For Preparing the Basic Education Development Project (Financed by the Japan Special Fund)

Technical Assistance Consultant’s Report

Project Number: 32312 June 2006

Lao People’s Democratic Republic: For Preparing the Basic Education Development Project (Financed by the Japan Special Fund)

Prepared by United Nations Educational Scientific and Cultural Organization (UNESCO), Bangkok, Thailand

For Ministry of Education

This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents. (For project preparatory technical assistance: All the views expressed herein may not be incorporated into the proposed project’s design.

CURRENCY EQUIVALENTS (as of 6 April 2006)

Currency Unit – Lao kip (K) K1 = $0.00009813 $1.00 = 10,191

ABBREVIATIONS

ACS Average class size ADB Asian Development Bank ADTA Advisory technical assistance AFD Agence Française de Développement ASEAN Association of Southeast Asian Nations AusAid Australian Agency for International Development AY Academic year BEDP Basic Education Development Program BEGP Basic Education (Girls) Project CACIM Committee for Approving Curriculum, Instructional Materials and Evaluation of General Education CPI Committee for Planning and Investment CR Classroom DEB District Education Bureau DGE/MOE Department of General Education, Ministry of Education DIC/MOF Department of International Cooperation, Ministry of Finance DNFE/MOE Department of Non-formal Education, Ministry of Education DOF/MOE Department of Finance, Ministry of Education DPC/MOE Department of Planning and Cooperation, Ministry of Education DPL Development Policy Letter DTT/MOE Department of Teacher Training, Ministry of Education EC European Commission ECCD Early Childhood Care and Development ECDM/DOF/MOE Education Construction Design and Management, Department of Finance, Ministry of Education EDP I Education Development Project EDP II Second Education Development Project EDWG Education/Gender Donor Working Group (donor initiative) EFA Education for All

ii EFA NPA Education for All National Plan of Action EG Ethnic Groups EGDP Ethnic Groups Development Plan EGWG Education and Gender Working Group (GOL initiative) EMIS Education Management Information System EQIP I First Education Quality Improvement Project EQIP II Second Educational Quality Improvement Project ESDP Education Sector Development Plan FMCBC Financial Management Capacity Building Credit FY Fiscal year GAP Gender Action Plan GAR Gross admission rate GDP Gross domestic product GEMEU Gender and Ethnic Minorities Education Unit GER Gross enrollment rate GIS Geographical Information System GOL Government of Lao PDR HIPC Heavily Indebted Poor Country HPS Health Promotion in Primary Schools ILO International Labour Organization IS International Shopping JICA Japan International Cooperation Agency LABEP Lao-Australia Basic Education Project LCB Local Competitive Bidding LECS Lao Expenditure and Consumption Survey LECS3 Lao Expenditure and Consumption Survey 2002/03 LNLS Lao National Literacy Survey LSE Lower secondary education LWU Lao Women’s Union MDG Millennium Development Goals MOE Ministry of Education MOF Ministry of Finance MOFA Ministry of Foreign Affairs MTEF Medium-term expenditure framework NER Net enrollment rate NFE Non-formal education

iii NGO Non-government organization NGPES National Growth and Poverty Eradication Strategy NRIES National Research Institute for Education Sciences NT2 Nam Theun 2 Hydroelectric Project NUOL National University of Laos O&M Operations & Maintenance PE Primary education PEMSP Public Expenditure Management Strengthening Program PES Provincial Education Service PIP Public Investment Plan PIU Project Implementation Unit PMU Project Management Unit PM Policy Matrix PMO Prime Minister’s Office PPA Provincial Plan of Action (Education for All) PRSC Poverty Reduction Support Credit PRSO Poverty Reduction Support Operation PTR Pupil teacher ratio PUCDA Provincial Unit for Construction and Development Assistance SAO State Audit Organization SDP Sector Development Program Loan (ADB) Sida Swedish International Development Cooperation Agency SM School Mapping SOE Statement of Expenditure SPA Students’ Parents Association SPRSS Summary Poverty Reduction and Social Strategy SWAp Sector-wide approach TA Technical assistance TEI Teacher education institution [generic name for all teacher-training institutions] TG Teachers’ guide TTC Teacher training college [for primary and lower secondary teaching- training] TTEST Teacher Training Enhancement and Status of Teachers Project TTS Teacher training school [for primary teaching training] TUP Teacher Upgrading Program TVET Technical and vocational education and training

iv UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children’s Fund USE Upper secondary education WB World Bank WFP World Food Programme WHO World Health Organization

NOTES

(i) The fiscal year (FY) of the Government of Lao PDR and its agencies ends on 30 September. FY before a calendar year denotes the year in which the fiscal year ends, e.g., FY2007 ends on 30 September 2007.

(ii) The academic year (AY) of government schools in the primary and secondary sub-sectors of the education system begins in September and ends in June.

(iii) In this report, "$" refers to US dollars.

v CONTENTS

Knowledge Summary ...... viii I. Rationale: Sector Performance, Problems and Opportunities ...... 1 A. Performance Indicators and Analysis...... 1 B. Analysis of Key Problems and Opportunities ...... 2 1. Access ...... 2 2. Equity...... 3 3. Quality...... 3 4. Finances ...... 4 5. Government Objectives and Strategic Priorities ...... 4 6. External Assistance ...... 5 7. Lessons Learned ...... 6 8. ADB’s Education Sector Strategy ...... 6 II. The Proposed Basic Education Development Program...... 7 A. Objectives and Scope ...... 7 B. Important Features ...... 7 C. Impact and Outcomes ...... 7 1. Poverty Impact...... 7 2. Involuntary Resettlement ...... 8 3. Ethnic Groups and Gender Issues...... 8 4. Environment...... 8 D. The Program Grant ...... 9 1. Objectives ...... 9 2. Components and Outputs...... 10 3. Financing Plan ...... 10 4. Implementation Arrangements...... 10 5. Procurement and Disbursement ...... 11 6. Counterpart Funds...... 11 7. Monitoring and Tranching ...... 11 E. The Project Grant ...... 11 1. Objectives ...... 11 2. Outputs ...... 12 3. Financing Plan ...... 15 4. Implementation Arrangements...... 16

vi III. Program Benefits, Impacts, Assumptions and Risks ...... 18 A. Project Benefits ...... 18 B. Project Risks ...... 19 C. Sustainability ...... 19

Tables

Table 1: Financing Plan for the Project...... 15 Table 2: Cost Estimates Summary by Component...... 16

Appendixes

Appendix 1: Indicative Program Framework ...... 20 Appendix 2: Policy Matrix ...... 30 Appendix 3: BEDP Policy, Program and Project Linkages...... 34 Appendix 4: Development Policy Letter (Draft) ...... 38 Appendix 5: Education Sector Review ...... 42 Appendix 6: Lessons Learned...... 47 Appendix 7: Economic and Financial Analysis...... 53 Appendix 8: Summary Poverty Reduction and Social Strategy (SPRSS)...... 62 Appendix 9: Gender and Ethnic Groups Development Action Plan ...... 68 Appendix 10: Ethnic Groups Development Plan ...... 74 Appendix 11: Cost Estimates and Financing Plan ...... 80 Appendix 12: Implementation Schedule...... 84 Appendix 13: Indicative Procurement Packages...... 88 Appendix 14: External Assistance in the Education Sector (Development Coordination Matrix) 90 Appendix 15: Outline of Terms of Reference for Consultants ...... 97 Appendix 16: List of Ineligible Items...... 106 Appendix 17: MOE Organization Chart ...... 107

Supplementary Appendixes

Supplementary Appendix A: Education Sector Review...... 1 Supplementary Appendix B: External Assistance in the Education Sector ...... 53 Supplementary Appendix C: Selection Criteria for School Sites ...... 64 Supplementary Appendix D: Details of Project Cost Estimates ...... 66

vii

KNOWLEDGE SUMMARY

1. It is proposed that a program grant of $ 3.0 million equivalent and a project grant of $ 9.84 million equivalent will be provided from the Asian Development Bank’s (ADB) Special Fund resources to support the Basic Education Development Program (BEDP) in Lao PDR.

2. The overall objective of the BEDP is to contribute to poverty reduction through enhanced and more equitable improvements in education quality. The BEDP will support the long-term goal of education reform and development, leading to enhanced productivity, competitiveness, and economic development. It is designed to support and extend GOL initiatives through broader coverage and poverty-targeted strategies, building on the achievements of the ADB’s Basic Education (Girls) Project and the Second Education Quality Improvement Project. The BEDP design is consistent with the Government’s Education Strategic Vision 2020, the National Growth and Poverty Eradication Strategy, the Education for All National Plan of Action 2003– 2015, the Millennium Development Goals and the Education Sector Development Plan 2006– 2010.

3. The program grant will support the Government’s priorities for policy reform in the education sector. These are: (i) improving equity in access to and participation in primary and lower secondary education; (ii) improving quality, internal efficiency and relevance of primary and lower secondary education; and (iii) enhancing capacity for decentralized education management. The program grant will be released in four tranches, with the fourth released about 36 to 38 months after grant effectiveness.

4. The project grant will supplement the policy initiatives of the program grant through (i) increased access to lower secondary education (LES) through construction of new school buildings and additional classrooms in a balanced mix of interventions targeting pro-poor and fast-increasing urban populations, while ensuring that an adequate number of teachers are allocated to new schools and also promoting demand from poorest pupils; (ii) improved quality and relevance of LSE through (a) the redevelopment of curriculum to account for LSE expansion from 3 to 4 years, (b) provision of current and revised textbooks and teachers guides to LSE schools in the BEDP targeted districts, (c) in-service for all LSE teachers in the BEDP targeted districts and (d) a minimum package of basic equipment and materials for all teacher education institutions and new LSE schools in the BEDP targeted districts; and (iii) capacity building at central, provincial and district levels in critical areas (EMIS, budgeting and financial management, and planning). The project targets 20 districts in six provinces (out of 142 districts in 18 provinces). It will be implemented over a five-year period from April 2007 to March 2012.

5. Specific actions have been integrated into the BEDP to better meet the educational needs of ethnic groups and girls. For example, 1,000 LSE students from ethnic non-Lao groups in poor villages of target districts will receive LSE scholarships – and 70% of these will target girls.

6. BEDP’s three policy areas and three project components are mutually complementary and reinforce one another. BEDP activities will also be closely coordinated with interventions being provided by other development partners.

viii I. RATIONALE: SECTOR PERFORMANCE, PROBLEMS AND OPPORTUNITIES

A. Performance Indicators and Analysis

1. Since 2000, the Government of Lao PDR has demonstrated continued commitment to pro-poor development, with the elaboration of the National Poverty Eradication Program (NPEP), supported by a broad external assistance program and followed by the design of the National Growth and Poverty Eradication Strategy (NGPES) approved in June 2004. The Government’s goals for education and training include the following:1 (i) universalization of quality primary education and continued expansion at lower secondary level; (ii) eradication of illiteracy; (iii) expansion of vocational, technical and higher education to meet the demands of the new labor market and improve human capital rates of return; (iv) building the capacity of skilled workers, technicians, professionals, and intellectuals to use modern science and technology to serve development needs; (v) gradual improvement of the quality of national education to international standards; and (vi) establishment of education as a right and responsibility of all people in the society. The Government priority has been directed to ensure equitable access to quality basic education (primary and lower secondary education), and produce quality and trainable students for further education and training.

2. GOL recognizes that education and literacy are prerequisites for sustained economic growth and poverty reduction. The people of Lao PDR must be literate and possess knowledge about modern agricultural methods and other skills to be able to meet international competition and standards. The 2006-2010 ESDP states that: “The provision and effective use of basic social services is an important means to break the poverty cycle… Education and literacy are prerequisites for the introduction of modern productivity enhancing technologies and for competing in domestic and world markets… Evidence from various countries in the region, including the Lao PDR, shows that the education of girls and women has multiple benefits, affecting their welfare and that of their children and families”. Participatory poverty assessment indicated that education is a low priority for the poor people2. Many poor villagers view education as unavailable, unaffordable and/or secondary to securing their livelihood. The Government’s draft Sixth Socio-Economic Development Plan (2006-2010) and the Education for All National Plan of Action (EFA NPA) recognizes education as the key plank of government’s education strategy. The EFA NPA is also seen as a means of promoting lower secondary education, non- formal, and adult education. Government’s strategy for education includes improving access to education, particularly in remote areas. It also stresses the need to improve school participation and completion rates, and the quality of teaching and learning.

3. Considerable progress has been made in improving access to education in Lao PDR in recent years, particularly in primary education. Net Enrollment Ratios 3 (NER) for primary education increased from 63% in 1990 to approximately 79% in 2005. Similarly, Gross Enrollment Ratios4 (GER) for lower secondary increased from 30% in 1990 to 51% in 2005. For upper secondary the GER has shown rapid increases rising from 26.3% in 2003 to 31% in 2005. Girls’ enrollment has also shown rapid progress. At the primary level, gender differentials in enrollments have dropped by 7.4% since 1996 (from 21.6% to 14.2%). At the lower secondary level, girls’ enrollments have increased by more than 4% between 2003 and 2005 compared to a 1.9% increase for boys. During the same period, at the upper secondary level, girls’ enrollment

1 The priorities are stated in more detail in The Education Strategic Vision Up to the Year 2020, Ministry of Education, October 2000; also Education Strategic Planning: 20 years, 10 years and 5 years Development Plan for Education. 2 ADB. 2001. Participatory Poverty Assessment: Lao People’s Democratic Republic. Manila. 3 NER refers to pupils enrolled from the eligible age group 4 GER refers to total pupils enrolled

1 increased by 4.4% compared to a 5.1% increase for boys. Even so, significant gender differentials remain: at the primary level, girls’ enrollment lags behind boys’ by approximately 14%. At lower secondary level, girls’ enrollment lags behind boys’ by more than 12%.

B. Analysis of Key Problems and Opportunities

4. Despite the rapid expansion of school education, the education sector in Lao PDR is weak and faces considerable challenges in addressing the needs of the sector. In keeping with educational trends in developing economies, demand for education within all sub-sectors will continue to grow rapidly. The government, in its draft Sixth National Socio-Economic Development Plan (2006-2010), lays down targets under each sub-sector of education that are linked to expansion of enrollments as well as improved efficiencies within the system. The main challenges, therefore, will be to meet the growing demand for education, to address issues of equity, as well as to improve the internal efficiency of the system.

1. Access

5. As indicated above, despite rapid enrollment growth, universal access at the primary level remains a major challenge. Enrollment statistics at the national level hide the disparities that exist in access by geographic region, socio-economic status, and ethnicity. At the primary level, NER for girls is 49% in rural areas without access to roads, 72.2% in rural areas with access to roads and 90.5% in urban areas. Luangnamtha Province has the lowest primary level NER for both girls and boys at 43% and 48.6% respectively. By comparison, Vientiane City has the highest NER of 95% and 92% respectively for girls and boys. Similar disparities exist at the lower and upper secondary levels. When enrollments reach high levels, growth rates tend to decline. This is true in Lao PDR too where enrolment trends, particularly at the primary level, indicate overall declining rates of increase. Enrollment growth is declining in high income areas and increasing rapidly in the poor and poorest areas. This is because in the high income areas, enrollments were already relatively high, and birthrates are declining, whereas in the poorer areas the potential for growth is greater because of low threshold level to start with, birthrates continue to be high and also, possibly, because externally funded projects have targeted the poorer areas for expanded access to primary education. Low threshold levels of enrollment are also responsible for high rates of expansion at the lower and upper secondary levels.

6. Physical access remains a barrier – at the primary level, approximately 15% of the villages are still without a primary school within commutable distance. Further, approximately 70% of the schools in the poorest districts are incomplete schools offering classes up to 2nd or 3rd grade only. Thus, children in the poorest areas, particularly girls and ethnic groups, are distinctly disadvantaged in terms of limited access to education. In the case of lower and upper secondary education, rapid expansion has not been matched by increased availability of schools with adequate facilities or qualified teachers. The demand for additional space has been met by overcrowding in the classrooms or by use of abandoned primary schools where externally funded projects have provided new buildings. This has resulted in overcrowded and poorly equipped classrooms. In the case of teachers, primary teachers have crossed over to teach at the lower secondary level. At the primary level, this has resulted in shortage of teachers and overcrowded classrooms. At the secondary level, the result is inadequately qualified teachers, increasing class sizes, and shortage of classrooms. This has multiple negative impacts on quality.

7. Even though donor inputs have been concentrated in primary education approximately 23% of the primary school age children are not enrolled in school. Among those who enroll, over 8% drop out. Physical access at the primary level is not universal. Therefore, even though

2 substantial assistance has been provided to expand access to primary education, universal access remains a challenge. The government will continue to depend on external assistance if it is to meet the MDG of universal primary education by 2015. If primary education absorbs all external funding, subsequent levels of education will continue to be neglected. This can create an imbalance in the education sector with serious ramifications. First, the gains from increased enrollments at the primary level can be lost if the lower secondary and upper secondary subsector is not ready to absorb the primary school graduates who may want to pursue further schooling. Second, quality and access issues become much more of a challenge with increasing numbers of students.

2. Equity

8. Enrollments among the disadvantaged and poorer groups are growing at a faster rate than enrollments among the more advantaged groups. However, the percentage of poorer children who continue to be out of school is still greater than the percentage of children from economically better-off groups. And despite narrowing gaps, access to schooling in rural, remote regions continues to be limited compared to access in urban, better-developed areas. Among majority groups gender differentials in enrollments in urban areas are not significant, but substantial gender disparities persist in the rural areas, where girls’ enrollment is growing at a much slower rate than that of boys.

3. Quality

9. Quality aspects of school education remain a serious concern. Quality is a function of internal systemic efficiencies. The Lao National Literacy Survey (LNLS) found that primary education does not ensure the acquisition of basic literacy. Just over one out of two primary graduates (grade 5 completers) attains basic literacy. Similarly, only 38% of NFE level III completers (equivalent to primary graduates) attain basic literacy. Internal efficiency of the education system has been improving since 1995/96, with a significant decline in repetition rates for all grades, especially grade 5. However, repetition and drop out rates are still high in grade 1 and 2. About one third of students in primary school repeat grade 1 and another 19% repeat grade 2. Completion rates for primary education are estimated at 48% for females and 52% for males. Repetition rates vary across poverty levels. It requires an average of almost 8 years to complete primary school. High repetition and drop out rates, particularly at the lower grades, and an average of 8 years to complete primary education are indications of low internal efficiency and poor quality of education. Internal efficiency improves after grade 4 with repetition and drop out rates declining. Internal efficiency is higher at the secondary level with lower drop out and repetition rates. However, rapid expansion without adequate emphasis on strengthening quality will cause efficiency declines. Factors contributing to poor quality of education are: (i) lack of adequate supply of qualified teachers; (ii) shortage of textbooks and other learning materials; (iii) curriculum deficiencies; (iv) low recurrent expenditures; and (v) weak institutional capacity for planning, management, and delivery of education.

10. Rapid expansion of post primary education under severe financial constraints has had a negative impact on quality. Average class sizes have grown especially in grade 9 to 11, where the national average reached 81 pupils per class in 2004/05. The demand for additional secondary teachers has been partly met by transference of primary teachers to secondary schools. This has led to under-qualified teachers at the secondary level and larger class sizes at the primary level. Transfer of teachers from primary to secondary could have a negative impact on achievement of EFA goals. However, large class sizes are not entirely a result of lack of teachers but also of inadequate physical facilities to accommodate the larger numbers, leading to overcrowding in limited classroom space.

3 11. Lack of adequate provision of text books and learning materials is also a major contributor to weak quality. In fact, limited availability of books in primary and lower secondary schools is the most commonly cited problem for Lao schools. Most schools have insufficient textbooks and few, if any, learning materials. There is also a shortage of teacher guides. Teacher training, another key element for quality of education, is being addressed through donor support and a Teacher Education Strategy and Action Plan 2006-2015 is in final stages of preparation. However, a policy framework for teacher recruitment and deployment to ensure supply of qualified teachers is still lacking.

4. Finances

12. Resource allocations declined sharply in 1997 from 15% share of the budget to a low of 8%. Government has agreed to raise the allocations to 16% by 2010 taking education expenditures to over 3% of GDP. This would be in line with expenditures of other developing countries. However, currently expenditures are approximately 2.5% of GDP. Donors contribute on average approximately 75% of capital investments in education. These investments create a demand for recurrent expenditures that the government has not been able to meet, thus creating an imbalance in the ratio of capital and recurrent expenditures. While most countries in the region assign around 70% of their education budget to recurrent expenditures, in Lao PDR recurrent share is little more than 40%. The average salary of a primary teacher amounts to 0.65 GDP/capita compared to a regional average of 2.0-2.5 GDP/capita. Continued capital investments are likely to result in increasing physical coverage of schools but with chronic shortage of recurrent resources for teachers’ salaries and provision of textbooks and supplies. This imbalance between the recurrent and capital expenditures needs to be corrected and a more sustainable level obtained (70:30).

13. Although GOL specifies budget guidelines, recent developments in decentralization mean that final decisions now rest with provincial governors, who may allocate their budget for what they perceive to be the most urgent needs. Over the 3 past years, the share of provincial budgets allocated to education varied from a low 5% to a high 25% across provinces. Variations in this share are mostly determined by the share of provincial investments for education, which is limited. Conversely, the share of the provincial recurrent budget going to education averages 25%-30%, since the number of quota staff in education is rather high. Central agencies lack appropriate information systems to monitor and control budgeting and disbursement at provincial level and MOE can no longer track provincial expenditures to determine actual expenditures on education. Moreover, decentralization makes limited provision for the redistribution of resources, and this disadvantages poor provinces that have resource constraints and are unable to provide adequate funding for education. Decentralization should be reassessed and only undertaken at a pace compatible with local implementation capacities and MOE’s monitoring capacity.

5. Government Objectives and Strategic Priorities

14. GOL main objectives and strategic priorities have been specified in paragraphs 3 and 4. GOL officially adopted the EFA NPA beginning 2005 to provide a road map for achieving these goals. EFA NPA covers the areas of Early Childhood Care and Development (ECCD), Primary Education, Lower Secondary Education and Non-Formal Education, and embodies most of the goals of the Education Strategic Vision.

15. The Government’s three principles of increased equitable access, improved quality and relevance, and strengthened decentralized management provide the framework for achieving EFA. EFA NPA considers six dimensions for intervention: (i) expansion of ECCD activities, including family and community interventions; (ii) universal access to, and completion of, primary

4 education; (iii) improvement in learning achievement; (iv) reduction of adult illiteracy rate; (v) expansion of the provision of basic education and training in essential skills required by youth and adults; and (vi) increased acquisition by individuals and families of the knowledge, skills and values required for better living and sound and sustainable development.

16. Improved quality and relevance of formal primary and lower secondary education will be achieved based on: (i) improving the management of the delivery of teacher education; (ii) developing a comprehensive but flexible teacher training curriculum; (iii) capacitating all teacher trainers through a training of trainers program; (iv) increasing the recruitment of and rate of retention of teachers and improving their status through teacher incentives; (v) improving the quality of pre-service teacher training; (vi) providing learning materials and adapting them to local conditions; (vii) improving student assessment systems etc.

17. EFA NPA also recommends increasing the share of the education budget in GOL budget, improving the balance between the investment and recurrent budget and significantly increasing teachers’ salaries. Improving teachers’ condition and salaries is extremely important to support the objectives of teacher training, recruitment, deployment and especially motivation. EFA NPA also stresses strengthening management through capacity building and an improved EMIS.

6. External Assistance

18. ADB’s assistance started in 1991 with the first Education Quality Improvement Project (EQIP I)5. This was followed by the Basic Education (Girls) Project (BEGP) in 2000.6 Based on a comprehensive sector study in 1998 that provided a policy and investment framework for the period 2001-2005,7 ADB provided a loan for the Second Education Quality Improvement Project (EQIP II) in 2001,8 which focused on expanding access to primary education. In 1995, ADB also provided a loan to revive the higher education system, through the establishment of the National University of Laos.9 However, thus far, ADB assistance has primarily targeted basic education. ADB’s project completion reviews have found that these projects were highly or generally successful.

19. Other international and bilateral agencies and NGOs have also supported the expansion of primary education. The World Bank through Education Development Project (EDP) I and II in 1993 and 2004, the Government of Sweden through the TTEST project which produced the Teacher Education Strategy and Action Plan 2006-2015, the Government of Japan through grant assistance for teacher training and primary school construction, the Government of Australia through grant assistance for in-service and pre-service training for ethnic teachers and the development of supplementary learning materials, and UNICEF for a teacher upgrading program. UNESCO also assisted the MOE in producing the EFA NPA10 that provides a common framework for future assistance.

5 ADB. 2000. Project Completion Report on the Education Quality Improvement Project in Lao People’s Democratic Republic. Manila. The report assessed the project as successful. 6 ADB. 2000. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Basic Education (Girls) Project. Manila. 7 ADB. 1998. Technical Assistance to the Lao People’s Democratic Republic for the Education Sector Development Plan. Manila. 8 ADB. 2001. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Second Education Quality Improvement Project. Manila. 9 ADB. 2004. Project Completion Report on the Postsecondary Education Rationalization Project in Lao People’s Democratic Republic. Manila. The report assessed the project as highly successful. 10 MOE. 2004. Lao PDR National Plan of Action for Education for All, 2003-2015, Vientiane.

5 20. Overall, a high proportion of the external assistance has been directed to primary education. Other segments such as upper secondary education have been neglected by the major donors. However, Technical and Vocational Education and Training (TVET) and more so tertiary education get significant resources through bilateral assistance from countries such as China, France, Germany, Japan, Korea etc.

7. Lessons Learned

21. Extensive donor support has provided useful experience and important lessons that should guide further resource allocation to the sector. The project has been designed taking into account the experience gained and lessons learned from previous interventions. Some of the key lessons learned are: (i) concentration of external assistance to primary education has led to high demand for secondary education that has not been matched by resource allocation; (ii) targeted interventions have placed a disproportionate implementation burden on some provinces: (iii) heavy externally funded capital expenditures have not been matched by adequate provision of recurrent expenditures to support teacher development and administration, provision of textbooks, education management etc; (iv) MOE capacity for implementation is strained, implementation structures for various projects need to be integrated and harmonized; (v) inadequate MOE data systems have hindered planning: (vi) targeted interventions are necessary to increase participation by poorest students, particularly girls; (vii) civil works need adequate supervision; and (viii) adequate TA must be provided to compensate for, and strengthen, MOE’s limited capacity to undertake project related activities.

22. Considering that some 75% of capital investment has been funded by external donors, donor agencies need to consider the implications to the incremental recurrent cost. The sector reform to achieve EFA by 2015 implies substantial adjustment cost for different donors’ procedures and reporting requirements are unnecessarily increasing transaction costs and wasting scarce human resource in MOE. Alignment of individual investment projects, fiscal assistance coupled with the reform of teacher remuneration, and harmonization efforts should also be explored.

8. ADB’s Education Sector Strategy

23. The ADB’s Education Policy (2002) envisions that all children and adults will have equitable access to education of sufficient quality to empower them to break the poverty cycle, to improve their quality of life, and to participate effectively in national development. ADB’s poverty reduction strategy also calls for support for provision of basic services, including education, as a key poverty reduction measure. ADB’s education policy, while emphasizing support for basic education, provides for support for the education sector based on country specific needs. However, as mandated by GOL poverty reduction strategy and educational goals, ADB, like other external agencies, has been allocating most of its resources to the primary education segment through project loans. Although fully cognizant of the urgent need to establish a basic education system, GOL is also concerned with the need for a minimum balance in sector development and gradual expansion of access to higher levels of education to meet the demand for greater educational attainment. The program will support the government to make a gradual shift towards expanding access to and development of the lower secondary sub-sector. As education expands, a more comprehensive approach for developing the school sector will need to be considered.

24. The program is designed as a Sector Development Program. Although it may take longer for appraising an SDP, the SDP is a step forward towards a comprehensive sector development framework. In addition to supporting the investment needs in the education sector, it will facilitate

6 policy reforms in key areas to support more efficient planning, management and delivery of education. Major benefits will include (i) developing a framework for planning and budgeting, including a medium term expenditure framework for education; and (ii) a policy framework for recruitment and deployment of teachers. It will also protect allocations for education and promote rationalization of recurrent costs vis-à-vis capital expenditures in the sector. In support of MOE’s initiative in establishing the SWAp-based sector development framework, ADB will start providing SDP for the education sector starting in 2006 with the BEDP. It will support the sector reform process toward achieving the Millennium Development Goal of universal primary education by 2015.

II. THE PROPOSED BASIC EDUCATION DEVELOPMENT PROGRAM

A. Objectives and Scope

25. The overall objective of BEDP is to contribute to poverty reduction in Lao PDR through enhanced and more equitable educational attainment of improved quality. BEDP will support the long-term goal of education reform and development, leading to enhanced productivity, competitiveness, and economic development. BEDP is designed to support the Government’s Education Strategic Vision 2001-2020, EFA National Plan of Action, and the National Growth and Poverty Eradication Strategy. One critical step in this direction is supporting the ESDP 2006- 2010 through: (i) increased access to and participation in basic education, in areas of high demand and in underserved, poor areas as well as through targeted support to disadvantaged groups; (ii) improved quality, internal efficiency and relevance of basic education, to support sustainability of reforms in the education sector; (iii) effective capacity building for strengthened decentralized education planning and management. The program and project grants will complement each other to enable progress towards achieving these key sectoral objectives.

B. Important Features

26. BEDP’s three policy areas and three investment project components are mutually complementary and cover a wide range of educational activities, reinforce one another, and are in line with the Government’s long and medium-term action plans (EFA NPA and ESDP 2006- 2010). Links to projects promoting increased access to and improved quality in primary education that are being supported by various multilateral and bilateral development partners11 are clearly recognized. Therefore, BEDP activities will be closely coordinated with complementary interventions being provided by other development partners. The BEDP is pro- poor, prioritizes rural, underserved areas with ten of the 20 target districts being classified poor (of these seven are considered among the poorest). BEDP also targets support to increase enrollments of girls and ethnic groups.

C. Impact and Outcomes

1. Poverty Impact

27. Despite marked progress in the education sector over the past ten years, significant poverty-related constraints remain, including lack of primary and lower secondary facilities in the poorest, most remote districts and villages; incomplete primary schools; low, though growing, demand for primary and lower secondary education; and insufficient resources to expand

11 EDP II (WB), BEGP and EQIP II (ADB), ABEL (AusAid, UNICEF and WFP), TTEST (Sida) Basic Education in Northern Communities (EC), PESL (AFD), EFA planning at PES and DEB level (UNESCO)

7 programs with poverty-targeted incentives. BEGP, EQIP II and EDP II are addressing some of these issues at the primary level. Consistent with ESDP 2006-2010, the purpose of BEDP will be to consolidate current initiatives and extend them to LSE, while targeting 20 districts or 14% of the national total of 142 districts.

2. Involuntary Resettlement

28. Expansion of existing schools under the project will not require any new land. Construction of new schools will be carried out only on vacant and idle land owned by the Government that is free from all encumbrances, habitation, dispute or controversy, and mostly adjacent to existing schools. Only sub projects categorized as C in accordance with ADB’s policy on involuntary resettlement and its policies in the Operations Manual, and meeting agreed selection criteria for school sites (Supplementary Appendix C) will be selected.

3. Ethnic Groups and Gender Issues

29. Ethnic groups (i.e. non-Lao ethnic groups) live in the majority of districts and villages assisted under the BEDP. Five of the six BEDP provinces have high percentages of ethnic populations, ranging from 41% to 98%, with three having percentages over 60%. These ethnic groups will enjoy the benefits accruing to those districts and villages participating in the BEDP. Specific actions have been integrated into the program design to reflect issues unique to the educational needs of ethnic groups and girls. Under component 1, scholarships will be provided for lower secondary students of ethnic non-Lao groups in poor villages of target districts, and 70% of these scholarships will target girls. An ethnic groups development plan (EGDP: Appendix 10), which highlights specific actions for expanding access and quality of LSE for students from non-Lao ethnic groups, will be finalized and provided to MOE to guide implementation.

30. MOE is informed about ADB's Public Communication Policy and its requirements for disclosure. The draft EGDP will be posted on ADB's website before the appraisal mission. It is also requested that MOE translate the EGDP for disclosure to PES, DEB and ethnic groups in BEDP’s 20 targeted districts.

31. The EFA NPA, incorporates MDG 3 targets on gender equality and women’s empowerment, and the ESDP 2006-2010 stress critical targets regarding gender mainstreaming: (i) gender equality in education up to the secondary level; and (ii) curriculum and teacher training oriented towards eliminating biases against girls. The program design, especially component 1, has drawn on these targets. A gender and ethnic minorities education unit (GEMEU) in the Department of General Education (DGE) was established under BEGP. In addition to project management of BEGP, it also plays an important role in overseeing gender mainstreaming efforts in education.12 In addition, an Education/Gender Donor Working Group (EDWG) including MOE high level staff and donors, has been created recently.

4. Environment

32. The project’s environmental impacts were reviewed and no significant adverse impacts were identified. Small-scale civil works covering water and electricity supply, as well as toilet facilities will be constructed in accordance with Lao PDR regulations. Activities resulting from the project will not cause pollution, health hazards, or soil erosion. The project is categorized as Category C. The site selection, design, construction, replacement work and operation of school

12 GEMEU recently prepared a draft Gender and Education Policy, and has submitted it to the Prime Minister’s Office for approval (expected by end-2006).

8 facilities will be implemented in accordance with the relevant regulations and standards of the Recipient as well as ADB’s environment policy.

D. The Program Grant

1. Objectives

33. The program grant will support policy interventions aimed at: (i) improving equity in access to and participation in primary and lower secondary education through pro-poor systemic and targeted interventions; (ii) improving quality, internal efficiency and relevance of primary and lower secondary education by supporting the extension of lower secondary education from 3 to 4 grades through a more relevant and integrated basic education curriculum, and by enhancing the teaching and learning environment in basic education; (iii) enhancing capacity for decentralized education management through improved, country-wide Education Management Information System (EMIS); an improved, outcome-oriented budgeting, financial management system, and more relevant and realistic planning, aligned with budgeting and in line with national policies.

34. Over the past five years, the Government has realized some major achievements in education sector reform and long-term sector development strategy, based on extensive policy and strategic dialogue with multilateral13 and bilateral14 development partners, and the NGO community. These include: (i) adoption of the MDGs, for universal primary education, reduction of illiteracy rates and gender equity; (ii) formulation of the Education Strategic Vision up to the Year 2020, which encompassed development of the education system to support achievement of the MDGs; (iii) approval in June 2004 of the National Growth and Poverty Eradication Strategy (NGPES), which focuses on the needs of the 47 poorest districts, with education being one of the four priority areas; (iv) adoption in December 2004 of the ‘Education for All’ National Plan of Action (EFA NPA), which provides a road map to achieve the education goals; and (v) adoption of the Education Sector Development Plan 2006-2010 (ESDP), which is meant to operationalize the EFA NPA for the first 5-year period following its approval. Since 2002, MOE has been developing a sector-wide approach (SWAp) adapted to the Lao context with assistance of the Swedish International Development Agency (Sida) and preparing for realigning investment projects based on the SWAp. In this context, MOE adopted the EFA NPA as an official long-term sector development plan that provides a common framework for future assistance. With donors’ support, MOE has completed the ESDP by incorporating policies for teacher development and administration being drafted by Sida15 and decentralized education management completed by the ADB’s technical assistance16. In addition, with advice of Sida and support from AusAid, UNICEF and the World Bank, MOE aims to institutionalize a SWAp based development framework by 2009 by exchanging SWAp agreement with key development partners. The short to medium-term phase of the education sector reform and development, as specified in the ESDP is to achieve: (i) expansion of lower secondary education opportunities, especially in poorer and underserved rural villages; (ii) improved quality and standards in schools by extending LSE from 3 to 4 grades, revising and integrating the basic education curriculum and developing new LSE teaching and learning materials (textbooks, teachers guides etc.), developing and delivering in-service programs for the revised LSE curriculum and teaching materials, and delivering minimum packages of textbooks, teacher guides and equipment to LSE schools; and (iii) improved effectiveness and relevance of education management in provinces,

13 ADB, EC, UNDP, UNESCO, UNICEF, WB, WFP 14 Australia, France, Germany, Japan, Sweden 15 Sida. 2004. The National Teacher Education Plan for the School Sector – Rationale and Implementation, Vientiane. 16 ADB. 2003. Operational Policy Report on Strengthening Decentralized Education Management, Bangkok.

9 districts and schools, especially in the related areas of information systems, planning, budgeting, and financial management, alongside extensive capacity building.

35. Faced with budget constraints, but convinced of the significant long-term contribution of education to poverty reduction through economic and social development, GOL recognizes that sustainable expansion of access to, and improvements in quality of, education will require not only additional resource mobilization but also gains in efficiency and other forms of cost containment. The reforms proposed under BEDP emphasize systemic improvements in planning, management, and delivery of education that will lead to efficiency gains (e.g., reduce repetition and make more efficient use of staff) so that resources may be more efficiently directed towards expansion and quality improvement. MOE also recognizes that merely directing more resources to quality-oriented activities will not be enough to improve standards. Accordingly, greater emphasis will be given to target setting, standard setting and student performance monitoring systems. A critical cross-cutting reform will be to progressively increase the share of GOL budget allocated to education, redress the imbalance between the investment and recurrent budget, increase teacher remuneration and put it more in line with regional standards, in order to re-motivate teachers, reduce absenteeism and increase time on task. Improved teacher remuneration might also reduce demands for informal payments from parents.

36. While providing an initial policy action framework for basic education agreed upon by MOE and donors, BEDP policy framework and related matrix will facilitate ongoing policy and strategy dialogue with GOL, MOE and partners, and provide a basis for a sequenced approach to mobilizing additional resources from the Government and development agencies.

2. Components and Outputs

37. The medium-term policy framework of BEDP will be described in the development policy letter (Appendix 4) prepared by the Government. The critical policy actions related to the three main sector challenges are in the policy matrix (Appendix 2), which specifies (i) the policy areas and expected outcomes; (ii) time frame for specific actions; and (iii) associated legislative, regulatory and governance measures. Proposed policy actions are phased and sequenced to reflect the progressive and graduated nature of the policy development, approval and implementation process.

3. Financing Plan

38. ADB will support the Government’s education policy reform program by providing a program grant of $3.0 million equivalent from its Special Fund resources. The program will be implemented over a period of 3 years from the first quarter of 2007 to the first quarter of 2010, and will be disbursed in four tranches. It is expected that completion will be in March 2010 and the grant closing date will be 30 September 2010.

4. Implementation Arrangements

39. MOE will be the Executing Agency responsible for the implementation of policy measures. A steering committee will be established for the program and project grant. The steering committee will be chaired by the Minister of Education, and will comprise representatives from the Ministry of Education (MOE), Ministry of Finance (MOF), Committee for Planning and Investment (CPI), Ministry of Foreign Affairs (MOFA) and Prime Minister’s Office (PMO). Specific technical committees will monitor the progress towards policy development as set out in the policy matrix. MOF will maintain projected allocations to MOE, as agreed in the policy matrix, to support education reforms.

5. Procurement and Disbursement

40. The program grant may be used to finance the foreign exchange cost of items produced and procured in ADB member countries, excluding items included in a list of ineligible items (Appendix 16) and imports financed by other bilateral and multilateral sources. The Beneficiary will certify that the volume of eligible imports exceeds the amount of ADB’s projected disbursements under the program grant in a given period. ADB will have the right to audit the use of the grant proceeds and to verify the accuracy of the Beneficiary’s certification.

6. Counterpart Funds

41. The counterpart funds generated from the proceeds of the program grant will supplement the Government’s pro-poor budget, targeted at protecting service provision to the poor, and as agreed between the Government and ADB, protect allocation to the education sector. The counterpart funds generated from the proceeds of the program grant will be used by the Government in order of priority: (i) to finance costs associated with the implementation of the package of education policy reforms under the Program, (ii) as part of the contribution of the Government to ADB-funded education projects, and (iii) as part of the contribution of the Government to non-ADB-funded education projects.

7. Monitoring and Tranching

42. The Government, through the steering committee, will monitor the implementation of policy, legal and institutional reforms envisaged under the program, and every year the Government, ADB, other development agencies, and NGOs will review implementation and assess the impact of all reforms in the education sector as part of joint education sector performance reviews.

43. The program grant will be released in four tranches. The first tranche of $ 0.5 million will be made available upon grant effectiveness. The second and third tranches of $ 1.0 million each and a fourth tranche of 0.5 million will be released upon compliance with actions agreed in the policy matrix as well as satisfactory progress in the implementation of the rest of the program. It is expected that the second tranche will be released about 12 to 15 months after the release of the first, or earlier, subject to the Government’s fulfillment of the agreed conditions. It is expected that the third tranche will be released about 12 months after the release of the second tranche, or earlier, subject to the Government’s fulfillment of the conditions for the third tranche. It is expected that the fourth tranche will be released about 12 months after the release of the third tranche, or earlier, subject to the Government’s fulfillment of the conditions for the fourth tranche.

E. The Project Grant

1. Objectives

44. The objectives of the project are to enhance equitable access to lower secondary education, improve the quality of formal secondary education with an emphasis on lower secondary, and strengthen education management. The project will supplement the policy initiatives under the program through (i) increased lower secondary education opportunities, (ii) improved quality and relevance of lower secondary education, including the integration of basic education curriculum to account for LS expansion from 3 to 4 grades, and (iii) capacity building at central, provincial and district level in critical areas (EMIS, budgeting and financial management, and planning). The project will (i) support key policy development in these three

11 areas, (ii) contribute to LSE infrastructure requirements (new construction and expansion for increased enrollments in grade 6 to 8, and new grade 9 pupils requirements) through a balanced mix of pro-poor and fast increasing urban population targeted interventions, while ensuring that an adequate number of teachers are allocated to project LSE and promoting demand from poorest pupils, (iii) revise the LSE curriculum, (iv) procure and distribute supplies of current LSE textbooks and teachers guides to LSE schools in BEDP targeted districts, (v) develop, procure and distribute revised LSE textbooks and teachers guides based on the new LSE curriculum to LSE schools in BEDP targeted districts, (vi) develop a pilot program of teacher in-service to introduce the new LSE teaching and learning materials and deliver the program in BEDP targeted districts, (vii) provide all TTCs with libraries, basic equipment and teaching modules related to the use of new textbooks, (viii) provide a minimum package of library materials and equipment to new LSE schools in BEDP targeted districts, (ix) renovate the existing EMIS, with related capacity building, (x) introduce a more relevant, outcome-oriented budget format and process, with associated financial management techniques, and design medium-term expenditure framework, with related capacity building, (xi) introduce and develop PES-DEB planning, aligned with budgeting and in line with national policies, and (xii) develop a central system for registering and monitoring Government physical assets/properties (including land) and upgrading the central warehouse. The project targets 20 districts in six provinces (Attapeu, Bokeo, Champasack, Khammuane, Luang Namtha, and Savannakhet).

2. Outputs

45. The project outputs and supporting activities are as follows:

a. Expanding access for formal lower secondary education

46. MOE national target is to increase the transition rate from PE to LSE (grade 5 to grade 6) from 78.0% in 2004/05 (75.5% and 80.1% respectively for females and males) to 82.0% in 2009/10 (with the same transition rate for females and males). During 2006-10, based on the projected number of primary graduates, new entrants into grade six are likely to increase by approximately 11,000 for males and 12,700 for females. During the corresponding period, total enrollments in LSE are expected to increase by 31,000, and 35,400 for males and females respectively. In the majority of remote and poorest villages, the distance to and lack of accessibility to a LS school prevents girls and poorest, ethnic pupils from being admitted into LSE. In addition, high demand for LSE in urban areas has created a very strong pressure on urban LS schools. A balance must therefore be found between increasing opportunities for girls and poorest, ethnic pupils, while responding to sustained demand from non-poor pupils. The objective of this component is to: (i) promote equitable access to basic education in underserved rural areas; and (ii) alleviate pressure on existing school facilities in high growth provinces that are experiencing rapid demand for lower secondary education resulting in inadequate and/or overcrowded classroom space.

47. Promoting equitable access in poor, remote, underserved rural areas: The project will provide: (i) 9 new school buildings consisting of 27 classrooms; (ii) approximately 29 additional classrooms in existing LS schools to relieve pressure on existing schools; and (iii) approximately 11 additional classrooms to accommodate introduction of grade 9 in LSE. These facilities will be provided in 10 poor, underserved districts that have been carefully selected based on specific criteria.

48. Alleviating pressure on existing school facilities in high demand, rapid growth areas: The project will provide: (i) 19 new school buildings consisting of 65 classrooms; (ii) approximately 80

12 additional classrooms in schools where the average class size exceeds 60 students; and (iii) approximately 27 additional classrooms to accommodate increased intake of students in grade 9 as a consequence of adding an additional year at the lower secondary level. Site selection for these facilities targets the poorer villages within the high growth, non poor districts.

49. Providing targeted support to poor students and needy schools: The project will also provide targeted support to poor students, particularly girls, from ethnic groups in poor provinces. Education development grants will be provided to needy schools in the BEDP districts. A committee with representation from the communities will be assigned the responsibility for use of these grants and an indicative list of activities/purposes will be provided for which the funds may be used. These grants will be allocated and used according to guidelines developed for the purpose17. The project will also support a baseline study of factors inhibiting participation and retention in LSE as well as a study in alternative modes of LS delivery, modes of subsidy and nature of incentives to encourage enrollments.

50. The consolidated output from this component will be: (i) 28 new lower secondary schools in the 20 targeted districts of the six BEDP provinces; (ii) 109 additional classrooms in existing lower secondary schools where the average class size is higher than 60; (iii) 38 additional classrooms to meet the increased intake of new grade 9 students; (iv) scholarships to 1,000 students from ethnic groups, of which 70% will be girls; and (v) education development grants to 74 needy schools.

b. Improving the quality of formal basic education

51. The objective of this component is to improve the quality of formal education, especially lower secondary education, through improvements to the curriculum, development and provision of text books, teacher development, provision of equipment and materials to schools. Specific support will be provided for activities listed below.

52. Curriculum Development: With the expansion of school education to include grade 12 and expansion of lower secondary education from three to four years, revisions to the curriculum are necessary to accommodate these changes. The project will support: (i) curriculum development from grades 1-12; (ii) upon GOL approval of the addition of a 4th year to LSE, the development of curriculum guides, student learning outcomes, and an assessment framework for a 4-year LSE program. Support for a new LSE curriculum will include regional study visits, especially in ASEAN countries, for selected members of the curriculum development teams in the areas of mathematics and science; and national workshops with all stakeholders.

53. Provision of textbooks and learning materials: Lack of textbooks is a major cause of concern. The project will support: (i) distribution of selected existing LS textbooks and teachers guides to all LS schools in targeted BEDP districts early in the project in order to provide an emergency supply of current materials during the years in which new curriculum materials are developed, and (ii) the development of new LSE textbooks and teachers guides, and their procurement and distribution to all LS schools in targeted BEDP districts. Procurement and/or printing and distribution of existing LS textbooks and teachers guides to all schools in targeted BEDP districts early in the project will help to alleviate the situation in which many schools have inadequate supplies of learning materials. This will also provide teachers and students with some materials during the early years of the project, while the new curriculum, textbooks and teachers guides are being developed. The main materials development activity will be supported

17 Indicative guidelines will be finalized during appraisal.

13 by workshops at which specifications and sample content for selected textbooks and teachers guides will be developed.

54. Teacher development: The project will support development of a program for in-service teacher training in the use of the new LSE materials, including development of in-service modules in all subject areas, training of trainers, and the delivery of the in-service training program to all lower secondary teachers in 20 project districts.

55. Equipment and materials: (i) The project will provide the 10 TEIs with a package of equipment and materials to support classroom teaching and learning, including sets of the new lower secondary textbooks and teachers guides and copies of the in-service modules developed for the new lower secondary curriculum. (ii) The project will also provide the 28 new schools constructed by the BEDP with a set of equipment and learning materials. Forty-six other LS schools will receive subject-specific teaching and learning materials and other teaching aids.

56. The outputs from this component will be: (i) revised, integrated curriculum for primary level completed; (ii) revised curriculum and learning outcomes for lower secondary level prepared; (iii) draft of upper secondary curriculum prepared; (iv) 18 existing textbooks and 16 existing teacher guides for three current LS grade levels distributed to all LS schools in the BEDP districts; (v) 31 new LS textbooks and 28 new teacher guides for four grades at the reorganized LS level developed, printed and distributed to all LS schools in BEDP districts; (vi) in-service training modules prepared for all new and revised LS textbooks; (vii) 47 master trainers, 36 DEB trainers and 2,663 LS teachers receive 10 days training each; (viii) All 10 TTCs receive a package of equipment; (ix) 28 new schools will receive package of equipment and teaching-learning materials; and (x) 46 other LS schools will receive learning materials.

c. Strengthening capacity for education management

57. The objective of this component is to strengthen the capacity of MOE for improved planning, management and delivery of education. Specific support will be provided for the activities listed below.

58. Strengthening EMIS: The project will support strengthening of the EMIS including creation of a subset for a Teacher Management Information System (TMIS) at the national, provincial, district and school level, with intensive capacity building 18 . Activities to support strengthening the EMIS include: (i) printing questionnaires and other instruments aiming at collecting information from schools, pupils, education staff, PES and DEB; (ii) organizing workshops to assess and validate data collection procedures; and (iii) organizing training programs for MOE, PES, DEB and school staff in charge of filling in data collection instruments, data processing and data analysis in BEDP provinces.

59. Strengthening planning and budget preparation: The project will support the development of an outcome-oriented budget format and process aligned with planning leading to the preparation of an Education Medium-term Expenditure Framework (MTEF). The format will be piloted in at least 3 provinces at the national level, with intensive capacity building inputs for the design and implementation of financial management techniques (accounting, reporting and monitoring) in line with the new budget format at national, provincial, district and school level. The project will support the complementary development of provincial planning aligned with budgeting and in line with national policies. This planning process will be piloted in at least 3 provinces, and will include support for capacity building. To accomplish this, the project will

18 To be undertaken in close coordination with complementary inputs being provided by the World Bank.

14 provide for: (i) workshops to assess and validate improved budget and actual expenditure format, modern financial management techniques and associated data collection instruments; (ii) training programs for PES, DEB and school staff in charge of budgeting, accounting, reporting and monitoring expenditure; (iii) two workshops to validate the methodology used to design the education MTEF; (iv) training workshops for the MOE unit in charge of MTEF; and (v) training programs for PES and DEB staff in charge of planning.

60. Strengthening the central inventory system: The project will support the design of a central system for registering and monitoring Government physical assets/properties (including land) and the upgrading of the central warehouse through expansion and rehabilitation.

61. This component will have the following outputs: (i) an improved EMIS, including TMIS; (ii) training in data collection, processing and analysis for all statisticians in all provincial and district education offices; (iii) training for all school heads nationwide in filling out the revised questionnaires; (iv) formats for different levels for data submission to feed planning and budget preparation: (iv) development of an Education MTEF linked to the national MTEF; (v) an aligned planning and budgeting process based on school mapping approach, teacher allocation and deployment, and planned external interventions; and (vi) development of a full inventory system for MOE physical assets and improved storage in an upgraded warehouse.

3. Financing Plan

62. It is proposed that ADB provide a grant of $ 9.84 million equivalent from its Special Funds resources to cover 79.8% of the total project cost. The balance of $ 2.50 million will be financed by the Government. The financing plan is summarized in Table 1. Part of the ADB- supported project grant and Government funding will be made available to participating communities and institutions as block grants to contribute to the funding of approved subprojects.

63. The cost of the investment project, including physical and price contingencies, duties, and taxes, is estimated at $ 12.34 million equivalent. The foreign exchange cost is $ 4.19 million equivalent, or 34.0% of the total. The local currency cost, including duties and taxes, is $ 8.15 million equivalent, or 66.0% of the total cost. Cost estimates are summarized in Table 2.

Table 1: Financing Plan for the Project ($ million)

Foreign Local Total Source Exchange Currency Cost

Asian Development Bank 4.19 5.65 9.84 Government 0.00 2.50 2.50 Total 4.19 8.15 12.34 ______

Table 2: Cost Estimates Summary by Component ($ million)

Foreign Local Total Component Cost Cost Cost

A. Base Costs 1. Expanding Lower Secondary Education Opportunities 1.67 4.53 6.20 2. Improving the Quality of Formal Primary and Secondary Education 0.88 1.47 2.35 3. Strengthening Decentralized Education Management 0.43 1.13 1.56 4. Support to Project Management 0.71 0.17 0.88 Subtotal (A) 3.69 7.30 10.99 B. Contingencies 1. Physical 0.19 0.28 0.48 2. Prices 0.10 0.57 0.67 Subtotal (B) 0.29 0.85 1.14 C. Service Charges 0.00 0.00 0.00 D. Taxes on Goods & Services 0.20 0.00 0.20 Total 4.19 8.15 12.34 Percent 34.0% 66.0% 100.00% ______

4. Implementation Arrangements

a. Project Management

64. MOE will be the Executing Agency, and will have overall responsibility for project coordination and implementation. An inter-ministerial Steering Committee will provide overall guidance to the project and monitor its activities and outputs. The Steering Committee will be chaired by the Minister of Education and membership will include representatives from the Ministry of Education (MOE), Ministry of Finance (MOF), the Committee for Planning and Investment (CPI), the Ministry of Foreign Affairs (MOFA) and the Prime Minister’s Office (PMO).

65. The Director General of the Department of General Education will be the Project Director, and each line agency of MOE and Provincial Education Service officials will be responsible for activities that fall within their area of responsibility. A Project Management Unit will be established to assist MOE to coordinate and supervise program implementation. Supplemental support will be provided at different levels to assist in program management and implementation.

b. Implementation Period

66. The project will be implemented over a five-year period from April 2007 to March 2012.

16 The government has assured that adequate budgetary provision for the project will be included in the FY 2007/2008 budget.

c. Procurement

67. All ADB-financed goods and services procured for the project will be in accordance with ADB’s Guidelines for Procurement.

68. Equipment and Materials: Supply contracts for goods estimated at $1 million equivalent or more will be awarded on the basis of international competitive bidding. Supply contracts for goods such as vehicles and computers of less than $1 million but more than $100,000 will follow local competitive bidding (LCB) procedures or International Shopping (IS) procedures. Minor items costing less than $100,000 equivalent may be procured by direct purchase. Details of procurement packages and technical specifications will be submitted for ADB approval before procurement. MOE will take advance procurement action to expedite project implementation. ADB’s concurrence to advance action does not commit ADB to finance related expenditure under the project or to finance the project.

69. Civil Works: Project civil works will consist of construction of: (i) 28 new school buildings; and (ii) and 147 additional classrooms. All civil works will be carried out using local competitive bidding (LCB) procedures acceptable to ADB.

d. Consulting Services

70. The project will be supported by 202 person months of consulting services (82.5 person- months international and 119.5 person-months of domestic). The selection and engagement of consulting services will be done in a single package, using the quality and cost based selection method, in accordance with ADB’s Guidelines on the Use of Consultants and other arrangements satisfactory to ADB for the engagement of domestic consultants. The consulting services are designed to support the project as well as build longer-term capacity for planning, management and delivery of basic education. The consulting services cover broad areas of expertise that include (i) policy reform; (ii) social and community development; (iii) curriculum and materials development; (iv) data collection and analysis; (v) EMIS development, and (vi) facilities and equipment improvement.

e. Anti-Corruption Measures

71. ADB’s Anticorruption Policy (1998) was explained to and discussed with the Government and the Executing Agency. Consistent with its commitment to good governance, accountability and transparency, ADB reserves the right to investigate, directly or through its agents, any alleged corrupt, fraudulent, collusive, or coercive practices relating to the project. To support these efforts, relevant provisions of ADB’s Anticorruption Policy are included in the grant regulations and the bidding documents for the project. In particular, all contracts financed by ADB in connection with the project shall include provisions specifying the right of ADB to audit and examine the records and accounts of the Executing Agency and all contractors, suppliers, consultants, and other service providers as they relate to the project.

f. Disbursement Arrangements

72. MOE will establish an imprest account for the project. The initial amount will be no more than a six-month projected disbursement or 10% of the grant amount. The imprest account will be established, managed, and liquidated in accordance with ADB's Loan Disbursement

17 Handbook dated January 2001. Statement of Expenditure (SOE) procedures may be used to reimburse eligible expenditures not exceeding $100,000 per payment and to liquidate advances made into the imprest account in accordance with the guidelines. MOE/MOF will coordinate the timely release of funds. This is considered essential because project activities will take place at different locations and simple mechanisms are required to disburse small funds quickly through decentralized decision-making while maintaining acceptable levels of financial control. Auditors acceptable to the ADB will audit the use of the imprest account and SOE procedures. A separate audit opinion on the use of the imprest account and SOE procedures should be included in the annual audit report.

g. Accounting, Auditing and Reporting

73. MOE, on behalf of the Government, will maintain separate records and accounts for the project to identify goods and services financed from the grant proceeds. Project accounts, including financial statements, statements of expenditures and imprest account records, will be audited annually by independent auditors acceptable to ADB in accordance with the provisions of the grant agreement. The auditor’s report and copies of the certified accounts and related financial statements, including the auditor’s opinion on the use of grant proceeds, compliance with grant covenants, and the use of the imprest account under ADB’s statement of expenditures procedure will be submitted to ADB no later than six months after the close of each fiscal year.

74. The MOE will prepare quarterly reports on program implementation and submit them to ADB within 30 days of each quarter. The reports will be submitted in a format acceptable to ADB and will indicate, among other things, progress made against established targets, problems encountered during the previous quarter, steps taken to resolve problems, compliance with grant covenants, and proposed program of activities for the succeeding quarter. Within three months after physical completion of the project, the MOE will submit to ADB a project completion report providing details of program implementation and accomplishments.

h. Project Performance Monitoring and Evaluation

75. MOE will monitor program achievements in order to evaluate implementation and development impacts at various stages of the project cycle. Program performance monitoring will focus on implementation plans and targets, and their fulfillment. Performance evaluations will examine the impact of interventions, problems and constraints faced, the reason for them, and their solutions.

III. PROGRAM BENEFITS, IMPACTS, ASSUMPTIONS AND RISKS

A. Project Benefits

76. The direct benefits from the program will be two fold. First, benefits to the education sector will accrue from the policy reforms supported by the program. The policy areas, and supporting capacity building, that will lead to substantial long term efficiencies include: (i) a rational and standardized process for planning and budget preparation; (ii) development of an MTEF for the education sector that will feed into the national MTEF; (ii) a policy framework for the recruitment and deployment of teachers that will promote efficient use of available teaching personnel; and (iii) an improved EMIS, including a TMIS, to enable more precise planning. Second, the program will lead to increased admission into LSE of an estimated 13,300 students and increased participation of an estimated 56,400 students in 20 BEDP districts, from beginning to end of the project period. At national level, the program will improve LSE internal efficiency,

18 with the following indirect benefits: (i) based on improved LSE quality and internal efficiency, an increase in national LSE enrollments and graduates by 9,800 and 14,000 respectively during the last year of the plan, as compared with no intervention, and this will result in savings of around 15% on the cost per LSE graduate; (ii) increased number of LSE graduates of an estimated 23,700 students, who will be able to go to USE, from beginning to end of the plan period. The longer-term benefits will be to provide more accessible and relevant formal lower secondary education to an annual output of about 130,000 primary graduates at the end of ESDP.

77. The program will directly benefit 1,000 ethnic students from poor villages through provision of scholarships for LSE. Of these, 70% will be girls. Society derives substantial intergenerational benefits from increased levels of educational attainment for girls. Medium and long- term benefits accruing from increased participation of girls in schooling will be: (i) reduced risk of vulnerability to HIV/AIDS, child labor and trafficking, especially in cross-boarder areas; and (ii) improved family health, nutrition and child attendance.

78. Expansion of enrollments and improvements in quality of LSE education will result in larger percentage of students graduating to higher levels of education leading to a better educated population. This is likely to result in higher employability, improved productivity and earning capacity. This will aid poverty reduction and improved social development.

B. Project Risks

79. The program has been designed to support the Government’s goals for expansion and strengthening of the education sector. Government has shown strong commitment to education and accords it high priority as a key sector for economic development and poverty reduction. Even so, limited leadership and ownership of the policy reform process and lack of consistency in policy and strategic decision making pose potential risks. These will be mitigated in a number of ways: (i) the ongoing review and assessment process by MOE high officials and the EDWG, including NGOs to secure broad support of the reform agenda; (ii) the annual BEDP review process which will facilitate a phased and sequenced approach to policy implementation; and (iii) provision by ADB and from advisory support of other development agencies for ongoing policy studies and related legislative and regulatory reforms.

80. MOE’s limited capacity to manage and implement the revised policies and strategies is another potential risk. While implementation of the project by technical personnel based on a policy of decentralization to provincial and district levels is essential for capacity building, these potential risks will be mitigated through: (i) provision of extensive advisory support for sub- sectoral and program planning and management; and (ii) technical assistance to ensure that an appropriate legislative and regulatory framework is in place.

C. Sustainability

81. Limitations in tax recovery, uncertainties in future donors’ funding and unforeseen developments pose potential risks that may undermine the predictability of Government resources available for education, especially the significant transitional costs associated with the policy reforms, including salary increases. This potential risk will be mitigated through: (i) extensive dialogue on medium-term resources availability for education between MOE and donors within the EDWG; (ii) using the medium-term expenditure framework process as a basis for identifying potential budget shortfalls and mobilizing increased sector budget support; (iii) extensive sector efficiency measures to contain expenditure growth; and (iv) strong policy linkage with the Government’s broader public financial management reforms.

19 Appendix 1 20

APPENDIX 1: INDICATIVE PROGRAM FRAMEWORK

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks 1 Development Goal Assumptions 1.1 Increased level of Improved tested Next population EFA, and especially educational attainment adult literacy rates, census basic education among adult population from 44.8% (2005) to Next literacy survey continue to be the 51.4% (2010), and Government declared adult overarching priority in literacy rates from the education sector 75.2% (2005) to 87.9% (2010) Increased annual output of lower secondary education graduates from 58,200 (2005) to 81,700 (2010) 1.2 Contribution to Improved tested The National Growth poverty reduction adult literacy rates and Poverty Eradication among 20% poorest Strategy (NGPES) population from 30% continues to be one (2005) to 40% (2010) critical Government priority in the economic and social sector

2 Objective/Purpose 2.1 Increased access and participation in Assumptions basic education To increase access to Additional LSE capa- MOE statistical MOE shall have and participation in city in fast-growing, yearbook approved regulations basic education and high-demand urban Education annual and revised manuals to improve the quality and areas and poorest report strengthen the role and relevance of basic rural & remote areas responsibilities of PES education where demand is EMIS (MOE, PES, and DEB in relation to promoted based on DEB) decisions to the primary MOE sponsored 2005 population and lower secondary support programs census and school- school network (opening Increase in transition age population new schools, closing rate from grade 5 to projections by single schools, changes in 6 from 78.0% in 2005 age and gender school status to com- to 85.0% in 2010 plete/multigrade, expanding/ rehabilitating Increase in number new schools etc.) of admissions to LSE from 89,700 in 2005 to 113,300 in 2010 Increase of female share in admissions to LSE from 44.1% in 2005 to 46.1% in 2010 Increase in gross Appendix 1 21

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks enrollment rate in LSE from 54.3% in 2005 to 64.5% in 2010 Increased completion rate of LSE from 40.4% in 2005 to 52.9% in 2010 Average LSE dropout rate reduced from 12% in 2005 to 6% in 2010 At least 20% of LSE students in poorest BEDP targeted districts benefit from incentives

2.2 Improved quality and relevance of basic Assumptions education Revised curriculum Government decrees Committee for for primary education Approving Curriculum, developed Instructional Materials and Evaluation of General Education (CACIM) is functioning Curriculum for a 4- Government decrees The National year lower secondary Parliament shall education program approve the developed modification of Article 8 of the Law on Education adding a fourth grade to LSE Upper secondary Education annual curriculum revised to report reflect new LSE 4-yr program 18 existing textbooks EMIS (MOE, PES, for LS Yrs 1–3 re- DEB) printed and distrib- Education annual uted to all LS stu- report dents target districts at the ratio of 1 book per 4 students Appendix 1 22

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks 16 existing teachers EMIS (MOE, PES, guides for LS Yrs 1– DEB) 3 reprinted and Education annual distributed to all LS report teachers in target districts at the ratio of 1 TG per subject per teacher 31 new textbooks for EMIS (MOE, PES, Committee for LS Yrs 1– 4 devel- DEB) Approving Curriculum, oped and distributed Education annual Instructional Materials to all LS schools in report and Evaluation of 20 target districts at General Education the ratio of 1 book (CACIM) is functioning per 2 students 28 new LS TGs EMIS (MOE, PES, developed and DEB) distributed to all LS Education annual teachers in target report districts at the ratio of 1 TG per subject per teacher Inservice training Education annual provided for 2663 LS report teachers in 20 project districts 10 TTCs receive a Education annual package of equip- report ment, materials and Distribution records assistance to prepare teachers to implement the new 4-yr LS curriculum 28 new LS schools EMIS (MOE, PES, receive a packages of DEB) equipment and Education annual learning materials and report 46 other LS schools receive learning Distribution records materials to support the new LS curriculum

2.3 Strengthened decentralized education Assumptions management A reliable and relev- MOE statistical Decentralization ant EMIS is designed yearbook continues to be a Revised list of tables EMIS (MOE, PES, Government priority, in MOE annual year- DEB) and GOL aims at book and EMIS enforcing national policies at local level 100% of PES and Appendix 1 23

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks DEB statisticians while promoting trained in data pro- efficiency and equity cessing and analysis MOE shall have issued 100% of school a decision specifying heads trained in responsibility regarding filling in revised data collection, questionnaires processing, analysis and use Outcomes-oriented Budget format and MOE shall have issued budget format and process (DOF/MOE, a decision requesting process designed PES) PESs to report their and aligned with budget and actual planning expenditure to DOF Improved budget under a modified format process piloted in 3 (review of MOE decision provinces and on the organization & validated functioning of PES and PES Manual of work 100% of PES staff in and procedure) all education districts trained in new budget MOE shall have format and process, officially approved the and new financial outcome oriented management budget format and techniques process Renovated financial Financial accounts management forms (DOF/MOE, PES) designed and used in 3 pilot provinces Improved accounting, reporting & monitoring of expenditure formats & processes designed Education MTEF MTEF (DOF/MOE) MOE shall have developed and used officially approved the for annual budget education MTEF negotiations with MOF and CPI 5 DOF/MOE staff trained in use of MTEF Methodology for PES Provincial plans MOE shall have issued planning developed (annual, 5-year) a directive requiring and available PES to prepare 100% of PES & DEB provincial plans based planning staff in all on school mapping and districts trained aligned with the new budget format and 18 PES have processes produced their 5-year and annual plan Appendix 1 24

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks according to new methodology Information base of Inventories MOE shall have MOE and PES revised the current physical assets regulation on the developed management of MOE Central warehouse assets (Decision No. upgraded and 66, 28/01/2004) equipped

3 Program Components/Outputs

3.1 Increased access to Lower Secondary Education Assumptions 3.1.1 Contribute to Annual and medium- GIS maps (all PESs MOE shall have expanding access to term LSE SM and DEBs) approved regulations LSE, especially for process based on LSE SM process in and revised manuals to girls, ethnic and GIS maps in use in at targeted provinces strengthen the role and poorest pupils in least 3 provinces responsibilities of PES targeted BEDP from 2009 Education annual and DEB in relation to report provinces Provision of 28 new decisions to the primary LSE schools, 147 EMIS (MOE, PES, and lower secondary LSE classrooms in DEB) school network (opening existing LSE schools, new schools, closing in the 20 targeted schools, changes in districts of BEDP school status to com- Provinces plete/multigrade, expanding/ rehabilitating new schools etc.) MOE shall have approved regulation and mechanism for teacher recruitment and allocation PE and LSE schools to be constructed, expanded, and/or rehabilitated are located according to the PSM, based on GIS maps of provinces and districts, and PES-DEB proposals The process through which the quota of LSE teachers is allocated to and within PESs is aligned with the SM process: no CR is built without a guarantee that either additional teachers will be allocated to it or existing Appendix 1 25

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks teachers redeployed Teachers are deployed according to priority needs as determined by the SM process 3.1.2 Promote demand Baseline study on Study from underprivileged factors inhibiting Conclusions of groups through special participation and workshop assessing support programs retention in PE and study LSE schools Study on alternative Study MOE shall have modes of subsidy Conclusions of approved a regulatory and type of workshop assessing framework authorizing incentives study primary schools to receive community school grants, and pupils from poorest areas to get scholarship Annual Education Education annual MOE shall have Development Funds report approved a regulatory to 74 schools in EMIS (MOE, PES, framework authorizing target districts DEB) lower secondary schools to receive School Development Grants 1000 scholarships to Education annual MOE shall have ethnic students (at report approved a regulatory least 70% girls) from EMIS (MOE, PES, framework authorizing poor villages in target DEB) pupils from poor villages districts to receive scholarships

3.2 Improved quality and relevance of primary and lower secondary Assumptions education 3.2.1 Revise primary By 2008, revised, Drafts of all materials Committee for education curriculum to integrated curriculum approved by CACIM Approving Curriculum, integrate student for primary education Government decrees Instructional Materials learning outcomes and completed and Evaluation of the work of EDP-II General Education textbook development (CACIM) is functioning 3.2.2 Develop LSE By 2009, revised Drafts of all materials The National curriculum for a 4-year curriculum for LS approved by CACIM Parliament shall lower secondary education and LS approve the program student learning modification of Article 8 outcomes completed of the Law on Education adding a fourth grade to LSE 3.2.3 Revise upper By end of project, Education annual secondary curriculum draft of upper sec- report to reflect new LSE 4-yr ondary curriculum program will be completed Appendix 1 26

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks 3.2.4 Procure selected 18 existing textbooks EMIS (MOE, PES, LSE textbooks and and 16 existing DEB) teacher guides based teachers guides for 3 Education annual on present curriculum existing grade levels report and distribute to all LS printed (or procured) schools in 20 target and distributed to all districts LS schools in 20 districts (91,000 textbooks and 13,000 teachers guides) 3.2.5 Develop new 31 new LS textbooks EMIS (MOE, PES, LSE textbooks and and 28 new TGs for DEB) teachers guides for 4- LSE Yrs 1– 4 devel- Education annual yr LSE program, and oped, printed and report produce and distribute distributed to all LS to target districts schools in 20 districts (303,000 textbooks and 23,000 TGs) 3.2.6 Develop program By 2010, in-service Education annual of teacher in-service training modules report and deliver program in available for all new 20 target districts to or revised LS text- support transition to 4- books yr LSE 47 master trainers from MOE central and PES receive 10 days’ training, 36 DEB trainers and 2663 LS teachers in 20 project districts receive 10 days of inservice 3.2.7 Provide support By 2011, 10 TTCs Education annual Assumptions to TTCs, including receive a package of report Secure sites can be computers, equipment, equipment and prepared in all TTCs books, learning learning resources for receipt, storage materials and teaching and use of equip- modules related to the ment new LSE textbooks

3.2.5 Provide equip- By 2011, 28 new LS EMIS (MOE, PES, Assumptions ment and/or materials schools receive a DEB) Secure sites can be to selected LS schools package of equip- Education annual prepared in all in BEDP districts ment, teaching report schools for receipt, materials and storage and use of learning resources equipment and By 2011, 46 other LS materials schools receive learning resources to support the new LSE curriculum Appendix 1 27

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks 3.3 Strengthened decentralized education management Assumptions 3.3.1 Improve the Special studies MOE shall have issued • Revised EMIS education sector EMIS a decision specifying instruments Project reports nation-wide and build responsibility regarding the capacity of all • Revised list of tables MOE statistical data collection, MOE, PES, DEB and in MOE annual yearbook processing, analysis school staff involved in yearbook and EMIS EMIS (MOE, PES, and use data collection, DEB) • All PES and DEB processing and statisticians trained in utilization data processing and analysis All school heads trained in filling in revised questionnaires 3.3.2 Design a Renovated budget DOF report MOE shall have issued renovated, outcome format by level/type Reports from the 3 a decision requesting oriented budget format of education and pilot provinces PESs to report their and process function available in budget and actual MOE and all PESs expenditure to DOF Outcome oriented under a modified format budget process, (review of MOE decision aligned with plan and on the organization & in line with national functioning of PES and policies, piloted in at PES Manual of work least 3 PESs and and procedure) validated MOE shall have officially approved the outcome oriented budget format and process piloted in 3 provinces 3.3.3 Improve account- Regular, standard- Financial accounts ing, reporting and ized accounts of (MOE, PES) monitoring of expenses aligned expenditure with renovated budget format available in order to permanently monitor education expenditure at all levels 3.3.4 Develop more Education MTEF MTEF MOE shall have informed decision- linked with GOL officially approved the making process MTEF, based on education MTEF regarding MOE budget medium-term SD negotiations with MOF targets and ODA (MTEF) expected flows by level of education and function Appendix 1 28

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks 3.3.5 Improve the Planning and budget- Provincial plans and MOE shall have planning process in ing process aligned budgets (annual, 5- approved a decision PESs and DEBs, in in PESs and based year) requesting PES to de- line with budgeting on the school sign their plan based on mapping approach, school map and align teacher allocation with budgeting (review and deployment of MOE decision on the process, and ODA organization & func- planned interventions tioning of PES and DEB, and PES and DEB Manual of work and procedure) 3.3.6 Improved the Full inventory of Inventory MOE shall have assessment and MOE physical revised the current monitoring of MOE assets, with on-going regulation on the physical assets monitoring management of MOE Storage of assets assets (Decision No. available at central 66, 28/01/2004) level in an upgraded, well equipped warehouse

4 Program Inputs Assumptions 4.1 Program Grant First tranche budget ADB/MOF disburse- Actions agreed in policy support: $ 0.5 million ment records matrix completed by January 2007 Second tranche ADB/MOF disburse- Actions agreed in policy

budget support: $ 1.0 ment records matrix completed million by January 2008 Third tranche budget ADB/MOF disburse- Actions agreed in policy

support: $ 1.0 million ment records matrix completed by January 2009 Fourth tranche ADB/MOF disburse- Actions agreed in policy

budget support: $ 0.5 ment records matrix completed million by January 2010

4.2 Project Grant Civil works: $ 2.45 Progress reports Procurement efficiency million (2007-2011)

Education Develop- Progress reports ment Funds and scholarships: $ 0.64 million (2007-2011) Furniture, equipment Progress reports Procurement efficiency

and vehicles: $ 1.45 million (2007-2011) Staff development Progress reports

and training: $ 1.66 million (2007-2011) Appendix 1 29

Program Targets Monitoring Assumptions Design Summary (Verifiable Indicators) Mechanisms and Risks Printing of textbooks, Progress reports Procurement efficiency

teachers guides and inservice materials: $ 0.40 million (2007- 2011) Studies, Monitoring Progress reports

and Evaluation: $ 0.12 million (2007- 2011) Project operations: Progress reports

$ 0.12 million (2007- 2011)

4.3 Capacity Building Promoting demand Progress reports (consulting for LS and facilities services) development (11 person-months international; 12 person-months domestic)

Curriculum revision, Progress reports textbooks, teachers guides, in-service materials developed (16 person-months international; 41 person-months domestic) Strengthening Progress reports decentralized education management (19.5 person- months international; 66.5 person-months domestic)

Project management Progress reports and supervision support (36 person- months international)

Appendix 2 30

APPENDIX 2: POLICY MATRIX

Policy Areas & Medium Term Conditionality Conditionality Conditionality Objectives AP + 12 (**) AP + 24 (**) AP + 36 (**) Condition for grant effectiveness Promote demand from girls, ethnic and MOE shall have issued guidelines poorest children through targeted for the management and use of interventions such as Education Education Development Funds Development Funds and scholarships allocated to schools, and etc. scholarships for needy students with special emphasis on ethnic girls Ensure increased resource mobilization to education sector Increase education sector allocation MOF shall ensure full disburse- MOF shall allocate 15% of the total MOF shall allocate 16% of the total ment of the MOE recurrent budget. budget to MOE. The allocated budget to MOE. The allocated education budget shall not be less education budget shall not be less than the share or the volume, than the share or the volume, whichever is greater, stipulated in whichever is greater, stipulated in the preceding year. MOF shall the preceding year. The share of ensure full disbursement of the recurrent budget in the total MOE recurrent budget. education budget should reach 50%. MOF shall ensure full disbursement of the MOE recurrent budget. 1. Expanding access to formal basic education 1.1 Contribute to the universalization of MOE shall have approved primary education by providing all regulations and revised manuals to children accessibility to five grades of strengthen the role and primary education, either in a complete responsibilities of PES and DEB in primary school or in a multigrade relation to decisions about school changes to the primary school network (including new schools, school closures, change in school status – e.g. multigrade schools offering 5 primary grades etc.)

