Component 2 Presentatio Nb.Pptx May 4 2009

What’s the big

picture?

STRATEGIC ISSUES

STRATEGIC OBJECTIVE

S

DISCUSSION APPROACH:From BIG PICTURE to detailed discussion/

from STRATEGY to TACTICS…

where all Lao PDR children, especially the poor, have access to relevant, quality education

enabling them to succeed in the new global economy.

WE envision a future…

This means at the very least,

graduates from the various

levels in the education

system have an EQUAL

CHANCE of competing with

their ASEAN counterparts.

Component 2 BESDP

Strategic objective:

TO IMPROVE THE RELEVANCE AND QUALITY OF FORMAL LOWER SECONDARY EDUCATION

TO IMPROVE RELEVANCE, we look at two perspectives:

• market perspective (demand) & • student’s perspective

so who is your customer?

STRATEGIC CONSIDERATIONS

For Marketplace demand:

There seems to be very little

institutional

arrangements to ensure

that content for specific

subjects in LSE/USE matches or

supports the demand by local

industries or economic

opportunities being specifically

developed in particular target

provinces.

True or false?


THE RECENT FIELD visit to appreciate provincial contexts : In Savannakhet,

PES informs us that institutional partnership arrangements for demand-supply alignment have yet to be

established and firmed up.

Vocational schools

skilled and semi-skilled workers for a variety of occupations Higher

technical

colleges

?Do they Match/

support the demand / economic

opportunities being

specifically developed in

particular target provinces?

EXAMPLE…

LSE Graduates

USE Graduates

RELEVANCE

RELEVANCE

THE PROVINCE has its own vocational training schools that offer training modules related to agriculture

it is experiencing problems in promotions as students understandably prefer more “glamorous” ICT related courses and there are few takers of the available training opportunities.

SITUATION:


?IS THERE a market

to absorb these

“children of the

knowledge

economy”?

• HOW BIG is this

playing field and

• HOW EFFECTIVE is

the local education

system in enabling

the Lao youth to

participate in the

career/livelihood-

game competitively?

LOCAL SECTORS

INT’L

SECTORS

Find a way to do a market demand analysis (perhaps with the Ministries of Industry/ Commerce/Labor & Social Welfare)for alignment with projected learning outcomes

Build in mechanism for sensing the strategic industries being developed in each province in order to match curriculum content (ie. dual training arrangements, etc.) enhancements such as in Practical/Industrial

Arts/Home Economics subject for LSE/USE.

TO IMPROVE

RELEVANCE

AS DEFINED IN LAOS CONTEXT

RELEVANCE

STRATEGIC CONSIDERATIONSWHAT CAN BE DONE?

LOCAL SECTORS

· MICRO & COTTAGE INDUSTRIES

· SMALL & MEDIUM ENTERPRISES

INT’L SECTORS

· MEKONG CLUSTER· ASEAN REGION· GLOBAL

MARKETPLACE

MARKET RELEVANCE

LOCAL SECTORS

· MICRO & COTTAGE INDUSTRIES

· SMALL & MEDIUM ENTERPRISES

INT’L SECTORS

· MEKONG CLUSTER· ASEAN REGION· GLOBAL MARKETPLACE

skilled and semi-skilled

workers for a variety of

occupations

LSE Graduates

USE Graduates

Vocational schools

Higher Technical

colleges

other Higher Education

institutions


outcome-base

d

curri

culum desig

n

SecondaryEducationschools

outcome-based

curriculum design

WHY BOTHER?

RELEVANCE

STRATEGIC ISSUE: THE OVERALL CONTEXT within which education systems function is

changing.

The workplace demands more competencies from students, and greater

levels of flexibility to carry out multiple tasks. The importance of languages

and technology is increasing, even for students in ‘vocational professions’.

Holsinger & Cowell (Policies and Strategies For Secondary Education: Positioning Secondary School Education In Developing Countries (International Institute for Educational Planning/UNESCO, 2000)

Because…

As coverage increases, greater numbers of students are incorporated into the secondary-

education system and the need to diversify curricular offerings also grows.

(UNESCO:IIEP, 2000).

RELEVANCE

STRATEGIC CONSIDERATION

Short-term Objective 2 of Chart 2: District-Focused Education Priorities Improving Quality and Relevance of Education

--National Plan of Action 2003-2015, P. 39

• Improve school conditions and access to instructional materials. Renovate schools and

• ensure availability of textbooks. • Ensure content of instruction meets the needs of the poor.

