didnot want their girls to continue their education as they were needed at homeWas the ProjectScaled/Sustained?(explain)

N/AIntervention/Project/Program Description TemplateProject Name School Quality Improvement (SQIP); Early Learning in Primary School (ELPS)Timeline SQIP: 2009-2014

ELPS: Ph1 – 2005-05; Ph2 – 2006-09; Ph3 – 2010-14Donor(s) Save the ChildrenFunding Amount US$8mLocation(s) 10 poorest districts in Bolikhamxay, Luang Prabang and Sayaboury provincesBeneficiaries(types andnumbers)

100,000 children200 pre-school teachersDescription(objectives,strategies,activities, etc.)

ELPS: Establishing pre-primary schools with community engagement; providing innovative training to pre-primary teachersSQIP: Pre-primary and primary school education- 100,000 children in at least 10 districts achieve rights to access and complete pre-primary and primaryeducation of good quality- 200 pre-school teachers trained and deployed in rural remote ethnic communities- 200 pre-schools built / refurbished for 6,000 children- PES/DEB/ School principals and committees have accurate information and provide relevant and adequatepedagogic and administrative support to schools and clusters- Children’s capacity to contribute to quality education and protective environments enhanced-

Partners - Save the Children Norwayo NORAD & SCN

- Save the Children Australia- Pestalozzi Children Foundation- AusAID

Materials/ToolsProduced

N/AResults Achieved In 2012, 2270 children enrolled in pre-primary school and 3,000 children attended primary school. Net enrolmentrate in targeted primary schools increased from 92.4% in 2009 to 95.5 in 2012.Lessons Learned Challenges:

- Big gap of funding in education due to reduction of funding- Including young males to attend preschool school teacher training- Making parents in rural remote see the value of education

- Changing mind set of adults to involve and listen to children view in school developmentWas the ProjectScaled/Sustained?(explain)

Note that Save the Children underwent restructuring during this period and different elements of these programswere melded together during this time. Refer also ‘Early Childhood’Intervention/Project/Program Description TemplateProject Name Child Friendly Schools (Schools of Quality)Timing 2004-05; expanded 2005-06; expanded 2006-07 (Schools of Quality); expanded 2008-09, 2011-12 and 2012-14Donor(s) UNICEFFunding Amount N/ALocation(s) From 3 schools to 56 priority districts and 4,205 schools over the life of the programBeneficiaries(types andnumbers)

2004-05 and 2005-06: in 3 schools (Phan, Phonehong and Vapi) in Xiengkhuang, Vientiane and Salavaneprovinces2005-06, MoES (DGE) expansion to33schools in 9provinces2006-07,467schools in38districts of 9provinces2008-09,1,542 schools, including 484 incomplete schools in 38districts in9provinces2010-111,300schools under the support of EFA-FTI in56districts of17provinces, 90 schools of CIED II in 6districts of 3provinces.2011-121,363 schools2014: 4,205 schools


1. Every child is enrolled and studies together inclusively.2. Effective learning and relevant to the children’s daily life.3. Environment that is healthy, safe, encouraging and protects children.4. Participation of students and students guardians in school development. 5. Good management,administration and leadership.6. Gender equalityPartners UNICEF, JICA, othersMaterials/ToolsProduced

- Developed training modules for primary schools in ‘Schools of Quality’ 2008-09 (DPPE)- Revised SoQ training modules in 2012-13 (DPPE)- School Management module for principals

- Teaching-learning module of child-centred learning (CCL) and Teaching-Learning for each curriculum subjectResults Achieved N/ALessons Learned - Introduction of school based planning needs further refinement. Schools can largely do the school self-assessments but find it difficult to translate the findings into a School Development Plan- PESS/DESB trainers who can support schools to create School Development Plans are the key and the programneeds more of these trainers- Village Education Development Committees are very important for the collection of the correct data and alsofor integrating the needs of the community and community engagement- Ability for village to undertake school developments are very important to ensure sustainability after theproject has finished- Working systematically in a cycle of school improvement planning is the basis for sustainable schooldevelopment- Extra-curricula activities attract students to school and prevent drop-outWas the ProjectScaled/Sustained?(explain)

The program has been expanded several times, and the elements of Schools of Quality have been incorporated intothe MOES Education Quality Standards.Intervention/Project/Program Description TemplateProject Name Second Education Development Project (EDPII)Timeline 2005 - 2013Donor(s) World BankFunding Amount USD 26.6 m (approx)Location(s)Beneficiaries(types andnumbers)

Primary Education (54%)Central Government Administration (35%)Tertiary Education (11%)Description(objectives,strategies,activities, etc.)

