Evaluation Report for the - UNICEF · Evaluation of the Teacher Upgrading Project 2000 Executive...

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Evaluation Report for the

UPGRADING

PR0GRAM

LAOPDR18September-60ctolier 2000

Dr Estafania de GuzmanAlice KaraanMaree KleschAndrew ThorburnLeeAnne MahaffeyRon Watt (Team Leader)

IPunicef

Evaluation Reportfor the

Teacher Upgrading Program

Lao PDR18 September - 5 October 2000

Dr Estafania de GuzmanAlice KaraanMaree KleschAndrew ThorburnLeeAnne MahaffeyRon Watt (Team Leader)

Table of ContentsAcronyms............................................................................................................... 4Glossary .................................................................................................................5Executive Summary..............................................................................................6

1. Background to the Study ...................................................................................191.1 Composition of the Evaluation Team................................................................23

1.1.1 The External Evaluators .................................................................................................................231.1.2 MOE staff...........................................................................................................................................231.1.3 UNICEF staff.....................................................................................................................................241.1.4 AusAid Observer.............................................................................................................................24

1.2 Evaluation teams: Suggested Travel Plan 20th-30th September 2000............241.3 Evaluation Purpose, Process, Methodology and Ethical Considerations.......25

2. Teacher Upgrading Program.............................................................................282.1 Introduction......................................................................................................... 282.2 Structure of the TUP............................................................................................282.3 Trainers.................................................................................................................302.4 Trainees................................................................................................................322.5 Supervision ..........................................................................................................322.6 Coordination of Supervision ..............................................................................342.7 Achievements of the TUP ...................................................................................352.8 Utilisation of cluster schools for the TUP..........................................................352.9 Recommendations...................................................................:...........................36

3. Cluster Schools ................................................................................................... 393.1 Introduction......................................................................................................... 393.2 School clusters: a key strategy for development...............................................40

3.2.1 Teacher Upgrading..........................................................................................................................403.2.2 Improved student performance....................................................................................................403.2.3 Upgrading of school facilities........................................................................................................413.2.4 School Community Partnerships..................................................................................................41

3.3 Success Factors of the Cluster.............................................................................413.3.1 Cluster Resource Centre.................................................................................................................413.3.2 Community Involvement...............................................................................................................423.3.3 Management.....................................................................................................................................423.3.4 Teacher Collaboration.....................................................................................................................43

3.4 Future Needs........................................................................................................433.5 Some Constraints in School Cluster Operations...............................................443.6 Recommendations...............................................................................................44

4. Classroom Pedagogy and Multigrade Teaching............................................. 464.1 Introduction..................................................................:....................................-. 464.2 Teachers and their Practices ...............................................................................464.3 Classrooms...........................................................................................................47

4.3.1 Class Size........................................................................................................................................-.484.4 School Curriculum ..............................................................................................494.5 Difficulties in the Implementation of the Curriculum .....................................504.6 Multigrade Classrooms and Teaching...............................................................504.7 Future Needs........................................................................................................52

4.7.1 Parents and Community ................................................................................................................524.7.2 Teachers and Trainee Teachers..................................................................................................... 524.7.3 Trainers..............................................................................................................................................534.7.4 District and Provincial Level Officials.......................................................................................53

4.8 Recommendations...............................................................................................53

5.1 Introduction..........................................................................................................585.2 Language Teaching and Learning......................................................................585.3 Recommendations................................................................................................60

6. Training and In-service......................................................................................626.1 Ongoing TUP Training........................................................................................626.2 Revisiting Phase 1 & 2 Training Sites.................................................................646.3 In-service Training for Qualified Teachers ........................................................646.4 In-service Training for Trainers and Supervisors .............................................656.5 Credit and Acknowledgments............................................................................666.6 Recommendations................................................................................................66

7. Remote Locations ................................................................................................697.1 Introduction..........................................................................................................697.2 Professional Development and Supervision......................................................697.3 Teachers ................................................................................................................707.4 Consumable Resources........................................................................................717.5 Resettlement .........................................................................................................71'7.6 Recommendations................................................................................................73

8. Community Participation in Education ...........................................................758.1 Community Education Achievements...............................................................75

8.1.1 Community Development Achievements...................................................................................758.2 Community Support............................................................................................76

8.2.1 Working Together............................................................................................................................768.2.2 Pupil Parent Association................................................................................................................778.2.3 Support for the School ....................................................................................................................778.2.4 Support for Teachers.......................................................................................................................78

8.3 Future Plans.....:....................................................................................................788.4 Future Needs........................................................................................................808.5 Recommendations................................................................................................81

9. Status of the Teaching Profession.....................................................................829.1 Introduction..........................................................................................................829.2 Teacher Mobility and Teacher Appointments...................................................83

9.2.1 Vientiane Province...........................................................................................................................849.2.2 Houaphanli Province......................................................................................................................849.2.3 XiengKhouang Province................................................................................................................849.2.4 . Kharnmouan Province....................................................................................................................84

9.3 Quality Teachers..................................................................................................859.4 Qualification Standards.......................................................................................879.5 Incentives for Teachers........................................................................................879.6 Recommendations................................................................................................88

10. Resources and Facilities .....................................................................................9110.1 Introduction.......................................................................................................9110.2 Teaching Resources ...........................................................................................9110.3 Teacher Upgrading Centres..............................................................................9210.4 Cluster Resource Centres ..................................................................................9410.5 Buildings.............................................................................................................9510.6 Transport............................................................................................................9510.7 Recommendations: ............................................................................................96

11. Conclusion...........................................................................................................9812. References..........................................................................................................10013. Appendices ........................................................................................................102

Evaluation of the Teacher Upgrading Project 2000

AcronymsADB - Asia Development Bank

AusAID - Australian Agency for International Development

BUTE - Batchelor Institute of Indigenous Tertiary Education

CRS - Catholic Relief Service

CWS- Church World Service

DEB - District Education Bureau

DEBs - District Education Bureaus

JICA - Japan International Co-operation Agency

JSRC - Japan Sotosho Relief Committee

Lao PDR - Lao People's Democratic Republic

LWU - Lao Women's Union

MOE - Ministry of Education

NGO - Non-government Organisation

NRIES - National Research Institute for Educational Sciences

NTUC - Network for Teacher Upgrading Centres

PA - Pedagogical Adviser

PES - Provincial Education Service

PESs - Provincial Education Services

PSS - Pedagogical Support System

SCAC - School Cluster Administrative Committee

SCF-Norway (Redd Barna)

SCF-UK - Save the Children Fund, United KingdomSida - Swedish International Development Agency

TA - Technical Assistance

TDC - Teacher Development Centre.

TTC - Teacher Training CollegeTTD - Teacher Training Department

TUC - Teacher Upgrading Centre

TUP - Teacher Upgrading Program

UNICEF - United Nations Children's Fund

Glossary

Complete School - A school with all grades from 1 to 5.

Contract teacher- usually a high school graduate who is employed to meet ashortfall in qualified teachers.

Incomplete school - A school that does not go up to grade 5

Falang - foreigner.

Learning cycles - a strategy in training delivery that utilises presentation ofcontent, practice of content, and revisit and review content.

Local supervisor - School-based supervisor; synonymous to technical teacher inthe cluster school.

Mixed mode - a form of delivery of training that utilises a mix of face to faceteaching through intensive workshops, on the job activities and writtenassignments to be completed between workshops.

Pedagogical Advisor - A teacher with expertise who provides externalsupervision for teachers in a number of schools within a district.

Redd Barna - Save the Children Norway.

School Cluster - A core school and several satellite schools that workcollaboratively.

Team Teaching - a teaching strategy that utilises the strengths of a group ofcolleagues to deliver a teaching/learning program in the classroom.

Technical Advisor - An experienced teacher within a school who providesinternal supervision for less experienced teachers within that school.

Trainee - unqualified or untrained teacher who is undertaking teacher upgrading

Trainer - member of the NTUC training staff.

Unqualified teacher - A teacher who has not completed basic education at eitherthe primary or secondary level. Less than 8 years schooling.

Untrained teacher - Teacher with no formal teacher training.


Executive Summary

In 1991 the Government of Lao PDR and UNICEF agreed to a five year co-

operative program (1992 -1996) on Basic Education. The flagship of this agreementwas the establishment of the Network for Teacher Upgrading Project (TUP). Theaim of this project was to upgrade the skills and knowledge of the very largecohort of untrained and unqualified teachers.

The first phase of the TUP was evaluated in 1995. Implementation of the secondphase began in 1998. This study is a mid term evaluation of the second phase. The

purpose of this study is to establish the effectiveness, or otherwise, of the TUP andto identify ways in which the TUP could utilise the emerging cluster school systemto advantage the training of untrained teachers and the ongoing in-service trainingprogram of all schools in the cluster.

This evaluation was undertaken from Monday the 18th September to Friday 6th

October 2000. It was conducted by a team of six external evaluators and supportedby three UNICEF staff and four staff from the Ministry of Education.

The process of the evaluation comprised:

• review of documentation relevant to the project.

• discussions and briefing sessions with UNICEF and MOE staff and officials.

• identification of a set of key issues to explore based on information gleanedfrom above.

• field research by three sub-teams over ten days.

• meeting with partner NGO's involved in the upgrading of unqualifiedteachers.

• presentation of draft recommendations to UNICEF and key stake holdersfor feedback and discussion.

• presentation of final Report.

Executive Summary

As a result of the above process the evaluation team reached the following set ofrecommendations with associated strategies to assist in their implementation. Inmaking these recommendations the evaluation team has attempted to provide thedirection for the next few steps in the long journey to develop education in thecountry. The team has also attempted to ensure that the recommendations areinformed by a philosophy of community development which in turn clearlyunderpins the work of UNICEF.

Rl. It is strongly recommended that the Teacher Upgrading Program becontinued and extended to other provinces not yet covered by theprogram.

R2. That training modules be revised and rewritten as needed within

the Laotian rural context and that additional modules be developedto meet emerging training needs.

Strategies:- that a formal process for the review of Teacher Training modules

be developed and implemented,- each module be reviewed to determine its current

appropriateness in light of the changing needs in the ruralLaotian context,

- representatives from all stakeholders be involved in the reviewof the current modules including graduates of the first two TUPphases,

- modules be reviewed, rewritten and any additional modulesdeveloped for the start of the third phase,

- an in-service program be developed to introduce and supportimplementation of rewritten and new modules and supportmaterials.

R3. That two handbooks be developed for each module of the TeacherUpgrading Program. One handbook to meet the specific needs ofthe trainer, the other to provide support for trainees.Strategies:

- in parallel with reviewing and rewriting current modules andthe development of new modules, design content for modulehandbooks should be designed. The first set of handbooksshould be designed as teaching manuals to meet the specificneeds of the Trainers. The second set of handbooks should bedesigned as learning support resources for trainees.

R4. That a comprehensive strategic plan at the district level bedeveloped that enables equitable support for teachers working in


remote locations.Strategies:

- review supervision timetables to ensure remote staff havepriority during the dry season when roads are more accessible,develop a set of supervision strategies that lake intoconsideration the particular conditions (eg, remote locations) ofeach district,

- trial the implementation of outcomes from the above on a smallscale in appropriate locations.

R5. That UNICEF and other donor agencies collaborate with the MOE toensure an adequate travel budget for trainers, supervisors and PAs.

This budget should be used for supporting site supervision of TUPtrainees, upgrading levels of general education and teacher'sprofessional development.

R6. That an in-service program for Trainers, supervisors and PAs on

"Adults Learning Together' be developed and implemented. Thestrategies developed through this in-service program bedocumented, compiled, published and disseminated.

R7. That a model of capacity building for school clusters be trialed toestablish centres of best practices for each curriculum area or aspectsof educational development.

Strategies:- a regular assessment of clusters be conducted to monitor and

identify their strengths in specific areas. The cluster can serve asa resource for specific areas and be utilised for training otherclusters. Examples would be: Centre for Teaching Mathematics,Centre for Materials Preparation, Centre for MultigradeTeaching,

- schools clusters showing potential should be given opportunitiesto further cultivate their identified area of expertise and interests.They should be provided with professional materials andsupport as appropriate,training be provided to these clusters to write and implementaction and development plans for strengthening their resourcecentre. These action plans should be supported and resourcedaccordingly,

- completion and development of resource centres be given toppriority by both MOE and NGO programs.

R8. That the cluster school concept should remain a major strategy forthe continxied development of education in Lao PDR.

Executive Summary

R9. That utilisation of the cluster school resource centres for teachertraining activities be piloted in selected clusters, with formal

recognition for such training being given by TUP as appropriate.

Strategies:

- training that takes place in the cluster resource centres could besupported by PAs and staff from the TUC.

- the pilot.project be done in coordination with TUP who maytrain the local supervisors, ie. principals and technical teachers,on how to conduct the cluster-based in-service program.

- a system of formal recognition of the training undertaken at thecluster level for purposes of certification be put in place.

RIO. That a review be conducted to determine the extent to which theschool cluster rules have been implemented with a view toascertaining management skill needs.Strategies:

- the document on School Cluster Rules contains an assessmentsystem for evaluating clusters. It would prove useful if thenational cluster committee can initiate an activity to assess theextent to which the cluster system has been implemented.

Rll. Training of multigrade teachers is a priority. Follow up trainingand supervision must be provided regularly at the local level.

R12. That all schools review classroom management strategies to ensureadequate planning, programming and preparation of lessons.Strategies:

in cases of excessive enrolments allow for split timetabling toensure the delivery of quality education,

- consider completing the teaching day at 2pm to allow teachersadequate time to plan lessons and prepare resources,

- at the beginning and end of each semester, timetable for one ortwo pupil-free days, when staff can work together to plan wholeschool activities and individual programs,

- in schools where a 2 hour lunch break is the norm, reduce thisperiod to 45 minutes and encourage staff and students to bringtheir lunch and remain at school,

- develop a staffing roster system that allows teachers to have timefor duties other than teaching (one teacher may take 2 classes forsport while the other teacher has the time to prepare resources),teaching staff explore opportunities for developing the idea ofteam teaching,

Evaluation ol the Teacher Upgrading Project 2000

districts to consider opportunities for the employment ofteaching assistants or volunteer parents to support mulligradeteachers.

R13. That a policy of 'positive discrimination' for incomplete and

multigrade schools, be implemented.Strategies:

- teachers recruited for incomplete schools be already trained inmultigrade methodologies,

- prioritise in-servicing in multigrade methodologies for remoteschools,

- ensure that the 'Multigrade Resource Book1 is distributed to allmultigrade teachers,

- address the issue of class size for multigrade schools, to ensuremultigrade classrooms have no more than 30 children,alternatively, if class sizes do exceed more than 30 children,contract teachers should be employed to work in a team teachingsituation with the classroom teacher.

R14. That training in multigrade methodologies be provided to thefollowing people so that they are able to provide assistance andtechnical support to multigrade teachers:• Principals and Head Teachers of cluster schools,• Pedagogical Advisors,• District Heads of Education,

• Heads of the Teacher Upgrading Centres• Trainers at the Teacher Upgrading Centres.

R15. That the 'Handbook on Multigrade Teaching for Trainers' beproduced and distributed to trainers in conjunction with theappropriate in-service training.

R16. That as a matter of urgency, the training modules be reviewed andwhere appropriate rewritten, or new modules, possibly electives,be written to provide teacher training in: language awareness,

second language acquisition, teaching Lao as a second languageand contrastive analysis.

R17. That training modules for learning Lao as a second language beincluded in Year one and 2 of the Teacher Upgrading program with

a focus on Early Childhood Edvication.

Strategies:

Executive Summary

- training programs organised to teach the new language modulesinclude not only trainees in the TUP but also PedagogicalAdvisors, Head teachers, Trainers, trained teachers andProvincial and District education officials.

R18. That a small resource kit of possibly 20 stimulus pictures for

language development be produced and distributed to schools.Some training on the use of this kit for language lessons would berequired.

R19. That steps be taken to smooth the transition of ethnic minoritychildren from home to school.

Strategies:

- if ethnic minority teachers are available then they should bedeliberately placed in the lower grades,

- in situations where Lao only speaking teachers are teachingethnic minority children then community members areencouraged to assist in the classroom and act as interpreters.These people could be known as Assistant Teachers,

- an employment strategy for Assistant Teachers be funded.

R20. That some research be undertaken to ascertain the level of supportfor, and feasibility of, the inclusion of the study of English into the

curriculum.

R21. That the TUP, TTCs and TDC work collaboratively to devise asystematic program of in-service training for all trainers, teachersand educational managers moving towards using the Rr sourcecentres at core cluster schools and TTCs, as the optional deliverysite and TTCs where appropriate.

R22. That the MOE and UNICEF negotiate to extend the current TUP toensure quality of training in a realistic time frame by the inclusionof a third year internship.Strategies:

- examine the possibilities of a third year internship for TUPtrainees where the majority of the program is school based,provide budgets for contract teachers to relieve trainees duringteaching time,training workshops could be delivered in non-critical periods ofthe school calendar when trainees are released from teachingperiods during sports carnivals, art competitions, etc,release final year trainees one day per week to undertaketraining workshops at the core cluster school,


- school based training programs could also include more intensesupervision of trainees, hence requiring specially identifiedtrainers/supervisors,

- incorporate 'learning cycles' into the methodology of the TUP.(Introduce content; practice content; revisit, review and evaluatecontent),

- integrate modules into learning cycles in the internship year.

R23. That contract teachers and teachers whose training is incompletefront previous TUP programs, be included in current or future TUPprograms.Strategies:

- trainees travel for vacation training sessions and supervision beprovided by PAs, technical teachers and supervisors who haveparticipated in the previous training programs.

R24. That the TUP, TTCs, TDC and MOE collaborate to develop anational school timetable, which includes pupil free days.

R25. That provincial and district levels develop appropriate communitybased in-service timetables based on the national timetable thatmeet their specific training needs.Strategies: Some modules and workshops that might be included inthe in-service program:

1. Curriculum and Pedagogy- using alternative strategies in teaching the same or similar

subject-matter,designing alternative teaching aids for the same or similarteaching objective,modifying lessons to suit the learners' socio-culturalbackground,

- adjusting the pacing of lessons according to the achievementlevel of the children ( eg. some lessons need not be taken up),

- developing the student competencies reflected in the primaryschool curriculum,refresher course on core curriculum areas,

- teaching electives in primary school,- teaching children with disabilities.

2. Multigradesintroduction to the multigrade teachers guide,

- managing a multigrade classroom,- incorporating the community in multigrade classrooms,

Executive Summary

how to do ten things at once.3. Working and Communicating with Parents and the Community4. Teaching Lao as a Second Language.

R26. That the current 'train the trainer' program be revised and offeredto a new cadre of trainers to increase the bank of TUP trainers.Strategies:

- current trainers, TTCs and TDC representative revise the trainthe trainer programs and identify its strengths and weaknesses,compile and analyse the outcomes of the above strategy anddevelop a new training and in-service program for trainers,

- include a module on 'Adults Learning Together1.

R27. That training of the trainers in the TUP be a high priority that

meets an expressed need for in-servicing, focused upon theprinciples of multigrade teaching, 'child centred' learning andskills for facilitating learning at all levels.

R28. That the TUP, working in conjunction with TTCs , TDC and other

stakeholders, develop a national framework devised to give creditfor participation in in-service training.