• Focus on curriculum aspects in which the poor have the most difficulty and on which they would benefit differentially. Provide more support for localized instructional material.

• Strengthen linkages between education and labour market demand.

POSITIONING is finding the correct balance between ACCESS and CURRICULAR EMPHASIS (degree of vocationalization) that allows the secondary education system to satisfy a particular set of criteria .


SO HOW THENDO WEPOSITION the LaoSecondaryEducation?

RELEVANCE

• “how to prepare students for the workplace, and accordingly, to what extent vocational skills should be included within secondary education,” as well as…

• “to what extent contact with the workplace should be included to prevent isolation of adolescents from society and the labor market.”

When assessing how to ‘position’ a country’s secondary education. Apart from history, resources and culture, considerations include:

These are the projected outcomes of market-responsive curriculum design :

“At the very least, graduates

from the various levels in

the education system

(especially LSE) have a real

EQUAL CHANCE of

competing with their ASEAN

counterparts. “

• Student/Learner’s Perspective

TO IMPROVE RELEVANCE, we look at two perspectives:

• market perspective (demand) & …


FROM THE STUDENT’S practical point of view, s/he will be looking at ground-level, realistic options for future employment or livelihood.

AS A MEMBER of the ethnic minority or being part of disparity groups, what does the immediate future really look like to him/her and what are the less obvious pressures pulling one out of school?

• Student/Learner’s Perspective

AT THE HOUAYSAN LOWER SECONDARY SCHOOL in Xephone District, Savannakhet Province, consultants of

the Basic Education Sector Development Project (BESDP) met Somsinit, a 13 year old M2 student.

SOMSINIT’S STORY…

SOMSINIT’S STORY…

With nothing else left, he just stays in school during lunch break along with his friends, taking refuge from the hot sun under the shade of a tree.To kill their hunger, they just ask for a drink of water from a house nearby (school has no developed source of water yet).

Others have it even harder as they have to brave it with fellow children to stay by themselves in makeshift

dormitories built on school premises, away from their families and learn to survive both the homesickness and

the challenging lessons until they can travel back to their villages for the

weekend.

Upper Secondary School is a dream literally far, far away.

makeshift sleeping quarters for children from far away villages

Apart from obvious “access” issues, a fuller appreciation of these “internal noise” helps in the design of:

relevant curriculum packages as well as…

developing creative delivery/presentation approaches for the lessons (responded to under the “quality” domain of this component as teacher training). • Student/Learner’s Perspective

Furthermore, we also look at the bigger picture: JUST BY HELPING TO KEEP THEM IN SCHOOL LONGER,

BESDP can also help lower fertility and maternal mortality rates as well as prevent trafficking and other abuses.

Informal interviews held by the team with school heads and teachers confirm that many of their dropouts as young as 13 to 15 years old, have been (among other reasons) due to pressures to support the family needs by crossing the border to work as unskilled labor in nearby Vietnam or Thailand.

Component 2 BESDP

ok

Strategic objective:

TO IMPROVE THE RELEVANCE

AND QUALITY

OF FORMAL LOWER SECONDARY EDUCATION

TO IMPROVE QUALITYPRODUCTION PROCESS

CURRICULUM DESIGNOUTCOME-BASED,

CLEAR METRICS

QUALITY OF INSTRUCTION

TEACHER TRAINING

PRE-SERVICE

IN-SERVICE

INSTRUCTIONAL MATERIALS DESIGN & AVAILABILITY

ADMIN SUPPORTRECRUITMENT , DEPLOYMENT & CAREER PATH

DEVELOPMENT/

INCENTIVES / TALENT RETENTION STRATEGY

LEARNING ENVIRONMENTFACILITIES

EQUIPMENT

This looks at the technical preparation of Teachers at both pre-service and in-service levels as well as the career path options in order to retain these personnel amidst other market attractions (private sector or other public sectors) to ensure supply of quality human resource for education.

This looks at the availability and quality of

enabling policies and support mechanism.

