Human Index (UNDP) Human Index Ranking (UNDP) – out of 185 countries GNI per capita (US$) (World Bank) GDP per capita (US$) (Lao Statistics Centre) living below US$1.25 per day poverty line (per cent) (UNDP) Life at Birth - years) (MoH) Maternal Mortality Ratio - per 100,000 births - 357 2 1 1 2 2 2 male % 69.4
education sector funding (including parents) Genuine participation in school decision making and oversight Approximately 2,100 Community members will be included in Village Education Development Committee training in support of community based contracting in villages where 300 schools are constructed and/or rehabilitated (with particular focus on involving women from ethnic minority groups). Up to 700 school communities will be trained to maintain their new WASH facilities. About 614 communities59 will be actively involved in the school meals initiative by the WFP resulting in increased understanding of the importance of continuing school attendance and better knowledge of nutrition. Teachers and Principals Better training; and school-based management. 25 per cent57 (3,700) of all teachers, and 1,100 principals or school leaders in targeted districts provided with professional development to improve classroom teaching. Approximately 14,800 teachers, or all teachers in target districts, will receive quality pedagogical support and mentoring from Pedagogical Advisers. 520 ethnic minority teacher trainees (at least 70 per cent female) will receive scholarships and support to become qualified primary teachers in their home communities Provincial and District Education Enhanced knowledge to manage schools and to monitor and mentor teaching and clerical staff. All Pedagogical Advisers in the 65 target districts (approximately 200) receive professional development in pedagogy, mentoring and support to schools. Professional development training provided to education administrators across all targeted DESB (at least 1,300 persons) and PESS (at least 280 persons): Up to 30 districts receive operating grants to implement primary education development plans in accordance with National Education Quality Standards Teacher Training Colleges Enhanced knowledge and skills to better prepare primary trainee teachers for deployment resulting in graduate teachers with high quality teaching skills Support, as required, for MoES renewal of primary teacher training curriculum. Pre-service training enhanced by strengthening primary teacher training practicum, improving multi-grade teaching and Lao Language pedagogy Providing professional development to all primary teacher educators (at least 400) across the eight targeted TTCs. At least five primary teacher educators per TTC (up to 40 total), receive scholarships to National Higher Education Institutions for professional upgrading of qualifications. 64 resource delivered to eight TTCs, comprising teacher learning materials across all primary subjects, including materials to support the teaching of reading and inclusive education teaching practices. Strengthened support for ethnic minority teacher trainees, including the 520 students recruited under the program, through student welfare offices at TTCs. Central MoES More efficient management Enhanced policy dialogue resulting in improved public financial and human resource management within MoES
address the follows needs: inclusive education Lao language (language of instruction) multi-lingual teaching local curriculum development screening village based school programs TTC pastoral care initiatives are implemented in support of the ethnic teacher trainees (refer to component 3.1). where appropriate successful program recommendations will be acted upon. A minimum of 7 research activities (one per topic) are implemented, assessed and recommendations acted upon. Component 2.2 – School Meals School meals provide to targeted schools. Delivery of school meals to 614 targeted schools across 30 districts. 76,000 students will receive school meals annually. Home grown school meals model piloted. Home grown feeding model to be piloted in 1-2 districts. Professional development provided to targeted schools and administrators, as well as communities, to support implementation of School Meals. Training provided to representatives from all 614 schools and 30 districts in support of the Component. Handover strategy developed for ongoing Handover strategy developed by WFP and MoES
support of SBM, including leadership training for Principals, PESS, DESB leaders and All PAs (approximately 200) in targeted districts will receive professional development in support of mentoring, pedagogical support and to assist with School Based Management initiatives. Adaptation and application of the TESAP Provide professional development to 25 per cent of all teachers (approximately 3,700) in targeted districts. Professional development will support: Multi-grade teaching Inclusive education Mathematics teaching Language of instruction – Lao language and Reading Lesson planning Resource development and use. Interface between teacher and pre-service practicum. Evidence of enhanced professional development activities generated by improved cooperation between TTCs, PESSs, DESBs and schools.