Overarching objectives:- Increase primary enrolment in 19 poorest districts in 6 poorest princes- Improved quality of primary education through provision of textbooks and establishment of permanentassessment system to monitor basic student outcomes- Improved capacity to monitor and manage primary educationSpecific program aims:

(i) lower construction costs;(ii) increased enrollments in target districts (number enrolled and net enrollment percentage);(iii) increased primary completion rates in target areas;(iv) reduced repetition rates ingrades 1 and 2 target districts;(v) reduced gap in net enrollment rates between target districts and national average;(vi) reduced national enrollment gap between poor and non-poor households;(vii) contract teachers upgraded to qualified status in project villages;(viii) all teachers in project schools trained in multi-grade methods;(ix) student:textbook ratio at 1:1 in rural areas;(x) improved learning outcomes in rural and ethnic minority areas;(xi) policies and strategies increasingly made on the basis of information(xii) increased education expenditure;(xiii) increased recurrent capital expenditure; and(xiv) increased expenditure on primary education

Partners MOES, AusAIDMaterials/ToolsProduced

2004: EGDP in MOES supported to produce teaching and learning materials for teaching Lao language to non-Laopupils in 12 pilot schools and 221 teachers trained; expanded to 48 schools and extra 253 teachers.-Results Achieved - Enrollment in grade 4 and, especially grade 5, grew much faster in beneficiary schools than other schools in the

same districts (13 percent vs. 9 percent)- During the project period, the construction cost for the project schools and classrooms were consistently lower

than those of schools built with other sources of funding- Learning assessments institutionalized in MOES, especially ASLO, and in the Research Institute of Educational

Science- Independent evaluation shows that community grants and new school building clearly result in morefamilies sending their children to school- Learning outcomes for students in districts showed mixed improvements from 2006 to 2009, with Lao-Tai

groups performing better- Evidence of increased evidence-based policy making from educational decision-makers. Policy Analysis

division established in MOES- Unintended result of school construction was the demand from families for pre-school education and pre-school

facilities for younger children- Construction of 781 schools and 2,462 classrooms, 82.4% received CBC grants, of which 60.6% ‘off-road’. Not

all grants disbursed due to initial delays in school construction- 781 VEDCs established, 100% with a member from all ethnic groups in village and at least 1 woman(Note: contradiction with EFA-FTI report which says 26% of VEDCs included a female representativeunder EDPII)- 100% of teachers trained in multi-grade teaching in districts of which 843 through project; also 116master trainers (11 women) and 4,764 teachers (1,447 women) trained in use of new textbooks forGrades 1 – 5- 3m textbooks for Grades 1-5 distributed with 300,000 teacher guides- 2 rounds of Grade 5 assessments conducted (ASLO) leading to further collaboration between policy and research

areas of MOES- Establishment of Education and Sport Research Centre and conduct of three research studies: education

financing; grade repetition; economic relevance of education- Production and distribution of 6,652 manuals and books on teaching Lao language to non-Lao pupils and

teachers trained at all 8 teacher colleges- Publication of EMIS information, setting up EMIS system, collection of previously uncollected information (ie

gender and ethnicity disaggregated, personnel and financial information, linked to GIS- Establishment of Department of Education Administration and Management at National University of Laos, with

295 graduates to 2013- 8 NUOL staff supported to pursue higher education management degree