Quality

3. TEACHER TRAINING

Component 1

Component 2

1. CURRICULUM DESIGN

2. Instructional Material s DESIGN & AVAILABILITY

Component 2 BESDP

Strategic objective:TO IMPROVE THE

RELEVANCE AND

QUALITY OF FORMAL LOWER SECONDARY EDUCATION

REALITY CHECK:

In 7 months, 2009 ends

In 32 months, project ends

In 4 months: September 2009, new school year startsM4 starts being implemented this year

After the textbooks are printed, TEACHERS will need Teacher Guides

In 6 months, without major draw-downs project at RISK

EVEN If you can deliver all the textbooks by September 2010, (using emergency procedures) A WHOLE BATCH of M4 students already lost the chance to use it.

• Realism is the heart of execution, but many organizations are full of people who are trying to avoid or shade reality

• Fortunately, the BESDP PMU and Implementing Units are making sure realism is the goal of all dialogues in the organization

OBVIOUSLY:

RECOVERY OF DELAYED MILESTONES

CANNOT BE DONE IN THE USUAL “NORMAL OPERATIONS” M

ODE.

Then WE NEED TO TRAIN more than 5000 TEACHERS (INSET)

WHAT WE NEED are RADICAL, “OUT-OF-BOX” SPECIAL ACTION TEAMS FROM EACH I.U. WHO CAN DO

RAPID BUT QUALITY DELIVERY OF SUBCOMPONENT-OUTPUTS

CACIM

CCR

ONLY IF: WE HAVE THE RIGHT PEOPLE, (RESULTS-DRIVEN) THE RIGHT STRATEGY The RIGHT TOOLS AND SUPPORT FROM LEADERS

TO AUTHORIZE US TO DO THE NECESSARY SPECIAL MOVES.

PDR: • THE POWER • TO DELIVER • & RESPOND

Component 2 Delivery Strategy:Sequential Development in Fast-track Mode

3. TEACHER TRAINING

2. INSTRUCTIONAL MATERIALS DESIGN & DEVELOPMENT

REVISED CURRICULUM GUIDE FOR PRIMARY

NEW CURRICULUM GUIDE FOR LSE:

DRAFT CURRICULUM GUIDE FOR USE

NEW TEXTBOOKSFOR LSE:

NEW TEACHER GUIDESFOR LSE: Nov. 2010

INSET WORKSHOPS


Component 2 Delivery Strategy:Sequential Development in Fast-track Mode

REVISED CURRICULUM GUIDE FOR PRIMARY (done)

NEW CURRICULUM GUIDE FOR LSE: Feb. 2010

DRAFT CURRICULUM GUIDE FOR USE: May 2011


FOCUS OBJECTIVE: deliver the TB/TG by October 2010!

DELIVERABLES under Component 2, thus include the following items responded to by the following detailed activities by target actors, projected cost and expected outcomes:

ACTIVITY Person/ Unit Respon-sible

No. of

Partici-pants

No. of Days

Cost Target Completion Date

Expected Outputs

1. DEVELOP REVISED PRIMARY CURRICULUM (grades 1-5)

PMU/RIES, Consultants

Budget used for this came from the EDP II project and KOICA

Per RIES: Advanced action has been done on this item, the curriculum has been revised.;

Textbooks have been written; Teacher’s Guides have been written and prepared for printing

Printing cost taken up by KOICA

UNDER BESDP, US$ 24,301.80 has been allocated for Workshop 13

MATERIALS STATUS(a) Grades 1 & 2 materials(TB/TG) have been printed and distributed to all primary schools nationwide (b) Distribution: Evidence of impact will be verified through the ASLO (assessment of students learning outcomes) for Grades 1

& 2.(c) Grades 3 & 4 materials (TB/TG) now in preparation for printing. Distribution timed for school opening this September, 2009(d) Grade 5 materials(TB/TG) now in final pre-press (layout/graphic design); (e) Bidding for printing services has been done (Feb. 09) now awaiting announcement of winners.

COMPONENT 2 A: CURRICULUM DEVELOPMENT

ACTIVITY

Person/ Unit Responsible

No. of

Participants

No. of Days

Cost

US $

Target Completion Date

Expected Outputs

2. DEVELOP new LSE CURRICULUM and student outcomes (Grades 6-9/

M1 to M4)

PMU, RIES,Consultants(DPTL for component 2, Local CD specialist)

The new curriculum based on planned strategic student

outcomes as (aligned withthe National and Provincial Development Strategies) will enable high

school students to be more competitive with ASEAN counterparts and take part in local and regional opportunities. This will be measured under the

established National Assessment Framework.

