Overview of Strategic Issues in Basic Findings of Literature Review of Donor Programs in Lao PDR

Report Prepared by Elizabeth St George for Plan International April 2015

Scope of study and limitations

This overview report was prepared following a rapid literature review commissioned by Plan International, Lao PDR, for the purpose of providing a

Detailed mapping of recent and ongoing interventions in the Lao primary education, child development, school health and nutrition, and school WASH sectors, to better inform the development of new interventions in the future.

This document provides an overview of some of the recent key strategic directions in donor programming, in the context of changes to under the Ministry of Education and Sport (MOES). The document summarises strengths and weaknesses of the literature reviewed and suggests opportunities for further investigation. It should be stressed that the literature review was not comprehensive but sought to consolidate the information available primarily from public documents. In scope, the review covered project designs, evaluations and information brochures, as well as some focused academic publications and MOES data. The review used documents provided by the Plan Office, the MOES Department of Planning, and documents self-sourced through the internet. Not surprisingly the literature available in this way was heavily biased in favour of large-scale projects, which tend to be better represented in the public domain. Plan made available a number of research studies sponsored by Plan. Other INGOs may have conducted a similar range of studies that are not currently publicly available. Plan may wish to encourage donors and especially INGOs to make more readily available project details and the findings of research and evaluations that they have conducted in order to encourage lesson learning among development partners and to reduce duplication of effort.

In scope, the review covered large-scale education-focused multi-national programs, the bilateral programs of Australia and Japan, and a selection of programs from Save the Children and Plan International. The review did not cover international aid from China and , or from private donors (most often involved in one-off donations). A overview table of key interventions, together with more detailed program by program information, is provided at Attachment 1. Trends in MOES policy landscape and donor interventions While the focus of the literature review was on documenting donor interventions in early childhood and primary schooling, the process also highlighted some informative trends in the overall 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’s education policy, with the three cornerstones of improving access, quality and governance. Over this period, the literature also shows evidence of increasing coherence in the formulation of MOES education policy, for example in the introduction of sector-wide costed plans. Within basic education policy, over the last five years there has been a clear shift in focus from improving access to education (construction of schools, encouragement for girls to attend) to more emphasis on improving the quality of education in response to poor outcomes in and numeracy assessments. There is also evidence of a greater focus on early childhood education (the construction of pre-school classrooms and training of pre- school ) and on addressing the needs of disadvantaged groups (Lao National Strategy on 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 block grants that are delivered directly to the local level, and several donors are providing support for them to do so more effectively (e.g. JICA and UNICEF). It is not clear the extent to which these 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, the trend has been for large donor projects to increase their support for sector-wide engagement aligned behind MOES policy, although targeted interventions for specific groups (ethnic minority teachers, girls in remote areas, ICT or specific districts for example) remain. This coincides with evidence of a more coherent education policy on the part of MOES outlined above, and also the concern to take into account the large presence of donors in the sector. An important 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 Quality Standards’. The Education Quality Standards are now the basis of indicators for monitoring school outcomes and have been incorporated into many donor approaches such as those of Save the Children, World Vision, JICA, Australia and the large EFA Fast Track Initiative Catalytic Fund. The GPEII and BEQUAL programs will continue much of this work (see Table 1 and Attachment 1 – Program Mapping). In terms of Plan’s work, as bilateral and multilateral education programs have become larger in scope, there may be more opportunity for small- scale interventions to pilot innovative interventions within, or separate to, large-scale programs which are well-positioned to effectively influence government policy.

In terms of sub-sectors of engagement in basic education, a major focus of donor spending over the last decade has been on school construction, in line with the MOES policy to increase access for remote students outlined above. Current large-scale donor programs overall show a reduced emphasis on primary school construction and an increasing emphasis on improving the quality of education. Designs of new programs suggest that construction efforts will focus on additional classrooms for pre-school education (WB ECE project) and the construction of latrines and rehabilitation for existing1 schools (BEQUAL see Table 1) rather than the construction of full primary schools.

The Mid-Term Review of the Education Sector Development Plan (Basic Education) shows that net enrolment rates have risen substantially over the last five years, and that overall access targets for primary education are close to being met (with still a significant disparity 1 It has been suggested that UNICEF may be continuing with the construction of primary schools in the coming period. Documentations relating to such plans was not available during the literature review. for remote areas). H2owever, a huge challenge remains in keeping students in school, and ensuring they learn. Literacy and numeracy outcomes remain poor and drop-outs remain high, a problem that is directly related to the quality of schooling (amongst other issues). The quality of teaching in classrooms emerges at the nexus of many issues affecting poor student outcomes and is clearly an area for concerted effort. Improving teaching methods will be one focus of the upcoming Australian BEQUAL program.

In terms of the four largest projects in various stage of commencement, it is apparent that they will build on existing knowledge and successful interventions in areas such as water and sanitation, nutrition, an emphasis on inclusive education, and ongoing strong support for basic and early childhood education. In line with the Schools of Quality model, Australia, JICA and GPEII will continue to emphasise improved school-based planning and management. Australia will also have a particular focus on education, and improving learning environments. The World Bank Early Childhood Education Project (US$28selectionm) marks and training. the first GPEIIlarge-scale will continueproject topriority engage primary holistically educationat this work level commenced of education, underincluding the EFAinterventions Fast Track in Initiativenutrition, in parenting areas such education, as school- planning,based management, school construc readingtion, assessment teacher and outcome monitoring and management (see Table 1).

At the time of writing the MOES is in the process of developing its sector-wide strategic direction for 2016-2020. While it is not possible to pre-empt the outcome of those deliberations, the trends observed in the literature reviewed described above may provide some guidance as to where the government’s emphasis in basic and early childhood education policy over the next five years might lie. Table 1. Summary of Principal Current Donor Basic Education Projects

Donor Name of Project Description Amount Period

JICA School Improvements School management in Salavan, N/A 2012-2016 (CIED II) Sekong, Savannakhet and Champasack Australia Lao PDR Basic Education, WASH facilities and school meals A$20.5m 2013-2017 WASH and School Meals Program Australia Basic Education Quality Improved primary school A$85.5m 2015-2024 and Access in Lao participation, learning environments and more effective teaching World Bank Early Childhood Construction of pre-primary US$28m 2014–2019 Education Project classrooms, pre-primary quality improvements and improved governance GPE / WB Global Partnership for School-based management, US$16.8m 2015-2019 Education (GPEII) reading outcomes and improved monitoring and evaluation

2 Seel, A. (2013). Mid-Term Review (MTR) of the Education Sector Development Plan (ESDP) of Lao PDR – Basic education report. [Vientiane] Unpublished. Overarching strengths and weaknesses of literature and areas for further investigation

More detailed information about the strengths and weaknesses of existing literature reviewed in this study is provided in Table 2. The table also suggests topics for follow-up that might be of particular interest to Plan. The topics suggested include some that are not yet national and donor priorities but which are likely to become more important during the period of the next MOES strategic plan. The table also includes areas of intervention flagged in upcoming donor projects but which have not yet had the necessary rigorous analysis that will be needed before interventions are rolled out. Such topics include: non-formal basic education (for unqualified teachers and children who have missed their right-age cohort) and teaching Lao as a second language. Despite significant increases in projected funding for early childhood education, there was little evidence of existing research on successful interventions for this age group. Finally, the table also highlights a large number of questions remaining on the critical issue of how to improve teaching methodologies.