Appendix 2 31

Policy Areas & Medium Term Conditionality Conditionality Conditionality Objectives AP + 12 (**) AP + 24 (**) AP + 36 (**) 1.2 Promote access and participation MOE shall have issued implemen- in primary education, and reduce tation guidelines for DEBs to facilitate repetition and dropout rates, especially the establishment of one-year for girls, ethnic and poorest children by kindergarten class in primary schools progressively developing one-year kindergarten class in primary schools

1.3 Promote access to lower MOE shall have approved secondary education in an efficient and regulations and revised manuals to equitable manner by increasing supply strengthen the role and respon- (a) in high demand, quickly developing sibilities of PES and DEB in urban areas, and (b) in poorest, remote relation to decisions about areas, with particular attention to girls, changes to the lower secondary ethnic and poorest pupils school network (including opening new schools, expanding and/or rehabilitating existing schools etc.)

1.4 Promote equity and efficiency in The MOE shall have reviewed the The MOE shall have prepared a The Minister of Education shall the management of teachers by personnel management infor- policy framework and action plan have approved the Teacher rationalizing the recruitment and mation system, developed a with supporting guidelines for the Recruitment and Deployment deployment of teachers1 mechanism for annually updating management of teachers and their Policy Framework, Action Plan and the projected demand for teachers recruitment, deployment and supporting guidelines at all levels of school education career development (including and incorporated the results into teacher incentives and general an updated and functioning TMIS welfare issues)

1.5 Encourage private-sector MOE Dept of Private Education shall PMO shall have approved the participation in the provision of school have developed a strategy, incentives strategy, incentives and action plan education (Years 1–12) and action plan for greater partic- for greater participation by the private ipation by the private sector (e.g. sector (e.g. public trusts, private public trusts, private bodies, bodies, charitable institutions etc.) in charitable institutions etc.) in the the provision of school education provision of school education

1 This intervention will be complementary to the Formal School Teacher Training Plan and other interventions supporting teacher development.

Appendix 2 32

Policy Areas & Medium Term Conditionality Conditionality Conditionality Objectives AP + 12 (**) AP + 24 (**) AP + 36 (**) 2. Improving the quality and relevance of formal basic education 2.1 Improve the quality of teaching in PMO shall have approved a Teacher school education by enhancing teacher Education Strategy and Action Plan competencies 2006-2015

2.2 Develop a revised curriculum for MOE shall have revised the MOE shall have approved a revised GOL shall have approved the primary, lower secondary and upper primary and lower secondary lower-secondary curriculum revised general education 2 secondary education in response to curricula (Years 1–9) , incorpora- MOE shall have developed a revised curriculum for Years 1–9 the addition of one year to the general ting student learning outcomes upper secondary curriculum (Years education program and an evaluation/ assessment 10–12) taking account of the revised framework and including provision curricula for Years 1–9 of a 4th year in LSE

2.3 Develop, produce and distribute to MOE shall have approved the use of lower secondary schools new new LSE textbooks and teachers textbooks and teacher guides guides designed to implement the new lower secondary curriculum 3. Strengthen education management at all levels 3.1 Strengthen the sector EMIS, build The MOE shall have reviewed the The MOE shall have prepared capacity at all levels, and improve EMIS to improve and expand the guidelines for data collection, data monitoring & planning for sector system to include data about processing and data analysis development teachers and finance

3.2 Improve budget format and MOE shall have designed a format MOE shall have piloted the new MOE shall have accepted and process, renovate financial for a financial management system financial management system in implemented the new financial management system, and build that incorporates budget the BEDP target provinces management system nationally capacity at all levels preparation and submission at provincial level, and budget reporting and implementation at all levels of education management

2 This policy development to be complementary to ongoing curriculum interventions (e.g. the World Bank Second Education Development Project-EDP II).

Appendix 2 33

Policy Areas & Medium Term Conditionality Conditionality Conditionality Objectives AP + 12 (**) AP + 24 (**) AP + 36 (**) 3.3 Improve provincial planning in line MOE shall have issued a directive with national policies and align requiring PES to prepare provincial planning with revised budgeting format plans based on school mapping and procedures and aligned with the new budget format and processes

3.4 Design an education sector MOE shall have initiated MOE shall have finalised a medium medium term expenditure framework development of a medium term term expenditure framework for that is integrated with the public sector expenditure framework for education in consultation with MOF MTEF in order to provide a rational education MOF shall have integrated the basis for budget negotiation with the education MTEF into the public Ministry of Finance sector MTEF

3.5 Develop a central inventory of all MOE shall have revised the current MOE shall have implemented an MOE physical assets (land, buildings, regulation on the management of effective sector-wide asset equipment, textbooks etc.) MOE assets (Decision No. 66, 28 management system January 2004).

AP: BEDP Approval date (**): expressed in months

Appendix 3 34

APPENDIX 3: BEDP POLICY, PROGRAM AND PROJECT LINKAGES

Policy areas & medium term objectives Policy Matrix (Program component) Investment component Specialist services Conditions for grant effectiveness

Promote demand from girls, ethnic and MOE shall have issued guidelines for poorest children through targeted the management and use of interventions such as school/student school/student welfare funds and welfare funds and scholarships etc. scholarships for needy students with special emphasis on ethnic girls

Ensure increased resource mobilization to education sector

Increase education sector allocation AP MOF shall ensure full disburse-ment of Investment project initiatives in Component Team Leader +12 the MOE recurrent budget. 3 (see below) will support and facilitate the Budgeting and MTEF Specialist monitoring of the Policy Matrix (international) AP MOF shall allocate 15% of the total conditionalities relating to the education Budgeting Specialist (national) +24 budget to MOE. The allocated education budget budget shall not be less than the share or the volume, whichever is greater, stipulated in the preceding year. MOF shall ensure full disbursement of the MOE recurrent budget.

AP MOF shall allocate 16% of the total +36 budget to MOE. The allocated education budget shall not be less than the share or the volume, whichever is greater, stipulated in the preceding year. The share of recurrent budget in the total education budget should reach 50%. MOF shall ensure full disbursement of the MOE recurrent budget. Appendix 3 35

Policy areas & medium term objectives Policy Matrix (Program component) Investment component Specialist services 1. Expanding access to formal basic education

1.1 Contribute to the universalization of primary AP MOE shall have approved regulations Team Leader education by providing all children +12 and revised manuals to strengthen the accessibility to five grades of primary role and responsibilities of PES and education, either in a complete primary DEB in relation to decisions about school or in a multigrade school changes to the primary school network (including new schools, school closures, change in school status – e.g. multigrade schools offering 5 primary grades etc.)

1.2 Promote access and participation in AP MOE shall have issued implementation primary education, and reduce repetition +24 guidelines for DEBs to facilitate the and dropout rates, especially for girls, establishment of one-year kindergarten ethnic and poorest children by class in primary schools progressively developing one-year kindergarten class in primary schools

1.3 Promote access to lower secondary AP MOE shall have approved regulations ● Develop LS school map in target Team Leader education in an efficient and equitable +12 and revised manuals to strengthen the provinces Facilities Development Specialists manner by increasing supply (a) in high role and responsibilities of PES and ● Provide 28 new LS school buildings (international and national) demand, quickly developing urban areas, DEB in relation to decisions about containing 92 classrooms plus special- GIS Specialist (international) and (b) in poorest, remote areas, with changes to the lower secondary school purpose rooms, and 246 additional Education Research Specialists particular attention to girls, ethnic and network (including opening new classrooms in existing LS schools (international and national) poorest pupils schools, expanding and/or rehabilitating ● Conduct baseline studies on factors Education Planning Specialists existing schools etc.) inhibiting LS participation (international and national) ● Allocate Education Development Grants Community Development Specialists o selected LS schools in target districts and (international and national) scholarships for etchnic minority girls from poor villages

1.4 Promote equity and efficiency in the AP The Minister of Education shall have ● Develop a Teacher Management Team Leader management of teachers by rationalizing +36 approved the Teacher Recruitment and Information System (TMIS) EMIS Specialist (international & national) the recruitment and deployment of teachers Deployment Policy Framework, Action Education Planning Specialists Plan and supporting guidelines (international and national)

1.6 Encourage private-sector participation in AP PMO shall have approved the strategy, the provision of school education (Years 1– +36 incentives and action plan for greater 12) participation by the private sector (e.g. public trusts, private bodies, charitable institutions etc.) in the provision of school education Appendix 3 36

Policy areas & medium term objectives Policy Matrix (Program component) Investment component Specialist services 2. Improving the quality and relevance of formal basic education

2.1 Improve the quality of teaching in school AP PMO shall have approved a Teacher education by enhancing teacher +12 Education Strategy and Action Plan 2006- competencies 2015

2.2 Develop a revised curriculum for primary, AP MOE shall have revised the primary and ● Assist MOE to prepare a revised primary lower secondary and upper secondary +12 lower secondary curricula (Years 1–9) , curriculum taking account of work already education in response to the addition of incorporating student learning done on curriculum documents and other one year to the general education program outcomes and an evaluation/ materials (primary student learning assessment framework and including outcomes, new primary textbook and provision for a 4th year in LSE teachers guides etc.)

AP MOE shall have approved a revised ● Develop a revised lower secondary Curriculum Development Specialist +24 lower-secondary curriculum curriculum, taking account of the expansion (international) of the LS program to 4 years. Curriculum Specialist (national) Community Development Specialist (international & national)

AP MOE shall have developed a revised upper ● Develop a revised upper secondary Curriculum Development Specialist +24 secondary curriculum (Years 10–12) taking curriculum, taking account of the revised (international) account of the revised curricula for Years 1 lower secondary curriculum and changes to Curriculum Specialist (national) –9 the Foundation Studies program at NUOL

AP GOL shall have approved the revised +36 general education curriculum for Years 1–9 2.3Develop, produce and distribute to lower AP MOE shall have approved the use of new ● Produce (or procure) and distribute Team Leader secondary schools new textbooks and +36 LSE textbooks and teachers guides selected existing LS textbooks/TGs Procurement Specialist (international & teacher guides designed to implement the national) new lower secondary curriculum ● Develop new LSE textbooks/TGs Materials Development Specialist ● Procure and distribute new LSE TB/TG to (international & national) all LSS in targeted BEDP districts Community Development Specialists (international and national) Procurement Specialist (international & national) ● Develop teacher inservice materials and Materials Development Specialist deliver a 2-week teacher in-service (international & national) program in 20 target districts of 6 provinces

● Provide 9 TTCs with a package of Team Leader equipment and materials to support the Procurement Specialist (international & new lower secondary curriculum national) School Library Adviser (international)

● Provide a package of equipment and Team Leader materials to the 28 new LS schools, and Procurement Specialist (international & selected items of equipment and materials national) to target schools where additional School Library Adviser (international) classrooms will be constructed Appendix 3 37

Policy areas & medium term objectives Policy Matrix (Program component) Investment component Specialist services 3. Strengthen education management at all levels

3.1 Strengthen the sector EMIS, build capacity AP The MOE shall have prepared guidelines ● Establish an EMIS at national, provincial, Team Leader at all levels, and improve monitoring & +12 for data collection, data processing and district and school levels, with intensive EMIS Specialist (international & national) planning for sector development data analysis capacity building Education Planning Specialists ● Build the capacity of all MOE, PES, DEB (international and national) and school staff involved in data collection, processing and utilization

3.2 Improve budget format and process, AP MOE shall have accepted and ● Design an outcome oriented budget Team Leader renovate financial management system, +36 implemented the new financial format and process aligned with planning in Budgeting and MTEF Specialist and build capacity at all levels management system nationally at least 3 pilot provinces (international) ● Design and implement financial Budgeting Specialist (national) management techniques (accounting, Education Planning Specialists reporting and monitoring) in line with the (international and national) new budget format at national, provincial, district and school levels ● Build the capacity of MOE, PES and DEB staff for new budget management techniques

3.3 Improve provincial planning in line with AP MOE shall have issued a directive ● Develop provincial planning aligned with Team Leader national policies and align planning with +36 requiring PES to prepare provincial budgeting and in line with national policies Education Planning Specialists revised budgeting format and procedures plans based on school mapping and in at least 3 pilot provinces, with intensive (international and national) aligned with the new budget format and capacity building GIS Specialist (international) processes ● Build the capacity of MOE, PES and DEB staff for designing, implementing, monitoring and evaluating education plans

3.4 Design an education sector medium term AP MOE shall have finalised a medium term ● Design education MTEF at national level, Team Leader expenditure framework that is integrated +36 expenditure framework for education in with intensive capacity building Budgeting and MTEF Specialist with the public sector MTEF in order to consultation with MOF ● Build the capacity of DOF staff for MTEF (international) provide a rational basis for budget use Budgeting Specialist (national) negotiation with the Ministry of Finance MOF shall have integrated the education Education Planning Specialists MTEFinto the public sector MTEF (international and national)

3.5 Develop a central inventory of all MOE AP MOE shall have implemented an effective ● Design a central system for registering Asset Management Specialist physical assets (land, buildings, +36 sector-wide asset management system and monitoring MOE physical (international) equipment, textbooks etc.) assets/properties (land, buildings, equipment, TB, etc.) and upgrade the central warehouse Appendix 4 38

APPENDIX 4: DEVELOPMENT POLICY LETTER (DRAFT)

Lao People’s Democratic Republic

Ministry of Finance

Vientiane, 2006

H.E. Haruhiko Kuroda President Asian Development Bank Manila, Philippines

Subject: DEVELOPMENT POLICY LETTER AND POLICY MATRIX Basic Education Development Program (BEDP)

Excellency

1. The Government of Lao PDR (the Government) has continued to demonstrate a high priority to ensuring equitable access to quality basic education (primary and lower secondary education) and to the production of high-quality students for further education and training. During the five- year period 2001–2005, the education sector share in total government budget increased from 8.8% to 11.6%. Millennium Development Goals (MDG) for Lao PDR, adopted by the Government in 2000, include education goals in the areas of formal primary education, reduction of illiteracy rates and gender equity. In 2000, the Government formulated the Education Strategic Vision Up To the Year 2020, which encompasses development of the education system in accordance with the MDG. The Education Strategic Vision aims to achieve universal primary education by 2015, together with a continued expansion in participation at lower secondary level.

2. The Education Strategic Vision is supported by the National Growth and Poverty Eradication Strategy (NGPES), approved by the Government and published in June 2004. NGPES defines education as one of four priority areas (the other three are health, agriculture and infrastructure) and focuses on the needs of the 47 poorest districts in Lao PDR. To provide a road map to achieve these education goals, in 2005 the Government officially adopted the National Plan of Action for Education for All, 2003–2015 (EFA Plan). The EFA Plan covers the areas of early childhood education, primary education, lower secondary education, non-formal education and skills development for disadvantaged groups, and embodies most of the goals of the Education Strategic Vision.

3. The Government wishes to take this opportunity to thank the Asian Development Bank (ADB) for its sustained support to the education reform process in Lao PDR. ADB’s assistance started in 1991 with the first Education Quality Improvement Project. In 1995 an ADB loan was provided to revive the higher education system to produce skilled people to lead national development in various sectors, including education, through the establishment of the National Appendix 4 39

University of Laos. The next ADB loan in 2000, for the Basic Education (Girls) Project, aimed to improve basic education in 52 remote districts, especially for girls and for students of ethnic- group origin. Based on a comprehensive sector study in 1998 that provided a policy and investment framework for the period 2001–2005, ADB provided a loan in 2001 for the Second Education Quality Improvement Project, which focused on expanding access to primary education. Overall, ADB has been primarily assisting basic education, and our joint reviews of completed projects have found that these projects were highly or generally successful.

4. I am pleased to report that the Government, with assistance from the ADB and other donors, has made significant progress in improving basic education in the past four years. For example, admissions to primary school increased annually until 2001/02 for males and 2002/03 for females. Since then, admissions in the non-poor districts have declined for various reasons, including the fact that enrolments have reached near-universal levels and birth-rates in non-poor districts have declined. In the poor districts, however, admissions have stayed constant overall and have continued to increase for girls. And in poorest districts, annual admissions continue to increase for both males and females.

5. In lower and especially upper secondary education, progress in admissions has been fast, with an average annual increase over the past five years of 2,300 new pupils in grade 6 (lower secondary education) and 3,500 in grade 9 (upper secondary education). However, in secondary education overall, the expansion of supply (classrooms, schools, teachers) has not kept pace with demand, since most donors (with the exception of the World Bank in the first Education Development Project) have continued to target primary education. Also, financial and other constraints force an increasing number of rural pupils to contribute to the household economy rather than pursue further studies.

6. Since 2002, the Ministry of Education (MOE) has been developing a sector-wide approach (SWAp), with assistance from the Swedish International Development Agency (SIDA), and is preparing to realign investment projects based on the SWAp. In this context, MOE has adopted the EFA Plan as an official sector development plan that provides a common framework for future assistance. In addition, MOE aims to institutionalize a SWAp-based development framework by 2009 by exchanging SWAp agreements with key development partners.

7. In this letter, I would like to apprise your Excellency of the next phase of policy reform. The main pillars of this reform program are described in detail in the accompanying policy matrix. The Government will continue to give the highest priority to equitable access to high quality basic education services, guided by the EFA Plan, consistent with the Education Strategic Vision and the NGPES. The Government agrees to undertake the accompanying proposed program under the policy matrix with the support of the Basic Education Development Program (BEDP) grant from ADB.

8. As the policy matrix indicates, the Government’s policy priorities for the next phase of this reform are: (i) ensuring increased resource mobilization to the education sector, (ii) expanding access to formal basic education, (iii) improving the quality and relevance of formal basic education, and (iv) strengthening education management at all levels. This policy framework enables both consolidation of recent achievements and extension into a new range of reforms, especially for lower secondary education and for budgeting and financial management systems.

9. Firstly, as a condition of grant effectiveness and to support the Government’s effort to promote demand from girls, ethnic students and poorest children through targeted interventions, we will issue guidelines for the management and use of the Education Development Funds that Appendix 4 40 will be allocated to schools, and for the BEDP-funded scholarships that will be provided for needy students with special emphasis on ethnic girls.

10. In order to ensure an increased resource mobilization to the education sector, we will increase the Government’s allocation to the education sector as follows: (i) in each of the three years of BEDP program implementation, the Ministry of Finance shall ensure full disbursement of the recurrent budget for education; (ii) in each year of implementation, the allocated education budget shall not be less than the share of the volume, whichever is greater, stipulated in the preceding year; (iii) by the end of the 2nd year of implementation, the amount of the Government’s allocation to education shall be at least 15% of the total budget; (iv) by the end of the 3rd year of implementation, the Government’s allocation to education shall increase to 16% of the total budget; and (v) by the end of the 3rd year of implementation, the amount budgeted for recurrent expenditure in this year should be at least 50% of the total education budget.

11. In order to expand access to formal basic education, we will continue to strive for the universalization of primary education. Toward this end, we shall approve regulations and revised manuals to strengthen the role and responsibilities of the Provincial Education Service (PES) and District Education Bureau (DEB) in relation to decisions about changes to the primary school network – changes such as the creation of new schools, the closure of other schools and changes in the status of some schools (e.g. changing from an incomplete school of grades 1-2 or 1-2-3 to a multigrade school in which five grades of primary education are offered in a multigrade environment with fewer than five classroom teachers). We shall also approve regulations and revised manuals to similarly strengthen the role of PES and DEB in relation to decisions about changes to the lower secondary school network.

12. To promote equity and efficiency in the management of teachers, their recruitment and deployment, the Government will approve a Teacher Recruitment and Deployment Policy Framework, Action Plan and supporting guidelines. This will be done after a review of the existing education personnel management information system, to assist the Government in better projection of the demand for teachers at all levels of school education.

13. In order to improve the quality and relevance of formal basic education, the Government will undertake a range of activities that primarily relate to lower secondary formal school education. These activities will be carried out within the parameters of a Teacher Education Strategy and Action Plan 2006–2015, which the Government shall approve in this period. We shall prepare revised curricula for primary and lower secondary education – taking account of the addition of Year 9 to the lower secondary system – and a revised upper secondary curriculum that takes account of the changes in basic education. The Government will approve the lower secondary education curriculum for Years 6–9 in the period covered by this agreement. The Government will also approve the use of any new lower secondary education textbooks and teachers guides produced as part of the investment project.

14. In order to strengthen education management at all levels, a range of systemic and targeted interventions will be implemented. The anticipated outcomes of the policy implementation process will include: (i) improvements and expansion of the Education Management Information System (EMIS) to include data about teachers and finance, and revised guidelines within MOE for data collection, data processing and data analysis; (ii) a new financial management system that incorporates budget preparation and submission at provincial level, and budget and implementation reporting at all levels of education management, the piloting of this system in three BEDP target provinces and acceptance of the new system at national level; (iii) the requirement that PESs prepare provincial plans based on school mapping and aligned with the new budget format and processes; (iv) an education medium-term expenditure framework Appendix 4 41

(MTEF) prepared in consultation with the Ministry of Finance and integrated into the public sector MTEF; and (v) an effective sector-wide asset management system for education.

15. I would like to highlight that in implementing the education reforms supported by the BEDP policy matrix, the Government is mindful of the need to include program features that will assist us to continue to be responsive to the needs of ethnic students, their families and their teachers. To this end we have circulated to the BEDP-targeted PESs and DEBs a Lao translation of the Ethnic Groups Development Plan (EGDP) prepared as part of ADB TA 4499-LAO. This EGDP outlines the specific actions that form part of each of the BEDP investment components, by which implementation will direct project resources to meeting the needs of ethnic groups, and especially ethnic girls, in relation to the activities of that component. As noted in the EGDP, ten of the 20 BEDP target districts are classified as poor or poorest. Ways in which we will target poor students and their families include distributing Education Development Funds to help improve school conditions and to enable school-communities to initiate activities that attract ethnic students to continue their studies in lower secondary school. We will also use investment funds to provide scholarships to lower secondary education for poor ethnic graduates from primary schools in poor villages of BEDP districts – with at least 70% of these scholarships going to girls. We undertake to implement these and other EGDP initiatives in the course of project implementation, which demonstrates that the policy matrix and program/project targets are fully consistent with the Government’s National Growth and Poverty Eradication Strategy.

16. The Government will use the funds generated by the program component tranches to support policy interventions and to ensure that policy conditions are fully implemented in the four target areas of the current education reform: (i) increased resource mobilization to the education sector, (ii) expanded access to formal basic education, (iii) improved quality and relevance in formal basic education, and (iv) strengthened education management at all levels.

17. As ADB continues to support the Government of Lao PDR in reforming and strengthening its education system, we wish to confirm our commitment to further policy and strategic dialogue. The Government also reaffirms its commitment to a partnership with the ADB in the sustained development of Lao PDR through education and other priority sectors.

Sincerely yours

Minister of Finance Appendix 5 42

APPENDIX 5: EDUCATION SECTOR REVIEW

1. Structure of the Education System. The education system consists of preschool (ages of 3-5), five years of primary education, three years of lower secondary education, three years of upper secondary education, one to three years of postsecondary-non-tertiary education in technical schools, and three to seven years of tertiary education offered by the National University of Laos (NUOL) and technical and teacher training colleges. Administration of primary and secondary education lies with district education bureaus (DEB) and provincial education services (PES), respectively. The Ministry of Education (MOE) is responsible for policy direction, coordination, planning, and quality control. NUOL is given autonomous administrative authority.

2. Overview of the Status of the Education System: Considerable progress has been made in improving access to education in Lao PDR in recent years, particularly in primary education. Net Enrollment Ratios1 (NER) for primary education increased from 63% in 1990 to approximately 79% in 2005. Similarly, Gross Enrollment Ratios2 (GER) for lower secondary increased from 30% in 1990 to 51% in 2005. For upper secondary the GER has shown rapid increases rising from 26.3% in 2003 to 31% in 2005. Girls’ enrollment has also shown rapid progress. At the primary level, gender differentials in enrollments have dropped by 7.4% since 1996 (from 21.6% to 14.2%). At the lower secondary level, girls’ enrollments have increased by more than 4% between 2003 and 2005 compared to a 1.9% increase for boys. During the same period, at the upper secondary level, girls’ enrollment increased by 4.4% compared to a 5.1% increase for boys. Even so, significant gender differentials remain: at the primary level, girls’ enrollment lags behind boys’ by approximately 14%. At lower secondary level, girls’ enrollment lags behind boys’ by more than 12%.

3. Despite the rapid expansion of school education, the education sector in Lao PDR is weak and faces considerable challenges in addressing the needs of the sector. In keeping with educational trends in developing economies, demand for education within all sub-sectors will continue to grow rapidly. The government, in its draft Sixth National Socio-Economic Development Plan (2006-2010), lays down targets under each sub-sector of education that are linked to expansion of enrollments as well as improved efficiencies within the system. The main challenges, therefore, will be to meet the growing demand for education, to address issues of equity, as well as to improve the internal efficiency of the system.

4. Access and Equity: As indicated above, despite rapid enrollment growth, universal access at the primary level remains a major challenge. In primary education approximately 23% of the primary school age children are not enrolled in school. Among those who enroll, over 8% drop out.

5. Enrollment statistics at the national level hide the disparities that exist in access by geographic region, socio-economic status, and ethnicity. At the primary level, NER for girls is 49% in rural areas without access to roads, 72.2% in rural areas with access to roads and 90.5% in urban areas. Luangnamtha Province has the lowest primary level NER for both girls and boys at 43% and 48.6% respectively. By comparison, Vientiane City has the highest NER of 95% and 92% respectively for girls and boys. Similar disparities exist at the lower and upper secondary levels. When enrollments reach high levels, growth rates tend to decline. This is true in Lao PDR too where enrolment trends, particularly at the primary level, indicate overall declining rates of

1 NER refers to pupils enrolled from the eligible age group 2 GER refers to total pupils enrolled Appendix 5 43 increase. Enrollment growth is declining in high income areas and increasing rapidly in the poor and poorest areas. This is because in the high income areas, enrollments were already relatively high, and birthrates are declining, whereas in the poorer areas the potential for growth is greater because of low threshold level to start with, birthrates continue to be high and also, possibly, because externally funded projects have targeted the poorer areas for expanded access to primary education. Low threshold levels of enrollment are also responsible for high rates of expansion at the lower and upper secondary levels.

7. Quality: Quality aspects of school education remain a serious concern. Quality is a function of internal systemic efficiencies. The Lao National Literacy Survey (LNLS) found that primary education does not ensure the acquisition of basic literacy. Just over one out of two primary graduates (grade 5 completers) attains basic literacy. Similarly, only 38% of NFE level III completers (equivalent to primary graduates) attain basic literacy. Internal efficiency of the education system has been improving since 1995/96, with a significant decline in repetition rates for all grades, especially grade 5. However, repetition and drop out rates are still high in grade 1 and 2. About one third of students in primary school repeat grade 1 and another 19% repeat grade 2. Completion rates for primary education are estimated at 48% for females and 52% for males. Repetition rates vary across poverty levels. It requires an average of almost 8 years to complete primary school. High repetition and drop out rates, particularly at the lower grades, and an average of 8 years to complete primary education are indications of low internal efficiency and poor quality of education. Internal efficiency improves after grade 4 with repetition and drop out rates declining. Internal efficiency is higher at the secondary level with lower drop out and repetition rates. However, rapid expansion without adequate emphasis on strengthening quality will cause efficiency declines. Factors contributing to poor quality of education are: (i) lack of adequate supply of qualified teachers; (ii) shortage of textbooks and other learning materials; (iii) curriculum deficiencies; (iv) low recurrent expenditures; and (v) weak institutional capacity for planning, management, and delivery of education.

8. Rapid expansion of post primary education under severe financial constraints has had a negative impact on quality. Average class sizes have grown especially in grade 9 to 11, where the national average reached 81 pupils per class in 2004/05. The demand for additional secondary teachers has been partly met by transference of primary teachers to secondary schools. This has led to under-qualified teachers at the secondary level and larger class sizes at the primary level. Transfer of teachers from primary to secondary could have a negative impact on achievement of EFA goals. However, large class sizes are not entirely a result of lack of Appendix 5 44 teachers but also of inadequate physical facilities to accommodate the larger numbers, leading to overcrowding in limited classroom space.

9. Lack of adequate provision of text books and learning materials is also a major contributor to weak quality. In fact, limited availability of books in primary and lower secondary schools is the most commonly cited problem for Lao schools. Most schools have insufficient textbooks and few, if any, learning materials. There is also a shortage of teacher guides. Teacher training, another key element for quality of education, is being addressed through donor support and a Formal School Teacher Training Plan is in final stages of preparation. However, a policy framework for teacher recruitment and deployment to ensure supply of qualified teachers is still lacking.

10. Finance: Resource allocations declined sharply in 1997 from 15% share of the budget to a low of 8%. Government has agreed to raise the allocations to 16% by 2010 taking education expenditures to over 3% of GDP. This would be in line with expenditures of other developing countries. However, currently expenditures are approximately 2.5% of GDP. Donors contribute on average approximately 75% of capital investments in education. These investments create a demand for recurrent expenditures that the government has not been able to meet, thus creating an imbalance in the ratio of capital and recurrent expenditures. While most countries in the region assign around 70% of their education budget to recurrent expenditures, in Lao PDR recurrent share is little more than 40%. The average salary of a primary teacher amounts to 0.65 GDP/capita compared to a regional average of 2.0-2.5 GDP/capita. Continued capital investments are likely to result in increasing physical coverage of schools but with chronic shortage of recurrent resources for teachers’ salaries and provision of textbooks and supplies. This imbalance between the recurrent and capital expenditures needs to be corrected and a more sustainable level obtained (70:30).

11. Although GOL specifies budget guidelines, recent developments in decentralization mean that final decisions now rest with provincial governors, who may allocate their budget for what they perceive to be the most urgent needs. Over the 3 past years, the share of provincial budgets allocated to education varied from a low 5% to a high 25% across provinces. Variations in this share are mostly determined by the share of provincial investments for education, which is limited. Conversely, the share of the provincial recurrent budget going to education averages 25%-30%, since the number of quota staff in education is rather high. Central agencies lack appropriate information systems to monitor and control budgeting and disbursement at provincial level and MOE can no longer track provincial expenditures to determine actual expenditures on education. Moreover, decentralization makes limited provision for the redistribution of resources, and this disadvantages poor provinces that have resource constraints and are unable to provide adequate funding for education. Decentralization should be reassessed and only undertaken at a pace compatible with local implementation capacities and MOE’s monitoring capacity.

12. Government Objectives and Strategic Priorities: Since 2000, the Government of Lao PDR has demonstrated continued commitment to pro-poor development, with the elaboration of the National Poverty Eradication Program (NPEP), supported by a broad external assistance program and followed by the design of the National Growth and Poverty Eradication Strategy (NGPES) approved in June 2004. The Government’s goals for education and training include the following:3 (i) universalization of quality primary education and continued expansion at lower secondary level; (ii) eradication of illiteracy; (iii) expansion of vocational, technical and higher education to meet the demands of the new labor market and improve human capital rates of

3 The priorities are stated in more detail in The Education Strategic Vision Up to the Year 2020, Ministry of Education, October 2000; also Education Strategic Planning: 20 years, 10 years and 5 years Development Plan for Education. Appendix 5 45 return; (iv) building the capacity of skilled workers, technicians, professionals, and intellectuals to use modern science and technology to serve development needs; (v) gradual improvement of the quality of national education to international standards; and (vi) establishment of education as a right and responsibility of all people in the society. The Government priority has been directed to ensure equitable access to quality basic education (primary and lower secondary education), and produce quality and trainable students for further education and training.

13. GOL recognizes that education and literacy are prerequisites for sustained economic growth and poverty reduction. The people of Lao PDR must be literate and possess knowledge about modern agricultural methods and other skills to be able to meet international competition and standards. The 2006-2010 ESDP states that: “The provision and effective use of basic social services is an important means to break the poverty cycle… Education and literacy are prerequisites for the introduction of modern productivity enhancing technologies and for competing in domestic and world markets… Evidence from various countries in the region, including the Lao PDR, shows that the education of girls and women has multiple benefits, affecting their welfare and that of their children and families”. Participatory poverty assessment indicated that education is a low priority for the poor people4. Many poor villagers view education as unavailable, unaffordable and/or secondary to securing their livelihood. The Government’s draft Sixth Socio-Economic Development Plan (2006-2010) and the Education for All National Plan of Action (EFA NPA) recognizes education as the key plank of government’s education strategy. Government’s strategy for education includes improving access to education, particularly in remote areas. It also stresses the need to improve school participation and completion rates, and the quality of teaching and learning. The EFA NPA is also seen as a means to promote lower secondary education, non-formal and adult education. The Government’s strategy for education includes improving access to education, particularly in remote areas. It also stresses the need to improve school participation and completion rates, and the quality of teaching and learning.

14. External Assistance: ADB’s assistance started in 1991 with the first Education Quality Improvement Project (EQIP I)5. This was followed by the Basic Education (Girls) Project (BEGP) in 2000.6 Based on a comprehensive sector study in 1998 that provided a policy and investment framework for the period 2001-2005,7 ADB provided a loan for the Second Education Quality Improvement Project (EQIP II) in 2001, 8 which focused on expanding access to primary education. In 1995, ADB also provided a loan to revive the higher education system, through the establishment of the National University of Laos. 9 However, thus far, ADB assistance has primarily targeted basic education. ADB’s project completion reviews have found that these projects were highly or generally successful.

15. Other international and bilateral agencies and NGOs have also supported the expansion of primary education. The World Bank through Education Development Project (EDP) I and II in 1993 and 2004, the Government of Sweden through the TTEST project which produced the

4 ADB. 2001. Participatory Poverty Assessment: Lao People’s Democratic Republic. Manila. 5 ADB. 2000. Project Completion Report on the Education Quality Improvement Project in Lao People’s Democratic Republic. Manila. The report assessed the project as successful. 6 ADB. 2000. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Basic Education (Girls) Project. Manila. 7 ADB. 1998. Technical Assistance to the Lao People’s Democratic Republic for the Education Sector Development Plan. Manila. 8 ADB. 2001. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Second Education Quality Improvement Project. Manila. 9 ADB. 2004. Project Completion Report on the Postsecondary Education Rationalization Project in Lao People’s Democratic Republic. Manila. The report assessed the project as highly successful. Appendix 5 46

Formal School Teacher Training Plan, the Government of Japan through grant assistance for teacher training and primary school construction, the Government of Australia through grant assistance for in-service and pre-service training for ethnic teachers and the development of supplementary learning materials, and UNICEF for a teacher upgrading program. UNESCO also assisted the MOE in producing the EFA NPA10 that provides a common framework for future assistance.

16. Overall, a high proportion of the external assistance has been directed to primary education. Other segments such as upper secondary education have been neglected by the major donors. However, Technical and Vocational Education and Training (TVET) and more so tertiary education get significant resources through bilateral assistance from countries such as China, France, Germany, Japan and Korea.

17. Sector Wide Approach. Since 2002, MOE has been developing a sector-wide approach (SWAp) in the Lao context with assistance of the Swedish International Development Agency (SIDA) and been preparing for realigning investment projects based on the SWAp. In this context, MOE adopted the EFA NPA as an official sector development plan that provides a common framework for future assistance. With the ADB’s support, MOE is expected to complete the sector development plan by incorporating policies for teacher development and administration being drafted by SIDA11 and decentralized education management completed by the ADB’s technical assistance12, and those to be prepared for vocational training and technical education and higher education. In addition, with advice of SIDA, MOE aims to institutionalize a SWAp based development framework by 2009 by exchanging SWAp agreement with key development partners.

10 MOE. 2004. Lao PDR National Plan of Action for Education for All, 2003-2015, Vientiane. 11 SIDA. 2004. The National Teacher Education Plan for the School Sector – Rationale and Implementation, Vientiane. 12 ADB. 2003. Operational Policy Report on Strengthening Decentralized Education Management. Bangkok. Appendix 6 47

APPENDIX 6: LESSONS LEARNED

RELEVANT FINDINGS FROM IMPLICATIONS FOR TOPIC / ISSUE HOW ISSUE IS ADDRESSED OTHER DONORS AND PROJECTS BEDP PROGRAM/PROJECT

The Project Overall

1. Insufficient funds Capital investments resulting from the Construction of new classrooms BEDP program tranches will be available to support use of loan and grant funds to support requires additional teacher numbers available to supplement GOL recurrent expenditure in expansion in the past 15 years have in- and further increases expenditure on annual allocations for the Lao education sector creased the pressure on GOL to fund teacher salaries recurrent costs of education recurrent cost items such as salaries during the period of the project; thereafter the application of NT2 2. The need to increase the The projections made as part of the Without a substantial increase in the revenues to support this and proportion of national planning for EFA emphasize the funds available to education in Laos, other areas of social costs should resources allocated to magnitude of the required expenditure the country will not be able to achieve begin to ease the pressure on education increase the objectives set out in the recent GOL budget resources policy documents, including EFA

3. Expansion of the primary The BEDP Donor Survey showed that Support for primary education and BEDP will support the expansion education subsystem and major donors have been very active in construction of primary schools has of the LSE system via construct- demand for lower- supporting the primary education increased the demand for places in ion of LS schools, revision of the secondary schooling subsector, but the lower secondary lower secondary schools and the LS curriculum, and provision of subsector of basic education has system has not been able to respond relevant teaching and learning received less support adequately materials and equipment

4. Selection of provinces Some provinces are currently imple- Targeting must take into account PES BEDP targeting is based on (a) and provincial capabilities menting a large number of projects – capacity and the number of projects the degree of ‘education depri- and may be less well placed to implemented at PES level. MOE also vation’ of PES/DEB; and (b) the administer and monitor significant new proposed that provinces selected be number of projects implemented project activities. located in the three ‘economic in the province. Five of the six corridors’. provinces in BEDP TA are located in the ‘economic corridors’.

5. Provincial accountability Planning and budgeting allocations at BEDP program funds released as The project will recommend that the central level are not always reflect- tranches are designed to be supple- provincial education services be ed in actual allocation of funds to mentary funding that enhances (not required to open a dedicated specific sectors at the provincial level replaces) budgeted allocations account for the management of BEDP program funds. Appendix 6 48

RELEVANT FINDINGS FROM IMPLICATIONS FOR TOPIC / ISSUE HOW ISSUE IS ADDRESSED OTHER DONORS AND PROJECTS BEDP PROGRAM/PROJECT

6. Counterpart funds Activities in loan-funded projects may The timely implementation of program BEDP program funds will be experience delays for a number of activities depends to some extent on available to serve as counterpart reasons, but difficulties in accessing the availability of counterpart funds – funding for some activities counterpart funding have been one which will also have some impact on cause of delays on some donor-funded the timely release of program projects tranches

7. Coordination with co- The BEGP and LABEP projects, co- With the likelihood of several donors Interested donors have partici- funding donors funded by ADB and AusAID, were suc- participating in one or more co-funded pated in all phases of project cessfully implemented via a tripartite investment activities in BEDP, the preparation, attended all management structure (GOL/ ADB/ structures for managing and workshops and consulted widely AusAID) for reporting, reviewing and monitoring co-funded project activity with BEDP project staff and monitoring of project activity will need to be streamlined counterparts. Donors have also made significant contributions to the development of the policy matrix and other documents

8. MOE capacity for project The demands on key MOE staff due to Availability of counterpart staff who The adoption of a mini-SWAp management activity their involvement in multiple projects – have both the experience and the approach in the management of and staff absences for project-related time required for project supervision BEDP project activity will facil- training activities – strains MOE’s is critical itate coordination between MOE, capacity for project implementation ADB and other donors and minimize duplication of monitoring and administrative activity

9. Sustainability Limited GOL funds for education have Investment projects must not further Applying BEDP resources to made it difficult for MOE to sustain strain scant GOL resources, and strengthen decentralized some project-initiated activities (e.g. project activities should be selected education management travel grants for pedagogical advisers and designed so as to facilitate rather (especially via Component 3 and salary enhancements for teachers) than compromise supported areas of activities) will help to address activity in post-project years MOE capacity for sustaining project initiatives at all levels Appendix 6 49

RELEVANT FINDINGS FROM IMPLICATIONS FOR TOPIC / ISSUE HOW ISSUE IS ADDRESSED OTHER DONORS AND PROJECTS BEDP PROGRAM/PROJECT

Component 1: Increased Access and Participation

10. Participation in education Participatory poverty assessments Greater participation of girls and Based on action plans developed of children from poor indicate education is a low priority for ethnic students in education is a GOL by DEBs and schools, BEDP families, girls and ethnic poor families – especially girls. Cultural priority and a critical factor in ensuring program funds will be allocated children norms plus domestic responsibilities equitable access to ADB-funded to support education develop- continue to limit participation (UNICEF). educational enhancements ment funds and scholarships and Yet evidence shows that education of for poor ethnic students, girls and women has multiple benefits especially girls

11. The system has not been Few donors and projects have focused The program and project should BEDP component 1 is geared to able to respond to resources and other assistance to the provide support for expansion of the increasing supply for LSE, both increased demand in support or expansion of LSE; however, LSE network. in fast-growing, mostly urban LSE support for primary expansion has areas and in poor, remote and resulted in increasing demand for LSE ethnic areas. access in both rural and urban areas

12. Delays in project Unreliable MOE data caused major Inability to verify actual conditions at Data gathered as part of activities have resulted problems in planning project activities proposed school sites and DEBs can Education For All provincial from inability to verify in BEGP (identification of project cause delays in many project planning exercises enabled actual conditions at villages, existence and/or condition of activities and in getting all the BEDP TA to recommend sites for proposed school sites schools in those villages), and the required approvals for proposed school construction based on project had to develop an extensive expenditure accurate information re the need database containing relevant statistics for new or expanded LS facilities. about proposed project villages Appendix 6 50

RELEVANT FINDINGS FROM IMPLICATIONS FOR TOPIC / ISSUE HOW ISSUE IS ADDRESSED OTHER DONORS AND PROJECTS BEDP PROGRAM/PROJECT

13. Supervision of school Construction problems have generally School construction must take Assistance from international and construction resulted from failures in supervision of account of supervisory issues and national TA will be provided to the quality assurance process during problems experienced by other assist project implementation and at conclusion of construction. projects (BEGP, EQIP II, EDP II), and units at central and provincial Supervisory units exist at PES level, also the areas of strength and levels to address these issues; a but they are unable to resist contractor success identified in those projects local firm will be engaged to pressures. BEGP, for example, has assist with the monitoring of supplemented central and provincial school construction activity QA supervisors with regular visits from an international architect

Component 2: Improved Quality and Relevance of Basic Education

14. Investment in teacher Evidence from Cambodia (Quality New curricula, textbooks and The investment project includes development Basic Ed for All – WB) shows that teachers guides must be supported development of a program of money invested in teacher develop- by programs of teacher inservice to teacher inservice, training of ment has the highest payoff in terms of introduce new concepts and trainers and delivery of pilot pro- student retention, promotion and materials, in order to maximize on grams in selected BEDP districts especially learning. investments in new textbooks

15. Expertise in the Insufficient and/or inappropriate Development and publication of a As well as international and development of quality technical assistance for materials complete new edition of lower national TA, the BEDP project teaching and learning development caused implementation secondary textbooks and teachers will provide funds for writing/ materials problems in EDP I; LABEP/ AusAID guides is a major materials editing workshops at which the avoided this by devoting additional TA development challenge for the small specialists will provide training resources to this area of activity number of MOE specialists who are and leadership in the critical available for such activity initial development stages; funds will also be available to support the cost of developing learning materials by contracted suppliers Appendix 6 51

RELEVANT FINDINGS FROM IMPLICATIONS FOR TOPIC / ISSUE HOW ISSUE IS ADDRESSED OTHER DONORS AND PROJECTS BEDP PROGRAM/PROJECT

16. Time required for The time required for quality materials Expansion of the LS curriculum by 1 As well as assistance identified materials development development has often been under- year will require not only revision of above, it is proposed to use the estimated – e.g. EDP II is experiencing existing LS textbooks and teachers revised LS curriculum and its some problems in meeting proposed guides, but also a complete reorgan- student learning outcomes to production schedules. There has also ization of content across all 4 years – develop tender specifications that been inadequate appreciation of the therefore a complete new publishing will permit some LS books to be technical complexities of processes project for every proposed title tendered for development by other than simple writing of text non-government publishers

17. Selection of resources for Current MOE lists of preferred The investment project includes International and national teacher education resources for TEIs and LS schools are activities to supply an indicative set of technical assistance from institutions and lower not sufficiently prioritized, so donors basic teaching equipment and procurement and school library secondary schools in have focused on their own preferred materials to selected TEIs and LS specialists is proposed as part of BEDP districts areas (e.g. science, mathematics) schools, but little work has been done initial activities to develop and rather than attempts to rationalize an by donors to adequately prioritize and prioritize lists of appropriate indicative list of essential TEI and identify appropriate contents equipment and materials related school equipment and materials to project-supported curriculum development activity

18. Distribution of textbooks LABEP and BEGP printing tenders Teaching and learning materials pro- Distribution costs to DEBs have and other teaching and included distribution to districts as part duced with project funding should be been incorporated in all materials learning materials of the contract printer’s responsibility – guaranteed to reach target districts, development budgets within the to counteract problems experienced in and should not sit in a central ware- BEDP investment project EDP I, where there were insufficient house for lack of GOL distribution MOE resources to permit a successful funds. If materials reach the DEB, distribution of books after conclusion of district and school staff have project-funded print production demonstrated that they can manage distribution from district to schools Appendix 6 52

RELEVANT FINDINGS FROM IMPLICATIONS FOR TOPIC / ISSUE HOW ISSUE IS ADDRESSED OTHER DONORS AND PROJECTS BEDP PROGRAM/PROJECT

Component 3: Strengthened Decentralized Education Management

19. Shortcomings of the The MOE’s EMIS should be extended Financial allocation to provinces is not The BEDP investment project education EMIS to the provincial education services to supported by procedures for includes an activity to signif- address the problem of ‘information adequate reporting and monitoring icantly strengthen and improve disconnect’ that hampers the EMIS nationwide implementation and evaluation of education policies

20. Provincial and district Financial allocation to provinces is not Funds from successive program BEDP management activities will management capability supported by adequate reporting and tranches will be managed through address capacity building at PES monitoring. Projects have identified a provincial offices, and both PES and and DEB levels, as well as MOE need to strengthen management DEB management will be critical to central level; BEDP interventions capability in MOE provincial and district the implementation of many program include establishment of modern offices, which have responsibility for and project activities within BEDP financial management tech- management of secondary and primary niques (accounting, reporting and schools respectively monitoring)

21. The recurrent and Preparatory work for EDP II policy Consideration of areas to support with The BEDP includes an activity to investment budgets are studies activity suggests that MOE BEDP program funds must take align budgeting with planning and not related and budgeting staff numbers and non salary recurrent account of this finding, and BEDP establish a closer relation has no relation with allocations should be closely related to project activity should not add to the between the investment and planning the investment budget. But the recur- imbalance in recurrent and capital recurrent budgets. A renovated rent cost implications of multiple budgeting problems budget format and process will projects may not be known to MOE in be developed. any meaningful sense

Appendix 7 53

APPENDIX 7: ECONOMIC AND FINANCIAL ANALYSIS

Introduction

1. The overall objective of BEDP is to contribute to poverty reduction, economic growth and economic integration of Lao PDR in the ASEAN Region and the World Economy by reducing the adult illiteracy rate and increasing the level of educational attainment of the adult population. BEDP will support the long-term goals of education reform and development, which should contribute to Lao PDR leaving the group of least-developed countries in 2020 by leading to a widespread use of modern technologies, increased productivity and other social benefits such as improved sanitary condition and health, and reduced fertility. The project will achieve those objectives by enhancing equitable access to and improving the quality of lower secondary education (LSE), while strengthening decentralized education management.

A. Economic Justification

2. The project goals are to increase LSE opportunities, improve the quality and relevance of LSE, including better integration of primary and lower secondary education through revised curricula to account for LS expansion from 3 to 4 grades, and build capacity at central, provincial and district levels in critical areas such as EMIS, budgeting and financial management, and planning.

3. Increasing the length of LSE and improving its quality and relevance are likely to produce a better educated and more productive work force. Increased productivity will lead to higher incomes, which will in turn lead to higher demand for goods and services and higher consumption. It will also result in greater individual investments, especially in family welfare through enhanced access to education and health. This will have intergenerational impact through a continuous process of improvements in the human resources.

4. Economic benefits will also accrue from efficiency gains resulting from project inputs. The project will result in improved teaching methodologies deriving from a modernized basic education curriculum, production of new textbooks and teacher guides, and corresponding enhancements of LS teacher training facilities. Primary and lower secondary teacher-trainees in TEIs (8+3, 11+2 and 11+3) will benefit from improved curriculum and pedagogy during the last two years of the project and beyond, since those benefits extend beyond the life of the project. This will contribute to gradually improve internal efficiency, through reduced repetition and dropout rates, and will lead to reduced cost per graduate and increased number of students finalizing LSE and having more employable skills. In addition, knowledge and skills transfer will be more effective, leading to improved academic performance, thus higher productivity and improved economic competitiveness. Improved teachers’ conditions will also increase retention rates of graduate teachers, which translates to lower future hiring and training costs.

5. Finally, improved education sector management will lead to reduced management costs, increased effectiveness and strengthened financial sector sustainability.

B. Project beneficiaries

6. There are two categories of project beneficiaries – those that stand to gain directly, and immediately from the proposed project interventions, and those who benefit in a less direct, but nonetheless substantial manner. Appendix 7 54

1. Direct Beneficiaries

(i) Approximately 56,400 additional lower secondary students enrolled in additional classrooms of new and expanded LSE schools of the 20 targeted districts over five years

(ii) Approximately 1,000 students, of which 70% will be girls from ethnic and disadvantaged groups, who will benefit from a scholarship during the whole duration of their studies in LSE

(iii) Approximately 152,400 lower secondary students enrolled in all LSE schools of the 6 BEDP provinces at the end of the project, who will benefit from improved quality and relevance of LSE, based on availability of textbooks and teacher guides

(iv) Approximately 426,000 lower secondary students enrolled in all LSE schools of the country at the end of the project, who will benefit from improved and more integrated basic education curriculum

(v) Approximately 420 academic staff and management of all TTCs training LSE teachers, who will benefit from the support provided to TTCs under Component 2, Intervention 2.4, in the form of libraries and improved equipment

(vi) Approximately 54 PES staff, 25 MOE central office and NRIES staff, and 10 community representatives who will benefit as participants in national stakeholders workshops to review new LSE curriculum

(vii) Approximately 27 curriculum staff who will benefit from workshops to train writers in development of textbooks, teachers guides and inservice modules

(viii) Approximately 36 PES staff, 48 LS teachers and 12 TTC staff who will benefit from training in the trialling of new textbooks and teachers guides

(ix) Approximately 4,700 teacher-trainees at the TTCs, who will benefit from improved training conditions

(x) Approximately 83 master trainers and trainers from MOE central office, PESs and DEBs who will benefit from train-the-trainer workshops for teacher-inservice trainers

(xi) Approximately 2,663 LSE teachers who will benefit from pilot in-service training

(xii) Approximately 36 PES staff, 284 DEB staff and around 9,500 school heads that will benefit from capacity building for EMIS

(xiii) Approximately 72 PES staff and 568 DEB staff who will benefit from capacity building for budgeting, financial management and planning

2. Indirect Beneficiaries

(i) Employers and potential employers: Recruits with more relevant and employable knowledge and skills Less need for costly initial training of recruits and/or greater returns from what they do undertake

(ii) Upper secondary, technical and higher education institutions: Appendix 7 55

Better prepared applicants, lower first-year failure rates and less need for costly bridging courses

(iii) Government treasury: Lower repeat and dropout rates in LSE schools mean more effective use of scarce public funding directed at the education sector

7. Benefits of basic education reform and quality improvements will also extend to a population of LS school students that is already strong and growing rapidly.

C. Social and Poverty Impact

8. While poorest BEDP districts have a much smaller population than the non-poor ones, the social benefits from and poverty alleviation effect of the project will not be minor. Approximately 28.0% of project construction costs are aimed directly at increasing enrollments for ethnic and poorest students, and 100% of project costs aimed at supporting demand for LSE are directed to girls, ethnic and poorest students.

9. Social benefits from investments in secondary education are high. A better educated population, particularly women, leads to multiple, intergenerational benefits to society as follows:

As education levels rise, people tend to have fewer children leading to slower population growth Educated parents tend to place greater value on education, investing a higher proportion of resources in the education of their own children Educated women avail of access to health services more than their lesser educated counterparts leading to improved family health Women’s education has direct correlation with improved nutritional standards within households

10. Educated mothers not only allocate more household resources to education and health but also reduce gender disparities in intra household allocation of resources.

D. Financial Sustainability

11. The project will generate continuing additional incremental costs of $ 1.072 million annually after the project period. Table A7.1 indicates the estimated level and category of the annual financial commitments required of government over the life of the proposed project. It shows that expenditures will increase continuously and reach $ 1.072 million during the last year of the project in relation with the increasing number of teachers and non-teaching staff requested to staff additional LSE classes and O&M expenses. A number of commitments, however, such as land acquisition, and taxes and charges, will terminate at the end of the project, and hence will not be an ongoing burden on the project.

12. Year 1 of the Project will most probably be 2007/08 and will therefore correspond to the third year of ESDP 2006-2010 (see Table A7.2). Given the size of the projected education sector budget, the continuing liability would add 0.3% to the total in 2009-2010. This is feasible and sustainable, given the Government’s commitment to educational expansion and development. Moreover, some project gains, particularly efficiency gains and those that strengthen capacity, improve the curriculum, classroom assessment and improve teacher competencies will have Appendix 7 56 long-term beneficial impact and are not susceptible to short term resource constraints.

Table A7.1: Government Financial Contributions to the Proposed Project

Annual Contribution ($ 1000) Total Year 1 Year 2 Year 3 Year 4 Year 5 1. Field acquisition & preparation Field acquisition & preparation 0.0 361.0 361.0 0.0 0.0 722.0 Sub-total 0.0 361.0 361.0 0.0 0.0 722.0 2. Operation & Maintenance O&M additional classrooms 6.0 30.0 48.1 84.2 Sub-total 6.0 30.0 48.1 84.2 3. Delivery of TBs & TGs to schools Delivery of TBs & TGs to schools 2.0 2.0 4.1 Sub-total 2.0 2.0 4.1 4. Additional GOL staff appointments 98.3 565.1 1,021.4 1,684.9 Sub-total 98.3565.1 1,021.4 1,684.9 Total GOL contribution 0.0 363.0 465.3 595.1 1,071.6 2,495.0

Table A7.2: GDP, Public Expenditure and Education Expenditure, ESDP 2006-2010 ($ million)

2005/06 2006/07 2007/08 2008/09 2009/10 1. Government Total 639.5 716.2 812.5 920.6 1,019.6 2. GDP 2,941.2 3,316.3 3,746.8 4,241.8 4,736.0 3. Education Sector Total 71.6 81.4 97.8 119.4 147.3 4. Education as % GOL Total 11.20% 11.40% 12.00% 13.00% 14.40% 5. Education as % GDP 2.43% 2.45% 2.61% 2.81% 3.11% Source: ‘Program Costing and Prioritization Report for the Education Sector’, DPC/MOE, March 2006

E. Public Expenditure Management Context and NT2 Impacts

1. Status of public expenditure management systems

13. The Government of Lao PDR is committed to strengthening public expenditure systems and improving transparency. While there have been improvements in recent years, there are major challenges ahead, particularly as regards strengthening the control environment and timeliness and quality of published financial information. The Government has resumed publication of the state budget, providing details of expenditures at central and provincial levels, together with budget outturn data for the previous year. The Government has revised its chart of accounts for the FY2005 budget cycle. Work has started on the design of medium-term expenditure programs for the NGPES sectors. These will be integrated into the expenditure plan supporting the forthcoming Five Year Economic and Social Plan for 2006-10. The Ministry of Appendix 7 57

Finance has approved a new procurement decree and internal regulations, standard bidding documents and a procurement manual are currently under review, providing a framework for a more transparent and efficient procurement system. Progress has also been made in computerization of payments processing and accounting for four central agencies. The computerized system is now being rolled out across central and provincial government. Nevertheless, the expenditure management system has yet to reach heavily indebted poor country (HIPC) public expenditure management benchmarks, which place considerable emphasis on public disclosure of financial information. Despite recent revisions to the budget classifications and chart of accounts, it is still difficult to link resources to specific functions and programs. These problems are compounded by the decentralization of responsibility for budget preparation, which allows for differing interpretations of policy priorities. As a result, there are significant per capita variations in resource allocations to priority sectors between Provinces. Reporting by agencies and particularly provinces is incomplete and difficult to reconcile. Effective treasury operations and cash management are hampered by multiple accounts, lack of systematic commitment controls and weak cash planning mechanisms. This has contributed to arrears to suppliers and delays in the payment of salaries. Revenue retention at provincial level exacerbates the central administration’s cash constraints and results in delays in transfers to the poorest provinces. Although the budget books include budget outturn data, the administration does not publish consolidated end-of-year financial statements or in-year budget execution reports. The recently created State Audit Organization (SAO) has limited resources in relation to its broad mandate. The SAO undertakes limited compliance audits of a few line agencies. Audit reports are not published.

2. Resource Allocation

14. Since FY2001, with the successful conclusion of the fiscal stabilization program launched in late 1999, the Government has made some progress in shifting in the structure of spending towards the sectoral priorities laid out in the Government’s development and poverty reduction strategies. However, the scope for reallocation of resources has been constrained by slow recovery of revenues and, consequently, modest growth in the budget base. Consequently, although the share of total spending allocated to the social sectors increased from 13 percent of total spending in FY2001 to 18 percent in the FY2004 budget, expenditures in real per capita terms still fall short of the levels seen in the mid-1990s and allocations to education and health have remained at around 14 percent of domestically financed expenditures (see Table A7.3). In the economic sectors, allocations to agriculture fell sharply from FY2001 and FY2004 as the Government cut back on the large irrigation schemes. Road construction has continued to absorb around one quarter of total spending, with allocations of domestically financed expenditures increasing steadily from FY2001 to FY2004. About one half of domestically financed expenditures are allocated to public administration, security and the justice sector, with the share of these sectors rising slightly in recent years, partly driven by increases in personnel costs. Across all sectors, there has been a marked shift from capital to recurrent spending, with recurrent spending increasing from just 53 percent of domestically financed expenditures in FY2001 to 65 percent in the FY2004 budget. However, operating and maintenance expenditures are still under-funded across all sectors, especially in the education and health sectors projects, and cost-recovery schemes finance key inputs. Civil service pay fell in real terms in the late 1990s and has yet to recover. In the absence of reductions in staffing, Government-wide pay reform is likely to result in a further shift in resources towards public administration. Ultimately, the pace at which the Government can increase spending on National Growth and Poverty Eradication Strategy (NGPES) sectors, recurrent expenditures and pay reform will be determined by improvements in revenue performance. In this context, NT2 plays an important role as one of a number of policy and administrative measures intended to mobilize the domestic Appendix 7 58 resources needed to finance its poverty reduction and development strategy.

Table A7.3: Lao PDR Percent Structure of Expenditure (Excluding debt service)

Total Expenditure Excluding External Capital Actual Actual Actual Budget Actual Actual Actual Budget Sector 2000/01 2001/02 2002/03 2003/04 2000/01 2001/02 2002/03 2003/04 Public 32 40 34 29 47 47 49 54 Administration

Economic Sectors, 50 35 41 38 34 31 31 25 of which

- Agriculture 19 13 13 9 23 15 14 6

- Transport and 26 19 25 26 8 12 13 16 Communications

Social Sectors, 18 25 24 24 18 22 17 19 of which

- Education 9 13 11 12 10 12 10 11

- Health 4 6 6 6 4 4 3 3

Other / Reserve 0 0 1 9 0 0 2 2

Capital 68 63 64 69 47 47 42 34

Recurrent 32 37 36 31 53 53 58 66

Source: Ministry of Finance, Budget Books.

3. Revenue impact

15. Revenues from the NT2 project are expected to be available to Government from FY2010, including: GOL contributions under Article 19.1 of the Concession Agreement, water resource user charges, NTPC dividends and taxes. Estimated NT2 revenues to GOL rise gradually in the early years, while commercial debt service is paid, from an average of US$28 million in the first five years to an average of US$33 million from 2015 to 2019, rising sharply thereafter to an average of US$73 million from 2020 to 2024. On the basis of economic and revenue growth projections used for the recent debt sustainability analysis, NT2 revenues will account for between 3 to 5 percent of total revenues in the period to FY2020. While NT2’s contribution to total revenues is likely to be fairly modest, the project’s revenue impact is significant when compared with other revenue sources. NT2 revenues in 2011, adjusted to FY2003 prices, are equivalent to around 50 percent of turnover tax collections and 80 percent of profit tax collections in FY2003.

4. Expenditure impact

16. Similarly, NT2 revenues can have a significant impact on expenditures if well targeted. Projected NT2 revenues in 2011, adjusted to FY2003 prices, are equivalent to about 60 percent of domestically financed expenditures on education and health in FY2003. If the NT2 revenues were allocated to the wider range of priority sectors identified in the NGPES, they would still Appendix 7 59 have an appreciable impact: estimated NT2 revenues in 2011, at FY2003 prices, are equivalent to about 19 percent of domestically financed expenditures on health, education, agriculture and transport and communications. The impact of NT2 revenues in terms of increments of expenditure for narrowly targeted programs would be significantly higher than the broad sector comparators suggest.

F. Strengthening National Systems

17. The NGPES recognizes that “sound, accountable and transparent financial management is an integral part of the Government efforts to increase efficiency of public management and resource allocation”. Development of these systems requires interventions at various levels: in the Ministry of Finance, oversight bodies, notably the SAO, the sector ministries and the provinces. This section outlines the various reform programs underway and the external support to these reforms.

1. Public Expenditure Management Strengthening Program

18. The Government’s public expenditure management reform strategy to end FY2009 is laid out in its Public Expenditure Management Strengthening Program (PEMSP), approved by the Minister of Finance. The program builds on an extensive body of analytical work, including a joint

IMF, ADB and World Bank Public Expenditure Review of 2002. The PEMSP also draws on the Government’s governance strategy and the expenditure management reform strategy laid out in the NGPES. The program lays out the broad objectives for reforms, identifies the intended outcomes and indicators to monitor improvements in system performance, and lays out an implementation schedule. The program covers the key expenditure management functions: fiscal planning and budget preparation, treasury, accounting and reporting, the development of information systems and the legislative framework for public expenditure management. Capacity building figures prominently in the program, with particular emphasis on training to support program implementation and the introduction of accredited courses to develop the core skills of financial management personnel at all levels of the administration. The program will also focus on the development of capacity at the provincial level, through development of appropriate systems and training. Implementation of the program as currently scheduled would allow the

Government to make significant progress towards meeting international benchmarks for public expenditure management by FY2009, the year in which NT2 is scheduled to be commissioned.

2. PEMSP Implementation Arrangements

19. The Ministry of Finance has established an internal “Program Steering Committee”, chaired by the Vice-Minister, to approve and monitor department’s annual work plans. A “Program Coordination Committee”, chaired by the Ministry of Finance with participation of contributing partners will meet twice-yearly to: review and update the program in line with progress in program implementation and the Government’s policy directives; and program external support, including training and technical assistance inputs, required for program implementation. The Ministry of Finance will prepare biannual progress reports on program implementation.