Key Result Area 4 – Teaching and Learning Resources Ensure Educators, teachers and students have access and are using relevant teaching and learning materials. Supported Activity BEQUAL Target Component 4.1 – Teaching and Learning Resources Learning materials will be developed and new commercially available texts and materials that are gender and disability inclusive, and also relevant and appropriate for student purchased for all 8 targeted TTCs. Each TTC will receive learning material packs and be trained in their application for: Mathematics teaching Science teaching Lao language (language of instruction and reading) Active learning strategies Multi-grade teaching Inclusive teaching Library resourcing. A of 64 resource packs will be delivered to the TTCs. New commercially available learning materials (including text books) that are gender and disability inclusive, and also relevant and appropriate for student will be identified, procured and Each school will receive learning material packs which include: Updated Grade 1-5 text books to align with revised school curriculum Updated Teacher guides Consumable materials Classroom resources – particularly
ECDM capacity development plan implemented and evaluated. MoES collaboration to support increased VEDC capacity for managing school infrastructure requirements. Component 5.2 – New WASH facilities in Primary Schools. Cost effective WASH facilities appropriate to the program are designed and work plan in place. Designs and work plan confirmed and agreed. WASH facilities constructed. WASH facilities constructed in up to 600 primary schools. Basic hygiene packs are developed, delivered and in use. 600 basic hygiene packs in place and beneficiaries are trained in their application. Teachers and community are trained to maintain and use the facilities. 600 schools communities trained to maintain supplied WASH facilities. Research, evaluation and reporting systems in place. Longitudinal research initiatives designed and Formative and longitudinal assessment strategies established and in place. Annual evaluation and reporting systems established and in use by MoES.
Delayed funding of program activities from BEQUAL managing contractor or from counterpart funds Teachers unable to attend training due to lack of travel / counterpart funds Reduction in the pace and scope of planned program activities 2 4 M All activities planned based on the actual MoES allocation and agreed contributions Any delays in BEQUAL Managing Contractor funding advised immediately MoES, DFAT Funding envelope not conveyed in a timely way – annual funding not kept constant Annual programming commitments cannot be met. Inconsistency of programming will result 3 3 M Annual programming and funding projections planned well in advance and partners confirm their commitment for the funding requirements. When not practical – BEQUAL adjust outputs and outcomes accordingly. DFAT MoES BEQUAL Managing Contractor INSTITUTIONAL RISKS Poor understanding of program objectives and outcomes. Little ownership by counterparts Programming and implementation of sponsored initiatives will be limited. 3 3 M Program conferences held in selected provincial centres The annual program conference focused on ensuring collaborative ownership and planning program activities. DFAT MoES , BEQUAL Managing Contractor Counterparts particularly at Central level are too busy with other activities to devote sufficient time to BEQUAL activities Lack of active counterpart participation will undermine the partnership approach to implementation and program ownership. 4 3 M Consultation and agreements reached to ensure the workloads of counterparts is eased to ensure adequate availability and commitment to the program DFAT, MoES and Counterparts are transferred during implementation and after capacity building Disruptive to program implementation and inefficient due to the need to build capacity of replacements 4 4 H Agreements negotiated within MoES to ensure such transfers are minimised. DFAT, MoES, BEQUAL Managing Contractor
Curriculum changes in TTCs resisted by staff, particularly the increase in inclusive education programs Negative attitude of TTC staff and educational administrators towards curriculum changes and introduction of additional units such as “Inclusive Education” 3 2 L Stakeholders to undertake an advocacy role to ensure TTCs embrace the changes (i.e. incentives) and demonstrate an absorptive capacity for new and enhanced roles Possible opportunities for TTC to gain higher qualifications through professional development strategies to be negotiated. BEQUAL Managing Contractor and TTC (via MoES – DTE) Stakeholders do not understand program aims, objectives, potential benefits and roles in program. Negative attitude of other stakeholders towards program interventions 2 4 M Awareness raising throughout program planning, training and implementation. Reinforce program activities as supporting of MoES staff BEQUAL Managing Contractor Lack of coordination between implementing agencies Overlapping of functions and duplication of activities possible unless well-coordinated by BEQUAL Managing Contractor 3 3 M Program Conference held regularly to ensure coordination between all implementing agencies BEQUAL Managing Contractor, MoES, Inability of Provinces and Districts to sustain the increased demands for planning teacher professional development and distribution of materials. Teaching/learning materials not distributed as planned. Teachers unable to access PD on a regular and cyclic basis 4 4 H BEQUAL must support PESS and DESB with sufficient at least initially, to ensure on-going training in managing materials distribution and monitoring and recording teachers’ access to PD. MoES, BEQUAL Managing Contractor Inability of PESS, DESB and schools to absorb initiatives and gains during program implementation Schools view the program as another source of external aid and adopt a mindset that sustainability will not be achieved or expected once program funding ceases 3 3 M All activities planned within framework of budgetary and human resource constraints of school communities, Review of progress undertaken after 3 years and modifications made to ineffective implementation measures. BEQUAL Managing Contractor, MoES