The principal documents consulted in this literature review are listed in the Bibliography at Attachment 2. Table 2: List of literature areas, with strengths and weaknesses of available literature and suggested areas for Plan’s further investigation

Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for Further Investigation Access to Schools

School Value for money of construction Assessment of mechanisms for Not suggested as a high priority for Construction approaches documented. sustainable maintenance of schools further research at this stage. Coverage of school buildings assessed Community Emphasises the importance of Does not analyse what type of Research addressing the questions: participation, active parent and community engagement is more effective for Why do parents and communities family learning engagement in the school as learning outcomes, or why families become actively involved in some part of a package of measures to become more engaged in some schools and not others? improve school attendance instances rather than others. No How can projects best encourage analysis of the relative contribution of community participation? Quality in Schools parent engagement compared to other indicators of well-functioning schools

Teachers: Studies on recruitment, Evidence to support such interventions Rigorous answers to the questions: Why recruitment, deployment and training, is largely based on common sense and do teachers decide to stay in the deployment and qualifications of teachers, levels anecdotal evidence. It does not profession? Why in a particular training; of remuneration. Assessment of examine with rigour the multiple location? Why do teachers miss classes incentives, oversupply and undersupply in different factors affecting individual in different locations? What would performance and urban and rural3 areas teachers’ decision about where to motivate more teachers to move to remuneration respectively. locate and why they stay in a school remote locations and how can this be facilitated? Beneviste, L., Marshall, J. and Santibanez, L. (2008?). Teaching in Lao PDR. 3http://documents.worldbank.org/curated/en/2007/01/9092138/teaching-lao-pdr [online] Available at: Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for Further Investigation

and the relative importance of incentives that have already been used. Curriculum, Number of teachers who have Relationship between different types What are comprehensive solutions to teaching materials, attended pre-service training of teacher training methods and the improving the learning and use of new teaching methods and in-service training. Number methods used in the classroom. teaching methodologies? of textbooks delivered The barriers to effective teaching4 of - What is the relationship between Assessment of teaching Lao as a second language. different types of methods used in classrooms The role of temple, religious and and teaching methods in the private schools. classroom? - How can teachers be better supported on their return to implement a new methodology? - What is the relative importance of ongoing mentoring, pedagogical advisors and the level of education of the teacher (among others) to adopting new teaching methods? - How can teachers with low basic education be supported to raise their basic education level? What role do temple, religious and private schools play? - Are there useful findings from the Maths and Science teaching programs of JICA? - How can teachers be better supported to implement inclusive Mythong, S. et al. (2002). Secondeducation? languages and ethnic and 4linguistic diversity in . In Lo Bianco, J., ed. Voices from , Language Australia, n.s. pp.295-302. Study on efforts to introduce Lao as second language teaching methodology: Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for Further Investigation

Pilot studies in teaching Lao as foreign language Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for Further Investigation

School learning WB (EGRA), MOES (ASLO) and Accuracy of assessment and What do literacy and numeracy tests tell and assessment, INGOs have conducted a range assessment as a tool to improve us about the nature of learning the Lao school inspection of literacy and numeracy tests, teaching and learning. Duplication of language? Are5 there lessons to be learnt all of which have faced tests. from Thai? Could international difficulties in adapting to the Lessons learnt from assessing and assessments feed into academic . teaching of similar languages: Thai, research in Lao to facilitate Assessment of role pedagogical Cambodian effective teaching methodologies? How advisors done, but within effective are pedagogical advisors and context of much wider reviews. what effective alternatives have been trialled? Governance of Pilot interventions for support to test Schools effective support for teachers

Financing: Assessment of some types of6 School block grants – effectiveness of What are positive stories of financial allocations, scholarships on the ground provision and management. – UNICEF management? community grants, School Block Grants study upcoming? What are the comparative strengths and weaknesses of existing scholarship Mythong, S. et al. (2002). Second languages and ethnic and linguistic diversity in Laos. In Lo Bianco, J., ed. 5Voices from Phnom Penh, Language Australia, n.s. pp.295-302. Note the efforts of a previous decade: Xaiyasensouk, V. and Ounnarath, B. (2011). Study Report: The Impact of the Scholarship Provision. Unpublished report for Plan International, Lao 6PDR. Intervention Focus of Existing Literature Weaknesses of Existing Literature Opportunities for Further Investigation

school grants, HRD-type assessment of communities, programs for remote students? What scholarships district and provincial authorities to are the opportunities for mobilisation manage devolved finance of private (non-community) financing for education? Note that the key constraint of capacity to manage finance at the local level may be best addressed through broader government HRD capacity building initiatives. School planning: Comprehensive report7 on Linkages between local level planning - Review of VEDC, district and VEDCs, district and functioning of VEDCs and 8 and actual provision provincial planning reports to provincial school based management Qualitative assessment of strengths identify common strengths, management and weaknesses of local education weaknesses and possible governance (may exist in public interventions Early Childhood administration sector?) - Effectiveness of donor coordination Education at local level Number of classrooms Community Based School Readiness What are children’s views of existing constructed, number of teachers programs as an alternative to formal early childhood programs? / care givers trained. Limited pre-school have been trialled and will What are the strengths and weaknesses statements of qualitative be ongoing under GPEII. Significant of provincial and district education impacts as part of broader further research needed to understand offices? What are the synergies with reports how to make this approach or another community engagement on health effective. matters, particularly for Early Village Education Development Committees in LaoChildhood? PDR: Their functionality and impact. 7 Seel, A. I’Anson, N. and Lomathmanyvong, S. (2015). [DraftSantibanez, report Lucrecia. for Plan International](2014). School Vientiane:based management Unpublished. in Lao P.D.R. : current conditions and recommendations for the future. Washington DC ; 8World 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 Further Investigation

Piloting alternative provision of school- readiness programs, early childhood programs, in combination with Non-formal parenting programs and reviewing Education results. Literature referencing non- Information about efforts to integrate As right-age enrolment targets are met, formal education found during non-right-age children into this area will need significant further this study was confined to mainstream schooling and to support investigation. incidental mentions in broader adult learners, especially teachers. What are effective methods for re- basic education literature. Any specific studies on non-formal integrating non-appropriate age education would be a contribution to students into mainstream schooling? the existing literature. What has been the impact of the mobile Cross-cutting teaching program and any other non- interventions formal education efforts for children?

Disability Studies cover community Quality of reporting on numbers, types Opportunities for further awareness perceptions of disability, of disability and availability of teaching raising of disabilities and schooling. national policies on disability support. Comprehensive country Sharing of existing INGO disability and results of Inclusive9 information as opposed to localised studies. Education Project. Statistics studies. Preventing disability in young children collected in EMIS. is a key focus of the WB Early Childhood project. Note that findings of existing reports will take some time to act on and Townsend-Gault, Emma (2011). Improving Access to Education for Children with Disabilities in Oudomxay - Baseline report. [online] Available at: 9http://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 project aiming 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 Further Investigation

this area is not recommended for further research at this stage.

Gender Studies cover comprehensively Gender equality in education How could the representation of women results of many project administration positions, particularly be improved in education interventions on increasing in rural areas. administration positions and as girls’ participation in schools Gender assessment of school teachers? and increasing number of curriculum and in teaching practices How are girls and women portrayed in women teachers, including textbooks and educational materials? differences among ethnic groups Nutrition Number of children provided Contribution of nutrition programs to Long-term study on contribution of with healthy meals / snacks increased school participation. school nutrition programs to improved Assessment of government’s school attendance and improved health based feeding program outcomes. implementation of project and What is the cost of alternative methods nutritional quality of meals delivered of providing meals in schools?

WASH Number of latrines constructed. Assessment of contribution of latrines Long-term study on assessment of WB reviews of whether latrines to improved school attendance, better latrine construction in schools on are used, as part of broader health outcomes and improved improved attendance and improved impact assessments hygiene practices. health outcomes – upcoming unicef study? 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). ’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 Development Effectiveness. [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 Social Sciences, Umeå .