3. External support to PEMSP

20. PEMSP will provide a framework for mobilizing and coordinating external assistance in support of the Government’s public expenditure management reforms. The World Bank will support program implementation through a sequence of PRSCs, from 2005 through 2007, with PRSC prior actions linked to implementation of key reforms scheduled under the PEMSP. Initially, core financing for technical assistance and the capacity building activities foreseen Appendix 7 60 under the program will be provided through the World Bank’s on-going Financial Management Capacity Building Credit (FMCBC). The Government has approved the recruitment of two long- term advisors to assist the Ministry coordinate PEMSP implementation: one advisor covering technical aspects of the program, the other supporting capacity building activities. These advisors will assist the Ministry implement, coordinate and oversee short-term consultancies under the program. Following a programmatic approach, the PEMSP will integrate assistance provided by on-going and programmed assistance including World Bank Institutional Development Fund small-grants (supporting procurement reform), ADB technical assistance grants (accounting regulations and computerization in agencies and provinces) and pipeline projects financed by AFD (vocational training in accounting), UNDP (fiscal decentralization policy) and JICA (fiscal planning). The World Bank and ADB will assist the Ministry of Finance to mobilize grants from bilateral partners to cover core program financing requirements. Box 1: NT2 Eligible Program Selection Criteria

4. Next steps in PEMSP • Programs are identified as priorities in the implementation Government’s National Growth and Poverty Eradication Strategy, and its successors; with 21. The Ministry of Finance intends to • A significant and verifiable poverty reduction integrate PEMSP activities for FY2005 into impact, providing public goods, services and departmental work-plans during the mid-year infrastructure used by the poor in rural areas, revision. In the meantime, a number of including public services which aim to promote PEMSP activities are already underway. The economic growth by increasing productivity and Ministry of Finance is currently undertaking a incomes of the poor; and / or review of Treasury functions with the • A significant and verifiable conservation or assistance of a Treasury Advisor financed environmental impact; and under the FMCBC. Work on updating the • Clearly defined objectives, performance indi- medium-term expenditure framework is cators and systems in place for monitoring underway, starting with expenditure performance in terms of the volume and quality programs for the key NGPES sectors. The of services provided; Ministry is also undertaking a training needs • Established mechanisms for program perform- assessment and preparing capacity building ance evaluation, involving key stakeholders at plan to support PEMSP implementation, with or close to the field level; the assistance of the European Union. On • Programs are clearly distinguished in the the basis of this capacity building plan, the Government’s budget and chart of accounts Ministry intends to finalize a detailed (through a detailed administrative / organiza- schedule of training activities and short-term tional or program classification) at all levels of technical assistance inputs, together with administration, with institutional responsibility for program management clearly assigned; PEMSP financing requirements for the period to FY2009, by end of September 2005. • Programs have administrative and financial management arrangements in place allow them to meet financial reporting requirements, 5. State Audit Organization and have demonstrated compliance with these financial reporting requirements; 22. In parallel with the PEMSP, the SAO has recently approved a strategic plan for • Programs have benefited from budgeted expenditures prior to selection and have a con- FY2005 to FY2009. The strategic plan tinuing recurrent financing requirement over the anticipates: preparation of draft audit medium to long-term, and with a medium-term legislation in 2005, providing for institutional financing plan. In some cases, the Government independence and clarification of the may introduce new medium to long-term pro- institution’s authority and reporting grams, reflecting policy initiatives launched requirements; financial audits of State under NGPES successors. Owned Enterprises including banks and of Appendix 7 61 loan projects in accordance with international standards by 2006; and audits of the consolidated financial statements of government by 2009. The strategic plan includes a five year audit plan and a human resource development plan, which calls for extensive training of the SAO staff and modest increases in staffing levels. ADB assistance to the SAO, which supported preparation of the strategic plan and audit manuals, is scheduled to terminate in late 2005. Further assistance will be needed to support implementation of the SAO’s strategic plan. This assistance will be provided, in part, through an audit peer review by an INTOSAI partner institution which will provide guidance on progress towards international standards. Peer reviews are scheduled for FY2006 and FY2009 and funded under NT2 monitoring arrangements.

6. Sector interventions

23. Alongside support to core institutions (the Ministry of Finance and State Audit Organization), the World Bank supports the development of financial management systems and capacity building through its portfolio of sector projects. Recently approved and pipeline projects in the education, health and roads sectors together with the Poverty Reduction Fund, include components geared to the development of agency financial management systems, particularly systems designed to channel resources close to the field level, as well as the formulation of sector level expenditure policies. These projects are designed to meet the expenditure management needs at sector level. The challenge in coming years will be to coordinate the various initiatives across government, so that the core systems reforms, under PEMSP, support the initiatives taken by line agencies. At the same time, it will be important to ensure consistency in approach, particularly as regards reporting and accounting standards and compatibility of information systems. The recent establishment of sector working groups provides a framework for development of a consistent approach among development partners in the diverse NGPES sectors. Within Government, the Ministry of Finance is expected to assume a stronger role in guiding and supporting financial management reforms at sector level.

Appendix 8 62

APPENDIX 8: SUMMARY POVERTY REDUCTION AND SOCIAL STRATEGY

A. Linkages to the Country Poverty Analysis

Is the sector identified as a national Yes Is the sector identified as a national Yes priority in country poverty analysis? priority in country poverty partnership No agreement? No

Contribution of the Sector / Sub-sectors to Reducing Poverty:

The overall goal of BEDP is to contribute to poverty reduction, economic integration in the ASEAN Region and the world economy, and economic growth in Lao PDR by improving access to and the quality of lower secondary education, while supporting further quality improvements in primary education based on co- funding agreements with other donors. BEDP will support the long-term goal of the education reform and development, which should contribute to Lao PDR leaving the group of least-developed countries in 2020 by promoting a modern education system that will enable an increased level of education attainment in the workforce and increased household income.

BEDP objective is to support the implementation of the Strategic Vision 2001-2020 and especially of ESDP 2006-2010 through: (i) improved resource mobilization and allocations to the education sector; (ii) increased access to education, especially for underserved areas and disadvantaged groups; (iii) improved standards, quality and internal efficiency, and consequent sustainability in the education sector; and (iv) effective capacity building for decentralized education management. The program and project grant will complement each other to enable progress towards achieving these key sectoral objectives.

Within the National Growth and Poverty Eradication Strategy (NGPES) guidelines, the main objectives of the long-term development are: • To sustain economic growth with equity at an average rate of about 7 per cent, considered as the necessary rate for tripling per-capita income of the multi-ethnic Lao population by 2020; • To halve poverty levels by 2005 and eradicate mass poverty by 2010; and • To eliminate opium production by 2006 and phase-out shifting cultivation by 2010.

To attain these objectives, the Government of Lao PDR (GOL) has outlined the following strategic priorities: • Maintain an appropriate level of economic growth for the medium and long-term periods in response to demographic trends; • Enhance human resource development through education, particularly basic education at all levels and including the formal and informal sector as well as vocational training; • Develop and modernize social and economic infrastructure in order to facilitate economic development in each region of the country and to accelerate the Lao PDR’s regional and international economic integration; • Facilitate access to electricity for people in all areas and regions of the country in order to foster integrated economic development; • Promote industries utilizing domestic natural resources, and actively promote small and medium- sized enterprises (SMEs) and handicrafts production; • Develop and promote all economic sectors, particularly the private sector, including foreign direct investment (FDI) in order to expand business opportunities, placing emphasis on export-oriented sectors that have a comparative advantage; • Enhance market linkages and trade facilitation; • Strengthen existing legal and regulatory frameworks; • Create favorable conditions and mechanisms for improving financial institutions and further capital market development; and • Promote economic co-operation with all partners and countries.

Education is one of the four main sectors of the NGPES medium-term operational framework and the

Appendix 8 63 major determinant in meeting the goals of poverty eradication. The priorities are to achieve the national targets of the Education For All National Plan of Action (EFA NPA) i.e. increased access to basic education for all people, especially for the disadvantaged group, strengthening of the formal and non- formal education, vocational and skills training, improvement of teachers’ status and qualifications, the relevance and quality of school curricula, and improved management of the education sector.

Participatory poverty assessments indicate that education is a low priority for the poor people. Many poor villagers view education as unavailable, unaffordable and/or secondary to securing their livelihood. The GOL is determined to change this view, through improving the education system and showing its real value in a modernizing economy. The proper design and management of increased investment in education will make a significant contribution to reducing poverty.

BEDP is a combination of program (policy support) plus project (investment support) to implement the reform and demonstrates the conformity to SWAp-based sector development framework currently under consideration by MOE and will facilitate program-based approach through formulation of a common policy matrix. BEDP also provides support to the adjustment costs of the reform program.

To attain the NGPES strategic priorities, it requires substantial quality human resources and qualified labor force. Within the labor market, there is a clear shortage of qualified workers and there is a strong need for improved access to lower secondary for the young population to lay solid foundation for improved access to technical/vocational training as well as to better prepare young women and men for quality higher education and professional training.

In 2004, there were 181,614 registered Lao migrant workers in Thailand (Source: Ministry of Interior, Royal Thai Government, 2004). The majority of them are school drop out youth aged 15-24 years old and 60% of them are females. Most of them work as unskilled labor. One of the main push factors is the lack of access to further education and training after completing primary education. Improving access and quality lower secondary education for youth in educationally disadvantaged areas will contribute to minimize the flow of the young migrant workers to Thailand. Though the employment opportunities in the country are limited, under the Lao-Thai MOU on labor employment cooperation; 100,000 job placements have been offered for Lao migrant workers annually (Source: Ministry of Labour, 2006). Potential migrant workers with higher level of education and skills who would migrate to seek for work outside the country would have better chance of having better paid jobs and are unlikely to fall victims to exploitation and human trafficking. Hence they could contribute effectively to improve the livelihood of their families back home.

The project component will put special emphasis in 20 educationally disadvantaged districts of the Government’s prioritized economic development areas i.e. the East - West Economic Corridors, Special Economic and Free Trade Zones (Bokeo, Luaangnamtha, Savannakhet, Champasack, Attapue) and the economic infrastructure Nam Thuen 2 Hydro-electric Power Project (Khammuane).

During the last decade, the average rate of the employed labor force who have completed lower secondary education level is extremely low (5.7%) with the rate of females (4%) being lower than males (7.5%). The majority of the employed labor force who have no education composes 43.3% with the rate of females (54.6%) being higher than males (31.1%). Employed labor force that have completed higher and technical/vocational education composes only 3.4% with the rate of females 2.1% being half lower than males 4.7% (Source: calculated from Population Census 1995).

The result of the Population and Housing Census 2005 compared to the Population Census in 1995 has indicated the impact of the investment and improvement in the education system during the last decade. The education level of the employed labor force has increased significantly. The average rate of the employed labor force that have completed secondary education level has increased to 7.3% with the rate of females (6.1%) still lower than males (8.6%). Employed labor force who have no education have decreased significantly (from 43.3% to 29%), rate of females decreased from 54.6% to 36.7%, still lower than males (decreased from 31.1% to 20%). On the other hand, there is significant increase of rate for those who have completed primary education from 14.2% to 46.4%. The rate for females has increased from 11.4% to 44.2% and for males from 17.1% to 48.7%. There is a significant improvement for employed labor force with higher and technical/vocational education, i.e. the average rate has increased from 3.4%

Appendix 8 64 to 10.8%, the rate of females increased from 2.1% to 7.7% and the rate of males from 4.7% to 14.1%.

Though there have been progress in the education level of the employed labor force overall, there is still a big gender gap. Hence there are more females than males in the labor force and there is an urgent need to focus on the promotion and improvement of girls’ education. Qualified and skillful workers, both men and women, are indeed urgently needed to supply the demand of the fast expansion of the national economic infrastructure development projects, SMEs, handicrafts and industries as well as the labor market in the region.

Improved primary education during the last decade has rapidly increased admissions in lower secondary education. The current number of newly admitted pupils in grade 6 (LS1) is close to 100,000 pupils with an average annual increase of 2.3%. Transition from grade 5 to 6 is linked to supply and demand factors i.e. the expansion of supply has not kept pace with demand since most donors have targeted primary education. The current transition rate from grade 5 to grade 6 is relatively high (78%) with the rate for females (75.5%) being lower than males (80.1%). EFA NPA 2010/11 target concerning transition from grade 5 to 6 has been set at 82.5%.

Providing access and quality lower secondary education for girls and poor ethnic in rural remote areas will lay the solid foundation to enhance future opportunities for them to train as teachers/trainers and relevant vocational and skills training to become effective labor force and actively participate in the development of the national and regional economy as well as improving their livelihood in the society.

There is a widely recognized need to upgrade the education system in both quantity and quality and to increase access for both male and female students in order to achieve the Government development objectives and targets.

B. Poverty Analysis Targeting Classification: Targeted intervention,

Population and labor force: Results from the Population and Housing Census 2005 show that on the 1st of March 2005 Lao PDR had a total population of 5,621,982. Out of this population, 50.1% were females and 49.9% were males. The sex ratio was 99.4 males per 100 females. The absolute increase of population between 1995 and 2005 was 1.04 million people; an average of absolute increase per year during this decade was about 100,000 people; with an annual population growth rate of around 2% (decline from 2.5% during 1985 and 1995).

Lao PDR has 39% of the population being under the age of 15 (decrease from 44% in 1995) and a relatively solid percent (57%) in the working age from 15- 64 years (increase from 52% in 1995). Urban population accounts for 27.1% (increase from 17% in 1995) and rural population accounts for 72.8% (decrease from 83% in 1995).

Agricultural workers account for 75.7% (decrease from 85.5% in 1995) of the labor force (Source: Results from the Population and Housing Census 2005).

Lao PDR has undergone rapid economic development and growth over the last decade. Gross Domestic Product (GDP) has improved with an average GDP per capita in 1990 of $207, rising to $428 in 2004 (Source: NSC Statistics 1975-2005).

The human development situation varies considerately across Lao PDR as a whole. There are still large inequalities in the level of socio-economic development across the provinces and districts which are reflected and pronounced on a per capita basis. The gap of inequality in income per capita seems to be widening between urban and rural areas. Income disparities have been widening also between provinces, districts and ethnic groups with the most vulnerable groups including ethnic groups in rural remote areas.

Poverty: The evidence from the 1992/93 and 1997/98 LECS shows that the incidence of poverty (the percentage of the population with consumption below the poverty line) dropped from 45.0 percent to 38.6 percent during this period at a time when the GDP growth averaged 7.0 percent.

Appendix 8 65

During the same period inequality increased in Lao PDR, with the Gini indicator increasing from a relatively equitable 28.6 to 35.7 indicating a substantial gap between wealthier and poorer households. As the economy grows and economic growth increases, the poor in the Lao PDR face the risk of falling into a poverty trap. Households with human capital are in the best position to take advantage of the opportunities generated by economic growth. Those without human capital may find themselves increasingly falling behind wealthier households, as they lack the resources to invest in human capital for the future.

While past economic growth in the country has benefited the poor, the biggest gainers have been the non- poor. Kakwani and Pernia estimate that the elasticity between economic growth and poverty reduction is approximately 0.7, meaning that on average, a 1 percent increase in GDP (or consumption growth) will only reduce poverty by 0.7 percent. In the case of Lao PDR, economic growth does not contribute substantially to poverty reduction and the positive effect is largely offset by increases in inequality. This is low, however, when compared with growth-poverty elasticity in other countries in the region, such as Thailand.

The poor are located predominantly in rural areas. The topography and low population density of Lao PDR make many rural areas especially isolated and reduce the opportunities that the poor have to escape poverty. It also saw the largest decline in poverty between the LECS1 and LECS2 surveys. Poverty in Lao PDR is largely a problem located outside of the major cities. Although poverty has declined in all regions of the country, this decline has been slow.

Ethnic Group’s incidence of poverty: Lao PDR is a multi-ethnic state. Lao citizens compose of 49 distinct ethnic groups grouped into four main ethno-linguistic groups, i.e. Tai-Kadai composes of 8 ethnic groups (64.9%), Austro-asiatic composes of 32 ethnic groups (22.6%), Hmong-Yu Mien composes of 2 ethnic groups (8.5%) and Sino-Tibetan composes of 7 ethnic groups (2.8%). Though the Tai-kadai ethno- linguistic group accounts for 64.9% of the nation’s population, it is the largest ethno-linguistic group in only 8 of the 18 provinces and Lao ethnic composes only 54.6% of the total population (Source: Population and Housing Census 2005).

Poverty incidence by high percentage of non-Lao ethnic population of 10 provinces: Provinces Percentage of Non-Lao ethnic Poverty Incidence Phongsaly 95.7% 64.2% Oudomxay 90.9% 73.2% Luangnamtha 97.7% 57.5% Bokeo 86.6% 37.4% Huaphanh 70% 74.6% Sayabouly 81% 21.2% Luangprabang 71.1% 49.4% Sekong 91.4% 45.7% Xaysomboun 80.6% 55% Attapeu 63.1% 63.1%

Among 142 districts in 18 provinces, 47 districts have been categorized as the poorest districts and most of these districts are non-Lao ethnic groups located in rural and mountainous areas of the country. These trends present a major challenge for the country to eradicate mass poverty by 2010. Non-Lao ethnic groups in rural and mountainous areas are the hard core of poverty in Lao PDR. (NGPES and Population Census 1995).

Poverty among ethnic groups is closely associated with low and limited access to education and training opportunities. The quality of education is a nation wide concern, but is a particular concern in ethnic rural remote and mountainous areas. The main reasons are a lack of infrastructure, inaccessibility, language and cultural barriers, lack or limited quality of teachers, lack of textbooks and teaching/learning materials, curricula that are not relevant to local situations and perceptions that returns from education are low and low household affordability (EFA NPA 2005). Distance becomes an important factor in relation to access to lower secondary education for poor ethnic in rural remote areas.

Appendix 8 66

Is there a stakeholder analysis? Yes No

Is there a participation strategy? Yes No

D. Gender Development

Strategy to maximize impacts on women: Gender issues: In all provinces, there are still gender imbalance and disparate trends in accessing lower secondary education. Females have a lower incidence of schooling than males and people in poor and poorest districts have lower completion rate than in non-poor districts. In the number of pupils completing schooling, ethnic pupils, especially females, are still under-represented.

The rate of the employed female labor force who has completed lower secondary is 6.1%, upper secondary level 1.3%, and technical/vocational qualification, college diploma and university degree only 7.7%. These rates can be compared with those for males of 8.6%, 2.2% and 14.1% respectively (Source: Population and Housing Census 2005).

The issue in relation to the low rate of female enrolment in lower secondary school indicates that there is a significantly lower number of female enrolments in teacher training colleges; therefore women are less represented in the field of teaching, particularly in lower and upper secondary schools. In relation to teacher training there is a very small number of teacher trainees that come from ethnic groups. There is a need to better integrate and address equity and gender equality issues, especially ethnic human resource development issues in both official education and training policies, teacher training programs development and project activities.

The program will positively contribute to meeting these needs through a range of targeted activities and improvements to central policies and practices i.e. the formulation of a common policy matrix and provide support to the adjustment costs of the reform program.

The investment project will address the above concerns through (i) supporting key policy development in increase of access, improving quality and relevance, and management of lower secondary education, (ii) contributing to the infrastructure requirements of lower secondary education (new construction, expansion and rehabilitation), while ensuring that an adequate number of teachers are allocated to newly constructed lower secondary schools and promoting demand from poorest pupils, (iii) revising the lower secondary education curriculum, (iv) procuring and distributing to BEDP targeted districts the current lower secondary textbooks and teachers guides, (v) developing, producing and distributing the revised lower secondary textbooks and teachers guides to lower secondary schools in BEDP targeted districts, (vi) developing a pilot program of teacher in-service to introduce the new lower secondary teaching and learning materials and deliver the program in selected BEDP districts, (vii) providing limited support to Teacher Training Colleges with libraries, basic equipment and teaching modules related to the use of new textbooks, (viii) providing a minimum package of library materials and equipment to BEDP-supplied lower secondary schools, (ix) renovating the existing EMIS, with related capacity building, (x) introducing a more relevant budget format, with medium-term expenditure forecasts, and modern financial management techniques, (xi) developing and generalizing PES planning, and (xii) developing a central system for registering and monitoring Government physical assets/properties (including land) and upgrading the central warehouse.

Specific activities will be targeted at the integration of gender issues and equity concerns into the program. LSE curriculum review will specifically ensure that gender issues are fully captured in the curriculum and teaching methodology. Specific activities include the need to effectively address gender and ethnic education concerns as key issues that must be positively addressed in the decentralized education planning and budgeting. Set target goals specifically for girls and women, in addition to overall targets and systematically use sex-disaggregated data for analysis and assessment.

Promote girls’ school attendance through the support and encouragements for parents to send their daughters to school through the provision of community school grants/school feeding programs and

Appendix 8 67 scholarships to allow poor ethnic pupils to attend school including building safe and gender-sensitive school facilities. Develop and provide special courses for vocational and rural skills training for teachers’ and pupils’ income generating activities and establish school savings scheme.

Has an output been prepared? Yes No

E. Social Safeguards and Other Social Risks

Item Significant/ Plan Required Not Significant/ Strategy to Address Issues None Significant There will be no negative resettlement impact, since one Full of the selection criteria for supporting lower secondary Resettlement Not significant schools is that land required for civil works will be Short available on existing primary and/or lower secondary None school sites and land will not involve acquisition of. None The project provides targeted support to ethnic groups, Significant particularly girls, to expand access to lower secondary Yes Affordability education. Affordability assessments during design phase Not significant indicate that there is no risk that the poor will be No marginalized in terms of ability to access resources and None benefits. There are no risks associated with labor policy, law or Significant broader labor issues. Yes Labor Not significant No

None Specific actions to ensure benefits will accrue to ethnic Significant groups who have been included in the project design. The Yes Indigenous project provides targeted support to ethnic groups, Peoples Not significant particularly girls, to expand access to lower secondary No education. Seventeen out of 20 targeted districts are non- None Lao ethnic majority districts. Scholarships will be awarded to poor ethnic pupils who are distant from schools.

Other Risks Significant None Yes and/or Vulnerabilities Not significant No

None

Appendix 9 68

APPENDIX 9: GENDER AND ETHNIC GROUPS DEVELOPMENT ACTION PLAN

I. Legal framework for Gender and Ethnic Groups (EG) education development.

1. In recent years, the Government of Lao PDR (GOL) has been aware of the need to incorporate the concerns of ethnic groups in developing policy in all sectors. Various congresses, conferences, decrees, and laws throughout the 1980s, 1990s and 2000s reaffirmed and aimed to strengthen the rights of all ethnic groups in Lao PDR. Emphasis was placed on the importance of diversity within the country. The first constitution of Lao PDR was ratified in 1991 as a consolidation of the goals of the revolution and a declaration of the rights and responsibilities of the state and the people. Throughout the constitution the term “citizens of all ethnicity” is used. Article 8 declares that

The State will carry out a policy of unity and equality among the various ethnic groups. All ethnic groups have the right to preserve and improve their own traditions and culture and those of the nation. Discrimination between ethnic groups is forbidden. The State will carry out every means in order to continue to improve and raise the economic and social level of all ethnic groups.

2. The last paragraph of Article 20 of the Constitution states that the Government should focus attention on the welfare of mothers and children. In the same year, Lao PDR ratified the Convention on the Rights of the Child and the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW).

3. The Constitution of 1991 and its amendment of 2003 guarantee equal rights between women and men in all sectors. The Law on the Development and Protection of Women of 2004, which subsequently promulgated by presidential decree, further enhanced the rights of women and the responsibilities of the State, society and family vis-à-vis women. The law’s aim was to eliminate discrimination against women, combat violence against women and trafficking in women and children and to create an enabling environment for women’s participation and empowerment.

4. A National Committee for the Advancement of Women had been set up to assist the Government in the formulation and implementation of national policy and strategy for the advancement of women. It also worked on the follow-up to the Beijing Platform for Action and in the process of drafting a national strategy for the advancement of women for the years 2005 to 2010. All ministries and local administrations had been instructed to establish a unit for the advancement of women within their respective institutions.

5. The GOL has undertaken responsibility to facilitate the conditions, guidelines and policies for promoting equity and gender equality, and prioritized programs for EG development to ensure the preservation of their diverse cultural identities. Guidelines for ensuring equity and gender equality including access to education and skills development, especially for EG women and girls in disadvantaged areas, are well integrated and can be found in the Government’s National Growth and Poverty Eradication Strategy (NGPES), National Millennium Development Goals (MDG), Education Strategic Vision 2000-2020 (MOE, 2001), and Education for All National Plan of Action 2003-2015 (EFA NPA). Appendix 9 69

6. In relation to the education sector, the MDGs include:

MDG Goal 2: Achieve Universal Primary Education Target 3: Ensure that by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. Indicators by 2015 include: (i) to reach 98% NER in Primary School (ii) to reach 95% the proportion of pupils starting Grade 1 who reach Grade 5 (iii) to reach 99% Literacy Rate

MDG Goal 3: Promote Gender Equality and Empowerment of Women Target 4: Eliminate gender disparity in primary and secondary education preferably by 2005, and to all levels of education no later than 2015

7. Within the NGPES, the “Poverty-focused Education Development Action Plan” will focus on the 47 districts identified as the poorest districts in the country. The targets for these 47 poorest districts are:

Table A9.1: Targets for the 47 Poorest Districts 2010 2015 2020 Pre-school enrolment (percent) 16 22 30 Primary enrolment (percent) 90 95 98 Lower Secondary enrolment (percent) 63 74 85 Literacy Rate (age 15-40) 90 93 95 Literacy Rate (age 15+) 83 87 90

8. Within the EFA NPA the targets for lower secondary education includes:

(i) Achieve parity between girls and boys in access to lower secondary education, both nationally and in ethnic and poorest areas. (ii) Reach a national transition rate from Grade 5 to Grade 6 of 82.5% in 2010, and 85% in 2015.

EFA Program 3: Access to and Participation in Lower and Upper Secondary Education objectives includes:

(i) Develop the lower secondary school network in such a way as to increase the enrollments of ethnic children, girls and children from rural and remote areas, and to selectively respond to demand from Grade 5 graduates (ii) Train, recruit and deploy lower secondary school teachers according to needs, as determined by the Annual School Mapping Program (iii) Reduce dropout rates in lower secondary schools, especially in rural and remote areas (iv) Improve the quality and relevance of lower secondary education (v) Design schemes aimed at promoting retention in lower secondary education (especially of girls, ethnic groups and the poorest children) based on measures like: recruiting ethnic teachers, especially women; food programs; subsidies for girls’ scholarships and for other young children living far from the school; adjusting the annual school calendar to the rhythm of agricultural and rural activities, etc.

Appendix 9 70

9. In relation to EFA NPA cross cutting issues to achieving the goal of implementing gender equality, women’s advancement and children’s rights and protection within the education sector, especially for EG the EFA NPA clearly stated that achieving gender equity is a condition for achieving EFA. A clear priority should be granted to females’ access and retention, and males’ retention. To incorporate the gender perspective into the ‘Access and Equity’ Pillar, the MOE strategy includes:

(i) Establish a gender and education policy (ii) Systematically use sex-disaggregated data (iii) Set target goals specifically for girls and women, in addition to overall targets (iv) Encourage and train parents to support girls’ education (v) Promote girls’ school attendance based on various incentives (vi) Give special assistance to those who are thrice vulnerable (ethnic girls and boys with disabilities) (vii) Analyze and correct gender bias in all areas of the curriculum (viii) Consider teaching processes and teachers’ well-being (ix) Build safe and gender-sensitive facilities (x) Pay due attention to safety and reduce targeted trafficking of girls

II. The Project approach and targets to gender and EG development

10. The project follows the Government guidelines, directives, education sector policies and national plan of actions, which are in line with ADB policies on gender and development (1998) and ADB policies on aboriginal peoples development (1998) and for achieving equity, reducing socio-cultural disparities, overcoming barriers and obstacles for ethnic groups, and ensuring equal access to better and high quality lower secondary education and skills training.

III. Gender and EG action development plan

11. Objectives. The objectives of the Gender and EG development plan is to ensure that all Program and Project components and associated activities will assist the achievement of the goals of improving access to and the quality of basic education. This applies especially to access for ethnic pupils, particularly girls, with the overall aim to develop measures targeted to ethnic groups in disadvantaged areas to mainstream the principles of equity and gender equality.

Appendix 9 71

Table A9.2: Summary of Components and Actions to be taken

Target Stakeholders Component/ Descriptions/ Budget and Measures/ Solutions beneficiaries/ involvement/ Activities Prospects Financing M&E Responsibilities

1. Expanding Increase lower Supply infrastructure Gender balanced Selected LSE Included Access to and secondary school requirements of lower access of pupils schools, PMU within all Participation in enrolment by secondary education, to lower Program budgets Formal Lower increasing supply in expand capacity through secondary Management, Secondary poorest and poor, new school building schools in project International and Education, remote areas, with construction, and build targeted districts local consultants Especially for particular attention to additional classrooms. and provinces. Poor, Ethnic girls, ethnic and Renovate and upgrade PMU, PES, DEB, and Female poorest pupils teaching and learning Gender balanced LSE School Pupils facilities, laboratories and access of Headmasters, libraries. teachers, staffs to teachers, pupils, Installation of clean water training in the use Students’ Parents supply and electricity for and maintenance Association, the school building to build of new equipment Provincial and safe gender sensitive and facilities District Women’s facilities and healthy ensured. Union and Youth environment. Union. Female pupil’s Increase efficiency in Ensure adequate number needs and the deployment of of teachers allocate to incentives for LSE teachers by project LS schools. schooling and training, recruiting Provide appropriate skills training and deploying them incentives for LSE consulted and according to priority teachers teaching in considered. development needs remote areas particularly assessed by the for young single female prospective school and male teachers map recruited from other provinces

Promote demand Provide community school from girls, ethnic and grants/school feeding poorest pupils programs and scholarships through special to allow poor ethnic pupils government to attend school. Develop sponsored support and provide special programs courses for vocational and rural skills training for teachers’ and pupils’ income generating activities and establish school savings scheme.

Appendix 9 72

Stakeholders Component/ Descriptions/ Target beneficiaries/ Budget and Measures/ Solutions involvement/ Activities Prospects M&E Financing Responsibilities

2. Improving Renovate the lower Research, Consultation and National Research Included the Quality and secondary education review and develop involvement both of Institute of within all Relevance of curriculum and guidelines for removing female, male Educational budgets Formal Lower ensure gender old perceptions, teaching staffs, Science (NRIES), Secondary sensitivity and gender bias and academics, National University Education cultural diversity stereotypes in published researchers, of Laos (NUOL), included in new LSE LSE textbooks, education managers, Department of curriculum and teachers’ manuals, ensured. Set of General Education teacher training teaching and training guidelines and (DEG), Department curriculum and materials, reading manuals for target of Teacher Training pedagogy for LSE materials, etc. groups (teachers, (DTT), Department teachers Review, develop and textbook writers, of Higher Education introduce integrated publishers) and Technical gender awareness developed, produced Vocational Training course in LSE teacher and applied in (DHETV), Ministry training curriculum and selected pilot LSE of Health (MOH), pedagogy. schools and TTCs. Ministry of Agriculture (MOA), Develop, produce Research, develop and Female and male Ministry of and distribute to pilot integrated gender pupils, teaching Information and lower secondary sensitive curriculum and staffs and school Culture (MOIC), schools new pedagogy used for LSE. Headmasters’ Department of textbooks and gender awareness Ethnic Affairs, Lao teacher guides Provide additional and knowledge Front for national designed to support materials improved. Construction implement the targeting ethnic pupils. (LFNC), Lao renovated lower Gender and cultural Women’s Union, secondary Research, review and sensitive training selected Teacher curriculum develop guidelines for methods and Training Colleges getting rid of old materials revised (TTC), perception, gender bias and produced. Ethnic Culture and stereotypes in Research Institute. published textbooks, Relevant teachers, Language, National teaching training teacher trainers, research manuals and reading school headmaster, institutions, materials. directors’ capacity in international and selected LSE local consultants. Develop a teacher in- schools and TTCs, service training program improved and to facilitate the use of strengthen. new textbooks

Upgrade lower Upgrade TTCs to Percent of ethnic MOE EMIS, PES, Include secondary schools support the new lower female and male DEB, PMU and within all by providing basic secondary curriculum pupil enrolment rate TTCs staff budgets libraries and limited by providing limited and completion rate equipment to lower support to TTCs, in LSE increased secondary schools including up-grading of (particularly libraries and provision females). of basic equipment and Ensure gender PES, DEB, Separate teaching modules balance in Department of budget related to the use of scholarships Personnel (MOE), new textbooks in awarded to ethnic Deparrment of Civil classroom teaching pupils. Special Servants incentives and quota Administration applied for females (PMO) ethnic teachers.

Appendix 9 73

Stakeholders Component/ Descriptions/ Target beneficiaries/ Budget and Measures/ Solutions involvement/ Activities Prospects M&E Financing Responsibilities

3. Strengthen Effectively address Develop and organize Teacher MOE, Department Budget Decentralized gender and ethnic short training Development Policy of Planning and provide for Education education concerns workshops for gender concerning gender, Cooperation (DPC), all activities Management as key issues that mainstreaming skills ethnic cultural Department of must be positively and ethnic policies sensitivity, reviewed, Ethnic Affairs addressed in the knowledge in MOE, consulted, and (LFNC), LWU and decentralized TTCs, PES and DEB in revised policy LYU, education planning education development produced. Relevant and budgeting. planning and policy- Training manuals departments, PES, making. and workshops DEB, selected organized. TTCs Directors, consultants. Improve provincial Set target goals Gender awareness planning (design and specifically for girls and and sensitivity, implementation), in women, in addition to analytical and line with national overall targets. planning, gender and ethnic management skills policies, align with obtained. budgeting and build capacity

Renovate the EMIS Systematically use sex- Statistics and MOE EFA Core Budget sector, build capacity disaggregated data by databases, trainers trained on provide for at all levels, and ethno-linguistic groups information on pupils education all activities improve monitoring & for analysis and and teacher decentralized evaluation for the assessment. management planning and sector development disaggregated by modern planning gender, ethnicity, tools adopted and age etc. used Improve planning, policy making and Skills of IT management capacity communication through training and improved. upgrading skills.

Appendix 10 74

APPENDIX 10: ETHNIC GROUPS DEVELOPMENT PLAN

1. The Basic Education Development Program (BEDP) in the Lao People’s Democratic Republic (Lao PDR) provides significant benefits to students by increasing access to lower secondary (LS) schools in 6 target provinces of Luangnamtha,,Bokeo, Khammuane, Savannakhet, Khammuane, Champasak and Attapeu, improving the quality of the basic education system, and strengthening the capacity for effective education planning and management. The ethnic groups development plan (EGDP) highlights actions that are included in the BEDP, making it more responsive to ethnic non-Lao needs in lower secondary education (LSE) and teacher training.

2. The EGDP follows Lao PDR regulations and ADB’s policy on indigenous peoples for achieving equity, reducing socio-cultural disparities, overcoming barriers and obstacles for ethnic groups, and ensuring equal access to better and high quality LSE and skills training. It is based on (i) an ethnic-groups analysis undertaken during preparation, (ii) primary and secondary data collection, (iii) consultations with Lao and non-Lao students within LS schools, and (iv) discussions with government officials and mass organizations. It builds upon ongoing initiatives carried out in previous ADB-funded projects, following these basic principles: (i) where possible, prioritize resource allocation to geographically targeted remote ethnic group areas, especially where gender disparities tend to be larger; (ii) promote participation of ethnic groups in project activities; (iii) promote ethnic-sensitive curriculum, materials, and policy and strategy development; (iv) address needs and constraints of ethnic non-Lao students, teachers, government officials, and project staff; and (v) strengthen capacity of relevant institutions that address ethnic concerns and equality in education.

A. Ethnic Groups in Lao PDR

3. Lao PDR is a diverse and multi-ethnic state (Table A10.1). The Lao population consists of 49 distinct ethnic groups grouped into four main ethno-linguistic groups: (i) Tai-Kadai includes 8 ethnic groups (66.2%), (ii) Austro-Asiatic, 32 ethnic groups (23.0%), (iii) Hmong-Yu Mien, 2 ethnic groups (7.4%), and (iv) Sino-Tibetan, 7 ethnic groups (2.7%).

Table A10.1: Ethnic Composition of Lao PDR Ethno-linguistic % of Names of Ethnic Groups families/groups population Tai-Kadai (8 groups) 66.2% Lao, Phutai, Tai, Leu, Nhouan, Yang, − Lao-Tai 66.2% Xaek, Thay Neua Austro-Asiatic (32 groups) 23.0% Khmu, Pray, Xingmoon, Phong, Then, Erdu, Bid, Lamed, Samtao, − Mon-Khmer 22.9% Katang, Makong, Tri, Yru, Talieng, Taoey, Yea, Brao, Katu, Alack, − Viet-Muang 0.1% Oey, Krieng, Cheng, Sadang, Xuay, Yaheun, Lavi, Pako, Kmer, Toum, Nhguane, Muuang, Kree Hmong-Yu Mien (2 groups) 7.4% Hmong, Yu mien − Hmong-Yu Mien 7.4% Sino-Tibetan (7 groups) 2.7% Akha, Singsiri, Lahu, Sila, Hayi, Lolo, Hor − Tibeto-Burman 2.5% − Hor-Han 0.2% Other and not specified 0.7%

Total 100.0% Appendix 10 75

Source: 2005 Population Census, Lao PDR.

4. The Tai-Kadai ethno-linguistic group (or Lao ethnic) accounts for about 65% of the nation’s population, and is the largest ethno-linguistic group in only 8 of the 18 provinces: Attapeu, Champasack, Khammuane, Saravane, Savannakhet, Vientiane City, Vientiane Province and Xiengkhouang (Source: Population and Housing Census 2005). The distribution of ethnic population in the 6 BEDP provinces is in Table A10.2.

Table A10.2: Percentage of Ethnic Groups by Province

Largest Second Third %Non- Province Population % % % Group Group Group Lao Luangnamtha 114,741 Khmu 24.7 Kor 23.9 Leu 15.8 97.7 Bokeo 113,612 Khmu 23.8 Lue 20.6 Lao 13.4 86.6 Khammuane 272,463 Lao 59.4 Phutai 21.7 Makong 13.4 40.6 Savannakhet 671,758 Lao 57.5 Phutai 18.9 Katang 8.7 42.5 Champasack 501,387 Lao 84.8 Laven 4.9 Xuay 2.4 15.2 Attapeu 87,229 Lao 36.9Lavae 17.4 Oey 16.4 63.1 Total 1,761,190

Source: Lao Front for National Construction, Department of Ethnic Affairs, 1999.

5. Out of 142 districts in 18 provinces, 47 districts have been categorized as the poorest districts. Most of these 47 districts have a majority of persons from non-Lao ethnic groups, and most are located in rural and mountainous areas of the country. Geographical, economic, and cultural constraints often result in limited education and health services for ethnic groups. Access to social services is more limited for women and girls. According to the Census, ethnic groups often have poorer housing and sanitary conditions, lesser access to roads and markets, and lower levels of health and education. Ethnic communities may not value social services, and social service providers may have limited understanding of ethnic needs and values. Poverty among ethnic groups is closely associated with low and limited access to education and training opportunities. See Table A10.3.

Table A10.3: Percentage of Poor by Province

Poverty Annual 1995 Census 2005 Census Difference Incidence rate of Provinces decrease Poor Total Poor Total Poor Total 1992/3 1997/8 of poverty Villages Villages Villages Villages Villages Villages Luang Namtha 60.3 57.5 -1.0 195 485 206 380 11 -105 Bokeo 63.5 37.4 -10.6 114 397 127 354 13 -43 Khammuane 43.7 41.6 -1.0 310 874 147 803 -163 -71 Savannakhet 45.7 37.1 -4.2 523 1,560 454 1,543 -69 -17 Champasack 43.6 35.6 -4.1 160 896 156 924 -4 28 Attapeu 72.2 45.3 -9.3 99 188 83 207 -16 19 Lao PDR 45.0 38.6 -3.1 4,126 11,640 3,491 10,552 - 635 -1,088 Note: The 2005 population census was based on the new village classification under Prime Minister’s Decree on Administration of Local Authorities (No. 10), which states that a village authority could be established only if the village has 20 or more households. Source: N. Kakwani, Bounthavy Sisouphanhthong and Phonesaly Souksavath, NGPES, 2004: 23; National Statistical Center, 2005. Appendix 10 76

6. While the quality of education is a national concern, it is more of a particular concern for ethnic groups in rural, remote and mountainous areas. According to the Education for All National Plan of Action (EFA NPA, 2003-2015), main reasons for limited access and lower quality of education in rural, remote and mountainous areas include: (i) lack of infrastructure; (ii) physical inaccessibility to schools due to distance; (iii) language and cultural barriers; (iv) lack or limited quality of teachers, (v) lack of textbooks and teaching/learning materials, (vi) lack of relevant curricula for local situations; (vii) perceptions and beliefs that returns from education are low; and (viii) low household affordability. These trends present a major challenge for the country to eradicate mass poverty by 2010.

B. Legal Framework and Regulations

7. The Government recognizes the need to incorporate the concerns of ethnic groups in developing policy in all sectors, and has reaffirmed its commitment to strengthen the rights of all ethnic groups in various congresses, conferences, decrees, and laws since the 1980s. The Constitution of Lao PDR, ratified in 1991, uses the term “citizens of all ethnicity” throughout the document.

(i) Article 8: “The State will carry out a policy of unity and equality among the various ethnic groups. All ethnic groups have the right to preserve and improve their own traditions and culture and those of the nation. Discrimination between ethnic groups is forbidden. The State will carry out every means in order to continue to improve and raise the economic and social level of all ethnic groups.”

(ii) Article 22: “Lao citizens, irrespective of their sex, social status, education, faith and ethnic group are all equal before the law.”

(iii) Article 75: “The Lao language and script are the official language and script.”

8. The Government’s National Growth and Poverty Eradication Strategy (NGPES, 2004), Lao PDR’s Millennium Development Goals (MDGs) 2 and 3, Education Strategic Vision 2000-2020 (MOE, 2001), Education Sector Development Plan (2006-2010), and EFA NPA (2003-2015) provide guidelines for ensuring equity and gender equality including access to education and skills development, especially for ethnic non-Lao women and girls in disadvantaged areas. For instance, within the EFA NPA (2003-2015), one of the targets for LSE includes achieving parity between girls and boys in access to LSE, both nationally and in ethnic and poorest areas. The school mapping exercise undertaken in all 18 provinces and 142 districts, within the framework of the UNESCO project for EFA planning at PES/DEB level, will be useful in identifying schools by type, and enrollments by ethnicity and by gender.

9. A number of objectives are cited in EFA NPA (2003-2015), Program 3: Access to and Participation in Lower and Upper Secondary Education. They include:

(i) Develop LS school network to increase the enrollments of ethnic children, from rural and remote areas, and to selectively respond to demand from Grade 5 graduates;

(ii) Train, recruit and deploy LS school teachers according to needs, as determined by the Annual School Mapping Program;

(iii) Reduce dropout rates in LS schools, especially in rural and remote areas;

(iv) Improve the quality and relevance of LSE; and Appendix 10 77

(v) Design schemes aimed at promoting retention in LSE (especially for girls, ethnic groups and poorest children) based on measures such as (a) recruitment of ethnic teachers, especially women; (b) food programs; (c) subsidies for girls’ scholarships and for other young children living far from the school; (d) adjustment of the annual school calendar to match agricultural and rural activities.

C. Ethnic Groups Development Plan

10. Specific actions, as outlined in the EGDP in Table A10.4, will be implemented and refined as required. New actions will also be considered for inclusion, as deemed appropriate.

Table A10.4: Ethnic Groups Development Plan

BEDP COMPONENTS ACTIONS PROPOSED

Component 1: Expanded access for formal lower secondary education

1.1 Promote • Provide new school buildings and additional classrooms in 10 poor/poorest districts, equitable access where ethnic students, especially ethnic girls, have high drop-out rates. Construct facilities conducive to increasing female enrollment. 1.2 Alleviate • Provide new school building and additional classrooms in 10 non-poor districts to pressure on alleviate pressure on existing school facilities in high demand, rapid growth areas. existing school Construct facilities conducive to increasing female enrollment. facilities 1.3 Support poor • Provide scholarships for lower secondary education to poor ethnic graduates from students/ primary schools in poor villages of BEDP districts (at least 70% to go to girls). schools • Provide Education Development Funds to schools to help improve school conditions and initiate activities to attract ethnic non-Lao students to LS schools. • Establish a Students/Parents Association per school, according to Regulations of the Students’ Parents Association (No.269/ MOE/2002/21 February 2002), with the following modifications: - Each Students/Parents Association shall be representative of the ethnic composition of the school (i.e., teachers, students, parents) and the host-village of the school. - The Students/Parents Association shall consult with different ethnic students, or their student representatives, before deciding which activities the Education Development Funds will support. • Increase efficiency in the deployment of ethnic LSE teachers by training, recruiting and deploying them according to priority development needs assessed by the school map. 1.4 Conduct LSE • Include gender/ethnic-specific factors into (i) Study 1: Baseline factors that inhibit studies on participation and retention in LSE, and (ii) Study 2: Alternative modes of LS delivery, access modes of subsidy, and nature of incentives to encourage enrollments. • For each study include measures for consultations with teachers and students of different sexes, ethnicity, ages and income levels.

Component 2: Improving the quality of formal lower secondary education

2.1 Improve • Ensure that new curricula (Years 1–12) and textbooks and teachers guides (Years 6–9) curriculum supported by the project are free from gender/ethnic biases and negative stereotypes. • Integrate ethnic issues (e.g., cultural preservation) and gender-specific information (e.g. awareness of trafficking) into new curricula to ensure relevance. Include gender/ethnic- specific targets in student learning outcomes and in any assessment frameworks that are developed for primary or secondary education. Appendix 10 78

BEDP COMPONENTS ACTIONS PROPOSED

• For the regional study visits for curriculum development teams, select at least 30% of members in the areas of mathematics and science from ethnic groups. • Include representatives from the Lao Front for National Construction and the Lao Women’s Union among the key stakeholders invited to the national workshops on curriculum development. 2.2 Provide text- • DEBs receiving first the old and later the new LS textbooks and teachers guides for LSE books and should ensure that distribution to schools in BEDP districts occurs at the targeted rate teachers guides (i.e. 1 book per 4 students for the old-edition books; 1:2 students for the new revised books). If these targets cannot be achieved for all schools, or if there are additional books remaining, preference should be given to schools where ethnic enrollments are high and where retention rates, especially for ethnic female students, are low. • PES/DEBs receiving first the old and later the new revised teachers guides for LSE will have sufficient copies of TGs for all teachers in BEDP districts, plus additional copies remaining. In distribution of the extra copies, teachers in schools with high ethnic enrollment rates should receive preference. 2.3 Provide teacher • If budget restrictions require some selection among teachers to attend inservice teacher development training, ensure that priority in all BEDP districts is given to teachers from schools where enrolment of ethnic students is high. • Ensure that at least 30% of the total number of teachers in each BEDP district who participate in inservice training are from ethnic groups. • Ensure that in-service modules in all subject areas, and inservice training, are free from gender/ethnic biases and negative stereotypes. 2.4 Provide equip- • In finalizing the list of equipment and teaching and learning materials that will be ment and learn- procured for TEIs and LS schools, include materials that will meet the needs and ing materials for interests of students from different ethnic groups and girls. TEIs and LS • Ensure both male and female representatives of major ethnic groups participate in schools developing the lists of teaching and learning materials and making the final selection. • Ensure that all materials included in the teaching and learning packages have content free from gender/ethnic biases and negative stereotypes.

Component 3: Strengthening Capacity for Education Management

3.1 Strengthen EMIS • Disaggregate data in the information system by sex and by ethnicity for the EMIS (including the TMIS) at the national, provincial, district and school level. • With other development partners, provide equal capacity building opportunities for ethnic non-Lao officials from MOE, PES, DEB and school staff in improved data collection, processing, computer training and management for the EMIS and TMIS. • Review questionnaires and other instruments to ensure that ethnic-disaggregated information can be collected from schools, pupils, education staff, and PES. • Invite ethnic participants to workshops to assess/validate data collection procedures • Explore ways of involving the Students/Parents Association in verifying data. 3.2 Strengthen • In developing the new budget format and process, include provision for budget lines that planning and promote ethnic-specific issues in education. Allow information to be disaggregated by budget sex and ethnicity, in cases where this disaggregation is relevant to the budget process. development • Include in each pilot province a proportionate number of non-poor, poor and poorest districts, including districts with ethnic Lao and non-Lao majorities. • Ensure that staff from different ethnic groups participate in workshops to assess/validate improved budget and actual-expenditure formats, proposed new financial management techniques and associated data collection instruments. • At least 30% of officials/staff from each PES, DEB and schools, invited to trainings programs on planning, budgeting, accounting and/or monitoring expenditure, will be ethnic non-Lao groups. Appendix 10 79

BEDP COMPONENTS ACTIONS PROPOSED

• Ensure that provincial/district education plans include specific sections on improving access and quality of education for the poor disaggregated by sex and ethnicity. 3.3 Strengthen the • In reviewing the central inventory system and developing a revised system, ensure that central inven- the system for registering MOE physical assets and properties takes account of tory system gender/ethnic-specific issues (e.g., traditional and customary land rights for ethnic groups, and female-headed households).

Implementation Arrangements

• The Gender and Ethnic Minorities Unit (GEMEU) in the Department of General Education shall be responsible for implementing and monitoring the Gender Action Plan (GAP) and Ethnic Groups Development Plan (EGDP). • GEMEU staff will have equal access to capacity building programs to help strengthen their role in project implementation and to ensure gender and ethnic concerns are mainstreamed in improving access and quality for BEDP target populations. • GEMEU will be invited to workshops on MTEF, budgets, formats, and data collection. • A member of the GEMEU will be represented on the PMU for BEDP. • An international social/community specialist (3 person-months) shall be recruited to assist in implementation. In view of GEMEU’s proposed role in implementing and monitoring the GAP and EDGP, no national consultant will be recruited in this capacity.

D. Implementation Arrangements

11. Implementation arrangements and estimated costs of this Ethnic Groups Development Plan (EGDP) have been integrated into the overall arrangements and total budget of the BEDP. The Director General of the DGE/MOE will be Project Director, and each line agency of MOE and provincial officials will be responsible for activities that fall within their area of responsibility. GEMEU will be represented in the project management unit (PMU), and will oversee the implementation of the EGDP and the Gender Action Plan (GAP). Representatives from the Lao Women’s Union and the Lao Front for National Construction will play important roles in facilitating participation by women and ethnic groups in project activities. International and national community development specialists will help to integrate ethnic and gender concerns into activities during implementation. In view of GEMEU’s proposed role in implementing and monitoring the GAP and EDGP, no national specialist will be recruited in this capacity. The international specialist will work with GEMEU to establish sex- and ethnic-disaggregated indicators for project performance monitoring and evaluation, and coordinate with other specialists in implementing BEDP activities. Progress reports from the PMU will provide updates on the effect of the project components by ethnicity. The midterm review mission will consider past updates and make adjustments, as required. Appendix 11 80

APPENDIX 11: COST ESTIMATES AND FINANCING PLAN

G. Studies, Monitoring and Evaluation 0.062 0.062 0.125 0.062 0.062 0.125 0.000 0.000 0.000 H. Salaries 0.000 1.486 1.486 0.000 0.000 0.000 0.000 1.486 1.486 I. Operation and Maintenance 0.040 0.084 0.124 0.040 0.000 0.040 0.000 0.084 0.084 Subtotal

(A) 1.675 4.526 6.201 1.675 2.307 3.982 0.000 2.219 2.219

Contingencies 1. Physical 0.090 0.165 0.255 0.090 0.071 0.161 0.000 0.094 0.094 2. Prices 0.053 0.370 0.422 0.053 0.191 0.244 0.000 0.178 0.178 Subtotal

(B) 0.142 0.534 0.677 0.142 0.262 0.405 0.000 0.272 0.272

Service Charges 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Taxes on goods and services 0.099 0.000 0.099 0.099 0.000 0.099 0.000 0.000 0.000

Total 1.917 5.061 6.977 1.917 2.5704.486 0.000 2.491 2.491

Appendix 11 81

G. Studies, Monitoring and Evaluation 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 H. Salaries 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 I. Operation and Maintenance 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Subtotal (A) 0.881 1.472 2.353 0.881 1.468 2.349 0.000 0.003 0.003

Contingencies 1. Physical 0.025 0.056 0.082 0.025 0.055 0.081 0.000 0.001 0.001 2. Prices 0.012 0.095 0.106 0.012 0.095 0.106 0.000 0.000 0.000 Subtotal (B) 0.037 0.151 0.188 0.037 0.150 0.187 0.000 0.001 0.001

Service Charges 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Taxes on goods and services 0.023 0.000 0.023 0.023 0.000 0.023 0.000 0.000 0.000

Total 0.941 1.623 2.564 0.941 1.619 2.560 0.000 0.004 0.004

Appendix 11 82

G. Studies, Monitoring and Evaluation 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 H. Salaries 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 I. Operation and Maintenance 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Subtotal (A) 0.429 1.129 1.558 0.429 1.129 1.558 0.000 0.000 0.000

Contingencies 1. Physical 0.029 0.052 0.081 0.029 0.052 0.081 0.000 0.000 0.000 2. Prices 0.013 0.088 0.101 0.013 0.088 0.101 0.000 0.000 0.000 Subtotal (B) 0.042 0.141 0.182 0.042 0.141 0.182 0.000 0.000 0.000

Service Charges 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Taxes on goods and services 0.031 0.000 0.031 0.031 0.000 0.031 0.000 0.000 0.000

Total 0.502 1.270 1.771 0.502 1.270 1.771 0.000 0.000 0.000

Appendix 11 83

G. Studies, Monitoring and Evaluation 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 H. Salaries 0.000 0.087 0.087 0.000 0.087 0.087 0.000 0.000 0.000 I. Operation and Maintenance 0.000 0.082 0.082 0.000 0.082 0.082 0.000 0.000 0.000 Subtotal (A) 0.708 0.172 0.880 0.708 0.172 0.880 0.000 0.000 0.000

Contingencies 1. Physical 0.050 0.009 0.058 0.050 0.009 0.058 0.000 0.000 0.000 2. Prices 0.023 0.014 0.037 0.023 0.014 0.037 0.000 0.000 0.000 Subtotal (B) 0.072 0.023 0.095 0.072 0.023 0.095 0.000 0.000 0.000

Service Charges 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Taxes on goods and services 0.049 0.000 0.049 0.049 0.000 0.049 0.000 0.000 0.000

Total 0.830 0.195 1.024 0.830 0.195 1.024 0.000 0.000 0.000

Grand Total 4.189 8.148 12.336 4.189 5.653 9.841 0.000 2.495 2.495

Appendix 12 84

APPENDIX 12: IMPLEMENTATION SCHEDULE

Expected Loan Effective Date: Beginning of Year 1 Pre-project Year 1 Year 2 Year 3 Year 4 Year 5 Activities Responsibilities Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1Q2 Q3 Q4 Q1 Q2 Q3 Q4 COMPONENT 1 : EXPAND ACCESS TO AND PARTICIPATION IN LSE, ESPECIALLY FOR GIRLS, POOREST AND ETHNIC PUPILS A. Studies, Monitoring & Evaluation Procurement of Consulting Services MOE Preparation of detailed design, bid documents, selection of contractors, monitoring MOE, PES and supervision of contracts Consultant B. Civil Works 1 Phase 1 (after loan effectiveness) Procurement of civil works and/or setting of water/electricity PES, MOE Construction period + one month mob. Contractor Acceptance and handover PIU+Contr. 2 Phase 2 (6 mo. prior second year of loan effectiveness) Procurement of civil works and/or setting of water/electricity PES, MOE Construction period + one month mob. Contractor Acceptance and handover PIU+Contr. C. Equipment, Furniture, Vehicules and Pedagogical materials 1 Phase 1 (after loan effectiveness) Procurement of school furniture PES, MOE Setting up + one month mob. Contractor Acceptance and handover PIU+Contr. 2 Phase 2 (6 mo. prior second year of loan effectiveness) Procurement of school furniture PES, MOE Setting up Contractor Acceptance and handover PIU+Contr. D. Staff Development and Training Promote demand from girls Consult.+MOE Appendix 12 85

Pre-project Year 1 Year 2 Year 3 Year 4 Year 5 Activities Responsibilities Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1Q2 Q3 Q4 Q1 Q2 Q3 Q4 COMPONENT 2 : IMPROVE THE QUALITY AND RELEVANCE OF FORMAL LOWER SECONDARY EDUCATION A. Staff Development and Training 1 Curiculum Development for Primary, LSE & USE Regional study tour for LS and US curriculum developers Consult.+MOE Primary, LS, US stakeholders workshops Consult.+MOE 2 Development of LS Textbooks and Teachers Guides Writers workshops for textbook development Consult.+MOE Trialling workshops for new LSE textbooks and teachers guides PES, MOE 3 Teacher Inservice Workshops for development of inservice modules MOE/NRIES Training of master trainers for teacher inservice PES, MOE Inservice training in 20 districts PES, MOE 4 Internet and Information Communications NRIES B. Pedagogical materials 1 Curriculum Development for Primary, LSE & USE Develop primary curriculum guide, outcomes, assessment framework MOE Develop LS curriculum guide, learning outcomes, assessment framework Consult.+MOE Develop drafts of upper secondary curriculum documents Consult.+MOE 2 Procurement and distribution of current LS textbooks & TGs to LS schools Site visits to LS schools for procurement planning Consult.+MOE Print procurement of existing TBs & TGs to LS schools MOE, Supplier Distribute existing TBs & TGs to LS schools MOE, Supplier Development, procurement and distribution of new LS textbooks & TGs to LS 3 schools Develop new TBs & TGs Consult.+MOE Pring procurement of new TBs and TGs MOE, Supplier Distribute new TBs and TGs to LS schools MOE, Supplier 4 Development and printing of inservice modules for LS teacher inservice Develop inservice modules for new LS textbooks MOE Print procurement of inservice modules for new LS textbooks MOE, Supplier C. Equipment and Materials 1 Equipment and Learning Materials for NRIES Procurement of equipment for materials development at NRIES Consult.+MOE Setting up Supplier Procurement of learning materials for NRIES Consult.+MOE 2 Equipment and Learning Materials for TEIs Procurement of equipment for TEIs Consult.+MOE Setting up Supplier Procurement of learning materials for TEIs Consult.+MOE 3 Equipment and Learning Materials for LS schools Procurement of equipment for LS schools Consult.+MOE Setting up Supplier Procurement of learning materials for LS schools Consult.+MOE Appendix 12 86

Pre-project Year 1 Year 2 Year 3 Year 4 Year 5 Activities Responsibilities Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1Q2 Q3 Q4 Q1 Q2 Q3 Q4

COMPONENT 3 : IMPROVE DECENTRALIZED EDUCATION MANAGEMENT

A. Staff Development and Training 1 EMIS Activities School data collection/entry Consult.+MOE School data processing Consult.+MOE 2 Provincial Planning Activities School data processing Consult.+MOE Education Planning Workshops Consult.+MOE Information Dissemination and Endorsement of Education Plans Consult.+MOE Monitoring National EFA Plan of Action Consult.+MOE Assessment of National EFA Plan of Action Consult.+MOE Internet and Information Communications Consult.+MOE 3 Budgeting Activities Renovate budget and financial accounts format at national level Consult.+MOE Producing the provincial budget in the old and new format Consult.+MOE Designing provincial plans and budgets (3 pilot provinces) Consult.+MOE Assessing and revising provincial budgets (3 pilot provinces) Consult.+MOE Designing MTEF B. Pedagogical materials Budgeting Activities Renovate budget and financial accounts format at national level Consult.+MOE Producing the provincial budget in the old and new format Consult.+MOE Designing provincial plans and budgets (3 pilot provinces) Consult.+MOE Assessing and revising provincial budgets (3 pilot provinces) Consult.+MOE Designing MTEF Consult.+MOE C. Civil Works 1 Refurbishment of MOE warehouse Survey, design and prepare bid documents Consultant Procurement of refurbishment MOE Refurbishment period Contractor Acceptance and handover PIU+Contr. D. Equipment 1 Provision of equipment to MOE warehouse Procurement of equipment MOE Setting up Supplier Appendix 12 87

Pre-project Year 1 Year 2 Year 3 Year 4 Year 5 Activities Responsibilities Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1Q2 Q3 Q4 Q1 Q2 Q3 Q4

COMPONENT 4 : SUPPORT TO PROJECT MANAGEMENT

A. Actions before loan effectiveness Constitution of Project Steering Committee MOE x Constitution of Project Task Force / PMU MOE x Initial Project staff training MOE x B. Loan effectiveness Opening and replenishing central imprest account MOE Budgetary allocation to the provinces MOE Preparing Implementation Guidelines MOE Opening of provincial accounts PES Setting up PPIUs and DEBs PES and DEB Training to PES and DEBs staff MOE Site screening/Survey/Selection and making plan PES, DEB and MOE Preparation documents for purchase order of vehicles and equipment for PIU MOE Setting up Supplier C. Project Inception and Reviews Project Inception Mission ADB, MOE x Loan Review Missions & Managing xxxx xxxxx Midterm Review Consult. Firm x Appendix 13 88

APPENDIX 13: INDICATIVE PROCUREMENT PACKAGES

No. of Per-package Estimated Procurement Components Packages Cost Total Cost Method ($ million)

Component 1: Expand access to and participation in LSE, especially for girls, poorest and ethnic pupils A. Civil Works 1. New Construction and Additional Classrooms including 19 39,270 – 267,030 2.010 LCB setting of electricity 2. Setting of water to school sites 6 18,000 – 51,000 0.174 LCB Subtotal (A) 2.184 B. Furniture 1. School Furniture 19 7,240 – 61,570 0.470 LCB Subtotal (C) 0.470

Component 2: Improve the quality and relevance of primary and lower secondary education A. Equipment and Materials 1. Procure/deliver and install equipment for NRIES 1 18,500 .018 DP 2. Procure/deliver and install equipment for TEIs 1 235,125 0.235 IS 3. Procure/deliver and install equipment for 28 new schools 2 67,760 0.135 LCB 4. Procure and distribute learning materials for NRIES 1 5,500 0.005 DP 5. Procure and distribute learning materials for TEIs 1 62,130 0.062 LCB 6. Procure and distribute learning materials for schools 2 165,000 & 242,000 0.407 IS Subtotal (C) 0.862 B. Pedagogical Materials 1. Print/procure and distribute – existing LSE TBs and TGs 1 68,370 0.068 LCB 2. Print and distribute - new LSE TBs and TGs 2 144,350 0.228 LCB 3. Print in-service modules for teacher in-service 1 22,960 0.022 LCB Subtotal (E) 0.318 Appendix 13 89

No. of Per-package Estimated Procurement Components Packages Cost Total Cost Method ($ million)

Component 3: Improve decentralized education management A. Civil Works 1. Refurbishment of warehouse of MOE 1 50,000 0.050 LCB Subtotal (A) 0.050 B. Equipment, Furniture and Materials 1. Equipment of warehouse of MOE 1 50,000 0.050 LCB Subtotal (C) 0.050

Component 4: Support to project management A. Equipment 1. Vehicles 3 units 1 60,000 0.060 IAPSO 2. Data processing equipment for PIU 1 3,120 0.003 DP Subtotal (C) 0.063 Total 3.997

DP = Direct Purchase IAPSO = Inter-Agency Procurement Service Office IS = International Shopping LCB = Local Competitive Bidding LSE = Lower Secondary Education TBs = Textbooks TGs = Teacher guides TEIs = Teacher Education Institutes NRIES = National Research Institute for Education Sciences Appendix 14 90

APPENDIX 14: EXTERNAL ASSISTANCE IN THE EDUCATION SECTOR (DEVELOPMENT COORDINATION MATRIX)

A. Coordination of External Assistance to Education

1. The overall responsibility for aid coordination within Government rests with the Department of International Cooperation (DIC) in the Ministry of Foreign Affairs (MOF). Within the Ministry of Education (MOE), the Department of Planning and Cooperation (DPC) is tasked with coordinating donor support in the education sector. Since taking on this role, DPC has facilitated the sharing of information among various projects, but the department does not have the human and institutional resources for comprehensive aid management and delivery.

2. In order to support the GOL in effectively fulfilling its responsibility for aid coordination and aid management, donors accepted the need to ensure appropriate coordination amongst themselves. Dialogue among donors resulted in March 2004 in the establishment of eight sectoral donor groups, including an Education/Gender Donor Working Group (EDWG).

3. The EDWG includes representatives of the bilateral and multilateral agencies active in the education sector in Lao PDR. These include Australia, Belgium, France, Germany, Japan, Sweden, ADB, EU, UNESCO, UNICEF, WB and WFP. One or more representatives of NGOs active in the sector are also invited to attend meetings. The EDWG meets normally on a quarterly basis, with the Government of Australia (AusAID) and UNICEF acting as co-chairs.

4. Included among the aims of the EDWG is the role of ongoing dialogue with MOE and other concerned government agencies on a broad range of development issues. – for example, monitoring and reviewing GOL progress towards education and gender targets and presenting the donors’ consensus on key issues. The main forum for such dialogue has been the Partner Coordination Meetings organized by the Ministry of Education.

5. Under consideration for inclusion in the EDWG work plan for 2006 was the finalization of a Common Policy Matrix for the Education Sector reflecting shared donor-GOL priorities and ongoing progress and preparation towards a Sector Wide Approach to Education Development.

6. In late 2005 the GOL established its own formal donor coordination workgroup: to be known as the Education and Gender Working Group (EGWG). The EGWG will be chaired by the Director-General of the MOE Department of Planning and Cooperation, with membership from the Cabinet Office, the Lao Women’s Union (LWU) and the Lao National Commission for the Advancement of Women. The best means for coordinating the work of the the GOL-initiated EGWG and the donor-initiated EDWG were still under consideration.

B. Projected Trends and Patterns of External Assistance

7. The Government’s priority has been directed to ensure equitable access to quality basic education (primary and lower secondary education), and produce quality students for further education and training. The efforts to ensure equitable access have resulted in the net enrollment rate (NER) of primary schools increasing from 63% in 1989/90 to approximately 73% in 2004/051, with little if any progress over the past three years.2 Total enrollments in primary

1 NER estimates based on the MOE EMIS and population estimates differ from those resulting from LECS3 survey, which are 5 points lower. Although LECS3 estimates are based on a sample, they are more accurate than MOE exhaustive estimates for two major reasons: (a) In LECS3, the number of children and their participation in schooling are measured in the same unit (household) during the same period, which makes household data more reliable; and Appendix 14 91 education are still increasing, but at a rapidly reducing rate. Universal primary education is very near to being achieved in urban areas, but far from a reality in poor rural areas, especially for minority children and girls. At national level, gender disparity is relatively limited with a 10% gap at admission, which stays more or less unchanged throughout the primary education cycle.

8. Lower secondary enrolment rates, on the other hand, have increased dramatically: the gross enrollment rate (GER) in lower secondary schools increased from 30% in 1989/90 to 51% in 2004/05. Lower secondary education and, even more so, upper secondary education are now the fastest growing segments. The number of secondary students has been growing at four times the rate of primary school students. Education service delivery is still uneven and the quality of education has not caught up with the rapid expansion of the system, posing an imbalance particularly among poor people living in rural ethnic villages.

9. ADB’s assistance started in 1991 with the first Education Quality Improvement Project3, followed by the Basic Education (Girls) Project in 2000.4 Based on a comprehensive sector study in 1998 that provided a policy and investment framework for the period 2001–20055, ADB provided a loan for the Second Education Quality Improvement Project in 20016, which focused on expanding access to primary education. It also provided a loan in 1995 to revive the higher education system to produce skilled people to lead national development in various sectors, including education, through the establishment of the National University of Laos.7

10. Other international and bilateral agencies and non-government organizations (NGOs) have also supported the expansion of primary education, including the World Bank through its first and second Education Development Projects in 1993 and 2004, the Government of Japan through grant assistance for teacher training and primary school construction since 1998, the Government of Australia by co-funding a component of the ADB Basic Education (Girls) Project as the Lao-Australia Basic Education Project, and the United Nations Children’s Fund (UNICEF) with a teacher upgrading program since 1992. UNESCO assisted the MOE in producing the EFA NPA,8 which provides a common framework for future assistance and supports capacity building for provincial and district education planning and budgeting.

11. Contributions from major donors to the basic education subsector for the period 2004– 2010 are estimated to be worth $139.9 million – an average of $19.9 million per year, with $17.4 million actually expended in 2004 and $21.9 million in 2005. Of the total estimate for this seven- year period, 41.7% is expected to come from the ADB and the World Bank. Other amounts are committed by the various United Nations agencies, in particular the United Nations Children’s

(b) MOE assessment of enrollments, admissions, etc. are sometimes overestimated at PES level for various reasons, including the fact that assessment of enrollments occurs at the start of the school year but significant dropouts take place during the year, and the PES sometimes overestimates in order to get additional quota teachers. Such overestimates of GERs and NERs by MOEs have been observed in a number of countries. 2 As assessed from MOE database and population estimates based on LECS3 and headcount undertaken prior to the 2005 population census. 3 ADB. 2000. Project Completion Report on the Education Quality Improvement Project in Lao People’s Democratic Republic. Manila. The report assessed the project as successful. 4 ADB. 2000. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Basic Education (Girls) Project. Manila. 5 ADB. 1998. Technical Assistance to the Lao People’s Democratic Republic for the Education Sector Development Plan. Manila. 6 ADB. 2001. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Second Education Quality Improvement Project. Manila. 7 ADB. 2004. Project Completion Report on the Postsecondary Education Rationalization Project in Lao People’s Democratic Republic. Manila. The report assessed the project as highly successful. 8 MOE. 2004. Lao PDR National Plan of Action for Education For All, 2003-2015, Vientiane. Appendix 14 92

Fund ($13.2 million) and the UN’s World Food Programme ($22.6 million), the Swedish International Development Cooperation Agency (Sida), the Australian Agency for International Development (AusAID) and Japan International Cooperation Agency (JICA). Amounts committed by these and other donors are summarized in Table A14.2.