2.1 Workshop 1: Structure

Per RIES: Done: February 2009

• Subject matter (content) experts have been invited to write the initial drafts of the curriculum

• TEXT has undergone initial editing and formatting as proposed materials

a) Elaboration and Time Allocation

PMU/RIES

Finished

b) Drafting of Curriculum guide/Syllabus

Draft syllabus now ready for screening by Committee of Curriculum Reform (CCR)

After final screening by CCR, materials will then be submitted to CACIM BESDP budget to fast tract the screening workshops/meetings to approve

the materials and get them to the next stage.

2.2 ARRANGE Regional Study tour

a) For Policy Makers/ Project Managers

PMU 9 7 20,984 May 31-June 6

•To meet and interview CD policy makers and practitioners in target host country as basis to compare approaches and share experiences; •To provide grounded inputs to educational reform policies related to the BESDP;

b) for the curriculum development group

RIES 16 10 30,214 June 9-19,2009

To gather data, insights, experience and lessons learned from the curriculum development experience of Vietnam to input into the development and finalization of the LSE curriculum to meet the BESDP aim of improving the relevance and quality of formal basic education.

ACTIVITY

Person/ Unit Responsible

No. of

Participants

No. of Days

Cost

US $


Expected Outputs

UPDATE: •Final agenda & list of participants: DONE (April 30, 2009)•Draft letter to host country (Vietnam) counterpart agency/ies: DONE (4/30)•PMU to request moe-dpc to transmit official letter to Vietnam MOET’s Dept of int’l cooperation: May 5, 2009•Pre- trip meeting/ Orientation : May 29, 2009

2.3 Workshop 2:

•Course Outline, 13 subjects, 4 grades

•Provide metrics for student learning outcomes •Design the national achievement standard/ targets for LSE

this should include the CCR screening (CCR sits in during last 5 days and provides

necessary comments to minimize document passing back and forth) and approval in order for CACIM to do final

approval workshop ASAP.

Insights drawn from the study tour may now be incorporated into the enhancements/ finalization of Curriculum Guide/Course outline for 13 subjects and 4 grades

A PROPOSED framework for Assessment of projected learning outcomes should be included among outputs

RIES 105 14 51,000 June 22-27;June 29-July 4 , July 6-7, 2009

ACTIVITY Person/ Unit Responsible

No. of

Partici-pants

No. of Days

CostUS$


Expected Outputs

1M1 Lao

Language M2

M3

M4

2

M1 Math•Algebra•Geometry•Trigonometry

M2

M3

M4

3M1 NAT. SCIENCE

•biology, •chemistry, •physics,

M2M3

M4

4M1 SOC.STUDIES

o History (Lao History/ World History)

o Geographyo Civics

M2M3

M4

6

M1 FOREIGN LANGUAGEo (new) English

plus 1 [French, Chinese, Vietnamese, etc.]

M2

M3

M4

5M1 TECHNOLOGY

(new) ICT & Handicrafts

M2M3

M4

7 M1 PHYSICAL EDUCATION (no textbook, only TG in old curriculum)

M2M3

M4

8M1 ARTS (no

textbook, only TG in old curriculum)

M2M3M4

9 M1 MUSIC (no textbook, only TG in old curriculum)

M2M3M4

Committee on Curriculum Reform (CCR)Should deploy their subject experts within CURRICULUM WRITERS’ TEAMS per

subject authorized to provide official guidance and comments to minimize document “ping-pongs” so that each team’s output is optimized

(already has CCR’s built-in STAMP OF APPROVAL after the workhop/writeshop)

What are your FOCUS AREAS FOR INNOVATION?• SCOPE OF CONTENT, • DELIVERY MECHANISM, • EFFICIENCY (TIME ALLOTMENT) & • LEARNER CENTERED MEASUREMENT (testing/validation)

OPTION 2: 2 subject experts per level times 9 subject areas plus 1 Team Leader from CCR/RIES =

Nine (9-man teams) = 81 pax

OPTION 3: 3 subject experts per level times 9 subject areas plus 1 Team Leader from CCR/RIES =

Nine (13-man teams) = 117 pax

9 major subject areas times 4 levels (1 expert per level) plus the CCR Rep as the Cell team leader equals:

• NINE (5-MAN) TEAMS (OR A TOTAL OF 45 PAX) ABLE TO LOCK DOWN • FOUR QUARTERLY (4 GRADING PERIODS) LEARNING OUTCOMES /course

outline AND ASSESSMENT FRAMEWORKS (TARGET METRICS) • IN 14 DAYS (broken down as 2 days/qtr, 4hrs (halfday) /month• USING MIND-MAPPING TECHNOLOGY.