Dang, Hai-Anh H. and King, Elizabeth M. (2013). Incentives and teacher effort : further evidence from a developing country. Policy Research working paper 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 Development Plan 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 project aiming 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 Program’ 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 in Bokeo 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 (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 Education Sector 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

Moore, Kunera (2013). Save the Children Norway, Lao PDR – Country Strategic Review. [online pdf] Accessed at: http://www.norad.no/globalassets/import-2162015-80434-am/www.norad.no-ny/filarkiv/ngo-evaluations/children-as-agents-of-change-project--final- project-evaluation-report.pdf

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.

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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 International April 2015

Table of Contents Overview of Principal Donor Basic Education Projects...... 19 Annotated Summary of Projects ...... 21 Basic Education Sector-Wide Programs...... 21

Basic Education (Girls) Project ...... 21 Second Education Quality Improvement Project ...... 22 Basic Education Sector Development Program (BESDP)...... 24 Laos – Australia Basic Education Program (LABEP) ...... 25 Access to Basic Education in Laos Program (ABEL) ...... 26 Schools of Quality Pilot Project...... 27 Basic Education Quality and Access in Lao (BEQUAL)...... 29 Basic Education in Northern Communities...... 30 1) Improvement of School Environments in the Three Southern Provinces...... 31 2) Project for the Improvement of School Environments in Champasack and Savannakhet Provinces (Grant Aid for Community Empowerment) ...... 31 Supporting Community Initiatives for Primary Education Development in the Southern Provinces (CIED) 32 Supporting Community Initiatives for Education Development 2 (CIED II)...... 33 BOLIGO...... 34 Strengthening Basic Education and Child Rights Protection Project...... 36 School Quality Improvement (SQIP); Early Learning in Primary School (ELPS)...... 36 Child Friendly Schools (Schools of Quality)...... 38 Second Education Development Project (EDPII) ...... 39 ImprovingEducation Governance For All Fast...... Track Initiative...... Catalytic Fund...... 4248 Global Partnership for Education (GPEII)...... 45

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) ...... 48 Early Childhood ...... 50 Poverty Reduction Support Operation (PRSO Series 2: 8-11)...... 49

TeachingEarly Childhood...... Development...... – Programs...... 1992 – 2006...... 5052 School Quality Improvement Program: Early Learning in Primary School...... 51

Network for Teacher Upgrading Program ...... 52 Improving Science and Mathematics Teacher Training...... 53 WaterTeacher and SanitationTraining Enhancement in Schools ...... and Status of...... Teachers (TTEST)...... 5456 Early Childhood Education Project ...... 55 Nutrition ...... 56 Lao PDR Basic Education Water, Sanitation and Hygiene (WASH) and School Meals Program...... 56 Gender and Disability...... 58 School Meals ...... 57

Inclusive Education Project...... 58

Key to Summary Tables

: Each donor program is summarised in a stand-alone table. The tables contain simplified project information based on the available data and documentation as provided by donors and the Lao Ministry of Education and Sport. The tables are intended to provide an intuitive lay-out for readers to quickly grasp the key characteristics and lessons learned from individual programs and to facilitate tracking of lessons learned in basic education over the last decade. It became apparent during the study, however, that over the last five years donors 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 WFP Nutrition programs). As such the tables are not intended to be comprehensive or to answer more detailed questions of financial contributions or 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

Donor Name of Project Description Amount Period Completed (by year of completion)

JICA School Improvements School management in Salavan, N/A 2012-2016 Donor (CIEDName II) of Project Sekong,Description Savannakhet and Amount Period Champasack Australia Lao PDR Basic Education, WASH facilities (UNICEF) and A$20.5m 2013-2017 UNICEF Network for Teacher Training for teachers from 67 N/A 1992-1996 WASH and School Meals school meals (WFP) Upgrading districts 1998-2002 Program Australia Lao-Australia Basic Improved access to basic A$8.2 1999-2007 Australia Basic Education Quality Improved primary school A$85.5m 2014-2024 Education Project education for girls from ethnic and Access in Lao participation, learning (LABEP) minority groups environments and more effective ADB Basic Education (Girls) teachingSchool construction and US$20.6m 2000-2007 Project community participation in World Bank Early Childhood Construction of pre-primary US$28m 2014–2019 school management Education Project classrooms, pre-primary quality UNESCO, Inclusive Education improvementsAccess and quality and ofimproved education N/A 1995-2008 Save the Project governancefor disabled students Children, GPE / WB Global Partnership for School-based management, US$16.8m 2015-2019 SIDA Education (GPEII) reading outcomes and improved EU Basic Education in monitoringAccess, quality and and evaluation governance in €6m 2004-2010 Northern Communities basic education Australia Access to Basic Education Improved access to basic A$11 2006-2010 in Laos (ABEL) education, including nutrition, WASH and donor coordination JICA School Improvements in Construction of primary schools N/A 2009-2010 Three Southern Provinces ADB / SIDA Second Education Quality Teacher education 2002-2011 Improvement Program World Food School Meals Provision of school meals and US$38m 2005-2011 Program fortified supplements JICA School Improvements School management and teaching ¥213m 2007-2011 (CIED) materials in Salavan, Sekong and Attapeu JICA School Improvements in School construction in ¥1.02m 2010-2012 Champasack and Champasack and Savannakhet Savannakhet World Bank Second Education Access, quality and governance of US$26.6m 2005-2013 Development Project basic education in 19 districts (EDPII) Australia Schools of Quality Pilot Improved school facilities, N/A 2010-2013 Project community engagement and teacher training in Bolikhamxay JICA Improving Science and Improve quality of science and N/A 2004-2008; 2010- Mathematics Teacher mathematics teaching 2013 Training UNICEF Schools of Quality Basic education school N/A 2004-2014 (in environment, school phases) management and gender equality Save the School Quality Pre-school access and training of US$8m 2005-2014 Children Improvement (SQIP); pre-school teachers in Early Learning in Primary Bolikhamxay, , School (ELPS) Sayaboury World Bank / EFA Fast Track Initiative Improved access to basic US$42.52 2010-2014 GPE Catalytic Fund education in 56 districts and improved governance Annotated Summary of Projects Basic Education Sector-Wide Programs Intervention/Project/Program Description Template Project Name Basic Education (Girls) Project Timing Donor(s) Funding Amount 2000-2007 Location(s) ADB Beneficiaries US$20.6m (types and 52 districts in Laos numbers) Primary students, teachers and pedagogical advisors from 52 districts Description Aims to: (objectives, (i) strategies, activities, etc.) Provide primary educational facilities in 50 districts and strengthening the capacity at central and (ii) provincial levels to plan, manage, and implement school construction and associated development programs; and Promote community participation in school management so as to increase enrollment and retention of pupils. 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 Partners - improved supervision by pedagogical advisors Materials/Tools - provision of core textbooks Produced Ministry of Education of Laos, World Bank, Japan, Australia, and some NGOs 21 books developed: teacher guides, student books, games books Teaching and learning kits Results Achieved Pedagogical- Adviser Handbooks Manuals on Work Procedure for departments at MOE and for PES and DEB offices 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 project - schools - 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 1999/200077 pedagogical– 2006/07 advisors results recruited, show program trained has and significant deployed, esp benefits: female PAs Significant HRD and materials developed for ethnic education