result of contracting or personality issues. Facility effectively and program initiatives will be limited seen and used according to DFAT requirements, NGOs and NPAs are not sufficiently engaged with the BEQUAL program Inability to mobilise participation and knowledge activities appropriately – with community involvement and ownership 3 2 L BEQUAL Managing Contractor ensures NGOs and NPAs are fully engaged and actively included in the management and implementation of program activities. DFAT BEQUAL Managing Contractor POLITICAL RISKS Political leadership changes during implementation Lack of ongoing support for program activities by Governors and MoES leadership in each province and / or district 3 3 L the new GoL leadership on BEQUAL, including proposed MOU obligations for counterpart funding, physical infrastructure and human resource allocation DFAT Political intervention in program activities Dilution of program impact due to diversion of resources and inputs; non-targeted participants substituted in training programs or scholarship programs, Resettlement programs change the target beneficiaries through both inward and outward migration 3 3 M Maintain active working relationships with key leaders at national and provincial levels; Build in clear criteria for selecting beneficiaries; monitor and audit all expenditure DFAT, BEQUAL Managing Contractor I Post lacks staffing capacity to manage the monitoring of program implementation Insufficient at Post, increased workload and program complexity increases as implementation proceeds 3 3 M Undertake occasional random monitoring visits to the sites, with regular monitoring reports to be submitted to BEQUAL Managing Contractor by District officers DFAT ENVIRONMENTAL / INFRASTRUCTURE RISK
Location of BEQUAL management office Staffing of Advisers in Provincial Support Offices. Difficulty in attracting and retaining experienced and qualified international and Lao advisers for extended contracts 3 4 H Advertise for advisers with proven experience in Lao or similar context. Contract arrangements take account of relative remoteness BEQUAL Managing Contractor Concern the ability of Advisers to work in more remote locations in North and South Lao PDR. 3 4 H Regional Advisers provided with appropriate delegated authority and communicate regularly on all program issues with central management. Regular joint meetings between provincial advisers and central management group. BEQUAL Managing Contractor MoES Access to remote villages, particularly those in border areas comprising ethnic groups Travel for monitoring, evaluation and specialist training restricted both for advisers and for participant beneficiaries Lack of access to villages during the wet season 4 4 E Pace and of activities take account of time needed for travel, security, counterpart costs (including release of teachers) and MoES role in monitoring / selection of candidates for in-service training. BEQUAL Managing Contractor MoES (PESS and DESB) Difficulties in telecommunications access Regular interaction between the key program stakeholders is limited 2 2 L Use of cell phones for data transmission possible all DESB have 3G internet connectivity Utilise existing MoES courier systems and others for document transmission if needed. BEQUAL Managing Contractor MoES Intermittent power supply Reduces productivity of advisers, counterparts and local staff Impact on training courses in some venues 2 2 L Training venues selected on of power reliability Back-up plans, teaching methodologies and equipment in place in locations with unreliable power BEQUAL Managing Contractor, MoES,
Program office locations and the type of office equipment purchased take account of power situation Damage to environment through infrastructure activities funded by program Reduced credibility of program interventions 2 3 L Follow GoA and GoL environmental guidelines as required under the contract BEQUAL Managing Contractor. DFAT Natural disasters (e.g. flooding or landslides) Location and timing of program activities may be affected Vulnerable communities unable or unwilling to continue program activities 4 3 M Security and risk management plan address protocols procedures in case of natural disaster Recommend adjustments to program activities affected by natural disasters BEQUAL Managing Contractor, MoES, DFAT District Engineers have inadequate skills to supervise repair of building and & sanitation systems in dispersed and remote villages Unsatisfactory construction standards likely in with a low building skill base 4 4 H More involvement of ECDM advisers from Central office to visit locations where skills are limited. Intensive capacity building of a team of advisers who can rotate between sites on a cycle of support MoES BEQUAL Managing NPA / NGOs SOCIAL RISK Inability to sustain commitment to level of community participation Withdrawal of participants in program activities Reduction of household income needed to keep children in school 3 3 M Community development plans address levels of commitment required and identify realistic and achievable activities for program funding. BEQUAL Managing Contractor; MoES; VEDC Negative attitude of stakeholders including attitudes towards a foreign program Unwillingness to participate in program planning or activities 3 3 M Local leaders invited to participate in cross-visits to similar programs in other provinces as part of planning process. BEQUAL Managing Contractor; VEDC