12. Coordinated aid delivery to Table A14.1: Donors and NGOs education took a further step toward a sector-wide approach on 16 March 2006 Donors that responded to BEDP survey: with the signing of a formal aid program ADB Asian Development Bank involving MOE, AusAID, UNICEF and WFP. AFD Agence Française de The program, known as ABEL (Access to Développement Basic Education in Laos) has as its goal to AusAID Australian Agency for International achieve universal primary education by Development 2015 by strengthening policy and delivery BTC Belgian Technical Co-operation systems in support of increased primary Canada Canada Fund /CIDA Liaison school enrollment and educational EC European Commission outcomes – especially for girls. The ABEL FRA French Embassy program will run from January 2006 to December 2010, financed by the Australian JICA Japan International Cooperation Agency Government to USD$7.92 million (equivalent) – including USD$5.3 million to Lux-Dev Lux-Development S.A. be allocated to UNICEF and AUD$2.26 Sida Swedish International Development Agency million to WFP. UNESCO United Nations Educational, Scientific and Cultural C. BEDP Donor Coordination Survey Organization 13. To determine the scope and nature UNICEF United Nations Children’s Fund of donor support for basic education, the WHO World Health Organization BEDP TA team assisted the MOE’s WFP World Food Programme Department of Planning and Cooperation to WB World Bank survey donors and NGOs operating in Lao PDR. Survey questionnaires, accompanied NGOs that responded to BEDP survey: by letters from the Director General of the BAC Buddhist Aid Center (Japan) Department of Planning and Cooperation, Consortium Consortium were distributed to 49 donors and donor- funded education projects and 43 NGOs. IV-Japan International Volunteers Association of Japan Detailed survey responses were received from 22 donors and projects and 6 NGOs. Minsai Minsai Center The major donors responding to the survey SCF-NOR Save the Children Norway are shown in Table A14.1. SVA Shanti Volunteer Association

14. Table A14.2 provides a summary of the major donor inputs to the basic education subsector.

Appendix 14 93

Table A14.2: Total Education Sector Inputs by Donor

2004 2005 2006-2010 TOTAL Notes for 2006-10 Donor Amount Amount Projected 2004-2010 Projected Amount (USD) (USD) (USD) (USD) ADB 4,900,000 5,300,000 35,200,000 45,400,000 Not including Standby Loan of 10 million for Education Sector Wide Development Program AusAID 518,000 1,800,000 6,380,000 8,698,000 For all years, figures are estimates only. BTC 320,236 495,600 560,625 1,376,461

European 1,630,000 800,000 5,600,000 8,030,000 Includes 2 projects, with Commission total project value distributed across six years. French 512,500 633,750 2,103,750 3,250,000 Embassy JICA 3,437,000 4,600,000 N/A 8,037,000 This budget is excluded from Japanese Embassy assistance Lux- 86,400 290,000 584,000 960,400 Projected amount is for Development years 2006-08 (not to 2010) Sida 3,000,000 4,000,000 8,000,000 15,000,000 Projected amount is for years 2006-08 (not to 2010) UNESCO 80,000 255,000 52,000 387,000 UNESCO has 2-year planning cycle. Commitments beyond 2005 are not yet available for individual country programs. UNICEF 1,600,000 1,600,000 10,000,000 13,200,000

World Food 1,300,000 1,280,000 20,000,000 22,580,000 Programme World Bank 0 900,000 12,100,000 13,000,000

TOTAL 17,384,136 21,954,350 100,580,375 139,918,861

15. It should be noted that the table above reflects only the major donors and agencies providing support to Lao primary and secondary education. The BEDP TA team did not seek data from agencies about support provided to tertiary education in Laos, but evidence suggests that there is a large amount of additional support being provided in that sector.

D. Donor Activity in Lao Provinces

16. The BEDP Donor Survey asked donors and NGOs to indicate the provinces and districts in which they were currently providing support for basic education. Table A14.3 shows a summary of the provinces in which major donors are currently operating. Table A14.4 shows the provinces in which these NGOs are currently operating. Donors operating in any one province are not necessarily active in all districts of that province. Appendix 14 94

Table A14.3: Summary of Donor Support in Lao Provinces

Aus Can Lux UNE UNI ADB AFD BTC EU FRA JICA SIDA WHO WFP WB AID ada Dev SCO CEF 1 In all provinces & districts 2 Vientiane Municipality 3 Phongsaly 4 Luang Namtha 5 Oudomxay 6 Bokeo 7 Luang Prabang 8 Huaphanh 9 Xayabury 10 Xiang Khouang 11 Vientiane Province 12 Borikhamxay 13 Khammuane 14 Savannakhet 15 Saravane 16 Sekong 17 Champasack 18 Attapeu

19 Xaysomboun SR Appendix 14 95

Table A14.4: Some NGO Support in Lao Provinces E. Donor Activity in Education for All Target Areas Consor IV SCF BAC SVA tium Japan NOR 17. The BEDP Donor Survey asked donors and NGOs to 1 In all provinces & districts indicate the support they are providing in Education For All target areas. Table A14.5 provides a summary of some NGO 2 Vientiane Municipality activity in EFA target areas, and; table A14.6 shows donor activity in the EFA Target Areas. 3 Phongsaly

4 Luang Namtha Table A14.5: Some NGO Activity in EFA Target Areas

Consor IV- Min SCF 5 Oudomxay BAC SVA tium Japan say NOR 6 Bokeo Access and participation in early childhood 7 Luang Prabang care and development 8 Huaphanh Access and participation in formal primary 9 Xayabury education Access and partici- 10 Xiang Khouang pation in lower and upper secondary 11 Vientiane Province education 12 Borikhamxay Youth and adult literacy 13 Khammuane Skills development 14 Savannakhet programs for disadvantaged groups 15 Saravane Improving the quality and relevance of 16 Sekong formal primary and LS 17 Champasack education Education 18 Attapeu administration and management 19 Xaysomboun SR Appendix 14 96

Table A14.6: Summary Donor Activity in EFA Target Areas

Aus Can Lux- UNE UNI ADB AFD BTC EU FRA JICA SIDA WHO WFP WB AID ada Dev SCO CEF 1 Access and participation in early childhood care and development

2 Access and participation in formal primary education

3 Access to and participation in lower and upper secondary education

4 Youth and adult literacy

5 Skills development program for disadvantaged groups

6 Improve the quality and relevance of formal primary and lower secondary education

7 Education administration and management

Appendix 15 97

APPENDIX 15: OUTLINE OF TERMS OF REFERENCE FOR CONSULTANTS

A. OBJECTIVES AND SCOPE

1. The main objectives of the proposed consulting services will be (i) to support expansion of access to LSE in targeted BEDP provinces, especially for girls, ethnic and poorest pupils via the expansion of existing LS schools; (ii) to support the promotion of demand from underprivileged groups through special support programs; (iii) to assist in development of new LSE and USE curricula, and LSE textbooks and teachers guides – incorporating an additional year in the LSE program; (iv) to assist in the specification and procurement of appropriate equipment and learning materials for targeted LS schools in BEDP districts and for all TEIs; (v) to develop an EMIS nationwide and build capacity of MOE, PES and DEB staff in data collection, processing and utilization; (vi) to design a renovated budget format, improve accounting, reporting and monitoring of education expenditure and develop an education MTEF; (vii) to contribute to improvements in the planning process in PES and DEB; and (viii) to improve the assessment and monitoring of MOE physical assets.

2. The scope of the consulting services will include the provision of advice on programs that have nationwide application (new curricula, new textbooks, new budget formats, training for PES and DEB staff, revised asset management system etc.) – with a focus on improvements in the delivery of lower secondary education. Some of the consulting services will focus specific assistance to implementation of the BEDP program in the 20 targeted districts (facilities expansion, community mobilisation, procurement of equipment and learning materials).

3. A total of 82.5 person-months of international consultancy services (at a base cost of $1,469 million) and 119.5 person-months of domestic consultancy services (at a base cost of $298.8 million) will be provided by the Managing Contractor. International and domestic consultants will be recruited according to ADB’s Guidelines on the Use of Consultants and other arrangements satisfactory to ADB for the engagement of domestic consultants.

4. The managing contractor supplying the consultancy services will provide operational costs for supervision and mobilisation of consultants, for program monitoring and for the selective procurement of equipment. In addition to the services described below, long-term domestic consultants will also provide operational support for project management within the implementing units of MOE.

B. COMPONENT 1

1. Facilities Development Specialist (international, 6 months)

5. The international facilities development specialist will have extensive experience in the design of school buildings for conditions similar to those operating in the environments of the 20 BEDP target districts, and in the management of school construction programs across multiple sites. He/she will have successful experience of working within a government education system and demonstrated knowledge of the demands of construction programs financed within the parameters of multi-lateral aid organisations. Specific responsibilities will include : (i) assisting ECDM to prepare designs for two models of new lower-secondary schools, and designs for the addition of classroom blocks to various kinds of existing school facilities ; (ii) advising PUCDAs and ECDM on the implementation of bidding processes, on development of criteria for contractor selection and on improvements in the supervision of contractors during Appendix 15 98 constructions ; (iii) assisting ECDM to develop presentations re approved school models at pre- bid conferences for potential contractors ; (iv) assisting the Project Manager, Team Leader and ECDM to develop terms of reference for a domestic supervision contractor ; (v) wherever possible, providing specialist advice to ADB Review Missions on construction issues and supervision of contractors ; and (vi) assisting to build the capacity of staff of ECDM and PUCDA by providing on-the-job training for ECDM and PUCDA staff during field inspections.

2. Facilities Development Specialist (domestic, 6 months)

6. The domestic facilities development specialist will have a background in architecture or technical drawing for building construction, and demonstrated knowledge of the Lao construction environment – preferably including experience of school building or other forms of construction for institutional purposes. The domestic specialist will assist the international facilities development specialist in all of the tasks identified for the international consultant. He/she will work closely with ECDM and PUCDAs to ensure efficient and effective coordination of all construction planning activities. Responsibilities will also include: (i) further developing building design and construction standards in collaboration with ECDM and with close links to ongoing projects; (ii) assisting ECDM to develop site supervision guidelines for the various school models and classroom-construction projects, including safety guidelines; (iii) providing advice and assistance in the preparation of a school maintenance manual; and (iv) assisting in presentations of school models and plans to potential bidders at pre-bid conferences.

3. Education Research Specialist (international, 3 months)

7. The education research specialist will have extensive experience in quantitative and qualitative education research, and in policy analysis, especially in areas related to demand assessment and policy options aiming at promoting demand from girls, poorest and ethnic students. Specific responsibilities include: (i) designing the methodology of the two studies on factors inhibiting participation and retention in PE and LSE schools, and alternative modes of subsidy and type of incentives, including instruments, data processing and analysis; (ii) working in close cooperation with the national consultant and building his/her capacity in the area of research and policy analysis; (iii) identifying options for promoting demand; (iv) writing the interim and final reports of both studies, and organizing and participating to workshops aiming at assessing the outcomes of the studies and validating them.

4. Education Research Specialist (national, 2 months)

8. The education research specialist will have experience in quantitative and qualitative education research, and in policy analysis. Specific responsibilities include: (i) assisting the international research specialist in designing the methodology of the two studies on factors inhibiting participation and retention in PE and LSE schools, and alternative modes of subsidy and type of incentives, including instruments, data processing and analysis; (ii) working in close cooperation with the international consultant; (iii) identifying options for promoting demand; (iv) contributing to the interim and final reports of both studies, as per request of the international consultant and helping him/her in the organization of the workshops aiming at assessing the outcomes of the studies and validating them. Appendix 15 99

5. Community Development Specialist (international, 2 months)

9. The community development specialist will have extensive experience in social mobilization for education improvement at village level, especially in the promotion of education demand from girls of ethnic groups in poor rural areas, and a thorough knowledge of Lao PDR. Specific responsibilities include: (i) providing inputs in designing the methodology of the two studies on factors inhibiting participation and retention in PE and LSE schools, and alternative modes of subsidy and type of incentives; (ii) interpreting the recommendations from the studies to set clear strategies and design the detailed implementation plan accordingly; (iii) assisting the DNFE to establish the Students’ Parents Association (SPA) in the communities of 74 targeted lower secondary schools; (iv) developing training modules and assisting in the training of the 74 SPAs in community mobilization and management of the Education Development Funds; (v) developing a computer program to facilitate bookkeeping and monitoring of the Education Development Funds and the Scholarship Scheme (vi) providing the necessary technical assistance to capacitate the DNFE and GEMUE in the implementation, monitoring and evaluation of the EGDP focusing on the impact of the SPAs, Education Development Funds and the project-funded scholarships; and (vii) assisting in the development of the interim and final evaluation reports on the implementation of the EGDP.

6. Community Development Specialist (national, 4 months)

10. The national community specialist will have long experience in working at grassroots level in community development, good knowledge of ethnology and extensive experience in working with ethnic communities. Specific responsibilities include: (i) assisting the international community development specialist in fulfilling her/his assignments as mentioned in the TOR above; (ii) translating the training modules and other relevant documents into Lao for use by the DNFE and GEMEU; (iii) conducting field visits to collect baseline data on disadvantaged children in the targeted villages in order to assist in the selection and provision of project-funded scholarships; (iv) working closely with the DNFE and GEMEU to implement, monitor and evaluate the Ethnic Groups Development Plan (EGDP); (v) assisting as resource person in the training of the SPAs; and (vi) translating the interim and final evaluation reports on the implementation of the EGDP.

C. COMPONENT 2

1. Curriculum Development Specialist (international, 10 person months)

11. The international curriculum development specialist will have significant experience in curriculum design for secondary education – especially lower secondary education -- and in the development of outcomes-based curriculum statements for LSE, curriculum guidelines and related assessment and evaluation frameworks. Specific responsibilities will include supporting MOE curriculum development teams in: (i) conducting situational analyses to identify the needs of LSE stakeholders (students, parents, labor market, government etc.) and reconcile national education goals with localised educational and labor market needs; (ii) developing aims and objectives for LSE subject areas and incorporating these in an integrated curriculum statement for LSE; (iii) elaborating the scope and sequence of LSE subject coverage with a view to promoting better linkages with primary and USE curricula; (iv) developing sample outcomes statements and related assessment frameworks for an agreed set of LSE subject areas; and (v) Appendix 15 100 assisting MOE curriculum staff to prepare and conduct a national consultative workshop for stakeholders in the LSE curriculum development process. The Curriculum Development Specialist will also be expected to assist in similar ways in the process of curriculum reform for upper secondary education – although it is also possible that assistance for USE curriculum development will be provided by a different consultant.

2. Curriculum Specialist – Lower Secondary Education (national, 12 person months)

12. The national curriculum specialist will have a wide knowledge of the lower secondary education system in Lao PDR, significant experience as LSE teacher and/or school principal and familiarity with LSE school and teacher-training curricula. Specific responsibilities will include: (i) acting as coordinator and liaison officer in the curriculum review process; (ii) assisting MOE curriculum teams in the conduct of situational analyses to determine the needs of LSE stakeholders; (ii) coordinating the work of developing coordinated aims and objectives in LSE subject areas; (iii) acting as facilitator at the national consultative workshops for stakeholders in the LSE curriculum development process; (iv) documenting the consultative curriculum development processes; and (v) coordinating the preparation of drafts of curriculum documents (guidelines, assessment frameworks, outcomes statements) for relevant MOE and GOL approvals. The national specialist will work under the guidance of the international curriculum specialist and the Director of NRIES and report to the BEDP Project Director.

3. Materials Development Specialist (international, 3 person months)

13. The international materials development specialist will have extensive experience in the development of teaching and learning materials from concept stage to final print-production stage – including professional and technical experience in the editorial supervision and project management of textbook-publishing projects. Specific responsibilities will include: (i) advising on minimum standards, criteria, and cost-effective formats for all curriculum materials, textbooks, teachers guides and inservice modules to be developed under the project; (ii) assisting in the initial training of curriculum teams via writing workshops that include an introduction to best- practice materials development processes; (iii) developing criteria-referenced instruments to support the objective internal peer-review of manuscript material by members of curriculum writing teams and the review of material contracted to external service suppliers; (iv) developing processes for the trialling of sample materials; (v) assisting in the development of specifications and schedules to support the tendering of selected book projects for development by non- government suppliers (including any or all of the following contract services: writing, editing, book-design, illustration, preparation of computerized book layouts); and (vi) building capacity of appropriate MOE planning staff in the management of the full range of pre-production processes that constitute a textbook publishing program.

4. Materials Development Coordinator (national, 24 person months)

14. The Materials Development Coordinator (MDC) will have substantial experience in the supervision of all processes related to the preparation of teaching and learning materials for basic education – including technical knowledge of book development processes and professional experience in the editorial supervision of educational publishing projects (textbooks, teachers guides, inservice materials etc.) The MDC will have high-level computer skills, Appendix 15 101 including demonstrated advanced ability in the use of word-processing software for the preparation of manuscripts and working knowledge of page formatting software for the preparation of camera-ready copy for professional publication. Specific responsibilities will include: (i) coordinating the development and production of curriculum materials, textbooks, teachers guides and inservice modules; (ii) coordinating inputs from writing teams, freelance persons and contractors who are engaged in developing the project’s curriculum and other teaching/learning materials; (iii) developing production schedules and budgets and ensure that all Project materials are developed and produced on schedule and within budget; and (iv) liaising with relevant MOE and project staff to ensure that the content and format of all materials are appropriate to meet the needs of the target audiences.

5. School Library Adviser (international, 1 person month)

15. The international school library adviser will have wide experience as a teacher-librarian in secondary school libraries or in resource centres serving teacher-training institutions. Specific responsibilities will include: (i) working with PES and TEI subject specialists and administrators to conduct resource needs analyses in the LS schools and TEIs that are to be supplied with equipment and materials by the project; (ii) specifying appropriate equipment and materials that best meet identified needs; (iii) working with the international and national procurement specialists to develop packages, subpackages and/or lists of equipment and materials in accordance with project budgets and ADB procurement guidelines; and (iv) preparing guidelines for LSE and TEI administrators and resource managers re the appropriate use, care and storage of designated equipment and resource materials.

6. Procurement Specialist (international, 2 person months)

16. The international procurement specialist will be experienced in the development of functional specifications and the management of procurement processes for a wide range of equipment and learning materials to support teaching and learning in secondary schools and in teacher education institutions. Specific responsibilities will include: (i) working with the international school library adviser and project managers to prepare technical specifications for equipment and materials to meet the needs identified in the resource needs analyses; (ii) providing advice re the development of electronic worksheets for recording details about equipment and materials proposed for procurement, to facilitate the projection of alternative scenarios for equipment and materials packages based on unit cost estimates, quantities per site, distribution costs and other details; (iii) developing appropriate groupings of equipment and resources to gain economies of scale in tender packages; (iii) sourcing appropriate suppliers for resource materials in packages that are eligible for procurement via international shopping; (iv) assisting project managers and MOE procurement units to determine appropriate sets of qualifications and/or experience levels as minimum selection criteria for producers of materials identified for production rather than procurement; and (v) assisting in development of tender documents for procurement of equipment and materials packages and textbook production.

7. Procurement Specialist (national, 5 person months)

17. The national procurement specialist will have wide experience of procurement in the Lao context, including experience in the procurement of goods and services in an ADB or other multilateral procurement environment. He or she will be required to provide excellent character and professional references and have no conflicting associations with potential major suppliers Appendix 15 102 of equipment and materials in Lao PDR. Specific responsibilities will include: (i) developing electronic data worksheets re proposed equipment and materials to be procured, and keeping these up to date throughout the consultancy period; (ii) obtaining equipment samples, arranging for production of prototypes and/or viewing demonstrations of proposed equipment items, and preparing indicative packages of materials and resources for review by teachers and TEI staff to ensure that the content of proposed equipment and materials packages meets identified needs and will be appropriate for use in designated school and TEI settings; (iii) liaising with suppliers at appropriate stages in the tender process and arranging supplier viewings of prototypes and sample equipment and materials to minimize the likelihood of supplier non-compliance and ensure conformity in information exchanges with suppliers to clarify production or procurement specifications; and (iv) liaise with PES, DEBs and TEIs to ensure the efficient and timely distribution of all equipment and materials packages.

D. COMPONENT 3

1. EMIS Specialist (international, 3 months)

18. The EMIS international specialist will have extensive experience in designing education information systems from the point of view of users’ needs and will therefore have a thorough knowledge and experience of all activities belonging to education planning and management (personnel, financial, academic, etc.). Specific responsibilities include: (i) identify information needs in all areas, at MOE, PES, DEB and school level; (ii) specify how and with what periodicity information should be collected; (iii) help in designing, testing and validating instruments; (iv) design a new, modernized format for MOE statistical yearbook; (v) build the capacity of all staff involved in data collection, processing and analysis at all levels.

2. EMIS Specialist (national, 11 months)

19. The EMIS national specialist will have a long experience in education information systems and a good working knowledge and experience of all activities belonging to education planning and management (personnel, financial, academic, etc.). Specific responsibilities include: (i) contribute to identifying information needs in all areas, at MOE, PES, DEB and school level; (ii) help specify how and with what periodicity information should be collected; (iii) help in designing, testing and validating instruments; (iv) contribute to the design of a new, modernized format for MOE statistical yearbook; (v) organize workshops in order to build the capacity of all staff involved in data collection, processing and analysis at all levels.

3. Educational Planning Specialist (international, 5.5 months)

20. The international specialist in provincial planning will have an advanced knowledge and long experience in educational planning in different countries and systems, including planning at sub-national levels and school network development. Specific responsibilities will include: (i) designing situation analyses at provincial and district level; (ii) identifying construction and rehabilitation needs at preschool, primary and secondary level, based on GIS maps, location of villages and schools and assessment of catchment areas; (iii) identifying needs for teachers and non salary recurrent inputs such as textbooks, teacher guides, etc. based on a minimum standards requirements approach; (iv) working in close cooperation with the international budget specialist to design an outcome-oriented budget aligned with planning and in line with Appendix 15 103 national sector development policies; (v) designing provincial plans; (vi) designing simple methodologies to monitor, follow-up and evaluate education plans; (vii) build the capacity of all staff involved in planning at provincial and district level.

4. Educational Planning Specialist (national, 34 months)

21. The national planning specialist will have an advanced knowledge of education in Lao PDR, and on the social, ethnic and gender dimensions of access to and participation in primary and secondary education. Specific responsibilities will include: (i) contributing to the design of the EMIS in close cooperation with the international and national specialists in EMIS; (ii) developing situation analyses at provincial and district level, especially by bringing a socio- ethnic approach, in close cooperation with the international specialist in education planning; (iii) contributing to the development of school networks in provinces and districts based on GIS maps, location of villages and schools, and assessment of catchment areas; (iv) building the capacity of all staff involved in EMIS development and provincial planning.

5. GIS Specialist (international, 1 month)

22. The international expert in GIS will have an advanced knowledge and experience in producing GIS maps displaying villages, schools and communication means, with information on population, enrollments, classes, teachers, etc. Specific responsibilities will include: (i) drawing sets of GIS maps of various districts and provinces; (ii) building the capacity of all staff involved in drawing GIS maps and working on school mapping at provincial and district level.

6. Budgeting and MTEF Specialist (international, 8 months)

23. The international budgeting and MTEF specialist will have a high-level training in economics of education and a long experience in budget design and implementation at all levels in developing countries. He/she should also be experienced in designing program budgets and Medium-Term Expenditure Frameworks. Specific responsibilities will include: (i) renovating budgeting at central and provincial level to move toward an outcome oriented budget format and process; (ii) designing budgets based on costing concrete, specific interventions in order to align budgeting with planning; (iii) designing and implementing financial management techniques (accounting, reporting and monitoring) in line with the new budget format at national, provincial, district and school level, (iv) designing an education medium-term expenditure framework at national level in order to integrate the education budget process within the overall GOL budget and align budgeting with planning; (v) building the capacity of all staff involved in budgeting and financial management at central and provincial level.

7. Budgeting Specialist (national, 21.5 months)

24. The national budgeting specialist will be trained in economics of education and have a good experience in budget design and implementation at all levels. Specific responsibilities will include: (i) contribute to renovating budgeting at central and provincial level to move toward an outcome oriented budget format and process; (ii) help designing budgets based on costing concrete, specific interventions in order to align budgeting with planning; (iii) help design and implement financial management techniques (accounting, reporting and monitoring) in line with the new budget format at national, provincial, district and school level, (iv) cooperate with the Appendix 15 104 international specialist in the design of an education medium-term expenditure framework at national level in order to integrate the education budget process within the overall GOL budget and align budgeting with planning; (v) organize workshops in order to build the capacity of all staff involved in budgeting and financial management at central and provincial level.

8. Asset Management Specialist (international, 2 months)

25. The asset management specialist will be a regionally appointed consultant with specialised knowledge of asset management in environments similar to that operating in the Lao education system. The specialist will have experience in the design of computerised inventory systems for the registration and monitoring of Government physical assets and properties across a range of levels and multiple sites (central, provincial, district and school- level). Specific responsibilities will include: (i) developing a computerised asset management system for the registration and monitoring of physical assets and properties; (ii) assisting with development of instruments to facilitate the registration of existing MOE assets and the ongoing reporting of changes in the status of assets; (iii) training of asset management trainers at central level; (iv) advising MOE about asset management requirements and best-practice in relation to the rehabilitation of the central warehouse.

E. COMPONENT 4

1. Team Leader (international, 36 months)

26. The Team Leader will have demonstrated high-quality knowledge of and skills in at least one of the technical areas of project activity (e.g. facilities development, educational access for girls and/or ethnic minority students, curriculum development for lower secondary education, education planning, decentralized education management). He/she will have a well- demonstrated ability to project manage an equally complex education project that includes multiple strands of technical activity, and a demonstrated knowledge of ADB processes and project-management requirements. The Team Leader will manage a team of multi-disciplinary international and domestic personnel to achieve the project objectives and outputs as contained in the BEDP Program Framework. Specific responsibilities will include : (i) serving as project planner and adviser to the MOE’s Project Manager ; taking responsibility for coordinating the activities of international and domestic consultants ; monitoring the overall BEDP Program and in particular the investment project activities ; assisting with the preparation of annual operational reviews and annual operational plans ; assisting in the preparation of BEDP review documents for ADB supervision missions ; preparing progress and technical reports as per the arrangements in place between the contractor and MOE ; assisting the implementation units and the project management unit to prepare Annual Plans, Quarterly Reports, and the Project Completion Report. The Team Leader will also take an active role in all BEDP national seminars and workshops and serve as a facilitator in coordinating the activities of all components to ensure a seamless implementation of project activities.

Appendix 15 105

F. SUMMARY OF CONSULTING SERVICES AND COSTS Table A15: Consulting Services

Person- Cost ($1000) Months Expertise International National International National

Component 1 1 & 2 Facilities Development Specialists 6 6 108 15 3 & 4 Education Research Specialists 3 2 54 5 5 & 6 Community Development 2 4 36 10 Specialists

Component 2 1 & 2 Curriculum Development 10 12 180 30 Specialists 3 & 4 Materials Development Specialists 3 24 54 60 5 School Library Adviser 1 0 18 0 6 & 7 Procurement Specialists 2 5 36 12.5

Component 3 1 & 2 EMIS Specialists 3 11 54 27.5 3 & 4 Educational Planning Specialist 5.5 34 99 85 5 GIS Specialist 1 0 18 0 6 & 7 Budget & MTEF Specialists 8 21.5 144 53.8 8 Asset Management Specialist 2 0 20 0 (regional consultant)

Component 4 1 Team Leader 36 0 648 0

Total 82.5 119.5 1,469 298.8

Abbreviations used in TORs ADB Asian Development Bank MDC Materials Development Coordinator BEDP Basic Education Development Program MOE Ministry of Education DEB District Education Bureau MTEF Medium Term Expenditure Framework ECDM Education Construction Design and DNFE Department of Non-Formal Education Management (Department of Finance, (MOE) MOE) PE Primary Education EGDP Ethnic Groups Development Plan PES Provincial Education Service EMIS Education Management Information PUCDA Provincial Unit for Construction and System Development Assistance GEMEU Gender and Ethnic Minority Education SPA Students’ Parents Association Unit TEI Teacher Education Institution GIS Geographical Information System TOR Terms of reference GOL Government of Lao PDR USE Upper Secondary Education LSE Lower Secondary Education Appendix 16 106

APPENDIX 16: LIST OF INELIGIBLE ITEMS

No withdrawals may be made from the loan account in respect of:

(i) expenditures for goods included under the following Standard International Trade Classification groups or sub-groups:

Table A16: Description of Ineligible Items

Group Sub-Group Description of Items 112 Alcoholic beverages 121 Tobacco, unmanufactured tobacco refuse 122 Tobacco, manufactured (whether or not containing tobacco substitutes) 525 Radioactive and associated materials 667 Pearls, precious and semi-precious stones, unworked or worked 718 718.7 Nuclear reactors, and parts thereof; fuel elements (cartridges) nonirradiated, for nuclear reactors 897 897.3 Jewelry of gold, silver or platinum group metals (except watches and watch cases) and goldsmiths’ or silversmiths’ wares (including set gems) 971 Gold, non-monetary (excluding gold ores and concentrates) Source: United Nations Standard International Classification.

(ii) expenditures for goods intended for military or paramilitary purpose or for luxury consumption;

(iii) expenditures for pesticides categorized as extremely hazardous or highly hazardous in Class 1a and 1b, respectively, of the World Health Organization’s Classification of Pesticides by Hazard and Guidelines to Classification;

(iv) expenditures for goods supplied or to be supplied under any contract that a national or international financing institution or any other financial agency has financed or agreed to finance, including any contract financed or to be financed under any loan from ADB; or

(v) expenditures incurred more than 180 days prior to the effective date.

APPENDIX 17: MOE ORGANIZATION CHART Appendix 17 107

Minister of Education

Staff functions External Institutions reporting directly to Vice Minister Vice Minister & Agencies Minister

General Education Planning & NUOL (Reports to Minister) Cabinet (DGE) Cooperation (DPC) NRIES (Reports to Vice Minister) Minister's Secretariat Admin. Statistics & Administration UNC (Reports to UNC President) Administration Pre-school Statistics & IT TTCs, TTSs (Report to DTT) Studies & Research Primary Education Planning & Investment ELRC (Reports to DTT) Finance (Level 2, Central) Secondary Education External Relations Asset Management & Procurement Ethnic Minorities Project Coordition NTC (Permanent Office in DVTHE) Security [BEGP Management] EDP II Management

Finance Secretariat of National Education Policy Analysis (DOF) for All Commission [EDP II Management] (Level 1, National) Teacher Training Vocational, Technical, Administration (DTT) & Higher Education NUOL: National University of Laos (DVTHE) NRIES: National Research Institute for Education Budget Administration Sciences Accounting UNC: UNESCO National Commission Pre-service Training Administration TTC: Teacher Training College Auditing In-service Training Higher Education TTS: Teacher Training School Asset Management [EQIP II, TTEST Management] Vocational Education ELRC: English Language Resource Center School Design & Construction NTC: National Training Council Student Affairs DCU: Drug Control Unit Cash Payments Non-formal Education (DNFE) Personnel & Private Education Organization (DPrE) (DOP) Administration Literacy & Adult Education Administration Administration Basic Vocational Training Academic Affairs Personnel & Organization Physical Education Inspection Committee Personnel Management (DPhE) (IC) Welfare Services Administration Administration Party Affairs Physical Education Academic Inspection Legend: Sportg Defense Party Supervision (DCU) Department

Division, Section, Unit, Bureau [Equivalent to Division Status] (Management responsibility)

PPTA FINAL REPORT FOR TA4499-LAO: BASIC EDUCATION DEVELOPMENT PROGRAM

SUPPLEMENTARY APPENDIXES

Supplementary Appendix A, page 1

SUPPLEMENTARY APPENDIX A: EDUCATION SECTOR REVIEW

CURRENCY EQUIVALENTS (as of 27 September 2005)

Currency Unit – Lao kip (K) K1 = $0.00009242 $1.00 = 10,820

ABBREVIATIONS

ACS Average class size ADB Asian Development Bank ADTA Advisory technical assistance AusAID Australian Agency for International Development AY Academic year BEDP Basic Education Development Program BEGP Basic Education (Girls) Project CPI Committee for Planning and Investment DEB District Education Bureau DOF/MOE Department of Finance, Ministry of Education DPC/MOE Department of Planning and Cooperation, Ministry of Education EDP I Education Development Project EDP II Second Education Development Project EDWG Education Donor Working Group EFA Education for All EFA NPA Education for All National Plan of Action EMIS Education Management Information System EQIP I First Education Quality Improvement Project EQIP II Second Educational Quality Improvement Project FY Fiscal year GAR Gross admission rate GDP Gross domestic product GER Gross enrollment rate GOL Government of Lao PDR HPS Health Promotion in Primary Schools ILO International Labour Organization LABEP Lao-Australia Basic Education Project Supplementary Appendix A, page 2

LECS Lao Expenditure and Consumption Survey LECS3 Lao Expenditure and Consumption Survey 2002/03 LNLS Lao National Literacy Survey LSE Lower secondary education MDG Millennium Development Goals MOE Ministry of Education MOF Ministry of Finance MOFA Ministry of Foreign Affairs MOF Ministry of Finance MTEF Medium-term expenditure framework NER Net enrollment rate NFE Non-formal education NGO Non-government organization NGPES National Growth and Poverty Eradication Strategy NRIES National Research Institute for Education Sciences NTEP National Teacher Education Plan NUOL National University of Laos PES Provincial Education Service PIP Public Investment Plan PL Policy Letter PM Policy Matrix PMO Prime Minister’s Office PPA Provincial Plan of Action (Education for All) PTR Pupil teacher ratio SDP Sector Development Program Loan (ADB) SIDA Swedish International Development Agency SPRSS Summary Poverty Reduction and Social Strategy SWAp Sector-wide approach TA Technical assistance TEI Teacher education institution [generic name for all teacher-training institutions] TG Teachers’ guide TTC Teacher training college [train for primary and lower secondary teaching] TTEST Teacher Training Enhancement and Status of Teachers Project TTS Teacher training school [train for primary teaching] TUP Teacher Upgrading Program TVET Technical and vocational education and training

2 Supplementary Appendix A, page 3

UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children’s Fund USE Upper secondary education WB World Bank

NOTES

(i) The fiscal year (FY) of the Government of Lao PDR and its agencies ends on 30 September. FY before a calendar year denotes the year in which the fiscal year ends, e.g., FY2006 ends on 30 September 2006.

(ii) The academic year (AY) of government schools in the primary and secondary subsectors of the education system begins in September and ends in June.

(iii) In this report, "$" refers to US dollars.

3 Supplementary Appendix A, page 4

CONTENTS

I. Sector Description and Performance ...... 8

Overview...... 8 New Admissions in Primary Education...... 8 Total Enrollments and Participation in Primary Education...... 10 Schools, Classes and Teachers, Primary Education...... 11 Internal Efficiency, Primary Education...... 12 Achievement and Adult Literacy Rates...... 12 Admissions, Lower and Upper Secondary Education...... 13 Enrollments, Lower and Upper Secondary Education...... 16 Internal Efficiency, Lower and Upper Secondary Education...... 16 Schools, Classes and Teachers, Lower and Upper Secondary Education ...... 16 Textbooks and Teachers' Guides, Primary and Lower Secondary Education...... 17 Supplementary Materials for Ethnic Students and Teachers...... 20 Teacher Education...... 21 Decentralization...... 21 Financing mechanisms and resource allocation to education ...... 22 Government Strategy, Policy and Program ...... 23 Sector Wide Approach...... 24 Tables Table 1: Growth of New Admissions in Grade 1 by Gender and Poverty Level, 2000/01 – 2004/05...... 9 Table 2: Estimates of Non-Admitted Children by Cohort, by Poverty Level (’000) ...... 9 Table 3: Growth of Total Enrollments, Primary Education, 2000/01 – 2004/05...... 10 Table 4: NER, Primary Education...... 10 Table 5: % of Multi-Grade Classes in Primary Schools by Poverty Level, 2000/01 – 2004/0512 Table 6: Primary Education Flow Rates (2004/05) ...... 12 Table 7: Literacy Rates, Adult Population (2000) ...... 13 Table 8: Transition Rates from Grade 5 to 6, and Grade 8 to 9, General Education...... 14 Table 9: Transition Rates from Primary to Lower Secondary Education, by Poverty Level ... 15 Table 10: Transition Rates from Lower to Upper Secondary Education, by Poverty Level .... 15 Table 11: Changes in the Teachers’ Distribution by Level of Education and Poverty Level, 2002/03 – 2004/05...... 17 Table 12: Textbooks produced for primary grades (EDP I World Bank)...... 18 Table 13: Textbooks produced for lower secondary grades (EDP I World Bank) ...... 18

4 Supplementary Appendix A, page 5

Table 14: Reprints scheduled but not printed (EDP I World Bank)...... 18 Table 15: Teachers’ guides for primary grades (EDP I World Bank)...... 19 Table 16: Teachers’ guides for lower secondary grades (EDP I World Bank)...... 19 Table 17: Cost estimate to reprint primary textbooks and TGs ...... 20 Table 18: Government Education Budget 1990/91 – 2004/05...... 22 Table 19: Share of Education Budget in Provincial Budget...... 23 Graph 1: Current GOL Policy Documents incorporating Basic Education Goals ...... 24

II. Key Issues and Challenges ...... 24

Education Finance...... 24 Donor Coordination...... 25 Quality ...... 25 Textbook development ...... 25 Assessment and achievement...... 26 Relevance...... 26 Management...... 26 Access ...... 27 Technical and Vocational Education and Training (TVET) ...... 27 External Assistance ...... 27 ADB's Strategy and Operations in the Sector...... 28

APPENDIX I: Sector Study Tables and Graphs ...... 29

REFERENCES...... 51

Appendix tables

Table A.1: Growth of New Admissions into Grade 1 by Gender 29 Table A.2: Annual Increase of New Admissions in Grade 1 by Gender and Poverty Level, 2000/01 – 2004/05 29 Table A.3: Ratio Males/Females in Admissions by Poverty Level 29 Table A.4: Gross Admission Rate into Primary Education 30 Table A.5: Growth of New Admissions into Primary Education by Province (2000/01 – 2004/05) 30 Table A.6: Primary Education Enrollments 30 Table A.7: GER, Primary Education 31 Table A.8: Growth of Primary Education Enrollments by Province (2000/01 – 2004/05) 31

5 Supplementary Appendix A, page 6

Table A.9: NER Estimates by Age Group, Gender and Province, based on LECS3 (2002/03)32 Table A.10: Flow Rates, Primary Education 32 Table A.11: Flow Rates, Champasack Province, Primary Education 33 Table A.12: Flow Rates, Luang Namtha Province, Primary Education 33 Table A.13: Primary Graduation Rate 35 Table A.14: Schools, Classes and Teachers, Primary Education, 2000/01 – 2004/05 35 Table A.15: % of Incomplete Schools by Poverty Level, 2000/01 – 2004/05 35 Table A.16: Provinces with Districts by Poverty Level 36 Table A.17: Primary Schools by Province, 2000/01 – 2004/05 36 Table A.18: Primary Classes by Province, 2000/01 – 2004/05 37 Table A.19: Primary Teachers by Province, 2000/01 – 2004/05 37 Table A.20: Changes in the number of schools, classes and teachers by province, 2000/01 – 2004/05 38 Table A.21: New Admissions into Lower and Upper Secondary Education 39 Table A.22: Admission Rate into Lower Secondary Education 39 Table A.23: Admission Rate into Upper Secondary Education 39 Table A.24: Transition Rate, G5 to G6, by Province 40 Table A.25: Transition Rate, G8 to G9, by Province 41 Table A.26: Flow Rates, Lower Secondary Education 42 Table A.27: Flow Rates, Upper Secondary Education 42 Table A.28: Enrollment Trends in Lower and Upper Secondary Education 45 Table A.29: GER, Lower Secondary Education 45 Table A.30: GER, Upper Secondary Education 45 Table A.31: Surplus or shortage of Primary Teachers by Province 46 Table A.32: Quota Teachers’ Distribution by Poverty Group and Level of Education 46 Table A.33: Lao PDR Secondary Schools 47 Table A.34: Average Size, Secondary Schools (LSE & USE) 47 Table A.35: Average Class Size, Secondary Education, 2004/05 47 Table A.36: Average PTR and Teacher per Class Ratio, Secondary Education, 2004/05 47 Table A.37: Average Class Size by Poverty Level, Secondary Education, 2004/05 48 Table A.38: Secondary Schools (LSE & USE) by Province, 2000/01 – 2004/05 48 Table A.39: Average Class Size by Province, Secondary Education, 2004/05 49 Table A.40: Average PTR and Teacher per Class Ratio by Province, Secondary Education (LSE & USE), 2004/05 49 Table A.41: Share of Education in the Provincial Recurrent. Investment and Total Budget. by Province 50

6 Supplementary Appendix A, page 7

Appendix graphs

Graph A.1: Reconstituted Cohort, Primary Education, Females, 2004 to 2005 34 Graph A.2: Reconstituted Cohort, Primary Education, Males, 2004 to 2005 34 Graph A.3: Reconstituted Cohort, Lower Secondary Education, Females, 2004 to 2005 43 Graph A.4: Reconstituted Cohort, Lower Secondary Education, Males, 2004 to 2005 43 Graph A.5: Reconstituted Cohort, Upper Secondary Education, Females, 2004 to 2005 44 Graph A.6: Reconstituted Cohort, Upper Secondary Education, Males, 2004 to 2005 44

7 Supplementary Appendix A, page 8

I. SECTOR DESCRIPTION AND PERFORMANCE

1. Overview. The education system consists of preschool (ages of 3-5), five years of primary education, three years of lower secondary education, three years of upper secondary education, one to three years of postsecondary-non-tertiary education in technical schools, and three to seven years of tertiary education offered by the National University of Laos (NUOL) and technical and teacher training colleges. Administration of primary and secondary education lies with district education bureaus (DEB) and provincial education services (PES), respectively. The Ministry of Education (MOE) is responsible for policy direction, coordination, planning, and quality control. NUOL is given autonomous administrative authority.

2. New Admissions in Primary Education. The Government priority has been directed to ensure equitable access to quality basic education (primary and lower secondary education), and produce quality and trainable students for further education and training.1 Efforts to ensure equitable access to education at the primary level have resulted in increased annual admissions until respectively 2001/02 for males and 2002/03 for females (see Table A.1, Appendix I). Admissions have consistently declined since, for various reasons linked to supply and demand: • Progress in admissions varies very much according to the poverty status: since 2000/01 admissions have declined in the non-poor districts, stayed constant in the poor districts and significantly increased in the poorest districts (see Table 1). In urban, non-poor areas, this trend is explained by the drop of births and number of school-age children reflecting the impact of family planning programs, the migration of reproductive-age Lao nationals to other countries in search of employment and increased level of girls’ education2. On the other hand, fertility seems to have remained at a high level in rural areas, especially in the poorest villages and districts. Progress of admissions in those areas reflects the impact of donors’ projects which have been targeting the poorest districts while acting on both supply (school construction and rehabilitation) and demand (training and recruiting ethnic minority teachers, providing supplementary teaching materials for ethnic minority pupils, food programs, school development funds, etc.). Stability of admissions in the poor districts may mean either that donors’ attention has focused too much on the poorest districts when the poor ones were as much in need of assistance, or that the number of school-age pupils has also started to decline there. It is rather important to clarify the matter and draw conclusions for MOE policy and donors’ assistance; • Whatever the poverty level, male admissions have declined, while female admissions have increased everywhere except in the non-poor districts, showing that the number of non-admitted males is now very limited and that progress in admissions corresponded mostly to a reduction of the gender gap (see Table 1). It may be estimated however that 7%-8% of all girls from the non-poor districts are not yet admitted at school 3 , the percentage being higher in poor and poorest districts (see Table A.3, Appendix I).

1 Refer to paragraph 43 and Graph 1 for description of current GOL policy documents re education. 2 This trend was first detected in LECS3 population estimates, then in the 2005 population census results 3 At birth, the ratio between males and females is around 1.03 to 1.04, while infant mortality rates are higher for males. The male/female ratio at age 6 should reach approximately 1.030 to 1.035 for gender parity to be achieved.

Supplementary Appendix A, page 9

Table 1: Growth of New Admissions in Grade 1 by Gender and Poverty Level, 2000/01 – 2004/05

FEMALES MALES 70 Non-Poor 0.963 70 Non-Poor 0.942 25 Poor 1.003 25 Poor 0.964 47 Poorest 1.189 47 Poorest 1.045 Lao PDR 1.027 Lao PDR 0.974 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

3. Gross Admission Rates (GAR) reached a high around 1999/00 and have roughly stabilized since at levels which are significantly higher than 100% (see Table A.4, Appendix I). Such levels should normally not be found over long time periods and may be related to the following hypotheses/explanations4: (a) MOE school census is carried out at the beginning of the school year and many pupils dropout later on for various reasons, such as poverty and the need for households to rely on children for specific tasks, lack of food, direct cost of schooling, etc. (b) Some early dropouts from grade 1 are sent back to school the following year and may be confused with new admitted pupils and (c) PES may tend to inflate admissions and enrollments to get additional quota teachers. Those factors explain why GAR tends to overestimate actual admissions.

4. The ratio between the number of males and females admitted in grade 1, which should reach 1.03 to 1.035 in the case of gender equality has reduced from around 1.17-1.18 during the second half of the 90s to 1.12-1.13 during the past two years. While the progress in admissions is mostly due to increased girls’ admissions in poor and poorest areas, there is still a persistent gender gap not only in deprived areas but also everywhere across the country (see Tables 2 and A.3, Appendix I).

Table 2: Estimates of Non-Admitted Children by Cohort, by Poverty Level (’000)

Non Admitted Non Admitted Non Admitted Males Females Children 47 Poorest 3.3 - 4.6 7.4 - 8.7 10.7 - 13.3 25 Poor 1.5 - 1.7 3.8 - 4.0 5.3 - 5.8 70 Non Poor 1.5 - 2.9 6.6 - 8.0 8.1 - 10.9 Lao PDR 7.7 - 7.9 19.2 - 19.4 26.9 - 27.3

5. Finally, admission trends over the past 5 years are rather divergent across provinces (see Table A.5, Appendix I), and districts within each province. In Sekong and Khammuane provinces admissions declined most sharply over the 2000/01 – 2004/05 period (minus 25% and 16% respectively), while they are among the poorest and have received significant donor support. Huaphanh province, with 5 poorest districts and support from various donors had more or less stable admissions during the same period. On the other hand, progress of admissions has been highest (from +20% to +30%) in Oudomxay, Luang Namtha, Attapeu, Saravane and Phongsaly, which are also among the poorest provinces and have received support from various

4 ‘AIR in Lao PDR’ and ‘Basic Education in Lao PDR’, Claude Tibi, 03/09/2003

Supplementary Appendix A, page 10 donors. There is a clear need to shed some light on the interplay of supply and demand factors explaining such divergent trends across provinces which have been targeted for improved access and equity in primary education.

6. Total Enrollments and Participation in Primary Education. Total enrollments in primary education are now increasing at a rapidly reducing pace as a consequence of declining admissions: the annual increase of enrollments, which was around 25,000 pupils in 2001/02, reached only 6,000 in 2004/05 (see Table A.6, Appendix I). Over the past 5 years, total enrollments stayed constant in the 70 non-poor districts and increased respectively by 7-8% in the 25 poor districts and 27-28% in the 47 poorest districts, reflecting poverty related admission trends (see point 2) and their progressive impact on enrollments in the various grades of primary education (see Table 3).

Table 3: Growth of Total Enrollments, Primary Education, 2000/01 – 2004/05

FEMALES MALES 70 Non-Poor 1.015 70 Non-Poor 1.009 25 Poor 1.080 25 Poor 1.058 47 Poorest 1.327 47 Poorest 1.202 Lao PDR 1.089 Lao PDR 1.062 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

7. The estimated Net Enrollment Rate (NER) at national level increased from 63% in 1989/90 to approximately 77% in 1999/00 and progressed further to around 79% in 2004/05, with a change driven by females over the past 5 years (see Table 4). LECS3 estimates for 2002/03 are however 4 to 5 points lower than estimates based on MOE EMIS and population data. Since 1995/96, estimated Gross Enrollment Rate (GER) at national level has declined by respectively 10 percentage points for males and 3 percentage points for females, reaching 97.2% and 111.4% for females and males in 2004/05 (see Table A.7, Appendix I). This trend does not necessarily imply a regression of primary education, since it might also be related to a lower over-reporting of enrollments by schools, districts or provinces and improved efficiency (see below), especially a decreasing number of dropouts after the beginning of the school year5.

Table 4: NER, Primary Education

1995/96 1999/00 2002/03 (1) 2004/05 Females 65.0% 74.2% 70.3% 76.9% Males 72.0% 80.3% 73.2% 80.8% Gender Gap 7.0% 6.1% 2.9% 3.9% (1) 1995/96, 1999/00 and 2004/05 estimates are based on MOE EMIS, 1995 population census, age structure of LECS3 sample and preliminary results of 2005 population census, while 2002/03 estimates are based on LECS3 sample

8. The provincial picture is extremely diverse: Vientiane City and Vientiane Province NERs are above 90%, while Luang Namtha, Phongsaly and Saravane have NER around 50% or less, indicating marked disparities across provinces and insufficient access to education in rural and

5 MOE annual school census is carried out at the beginning of the school year and a number of pupils drop out during the school year for various reasons such as lack of food associated with poverty, the direct cost of schooling, need to help the household for agricultural and other activities, etc.

Supplementary Appendix A, page 11 deprived areas6 (see Table A.9, Appendix I). While universal primary education seems rather close in urban areas, it is still remote in poor rural areas, especially for minority children and girls. It is estimated that about 20% of all villages or 2,092 villages in all do not have a primary school, of which 15% of the total or some 1,500 villages are still without a primary school in commutable distance due to the mountainous terrain in rural area. Furthermore, around 70% schools in poorest districts are incomplete schools offering only up to the second or third grade and accessibility to further grades is not always possible for those children completing the last grade in their village school (see Table A.14, Appendix I). From the demand side, school-related expenses (including fees), the need to involve all family members in securing basic necessities and distance to school discourage enrollment or continued schooling, particularly that of girls. Linguistic diversity among ethnic groups creates another barrier to participation in education. At national level, gender disparity is now relatively limited with an 8%-9% gap at admission, which is slightly reduced during the primary cycle since girls tend to achieve better than boys (see internal efficiency, below).

9. Schools, Classes and Teachers, Primary Education. Over the past 5 years, the number of schools, classes and teachers increased respectively by 386, 588 and 139 (see Table A.14, Appendix I), but the actual number of schools and classes which were opened is significantly higher since many schools and classes were closed during the period. This happened in non poor urban districts in relation with a decreasing school age population and also in some poorest districts where a reduced number of quota teachers7 forced DEB to close schools (e.g. in Xiengkhouang Province, which closed 47 schools in 2003/04, when the number of quota teachers allocated to the province was reduced by 193). Over this five year period, the number of multigrade classes increased significantly, which probably reflected also tensions and limitations in the allocation of quota teachers in some provinces (see Tables A.17 to A.19, Appendix I).

10. There are clear disparities across provinces in decisions about the number of quota teachers allocated to primary education. In total (see Table 1.20, Appendix I), most schools were opened in eight provinces (Phongsaly, Saravane, Luang Namtha, Savannakhet, Borikhamxay, Bokeo, Khammuane and Luang Prabang), most classes were created in nine provinces (Saravane, Borikhamxay, Phongsaly, Luang Namtha, Attapeu, Oudomxay, Xaysomboune, Sayaboury and Bokeo) and most additional teachers were obtained by eight provinces (Phongsaly, Borikhamxay, Saravane, Khammuane, Attapeu, Xaysomboune, Sekong and Sayaboury). The opening of new schools is concentrated in poor provinces and reflects the impact of externally funded projects, but some poor provinces, such as Oudomxay and Huaphanh, which have the highest number of poorest districts (five poorest districts in each province) seem to have been left behind insofar as school construction is concerned: they are even the provinces where the balance of school openings and closings is the lowest (-20 and - 21, respectively). When considering the combined variations in the number of schools, classes and teachers, Oudomxay shows surprising discrepancies with 20 schools closed, 65 classes created and 178 teachers lost. Attapeu, Luang Namtha and Savannakhet also show

6 LECS3 survey estimates of NER are 5 points lower than MOE estimates based on EMIS and population projections from 1995 census. Although LECS3 estimates are based on a sample, they are most probably more accurate than MOE exhaustive estimates for two major reasons: (a) In LECS3, the number of children and their participation to school are measured in the same unit (household) during the same time period, which makes household data more reliable; and (b) MOE assessment of enrollments, admissions, etc. are overestimated because of early dropouts. In addition PES may tend to inflate enrollments to get additional quota teachers. Such overestimates of GERs and NERs by MOEs have been observed in a number of countries. 7 The reduction of quota teachers results sometimes from the end of project activities

Supplementary Appendix A, page 12

discrepancies between the number of classes created and the additional number of teachers allocated. Decentralization seems to have contributed to increased provincial disparities.

Table 5: % of Multi-Grade Classes in Primary Schools by Poverty Level, 2000/01 – 2004/05

2000/01 2001/02 2002/03 2003/04 2004/05 Lao PDR 18.4% 20.5% 22.4% 24.3% 25.5% 47 Poorest 28.9% 31.8% 35.2% 38.0% 38.2% 25 Poor 19.5% 22.4% 26.0% 28.2% 30.0% 70 Non Poor 14.2% 15.6% 16.6% 18.1% 19.2% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

11. Internal Efficiency, Primary Education. About one third of students in primary school repeat grade 1 and another 18%-19% repeat grade 2. An average of just less than 8.0 years is required to produce a primary school graduate, because of repetitions and of pupils dropping out during or after grade 1 and 2 (Table 1.10, Graphs A.1 and A.2, Appendix I). On the other hand, pupils staying in primary schools until grade 5 achieve primary education in approximately six years. Overall, internal efficiency has improved to a limited extent over the 2002/03 – 2004/05 period, and more so since 1995/96 (see Tables A.10 to A.12, Appendix I), with a significant decline of repetition rates at the end of all grades, especially grade 5. Dropout rates have also declined, especially at the end of grade 4 although to a more limited extent. There are still dropouts during the school year and the fact that only 94% to 95% of pupils enrolled in grade 5 at the beginning of the school year are present at the primary education graduation exam gives an idea of the proportion of pupils dropping out during the school year. Based on the size of the 10- year-old age group in the population, it is estimated that 47%-48% of females and 51%-52% of males graduate annually from primary education (see Table A.13, Appendix I).

12. While there are differences in average repetition rates across poverty levels, the most significant differences are to be found with dropout rates, especially at the end of grade 1, 2 and 3 (see Table 6). Such differences are most probably linked to the higher proportion of incomplete schools and the impact of poverty in poorest and poor districts.

Table 6: Primary Education Flow Rates (2004/05)

Average Dropout Rate Dropout Rate Dropout Rate Dropout Rate Repetition Rate G1 G2 G3 G4 47 Poorest 21.5% 18.4% 9.2% 10.1% 7.5% 25 Poor 20.5% 15.1% 9.4% 6.8% 7.2% 70 Non-Poor 18.0% 9.0% 4.8% 5.5% 5.8% Lao PDR 19.3% 12.9% 6.6% 6.8% 6.4%

13. Flow rates vary to a very large extent across provinces: average repetition rates are twice higher in Luang Namtha (lowest efficiency) than in Champasack (highest efficiency), while dropout rates vary much less (see Tables A.11 and A.12, Appendix I). When the final results of the 2005 population census are known, it will be possible to assess primary completion rates by province and determine the extent of provincial disparities on the way to universal primary education.

14. Achievement and Adult Literacy Rates. The reported adult literacy rate of the entire

Supplementary Appendix A, page 13 population is 68.7% with 77.0% for male and 60.9% for female. Over the 1995 – 2000 period, the reported adult literacy rate for male increased by 3.5% (73.5% in 1995), but that for female improved by 13.0% (47.9% in 1995). Tests show that only 47.8% of participants attain ‘basic literacy’ comprising of reading, writing and numeracy skills. In other words, 52.2% of the test participants who declared ‘literate’ are, in fact, illiterates. Tested literacy rates for the population aged 15-59 are recorded in Table 7.

15. The literacy status of the poorest of the poor (lowest 20%) is severely low. The basic literacy rate for the poorest population aged 15-59 is only 18.8%; and the sustained functional literacy rate is as low as 8.7%. Moreover, just one out of 20 poorest females attains functional literacy.

16. The LNLS found out that primary education does not ensure the acquisition of functional literacy. Just over one out of two primary graduates (grade 5 completers) attains sustained basic literacy. Similarly, only 38% of NFE level III completers attain basic literacy.

Table 7: Literacy Rates, Adult Population (2000)

Male Female Total Illiterates: Total 46.3% 63.1% 54.8% Illiterates: urban 28.3% 42.9% 36.0% Illiterates: rural 50.4% 67.8% 59.2%

Literates: basic literacy level 53.7% 36.9% 45.2% Literates: functional literacy level 45.2% 30.3% 37.7% Literates: sustained functional literacy level 37.4% 24.5% 30.8% Source: Lao National Literacy Survey, MOE with the assistance of UNESCO and UNICEF (2001)

17. Admissions, Lower and Upper Secondary Education. Progress of admissions has been fast in lower and especially upper secondary education, with an average annual increase of 2,300 new pupils in grade 6 (LSE) and 3,500 in grade 9 (USE) over the five past years. However, the impact of demographic transition in urban areas is now starting to show at lower secondary level in the most urbanized districts: transition rates from grade 5 to grade 6 have stabilized over the past four years (see Table 8) and admissions in grade 6 are no longer increasing quickly (see Table A.21, Appendix I). A similar pattern may be found with admissions in upper secondary education: although grade 8 enrollments are still increasing quickly, admissions in grade 9 are now increasing at a reducing pace, since transition rates from grade 8 to grade 9 have been declining for three consecutive years for both females and males. Those trends in transition from grade 5 to 6 and grade 8 to 9 are linked to supply and demand factors: (a) the expansion of supply has not kept pace with demand since donors have targeted primary education, with the exception of the World Bank with EDP I project; and (b) the expansion of LSE and USE to a larger pool of pupils may have reached limits since the vast majority of urban pupils are already admitted into LSE and USE (and their number will inevitably decrease in the future due to population transition in urban areas) while an increasing number of rural pupils face financial and other constraints and may need to seek an income rather than pursuing studies. If the latter is right, conclusions should be drawn for the EFA NPA where 2010/11 targets concerning transition from grade 5 to 6 and grade 8 to 9 have been set at respectively 82.5% and 85.0%. Present transition rates are much below such targets and it is doubtful they might be achieved within five years from now.

Supplementary Appendix A, page 14

Table 8: Transition Rates from Grade 5 to 6, and Grade 8 to 9, General Education

Transition Rate, Grade 5 to 6 Transition Rate, Grade 8 to 9 Females Males Total Females Males Total 2001/02 73.8% 79.5% 77.0% 79.9% 80.8% 80.4% 2002/03 75.6% 81.1% 78.6% 82.4% 85.0% 83.9% 2003/04 75.5% 79.8% 77.8% 81.3% 81.2% 81.2% 2004/05 75.5% 80.1% 78.0% 76.9% 77.9% 77.5% Source: computed by TA from MOE EMIS

18. While transition rates from grade 5 to 6 have not changed much over the past four years in the non-poor and poorest districts, they have increased significantly in the poor districts, especially for girls (see Table 9). In spite of this progress, females have still a lower transition rate from grade 5 to 6 in the poor districts as compared with the poorest districts. Transition rates from grade 8 to 9 have been declining in the non-poor districts over the past 3 years, but the strongest decline is to be found with the poor districts which are now much under the poorest ones (see Table 10).

19. Transition rates vary to a large extent across provinces (see Tables A.24 and A.25, Appendix I): for transition from primary to lower secondary, the range was respectively 60% – 90% for females and 61% – 92% for males in 2004/05; concerning the transition rate from lower to upper secondary the range was respectively 54% – 87% for females and 49% - 88% for males. Those disparities reflect the interplay of supply and demand factors: the creation of new secondary schools probably lags behind in the poorest provinces while demand from poor, ethnic minority children and girls may not be as strong as in non poor urban districts.

Supplementary Appendix A, page 15

Table 9: Transition Rates from Primary to Lower Secondary Education, by Poverty Level

Transition Rate, G5 - G6 FEMALES MALES 2001/02 2002/03 2003/04 2004/05 2001/02 2002/03 2003/04 2004/05 LAO PDR 73.8% 75.6% 75.5% 75.5% 79.5% 81.1% 79.8% 80.1% 47 POOREST 70.4% 70.8% 68.9% 71.7% 74.7% 75.7% 72.8% 74.1% 25 POOR 57.7% 67.7% 69.2% 67.9% 67.9% 76.2% 76.6% 76.1% 70 NON POOR 77.0% 78.3% 78.4% 78.1% 82.8% 84.0% 83.0% 83.1%

Table 10: Transition Rates from Lower to Upper Secondary Education, by Poverty Level

Transition Rate, G8 - G9 FEMALES MALES 2001/02 2002/03 2003/04 2004/05 2001/02 2002/03 2003/04 2004/05 LAO PDR 79.9% 82.4% 81.3% 76.9% 80.8% 85.0% 81.2% 77.9% 47 POOREST 68.9% 72.5% 74.4% 73.1% 73.3% 74.5% 78.5% 74.5% 25 POOR 75.2% 88.3% 70.7% 62.4% 73.5% 88.0% 71.9% 66.0% 70 NON POOR 81.5% 83.4% 83.6% 80.2% 83.4% 87.3% 83.3% 80.9%

Supplementary Appendix A, page 16

20. Enrollments, Lower and Upper Secondary Education. As a consequence of admission trends in grade 6 and 9, enrollments in LSE and USE are now increasing at a reducing pace, especially in lower secondary (see Table A.28, Appendix I). Lower secondary education Gross Enrollment Rate (GER) increased from 30% in 1989/90 to 51% in 2004/05 while it reached 31% for upper secondary education (see Tables A.29 and A.30, Appendix I). Education service delivery is still uneven and the quality of education has not caught up with the rapid expansion of the system, posing an imbalance particularly among poor people living in rural ethnic villages. Provision of teachers and teaching and learning materials has lagged behind affecting the quality of education services, especially in the absence of project interventions in secondary education.

21. Internal Efficiency, Lower and Upper Secondary Education. Internal efficiency at the secondary level is relatively better than in primary education with high promotion rates and low repetition rates. However, dropout rates are high (see Tables A.26 and A.27, Appendix I), especially at the end of grade 6 and 9, showing that many pupils are not able to carry on, either because of financial and other constraints, or inability to follow, given the low achievement level of many pupils by the end of primary education. Females tend to dropout from lower secondary a little more than males, but the opposite is true for upper secondary. Around 74% of students who enter grade 6 complete lower secondary education while 81% – 82% of those admitted in grade 9 complete upper secondary education (see Graphs A.3 to A.6, Appendix I). The age distribution of secondary students indicates late enrollment of students who are already at productive age. For schools with overage students, the relevance of education is an important demand factor. Disparities of the secondary level NER between rural and urban areas or lowest and highest socioeconomic groups are more evident than those by gender.8 However, compared to male students, female dropouts seldom return to school as shown by the differential in the 11- 15 NER across gender9 (see Tables A.9, Appendix I).

22. Schools, Classes and Teachers, Lower and Upper Secondary Education. The rapid expansion of secondary enrollments has not been accompanied by a parallel expansion of the number of secondary schools, rather by a fast increase of the average size of secondary schools and the transformation of lower or upper secondary schools into complete secondary schools (see Tables A.33 and A.34, Appendix I). Since donors targeted primary education, with the exception of the World Bank EDP I project, limited investments on national resources were devoted to secondary schools, which have been sometimes housed in old primary schools abandoned after the construction of new, project primary schools. Such uncontrolled expansion under severe financial constraints has had two serious consequences: (a) first, there was a quick increase of the average class size in secondary schools, especially in grade 9 to 11, where the national average reached 81 pupils in 2004/05, with Oudomxay reaching a very high 136 pupils per class (see Tables A.35 and A.39, Appendix I). Such levels raise obvious questions and serious concerns about the nature of the teaching learning process taking place in classrooms; and (b) second, there was a significant transfer of primary teachers to secondary schools, since the number of quota teachers has only been increased to a very limited extent over the past three years (see Tables 11 and A.31 – A.32, Appendix I). On the one hand, primary teachers are not qualified to teach secondary students since they lack the knowledge of the subjects and on the other hand such transfer has serious consequences on primary education where the average class size quickly increased as well as the number of multigrade classes (see Tables A.14, Appendix I). In this redeployment process, the non poor districts kept

8 MOE, 2004 Lao National Literacy Survey 2001. Bangkok. 9 LECS3 survey

Supplementary Appendix A, page 17 the same total number of teachers through internal transfer of positions from primary to secondary, while the poor and poorest districts got a very limited increase of their quota teachers, losing some in primary and gaining a little more in secondary. The fact that the poorest districts with the most urgent need for primary teachers lost some of them because of the pressure induced by the development of secondary education is a very clear sign that EFA might become an elusive goal.

Table 11: Changes in the Teachers’ Distribution by Level of Education and Poverty Level, 2002/03 – 2004/05

Primary Secondary Total 47 POOREST DISTRICTS -251 +318 +67 25 POOR DISTRICTS -123 +196 +73 70 NON POOR DISTRICTS -583 +672 +89 LAO PDR -957 +1,173 +216 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

23. Textbooks and Teachers’ Guides, Primary and Lower Secondary Education. In recent years the single most commonly reported fact about textbooks and learning materials in Lao schools is that there are very few books available throughout most of the system. For example, from a report published in May 2000: ‘Anecdotal and random inspection together with this survey show that the position [re books in schools] is currently dire and that, according to estimations, the EDP I distribution will go a long way to solving the problem if not actually curing it completely.’10 But in July 2000, an ADB report concluded: ‘…the lack of textbooks in the schools challenges the design of large-scale textbook distribution projects as a way to improve the quality of classroom instruction.’11 And in March 2001 authors of the feasibility study for EQIP II did not find the situation improved: ‘Most schools have insufficient textbooks and few if any other instructional materials with which to teach.’12

24. Tables 12 and 13 show the number of textbooks produced during EDP I per title for each year level. Approximately 4.3 million textbooks were produced for primary and lower secondary grades, and 348,000 teachers guides. Technical specifications for these books proposed a ‘book-life’ of three to five years.13 For grade 1, therefore, there should have been one book available from the 1999 reprint for every grade 1 student in the country until at least 2002. Grades 2 and 3 books were not printed in sufficient numbers to allow a 1:1 distribution in those grades, but there should still have been sufficient supplies of these books to ensure a moderate ratio of books to students in grades 2 and 3 in that period. In fact, no reports since 2000 have found substantial numbers of textbooks or teachers guides in most primary schools.

10 Report on Logistics and Distribution of Primary and Lower Secondary Textbooks and Other Educational Materials, report by Julian Watson, World Bank, May 2000. 11 Lao People’s Democratic Republic: Education Sector Development Plan Report, ADB, July 2000. 12 Final Report, Second Education Quality Improvement Project, ADB, March 2001. 13 In fact, observations in recent years suggest that textbooks for grade 1 have a much shorter book-life – sometimes as little as one year in the case of books used in remote districts where there is little access to adequate storage in the home or the school, or to book bags for carrying books to and from school.

Supplementary Appendix A, page 18

Table 12: Textbooks produced for primary grades (EDP I World Bank)

Number of 1994 1995 1996 1997 1998 1999 14 titles per copies copies copies copies copies copies year level per title per title per title per title per title per title Grade 1 2 282,206 316,710 Grade 2 2 207,200 142,577 Grade 3 2 161,900 99,874 Grade 4 3 155,800 Grade 5 3 135,400

Source, Tables 12 – 16: Teaching and Learning Materials, World Bank PHRD 26344-LA, June 2001.

Table 13: Textbooks produced for lower secondary grades (EDP I World Bank)

Number of 1996 1997 titles per year copies copies level per title per title Year 1 5 72,700 Year 2 5 75,500 Year 3 5 60,108

25. Books for grades 4 and 5 would obviously be in very short supply, as these textbooks were never reissued in the final years of EDP I. A reprint of textbooks for grades 4–5 and Secondary Years 1–3 was tendered in January 2000. But the planned tender did not proceed.15 This reprint would have produced books per title at year-level as shown in Table 14. These figures give some indication of the number of textbooks that have been lacking for these grades and year-levels since 2000.

Table 14: Reprints scheduled but not printed (EDP I World Bank)

Number of Proposed 1999-2000 titles per reprints enrollment year level per title data Grade 4 3 198,200 122,073 Grade 5 3 185,000 106,178 Year 1 5 140,600 77,505 Year 2 5 113,120 58,277 Year 3 5 96,920 47,806

26. The printings between 1994 and 1999 are the only large-scale issues of textbooks that have occurred in the past 10 years. Smaller quantities were produced in some years – mainly for sale in regional markets or in response to specific orders from provincial education services with access to funding, including funding by donors.

14 A ‘title’ refers to a book for a particular subject – i.e. for grades 1 & 2 two textbooks were produced: one for mathematics and one for Lao language; for grades 3 – 5, books for three subjects were produced etc. 15 Irregularities in the 45-page tender document were given as the reason why this tender could not be concluded in time to allow the appropriation of EDP I funds to this purchase.

Supplementary Appendix A, page 19

27. For primary grades and lower secondary year-levels 16, teachers’ guides (TGs) were printed at the same time as the textbooks in each subject.

Table 15: Teachers’ guides for primary grades (EDP I World Bank)

Number of 1994 1995 1996 1997 1998 1999 titles per copies copies copies copies copies copies year level per title per title per title per title per title per title Grade 1 4 10,780 10,608 Grade 2 4 13,700 10,626 Grade 3 4 8,700 7,197 Grade 4 4 8,140 Grade 5 4 7,000

Table 16: Teachers’ guides for lower secondary grades (EDP I World Bank)

Number of 1996 1997 titles per year level Year 1 5 2,300 Year 2 5 3,000 Year 3 5 3,030

28. As the above tables demonstrate, there were barely enough TGs for primary subjects to provide one to each school – which is the minimum number that would be required if all schools were to offer a full five grades of primary education. There were fewer TGs produced for grade 1 (1 per 26 textbooks) and for most grades the number of teachers’ guides produced could not have provided one guide per teacher, even if the guides were adequately dispersed around the country. This is especially true in view of the large number of Lao schools with very small enrollments, where the rate of TGs to textbooks would need to be at least 1:12 in order for each teacher to have a personal copy – a necessity in view of the low level of teacher preparedness. No consultants’ reports have ever noted copies of teachers’ guides in storage anywhere.