Lessons Learned - This was the first project to mainstream project implementation within MOES and consequentlypreparation took almost two years of negotiation, trial and error, and required significant training of PESSand DEBS because of their new roles under decentralization- WB 2006 mid-term review of Second Education Development Program, recommending community basedcontracting, Community Grants and multi-grade teacher training, which are now adopted in mostcommunity education projects- Initial review of school construction found a number of quality issues which were addressed through qualityassurance, control and process improvement measures, and incorporated into MOES guidelines- Many initial delays in implementing community construction of school buildings but now this isinstitutionalized, construction costs are lower but led to delays- Establishing bank accounts to transfer funds to villages and schools a major improvement on travelling longdistances to collect funds


Expanded in 2010 with additional US$15.5m grant to scale up successful implementation of school construction,community grants to these schools, increase training of teachers and VEDCs, further capacity building for MOES.- Findings from EDPII incorporated into GPE program (formerly EFA-FTI) and also new Early Childhood Educationprogram* Information form WB (2014) Second Education Development Project Completion ReportIntervention/Project/Program Description TemplateProject Name Education For All Fast Track Initiative Catalytic FundTimeline 2010-2014Donor(s) World BankFunding Amount US$42.52mLocation(s) 56 target districts (of 142 nation-wide)Beneficiaries(types andnumbers)

- 330,000 direct beneficiaries (39.62 female)- Out of school children- Children in schools receiving better quality education- VEDCs


Overarching: To increase coverage and improve the quality of pre-primary and primary education with a focuson the most educationally disadvantaged children, particularly girls and ethnic minorities.1) Access and quality for pre-primary and primary education- Community based construction and community grants for school materials- Teaching and learning materials, training of school heads, teachers and VEDCs- School meals- Non-formal education for non-school attendees (mobile teachers and community playgroups)2) Improved policy and implementation capacity at local provincial and central levels- EMIS, student assessment (ASLO and EGRA), monitoring and evaluationThe key indicators were: (i) primary completion rate; (ii) genderparity index for primary education; (iii) decline in shortfall of qualified teachers at primary level; (iv) decline inshortfall of classrooms at the pre-primary and primary level; and (v) system for learning assessment (using arating scale).

Partners Australian Agency for International Development (Department of Foreign Affairs and Trade), GPE, MOESMaterials/ToolsProduced

- Teaching and learning materials

- Training modules and manuals developed by Department of Teacher Education (under ADB EQIPII) wererevised under this projectResults Achieved - Increased coordination and collaboration in MOES because of program approach including research andlessons learning.

- Program enabled MOES to experiment with mobile teaching; school meals, and community-based schoolreadiness, and further on community construction and community grants- National Schools Meals Program implemented successfully and now incorporated into national policy andimplementation- 298 ethnic girls trained in 2-year program or 20-week in-service program to be pre-school teachers, all ofwhom returned to their villages and are now teaching- 380 new schools and rehabilitation of 13 schools- 253 project schools that meet 2009 MOES standard and 140 schools with facilities that do not meet thestandard (UNICEF WASH to upgrade these)- Proportion of schools offering all five grades in targeted districts rose from 40% in 2008/09 to 73% in2013/14 (compared to increase of 62% to 81% for non-target districts)- Total enrolments increased from 306,626 to 324,740 (questions around reduced fertility and reducedrepetition during this period)- Approximately 27,000 students benefitted from school grants across 280 communities. (This approach hasbeen mainstreamed by the government and will not be continued by donors)- 4,540 primary school toolkits distributed to 988 primary schools and 1,000 to pre-primary classrooms andbeing used.School Meals:

(i) 181,334 primary and pre-primary students benefited; (ii) 316 schools benefited from the program; (iii) 5,943benefited from training in nutrition and operationalaspects of the program; (iv) 316 schools secured rice storage areas and kitchen facilities; (v) a study on the potentialmarket impact of local rice procurement was conducted in 16 villages which showed that given the current consumptionof 27,774 metric tons of rice per year, the local impact would be negligible even if all 8,500 schools in the countryparticipated—the results were disseminated to MoES and development partners; and (vi) a Policy and Strategy and Planof Action for the NSMP was produced and translated into EnglishCommunity Based School Readiness Program (pilot):- 23 playgroups that benefited 846 children, supported the 6+5+5 training for 38 caregivers, and supported the

development of ECE materials for the caregivers.