R29. That a support 'survival kit' be issued to teachers expected to workin these remote areas. Such a kit could include:

-resource book for multigrade teaching ideas,- sample lesson plans for each curriculum area,- strategies for 'child centred' learning with examples from eachcurriculum area,- ideas on how to access the local community and environment as a

teaching resource,-samples of teaching aids using low cost materials,- examples of time management strategies,- guidelines for workshops with parents and the community onworking together,

- a list of other UNICEF and NGO projects operating in the districtwith ideas on how to access such projects, eg. girls' education, HWAids education,- a full set of curriculum documents and text books.


R30. That trainers be allocated specifically to support staff in remoteareas.

Strategies:

- remote trainers have a reduced trainee:trainer ratio. For exampleapproximately 8:1,

- travel to be included in the 'away from base' schedule,- these trainers may need to be away for more than 15 days a

month and budgets should reflect required per diem allocation,- in line with proposed salary increases for remote teachers,

remote trainers should be likewise compensated,- remote trainers should also be supported by a 'survival' kit.

R31. That a system of 'sub clusters' be implemented or be strengthenedwhere already in existence.

R32. That the MOE implement a system to compensate individualteachers and/or village representatives for services in collecting

and disseminating resources from provincial warehouses.

R33. That more effort be given to training teachers in multigradeteaching strategies, thereby eliminating the need for children toleave their village in order to gain a primary education.

R34. That where there is no other alternative, properly constructedboarding schools be established with minimum operating

standards enforced.

R35. That the Teacher Upgrading Program develops and introduces a

module on "Working and Communicating with Parents and the

Community'.

R36. That the module on 'Working and Communicating with Parentsand the Community1, be offered to all teachers as part of the in-service program.

R37. That each school or cluster to hold a workshop with parents on'Working Together'.Strategies:

- 1. Invite people in the community to assist with teaching andlearning activities by:- listening to children read stories- telling stories to children- teaching the children traditional handicrafts

Executive Summary

- talking about the work they do- sharing their knowledge of the local environment

- 2. Take the children into the local community to carry outlearning activities. The children can:- interview key members of the community about theorganisation of the community- participate in village activities and celebrations- investigate the work of the people in the community- investigate where the village gets water and how they usewater

- 3. Organise a time to talk to each of the children's parents abouttheir children's progress.- have a day in the classroom when people in the community areinvited to come to the classroom and the children show themwhat they have been learning.

R38. That examples of community innovations for support of teachersand schools from outcomes of the workshop be compiled andwidely disseminated.

R39. That urgent attention be given to ascertaining the reasons whyMOE lists of allocated teachers positions regularly translates invastly reduced numbers of actual teachers; and that strategies bedeveloped to minimise same.

R40. That contract teachers be offered opportunities to participate inteacher education programs.Strategies:

- provinces could be allocated funds to employ contract teachers,- contract teachers should attend in-service programs related to

their specific classroom duties,- develop pathways to encourage contract teachers to undertake

formal study to obtain teaching qualifications,- compile examples of detailed lesson plans in grade and subject

area to support contract teachers,- identify a specific supervisor or teacher to mentor new contract

teachers.

R41. That the training needs for each teacher enrolled in the TeacherUpgrading Program be assessed in terms of their knowledge,experience and competencies and that they enrol only in modulesrelevant to their needs, or supplementary modules relevant to thesituation in their school.


R42. That the TUP develops and implements procedures for'Recognition of Prior Learning' to facilitate processing of teachersfor the above recommendation.

Strategies:

- teachers compile a portfolio documenting their workexperiences, teaching experience, educational background, in-service participation and other relevant data to construct a"Teacher Portfolio".

R43. That a non-compulsory, mixed mode, general education upgradingprogram be investigated, developed and implemented as soon aspossible for teachers with general education levels below lowersecondary. Appropriate qualifications should be attached to thisupgrading program.Strategies:

Note: Teachers with low levels of general education will find itdifficult to undertake a complete distance education program.Text based learning has the potential to discourage such learnersand should not be used until learners have developed study skillsand acquired the culture of independent learning.

develop a general education program that is initiated with mixedmode delivery and moves to distance education in the latterstages,

- initial modules must include study skills and strategies for beingan independent learner and be delivered in an introductoryworkshop,assessment of upgrading project should include completion oftasks/assignments and not just examinations.

R44. That budget allocations for education be prioritised to increaseteachers salaries and provide incentives for remote staff.

R45. That a system be developed to provide pathways for remote staffto acquire study leave and participate in study tours.Strategies:

implement a system whereby teachers accumulate a certainnumber of points for each year they teach in a remote school. Onachieving an appropriate number of points, the teacher is eligiblefor a study tour or paid study leave.

R46. That the MOE give considerable attention to the system for thedistribution of resources / text books.Strategies:

Executive Summary

a plan be developed which allows for the implementation andregular review of a more effective and efficient distribution system.

R47. That the TUCs be upgraded to include a wide range of teachingmaterials and classroom resources, as stated in the 'Review ofProfessional Support for Teachers', p.22:

R48. That two or three staff be appointed as resource persons at eachTUC and that they be trained in aspects of instructional design andmaterials design and production.

R49. That the short to medium term goal of clusters is to promote the

resource centre as the focus of professional development and in-service training for managers, teachers and community members.This should include community non-formal education.

R50. That the position of Resource Centre Manager should be full time,with a specific duty statement and should include opportunitiesfor:

- further upgrading in materials production,

- development of management and organisational expertise,

- development of workshop facilitation skills,

- exchange and study at the local, national and internationallevels.

R51. That a Resource Centre Development Plan, with maximum input

from all relevant stakeholders, be produced and resourced. Theplan should include:a) the requirements for a purpose built resource centre;b) itemisation of essential supplies and equipment;Strategies:

- training be provided to these clusters to write and implement. action and development plans for strengthening their resourcecentre. These action plans should be supported and resourcedaccordingly,

- the resource centres of each cluster should be provided with afull set of training unit modules used in residential courses asreference for teachers in that cluster,

- the resource centres of each cluster should be provided with afull set of Grades one to five Curriculum Documents, textbooksand guides.


R52. That a review of the current criteria for providing financial support pa

for the construction of educational facilities be conducted, taking

into account the ability of individual districts and villages to da

contribute to these building projects.

R53. That immediate attention be given to the upgrading of transport gfacilities in each district, taking into account factors such asremoteness and poverty.

1: Background to the Study

1. Background to the Study

In 1991 the Government of Lao PDR and UNICEF agreed to a five yearcooperative program (1992-1996) on Basic Education. This program initiated aconcentrated effort to develop educational services in the rural districts of eightprovinces where there are a high proportion of ethnic minority populations andwhere access and quality of education was particularly low. The flagship of thisprogram was the Network for Teacher Upgrading Project. The aim of the TeacherUpgrading project (TUP), as it came to be known, was, and is, to upgrade theskills and knowledge of the very large cohort of untrained and unqualifiedteachers. It is being operated through Teacher Upgrading Centres (TUC) in 11provinces countrywide. The management of this program rests with the TeacherTraining Department (TTD) of the Ministry of Education (MOE) in closecollaboration with UNICEF, with some other non-government organizations(NGOs) providing additional support.

The first phase or cycle of the TUP was evaluated in 1995, which has led to somemodifications of the program structure for the second phase. Significant amongthese changes was the shortening of the training course from a three year period tojust two. Residential training includes two, six-week blocks in the long vacationand another two, two-week blocks in the shorter vacation over two years. Thisreduction of training time has triggered revisions in the training modules. Thereare tltree components of the training curriculum, namely: (1) Foundation Studies,(2) Applied Curriculum Studies, and (3) Advanced Studies. Related modules werecombined while others necessitated removal of less significant details. In addition,

supplementary modules on topics considered to be relevant to some localities (eg.multi-grade teaching) as well as those which may be functional or interesting tosome trainees (eg. measurement and evaluation) were developed. (See Appendix 1for a progress report on the implementation of the recommendations from thisevaluation).

Phase Two implementation of TUP started in 1998. Aside from the above-mentioned changes, the program was extended to more provinces andcollaborative support was expanded to include other donors such as CWS, CRS,SCF-Norway (Redd Barna), SCF-UK, AusAID and JICA. To date Teacher


Upgrading has been undertaken in 67 districts with a total of number of 4,004teachers trained.

The TUP, then, became an important strategy in addressing the very urgent needto improve the quality of the teaching service, itself, a prerequisite for anyimprovements in formal schooling.

The TUP was implemented against a backdrop of a country with severe economicproblems. As stated in the UNICEF Lao PDR Annual Report (1999, p.3):

The year witnessed a continuing decline in the economic stability of the countrycreating greater hardships for an already impoverished population. Per capitaincome declined to $US300 in 1999 compared to $US400 in 1997. Infantmortality at 101 per 1000 live births is much higher than the average regionalindicators and life expectancy is 53 in Lao PDR compared to 69 in the region.Half the population lives below the poverty line.

Clearly there is an acute shortage of funds available to education. Nagel et al,(2000, p.2) in their report state:

The team suggests the budgetary crisis in education has become the mostimportant issue for discussion in the upcoming Round Table meeting onEducation scheduled for late May 2000.

While the country of Laos is obviously educationally disadvantaged, it is alsoobvious that there are significant sections of the population who suffer additionaldisadvantage. Significantly UNICEF, in its agreement with the MOE, is working inrural and remote provinces where high proportions of the population belong toethnic minority groups. Such a context raises an additional set of issues thatimpact on educational disadvantage and quality. According to the ADD report(1999p.l83):

Education in Laos PDR is developing within a changing cultural and socialcontext and an uncertain economic environment. The education systemsevolving under severely constraining conditions of inadequately prepared andpoorly paid teachers, insufficient funding, shortages of facilities, and oftenineffective allocation of the limited resources available. There are significantgeographic, ethnic, gender and wealth disparities in the distribution ofeducational services and inequalities exist in access and success in every level ofthe system. On the brighter side there are capable teachers to be found in manyschools throughout the country and identifiable and productive administratorsat all administrative levels. Further, many communities demonstrate greateffort and sacrifice by contributing labour, money and time to build, developand maintain local schools.


The ADD (1999) have provided a strong set of recommendations, or preconditions,that should be met by the Lao PDR before any further investment in educationwill be made. These recommendations call for:

• providing higher teacher salaries and more funds to support day to dayteaching activities,

• moving towards universal access to primary education,

• delaying expansion of lower and upper secondary education, focusinginstead on improvements to quality,

• making more efficient use of teachers,

• lowering costs and increasing efficiency by reducing the number ofrepeaters, increasing the completion rate (by reductions in the number ofdropouts) in each stage of education, particularly in primary schools.Significant increase in teacher compensation should be a preconditionbefore substantial new investments are made in Lao PDR education system.

Further, and increasing, strains on the educational systems of the Lao PDR are dueto the demography of the country. According to the ADD (1999) report,

The extremely young population of Lao PDR puts a heavy burden on schoolingand, at the same time, the high dependency ratio contributes to the low nationalproductivity.

The MOE has formulated two education development plans for 2001-2005 and2001-2020, which include strategies and plans of action. These plans include:

• enhancement of the education law and the compulsory primary educationlaw,

• continued expansion of primary schools in ethnic minority areas and ruralremote areas,

• reinforced implementation of the decree on the salary increase for teacherswho teach in ethnic minority areas and rural remote areas,

• continued implementation of school cluster organisation system,

• improved quality of the school supervision system,


continued implementation of the progressive promotion policy and vi

supervise closely the promotion process,!

improved ethnic minority boarding schools at all levels, ^

• organisation of multigrade teaching in areas where the villages are small •and in remote areas,

• continued implementation of the cooperation plan with UNICEF on BasicPrimary Education Project.

The final point above is of particular importance to this study as it indicates a highlevel commitment on the part of government to a continued relationship withUNICEF and a public acknowledgment and endorsement of the work of the TUP.

See Appendix 2 for a diagram illustrating the Basic Primary Education Projectstructure within the MOE. The overall responsibility for educational services inLao PDR lies with the MOE. This includes policy development and planning. Theday to day management is the responsibility of the 18 Provincial EducationServices (PES) and 141 District Education Bureaus (DEBs). According to the ADB1999 report, over half the country's primary schools do not offer the full five yearsof primary education. These are known as incomplete schools. In many of thesmaller and remote schools relatively small enrolment numbers has resulted in acall for multigrade methodologies. This call has sparked a whole new round oftraining needs and support materials. The MOE and other organisations such asUNICEF are currently in the process of responding to these new needs.

In spite of all the hardships and difficulties in providing even basic education,considerable achievements have taken place in the course of the last decade. Manyare noted in official reports such as Nagel et al (2000) and Vixaysack andBaumgart (1999). Achievements such as the increase in enrolment rates andparticipation rates beyond the first two years of school and the increase number oftrained teachers are all cited as positive developments. But it is also pointed outthat these achievements and the national goal of 'Education for All' is at risk inmuch of the country because of high drop out rates, high teacher turnover and the

high number of incomplete schools.


On the 31/7/00 the Vientiane Times reported,

The Prime Minister said that although Lao education has improved, comparedto international standards the country still stands at a low level. Educationcurrently needs more special attention because it is the major source for humandevelopment..

The ADD (1999, p.152) reported that,

The most successful in-service program appears to be the collaborative effort ofthe Teacher Training Department and UNICEF in operating the NationalTeacher Upgrading Centres ... Evidence to date suggests this system has beensuccessful in the nine provinces in which it has been operating. In this respect itstands as an exception within the in-service efforts that have operated over thelast five years.

It was against this background that UNICEF commissioned a mid term evaluationof the second phase of the TUP.

1.1 Composition of the Evaluation Team

An evaluation team, comprising six external evaluators, was invited to undertakea third party mid-term evaluation of the Basic Education project, Teacher TrainingProject (Teacher Upgrading). This evaluation was undertaken from Monday 18th

September to Friday 6th October 2000. The evaluation team was supported by fourstaff from MOE and three staff from UNICEF. UNICEF staff acted as interpretersand translators for the team. In addition the evaluation team was accompanied byan observer from AusAid.

1.1.1 The External Evaluators

• Ron Watt, Batchelor Institute of Indigenous Tertiary Education (Australia).Team Leader

• LeeAnne Mahaffey, Batchelor Institute, (Australia)

• Maree Klesch, Batchelor Institute, (Australia)

• Dr Estafania de Guzman, Philippines Normal University, (Philippines)

• Alice Karaan, Phillipines Normal University, (Philippines)

• Andrew Thorburn, UNICEF, (Australia)


1.1.2 MOE staff

• Mr Khet Phanlak

• Mr Ly Foung

• Mr Boutsy Nhouyvongsangvane

• Mr Tharvone Oudomsinh

1.1.3 UNICEF staff

• Mr Am Pathammavong

• Ms Maliphet Soukhaseum

• Mr Phatsakone Dejvongsa

1.1.4 AusAid Observer

• Mr Heiko Rudolph

1.2 Evaluation teams: Suggested Travel Plan20th-30th September 2000

ProvinceXieng Khouang

Houaphan

Champasak

Saravane

Vientiane

Khammouan

UNICEFMr Am

Ms Maliphet

Mr Phatsakone

MOEMr Khet

Mr Ly Foung

Mr Boutsy

Mr Tharvone

Evaluation TeamMr Ron

Mr Andrew

Ms Maree

Ms Fannie

Ms LeeAnne

Ms Alice


1.3 Evaluation Purpose, Process, Methodology andEthical Considerations

The purpose of the evaluation is to establish the effectiveness, or otherwise, of theTUP in terms of upgrading teachers in pedagogy and content. The study shouldidentify ways in which the TUP could utilise the emerging cluster school system toadvantage the training of untrained teachers and the ongoing in-servicingprogram for all schools in the cluster. The evaluation should also address ways inwhich untrained and unqualified teachers in remote schools that are neither in acluster nor easily accessible to teacher educators can be included in ongoing in-service training. Given this purpose the following outcomes were identified andapproved by UNICEF for this evaluation:

• identify ways in which the Teacher Upgrading Project has been effective inupgrading teachers in pedagogy and content within the framework of thecurrent curriculum,

• identify areas for improvement in the Teacher Upgrading Project indevelopment of teacher's skills within the pedagogy and content of thecurrent curriculum framework,

• analyse current practices to ascertain how the Teacher Upgrading Projectcould utilise Cluster Schools to greater advantage in training untrainedteachers,

• analyse current teacher training practices to determine how in-serviceprograms can be strengthened for all schools in the cluster,

• determine ways in which untrained and unqualified teachers in remoteschools can be effectively included in ongoing in-service programs,

• provide recommendations for maximising opportunities for in-servicetraining for remote areas.

Guided by the purposes and outcomes outlined above the evaluation team:

• reviewed documentation relevant to the project. See References for list ofdocuments reviewed.


• held a series of discussions and briefing sessions with key UNICEF andMOE staff and officials, including Mr Kamhoung Sacklokham, Director of

Basic Education.

• identified a series of key issues to explore based on the above.

• divided into three sub-teams. Each sub team undertook ten days researchand observations in the field. (List of Provinces, Districts and schoolsvisited is supplied as Appendix 3). Interviewed Provincial Governors,Directors / Deputy Directors of Provincial Education, Trainers, Trainees,Principals, Village Heads and representatives, Lao Women's Union,Parents and Pupils Association, Teachers, TUP graduates, Managers ofResource Centres, Cluster Heads, Pedagogical Advisors, and TechnicalAdvisors.

• met with partner NGOs who are also involved in the upgrading ofunqualified teachers.

• presented draft report and recommendations to UNICEF and keystakeholders for feedback and discussion.

• presented the final report.

The primary strategy for data collection in this study was face to face interviewwith key personnel at each site visited. A questionnaire, (Appendix 4) wasformulated to focus on the issues identified and the personnel to be interviewed atthe provincial, district and local level. A survey (Appendix 5) for Trainees andTrainers was developed to aid the collection of data, as well as 'School SurveyForm' and 'Classroom Observation Form' (Appendices 6 and 7). Observations ofclassroom practices were an important strategy for this study.

Sources of secondary data (previous reports and evaluations, etc) were alsoimportant for this evaluation. A comprehensive review of the literature wasundertaken by the evaluation team. (References section includes a list ofdocuments reviewed)


The evaluation team were concerned that the ethical and confidentiality issuesimpacting on this research project were given consideration in this study. To this

end, all interviews were prefaced with the following statement;

The purpose of our study is to evaluate the Teacher Upgrading Project. Inseveral provinces we are asking similar questions of representatives from theProvincial, District and Local levels. We would be happy for you to answer ourquestions in any way you choose: we assure you no comments in the body ofthe report will be attributed to an individual person, unless requested by thatperson.


2. Teacher Upgrading Program

2.1 Introduction

The basic purposes of this mid term evaluation for the second-phaseimplementation of the TUP are defined in the introductory section of this report.To achieve these key outcomes, the evaluation team sought to gather informationrelated to trainees and trainers, training pedagogy, and supervision. Specifically,core questions revolved around trainees/trainers' view of the upgrading programin terms of structure, participants, knowledge and skills gained, accomplishments,problems or constraints, follow-up and monitoring process, and areas that needimprovement. Additionally, investigation focused on roles of supervisors,supervisory mechanisms, coordination among different groups of supervisors,problems encountered during supervision, and areas which need furtherimprovement.

The consistent message reported to the evaluation team was that participants, atall levels, are overwhelmingly supportive of the TUP. Provincial and districtofficials repeatedly pointed to the improved quality of education as a result of theTUP. This was often supported by quantitative data on office wall charts. Inaddition the success of the TUP has been confirmed by numerous externalevaluations. (Rl)

2.2 Structure of the TUP

The training structure of TUP has undergone changes over time, however thegeneral curriculum framework remains the same.

