Annex C: Perfomance Assesment Framework 2013–18 Education Delivery Strategy Objective to 2018 More disadvantaged girls and boys, including those with disabilities are able to learn and complete a full course of quality basic education Primary net enrolment rates (total and sex disaggregated) Primary survival rates to Grade 5 (total and sex disaggregated) Primary school repetition rates (total and sex disaggregated) Objective 1—Improved participation Strategy outcome to 2018 Outcome indicators 2018 Outcome targets Data source Key assumptions More children and young people in daily and are ready to learn Improved attendance rates in target schools (total and sex disaggregated) Reduced primary school drop-out rates (total and sex disaggregated) schools utilising WATSAN facilities meeting Government of Laos minimum quality standards additional girls and boys utilising safe water and sanitation facilities children enrolled in “school readiness” in targeted districts (total, boys, girls) children (x girls) consuming a daily school meal Attendance rate improved by x per cent (boys, girls) in target schools Primary drop out reduced by x per cent (boys, girls) in target schools schools have and sanitation facilities meeting GOL quality standards with district funded O&M plan in place additional girls and boys utilising safe WATSAN facilities additional girls and boys have better understanding of nutrition, sanitation and hygiene on revised national curriculum and teaching guides children (x girls) receiving daily school meals as part of a nationally funded “home grown” school lunch program WFP monitoring data UNICEF monitoring data EMIS data WATSAN facilities combined with improved sanitation and hygiene education will lead to better health of students, and better school attendance, especially for girls. A daily school meal (particularly school lunch) provides an incentive for children to attend school regularly and stay there for longer. School meals, combined with improved WASH, will improve students’ health and concentration at school, leading to readiness to learn.
Objective 2 —Better resourcing Strategy outcome to 2018 Outcome indicators 2018 Outcome targets Data source Key assumptions Learning environments in targeted geographic areas are more equitably and adequately resourced fully utilised classrooms are resourced with adequate and accessible facilities fully utilised classrooms use an accessible design guideline (that is based on consultation with people with disabilities) classrooms are resourced with updated three core textbooks and teaching materials which are fully utilised classrooms are resourced with reading materials which are fully utilised additional female ethnic teachers are teaching in schools in remote disadvantaged areas schools have stronger school management and utilise School Improvement Plans to plan and manage resources Resources better managed by officials in DESBs in x target districts, through development and utilisation of district education plans (linked to provincial annual costed sector plans) fully utilised constructed/ upgraded classrooms meet minimum Ministry of Education and Sports quality standards and follow accessible design guidelines schools have correct allocations of text book and teaching guides and teaching materials which are fully utilised (independent verification) A sustainable text book, teaching guide/materials replenishment mechanism is linked to school block grants additional female ethnic teachers are fully funded within GOL system and teaching in remote disadvantage areas school officials trained (male, female) VEDC and/or parent/teacher committee members trained (male, female) The Ministry of Education and Sports and DESBs taking responsibility and action for the effective and costed planning, management, and maintenance of schools through the EMIS data The Ministry of Education and Sports information on classroom construction >Data on distribution and use of textbooks and teaching materials needs to be established through program That more children and people will be able to learn effectively as a result of learning environments being well-led and resourced sufficiently. That districts and schools (including VEDCs) have the authority and technical capacity to manage resources, as well as to manage and track teacher and student performance. That the program will be able to ensure that sufficient revised textbooks and materials are distributed to classrooms, including in remote and hard to reach areas. That ethnic females recruited for teacher training will complete a quality teacher education and return to their village to teach.
Learning environments in targeted geographic areas are more equitably and adequately resourced fully utilised classrooms are resourced with adequate and accessible facilities fully utilised classrooms use an accessible design guideline (that is based on consultation with people with disabilities) classrooms are resourced with updated three core textbooks and teaching materials which are fully utilised classrooms are resourced with reading materials which are fully utilised additional female ethnic teachers are teaching in schools in remote disadvantaged areas schools have stronger school based management and utilise School Improvement Plans to plan and manage resources Resources better managed by officials in DESBs in x target districts, through development and utilisation of district education plans (linked to provincial annual costed sector plans) fully utilised constructed/ upgraded classrooms meet minimum Ministry of Education and Sports quality standards and follow accessible design guidelines schools have correct allocations of text book and teaching guides and teaching materials which are fully utilised (independent verification) A sustainable text book, teaching guide/materials replenishment mechanism is linked to school block grants additional female ethnic teachers are fully funded within GOL system and teaching in remote disadvantage areas school officials trained (male, female) VEDC and/or parent/teacher committee members trained (male, female) The Ministry of Education and Sports and DESBs taking responsibility and action for the effective and costed planning, management, and maintenance of schools through the use of district education plans VEDC involvement in construction and maintenance EMIS data The Ministry of Education and Sports information on classroom construction Data on distribution and use of textbooks and teaching materials needs to be established through program That more children and people will be able to learn effectively as a result of learning environments being well-led and resourced sufficiently. That districts and schools (including VEDCs) have the authority and technical capacity to manage resources, as well as to manage and track teacher and student performance. That the program will be able to ensure that sufficient revised textbooks and materials are distributed to classrooms, including in remote and hard to areas. That ethnic females recruited for teacher training will complete a quality teacher education and return to their village to teach. Objective 3—Effective teaching