- additionally, UNICEF supported 8 facilitator manuals, the implementation of the pilot in 27 sites ofLuangnamtha and Saravanh, the development of the pilot project framework and the drafting of an Issues Paperon non-formal education.

- Problems with the quality of implementation – incorporated into ECE programMobile teacher program:- A total of 150 mobile teachers, 282 teaching assistants, 5,824 children in 282 villages within 12 districts and

three provinces benefited from this activity- 150 mobile teachers were upgraded through teacher training and are now fully qualified teachers with

certificatesGovernance:- Substantial improvements made in M&E, EMIS and student assessment

Lessons Learned - A review of schools constructed found that latrines in particular did not always meet quality standardsbecause mountainous areas in particular might require more complex designs than communityconstruction capacity allowed for. Completion was also delayed due to rising cost of materials duringimplementation period

- Decentralisation of school construction to communities increases ownership and commitment to education- Mainstreaming implementation with government agencies requires ongoing capacity building- Well-defined pilot activities can provide tangible evidence to inform government policy- Analytical studies within project crucial for providing guidance and direction for systematic reform- Need for strong financial systems to ensure no delays in reporting and therefore in disbursements- 70-80% of training for VEDCs, school principals being used- Schools with trained principals show better school planning and significantly higher enrolment rates butcould do better on classroom observations- Mobile teachers can provide demonstrable reading improvements but difficulties in sustaining the studywhen the teacher is not present


The program built on the EDPII interventions for school construction, ASLO and EMIS, also World Food Programs’school feeding activity.- Mobile teacher and Community Based School Readiness Program not continued due to problems with thequality of their implementation- Villages, districts and provinces faced challenges in financial disbursement, resulting in the need forincreased capacity building at these levels- Community-based targeted programs have become a cornerstone of the government’s education approach,compared to previously centralized approaches- Program informing follow-up projects in Early Childhood Education and GPEII project. Both projects willcontinue the fundamental interventions of EFA/FTI in the 56 targeted districts* World Bank (2015). Lao PDR Implementation Completion and Results Report for the Catalytic Fund EFA/FTI Program.http://documents.worldbank.org/curated/en/2015/02/24080995/lao-pdr-catalytic-fund-efafti-program

Intervention/Project/Program Description TemplateProject Name Global Partnership for Education (GPEII)Timeline 2015 – 2019Donor(s) World Bank, Global Partnership for Education,Funding Amount US$16.8mLocation(s) - School Grants for Boualapha in Khammouane Province, Phin and Nong in Savannakhet Province, andKaleum in Sekong Province

- School Based Management training in 80 districts (Phase 1) and 68 districts (Phase 2, years 3 and 4)Beneficiaries(types andnumbers)

- 1,000,000 pre-primary and primary students and schools in project districts who will benefit from betterfinanced and better managed schools;- 4,800 Grade 1 and 2 students who will benefit from teachers trained in improved pedagogical approach forteaching of reading and accompanying materials;- 400 teachers who will benefit from training and new reading instructional materials to improve theireffectiveness to teach basic reading and writing skills;- 8,900 principals and heads of incomplete schools10 who will benefit from capacity building training under theproject;- 8,900 VEDCs who will be encouraged to increase their participation in their community schools;- 1,000 Provincial Education and Sports Services (PESS), District Education and Sports Bureaus (DESBs) andMoES staff in project provinces and districts who will benefit from cross –departmental capacity buildingactivities under the project; and- 20 MoES staff who will benefit from further training in learning assessment as well as overall capacitydevelopment to deliver educational services.


Support Government of Lao PDR to improve pre-primary and primary education quality- Strengthening school based management- Improving reading outcomes and assessment capacity- Project management, monitoring and evaluationSpecifically by:- providing additional funding at school, district and provincial levels, as well as strengthening overall capacityto manage these resources to achieve minimum education quality standards; and- enhancing the teaching and learning environment in schools through improved teaching practices,instructional resources and analytical products to support early grade literacy.