The delivery of training has two features. The first feature includes long and shortresidential courses that require face-to-face interaction with trainers. These arecarried out during vacation times to avoid disruption of school programs and areconducted in various locations depending on availability of space and accessibilityto a training venue. Some occur at the TUC provincial base, while others may beconducted at district or cluster school sites. Some training teams move from onelocation to another. However, they maintain a base, which may be in one of thebuildings housing the provincial education staff. This serves as their office when

28

2: The Teacher Upgrading Program

residential courses are completed and as a place for storing their trainingresources.

The second feature, in-schooi experience, is the application of skills andknowledge trainees have gained from the residential course to an actual classroomsituation. Specific practice activities are recommended for each component of thetraining curriculum. These 'in-school' exercises are closely monitored by members

of the training team and other supervisors.

Three sets of support materials in the form of training modules have beendeveloped for use in the residential courses and are being used as references bytrainees not only during their in-school experience, but also when they provideassistance to their colleagues who are not undertaking the TUP. The number andspecific content of the training modules appear to vary across provincesdepending on the organization supporting the program. It should be noted,however, that the general curriculum framework recommended by the TTD isclosely adhered to. Moreover, a representative from one donor agency reportedthat the modules developed by different groups are reviewed and approved bythe MOE.

The training modules undergo revision from time to time to make themresponsive to changing needs and local conditions. One significant modificationinvolves the inclusion of modules on multi-grade teaching.

While users generally regard these modules as appropriate and accessible, arevision to establish a common format and set of elements in their preparationwould be worthwhile. More importantly, modules for each of the threecomponents, Foundation Studies, Applied Curriculum and Advanced Studiesneed to be reviewed to determine which may be regarded as basic or essential forall trainees regardless of level of qualification, and which may be consideredoptional or elective to cater for special interests or needs. Module developers mayalso consider the possibility of preparing modules for wider consumption by alleducators. These modules may be taken up systematically throughout the yearfollowing a timetable determined by the technical teacher/s and/or local

supervisors in collaboration with the School Cluster Administrative Committee(SCAC).

cEvaluat ion of the Teacher Upgrading Project 2000 t

As recommended in the 1995 Evaluation Report (p.15)., "The training modules ;

should be revised and rewritten as needed ... to be grounded in the reality of the

rural Laotian context." As a result of this study, it has become apparent that there

is a need for training modules on Teaching Lao as a Second Language' and'Working with Parents and the Community'. (R2)

In revising and rewriting of modules, the evaluation team strongly suggests that

writers take the opportunity to prepare two Handbooks for each module for useduring residential courses; one specifically designed for Trainers and the other forthe trainees. It is further suggested that the resource centres of every school clusterbe provided with copies of these Handbooks as references for teachers within thecluster. (R3)

2.3 Trainers

Each participating province has a TUP training team. Membership ranges from sixto eight trainers depending on the number of districts to be served. Nationwide,there are 188 trainers, five of whom are female. The reason for thesepredominantly male teams is that trainers have to travel long distances to domonitoring and supervision of trainees during their in-school practice. Someremote schools can only be reached by walking for several days. Women have theopportunity to be involved as trainers, but it was reported that it is difficult forthem to operate in this context.

The qualification of trainers differs from province to province or even within thesame provincial team. Some trainers have had secondary school teachingexperience. Some used to be faculty members in Teacher Training Colleges (TTCs)which have closed. Others are identified to be the best teachers in their locality,have at least five years of teaching experience or have completed secondaryschool.

In preparation for the implementation of the TUP, trainers underwent training in

Vientiane with a group of master teachers, drawn from the TTD and the TTCs.This occurred for a month each year over a three-year period. Training activitiesincluded microteaching, (practice teaching among trainees themselves). Inaddition to this, there have been opportunities for some of them to undertake


sludy lours in Thailand, attend multigrade teaching workshops and exchangeswith other TUCs. There are refresher workshops held annually.

One of the positive features of the trainer system is that many teachers and schoolofficials receive assistance, not just the trainees. Trainers meet with other teachersand local school officials when visiting schools, to help them gain a clear andbelter understanding of the teaching-learning process and discuss what ishappening in the training program for the trainees.

It is evident that the trainers are going about their work using the action researchmodel. They plan, implement their plan, review and analyse their experiences,and then re-plan. This is an impressive aspect of the project.

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Evaluation of Hie Teacher Upgrading Project 2000

2.4 Trainees

The trainees, largely made up of unqualified and untrained teachers, are selectedto participate in the TUP based on a set of criteria set by the MOE. Trainersreported that they usually accommodate fifty teachers/participants for everytraining program conducted.

During the first year of program implementation, training was only for thetrainees. However, recognizing the need for upgrading the skills of supervisors,and the potential for the trainees to receive mixed messages from the varioussupervisors, the training program was expanded to include localsupervisors/technical teachers and PAs. Likewise ;

... .head teachers or senior teachers from the main schools which ate :administratively responsible for satellite schools were trained together with the 'untrained teachers in the TUCs. (Evaluation of Network for Teacher UpgradingProject, 1995, p.9) i

iThe trainees are provided accommodation sometimes with mats, blankets or imosquito nets, as well as per diems or food while on training. Trainee support ivaries, depending on what the PES can offer. They are also provided withresources for the production of teaching aids. However, some have reported that itheir materials supply is quite insufficient to enable them to produce adequateteaching aids. ;

i

2.5 Supervision !

The main function of the TUP trainer is to train unqualified and untrained ,teachers in the districts within the province and to monitor their in-school Iactivities. On average, a trainer will supervise 15 trainees. On top of their basicfunctions, trainers assist the head teacher find better waysrjf helping their staffimprove their teaching skills.

Supervisory visits to trainees involve a complex set of tasks. These include aprotocol visit to the DEB office, observing the trainee teach, giving feedback on jlessons in terms of strengths and weaknesses, recommending suggestions for

r

improvement, checking lesson preparation and record-keeping, providing :additional guidance on production of teaching aids, assisting with assignments

j

and sharing information with other teachers in the school. Despite the complexity £


of the task, trainers report high job satisfaction because they can see clear evidenceof change and improvement in teacher practices.

Frequency and length of supervision varies from place to place. Some trainees canbe monitored more frequently than others because they are assigned to schoolswhich are easily accessible. However, there are many schools, which are verydifficult to reach due to distance and lack of roads. This difficulty is magnifiedduring the wet season. Some trainers have to travel for two or three days to get toa remote school, hence, contact with trainees is minimised to only one or two visitsa year. On average, trainers spend 15 days a month supervising and, dependingon the trainee's performance, the visit may be three to five days or just a few

hours.

Upon return from supervisory visits, the TUP trainers meet to share theirexperiences, discuss problems they encountered, find workable solutions and plan

for the following month's supervision.

Technical support for teachers in remote schools should be given seriousconsideration. Difficult-to-reach teachers are disadvantaged in all aspects oftraining, supervision and on-going support. Strategies for the equitable support ofremote teachers should remain a primary concern of the TUP and MOE and betrialed on a small scale in appropriate locations. (R4)

Supporting organizations have provided motorcycles and bicycles to trainersenabling.them to perform their supervisory tasks with some efficiency. However,some of these are old and require major repair. Maintenance including fuel is quite

costly.

Although each district has had funds in the past to support trainers and PAs toundertake supervision of trainees they are currently not sufficient. UNICEFreduces its contribution to travel funds for supervision by 10% each year. Thereduction stands at 30% and the shortfall has not been taken up by the MOE .Theinadequate provision of supervision funds inhibits support of trainees, and in fact,

all teachers in the district. (R5)


2.6 Coordination of Supervision

The trainers do not have a monopoly on monitoring and supervision. Providingadditional support in this effort are the district-based PAs and the localsupervisors /technical teachers who are based in the school. Coordination among

them is achieved through joint planning and review meetings. They also workclosely together to assist teachers experiencing difficulties.

Some interviewees reported that all supervisors, both internal (school-based) andexternal (district/province-based) work in the same direction. There is noduplication of effort because everyone follows the district plan for education,which is drawn up annually. Besides, the trainers and the PAs are fully aware oftheir roles. There was apparently some confusion in the early stages of theprogram because they gave conflicting advice to teachers, but since PAs have beenattending the TUP, this problem has been resolved.

Other interviewees stated that local supervisors have shown initiative in helpingthemselves at the school level and they do not always wait for the PAs to providesupport or advice. Many supervisors have detailed supervision schedules plannedwhile others have flexible response programs that respond to teacher calls for help

or assistance. As one team of supervisors said, "Just pack your rice and go".

Best practices and different approaches to supervision are worth documenting fordissemination to the different training centres to serve as models.

The TUP Trainers were originally trained in the early '90's. The evaluation teamreceived many requests from trainers for ongoing training and in-service

opportunities to enrich their background knowledge and skills and to be updatedon current thinking on educational issues. In particular Trainers requestedtraining in workshop facilitation and supervisory skills as well as principles andpractices of adult teaching and learning.

In some instances the educational and skill levels of the trainees are higher thanthat of the supervisors. This can make it difficult for the supervisors to meet thedemands of the required training program at a level that is appropriate to theparticipants. Initiating training programs which enable supervisors and trainers to


develop skills in collaborative and participatory learning will assist in developingstrategies for learning together. (R6)

2.7 Achievements of the TUP

Interviews with various stakeholders reveal a number of commendableaccomplishments due to the TUP. The overwhelming majority of intervieweesslated that TUP has done much to develop good teachers. Some examples are asfollows:

• Some of them believe that TUC-trained teachers are better trained thangraduates of TTCs.

• Teachers have now become more active in their teaching and showincreased initiative.

• Trainees share their newly gained knowledge, skills and experiences withother teachers in their schools or cluster.

• Children being taught by trainees and TUP graduates want to stay at schoollonger and other children want to join the class.

• Trainees actually get to apply their learning in the classroom.

• Trainees have improved classroom management skills.

• There are more qualified and trained teachers in rural and remote areas,

• The quality of education for the children has improved

• There has been a significant improvement in teaching and classroommanagement practices.

2.8 Utilisation of cluster schools for the TUP

Since 1992 the TUP has trained over 4000 untrained teachers in 11 provinces and48 districts (Mr Ly Foung, personal communication). However, as more newteachers join the service to meet the need created by increased enrolments andbecause of the turnover of teachers the need for the continuation of the TUPremains high. Moreover, many teachers who are recognized as qualified including

Evaluation o( the Teacher Upgrading Project 2000

TTC graduates need to be refreshed. TUC may not be able to provide all thetraining, retraining and in-service needs of the district. In this regard, the cluster

school is viewed as a suitable adjunct to TUC training for various kinds of in-servicing.

The idea of utilising the school cluster to greater advantage as a site for teacher

training was floated in some locations to get the views of education officials andother stakeholders on this possibility. The evaluation team obtained mixedreactions of eagerness and apprehension. Positively, the head of one cluster schoolsaid that they have plans to pilot upgrading of teachers in their cluster providedthey get the necessary support from the DEB, the PES and the MOE. Low cost andsustainability were cited as strengths for this idea. Piloting should be pursued inselected clusters with technical support from the TUC. In the long term the resultof moving delivery of the TUP modules to the cluster may be that TUC staff couldbe based at these centres. (Ch3 R8)

However, many participants thought that the cluster schools were not yet ready tooffer training programs. The evaluation team would agree with this for someclusters. It was obvious to the team that the development of the clusters was veryuneven. However, the team agreed that some clusters were sufficiently developedto take on this responsibility with support from the TUC.

2.9 Recommendations

Rl. That the Teacher Upgrading Program be continued and extended to other

provinces not yet covered by the program.

R2. That training modules be revised and rewritten as needed within theLaotian rural context and that additional modules be developed to meetemerging training needs.Strategies:

- that a formal process for the review of Teacher Training modulesbe developed and implemented,

- each module be reviewed to determine its currentappropriateness in light of the changing needs in the ruralLaotian context,representatives from all stakeholders be involved in the reviewof the current modules including graduates of the first two TUPphases,


- modules be reviewed, rewritten and any additional modulesdeveloped'for the start of the third phase,

- an in-service program be developed to introduce and supportimplementation of rewritten and new modules and supportmaterials.

R3. That two handbooks be developed for each module of the TeacherUpgrading Program. One handbook to meet the specific needs ofthe trainer, the other to provide support for trainees.Strategies:

- in parallel with reviewing and rewriting current modules andthe development of new modules, design content for modulehandbooks should be designed. The first set of handbooksshould be designed as teaching manuals to meet the specificneeds of the Trainers. The second set of handbooks should bedesigned as learning support resources for trainees.

R4. That a comprehensive strategic plan at the district level bedeveloped that enables equitable support for teachers working inremote locations.Strategies:

- review supervision timetables to ensure remote staff havepriority during the dry season when roads are more accessible,

- develop a set of supervision strategies that take intoconsideration the particular conditions (eg, remote locations) ofeach district,

- trial the implementation of outcomes from the above on a smallscale in appropriate locations.

R5. That UNICEF and other donor agencies collaborate with the MOE toensure an adequate travel budget for trainers, supervisors and PAs.This budget should be used for supporting site supervision of TUPtrainees, upgrading levels of general education and teacher'sprofessional development.

R6. That an in-service program for Trainers, supervisors and PAs on'Adults Learning Together1 be developed and implemented. Thestrategies developed through this in-service program bedocumented, compiled, published and disseminated.


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3: Cluster Schools

3. Cluster Schools

3.1 Introduction

The development of cluster schools over the last decade in Lao PDR, as in otherdeveloping countries in Asia, has been widely recognised as one that has broughtabout many positive changes. In fact, it is now MOE policy that all schools becomepart of a cluster. Cluster schools are seen as a key strategy, to improve the qualityof teaching and learning in the primary schools. The cluster school concept thriveson the basic principles of cooperation, mutual sharing, and involvement of thosewho have a stake in the education of the children in the schools. (R7)

Typically, a school cluster is a group of schools bound together by geographicalproximity (Improving Basic Education, 1998). One school in the cluster, which is acomplete primary school, showing potential for providing leadership in terms ofcurriculum development and staff professional development, is chosen as the coreschool and the surrounding schools, complete or incomplete, are the satellite ormember schools. The former acts as the organizer and the resource for teacher andstudent development. A resource centre for the cluster is built at the core school. AResource Centre Manager is appointed from the staff of the core school.

Each cluster is required to form a 'School Cluster Administrative Committee',(SCAC), which is responsible for the management of the cluster. (Appendix 8). Inmost cases, the principal of the core school acts as the head of the SCAC1, with allthe principals of the satellite schools as members, together with a representative ofthe Pupils and Parents Association, along with the technical teachers and theResource Centre Manager. In some cases village elders and monks are invited tocommittee meetings. The responsibilities of the SCAC are planning, implementingand monitoring cluster school activities, as well as seeking resources with whichto carry out the plans.

The MOE database reveals that a total of 227 school clusters have been establishedduring the 1991-1999 period. These clusters are located in 15 provinces spreadover 99 districts. UNICEF supports 49 school clusters which are located in 9provinces across the northern, central and southern regions of the country. In the


current investigation the evaluation team visited 13 UNICEF supported clusterswithin six provinces in the three geographical regions.

3.2 School clusters: a key strategy for development

All provinces and districts visited by the evaluation team reported positively on

the establishment of the cluster school system. There was a very strong consensusthat the 'clusters' were responsible for major educational developments at thevillage, district and provincial level. (R8)

The changes have been noted in teachers, students, school facilities and school-community relations. Some developments attributed to the establishment of thecluster system include;

3.2.1 Teacher Upgrading

The Teacher Upgrading Program in cluster schools is more visible and effectivethan in non-cluster schools. While teacher upgrading is the domain of the TUP, itsmaintenance is sustained through the professional development activitiesorganized by the cluster. The teachers who ordinarily receive little support fromsupervisors, now have an opportunity to participate because of the supportarrangements set up by the clusters. Reinforcement of the TUP training isprovided with supervision being extended by the technical teachers, who aremostly the principals of the complete schools, or the best teachers in the cluster.This support is in addition to that offered by the trainers from the TUP.

3.2.2 Improved student performance

Student performance is reported to have improved as a result of the clusterschools project. Improved student performance, increased participation andcompletion rates, decreased drop-out rates are proudly reported by parents andeducation officials at every level. The bar charts displaying this accomplishmentare often found in cluster resource centres and District Education Offices.

Although the information revealed is still lower than the targeted levels, thetrends indicate a positive direction.

1 The cluster head according to the School Cluster's Rules maynot necessarily be the core school principal'

3: Cluster Schools

3.2.3 Upgrading of school facilities

The upgrading of school facilities is often attributed to the cluster school system.Clearly the government finds it difficult to provide the amount of financialsupport required for infrastructure development in all schools across Lao PDR.Since the development of clusters, many schools now have improved classrooms,resource centres, library, water and sanitation facilities. This is a very significantaspect of cluster schools development.

3.2.4 School Community Partnerships

The SCAC and the Parent and Pupils Association have provided a forum for acommunity voice to be heard on educational issues. The evaluation team werevery impressed with the level of parental commitment and involvement in theschool and education. This involvement included financial support, the provisionof labour for the construction of school buildings and personal support forteachers. Community participation is the clusters' greatest resource and everyattempt should be made to foster and enhance this feature of the cluster schoolsystem.

The evaluation team found that the development of the cluster system varied fromdistrict to district. In the more recently established clusters, the schools andcommunities are only beginning to realise the potential for the system to bringabout change.

3.3 Success Factors of the ClusterEducation officials and community leaders involved in cluster schools identified a

number of factors that were essential for the success of a school cluster. First andforemost of these was the establishment of the resource centre. This was closelyfollowed by strong community involvement at all levels.

3.3.1 Cluster Resource Centre

It was consistently reported to the evaluation team that the establishment of theresource centres has provided a focus for a number of cluster activities. In someclusters the Resource Centre Manager prepares and distributes teaching aids, andconducts in-service activities on the production of teaching aids.


With very minimal resources and opportunities for professional growth, theteachers in the remote areas welcome the monthly or even quarterly meetings inorder to exchange experiences and ideas. Teachers in clusters attempt to meet asoften as possible, often weekly, in order to share ideas and discuss difficulties.The trainees from the TUP are asked to share their new learnings with colleagueswho had been trained earlier or those who obtained their training from theTeacher Training. Colleges.(R9)

an example of acluster system,showing the coreschool withcomplete andincomplete satelliteschools.

3.3.2 Community InvolvementA strong success factor for the duster is the high level participation from thecommunity. This takes several forms:

• increased enrolment in schools,

• providing teachers with financial, medical and housing assistance,

• financial support to the cluster.

3.3.3 ManagementThe development of management plans which outlines the roles andresponsibilities of all participants has improved implementation of the cluster

42

3: Cluster Schools

school model2 According to one head trainer from a TUC, the cluster committee'sawareness of management skills and community education opportunities havebeen increased since the introduction of management training. According range ofactivities across districts since undertaking management training include:

• teachers from various member schools having the opportunity to cometogether to exchange ideas and experiences,

• teachers identifying their problems and finding solutions,

• organising academic, sports and art competitions for students,

• holding writing competitions to publish student and teacher writings for thecreation of supplementary readers,

• establishing awards for best pupil, best teacher and best resource centre,

• mobilisation of the village for the building of school furniture,

• devloping a coordinated approach to the renovation or building of the

resource centres,

• encouraging children to enrol in school by working closely with parrn!;-; !u

understand the value of education.