29. The aborted reprint of textbooks and TGs in 2000 had serious consequences in the case of teachers’ guides. But there is another factor contributing to shortages of TGs. Textbooks can be found in most Lao markets in provincial and district centers. But there have never been reports of teachers’ guides available for purchase. This is because sale copies of teachers’ guides are not produced. This is a strange phenomenon in view of the high value placed on ownership of a set of teachers’ guides.

30. To summarize, there should have been ample copies of textbooks for grades 1–3 to permit at least one book for every two students (Gr. 2–3) and one book per student (Gr. 1) until 2002 or thereabouts, even though large-scale supplies of textbooks for grades 4–5 and Years 1–3 would have been exhausted before that date. But in fact, there has never been a high rate of book availability in Lao schools, and evidence from available reports suggests that the situation is worsening each year. Moreover, the experience of an aborted tender for reprints at the end of EDP I suggests that such reprints should be staggered (e.g. tendered by region, by

16 There are no teachers’ guides printed for upper secondary year-levels, which seems strange in view of the fact that teachers’ guides are produced for textbooks used in teacher-training colleges.

Supplementary Appendix A, page 20 subject or by year-level). The aborted 2000 tender would have resulted in production of some 3,000,000 extra textbooks (plus teachers guides) – but these books lost to the Lao education system as a result of the difficulty in implementing an international print tender of that size in Laos.

31. There are two developments underway to address the shortage of textbooks and teachers guides in Lao schools. The first is a planned reprint of existing book titles for primary grades that will be funded from a variety of sources. BEGP will print textbooks for the 52 project districts (at a ratio of one set of books per student in single-grade classrooms and one set per two students in multigrade schools). EQIP II is also considering printing some textbooks for project districts, but the budget available for this purpose is insufficient to permit coverage as per BEGP districts. The Education Donor Working Group has undertaken a coordinating role to find donors for textbooks in the other 26 districts. As part of BEDP, an estimate of the cost of a complete reprint of textbooks and teachers guides for all Lao primary schools has been developed, using a maximum 1:1 ratio. In fact, reprints are not likely to be produced in this ratio, but the cost of printing in other ratios can be estimated from these figures.

Table 17: Cost estimate to reprint primary textbooks and TGs

No. of Description Estimate to produce districts of districts 1 txtbk per student & 1 TG per 20 students 64 (EQIP II USD 1,877,300 districts) 52 (BEGP USD 1,111,600 districts) 26 (Other USD 936,500 districts) 142 Total all USD 3,925,400 districts

Source: Computed by TA, based on database developed by MOE Adviser Dr Richard Noonan

32. The second development is a revision and reissue of new textbooks for primary grades as part of EDP II, now being implemented. Work has begun on revision of grade 1 textbooks and teachers’ guides – the latter incorporating the primary student learning competencies that were developed in 2004 with assistance from UNICEF. Tendering of printing is not scheduled to begin until late 2006, however, and is likely to be later. Revised books for subsequent grades will be added at the rate of one grade per year to the end of the project in 2010. The number of books to be produced is 2,240,000 textbooks and 196,000 teachers’ guides, with a distribution ratio of 1 set of textbooks per student in rural areas, and 1 set of textbooks per 2 students in major towns. Extra copies will also be printed for sale purposes and sale copies will bear a prominent identification.

33. Supplementary Materials for Ethnic Students and Teachers. In 2000–2004, teams of NRIES writers developed a series of supplementary textbooks and teachers guides for students who do not have Lao as their mother tongue. This was part of the AusAID-funded Lao-Australia Basic Education Project, a co-funded grant aid component of the ADB Basic Education (Girls) Loan Project. Eight student textbooks and 14 teachers’ guides for grades 1–5 were distributed to 52 districts in 11 provinces.

Supplementary Appendix A, page 21

34. Teacher Education. Further development of teacher education in Laos is continuing, with assistance from the Second Education Quality Improvement Project (EQIP II, ADB) and the co-funded Teacher Training Enhancement and Status of Teachers project (TTEST, SIDA), both of which became effective in 2002. Construction and/or rehabilitation of eight TTCs/TTSs is currently underway as part of EQIP II. TTEST has two main areas of activity. The first has outputs expressed in terms of management development in TEIs, research capacity development, course development, materials development and training of trainers. The second is concerned with teacher education polices and initiatives to improve the salaries and status of teachers.

35. Teacher education institutions (TEIs) are being strengthened through the TTEST institutional management improvement program. A National Teacher Education Plan is in final draft stage, and redevelopment of teacher training courses is progressing. For the 8+3, 11+2 (primary and secondary) and 11+3 (lower secondary) teacher education programs, the curriculum frameworks and pre-service course outlines have been endorsed and textbook writing for the primary school teacher education programs (8+3 and 11+2) is nearing completion. In-service programs for teacher upgrading (TUP), a pedagogical advice training course and principals’ training course and materials are also being developed. A curriculum framework and course outlines for primary and secondary pedagogical advisors have been adapted from the pre-service 8+3 teacher education program. Teachers’ handbooks based on the pre-service materials are being developed along with the pre-service textbooks.

36. As part of the TTEST project, the MOE is undertaking six operational research studies that could have implications across the education system. Three studies have been completed to date: a review of Lao teaching styles, a review of the flow of teacher trainees into teacher education, and a review of school clusters. Three more studies are underway: a study of teacher-education institutional capacity, a piloting of an alternative assessment program at the end of grade 5 in maths and Lao language, and a study re supporting professional development networks for teachers in remote schools.

37. Decentralization. With issuance of the prime ministerial decree on decentralization in 2000, MOE has been decentralizing education management in order to improve the relevance and efficiency of service delivery and achieve greater community involvement in the development process. The province is perceived as the strategic unit, the district as the planning and budgeting unit, and the village as the basic implementation unit. In the past, DEBs were responsible for all education activities, including kindergarten, primary education, lower and upper secondary, vocational education, non-formal education, etc. At present, DEBs are only responsible for kindergarten and primary education, including non-formal education and other types of education at primary level. They also assist in managing education institutions above primary level concerning non-academic work. DEBs are also taking responsibility for planning, budgeting and implementation. PESs are responsible for lower and upper secondary education within the province as well as vocational schools. They supervise all DEBs, prepare education development plans in coordination with the DEBs, direct the implementation of plans and are responsible for personnel, school, and student management within the province. DPC/MOE: (a) supervises the establishment of EMIS, data collection, education mapping, data analysis and assessment within the education sector; and (b) supervises and integrates education strategic plan, educational development plan and investment plan, monitors and evaluates the implementation of plans.

38. The role of the Government is to supervise and control financial as well as physical process under decentralization. However, five issues strongly limit MOE’s ability to implement

Supplementary Appendix A, page 22 decentralization and achieve quality education for all17: • Insufficient allocation of resources to education, low staff salaries and lack of teachers, which are the most severe constraints; • Conflicting lines of decision and coordination, at PES and DEB level, are another serious constraint to decentralization and more effective education policy, planning and management, since decisions on resource allocation to education at PES and DEB level are mostly made by administrative authorities, even if they are conflicting with MOE guidelines. MOE has lost control over resource allocation to the sector. Again, any change in this area is beyond the control of MOE; • Lack of reliable and relevant data prevent PES and DEB from making rational decisions on education development, planning and management; • Lack of clearly defined functions at MOE, PES and DEB, inadequate regulatory framework and absence of guidelines for accomplishing key tasks such as planning, budgeting, personnel and academic management are also constraining decentralization and more effective education policy, planning and management; • Poor staff capacity, especially at DEB level, preventing them from accomplishing the tasks devolved to them under decentralization is finally another serious constraint. Finally, and as already mentioned, it may well be that decentralization has contributed to increase rather than reduce disparities across provinces.

39. Financing mechanisms and resource allocation to education. To achieve universal primary education by 2015, investments in rapid physical expansion have been propelled by external assistance at a pace which was not always commensurate with the government management and fiscal capacity. As a result, compared to most countries in the region which assign 70% or more of the education budget to recurrent expenditures, notably salaries for teachers, provision of textbooks, and school operation and maintenance, the recurrent/capital expenditures ratio in Lao PDR has become little more than 40/60.

40. ‘The education sector budget trend during the present PIP period (i.e. the 2001-2005 five year plan period) reflects government policy intention to strengthen education. The education sector share in total government budget increased from 8.8% in 2000/01 to 11.6 % in 2004/05 (see Table 18). But within the education sector the expenditure pattern has not improved. It remains heavily biased towards capital expenditure, which increased from about 47%of total sector budget in 2000/01 to over 60% in 2003/04 and 55% in 2004/05’18.

Table 18: Government Education Budget 1990/91 – 2004/05

1990/91 1994/95 2000/01 2004/05 Education budget 1.9% 3.6% 1.97% 2.49% as percent of GDP Education as percent of 7.2% 13.9% 8.8% 11.6% total Government budget Source: PIP (Public Investment Plan) Review, BEDP TA, K. Bahr, 02/09/05

41. The average salary of a primary teacher amounts to 0.6-0.7 GDP/capita as compared to a regional average of 2.0-2.5 GDP/capita. International experience shows unequivocally that the

17 ‘Decentralized education management, Operational Policy Report’, ADB, June 2003 18 ‘PIP (Public Investment Plan) Review’, K. Bahr, BEDP TA, 02/09/2005

Supplementary Appendix A, page 23 social and individual returns to primary or basic education are substantial, and essential to poverty reduction. Clearly, though, continued investments likely create universal physical coverage of primary schools without substance due to the chronic shortage of recurrent cost financing for teachers’ salaries and provision of textbooks and supplies. Sustainable development of primary education is facing a serious risk in Lao PDR.

42. In provinces, Governors are responsible for the allocation of resources to education. The provincial recurrent education budget includes the salaries of all quota staff (PES and DEB staff, and all quota teachers), the number of which is theoretically negotiated with MOE, and minimal non-salary recurrent expenses for operation and capacity building. The provincial investment budget includes investments funded out of domestic resources and counterpart funds for project investments. The share of total provincial recurrent budgets devoted to education is rather high, because of the relative size of the provincial education staff, while the share of total provincial investment budgets allocated to education is small but increasing (see Table 19).

Table 19: Share of Education Budget in Provincial Budget

2001/02 2002/03 2003/04 Education recurrent in % of total recurrent 33.3% 33.1% 26.4% Education investment in % of total investment 5.1% 7.0% 10.1% Total education budget in % of total budget 11.7% 13.8% 15.8% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

43. Government Strategy, Policy and Program. Millennium Development Goals for Laos, adopted by GOL in 2000, included education goals in the areas of formal primary education, reduction of illiteracy rates and gender equity. In 2000, the Government formulated the Education Strategic Vision to the Year 2020, which encompassed development of the education system in accordance with the MDG. The Education Strategic Vision aimed to achieve universal primary education by 2015, together with a continued expansion in participation at the lower secondary level.19 These national education goals are implemented via successive five-year plans, and the 5th Five-Year Education Development Plan is the current plan, covering the period 2001–2005. The Education Strategic Vision is supported by the National Growth and Poverty Eradication Strategy, approved by GOL and published in June 2004. NGPES defines education as one of four priority areas (the others are health, agriculture and infrastructure) 20 and focuses on the needs of the 47 poorest districts in Lao PDR. To provide a road map to achieve these education goals, in 2005 the Government officially adopted the National Plan of Action for Education for All, 2003-2015 (EFA Plan), which Cabinet had approved in December 2004. The EFA Plan was produced by MOE with the assistance of United Nations Educational, Scientific, and Cultural Organization (UNESCO). 21 It covers the areas of early childhood education, primary education, lower secondary education, non-formal education and skills development for disadvantaged groups, and embodies most of the goals of the Education Strategic Vision.

19 Ministry of Education, Lao People’s Democratic Republic. 2000. The Education Strategic Vision up to the Year 2020. Vientiane. 20 Committee for Planning and Cooperation, Lao People’s Democratic Republic. 2004. The Lao PDR’s National Growth and Poverty Eradication Strategy. Vientiane. 21 MOE. 2004. Lao PDR National Plan of Action for Education for All, 2003-2015, Vientiane.

Supplementary Appendix A, page 24

Graph 1: Current GOL Policy Documents incorporating Basic Education Goals

MILLENNIUM DEVELOPMENT GOALS FOR LAOS

THE EDUCATION STRATEGIC VISION TO THE YEAR 2020 …goals for all of the education sector, including technical/vocational, upper secondary and

university, as EDUCATION FOR ALL well as basic NATIONAL PLAN OF ACTION education … basic education sub-sector, (primary, lower secondary, some non-formal and vocational ed.)

(Education) (Health)

NATIONAL GROWTH AND POVERTY ERADICATION STRATEGY (NGPES) (Education is 1 of 4 pillars)

(Transport and (Agriculture) communication)

44. Sector Wide Approach. Since 2002, MOE has been developing a sector-wide approach (SWAp) in the Lao context with assistance of the Swedish International Development Agency (SIDA) and been preparing for realigning investment projects based on the SWAp. In this context, MOE adopted the EFA Plan as an official sector development plan that provides a common framework for future assistance. With the ADB’s support, MOE is expected to complete the sector development plan by incorporating policies for teacher development and administration being drafted by SIDA22 and decentralized education management completed by the ADB’s technical assistance23, and those to be prepared for vocational training and technical education and higher education. In addition, with advice of SIDA, MOE aims to institutionalize a SWAp based development framework by 2009 by exchanging SWAp agreement with key development partners.

II. KEY ISSUES AND CHALLENGES

45. Education Finance. Since the deep cuts in the education budget in 1997 that reduced the education’s share of the national budget from about 15% to below 8%, recovery has been slow. The Government has agreed to increase the education’s share in the national budget to

22 SIDA. 2004. The National Teacher Education Plan for the School Sector – Rationale and Implementation, Vientiane. 23 ADB. 2003. Operational Policy Report on Strengthening Decentralized Education Management. Bangkok.

Supplementary Appendix A, page 25

15% in 2010/11. This would result in more than 3% of the GDP being allocated to the sector, more in line with the regional norm and the resource necessary for the Government to reach its medium and long-term education goals. The primary education should account for 55% or more in the total education budget compared to the current level of less than 50%; and the recurrent/capital expenditure ratio should be rebalanced from 40/60 to 70/30 to ensure the sustainable results of the reform. 24

46. Donor Coordination. Considering that some 75% of capital investment has been funded by external donors, donor agencies should also look into implications in the incremental recurrent cost. The sector reform for EFA by 2015 incurs substantial adjustment cost for teacher development and administration, provisions of textbooks, and education management or other forms of recurrent expenditure. In addition, different procedures and reporting requirements of individual donors are unnecessarily increasing the transaction cost and wasting scarce human resource in MOE. Alignment of individual investment projects and fiscal assistance coupled with the reform of the teacher remuneration system, and harmonization efforts should be explored.

47. Quality. Poor internal efficiency represented by high dropout and repetition reflect the inadequate provision of teachers and textbooks, irrelevance to the community demand and the impact of poverty. Teacher’s salaries were eroded by more than a third in the three year period to FY1999/00. Coupled with persistent arrears in payment, this led a large number of teachers to quit the profession or take second jobs, while a growing number of graduates from teacher training schools have chosen other careers, resulting in poor external efficiency of the teacher training system. The overall pupil/teacher ratio of 30:1 indicates adequate number of teachers but the distribution of primary teachers is very uneven, with an over supply in urban areas leaving many remote schools without an appropriate number of teachers. This will pose a serious problem in the near future, with primary enrollments declining in urban areas while they will steadily increase in rural, poor areas, since it seems virtually impossible to redeploy teachers from urban to rural areas. The issue of quota teachers also needs to be clarified since quota staff salaries, which are a mandatory component of the provincial education budget, are used for budget bargaining by PESs with the provincial Governor’s office and Provincial Finance Services, while some staff included in the education quota is working elsewhere. Finally, more information should be gathered and analysis done on contract teachers, whether they are recruited by PESs, DEBs or communities. The reform requires the introduction of an appropriate teacher administration framework in lieu of a traditional teacher training project.

48. Textbook development. The work of writing, illustrating, layout and trialling textbooks and teachers’ guides is managed by the National Research Institute for Education Sciences (NRIES). Writing takes place in NRIES’ various subject units (Lao Language, mathematics etc.) Managing the process has traditionally been the responsibility of the Director and one of the Deputy-Directors of NRIES. These persons often also ‘edit’ the final content. In recent years, there have been inputs of technical advice and assistance from international and local consultants. A small computer network was also set up several years ago, but all units in NRIES are not yet fully networked and rationalization of computerized text development is an urgent priority. EDP II intends to procure and install some equipment at NRIES, but before any such equipment is procured, there is a need to clarify exactly what publishing and production activities can and should be completed in-house by NRIES staff and what activities are best tendered to

24 World Bank. 2002. Lao PDR Public Expenditure Review, Country Financial Accountability Assessment, Joint Report of World Bank, International Monetary Fund and Asian Development Bank, Volume I/II. Washington, DC.

Supplementary Appendix A, page 26 external service providers.25

49. Many of the major textbooks and teachers guides developed as part of EDP I were contracted to service providers for typesetting and illustration. It was reported that there were many problems with this process and the tendering process for pre-press activities was made difficult by the fact that schedules were usually very tight. As yet EDP II has not begun the critical stages of textbook development that occur between manuscript development and tendering for printing. Implementation challenges include the fact that there are few trained editors working in Laos – especially editors with experience in the development of educational materials. There are also few trained graphic designers with experience of book-publishing, and yet the design and layout of high-quality textbooks and learning materials demand specialized skills. Most of the emphasis in textbook publishing programs to date has concentrated on training writers, and there is an urgent need to provide training for other book publishing tasks – especially for planning publishing programs and for all of the complex editing tasks.

50. Assessment and achievement. Data from student assessment should assist in monitoring and evaluating the system and help identify weaknesses and ways of addressing those weaknesses. The present examination system is not adequate for these purposes, with examination outcomes too closely linked to administrative targets. Consequently, the proportion of students successfully passing any exam is very high (in the order of 90%) and inflates the demand for further studies. Designing an actual assessment system is long overdue. The move to an outcomes-based curriculum for primary education will provide the mechanism to assess students’ achievement at class level, as well as through the examination system. Teachers will be helped to use the learning outcomes developed for the primary curriculum as the basis for continuous assessment in the classroom. Setting up a way to test achievement of these standards nationally is the focus of assessment work underway at NRIES, supported by EDP II.

51. Relevance. To make education services relevant to the individual community needs, different living conditions throughout the country must be incorporated in the curriculum reform process. Attending school in rural and remote mountainous areas is extremely difficult for small children due to lack of access to the road especially during rainy season. In some cases young children cannot go to schools by themselves because of the distance involved and it is dangerous for them to travel alone. The situation is further complicated by the fact that in ethnic group areas teachers cannot communicate with students because of language barrier. Such reform needs to incorporate alignment of school schedule with the agricultural cycle or dry/rainy seasonal norm to ensure regular attendance of not only students but also teachers, and help more female dropouts to return to classroom. In addition, since the school curriculum must help students prepare for the further study or employment, it is necessary to adjust the present curriculum contents to meet the further study needs or the labor market demand.

52. Management. Although the Government indicates the annual budget guidelines, the final decisions rest with individual provincial governors whose authority is equivalent to that of ministers. Once they have received the total amount for their provinces, governors may allocate the budget for what they perceive to be the most urgent needs, and the share of provincial budgets allocated to education varied from a low 5% to a high 25% over the 3 past years, depending on the province. Variations in the share of the provincial budget allocated to education are mostly determined by the share of provincial investments devoted to education,

25 For example, the EDP II list of proposed equipment includes a colour separator, which is an item more appropriate for procurement by a printer than by a publishing house responsible for writing and/or layout.

Supplementary Appendix A, page 27 which is generally very limited although it has increased recently with the implementation of major projects. On the other hand, the share of the provincial recurrent budget going to education is rather high and amounts to 25%-30% on average, since the quota staff included under education is rather high. There is often little national coordination because central agencies lack appropriate information flows or systems to monitor and control budgeting and disbursement at the provincial level. As a result, MOE can no longer track public expenditures for education. Under the circumstance, decentralization tends to exacerbate regional disparities in the provision of education services. It is questionable whether the current transfer system effectively addresses these disparities. The implication of decentralization should be reassessed and only be undertaken at a pace with local implementation capacities and MOE’s monitoring capacity.

53. Access. The EFA reform process requires provision of education services nationwide. However, population in remote/rural areas is very small and they do not settle down in one place. Different from urban areas, low population densities and remoteness make it difficult to provide cost-effective sustainable education services in remote/rural areas, particularly when one applies the uniform facility and service standards. In order to assure equitable access to quality education, the Government may consider a target assistance program to the population in remote/rural areas based on agreed minimum standards or quality of education. At the same time, the reform should create affordable school access by seeking an optimum balance between demand and supply factors and involve local community in operations and maintenance to the extent possible.

54. Technical and Vocational Education and Training (TVET). Although the number of enrollment in TVET is increasing, the TVET segment is minor and underdeveloped. However, prior to considering further expansion, the Government should reassess if TVET segment, in particular vocational training or skills development is to be administered by MOE. Administration of skills development system should act in labor market, deal with multiple ownerships of training system and institutes, and explore innovative financing mechanism. Labor market issue involves not only the market information but also a linkage to the industries, labor laws, employment promotion, and migrant workers. Training institutes and system are often under authorities of different line ministries. It is difficult for MOE as one of the line ministries to coordinate. Beneficiaries or clientele of TVET include not only students but also employers and private training institutes, while MOE is normally allowed to charge fees only to the students. Including establishment of an autonomous TVET coordination body with a necessary legislative framework, the Government should consider an appropriate administrative structure before the MOE’s SWAp based education sector development program would include TVET.

55. External Assistances. ADB’s assistance started in 1991 with the first Education Quality Improvement Project,26 followed by the Basic Education (Girls) Project in 2000.27 Based on a comprehensive sector study in 1998 that provided a policy and investment framework for the period 2001–2005, 28 ADB provided a loan for the Second Education Quality Improvement

26 ADB. 2000. Project Completion Report on the Education Quality Improvement Project in Lao People’s Democratic Republic. Manila. The report assessed the project as successful. 27 ADB. 2000. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Basic Education (Girls) Project. Manila. 28 ADB. 1998. Technical Assistance to the Lao People’s Democratic Republic for the Education Sector Development Plan. Manila.

Supplementary Appendix A, page 28

Project in 2001,29 which focused on expanding access to primary education. It also provided a loan in 1995 to revive the higher education system to produce skilled people to lead national development in various sectors, including education, through the establishment of the National University of Laos.30 Overall, ADB has been primarily assisting basic education. For completed projects, ADB’s project completion reviews have found that these projects were highly or generally successful.

56. Other international and bilateral agencies and non-government organizations (NGOs) have also supported the expansion of primary education, including the World Bank through its first and second Education Development Project in 1993 and 2004, the Government of Japan through grant assistance for teacher training and primary school construction since 1998, and the United Nations Children’s Fund (UNICEF) for a teacher upgrading program since 1996. UNESCO also assisted the MOE in producing the EFA Plan 31 that provides a common framework for future assistance.

57. Overall, to comply with the MDG for poverty reduction and EFA, virtually all the major external assistance has been directed to primary education, with some to the lower secondary education. Other segments such as upper secondary, postsecondary and tertiary education and TVET have been mostly neglected by the major donors.

58. ADB’s Strategy and Operations in the Sector. As mandated by the poverty reduction strategy and the education policy, ADB, like other agencies, has been allocating most of its resource in the basic education segment through project loans. Tertiary education and TVET has been left without priority. The Government, although it is fully cognizant of the urgent need to establish a basic education system, is also concerned with the need for a minimum balance in the sector development because due to the lack of assistance, the system, facilities, and human resource might have been left without necessary update. A more comprehensive approach to the education sector could be considered in the future pipeline.

59. Although it may take a longer time for appraising an SDP, the SDP may demonstrate the best conformity to the SWAp-based sector development framework currently considered by MOE. In addition to meet the investment needs in the education sector, it will allow policy or program based approach with support to the adjustment cost, accommodate MOE’s concern on a minimum balance in capital rationing over different segments, reduce expensive duplicates, and promote harmonization of implementation procedures and reporting requirements. In support of MOE’s initiative in establishing the SWAp-based sector development framework, ADB will start providing SDP for the education sector starting in 2006 with the Basic Education Development Program. It will support building donor coordination and the sector reform process toward EFA 2015.

29 ADB. 2001. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Second Education Quality Improvement Project. Manila. 30 ADB. 2004. Project Completion Report on the Postsecondary Education Rationalization Project in Lao People’s Democratic Republic. Manila. The report assessed the project as highly successful. 31 MOE. 2004. Lao PDR National Plan of Action for Education for All, 2003-2015, Vientiane.

Supplementary Appendix A, page 29

APPENDIX I: SECTOR STUDY TABLES AND GRAPHS

Table A.1: Growth of New Admissions into Grade 1 by Gender

1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 Females 77,095 81,098 86,352 83,540 86,269 84,559 88,529 89,499 87,497 86,859 Males 91,386 93,806 99,956 96,935 100,981 100,015 104,075 103,247 97,919 97,457 Total 168,481 174,904 186,308 180,475 187,250 184,574 192,604 192,746 185,416 184,316 Source: computed by TA from MOE EMIS

Table A.2: Annual Increase of New Admissions in Grade 1 by Gender and Poverty Level, 2000/01 – 2004/05

FEMALES MALES 2001 to 2002 to 2003 to 2004 to Total 2001 to 2002 to 2003 to 2004 to Total 2002 2003 2004 2005 period 2002 2003 2004 2005 period Non-Poor 1,875 -770 -2,794 -137 -1,826 1,777 -1,406 -3,610 -2 -3,241 Poor 787 -305 -326 -115 41 503 -505 -475 -94 -571 Poorest 1,308 2,045 1118 -385 4,085 1,780 1,083 -1,243 -366 1,254 Lao PDR 3,970 970 -2,002 -638 2,300 4,060 -828 -5,328 -462 -2,558 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.3: Ratio Males/Females in Admissions by Poverty Level

2000/01 2001/02 2002/03 2003/04 2004/05 47 Poorest 1.302 1.305 1.241 1.140 1.143 25 Poor 1.204 1.172 1.161 1.154 1.157 70 Non-Poor 1.126 1.119 1.109 1.098 1.101 Lao PDR 1.183 1.176 1.154 1.119 1.122 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 30

Table A.4: Gross Admission Rate into Primary Education

1995/96 1999/00 2002/03 2003/04 2004/05 Females 106.0% 113.0% 107.4% 105.9% 108.8% Males 122.5% 129.9% 119.0% 113.6% 117.0% Source: computed by TA from MOE EMIS and TA population estimates based on LECS3 and pre-census (2005) head count produced in 2004

Table A.5: Growth of New Admissions into Primary Education by Province (2000/01 – 2004/05)

FEMALES MALES Sekong 0.753 Sekong 0.756 Khammuane 0.858 Khammuane 0.830 Bokeo 0.903 Sayaboury 0.847 Vientiane City 0.907 Xiengkhouang 0.856 Sayaboury 0.915 Bokeo 0.862 Vientiane Province 0.923 Vientiane City 0.913 Xiengkhouang 0.954 Vientiane Province 0.917 Champasack 0.967 Huaphanh 0.927 Borikhamxay 0.973 Borikhamxay 0.942 Savannakhet 0.983 Savannakhet 0.948 Lao PDR 1.027 Lao PDR 0.974 Huaphanh 1.058 Xaysomboune 0.984 Luang Prabang 1.168 Champasack 1.006 Xaysomboune 1.213 Luangnamtha 1.056 Phongsaly 1.225 Luang Prabang 1.074 Saravane 1.231 Oudomxay 1.157 Attapeu 1.277 Phongsaly 1.175 Luangnamtha 1.328 Attapeu 1.175 Oudomxay 1.485 Saravane 1.242 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.6: Primary Education Enrollments

Females Males Total Increase 2000/01 375,726 452,387 828,113 2001/02 387,860 464,997 852,857 24,744 2002/03 399,570 475,730 875,300 22,443 2003/04 405,675 477,605 883,280 7,980 2004/05 409,006 480,233 889,239 5,959 Source: computed by TA from MOE EMIS

Supplementary Appendix A, page 31

Table A.7: GER, Primary Education

1995/96 1999/00 2004/05 Females 100.3% 100.8% 97.2% Males 121.9% 118.8% 111.4% Gender Gap 21.6% 18.0% 14.2% Source: computed by TA from MOE EMIS, age structure of LECS3 sample and preliminary results of 2005 population census

Table A.8: Growth of Primary Education Enrollments by Province (2000/01 – 2004/05)

FEMALES MALES Vientiane City 0.878 Vientiane City 0.893 Vientiane Province 0.945 Vientiane Province 0.948 Sayaboury 0.954 Sayaboury 0.969 Champasack 0.988 Xiengkhouang 0.975 Xiengkhouang 1.030 Champasack 0.995 Bokeo 1.073 Khammuane 1.052 Khammuane 1.082 Lao PDR 1.062 Savannakhet 1.087 Savannakhet 1.069 Lao PDR 1.089 Bokeo 1.083 Borikhamxay 1.184 Luang Prabang 1.126 Luang Prabang 1.196 Sekong 1.129 Huaphanh 1.226 Huaphanh 1.131 Phongsaly 1.238 Borikhamxay 1.170 Saravane 1.245 Xaysomboune 1.180 Sekong 1.280 Saravane 1.204 Xaysomboune 1.314 Luangnamtha 1.211 Attapeu 1.341 Phongsaly 1.242 Luangnamtha 1.374 Oudomxay 1.264 Oudomxay 1.538 Attapeu 1.272 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 32

Table A.9: NER Estimates by Age Group, Gender and Province, based on LECS3 (2002/03)

6-10 NER 11-15 NER Females Males Females Males Lao PDR 70.3% 73.2% 70.4% 81.9% Vientiane City 95.7% 92.5% 85.4% 94.8% Phongsaly 48.3% 54.6% 56.4% 69.7% Luangnamtha 43.0% 48.6% 53.7% 64.5% Oudomxay 52.5% 55.6% 58.6% 81.1% Bokeo 59.2% 58.3% 63.6% 81.8% Luang Prabang 65.9% 73.0% 66.7% 83.3% Huaphanh 56.9% 67.6% 64.9% 83.1% Sayaboury 81.9% 87.4% 66.2% 82.2% Xiengkhouang 72.8% 70.1% 71.3% 87.5% Vientiane Province 89.1% 90.7% 84.8% 90.8% Borikhamxay 85.7% 89.5% 81.8% 90.4% Khammuane 69.6% 73.0% 73.6% 80.4% Savannakhet 69.4% 67.2% 70.2% 77.3% Saravane 47.8% 53.8% 49.1% 66.1% Sekong 60.4% 63.0% 69.4% 85.7% Champasack 83.5% 86.0% 70.9% 76.4% Attapeu 63.3% 67.6% 82.4% 88.7% Xaysomboune 82.6% 79.9% 77.7% 96.0% North 61.1% 67.5% 62.8% 79.7% Center 78.0% 77.5% 77.4% 86.0% South 69.4% 73.4% 66.4% 75.2% Urban area 90.5% 88.4% 86.8% 89.8% Rural area with access 72.2% 75.1% 70.9% 81.8% Rural area without access 49.6% 55.6% 48.9% 71.5% Source: computed by TA from LECS3 unpublished data

Table A.10: Flow Rates, Primary Education

FEMALES MALES 1995/96 2004/05 1995/96 2004/05 Repetition rate G1 37.5% 33.3% 39.4% 34.8% Repetition rate G2 20.1% 17.3% 23.5% 20.5% Repetition rate G3 12.2% 10.7% 15.7% 14.1% Repetition rate G4 8.3% 6.5% 11.7% 9.6% Repetition rate G5 12.3% 3.5% 16.9% 6.1% Average repetition rate 22.8% 18.0% 25.6% 20.4% Dropout rate G1 14.0% 12.9% 13.3% 12.9% Dropout rate G2 8.6% 6.8% 7.9% 6.5% Dropout rate G3 9.4% 7.4% 7.6% 6.3% Dropout rate G4 11.9% 7.3% 9.0% 5.7% Source: computed by TA from MOE EMIS

Supplementary Appendix A, page 33

Table A.11: Flow Rates, Champasack Province, Primary Education

FLOW RATES: Champasack (Lowest values) FEMALES MALES 2002 2003 2004 2002 2003 2004 Repetition rate G1 18.9% 19.9% 20.1% 20.2% 21.7% 22.7% Repetition rate G2 9.9% 10.8% 11.4% 12.5% 14.1% 14.4% Repetition rate G3 6.7% 7.5% 7.7% 9.4% 10.3% 10.6% Repetition rate G4 4.2% 4.2% 5.0% 6.6% 8.0% 7.9% Repetition rate G5 1.2% 1.4% 1.8% 2.5% 3.6% 4.5% Average repetition rate 9.7% 10.3% 10.5% 11.7% 12.9% 13.3% Dropout rate G1 12.8% 7.6% 10.7% 13.9% 11.0% 9.5% Dropout rate G2 7.6% 4.4% 6.6% 8.7% 5.2% 6.3% Dropout rate G3 11.7% 8.6% 11.4% 8.8% 6.0% 8.4% Dropout rate G4 11.5% 8.7% 10.4% 8.0% 7.4% 9.6% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.12: Flow Rates, Luang Namtha Province, Primary Education

FLOW RATES: Luang Namtha (Highest values) FEMALES MALES 2002 2003 2004 2002 2003 2004 Repetition rate G1 46.5% 49.2% 44.4% 45.2% 45.3% 43.9% Repetition rate G2 19.7% 23.8% 19.7% 23.5% 22.9% 20.4% Repetition rate G3 12.3% 15.9% 11.2% 12.2% 16.3% 13.8% Repetition rate G4 4.2% 7.4% 6.6% 7.3% 9.7% 7.5% Repetition rate G5 8.8% 8.0% 7.0% 10.9% 9.0% 9.2% Average repetition rate 25.2% 29.2% 26.4% 25.9% 27.3% 25.5% Dropout rate G1 5.9% 4.4% 12.9% 8.2% 9.8% 7.8% Dropout rate G2 6.1% 4.7% 9.9% 8.2% 5.6% 8.7% Dropout rate G3 7.3% 5.5% 8.1% 1.2% 6.1% 2.7% Dropout rate G4 0.0% 3.6% 5.2% 2.5% 6.6% 6.8% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 34

Graph A.1: Reconstituted Cohort, Primary Education, Females, 2004 to 2005

FEMALES 2004-2005 G1 G2 G3 G4 G5 1 1,000 2 333 537 3 111 272408 4 37 107250 334 5 12 38108 227 288 6 7 41 103 206 268 7 4 40 96 191 8 3 38 90 9 14 35 Graduates 585 Pupil-years 1,494 962 811 706 627 4,600 Years/Graduate 7.87 Coefficient of efficiency 63.5% Cohort completion rate 58.5% Survival rate to grade 5 62.7% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Graph A.2: Reconstituted Cohort, Primary Education, Males, 2004 to 2005

MALES 2004-2005 G1 G2 G3 G4 G5 1 1,000 2 348 523 3 121 289 382 4 42 123265 304 5 15 47127 240 258 6 10 52 124 219 240 7 7 54 118 204 8 5 53 110 9 49 Graduates 604 Pupil-years 1,526 991 833 727 648 4,725 Years/Graduate 7.83 Coefficient of efficiency 63.9% Cohort completion rate 60.4% Survival rate to grade 5 64.8% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 35

Table A.13: Primary Graduation Rate

Females Males 2003/04 47.3% 51.8% Source: computed by TA from MOE EMIS and TA population estimates based on age structure of LECS3 sample preliminary data from 2005 census

Table A.14: Schools, Classes and Teachers, Primary Education, 2000/01 – 2004/05

2000/01 2001/02 2002/03 2003/04 2004/05 Complete schools 3,197 3,335 3,468 3,651 3,660 Incomplete schools 4,958 5,097 5,019 4,878 4,881 Total schools 8,155 8,432 8,487 8,529 8,541 % incomplete schools 60.8% 60.4% 59.1% 57.2% 57.1% Single grade classes 21,849 21,844 21,412 20,762 20,379 Multi-grade classes 4911 5,616 6,168 6,666 6,969 Total classes 26,760 27,460 27,580 27,428 27,348 % multi-grade classes 18.4% 20.5% 22.4% 24.3% 25.5% Teachers 27,475 28,403 28,571 27,697 27,614 Average class size 30.9 31.1 31.7 32.2 32.5 Teachers per class 1.03 1.03 1.04 1.01 1.01 PTR 30.1 30.0 30.6 31.9 32.2 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.15: % of Incomplete Schools by Poverty Level, 2000/01 – 2004/05

% incomplete schools 2000/01 2001/02 2002/03 2003/04 2004/05 Lao PDR 60.8% 60.4% 59.1% 57.2% 57.1% 47 Poorest 72.8% 71.9% 70.6% 68.0% 67.7% 25 Poor 62.8% 62.9% 62.3% 61.2% 61.8% 70 Non Poor 53.4% 53.0% 51.5% 49.5% 49.5% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 36

Table A.16: Provinces with Districts by Poverty Level

Poorest Poor Non Poor Total Districts Districts Districts Districts Vientiane City 1 0 8 9 Phongsaly 2 2 3 7 Luangnamtha 3 0 2 5 Oudomxay 5 1 1 7 Bokeo 3 1 2 6 Luang Prabang 4 0 7 11 Huaphanh 5 2 1 8 Sayaboury 2 3 5 10 Xiengkhouang 2 2 3 7 Vientiane Province 1 3 8 12 Borikhamxay 3 0 3 6 Khammuane 2 3 4 9 Savannakhet 4 3 8 15 Saravane 215 8 Sekong 202 4 Champasack 2 2 6 10 Attapeu 2 1 2 5 Xaysomboune 2 1 0 3 LAO PDR 47 25 70 142

Table A.17: Primary Schools by Province, 2000/01 – 2004/05

SCHOOLS 2000/01 2001/02 2002/03 2003/04 2004/05 Vientiane City 462 465 471 470 476 Phongsaly 388 424 438 459 501 Luangnamtha 283 285 307 323 340 Oudomxay 490 513 485 494 470 Bokeo 230 242 258 259 261 Luang Prabang 719 808 795 757 745 Huaphanh 710 705 707 711 689 Sayaboury 459 465 458 444 440 Xiengkhouang 404 436 442 395 410 Vientiane Province 472 470 470 470 468 Borikhamxay 281 308 296 309 320 Khammuane 568 567 582 606 597 Savannakhet 1,099 1,118 1,118 1,127 1,145 Saravane 432 460 486 487 504 Sekong 155 166 169 179 151 Champasack 757 758 735 760 765 Attapeu 181 175 198 209 187 Xaysomboune 65 67 72 70 72 LAO PDR 8,155 8,432 8,487 8,529 8,541 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 37

Table A.18: Primary Classes by Province, 2000/01 – 2004/05

CLASSES 2000/01 2001/02 2002/03 2003/04 2004/05 Vientiane City 2,767 2,779 2,773 2,745 2,732 Phongsaly 823 854 889 914 962 Luangnamtha 722 744 797 850 859 Oudomxay 1,148 1,138 1,162 1,191 1,213 Bokeo 725 792 764 760 758 Luang Prabang 2,035 2,012 2,166 1,926 1,905 Huaphanh 1,569 1,597 1,602 1,578 1,572 Sayaboury 1,973 1,940 2,054 2,001 2,013 Xiengkhouang 1,343 1,408 1,425 1,298 1,334 Vientiane Province 2,261 2,286 2,213 2,372 2,145 Borikhamxay 993 1,116 1,078 1,158 1,155 Khammuane 1,752 1,742 1,720 1,737 1,736 Savannakhet 3,680 3,710 3,698 3,664 3,689 Saravane 1,035 1,160 1,209 1,129 1,230 Sekong 363 390 380 411 371 Champasack 2,864 2,891 2,815 2,805 2,789 Attapeu 461 547 567 611 590 Xaysomboune 246 354 268 278 295 LAO PDR 26,760 27,460 27,580 27,428 27,348 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.19: Primary Teachers by Province, 2000/01 – 2004/05

TEACHERS 2000/01 2001/02 2002/03 2003/04 2004/05 Vientiane City 2,873 2,900 2,844 2,840 2,832 Phongsaly 847 904 917 933 1,000 Luangnamtha 766 797 886 748 757 Oudomxay 1,117 1,175 1,225 1,228 939 Bokeo 759 799 826 774 758 Luang Prabang 1,968 2,091 2,043 1,975 1,938 Huaphanh 1,569 1,591 1,606 1,594 1,559 Sayaboury 1,978 2,026 2,060 1,982 2,013 Xiengkhouang 1,405 1,457 1,517 1,324 1,373 Vientiane Province 2,441 2,469 2,476 2,416 2,379 Borikhamxay 1,015 1,137 1,102 1,118 1,161 Khammuane 1,632 1,746 1,782 1,681 1,736 Savannakhet 3,944 3,934 3,851 3,801 3,869 Saravane 1,054 1,161 1,245 1,131 1,172 Sekong 395 414 422 438 434 Champasack 2,920 2,970 2,931 2,818 2,803 Attapeu 533 552 563 609 591 Xaysomboune 259 280 275 287 300 LAO PDR 27,475 28,403 28,571 27,697 27,614 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 38

Table A.20: Changes in the number of schools, classes and teachers by province, 2000/01 – 2004/05

Schools Classes Teachers Huaphanh -21 Luang Prabang -130Oudomxay -178 Oudomxay -20 Vientiane Province -116Champasack -117 Sayaboury -19 Champasack -75Savannakhet -75 Vientiane Province -4 Vientiane City -35 Vientiane Province -62 Sekong -4 Khammuane -16Vientiane City -41 Xiengkhouang 6 Xiengkhouang -9 Xiengkhouang -32 Attapeu 6 Huaphanh 3Luang Prabang -30 Xaysomboune 7 Sekong 8 Huaphanh -10 Champasack 8 Savannakhet 9 Luangnamtha -9 Vientiane City 14 Bokeo 33 Bokeo -1 Luang Prabang 26 Sayaboury 40 Sayaboury 35 Khammuane 29 Xaysomboune 49 Sekong 39 Bokeo 31 Oudomxay 65Xaysomboune 41 Borikhamxay 39 Attapeu 129 Attapeu 58 Savannakhet 46 Luangnamtha 137 Khammuane 104 Luangnamtha 57 Phongsaly 139 Saravane 118 Saravane 72 Borikhamxay 162LAO PDR 139 Phongsaly 113 Saravane 195 Borikhamxay 146 LAO PDR 386 LAO PDR 588 Phongsaly 153 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 39

Table A.21: New Admissions into Lower and Upper Secondary Education

New Admissions, Grade 6 New Admissions, Grade 9 Females Males Total Females Males Total 2000/01 33,152 45,080 78,232 15,116 22,272 37,388 2001/02 35,626 47,275 82,901 16,872 24,269 41,141 2002/03 38,184 49,052 87,236 20,078 28,993 49,071 2003/04 38,890 48,949 87,839 21,717 30,734 52,451 2004/05 39,565 50,093 89,658 23,005 31,681 54,686 Source: computed by TA from MOE EMIS

Table A.22: Admission Rate into Lower Secondary Education

Admission Rate, Grade 6 Females Males Total 2002/03 48.3% 59.6% 54.1% 2003/04 48.6% 58.7% 53.7% 2004/05 48.4% 58.9% 53.8% Source: computed by TA from MOE EMIS and TA population estimates based on age structure of LECS3 sample and preliminary results of 2005 census

Table A.23: Admission Rate into Upper Secondary Education

Admission Rate, Grade 9 Females Males Total 2002/03 25.4% 37.0% 31.2% 2003/04 27.5% 39.4% 33.4% 2004/05 29.2% 40.7% 34.9% Source: computed by TA from MOE EMIS and TA population estimates based on age structure of LECS3 sample and preliminary results of 2005 census

Supplementary Appendix A, page 40

Table A.24: Transition Rate, G5 to G6, by Province

2001/02 2002/03 2003/04 2004/05 Females Males Females Males Females Males Females Males Vientiane City 89.0% 93.1% 89.2% 92.5% 88.7% 90.6% 89.9% 91.8% Phongsaly 69.6% 64.3% 76.1% 59.9% 67.2% 62.7% 73.5% 68.3% Luangnamtha 78.7% 77.2% 82.8% 82.2% 81.0% 77.5% 82.1% 79.3% Oudomxay 69.0% 76.9% 75.7% 81.1% 74.3% 75.3% 72.2% 74.7% Bokeo 65.9% 70.1% 68.1% 67.6% 71.8% 72.7% 69.0% 74.8% Luang Prabang 74.3% 78.7% 71.5% 74.7% 71.4% 76.3% 73.9% 80.1% Huaphanh 74.5% 77.6% 76.5% 81.8% 76.2% 82.8% 80.1% 84.0% Sayaboury 45.8% 59.5% 55.7% 69.4% 60.3% 75.1% 60.5% 73.9% Xiengkhouang 86.1% 81.8% 85.2% 85.0% 81.6% 77.1% 82.3% 79.7% Vientiane Province 76.1% 84.5% 78.0% 84.9% 80.1% 84.3% 79.7% 83.0% Borikhamxay 72.4% 81.8% 72.4% 80.5% 69.6% 80.2% 73.5% 83.0% Khammuane 75.1% 84.1% 76.3% 86.9% 74.4% 81.9% 69.6% 76.7% Savannakhet 77.1% 78.4% 78.6% 81.0% 77.8% 80.7% 77.4% 79.5% Saravane 65.0% 70.8% 55.7% 66.6% 61.2% 66.7% 70.2% 77.0% Sekong 80.1% 77.6% 74.6% 78.5% 66.1% 68.5% 69.1% 61.0% Champasack 67.7% 81.9% 71.5% 84.2% 73.0% 82.1% 67.9% 77.9% Attapeu 72.6% 76.2% 80.2% 82.0% 77.4% 79.1% 71.2% 80.2% Xaysomboune 74.3% 77.1% 74.4% 98.3% 77.6% 88.3% 81.7% 87.9% LAO PDR 73.8% 79.5% 75.6% 81.1% 75.5% 79.8% 75.5% 80.1% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 41

Table A.25: Transition Rate, G8 to G9, by Province

2001/02 2002/03 2003/04 2004/05 Females Males Females Males Females Males Females Males Vientiane City 90.4% 93.8% 90.1% 97.6% 87.7% 89.2% 87.1% 87.7% Phongsaly 65.9% 63.4% 70.2% 66.3% 78.9% 67.3% 78.1% 68.7% Luangnamtha 78.3% 78.4% 75.6% 80.0% 82.7% 78.4% 81.8% 83.5% Oudomxay 79.7% 77.8% 79.6% 78.4% 79.1% 79.6% 73.8% 73.2% Bokeo 74.1% 75.6% 76.2% 79.0% 80.8% 82.6% 79.8% 82.6% Luang Prabang 80.4% 84.7% 83.7% 83.5% 83.7% 81.8% 82.1% 85.1% Huaphanh 77.3% 67.1% 76.6% 75.5% 80.9% 77.2% 75.2% 80.1% Sayaboury 73.6% 81.5% 95.9% 96.5% 80.1% 85.5% 75.6% 80.8% Xiengkhouang 73.7% 76.2% 77.3% 80.2% 58.6% 54.2% 54.3% 49.1% Vientiane Province 75.6% 78.3% 78.5% 81.0% 79.3% 73.4% 74.6% 80.2% Borikhamxay 76.7% 75.0% 80.8% 85.6% 77.5% 84.6% 72.5% 75.8% Khammuane 79.9% 77.1% 80.2% 79.5% 84.7% 85.9% 78.9% 78.9% Savannakhet 74.8% 74.6% 78.7% 81.6% 78.2% 81.2% 74.9% 71.8% Saravane 73.3% 86.1% 59.2% 70.5% 113.2% 91.9% 80.5% 80.9% Sekong 65.0% 67.0% 95.9% 86.8% 95.5% 80.3% 68.3% 72.1% Champasack 81.3% 83.6% 84.7% 87.8% 82.3% 87.7% 75.8% 79.2% Attapeu 78.6% 75.0% 71.9% 75.1% 72.8% 77.9% 80.3% 78.2% Xaysomboune 75.6% 81.7% 83.9% 93.2% 70.3% 80.6% 70.6% 80.3% LAO PDR 79.9% 80.8% 82.4% 85.0% 81.3% 81.2% 76.9% 77.9% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 42

Table A.26: Flow Rates, Lower Secondary Education

FEMALES MALES 2001 2002 2003 2004 2001 2002 2003 2004 Repetition rate G6 1.8% 1.5% 1.5% 1.5% 5.1% 4.2% 4.4% 4.2% Repetition rate G7 1.0% 0.8% 0.9% 1.0% 2.8% 2.5% 3.1% 2.9% Repetition rate G8 1.8% 1.7% 3.1% 3.5% 3.8% 4.2% 5.3% 6.3% Average repetition rate 1.5% 1.4% 1.7% 1.9% 4.0% 3.6% 4.2% 4.4% Dropout rate G6 12.8% 10.8% 11.4% 12.6% 12.7% 12.4% 11.9% 12.9% Dropout rate G7 9.1% 8.7% 8.2% 11.4% 7.9% 6.3% 5.8% 8.4% Source: computed by TA from MOE EMI

Table A.27: Flow Rates, Upper Secondary Education

FEMALES MALES 2001 2002 2003 2004 2001 2002 2003 2004 Repetition rate G9 1.0% 0.7% 1.1% 1.2% 2.9% 2.6% 3.2% 3.3% Repetition rate G10 0.3% 0.3% 0.7% 0.8% 1.7% 1.6% 1.7% 1.8% Repetition rate G11 0.8% 0.4% 0.5% 1.2% 1.7% 1.2% 1.7% 2.5% Average repetition rate 0.7% 0.5% 0.8% 1.1% 2.2% 1.9% 2.3% 2.6% Dropout rate G9 10.7% 8.9% 8.8% 11.1% 11.7% 9.5% 9.7% 10.7% Dropout rate G10 4.0% 5.4% 3.9% 6.8% 5.8% 3.6% 3.6% 5.9% Source: computed by TA from MOE EMI

Supplementary Appendix A, page 43

Graph A.3: Reconstituted Cohort, Lower Secondary Education, Females, 2004 to 2005

Females 2005 G6 G7 G8 1 1,000

2 15 859

3 0 21 752 726

4 19 18

Graduates 744

Pupil-years 1,016 880 771 2,666

Years/Graduate 3,585

Coefficient of efficiency 83.7%

Cohort completion rate 74.4%

Survival rate to grade 8 77.1%

Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Graph A.4: Reconstituted Cohort, Lower Secondary Education, Males, 2004 to 2005

Males 2005 G6 G7 G8 1 1,000

2 42 828

3 2 60 735 688

4 54 50

Graduates 738

Pupil-years 1,044 889 788 2,721

Years/Graduate 3,685

Coefficient of efficiency 81.4%

Cohort completion rate 73.8%

Survival rate to grade 8 78.8%

Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 44

Graph A.5: Reconstituted Cohort, Upper Secondary Education, Females, 2004 to 2005

Females 2005 G9 G10 G11 1 1,000

2 12 877

3 0 17 810 801

4 16 16

Graduates 816

Pupil-years 1,012 894 826 2,733

Years/Graduate 3,347

Coefficient of efficiency 89.6%

Cohort completion rate 81.6%

Survival rate to grade 11 82.6%

Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Graph A.6: Reconstituted Cohort, Upper Secondary Education, Males, 2004 to 2005

Males 2005 G9 G10 G11 1 1,000

2 33 859

3 1 44 793 773

4 41 40

Graduates 813

Pupil-years 1,035 904 834 2,772

Years/Graduate 3,409

Coefficient of efficiency 88.0%

Cohort completion rate 81.3%

Survival rate to grade 11 83.4%

Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 45

Table A.28: Enrollment Trends in Lower and Upper Secondary Education

Lower Secondary Upper Secondary Total Secondary Annual Annual Annual Females Males Total Increase Females Males Total Increase Females Males Total Increase 2000/01 81,569 114,276 195,845 35,307 53,218 88,525 116,876 167,494 284,370 2001/02 89,685 123,786 213,471 17,626 41,392 60,870 102,262 13,737 131,077 184,656 315,733 31,363 2002/03 97,468 131,439 228,907 15,436 48,394 70,892 119,286 17,024 145,862 202,331 348,193 32,460 2003/04 103,429 136,006 239,435 10,528 55,027 79,273 134,300 15,014 158,456 215,279 373,735 25,542 2004/05 105,287 137,651 242,938 3,503 59,734 85,156 144,890 10,590 165,021 222,807 387,828 14,093 Source: computed by TA from MOE EMIS

Table A.29: GER, Lower Secondary Education Table A.30: GER, Upper Secondary Education

Lower Secondary Education GER Upper Secondary Education GER Females Males Total Females Males Total 2002/03 40.5% 55.2% 47.8% 2002/03 21.1% 31.7% 26.3% 2003/04 43.6% 56.9% 50.3% 2003/04 23.4% 34.1% 28.7% 2004/05 44.7% 57.1% 50.9% 2004/05 25.5% 36.8% 31.1% Source: computed by TA from MOE EMIS and TA Source: computed by TA from MOE EMIS and TA population estimates based on age structure of population estimates based on age structure of LECS3 sample and preliminary results of 2005 LECS3 sample and preliminary results of 2005 census census

Supplementary Appendix A, page 46

Table A.31: Surplus or shortage of Primary Teachers by Province

2000/01 2001/02 2002/03 2003/04 2004/05 Vientiane City 106 121 71 95 100 Phongsaly 24 50 28 19 38 Luangnamtha 44 53 89 -102 -102 Oudomxay -31 37 63 37 -274 Bokeo 34 7 62 14 0 Luang Prabang -67 79 -123 49 33 Huaphanh 0 -6 4 16 -13 Sayaboury 5 86 6 -19 0 Xiengkhouang 62 49 92 26 39 Vientiane Province 180 183 263 44 234 Borikhamxay 22 21 24 -40 6 Khammuane -120 4 62 -56 0 Savannakhet 264 224 153 137 180 Saravane 19 1 36 2 -58 Sekong 32 24 42 27 63 Champasack 56 79 116 13 14 Attapeu 72 5 -4 -2 1 Xaysomboune 13 -74 7 9 5 LAO PDR 715 943 991 269 266 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.32: Quota Teachers’ Distribution by Poverty Group and Level of Education

2002/03 2003/04 2004/05 Primary Secondary Total Primary Secondary Total Primary Secondary Total 47 POOREST DISTRICTS 6,575 1,980 8,555 6,377 2,133 8,510 6,324 2,298 8,622 25 POOR DISTRICTS 4,394 1,683 6,077 4,222 1,759 5,981 4,271 1,879 6,150 70 NON POOR DISTRICTS 17,602 10,142 27,744 17,098 10,487 27,585 17,019 10,814 27,833 LAO PDR 28,571 13,415 41,986 27,697 13,990 41,687 27,614 14,588 42,202 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 47

Table A.33: Lao PDR Secondary Schools

Secondary Schools 2000/01 2001/02 2002/03 2003/04 2004/05 Lower Secondary Schools 596 606 609 626 596 Upper Secondary Schools 40 33 32 30 31 Complete Secondary Schools 204 219 238 269 204 Total Secondary Schools 840 858 879 925 831

Table A.34: Average Size, Secondary Schools (LSE & USE)

2000/01 2001/02 2002/03 2003/04 2004/05 Average Size 105.4 119.2 135.7 145.2 174.4 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.35: Average Class Size, Secondary Education, 2004/05

Average class size, G6 52.2 Average class size, G7 52.2 Average class size, G8 56.5 Average Class Size, LSE 53.4

Average Class Size, G9 74.8 Average Class Size, G10 81.3 Average Class Size, G11 90.9 Average Class Size, USE 81.0 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.36: Average PTR and Teacher per Class Ratio, Secondary Education, 2004/05

Average PTR, LSE & USE 26.6 Teachers per class, LSE & USE 2.30 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 48

Table A.37: Average Class Size by Poverty Level, Secondary Education, 2004/05

47 25 70 2004 LAO PDR Poorest Poor Non Poor Average class size, G6 52.2 68.8 53.7 48.7 Average class size, G7 52.2 61.3 50.0 50.8 Average class size, G8 56.5 69.0 58.3 53.9 Average Class Size, LSE 53.4 66.3 53.7 50.9

Average Class Size, G9 74.8 94.7 75.6 70.1 Average Class Size, G10 81.3 93.4 86.9 77.3 Average Class Size, G11 90.9 117.5 91.1 83.6 Average Class Size, USE 81.0 99.5 83.2 76.0 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.38: Secondary Schools (LSE & USE) by Province, 2000/01 – 2004/05

Total Secondary Schools 2000/01 2001/02 2002/03 2003/04 2004/05 Vientiane City 99 100 103 103 99 Phongsaly 16 17 17 18 16 Luangnamtha 17 17 22 23 17 Oudomxay 21 25 27 31 21 Bokeo 20 23 24 27 20 Luang Prabang 42 44 43 45 42 Huaphanh 47 48 57 59 47 Sayaboury 51 52 54 61 53 Xiengkhouang 39 41 42 44 39 Vientiane Province 80 80 80 84 80 Borikhamxay 38 44 42 42 38 Khammuane 55 54 60 65 55 Savannakhet 146 150 147 146 146 Saravane 27 28 29 34 27 Sekong 8 8 9 9 8 Champasack 115 106 101 110 104 Attapeu 13 14 14 15 13 Xaysomboune 6 7 8 9 6 Lao PDR 840 858 879 925 831 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 49

Table A.39: Average Class Size by Province, Secondary Education, 2004/05

LAO 2004 P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 PDR ACS G6 51.0 56.1 46.0 82.2 64.4 54.6 58.7 59.2 51.1 39.3 72.6 60.8 43.8 78.7 72.2 45.2 48.6 64.1 52.2 ACS G7 54.7 42.8 52.5 77.7 65.5 58.8 53.7 60.2 50.3 40.4 67.3 62.1 39.5 73.0 70.8 47.2 63.4 68.9 52.2 ACS G8 58.4 56.8 61.8 94.0 61.8 57.7 58.1 65.3 71.0 44.7 80.4 63.8 38.3 74.0 76.3 49.8 58.3 87.0 56.5 ACS LSE 54.4 51.6 52.4 83.8 63.9 56.8 56.9 61.2 56.4 41.1 72.8 62.1 40.7 75.5 72.9 47.1 55.3 71.4 53.4

ACS G9 66.8 79.7 94.6 138.6 88.7 72.6 75.2 85.8 72.5 75.4 88.8 79.2 58.9 114.4 108.3 68.7 84.2 100.8 74.8 ACS G10 70.8 90.5 90.7 119.0 121.6 79.0 84.2 86.6 68.1 88.1 97.6 107.1 69.6 148.4 153.7 69.3 92.4 97.5 81.3 ACS G11 79.4 80.8 128.5 161.9 99.7 85.4 105.4 72.9 190.6 103.1 106.5 115.1 66.7 118.6 85.4 81.8 134.0 199.0 90.9 ACS USE 71.5 83.2 100.4 136.4 100.9 78.0 84.6 81.9 89.8 86.3 96.1 96.1 64.4 124.1 110.1 72.2 97.1 119.1 81.0 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Table A.40: Average PTR and Teacher per Class Ratio by Province, Secondary Education (LSE & USE), 2004/05

LAO P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14 P15 P16 P17 P18 PDR Average PTR 31.1 21.7 25.8 28.4 28.8 26.4 24.2 27.0 29.9 24.3 33.0 26.0 20.4 30.5 24.5 28.8 18.3 25.5 26.6 Teachers per class 1.95 2.72 2.51 3.39 2.59 2.40 2.63 2.49 2.13 2.12 2.40 2.73 2.30 2.86 3.36 1.88 3.56 3.29 2.30 Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 50

Table A.41: Share of Education in the Provincial Recurrent. Investment and Total Budget. by Province

Share of Education in Recurrent Share of Education in Share of Education in Budget Investment Budget Total Budget 2001/02 2002/03 2003/04 2001/02 2002/03 2003/04 2001/02 2002/03 2003/04 Phongsaly 33.0% 34.1% 25.6% 1.4% 2.3% 11.1% 4.7% 7.5% 14.4% Luang Namtha 39.8% 40.0% 32.5% 5.0% 6.7% 25.7% 14.5% 18.2% 27.6% Oudomxay 25.2% 27.5% 20.8% 7.9% 8.8% 7.9% 11.3% 13.7% 10.2% Bokeo 32.1% 27.9% 19.6% 3.9% 4.0% 12.8% 9.5% 9.4% 16.1% Luang Prabang 30.4% 30.6% 26.2% 1.9% 2.4% 2.8% 7.4% 8.6% 13.9% Sayaboury 39.2% 32.3% 32.0% 3.4% 3.2% 8.8% 12.3% 11.9% 18.1% Houaphanh 33.2% 30.6% 29.5% 4.9% 5.3% 15.7% 10.2% 10.6% 20.0% Vientiane City 40.1% 28.6% 30.8% 4.8% 5.4% 3.6% 11.9% 12.0% 10.4% Xiengkhouang 30.2% 31.1% 22.7% 8.0% 6.3% 14.6% 13.6% 13.9% 18.7% Vientiane Province 51.8% 51.3% 39.4% 4.3% 5.1% 12.0% 17.8% 19.4% 25.4% Borikhamxay 4.0% 32.3% 3.1% 10.7% 9.7% 5.6% 8.9% 15.7% 4.7% Khammuane 35.9% 37.6% 26.7% 13.7% 22.7% 7.9% 18.7% 25.1% 12.4% Savannakhet 38.8% 38.1% 34.2% 1.0% 4.3% 2.0% 13.8% 16.5% 16.3% Xaysomboune 30.8% 34.6% 19.0% 14.0% 10.9% 20.6% 17.7% 17.8% 20.0% Champasack 32.1% 33.7% 24.8% 1.5% 1.9% 19.8% 8.8% 9.8% 22.2% Saravane 25.2% 32.9% 26.6% 7.0% 11.5% 16.4% 12.3% 17.7% 21.2% Xekong 18.6% 23.2% 15.8% 20.5% 17.6% 12.5% 20.0% 19.6% 13.5% Attapeu 12.2% 10.4% 11.4% 7.9% 4.5% 16.3% 9.2% 6.6% 14.6% Lao PDR 33.3% 33.1% 26.4% 5.1% 7.0% 10.1% 11.7% 13.8% 15.8% Source: computed by TA from MOE EMIS and provincial templates produced for the EFA planning at PES/DEB level UNESCO project

Supplementary Appendix A, page 51

REFERENCES

Asian Development Bank. March 2001. Final Report, Second Education Quality Improvement Project. Manila. Asian Development Bank. 2000. Lao People’s Democratic Republic: Education Sector Development Plan Report. Manila. Asian Development Bank. 2003. Operational Policy Report on Strengthening Decentralized Education Management. Manila. Asian Development Bank. September 2005. PIP (Public Investment Plan) Review (Basic Education Development Program). Vientiane. Asian Development Bank. 2000. Project Completion Report on the Education Quality Improvement Project in Lao People’s Democratic Republic. Manila. Asian Development Bank. 2004. Project Completion Report on the Postsecondary Education Rationalization Project in Lao People’s Democratic Republic. Manila. Asian Development Bank. 2000. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Basic Education (Girls) Project. Manila. Asian Development Bank. 2001. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the Lao People’s Democratic Republic for the Second Education Quality Improvement Project. Manila. Asian Development Bank. 1998. Technical Assistance to the Lao People’s Democratic Republic for the Education Sector Development Plan. Manila. Lao People’s Democratic Republic, Committee for Planning and Cooperation. June 2004. National Growth and Poverty Eradication Strategy. Vientiane. Lao People’s Democratic Republic, Ministry of Education. October 2000. The Education Strategic Vision up to the Year 2020. Vientiane. Lao People’s Democratic Republic, Ministry of Education. 2004. Lao PDR National Plan of Action for Education for All, 2003-2015. Lao People’s Democratic Republic, Ministry of Education. 2004. Lao National Literacy Survey 2001. Vientiane. SIDA. 2004. The National Teacher Education Plan for the School Sector – Rationale and Implementation. Vientiane. Tibi, Claude. 3 September 2003. ‘AIR in Lao PDR’ and ‘Basic Education in Lao PDR’. World Bank. June 2001. Design, Printing, Publishing and Distribution of Textbooks and Teachers’ Guides. Vientiane. World Bank. 2002. Lao PDR Public Expenditure Review, Country Financial Accountability Assessment, Joint Report of World Bank, International Monetary Fund and Asian Development Bank, Volume I/II. Washington DC.

Supplementary Appendix A, page 52

World Bank. May 2000. Report on Logistics and Distribution of Primary and Lower Secondary Textbooks and Other Educational Materials. Washington D.C. World Bank. June 2001. Report of the Teaching and Learning Materials & Development and Promotion of Reading and Complementary Reading Materials Specialist. Vientiane.

Supplementary Appendix B, page 53

SUPPLEMENTARY APPENDIX B: EXTERNAL ASSISTANCE IN THE EDUCATION SECTOR – SUPPLEMENTARY INFORMATION ABOUT DONOR ACTIVITIES

A. BEDP Donor Survey

1. The main appendixes of this paper include a summary of external assistance for basic education by province and by EFA Target Area. The BEDP TA team surveyed 49 donors and donor-funded education projects and 43 NGOs. Responses were received from 22 donors and projects and 6 NGOs.

2. As well as the summary of donor activity included in the main appendixes, the BEDP TA team gathered details about donor activity by district and by EFA programs. That additional data gathered is presented in this supplementary appendix.

3. The major donors who responded to the survey are shown in Table 1.

Table 1: Donors who responded to the BEDP survey

ADB Asian Development Bank AFD Agence Française de Lux-Dev Lux-Development S.A. Développement Sida Swedish International AusAID Australian Agency for Development Agency International Development UNESCO United Nations Educational, BTC Belgian Technical Co- Scientific and Cultural operation Organization Canada Canada Fund /CIDA Liaison UNICEF United Nations Children’s Fund EC European Commission WHO World Health Organization FRA French Embassy WFP World Food Programme JICA Japan International Cooperation Agency WB World Bank

4. Donors also provided details about some specific projects. These projects are: BEGP Basic Education (Girls) Project EDP II Second Education Development Project EQIP II Second Educational Quality Improvement Project LABEP Lao-Australia Basic Education Project PESL Primary Education Support for Lao PDR TTEST Teacher Training Enhancement and Status of Teachers Project

B. Scope of Donor Assistance by District

5. Donors operating in any one province are not necessarily active in all districts of that province. Table 2 in this supplementary appendix shows districts in which each of the major donors is currently active. A ‘(B)’ in any column indicates a district in which specific donors have said they would consider operating in the future.

Supplementary Appendix B, page 54

Table 2: Summary of Donor Support by Lao Districts1

Aus Can Lux- UNES UNI Province/ District ADB AFD BTC EU FRA JICA SIDA WHO WFP WB AID ada Dev CO CEF All provinces & districts Vientiane Municipality CHANTHABULY EQIP2 SIKHOTTABONG EQIP2 XAYSETTHA EQIP2 SISATTANAK EQIP2 NAXAITHONG EQIP2 XAYTHANY EQIP2 HADXAIFONG EQIP2 SANGTHONG EQIP2 MAYPAKNGUM EQIP2 Phongsaly

PHONGSALY (B) (B) BEGP LABEP MAY (B) BEGP LABEP KHOUA (B) (B) BEGP LABEP SAMPHANH (B) (B) BEGP LABEP BOUN NEUA (B) (B) BEGP LABEP NHOT OU (B) (B) BEGP LABEP BOUN TAY (B) BEGP LABEP Luang Namtha NAMTHA (B) BEGP LABEP (B) SING BEGP LABEP (B) LONG BEGP LABEP (B) VIENGPHOUKHA BEGP LABEP (B) NALAE BEGP LABEP (B) Oudomxay XAY (B) (B) BEGP PESL LABEP LA (B) BEGP PESL LABEP NAMOR (B) BEGP PESL LABEP

1 (B) in any column indicates that the donor would be interested to support activities in this district in the future. Supplementary Appendix B, page 55

Aus Can Lux- UNES UNI Province/ District ADB AFD BTC EU FRA JICA SIDA WHO WFP WB AID ada Dev CO CEF NGA (B) BEGP PESL LABEP BENG (B) BEGP PESL LABEP HOON (B) BEGP PESL LABEP PAKBENG (B) BEGP PESL LABEP Bokeo HUOIXAI TONPHEUNG MEUNG PHA OUDOM PAKTHA SPECIAL REGION Luang Prabang LUANG PRABANG XIENG NGEUN NAN PAK OU NAMBAK NGOI PAK XENG PHONXAY CHOMPHET VIENGKHAM PHOUKHOUNE Huaphanh XAMNEUA BEGP LABEP XIENGKHOR BEGP LABEP VIENGTHONG BEGP LABEP VIENGXAY BEGP LABEP HUAMEUANG BEGP LABEP XAMTAY BEGP LABEP SOPBAO BEGP LABEP ADD BEGP LABEP Xayabury XAYABURY KHOP Supplementary Appendix B, page 56

Aus Can Lux- UNES UNI Province/ District ADB AFD BTC EU FRA JICA SIDA WHO WFP WB AID ada Dev CO CEF HONGSA NGEUN XIENGHONE PHIANG PAKLAI KENETHAO BOTENE THONGMIXAY Xiang Khouang PEK

(B) KHAM BEGP LABEP (B) NONGHED BEGP LABEP (B) KHOUNE BEGP LABEP (B) MORKMAY BEGP LABEP (B) PHOOKOOD

(B) PHAXAY

(B) Vientiane Province PHONHONG THOULAKHOM KEO OUDOM KASY VANGVIENG FEUANG XANAKHAM MET HINHURP VIENGKHAM Borikhamxay PAKXANH THAPHABATH PAKKADING BOLIKHANH

KHAMKHEUTH BEGP LABEP VIENGTHONG BEGP LABEP Supplementary Appendix B, page 57

Aus Can Lux- UNES UNI Province/ District ADB AFD BTC EU FRA JICA SIDA WHO WFP WB AID ada Dev CO CEF Khammuane THAKHEK MAHAXAY NONGBOK HINBOON NHOMMALATH BEGP LABEP BUALAPHA BEGP LABEP NAKAI BEGP LABEP XEBANGFAY BEGP LABEP XAYBUATHONG BEGP LABEP Savannakhet KHANTHABOULY EQIP2 OUTHOOMPHONE EQIP2 ATSAPHANGTHONG EQIP2 PHINE EQIP2 SEPONE EQIP2 NONG EQIP2 (B) THAPANGTHONG EQIP2 SONGKHONE EQIP2 CHAMPHONE EQIP2 XONBULY EQIP2 XAYBULY EQIP2 (B) VILABULY EQIP2 (B) ATSAPHONE EQIP2 XAYPHOOTHONG EQIP2 THAPHALANXAY EQIP2 Saravane SARAVANE TA OI BEGP LABEP TOOMLARN BEGP LABEP LAKHONEPHENG VAPY Supplementary Appendix B, page 58

Aus Can Lux- UNES UNI Province/ District ADB AFD BTC EU FRA JICA SIDA WHO WFP WB AID ada Dev CO CEF KHONGXEDONE LAO NGARM BEGP LABEP SAMUOI BEGP LABEP Sekong LAMARM (B) BEGP LABEP KALEUM (B) BEGP LABEP DAKCHEUNG (B) BEGP LABEP THATENG (B) BEGP LABEP Champasack PAKSE EQIP2 PESL SANASOMBOON EQIP2 PESL BACHIANG CHALEUNSOOK EQIP2 PESL PAKSONG EQIP2 PESL PATHOOMPHONE EQIP2 PESL PHONTHONG EQIP2 PESL CHAMPASACK EQIP2 PESL SUKUMA EQIP2 PESL MOONLAPAMOK EQIP2 PESL KHONG EQIP2 PESL Attapeu XAYSETHA (B) SAMAKKHIXAY (B) SANAMXAY (B) BEGP LABEP SANXAY (B) BEGP LABEP PHOUVONG (B) BEGP LABEP Xaysomboun SR SAYSOMBOUNE BEGP LABEP THATHOM BEGP LABEP LONGXAN EQIP2 HOM EQIP2 PHOUN BEGP LABEP

Supplementary Appendix B, page 59

C. Donor Activity in Education for All Programs

6. The BEDP Donor Survey asked donors and NGOs to indicate the support they are providing in relation to the Education For All target areas and programs. Donor activity in EFA target areas is summarized in one of the main appendixes of this paper.