Lessons Learned - 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 increase - Specific lessons learned about the construction approach: using local labour to encourage engagement in school; maximizing local character and allowing for flexibility for future needs; ensuring layout of rooms facilitates multi-level teaching in one room; inclusion of training in water and sanitation alongside provision of toilets. Design of schools may need to be adjusted esp in mountainous and windy areas, with particular technical expertise. - Need for more transparency at village level in provision of grants to avoid misunderstanding about allocation and disbursement of funds. - Training insufficient: teachers needed longer to understand how to use supplementary materials, and how to incorporate 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) or Was the Project inappropriate level of teacher / government official selected to attend the training. Scaled/Sustained? (explain) Lessons learned were subsequently incorporated into Australian Aid and World Bank managed programs. The program was closely linked to the Australian LABEP . Intervention/Project/Program Description Template Project Name Second Education Quality Improvement Project Timeline Donor(s) 2002-2011 ADB Funding Amount Location(s) Beneficiaries $23.5m (types and Six provinces numbers) Teachers, teacher trainers, government and village officials Description (objectives, strategies, (i) To improve the relevance, quality, and efficiency of primary and through activities, etc.) developing a teacher training support system, enhancing the professional status and career development of teachers; (ii) To expand access to and improve retention in primary school especially of girls and ethnic children in the poor and underserved areas of the country; (iii) To strengthen the institutional capacity of central, provincial and district, and village level Partners administration to plan and manage the decentralized education system. Materials/Tools Produced SIDA, MOES Results Achieved - Revisions to teacher training curriculum - 197 titles of textbooks for teacher trainers - 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 school advisors - 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 teachers received 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 and management training on decentralised education management Lessons Learned - 1,824 provincial, district and technical education staff received short-term management and planning training - 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 training from NGOs and other projects - Teacher training targets for in-service training not achieved because of limited provincial and district trainers available; over-estimation of numbers of teachers; - Construction prices rose dramatically during program forcing reduction in number of classrooms built Was the Project - External training for community participation will fail if not conducted in appropriate culture and language. Scaled/Sustained? Existing village structures in remote areas probably already use the most qualified people (explain) This program is closely linked to the Swedish International Development Agency’s Teacher Training Enhancement and Status of Teachers Project (see entry under Teaching). Distribution of learning materials packages taken over by Plan International, Room to Read and Save the Children. Source: ADB (2011) LAO PDR: Second Education Quality Improvement Project – Completion Report http://www.adb.org/sites/default/files/project-document/60558/31345-013-lao-pcr.pdf Intervention/Project/Program Description Template Project Name Basic Education Sector Development Program (BESDP) Timeline Donor(s) Funding Amount 2008-2014 Location(s) ADB Beneficiaries USD25.56 (types and Nation-wide numbers) Focused on lower secondary schools and government planning Description (objectives, strategies, 1. Expanding Access to Basic Education (esp lower secondary) activities, etc.) 2. Improving the Quality of Formal Primary and Secondary Education Partners 3. Strengthening Decentralized Education Management Materials/Tools 4. Improved capacity for planning, budgeting, management and delivery of education Produced MOE Results Achieved N/A

N/A Lessons Learned Was the Project Scaled/Sustained? N/A (explain) N/A

Intervention/Project/Program Description Template Project Name Laos – Australia Basic Education Program (LABEP) Timeline Donor(s) Funding Amount 1999–2007 Location(s) AusAID Beneficiaries $8.2 million (types and numbers) Teachers, students, especially young women from remote and ethnic communities Description (objectives, strategies, To i-mprove access of girls from ethnic minority groups to five years of primary school. activities, etc.) Activities- included: - Raising awareness of the importance of education Age-appropriate learning materials especially those appropriate for non-Lao speakers Partners Improving the quality of pre-service training for teachers and local trainees especially drawn from ethnic Materials/Tools groups Produced MOES, UNICEF Results Achieved Teaching- and learning kits - 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 were approximately double those of the national average annual increases. Innovative, practical educational models were adopted, including multigrade teaching, teacher training - targeting young women from ethnic communities and remote villages, and teaching materials and approaches 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 teachers in 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 and - learning 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, Lessons Learned of which 427 were project schools. ‘Was the Project - Scaled/Sustained? (explain) The program evolved into a broader and larger whole of basic education sector approach.

Intervention/Project/Program Description Template Project Name Program

Timeline Access to Basic Education in Laos (ABEL) Donor(s) Funding Amount 2006 – 2010 Location(s) AusAID Beneficiaries A$11m (types and N/A numbers) N/A Description (objectives, strategies, N/A activities, etc.) Partners Materials/Tools Produced WFP, MOES, UNICEF Results Achieved N/A-

Education and Gender Sector Working Group fully functional with agreed terms of reference, an annual work plan and contributing to - improved coordination between the donors and the Government of Laos in the education sector. - Since 2004 the World Food Programme has provided 88,020 children in targeted areas with meals and take-home food packs. Since 2004 the United Nations Children’s Fund has installed clean water and sanitation systems in 312 schools in targeted areas. These Lessons Learned have benefited 44,900 children.

‘The holistic nature of the program and the mutually reinforcing interrelationships between the stakeholders generated by the program’s activities that make the critical difference, rather than any particular activity.’ The mission found indications that food incentives (provided through the World Food Programme) were theABEL catalyst Joint Review to get girlsMission in finding,particular enrolled in schools, but that it was the quality of the teaching and ‘Was the Project learning environment that kept them there.’ Scaled/Sustained? summarised in Annual Program Performance Report (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 Template Project Name Schools of Quality Pilot Project Timeline Donor(s) Funding Amount 2010-2013 Location(s) Australia Beneficiaries N/A (types and Thapabath district, Bolikhamxay numbers) Five schools Description Schools of Quality (objectives, strategies, activities, etc.) • Improving safe school facilities Introduction• Enhancing school of new management primary school and community English curriculum engagement (Gr within 3-5) village education plans Use• Quality of ICT in in-service primary teacher schools training

Partners • Integrating the use of audio visual teaching aids and IT equipment Materials/Tools - Produced Save the Children, MoES, PESS and DESB Results Achieved - N/A - 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 visible - creative 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 Lessons Learned Supported to the poorest students with some basic (school materials) to encourage school attendance and reduce the burden of schooling related costs. - 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 of funding for electricity and for ongoing repairs Was the Project - Good leadership from VEDC needs reinforcement Scaled/Sustained? (explain) The lessons from the project were scaled up and incorporated overall into the broader Schools of Quality. Intervention/Project/Program Description Template Project Name Basic Education Quality and Access in Lao (BEQUAL) Period

Donor(s) 3 phases: 2014/15 – 2017/18; 2018/19-2021/22; 2022/23 – 2023/24 (10 Funding Amount years) Location(s) Australian Aid - Department of Foreign Affairs and Trade Beneficiaries A$85.8m (May 2014) (types and 65 districts with lowest literacy rates numbers) 65 districts with lowest survival rates to Grade 5; Teachers (training) Description  (objectives, strategies, Participation: more disadvantaged children and young people activities, etc.)  participate on a regular basis in primary education and attend school ready to learn.  Resourcing: learning environments in targeted geographic areas are more equitable for all groups and are adequately resourced. Partners Effective teaching: more effective teaching by better qualified teachers enables more disadvantaged girls and boys to learn. Materials/Tools UNICEF, World Food Programme, Non-Government Organisations and Not- Produced for Profit Associations and possibly the European Union Results Achieved Teaching materials and textbooks Lessons Learned N/A Design notes that Lao Government will require significant budget support for at least the next ten years; that capital costs are not being covered by the budget; that significant challenges continue to include access for girls, disabled, remote communities, ethnic groups; that the provision of Was the Project textbooks and appropriate teaching continue to hamper the Scaled/Sustained? quality of education. (explain) The project builds on previous sector-wide support provided by the Australian Aid Program. Intervention/Project/Program Description Template Project Name Basic Education in Northern Communities Period Donor(s) Funding Amount 2004-2010 Location(s) European Union Luang€6m Nam Tha Province 430 villages found within the areas of: Luang Phabang Province Nam Tha, Vieng Phouka, Long districts Phongsaly Province Chomphet, Viengkham districts Beneficiaries (types and Khua, Sampanh, Mai, Gnot Ou districts numbers) Students, communities and education managers in the villages above Description (objectives, strategies, To increase access to and participation in quality and relevant primary activities, etc.) education through supporting the decentralised management of education. 1. To help achieve good quality, more accessible universal basic education;