3.3.4 Teacher Collaboration

It was reported to the evaluation team from many sources t in t an extremelypositive outcome of the establishment of the cluster system has been thropportunities teachers now have to share ideas, learn ' w teaching strategies anddiscuss and resolve any difficulties. This collaboration has improved the quality ofteaching and learning, encouraged new initiative's and fostered improved morale.

3.4 Future Needs

Education officials increasingly pin their educational plans for development onthe clusters. At the provincial and district levels, the expansion of the clusterschool implementation program is central to planning initiatives.

' Department of General Education, School Cluster Rules. Ministry of Education Lao PDR. 1998


There is a strong commitment of cluster management committees to further

strengthen the school clusters. (RIO)

In particular there is a focus on:

• improving knowledge and skills of local supervisors, principals and technicalteachers,

• upgrading the general educational level of unqualified teachers to lowersecondary,

• completing the construction of resources centres,

• maintaining and increasing enrolments,

• management training for principals, including leadership training, developingschool plans and working effectively with parents.

3.5 Some Constraints in School Cluster Operations

Some issues which are constraining the clusters schools from achieving fullpotential are:

• the lack of instructional materials such as textbooks, teacher's manuals andcurriculum support materials,

• in many cases, the Resource Centre Manager position was also expected tocarry a full time teaching load,

• the lack of multigrade training for many teachers,

• the inaccessibility of many satellite schools within the cluster.

3.6 Recommendations

R7. That a model of capacity building for school clusters be trialed toestablish centres of best practices for each curriculum area or aspectsof educational development.Strategies:

a regular assessment of clusters be conducted to monitor andidentify their strengths in specific areas. The cluster can serve asa resource for specific areas and be utilised for training other

3: Cluster Schools

clusters. Examples would be: Centre for Teaching Mathematics,Centre for Materials Preparation, Centre for MultigradeTeaching,schools clusters showing potential should be given opportunitiesto further cultivate their identified area of expertise and interests.They should be provided with professional materials andsupport as appropriate,

- training be provided to these clusters to write and implementaction and development plans for strengthening their resourcecentre. These action plans should be supported and resourcedaccordingly,

- completion and development of resource centres be given toppriority by both MOE and NGO programs.

R8. That the cluster school concept should remain a major strategy forthe continued development of education in Lao FDR.

R9. That utilisation of the cluster school resource centres for teachertraining activities be piloted in selected clusters, with formalrecognition for such training being given by TUP as appropriate.Strategies:

- training that takes place in the cluster resource centres could besupported by PAs and staff from the TUC.

- the pilot project be done in coordination with TUP who maytrain the local supervisors, ie. principals and technical teachers,on how to conduct the cluster-based in-service program.

- a system of formal recognition of the training undertaken at thecluster level for purposes of certification be put in place.

RIO. That a review be conducted to determine the extent to which the

school cluster rules have been implemented with a view toascertaining management skill needs.Strategies:

- the document on School Cluster Rules contains an assessmentsystem for evaluating clusters. It would prove useful if thenational cluster committee can initiate an activity to assess theextent to which the cluster system has been implemented.


4. Classroom Pedagogy and Multigrade Teaching

4.1 Introduction

The evaluation team made visits to classrooms in both complete and incomplete Ischools in six provinces. Both core schools and satellite schools within a clustergroup were visited as well as schools which were unattached to a cluster. IGenerally those schools which were part of a cluster were better resourced and

*organised due to the training of specialist support staff, the administrative Istructure necessary for the implementation of the cluster and access to theresource centre at the core school. This is the theory, and it was often supported by %statistics demonstrating improved attendance rates, increased retention rates andbetter child performance. However, the reality is that most classrooms, even those fwithin a cluster, are lacking the most basic resources and the materials with whichto produce them. Many teachers are inadequately prepared for the demands of the |new curriculum - either in content knowledge or pedagogical practices.Combined with the lack of teaching manuals and textbooks, temporary classrooms |(often in need of repair), lack of water, sanitation and large numbers of children ineach class, teaching in many districts, is a difficult, unenviable occupation.

Despite this, throughout all provinces, districts and schools visited, the evaluationteam were unanimous in their respect for the dedication, commitment andresourcefulness demonstrated by all educators interviewed and observed.

4.2 Teachers and their Practices Ii

The evaluation team observed lessons taught by unqualified teachers, teacherswho had graduated from a TTC, teachers who had completed the TUP and jjjteachers who were currently undergoing training in the TUP. Some of theseteachers were responsible for a particular grade, but many were assigned to |multigrade classrooms. Sometimes they taught two grades but usually it was atleast three different grades. However, the reality is that only one grade is actually Hbeing taught. (Rll)

7!

In all cases the teachers were confident, organised and seemed relaxed, although

their classroom had just been 'invaded' by a group of 'falang' and Ministry £officials. Most teachers observed used 'teacher directed' approaches. Children

4: Classroom Pedagogy and Multigrade Teaching

were questioned as a whole class as well as individually and were often invited tocome to the front of the class to either demonstrate or complete tasks on theblackboard. They were actively involved and seemed keen to participate in theactivities planned by the teacher. The team was impressed by the teaching aids,however modest, many teachers had prepared despite the overwhelming lack ofmaterials available for this purpose. These teaching aids and lesson plans have tobe prepared outside school hours and teachers indicated that they usually spendone to three hours in the evenings on these tasks.

Although 'child centred' learning is an important concept included in the newcurriculum and emphasised within the TUP, the evaluation team rarely observedevidence of this type of teaching. The strategies employed were mostly 'teacherdirected' and usually involved teachers questioning children before assigningthem tasks to complete from texts or from pre-prepared exercises on theblackboard. The methodologies which support 'child centred' learning cannot besuccessfully employed with inadequate materials for appropriate visual aidproduction, a lack of curriculum support resources and in overcrowded, poorlyfurnished rooms. However, teachers can begin to incorporate a 'child centred'approach by allowing time for open discussions, encouraging children to developquestioning techniques and give them opportunities to express opinions.

The skills and knowledge acquired through the TUP training are highly regarded.In many instances TTC graduates and those who had completed TUP in an earlierphase expressed the desire to attend a refresher course. (Ch6 R21) Teachers ineach school (within a cluster) meet regularly to share ideas and knowledge,particularly in the areas of teaching strategies and visual aid production. Oneteacher told us that as a result of his training he has learned how to plan andsequence lessons and said that he now understands that children need to speak,read, write, and listen to the language in order to learn it.

4.3 ClassroomsThe types of classrooms observed were wide ranging. At one extreme were newbuildings with doors and windows that locked, cement floors, individual chairs atdesks for 2 people, cupboards and shelves for storage of classroom resources. Atthe other extreme, classrooms were open sided structures with thatched rooves,bench seats and desks accommodating up to five children, no storage facilities,


bench seats and desks accommodating up to five children, no storage facilities,

slabs of wood, sometimes painted black to serve as a blackboard and dirt floors(mud floors in some cases - due to the recent floods).

Most classrooms were arranged with desks in rows, five or six children could beusing the one desk, although generally, it was two to four children sharing. Inlessons where the teacher had children break into groups, they simply turnedaround to face those behind them. Some classrooms had the space for a learningcorner, but due to the accessibility to the buildings in non-school time, theybecame damaged and could not be maintained. A number of times it wasmentioned that this damage was caused by 'naughty children'. Where it waspossible, teachers had attempted to make their classroom interesting andattractive for the children, through the display of artwork, posters and charts,although it was rare to see children's artwork displayed. Classrooms were oftentemporary structures in poor repair, without decoration or the materials needed toenhance the learning environment.

4.3.1 Class Size

It was reported to the evaluation team that the average class size consisted of 30 to35 children. However, there were many instances of a teacher working with a classof 50 to 80 children. In one case, one teacher was responsible for 110 grade one

children.

48


One school has addressed the problem of over crowding by dividing the schoolday into two shifts; teachers teach for one shift and plan during the second. Thisschool believes that teaching and learning is more successful if children receivegood quality education for half a day rather than to perhaps learn very littleduring a whole day at school in an overcrowded classroom. (R12)

Shortages of teachers and lack of classrooms are the obvious explanations for thesituation, but in some districts the problem is not as pronounced. For example, aschool in the Vanvieng district said that in their school the pupil-teacher ratio was25:1. It seems as though teacher deployment is very uneven across differentschools, districts and provinces.

4.4 School Curriculum

The evaluation team learned that the new primary curriculum, which wasintroduced in 1994 and re-published with some modifications in 1998, has beenimplemented in all schools visited. There were no instances of schools beingunaware of the existence of the new curriculum. The cluster heads emphasise thatthis is true even among remote satellite schools. While there is a high level ofawareness of the existence of the new curriculum, many officials and teachersreported that they did not have access to the curriculum documents they needed.

Although a number of education officials, particularly at the district level, gavepositive comments on the appropriateness of the new primary curriculum theysaid they knew of problems with its implementation. There are plans for theseproblems to be addressed in a workshop scheduled before the end of this year.There were also some who commented that they were not in a position to say thatit is better than the old curriculum since there has not yet been any evaluationdone to determine this.

Although teachers were given ten days orientation training to this newcurriculum, many felt that this was not long enough. The PAs' assistance to theteachers in this area is very much recognized. They have been very helpful inassisting the teachers to interpret the teaching guides and the children's textbooks.

The general goals of the primary curriculum revolve around moral education,intellectual education, vocational education, physical education and art educationand emphasise three types of objectives for each of these areas: knowledge,


competency and att i tude. These are being realised through the six subject areas:Lao Language, Mathematics, World Around Us, Arts/Music, Handicrafts, andPhysical Education.

4.5 Difficulties in the Implementation of the Curriculum

From the interviews conducted, the evaluation team has concluded that the maindifficulties teachers are experiencing with the implementation of the curriculumare: interpreting the content, the lack of support materials such as textbooks andteacher manuals and the lack of pedagogical knowledge demanded by the newcurriculum. (Ch6 R25)

Problems with the interpretation of the curriculum content occurred particularlyin the teaching of mathematics and Lao language and generally could beattributed to the teacher's lack of prior knowledge or educational background.Related to this problem is the claim that many of the situations used in thetextbooks are not familiar to the students and perhaps even to the teachers.Although 10% of the curriculum can be modified to suit the local context, it is clearthat teachers lack the experience and skills to be able to do this at this stage.

There is a chronic lack of curriculum support documents. Some teachers had noteacher's manuals and children had no textbooks. (Ch 10 R46)

In spite of TUP training, pedagogical difficulties are common to all teachers. To beable to think of alternative teaching techniques and to be flexible and creativerequires exposure to new ideas, opportunities to practice new methodologies andstrategies for transferring these to different curriculum content areas.

4.6 Multigrade Classrooms and Teaching

In Lao PDR, only 35% of all primary schools teach five grades3 This means that ifthe remaining 65% of schools, are to offer all grades in the future, then teachers inthese schools need to teach more than one grade at a time.

One of the main causes of student drop-out at the primary level is incompleteschools. Up to 40% of primary schools offer only grades 1 to 3. Once studentscomplete these grades, they do not have access to grades 4 and 5. One strategyfor addressing this problem is to prepare teachers already in the incomplete

Common Country Assessment paper, September, 2000

sn

4: Classroom Pedagogy and Mulligrade Teaching

schools to teach multigrade classes and then shift one or more teachers to teachgrades 4 and 5 curriculum while the other teachers teach grades two and three.(Education Sector Development Plan, May 1999, p.153)

Many teachers are ill-prepared for teaching in a multigrade context although,multigrade classes are common in incomplete schools, particularly in isolatedlocations. While multi-grade teaching is currently a part of a UNICEF teacher-upgrading project, it has not yet reached the majority of those in the field. The firstround of teacher training by the TUP has raised the level of awareness regardingteaching methodologies which focus on child-centred learning, but efforts must bemade to further upgrade the competencies of the teachers in all schools. (R13)

The evaluation team observed examples of multigrade teaching in a number ofschools in each province and were constantly impressed by the commitment andefforts demonstrated by each of these teachers. In one school, mere was a teacherresponsible for grades 1 to three. There were 84 children in all; 59 in grade 1, ten ingrade two and 15 in grade three. He had not yet received any training inmultigrade strategies, but through the regular exchange of ideas with otherteachers occurring during cluster core school meetings and from visits by the PA,

he was attempting to implement what he had learned.

Some teachers have already received training in multigrade teaching, citlv r

through TTC, TUP or NGO supported training. They demonstrated I'MCUunderstanding of what they had learned through the application of me'1 lologiessuch as independent learning in groups4 and the seating arrangemen' of thedifferent grades within the classroom. They were aware of the :'-nporl<mce of .having meaningful activities planned for each grou]' ' ontinue v-- ; ;h while thrteacher is working with another grade.

However, observations, interviews and literaluie reviews hr e highJigh!'difficulties which arc being experienced by most mnltigrade ieachers, i n r l t ; i ingthose who have training in this area. Without ex< ;on, all those invr' umultigrade classrooms, whether as teachers, parr (nincipals, supr s ortrainers, expressed the neer' f'~- more training r Itigrade teaching. (< '

4 TUP Multigrade Teaching module, 1999

Evaluation o! the Teacher Upgrading Project 2000

In 1999, a review of the TUP modules on multigracle teaching was undertaken.This review concluded that the current trajningjsjop short.5 Teachers urgently

.L. need appropriate training, followed by ongoing professional support, as well asopportunities to discuss and share ideas about teaching and learning strategiesand relevant activities. The report also found that the trainers themselves must be

•\ assisted to develop the technical capacity in multigrade teaching approaches aswell as facilitation skills. The evaluation team strongly bejieve that the training

-\ and ongoing professional support would be greatly enhanced by implementingthe idea of learning cycles. (Ch2 R22)

The current Multigrade Teaching module is written for both the trainers and thetrainees. The above mentioned review found that in this form, it does notsuccessfully meet the needs of either of these groups. An outcome from the 1999review was the development of a draft resource book for multigrade teachers, anda recommendation that a handbook for trainers also be compiled. The MultigradeTeacher's Resource Book is currently being trialed in a number of provinces,before final changes are made and it is nationally distributed. This evaluationteam urge that priority be given to the development of the Trainers Handbook forMultigrade Teaching. (R15)

4.7 Future Needs

The following list is a compilation of interviewees responses relating to needsspecific to multigrade teaching. Concerns regarding classroom facilities will bereferred to in the Chapter 10, Resources and Facilities.

4.7.1 Parents and Community

• There must be opportunities for teachers to improve their own knowledgeof the curriculum which they are expected to teach. In multigrade classesthis can mean content knowledge for the five grades.

4.7.2 Teachers and Trainee Teachers

• There needs to be more materials and resources available with which toproduce appropriate teaching aids.

' r i i inl report for Ihc Consultancy in Multigrade Teaching, 1999

no


• The amount of time allocated to the Multigrade modules in the TUP isinsuf f ic ien t and there needs to be more time spent on leaching strategiesand classroom management techniques for multigrade classrooms.

" There is a need for more follow-up support from the trainers to assist thetrainees have returned to the classroom.

4.7.3 Trainers

• 'Trainers need an opportunity to attend refresher training courses annually,to ensure that they will deliver the best possible training during TUP.

• Trainers need specialist upgrading in the area of multigrade teachingstrategies and classroom management.

• Trainers need to be provided with new motorbikes in order to be able tomore easily visit the multigrade teachers in remote schools.

4.7.4 District and Provincial Level Officials

• Many new teachers or untrained teachers are sent to incomplete schoolswhere they will often be expected to teach more than one grade. Theoverall lack of experience of new teachers and the (often) low educationlevels of many untrained teachers means that the children in multigrade

classes are not receiving adequate education.

• There is a need to ensure that principals and technical teachers in a clusterare trained in appropriate multigrade methodologies, so they can offersupport to the teachers within their cluster.

4.8 RecommendationsMany recommendations from earlier reports were re-visited by this evaluationteam, particularly those from the 'Final Report for the Consultancy in MultigradeTeaching', September 1999. To this end we make the following set ofrecommendations:

1.11.1. Training of multigrade teachers is a priority. Follow up trainingand supervision must be provided regularly at the local level.


1112. Thai all schools review classroom management strategics to ensure

adequate planning, programming and preparation of lessons.

Strategies:

- in cases of excessive enrolments allow for split timetabling toensure the delivery of quality education,

- consider completing the teaching day at 2pm to allow teachersadequate time to plan lessons and prepare resources,

- at the beginning and end of each semester, timetable for one ortwo pupil-free days, when staff can work together to plan wholeschool activities and individual programs,

- in schools where a 2 hour lunch break is the norm, reduce thisperiod to 45 minutes and encourage staff and students to bringtheir lunch and remain at school,

- develop a staffing roster system that allows teachers to have timefor duties other than teaching (one teacher may take 2 classes forsport while the other teacher has the lime to prepare resources),

- teaching staff explore opportunities for developing the idea ofteam teaching,districts to consider opportunities for the employment ofteaching assistants or volunteer parents to support multigradeteachers.

R13. That a policy of 'positive discrimination' for incomplete andmultigrade schools, be implemented.

Strategies:

- teachers recruited for incomplete schools be already trained inmultigrade methodologies,prioritise in-servicing in multigrade methodologies for remoteschools,

- ensure that the 'Multigrade Resource Book' is distributed to allmultigrade teachers,

- address the issue of class size for multigrade schools, to ensuremulligrade classrooms have no more than 30 children,

- alternatively, if class sizes do exceed more than 30 children,contract teachers should be employed to work in a team teachingsituation with the classroom teacher.

R14. That training in multigrade methodologies be provided to thefollowing people so that they are able to provide assistance andtechnical support to multigrade teachers;* Principals and Head Teachers of cluster schools,- Pedagogical Advisors,

" District Heads of Education,

Iwl


• Heads of the Teacher Upgrading Centres

• Trainers at the Teacher Upgrading Centres.

R15. That the 'Handbook on Multigrade Teaching for Trainers' beproduced and distributed to trainers in conjunction with the

appropriate in-service training.

Case Study: A satellite school within a cluster group in Khammouan province

This school is a one teacher multigrade school. As this village does not have a school building

as such, the local wat has offered the community the use of its building. An open-sided

structure with an iron roof serves as the classroom for grades 1, 2 and 3. There are 30

children in this school; 14 in grade 1, and 8 students in both grades 2 and 3.

The teacher is a graduate from aTTC in secondary school teaching.

He has the 8+3 educationalqualification, which means hecompleted eight years of schoolingplus 3 years of teacher training.Although he has been teaching atthis school for five years now, it isonly during the last two years hehas received training specifically

relating to multigrade teaching. In1998 he had ten days training andseven more days in 1999. Thistraining was provided by Save the

Children, Norway (Redd Barna) andthe concepts and strategies coveredare similar to the multigrademodules which are delivered by theUNICEF supported TUP.

He told the evaluators that he had

learned many useful teaching strategies and classroom management skills from this training.Although his training included ideas for the production of teaching aids, he said that he was

unable to access enough materials to allow him to prepare these resources. He said he would

like the opportunity to meet with more multigrade teachers and to observe examples of bestpractice in this area. So far, even though his school is part of a cluster, he said he has only

had the chance to speak with another multigrade teacher once during his time teaching. Hecan usually attend meetings at the core school of the cluster, only three times a year.