7. Table 3 provides a detailed breakdown of donor activity in the EFA Target Programs for each area of EFA activity. A ‘(B)’ in any column indicates a program area in which this donor is considering or would consider providing support in the future.

Table 3: Donor Activity in Specific EFA Target Programs2

Aus Can Lux- UNE UNI ADB AFD BTC EU FRA JICA Sida WHO WFP WB AID ada Dev SCO CEF 1 Access and participation in early childhood care and development 1.1 Plan development of early (B) childhood care and development 1.2 Build new kindergartens or (B) improve existing ones 1.3 Train, recruit, deploy preschool teachers to meet increased demand 1.4 Mobilize communities in (B) favor of ECCD and pre- EQIP2 PESL PESL school education and promote development of kindergarten and preschool community ctrs 2 Access and participation in formal primary education 2.1 Develop school network to provide all children 6+ with BEGP PESL LABEP PESL EDP2 access to complete multigrade or single-grade school with agreed EQIP2 min/max class sizes [Can include construction and/or refurbishment of school buildings, dormitories etc.] 2.2 Train, recruit, deploy (B) primary teachers as BEGP LABEP TTEST needed, according to Annual School Mapping EQIP2 2.3 Promote demand for (B) primary education from BEGP LABEP EDP2 girls, ethnic minorities & poorest families 2.4 Improve access for children with special needs LABEP to permit them to finish at least primary school 2.5 Increase access for socio-

2 A (B) in any column of this table indicates that the donor would consider supporting this area in the future. Supplementary Appendix B, page 60

Aus Can Lux- UNE UNI ADB AFD BTC EU FRA JICA Sida WHO WFP WB AID ada Dev SCO CEF economically BEGP LABEP EDP2 disadvantaged children to permit them to finish at least primary school [Can include community grants and other types of support] 3 Access to and participation in lower and upper secondary education 3.1 Develop lower secondary education network to increase enrolments of ethnic children, girls & children from remote and rural areas, and to respond to demand from Gr 5 graduates [Can include same kinds of activities as in 2.1 above] 3.2 Train, recruit and deploy (B) lower secondary teachers EQIP2 TTEST according to needs, as determined by Annual School Mapping Program 3.3 Reduce dropout rates in lower secondary schools, especially in rural and remote areas 3.4 Increase enrollment of (B) disabled children 4 Youth and adult literacy 4.1 Develop a comprehensive non-formal education policy, strategy and plan 4.2 Advocate for strong political commitment to organize promotion campaigns to motivate youth and adults to participate in NFE literacy and adult vocational skills training programs 4.3 Revise, develop and produce sufficient national and local NFE curriculum, adapted to specific needs of target groups 4.4 Establish a standard system for training NFE staff, trainers, facilitators and teachers 4.5 Establish a non-formal (B) schooling system for school dropouts and children not attending formal primary schools Supplementary Appendix B, page 61

Aus Can Lux- UNE UNI ADB AFD BTC EU FRA JICA Sida WHO WFP WB AID ada Dev SCO CEF 4.6 Provide non-formal primary (B) education to children and youth in disadvantaged areas 4.7 Raise the literacy rate of adult population 5 Skills development program for disadvantaged groups 5.1 Improve and develop effective vocational and rural skills training program for disadvantaged groups 5.2 Coordinate actions with Ministries involved in providing vocational and rural skills training and micro-finance services for disadvantaged groups 6 Improve the quality and relevance of formal primary and lower secondary education 6.1 Improve management and coordination of teacher BEGP TTEST education delivery 6.2 Develop a comprehensive but flexible teacher training LABEP TTEST curriculum 6.3 Capacitate all teacher trainers through a training BEGP LABEP TTEST of trainers program to suit different modalities of teacher training 6.4 Improve management capacity in teacher TTEST education institutions through management training 6.5 Provide research evidence to underpin planning and TTEST implementation of the Teacher Training Enhancement and Status of Teachers component 6.6 Increase the recruitment and rate of retention of TTEST teachers, and improve their status through teacher incentives 6.7 Effectively deploy trained and professional teachers LABEP TTEST [Can include provision of additional teachers for specific purposes.] 6.8 Improve quality of preservice teacher training LABEP TTEST 6.9 a) Improve quality of Supplementary Appendix B, page 62

Aus Can Lux- UNE UNI ADB AFD BTC EU FRA JICA Sida WHO WFP WB AID ada Dev SCO CEF inservice teacher training LABEP TTEST EDP2 (primary) b) Improve quality of (B) inservice teacher training TTEST (lower secondary) 6.10 Provide learning materials (B) and adapt materials to BEGP PESL LABEP PESL EDP2 local conditions [Can include development and/or production of textbooks, teachers guides, and other learning materials.] 6.11 Improve student assessment systems PESL PESL EDP2 6.12 Improve management and (B) supervision of schools BEGP PESL PESL 6.13 Expand Health Promotion (B) in Primary Schools (HPS) PESL PESL with in collaboration with WHO Ministry of Health and other concerned organizations 7 Education administration and management 7.1 Design Medium Term Expenditure Framework for the education sector, train senior staff in uses of the MTEF and align PES plans and budgets with MTEF 7.2 Improve and generalise education management BEGP PESL PESL EDP2 information system (EMIS, GIS etc.) [Can include EQIP2 EMIS/GIS activitiesand school mapping] 7.3 Develop and generalize PES and DEB planning BEGP PESL PESL EQIP2 7.4 Improve budget and financial management BEGP 7.5 Improve personnel management BEGP PESL PESL 7.6 Improve school construction and BEGP EDP2 procurement [Can include planning and supervising EQIP2 construction or procurement activities, as well as supply of materials and assets to PES & DEB] 7.7 Improve MOE asset BEGP PESL PESL Supplementary Appendix B, page 63

Aus Can Lux- UNE UNI ADB AFD BTC EU FRA JICA Sida WHO WFP WB AID ada Dev SCO CEF management

Supplementary Appendix C, page 64

SUPPLEMENTARY APPENDIX C: SELECTION CRITERIA FOR SCHOOL SITES

1. Different criteria and processes have been used to select sites for civil works, depending whether the proposed civil works involve: (i) construction of new schools; (ii) construction of additional classrooms; or (iii) construction of classrooms to accommodate the grade 9 that is proposed to be added to lower secondary education.

A. Construction of new schools

2. The assessment was done at district level and based on GIS maps bearing the locations of: • all district villages; • existing primary schools with information about the number of grades, enrollments and the number of primary graduates; and • existing secondary schools.

3. Catchment areas of existing secondary schools were approximated, based on the distance between the secondary school and its feeder primary schools, and accessibility. This process led to the identification of: • Groups of complete primary schools producing graduates who do not have access to a secondary school; and • Secondary schools where there is high demand for additional places but inadequate facilities, and the schools are unable to meet the demand.

4. Sites which met either of those criteria were considered for potential construction of a new school. Among these sites, priorities were set according to: (i) the number of primary education graduates in a single catchment area who do not have access to a secondary school; and (ii) the imbalance between enrollments and available classrooms in existing secondary schools.

B. Addition of classrooms

5. In the UNESCO project, ‘EFA planning at PES and DEB level’, carried out in 2005–2006, a prospective school mapping process was initiated as one step in the planning process. PES and DEB were asked to produce tables that included the following information for each primary and lower secondary school in the district: • classroom condition; • enrollments by grade, classes and teachers, distributed by teacher status (quota, contract) and training; and • proposals: number of classrooms proposed for expansion, rehabilitation and construction, with a priority attached to each proposal.

6. The information in those tables provided the basis for decisions about the need for additional classrooms and for rehabilitation of school buildings in the 20 BEDP districts. Rehabilitation was finally abandoned for two main reasons: (i) too many scattered sites for rehabilitation would result in complex and time-consuming procurement processes; and (ii) rehabilitation costs were very high (equivalent to 75% of the construction of a new classroom). It was therefore decided to leave rehabilitation to communities.

C. Addition of classrooms to accommodate grade 9

Supplementary Appendix C, page 65

7. Enrollments were projected by grade for existing lower secondary schools, based on projected primary graduates and transition rates (for admissions) and flow rates (for total grade enrollments). The number of potential grade 9 students was projected and grade 9 classroom needs were identified in schools with the highest grade 9 enrollments. Given resource limitations, only a small percentage of needs could be met.

Supplementary Appendix D, page 66

SUPPLEMENTARY APPENDIX D: DETAILS OF PROJECT COST ESTIMATES

CURRENCY EQUIVALENTS (as of 5 April 2006)

Currency Unit – Lao kip (K) K1 = $0.000098 $1.00 = 10,155

CONTENTS

Table 1. Summary of ADB/GOL Project Cost Estimates...... 68 Table 2. Financing Plan for the Project ...... 68 Table 3. List of Project Cost Categories ...... 68 Table 4. Summary of ADB/GOL Project Cost Estimates by Category...... 69 Table 5. Summary of ADB/GOL Project Cost Estimates by Component – COMPONENT 1 ...... 70 Table 6. Summary of ADB/GOL Project Cost Estimates by Component – COMPONENT 2 ...... 71 Table 7. Summary of ADB/GOL Project Cost Estimates by Component – COMPONENT 3 ...... 72 Table 8. Summary of ADB/GOL Project Cost Estimates by Component – COMPONENT 4 ...... 73 Table 9. Government Financial Contributions to the Project by Year...... 74 Table 10. Details of Recurrent Cost Estimates by Component and Year...... 75 Table 11. Summary of Consulting Services and Cost Estimates ...... 77 Table 12. Detailed Project Cost Estimates by Component and Category – COMPONENT 1 ...... 78 Table 13. Detailed Project Cost Estimates by Component and Category – COMPONENT 2 ...... 98 Table 14. Detailed Project Cost Estimates by Component and Category – COMPONENT 3 ...... 104 Table 15. Detailed Project Cost Estimates by Component and Category – COMPONENT 4 ...... 111 Table 16. Detailed Costs of Printing LS Textbooks, TGs and Inservice Materials ..... 114 Table 17. Unit Rates for Furniture ...... 120 Table 18. Key Data for Design of Supply of Furniture ...... 122 Table 19. Key Data for Design of Civil Works ...... 124 Table 20. Lower Secondary Enrolments in Targeted Districts and Provinces...... 125 Table 21. Details and Cost Estimates of Indicative Packages – COMPONENT 2 ..... 131 Supplementary Appendix D, page 67

Table 22. Details of Component 3 Activities – Schedule...... 136 Table 23. Details of Component 3 Activities – Cost Estimates by Year ...... 142 Table 24. Details of Component 2 Activities – Schedule...... 148 Table 25. Details of Component 2 Activities – Cost Estimates by Year ...... 152 Table 26. List of Project Workshops...... 156 Table 27. Number of Teachers for Inservice ...... 157 Table 28. Approved Travel Costs for MOE and other GOL staff ...... 158 Table 29. Approved Perdiems for Project Travel & Attendance at Meetings ...... 161 Table 30. Details of Component 1 Workshops ...... 163 Table 31. Details of Component 2 Workshops ...... 164 Table 32. Details of Component 3 Workshops ...... 173 Table 33. Construction details by province, district and village – LUANG NAMTHA.. 179 Table 34. Construction details by province, district and village – BOKEO ...... 180 Table 35. Construction details by province, district and village – KHAMMOUANE.... 181 Table 36. Construction details by province, district and village – SAVANNAKHET ... 183 Table 37. Construction details by province, district and village – CHAMPASACK..... 186 Table 38. Construction details by province, district and village – ATTAPEU...... 189

Supplementary Appendix D, page 68

Table 1. Summary of ADB/GOL Project Cost Estimates (US$ million)

Component Foreign Local Total Currency Currency Cost A. Base Costs 1. Expand access to and participation in LSE, 1.67 4.53 6.20 especially for girls, poorest and ethnic pupils 2. Improve the quality and relevance of formal 0.88 1.47 2.35 lower secondary education 3. Improve decentralized education 0.43 1.13 1.56 management 4. Support to project management 0.71 0.17 0.88 Subtotal (A) 3.69 7.30 10.99 B. Contingencies 1. Physical 0.19 0.28 0.48 2. Prices 0.10 0.57 0.67 Subtotal (B) 0.29 0.85 1.14 C. Service Charges 0.00 0.00 0.00 D. Taxes on goods and services 0.20 0.00 0.20 Total 4.19 8.15 12.34

Percent 34.0% 66.0% 100.00%

Table 2. Financing Plan for the Project (US$ million)

Source Foreign Local Total Cost Cost Cost Asian Development Bank 4.19 5.65 9.84 Government 0.0 2.50 2.50 Total 4.19 8.15 12.34

Table 3. List of Project Cost Categories

A. Civil works B. School Fund C. Equipment, Furniture, Vehicles D. Staff Development and Training E. Pedagogical materials F. Technical assistance G. Studies, Monitoring, and Evaluation H. Salaries I. Operation and Maintenance Supplementary Appendix D, page 69

Table 4. Summary of ADB/GOL Project Cost Estimates by Category

Project Cost ADB Financing Government Financing Category of expenditure Foreign Local Total Foreign Local Total Foreign Local Total Cost Cost Cost Cost Cost Cost Cost Cost Cost Total A. Civil Works 0.700 2.474 3.174 0.700 1.825 2.525 0.000 0.649 0.649 B. School Fund 0.640 0.000 0.640 0.640 0.000 0.640 0.000 0.000 0.000 C. Equipment, Furniture, Vehicles 0.630 0.817 1.447 0.630 0.817 1.447 0.000 0.000 0.000 D. Staff Development and Training 0.111 1.546 1.657 0.111 1.546 1.657 0.000 0.000 0.000 E. Pedagogical Materials 0.040 0.362 0.403 0.040 0.359 0.399 0.000 0.003 0.003 F. Technical Assistance 1.469 0.299 1.768 1.469 0.299 1.768 0.000 0.000 0.000 International consultant (IC) 1.469 National consultant (LC) 0.299 G. Studies, Monitoring and Evaluation 0.062 0.062 0.125 0.062 0.062 0.125 0.000 0.000 0.000 H. Salaries 0.000 1.573 1.573 0.000 0.087 0.087 0.000 1.486 1.486 I. Operation and Maintenance 0.040 0.166 0.206 0.040 0.082 0.122 0.000 0.084 0.084 Subtotal (A) 3.693 7.298 10.992 3.693 5.076 8.769 0.000 2.222 2.222

Contingencies 1. Physical 0.194 0.282 0.476 0.194 0.188 0.381 0.000 0.095 0.095 2. Prices 0.100 0.567 0.667 0.100 0.389 0.489 0.000 0.178 0.178 Subtotal (B) 0.293 0.849 1.143 0.293 0.576 0.870 0.000 0.273 0.273

Service Charges 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Taxes on goods and services 0.202 0.000 0.202 0.202 0.000 0.202 0.000 0.000 0.000

Grand Total 4.189 8.148 12.336 4.189 5.653 9.841 0.000 2.495 2.495

Supplementary Appendix D, page 70

Table 5. Summary of ADB/GOL Project Cost Estimates by Component – COMPONENT 1

(A) 1.675 4.526 6.201 1.675 2.307 3.982 0.000 2.219 2.219

Contingencies 1. Physical 0.090 0.165 0.255 0.090 0.071 0.161 0.000 0.094 0.094 2. Prices 0.053 0.370 0.422 0.053 0.191 0.244 0.000 0.178 0.178 Subtotal

(B) 0.142 0.534 0.677 0.142 0.262 0.405 0.000 0.272 0.272

Service Charges 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Taxes on goods and services 0.099 0.000 0.099 0.099 0.000 0.099 0.000 0.000 0.000

Total 1.917 5.061 6.977 1.917 2.5704.486 0.000 2.491 2.491

Supplementary Appendix D, page 71

Table 6. Summary of ADB/GOL Project Cost Estimates by Component – COMPONENT 2

Service Charges 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Taxes on goods and services 0.023 0.000 0.023 0.023 0.000 0.023 0.000 0.000 0.000

Total 0.941 1.623 2.564 0.941 1.619 2.560 0.000 0.004 0.004

Supplementary Appendix D, page 72

Table 7. Summary of ADB/GOL Project Cost Estimates by Component – COMPONENT 3

G. Studies, Monitoring and Evaluation 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 H. Salaries 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 I. Operation and Maintenance 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Subtotal (A) 0.429 1.129 1.558 0.429 1.129 1.558 0.000 0.000 0.000

Service Charges 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Taxes on goods and services 0.031 0.000 0.031 0.031 0.000 0.031 0.000 0.000 0.000

Total 0.502 1.270 1.771 0.502 1.270 1.771 0.000 0.000 0.000

Supplementary Appendix D, page 73

Table 8. Summary of ADB/GOL Project Cost Estimates by Component – COMPONENT 4

Service Charges 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Taxes on goods and services 0.049 0.000 0.049 0.049 0.000 0.049 0.000 0.000 0.000

Total 0.830 0.195 1.024 0.830 0.195 1.024 0.000 0.000 0.000

Grand Total 4.189 8.148 12.336 4.189 5.653 9.841 0.000 2.495 2.495

Supplementary Appendix D, page 74

Table 9. Government Financial Contributions to the Project by Year

Supplementary Appendix D, page 75

Table 10. Details of Recurrent Cost Estimates by Component and Year

COMPONENT 1 : Expand access to and participation in LSE, especially for girls, poorest and ethnic pupils

Total Total x 1,000 Million Construction of lower secondary schools and additional classrooms US$ LAK 1% of the cost of the new constructions 2,010.64 x 1% = 20.11 204.18

Setting water and electricity for lower secondary schools 3% of the cost of the new sets 464.00 x 3% = 13.92 141.36

Furniture for lower secondary schools 3% of the cost of the furniture 470.18 x 3% = 14.11 143.24

Base cost Operation and Maintenance by year 48.13 488.78 Average cost Operation and Maintenance by year 48.13 488.78

Year 1 Year 2 Year 3 Year 4 Year 5 Operation & Maintenance Percentage of each year data (0.00%) (0.00%) (12.48%) (62.40%) (100.00%) O&M additional classrooms 6.01 30.03 48.13 84.17 0 0 6.81 30.03 48.1384.17 0.00% 0.00% 7.14% 35.68% 57.18% 1 Base cost Operation and Maintenance Part of foreign currency 0.00% 84.17 854.78 Physical contingencies (foreign currency) 7.00% 0.00 0.00 0.00 Physical contingencies (local currency) 0.00% 0.00 Price contingencies (foreign currency) 3.00% 0.00 0.00 0.00 Price contingencies (local currency) 0.00% 0.00 Taxes on goods and services paid with foreign exchange 0.00% 0.00 0.00 Subtotal Category I. Operation and Maintenance 84.17 854.78

Additional Government staff appointments Teacher salaries estimation 1,485.77 15,088.00

Base cost Salaries Part of foreign currency 0.00% 1,485.77 15,088.00 Physical contingencies (foreign currency) 7.00% 0.00 74.29 754.40 Physical contingencies (local currency) 5.00% 74.29 Price contingencies (foreign currency) 3.00% 0.00 124.80 1,267.39 Price contingencies (local currency) 8.00% 124.80 Taxes on goods and services paid with foreign exchange 10.00% 0.00 0.00 Subtotal Category H. Salaries 1,684.84 17,109.79

TOTAL BASE RECCURENT COST COMPONENT 1 Part of foreign currency 0.00% 1,733.00 17,598.57 Physical contingencies (foreign currency) 0.00 0.00 0.00 Physical contingencies (local currency) 0.00 Price contingencies (foreign currency) 0.00 0.00 0.00 Price contingencies (local currency) 0.00 Supplementary Appendix D, page 76

Taxes on goods and services paid with foreign exchange 10.00% 0.00 0.00 TOTAL RECURRENT COST COMPONENT 1 1,733.00 17,598.57

COMPONENT 2 : Improve the quality and relevance of basic education

Total Total x 1,000 Million Removal contingencies on base cost (from districts to schools) US$ LAK

Activity 2 Procure and distribute textbooks & TGs & LS schools 2,021.13 2.02 Activity 3 Design, print and distribute new LSE Textbooks & TGs 536.22 0.54 Activity 4 Printing inservice modules for teacher inservice 688.68 0.69

Base cost Operation and Maintenance Part of foreign currency 10.00% 3.25 32.96 Physical contingencies (foreign currency) 7.00% 0.02 0.17 1.71 Physical contingencies (local currency) 5.00% 0.15 Price contingencies (foreign currency) 3.00% 0.01 0.26 2.60 Price contingencies (local currency) 8.00% 0.25 Taxes on goods and services paid with foreign exchange 0.00% 0.00 0.00 Subtotal Category E. Pedagogical materials. 3.67 37.28

TOTAL BASE RECURRENT COST COMPONENT 2 3.25 32.96 Physical contingencies (foreign currency) 0.02 0.17 1.71 Physical contingencies (local currency) 0.15 Price contingencies (foreign currency) 0.01 0.26 2.60 Price contingencies (local currency) 0.25 TOTAL RECURRENT COST COMPONENT 2 3.67 37.28

TOTAL RECURRENT COSTS 1,736.67 17,635.85

Physical contingencies (foreign currency) 7.00% 0.02 0.17 1.71 Physical contingencies (local currency) 5.00% 0.15 Price contingencies (foreign currency) 3.00% 0.01 0.26 2.60 Price contingencies (local currency) 8.00% 0.25 Taxes on goods and services paid with foreign exchange 0.00% 0.00 0.00

Supplementary Appendix D, page 77

Table 11. Summary of Consulting Services and Cost Estimates

Person-Months Cost ($1000) Expertise International National International National

Component 1 1 & 2 Facilities Development Specialists 6 6 108 15 3 & 4 Education Research Specialists 3 2 54 5 5 & 6 Community Development 2 4 36 10 Specialists

Component 2 1 & 2 Curriculum Development Specialists 10 12 180 30 3 & 4 Materials Development Specialists 3 24 54 60 5 School Library Adviser 1 0 18 0 6 & 7 Procurement Specialists 2 5 36 12.5

Component 4 1 Team Leader 36 0 648 0

Total 82.5 119.5 1,469 298.8

Supplementary Appendix D, page 78

Table 12. Detailed Project Cost Estimates by Component and Category – COMPONENT 1

COMPONENT 1 : EXPAND ACCESS TO AND PARTICIPATION IN LSE, ESPECIALLY FOR GIRLS, POOREST AND ETHNIC PUPILS

Data on project constructions Additional classrooms (PES request) 109 classrooms Additional classrooms (grade 9 forecast) 38 classrooms New constructions School model 1 26 schools School model 2 (Urban schools on one level) 2 schools Additional electricity set with a small transformer and net 58 sets Additional water with tank and electric pump 58 sets

Quantity Unit price x 1000 Million US$ USA$ LAK A. Civil works Construction of lower secondary schools and additional classrooms 1. Luangnamtha

1.1 Namtha Additional classrooms (PES request) 10 x 5,610 56.100 Additional classrooms (grade 9 forecast) 2 x 5,610 11.220 New construction (s) School model 1 0 x 40,110 0.000 School model 2 (Urban schools on one level) 1 x 71,555 71.555 Under-total Namtha (Base cost) 138.88 1,410.28 1.2 Viengphoukha Additional classrooms (PES request) 2 x 5,610 11.220 Additional classrooms (grade 9 forecast) 1 x 5,610 5.610 New construction (s) School model 1 1 x 40,110 40.110 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Viengphoukha (Base cost) 56.94 578.23 Under-total Luangnamtha (Base cost) 195.82 1,988.50

Supplementary Appendix D, page 79

Quantity Unit price x 1000 Million US$ USA$ LAK 2. Bokeo 2.1 Houayxai Additional classrooms (PES request) 5 x 5,610 28.050 Additional classrooms (grade 9 forecast) 2 x 5,610 11.220 New construction (s) School model 1 2 x 40,110 80.220 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Houayxai (Base cost) 119.49 1,213.42 2.2 Pha Oudom Additional classrooms (PES request) 5 x 5,610 28.050 Additional classrooms (grade 9 forecast) 2 x 5,610 11.220 New construction (s) School model 1 1 x 40,110 40.110 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Pha Oudom (Base cost) 79.38 806.10 Under-total Bokeo (Base cost) 198.87 2,019.52

3. Khammouane 3.1 Thakhaek Additional classrooms (PES request) 14 x 5,610 78.540 Additional classrooms (grade 9 forecast) 5 x 5,610 28.050 New construction (s) School model 1 4 x 40,110 160.440 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Thakhaek (Base cost) 267.03 2,711.69 3.2 Nhommalath Additional classrooms (PES request) 3 x 5,610 16.830 Additional classrooms (grade 9 forecast) 1 x 5,610 5.610 New construction (s) School model 1 1 x 40,110 40.110 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Nhommalath (Base cost) 62.55 635.20 3.3 Nakai Additional classrooms (PES request) 0 x 5,610 0.000 Additional classrooms (grade 9 forecast) 1 x 5,610 5.610 New construction (s) School model 1 1 x 40,110 40.110 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Nakai (Base cost) 45.72 464.29 Under-total Khammouane (Base cost) 375.30 3,811.17 Supplementary Appendix D, page 80

Quantity Unit price x 1000 Million US$ USA$ LAK

4. Savannakhet 4.1 Khanthabouly Additional classrooms (PES request) 8 x 5,610 44.880 Additional classrooms (grade 9 forecast) 2 x 5,610 11.220 New construction (s) School model 1 2 x 40,110 80.220 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Khanthabouly (Base cost) 136.32 1,384.33 4.2 Outhoumphone Additional classrooms (PES request) 12 x 5,610 67.320 Additional classrooms (grade 9 forecast) 4 x 5,610 22.440 New construction (s) School model 1 2 x 40,110 80.220 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Outhoumphone (Base cost) 169.98 1,726.15 4.3 Atsaphanthong Additional classrooms (PES request) 0 x 5,610 0.000 Additional classrooms (grade 9 forecast) 1 x 5,610 5.610 New construction (s) School model 1 1 x 40,110 40.110 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Atsaphanthong (Base cost) 45.72 464.29 4.4 Phine Additional classrooms (PES request) 3 x 5,610 16.830 Additional classrooms (grade 9 forecast) 2 x 5,610 11.220 New construction (s) School model 1 1 x 40,110 40.110 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Phine (Base cost) 68.16 692.16 4.5 Sepone Additional classrooms (PES request) 0 x 5,610 0.000 Additional classrooms (grade 9 forecast) 0 x 5,610 0.000 New construction (s) School model 1 1 x 40,110 40.110 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Sepone (Base cost) 40.11 407.32 4.6 Thaphalanxay Additional classrooms (PES request) 6 x 5,610 33.660 Additional classrooms (grade 9 forecast) 1 x 5,610 5.610 Supplementary Appendix D, page 81

Quantity Unit price x 1000 Million US$ USA$ LAK New construction (s) School model 1 0 x 40,110 0.000 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Thaphalanxay (Base cost) 39.27 398.79 Under-total Savannakhet (Base cost) 499.56 5,073.03

5. Attapeu 5.1 Xaysettha Additional classrooms (PES request) 3 x 5,610 16.830 Additional classrooms (grade 9 forecast) 1 x 5,610 5.610 New construction (s) School model 1 1 x 40,110 40.110 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Xaysettha (Base cost) 62.55 635.20 5.2 Samakkhixay Additional classrooms (PES request) 4 x 5,610 22.440 Additional classrooms (grade 9 forecast) 2 x 5,610 11.220 New construction (s) School model 1 0 x 40,110 0.000 School model 2 (Urban schools on one level) 1 x 71,555 71.555 Under-total Samakkhixay (Base cost) 105.22 1,068.46 5.3 Phouvong Additional classrooms (PES request) 0 x 5,610 0.000 Additional classrooms (grade 9 forecast) 0 x 5,610 0.000 New construction (s) School model 1 0 x 40,110 0.000 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Phouvong (Base cost) 0.00 0.00 Under-total Attapeu (Base cost) 167.77 1,703.65

6. Champasak 6.1 Bachiangchaleunsook Additional classrooms (PES request) 7 x 5,610 39.270 Additional classrooms (grade 9 forecast) 2 x 5,610 11.220 New construction (s) School model 1 2 x 40,110 80.220 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Bachiangchaleunsook (Base cost) 130.71 1,327.36 6.2 Paksong Additional classrooms (PES request) 11 x 5,610 61.710 Supplementary Appendix D, page 82

Quantity Unit price x 1000 Million US$ USA$ LAK Additional classrooms (grade 9 forecast) 4 x 5,610 22.440 New construction (s) School model 1 2 x 40,110 80.220 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Paksong (Base cost) 164.37 1,669.18 6.3 Phonthong Additional classrooms (PES request) 16 x 5,610 89.760 Additional classrooms (grade 9 forecast) 4 x 5,610 22.440 New construction (s) School model 1 2 x 40,110 80.220 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Phonthong (Base cost) 192.42 1,954.03 6.4 Khong Additional classrooms (PES request) 0 x 5,610 0.000 Additional classrooms (grade 9 forecast) 1 x 5,610 5.610 New construction (s) School model 1 2 x 40,110 80.220 School model 2 (Urban schools on one level) 0 x 71,555 0.000 Under-total Khong (Base cost) 85.83 871.60 Under-total Champasak (Base cost) 573.33 5,822.17

Quantity Unit price x 1000 Million US$ USA$ LAK Under-total Construction of lower secondary schools and additional classrooms Additional classrooms (PES request) 109 611.49 Additional classrooms (grade 9 forecast) 38 213.18 New construction (s) School model 1 26 1,042.86 School model 2 (Urban schools on one level) 2 143.11 2,010.64 20,418.05

II. Field costs

Ground-plot costs Ground-plot cost for school model 1 20,000 Ground-plot cost for 2 22,000 Supplementary Appendix D, page 83

Quantity Unit price x 1000 Million US$ USA$ LAK school model Preparation costs Ground-plot cost for school model 1 3,000 Ground-plot cost for school model 2 3,500

1 Luangnamtha 1.1 Namtha School model 1 0 x 23,000 0.000 School model 2 (Urban schools on one level) 1 x 25,500 25.500 Under-total Namtha (Base cost) 25.50 258.95 1.2 Viengphoukha School model 1 1 x 23,000 23.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Viengphoukha (Base cost) 23.00 233.57 Under-total Luangnamtha (Base cost) 48.50 492.52

2 Bokeo 2.1 Houayxai School model 1 2 x 23,000 46.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Houayxai (Base cost) 46.00 467.13 2.2 Pha Oudom School model 1 1 x 23,000 23.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Pha Oudom (Base cost) 23.00 233.57 Under-total Bokeo (Base cost) 69.00 700.70

3 Khammouane 3.1 Thakhaek School model 1 4 x 23,000 92.000 Supplementary Appendix D, page 84

Quantity Unit price x 1000 Million US$ USA$ LAK School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Thakhaek (Base cost) 92.00 934.26 3.2 Nhommalath School model 1 1 x 23,000 23.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Nhommalath (Base cost) 23.00 233.57 3.3 Nakai School model 1 1 x 23,000 23.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Nakai (Base cost) 23.00 233.57 Under-total Khammouane (Base cost) 138.00 1,401.39

4 Savannakhet 4.1 Khanthabouly School model 1 2 x 23,000 46.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Khanthabouly (Base cost) 46.00 467.13 4.2 Outhoumphone School model 1 2 x 23,000 46.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Outhoumphone (Base cost) 46.00 467.13 4.3 Atsaphanthong School model 1 1 x 23,000 23.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Atsaphanthong (Base cost) 23.00 233.57 4.4 Phine School model 1 1 x 23,000 23.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Phine (Base cost) 23.00 233.57 Supplementary Appendix D, page 85

Quantity Unit price x 1000 Million US$ USA$ LAK 4.5 Sepone School model 1 1 x 23,000 23.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Sepone (Base cost) 23.00 233.57 4.6 Thaphalanxay School model 1 0 x 23,000 0.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Thaphalanxay (Base cost) 0.00 0.00 Under-total Savannakhet (Base cost) 161.00 1,634.96

5 Attapeu 5.1 Xaysettha School model 1 1 x 23,000 23.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Xaysettha (Base cost) 23.00 233.57 5.2 Samakkhixay School model 1 0 x 23,000 0.000 School model 2 (Urban schools on one level) 1 x 25,500 25.500 Under-total Samakkhixay (Base cost) 25.50 258.95 5.3 Phouvong School model 1 0 x 23,000 0.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Phouvong (Base cost) 0.00 0.00 Under-total Attapeu (Base cost) 48.50 492.52

6 Champasak 6.1 Bachiangchaleunsook School model 1 2 x 23,000 46.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Bachiangchaleunsook (Base cost) 46.00 467.13 Supplementary Appendix D, page 86

Quantity Unit price x 1000 Million US$ USA$ LAK 6.2 Paksong School model 1 2 x 23,000 46.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Paksong (Base cost) 46.00 467.13 6.3 Phonthong School model 1 2 x 23,000 46.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Phonthong (Base cost) 46.00 467.13 6.4 Khong School model 1 2 x 23,000 46.000 School model 2 (Urban schools on one level) 0 x 25,500 0.000 Under-total Khong (Base cost) 46.00 467.13 Under-total Champasak (Base cost) 184.00 1,868.52

Under-total Field costs New construction (s) School model 1 26 598.000 School model 2 (Urban 2 51.000 schools on one level) 649.00 6,590.60

Unit x 1000 Million Quantity price USA$ LAK US$ III. Setting water and electricity for lower secondary schools

1. Luangnamtha Additional electricity set with a small transformer and net 7 x 5000 35.000 Additional water with tank and electric pump 7 x 3000 21.000 Under-total Luangnamtha (Base cost) 56.00 568.68 2. Bokeo Additional electricity set with a small transformer and net 5 x 5000 25.000 Additional water with tank and electric pump 6 x 3000 18.000 Supplementary Appendix D, page 87

Unit x 1000 Million Quantity price USA$ LAK US$ Under-total Bokeo (Base cost) 43.00 436.67 3. Khammouane Additional electricity set with a small transformer and net 8 x 5000 40.000 Additional water with tank and electric pump 7 x 3000 21.000 Under-total Khammouane (Base cost) 61.00 619.46 4. Savannakhet Additional electricity set with a small transformer and net 17 x 5000 85.000 Additional water with tank and electric pump 17 x 3000 51.000 Under-total Savannakhet (Base cost) 136.00 1,381.08 5. Attapeu Additional electricity set with a small transformer and net 7 x 5000 35.000 Additional water with tank and electric pump 7 x 3000 21.000 Under-total Attapeu (Base cost) 56.00 568.68 6. Champasak Additional electricity set with a small transformer and net 14 x 5000 70.000 Additional water with tank and electric pump 14 x 3000 42.000 Under-total Champasak (Base 112.00 1,137.36 cost)

Under-total Setting water and electricity for lower secondary schools Additional electricity set with a small transformer and net 58 290.00 Additional water with tank and electric pump 58 174.00 464.00 4,711.92

Base cost Civil works Part of foreign currency 22.00% 3,123.64 31,720.56 Physical contingencies (foreign currency) 5.00% 34.36 107.45 1,091.19 Physical contingencies (local currency) 3.00% 73.09 Price contingencies (foreign currency) 3.00% 21.33 222.95 2,264.01 Price contingencies (local currency) 8.00% 201.62 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 74.29 754.41

Subtotal Category A. Civil works 3,528.33 35,830.18

Supplementary Appendix D, page 88

US$ x 1000 Million USA$ LAK B. School Fund Scholarships 240,000.00 240.00 Education Development Fund 400,000.00 400.00 Under-total 640.00 6,499.20

Base cost School Fund Part of foreign currency 100.00% 640.00 6,499.20 Physical contingencies (foreign currency) 5.00% 32.00 32.00 324.96 Physical contingencies (local currency) 3.00% 0.00 Price contingencies (foreign currency) 3.00% 20.16 20.16 204.72 Price contingencies (local currency) 8.00% 0.00 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 0.00% 0.00 0.00

Subtotal Category B. School Fund 692.16 7,028.88

C. Equipment, Furniture, Vehicles

Furniture for lower secondary schools Quantity Unit price x 1000 Million US$ USA$ LAK 1. Luangnamtha 1.1 Namtha Furniture for additional classrooms (PES request) 10 x 1,717 17.170 Furniture for additional classrooms (grade 9 forecast) 2 x 1,717 3.434 Furniture for new School model 1 0 x 7,237 0.000 construction (s) School model 2 (Urban schools on one 1 x 14,809 14.809 level) Under-total Namtha (Base cost) 35.41 359.62 1.2 Viengphoukha Furniture for additional classrooms (PES request) 2 x 1,717 3.434 Furniture for additional classrooms (grade 9 forecast) 1 x 1,717 1.717 Furniture for new School model 1 1 x 7,237 7.237 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Supplementary Appendix D, page 89

Quantity Unit price x 1000 Million US$ USA$ LAK Under-total Viengphoukha (Base cost) 12.39 125.80 Under-total Luangnamtha (Base cost) 47.80 485.42

2. Bokeo 2.1 Houayxai Furniture for additional classrooms (PES request) 5 x 1,717 8.585 Furniture for additional classrooms (grade 9 forecast) 2 x 1,717 3.434 Furniture for new School model 1 2 x 7,237 14.474 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Houayxai (Base cost) 26.49 269.04 2.2 Pha Oudom Furniture for additional classrooms (PES request) 5 x 1,717 8.585 Furniture for additional classrooms (grade 9 forecast) 2 x 1,717 3.434 Furniture for new School model 1 1 x 7,237 7.237 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Pha Oudom (Base cost) 19.26 195.54 Under-total 45.75 464.58 Bokeo (Base cost)

3. Khammouane 3.1 Thakhaek Furniture for additional classrooms (PES request) 14 x 1,717 24.038 Furniture for additional classrooms (grade 9 forecast) 5 x 1,717 8.585 Furniture for new School model 1 4 x 7,237 28.948 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Thakhaek (Base cost) 61.57 625.25 3.2 Nhommalath Furniture for additional classrooms (PES request) 3 x 1,717 5.151 Furniture for additional classrooms (grade 9 forecast) 1 x 1,717 1.717 Supplementary Appendix D, page 90

Quantity Unit price x 1000 Million US$ USA$ LAK Furniture for new School model 1 1 x 7,237 7.237 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Nhommalath (Base cost) 14.11 143.24 3.3 Nakai Furniture for additional classrooms (PES request) 0 x 1,717 0.000 Furniture for additional classrooms (grade 9 forecast) 1 x 1,717 1.717 Furniture for new School model 1 1 x 7,237 7.237 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Nakai (Base cost) 8.95 90.93 Under-total Khammouane (Base cost) 84.63 859.42

4. Savannakhet 4.1 Khanthabouly Furniture for additional classrooms (PES request) 8 x 1,717 13.736 Furniture for additional classrooms (grade 9 forecast) 2 x 1,717 3.434 Furniture for new School model 1 2 x 7,237 14.474 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Khanthabouly (Base cost) 31.64 321.34 4.2 Outhoumphone Furniture for additional classrooms (PES request) 12 x 1,717 20.604 Furniture for additional classrooms (grade 9 forecast) 4 x 1,717 6.868 Furniture for new School model 1 2 x 7,237 14.474 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Outhoumphone (Base cost) 41.95 425.96 4.3 Atsaphanthong Furniture for additional classrooms (PES request) 0 x 1,717 0.000 Furniture for additional classrooms (grade 9 forecast) 1 x 1,717 1.717 Furniture for new School model 1 1 x 7,237 7.237 construction (s) Supplementary Appendix D, page 91

Quantity Unit price x 1000 Million US$ USA$ LAK School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Atsaphanthong (Base cost) 8.95 90.93 4.4 Phine Furniture for additional classrooms (PES request) 3 x 1,717 5.151 Furniture for additional classrooms (grade 9 forecast) 2 x 1,717 3.434 Furniture for new School model 1 1 x 7,237 7.237 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Phine (Base cost) 15.82 160.67 4.5 Sepone Furniture for additional classrooms (PES request) 0 x 1,717 0.000 Furniture for additional classrooms (grade 9 forecast) 0 x 1,717 0.000 Furniture for new School model 1 1 x 7,237 7.237 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Sepone (Base cost) 7.24 73.49 4.6 Thaphalanxay Furniture for additional classrooms (PES request) 6 x 1,717 10.302 Furniture for additional classrooms (grade 9 forecast) 1 x 1,717 1.717 Furniture for new School model 1 0 x 7,237 0.000 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Thaphalanxay (Base cost) 12.02 122.05 Under-total Savannakhet (Base cost) 117.62 1,194.45

5. Attapeu 5.1 Xaysettha Furniture for additional classrooms (PES request) 3 x 1,717 5.151 Furniture for additional classrooms (grade 9 forecast) 1 x 1,717 1.717 Furniture for new School model 1 1 x 7,237 7.237 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Supplementary Appendix D, page 92

Quantity Unit price x 1000 Million US$ USA$ LAK Under-total Xaysettha (Base cost) 14.11 143.24 5.2 Samakkhixay Furniture for additional classrooms (PES request) 4 x 1,717 6.868 Furniture for additional classrooms (grade 9 forecast) 2 x 1,717 3.434 Furniture for new School model 1 0 x 7,237 0.000 construction (s) School model 2 (Urban schools on one 1 x 14,809 14.809 level) Under-total Samakkhixay (Base cost) 25.11 255.00 5.3 Phouvong Furniture for additional classrooms (PES request) 0 x 1,717 0.000 Furniture for additional classrooms (grade 9 forecast) 0 x 1,717 0.000 Furniture for new School model 1 0 x 7,237 0.000 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Phouvong (Base cost) 0.00 0.00 Under-total 39.22 398.24 Attapeu (Base cost)

6. Champasak 6.1 Bachiangchaleunsook Furniture for additional classrooms (PES request) 7 x 1,717 12.019 Furniture for additional classrooms (grade 9 forecast) 2 x 1,717 3.434 Furniture for new School model 1 2 x 7,237 14.474 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Bachiangchaleunsook (Base cost) 29.93 303.91 6.2 Paksong Furniture for additional classrooms (PES request) 11 x 1,717 18.887 Furniture for additional classrooms (grade 9 forecast) 4 x 1,717 6.868 Furniture for new School model 1 2 x 7,237 14.474 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Supplementary Appendix D, page 93

Quantity Unit price x 1000 Million US$ USA$ LAK Under-total Paksong (Base cost) 40.23 408.53 6.3 Phonthong Furniture for additional classrooms (PES request) 16 x 1,717 27.472 Furniture for additional classrooms (grade 9 forecast) 4 x 1,717 6.868 Furniture for new School model 1 2 x 7,237 14.474 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Phonthong (Base cost) 48.81 495.71 6.4 Khong Furniture for additional classrooms (PES request) 0 x 1,717 0.000 Furniture for additional classrooms (grade 9 forecast) 1 x 1,717 1.717 Furniture for new School model 1 2 x 7,237 14.474 construction (s) School model 2 (Urban schools on one 0 x 14,809 0.000 level) Under-total Khong (Base cost) 16.19 164.42 Under-total 135.16 1,372.56 Champasak (Base cost)

Under-total Furniture for lower secondary schools Furniture for additional classrooms (PES request) 109 187.153 Furniture for additional classrooms (grade 9 forecast) 38 65.246 Furniture for new School model 1 26 188.162 construction (s) School model 2 (Urban schools on one 2 29.618 level) 470.18 4,774.67

Quantity Unit price x 1000 Million

US$ USA$ LAK Service charges for the transportation of furniture Total Total Removal contingencies on base cost %tage x 1,000 Million US$ LAK 1. Luangnamtha 0.00% 0.00 0.00 Supplementary Appendix D, page 94

Quantity Unit price x 1000 Million

US$ USA$ LAK 2. Bokeo 0.00% 0.00 0.00 3. Khammouane 0.00% 0.00 0.00 4. Savannakhet 0.00% 0.00 0.00 5. Attapeu 0.00% 0.00 0.00 6. Champasak 0.00% 0.00 0.00 Under-total Service charges for the transportation of furniture 0.00 0.00

Base cost Equipment, Furniture, Vehicles Part of foreign currency 10.00% 470.18 4,774.67 Physical contingencies (foreign currency) 5.00% 2.35 15.05 152.79 Physical contingencies (local currency) 3.00% 12.69 Price contingencies (foreign currency) 3.00% 1.46 36.39 369.56 Price contingencies (local currency) 8.00% 34.94 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 5.08 51.59 Subtotal Category C. Equipment, Furniture, Vehicles 526.70 5,348.60

D. Staff Development and Training Promote demand from girls National workshop, activity 1.2 4,372.02 4.37 Under-total Promote demand from girls 4.37 44.40

Base cost Staff Development and Training Part of foreign currency 5.00% 4.37 44.40 Physical contingencies (foreign currency) 7.00% 0.02 0.22 2.26 Physical contingencies (local currency) 5.00% 0.21 Price contingencies (foreign currency) 3.00% 0.01 0.36 3.62 Price contingencies (local currency) 8.00% 0.35 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 0.02 0.20

Subtotal Category D. Staff Development and Training 4.97 50.48

F. Technical assistance Facilities development International Consultant (IC) During 6 month(s) 1 pers. x 18,000.00 108.00 National Consultant (LC) During 6 month(s) 1 pers. x 2,500.00 15.00 Supplementary Appendix D, page 95

Quantity Unit price x 1000 Million

US$ USA$ LAK Under-total Facilities development 123.00 1,249.07 Promote demand from girls International Consultant (IC) During 2.5 month(s) 1 pers. x 18,000.00 45.00 International Consultant (IC) During 2.5 month(s) 1 pers. x 18,000.00 45.00 National Consultant (LC) During 6 month(s) 1 pers. x 2,500.00 15.00 Under-total Promote demand from girls 105.00 1,066.28

Base cost Technical assistance Part of foreign currency 86.84% 228.00 2,315.34 Physical contingencies (foreign currency) 7.00% 13.86 15.36 155.98 Physical contingencies (local currency) 5.00% 1.50 Price contingencies (foreign currency) 3.00% 6.34 8.90 90.40 Price contingencies (local currency) 8.00% 2.56 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 6.00% 13.09 132.93 Subtotal Category F. Technical assistance 265.35 2,694.65

G. Studies, Monitoring, and Evaluation Study and monitoring of the lower secondary schools constructions Design, adaptation to the ground, organization, check and monitoring, supervision of work : 4% of the construction cost 124,946 124.946 Under-total Study and monitoring of the lower secondary schools constructions 124.95 1,268.82

Base cost Studies, Monitoring, and Evaluation Part of foreign currency 50.00% 124.95 1,268.82 Physical contingencies (foreign currency) 7.00% 4.37 7.50 76.13 Physical contingencies (local currency) 5.00% 3.12 Price contingencies (foreign currency) 3.00% 1.99 7.28 73.97 Price contingencies (local currency) 8.00% 5.30 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 6.88 69.87 Subtotal Category G. Studies, Monitoring, and Evaluation 146.61 1,488.79

H. Salaries Additional GOL staff appointment LSE teachers salaries 1,485.771 15,088.00 Under-total Additional GOL staff appointment 1,485.77 15,088.00 Supplementary Appendix D, page 96

Quantity Unit price x 1000 Million

US$ USA$ LAK

Base cost Salaries Part of foreign currency 0.00% 1,485.77 15,088.00 Physical contingencies (foreign currency) 7.00% 0.00 74.29 754.40 Physical contingencies (local currency) 5.00% 74.29 Price contingencies (foreign currency) 3.00% 0.00 124.80 1,267.39 Price contingencies (local currency) 8.00% 124.80 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 0.00 0.00

Subtotal Category H. Salaries 1,684.86 17,109.79

I. Operation and Maintenance Transportation and perdiem costs for MOE, PES & DEB staff (construction & studies) Air & bus fares, perdiem 40,000.00 40.00 406.20

Annual maintenance costs Construction of lower secondary schools and additional classrooms 20.11 Setting water and electricity for lower secondary schools 13.92 Furniture for lower secondary schools 14.11 Under-total Annual maintenance costs Base cost Operation and Maintenance by year 48.13 488.78 Average cost Operation and Maintenance by year 48.13 488.78

Base cost Operation and Maintenance Part of foreign currency 32.21% 124.17 1,260.98 Physical contingencies (foreign currency) 7.00% 2.80 2.80 28.43 Physical contingencies (local currency) 0.00% 0.00 Price contingencies (foreign currency) 3.00% 1.23 1.23 12.46 Price contingencies (local currency) 0.00% 0.00 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 0.00% 0.00 0.00 Subtotal Category I. Operation and Maintenance 128.20 1,301.87

Supplementary Appendix D, page 97

Quantity Unit price x 1000 Million

US$ USA$ LAK

TOTAL BASE COST COMPONENT 1 Part of foreign currency 27.01% 6,201.08 62,971.97 Physical contingencies (foreign currency) 5.36% 89.76 254.67 2,586.15 Physical contingencies (local currency) 3.64% 164.91 Price contingencies (foreign currency) 3.01% 52.50 422.07 4,286.13 Price contingencies (local currency) 7.84% 369.57 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 99.36 1,009.00 TOTAL COST COMPONENT 1 6,977.18 70,853.25

Supplementary Appendix D, page 98

Table 13. Detailed Project Cost Estimates by Component and Category – COMPONENT 2

COMPONENT 2 : IMPROVE THE QUALITY AND RELEVANCE OF FORMAL LOWER SECONDARY EDUCATION

C. Equipment, Furniture, Vehicles

3 0 Develop new LSE textbooks and teachers guides 3 1 Equipment for materials development at NRIES 18,500 18.50 3 2 Learning materials package for NRIES 5,500 5.50 Under-total 3 (Base cost) 24,000.00 24.00 243.72 5 0 Provide limited support to TTCs (equipment and teaching modules) 5 1 Learning materials packages for TTCs 62,130 62.13 5 2 Equipment packages for TTCs 235,125 235.13 Under-total 5 (Base cost) 297,255.00 297.26 3,018.62 6 0 Provide support to LS schools in BEDP districts 6. 1 Learning materials packages for LS schools 407,000.00 407.00 6. 2 Equipment packages for LS schools 135,520.00 135.52 Under-total 6 (Base cost) 542,520.00 542.52 5,509.29

Base cost Equipment, Furniture, Vehicles Part of foreign currency 60.00% 863.78 8,771.64 Physical contingencies (foreign currency) 7.00% 36.28 53.55 543.84 Physical contingencies (local currency) 5.00% 17.28 Price contingencies (foreign currency) 3.00% 16.51 45.87 465.77 Price contingencies (local currency) 8.00% 29.35 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 57.11 579.95 Subtotal Category C. Equipment, Furniture, Vehicles 1,020.31 10,361.20

Unit price x 1000 Million Quantity US$ USA$ LAK

D. Staff Development and Training

Curriculum development The task and the cost of development and training are as follow 1 Repackage 3-yr LS curriculum into 4-yr program 1 1 Regional study tour for LS and US curriculum developers 67,500 67.50 Supplementary Appendix D, page 99

Unit price x 1000 Million Quantity US$ USA$ LAK 1 2 Primary curriculum - national stakeholders workshops 24,302 24.30 1 5 Lower secondary - national stakeholders workshops 24,302 24.30 1 11 Upper secondary - national stakeholders workshops 24,302 24.30 Under-total Repackage 3-yr LS curriculum into 4-yr program (Base cost) 140,405 140.41 1,425.82 3 Develop new LSE textbooks and teachers guides 3 3 Writing workshops (textbook development) 43,418 43.42 3 4 District workshops for trialling draft textbooks (North x 2 PES) 13,632 13.63 3 5 District workshops for trialling draft textbooks (South x 4 PES) 24,124 24.12 Under-total Develop new LSE textbooks and teachers guides (Base cost) 81,175.38 81.18 824.34 4 Develop and deliver pilot program of teacher inservice 4 1 Workshops for development of inservice modules 14,616 14.62 4 2 Training of master trainers (TOMT) workshops 21,921 21.92 4 3 Training of trainers (TOT) workshops (now included in Wkshp 10) 0 0.00 4 4 Pilot programs of inservice for teachers in 2 LNT districts 40,239 40.24 4 5 Pilot programs of inservice for teachers in 2 Bokeo districts 35,995 35.99 4 6 Pilot programs of inservice for teachers in 3 Khammouane districts 66,438 66.44 4 7 Pilot programs of inservice for teachers in 6 Savannakhet districts 157,043 157.04 4 8 Pilot programs of inservice for teachers in 4 Champasack districts 105,208 105.21 4 9 Pilot programs of inservice for teachers in 3 Attapeu districts 31,565 31.57 Under-total Develop and deliver pilot program of teacher inservice (Base cost) 473,024.96 473.02 4,803.57 7 Internet and Information Communications 7. 1 NRIES 4,800.00 4.80 Under-total Internet and Information Communications (Base cost) 4,800.00 4.80 48.74

Under-total Curriculum development 699.41 7,102.47

Base cost Staff Development and Training Part of foreign currency 5.00% 699.41 7,102.47 Physical contingencies (foreign currency) 7.00% 2.45 35.67 362.23 Physical contingencies (local currency) 5.00% 33.22 Price contingencies (foreign currency) 3.00% 1.10 56.97 578.51 Price contingencies (local currency) 8.00% 55.87 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 3.85 39.10 Subtotal Category D. Staff Development and Training 795.89 8,082.30 Supplementary Appendix D, page 100

Unit price x 1000 Million Quantity US$ USA$ LAK

E. Pedagogical materials

Repackage 3-yr LS curriculum into 4-yr program 1 3 Primary curriculum guide, learning outcomes, assess fmwk 4,000 4.00 1 7 Lower secondary curriculum guide, learning outcomes, assess fmwk 4,000 4.00 1 13 Upper secondary - development of draft curriculum documents 8,000 8.00 Under-total Repackage 3-yr LS curriculum into 4-yr program 16.00 162.48

Procure and distribute textbooks & TGs to LS schools 2 1 Site visits to LS schools for procurement planning 1,000 1.00 Under-total site visits to LS schools 1,000 1.00 10.16

I- Core Textbooks (printing) Student Textbooks for Grade 6 ( 25% of enrolment) 20.09 204.00 Student Textbooks for Grade 7 ( 25% of enrolment) 18.44 187.22 Student Textbooks for Grade 8 ( 25% of enrolment) 18.44 187.21 Under-total Core Textbooks (printing) (Base cost) 90,995 books 56.96 578.43

II- Teacher Guides Teacher guides for Grade 6 ( 200% of teachers) 3.25 32.98 Teacher guides for Grade 7 ( 200% of teachers) 3.14 31.85 Teacher guides for Grade 8 ( 200% of teachers) 4.03 40.89 Under-total Teacher Guides (Base cost) 12,972 books 10.41 105.72

103,967 Under-total Activity 2 Procure and distribute textbooks & TGs & LS schools (Base cost) books 68.37 684.15

Service charges for the transportation of the books Activity 2 0.00 0.00

Develop new LES textbooks and teacher guides 3 8 Prepare layouts, illustrations and/or disk copy (contract or tender) 62,000 62.00 629.61 Under-total Prepare layouts and/or disk copy (Base cost) 62.00 629.61

I- Core Textbooks (printing) Student Textbooks for Grade 6 ( 50% of enrolment) 40.18 408.00 Supplementary Appendix D, page 101

Unit price x 1000 Million Quantity US$ USA$ LAK Student Textbooks for Grade 7 ( 50% of enrolment) 36.87 374.44 Student Textbooks for Grade 8 ( 50% of enrolment) 36.87 374.42 Student Textbooks for Grade 9 ( 50% of enrolment) 94.90 963.75 302,827 Under-total Core Textbooks (printing) (Base cost) books 208.82 2,120.61

II- Teacher Guides Teacher guides for Grade 6 ( 200% of teachers) 3.25 32.98 Teacher guides for Grade 7 ( 200% of teachers) 3.14 31.85 Teacher guides for Grade 8 ( 200% of teachers) 4.03 40.89 Teacher guides for Grade 9 ( 200% of teachers) 7.46 75.79 Under-total Teacher Guides (Base cost) 22,956 books 17.87 181.51

325,783 Under-total Activity 3 Design, print and distribute new LSE Textbooks and TGS (Base cost) books 288.70 2,931.73

Service charges for the transportation of the books Activity 3 0.00 0.00

Activity 4 Printing inservice modules for teacher inservice I- Inservice modules (printing) Inservice modules for Grade 6 subjects ( 200% of enrolment) 4.06 41.23 Inservice modules for Grade 7 subjects ( 200% of enrolment) 3.92 39.81 Inservice modules for Grade 8 ( 200% of enrolment) 4.99 50.69 Inservice modules for Grade 9 ( 200% of enrolment) 9.98 101.39 Under-total Inservice modules (printing) (Base cost) 22,956 books 22.96 233.12

Service charges for the transportation of the books Activity 4 0.00 0.00

Removal contingencies on base cost (from districts to schools) 3.25 32.96

Provide limited support to TTCs (equipment and teaching modules) 5 3 Site visits to TEIs for procurement planning 1,500 Under-total site visits to TEIs 1500 1.50 15.23 Provide support to LS schools in BEDP districts 6 3 Site visits to LS schools for procurement planning 1,500 Under-total site visits to LS schools 1500 1.50 15.23 Supplementary Appendix D, page 102

Unit price x 1000 Million Quantity US$ USA$ LAK

Base cost Pedagogical materials Part of foreign currency 10.00% 399.03 4,052.10 Physical contingencies (foreign currency) 7.00% 2.79 20.75 210.71 Physical contingencies (local currency) 5.00% 17.96 Price contingencies (foreign currency) 3.00% 1.26 31.48 319.71 Price contingencies (local currency) 8.00% 30.22 Service charges (on base cost) 0.00 0.00 Removal contingencies from districts to schools 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 4.40 44.68 Subtotal Category E. Pedagogical materials 455.66 4,627.20

F. Technical assistance

Curriculum development The task of the technical assistance is as follow 1 Repackage 3-yr LS curriculum into 4-yr program 2 Procure and distribute textbooks & TGs to LS schools 3 Develop new LSE textbooks and teachers guides 4 Develop and deliver pilot program of teacher inservice 5 Provide limited support to TTCs (equipment and teaching modules) 6 Provide support to LS schools in BEDP districts

The cost of the technical assistance is as follow 8 Technical Assistance International Consultant (IC) 8. 1 International Curriculum Development Specialist 10 180,000.00 108.00 8. 2 International Materials Development Specialist 3 54,000.00 54.00 8. 3 International School Library Adviser 1 18,000.00 18.00 8. 4 International Procurement Specialist 2 36,000.00 36.00 8. 5 Plane travels 0.00 0.00 National Consultant (LC) 8. 6 Materials Development Coordinator 24 60,000.00 60.00 8. 7 Procurement Specialist (Educational Materials) 5 12,500.00 12.50 8. 8 Curriculum specialist (Lower Secondary Education) 12 30,000.00 10.00 Under-total Technical Assistance (Base cost) 390,500.00 390.50 3,965.53 Supplementary Appendix D, page 103

Unit price x 1000 Million Quantity US$ USA$ LAK

Base cost Technical assistance Part of foreign currency 73.7516% 390.50 3,965.53 Physical contingencies (foreign currency) 7.00% 20.16 25.29 256.77 Physical contingencies (local currency) 5.00% 5.13 Price contingencies (foreign currency) 3.00% 9.20 17.93 182.08 Price contingencies (local currency) 8.00% 8.73 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 6.00% 19.04 193.35 Subtotal Category F. Technical assistance 452.76 4,597.73

TOTAL BASE COST COMPONENT 2 Part of foreign currency 37.45% 2,352.71 23,891.73 Physical contingencies (foreign currency) 2.88% 25.40 81.70 829.70 Physical contingencies (local currency) 3.83% 56.30 Price contingencies (foreign currency) 1.27% 11.56 106.38 1,080.31 Price contingencies (local currency) 6.23% 94.82 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 22.89 232.45 TOTAL COST COMPONENT 2 2,563.68 26,034.19

Supplementary Appendix D, page 104

Table 14. Detailed Project Cost Estimates by Component and Category – COMPONENT 3

COMPONENT 3 : IMPROVE DECENTRALIZED EDUCATION MANAGEMENT

Unit price x 1000 Million

US$ USA$ LAK A. Civil works

INVENTORY OF MOE PHYSICAL ASSETS 1 Upgrade MOE warehouse 1. 1 Refurbishment of warehouse 50,000.00 50.00

Under-total INVENTORY OF MOE PHYSICAL ASSETS 50.00 507.75

Base cost Civil works Part of foreign currency 25.00% 50.00 507.75 Physical contingencies (foreign currency) 7.00% 0.88 2.75 27.93 Physical contingencies (local currency) 5.00% 1.88 Price contingencies (foreign currency) 3.00% 0.40 3.56 36.16 Price contingencies (local currency) 8.00% 3.17 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 1.38 14.01 Subtotal Category A. Civil works 57.69 585.85

Unit price x 1000 Million Quantity US$ USA$ LAK C. Equipment, Furniture, Vehicles

INVENTORY OF MOE PHYSICAL ASSETS 1 Upgrade MOE warehouse 1. 2 Equipment of warehouse 50,000.00 50.00

Under-total INVENTORY OF MOE PHYSICAL ASSETS 50.00 507.75

Base cost Equipment, Furniture, Vehicles Part of foreign currency 10.00% 50.00 507.75 Physical contingencies (foreign currency) 7.00% 0.35 2.60 26.40 Physical contingencies (local currency) 5.00% 2.25 Price contingencies (foreign currency) 3.00% 0.16 3.95 40.06 Supplementary Appendix D, page 105

Unit price x 1000 Million Quantity US$ USA$ LAK Price contingencies (local currency) 8.00% 3.79 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 0.55 5.59 Subtotal category C. Equipment, Furniture, Vehicle 57.10 579.80

D. Staff Development and Training

EMIS Activities 1 School data collection/entry 1. 2 Publication of data collection forms and manuals 30,000.00 30.00 1. 5 Training on data collection/entry/updates for PES staff 29,762.34 29.76 1. 6 Training on data collection/entry/updates for DEB staff 29,762.34 29.76 1. 7 Training on data collection/entry/updates for School headmasters 256,198.41 256.20 Under-total School data collection/entry (Base cost) 345,723.09 345.72 3,510.82 2 School data processing 2. 3 Publication of EMIS Annual Bulletin 5,000.00 5.00 Under-total School data processing (Base cost) 5,000.00 5.00 50.78

Under-total EMIS Activities 350.72 3,561.59

PROVINCIAL PLANNING Activities 1 School data processing 1. 3 Publication of Provincial Situation Analysis 20,000.00 20.00 1. 4 Publication of National Situation Analysis 5,000.00 5.00 Under-total School data processing (Base cost) 25,000.00 25.00 253.88 2 Education Planning Workshops 2. 1 Planning Workshops for DEB planners 38,224.99 38.22 2. 2 Planning Workshops for PES planners 29,762.34 29.76 2. 3 Planning Workshops for MOE planners 6,427.33 6.43 Under-total Education Planning Workshops (Base cost) 74,414.66 74.41 755.68 3 Information Dissemination and Endorsement of Education Plans 3. 1 Meetings of District EFA Committee 0.00 0.00 Supplementary Appendix D, page 106

Unit price x 1000 Million Quantity US$ USA$ LAK 3. 2 Meetings of Provincial EFA Committee 0.00 0.00 3. 3 Meetings of Central EFA Commission 2,752.92 2.75 3. 5 Publication of MOE Annual Reports 5,000.00 5.00 Under-total Information Dissemination and Endorsement of Education Plans (Base cost) 7,752.92 7.75 78.73 4 Monitoring National EFA Plan of Action 4. 1 Trainings for National EFA Core Trainers 4,284.89 4.28 4. 2 Trainings for Provincial EFA Core Trainers 19,841.56 19.84 4. 3 Trainings for District EFA Core Trainers 25,483.33 25.48 4. 4 Trainings for National EFA Secretariat 4,284.89 4.28 4. 5 Preparation of Training Materials and Trainer 0.00 0.00 4. 6 Preparation of Tools and Trainer 0.00 0.00 Under-total Monitoring National EFA Plan of Action (Base cost) 53,894.66 53.89 547.30 5 Assessment of National EFA Plan of Action 5. 1 Assessment of District EFA Plan of Action 25,483.33 25.48 5. 2 Assessment of Provincial EFA Plan of Action 19,841.56 19.84 5. 3 Assessment of National EFA Plan of Action 4,284.89 4.28 Under-total Assessment of National EFA Plan of Action (Base cost) 49,609.77 49.61 503.79 6 Internet and Information Communications 6. 1 MOE 24,000.00 24.00 6. 2 PES 21,600.00 21.60 6. 3 DEB 30,000.00 30.00 Under-total Internet and Information Communications (Base cost) 75,600.00 75.60 767.72

Under-total PROVINCIAL PLANNING Activities 286.27 2,907.09

Unit price x 1000 Million Quantity US$ USA$ LAK BUDGETING Activities

1 Renovate budget and financial accounts format at national level 1. 1 Staff development and training 1,651.75 1.65 Under-total Renovate budget and financial accounts format at national level (Base cost) 1,651.75 1.65 16.77 2 Producing the provincial budget in the old and new format 2. 1 Staff development and training (provincial) 29,762.34 29.76 2. 2 Staff development and training (national) 0.00 0.00 Supplementary Appendix D, page 107

Unit price x 1000 Million Quantity US$ USA$ LAK Under-total Producing the provincial budget in the old and new format (Base cost) 29,762.34 29.76 302.24 3 Designing provincial plans and budgets (3 pilot provinces) 3. 1 Staff development and training (provincial) 119,049.37 119.05 3. 2 Staff development and training (national) 8,919.45 8.92 Under-total Designing provincial plans and budgets (3 pilot provinces) (Base cost) 127,968.82 127.97 1,299.52 4 Assessing and revising provincial budgets (3 pilot provinces) 4. 1 Staff development and training (provincial) 29,762.34 29.76 4. 2 Staff development and training (national) 4,459.73 4.46 Under-total Assessing and revising provincial budgets (3 pilot provinces) (Base cost) 34,222.07 34.22 347.53 5 Designing MTEF 5. 1 Staff development and training 550.58 0.55 Under-total Designing MTEF (Base cost) 550.58 0.55 5.59

Under-total BUDGETING Activities 194.16 1,971.65

INVENTORY OF MOE PHYSICAL ASSETS 2 Train AMD staff 2. 1 Staff development and training 122,185.00 122.19 1,240.79

Under-total INVENTORY OF MOE PHYSICAL ASSETS 122.19 1,240.79

Base cost Staff Development and Training Part of foreign currency 8.00% 953.34 9,681.12 Physical contingencies (foreign currency) 7.00% 5.34 49.19 499.55 Physical contingencies (local currency) 5.00% 43.85 Price contingencies (foreign currency) 3.00% 2.41 76.19 773.73 Price contingencies (local currency) 8.00% 73.79 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 8.40 85.30 Subtotal Category D. Staff Development and Training 1,087.12 11,039.70

Unit price x 1000 Million Quantity US$ USA$ LAK E. Pedagogical materials

Supplementary Appendix D, page 108

Unit price x 1000 Million Quantity US$ USA$ LAK BUDGETING Activities 1 Renovate budget and financial accounts format at national level 1. 2 Pedagogical materials 400.00 0.40 2 Producing the provincial budget in the old and new format 2. 3 Pedagogical materials 400.00 0.40 3 Designing provincial plans and budgets (3 pilot provinces) 3. 3 Pedagogical materials 800.00 0.80 4 Assessing and revising provincial budgets (3 pilot provinces) 4. 3 Pedagogical materials 400.00 0.40 5 Designing MTEF 5. 2 Pedagogical materials 100.00 0.10