2. To improve basic literacy and numeracy; and

Partners 3. To support the decentralised management of education. Materials/Tools Produced MOES Results Achieved N/A Lessons Learned Was the Project N/A Scaled/Sustained? N/A (explain) N/A Source: http://www.moe.gov.la/benc/akha/Towards_Gender_Parity_in_Akha_Primary_Schools/BENC_Project.html

Intervention/Project/Program Description Template Project 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 for Community Empowerment) Timeline

Donor(s) 1) 2009-2010, 75 schools; Funding Amount 2) 2010 to 2012 with 91 schools (then 4 added) JICA Location(s) 1) ? 2) 1.02 million yen 1) 2009-10: Attapeu (Samakhixay and Sanamxay districts), Sekong (Lamam, Thateng districts), Salavan (Saravane, Beneficiaries LaoGnam districts) (types and 2) 2010-2012: Champasack and Savannakhet provinces numbers) 1) 75 primary schools Description 2) 95 primary and lower secondary schools (objectives, strategies, 2009-10: Building of primary schools, facilities and equipment ie access roads and water supply activities, etc.) 2010-12: Construction of a total of 95 schools comprising 425 classrooms and procurement of school furniture, Partners etc. in Champasack and Savannakhet Provinces. Materials/Tools Produced MOES Results Achieved N/A

1) Construction of 75 primary schools 2) Lessons Learned Construction of a total of 95 schools comprising 425 classrooms Procurement of school furniture, plaques, signboards and ODA stickers for 95 schools. N/A Was the Project Scaled/Sustained? (explain) Expanded to extra provinces in second phase.

Intervention/Project/Program Description Template Project Name Supporting Community Initiatives for Primary Education Development in the Southern Provinces (CIED) Timeline Donor(s) Funding Amount 2007-2011 Location(s) JICA Beneficiaries 213m Yen (types and Salavan, Sekong, Attapeu numbers) N/A Description (objectives, strategies, Improve access to and quality of primary education in target schools activities, etc.) 1: Community initiatives are enhanced for improving access to and quality of primary education through the capacity 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. Partners 4: Capacity of implementing partner (MOE/PES/DEB) is strengthened to conduct necessary activities for facilitating school improvement with community initiatives. Materials/Tools Department of Primary and Pre-school Education(DPPE) of Ministry of Education (MOE), Provincial Education Produced Service (PES) in Saravane, Sekong and Attapeu, District Education Bureau (DEB) in the target districts Results Achieved - Education- materials produced for three main subjects - Training- modules for School Improvement Plans for VEDCs (similar to SOQ training modules) 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 remedial - assistance targets met All 90 schools produced education materials in 2010/11, 67% produced 30 or more sets of materials Lessons Learned - Training modules for VEDCs completed and used by MOE, in line with SOQ training modules, teacher training workshops and SIP meetings held on time VEDCs successful as based on existing village governance systems, but needs to have its role clearly defined in relation to other village groups -

Some indicators for quality education have gone down as more schools are built and enrolments outstrip Was the Project number of teachers Scaled/Sustained? (explain) CIED program was continued into second phase, working closely with UNICEF Schools of Quality / Education Quality Standards programs.. Intervention/Project/Program Description Template Project Name Supporting Community Initiatives for Education Development 2 (CIED II) Timeline Donor(s) Funding Amount 2012-2016 Location(s) JICA N/A 4 provinces: Salavan - Lakhongpheng, Khongxedon districts Sekong – Laman district Beneficiaries Savannakhet – Xaybouly, Atsaphangthong, Songkhone districts (types and Champasack – Soukhouma, Khong, Mounlapamok, Champasack numbers) Students, teachers, VEDCs and education officials in targeted districts. Description (objectives, strategies, Improve access to and quality of primary education in target provinces activities, etc.) 1: Capacity of MOES for planning and implementing training toward achieving Education Quality Standards (EQS) is strengthened Partners 2: Appropriate EQS measures proposed and/or adopted by PESS and DESB Materials/Tools 3. Strengthened- capacity of PESB and DESB Produced MOES Results Achieved Revised training modules for achieving EQS

The program is monitored on the basis of activities conducted (outputs) and key national education statistics: net enrolment rate, Net intake rate, survival rate, dropout rate, promotion rate. These measures show that outputs were largely achieved (sometimes with some delay) and national education 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 school administrators, teachers and VEDC have not paid sufficient attention yet to results therefore DESB needs to be firm in monitoring - activities, school heads and VEDCs need to be more rigorous in implementing and documenting activities as planned - MOES needs to catch up with provision of materials and teachers which have fallen behind as schools are built and enrolments rise Parents see education being taken seriously by government and - party which encourages them to send their children to school and participate in education development in village. - Good cooperation between school and village authorities can ensure that students do not drop-out or miss school. (Sekong) Problem of student drop-out in the middle of the year and - missing annual examinations because of parents’ seasonal occupation 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- Was the Project learning are schools that had detailed school development plans, Scaled/Sustained? tracked them and reviewed them over school year. (explain) This second phase works to support the government’s Education Quality Intervention/ProjectStandards/Program inDescription the targeted Templatedistricts, building on the first phase, in conjunction Project Name with UNICEF. BOLIGO Timeline Donor(s) Funding Amount 2010-2015 Location(s) Lux Development €7.6m Bolikhamxay province Beneficiaries (types and numbers) 60 poorest villages in the three poorest districts of Bolikhamxay province: Description Khamkeut, Viengthong, and Xaychamphone. The target population is 36,000 (objectives, people in 6,000 households, 58% of whom are ethnic minorities. strategies, The overall goal is rural poverty reduction, with a large focus on education. activities, etc.) The project has three main components: 1. Governance Strengthening related to rural poverty reduction, including improved planning, administration, information systems, statistics, and public service delivery; 2. Infrastructure development in 60 target villages to improve access to education, clean water, roads, community meeting halls, and other necessary constructions, averaging 60,000 EUR per village; 3. Village Development Funds owned and managed by each of the 60 target Partners villages for credit and communal grant purposes averaging 23 000 EUR per Materials/Tools village. Produced MOES. PESB, DESB Results Achieved N/A-

Improvements to clean water, standard schools, latrines, roads and - credit Improved capacity and engagement at village, district and province level through the delegation of authority, fund control and - responsibility. Strengthened governance through capacity development and practice in information systems, planning, monitoring and Lessons Learned - administration.

Funds available for capacity development, information systems, sector planning, teachers’ training, vocational training, and support for girls’ further education were not spent owing to the lack of comprehensive plans, modalities, motivation, and coordination within the villages concernend. ‘Was the Project Scaled/Sustained? (explain) Lux Development is seeking funding to continue the program.