2.4 Workshop III Review/Edit

CACIM MEMBERS 105 5

18,214

July 20-24, 2009

FINAL Curriculum Guide/Course outline for 13 subjects and 4 grades will be ready to guide materials development work.

Formula:51K/14 days=3,642.86 x 12 days

• CACIM THEN APPROVES MATERIALS as official curriculum guide• OUTPUT should include ASSESSMENT FRAMEWORK corresponding to designed

learning outcomes • NOTE that under old cost-tab, there was only one (workshop 13) with total budget

of US$24,301.80• Using current rates and event schedules (WS 2 & 3), total comes up to: US$

69,214.00


No. of

Partici-pants

No. of Days

CostUS$


Expected Outputs

2.5 Printing & Distribution of Curriculum Guide

(BESDP Budget to print 18 existing LSE textbooks & 16 teacher guides which has been covered by KOICA may be used to print copies of the new SECONDARY CURRICULUM (LSE/USE)—As a support material to National Assessment of Learning Outcomes (National Achievement Targets)

RIESTarget recipients include:400 lower and upper secondary schools, teacher training colleges, Faculty of Education, etc.

•TRANSMITTAL MEMO publishes the new curriculum guide to all provinces who in turn brings down the material to the districts that in turn provide copies to the heads of schools for information & compliance.

Once approved, materials are ready for material development

Bidding starts for the print supplier

Print supplier includes package to deliver to target recipients and present proof of delivery to PMU.

Option for public announcement of this milestone in local news media for faster dissemination and mainstreaming


No. of

Partici-pants

No. of Days

CostUS$


Expected Outputs

Preparation of “Master Copy”/ Final Artwork (camera-ready option or just final CD if digital printing process, direct-to- plate)

RIES/Editor,Layout artist

4 days for basic layout & final artwork

IN-HOUSE

Direct printing cost :US$ 4,000

($8/copy x 500 sets)

July 28-30, 2009

This should signal a quick inventory of school capabilities to teach the new curriculum and clue-in field units of knowledge gaps related to implementation.

Teachers/Principals could plan for quota/non-quota/special training options and include these in school improvement plans to be facilitated by DEB/PES under Component 3.


No. of

Partici-pants

No. of Days

CostUS$


Expected Outputs/Results

ACTIVITYPerson/ Unit Responsible

No. of Participants

No. of Days

Cost

US $


Expected Outputs

3. TEXTBOOK AND TEACHER GUIDE DEVELOPMENT, PROCUREMENT AND DISTRIBUTION

(BESDP Budget to print 18 existing LSE textbooks & 16 teacher guides which has been covered by KOICA may be used instead to print more copies of the new SECONDARY CURRICULUM (LSE/USE)—Textbooks & Teacher Guides

Under the Grant Agreement, BESDP will reprint existing textbooks and teacher guides for lower secondary years (M1 to M3: 675,000 textbooks and 73,000 teacher guides) BESDP to print 18 existing LSE (M1 TO M3) textbooks & 16 teacher guides

— (interpreted as 6 sets of textbooks and teachers’ guide for 3 grade levels= 18)

UPDATE: In NEW Lower Secondary there are 9 subjects, so ideally there should also be 9

Textbooks and 9 Teacher Guides times 4 levels (=36 TB/TGs)

o per RIES: Need is for 675,000 TBs (1 TB=4 students) and

o 73,000 TGs (target is 1 TG per subject, per teacher; )

31 new textbooks for LSE Yrs 1–4 developed and distributed to all LS schools in 20 target districts at the ratio of 1 book per 2 students

3.1 Development, Procurement and distribution of NEW LSE Textbooks & Based on the approved new LSE Curriculum Guide/Projected Student Outcomes

FAST TRACK MODE strategy is to include quality assurance into integrated product development teams. to minimize “ping-pongs” between developers and reviewers, and have better efficiency. Example, a member of the CCR is on the overall (levels 1 to 4) Editorial Board for that Subject (ie. Math)As an innovation: The AGILE development approach used to manage rapid but quality product development will be used. Best practices in software development as well as electronic news (speed + content accuracy with simultaneous usability/user-friendliness testing) will be adapted as the operating technology. (ie. “Sprints”)

ONCE THE new LSE (Grades 6-9/M1-M4) curriculum and student outcomes has been approved: (JULY 2009)

ACTIVITYPerson/ Unit Responsible

No. of Participan

ts

No. of Days

CostUS $

Target Completio

n Date

Expected Outputs

4.2.1 TEXTBOOK DESIGN WORKSHOP

• Subject matter (content) experts will be invited to write the initial drafts of the manuscripts for the textbooks and teacher guides.