55


The demands on his own time are great and he said that lesson planning, record keeping and

resource production for each day occupied 1 to 2 hours of his time each evening after work.He prepares three different lesson plans - one for'each grade, and keeps records on each

child's attendance and progress. His home is three kilometres from the school and he has

four young children and a rice crop to attend as well. Fortunately he was able to store his

resources and books at the wat with the monks, rather than carrying them to and from school

every day.

This teacher was extremely well organised with easily accessible pre-prepared teaching aidsat hand. The room was organised by seating each grade in a different corner of the room andthere was plenty of space for a learning corner. Each grade had a roughly constructedblackboard and he made good use of the textbooks each child had access to. He was able toinvolve the children as a whole group and also got them to work in smaller groupscollaboratively while he was involved with the other grades. Each group had work with whichto continue while he was working with other grades. He involved children individually as wellby asking them to come to the front and give answers or explanations. He said he has tospend more time with the grade 1 children, as there are more of them and they require more

supervision. All the children seemed to enjoy his teaching.

He said that he didn't have enough materials with which to produce teaching resources and

was looking forward to the Ministry of Education implementing the new policy of increased

salaries for teachers of multigrade classes.

56


57

Evaluation o( Ihe Teacher Upgrading Project 2000

5. Language Teaching

5.1 Introduction

The official language of Laos is Lao. It is government policy that all children learnLao at school. However the language situation in many schools in Laos is verycomplex. There are a number of ethnic minority groups all with their ownlanguage and culture. Many schools, especially those in remote areas, have amajority of children from one or more of these ethnic groups. The teachers in theschool will often not speak the home language of the children. There are schoolswhere all the children and the teacher speak the same minority language and thereare schools where the teacher and the children speak different minority languages.These and the many more language situations in schools all present a particularset of issues and complexities that need to be considered when designing teachingprograms for children to learn Lao. There is evidence to suggest the problemsassociated with the teaching of Lao to ethnic minority children will increase in thefuture;

The data does suggest that as the percentage of ethnic minority populationrises, the number of villages without schools or with incomplete schools alsorises ... Poverty and lack of budget are also factors.(Education for All: The Year 2000 Assessment, p.69)

5.2 Language Teaching and Learning

If children are to be successful at school then they must be successful languagelearners. In terms of a wide range of indicators including access, ethnic minoritychildren are disadvantaged. For those who do have access to education the issueof language becomes another disadvantaging factor. As stated in the 'Children andtheir Families in the Lao PDR1, (1996, p.80):

Others face numerous barriers as they may never have heard of the Laolanguage prior to entering school. Teachers are not trained in how to teach Laoto non native speakers and there are too few qualified minority teachers in thesystem.

The evaluation team found that there was a very wide range of opinions on howbest to address the issues raised by the language situation described above. OneMend Master, for example, stated that he sent only Lao teachers to ethnic minority

schools so that this would ensure that the children learnt Lao. Other intervieweessaid that it is important that the teacher use the first language of the children as

5: Language Teaching

the language of instruction for the first two years of school to help the childrenlearn belter. It was found that often, but not always, the beliefs and practices aboutlanguage learning in this context are not supported by current research andpractices in other parts of the world where there are schools, and indeed entire

education systems, facing similar issues. In fact the evaluation team would go sofar as to suggest that there are some practices which might be hindering childrenfrom effective learning of Lao. For example, it is widely accepted, (Cummins,1986) that children learn a second language better when they are strong in theirfirst language. We found that in at least one context parents of ethnic minoritychildren were being encouraged to speak to their children in Lao. We believe thatthis could result in children not being strong in their first language and that theywould be exposed to poor models for their second language. There is someresearch that gives weight to this belief,

Virtually none of the four major ethnic groups have total literacy rates over 50%and the range of literacy for females who are not Lao ranges between 12 and33% in 1995. (Common Country Assessment, 2000, p.l)

This same report goes on to say;

The requirement to speak Lao from first grade is the greatest factor in repetitionand drop outs of children who enrol in school. It is also a deterrent to enrollingchildren in school ... better ways to teach children who do not speak Lao as anative language must be found.

The evaluation team finding, that there are wide spread misconceptions andsuspect beliefs about language teaching and learning is consistent with otherstudies. For example the Teacher Education in Laos Focus on Improving theQuality of Education', (2000, p.3) report states,

There appeared to be little discussion of the needs of children whose firstlanguage was not Lao, and little recognition of the intercultural context ofschools)

What was consistent however was the view held by interviewees at all levels thatthere needs to be some attention given to this issue and that teachers need someassistance in addressing the problem of teaching Lao in the context of a bilingualor mulli lingual classroom. (R16 & 17) The 'Education for All' report (2000, p.92)recommends;

Increase the number of readers, teaching aids and Teacher activity guides whichhelp teachers use a variety of teaching strategies to teach Lao to childrenspeaking other languages.


The evaluation team considers that a small resource kit of possibly 20 stimuluspictures would provide a much needed boost to the resources available to teachersfor language lessons. Some training on the use of this kit for language lessonswould be required. (R18)

Even in the situation where the teacher is a speaker of the minority language ofthe children then the role of the first language as the language of instruction, andin assisting students to learn a second language, and therefore the implications forpedagogy, needs to be explored. The evaluation team also found that there wassome belief among teachers and trainees that 'child centred' approaches toteaching help children from minority languages understand and learn better.(R19)

On at least one occasion village people recommended that English be included inthe school curriculum. (R20)

5.3 Recommendations

R16. That as a matter of urgency, the training modules be reviewed andwhere appropriate rewritten, or new modules, possibly electives,be written to provide teacher training in: language awareness,second language acquisition, teaching Lao as a second languageand contrastive analysis.

R17. That training modules for learning Lao as a second language beincluded in Year one and 2 of the Teacher Upgrading program witha focus on Early Childhood EducationStrategies:

- training programs organised to teach the new language modulesinclude not only trainees in the TUP but also PedagogicalAdvisors, Head teachers, Trainers, trained teachers andProvincial and District education officials.

R18. That a small resource kit of possibly 20 stimulus pictures forlanguage development be produced and distributed to schools.Some training on the use of this kit for language lessons would berequired.

5: Language Teaching

R19. That steps be taken to smooth the transition of ethnic minoritychildren from home to school.Strategies:

- if ethnic minority teachers are available then they should bedeliberately placed in the lower grades,

- in situations where Lao only speaking teachers are teachingethnic minority children then community members areencouraged to assist in the classroom and act as interpreters.These people could be known as Assistant Teachers,an employment strategy for Assistant Teachers be funded.

R20. That research be undertaken to ascertain the level of support for,and feasibility of, the inclusion of the study of English into thecurriculum.

Evaluation of tho Teacher Upgrading Project 2000

6. Training and In-service

This chapter of the report will examine the need for on-going training and in-

service training. It will consider the needs of continued upgrading of trainedteachers, support to teachers requiring opportunities for upgrading basiceducation levels and the inclusion of new teachers or teachers that did notcomplete the TUP when it operated in their district.

The 'Review of Professional Support for Teachers', (1999, p.32-42) has acomprehensive chapter on the relationship between pre-service and in-servicetraining. This evaluation team supports the recommendations in this report withthe proviso that the TUP be included as an equal partner along with the TTCs andTDC in the development of a systematic in-service training program. There is nodoubt that the TUP and cluster school system have had the greatest impact onimproving the quality of teachers and primary school education in Lao PDR. Itwould be advisable that these successful models of training receive continuedsupport and are used to inform both the methodology and operationalrequirements of future in-service training developments. (R21)

6.1 Ongoing TUP Training

The evaluation team found that the TUP is widely acknowledged by participantsat all levels as being a highly successful program. It is also recognised, (Sheldon, etal, 1995, p.33) that graduates need ongoing support and training to master the newmethodologies, develop teaching strategies and implement required curriculumcontent.

The 1995 Evaluation recommended that the TUP be reduced from three years totwo. This reduction may have been a reasonable response to the variousconstraints and pressures at the time. The crisis in teacher supply naturally makesit difficult to release teachers for training workshops, but it also has had a negativeimpact on the quality of training and the quality of implementation of knowledgeand skills learned. It is unreasonable to reduce the training program by one yearwithout expecting some loss of quality and without acknowledging the need forongoing training opportunities.

62

6: Training and In-service

The reduction in training time may have satisfied economic constraints, but theshort term economic gains will ultimately lead to increased costs because of theneed for ongoing support.

It is imperative that quality is not sacrificed for quantity and that a compromise befound that meets the essential needs for training of quality teachers. The 'Reviewof Professional Support for Teachers' (1999) & 'Teacher Education in Laos: focuson improving the quality of education1 (1999) both suggest that there is nosubstitute for a pre-service teacher education program. However, this is not borneout by the field research of this study. There is a widely held view, supported byquantitative data compiled by the DEBs, that it is not valid to say that teachers

who have undertaken pre-service training will be better teachers than thoseundertaking upgrading programs. Many provincial, district, local education staffand parents stated that teachers who had been through the TUP were betterteachers than those who graduated from the TTCs. There were three main factorsin support of this comment. TUP graduates had experience in the classroom, wereexperienced in working with the community and parents and had developedstronger 'child centred' learning methodologies.

There is no doubt that the need for teacher upgrading and ongoing in-servicingwill continue for many years and that the TTC is not providing the number orquality of teachers required to fill vacancies. It is imperative that the TUP continueand develop new strategies to cater for the weaknesses in the current program,particularly in relation to the length of the TUP training and the timetabling of in-service training.

The field research of this study revealed that many teachers both qualified andunqualified are dedicated to personal professional development. Many clusterschools have developed their own professional support mechanisms at the locallevel by organising weekly to monthly meetings to discuss issues of importance,such as how to teach the maths curriculum. Grass roots teacher developmentinitiatives are a reality. This is highly commendable and it is imperative thatnational strategies and systems for teacher training take these initiatives intoconsideration and work in concert with them.

Although there are a range of strategies that might be employed to meetoutstanding training requirements it is clear that there is little alternative than to


release trainees from some of their teaching duties and extend the period oftraining. The extended training may include learning cycles of integrated modulesthat culminate in a final year internship. (R22)

6.2 Revisiting Phase 1 & 2 Training Sites

The continuing TUP will aim to cover districts not included in the first two phasesof training. While this model is progressive in ensuring that the majority ofdistricts are included in the program it does not take into account appointments ofnew contract teachers or teacher turnover in the districts where training has beencompleted. The model also does not allow for teachers who were unable, throughno fault of their own, to finish the program in the allotted time. There is a need forthe TUP to develop ways for current trainees to finish the program when it hasmoved to another district. It is recognised that there will be difficulties in terms ofdistance, but there may be options for PAs or supervisors to support traineesthrough a school-based program and where the core cluster school becomesinvolved.

The continuing demand for teachers means that contract teachers will need to beemployed for many years to come. Contract teachers also need incentives toencourage them to remain in the profession and opportunities to participate in theTUP and other in-service programs, must be offered. This may mean that traineeshave to travel some distance for vacation training, but the option should beavailable. If contract teachers are not in a district currently offering TUP, theiron-site supervision could be provided by PAs, technical teachers or clustersupervisors. (R23)

6.3 In-service Training for Qualified Teachers

Recommendation 21, highlights the need for coordination between all providers ofteacher training in Lao PDR. In line with this recommendation that opportunitiesfor improving in-service training for all teachers will be discussed.

The pre-service and the TUP curricula should be thoroughly examined to identifythe level of correlation. It is crucial for the TTCs to be aware of the content of theTUP, in order that the offerings of both programs be brought into line. This will

ensure that all training prepares teachers for the demands of the new primaryeducation curriculum. Along with the TUP graduates, the TTC graduates, insisted

6: Training and In-service

on their need to participate in in-service training and continued upgrading of theirskills. Fully trained teachers feel forgotten and ignored and requested

opportunities to attend in-service and professional development programs,particularly in 'child centred' learning and the teaching of multigrades.

In addition to the specific requests for training noted above, there were also many

requests for refresher training from qualified teachers. While teachers had learntmany new things in the training programs, some cannot sustain applying thenewly acquired knowledge and skills in their daily teaching. Some principals fearthat if teachers do not get refresher training they may revert to their old ways andpractices of chalk and talk.

It is unreasonable and unproductive to expect teachers to undertake all in-servicetraining in holiday periods. Many of the teachers in rural and remote schools arerunning on 'survival mode' and are doing the best they can in sometimes oneroussituations. While it is feasible to propose some programs during semester breaks,there must also be opportunities for teacher to attend in-service training duringpupil free days or as planned in the school semester timetables. (R24 & 25)

The specific need for support of remote staff has been discussed in Chapter 7. It isenvisaged that the designated remote trainer will support current TUP traineesand also other remote teaching staff by providing opportunities to participate inin-service training through the sub-cluster system and supoorting remote staff toattend district in-service activities.

6.4 In-service Training for Trainers and Supervisors

Chapter 7 of this report discusses the need for specified remote trainers andtrainers dedicated to supporting trainees undertaking internships. There has alsobeen discussions that noted that quality should not be sacrificed for quantity. Thedemand for teachers is so great that it is also imperative that the TUP continue anddevelop means of supporting difficult and remote training demands. With thesedemands in mind it is necessary to undertake training of new TUP trainers. Theinclusion of more trainers in the TUP will ensure that quality of delivery and

support of the program (R26)

Some trainers requested that they be well grounded in the basics. They haverequested further training on lesson planning, preparation of teaching aids and


devices including lessons in drawing and illustrating. Others ask for orientationtraining on the new curriculum. This suggests that initial training and the yearly

refresher training is not meeting the needs of the trainers. Trainers need to beinvolved in analysing what has been lacking in their training and how theshortcomings can be addressed. With regard to lesson planning and teaching aidsproduction, it would be helpful to develop a source book or guidebook for use bytrainers. There is one previos recommendation in this report that relatesspecifically to the need of trainers/ (Ch2 R6) but it should also be noted thatcontinuous upgrading of trainers should be undertaken to strengthen theircompetencies in training and supervision. (R27)

6.5 Credit and Acknowledgments

As discussed in Chapters 2 & 9, it is essential that teachers be given credit forknowledge and skills they have acquired prior to training and throughparticipation in in-service programs, (Ch3 R9)

These same recommendations apply to all people who participate in in-servicetraining, be they part of the educational human resource or members of thecommunity participating in 'Working Together' workshops. To this end theevaluation team supports recommendations 14a and 14b of the 'Review ofProfessional Support for Teachers', (1999, p.35) with a broad definition of who canparticipate and receive credit for participation. (R28)

The task of developing a nationally coordinated framework for theimplementation of in-service programs in a systematic way, while maintainingflexibility to allow for district and local variations will need support from allagencies involved. Equally the development of an in-service accreditationframework will also require close cooperation and collaboration between allstakeholders. However, it is imperative that this task be given some priority if thequality of teacher training is to be efficient and effective.

6.6 Recommendations

R21. That the TUP, TTCs and TDC work collaboratively to devise asystematic program of in-service training for all trainers, teachers

and educational managers moving towards using the resource

7: Remote Education

Teachers are hard to recruit to these areas. Graduates from TTCs who are sent toremote areas are under contract to remain for two to three years and theevaluation team learned that the local community members often provide food,accommodation, money, land to farm (in order to supplement their salary) and insome places, wives, to encourage teachers to stay. The evaluation team believethat it is essential that the MOE develop an 'incentives package' for teachers whoare recruited to work in these areas. This package could include medical caresupport, money for clothes, learning materials, etc. While the MOE has a policy forpay increases to teachers in remote areas, the evaluation team found that therewas no evidence that the policy has been implemented. (Ch9 R44)

7.4 Consumable Resources

School supplies from the MOE and agencies reportedly arrive in the provincialoffice and it is the responsibility of the schools to collect their allocation. In oneprovince, which has 59 schools, four are able to easily collect their resources.However, for the remaining 55 schools, it may take days or weeks for the headteachers or village members to arrive at the office to collect supplies. Some will useprivate or local transport, some will walk. The difficulties are then compoundedwhen they must return loaded with boxes. Many people at both the district andschool level, expressed the need for bicycles, motorbikes or a subsidy fortransportation costs, so they are able to access the available resources when, and if,they actually arrive in the region. (R32). (This issue of resources is discussed inmore detail in Chapter 10).

7.5 Resettlement

Some villages are very small and because of the harsh economic realities, it isconsidered by the MOE that they do not warrant the construction of a school andthe supply of a teacher. In many provinces, ethnic minority people have been re-located to areas on the main roads. The schools (which they must build forthemselves), are usually incomplete and if there has been a trained teacherrecruited to the area, they will generally be Lao language speakers only. Childrenfrom these families do not have the opportunity to undertake all their primaryschool in their village. To complete primary school, these children must attendschool in a larger centre to gain a basic education. Often the children walk to thesecentres and return home for the weekend. The boarding schools in which they can

Evaluation of the Teacher Upgrading F'roject 2000

Cooking facility insidethe 'boarding school!

A 'boarding school'inXieng Khoiiang province.

stay whilst they are away from home are extremely basic. Children areunsupervised, with boys and girls crammed into a one room hut. They must bringenough rice with them from home for the week, or they will go hungry.

The evaluation team believes that many children would be better served if schoolswere established in the home village and teachers appointed to these schoolsshould be trained in mulrigrade teaching techniques. (R33 & 34)

I have, so many emotions when I say goodbye' to my'daijghtât'the^w&elci suppose it's a good thing .that'she; is;ab>le;;t;o'go;tc^^

She told us, that she keeps tripping over in the.schbol playga^buiiH; dpâi; ntly^HeêQ^S |.^^^V'jT*'**"''-''^^^^stumps of old trees with the tops protruding at ankle height... but:the teachers sqiditnatthe I;

• - ' ", i. ' ; • ' . . • " ' ' • * • " > • " • % . ' • ' ' ' " • ' . " '"'•' " • ' • • " " ' '.'i' . / " v ' .""•" ' ' • ' ' -i/?j ts ' 'V'' . ' • ;' • ' • " * • ' ' '-i7' : '"' •• - ' • ' - • ' ''""•"•.stumps can't be dug out for fear that a bomb might be under'-'there^tpo^;f0: jJ^;:-f .& .-i 1 .'ri't

How much we love our little girl. I wish there were a school in our village.; ; .

7: Remote Education

7.6 Recommendations

R29. That a support 'survival kit' be issued to teachers expected to workin these remote areas. Such a kit could include:-resource book for multigrade teaching ideas,- sample lesson plans for each curriculum area,- strategies for child centred learning with examples from eachcurriculum area,- ideas on how to access the local community and environment as ateaching resource,-samples of teaching aids using low cost materials,- examples of time management strategies,- guidelines for workshops with parents and the community onworking together,- a list of other UNICEF and NGO projects operating in the districtwith ideas on how to access such projects, eg. girls' education, HIVAids education,- a full set of curriculum documents and text books.

R30. That trainers be allocated to support staff in remote areas.Strategies:

remote trainers have a reduced trainee:trainer ratio. For exampleapproximately 8:1,

- travel to be included in the 'away from base' schedule,- these trainers may need to be away for more than 15 days a

month and budgets should reflect required per diem allocation,- in line with proposed salary increases for remote teachers,

remote trainers should be likewise compensated,- remote trainers should also be supported by a 'survival' kit.

R31. That a system of 'sub clusters' be implemented or be strengthenedwhere already in existence.

R32. That the MOE implement a system to compensate individualteachers and/or village representatives for services in collectingand disseminating resources from provincial warehouses.