Partners MOESMaterials/ToolsProduced

N/A10 Schools that do not have the 5 grades of primary school because of lack of facilities or teachers are called “incomplete schools” and do notformally have a principal, but instead one of the teacher acts as head of the school.

Results Achieved N/ALessons Learned N/AWas the ProjectScaled/Sustained?(explain)

Builds on previous programs: EFA/FTI Catalytic Fund (WB/GPE); EDPII 2005-2013 (WB); Schools of Quality(Child-friendly schools) 2004-2014 (UNICEF, CIEDII -JICA); ADB Basic Education (Girls) Project 2000-2007.Working alongside Bequal

Improving GovernanceIntervention/Project/Program Description TemplateProject Name Support for the Education and Health sector reforms in the context of the Seventh National Socio-Economic

Development Plan in Lao People's Democratic Republic (DCI-ASIE/2012/23-243)Time Period 2013 – 2015 (est)Donor(s) European UnionFunding Amount EUR 18,500,000Location(s) Education, Health and Public Financial Management Sector ReformBeneficiaries(types andnumbers)

Budget supportDescription(objectives,strategies,activities, etc.)

(1) Support to overall framework of reforms promoted by the PRSO 8-11(2) Further improve macroeconomic and fiscal management and public finance management (PFM) systems;(3) Contribute to the improvement in the performance of the education sector in line with the Education SectorDevelopment Plan (ESDP) 2011-2015; and(4) Contribute to the improvement in the performance of the health sector in line with the five-year Health SectorDevelopment Plan (HSDP) 2011-2015Education Expected Results:- Increased quality of education through implementation of quality standards for primary education.- Increased quality of education through improved textbook management and supply.Health Expected Results:- Improved financial management of health budgets and technical revenues at national, provincial, district and health

facility level.- Increased equitable access to quality basic health care, including increased coverage of population by social

protection schemes.Partners For PFM: World Bank.For Health: World Health Organisation;For Education: Direct centralized management – details N/A.Materials/ToolsProduced

N/A

Results Achieved N/A – Review available yet?Lessons Learned N/AWas the ProjectScaled/Sustained?(explain)

N?AIntervention/Project/Program Description TemplateProject Name Poverty Reduction Support Operation (PRSO Series 2: 8-11)Timeline 2012-2015Donor(s) World Bank, JICA, IDA, EUFunding Amount US$20m (PRSO 9)Location(s) National, provincial and district governmentBeneficiaries(types andnumbers)

National, provincial and district governmentDescription(objectives,strategies,activities, etc.)

Across five sectors, support policies and institutional reforms that enable thesustainable management of increasing revenues from the natural resourcesectors to deliver improved public services.For education, the program supports the dissemination of school basedexpenditure reports, to monitor spending in general and the school blockgrant scheme in particular.Sustainable public financing mechanisms for schools and health facilities,measured by increased number of births attended by skilled healthpersonnel, and increased ratio of textbooks per pupilPartners MOESMaterials/ToolsProduced

N/AResults Achieved N/ALessons Learned N/AWas the ProjectScaled/Sustained?(explain)

This is the second series of poverty reduction strategies and builds on theprevious sectors of engagement. Series 2, 8 – 11 has a particular additionalfocus on education and health. PRSO 9 is supported by JICA in particular tostrengthen EMIS and School Based Management.

Early Childhood

Intervention/Project/Program Description TemplateProject Name Early Childhood Development – Programs 1992 – 2006Timeline 1992-1996 (pilot project) under Basic Education Program1998-20022002- 2006 under Basic Education Project and Development of Young Children and WomenDonor(s) UNICEF, AusAIDFunding Amount N/ALocation(s) 1992-1996: Initially ten villages in Houaphanh, expanded to 35 villages in Houaphanh and 20 villages inXiengkhouang1998-2002: 115 villages in 20 districts and 6 provinces (Houaphanh, Xiengkhouang, Khammouane; Savannakhet;Champasak; Attapeu). A further 30 villages supported by Redd Barna2002-2006:Beneficiaries(types andnumbers)

See above.Description(objectives,strategies,activities, etc.)