• CURRICULUM GUIDES point out areas for innovation/further elaboration.

• QUALITY ASSURANCE gives inputs from the field on past/existing materials so that learning is applied

Subject matter experts/

content specialists

Board of editors: Committee of Curriculum Reform

Materials Development Consultant

Oversight by DPTL for Component 2

105 PAX 5 17,000 August 3-7, 2009

Develop, print and distribute 354,000 (VS. projected need of 675,000 at 1:4 VS 1:2 ratio or 1,350,000) textbooks to all lower secondary schools in 20 targeted districts.

Editorial Boards will be organized for each subject/year level

Content maps will be designed and assigned to content development specialists

Technical specs will be recommended for each title and submitted to procurement unit which organizes the tender for bidding with suppliers

As soon as technical specs are on hand, bidding for print suppliers could start

CACIM PM PM PM PM PM PM PM PM PMCCR EIC EIC EIC EIC EIC EIC EIC EIC EIC2 WRITERS 1 GRAPHIC

ARTIST/LEVEL

9 MAJOR SUBJECT AREASLAO

LanguageMATH Natural

ScienceSocial

StudiesTechno-

logyForeign

LanguagePhysical

EducationARTS MUSIC

1 MANAGIN

G EDITOR

PER LSE level

M1 LL 1 Math 5 Science 5 Lao History

Handi-crafts

English 1 PE 1Team Sports

Arts 1 Music 1

M2 LL 2 Algebra Biology World History

ICT 1 English 2 PE 2Team Sports

Arts 2 Music 2

M3 LL 3 Geometry Chemistry Geo-graphy

ICT 2 English 3+ 1 elective

PE 3Team Sports

Arts 3 Music 3

M4 LL 4 Trigono-metry

Physics Civics ICT 3 English 4 + 1 elective

PE 4elective

Arts 4 Music 4

18 MAN TEAM PER SUBJECT:

1 PM 1 EIC 4 MANAGING Editors 4 Graphic/Layout

artists 8 WRITERS 18 PAX EXTERNAL

ILLUSTRATORS PAID PER PLATE

4 TITLES

4 TITLES

4 TITLES

4 TITLES

4 TITLES

4 TITLES

WE CAN merge these subjects into MAPEH (MUSIC, ARTS, PHYSICAL EDUCATION & HEALTH) and design 1 for each level: 4 titles

This means we need 162 able professionals with a dedicated pool of 36 desktop PCs to churn

out content and final artworks for a total of 40 Titles within the alloted time

PROPOSED CONFIGURATION

CURRICULUM EXPERTS

CONTENTEXPERTS

PROCESS EXPERTS

Publishing Manager

Editor In-Chief

Writer 1Writer 2

Graphic Artist

Writer 1Writer 2

Graphic Artist

Writer 1Writer 2

Graphic Artist

Writer 1Writer 2

Graphic ArtistM1

Managing

Editor

M2Managi

ng Editor

M3Managi

ng Editor

M4Managi

ng Editor

PROPOSED EDITORIAL TEAM PER SUBJECT

4.2.2 START DETAILED CONTENT DEVELOPMENT (writers’ workshop)

Subject matter experts/curriculum developersBoard of editors: Committee of Curriculum ReformMaterials Development Consultant

105 PAX 10 416,000Sept. 18-29, 2009

•Editorial Boards/Writers will come up with their initial drafts and flesh out more content during the write-shop.•e-copies of the draft manuscripts will be collected by executive editors assigned to each title/subject/level and immediately submitted to the review committee.