Intervention/Project/Program Description Template Project Name Strengthening Basic Education and Child Rights Protection Project Timeline Donor(s) Funding Amount 2009- Location(s) Plan International Beneficiaries N/A (types and Paktha, Phaoudom, Meung districts, Bokeo province numbers) Primary and secondary students in the poorest villages of these districts. Total 6,000 students received Description scholarships (objectives, strategies, Provision of scholarships to students to encourage continued participation at school activities, etc.) Partners Materials/Tools Produced N/A Results Achieved N/A

Lessons Learned Over three years in Pha-Oudom NER rates increased from 84.1% tto 92%; passing rate increased from 73% to 74.6%; repetition rate decreased from 20% to 18.4% and survival rate to P5 increased from 67% to 69.1% Was the Project Educational authorities and communities disagreed with 80% of scholarships given for girls as many families did Scaled/Sustained? not want their girls to continue their education as they were needed at home (explain) N/A

Intervention/Project/Program Description Template Project Name School Quality Improvement (SQIP); Early Learning in Primary School (ELPS) Timeline

SQIP: 2009-2014 Donor(s) Funding Amount ELPS: Ph1 – 2005-05; Ph2 – 2006-09; Ph3 – 2010-14 Location(s) Save the Children US$8m Beneficiaries 10 poorest districts in Bolikhamxay, Luang Prabang and Sayaboury provinces (types and numbers) 100,000 children Description 200 pre-school teachers (objectives, strategies, ELPS: Establishing pre-primary schools with community engagement; providing innovative training to pre- activities, etc.) primary- teachers SQIP: Pre-primary and primary school education - 100,000 children in at least 10 districts achieve rights to access and complete pre-primary and primary - education 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 adequate - pedagogic and administrative support to schools and clusters Children’s capacity to contribute to quality education and protective environments enhanced Partners - o - Save the Children Norway - NORAD & SCN - Save the Children Australia Materials/Tools Pestalozzi Children Foundation Produced AusAID Results Achieved N/A

Lessons Learned In 2012, 2270 children enrolled in pre-primary school and 3,000 children attended primary school. Net enrolment rate in targeted- primary schools increased from 92.4% in 2009 to 95.5 in 2012. 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 -

Was the Project Changing mind set of adults to involve and listen to children view in school development Scaled/Sustained? (explain) Note that Save the Children underwent restructuring during this period and different elements of these programs were melded together during this time. Refer also ‘Early Childhood’

Intervention/Project/Program Description Template Project Name Child Friendly Schools (Schools of Quality) Timing Donor(s) Funding Amount 2004-05; expanded 2005-06; expanded 2006-07 (Schools of Quality); expanded 2008-09, 2011-12 and 2012-14 Location(s) UNICEF Beneficiaries 2004N/A -05 2005-06: (types and From 3 schools to 56 priority districts and 4,205 schools over the life of the program numbers) 2005-06 and ( ) in 3 schools 33 (Phan, Phonehong9 and Vapi) in Xiengkhuang, Vientiane and Salavane 2006provinces-07 467 38 9 2008-09, MoES1,542 DGE expansion to484schools in provinces 38 9 2010-11 ,1,300schools in districts of provinces 56 17 6 , schools,. including incomplete schools in districts in provinces 2011-12 1,363 schools under the support of EFA-FTI in districts of provinces, 90 schools of CIED II in districts of 3 provinces Description schools (objectives, 2014: 4,205 schools strategies, 1. Every child is enrolled and studies together inclusively. activities, etc.) 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. Partners 6. Gender equality Materials/Tools Produced UNICEF, JICA, others - 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 Results Achieved Lessons Learned - Teaching-learning module of child-centred learning (CCL) and Teaching-Learning for each curriculum subject N/A - 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 program needs more of these trainers - Village Education Development Committees are very important for the collection of the correct data and also for integrating the needs of the community and community engagement - Ability for village to undertake school developments are very important to ensure sustainability after the project has finished - Working systematically in a cycle of school improvement planning is the basis for sustainable school Was the Project development Scaled/Sustained? - Extra-curricula activities attract students to school and prevent drop-out (explain) The program has been expanded several times, and the elements of Schools of Quality have been incorporated into the MOES Education Quality Standards. Intervention/Project/Program Description Template Project Name Second Education Development Project (EDPII) Timeline Donor(s) Funding Amount 2005 - 2013 Location(s) World Bank Beneficiaries USD 26.6 m (approx) (types and numbers) Primary Education (54%) Description Central Government Administration (35%) (objectives, Tertiary- Education (11%) strategies, Overarching- objectives: activities, etc.) Increase primary enrolment in 19 poorest districts in 6 poorest princes - Improved quality of primary education through provision of textbooks and establishment of permanent assessment system to monitor basic student outcomes Improved capacity to monitor and manage primary education Specific 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 Materials/Tools Produced MOES, AusAID 2004: EGDP in MOES supported to produce teaching and learning materials for teaching Lao language to non-Lao Results Achieved pupils- inEnrollment 12 pilot schools in grade and 4 and, 221 especially teachers gradetrained; 5, grew expanded much tofaster 48 schoolsin beneficiary and extra schools 253 than teachers. 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 -

- LearningIndependent outcomes evaluation for students shows in thatdistricts community showed mixed grants improvements and new school from 2006 building to 2009, clearly with result Lao-Tai in more groupsfamilies performing sending their better children to school - 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 representative under EDPII) 100% of teachers trained in multi-grade teaching in districts of which 843 through project; also 116 - 3mmaster textbooks trainers for (11 Grades women) 1-5 distributed and 4,764 with teachers 300,000 (1,447 teacher women) guides trained in use of new textbooks for - 2Grades rounds 1 of– 5Grade 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 consequently - preparation took almost two years of negotiation, trial and error, and required significant training of PESS and DEBS because of their new roles under decentralization WB 2006 mid-term review of Second Education Development Program, recommending community based - contracting, Community Grants and multi-grade teacher training, which are now adopted in most community education projects - Initial review of school construction found a number of quality issues which were addressed through quality assurance, control and process improvement measures, and incorporated into MOES guidelines - Many initial delays in implementing community construction of school buildings but now this is institutionalized, construction costs are lower but led to delays Establishing bank accounts to transfer funds to villages and schools a major improvement on travelling long distances to collect funds Was the Project Scaled/Sustained? (explain) 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 Education program * Intervention/Information formProject WB (2014)/Program SecondDescription Education Temp Developmentlate Project Completion Report Project Name Education For All Fast Track Initiative Catalytic Fund Timeline Donor(s) Funding Amount 2010-2014 Location(s) World Bank Beneficiaries US$42.52m (types and 56 target- districts (of 142 nation-wide) numbers) - 330,000- direct beneficiaries (39.62 female) - Out of school children Description Children in schools receiving better quality education (objectives, VEDCs strategies, Overarching: To increase coverage and improve the quality of pre-primary and primary education with a focus activities, etc.) on 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 evaluation The key indicators were: (i) primary completion rate; (ii) gender parity index for primary education; (iii) decline in shortfall of qualified teachers at primary level; (iv) decline in Partners shortfall of classrooms at the pre-primary and primary level; and (v) system for learning assessment (using a Materials/Tools rating- scale). Produced Australian Agency for International Development (Department of Foreign Affairs and Trade), GPE, MOES Teaching and learning materials -