R33. That more effort be given to training teachers in multigradeteaching strategies, thereby eliminating the need for children toleave their village in order to gain a primary education.


R34. That where there is no other alternative, properly constructed

boarding schools be established, with minimum operating

standards enforced.

8: Community Particpation in Education

8. Community Participation in Education

There is overwhelming consensus from provincial and district officials, and localcommunity members, that since the TUP and cluster school programs have beenimplemented, education for many children has improved through:

• improved quality of learning in primary schools,

• increased enrolments,

• a decrease in the number of children repeating grades,

• a decrease in student drop out rates.

It is widely acknowledged that the TUP and clusters require further development,that there are limitations to the current programs and that there are many needsand deprivations. However, all interviewees enthusiastically acknowledged theachievements of the TUP and clusters and the positive impact the programs havehad, not just in the schools, but also in generating community awareness andcommunity participation in education.

The greatest achievement for many districts was the training of untrained andunqualified teachers and the establishment of school clusters. In addition theexpansion of education programs to remote areas is seen as a positive start inworking towards achieving the national goal of 'Education for All', (MOE, 2000).

8.1 Community Education Achievements8.1.1 Community Development Achievements

The current trends in planning, development and implementation of educationalprograms appear to fit the needs for development of both individual communities

and the country. While the evaluation team heard a great deal about communityaspirations and short and long term goals, it seems the journey to achieving thesegoals is only just beginning.

The implementation of the TUP and cluster programs has had a significant impacton human resource development in the community. It has proved to be a vehiclefor the dissemination of information which can assist with community


development. Examples can been seen in Health Education and the GirlsEducation programs.

Village elders stated that they could see the children having many moreopportunities and becoming more skilled than their own generation. Their hope isthat improved education along with improved community development will leadto the next generation being more independent in managing livelihood activitiesand resulting in improved economic growth. According to the head of one village,only education can help the community improve their daily lives in the future. Toensure education continues to improve, the village leaders recognise theimportance of strong communication and support for education programs at alllevels of the community.

Community responsibility was seen as key: the individual villages weregradually required to assume more and more responsibility for development ofeducation in their community. (Education for All, 2000, p.32)

8.2 Community Support8.2.1 Working Together

School staff and community members are aware of the critical need for mutualsupport, understandings and goals if they are to succeed in their endeavour forquality education. Through working together, the school and communityrelationship has improved. Parents have become more involved in the educationof their children and the teachers now understanding community needs better andreceive a greater level of support.

Overall, communities try to work together to support each other and share

experience and knowledge. The range of activities include constructing schoolbuildings to improving academic performance of teachers and students. For thosecommunities and schools that are new to working collaboratively, there isacknowledgment of the need to further develop collaboration skills and ways ofworking together. (R35, 36 & 37)

The TUP and cluster projects have assisted school communities in developingbetter communication and support systems for both the teachers and the parents.The village people also help one another by encouraging their children to go toschool and by talking through difficulties with families that are not aware of thevalue of education.

8: Community Particpalion in Education

8.2.2 Pupil Parent Association

Parents and village members are gaining a voice in education through the

establishment and development of local Pupil Parent Associations.

The first Parent conferences have been held in nine provinces for the countryand draft guidelines for Pupil Parent Associations reviewed. (UNICEF, 1999,p.18).

The improvements in educational opportunities and quality of education alongwith a growing awareness about the value of education through communityworkshops has encouraged many parents to take a more active role in communityeducation programs. While some communities have a regular schedule ofmeetings of the Pupil Parent Association to support community aspirations foreducation, other communities have systems of 'on request' support, which may beat the school level or wider community. Some communities stated that they preferworking on issues at the village level before asking for outside assistance.

8.2.3 Support for the School

Many parents are happy with the achievements of the school and pleased thechildren are showing a higher performance at school. They are also proud of theirlevel of contribution. Parents contribute to the schools in various ways by:

• providing labour for construction of school building and resource centres,

• providing locally available building materials for construction of schoolbuildings,

• building tables, benches and other furniture and equipment,

• mobilising increased enrolments and attendance of children, which result inincreased enrolments,

• participation in fund raising,

• assisting in the production of teaching aids,

• making financial contribution to the school budget,

• providing clean water for the school,

• providing maintenance of school grounds,


ffi

• assisting in school agricultural projects such as growing cabbages or coffee, &fcj:

• on special holidays, the money contributed to the wats by the community is reshared with the school and vice versa, **

• establishing a road side shop for sale of produce with revenue going to the j|school.

8.2.4 Support for Teachers

Rural and remote communities have shown a high level of support for teachers |and demonstrated a range of initiatives in the ways they support teachers. Variousways teachers may be supported by villages in various ways including: I

• contributing to a reserve fund contributed to by families in the fcluster/community. This fund can be accessed to provide health care, K

accommodation or other essential living requirements for the teacher, rs.

• helping take care of teachers and their families when they get sick,?

• providing assistance with building their houses,

• providing a section of land, 1

• giving assistance with planting and harvesting of rice fields, 1

• supporting teachers that have problems by visiting the teacher and offering «support, •

• providing food for teachers in the form of rice, chickens or other products.

Parent support is highly valued by schools and a significant difference in schoolresources and staff motivation could be seen in schools where there is a high levelof participation from parents and the wider community. (R38)

8.3 Future Plans sI

The majority of community members, be they Village Chiefs, Chair of the PupilParent Association or members of the educational staff, were able to clearly ;j

fc

articulate the educational aspirations and plans for their district, cluster or village.Common goals included: J;

R

78 :

8: Community Particpation in Education

• to enrol all students,

• to improve and encourage the future development of cluster schools,

• to work towards establishing more complete schools in the districts,

• to have more complete school buildings than at present,

• to continue the involvement of parents and community in the school,

• to enlist support for development and acquisition of equipment forteaching the arts and the sport curriculum,

• to continue to develop good communication lines between the school andthe community,

• to ensure children go to school and attendance levels are maintained,

• for the community and school to continue to develop both the human andphysical resources required for successful education programs,

• for the community to continue to provide support for teachers and theirfamilies,

• to develop in service programs and support systems that enable teachers tokeep upgrading their teaching skills and develop 'child centred' learningstrategies,

• to encourage children to proceed to secondary school by expanding andimproving facilities.

While there are many common goals for future education planning, some districtsor individual schools, stated short-term plans that were specific to their individualgoals. One school aims to focus on the development of local curriculum contentthrough the curriculum policy that allows for 10% curriculum change. Anotherdistrict wants to aim specifically at encouraging handicapped children toparticipate in school programs.

School clusters that are developing resource centres also expressed the goal ofusing these centres not only for resource production but also as communitycentres of learning (Adult Education Centres). This would allow for development


and sharing of leaching ideas and become vehicles for the exchange of ideas on

best practice. A short to medium term goal for many clusters is for the resourcecentre to become the focus for professional development and in-service trainingfor managers, teachers and community members.

8.4 Future Needs

In some villages the drop-out and repetition rates of students has increased. Thereare many factors contributing to this situation such as the "standard of buildings,teachers' skill level, teachers commitment and overcrowded classes. However, thesingle most significant factor is the economic climate of the village which is largelydetermined by environmental conditions such as flood and drought. When thereis a shortage of rice all the villagers, both children and adults must contribute theirlabour just to feed themselves. In very difficult economic times small familygroups may become transient, travelling to sell their labour for food and shelter.

In other cases the children from poor families may have to work in the fields orstay at home to perform domestic duties and mind younger siblings while theirparents are out working.

To achieve 'Education for All', communities require support in many areas. It isapparent that communities are more than willing to support education and thedevelopment of schools. However, in many cases, limited resources and/or theeconomic situation of the community prohibits a level of contribution necessary tomeet required outcomes in the short or even long term. In stating educationalgoals, interviewees were clear about what they needed to achieve qualityeducation for their children and continued community growth. The supportsought by communities is very modest. The general overview is that communitieswant to own and develop educational plans for themselves. They are not askingfor support that is unreasonable, only the minimum support required to ensuresuccessful education programs and acknowledgment of the limitations of theirown ability to contribute. (Details and recommendations for community needs arecovered in Chapter 10: Resources and Facilities).

80

8: Community Particpalion in Education

8.5 Recommendations

R35. That the Teacher Upgrading Program develops and introduces amodule on 'Working and Communicating with Parents and theCommunity1.

R36. That the module on 'Working and Communicating with Parentsand the Community', be offered to all teachers as part of the in-service program.

R37. That each school or cluster to hold a workshop with parents on

'Working Together'.Strategies:

- 1. Invite people in the community to assist with teaching andlearning activities by:- listening to children read stories- telling stories to children- teaching the children traditional handicrafts- talking about the work they do- sharing their knowledge of the local environment

- 2. Take the children into the local community to carry outlearning activities. The children can:- interview key members of the community about theorganisation of the community- participate in village activities and celebrations- investigate the work of the people in the community- investigate where the village gets water and how they usewater

- 3. Organise a time to talk to each of the children's parents abouttheir children's progress.- have a day in the classroom when people in the community areinvited to come to the classroom and the children show themwhat they have been learning.

R38. That examples of community innovations for support of teachersand schools from outcomes of the workshop be compiled andwidely disseminated.


9. Status of the Teaching Profession

9.1 Introduction

In undertaking interviews and observations to determine the effectiveness of theTeacher Upgrading Project, the evaluation team investigated many issues linkedto the success of the program. One of the key issues involved interviewingcommunity members about the status of the teaching profession and communityexpectations of teachers.

Interviews in all districts showed that in rural and remote villages teachers arehighly valued members of the community, not only for their professionalcommitment but as providers of information and support on other issues affectingthe community, such as health and written communication.

While teachers are highly valued by the villagers, this value is not recognised interms of salary levels or frequency of payments by the Ministry of Education.

Primary school teachers in Lao PDR earn between US$7 - US$20 per monthcompared to the estimated earnings of a tuk-tuk driver at approximately US$63per month (ADD: Hickling, May 1999). In the past two years, teacher salaries aredelayed sometimes up to six or seven months. In some areas, parents havebegun to support teachers through donations of food... (Common CountryAssessment, 2000, p.4)

Teachers teach seven hours per day and then must prepare lessons in their owntime. In addition to their teaching duties, most rural and remote teachers mustmaintain their own vegetable garden, raise animals and often maintain their ricefields, as well as taking care of their families.

Despite this heavy workload, both professionally and domestically, an indicatorfrom one province regarding the status of the profession, is the fact that morefamilies are sending their children to undertake teacher training. As well asconfirming the importance of the profession in the community, this alsodemonstrates a hope that the qualified teachers will return to the village. Theimportance of both qualified and competent teachers for the provision of qualityeducation can be seen in the varied initiatives implemented by villages in theirefforts to retain teachers. (Details of these initiatives are documented in Chapter 8

"Community Participation in Education").

9: Status of the Profession

9.2 Teacher Mobility and Teacher Appointments

The evaluation team received widely conflicting data on the retention rates ofteachers. While the team heard that up to 50% teachers were leaving theprofession and that there was great difficulty in retaining teachers because ofunpaid salaries, lack of incentives, oversized classes and the necessity to findanother source of income, this was not supported by data gathered from the fieldinterviews. (R39)

The UNICEF Lao PDR Annual Report (1999, p.3) states that:

This year 494 teachers abandoned their posts, 390 resigned, 221 retired (50early), 11 trailsferred to work in other sectors and 20 were terminated. Thisrepresents 1136 (of the 48,000 primary school teachers)

The above data shows that 2.3% of teachers left the profession. It should also benoted that the figure of 48,000 appears to include all educational human resources,not only teachers. The figures for June 20006 show teachers at 32,446 with a totaleducational human resource of 49,849. The recruitment for 1999 was 2,300 persons,while 554 staff left the profession. A breakdown of these figures shows, 216abandoned, 140 retired, 153 transferred to other sectors, six expulsions and 39deceased. The data does not indicate whether the loss of staff included alleducational human resources, just teachers, contract teachers or relief staff. Fromthe current statistics available to this evaluation team, it appears that the worstcase scenario is that 3.4% of teachers are leaving and the best case is 1.7%.

Including retirement, transfers and the deceased, the above figures, if correct,cannot be considered significant. It must be noted that the field study only

covered six out of 18 provinces in Laos and only 12 districts of 141. Statistics andfigures are open to interpretation and it is difficult to determine exclusions in data.However, the fieldwork undertaken by this evaluation team did attempt to learnabout the retention rates of teachers and the reasons for mobility.

Some examples of and reasons for teacher mobility as ascertained during thefieldwork are:

6 Report on the Evaluation of Education Development, 1996 - 2000 and 2001 - 2005, Ministry of Education for the NationalConference of Education Managers, 7-12 August 2000.


9.2.1 Vientiane Province

• In Vanvieng district, the deputy director indicated that all teachers in this

district are keeping their jobs perhaps due to the fact that many are basedin their home village with an economic base for support,

• Teachers are considered the same as other Government staff, they cannotavoid resignations because teachers have other priorities in their life. eg.needing to work in the rice field or family problems.

9.2.2 Houaphanh Province

• 60% of teachers remain teachers for their working life, however teachers areoften recruited to other areas of the Government, eg-Ministry of Commerce,Ministry of Information. Most MOI staff have a teaching backgrounds,

• teachers are looking for better or more regular pay,

• one school said that 80% of the teachers stay in the profession for theirworking life,

• retention of teachers was good - 90%. Sam Neau district,

• teachers in one village school have been there from 12 to 24 years.

9.2.3 Xieng Khouang Province

• 40 teachers left the profession in the province in 1999-2000.

9.2.4 Khammouan Province

• so far this year there have been few resignations, but 40 requests forretirement,

• Sebangphi district - of 247 teachers in district in 1999 only one left,

• out of 300 teachers there were four resignations due to health and economicreasons,

• most teachers in remote communities only want to stay for two years, thenthey request to go back to their home villages.


From the field data collected it appears that there is considerable stability in theretention of teachers. However, it is quite clear that some districts are critically

short of teachers. The shortage of teachers puts extreme pressure on schools andfamilies. All districts acknowledged that the establishment of the TUP and thedevelopment of cluster schools have led to a significant increase in the quality ofeducation. Added to this is increasing awareness by parents about the importanceof education. For the districts involved in the TUP and cluster systems the abovefactors have contributed to the mobilisation of children and hence significant

increases in enrolments. All of these factors again emphasise the need to continueand expand the TUP, alongside the continued upgrading of incomplete schoolbuildings. The shortage of teachers was made clear by data collected from eachregion of the study:

• Houaphanh Province had 182 teaching vacancies but only 72 applications.

• Khammouan Province was allocated 170 teachers only 70 arrived.

• 30 more teachers needed in another district

• 70 teachers needed in Paksong district in Champasak

The above figures do not include contract teachers. (Contract teachers are usuallyhigh school graduates that are employed to meet the shortfall in qualifiedteachers) In the past some districts had more contract teachers than qualified ortrainee teachers working in the schools. However, this year many districts havenot received their allocated number of teachers and have not received funds toemploy contract teachers. The shortage of teachers, the lack of funds to employcontract teachers in some districts, increased enrolments and overcrowdedclassrooms makes it difficult to maintain teachers morale and for teachers tobelieve they are valued. (R40)

9.3 Quality Teachers

The 'Review of Professional Support for Teachers', (1999, p.9-10), defines thestandards for qualified teachers.

For present purposes, based on literature on the qualities of good teachers, fiveheadings are used to summarise the kinds of knowledge, understanding, skillsand attitudes expected of teachers.a. Knowledge and understanding of subject matter,b. Foundation studies in education,


c. Knowledge of curriculum and corresponding teaching methods,d. General skills in pedagogy and carrying out the duties of a teacher,e. Concern for pupils, high moral characteristics and high professionalstandards.

It would be safe to say, that remote village chiefs, parents and probably most ofthe teaching staff have not read the above report, yet their views on the qualities ofa good teacher concur strongly with the skills and attitudes set listed above. It waswidely acknowledged that while some staff may have strong educationbackgrounds, know the curriculum content, can use resources and write lessonplans, they may not be good teachers. In addition to academic traits it was viewedas essential that teachers enjoy their teaching, take responsibility for their own

development and can communicate with parents and the community. Some

examples of community views on the qualities of good teachers are listed below.

• humility, love for children, commitment, self reliance,

• a love of what they are doing,

• patience, experience, kindness, prepared to take responsibility,

• ability to help other teachers,

• ability to use lesson plans,

• self-confidence and willingness to attend refresher courses,

• willingness to upgrade their skills,

• ability to cooperate closely with the community which in turn affectsstudent performance,

• ability to use 'child centred' learning approaches and appropriate teachingstrategies,

• support the community by contributing labour in the rice field.

The 'Review of Professional Support for Teachers' (1999, p.10) makesrecommendations in relation to developing a "teacher profile". This evaluationwould support these recommendations, the outcomes of which should be used inreviewing and upgrading the TUP and TTC training. (R41 & 42)


9.4 Qualification Standards

Communities acknowledge that there is more to being a good teacher than justqualifications, but they also recognise that teachers who have a primary schoolbackground often struggle to deal with curriculum content. The 'Review ofProfessional Support for Teachers', (1999, p.14-17) gives a clear outline of teachersqualifications and criteria for determining training requirements.

This quantitative data and the field research of the current study make it quiteclear that there is an immediate need to provide opportunities for teaches toupgrade their basic/general education levels. This is particularly the case forteachers from rural and remote communities who may not have had theopportunity to participate in secondary education. It is not just the communitythatrecognises this need, but also teachers requesting support to improve theirknowledge in order to be more effective in their implementation of the primaryschool curriculum.

The TUP is focused more on the development of actual teaching practices ratherthan on the updating of general education. The strong demand from teachers andcommunity was that it should do both. (R43)

9.5 Incentives for TeachersThe issue of incentives for teachers has been widely discussed and documented inprevious Lao PDR evaluation reports (Review of Professional Support forTeachers, 2000, Education for All, Common Country Assessment, 2000, TeacherEducation in Laos, 2000, UNICEF Annual Report, 1999). It is clear mat support forteachers in the way of incentives would greatly assist the number of peoplewanting to enrol in teacher training and in teacher's willingness to acceptpositions in remote communities.

On the 21st December, 1998, the Prime Minister issued a decree to increase thesalary for remote rural teachers. The increase of 15-25% was based on theremoteness and difficulty of the geographic areas. (Education for All, 2000,p.26)

While this initiative has been proposed by the MOE, it is clear that it has not yet

been acted upon:


The recurrent educational costs of financing the education system surpass theavailable budget. (Nagel, T., Vixaysack, B., 2000, p.2) (R44)

Many teachers in remote and rural areas slay in the classroom because of thesupport of the local community, including the provision of food. At the very least,

it is essential that teachers in all areas be paid regularly and on time. Theevaluation team heard of several teachers who had not been paid for severalmonths and of teachers who did not know what their salary was, as it wasreceived so irregularly. (R45)

Not many people from remote villages go to the TTC, so the teachers working inrural and remote areas generally are not local. TTC teachers usually have acontract with the MOE to remain for two-three years in remote villages and thenthey are able to return to their home. However, some villagers offer teachersincentives such as food, accommodation, money and even wives to encouragethem to stay. The governor of one district indicated that perhaps out of tenteachers from other areas that eight would stay because they had married a localwoman. Contract teachers are also offered incentives to stay in villages.

