TVET for Disadvantaged Groupin Laos

Soulikhamkone SisoulathDirector, VEDI

Overview

• Policy Framework • Current Status• Issues and future challenges• The way forwards

Kindergarten (3 Years)

Lower Secondary Level (4 years)

Upper Secondary Level (3 years)

Primary Level (5 Years)

Pre

Edu.

Prim

ary

Educ

ation

Seco

ndar

y Ed

ucati

onTe

rtiar

y Ed

ucati

on

12

31

23

45

67

89

1011

121

23

45

12

Age

<6

67

89

1011

1213

1415

1617

1819

2021

2223

24>2

3

FORMAL EDUCATION NON-FORMAL E.

12

3

WORLD OF WORK

Bachelor Regular program

≥ 4Y

Associate Diploma(2-3 Y for regular prog.≤ 1.5Y for continuing

program)

Master ≥2Y

Ph.D.≥ 3Y

Bachelor Degree (continuing

Program ≤ 1.5Y)

Primary Level P 1-3 (12 month)

Lower Sec. Level G 6-9 (1,5 Y)

Upper Sec. Level G 10-12 (1,5 Y)

Structure of Present Education System of Laos

Basic Education Stream

TVET Stream

Academic or Higher Education Stream

VE-Certificate

(9+3)

IVET-Certificate III (12 m)IVET-Certificate II (+6m)IVET-Certificate I (6m)

TE-Diploma (Regular

Program +2)VE-Diploma (continuing Program 1 Y)

High TVEDiploma 2 YHigh TVE

Diploma(regular

Program 3Y)

TVET Law

Target 2020

Improve the TVET governancestructures (2 focal area)

Formulate policy and TVET governance instruments(3 focal area)

3. Improve TVET- Management

Develop Information System of TVET (4 focal areas)

Provide pre-service and in-service training and professional development of TVET Personals (3 focal areas)

Implement Quality Assurance System (4 focal areas)

2. I mprove Quality and Relevance

Promote all society and Economic sectors involved in TVET development (3 focal areas)

Establish, improve and expand TVET capacities (5 focal areas)

1. Equitable Access into TVET

Improve relevant TVET approaches(5 focal areas)

TVET Strategic Plan upto 2020

Equitable Access Program

Strategy 1. Establish, improve and expand TVET capacities• Focus Area

1. Strengthen the TVET schools2. Upgrade the Technical-Vocational School to the level

of College.3. Expand vocational disciplines which will be the

potential of the economy 4. Establish the technical–vocational school/centre in

some districts5. Develop training schemes for disadvantaged groups

Current Development• Vocational School for the Disables:

Established in 2002 under the Charity Saint Paul de Chart, 3 years Vocational programs (Cerificate Level) in: Motor bike repair, furniture, dress making, IT, accounting and financing

• STVET Project: 2012-2015– Voucher for 4800 students at C3 in 4 trades: Basic Business, Furniture, Mechanic and

Construction (totally 15 jobs)– Stipend: 800 USD to 850 USD/academic year (10 months)– C1 and C2 curriculum developed

• VELA/GIZ: 2014-2016– Curriculum development 10 jobs C1 and C2 (e.g: one stroke motor, brick laying, furniture,

cooking, horticulture, animal breeding, electric installation, dress making) – Training of Trainers and assessors – 10,300 people for C1 and 1,500 people for C2– Stipend: 500,000 LAK/month for 3 months

• IV-Japan: since 2005– Basic 3 months, intermediate 2 months and advanced skill training (OJT) 6 months – Fees: 100, 000 LAK/month for basic and intermediate course 80,000 LAK/month for advanced

course; dormitory 1,000 day)– Training fields: cooking, Hairdressing and Dress making

(1 USD= 8,000 LAK)

Current…• DVV/Germany:

– Partner: 10 IVET schools throughout the nation– Training mode: mobile training team (MTT)– Targets: 1-2 villages per province where school located (under government priority) – Period: 1 week, – Field: electric installation, motor repairs, horticulture, fish and frog breeding,

growing mushrooms etc.– Stipend 500,000 LAK/person– Training of 25 trainers (plan)

• NFE/MOES: – Basic Skill Training in: horticulture, fish and animal breeding, mushroom growing etc. – Period: 2 days to 3 weeks– Fees: exempted– Venue: Regional NFE training centers (5 centers)

issues• Access issues: poverty, low education

background, living condition, believes and culture, infrastructure (classroom, lift, toilette …),

• Quality & Relevance: education pathway, skill recognition, imitation rather creation

• Regulatory framework: social value, setting up self-employed business, support of micro finance scheme

• Sustainability: mainly foreign aids

Future Challenges: implementation of Education Policy

• “By 2030 all Lao people to have equitable access to quality education so all Lao people are disciplined, healthy, knowledgeable, capable, qualified and professional in self and national sustainable development and in order to align and compete with the countries in the region and in the world.” 1. Completely eradicate illiteracy, including across all ethnic groups,

by supporting relevant lifelong learning. 2. Broadly expand, strengthen and promote secondary education,

technical and vocational education and training (TVET) and higher education to respond to the future demands of the labour market and to improve economic outputs.

Some indicative targets: Challenges

– Gross Enrolment rate of 5 years old increases from 66% in 2015 to 80%.

– Grade 1 Repetition decreases from 15% in 2015 to 3%.– Grade 1 dropout decreases from 9 % in 2015to 3%.– Survival rate to grade 5 reaches 95%.– Primary completion rate increases from 78% in 2015 to 95%.– Assessed learning outcomes increase over 2009 measures.– Transition rate from grade 5 to grade 6 increases from 91% to 97%.– Lower secondary GER increases from 78% to 85%.– Transition of M4 students to TVET is 10% and to upper secondary

education 80%.– Upper secondary GER increase from 45.7% in 2015 to 60%.– Transition of M7 students to public and private TVET reaches 60%, to

university 20% and 20% self-employment.

The way forwards

• Training of competent Trainers• Joint hands between TVET and NFE centers• Expanding Mobile Training Team• Motivation scheme: “one hour one skill”, “pay

less earn more”• Further Strengthening IVET concepts: “one

stop service”• Strengthening the community training center

Thanks for Your Attentio

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