- Develop children in school- Prepare 5-year old children for learning in primary school- Community-based ECD supports parents to stimulate children for early learningPartnersMaterials/ToolsProducedResults AchievedLessons LearnedWas the ProjectScaled/Sustained?(explain)

Intervention/Project/Program Description Template

Project Name School Quality Improvement Program: Early Learning in Primary SchoolTimeline Phase 1 (2004-05); Phase II (2006-2009); Phase III (2010-14)Donor(s) Save the ChildrenFunding AmountLocation(s) Phase I: 3 districts in Luang PrabangPhase II: 11 districts in Luang Prabang (whole province)Phase III: Expanded to Sayaboury and BolikhamxayBeneficiaries(types andnumbers)

- Pre-primary students and teachers in remote areasDescription(objectives,strategies,activities, etc.)

- Selecting young women to be trained as pre-school teachers to return to rural and remote areas and assist withchildren who do not speak Lao as their mother tongue- Construct pre-schools with community participation- Advocate for community and government ownership of pre-schoolsPartners SCUK, SCN, SCA, SCNZMaterials/ToolsProduced

- Tools for school and trainees selection (handouts at Market place)- Pre-school teacher training curriculum (handouts at Market place)

Results Achieved - All trained pre-primary school teachers returned home to teach- Communities are happy; teaching and learning is sustained- Children have increased access to early childhood education- To 2014, 291 Pre-primary teachers (70-in phase I+120-in phase II and 171 in phase III) trained.- The programme has benefitted 47,025 children/23,350 girls (16,500 children/8,000 girls-phase I, 19,500children/9,750 girls in phase II, and 11,025 children/5,600 girls) in 291 pre-primary schools.- In 2010, the concept was adopted by the GoL and placed in FIT program for Laos-now called GPE

Lessons Learned - Working in partnership with different levels (local, provincial and ministry levels) can lead to better impact on bethe voice for children and implement at scale

- Be clear on the objective and firm to implement until reaching the advocacy of policy change- Involving all stakeholders from the beginning of the program design through participatory planning and makingclear of roles and obligations of each party increased higher ownership.

- Next step is to focus research on the learning outcome of children in the early grade which impacted fromthe project, then share for further advocacy purpose. If funding is available, SC will continue the project inother areas.Was the ProjectScaled/Sustained?(explain)

It has been steadily expanded since its inception in 2004, in line with funding availability. See further commentsabove on Save the Children projects under ‘Basic Education’.Teaching

Intervention/Project/Program Description TemplateProject Name Network for Teacher Upgrading ProgramTimeline 1992-19961998-2002Donor(s) UNICEFFunding Amount N/ALocation(s) 67 districts in 11 provincesBeneficiaries(types andnumbers)

As at 2000: 4,004 teachers from 67 districts trainedDescription(objectives,strategies,activities, etc.)

- Upgrade skills and knowledge of teachers through training coursesPartners UNICEF, MOES, Teacher Upgrading Centres in 11 provincesIn phase II: CWS, CRS, SCF-Norway, SCF-UK, AusAID, JICAMaterials/ToolsProduced

- Teacher training modulesResults Achieved As at 2000: 4,004 teachers from 67 districts trainedLessons Learned - The need for a formal process of review of teacher training modules, using participatory approaches

- The need to take into account the constraints of remote locations for travel when providing support forteachers

- The importance of the core cluster school model for teacher upgrading ie as a localized source of expertise- The importance of training in multi-grade teaching, and Lao as a second language, and the need for trainingmodules that reflect this- That support be provided to teachers on how to work with the community and collecting local materials toinform lessons


The program was expanded to cover more training as needs became apparent and more donors made fundingavailable.Intervention/Project/Program Description TemplateProject Name Improving Science and Mathematics Teacher TrainingTimeline 2004-2008; 2010-2013Donor(s) JICAFunding Amount N/ALocation(s) Vientiane, Vientiane Province, Luang Prabang, Luangnamtha, Xiengkhouang, Savannkhet, Salavan, Champasak2010-2013: Savannakhet Province, Chanpasack Province, Khammouane ProvinceBeneficiaries(types andnumbers)


- To provide incumbent teachers with skills in ‘child-centred’ lessons in science and mathematics,particularly through training in Japan and then cascade to other teacher trainees in Laos- Quality of science and mathematics lessons in target schools is improved.- Mechanism for improving lessons is strengthened.- Human resources to promote improvement of lessons are strengthened.- Materials for improving lessons are developed.