Under-total BUDGETING Activities 2.10 21.33

INVENTORY OF MOE PHYSICAL ASSETS 2 Train AMD staff 2. 2 Pedagogical materials 1,500.00 1.50 15.23

Under-total INVENTORY OF MOE PHYSICAL ASSETS 1.50 15.23

Base cost Pedagogical materials Part of foreign currency 10.00% 3.60 36.56 Physical contingencies (foreign currency) 7.00% 0.03 0.19 1.90 Physical contingencies (local currency) 5.00% 0.16 Price contingencies (foreign currency) 3.00% 0.01 0.28 2.88 Price contingencies (local currency) 8.00% 0.27 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 0.04 0.41 Subtotal Category E. Pedagogical materials 4.11 41.75

F. Technical assistance EMIS Activities 3 Technical Assistance International Consultant (IC) 3. 1 EMIS Programmer 3.0 54,000.00 54.00 National Consultant (LC) Supplementary Appendix D, page 109

Unit price x 1000 Million Quantity US$ USA$ LAK 3. 2 EMIS Programmer 11.0 27,500.00 27.50 Under-total EMIS Activities 81.50 827.63

PROVINCIAL PLANNING Activities 7 Technical Assistance International Consultant (IC) 7. 2 Education Planner/Economist 5.5 99,000.00 99.00 7. 3 GIS Specialist 1.0 18,000.00 18.00 National Consultant (LC) 7. 5 Education Specialist 34.0 85,000.00 85.00 Under-total PROVINCIAL PLANNING Activities 202.00 2,051.31

BUDGETING Activities 1 Renovate budget and financial accounts format at national level 1 3 Consulting services, international 2.0 36,000.00 36.00 1 4 Consulting services, national 5.0 12,500.00 12.50 Under-total Renovate budget and financial accounts format at national level (Base cost) 48,500.00 48.50 492.52 2 Producing the provincial budget in the old and new format 2 4 Consulting services, international 1.5 27,000.00 27.00 2 5 Consulting services, national 3.0 7,500.00 7.50 Under-total Producing the provincial budget in the old and new format (Base cost) 34,500.00 34.50 350.35 3 Designing provincial plans and budgets (3 pilot provinces) 3 4 Consulting services, international 2.5 45,000.00 45.00 3 5 Consulting services, national 6.0 15,000.00 15.00 Under-total Designing provincial plans and budgets (3 pilot provinces) (Base cost) 60,000.00 60.00 609.30 4 Assessing and revising provincial budgets (3 pilot provinces) 4 4 Consulting services, international 0.00 0.00 4 5 Consulting services, national 3.0 7,500.00 7.50 Under-total Assessing and revising provincial budgets (3 pilot provinces) (Base cost) 7,500.00 7.50 76.16 5 Designing MTEF 5 3 Consulting services, international 2.0 36,000.00 36.00 5 4 Consulting services, national 4.5 11,250.00 11.25 Under-total Designing MTEF (Base cost) 47,250.00 47.25 479.82 Under-total BUDGETING Activities 197.75 2,008.15

Supplementary Appendix D, page 110

Unit price x 1000 Million Quantity US$ USA$ LAK 6 Upgrade MOE warehouse 6. 5 Consulting services, regional 2.0 20000.0 20.00 Under-total Upgrade MOE warehouse (Base cost) 20.00 203.10

Base cost Technical assistance Part of foreign currency 66.8329% 501.25 5,090.19 Physical contingencies (foreign currency) 7.00% 23.45 31.76 322.55 Physical contingencies (local currency) 5.00% 8.31 Price contingencies (foreign currency) 3.00% 10.69 24.83 252.14 Price contingencies (local currency) 8.00% 14.14 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 6.00% 22.15 224.93 Subtotal Category F. Technical assistance 579.99 5,889.82

x 1,000Million US$ LAK TOTAL BASE COST COMPONENT 3 Part of foreign currency 27.54% 1,558.19 15,823.38 Physical contingencies (foreign currency) 6.71% 28.81 81.14 824.00 Physical contingencies (local currency) 4.63% 52.33 Price contingencies (foreign currency) 2.90% 13.10 101.31 1,028.76 Price contingencies (local currency) 7.43% 88.20 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 30.59 310.64 TOTAL COST COMPONENT 3 1,771.22 17,986.77

Supplementary Appendix D, page 111

Table 15. Detailed Project Cost Estimates by Component and Category – COMPONENT 4

Unit price x 1000 Million Quantity US$ USA$ LAK C. Equipment, Furniture, Vehicles

Vehicles US$ US$ LAK Vehicle(s) Pick Up Double Cabin 3 x 20,000.00 60.00 Under-total Vehicles 60.00 609.30

Data processing equipment for PIU Desktop computer unit 2 x 1,000.00 2.000 Uninterrupted power supply 1 x 120.00 0.120 LaserJet printer -- black ink 1 x 500.00 0.500 Delivery of equipment package and basic training for use 1 x 500.00 0.500 Under-total Data processing equipment for PIU 3.12 31.68

Base cost Equipment, Furniture, Vehicles Part of foreign currency 95.06% 63.12 640.98 Physical contingencies (foreign currency) 7.00% 4.20 4.36 44.24 Physical contingencies (local currency) 5.00% 0.16 Price contingencies (foreign currency) 3.00% 1.92 2.19 22.25 Price contingencies (local currency) 8.00% 0.27 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 6.61 67.12 Subtotal Category C. Equipment, Furniture, Vehicles 76.28 774.59

F. Technical assistance

International Consultant (IC) Team Leader During 36 month(s) 1 pers. x 18,000.00 648.00 Under-total 648.00

Base cost Technical assistance Part of foreign currency 100.00% 648.00 6,580.44 Physical contingencies (foreign currency) 7.00% 45.36 45.36 460.63 Physical contingencies (local currency) 5.00% 0.00 Price contingencies (foreign currency) 3.00% 20.80 20.80 211.23 Price contingencies (local currency) 8.00% 0.00 Supplementary Appendix D, page 112

Unit price x 1000 Million Quantity US$ USA$ LAK Service charges (on base cost) 0.00 0.00 0.00 Taxes on goods and services paid with foreign exchange 6.00% 0.00 42.82 435.14 Subtotal Category F. Technical assistance 757.01 7,687.44

H. Salaries

PIU Staff Local PIU staff During 60 month(s) 2 pers. x 500.00 60.00 Drivers During 60 month(s) 3 pers. x 150.00 27.00 Under-total PIU Staff 87.00 883.49

Base cost Salaries Part of foreign currency 0.00% 87.00 883.49 Physical contingencies (foreign currency) 7.00% 0.00 4.35 44.17 Physical contingencies (local currency) 5.00% 4.35 Price contingencies (foreign currency) 3.00% 0.00 7.31 74.21 Price contingencies (local currency) 8.00% 7.31 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 0.00 0.00 Subtotal Category H. Salaries 98.66 1,001.87

I. Operation and Maintenance

Operation and Maintenance PIU O&M 81,500.00 81.50 Under-total I. Operation and Maintenance 81.50 827.63

Base cost Operation and Maintenance Part of foreign currency 0.00% 81.50 827.63 Physical contingencies (foreign currency) 7.00% 0.00 4.08 41.38 Physical contingencies (local currency) 5.00% 4.08 Price contingencies (foreign currency) 3.00% 0.00 6.85 69.52 Price contingencies (local currency) 8.00% 6.85 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 10.00% 0.00 0.00 92.42 938.54 Supplementary Appendix D, page 113

Unit price x 1000 Million Quantity US$ USA$ LAK

TOTAL BASE COST COMPONENT 4 Part of foreign currency 80.49% 879.62 8,932.54 Physical contingencies (foreign currency) 7.00% 49.56 58.14 590.42 Physical contingencies (local currency) 5.00% 8.58 Price contingencies (foreign currency) 3.01% 22.73 37.15 377.22 Price contingencies (local currency) 7.89% 14.42 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 49.46 502.27 TOTAL COST COMPONENT 4 1,024.37 10,402.45

TOTAL BASE COST COMPONENT 1+2+3+4 Part of foreign currency 25.58% 10,991.59 111,619.61 Physical contingencies (foreign currency) 6.88% 193.53 475.65 4,830.27 Physical contingencies (local currency) 3.45% 282.12 Price contingencies (foreign currency) 3.40% 99.89 666.90 6,772.42 Price contingencies (local currency) 6.64% 567.01 Service charges (on base cost) 0.00 0.00 Taxes on goods and services paid with foreign exchange 202.30 2,054.36 TOTAL COST COMPONENT 1 + 2 + 3 + 4 12,336.45 125,276.65

Supplementary Appendix D, page 114

Table 16. Detailed Costs of Printing LS Textbooks, TGs and Inservice Materials

Total Total Unit Cost Quantity x 1,000 Million US$ US$ LAK Component 2, Activity 2: Procure and distribute existing textbooks & TGs to LS schools I- Core Textbooks Student Textbooks for Grade 6 ( 25% of enrolment) 1 Lao Language 5,099 x 0.59 3.01 2 Mathematics 5,099 x 0.64 3.26 3 Social Science 5,099 x 0.59 3.01 4 Natural Science 5,099 x 0.69 3.52 5 Technology 5,099 x 0.55 2.80 6 English book 1 5,099 x 0.88 4.49 Under-total Student Textbooks for Grade 6 (Base cost) 20.09 204.00

Student Textbooks for Grade 7 ( 25% of enrolment) 1 Lao Language 4,903 x 0.55 2.70 2 Mathematics 4,903 x 0.55 2.70 3 Social Science 4,903 x 0.64 3.14 4 Natural Science 4,903 x 0.59 2.89 5 Technology 4,903 x 0.55 2.70 6 English book 1 4,903 x 0.88 4.31 Under-total Student Textbooks for Grade 7 (Base cost) 18.44 187.22

Student Textbooks for Grade 8 ( 25% of enrolment) 1 Lao Language 5,164 x 0.55 2.84 2 Mathematics 5,164 x 0.55 2.84 3 Social Science 5,164 x 0.59 3.05 4 Natural Science 5,164 x 0.55 2.84 5 Technology 5,164 x 0.49 2.53 6 English book 2 5,164 x 0.84 4.34 Under-total Student Textbooks for Grade 8 (Base cost) 18.44 187.21

Under-total Core Textbooks (printing) (Base cost) 90,995 56.96 578.43 books

II- Teacher Guides Teacher guides for Grade 6 (200% of LS tchrs) 1 Lao Language 812 x 0.64 0.52 2 Mathematics 812 x 0.74 0.60 3 Social Science 812 x 0.84 0.68 4 Natural Science 812 x 0.84 0.68 5 Technology 812 x 0.94 0.76 Under-total Teacher guides for Grade 6 (Base cost) 3.25 32.98

Teacher guides for Grade 7 (200% of LS tchrs) 1 Lao Language 784 x 0.64 0.50 2 Mathematics 784 x 0.74 0.58 3 Social Science 784 x 0.84 0.66 4 Natural Science 784 x 0.84 0.66 5 Technology 784 x 0.94 0.74 Under-total Teacher guides for Grade 7 (Base cost) 3.14 31.85 Supplementary Appendix D, page 115

Total Total Unit Cost Quantity x 1,000 Million US$ US$ LAK

Teacher guides for Grade 8 (200% of LS tchrs) 1 Lao Language 832 x 0.64 0.53 2 Mathematics 832 x 0.74 0.62 3 Social Science 832 x 0.84 0.70 4 Natural Science 832 x 0.84 0.70 5 Technology 832 x 0.94 0.78 6 Music 832 x 0.84 0.70 Under-total Teacher guides for Grade 8 (Base cost) 4.03 40.89

Under-total Teacher Guides (Base cost) 12,972 10.41 105.72 books

Procure and distribute textbooks & TGs & LS schools (Base cost) 67.37 684.15

Service charges for the transportation of the books Activity 2 Removal contingencies on base cost (up to district) %tage Repartition

1. Luangnamtha 0.00% 7.15% 0.00 0.00 0.00 2. Bokeo 0.00% 10.44% 0.00 0.00 0.00 3. Khammouane 0.00% 17.33% 0.00 0.00 0.00 4. Savannakhet 0.00% 29.62% 0.00 0.00 0.00 5. Attapeu 0.00% 7.33% 0.00 0.00 0.00 6. Champasak 0.00% 28.14% 0.00 0.00 0.00 Under-total Service charges for the transportation of the books 100.00% 0.00 0.00 0.00 Activity 2

Removal contingencies on base cost (from districts to schools) 3.00% 2,021.13 2.02 Under-total Removal contingencies on base cost (from districts to 2,021.13 2.02 20.52 schools)

Component 2, Activity 3: Design, print and distribute new LSE Textbooks and TGs I- Core Textbooks Student Textbooks for Grade 6 ( 50% of enrolment) 1 Lao Language 10,197 x 0.59 6.02 2 Mathematics 10,197 x 0.64 6.53 3 Social Science 10,197 x 0.59 6.02 4 Natural Science 10,197 x 0.69 7.04 5 Technology 10,197 x 0.55 5.61 6 English book 1 10,197 x 0.88 8.97 Under-total Student Textbooks for Grade 6 (Base cost) 40.18 408.00

Student Textbooks for Grade 7 ( 50% of enrolment) 1 Lao Language 9,806 x 0.55 5.39 2 Mathematics 9,806 x 0.55 5.39 3 Social Science 9,806 x 0.64 6.28 4 Natural Science 9,806 x 0.59 5.79 5 Technology 9,806 x 0.55 5.39 6 English book 1 9,806 x 0.88 8.63 Under-total Student Textbooks for Grade 7 (Base cost) 36.87 374.44 Supplementary Appendix D, page 116

Total Total Unit Cost Quantity x 1,000 Million US$ US$ LAK

Student Textbooks for Grade 8 ( 50% of enrolment) 1 Lao Language 10,328 x 0.55 5.68 2 Mathematics 10,328 x 0.55 5.68 3 Social Science 10,328 x 0.59 6.09 4 Natural Science 10,328 x 0.55 5.68 5 Technology 10,328 x 0.49 5.06 6 English book 2 10,328 x 0.84 8.68 Under-total Student Textbooks for Grade 8 (Base cost) 36.87 374.42

Student Textbooks for Grade 9 ( 50% of enrolment) 1 Lao Language 9,295 x 0.64 5.95 2 Literature 9,295 x 0.59 5.48 3 Geometry 9,295 x0.79 7.34 4 Algebra 9,295 x 0.79 7.34 5 Biology 9,295 x 0.84 7.81 6 Chemistry 9,295 x 0.79 7.34 7 Physics 9,295 x 1.38 12.83 8 Technology 9,295 x 0.79 7.34 9 History 9,295 x 0.84 7.81 10 Geography 9,295 x 0.88 8.18 11 Population education 9,295 x 0.49 4.55 12 Physical education 9,295 x 0.55 5.11 13 English book 2 9,295 x 0.84 7.81 Under-total Student Textbooks for Grade 9 (Base cost) 94.90 963.75

Under-total Core Textbooks (printing) (Base cost) 302,827 208.82 2,120.61 books

II- Teacher Guides Teacher guides for Grade 6 ( 200% of LS tchrs) 1 Lao Language 812 x 0.64 0.52 2 Mathematics 812 x 0.74 0.60 3 Social Science 812 x 0.84 0.68 4 Natural Science 812 x 0.84 0.68 5 Technology 812 x 0.94 0.76 Under-total Teacher guides for Grade 6 (Base cost) 3.25 32.98

Teacher guides for Grade 8 (200% of LS tchrs) 1 Lao Language 832 x 0.64 0.53 2 Mathematics 832 x 0.74 0.62 3 Social Science 832 x 0.84 0.70 Supplementary Appendix D, page 117

Total Total Unit Cost Quantity x 1,000 Million US$ US$ LAK 4 Natural Science 832 x 0.84 0.70 5 Technology 832 x 0.94 0.78 6 Music 832 x 0.84 0.70 Under-total Teacher guides for Grade 8 (Base cost) 4.03 40.89

Teacher guides for Grade 9 (200% of LS tchrs) 1 Lao Language 832 x 0.64 0.53 2 Literature 832 x 0.59 0.49 3 Geometry 832 x 0.79 0.66 4 Algebra 832 x 0.79 0.66 5 Biology 832 x 0.44 0.37 6 Chemistry 832 x 0.79 0.66 7 Physics 832 x 1.38 1.15 8 Technology 832 x 0.79 0.66 9 History 832 x 0.84 0.70 10 Geography 832 x 0.88 0.73 11 Population education 832 x 0.49 0.41 12 Physical education 832 x 0.55 0.46 Under-total Teacher guides for Grade 9 (Base cost) 7.46 75.79

Under-total Teacher Guides (Base cost) 22,956 17.87 181.51 books

Under-total Activity 3 Design, print and distribute new LSE Textbooks and TGS (Base cost) 226.70 2,302.12

Service charges for the transportation of the books Activity 3 Removal contingencies on base cost (up to district) %tage Repartition

Removal contingencies on base cost (from districts to schools) 3.00% 536.22 0.54 Under-total Removal contingencies on base cost (from districts to 536.22 0.54 5.45 schools)

Component 2, Activity 4: Printing LSE inservice modules for teacher inservice

I- Inservice modules Inservice modules for Grade 6 (200% of LS tchrs) subjects 1 Lao Language 812 x 1.00 0.81 2 Mathematics 812 x 1.00 0.81 3 Social Science 812 x 1.00 0.81 4 Natural Science 812 x 1.00 0.81 Supplementary Appendix D, page 118

Total Total Unit Cost Quantity x 1,000 Million US$ US$ LAK 5 Technology 812 x 1.00 0.81 Under-total Inservice modules for Grade 6 subjects (Base 4.06 41.23 cost)

Inservice modules for Grade 7 (200% of LS tchrs) subjects 1 Lao Language 784 x 1.00 0.78 2 Mathematics 784 x 1.00 0.78 3 Social Science 784 x 1.00 0.78 4 Natural Science 784 x 1.00 0.78 5 Technology 784 x 1.00 0.78 Under-total Inservice modules for Gr 7 subjects (Base cost) 3.92 39.81

Inservice modules for Grade 8 (200% of LS tchrs) 1 Lao Language 832 x 1.00 0.83 2 Mathematics 832 x 1.00 0.83 3 Social Science 832 x 1.00 0.83 4 Natural Science 832 x 1.00 0.83 5 Technology 832 x 1.00 0.83 6 Music 832 x 1.00 0.83 Under-total Inservice modules for Gr 8 (Base cost) 4.99 50.69

Inservice modules for Grade 9 (200% of LS tchrs) 1 Lao Language 832 x 1.00 0.83 2 Literature 832 x 1.00 0.83 3 Geometry 832 x 1.00 0.83 4 Algebra 832 x 1.00 0.83 5 Biology 832 x 1.00 0.83 6 Chemistry 832 x 1.00 0.83 7 Physics 832 x 1.00 0.83 8 Technology 832 x 1.00 0.83 9 History 832 x 1.00 0.83 10 Geography 832 x 1.00 0.83 11 Population education 832 x 1.00 0.83 12 Physical education 832 x 1.00 0.83 Under-total Inservice modules for Gr 9 (Base cost) 9.98 101.39

Under-total Inservice modules (Base cost) 22,956 22.96 233.12 books

Under-total Activity 4 Printing inservice modules for teacher inservice (Base cost) 22.96 233.12

Service charges for the transportation of the books Activity 4 Removal contingencies on base cost (up to district) %tage Repartition

Total Total Unit Cost Quantity x 1,000 Million US$ US$ LAK Activity 4

Removal contingencies on base cost (from districts to schools) 3.00% 688.68 0.69 Under-total Removal contingencies on base cost (from districts to 688.68 0.69 6.99 schools)

Total Removal contingencies on base cost (from districts to schools) 3.25 32.96

Base cost Pedagogical materials Part of foreign 317.025 3,219.39 currency 10.00% Physical contingencies (foreign 7.00% 2.22 16.49 167.41 currency) Physical contingencies (local currency) 5.00% 14.27 Price contingencies (foreign currency) 3.00% 1.00 25.01 254.01 Price contingencies (local currency) 8.00% 24.01 Service charges for transportation of the books 0.00 0.00 Removal contingencies from districts to schools 4.06 41.20 Subtotal Category E. Pedagogical materials 362.58 3,682.01 Supplementary Appendix D, page 120

Table 17. Unit Rates for Furniture

Item Unit cost Description Unit No. US$

Lower Secondary school

1 Supply and install wooden student's table, ea 25 hardwood frame 30x50 mm and steel 50x50 mm hardwood panel 25 mm or plywood 9 mm thick, dim. 45x110 cm & 65 cm high, polished and 3 coats lacquer paint 2a Supply and install wooden student's chair, ea 12 hardwood frame 30x50 mm and steel 50x50 mm hardwood panel 25 mm thick, dim. 25x110 cm & 36 cm high, polished and 3 coats lacquer paint 2b Supply and install wooden chair for activities ea 9 hardwood frame 30x50 mm and steel 50x50mm, hardwood panel 25 mm thick, dim. 30x30 cm & 32 cm high(no back lean), polished and 3 coats lacquer paint 3 Supply and install wooden teacher's desk, ea 50 hardwood frame 30x50 mm and steel 50x50mm hardwood jointing panel 25 mm thick or plywood 9 mm thick, the front and sides are covered by plywood 6 mm thick, equipped with 3 drawers, dim. 70x110 cm & 75 cm high, polished and 3 coats lacquer paint 4 Supply and install wooden teacher's chair, ea 15 hardwood frame 30x50 mm and steel 50x50mm, hardwood panel 25 mm thick, dim. 41x41 cm & 90 cm high(with back lean), polished and 3 coats lacquer paint 5 Supply and install wooden table for teacher's ea 80 meeting purpose, hardwood frame 30x120mm and steel 80x80 mm, hardwood jointing panels 25mm thick, dim. 120x240 cm & 75 cm high, polished and 3 coats lacquer paint 6 Supply and install wooden chairs for teacher's ea 15 meeting purpose, hardwood frame 30x50 mm and steel 50x50mm, hardwood panels 25mm thick, dim. 41x41 cm & 90 cm high(with back lean), polished and 3 coats lacquer paint 7 Supply and install blackboard, ea 32 hardwood frame 40x40 mm including chalk rail, Supplementary Appendix D, page 121

Item Unit cost Description Unit No. US$ boardpanel shall be 12mm thick plywood, 3 coats paint of black color acceptable for blackboard, dim. 120x240 cm (fixed) 8 Supply and install blackboard, ea 28 hardwood frame 40x40 mm including chalk rail, boardpanel shall be 12mm thick plywood, 3 coats paint of black color acceptable for blackboard, dim. 110x145 cm (removable) 9 Supply and install lockable cabinet, ea 64 hardwood frame 30x50 mm and steel 30x30 mm, plywood 6 mm for covering and hardwood panel 1.5 mm thick for shelving (2 stage), dim. 45x100cm & 155 cm high, polished and 3 coats of lacquer paint 10 Supply and install book shelve, 3 shelves, ea 75 hardwood frame and steel, dim 240x160x50 cm high, consisting of four sections and four tiers, with opened shelves. polished and 3 coats of lacquer paint 11 Supply and install wooden computer desk, ea 50 hardwood frame 30x50 mm and steel 50x50mm hardwood jointing panel 25 mm thick or plywood 9 mm thick, dim. 60x120 cm & 75 cm high, polished and 3 coats lacquer paint

Supplementary Appendix D, page 122

Table 18. Key Data for Design of Supply of Furniture

Unit cost Amount Item Description Unit Quantity US$ US$ 1 Furniture for new classroom Teachers’ desk ea 1 50 50 Teachers’ chair ea 1 15 15 Students’ tables ea 20 25 500 Students’ chairs ea 40 12 480 Black board ea 1 32 32 Cabinets and store room ea 10 64 640 Sub-total 1,717 2 Furniture for laboratory room Teachers’ desk ea 1 50 50 Teachers’ chair ea 1 15 15 Big tables (2.40 x 1.20 x 0.8 m) ea 2 80 160 Students’ chairs ea 40 12 480 Black board ea 1 32 32 Cabinets and store room ea 12 64 768 Sub-total 1,505 3 Furniture for computer room 3.1 Small size Teachers’ desk ea 1 50 50 Teachers’ chair ea 1 15 15 Cabinets ea 2 64 128 Black board ea 1 32 32 Computer desks ea 15 50 750 Students' chairs ea 15 12 180 Sub-total 1,155 3.2 Medium size Teachers’ desk ea 1 50 50 Teachers’ chair ea 1 15 15 Cabinets ea 2 64 128 Black board ea 1 32 32 Computer desks ea 20 50 1,000 Students' chairs ea 20 12 240 Sub-total 1,465 4 Furniture for activity room Teachers’ desk ea 1 50 50 Teachers’ chair ea 1 15 15 Cabinets ea 2 64 128 Sub-total 193 5 Furniture for teachers’ room Teachers’ desks ea 4 50 200 Teachers’ chairs ea 4 15 60 Cabinets ea 2 64 128 Sub-total 388 6 Furniture for Library room Cabinets ea 1 64 64 Big tables (2.40 x 1.20 x 0.8 m) ea 2 80 160 Students’ chairs ea 20 9 180 Supplementary Appendix D, page 123

Unit cost Amount Item Description Unit Quantity US$ US$ Bookshelves ea 4 75 300 Sub-total 704

Furniture for new building construction (small size, one storey with 6 rooms) 3 classrooms 3 1,717 5,151 1 Lab 1 1,505 1,505 1 Activity/library 1 193 193 1 Teacher(s) 1 388 388 Total 7,237

(medium size, one storey with 11 rooms) 7 classrooms 7 1,717 12,019 1 Lab 1 1,505 1,505 1 Activity 1 193 193 1 Teacher(s) 1 388 388 1 Library 1 704 704 Tota 14,809

Supplementary Appendix D, page 124

Table 19. Key Data for Design of Civil Works

Item Unit cost Amount Description Unit Quantity No. US$ US$ 1 Construction of new permanent building 1.1 School model 1 (small size, one storey with 6 rooms) building 40,110 3 Classrooms 6 x 7 m m2 126 110 13,860 1 Laboratory room 8 x 7 m m2 56 140 7,840 1 Activity room 7 x 7 m m2 49 110 5,390 1 Teacher room 6 x 7 m m2 42 110 4,620 Corridor 40 x 1.5m m2 60 110 6,600 3 Toilet blocks 1.3x1.5m ea 3 600 1,800 (separated from building) 1.2 School model 2 (Urban schools on one level) (medium size, one storey with 12 rooms) building 71,555 7 Classrooms 6 x 7 m m2 294 110 32,340 1 Laboratory room 8 x 7 m m2 56 140 7,840 1 Activity room 8 x 7 m m2 56 110 6,160 1 Library room 6 x 7 m m2 42 140 5,880 1 Teacher room 6 x 7 m m2 42 110 4,620 Corridor 71 x 1.5m m2 106.5 110 11,715 5 Toilet blocks 1.3x1.5m ea 5 600 3,000 (separated from building) 2 Additional Classrooms 1 Classrooms + corridor 6 x 7 m m2 51 110 5,610 1 Laboratory room + corridor 8 x 7 m m2 68 140 9,520 1 Activity room + corridor 6 x 7 m m2 51 110 5,610 1 Computer room + corridor 6 x 7 m m2 51 110 5,610 1 Teacher room + corridor 6 x 7 m m2 51 110 5,610 1 Library room + corridor 6 x 7 m m2 51 110 5,610 (width of corridor = 1.5m) Supplementary Appendix D, page 125

Table 20. Lower Secondary Enrolments in Targeted Districts and Provinces

2011 FORECAST PP = poorest district 2000/01 2001/02 2002/03 2003/04 2004/05 P = poor district ( % gr 9 = 12.37% ) 2000 2001 2002 2003 2004 Students Classes

6 PROVINCES: Enrolment in 20 BEDP districts Grade 6 14005 14461 15392 15442 15731 20394 406 Grade 7 10742 12084 12923 13319 13222 19613 392 Grade 8 8818 10090 11421 11903 11965 20656 416 Grade 9 18590 416 Total 33565 36635 39736 40664 40918 79254 1630

LUANG NAMTHA: Enrolment in 2 BEDP districts Grade 6 1173 1227 1313 1165 1220 1673 33 Grade 7 1129 1119 1278 1166 1106 1073 21 Grade 8 967 1084 1094 1200 1111 1538 31 Grade 9 1384 31 Total 3269 3430 3685 3531 3437 5669 116

Namtha Grade 6 1089 1080 1180 1049 1018 920 18 Grade 7 1027 1041 1150 1037 1000 961 19 Grade 8 923 974 1004 1080 1005 1142 23 Grade 9 1028 23 Total 3039 3095 3334 3166 3023 4050 83

PP Viengphoukha Grade 6 84 147 133 116 202 753 15 Grade 7 102 78 128 129 106 112 2 Grade 8 44 110 90 120 106 396 8 Grade 9 357 8 Total 230 335 351 365 414 1619 33

BOKEO: Enrolment in 2 BEDP districts Grade 6 1237 1247 1400 1366 1338 1615 32 Grade 7 928 1071 1141 1292 1210 2423 49 Supplementary Appendix D, page 126

2011 FORECAST PP = poorest district 2000/01 2001/02 2002/03 2003/04 2004/05 P = poor district ( % gr 9 = 12.37% ) 2000 2001 2002 2003 2004 Students Classes Grade 8 873 940 1079 1133 1211 2229 44 Grade 9 2006 44 Total 3038 3258 3620 3791 3759 8273 169

Houayxai Grade 6 1036 1072 1124 1026 1026 1011 20 Grade 7 838 953 1031 1063 950 1147 23 Grade 8 803 847 973 1022 1033 1507 30 Grade 9 1357 30 Total 2677 2872 3128 3111 3009 5022 103

PP Pha oudom Grade 6 201 175 276 340 312 603 12 Grade 7 90 118 110 229 260 1277 26 Grade 8 70 93 106 111 178 722 14 Grade 9 650 14 Total 361 386 492 680 750 3251 66

KHAMMOUANE: Enrolment in 3 BEDP districts Grade 6 2466 2630 2721 2747 2790 3314 66 Grade 7 1999 2175 2290 2334 2488 3404 68 Grade 8 1507 1912 2093 2114 2188 3691 74 Grade 9 3322 74 Total 5972 6717 7104 7195 7466 13732 282

Thakherk Grade 6 1894 1980 1933 2004 2020 2225 44 Grade 7 1553 1659 1710 1694 1820 2309 46 Grade 8 1246 1493 1618 1606 1614 2379 48 Grade 9 2142 48 Total 4693 5132 5261 5304 5454 9055 186

P Ngommalat Grade 6 179 204 287 283 266 482 10 Grade 7 126 158 170 199 223 525 11 Supplementary Appendix D, page 127

2011 FORECAST PP = poorest district 2000/01 2001/02 2002/03 2003/04 2004/05 P = poor district ( % gr 9 = 12.37% ) 2000 2001 2002 2003 2004 Students Classes Grade 8 74 118 139 150 170 592 12 Grade 9 533 12 Total 379 480 596 632 659 2132 45

PP Nakai Grade 6 393 446 501 460 504 607 12 Grade 7 320 358 410 441 445 570 11 Grade 8 187 301 336 358 404 720 14 Grade 9 648 14 Total 900 1105 1247 1259 1353 2545 51

SAVANNAKHET: Enrolment in 6 BEDP districts Grade 6 4537 4549 4777 4802 5084 6737 134 Grade 7 3534 3846 3980 4119 4060 5169 103 Grade 8 2897 3258 3555 3596 3697 6089 123 Grade 9 5480 123 Total 10968 11653 12312 12517 12841 23475 483

Khanhthaboury Grade 6 2464 2452 2474 2522 2279 2027 41 Grade 7 2017 2174 2207 2274 2057 2118 42 Grade 8 1769 1892 2045 2049 1842 1957 39 Grade 9 1761 39 Total 6250 6518 6726 6845 6178 7864 161

Outhoumphone Grade 6 854 920 961 958 1371 2789 56 Grade 7 663 668 767 766 882 1353 27 Grade 8 475 637 584 678 857 2077 42 Grade 9 1869 42 Total 1992 2225 2312 2402 3110 8088 167

Atsaphangthong Grade 6 477 426 517 531 514 575 11 Grade 7 331 385 348 434 445 694 14 Supplementary Appendix D, page 128

2011 FORECAST PP = poorest district 2000/01 2001/02 2002/03 2003/04 2004/05 P = poor district ( % gr 9 = 12.37% ) 2000 2001 2002 2003 2004 Students Classes Grade 8 241 285 331 336 398 845 17 Grade 9 760 17 Total 1049 1096 1196 1301 1357 2873 59

PP Phinh Grade 6 343 350 386 401 373 423 8 Grade 7 221 294 306 322 309 511 10 Grade 8 166 187 279 262 273 576 12 Grade 9 518 12 Total 730 831 971 985 955 2028 42

PP Xepone Grade 6 181 168 195 210 293 603 12 Grade 7 163 159 159 176 191 242 5 Grade 8 154 139 165 156 146 135 3 Grade 9 121 3 Total 498 466 519 542 630 1102 23

P Thaphalanxay Grade 6 218 233 244 180 254 319 6 Grade 7 139 166 193 147 176 251 5 Grade 8 92 118 151 115 181 499 10 Grade 9 450 10 Total 449 517 588 442 611 1519 31

CHAMPASACK: Enrolment in 4 BEDP districts Grade 6 3606 4000 4230 4393 4243 5713 115 Grade 7 2594 3063 3505 3601 3553 6137 122 Grade 8 2119 2331 2813 3126 3012 5499 111 Grade 9 4950 111 Total 8319 9394 10548 11120 10808 22298 459

PP Bachiengchaleunsook Grade 6 472 559 597 724 683 1189 24 Grade 7 352 405 496 497 579 1221 24 Supplementary Appendix D, page 129

2011 FORECAST PP = poorest district 2000/01 2001/02 2002/03 2003/04 2004/05 P = poor district ( % gr 9 = 12.37% ) 2000 2001 2002 2003 2004 Students Classes Grade 8 272 315 399 465 464 1034 21 Grade 9 930 21 Total 1096 1279 1492 1686 1726 4375 90

Pakxong Grade 6 648 705 830 971 966 1758 35 Grade 7 420 527 643 803 776 1949 39 Grade 8 327 367 480 574 648 1808 36 Grade 9 1627 36 Total 1395 1599 1953 2348 2390 7142 146

Phonthong Grade 6 1504 1664 1742 1602 1556 1637 33 Grade 7 1149 1310 1448 1407 1281 1508 30 Grade 8 918 1049 1168 1277 1169 1680 34 Grade 9 1512 34 Total 3571 4023 4358 4286 4006 6337 131

Khong Grade 6 982 1072 1061 1096 1038 1128 23 Grade 7 673 821 918 894 917 1458 29 Grade 8 602 600 766 810 731 978 20 Grade 9 880 20 Total 2257 2493 2745 2800 2686 4445 92

ATTAPEU: Enrolment in 3 BEDP districts Grade 6 986 808 951 969 1056 1343 26 Grade 7 558 810 729 807 805 1406 29 Grade 8 455 565 787 734 746 1609 33 Grade 9 1448 33 Total 1999 2183 2467 2510 2607 5807 121

Xaysettha Grade 6 391 205 282 282 274 161 3 Grade 7 166 305 180 240 236 400 8 Supplementary Appendix D, page 130

2011 FORECAST PP = poorest district 2000/01 2001/02 2002/03 2003/04 2004/05 P = poor district ( % gr 9 = 12.37% ) 2000 2001 2002 2003 2004 Students Classes Grade 8 153 173 266 140 209 334 7 Grade 9 300 7 Total 710 683 728 662 719 1195 25

Samakhixay Grade 6 542 558 598 633 722 1110 22 Grade 7 364 475 513 522 540 976 20 Grade 8 285 366 488 559 503 1179 24 Grade 9 1061 24 Total 1191 1399 1599 1714 1765 4327 90

PP Phouvong Grade 6 53 45 71 54 60 72 1 Grade 7 28 30 36 45 29 31 1 Grade 8 17 26 33 35 34 96 2 Grade 9 87 2 Total 98 101 140 134 123 286 6 Supplementary Appendix D, page 131

Table 21. Details and Cost Estimates of Indicative Packages – COMPONENT 2

Cost per Cost per Units per Unit cost Unit cost Item name Description or function (English) Unit school/TEI institution school/TEI US$ LAK US$ LAK PKG 1 Equipment for NRIES materials development 18,500 187,867,500 1 . 1 Desktop computer unit Appropriate specifications for preparation of draft unit 2 1,200.00 2,400.00 12,186,000 24,372,000 and associated layouts, scans of illustrations, CD/DVD burning software and other graphics applications -- including preparation of draft copy for LS mathematics textbooks 1 . 2 Laptop computer Appropriate for travelling with writing teams during unit 2 1,500.00 3,000.00 15,232,500 30,465,000 trials of materials, writers workshops etc. 1 . 3 Scanner / colour Colour scanner capable of colour printing (for draft unit 1 1,000.00 1,000.00 10,155,000 10,155,000 printer documents) and digital copying and imaging functionality 1 . 4 Multimedia Projector Projector with USB interface for use with unit 1 3,000.00 3,000.00 30,465,000 30,465,000 computers 1 . 5 Uninterrupted power Each unit suitable for protection of a desktop unit 2 150.00 300.00 1,523,250 3,046,500 supply computers (above) 1 . 6 Facilities upgrade - Electrical upgrade, new lighting and replacement sub- 1 2,500.00 2,500.00 25,387,500 25,387,500 computer room at of louvre windows with fixed-frame windows in package NRIES computer room 1 . 7 Network router and Router capable of minimum 4 cable connections unit 1 350.00 350.00 3,554,250 3,554,250 associated cabling for plus wireless access; with cables and connectors computer room 1 . 8 Additional telephone Hands-free telephone unit suitable for conference sub- 1 250.00 250.00 2,538,750 2,538,750 line and conference calls, with dedicated phone line shared with package telephone equipment internet connection (above) 1 . 9 Desktop publishing Microsoft Office Professional Suite; Anti-Virus sub- 4 500.00 2,000.00 5,077,500 20,310,000 software software; InDesign, Illustrator and PhotoShop (or package page-formatting and illustration software of equivalent quality) 1 . 10 Maintenance contract Maintenance for period of project - either as part of 5yr 1 3,700.00 3,700.00 37,573,500 37,573,500 for all computer supplier contract or via separate contract (@ 5% of contract equipment cost x 5 years)

Supplementary Appendix D, page 132

Cost per Cost per Units per Unit cost Unit cost Item name Description or function (English) Unit school/TEI institution school/TEI US$ LAK US$ LAK PKG 2 Equipment for TEIs 24,750 251,336,250 2 - 1 Desktop computer unit Appropriate specifications for student and teachers unit 8 1,200.00 9,600.00 12,186,000 97,488,000 and associated to use in computer labs, for teaching word- software processing, spreadsheets, CD/DVD burning and other graphics applications 2 - 2 Laptop computer Appropriate for using in class-rooms with unit 1 1,500.00 1,500.00 15,232,500 15,232,500 multimedia projector & staff development workshops 2 - 3 Network equipment Appropriate equipment for setting up small unit 1 1,500.00 1,500.00 15,232,500 15,232,500 (server, software, computer lab cabling etc.) 2 - 4 Uninterrupted power Each unit suitable for protection of a desktop unit 8 150.00 1,200.00 1,523,250 12,186,000 supply computers (above) 2 - 5 A-4 size digital Stencil duplicator (has built-in roll of stencil fabric; unit 1 3,000.00 3,000.00 30,465,000 30,465,000 duplicator easy to operate) for copying quantities of 50+ (sample brands: Gestetner, Risograph or similar); can be manually or electrically operated 2 - 6 Heavy-duty manual Bench-top stapler suitable for preparing student unit 1 250.00 250.00 2,538,750 2,538,750 stapler workbooks and other materials; capable of stapling 150 sheets of 80gsm 2 - 7 Comb-binding Bench-top manually operated comb-binder for unit 1 400.00 400.00 4,062,000 4,062,000 machine preparing student materials and other report materials; capable of punching 25sheets x 80gsm 2 - 8 Multimedia Projector Projector with USB interface for use with unit 1 3,000.00 3,000.00 30,465,000 30,465,000 computers 2 - 9 Daylight projection Daylighter (suitable for use in rooms with no black- unit 1 250.00 250.00 2,538,750 2,538,750 screen out facilities); 180cm x 180cm minimum screen size, freestanding on tripod, tensioning device 2 - 10 Scanner / colour Colour scanner capable of colour printing (for draft unit 1 1,000.00 1,000.00 10,155,000 10,155,000 printer documents) and digital copying and imaging functionality 2 - 11 LaserJet printer -- Heavy duty LaserJet printer, at least 18 ppm, unit 1 800.00 800.00 8,124,000 8,124,000 black ink 1200dpi printing black, with embedded Ethernet server 2 - 12 Delivery of equipment Estimated as 5% of cost sub- 1 5% of 1,125.00 11,424,375 Supplementary Appendix D, page 133

Cost per Cost per Units per Unit cost Unit cost Item name Description or function (English) Unit school/TEI institution school/TEI US$ LAK US$ LAK package and setting package cost up computer network 2 - 13 Basic training for use Estimated as 5% of cost sub- 1 5% of 1,125.00 11,424,375 of equipment package cost

PKG 3 Equipment for new LS schools 4,840 49,150,200 3 - 1 Desktop computer unit Appropriate specifications for preparation of draft unit 1 1,200.00 1,200.00 12,186,000 12,186,000 and associated layouts, scans of illustrations, CD/DVD burning software and other graphics applications -- including preparation of draft copy for LS mathematics textbooks 3 - 2 Uninterrupted power Each unit suitable for protection of a desktop unit 1 150.00 150.00 1,523,250 1,523,250 supply computers (above) 3 - 3 LaserJet printer -- LaserJet printer, at least 18 ppm, 1200dpi printing unit 1 800 800.00 8,124,000 8,124,000 black ink black 3 - 4 A-4 size digital Small stencil duplicator suitable for use with sheet unit 1 1,000.00 1,000.00 10,155,000 10,155,000 duplicator stencils (sample brands: Risograph, Gestetner or similar); able to be operated manually as well as electrically 3 - 5 Manual typewriter Heavy-duty manual typewriter, suitable for unit 2 500 1,000.00 5,077,500 10,155,000 teaching keyboard skills and for preparation of stencils

3 - 6 Heavy-duty manual Bench-top stapler suitable for preparing teaching unit 1 250.00 250.00 2,538,750 2,538,750 stapler and learning materials; capable of stapling 150 sheets of 80gsm 3 - 7 Delivery of equipment Estimated at 5% of cost sub- 1 5% of 220.00 2,234,100 package package cost 3 - 8 Basic training for use Estimated at 5% of cost sub- 1 5% of 220.00 2,234,100 of equipment package cost

PKG 4 Learning materials for TEIs 6,540 66,413,700 4 - 1 Materials to support Package of materials and small equipment 1 1 3,000.00 3,000.00 30,465,000 30,465,000 teaching of physics, (selected from list in "Labo equip" worksheet) package Supplementary Appendix D, page 134

Cost per Cost per Units per Unit cost Unit cost Item name Description or function (English) Unit school/TEI institution school/TEI US$ LAK US$ LAK chemistry, biology and natural sciences 4 - 2 Sets of new LS text- Lecturers need LS textbooks and teachers guides 1 set of 10 44.00 440.00 446,820 4,468,200 books and TGs as instruction materials for LS teacher-trainees 62 bks 4 - 3 Materials to support Package of materials to be specified with the package 1 1,000.00 1,000.00 10,155,000 10,155,000 teaching mathematics assistance of technical advisers working with MOE to LS teacher-trainees and TTC subject specialists 4 - 4 Library books and Not included in this package, as EQIP-II will supply package 0 0.00 0.00 0 0 other teaching a package of library materials to the value of materials $20,000 per TEI 4 - 5 Rolls of stencils for Stencil refills for 2-1 above roll 6 100.00 600.00 1,015,500 6,093,000 electronic duplicator 4 - 6 Ink for electronic Black ink for 2-1 above tube 8 50.00 400.00 507,750 4,062,000 duplicator 4 - 7 Ink for electronic Red ink for 2-1 above tube 4 50.00 200.00 507,750 2,031,000 duplicator 4 - 8 Staples for bench-top Staple refills for 2-2 above box 6 50.00 300.00 507,750 3,046,500 stapler 4 - 9 Assorted plastic Plastic comb-binding materials in various sizes sub- 4 30.00 120.00 304,650 1,218,600 comb-binding rolls and colours, for 2-3 above package 4 - 10 LaserJet cartridges Black cartridges for 2-7 above unit 6 80.00 480.00 812,400 4,874,400 Supplementary Appendix D, page 135

PKG 5 Learning materials for LS schools 5,500 55,852,500 5 - 1 Materials to support teaching of Package of materials and small equipment package 1 3,000.00 3,000.00 30,465,000 30,465,000 physics, chemistry, biology and (selected from list in "Labo equip" natural sciences worksheet), plus mobile lab box to be specified 5 - 2 Materials to support teaching Package of materials to be specified with the package 1 1,000.00 1,000.00 10,155,000 10,155,000 mathematics to LS teacher-trainees assistance of technical advisers working with MOE and TTC subject specialists 5 - 3 Library books and other teaching Package of materials to be specified with the package 1 1,200.00 1,200.00 12,186,000 12,186,000 materials assistance of technical advisers working with MOE and TTC subject specialists 5 - 4 Materials to support locally developed Package of materials to be specified with the set 6 50.00 300.00 507,750 3,046,500 teaching aids assistance of technical advisers working with MOE and TTC subject specialists

Supplementary Appendix D, page 136

Table 22. Details of Component 3 Activities – Schedule

Cost unit 2007 2008 2009 2010 2011

EMIS ACTIVITIES 1 School data collection/entry 1. 1 Revision/preparation/Training of EMIS 2500 3 data collection forms and manuals /month prs/month(LC) 1. 2 Publication of data collection forms and 0.10 60,000 forms 60,000 forms 60,000 forms 60,000 forms 60,000 forms manuals /form 1. 3 Prepare New EMIS data entry Program 18000 3.0 and Training /month prs/month(IC) 1. 4 Prepare New EMIS data entry Program 2500 3.0 and Training /month prs/month(LC) 1. 5 Training on data collection/entry/ 1 ws 1 ws 1 ws updates for PES staff 1. 6 Training on data collection/entry/ 1 ws 1 ws 1 ws updates for DEB staff 1. 7 Training on data collection/entry/ 1 ws 1 ws 1 ws updates for School headmasters

2 School data processing 2. 1 School data entry at DEB 2. 2 School data collation at PES 2500 1.0 1.0 1.0 1.0 1.0 /month prs/month(LC) prs/month(LC) prs/month(LC) prs/month(LC) prs/month(LC) 2. 3 Publication of EMIS Annual 2 /copy* 500 copies 500 copies 500 copies 500 copies 500 copies Bulletin

3 Technical Assistance International Consultant (IC) 3. 1 EMIS Programmer 18000 3.0 prs/month /month** National Consultant (LC) 3. 2 EMIS Programmer 2500 7.0 prs/month 1.0 prs/month 1.0 prs/month 1.0 prs/month 1.0 prs/month /month

Supplementary Appendix D, page 137

Cost unit 2007 2008 2009 2010 2011

PROVINCIAL PLANNING ACTIVITIES 1 School data processing 1. 1 Produce Provincial Situation 2500 2.0 2.0 2.0 2.0 2.0 Analysis /month prs/month(LC) prs/month(LC) prs/month(LC) prs/month(LC) prs/month(LC) 1. 2 Produce National Situation 18000 1.0 1.0 Analysis /month prs/month(IC) prs/month(IC) 1. 3 Publication of Provincial 2 /copy* 2,000 copies 2,000 copies 2,000 copies 2,000 copies 2,000 copies Situation Analysis 1. 4 Publication of National 2 /copy* 500 copies 500 copies 500 copies 500 copies 500 copies Situation Analysis

2 Education Planning Workshops 2. 1 Planning Workshops for 1 ws 1 ws 1 ws DEB planners 2. 2 Planning Workshops for 1 ws 1 ws 1 ws PES planners 2. 3 Planning Workshops for 1 ws 1 ws 1 ws MOE planners 2. 4 Preparation of Training 2500 2.0 Materials and Trainer /month prs/month(LC) 2. 5 Preparation of Tools and 18000 1.0 Trainer /month prs/month(IC) 2. 6 GIS Training for School 18000 1.0 Mapping /month prs/month(IC)

3 Information Dissemination and Endorsement of Education Plans 3. 1 Meetings of District EFA 0 mtgs 0 mtgs 0 mtgs 0 mtgs 0 mtgs Committee 3. 2 Meetings of Provincial EFA 0 mtgs 0 mtgs 0 mtgs 0 mtgs 0 mtgs Committee 3. 3 Meetings of Central EFA 1 mtgs 1 mtgs 1 mtgs 1 mtgs 1 mtgs Commission 3. 4 Preparation for Annual 2500 2 2 2 2 2 Education Conference /month prs/month(LC) prs/month(LC) prs/month(LC) prs/month(LC) prs/month(LC) 3. 5 Publication of MOE Annual 2 /copy* 500 copies 500 copies 500 copies 500 copies 500 copies Supplementary Appendix D, page 138

Cost unit 2007 2008 2009 2010 2011 Reports 3. 6 Preparation of MOE Plan for submission 18000 0.75 to Parliament /month prs/month(IC) 3. 7 Preparation of Resources for Meeting 2500 1.0 1.0 1.0 1.0 1.0 and Resource person /month prs/month(LC) prs/month(LC) prs/month(LC) prs/month(LC) prs/month(LC)

4 Monitoring National EFA Plan of Action 4. 1 Trainings for National EFA 1 ws 1 ws Core Trainers 4. 2 Trainings for Provincial EFA 1 ws 1 ws Core Trainers 4. 3 Trainings for District EFA 1 ws 1 ws Core Trainers 4. 4 Trainings for National EFA 1 ws 1 ws Secretariat 4. 5 Preparation of Training 2500 2.0 2.0 Materials and Trainer /month prs/month(LC) prs/month(LC) 4. 6 Preparation of Tools and 18000 1.0 0.75 Trainer /month prs/month(IC) prs/month(IC)

5 Assessment of National EFA Plan of Action 5. 1 Assessment of District EFA 1 ws 1 ws Plan of Action 5. 2 Assessment of Provincial 1 ws 1 ws EFA Plan of Action 5. 3 Assessment of National 1 ws 1 ws EFA Plan of Action 5. 4 Resource Person 2500 1.5 1.5 /month prs/month(LC) prs/month(LC)

6 Internet and Information Communications 6. 1 MOE 400 12 month 12 month 12 month 12 month 12 month /month 6. 2 PES 18 20 12 month 12 month 12 month 12 month 12 month provinces /month x Supplementary Appendix D, page 139

Cost unit 2007 2008 2009 2010 2011 6. 3 DEB 10 12 month 12 month 12 month 12 month 12 month /month district no 30 40 50 60 70 7 Technical Assistance International Consultant (IC) 7. 1 Education 18000 2.75 1 prs/month 1.75 Planner/Economist /month** prs/month prs/month 7. 2 GIS Specialist 18000 1 prs/month /month** National Consultant (LC) 7. 3 Education 2500 7.0 prs/month 8.5 prs/month 5.0 prs/month 8.5 prs/month 5.0 prs/month Specialist /month

BUDGETING ACTIVITIES 1 Renovate budget and financial accounts format at national level 1. 1 Staff development and 2 ws 1 ws training 1. 2 Pedagogical 2 100 manuals 100 manuals materials /manual 1. 3 Consulting services, 18000 1.5 prs/month 0.5 prs/month international /month** 1. 4 Consulting 2500 3 prs/month 2 prs/month services, national /month

2 Producing the provincial budget in the old and new format 2. 1 Staff development and 3 ws training (provincial) 2. 2 Staff development and training (national) 2. 3 Pedagogical 2 200 manuals materials /manual 2. 4 Consulting services, 18000 1.5 prs/month international /month** 2. 5 Consulting 2500 3 prs/month Supplementary Appendix D, page 140

Cost unit 2007 2008 2009 2010 2011 services, national /month

3 Designing provincial plans and budgets (3 pilot provinces) 3. 1 Staff development and 6 ws 6 ws training (provincial) 3. 2 Staff development and 1 ws 1 ws training (national) 3. 3 Pedagogical 2 200 manuals 200 manuals materials /manual 3. 4 Consulting services, 18000 1.5 prs/month 1 prs/month international /month** 3. 5 Consulting 2500 3 prs/month 3 prs/month services, national /month

4 Assessing and revising provincial budgets (3 pilot provinces) 4. 1 Staff development and 3 ws training (provincial) 4. 2 Staff development and 1 ws training (national) 4. 3 Pedagogical 2 200 manuals materials /manual 4. 4 Consulting services, 18000 international /month** 4. 5 Consulting 2500 3 prs/month services, national /month

5 Designing MTEF 5. 1 Staff development and 1 ws training 5. 2 Pedagogical 2 50 manuals materials /manual 5. 3 Consulting services, 18000 1.5 prs/month 0.5 prs/month international /month** 5. 4 Consulting 2500 3 prs/month 1.5 prs/month services, national /month

Supplementary Appendix D, page 141

Cost unit 2007 2008 2009 2010 2011 MOE CENTRAL INVENTORY 1 Upgrade MOE warehouse 1. 1 Refurbishment of 50000 3 warehouse 1. 2 Equipment of 50000 3 warehouse 1. 3 Staff development and 122185 3 3 training 1. 4 Pedagogical 1500 80% 20% materials 1. 5 Consulting services, 10000 2.0 prs/month regional /month**

* 1 copy = 100 ** included plane pages travel cost

Supplementary Appendix D, page 142

Table 23. Details of Component 3 Activities – Cost Estimates by Year (Base Costs in US$)

Cost Unit2007 2008 2009 2010 2011 TOTAL

EMIS ACTIVITIES 1 School data collection/entry 1. 1 Revision/preparation/Training of EMIS 2500 (TA COSTED IN SECTION 3 BELOW) 0 data collection forms and manuals /month 1. 2 Publication of data collection 0.10 6,000 6,000 6,000 6,000 6,000 30,000 forms and manuals /form 1. 3 Prepare New EMIS data entry 18000 (TA COSTED IN SECTION 3 BELOW) 0 Program and Training /month 1. 4 Prepare New EMIS data entry 2500 (TA COSTED IN SECTION 3 BELOW) 0 Program and Training /month 1. 5 Training on data collection/ 9,921 0 9,921 0 9,921 29,762 entry/updates for PES staff 1. 6 Training on data collection/entry/ 9,921 0 9,921 0 9,921 29,762 updates for DEB staff 1. 7 Training on data collection/entry/ 85,399 0 85,399 0 85,399 256,198 updates for school headmasters 111,241 6,000 111,241 6,000 111,241 345,723

2 School data processing 2. 1 School data entry at DEB 0 2. 2 School data collation at PES 2500 (TA COSTED IN SECTION 3 BELOW) 0 /month 2. 3 Publication of EMIS Annual 2 /copy* 1,000 1,000 1,000 1,000 1,000 5,000 Bulletin * 1 copy = 100 pages 1,000 1,000 1,000 1,000 1,000 5,000

3 Technical Assistance International Consultant (IC) 3. 1 EMIS Programmer 18000 54,000 54,000 /month** National Consultant (LC) Supplementary Appendix D, page 143

Cost Unit2007 2008 2009 2010 2011 TOTAL 3. 2 EMIS Programmer 2500 17,500 2,500 2,500 2,500 2,500 27,500 /month 71,500 2,500 2,500 2,500 2,500 81,500 ** included plane travel cost Total EMIS Activities 183,741 9,500 114,741 9,500 114,741 432,223

PROVINCIAL PLANNING ACTIVITIES 1 School data processing 1. 1 Produce Provincial Situation 2500 (TA COSTED IN SECTION 7 BELOW) 0 Analysis /month 1. 2 Produce National Situation 18000 (TA COSTED IN SECTION 7 BELOW) 0 Analysis /month 1. 3 Publication of Provincial Situation 2 /copy* 4,000 4,000 4,000 4,000 4,000 20,000 Analysis 1. 4 Publication of National Situation 2 /copy* 1,000 1,000 1,000 1,000 1,000 5,000 Analysis * 1 copy = 100 pages 5,000 5,000 5,000 5,000 5,000 25,000

2 Education Planning Workshops 2. 1 Planning Workshops for DEB 12,742 0 12,742 0 12,742 38,225 planners 2. 2 Planning Workshops for PES 9,921 0 9,921 0 9,921 29,762 planners 2. 3 Planning Workshops for MOE 2,142 0 2,142 0 2,142 6,427 planners 2. 4 Preparation of Training Materials 2500 (TA COSTED IN SECTION 7 BELOW) 0 and Trainer /month 2. 5 Preparation of Tools and Trainer 18000 (TA COSTED IN SECTION 7 BELOW) 0 /month 2. 6 GIS Training for School Mapping 18000 (TA COSTED IN SECTION 7 BELOW) 0 /month 24,805 0 24,805 0 24,805 74,415

3 Information Dissemination and Endorsement of Education Plans 3. 1 Meetings of District EFA 0 0 0 0 0 0 Supplementary Appendix D, page 144

Cost Unit2007 2008 2009 2010 2011 TOTAL Committee 3. 2 Meetings of Provincial EFA 000000 Committee 3. 3 Meetings of Central EFA 551 551 551 551 551 2,753 Commission 3. 4 Preparation for Annual Education 2500 (TA COSTED IN SECTION 7 BELOW) 0 Conference /month 3. 5 Publication of MOE Annual 2 /copy* 1,000 1,000 1,000 1,000 1,000 5,000 Reports 3. 6 Preparation of MOE Plan for 18000 (TA COSTED IN SECTION 7 BELOW) 0 submission to Parliament /month 3. 7 Preparation of Resources for Meeting and 2500 (TA COSTED IN SECTION 7 BELOW) 0 Resource person /month * 1 copy = 100 pages 1,551 1,551 1,551 1,551 1,551 7,753

4 Monitoring National EFA Plan of Action 4. 1 Trainings for National EFA Core 0 2,142 0 2,142 0 4,285 Trainers 4. 2 Trainings for Provincial EFA Core 0 9,921 0 9,921 0 19,842 Trainers 4. 3 Trainings for District EFA Core 0 12,742 0 12,742 0 25,483 Trainers 4. 4 Trainings for National EFA 0 2,142 0 2,142 0 4,285 Secretariat 4. 5 Preparation of Training Materials 2500 (TA COSTED IN SECTION 7 BELOW) 0 and Trainer /month 4. 6 Preparation of Tools and Trainer 18000 (TA COSTED IN SECTION 7 BELOW) 0 /month 0 26,947 0 26,947 0 53,895

5 Assessment of National EFA Plan of Action 5. 1 Assessment of District EFA Plan 0 12,742 0 12,742 0 25,483 of Action 5. 2 Assessment of Provincial EFA 0 9,921 0 9,921 0 19,842 Plan of Action 5. 3 Assessment of National EFA Plan 0 2,142 0 2,142 0 4,285 Supplementary Appendix D, page 145

Cost Unit2007 2008 2009 2010 2011 TOTAL of Action 5. 4 Resource Person 2500 (TA COSTED IN SECTION 7 BELOW) 0 /month 0 24,805 0 24,805 0 49,610

6 Internet and Information Communications 6. 1 MOE 400 4,800 4,800 4,800 4,800 4,800 24,000 /month 6. 2 PES 18 20 4,320 4,320 4,320 4,320 4,320 21,600 provinces /month x 6. 3 DEB From 30 (2007) up to 70 (2011) 10 3,600 4,800 6,000 7,200 8,400 30,000 districts x /month 12,720 13,920 15,120 16,320 17,520 75,600

7 Technical Assistance International Consultant (IC) 7. 1 Education Planner/Economist 18000 49,500 18,000 31,500 99,000 /month** 7. 2 GIS Specialist 18000 18,000 18,000 /month** National Consultant (LC) 0 7. 3 Education Specialist 2500 17,500 21,250 12,500 21,250 12,500 85,000 /month 85,000 39,250 12,500 52,750 12,500 202,000 ** included plane travel cost Total Provincial Planning Activities 129,075 111,473 58,975 127,373 61,375 488,272

BUDGETING ACTIVITIES 1 Renovate budget and financial accounts format at national level 1. 1 Staff development and training 1,101 0 551 0 0 1,652 1. 2 Pedagogical materials 2 200 200 400 /manual 1. 3 Consulting services, international 18000 27,000 9,000 36,000 Supplementary Appendix D, page 146

Cost Unit2007 2008 2009 2010 2011 TOTAL /month** 1. 4 Consulting services, national 2500 7,500 5,000 12,500 /month ** included plane travel cost 35,801 0 14,751 0 0 50,552

2 Producing the provincial budget in the old and new format 2. 1 Staff development and training 0 29,762 0 0 0 29,762 (provincial) 2. 2 Staff development and training 000000 (national) 2. 3 Pedagogical materials 2 400 400 /manual 2. 4 Consulting services, international 18000 27,000 27,000 /month** 2. 5 Consulting services, national 2500 7,500 7,500 /month ** included plane travel cost 0 64,662 0 0 0 64,662

3 Designing provincial plans and budgets (3 pilot provinces) 3. 1 Staff development and training 0 59,525 59,525 0 0 119,049 (provincial) 3. 2 Staff development and training 0 4,460 4,460 0 0 8,919 (national) 3. 3 Pedagogical materials 2 400 400 800 /manual 3. 4 Consulting services, international 18000 27,000 18,000 45,000 /month** 3. 5 Consulting services, national 2500 7,500 7,500 15,000 /month ** included plane travel cost 0 98,884 89,884 0 0 188,769

4 Assessing and revising provincial budgets (3 pilot provinces) 4. 1 Staff development and training 0 0 29,762 0 0 29,762 Supplementary Appendix D, page 147

Cost Unit2007 2008 2009 2010 2011 TOTAL (provincial) 4. 2 Staff development and training 0 0 4,460 0 0 4,460 (national) 4. 3 Pedagogical materials 2 400 400 /manual 4. 4 Consulting services, international 18000 0 /month** 4. 5 Consulting services, national 2500 7,500 7,500 /month ** included plane travel cost 0 0 42,122 0 0 42,122

5 Designing MTEF 5. 1 Staff development and training 0 0 551 0 0 551 5. 2 Pedagogical materials 2 100 100 /manual 5. 3 Consulting services, international 18000 27,000 9,000 36,000 /month** 5. 4 Consulting services, national 2500 7,500 3,750 11,250 /month ** included plane travel cost 0 34,600 13,301 0 0 47,901

Total Budgeting Activities 35,801 198,147 160,058 0 0 394,006

MOE CENTRAL INVENTORY 6 Upgrade MOE warehouse 6. 1 Refurbishment of warehouse 50000 50,000 50,000 6. 2 Equipment of warehouse 50000 50,000 50,000 6. 3 Staff development and training 122185 56,834 65,351 122,185 6. 4 Pedagogical materials 1500 1,200 300 1,500 6. 5 Consulting services, regional 10000 20,000 0 0 0 0 20,000 /month** ** included plane travel cost 20,000 158,034 65,651 0 0 243,685

COMPONENT 3 TOTAL BASE COSTS 368,618 477,154 399,425 136,873 176,117 1,558,186 Supplementary Appendix D, page 148

Table 24. Details of Component 2 Activities – Schedule

Cost unit 2007 2008 2009 2010 2011

1 Repackage 3-yr LS curriculum into 4-yr program 1. 1 Regional study tour for LS and US curriculum 4500 p/p 15 persons developers (3-wk tour) 1. 2 Primary curriculum - national Workshop 1 ws 1 ws stakeholders workshops 13 1. 3 Primary curriculum guide, learning 2000 /set* 2 sets outcomes, assess fmwk 1. 4 Primary curriculum - materials 2500 /month 1 pers/ development coordination month 1. 5 Lower secondary - national stakeholders Workshop 1 ws 1 ws workshops 13 1. 6 Lower secondary - international curriculum 18000 3 pers/ 2 specialist support /month month prs/month 1. 7 Lower secondary curriculum guide, learning 2000 /set* 2 sets outcomes, assess fmwk 1. 8 International Materials Development 18000 0.5 pers/ Specialist /month month 1. 9 Lower secondary - domestic curriculum 2500 /month 5 5 specialist support prs/month prs/month 1. 10 Lower secondary - materials 2500 /month 1 development coordination prs/month 1. 11 Upper secondary - national stakeholders Workshop 1 ws 1 ws workshops 13 1. 12 Upper secondary - international TA 18000 3 pers/ 2 pers/ support /month month month 1. 13 Upper secondary - development of draft 2000 /set* 2 sets 2 sets curriculum documents * 1 set = curric guide, outcomes and/or assessment framework

2 Procure and distribute textbooks & TGs to LS schools 2. 1 Site visits to LS schools for procurement 500 /local 2 planning travel 2. 2 Support from domestic procurement 2500 /month 1 specialist prs/month

Supplementary Appendix D, page 149

Cost unit 2007 2008 2009 2010 2011 3 Develop new LSE textbooks and teachers guides 3. 1 Equipment for materials development at Package 1 1 NRIES package(s) 3. 2 Learning materials package for NRIES Package 5 1 package(s) 3. 3 Writing workshops (textbook Workshop 1 ws 1 ws 1 ws 1 ws development) 10 3. 4 District workshops for trialling draft textbooks Workshop 1 ws 1 ws 1 ws (North x 2 PES) 15 3. 5 District workshops for trialling draft textbooks Workshop 1 ws 1 ws 1 ws (South x 4 PES) 14 3. 6 Support from international materials 18000 1.0 0.5 pers/ 1 pers/ development specialist /month prs/month month month 3. 7 Materials development coordination 2500 /month 1 6 pers/ 6 pers/ 6 pers/ 3 pers/ prs/month month month month month 3. 8 Prepare layouts, illustrations and/or disk copy 2000 /set 4 sets 8 sets 8 sets 8 sets 3 sets (contract or tender) TB/TG* TB/TG TB/TG TB/TG TB/TG TB/TG * 1 set = 1 textbook + 1 teachers' guide for 1 year-level subject

4 Develop and deliver pilot program of teacher inservice 4. 1 Workshops for development of inservice Workshop 9 1 ws 1 ws modules 4. 2 Training of master trainers (TOMT) Workshop 1 ws 1 ws workshops 11 4. 3 Training of trainers (TOT) workshops (now included in Wkshp 11) 4. 4 Pilot programs of inservice for teachers Workshop 1 ws in 2 LNT districts 20 4. 5 Pilot programs of inservice for teachers Workshop 1 ws in 2 Bokeo districts 12 4. 6 Pilot programs of inservice for teachers Workshop 1 ws 1 ws in 3 Khammouane districts 16 4. 7 Pilot programs of inservice for teachers Workshop 1 ws 2 ws in 6 Savannakhet districts 17 4. 8 Pilot programs of inservice for teachers in Workshop 1 ws 2 ws 4 Champasack districts 18 4. 9 Pilot programs of inservice for teachers Workshop 1 ws in 3 Attapeu districts 19 Supplementary Appendix D, page 150

Cost unit 2007 2008 2009 2010 2011 4. 10 Development of inservice modules for 2500 /month 1 pers/ 1 pers/ pilot programs month month

5 Provide limited support to TTCs (equipment and teaching modules) 5. 1 Learning materials packages for TTCs Package 4 9.5 package(s) 5. 2 Equipment packages for TTCs Package 2 9.5 package(s) 5. 3 Site visits to TEIs for procurement 500 /local 111 planning travel 5. 4 Support from international procurement 18000 1 pers/ specialist /month month 5. 5 Support from domestic procurement 2500 /month 1 pers/ 1 pers/ specialist month month

6 Provide support to LS schools in BEDP districts 6. 1 Learning materials packages for LS Package 5 30 44 schools package(s) package(s) 6. 2 Equipment packages for LS schools Package 3 14 14 package(s) package(s) 6. 3 Site visits to LS schools for procurement 500 /local 111 planning travel 6. 4 Support from international school library 18000 1 pers/ adviser /month month 6. 5 Support from international procurement 18000 1 pers/ specialist /month month 6. 6 Support from domestic procurement 2500 /month 1 pers/ 1 pers/ specialist month month

7 Internet and Information Communications 7. 1 NRIES Internet connection for writers 80 /month 12 month 12 month 12 month 12 month 12 month

8 Technical Assistance International Consultant (IC) 8. 1 International Curriculum Development 18000**/ 3 prs/ 2 pers/ 3 pers/ 2 pers/ Specialist pers/month month month month month Supplementary Appendix D, page 151

Cost unit 2007 2008 2009 2010 2011 8. 2 International Materials Development 18000**/ 1 pers/ 1 pers/ 1 pers/ Specialist pers/month month month month 8. 3 International School Library Adviser 18000**/ 1 pers/ pers/month month 8. 4 International Procurement Specialist 18000**/ 2 pers/ pers/month month ** included plane travel cost National Consultant (LC) 8. 6 Materials Development 2500 /month 3 pers/ 6 pers/ 6 pers/ 6 pers/ 3 pers/ Coordinator month month month month month 8. 7 Procurement Specialist (Educational 2500 /month 1 pers/ 2 pers/ 2 pers/ Materials) month month month 8. 8 Curriculum specialist (Lower Secondary 2500 /month 5 pers/ 5 pers/ 1 pers/ 1 pers/ Education) month month month month

Supplementary Appendix D, page 152

Table 25. Details of Component 2 Activities – Cost Estimates by Year (Base Costs in US$)