The TUP evaluation report of 1995 suggests that

incentives, not necessarily financial in nature might also be considered,including publication of interesting local innovations and rewards forinnovative ideas and successes, (p.28)

In addition to publishing innovations and successes, the opportunity to participatein study tours to share and learn new strategies could also encourage teachers tomaintain their enthusiasm and keep their moral high.

9.6 Recommendations

R39. That urgent attention be given to ascertaining the reasons why

MOE lists of allocated teachers positions regularly translates invastly reduced numbers of actual teachers; and that strategies bedeveloped to minimise same.

R40. That contract teachers be offered opportunities to participate inteacher education programs.Strategies:

provinces could be allocated funds to employ contract teachers,


contract teachers should attend in-service programs related totheir specific classroom duties,

- develop pathways to encourage contract teachers to undertakeformal study to obtain teaching qualifications,compile examples of detailed lesson plans in grade and subjectarea to support contract teachers,

- identify a specific supervisor or teacher to mentor new contractteachers.

R41. That the training needs for each teacher enrolled in the TeacherUpgrading Program be assessed in terms of their knowledge,experience and competencies and that they enrol only in modules

relevant to their needs, or supplementary modules relevant to thesituation in their school.

R42. That the TUP develops and implements procedures for'Recognition of Prior Learning' to facilitate processing of teachersfor the above recommendation.Strategies:

teachers compile a portfolio documenting their workexperiences, teaching experience, educational background, in-service participation and other relevant data to construct a"Teacher Portfolio".

R43. That a non-compulsory, mixed mode, general education upgradingprogram be investigated, developed and implemented as soon aspossible for teachers with general education levels below lowersecondary. Appropriate qualifications should be attached to this

upgrading program.Strategies:

Note: Teachers with low levels of general education will find itdifficult to undertake a complete distance education program.Text based learning has the potential to discourage such learnersand should not be used until learners have developed study skillsand acquired the culture of independent learning.- develop a general education program that is initiated with mixed

mode delivery and moves to distance education in the latterstages,

- initial modules must include study skills and strategies for beingan independent learner and be delivered in an introductoryworkshop,assessment of upgrading project should include completion oftasks/assignments and not just examinations.

Evaluation of ttie Teacher Upgrading Project 2000

R44. That budget allocations for education be prioritised to increaseteachers salaries and provide incentives for remote staff.

R45. That a system be developed to provide pathways for remote staff

to acquire study leave and participate in study tours.Strategies:

- implement a system whereby teachers accumulate a certainnumber of points for each year they teach in a remote school. Onachieving an appropriate number of points, the teacher is eligiblefor a study tour or paid study leave.

10: Resources and Facilities

10. Resources and Facilities

10.1 Introduction

The upgrading of teacher skills and the development of knowledge which isneeded in order to apply new methodologies and practices, requires access toresources. In almost every school visited by the evaluation team, the lack ofteaching resources was the single most obvious factor inhibiting teachers' ability to

deliver quality education. Even though communities are supported by UNICEF,other NGOs and the MOE, they do not have sufficient resources to implement thenew curriculum and adequately practice 'child-centred' approaches to teachingand learning. In some cases it is not a matter of insufficient resources, but literallyno resources at all, for both students and teacher. Even if teachers were still usingthe old chalk and talk methodology, in many instances, the children didn't haveany books, pencils or paper to allow them to participate in the lesson.

10.2 Teaching Resources

The UNICEF Lao PDR Annual Report states (1999, p.18-19) that:

Textbooks and teacher manuals are still not available in most classrooms incluster schools due to the poor distribution system in the Ministry of Education.

Evaluation team members often heard of, and witnessed, the scarcity ofinstructional materials and resources at all levels, particularly in remote areas. Itseems that an absence of any sort of system for the effective and efficientdistribution of resources is a significant factor contributing to this situation. (R46)

The Common Country Assessment report, (2000, p.3) states that:

Though there has been a major investment to develop new primary textbooks,the investment is wasted because they can't be delivered. The CentralWarehouse is without pallet-racking systems, without computers and the staffis without adequate training in the management of a national book distributionsystem.

In many schools there are no storage facilities for the materials that teachers havemade. Each year, new sets of teaching materials have to be re-duplicated and thisbecomes extremely costly given the limited resources available. Teachers needassistance to produce better quality but low cost teaching aids, that can be used fora longer time. Perhaps training on teaching aids production would emphasise the


need for producing aids and devices that can be used across subject areas andgrades for maximum utilisation. Trainers and trainees may consult the textbooks

and their accompanying teachers' guides to determine what teaching aids and

devices are needed to make them multi-functional. Trainees may also beintroduced to the idea of establishing a 'teaching aids bank' in the school wherethese resources can be collected for access by every teacher. Furthermore, theyshould be taught how to manage these resources.

10.3 Teacher Upgrading Centres

The TUC facilities are sometimes found to be wanting. In one province, for

instance, there is a storeroom at the TUC where some office supplies, paints, atypewriter and a new duplicating machine are stored. Nevertheless, the storeroomis very basic with limited cupboard and shelving space. Shelving would be a verybig improvement. (R47)

Some trainees commented that the facilities at the TUC were inadequate. In sometraining sites, there was no water supply. A toilet and a generator for electricitymay be available, but they can only be used when training sessions are going on.The evaluation team understands (Nagel et al 2000) that in some provinces, theTTCs are often under utilised and would suggest that perhaps the TUP can accessthese facilities where appropriate.

Trainers themselves reported that supplies for teaching aids production areinsufficient. This restricts the production of a variety of teaching aids and devices.This is an area needing additional support. (R48)


10.4 Cluster Resource Centres

The UNICEF Lao PDR Annual Report, (1999, p.18) that:Forty-nine cluster school Resource Centres have been set up and the ResourceCentre Managers have been trained in the production and use of teaching aids,as well as the systems necessary to catalogue and share them amongst theschools in the cluster with more than 200 different kinds of teaching aidsproduced in each cluster.

If the cluster school concept is a majorplatform for the development of educationin Lao, then a major plank of this platformis the cluster resource centre and itsmanagement. (See Chapter 3 for furtherdiscussion regarding resource centres). Thepotential for these resource centres to serve

| as the focus for professional development isbeginning to be realised in some clusters.Weekly or sometimes monthly meetings(depending on location and distanceinvolved) are conducted where teachersfrom schools within the cluster meet toexchange ideas and discuss difficulties. Theevaluation team believes that the role of the

resource centre could be eventually expanded to provide opportunities forcommunity members to participate in workshops relevant to community needssuch as health, educational management and communication. (R49)

In many schools visited, the evaluation team learned that resource centremanagers were often required to teach full time in the classroom and their dutiesin the resource centre take second priority. Given the key importance of thisposition to the future development of education in the cluster, the evaluation teamconsider that it is essential that the position of resource centre manager be fulltime. (R50)

The evaluation team considers that the resource centres are central to thedevelopment of education in the school clusters and that a very high priorityshould be given to fostering their evolution. (R51)


Toshaban: A Success Story

JSRC have supported some provinces in the production of silk screen kits for

the mass production of print resources. The TUC resource manager assemblesthe materials needed for schools to do their own silk screen printing and

distributes these as kits. The schools in turn use the kits for many silk screenactivities including the printing of texts that are used as supplementaryreaders in the classroom. In Saravan district the results of writing

competitions for teachers and children have been published as readingmaterial for classroom use. This is an outstanding application of the Toshaban

and extends the resource base of the district.


10.5 Buildings

The evaluation team encountered a range of school buildings (thatched orcorrugated rooves, dirt or cement floors, shutters or not) in various states ofrepair. The seasonal wetness and cold coupled with spartan classrooms reportedlydeter attendance. In and around other classrooms, potentially hazardous flooringand playgrounds would not reach minimum health and safety standards in many

countries.

A real sense of ownership, pride and commitment was apparent in thosecommunities where contributions of roofing sheets and nails had enabled locallabour to construct classrooms: the role of UNICEF was positively mentionedregularly. However, many cpmmunities are struggling to complete building insuch difficult economic times. Most communities requested that UNICEF, theMOE and other NGOs, consider increasing support for the construction of schoolfacilities, be they classrooms or resource centres.

The relative remoteness and/or poverty (and the two usually go hand in hand) ofcommunities seems to be a major relevant factor deserving of consideration whencontributions towards the construction and renovation of school buildings arebeing planned by MOE and donor organisations. (R52)

10.6 Transport

Transport is required to provide adequate support and supervision to all teachersin the district. Problems with transport arise from two main areas: lack of access toa reliable means of transport and inaccessible roads.

There is a continuing need to build better roads as many villages are cut off duringthe wet season. Access only in the dry season naturally limits the support whichcan be provided to schools and teachers.

In all districts visited, the evaluation team learned from trainers, supervisors, PAsand the Pupil Parent Associations that their means of transport was inadequate.Motorbikes and bicycles are used by many in these positions to carry out theirduties and were provided by either the MOE, UNICEF or NGOs some years ago.They are now in dire need of replacement. Some participants have been usingtheir own money to pay for the cost of public transport to carry out their duties.


Quite often, the per diem provided by the MOE to trainers, PAs and supervisors isinsufficient and these staff are relying on villagers or their own funds to support

themselves whilst carrying out their duties. (R53)

10.7 Recommendations:

R46. That the MOE give considerable attention to the system for the

distribution of resources / text books.Strategies:

- a plan be developed which allows for the implementation andregular review of a more effective and efficient distributionsystem.

R47. That the TUCs be upgraded to include a wide range of teachingmaterials and classroom resources, as stated in the 'Review ofProfessional Support for Teachers', p.22.

R48. That two or three staff be appointed as resource persons at eachTUC and that they be trained in aspects of instructional design andmaterials design and production.

R49. That the short to medium term goal of clusters is to promote theresource centre as the focus of professional development and in-service training for managers, teachers and community members.This should include community non-formal education.

R50. The position of Resource Centre Manager should be full time, witha specific duty statement and should include opportunities for:

- further upgrading in materials production,

- development of management and organisational expertise,

- development of workshop facilitation skills,

- exchange and study at the local, national and internationallevels.

R51. That a Resource Centre Development Plan, with maximum inputfrom all relevant stakeholders, be produced and resourced. The

plan should include:a) the requirements for a purpose built resource centre;

b) itemisation of essential supplies and equipment;Strategies:


- training be provided to these clusters to write and implementaction and development plans for strengthening their resourcecentre. These action plans should be supported and resourcedaccordingly,

- the resource centres of each cluster should be provided with afull set of training unit modules used in residential courses asreference for teachers in that cluster,

- the resource centre of each cluster should be provided with a fullset of Grades 1 to 5 Curriculum Documents, textbooks andguides.

R52. That a review of the current criteria for providing financial supportfor the construction of educational facilities be conducted, takinginto account the ability of individual districts and villages tocontribute to these building projects.

R53. That immediate attention be given to the upgrading of transport

facilities in each district, taking into account factors such asremoteness and poverty.


11. Conclusion

The evaluation team concluded that there is overwhelming approval of the TUP,and a unanimously held perception that it has been highly effective. Personnel atevery level, no matter what their role in the education industry, spoke of theeffectiveness of the program and the quality of the graduates. Participants at alllevels praised the TUP graduates insisting that they were superior teachers tothose who had qualified through the TTC system. Quantitative data was oftenproduced by school and education officials to provide evidence to support theseclaims. The TUP has been identified by all stakeholders interviewed as part of thisstudy, as the most influential program resulting in overall improvements ineducation in those parts of the country where it has operated. Clearly the TUP hasachieved a lot. It is just as clear that there is still much to be done in thedevelopment of education, and in particular, the development of teachereducation, in Lao PDR.

The evaluation team is convinced that the success of the TUP is due in no smallway to the model it has developed for the delivery of training. No matter whatinitiatives are considered for the future of teacher education in the country, it isobvious that it is a model for the delivery of training that is 'tried and true'. Whatis equally convincing is that the future must also include the MOE and all relevantagencies developing a common framework which will support a co-ordinatedapproach to the implementation of teacher education initiatives.

The evaluation team cannot over-emphasise the potential of the Resource Centresat the core cluster schools for contributing to the teacher training effort. The teamis convinced that the development of these resource centres and theirincorporation into the in-service, training effort of teachers can only strengthenwhat has already proven to be a successful model for training.

The provision of education services, or any services for that matter, to remoteareas is highly complex, and by definition, expensive, no matter what the social,economic and political context. Lao PDR is no exception. The evaluation team isconvinced that the task is not impossible and have provided somerecommendations and strategies that should offer a way forward in this particularmatter. However all organisations and authorities must acknowledge the simple

11: Conclusion

reality that the provision of services to remote localities will cost more than theprovision of the same services in the cities and big towns. In the experience of theevaluation team there is no escape from this reality.

The evaluation team concluded that the MOE and UNICEF have the 'settingsright' for ongoing development and improvement of teacher training in Lao PDR.In making this conclusion the team acknowledge that this will be a long journeyand that the philosophy of community development underpinning the work of

UNICEF is the key to success for the TUP. Accordingly the evaluation teamattempted to ensure that the recommendations from this study were in keepingwith this underlying philosophy.


12. References

Cummins, J. (1986) Empowering Minority Students: A Framework forIntervention, Harvard Educational Review, Vol.56. No.l.

Department of General Education, (1998) Improving Basic Education throughCoorperation and Mutual Assistance: Establishment of Primary School Clusters.Ministry of Education Lao PDR.

Department of General Education, School Cluster Rules, (1998) MOE, Lao PDR.

Education Supervision, Management and Planning (School Clusters) Operational

Framework, MOE/UNICEF 1998 - 2002.

Hickling., (1999) Asian Development Bank final report, Educational SectorDevelopment Plan, TA No. 3014 Lao,. In association with Canadian HigherEducation Group and Canadian Technical Vocational Group.

MOE/NRJES, (1998) Primary Education Curriculum.

MOE/UNICEF, (1999) Final Report for the Consultancy in Multigrade Teaching for theTeacher Upgrading Project,

MOE/UNICEF, (1999) Resource Book for Multigrade Teaching, Teacher Upgradingproject. (DRAFT)

Nagel, T., Fox, C, Vixaysack, B., (2000) Teacher education in Laos, Focus on Improvingthe Quality of Education, A participatory report from an Identification mission

regarding Sida support to Teacher Education in Laos.

National EFA Assessment Group & MOE (2000) Education For All: The Year 2000Assessment, Final Country Report, Lao PDR, (2000)

National Research for Education and Sciences, (1998) Primary EducationCurriculum. Ministry of Education Lao PDR.

Opening Wide for Education, Vientiane Times, September 2000.

12: References

Shaeffer. S., Furniss. E., et al, (1995) Lao PDR: Evaluation of Network For TeacherUpgrading Project. UNICEF.

Strategy Paper, September 5, 2000, The Country Program of Co-operation 2002 - 2006,Lao PDR UNICEF (Draft).

Teacher Training Department, (1999J Review of Professional Support for Teachers,Education Development Project, Ministry of Education Lao PDR.

Teacher Training Project, Operational Framework. UNICEF/MOE 1998-2002.

UNICEF, (1996) Children and Their Families in the Lao PDR,.

UNICEF Lao PDR - Evaluation of Network For Teacher Upgrading Project (22-28October, 1995).

UNICEF Australia, (1999) Laos Network for Teacher Upgrading, Project CompletionReport, AusAID.

UNICEF (1999) Lao PDR Annual Report.

UNICEF-Lao PDR, (1996 -1997) Network for teacher Upgrading Centres, AnnualWork Plan..

UNICEF-Ministry of Education. (2000) Report of Education Strategy Meeting.

Vixaysack, B., Baumgart. N., (1999) Review of Professional Support for Teachers,Teacher Training Department, Ministry of Education, Lao People's DemocraticRepublic.

Workshop on School Clusters (Background Document) 4-8 October, 1996.


13. Appendices

102

13: Appendices

Appendix 1: Progress report on the implementation ofthe recommendations from the 'Evaluationof Network for Teacher Upgrading Project.(22-28 October 1995)'

The 1995 Evaluation Report of the TUP articulated a set of recommendations.The purpose of this section is to provide a progress report on the extent to whichthese recommendations have been implemented.

1. The NTUC project should be continued by the Ministry of Education with

UNICEF support in the following ways:

• expansion to other districts of the country which have sizeable percentagesof uncertified teachers, using the human resources already developed in theproject as a catalyst for further capacity-building within the system;Comment of progress:This recommendation has been implemented. Between '92-'99 expansion from eightdistricts in eight provinces to 59 districts in 11 provinces

• continuation of selected support, with the collaboration of communities andlocal government, of school rehabilitation and repair/-Comment on progress:From 1992 -1999,337 primary schools received roofing sheets and nails to repairroofs or construct new schools. 102 cluster schools received roofing sheets and nailsto construct resource centres. While the evaluation team commend the progress madein this area it was also apparent tlwt much more needs to be done to ensure allschools Jiave facilities that meet minimum standards. Currently many do not.

• selection of eligible participants based on criteria such as gender, ethnicity,place of residence, age, and current ability and knowledge;Comments on progress:The evaluation team were unable to obtain any information on this aspect of theprogram.

• reduction of the residential portion of the project to two years, with certainmodules provided through school and cluster based activities;Comments on progress:This recommendation lias been implemented.

103


review of the entire system of training, support, and supervision in order todevelop appropriate strategies for the promotion of female participation atall levels;Comments on progress:No written policy for women participants but priority has been given to womenteacJicrs for upgrading. The evaluation team found that the trainers employed in theTUP were predominantly men.

the further development and refinement of a nation-wide cluster system,with clarification of the structure, function, and staffing of school clusters,focused on their role in the further professional development of teachers andin strengthening linkages across schools, between trained and untrainedteachers, and between schools and communities;Comments on progress:It is obvious that there has been considerable energy directed at the continueddevelopment of the cluster system. This development is very uneven across provincesand regions with some clusters just starting to establish an identity and consider thepotential for their particular situation while other clusters are well established andquite advanced in terms of visions and plans for the future.

the further strengthening and institutionalisation of the supervisory system(in part by including more women participants), particularly at the districtand local levels, through the appropriate selection and regular training ofsupervisors, in order to reinforce the objectives of the project and strengthenits internalisation in teachers and its implementation in the school andclassroom, particularly as this relates to the core activities of:- program and lesson planning- classroom management- the development and use of learning materials and learning centres thedevelopment of pupil centred teaching learning strategies.Comment on progress:This recommendation requires more work. The supervision system still needsdevelopment. It is very much a hierarchical, inspectorial system-a "tick-the-box"system rather than collaborative. The emphasis is on the "mechanics" of teaching, (eglesson plan done - "tick") rather than on "learning together". A need to focus upon"a community of adult learners", then look at collaborative ways of learningtogether, then "supervision".

1 the development of centres of best practice in each district, for thedemonstration of models of good teaching, training, and supervision, andthe encouragement of exchanges across regions of Laos..Comment on progress:In April 2000, A team from Thailand visited Lao and conducted a workshop on thedevelopment of the cluster. Following this 10 out of the 50 Cluster Heads took partin a one month observation in Thailand (for two weeks of which each Cluster Headwas accompanied by two Head Teachers focussing on teaching and learning,strategies for classroom practice, development of teaching resources and local

104

13: Appendices

curriculum. They returned with Action Plans, which they began implementing inSeptember 2000. In November 2000, the Thai team will return to supervise andmonitor and refine achicvabilit\j of the action plans. This will be followed by aDecember workshop. Hence, endeavouring to develop sites of best practice. Someclusters are developing at faster rates: a long-term goal is to get new clusters to visitlocal "best practice" sites. It takes 18 months to two years to develop communitystructures and mobilise attendance (particularly of girls) before clusters arefunctional The focus is on "How clusters can improve teaching and learning". Thisis a recommendation that requires a long term commitment. Clearly the progress todate is commendable.