Partners Department of Teacher Education (DTE), Department of Primary and Pre-school Education (DPPE), ProvincialEducation Service (PES), District Education Bureau (DEB), Teacher Education Institute (TEI))Materials/ToolsProduced

Reference materials for improving maths and science lessonsMonitoring formats and standard lesson plansResults Achieved Some of the eight teacher training centres are now collaborating with Provincial Education offices to hold in-service training in their area.

Lessons Learned N/AWas the ProjectScaled/Sustained?(explain)

In some cases the training has been expanded or introduced to colleagues by those trainees attending the training.Program was continued into second phase.Intervention/Project/Program Description TemplateProject Name Teacher Training Enhancement and Status of Teachers (TTEST)Timeline 2002 – 2010Donor(s) Swedish International Development Cooperation Agency, ADBFunding Amount US$29.6mLocation(s)Beneficiaries(types andnumbers)Description(objectives,strategies,activities, etc.)

The project conducted 6 main activities:- Strengthened and Improved National Teacher Training Plans,- Course Development,- Training of Trainers, Teacher Training Colleges (TTC) and Teacher Training School (TTS) Management,- Operational Studies,- Improving Teacher Incentives (including Salaries) and Working Conditions.

Partners MOES and Teacher Training CentresMaterials/ToolsProducedResults AchievedLessons LearnedWas the ProjectScaled/Sustained?(explain)

See also ADB Second Education Quality Improvement ProjectIntervention/Project/Program Description Template

Project Name Early Childhood Education ProjectTimeline 2014 – 2019Donor(s) World BankFunding Amount US$28mLocation(s) 22 target districtsBeneficiaries(types andnumbers)

Children 3 – 5 years in target districtsPrimary caregivers for children, parents and community membmersTeachers, principals, VEDCs, Village Health Volunteers, health care works in target districtsDescription(objectives,strategies,activities, etc.)

Component 1: Increasing Coverage of Early Childhood Education in Target Districts- Provision of construction grants and training for pre-primary construction, using Community BasedConstruction model for up to 250 pre-primary classrooms- establishment of Community Child Development GroupsComponent 2: Improving Quality of Early Childhood Education Services- Provision of a community awareness raising, disability screening and school meals, technical assistance andtraining- Teacher and education officer training (incl scholarships for ethnic girls, training of VEDCs and provision ofschool tool kits)Component 3: Project Management, Capacity Development, and Monitoring and Evaluation

Partners MOESMaterials/ToolsProduced

- (intended) Operational Manuals on Community Based Construction grant utilization, Community ChildDevelopment Groups- Training modules and facilitation guides for training VEDCs and VHVs; tool kits for campaign sessions,under responsibility of School Health Task Force

Results Achieved N/ALessons Learned - Crucial for sustainability will be the government’s ability to absorb additional costs

- Highest risks for program considered to be related to capacity of local implementers, and ability to monitorand sustain the program- Need to address demand-side constraints ie increase parents’ awareness; ensure instructional materialssuitable; health and disability screening; school meals- Need to address supply-side constraints ie ensuring enough trained caregivesrs esp from ethnic groups;enough learning materials ; capacity of VEDCs; parents involved in child learning; institutional managementcapacity; appropriate child development assessment measurement


- Continues on the National School Meals Program under GPE program, and uses the Ethnic Group DevelopmentPlan developed with support from GPE.* Source: World Bank. 2014. Lao People's Democratic Republic - Early Childhood Education Project. Washington DC ; World Bank Group.