Cost Unit 2007 2008 2009 2010 2011 TOTAL

1 Repackage 3-yr LS curriculum into 4-yr program 1. 1 Regional study tour for LS and US curriculum 4500 p/p 67,500 67,500 developers (3-2k tour) 1. 2 Primary curriculum - national stakeholders Workshop 12,151 12,151 24,302 workshops 13 1. 3 Primary curriculum guide, learning outcomes, 2000 /set* 4,000 4,000 assess fmwk 1. 4 Primary curriculum - materials development 2500 (TA COSTED IN SECTION 8 BELOW) coordination /month 1. 5 Lower secondary - national stakeholders Workshop 12,151 12,151 24,302 workshops 13 1. 6 Lower secondary - international curriculum 18000 (TA COSTED IN SECTION 8 BELOW) specialist support /month 1. 7 Lower secondary curriculum guide, learning 2000 /set* 4,000 4,000 outcomes, assess fmwk 1. 8 International Materials 18000 (TA COSTED IN SECTION 8 BELOW) Development Specialist /month 1. 9 Lower secondary - domestic curriculum 2500 (TA COSTED IN SECTION 8 BELOW) specialist support /month 1. 10 Lower secondary - materials development 2500 (TA COSTED IN SECTION 8 BELOW) coordination /month 1. 11 Upper secondary - national stakeholders Workshop 12,151 12,151 24,302 workshops 13 1. 12 Upper secondary - international 18000 (TA COSTED IN SECTION 8 BELOW) TA support /month 1. 13 Upper secondary - development of draft 2000 /set* 4,000 4,000 8,000 curriculum documents * 1 set = curric guide, outcomes and/or assessment framework 99,802 24,302 12,151 16,151 4,000 156,405

Supplementary Appendix D, page 153

Cost Unit 2007 2008 2009 2010 2011 TOTAL 2 Procure and distribute textbooks & TGs to LS schools 2. 1 Site visits to LS schools for procurement 500 /local 1,000 1,000 planning travel 2. 2 Support from domestic procurement specialist 2500 (TA COSTED IN SECTION 8 BELOW) /month 1,000 0 0 0 0 1,000

3 Develop new LSE textbooks and teachers guides 3. 1 Equipment for materials development at NRIES Package 1 18,500 0 0 0 0 18,500 3. 2 Learning materials package for NRIES Package 5 5,500 5,500 3. 3 Writing workshops (textbook development) Workshop 10,855 10,855 10,855 10,855 43,418 10 3. 4 District workshops for trialling draft textbooks Workshop 4,544 4,544 4,544 13,632 (North x 2 PES) 15 3. 5 District workshops for trialling draft textbooks Workshop 8,041 8,041 8,041 24,124 (South x 4 PES) 14 3. 6 Support from international materials 18000 (TA COSTED IN SECTION 8 BELOW) development specialist /month 3. 7 Materials development coordination 2500 (TA COSTED IN SECTION 8 BELOW) /month 3. 8 Prepare layouts, illustrations and/or disk copy 2000 /set 8,000 16,000 16,000 16,000 6,000 62,000 (contract or tender) TB/TG* * 1 set = 1 textbook + 1 teachers' guide for 1 year-level subject 42,855 39,440 39,440 39,440 6,000 167,175

4 Develop and deliver pilot program of teacher inservice 4. 1 Workshops for development of inservice Workshop 7,308 7,308 14,616 modules 9 4. 2 Training of master trainers (TOMT) workshops Workshop 10,961 10,961 21,921 11 4. 3 Training of trainers (TOT) workshops (now 0 included in Wkshp 11) 4. 4 Pilot programs of inservice for teachers in 2 LNT Workshop 40,239 40,239 districts 20 4. 5 Pilot programs of inservice for teachers Workshop 35,995 35,995 Supplementary Appendix D, page 154

Cost Unit 2007 2008 2009 2010 2011 TOTAL in 2 Bokeo districts 12 4. 6 Pilot programs of inservice for teachers Workshop 33,219 33,219 66,438 in 3 Khammouane districts 16 4. 7 Pilot programs of inservice for teachers Workshop 52,348 104,695 157,043 in 6 Savannakhet districts 17 4. 8 Pilot programs of inservice for teachers Workshop 35,069 70,139 105,208 in 4 Champasack districts 18 4. 9 Pilot programs of inservice for teachers Workshop 31,565 31,565 in 3 Attapeu districts 19 4. 10 Materials development coordination of inservice 2500 (TA COSTED IN SECTION 8 BELOW) materials development /month 0 0 18,269 246,703 208,053 473,025

5 Provide limited support to TTCs (equipment and teaching modules) 5. 1 Learning materials packages for Package 4 62,130 62,130 TTCs 5. 2 Equipment packages for TTCs Package 2 235,125 235,125 5. 3 Site visits to TEIs for procurement 500 /local 500 500 500 1,500 planning travel 5. 4 Support from international procurement 18000 (TA COSTED IN SECTION 8 BELOW) specialist /month 5. 5 Support from domestic 2500 (TA COSTED IN SECTION 8 BELOW) procurement specialist /month 0 235,625 62,630 500 0 298,755

6 Provide support to LS schools in BEDP districts 6. 1 Learning materials packages for Package 5 0 0 165,000 242,000 0 407,000 LS schools 6. 2 Equipment packages for LS Package 3 0 0 67,760 67,760 0 135,520 schools 6. 3 Site visits to LS schools for procurement 500 /local 500 500 500 1,500 planning travel 6. 4 Support from international school 18000 (TA COSTED IN SECTION 8 BELOW) library adviser /month 6. 5 Support from international procurement 18000 (TA COSTED IN SECTION 8 BELOW) /month Supplementary Appendix D, page 155

Cost Unit 2007 2008 2009 2010 2011 TOTAL specialist 6. 6 Support from domestic procurement 2500 (TA COSTED IN SECTION 8 BELOW) specialist /month 0 500 233,260 310,260 0 544,020

7 Internet and Information Communications 7. 1 NRIES Internet connection for writers 80 /month 960 960 960 960 960 4,800 960 960 960 960 960 4,800

8 Technical Assistance International Consultant (IC) 8. 1 International Curriculum 18000** 54,000 36,000 54,000 36,000 180,000 Development Specialist /month 8. 2 International Materials 18000** 18,000 18,000 18,000 54,000 Development Specialist /month 8. 3 International School Library 18000** 18,000 18,000 Adviser /month 8. 4 International Procurement 18000** 36,000 36,000 Specialist /month ** included plane travel cost

National Consultant (LC) 8. 5 Materials Development 2500 7,500 15,000 15,000 15,000 7,500 60,000 Coordinator /month 8. 6 Procurement Specialist 2500 2,500 5,000 5,000 12,500 (Educational Materials) /month 8. 7 Curriculum specialist (Lower Secondary 2500 12,500 12,500 2,500 2,500 30,000 Education) /month 94,500 140,500 94,500 53,500 7,500 390,500

COMPONENT 2 TOTAL BASE COSTS 239,116 441,327 461,210 667,515 226,513 2,035,681

Supplementary Appendix D, page 156

Table 26. List of Project Workshops

Workshop Workshop number cost COMPONENT 1 NATIONAL WORKSHOP PROMOTE DEMAND FROM GIRLS. Category 21 4,372

COMPONENT 2 WORKSHOP TO DEVELOP INSERVICE MODULES. Category 9 7,308 WRITING WORKSHOPS (TEXTBOOKS). Category 10 10,855 TRAINING OF PES MASTER TRAINERS. Category 11 10,961 INSERVICE PROGRAM (BOKEO). Category 12 35,995 NATIONAL WORKSHOP - NEW LSE CURRICULUM. Category 13 12,151 TEXTBOOK TRIALLING WORKSHOP (4 PES, South). Category 14 8,041 TEXTBOOK TRIALLING WORKSHOP (2 PES, North). Category 15 4,544 INSERVICE PROGRAM (KHAMMOUANE). Category 16 33,219 INSERVICE PROGRAM (SAVANNAKHET). Category 17 52,348 INSERVICE PROGRAM (CHAMPASACK). Category 18 35,069 INSERVICE PROGRAM (ATTAPEU). Category 19 31,565 INSERVICE PROGRAM (LUANG NAMTHA). Category 20 40,239

COMPONENT 3 WORKSHOP FOR CENTRAL STAFF (MOE). Category 1 2,142 WORKSHOP FOR PROVINCIAL STAFF (PES). Category 2 9,921 WORKSHOP FOR DEB STAFF. Category 3 12,741 WORKSHOP FOR SCHOOL HEADMASTERS. Category 4 85,399 MEETINGS FOR CENTRAL EFA COMMITTEE. Category 5 550 MEETINGS FOR PROVINCIAL EFA COMMITTEE. Category 6 421 MEETINGS FOR DISTRICT EFA COMMITTEE. Category 7 357 WORKSHOP FOR PROVINCIAL STAFF (Budgeting) (PES). Category 8 4,460

Supplementary Appendix D, page 157

Table 27. Number of Teachers for Inservice

INSERVICE PROGRAM (10 DAYS)

Number of teachers budgeted for inservice in Component 2 workshops

Bokeo (2 districts) 215 Khammouane (3 districts) 399 Savannakhet (6 districts) 998 Champasack (4 districts) 626 Attapeu (3 districts) 180 Luang Namtha (2 districts) 245

TOTAL 2,663

PROVINCE DISTRICT LSE teachers Luang Namtha Namtha 217 Viengphoukha 28 Bokeo Houixai 172 Phaoudom 43 Khammouane Thakhek 339 Ngommalat 35 Nakai 25 Savannakhet Khanthabouly 615 Outhomphone 146 Atsaphangthong 97 Phin 54 Xepone 44 Thapalanxay 42 Champasack Bachienchaleunsouk 71 Pakxong 91 Phonthong 253 Khong 211 Attapeu Xaysettha 46 Sammakhixay 123 Phouvong 11 TOTALS 20 2,663 Supplementary Appendix D, page 158

Table 28. Approved Travel Costs for MOE and other GOL staff

(MOF Regulation No 2397, Chapter II, Article 3) Currency : LAK Land transportation Air transportation Distance Km/L + land Airport Taxi Total Total Lump One-way Round trip Total (one (note Fuel/liter travel fees roun to/from Current schedule one way round trip sum paid airfare airfare (round) way) 'd') round trip trip airport 1 Vientiane Municipality (VM) 2 VM - Bokeo 811 8 8000 811,000 1,622,000 1,622,000 510,000 974,000 – 10,000 100,000 1,084,000 Tue,Thu,Sun (Huoaixay) 3 VM - 151 10 8000 120,800 241,600 242,000 Borikhamxay (Paksan) 4 VM - 685 10 8000 548,000 1,096,000 1,096,000 500,000 955,000 – 10,000 100,000 1,065,000 Every day Champasack (Pakse) 5 VM - 629 6 8000 838,667 1,677,333 1,678,000 480,000 917,000 – 10,000 100,000 1,027,000 Mon,Wed,Fri,Sat Huaphanh (Xamneua) 6 VM - 354 10 8000 283,200 566,400 567,000 Khammouane (Thakek) 7 VM - Luang 397 8 8000 397,000 794,000 794,000 420,000 803,000 – 10,000 100,000 913,000 every day Prabang 8 VM - 644 6 8000 858,667 1,717,333 1,718,000 500,000 955,000 – 10,000 100,000 1,065,000 Mon,Wed,Fri,Sat Luangnamtha 9 VM - 589 6 8000 785,333 1,570,667 1,571,000 480,000 917,000 – 10,000 100,000 1,027,000 Tue,Thu,Fri,Sun Oudomxay 10 VM - 747 6 8000 996,000 1,992,000 1,992,000 550,000 1,050,000 – 10,000 100,000 1,160,000 Thu,Sun Phongsaly 11 VM - Pakse - 847 10 8000 677,600 1,355,200 1,356,000 500,000 955,000 150,000 10,000 100,000 1,215,000 Every day Attapeu 12 VM - Pakse - 694 10 8000 555,200 1,110,400 1,111,000 500,000 955,000 150,000 10,000 100,000 1,215,000 Every day Saravane 13 VM - Pakse - 850 10 8000 680,000 1,360,000 1,360,000 500,000 955,000 150,000 10,000 100,000 1,215,000 Every day Sekong 14 VM - 487 10 8000 389,600 779,200 780,000 Savannakhet 15 VM - 90 10 8000 72,000 144,000 144,000 Vientiane Province Supplementary Appendix D, page 159

Currency : LAK Land transportation Air transportation Distance Km/L + land Airport Taxi Total Total Lump One-way Round trip Total (one (note Fuel/liter travel fees roun to/from Current schedule one way round trip sum paid airfare airfare (round) way) 'd') round trip trip airport 16 VM - 508 8 8000 508,000 1,016,000 1,016,000 400,000 765,000 10,000 100,000 875,000 Mon,Wed,Sat Xayaboury 17 VM - 435 8 8000 435,000 870,000 870,000 410,000 784,000 10,000 100,000 894,000 every day Xiengkhouang 18 VM - 290 6 8000 386,667 773,333 774,000 Xaysomboun

Currency : US$ Land transportation Air transportation + land Airport Distance Km/L Taxi Total Total Lump One-way Round trip travel fees Total (one (note Fuel/litre to/from Current schedule one way round trip sum paid airfare airfare round round (round) way) 'd') airport trip trip 1 Vientiane Municipality (VM) 2 VM - Bokeo 811 8 0.79 79.86 159.72 159.72 50.22 95.91 – 0.98 9.85 106.75 Tue,Thu,Sun (Huoaixay) 3 VM - 151 10 0.79 11.90 23.79 23.83 Borikhamxay (Paksan) 4 VM - 685 10 0.79 53.96 107.93 107.93 49.24 94.04 – 0.98 9.85 104.87 Every day Champasack (Pakse) 5 VM - 629 6 0.79 82.59 165.17 165.24 47.27 90.30 – 0.98 9.85 101.13 Mon,Wed,Fri,Sat Huaphanh (Xamneua) 6 VM - 354 10 0.79 27.89 55.78 55.83 Khammouane (Thakek) 7 VM - Luang 397 8 0.79 39.09 78.19 78.19 41.36 79.07 – 0.98 9.85 89.91 every day Prabang 8 VM - 644 6 0.79 84.56 169.11 169.18 49.24 94.04 – 0.98 9.85 104.87 Mon,Wed,Fri,Sat Luangnamtha 9 VM - 589 6 0.79 77.33 154.67 154.70 47.27 90.30 – 0.98 9.85 101.13 Tue,Thu,Fri,Sun Oudomxay 10 VM - 747 6 0.79 98.08 196.16 196.16 54.16 103.40 – 0.98 9.85 114.23 Thu,Sun Phongsaly 11 VM - Pakse - 847 10 0.79 66.73 133.45 133.53 49.24 94.04 14.77 0.98 9.85 119.65 Every day Attapeu Supplementary Appendix D, page 160

Currency : US$ Land transportation Air transportation 12 VM - Pakse - 694 10 0.79 54.67 109.35 109.40 49.24 94.04 14.77 0.98 9.85 119.65 Every day Saravane 13 VM - Pakse - 850 10 0.79 66.96 133.92 133.92 49.24 94.04 14.77 0.98 9.85 119.65 Every day Sekong 14 VM - 487 10 0.79 38.37 76.73 76.81 Savannakhet 15 VM - 90 10 0.79 7.09 14.18 14.18 Vientiane Province 16 VM - 508 8 0.79 50.02 100.05 100.05 39.39 75.33 0.98 9.85 86.16 Mon,Wed,Sat Xayaboury 17 VM - 435 8 0.79 42.84 85.67 85.67 40.37 77.20 0.98 9.85 88.04 every day Xiengkhouang 18 VM - 290 6 0.79 38.08 76.15 76.22 Xaysomboun

Notes: a) Land transportation costs will be paid as a lump sum, at the time of registration for workshops etc. b) For travel by boat and by air, payment for costs will be reimbursed at registration after presentation of receipts, including air tickets, airport tax receipts and boarding passes. c) No project personnel or MOE officials should travel by road to/from provinces after dark. d) Km/L refers to terrain factors that apply in different provinces: southern Laos 10km/L; northern Laos 8km/L; mountainous areas 6km/L. See Regulation No 2397, Ch II, Article 3, paragraph 3. e) Drivers will receive per diems at the rate shown for technical staff in Section 1. f) In view of difficult conditions for travel within Laos, application of these guidelines will be at the discretion of project management.

g) Fuel cost per litre based on actual costs in July 2005.

Supplementary Appendix D, page 161

Table 29. Approved Perdiems for Project Travel & Attendance at Meetings

1. Travelling for official BEDP Project work within Laos (based on MOF Regulation No 2397, Chapter II, Article 3) This applies to MOE and GOL officials required to carry out BEDP work in a place different from their normal duty stations, but does not apply in the case of seminars and workshops, which are included in (2) below. Currency : Currency : LAK US$

Food allowance: 35,000 3.45 Applies to all staff levels, including drivers Accommodation: Vice Minister and 100,000 9.85 See technical staff rate (below) for equivalent levels drivers' accommodation rate Director, Deputy 80,000 7.88 Director & Equal Head of Division & 60,000 5.91 Drivers' accommodation also be technical staff paid at this rate Personal 7,000 0.69 For travel-related necessities such expenses medicines etc. Travel costs see Paid as per travel schedule (see Table 28 'Travel costs' in Table 28)

2. Workshops, seminars and training (based on MOF Regulation No 2397, Chapter III, Article 7) These provisions apply to MOE personnel invited to attend BEDP seminars and workshops.

Food allowance: 50,000 4.92 Not paid if meals are provided, or if the venue is the same as the official's normal duty station Accommodation: - Vice Minister 100,000 9.85 See technical staff rate (below) for and equivalent drivers' accommodation rate levels - Director, 80,000 7.88 Not paid if accommodation is Deputy Dir. & provided equivalent - Head of 60,000 5.91 Not paid if accommodation is provided, or Division & to local staff not required to stay technical staff overnight - Local staff 20,000 1.97 Paid to staff who join the training or workshop, but do not stay overnight

Travel costs see Paid as per travel schedule (see Table 28 'Travel costs' in Table 28)

Rental costs for 200,000 19.69 Identification of external venues and all external venues related rental costs must be included in workshop budget submissions Supplementary Appendix D, page 162

Rental costs for 0 0.00 MOE has waived costs for use of MOU MOE venues meeting rooms and other premises - MOU 27/6/05 para 48. (Note: MOE Guesthouse is not included in this agreement.) Workshop 25,000 2.46 Not paid to participants in cash; materials materials per are purchased in bulk and distributed as person required Preparation of 0 0.00 Materials will be prepared by BEDP workshop project personnel and/or counterparts as documents part of their normal duties Presentations and 0 0.00 MOE counterparts or other staff who lectures present sessions at workshops will not receive extra payments, as this will be part of their duties as counterparts Snacks for breaks 6,000 0.59 Not paid in cash, but used for provision of snacks at full-day meetings Contingency 6% Calculation estimated on the amount of total allowances paid

Notes: a) The above rates are based on MOF Regulation No 2397 (Disbursement/Payment) dated 22 Nov 2002. (See Article 9.3: "Seminars and training provided by grants and loans will be implemented according to this guideline.") Allowances are paid at the same rate for all parts of Laos, with no distinctions made between Vientiane, provinces and districts.

b) Payment will only be made to MOE personnel specifically invited to participate in workshops and seminars, or to their officially delegated alternates. For payment to be made to any other staff who are sent as replacements, there must be written approval by the Chair of the Task Force.

c) No funds are available for opening and closing ceremonies at seminars or workshops.

d) Individual cost estimates for the workshops will be prepared based on this table. Supplementary Appendix D, page 163

Table 30. Details of Component 1 Workshops

Activity 1.2 NATIONAL WORKSHOP: Workshop 21 PROMOTE DEMAND FROM GIRLS Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - Luangnamtha 2 955,000 1,910,000 94 188 VM - Bokeo (Huoaixay) 2 974,000 1,948,000 96 192 VM - Khammouane 2 1,744,000 3,488,000 172 343 VM - Savannakhet 10 2,376,000 23,760,000 234 2,340 VM - Champasack (Pakse) 2 955,000 1,910,000 94 188 VM - Pakse - Attapeu 2 1,155,000 2,310,000 114 227 Sub-total (1) 20 3,479 Rate per day Amount kip Amount Accommodation - PES Nab. of Nb of day LAK LAK US$ person VM - Luangnamtha 2 2 80,000 320,000 32 VM - Bokeo (Huoaixay) 2 2 80,000 320,000 32 VM - Khammouane 2 2 80,000 320,000 32 VM - Savannakhet 10 2 80,000 1,600,000 158 VM - Champasack (Pakse) 2 2 80,000 320,000 32 VM - Pakse - Attapeu 2 2 80,000 320,000 32 Sub-total (2) 20 315 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - Luangnamtha 2 2 50,000 200,000 20 VM - Bokeo (Huoaixay) 2 2 50,000 200,000 20 VM - Khammouane 2 2 50,000 200,000 20 VM - Savannakhet 10 2 50,000 1,000,000 98 VM - Champasack (Pakse) 2 2 50,000 200,000 20 VM - Pakse - Attapeu 2 2 50,000 200,000 20 MoE Officials 13 2 50,000 1,300,000 128 Sub-total (3) 33 325 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 33 - 2.46 824,383 81 2 coffee break 33 2 0.59 395,436 39 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 2 59 1,199,712 118 Miscellaneous 0 0 Sub-total (4) 238 Administrative support costs 315 15 (5) Total amount 4,372 (1)+(2)+(3)+(4)+(5) Supplementary Appendix D, page 164

Table 31. Details of Component 2 Workshops

Activity 4 WORKSHOP TO DEVELOP INSERVICE MODULES Workshop 9 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ MOE staff 27 50,000 1,350,000 5 133 Sub-total (1) 27 133 Rate per day Amount kip Amount Accommodation Nb. of person Nb of day LAK LAK US$ MOE staff 27 20 60,000 32,400,000 3,191 Sub-total (2) 27 3,191 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ MOE staff 27 20 60,000 32,400,000 3,191 Sub-total (3) 27 3,191 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 27 2.46 674,495 66 2 coffee break 27 20 0.59 3,235,383 319 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 20 19.69 3,999,039 394 Workshop contingency 0% 0 0 Sub-total (4) 779 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 7,308

Activity 3 WRITING WORKSHOPS (TEXTBOOKS) Workshop 10 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ MOE staff 27 50,000 1,350,000 5 133 Sub-total (1) 27 133 Rate per day Amount kip Amount Accommodation Nb. of person Nb of day LAK LAK US$ MOE staff 27 30 60,000 48,600,000 4,786 Sub-total (2) 27 4,786 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ MOE staff 27 30 60,000 48,600,000 4,786 Sub-total (3) 27 4,786 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 27 2.46 674,495 66 2 coffee break 27 30 0.59 4,853,075 478 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 30 19.69 5,998,559 591 Workshop contingency 0% 0 0 Sub-total (4) 1,135 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 10,855

Supplementary Appendix D, page 165

Activity 4 TRAINING OF PES MASTER TRAINERS Workshop 11 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ MOE staff 11 50,000 550,000 5 54 VM - Luangnamtha 6 955,000 5,730,000 94 564 VM - Bokeo (Huoaixay) 6 974,000 5,844,000 96 575 VM - Khammouane 6 1,744,000 10,464,000 172 1,030 VM - Savannakhet 6 2,376,000 14,256,000 234 1,404 VM - Champasack (Pakse) 6 955,000 5,730,000 94 564 VM - Pakse - Attapeu 6 1,155,000 6,930,000 114 682 Sub-total (1) 47 4,875 Rate per day Amount kip Amount Accommodation Nb. of person Nb of day LAK LAK US$ MOE staff 11 10 60,000 6,600,000 650 VM - Luangnamtha 6 11 60,000 3,960,000 390 VM - Bokeo (Huoaixay) 6 11 60,000 3,960,000 390 VM - Khammouane 6 11 60,000 3,960,000 390 VM - Savannakhet 6 11 60,000 3,960,000 390 VM - Champasack (Pakse) 6 11 60,000 3,960,000 390 VM - Pakse - Attapeu 6 11 60,000 3,960,000 390 Sub-total (2) 47 2,990 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ MOE staff 11 10 50,000 5,500,000 542 VM - Luangnamtha 6 11 50,000 3,300,000 325 VM - Bokeo (Huoaixay) 6 11 50,000 3,300,000 325 VM - Khammouane 6 11 50,000 3,300,000 325 VM - Savannakhet 6 11 50,000 3,300,000 325 VM - Champasack (Pakse) 6 11 50,000 3,300,000 325 VM - Pakse - Attapeu 6 11 50,000 3,300,000 325 Sub-total (3) 47 2,491 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 47 2.46 1,174,121 116 2 coffee break 47 10 0.59 2,815,982 277 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 10 19.69 1,999,520 197 Workshop contingency 0% 0 0 Sub-total (4) 590 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 10,961

Activity 4 INSERVICE PROGRAM (BOKEO) Workshop 12 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - Bokeo (Huoaixay) (MoE) 13 1,084,000 14,092,000 107 1,388 Gr 6-9 tchrs (Bokeo proj 215 150,000 32,250,000 15 3,176 districts) Bokeo DEB staff 6 150,000 900,000 15 89 Sub-total (1) 234 4,652 Rate per day Amount Amount Accommodation Nb. of person Nb of day LAK LAK US$ VM - Bokeo (Huoaixay) (MoE) 13 11 60,000 8,580,000 845 Gr 6-9 tchrs (Bokeo proj 215 11 60,000 141,900,000 13,973 districts) Supplementary Appendix D, page 166

Bokeo PES Trainers 6 11 20,000 1,320,000 130 Bokeo DEB staff 6 11 60,000 3,960,000 390 Sub-total (2) 240 15,338 Rate per day Amount Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - Bokeo (Huoaixay) (MoE) 13 11 50,000 7,150,000 704 Bokeo PES Trainers 6 11 50,000 3,300,000 325 Bokeo DEB staff 6 11 50,000 3,300,000 325 Gr 6-9 tchrs (Bokeo proj 215 11 50,000 118,250,000 11,645 districts) Sub-total (3) 240 12,999 Rate per day Amount Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 240 2.46 5,995,512 590 2 coffee break 240 10 0.59 14,379,480 1,416 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room (5 rooms) 10 98.45 9,997,598 985 Workshop contingency 0% 0 0 Sub-total (4) 2,991 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 35,995

Activity 1 NATIONAL WORKSHOP - NEW CURRICULUM Workshop 13 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ Vientiane Municipality (VM) 3 50,000 150,000 5 15 VM - Phongsaly 3 1,050,000 3,150,000 103 310 VM - Luangnamtha 3 955,000 2,865,000 94 282 VM - Oudomxay 3 917,000 2,751,000 90 271 VM - Bokeo (Huoaixay) 3 974,000 2,922,000 96 288 VM - Huaphanh (Xamneua) 3 917,000 2,751,000 90 271 VM - Luang Prabang 3 803,000 2,409,000 79 237 VM - Xiengkhouang 3 784,000 2,352,000 77 232 VM - Xayaboury 3 765,000 2,295,000 75 226 VM - Vientiane Province 3 400,000 1,200,000 39 118 VM - Borikhamxay 3 768,000 2,304,000 76 227 VM - Khammouane 3 1,744,000 5,232,000 172 515 VM - Savannakhet 3 2,376,000 7,128,000 234 702 VM - Champasack (Pakse) 3 955,000 2,865,000 94 282 VM - Pakse - Saravanne 3 1,055,000 3,165,000 104 312 VM - Pakse - Sekong 3 1,135,000 3,405,000 112 335 VM - Pakse - Attapeu 3 1,155,000 3,465,000 114 341 Xaysomboun SR 3 1,344,000 4,032,000 132 397 MoE/NRIES/'NUOL Officials 25 150,000 3,750,000 15 369 Community representatives 10 150,000 1,500,000 15 148 Sub-total (1) 89 5,878 Rate per day Amount kip Amount Accommodation Nb. of person Nb of day LAK LAK US$ Vientiane Municipality (VM) 3 5 60,000 900,000 89 VM - Phongsaly 3 6 60,000 1,080,000 106 VM - Luangnamtha 3 6 60,000 1,080,000 106 VM - Oudomxay 3 6 60,000 1,080,000 106 VM - Bokeo (Huoaixay) 3 6 60,000 1,080,000 106 VM - Huaphanh (Xamneua) 3 6 60,000 1,080,000 106 VM - Luang Prabang 3 6 60,000 1,080,000 106 VM - Xiengkhouang 3 6 60,000 1,080,000 106 VM - Xayaboury 3 6 60,000 1,080,000 106 VM - Vientiane Province 3 6 60,000 1,080,000 106 Supplementary Appendix D, page 167

VM - Borikhamxay 3 6 60,000 1,080,000 106 VM - Khammouane 3 6 60,000 1,080,000 106 VM - Savannakhet 3 6 60,000 1,080,000 106 VM - Champasack (Pakse) 3 6 60,000 1,080,000 106 VM - Pakse - Saravanne 3 6 60,000 1,080,000 106 VM - Pakse - Sekong 3 6 60,000 1,080,000 106 VM - Pakse - Attapeu 3 6 60,000 1,080,000 106 Xaysomboun SR 3 6 60,000 1,080,000 106 MoE/NRIES/NUOL Officials 25 6 60,000 9,000,000 886 Community representatives 10 6 60,000 3,600,000 355 Sub-total (2) 89 3,137 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ Vientiane Municipality (VM) 3 5 50,000 750,000 74 VM - Phongsaly 3 6 50,000 900,000 89 VM - Luangnamtha 3 6 50,000 900,000 89 VM - Oudomxay 3 6 50,000 900,000 89 VM - Bokeo (Huoaixay) 3 6 50,000 900,000 89 VM - Huaphanh (Xamneua) 3 6 50,000 900,000 89 VM - Luang Prabang 3 6 50,000 900,000 89 VM - Xiengkhouang 3 6 50,000 900,000 89 VM - Xayaboury 3 6 50,000 900,000 89 VM - Vientiane Province 3 6 50,000 900,000 89 VM - Borikhamxay 3 6 50,000 900,000 89 VM - Khammouane 3 6 50,000 900,000 89 VM - Savannakhet 3 6 50,000 900,000 89 VM - Champasack (Pakse) 3 6 50,000 900,000 89 VM - Pakse - Saravanne 3 6 50,000 900,000 89 VM - Pakse - Sekong 3 6 50,000 900,000 89 VM - Pakse - Attapeu 3 6 50,000 900,000 89 Xaysomboun SR 3 6 50,000 900,000 89 MoE/NRIES/NUOL Officials 25 5 50,000 6,250,000 615 Community representatives 10 5 50,000 2,500,000 246 Sub-total (3) 89 2,442 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 89 2.46 2,223,336 219 2 coffee break 89 5 0.59 2,666,195 263 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room (2 rooms) 5 39 1,999,520 197 Workshop contingency 0% 0 0 Sub-total (4) 678 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 12,151

Activity 3 TEXTBOOK TRIALLING WORKSHOP (4 PES, South) Workshop 14 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - Savannakhet (MoE staff) 13 2,376,000 30,888,000 234 3,042 Khammouane teachers (local 8 200,000 1,600,000 20 158 travel) Savannakhet teachers (local 8 200,000 1,600,000 20 158 travel) Champasack teachers (local 8 200,000 1,600,000 20 158 travel) Attapeu teachers (local travel) 8 200,000 1,600,000 20 158 Sub-total (1) 45 3,672 Rate per day Amount kip Amount Supplementary Appendix D, page 168

Accommodation Nb. of person Nb of day LAK LAK US$ VM - Savannakhet (MoE staff) 13 14 60,000 10,920,000 1,075 Khammouane teachers (local 8 4 60,000 1,920,000 189 travel) Savannakhet teachers (local 8 4 60,000 1,920,000 189 travel) Champasack teachers (local 8 4 60,000 1,920,000 189 travel) Attapeu teachers (local travel) 8 4 60,000 1,920,000 189 Sub-total (2) 45 1,832 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - Savannakhet (MoE staff) 13 14 50,000 9,100,000 896 Khammouane teachers (local 8 4 50,000 1,600,000 158 travel) Savannakhet teachers (local 8 4 50,000 1,600,000 158 travel) Champasack teachers (local 8 4 50,000 1,600,000 158 travel) Attapeu teachers (local travel) 8 4 50,000 1,600,000 158 TTC Pakse 6 3 50,000 900,000 89 PES (6 per 4 PES offices) 24 3 50,000 3,600,000 355 Sub-total (3) 75 1,969 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 75 2.46 1,873,598 185 2 coffee break 75 3 0.59 1,348,076 133 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 12 19.69 2,399,423 236 Workshop contingency 0% 0 0 Sub-total (4) 554 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 8,041

Activity 3 TEXTBOOK TRIALLING WORKSHOP (2 PES, North) Workshop 15 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - Luang Namtha (MoE 13 955,000 12,415,000 94 1,223 staff) Luang Namtha teachers (local 8 200,000 1,600,000 20 158 travel) Bokeo teachers (local travel) 8 200,000 1,600,000 20 158 Sub-total (1) 29 1,538 Rate per day Amount kip Amount Accommodation Nb. of person Nb of day LAK LAK US$ VM - Luang Namtha (MoE 13 14 60,000 10,920,000 1,075 staff) Luang Namtha teachers (local 8 4 60,000 1,920,000 189 travel) Bokeo teachers (local travel) 8 4 60,000 1,920,000 189 Sub-total (2) 29 1,453 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - Luang Namtha (MoE 13 10 50,000 6,500,000 640 staff) Luang Namtha teachers (local 8 4 50,000 1,600,000 158 travel) Bokeo teachers (local travel) 8 4 50,000 1,600,000 158 Supplementary Appendix D, page 169

TTC Luang Namtha 6 3 50,000 900,000 89 PES (6 per 2 PES offices) 12 3 50,000 1,800,000 177 Sub-total (3) 47 1,221 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 47 - 2.46 1,174,121 116 2 coffee break 47 3 0.59 844,794 83 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 6 19.69 1,199,712 118 Workshop contingency 0% 0 Sub-total (4) 317 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 4,544

Activity 4 INSERVICE PROGRAM (KHAMMOUANE) Workshop 16 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - Kham (Thakek) (MoE) 13 567,000 7,371,000 56 726 Khammouane DEB staff 6 150,000 900,000 15 89 Gr 6-9 tchrs (Kham proj 200 150,000 29,925,000 15 2,947 districts) (= 1/2 of teachers in 3 districts) Sub-total (1) 219 3,761 Rate per day Amount Amount Accommodation Nb. of person Nb of day LAK LAK US$ VM - Kham (Thakek) (MoE) 13 11 60,000 8,580,000 845 Khammouane PES Trainers 6 11 20,000 1,320,000 130 Khammouane DEB staff 6 11 60,000 3,960,000 390 Gr 6-9 tchrs (Kham proj 200 11 60,000 131,670,000 12,966 districts) (= 1/2 of teachers in 3 districts) Sub-total (2) 225 14,331 Rate per day Amount Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - Kham (Thakek) (MoE) 13 11 50,000 7,150,000 704 Khammouane PES Trainers 6 11 50,000 3,300,000 325 Khammouane DEB staff 6 11 50,000 3,300,000 325 Gr 6-9 tchrs (Kham proj 200 11 50,000 109,725,000 10,805 districts) Sub-total (3) 225 12,159 Rate per day Amount Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 225 - 2.46 5,608,302 552 2 coffee break 240 10 0.59 14,379,480 1,416 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room (5 rooms) 10 98.45 9,997,598 985 Workshop contingency 0% 0 Sub-total (4) 2,953 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 33,219

Supplementary Appendix D, page 170

Activity 4 INSERVICE PROGRAM (SAVANNAKHET) Workshop 17 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - Savann (Savann) (MoE) 13 780,000 10,140,000 77 999 Khammouane DEB staff 6 150,000 900,000 15 89 Gr 6-9 tchrs (Savan proj 333 150,000 49,900,000 15 4,914 districts) (= 1/3 of teachers in 6 districts) Sub-total (1) 352 6,001 Rate per day Amount Amount Accommodation Nb. of person Nb of day LAK LAK US$ VM - Savann (Savann) (MoE) 13 11 60,000 8,580,000 845 Savannakhet PES Trainers 6 11 20,000 1,320,000 130 Savannakhet DEB staff 6 11 60,000 3,960,000 390 Gr 6-9 tchrs (Savan proj 333 11 60,000 219,560,000 21,621 districts) (= 1/3 of teachers in 6 districts) Sub-total (2) 358 22,986 Rate per day Amount Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - Savann (Savann) (MoE) 13 11 50,000 7,150,000 704 Savannakhet PES Trainers 6 11 50,000 3,300,000 325 Savannakhet DEB staff 6 11 50,000 3,300,000 325 Gr 6-9 tchrs (Savan proj 333 11 50,000 182,966,667 18,017 districts) Sub-total (3) 358 19,371 Rate per day Amount Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 358 - 2.46 8,934,978 880 2 coffee break 358 10 0.59 21,429,420 2,110 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 10 98.45 9,997,598 985 Miscellaneous (Contingency) 0% 0 0 Sub-total (4) 3,975 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 52,348

Activity 4 INSERVICE PROGRAM (CHAMPASACK) Workshop 18 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - Champ (Pakse) (MoE) 13 1,065,000 13,845,000 105 1,363 Champasack DEB staff 6 150,000 900,000 15 89 Gr 6-9 tchrs (Champ proj 209 150,000 31,300,000 15 3,082 districts) (= 1/3 of teachers in 3 districts) Sub-total (1) 228 4,534 Rate per day Amount Amount Accommodation Nb. of person Nb of day LAK LAK US$ VM - Champ (Pakse) (MoE) 13 11 60,000 8,580,000 845 Champasack PES Trainers 6 11 20,000 1,320,000 130 Champasack DEB staff 6 11 60,000 3,960,000 390 Gr 6-9 tchrs (Champ proj 209 11 60,000 137,720,000 13,562 districts) (= 1/3 of teachers in 3 districts) Supplementary Appendix D, page 171

Sub-total (2) 234 14,927 Rate per day Amount Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - Champ (Pakse) (MoE) 13 11 50,000 7,150,000 704 Champasack PES Trainers 6 11 50,000 3,300,000 325 Champasack DEB staff 6 11 50,000 3,300,000 325 Gr 6-9 tchrs (Champ proj 209 11 50,000 114,766,667 11,301 districts) Sub-total (3) 234 12,656 Rate per day Amount Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 234 - 2.46 5,837,297 575 2 coffee break 234 10 0.59 14,000,022 1,379 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room (5 rooms) 10 98.45 9,997,598 985 Workshop contingency 0% 0 Sub-total (4) 2,938 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 35,069

Activity 4 INSERVICE PROGRAM (ATTAPEU) Workshop 19 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - Attapeu (MoE) 13 1,215,000 15,795,000 120 1,555 Attapeu DEB staff 6 150,000 900,000 15 89 Gr 6-9 tchrs (Attapeu proj 180 150,000 27,000,000 15 2,659 districts)

Sub-total (1) 199 4,303 Rate per day Amount Amount Accommodation Nb. of person Nb of day LAK LAK US$ VM - Attapeu (MoE) 13 11 60,000 8,580,000 845 Attapeu PES Trainers 6 11 20,000 1,320,000 130 Attapeu DEB staff 9 11 60,000 5,940,000 585 Gr 6-9 tchrs (Attapeu proj 180 11 60,000 118,800,000 11,699 districts) Sub-total (2) 208 13,258 Rate per day Amount Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - Attapeu (MoE) 13 11 50,000 7,150,000 704 Attapeu PES Trainers 6 11 50,000 3,300,000 325 Attapeu DEB staff 9 11 50,000 4,950,000 487 Gr 6-9 tchrs (Attapeu proj 180 11 50,000 99,000,000 9,749 districts) Sub-total (3) 208 11,265 Rate per day Amount Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 208 - 2.46 5,196,110 512 2 coffee break 208 10 0.59 12,462,216 1,227 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 10 98.45 9,997,598 985 Miscellaneous (Contingency) 0% 0 Sub-total (4) 2,723 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 31,565 Supplementary Appendix D, page 172

Activity 4 INSERVICE PROGRAM (LUANG NAMTHA) Workshop 20 Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - LNT (MoE) 13 1,065,000 13,845,000 105 1,363 LNT DEB staff 6 150,000 900,000 15 89 Gr 6-9 tchrs (LNT proj districts) 245 150,000 36,750,000 15 3,619 Sub-total (1) 264 5,071 Rate per day Amount Amount Accommodation Nb. of person Nb of day LAK LAK US$ VM - LNT (MoE) 13 11 60,000 8,580,000 845 LNT PES Trainers 6 11 20,000 1,320,000 130 LNT DEB staff 6 11 60,000 3,960,000 390 Gr 6-9 tchrs (LNT proj districts) 245 11 60,000 161,700,000 15,923 Sub-total (2) 270 17,288 Rate per day Amount Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - LNT (MoE) 13 11 50,000 7,150,000 704 LNT DEB staff 6 11 50,000 3,300,000 325 Luangnamtha PES Trainers 6 11 50,000 3,300,000 325 Gr 6-9 tchrs (LNT proj districts) 245 11 50,000 134,750,000 13,269 Sub-total (3) 270 14,623 Rate per day Amount Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 270 - 2.46 6,744,951 664 2 coffee break 270 10 0.59 16,176,915 1,593 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 10 98.45 9,997,598 985 Miscellaneous (Contingency) 0% 0 Sub-total (4) 3,242 Administrative support costs(5) 3 1 5 15 Total amount (1)+(2)+(3)+(4)+(5) 40,239

Supplementary Appendix D, page 173

Table 32. Details of Component 3 Workshops

WORKSHOP FOR CENTRAL STAFF (MOE) Workshop 1

Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ MOE staff 26 50,000 1,300,000 5 128 Sub-total (1) 26 128 Rate per day Amount Amount Accommodation - PES Nb. of person Nb of day LAK LAK US$ MOE staff 26 6 60,000 9,360,000 922 Sub-total (2) 26 922 Rate per day Amount Amount Per diem Nb. of person Nb of day LAK LAK US$ MOE staff 26 6 60,000 9,360,000 922 Sub-total (3) 26 922 Rate per day Amount Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 26 - 2.46 649,514 64 2 coffee break 26 6 0.59 934,666 92 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 19.69 0 0 Miscellaneous 0 0 Sub-total (4) 156 Administrative support costs(5) 3.00 1.00 5.00 15 Total amount 2,142 (1)+(2)+(3)+(4)+(5)

WORKSHOP FOR PROVINCIAL STAFF (PES) Workshop 2

Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ Vientiane Municipality (VM) 2 50,000 100,000 5 10 VM - Phongsaly 2 1,050,000 2,100,000 103 207 VM - Luangnamtha 2 955,000 1,910,000 94 188 VM - Oudomxay 2 917,000 1,834,000 90 181 VM - Bokeo (Huoaixay) 2 974,000 1,948,000 96 192 VM - Huaphanh (Xamneua) 2 917,000 1,834,000 90 181 VM - Luang Prabang 2 803,000 1,606,000 79 158 VM - Xiengkhouang 2 784,000 1,568,000 77 154 VM - Xayaboury 2 765,000 1,530,000 75 151 VM - Vientiane Province 2 400,000 800,000 39 79 VM - Borikhamxay 2 768,000 1,536,000 76 151 VM - Khammouane 2 1,744,000 3,488,000 172 343 VM - Savannakhet 2 2,376,000 4,752,000 234 468 Supplementary Appendix D, page 174

VM - Champasack (Pakse) 2 955,000 1,910,000 94 188 VM - Pakse - Saravanne 2 1,055,000 2,110,000 104 208 VM - Pakse - Sekong 2 1,135,000 2,270,000 112 224 VM - Pakse - Attapeu 2 1,155,000 2,310,000 114 227 Xaysomboun SR 2 1,344,000 2,688,000 132 265 Sub-total (1) 36 3,574 Rate per day Amount kip Amount Accommodation - PES Nb. of person Nb of day LAK LAK US$ Vientiane Municipality (VM) 2 10 0 0 VM - Phongsaly 2 11 80,000 1,760,000 173 VM - Luangnamtha 2 11 80,000 1,760,000 173 VM - Oudomxay 2 11 80,000 1,760,000 173 VM - Bokeo (Huoaixay) 2 11 80,000 1,760,000 173 VM - Huaphanh (Xamneua) 2 11 80,000 1,760,000 173 VM - Luang Prabang 2 11 80,000 1,760,000 173 VM - Xiengkhouang 2 11 80,000 1,760,000 173 VM - Xayaboury 2 11 80,000 1,760,000 173 VM - Vientiane Province 2 11 80,000 1,760,000 173 VM - Borikhamxay 2 11 80,000 1,760,000 173 VM - Khammouane 2 11 80,000 1,760,000 173 VM - Savannakhet 2 11 80,000 1,760,000 173 VM - Champasack (Pakse) 2 11 80,000 1,760,000 173 VM - Pakse - Saravanne 2 11 80,000 1,760,000 173 VM - Pakse - Sekong 2 11 80,000 1,760,000 173 VM - Pakse - Attapeu 2 11 80,000 1,760,000 173 Xaysomboun SR 2 11 80,000 1,760,000 173 Sub-total (2) 36 2,946 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ Vientiane Municipality (VM) 2 11 50,000 1,100,000 108 VM - Phongsaly 2 11 50,000 1,100,000 108 VM - Luangnamtha 2 11 50,000 1,100,000 108 VM - Oudomxay 2 11 50,000 1,100,000 108 VM - Bokeo (Huoaixay) 2 11 50,000 1,100,000 108 VM - Huaphanh (Xamneua) 2 11 50,000 1,100,000 108 VM - Luang Prabang 2 11 50,000 1,100,000 108 VM - Xiengkhouang 2 11 50,000 1,100,000 108 VM - Xayaboury 2 11 50,000 1,100,000 108 VM - Vientiane Province 2 11 50,000 1,100,000 108 VM - Borikhamxay 2 11 50,000 1,100,000 108 VM - Khammouane 2 11 50,000 1,100,000 108 VM - Savannakhet 2 11 50,000 1,100,000 108 VM - Champasack (Pakse) 2 11 50,000 1,100,000 108 VM - Pakse - Saravanne 2 11 50,000 1,100,000 108 VM - Pakse - Sekong 2 11 50,000 1,100,000 108 VM - Pakse - Attapeu 2 11 50,000 1,100,000 108 Xaysomboun SR 2 11 50,000 1,100,000 108 MoE Officials 15 11 50,000 8,250,000 812 Sub-total (3) 51 2,762 Rate per day Amount kip Amount Supplementary Appendix D, page 175

Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 51 - 2.46 1,274,046 125 2 coffee break 51 10 0.59 3,055,640 301 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 10 20 1,999,520 197 Miscellaneous 0 0 Sub-total (4) 623 Administrative support costs(5) 3 1 5 15 Total amount 9,921 (1)+(2)+(3)+(4)+(5)

WORKSHOP FOR DEB STAFF Workshop 3

Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ DEB staff 284 50,000 14,200,000 5 1,398 Sub-total (1) 284 1,398 Rate per day Amount kip Amount Accommodation - PES Nb. of person Nb of day LAK LAK US$ DEB staff 284 3 60,000 51,120,000 5,034 Sub-total (2) 284 5,034 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ DEB staff 284 3 60,000 51,120,000 5,034 Sub-total (3) 284 5,034 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 284 - 2.46 7,094,689 699 2 coffee break 284 3 0.59 5,104,715 503 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 3 19.69 599,856 59 Miscellaneous 0 0 Sub-total (4) 1,260 Administrative support costs(5) 3.00 1.00 5.00 15 Total amount 12,742 (1)+(2)+(3)+(4)+(5)

WORKSHOP FOR SCHOOL HEADMASTERS Workshop 4

Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ Scholl headmaster PRIMARY 8,573 20,000 171,460,000 2 16,884 Scholl headmaster 956 20,000 19,120,000 2 1,883 SECONDARY Supplementary Appendix D, page 176

Sub-total (1) 9,529 18,767 Rate per day Amount kip Amount Accommodation - PES Nb. of person Nb of day LAK LAK US$ Scholl headmaster PRIMARY 8,573 1 20,000 171,460,000 16,884 Scholl headmaster 956 1 20,000 19,120,000 1,883 SECONDARY Sub-total (2) 9,529 18,767 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ Scholl headmaster PRIMARY 8,573 1 20,000 171,460,000 16,884 Scholl headmaster 956 1 20,000 19,120,000 1,883 SECONDARY Sub-total (3) 9,529 18,767 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 9,529 - 2.46 238,046,808 23,441 2 coffee break 9,529 1 0.59 57,092,527 5,622 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 1 19.69 199,952 20 Miscellaneous 0 0 Sub-total (4) 29,083 Administrative support costs(5) 3.00 1.00 5.00 15 Total amount 85,399 (1)+(2)+(3)+(4)+(5)

MEETINGS FOR CENTRAL EFA COMMITTEE Workshop 5

Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ EFA Central Committee 40 50,000 2,000,000 5 197 Sub-total (1) 40 197 Rate per day Amount kip Amount Accommodation - PES Nb. of person Nb of day LAK LAK US$ EFA Central Committee 40 0 60,000 0 0 Sub-total (2) 40 0 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ EFA Central Committee 40 1 50,000 2,000,000 197 Sub-total (3) 40 197 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 40 - 2.46 999,252 98 2 coffee break 40 1 0.59 239,658 24 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 1 19.69 199,952 20 Supplementary Appendix D, page 177

Miscellaneous 0 0 Sub-total (4) 142 Administrative support costs(5) 3.00 1.00 5.00 15 Total amount 551 (1)+(2)+(3)+(4)+(5)

MEETINGS FOR PROVINCIAL EFA COMMITTEE Workshop 6

Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ EFA Provincial Committee 30 50,000 1,500,000 5 148 Sub-total (1) 30 148 Rate per day Amount kip Amount Accommodation - PES Nb. of person Nb of day LAK LAK US$ EFA Provincial Committee 30 0 60,000 0 0 Sub-total (2) 30 0 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ EFA Provincial Committee 30 1 50,000 1,500,000 148 Sub-total (3) 30 148 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 30 - 2.46 749,439 74 2 coffee break 30 1 0.59 179,744 18 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 1 19.69 199,952 20 Miscellaneous 0 0 Sub-total (4) 111 Administrative support costs(5) 3.00 1.00 5.00 15 Total amount 422 (1)+(2)+(3)+(4)+(5)

MEETINGS FOR DISTRICT EFA COMMITTEE Workshop 7

Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ EFA District Committee 25 50,000 1,250,000 5 123 Sub-total (1) 25 123 Rate per day Amount kip Amount Accommodation - PES Nb. of person Nb of day LAK LAK US$ EFA District Committee 25 0 60,000 0 0 Sub-total (2) 25 0 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ EFA District Committee 25 1 50,000 1,250,000 123 Supplementary Appendix D, page 178

Sub-total (3) 25 123 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 25 - 2.46 624,533 62 2 coffee break 25 1 0.59 149,786 15 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 1 19.69 199,952 20 Miscellaneous 0 0 Sub-total (4) 96 Administrative support costs(5) 3.00 1.00 5.00 15 Total amount 357 (1)+(2)+(3)+(4)+(5)

WORKSHOP FOR PROVINCIAL STAFF (Budgeting) (PES) Workshop 8

Round-trip Amount Round-trip Amount costs costs Transportation No. of person LAK LAK US$ US$ VM - Luangnamtha 4 955,000 3,820,000 94 376 VM - Champasack (Pakse) 4 955,000 3,820,000 94 376 VM - Pakse - Attapeu 4 1,155,000 4,620,000 114 455 Sub-total (1) 12 1,207 Rate per day Amount kip Amount Accommodation - PES Nb. of person Nb of day LAK LAK US$ VM - Luangnamtha 4 11 80,000 3,520,000 347 VM - Champasack (Pakse) 4 11 80,000 3,520,000 347 VM - Pakse - Attapeu 4 11 80,000 3,520,000 347 Sub-total (2) 12 1,040 Rate per day Amount kip Amount Per diem Nb. of person Nb of day LAK LAK US$ VM - Luangnamtha 4 11 50,000 2,200,000 217 VM - Champasack (Pakse) 4 11 50,000 2,200,000 217 VM - Pakse - Attapeu 4 11 50,000 2,200,000 217 MoE Officials 20 11 50,000 11,000,000 1,083 Sub-total (3) 32 1,733 Rate per day Amount kip Amount Materials/supplies Nb. of person Nb of day US$ LAK US$ Workshop material 32 - 2.46 799,402 79 2 coffee break 32 10 0.59 1,917,264 189 Lunch 0 0 Dinner 0 0 Secretariat room 0 0 Conference room 10 20 1,999,520 197 Miscellaneous 0 0 Sub-total (4) 464 Administrative support costs(5) 3 1 5 15 Total amount 4,460 (1)+(2)+(3)+(4)+(5) Supplementary Appendix D, page 179

Table 33. Construction details by province, district and village – LUANG NAMTHA

PP = poorest district Proposed Civil Works Estimate of Civil Works Cost Estimate of Furniture Cost P = poor district Total of Civil C = complete secondary New Cost per Cost per Cost per Cost per

U = upper secondary Add. Cl-room construction classroom building classroom building Total Total Works&Supply Add. New Add. New supply of Civil classroom construction classroom construction of School name per district Works of Furniture no. cl- grade no. cl- Unit Unit Unit Unit furniture Total Total Total Total build. room 9 cl build. room cost cost cost cost Namtha C Samakkhy 3 1 1 7* 5,610 22,440 71,555 71,555 93,995 1,7176,868 14,809 14,809 21,677 115,672 Thong om 0 5,610 0 0 1,717 0 0 0 Thong chaik 0 5,610 0 0 1,717 0 0 0 Thong poung 1 0 5,610 5,610 5,610 1,7171,717 1,717 7,327 Thong dy 0 5,610 0 0 1,717 0 0 0 Nam gaen 0 5,610 0 0 1,717 0 0 0 C Thetsaban 2 1 5,610 16,830 16,830 1,717 5,151 5,151 21,981 (Nam hom) C Nateuay 2 0 5,610 11,220 11,220 1,7173,434 3,434 14,654 Boten 2 0 5,610 11,220 11,220 1,7173,434 3,434 14,654 Vat luang 0 5,610 0 0 1,717 0 0 0 khone Samankinnone 0 5,610 0 0 1,717 0 0 0 Sonhphao Phonxay savang (proposed new school site) 5,610 0 0 1,717 0 0 0 Sub-Total 0 10 2 1 7 67,320 71,555 138,875 20,604 14,809 35,413 174,288 Viengphoukha PP C Viengphoukha 1 1 3* 5,610 5,610 40,110 40,110 45,720 1,7171,717 7,237 7,237 8,954 54,674 Namfa 2 0 5,610 11,220 11,220 1,7173,434 3,434 14,654 Sonhphao 0 5,610 0 0 1,717 0 0 0 Nam Sing (proposed new school site) 5,610 0 0 1,717 0 0 0 Sub-Total 0 2 1 1 3 16,830 40,110 56,940 5,151 7,237 12,388 69,328

Total 12 3 2 10 84,150 111,665 195,815 25,755 22,046 47,801 243,616

Supplementary Appendix D, page 180

Table 34. Construction details by province, district and village – BOKEO

PP = poorest district Proposed Civil Works Estimate of Civil Works Cost Estimate of Furniture Cost P = poor district Total of Civil C = complete secondary Cost per Cost per Cost per Cost per

U = upper secondary New classroom building classroom building Total Add. Cl-room Total Works&Supply construction Add. New Add New supply of Civil classroom construction classroom construction of Works of Furniture no. cl- grade no. cl- Unit Unit Unit Unit furniture School name per district Total Total Total Total bldgs room 9 cl build. room cost cost cost cost Houayxai Nam yonemay 0 5,610 0 0 1,717 0 0 0 C Santiphab 1 1 1 3* 5,610 11,220 40,110 40,110 51,330 1,717 3,434 7,237 7,237 10,671 62,001 C Ban Poung 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 C Danthin 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Pak hav neua 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Sompasong 0 5,610 0 0 1,717 0 0 0 Thongsengchan 0 1 3* 5,610 0 40,110 40,110 40,110 1,717 0 7,237 7,237 7,237 47,347 Pak ngav 0 5,610 0 0 1,717 0 0 0 Thafa 0 5,610 0 0 1,717 0 0 0 Houayxay tay 0 5,610 0 0 1,717 0 0 0 Sonphao kheng 0 5,610 0 0 1,717 0 0 0 U Houayxay 1 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Nam Tsuam 0 5,610 0 0 1,717 0 0 0 Sub-Total 0 5 2 2 6 39,270 80,220 119,490 12,019 14,474 26,493 145,983 Pha Oudom PP C Pha oudom 1 1 3* 5,610 5,610 40,110 40,110 45,720 1,717 1,717 7,237 7,237 8,954 54,674 Pounglad 4 1 5,610 28,050 28,050 1,717 8,585 8,585 36,635 Had nam 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Soukchaleun 0 5,610 0 0 1,717 0 0 0 Sub-Total 0 5 2 1 3 39,270 40,110 79,380 12,019 7,237 19,256 98,636

Total 10 4 3 9 78,540 120,330 198,870 24,038 21,711 45,749 244,619

Supplementary Appendix D, page 181

Table 35. Construction details by province, district and village – KHAMMOUANE

PP = poorest district Proposed Civil Works Estimate of Civil Works Cost Estimate of Furniture cost P = poor district Total of Civil C = complete secondary Cost per Cost per Cost per classroom Cost per building U = upper secondary New classroom building Total Add. Cl-room Total Works&Supply construction Add. New Add. New supply of Civil classroom construction classroom construction of Works of Furniture no. cl- grade no. cl- Unit Unit Unit furniture School name per district Unit cost Total Total Total Total build. room 9 cl build. room cost cost cost Thakhaek Chomchaeng 2 1 1 3* 5,610 16,830 40,110 40,110 56,940 1,717 5,151 7,237 7,237 12,388 69,328 Chomthong 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 C Sonhphao 0 5,610 0 0 1,717 0 0 0 Na Bo 1 1 1 3* 5,610 11,220 40,110 40,110 51,330 1,717 3,434 7,237 7,237 10,671 62,001 Houa na 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 C Muangsoum 3 1 5,610 22,440 22,440 1,717 6,868 6,868 29,308 C Khoua nam 0 1 3* 5,610 0 40,110 40,110 40,110 1,717 0 7,237 7,237 7,237 47,347 Donh Donk tay 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Na sey 0 5,610 0 0 1,717 0 0 0 Nong thang 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 Na donh 0 1 3* 5,610 0 40,110 40,110 40,110 1,717 0 7,237 7,237 7,237 47,347 Phonkhoun 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 C Sonk 0 5,610 0 0 1,717 0 0 0 (Laophoxay) C Dongkasene 0 5,610 0 0 1,717 0 0 0 U Thakhek 2 5,610 11,220 11,220 1,717 3,434 3,434 14,654 Sub-total 0 14 5 4 12 106,590 160,440 267,030 32,623 28,948 61,571 328,601 Nhommalath P 0 C Nhommalath 2 1 1 3* 5,610 16,830 40,110 40,110 56,940 1,717 5,151 7,237 7,237 12,388 69,328 Khamhae 0 5,610 0 0 1,717 0 0 0 Boungbao 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Phitsikhay 0 5,610 0 0 1,717 0 0 0 Sub-total 0 3 1 1 3 22,440 40,110 62,550 6,868 7,237 14,105 76,655 Supplementary Appendix D, page 182

Total 0 17 7 6 18 134,640 240,660 375,300 41,208 43,422 84,630 459,930 Supplementary Appendix D, page 183

Table 36. Construction details by province, district and village – SAVANNAKHET

PP = poorest district Proposed Civil Works Estimate of Civil Works Cost Estimate of Furniture cost P = poor district C = complete secondary Cost per Cost per Cost per Total of Civil Cost per building U = upper secondary New classroom classroom building Total Add. Cl-room Total Works&Supply construction supply Add. New of Civil Add. New of classroom construction Works classroom construction of Furniture furniture cl- cl- grade no. cl- Unit Unit Unit Unit School name per district Total Total Total Total room room 9 cl build. room cost cost cost cost Khanthabouly Ban sork 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Phak kha 0 5,610 0 0 1,717 0 0 0 Sathit 0 5,610 0 0 1,717 0 0 0 Xayamoungkhoun 0 5,610 0 0 1,717 0 0 0 Thasano 0 5,610 0 0 1,717 0 0 0 Chomkeo 0 5,610 0 0 1,717 0 0 0 C Kheuo khaokath 0 5,610 0 0 1,717 0 0 0 Napho (sok) 0 5,610 0 0 1,717 0 0 0 Phonsavangtai 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Yang soung 0 5,610 0 0 1,717 0 0 0 Naseng 0 5,610 0 0 1,717 0 0 0 Nateui 0 5,610 0 0 1,717 0 0 0 Somsa ath 0 5,610 0 0 1,717 0 0 0 That ing hang 0 5,610 0 0 1,717 0 0 0 Tsoung tek 0 5,610 0 0 1,717 0 0 0 (private) C Son phao 0 5,610 0 0 1,717 0 0 0 C Savanh 3 1 1 3* 5,610 22,440 40,110 40,110 62,550 1,717 6,868 7,237 7,237 14,105 76,655 C Phonsin 0 5,610 0 0 1,717 0 0 0 U Sonk kheng 0 5,610 0 0 1,717 0 0 0 C Phonsavanh 3 1 1 3* 5,610 22,440 40,110 40,110 62,550 1,717 6,868 7,237 7,237 14,105 76,655 C Oudomvilay 0 5,610 0 0 1,717 0 0 0 Sub-Total 0 8 2 2 6* 56,100 80,220 136,320 17,170 14,474 31,644 167,964 Supplementary Appendix D, page 184

PP = poorest district Proposed Civil Works Estimate of Civil Works Cost Estimate of Furniture cost P = poor district C = complete secondary Cost per Cost per Cost per Total of Civil Cost per building U = upper secondary New classroom classroom building Total Add. Cl-room Total Works&Supply construction supply Add. New of Civil Add. New of classroom construction Works classroom construction of Furniture furniture cl- cl- grade no. cl- Unit Unit Unit Unit School name per district Total Total Total Total room room 9 cl build. room cost cost cost cost Outhoumphone Sounantha 1 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Seno 3 1 1 3* 5,610 22,440 40,110 40,110 62,550 1,717 6,868 7,237 7,237 14,105 76,655 Songmuang 0 5,610 0 0 1,717 0 0 0 Phone deua 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Kip ma 0 5,610 0 0 1,717 0 0 0 Sanamxay 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 Lao gnai 0 5,610 0 0 1,717 0 0 0 Ban phim 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Dong tha 0 5,610 0 0 1,717 0 0 0 Somsa ath 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 Napho 0 5,610 0 0 1,717 0 0 0 C Outhoumphone 3 2 1 3* 5,610 28,050 40,110 40,110 68,160 1,717 8,585 7,237 7,237 15,822 83,982 C Banna 0 5,610 0 0 1,717 0 0 0 Sub-Total 0 12 4 2 6* 89,760 80,220 169,980 27,472 14,474 41,946 211,926 Atsaphanthong Tsae lamong 0 5,610 0 0 1,717 0 0 0 Sonk donk henh 0 5,610 0 0 1,717 0 0 0 Donk keuam 0 5,610 0 0 1,717 0 0 0 Phonh phang 0 5,610 0 0 1,717 0 0 0 Nonsavang 0 5,610 0 0 1,717 0 0 0 C Donk henh 1 1 3* 5,610 5,610 40,110 40,110 45,720 1,717 1,717 7,237 7,237 8,954 54,674 Ponk donk 0 5,610 0 0 1,717 0 0 0 Donk henh 0 5,610 0 0 1,717 0 0 0 Sub-Total 0 0 1 1 3* 5,610 40,110 45,720 1,717 7,237 8,954 54,674 Supplementary Appendix D, page 185

PP = poorest district Proposed Civil Works Estimate of Civil Works Cost Estimate of Furniture cost P = poor district C = complete secondary Cost per Cost per Cost per Total of Civil Cost per building U = upper secondary New classroom classroom building Total Add. Cl-room Total Works&Supply construction supply Add. New of Civil Add. New of classroom construction Works classroom construction of Furniture furniture cl- cl- grade no. cl- Unit Unit Unit Unit School name per district Total Total Total Total room room 9 cl build. room cost cost cost cost Phine PP C Phine 2 1 1 3* 5,610 16,830 40,110 40,110 56,940 1,717 5,151 7,237 7,237 12,388 69,328 C Xethamuark 1 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Nathom 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Sub-Total 0 3 2 1 3 28,050 40,110 68,160 8,585 7,237 15,822 83,982 Sepone PP Na bo 0 5,610 0 0 1,717 0 0 0 Houay san 0 5,610 0 0 1,717 0 0 0 C Oudomsouk 0 1 3* 5,610 0 40,110 40,110 40,110 1,717 0 7,237 7,237 7,237 47,347 Sub-Total 0 0 0 1 3 0 40,110 40,110 0 7,237 7,237 47,347 Thaphalanxay P Na kae 0 5,610 0 0 1,717 0 0 0 Na xay 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 Bungthaley 0 5,610 0 0 1,717 0 0 0 C Phalan 4 1 5,610 28,050 28,050 1,717 8,585 8,585 36,635 Sub-Total 0 6 1 0 0 39,270 0 39,270 12,019 0 12,019 51,289

Total 29 10 7 21 218,790 280,770 499,560 66,963 50,659 117,622 617,182

Supplementary Appendix D, page 186

Table 37. Construction details by province, district and village – CHAMPASACK

PP = poorest district Proposed Civil Works Estimate of Civil Works Cost Estimate of Furniture cost P = poor district Total of Civil C = complete secondary Cost per Cost per Cost per Cost per building U = upper secondary New classroom classrom building Add. Cl-room Total Total Works&Supply construction Add. New New construction of Civil Add. classroom supply of classroom construction Works Furniture of Furniture no. cl- grade no. cl- Unit Unit Unit Unit School name per district Total Total Total Total build. room 9 cl build. room cost cost cost cost Bachiangchaleunsook PP Houa xe 1 0 1 3* 5,610 5,610 40,110 40,110 45,720 1,717 1,717 7,237 7,237 8,954 54,674 Kengkia 0 5,610 0 0 1,717 0 0 0 C Xaysamphan 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 Xaysana (Ban 0 5,610 0 0 1,717 0 0 0 no.8) Thong kim 0 5,610 0 0 1,717 0 0 0 C Souksamphan 1 1 5,610 11,220 11,220 1,717 3,434 3,434 14,654 C Viengxay 3 1 1 3* 5,610 22,440 40,110 40,110 62,550 1,717 6,868 7,237 7,237 14,105 76,655 (Bachiang) Sub-Total 0 7 2 2 6 50,490 80,220 130,710 15,453 14,474 29,927 160,637 Paksong Paksong 2 1 1 3* 5,610 16,830 40,110 40,110 56,940 1,717 5,151 7,237 7,237 12,388 69,328 C Houaykong 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 Lak 43 0 5,610 0 0 1,717 0 0 0 Sepian 0 5,610 0 0 1,717 0 0 0 Kafeu 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 Kongtoun 0 5,610 0 0 1,717 0 0 0 Nongbone 0 5,610 0 0 1,717 0 0 0 U Paksong 2 1 5,610 16,830 16,830 1,717 5,151 5,151 21,981 C Lah 35 (Itou) 2 1 5,610 16,830 16,830 1,717 5,151 5,151 21,981 C Phoumone 1 1 1 3* 5,610 11,220 40,110 40,110 51,330 1,717 3,434 7,237 7,237 10,671 62,001 Sub-Total 0 11 4 2 6 84,150 80,220 164,370 25,755 14,474 40,229 204,599 Supplementary Appendix D, page 187

PP = poorest district Proposed Civil Works Estimate of Civil Works Cost Estimate of Furniture cost P = poor district Total of Civil C = complete secondary Cost per Cost per Cost per Cost per building U = upper secondary New classroom classrom building Add. Cl-room Total Total Works&Supply construction Add. New New construction of Civil Add. classroom supply of classroom construction Works Furniture of Furniture no. cl- grade no. cl- Unit Unit Unit Unit School name per district Total Total Total Total build. room 9 cl build. room cost cost cost cost Phonthong Veualxay 0 5,610 0 0 1,717 0 0 0 Sonk Phonthong 0 5,610 0 0 1,717 0 0 0 Sakmuang 0 5,610 0 0 1,717 0 0 0 Nong haikhok 0 1 3* 5,610 0 40,110 40,110 40,110 1,717 0 7,237 7,237 7,237 47,347 Ban Phon 0 5,610 0 0 1,717 0 0 0 Koudchik 0 5,610 0 0 1,717 0 0 0 Nonhkhoun 0 5,610 0 0 1,717 0 0 0 Phokham 0 5,610 0 0 1,717 0 0 0 Ban Pong 1 0 5,610 5,610 5,610 1,717 1,717 1,717 7,327 Na va 0 5,610 0 0 1,717 0 0 0 Ban Chik 2 0 5,610 11,220 11,220 1,717 3,434 3,434 14,654 Sanan 0 5,610 0 0 1,717 0 0 0 C Kaokeuang 6 1 5,610 39,270 39,270 1,717 12,019 12,019 51,289 C Khanad 4 1 5,610 28,050 28,050 1,717 8,585 8,585 36,635 C Phonthong 1 1 1 3* 5,610 11,220 40,110 40,110 51,330 1,717 3,434 7,237 7,237 10,671 62,001 C Dong Yang 2 1 5,610 16,830 16,830 1,717 5,151 5,151 21,981 Sub-Total 0 16 4 2 6 112,200 80,220 192,420 34,340 14,474 48,814 241,234 Khong Muangsene 0 5,610 0 0 1,717 0 0 0 Houakhong 0 1 3* 5,610 0 40,110 40,110 40,110 1,717 0 7,237 7,237 7,237 47,347 Kengkoom 0 5,610 0 0 1,717 0 0 0 Loppakdy 0 5,610 0 0 1,717 0 0 0 Nafang 0 5,610 0 0 1,717 0 0 0 Houay hay 0 5,610 0 0 1,717 0 0 0 Nakasang 0 5,610 0 0 1,717 0 0 0 Khone 0 5,610 0 0 1,717 0 0 0 Ban Houay 0 5,610 0 0 1,717 0 0 0 Sonk Kangkhong 0 5,610 0 0 1,717 0 0 0 Bung 0 5,610 0 0 1,717 0 0 0 Supplementary Appendix D, page 188

Total 0 34 11 8 24 252,450 320,880 573,330 77,265 57,896 135,161 708,491

Supplementary Appendix D, page 189

Table 38. Construction details by province, district and village – ATTAPEU

Total 7 3 2 10 56,100 111,665 167,765 17,170 22,046 39,216 206,981