> the identification of local innovations in teaching and learning as well asclassroom and school management and their documentation anddissemination in the education system through a proposed districtnewsletterComment on progress:Newsletters did not eventuate and it was generally considered tliat this was not avery practical recommendation. However schools have come together for say "maths"days to exchange experiences. There was a "material sfair" in November 1999. Thematerials fair was at the time of the Annual Review meeting and is planned again for2000. Beyond the Annual Review (Basic Education Program) there have beenimplemented three monthly management and planning meetings, with Ministry andProvincial Education counterparts, to review activities including financialmanagement and progress reports on buildings, thus promoting a process forteaching management skills.

• the continued supply of learning materials and books, to replace and add tothose already provided to participating schools.Comments on progress:There is still a chronic shortage of books in all primary schools that were visited. Arecent evaluation "Report on Warehouse Upgrading", has been completed by JulianWatson and submitted to the MOE. This calls for considerable attention to be givento this issue.

• high level attempts to ensure closer collaboration and complementarityamong the education development projects supported by UNICEF, the AsianDevelopment Bank (pre-service training), the World Bank (textbookdevelopment, assessment, and evaluation), and non-governmentorganisations so as to ensure consistent messages and mutually supportivestructures and mechanisms.Comments on progress:There are ongoing attempts at collaboration but constant efforts at coordination needto be reinforced. This recommendation remains highly relevant.

105

Evaluation of Ihe Teacher Upgrading Project 2000

2. The training modules should be revised and re-written as needed in thefollowing ways:

• to be more grounded in the reality of the rural Laotian context to addresseven more concretely and practically the nature of Laotian classrooms,schools, and communities

• lo reflect consistently issues and concerns related to girls' education and thestatus of women in Laotian society

• to be based more explicitly on methods of adult education• to include in texts and training programs information related to the UNICEF

"Facts For Life", to HIV/AIDS and other sexually transmitted diseases, andto the development of healthy and health-promoting schools

• for those modules to be delivered through school- and cluster-based training,to be based on appropriate methods of distance education

This revision should be done by a committee or committees of experiencedteachers, supervisors, and trainers working in the field, along with othersfrom teacher development projects in order to ensure complementarity withthese projects.Comment of progress:Training modules have been revised and rewritten twice, however they are identical

for trainers and trainees: there needs to be a separate, purpose specific resource bookfor trainers and another for trainees, hence revision or targeted support documents isagain required. Additional training modules for emerging needs have also beenwritten, eg. Multi grade Teaching. This continues to be the case as more trainingneeds arc identified, eg. team teaching

3. The linkages between education and health should be further strengthenedby developing the school as:• a healthy environment, through the supply of water and sanitation facilities

and (perhaps subsidised) school hygiene monitors• an effective transmitter of messages about health and healthy lifestyles• a centre for the implementation of health-related interventions such as

parental education programs related to health and nutrition and theintegration of health and nutrition interventions.Comments on progress:Health and education linkages are not well coordinated (eg, toilets are built, thenlocked because there is no water). This recommendation is still highly relevant andshould be implemented.

4. The linkages among the school, parents, and the community should bestrengthened by:• clarification of the functions, structures, and responsibilities of parent

associations, including their role both in financial support to the school andin terms of school management and teaching and learning

106

13: Appendices

• the development of community-school-teacher income generation schemes(e.g., school gardens, fish ponds, printing with the Toshaban) in order tocreate more sustainable and regular sources of income for school activities.Comments on progress:Strong linkages between school, parents and the community have been established inllie main. "Income generation" schemes are starting to develop at some schools andoften need to overcome serious constraints, eg. Gardening ventures can only beimplemented where water is available.

5. Inclusion in the new country program of UNICEF activities related to thefollowing:• closer integration within UNICEF, and greater convergence within target

districts, among activities related to basic education, early childhooddevelopment, women in development, water and sanitation, and health andnutrition.Comment on progress:There have been tentative beginnings in the implementation of this recommendationthrough the Girl Education Project. The intention of UNICEF is to implement thisrecommendation in the 2002 -2006 planning cycle.

• the support of action research, policy studies, and pilot projects related tomother tongue education (both oral and written in nature).Comment on progress:UNICEF does not currently support this. Apparently these issues have beendiscussed at strategy meeting and in connection with the Thai exclianges. Thecurrent evaluation team would strongly support this recommendation.

• further discussion with the government on policies, activities, and specialneeds of teachers and students related to ethnic minority boarding schools (ifneeded at all at the primary level), aiming for provision at the local level.Comment on progress:There is no strong support for boarding schools with potential problems from currentpractices. There is a preference in the community for a focus on multigrade classes intheir schools.

• the development of policies and practices related to assessment andexamination systems which are more supportive of the child-centredlearning being promoted through the NTUC project.Comment on progress:This remains a major issue. There currently exists a mismatch between currentpolicies and practices related to assessment and examination, and those that would bemore sympathetic to a 'child centred' approach to teaching and learning. Thisrecommendation remains highly relevant.

107


0 the development of school and community-based implementation strategies £for child rights, including the protection of the girl child from sexual andother exploitation and abuse .Comment on progress: 1;There has been a start in this area but only a little work to date

108

13: Appendices

Appendix 2

Basic Education Project Structure

DEO1•Deputy Director-PA

| MoE |4

Basic Education Committee1 . Mr. Khamhoung Sacklokham "2. Ms. Sengdeuane Lachanthaboun3. Mr. Khamphay Sisavanh4. Mr Sengthong Vannoline

!UNICEF |

-f

UNICEFEducationProject

T

1

CurriculumComponent

1M/P Cluster

schoolComponent

. i r

TeacherUpgradingComponent

1

NFE. Homebased Education

Basic Education CommitteeProvincial level

DEO2-Deputy Director-PA

DE03-Deputy Director-PA

DE04-Deputy Director-PA

109


Appendix 3

List of Project InformantsProvince

A. Northern Region

1. Houaphan

: Schools - 3Districts - 1

2. Xieng Khouang


I'rovincialEducat ion Level

DistrictEducation Level

Cluster/SchoolLevel

MassOrganization/NGO

Mr ChanhsyKhounsavath- Dir. ofEducationMr BounheuangPhanchanlee- Dep.Dir. of EducationHead of TUP6 Trainers

Deputy GovernorHead of TUPHead of Trainer6 Trainers

3 District officialsPedagogical Adviser

Director -DistrictEducationDep. DirectorHead - Primary Educ2 PedagogicalAdvisers

*4*

Head of ClusterResource CentreManager8 traineesKeo NongvayClusterHead of ClusterDeputy Village HeadParent Asso. Front8 villagersCliairperson -National Front1 Trainer1 TraineeSmall Village SchoolVillage HeadmanTeacherten VillagerepresentativesHokang PrimarySchoolHead of School4 Village Headmanten Village RepsPhon Ngam ClusterHead of ClusterDep. Head of Sch.2 Village headmenRep. of Parent AssoResource Centre Mg.6 Technical TeachersIncomplete SchoolHead of ClusterVillage HeadmanRep - Parent AssoTeacherMember-LocalMilitary HospitalHal Hiuh Pri. SchoolHead of ClusterVillage HeadmanRep - Parent AssoTeacherRep- National Front8 teachers1 Head Teacher50 villagersThachok Pri. SchoolHead of ClusterHead of SchoolTrainee

Representative fromthe LWU

LWU RepresentativeLao National Frontfor Reconstructionrep

110

13: Appendices

Province

B. Central Region

1. Vientiane Province


2. KharnmoanProvince


ProvincialEducation I.cvcl


Cluster/SchoolLevel

UNlCEI7MassOrganizalion/NGO

Mr Phanlhanong-Dep. DirectorMr Kliarn Nan-HeadofTUCMr Somchin -DepHead-TUPHead of Primary Ed

Mr Bounphey-DirectorMr Sivong - DepDirectorMr Khawphong- DirNon-formal EdMr Bounthy- Head ofTUP1 Trainer

Vanvieng DistrictMr KhoangkamKeochaupa -DirectorMr Chantasmoly-DepDirector1 lead of Non Formal

Kasi DistrictMr Bounsome-dir

Mahajoy DistrictDirector -DistrictEducationDep. Director

Nongbok DistrictDep. Director

Sebangphai DistrictMr KhammoneSonliyanoh- Dep DirDis Head of ParentsAsso.

Hinboun DistrictMr Keolandom- Dir.Pedagogical Adviser

NamoneTaiHead of ClusterResource CentreManagerParent Asso RepNarrtone HeuaHead of SchoolParent Assoc. headNamone MaiUntrained teacherTrained teacher5 villagers

Mahaxay ClusterHead ol SchoolParent Asso RepNadinchy School*Head of ClusterVillage headmanRep. of Parent AssoNom Phan SchoolHead of SchoolTeachersBan Sang CoreSchoolHead of ClusterVillage RepBan Noi schoolMultigrade TeacherNam Dik schoolHead of clusterHead of SchoolVillage Rep

Lao National Frontfor Reconstructionrep

LWU RepresentativesLao Front forReconstruction

111


Province

C. Southern Region

1. ChampasakProvince

: Schools - 5Districts -2

2. Saravane Province

: Schools - 4Districts -3

ProvincialEducation Level


Cluster/SchoolLevel

UNICEF/MassOrganizalion/NGO

Mdm Achin- Dep.DirectorMr Solichak-I lead ofTUC4 Trainers

MJ Kham PhouiDirectorMr Kliam Sone - Depdirector

Mr Boun Kong Phet-HeadofTUPMr kham Ban- DepDirector of TUC4 Trainers

I'aksong districtMdm Sonalee -Director3 PedagogicalAdvisers

Bacheang districtMr Vongsakat -DirectorMr Bounsy- PrimEducMr Kham Phay-DepdirectorPedagogical Adviser

SaravaneDirector -DistrictEducationMr Kl\am Lai - Dep.Director

Wapee districtMr Boon Nharvg-DirectorMr Phou Vang - DepDirector

Khongsedon DistrictMr Chan Tha Van-DirectorMr Phou My- DeputydirectorPedagogical Adviser

Wat LuangMead of ClusterResource CentreManagerNan Tian SchoolTeacherHouay KongHead of SchoolParent Asso headPhu MounHead of ClusterVillage headmanRep. of Parent Asso3 Cluster Sell. ComResource Center Mgr3 Headmasters4 teachers2Village FrontsKhom XayHead of ClusterVillage head manRep. of Parent Asso3 villagersDistrict FrontHeadmaster3 Cluster Sch. Com

Seset Pri SchoolHead of SchoolLocal Supervisor

Phao SchoolHead of ClusterTraineeWapee TaiHead of ClusterDeputy HeadKhongsedonHead of clusterHead of SchoolVillage RepResource Centre MgrTeacher

112

10; rtjjpenuices

Appendix 4.OCAL LEVEL'.luster Heads, Supervisors/other roles, Technical teachers, Trainees, Resource Centre Managers, Untrained teachers, Students/children, Parent's committee, Village Chiefs, Principals, Multigrade teachers, LaoVoman '3 Union, Youth Union, Front for Reconstruction

Issue

Community aspirations / development

Status of the profession

Expectations of teachers

Curriculum

Trainers, training & supervision

Trainees/support/supervision, pedagogy

Classroom pedagogy & multigradecachingRemote Locationsdistance educationquality of education

Access to resources & distribution of•esources

Language Education

QuestionsHow does education fit into your idea for the development of your village?

• What are the main educational achievements for this village?•Are there plans for the development of education in your village?•What factors need special consideration in achieving this? (such as remoteness, quality)Why are teacher? important in your community?How long do people stay in their jobs? If short answer ask Q3What would help teachers stay longer?

What do you think makes a good teacher?• How would you describe the current skill level of teachers in this province?• What would help to improve the skill levels of teachers?• What will help you achieve this?

What do you think about the new curriculum for primary education?• How is training being carried out in your village/school re the new curriculum?• What have you learned about the new curriculum in the training program?• Have there been any difficulties in implementing this new curriculum?How do you participate in tbe Teacher Upgrading Program?What training or upgrading of skills do supervisors have?What is the current skills level of the trainee supervisors?Is there coordination among different groups of supervisors

Pedagogical advisors, trainers, cluster heads, etcHow is supervision of trainee teachers being carried out?

Supervision, schedule, coverageWhat do you think makes a good supervisor?Do you know teachers that have been part of the TUP?What do you think of the training given to trainees in the Teacher Upgrading Project?What changes have you observed since the teachers started doing the training?How many teachers are there in the school?How many grades does each teacher teach?

What kind of support do remote teachers need? (physical and professional)Have you been able to deliver support to remote teachers?What ways do you think remote teachers can be supported successfully?

Is access to resources an issues in this provience?Do you have any comments to make on the distribution of resources?

What are the language/s spoken in this village?What do you think should be the lang of instruction in primary schools?What should be the lang of instruction for non Lao speakers?What problems do Lao speaking teachers encounter in teaching non Lao speaking children?

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tvaiuauon oi me ICQUIIOI up^iuumif . .~ j - - . -_--

DISTRICT LEVELDistrict Committee, Pedagogical Advisors. Supervisors, Trainers (TUP) /Master Trainers

Issue

• Community aspirations - action plans

• Status of the profession

• Expectation] of teachers

• Curriculum

• Trainer], training & supervision

• Trainees/support/supervision, pedagogy

• Clajsroom pedagogy & multigrade teaching

• Remote Locations

distance education

quality of education

• Access to resources & dijtribution of resources

• Language education

QuestionsHow does education fit into your ideas for the development of your district?

• What are the main educational achievements for this district?• Are there plans for the development of education in your district?•What factors will need special consideration in achieving this? (such as remoteness, resettlement, quality)Why are teachers important in your community?How long do teachers stay in their jobs? If short answer ask Q3?

What would help teachers stav longer?What do you think makes a good teacher?

• How would you describe the current skill level of teachers in this province?• What would help to improve the skill levels of teachers?• What will help you achieve this?

What are your views about the new curriculum for primary education?

• What is being done to prepare education officials, supervisors and teachers for the implementation of this new curriculum? •How is training being carried out at various levels? Have there been anv difficulties in implementing this new curriculum''How do you participate in the Teacher Upgrading Program?What skills does a trainen 'supervisor need to be successful?What training or upgrading of skills do supervisors have?What is the current skills level of the trainee supervisors?Is there coordination among different groups of supervisors


Supervision, schedule, coverage

What do you think makes a good supervisor.What do you think of the training given to trainees in the Teacher Upgrading Project?Has Teacher Upgrading project helped in implementation of the new curriculumHow do you support teachers that teach multi grades?

Are remote locations an issue in your district?What kind of support do remote teachers need? (physical and professional)Have you been able to deliver support to remote teachers?What ways do you think remote teachers can be supported successfully?In what ways do you balance the quality of delivery of education with the coverage of education? (eg, villages withoutschools)

Is access to resources an issue in this province?Do you have anv comments to make on the distribution of resources?What are the language/s spoken in this district?What do you think should be the lang of instruction in primary schools?What should be the Sang of instruction for non Lao speakers?What problems do Lao speaking teachers encounter in teaching non Lao speaking children.What steps do vou think should be taken to address the laneuage of instruction situation?

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*OVINCIAL LEVELrvernor, Mass Organisation reps, Provincial Committee

Issue

ommunity development — action plans

tatus of the profession

xpectations of teachers

urriculum

'rainers, training & supervision

'riintes/sapport/supervision, pedagogy

'lassroom pedagogy & multigrade teaching

temote Locations

distance education

quality of education

iccess to resources & distribution of resources

.anguage education

QuestionsHow does education fit into your vision for the development of your province?

• What are the main educational achievements for this province?• What are the plans for the development of education in your province?• What factors will need special consideration in achieving this? f remoteness, quality)What do you consider the status of teachers in your country?How long do teachers stay in their jobs? If short answer ask Q3?

What do you think would help teachers stay longer?

What incentives have you considered that might make teachers stay longer?

What do you think make: s good teacher?

• How would you describe the current skill level of teachers in this province?• What would help to improve the skill levels of teachers?• What will help you achieve this?

What are your views about the new curriculum for primary education?• What is being done to prepare education officials, supervisors and teachers for the implementation of this newcurriculum?

• How is training being carried out at various levels?

• Have there been any difficulties in implementing this new curriculum?How do you participate in the Teacher Upgrading Program?

What training or upgrading of skills is available to supervisors?Is there coordination among different groups of supervisors


Supervision, schedule, coverage.How are trainees selected for the training program?What do you think of the training given to trainees in the Teacher Upgrading Project?How do you support teachers that teach multi grades?

Are remote locations an issue in your province?What kind of support do remote teachers need? (physical and professional)Have you been able to deliver support to remote teachers?What ways do you think remote teachers can be supported successfully?In what ways do you balance the quality of delivery of education with the coverage of education? (eg, villages withoutschools)Is access to resources an issue in this province?Do you have any comments to make on the distribution of resources?What are the language/s spoken in this province?What do you think should be the lang of instruction in primary schools?What should be the lang of instruction for non Lao speakers?What problems do Lao speaking teachers encounter in teaching non Lao speaking children?What steps do vou think should be taken to address the language of instruction situation?

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Appendix 5

*Survey Questionnaire on Training jj

Location:School type:Current training level (completed, ongoing, no training)Gender:Level of education:- if trained teachers go to teacher status questions on general questionnaire- if untrained teachers, ask: - what training would they like, where, why. Do youcurrentlyhave any support? How do you develop your teaching practices/resources?Where they do the training:

Trainees Questionnaire

Can you tell us what you have been doing in your training program?What things do you feel happy about in your training?How has your training helped you to be a better teacher?

What things would you like to see improved in your training program?What needs to happen for this improvement to take placeWhat support do you need for the improvements to happen.Who needs to be involvedWhat resourcesWhere should this happen, eg school, core school?What are your recommended actions?

How much supervision have you received during the training program?By whom? (PA's, Technical teachers, Resource managers, External evaluators, Ministrystaff)

What resources do you have access to(eg.people, books, transport)What other resources would make your job as a trainee teadier easier?

What things are necessary for you to be successful in your trainingwho do you need support from?

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13: Appendices

Trainers Questionnaire

Can you tell us what you have been doing as a trainer?

What has worked well for you as a trainer, your successes?

What areas do you need to improve as a trainer? (If you had the opportunity for moretraining, what areas would you focus on?)

What needs to happen for this improvement to take placeWhat support do you need for the improvements to happen?Who needs to be involved?What resources?Where should this happen, eg school, core school?What are your recommended actions?

Can you tell us about the professional development you have had to become atrainer?What ongoing in-servicing do you receive?What opportunities do you have to work with other trainers?

What resources do you have access to as a trainer (eg. people, books, transport)?What other resources would make your job as a trainer easier?

What problems are associated with your role as a trainer? (eg. travel away fromfamily, distance)

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Appendix 8

Structure of Cluster Committee (Primary Schools)

onRuajre

Cluster Committee

Maths

Chair of SchoolCluster

Vice - Chair ofSchool Cluster

Academic

Responsible for

Handicraft Sport

Ad minis tra lion

Music

ClusterCommittee

Art

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