Workshop 9 under the orig cost tab was budgeted at only US$95,000.88; under the new scheme, using the budget indicated by RIES above, there is a budget per subject team of US$ US$ 46,222.22

We can collapse the 3 workshop activities into just 2 but use the budget to attract the best available experts for as editorial team members. This will start a

pool of professional text book developers

By this time, the materials development consultant & counterparts & PROCUREMENT SPECIALIST may do the plant visit to the pre-qualified print suppliers

i)4.2.3 2nd WORKSHOP TO PRESENT INITIAL DRAFTS/REVISION WRITESHOPS

Subject matter experts/curriculum developersBoard of editors: Committee of Curriculum ReformMaterials Development Consultant

105 PAX 10 416,000October, 2009

Committee will provide review/comments for enhancementWriters/editors will start revision 1 and the executive editors will again submit the outputs to CCR.

FOR TEST PANELS: Tokens of appreciation or even just plain per-diem (transport & accommodation) support, acknowledgement in the preliminaries could be discussed…

CCR members of the editorial board have been screening all drafts for consistency with new curriculum, so materials submitted to CACIM are ready for tooth-combing

“CUSTOMER SATISFACTION TACTIC:” Test panels of subject teachers from selected project schools may be organized for initial “market test” for ease of use and classroom effectiveness; interface can be through FGDs.

Panel may include some students as well

This collapses the “testing period”

By this time, winners of the bidding process are determined and contract negotiations may ensue3RD WORKSHOP TO PRESENT SEMI-FINAL DRAFTS TO CACIM

EDITORIAL BOARDS WILL PRESENT TO CACIM and wrestle out final improvements. Executive editors finalize manuscripts with the contributors.

5 Nov. 2009

Committee will provide comments for enhancementWriters/editors will do final revisions

As mentioned. We can collapse the 3 workshop activities into just 2 but use the budget to attract the best available experts for as editorial team

members. This will start a pool of professional text book developers. Mini FGDs can instead be organized as “testing & validation” integrated into

product development cycle.

By this time, supplier is ready with a production scheduleCACIM gives clearance to start production (printing)a)Materials dev’t expert does QA during entire production process (proof/flats/plate checking)

CACIM, QA,Consultant,Editors/Graphic Experts

5 Complete all pre-press work on each title in preparation for actual press-runCD’s of the final artworks and a physical mock-up of each publications title including the dummy board will be turned over to supplier and the press-run is scheduled.

PAST EXPERIENCE: THAI PRINTERS WHO DID NOT RECOGNIZE THE UNIQUE LAO CHARACTERS MADE A LOT OF MISPRINTS AND DELIVERED WRONG ITEMS OR QUANTITIES

PROPOSED SOLUTION: ALL FINAL ARTWORKS SHOULD BE EXPORTED AS IMAGES, AND OUTPUT TO FILM. FILM OR PLATES PRODUCTION COULD BE OUTSOURCED BUT ACTUAL PRINTING CAN BE DONE LOCALLY BUT DISTRIBUTED TO SEVERAL SUPPLIERS FOR EASY Q.A. ; TAGGING PROTOCOL FOR FINISHED PRODUCTS ALSO INCLUDED IN ASSET MGT. SYSTEM

oPrint supplier delivers allocated copies to each target recipient schooloPrint supplier submits evidence of delivery/fulfillment to MOEoMOE reports accomplishment on component to ADB

BASIC DESIGN: AUGUST, 2009

TENDERING: AUGUST, 2009

EDITORIAL PRODUCTION: SEPT-NOVEMBER, 2009

BID AWARDING: NOVEMBER, 2009

PRINT PRODUCTION: DEC. 2009 TO MARCH 2010

DELIVERY: APRIL-MAY, 2010

CURRICULUM DESIGN: JUNE TO AUGUST, 2009

DEVELOPMENT CYCLE LSE TEACHER GUIDES

JUNE TO AUGUST, 2009

JAN. 2010

FEB. 2010

MARCH-MAY, 2010

MAY 2010

JUNE TO AUGUST, 2010

SEPT-OCTOBER, 2010

DEVELOPMENT CYCLE LSE TEXTBOOKS

DEVELOPMENT CYCLE

BASIC DESIGN: AUGUST, 2009TENDERING: AUGUST, 2009EDITORIAL PRODUCTION: SEPT-NOVEMBER, 2009

BID AWARDING: NOVEMBER, 2009PRINT PRODUCTION: DEC. 2009 TO MARCH 2010

DELIVERY: APRIL-MAY, 2010

CURRICULUM DESIGN: JUNE TO AUGUST, 2009