Water and Sanitation in SchoolsIntervention/Project/Program Description TemplateProject Name Lao PDR Basic Education Water, Sanitation and Hygiene (WASH) and School

Meals ProgramTimeline 2013-2017Donor(s) Australian AidFunding Amount $20.5 millionLocation(s) 42 of the most educationally disadvantaged districtsBeneficiaries(types andnumbers)

50,000 girls and boys and around 24,000 people (WASH facilities)66,000 pre-primary and primary students (School meals)Description(objectives,strategies,activities, etc.)

- Provision of WASH facilities to schools initially constructed underEFA-FTI program- Provision of school meals with WFPComplementary to EFA-FTI program and GPEII

Partners UNICEF – WASH facilities; WFP – provision of school mealsMaterials/ToolsProduced

N/AResults Achieved At this stage expected beneficiaries are indicative.Lessons Learned N/AWas the ProjectScaled/Sustained?(explain)

The program continues ongoing investments of the EFA-FTI Catalytic Fundfunded* Source: [online] http://dfat.gov.au/geo/laos/development-assistance/Pages/education-skills-development-laos.aspx Accessed: 20/4/2015.Nutrition

Intervention/Project/Program Description TemplateProject Name School MealsTimeline 2005-2011Donor(s) World Food ProgrammeFunding Amount US$38m (annual $6m)Location(s) Oudomxay, LuangNamTha, Phongsaly, Sekong, Attapeu, some districts in SaravanBeneficiaries(types andnumbers)

In 2010:Students: 157,811Students and families: 665,800Schools: 1,565Description(objectives,strategies,activities, etc.)

With Lao government, provision of school meals and fortified supplements in targeted provincesPartners MOES, World BankMaterials/ToolsProduced

N/AResults Achieved From 2002 to 2010, the enrolment rate in WFP-assisted provinces grew two times faster than the national average.The gender ratio grew four times faster and almost reached the national average.Lessons Learned - Transition from ‘SuperCereal’ fortified snack to rice and vegetable based school food

- ‘Partly because of the requirements to qualify, and the stateof local infrastructure in general, there werenumerous problems getting villages to join and then keeping the program going. Village participation withinthe three districts ranged from a high of 75 percent to a low of 58 percent, pointing to the difficulty ofmeeting the requirements for participation. Village leaders often cited the distance to the food distributionspoints as the main reason for not joining; a second reason was the lack of volunteers in the village to help.Even participating districts faced difficulties implementing the program. Overall, schools in the district thatprovided in-school snacks did so only 58 percent of the possible days, while schools that provided bothmeals and rations did so only 49 percent of possible times.’ WB (2008). Do School Feeding Programs Help?‘Was the ProjectScaled/Sustained?(explain)

Program has been incorporated into MOES – National School Meals Program. In 2012 MOES took up the programin two districts. 2014 review found little handover to government to date. (WFP 2014 Mid-Term Evaluation ofWFP’s Country Program, p.xi).

Gender and Disability

Intervention/Project/Program Description TemplateProject Name Inclusive Education ProjectTimeline 1995 – 2008Donor(s) UNESCO, Save the Children UK, Swedish DevelopmentFunding Amount N/ALocation(s)Beneficiaries(types andnumbers)

Ph1: 1995-1999, 80 schoolsPh2: 2000 – 2004, 369 schoolsPh3: 2005-2008, 539 schools at pre-school, primary and secondary school level, with total of 3000 disabledchildren supportedDescription(objectives,strategies,activities, etc.)

Ensure disabled children have access to meanginful and quality educationPartners N/AMaterials/ToolsProduced

N/AResults Achieved - 3000 (est) disabled children supported to participate in schoolingLessons Learned - Rigid teaching pedagogy and rote learning methods create greatest barriers for disabled students’ participation‘Was the ProjectScaled/Sustained?(explain)

Mainstreamed into government inclusive education approach.

* Source: Lux Development (2014). Supporting education in Rural Bolikhamxay: A call for collaboration. [online report] Available at:http://luxdev.lu/files/documents/LAO_021_EDU_sector_web.pdf