Results Achieved - Training modules and manuals developed by Department of Teacher Education (under ADB EQIPII) were revised under this project - Increased coordination and collaboration in MOES because of program approach including research and lessons learning. - Program enabled MOES to experiment with mobile teaching; school meals, and community-based school readiness, and further on community construction and community grants - National Schools Meals Program implemented successfully and now incorporated into national policy and implementation - 298 ethnic girls trained in 2-year program or 20-week in-service program to be pre-school teachers, all of - whom 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 the standard (UNICEF WASH to upgrade these) - Proportion of schools offering all five grades in targeted districts rose from 40% in 2008/09 to 73% in 2013/14 (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 reduced repetition during this period) - Approximately 27,000 students benefitted from school grants across 280 communities. (This approach has been 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 and (i) 181,334being primary used. and pre-primary students benefited; (ii) 316 schools benefited from the program; (iii) 5,943 benefitedSchool Meals: from training in nutrition and operational aspects of the program; (iv) 316 schools secured rice storage areas and kitchen facilities; (v) a study on the potential market impact of local rice procurement was conducted in 16 villages which showed that given the current consumption of 27,774 metric tons of rice per year, the local impact would be negligible even if all 8,500 schools in the country participated the results were disseminated to MoES and development partners; and (vi) a Policy and Strategy and Plan of Action for the NSMP was produced and translated into English Community— 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 of Luangnamtha and Saravanh, the development of the pilot project framework and the drafting of an Issues Paper on non-formal education. - Problems with the quality of implementation – incorporated into ECE program Mobile 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 certificates Governance: - 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 standards because mountainous areas in particular might require more complex designs than community construction capacity allowed for. Completion was also delayed due to rising cost of materials during implementation 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 but could do better on classroom observations Was the Project Mobile teachers can provide demonstrable reading improvements but difficulties in sustaining the study Scaled/Sustained? when the teacher is not present (explain) 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 the quality of their implementation - Villages, districts and provinces faced challenges in financial disbursement, resulting in the need for increased 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 will continue 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/laoIntervention/Project/Program Description Template -pdr-catalytic-fund-efafti-program Project Name Global Partnership for Education (GPEII) Timeline Donor(s) Funding Amount 2015 – 2019 Location(s) World- Bank, Global Partnership for Education, US$16.8m School Grants for Boualapha in Khammouane Province, Phin and Nong in Savannakhet Province, and Kaleum in Sekong Province -

Beneficiaries - School Based Management training in 80 districts (Phase 1) and 68 districts (Phase 2, years 3 and 4) (types and numbers) - 1,000,000 pre-primary and primary students and schools in project districts who will benefit from better financed and better managed schools; - 4,800 Grade 1 and 2 students who will benefit from teachers trained in improved pedagogical approach for teaching of reading and accompanying materials; - 400 teachers who will benefit from training and new reading instructional materials to improve their effectiveness to teach basic reading and writing skills10 ; - 8,900 principals and heads of incomplete schools who will benefit from capacity building training under the - project; 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) and - MoES staff in project provinces and districts who will benefit from cross –departmental capacity building activities under the project; and 20 MoES staff who will benefit from further training in learning assessment as well as overall capacity Description development to deliver educational services. (objectives, - strategies, Support- Government of Lao PDR to improve pre-primary and primary education quality activities, etc.) - Strengthening school based management Improving reading outcomes and assessment capacity - Project management, monitoring and evaluation Specifically by: - providing additional funding at school, district and provincial levels, as well as strengthening overall capacity to manage these resources to achieve minimum education quality standards; and Partners enhancing the teaching and learning environment in schools through improved teaching practices, Materials/Tools instructional resources and analytical products to support early grade literacy. Produced MOES N/A

10 Schools that do not have the 5 grades of primary school because of lack of facilities or teachers are called “incomplete schools” and do not formally have a principal, but instead one of the teacher acts as head of the school. Results Achieved Lessons Learned Was the Project N/A Scaled/Sustained? N/A (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 Governance Intervention/Project/Program Description Template Project 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 Donor(s) Funding Amount 2013 – 2015 (est) Location(s) European Union Beneficiaries EUR 18,500,000 (types and Education, Health and Public Financial Management Sector Reform numbers) Budget support Description (1) Support to overall framework of reforms promoted by the PRSO 8-11 (objectives, (2) Further improve macroeconomic and fiscal management and public finance management (PFM) systems; strategies, (3) Contribute to the improvement in the performance of the education sector in line with the Education Sector activities, etc.) Development Plan (ESDP) 2011-2015; and (4) Contribute to the improvement in the performance of the health sector in line with the five-year Health Sector Development Plan (HSDP) 2011-2015 Education 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. Materials/Tools For Health: World Health Organisation; Produced For Education: Direct centralized management – details N/A. N/A Results Achieved Lessons Learned Was the Project N/A – Review available yet? Scaled/Sustained? N/A (explain) N?A

Intervention/Project/Program Description Template Project Name Poverty Reduction Support Operation (PRSO Series 2: 8-11) Timeline Donor(s) Funding Amount 2012-2015 Location(s) World Bank, JICA, IDA, EU Beneficiaries US$20m (PRSO 9) (types and National, provincial and district government numbers) National, provincial and district government Description (objectives, strategies, Across five sectors, support policies and institutional reforms that enable the activities, etc.) sustainable management of increasing revenues from the natural resource sectors to deliver improved public services. For education, the program supports the dissemination of school based expenditure reports, to monitor spending in general and the school block grant scheme in particular. Sustainable public financing mechanisms for schools and health facilities, Partners measured by increased number of births attended by skilled health Materials/Tools personnel, and increased ratio of textbooks per pupil Produced MOES Results Achieved N/A Lessons Learned Was the Project N/A Scaled/Sustained? N/A (explain) This is the second series of poverty reduction strategies and builds on the previous sectors of engagement. Series 2, 8 – 11 has a particular additional focus on education and health. PRSO 9 is supported by JICA in particular to strengthen EMIS and School Based Management. Early Childhood

Intervention/Project/Program Description Template Project Name Early Childhood Development – Programs 1992 – 2006 Timeline

1992-1996 (pilot project) under Basic Education Program Donor(s) 1998-2002 Funding Amount 2002- 2006 under Basic Education Project and Development of Young Children and Women Location(s) UNICEF, AusAID N/A 1992-1996: Initially ten villages in Houaphanh, expanded to 35 villages in Houaphanh and 20 villages in Xiengkhouang 1998-2002: 115 villages in 20 districts and 6 provinces (Houaphanh, Xiengkhouang, Khammouane; Savannakhet; Beneficiaries Champasak; Attapeu). A further 30 villages supported by Redd Barna (types and 2002-2006: numbers) See above. Description (objectives, strategies, - Develop children in school activities, etc.) - Prepare 5-year old children for learning in primary school Partners - Community-based ECD supports parents to stimulate children for early learning Materials/Tools Produced Results Achieved Lessons Learned Was the Project Scaled/Sustained? (explain)

Intervention/Project/Program Description Template Project Name School Quality Improvement Program: Early Learning in Primary School Timeline Donor(s) Funding Amount Phase 1 (2004-05); Phase II (2006-2009); Phase III (2010-14) Location(s) Save the Children

Phase I: 3 districts in Luang Prabang Beneficiaries Phase II: 11 districts in Luang Prabang (whole province) (types and Phase III: Expanded to Sayaboury and Bolikhamxay numbers) - Pre-primary students and teachers in remote areas Description (objectives, strategies, - Selecting young women to be trained as pre-school teachers to return to rural and remote areas and assist with activities, etc.) children who do not speak Lao as their mother tongue - Construct pre-schools with community participation Partners - Advocate for community and government ownership of pre-schools Materials/Tools - Produced SCUK,- SCN, SCA, SCNZ Tools for school and trainees selection (handouts at Market place) Results Achieved - Pre-school teacher training curriculum (handouts at Market place) - - 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, 19,500 Lessons Learned - children/9,750 girls in phase II, and 11,025 children/5,600 girls) in 291 pre-primary schools. be theIn 2010, voice forthe children concept wasimplementadopted at by scale the GoL and placed in FIT program for Laos-now called GPE - Working in partnership with different levels (local, provincial and ministry levels) can lead to better impact on - and 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 making clear 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 from Was the Project the project, then share for further advocacy purpose. If funding is available, SC will continue the project in Scaled/Sustained? other areas. (explain) It has been steadily expanded since its inception in 2004, in line with funding availability. See further comments above on Save the Children projects under ‘Basic Education’.

Teaching

Intervention/Project/Program Description Template Project Name Network for Teacher Upgrading Program Timeline

Donor(s) 1992-1996 Funding Amount 1998-2002 Location(s) UNICEF Beneficiaries N/A (types and 67 districts in 11 provinces numbers) As at 2000: 4,004 teachers from 67 districts trained Description (objectives, strategies, - Upgrade skills and knowledge of teachers through training courses activities, etc.) Partners

Materials/Tools UNICEF, MOES, Teacher Upgrading Centres in 11 provinces Produced In phase II: CWS, CRS, SCF-Norway, SCF-UK, AusAID, JICA Results Achieved - Teacher training modules Lessons Learned - As at 2000: 4,004 teachers from 67 districts trained - 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 for teachers - - 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 training modules that reflect this Was the Project That support be provided to teachers on how to work with the community and collecting local materials to Scaled/Sustained? inform lessons (explain) The program was expanded to cover more training as needs became apparent and more donors made funding available.

Intervention/Project/Program Description Template Project Name Improving Science and Mathematics Teacher Training Timeline Donor(s) Funding Amount 2004-2008; 2010-2013 Location(s) JICA N/A Beneficiaries Vientiane, Vientiane Province, Luang Prabang, Luangnamtha, Xiengkhouang, Savannkhet, Salavan, Champasak (types and 2010-2013: Savannakhet Province, Chanpasack Province, Khammouane Province numbers) N/A Description - (objectives, strategies, - To provide incumbent teachers with skills in ‘child-centred’ lessons in science and mathematics, activities, etc.) - 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. Partners Human resources to promote improvement of lessons are strengthened. Materials for improving lessons are developed. Materials/Tools Department of Teacher Education (DTE), Department of Primary and Pre-school Education (DPPE), Provincial Produced Education Service (PES), District Education Bureau (DEB), Teacher Education Institute (TEI)) Results Achieved Reference materials for improving maths and science lessons Monitoring formats and standard lesson plans Some of the eight teacher training centres are now collaborating with Provincial Education offices to hold in- service training in their area. Lessons Learned Was the Project Scaled/Sustained? N/A (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 Template Project Name Teacher Training Enhancement and Status of Teachers (TTEST) Timeline Donor(s) Funding Amount 2002 – 2010 Location(s) Swedish International Development Cooperation Agency, ADB Beneficiaries US$29.6m (types and numbers) Description (objectives, - strategies, The- project conducted 6 main activities: activities, etc.) - Strengthened and Improved National Teacher Training Plans, - Course Development, - Training of Trainers, Teacher Training Colleges (TTC) and Teacher Training School (TTS) Management, Operational Studies, Partners Improving Teacher Incentives (including Salaries) and Working Conditions. Materials/Tools Produced MOES and Teacher Training Centres Results Achieved Lessons Learned Was the Project Scaled/Sustained? (explain) See also ADB Second Education Quality Improvement Project

Intervention/Project/Program Description Template Project Name Early Childhood Education Project Timeline Donor(s) Funding Amount 2014 – 2019 Location(s) World Bank Beneficiaries US$28m (types and 22 target districts numbers) Children 3 – 5 years in target districts Description Primary caregivers for children, parents and community membmers (objectives, Teachers,- principals, VEDCs, Village Health Volunteers, health care works in target districts strategies, Component 1: Increasing Coverage of Early Childhood Education in Target Districts activities, etc.) - Provision of construction grants and training for pre-primary construction, using Community Based Construction model for up to 250 pre-primary classrooms - establishment of Community Child Development Groups Component 2: Improving Quality of Early Childhood Education Services - Provision of a community awareness raising, disability screening and school meals, technical assistance and training Teacher and education officer training (incl scholarships for ethnic girls, training of VEDCs and provision of Partners school tool kits) Materials/Tools Component- 3: Project Management, Capacity Development, and Monitoring and Evaluation Produced MOES - (intended) Operational Manuals on Community Based Construction grant utilization, Community Child Development Groups Results Achieved Training modules and facilitation guides for training VEDCs and VHVs; tool kits for campaign sessions, Lessons Learned - under responsibility of School Health Task Force N/A- 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 monitor and sustain the program - Need to address demand-side constraints ie increase parents’ awareness; ensure instructional materials suitable; 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 management capacity; appropriate child development assessment measurement Was the Project Scaled/Sustained? (explain) - Continues on the National School Meals Program under GPE program, and uses the Ethnic Group Development World Bank. 2014.PlanLao developed People's with Democratic support Republic from GPE.- Early Childhood Education Project. Washington DC ; World Bank Group.

* Source: Water and Sanitation in Schools Intervention/Project/Program Description Template Project Name Lao PDR Basic Education Water, Sanitation and Hygiene (WASH) and School Meals Program Timeline Donor(s) Funding Amount 2013-2017 Location(s) Australian Aid Beneficiaries $20.5 million (types and 42 of the most educationally disadvantaged districts numbers) 50,000 girls and boys and around 24,000 people (WASH facilities) Description 66,000- pre-primary and primary students (School meals) (objectives, strategies, - Provision of WASH facilities to schools initially constructed under activities, etc.) EFA-FTI program Partners Provision of school meals with WFP Materials/Tools Complementary to EFA-FTI program and GPEII Produced UNICEF – WASH facilities; WFP – provision of school meals Results Achieved N/A Lessons Learned Was the Project At this stage expected beneficiaries are indicative. Scaled/Sustained? N/A (explain) The program continues ongoing investments of the EFA-FTI Catalytic Fund funded

*Nutrition Source: [online] http://dfat.gov.au/geo/laos/development-assistance/Pages/education-skills-development-laos.aspx Accessed: 20/4/2015. Intervention/Project/Program Description Template Project Name School Meals Timeline Donor(s) Funding Amount 2005-2011 Location(s) World Food Programme Beneficiaries US$38m (annual $6m) (types and Oudomxay, LuangNamTha, Phongsaly, Sekong, Attapeu, some districts in Saravan numbers) In 2010: Students: 157,811 Description Students and families: 665,800 (objectives, Schools: 1,565 strategies, With Lao government, provision of school meals and fortified supplements in targeted provinces activities, etc.) Partners Materials/Tools Produced MOES, World Bank Results Achieved N/A

Lessons Learned 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. - 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 were numerous problems getting villages to join and then keeping the program going. Village participation within the three districts ranged from a high of 75 percent to a low of 58 percent, pointing to the difficulty of meeting the requirements for participation. Village leaders often cited the distance to the food distributions points 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.Do Overall, School schools Feeding in Programs the district Help? that ‘Was the Project provided in-school snacks did so only 58 percent of the possible days, while schools that provided both Scaled/Sustained? meals and rations did so only 49 percent of possible times.’ WB (2008). (explain) Program has been incorporated into MOES – National School Meals Program. In 2012 MOES took up the program in two districts. 2014 review found little handover to government to date. (WFP 2014 Mid-Term Evaluation of WFP’s Country Program, p.xi). Gender and Disability

Intervention/Project/Program Description Template Project Name Inclusive Education Project Timeline Donor(s) Funding Amount 1995 – 2008 Location(s) UNESCO, Save the Children UK, Swedish Development Beneficiaries N/A (types and numbers) Ph1: 1995-1999, 80 schools Ph2: 2000 – 2004, 369 schools Description Ph3: 2005-2008, 539 schools at pre-school, primary and secondary school level, with total of 3000 disabled (objectives, children supported strategies, Ensure disabled children have access to meanginful and quality education activities, etc.) Partners Materials/Tools Produced N/A Results Achieved N/A Lessons Learned ‘Was the Project - 3000 (est) disabled children supported to participate in schooling Scaled/Sustained? - Rigid teaching and rote learning methods create greatest barriers for disabled students’ participation (explain) Mainstreamed into government inclusive education approach.

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 * Source: