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7/30/2019 SESDP Component 2 Quality
1/19
TECHNICAL PROPOSAL SECONDARY EDUCATION SECTOR DEVELEOPMENT PROJECT (SESDP)
Form Tech 4
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Output 2: IMPROVED DELIVERY OF NE W SES CURRICULA
Output 2: Improved Delivery of new SE curricula
he SESDP continues the able assistance given by the BESDP towards attaining better quality secondary
education in Lao PDR. It provides improvement initiatives in three key result areas: what to teach, how toteach and providing the tools for learning. In improving the curriculum for both lower and upper secondary
education (what the students must learn), it follows that the curriculum must be aligned for those learning how to
teach (what the teachers must know in order to deliver true learning) in secondary education.
This spans both pre-service and in-
service phases. These curricula for both
student and teacher learning should be
supported by a consistent assessment
standard and procedure that promotes
the new emphasis on lifelong learningand higher order thinking, which is
critical to human capital competitiveness
in the 21st
century. Strengthening these
interventions would be the provision of
quality learning tools and materials.
In short, Consultants understand that to
improve secondary education learning:
we need to improve what to teach; how
to teach & assess the learning performance; train, select, deploy and motivate who will teach; and provide thenecessary tools and materials for lifelong learning (of the students, teachers, administrators/ managers). will
therefore continue its partnership and mentoring of key stakeholders by breaking down the strategic goals into
workable tactical action plans that not only successfully attain the objectives/outputs, but consciously and
purposively build local capacity among counterparts by introducing tools for improving student learning outcomes.
We do this by sensitively building bridges with the local culture and the current, global, 21st
century learning
technologies.
Consultants analyzed the entire structure of the Lao Educational System to foresee where the blockages or potential
problems will come from or where assumptions during the project design may encounter local unforeseen realities.
Intem Management Technology : For SESDP, Intem
visualizes the sub-components under Output 2 as wings
that will enable the SES curriculum to fly. To be both
effective and efficient, these wings need to move
simultaneously and in synchronized manner.
Thus, to ensure this synchronized movement, will deploy a Deputy team Leader that has technical prowess in every
part of the quality spectrum to be able to conduct/harmonize the domain experts as one symphony orchestra. This
immediately accomplishes two things: provide the team leader with more effective span of control to be able to
steer the big team with better accuracy, while providing focus and agile management support to technical experts to
be able to appreciate the big picture even while tinkering with the details.
T
7/30/2019 SESDP Component 2 Quality
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TECHNICAL PROPOSAL SECONDARY EDUCATION SECTOR DEVELEOPMENT PROJECT (SESDP)
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Sub-Output 2.1 Strengthening pre-service teacher training systems and placement for new SE teachers
THE RIGHT WING basically improves the quality of teaching/instruction in secondary education. For this to happen,
the main key result areas would then be in Pre-service training (2A1) [which happens at the Teacher Education
Institutions (TEIs)] and In-Service (2B1) Trainingwhich happens when the teachers are already deployed and need
skills upgrading, performance management (assessment & evaluation) and continuing professional education (CPE).
So between pre-service and in-service, is the hiring and fielding process (2A2) which has to have a long-term outlook
of talent attraction & retention, meaning, the MOES should have a strategy of systematically attracting the best
teachers/learning facilitators/education managers--and after investing on their training, be able to retain them in the
service and not be vulnerable to sudden/unexpected career shifts/transfers to private sector or to other public
sectors other than education for that matter. This ensures efficiency of resources invested and at the same time,
responds to the growing need for better qualified and motivated teachers/instructors/learning facilitators especially
in the secondary education sector. This means not just preserving teachers who are already in the system, but
upgrading them as well (2B2) as part of the retention strategy.
IMPROVE QUALITY OF PRE-
SERVICE TRAINING.
2.A.1 Develop pre-service
teacher training curriculum to
align with M1-M7 school
curriculum by 2013 and
develop procedures for TEI QA
accreditation system.
The Consultants will provide
assistance to the Client in the
following activities: (i) Collect relevant data and information (including in-field) regarding existing quality issuesand quality assurance practices; (ii) Review pre- and in-service teacher training systems and approaches; (iii)
Work closely with DTE, TEIs and FOEs on needs assessment and design and implementation of institutional
strengthening for pre-service teacher training systems; (iv) Assist DTE to develop a new pre-service teacher
training curriculum for LSE ad USE teachers; (v) Review the pre-service teacher training system and existing quality
assurance aspect; (vi) Work with ESQAC and DTE to develop Quality Assurance procedures for accreditation of LSE
nad USE pre-service teacehr training courses to ensure equivalency of standards between TEIs and FOEs; (vii)
Develop and implement related capacity building strategies and interventions; and, (viii) Support development of
improved approaches and tools.
Priorities were identified for further strengthening of capacity under the SESDP project: the pre-service teacher
training curriculum for lower and upper secondary teachers needs to be developed to more closely align with thenew M1 to M7 curriculum; the system ofquality assurance in TEIs needs to be further strengthened; and the
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corresponding instructional resource capacity of TEIs ) must also be improved to fully prepare Lao PDRs future
teachers/learning facilitators. Here, intems management philosophy and technologies come to the fore:
CLIENT-CENTRIC. What the students must know=what the teachers should be able to deliver (and not: the
students can only know what their teachers can deliver). The International Teacher Education & Training
Systems Expert (TETSE) and the Quality Assurance in Teacher Education Expert (QATEE) and their local
counterparts, will sit down with the DSE, ESQAC and DTE to come up with a profile of the desired Secondary
Education Teacher/ Learning facilitator, the non-negotiable/minimum set of qualifications and actual
capabilities in order to successfully deliver the new curriculum. The Department of Personnel may also be
invited as they will be responsible for evaluating teacher quality performance and are more in position to
link performance with remuneration and incentive packages. From this strategic profile, the Education
Quality Assurance Strategy & Action Plan (EdQUASP) and the draft Learning Assessment Framework (LeAF)
will be revisited so that the unified STANDARD is established; the policies consistent and the action plans
owned and internalized by the implementing units. Learning facilitation skills (process) and content
knowledge will now match with assessment skills so that the knowledge transfer cycle is complete.
FULL ALIGNMENT ACROSS KEY PERFORMANCE INDICATORS (KPIs) OF ALL MOES UNITS. It is this unified
standard, which the new pre-service training curriculum must align with in terms of content, procedures
and resource requirements. It is the same standard that will be basis for the TEI Quality Assurance/
Accreditation System of the ESQAC, which may be of interest to the DPC (as input to strategic resource
investments planning); the DPEM7/related unit (as an input to encouraging the participation of privately
funded higher education institutions wishing accreditation as service provider); and the Department of
Personnel (DOP) for possible inputs to its own personnel performance management & evaluation system
that can be ported to the PES and DEB systems for tighter coordination and consistency across all levels of
service delivery. The ESQAC and DTE will be provided with consultancy support to develop the Quality
Assurance procedures for accreditation of LSE and USE pre-service teacher training courses to ensureequivalency of standards between TEIs and FOEs.
In Lao PDR, there are currently 13 Teacher Education Institutions (TEIs), consisting of 10 teacher
education institutes (TEIs- 8 are general TEIs, with 1 TEI specializing in arts and music and 1 specializing
in physical education) along with 3 faculties of education (FOE) based at the National University of
Laos and universities in Luang Prabang and Champassak.
CURRICULUM REVISION is needed in order to upgrade the TEI pre-service curriculum from the [11+3] to
[12+3] = Higher Diploma LSE qualification and the [11+5] to [12+4] Bachelor Degree USE qualification.
Under SESDP the higher diploma and bachelor degree courses will be reviewed and supplementary
guidelines will be written for all secondary education subjects. RIES and TEI/FOE subject specialists workingwith project consultants will support the revision. THE ENGAGEMENT STRATEGY is through consultative
workshops with the CACIM (committee for approval of curriculum and instructional materials) in which the
TEIs are substantially represented. The new curriculum delivery strategy which uses 21st
century tools and
techniques adapted to the Lao context will be tested in the TEIs such that their own learning will be
deepened as they teach: TEI master trainers and senior staff will also participate in, and lead, capacity
building workshops and trainings linked to introduction of the revised curriculum, in particular annual
rounds of in-service teacher training for LSE teachers and (in subsequent years) USE teachers under sub-
output 2B.
7 DPEM was abolished per current reorganization efforts of the MOES and work on private education may be assumed by the Department of InternationalDevelopment. This information is not yet official and Consultants work will be adjusted according to the newly approved reorganization structure at the time of
deployment.
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TEI QUALITY ASSURANCE/ ACCREDITATION SYSTEM. What the teachers must know=what the TEIs should
be able to deliver. This covers the minimum standards of the entire delivery system of the TEIs from
facilities, faculty, learning resources, and enabling technologies (ICT4E). The Quality Stamp will be a tool for
branding and prestige-generation that can help the attraction and retention strategy of the MOES for the
future teachers of Lao PDR. It will facilitate the big social marketing & communications strategy of MOES to
enable wider acceptance and trust in the entire system by projecting an improved image of the TEIs having
passed quality standards. Accreditation is seen as a means of assuring and improving the quality of
education. Lao PDR must begin the debate/discussions whether the unit of assessment would be the
program or the institution, or a combination of program and institutional accreditation and from pure
voluntary to prescribed accreditation. The key driver would be the level of recognition at least region wide.
2.A.2 CURRICULUM RESOURCES AND INSTRUCTIONAL MATERIALS FOR TEIS AND FOES. Procure curriculum
resources and instructional materials for TEIs and FOEs by 2013. Instructional materials will be provided to all TEIs,
with a priority on supply of resources for sciencefor all (currently 9) TEIs and FOEs offering SES science-related
pre-service training and for libraries that will enable teachers to learn more practical teaching approaches aligned
to the new student-centered methodology. Physical education and arts resources will also be provided to the
respective specialist TEIs. All TEIs and FOEs will be provided with 4 complete sets of M3 to M7 textbooks and teacher
guides at the same time as rollout and distribution to schools. Information and Communications Technology (ICT)learning resources developed by RIES under 2B2 will also be provided to TEIs to support pre-service training for
delivery of the new LSE and USE curriculum.
2.A.3 IMPROVE
TEACHER
RECRUITMENT AND
DEPLOYMENT &
PERFORMANCE
EVALUATION
SCHEME.
PILOT 1: TRIAL GRADUATE TEACHER PLACEMENT SCHEME. attraction and retention. Lao PDR has a system of
salary-based incentives to promote civil servants work in more remote areas. To complement such salary-based
incentives, the Teacher Development and Management Policy Framework and Action Plan, 2010-15
(TDMPFAP; approved by the Prime Minister in September 2010) and related interim guidelines approved by the
MOE Minister in March 2011 call for other measures to attract teachers to rural and underserved areas.
Similarly, outcome 1 of MOEs Secondary Education Action Plan for 2011-15 (SEAP), calls for a series of activities
allowances, travel allowances and other social welfare benefits. The scheme should not just attract but have a
sustainable program linked with performance management that helps MOES and the PES/DEBs "retain" these
qualified teachers, maintaining the challenges and personal fulfilment by helping chart a career pathway within
the system. In this aspect, the CPE (continuous professional learning) component will help ensure a sustainablehuman resource pool that will drive the transformation initiatives in the education sector.
Piloting will be in 5 districts (25 teachers by 2 years) by 2013/14, assessed in 2015/16. Technical assistance
being offered by the Consultants includes and is not limited to the following:
1) Develop the detailed design for Pilot 1 (placement scheme), including related guidelines, required capacity building interventions, M&E
2) Support DOP in the implementation of Pilot 1, including capacity building as needed
3) Support DOP in M&E, including related in-field and analytical work and inputs to the final assessment of the pilot scheme
4) Support development of strategies/plans for scale-up/replication of successful interventions.
An M&E procedure will be designed for district and school-level audit and assessment of the impact of theGraduate Teacher Placement Scheme, involving MOE staff monitoring visits and district-level monitoring
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meetings. Additionally, an evaluation of the scheme will be procured through the PMU to assess the
effectiveness of such approaches in encouraging newly graduated teachers to teach in under-served areas,
feasibility for scale up, critical sustainability factors, and procedures for regularizing of the scheme by MOE .
believes that a key success factor for performance assessments would be the participation of the "assessees"
and not just "assessors" in designing the M&E program; this is consistent with the authentic assessment tool,
RUBRICS, wherein these graduate teachers/PES & DEB officials and the school administrators themselves help
identify the key performance indicators (KPIs) and co-own the process.
ESQAC, in collaboration with DSE and DTE, has begun the design of a Teacher Quality and Performance
Monitoring (TQPM) system, which aligns with the SOQ initiative. The project will provide support for
development of monitoring guidelines to be used by DOP, PES and DEB as a basic tool for implementation of the
TQPM system by 2014.
2.A.4 DEVELOP PROCEDURES AND MANUALS FOR TEACHER RECRUITMENT AND UTILIZATION, AND TEACHER
QUALITY AND PERFORMANCE. (by 2014) TA services will be provided to:
1) Review and elaborate on pre-service training and placement of new secondary education subsector teachers
2) Identify constraints and measures needed to more fully operationalize the TDMPFAP and other policies and strategies
3) Conduct in-depth consultation at central and local levels in the development of the manuals
4) Conduct in-depth consultation at central and local levels to finalize the manual on teacher performance monitoring and evaluation in
2013 and teacher quality and performance by 2014
The SESDP will support the Department of Personnel (DOP) to develop procedural Guidelines For Teacher
Recruitment And Utilization Planning, which will replace the prior teacher quota system. These procedures will be
packaged into a manual and piloted in 5 project districts starting 2013 and then evaluated by 2016.
Sub-Output 2.B IN-SERVICE TEACHER TRAINING AND SUPPORT FOR DELIVERING THE NEW SE CURRICULUM.
On teacher training, the BESDP stock taking points to the need to revisit and re-evaluate the training delivery.
Discussions with the PMU and the DSE leads to the agreements to further discuss the following: (i) the need to
lengthen the training duration for Natural Science to have the opportunity to train teachers in all the three subjects,
Physics, Biology and Chemistry; (ii) possible shortening the duration of training for Music, Arts and Physical
education; and, (iii) strengthening instructions for technology and ICT. It is noted that time is of the essence in
delivering the training on time for the adoption of the new M3 curriculum at the start of the new schools year
(2012/13). Also very important to input into the decision is the available window to train the teachers. Most of
them are only available from July-August, if the training objective is not to affect their contact time with their
students.
On the training delivery mode, the use of the BESDP delivery mode vs. another training delivery mode, say by
district, must be evaluated in terms of cost, efficiency and effectiveness. A combination may be considered as well,
allowing for a 2-tier delivery mode where the BESDP mode is used first, then a district delivery window is trialed in
bigger provinces where there are more teachers to cover. Good results of pilot trialing could lead to rethinking of
training delivery for M4-M7.
To agree on next steps to be taken, a training delivery improvement workshop to discuss these issues and the
important notes from the stock-taking must be conducted. The training management committee (TMC)8
must be
convened to lead discussions on these issues and agree on how to best deliver the training considering the limited
available time. The workshop may be attended by DE, DSE, RIES, PES and DEB representatives. Financial
8
BESDP took advantage of the TMC in managing the teacher training process, especially the TOTs. TMC is composed of key officers of DSE, RIES and DTE whoare sent to the TOT.
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simulations of various possible delivery modes will be provided during the workshop to aid the decision making
process. Intem has taken stock of lessons learned under BESDP, presented next page:
STOCK TAKING OF LESSONS LEARNED IN CURRICULUM IMPROVEMENT
The last ADB Mission suggested a stock-taking of lessons
learned related to the various stages in curriculum
improvement to draw lessons gained from the various
experiences. Under the BESDP, the MOES through the RIES
and the DSE/DTE embarked on a pioneering and ambitious
attempt to improve the LSE curriculum in terms of quality
and relevance. The M1 and M2 curricula were adopted first,
following a by cohort adoption of the new curriculum.
Related to this, various activities were conducted, and the
major ones were as follows: preparation of new textbooks
and teacher guides, printing of the new learning materials
and the training of teachers. This stock taking involves the
documentation of what happened, including the notation of
weaknesses and strengths in the various stages of curriculum
improvement for M1 and M2.
1. During the teacher training, some classes particularly Biology,
Math and English have noted some errors in the TBs and TGs
despite them going through thorough editing by RIES and
passing CACIM approval. While this is a negative note, some
participants look at this as an opportunity to learn more and
clarify issues. With the discussion of errors, they get better
grasp of the topic and would know better how to explain to the
teachers. The downside however was that more time could be
spent discussing errors and their corrections during the training,
which could undermine learner-centered techniques, except
probably the development of critical thinking of teachers during
the process of identifying errors in the TBs and TGs which isfollowed by discussion and agreement on the corrections.
2. To revisit the proposed production strategy, the following
quality assurance stages were written down and emphasised
during planning stage as the proposed workflow:
(i) Choosing of writers by the Managing Editor who must
ensure his/her contributors have the capability/capacity to
accomplish the tasks. A contract was suggested to hold the
writer liable/accountable for delivering on agreed outputs in the
agreed quality level; (ii) Copy reading--when the writer
submits to managing editor, the managing editor checks for
grammar, composition and accuracy. If ok then s/he gives to art
director to lay-out the pages. If not, ask the writer to re-write or
he re-writes himself/herself; (iii) after the manuscript isapproved for lay-out the laid out copy (called a "proof") is then
submitted to Editor-In-Chief. Before submission to Editor-In-
Chief (EIC), the managing editor checks the laid-out material.
The EIC checks for consistency and logical flow of M1
content to M4 content. S/he also checks the appropriateness of
design/graphics support. This is proofreading number 1; (iv)
there is the USER's testing where both textbook and teacher
guide is tested by the users themselves and their comments
integrated into the working version; (v) Then there is the
CACIM workshop which scrutinizes the materials for print
worthiness; and, (vi) After the final CACIM comments, the
FINAL ARTWORK or CRC (camera-ready) is assembled into a
mock-up and PROOFREAD again by both the Managing Editorand EIC before submitting to Publishing Manager for turn-over
to Printer. The Final Artwork is in PDF so that there is no
movement of text or graphic and the file is flat. Apart from
these files in CD, there is a hardcopy (mock-up) turned over as
well; (vii) EVEN IF there are errors that slipped throughundetected, the printer SUBMITS to EIC/Managing Editor, a
PRINTER'S PROOF for final check up. If errors are detected at
this point the pdf file of that particular page in question is
merely resubmitted to PRINTER for final output. Despite of
these, perhaps due to some resistance or confusion, still errors
in the textbooks and teacher guides were found thus the need
to strengthen editing and layouting capacity of RIES staff. M3
textbooks were re-edited and laid out already, and the same
process must be done also for M4.
3. It is noted that such measures must be installed and followed
faithfully in the next finalization of proofs for textbooks and
teacher guides printing as they still apply for M4 and for the
second edition printing of M1 and M2. Note that M1 and M2
TBs and TGs corrections have been edited by RIES staff (as
master trainers) in the teacher trainings during their classroom
time with teachers. This could guide them in the re-editing of
M1 and M2 learning materials before final re-printing by the
State Printing House to ensure additional copies for private
schools, urban schools, book donors, etc.
4. For M4 under SESDP, editing must be conducted before printing
if not by professional editors then by organizing a small editing
group headed by RIES. LCD aided editing of these books can
facilitate discussions and identification of errors. The final laid-
out material can then be submitted for final printing after final
checking of the proofs by RIES. The workshop will be organizedby RIES in Thalad, inviting two good teachers per subject to sit
down with the textbook writers for M4 to do final editing. The
proposed workshop may run for five days. M3 TBs and TGs
have been subject to a comprehensive editing and lay outing
work in November 2011.
5. Errors made by the textbooks/teacher guide printer. The
MOES must have a way to check the textbooks and teacher
guides before final delivery to the schools. There should be a
provision in the contract with suppliers that they (suppliers) are
duty bound to replace any copies that have errors (may come
from the gathering, binding, stitching process, or print mis-
registers/color separation) within a period of one year, with the
MOES being able to withhold at least 20% of the total contract
value.
6. Recommendations on ICT and Technology Training Delivery. It
is recognized that each subject may need different training
duration. Technology and ICT for example are new subjects
which have to be taught properly to gain better traction and
practical knowledge of the whole topic. These two subjects in
particular, have to have more training time. The ICT teachers
for example are practically new in the ICT subject. Most of them
at present are Biology, Math and Physics teachers who have not
taught ICT nor were trained to teach ICT yet. A longer training
could deepen teachers knowledge of the ICT to be more
effective for teaching. Current condition in remote ruralschools must also been taken in consideration. The way to
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teach ICT in these remote schools must be studied, considering
the absence of ICT equipment or gadgets, moreso the lack of
electricity. In one remote school visited, the teacher was trying
to make use of the mobile phone to aid in teaching ICT, which
was not that much.
7. Technology is another subject needing more time and special
tools and equipment to be more effective. These subjects arebetter learned using actual work experience than by just relying
on textbooks and teacher guides. With this recognition, it is
proposed that the Master Teachers (based in RIES) should
prepare the training curriculum themselves and determine the
time they need to really provide teachers a complete and
effective training on these two subjects.
8. Making the Master Teachers Design the Training Curriculum by
Subject. Making the Master Teacher decide on the training
duration by not dictating the time available to him/er will be
better as long as a balance with available resources is
considered. It is recognized that training duration may vary by
subject, i.e., English or Physical Education could have different
needs for training time viz. ICT or Technology. Asking the
Master Teachers to design the training curriculum by subject
without them being constrained with available time duration for
the training should be the first step. After which, the Training
Management Committee can discuss and agree on the exact
time duration given available resources and agree with the
Master Teachers on a subject by subject basis. This way,
specific concerns and training requirements of the different
subjects will be properly attended to. For example, the Physical
Education class can have a shorter schedule. The same thing
may be true for Music and Dance although these matters will
have to be explored and confirmed with the Master Teachers
and the Training Management Committee (TMC).
9. Training for the Biology, Science and Chemistry subjects must
be re-designed for teachers in small schools, usually rural
schools, so that they can be trained to cover all the subjects that
they have to teach in Natural Science. It is noted that Natural
Science is taught in schools covering the three subjects. In the
current training, a teacher for Natural Science is only trained in
one of the three subjects. The RIES laboratory could also be
used to further enhance knowledge of SPAs on improving
teaching with the proper care and use of laboratory equipment
and learning materials.
10. For increased cost-efficiency and cost-effectiveness, it is
proposed that the next training to be conducted must secure a
budget to allow a slot allocation of at least 25-30 trainees per
subject per province. This way, the PES can communicate and
appropriately allocate training slots to DEBs which will be able
to do the same for schools. It was noted that during the past
trainings some subjects would only have 5 trainees, thus
training rooms with master teachers training 5-10 participants
only were not maximized in some provinces.
11. SPA Annual Conference. An annual conference for the
pedagogical advisors must be organized annually to update their
knowledge, attitude and skills, particularly on the new teaching
and learning methodologies such as the learner-centered
approach.
12. PPTA also noted and suggested: Enhancing the use of
Information Technology and Education Media for curriculum
implementation" - central and provincial training workshops are
high cost, and this limits the number of teachers who can
attend. This, in turn, places a responsibility on participants to
transfer the learning from the training course to their own
classroom practice, and to also share their new learning with
colleagues in their schools. There is scope for strengthening
professional development activities at district and school level,
including strengthening of the RIES Education Media Centre todeliver via television, radio, DVD, etc.
2.B.1 Delivery of M3-M7 curriculum in-service Teacher Training Initiated by 2012, completed by 2016.
Consultants offer to provide assistance in the:1) Review of stock taking related to M1 and M2 training delivery and
agreements on the improved delivery of M3-M7 curriculum In-
service training (June 2012)
2) Conduct workshop on the review updating of the learner-centered
manual and writeshop for the preparation of teacher training
manuals by M3 subjects (early July 2012)
3) Conduct M3 Training of Provincial Master Teachers in 2012 (mid-July to end of July 2012)
4) Conduct M3 Teacher Training by Province in 2012 (August 2012)
5) Conduct M4 Stock taking workshop with DSE, DTE, RIES and other
stakeholders related to M1, M2 and M3 training delivery and
agreements on the improved delivery of M4-M7 curriculum In-
service training (May 2013)
6) Conduct Workshop on the review updating of the learner-centered
manual and writeshop for the preparation of teacher training
manuals by M4 subjects (May 2013)
7) Conduct M4 Training of Provincial Master Teachers in 2013 (June-
July 2013)
8) Conduct M4 Teacher Training by Province in 2013 (August 2013)
9) Conduct M5 Stock taking workshop with DSE, DTE, RIES and other
stakeholders related to M1- M4 training delivery and agreements onthe improved delivery of M5-M7 curriculum In-service training (May
2014)
10) Conduct Workshop on the review updating of the learner-centered
manual and writeshop for the preparation of teacher training
manuals by M5 subjects (May 2014)
11) Conduct M5 Training of Provincial Master Teachers in 2014 (June-
July 2014)
12) Conduct M5 Teacher Training by Province in 2014 (August 2014)
13) Conduct M6 Stock taking workshop with DSE, DTE, RIES and other
stakeholders related to M1- M4 training delivery and agreements on
the improved delivery of M5-M7 curriculum In-service training (May
2015)
14) Conduct workshop on the review updating of the learner-centered
manual and writeshop for the preparation of teacher training
manuals by M5 subjects (May 2015)
15) Conduct M6 Training of Provincial Master Teachers in 2015 (June-
July 2015)
16) Conduct M6 Teacher Training by Province in 2015 (August 2015)
17) Conduct M7 Stock taking workshop with DSE, DTE, RIES and other
stakeholders related to M1- M4 training delivery and agreements on the
improved delivery of M5-M7 curriculum In-service training (May 2016)
18) Conduct workshop on the review updating of the learner-centered
manual and writeshop for the preparation of teacher training manuals byM5 subjects (May 2016)
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TECHNICAL PROPOSAL
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19) Conduct M7 Training of Provincial Master Teach
July 2016)
Consultants will support DSE in collabo
service teacher training workshops ass
completion by 2016. Training manuals
school-based peer training, and suppor
Contents will include areas such as
methodology, development of comple
learning.
All SPAs and master trainers will partici
capacity to implement M3-M7 in-servic
district centers) and to strengthen SPAs
provincial trainers experience var
experts retain the insights and
positive relationships in BESDP, hav
with the DSE, RIES and subject mat
curriculum for lower and upper sec
see Stock Taking of Lessons Learned)
TEACHER TRAINING. experts un
currently proposed Teacher Educati
Expert...will collaborate with offic
DTE to package in-service trainings
latest contents per subject as w
instructional tools/methods for
classroom emphasizing higher ordengaging techniques.
SECONDARY EDUCATION SECTOR DEVELE
rs in 2016 (June-
20) Conduct M7 Teacher Training
ration with DTE and RIES in the delivery of trai
ciated with implementation of M3 to M7 curri
will be prepared for each grade level, to suppor
by secondary pedagogical advisers (SPAs).
a summary of new curriculum content, guid
entary local curriculum, classroom managemen
ate in a total of 16 days of professional develo
e teacher training programs (to be conducted
ability to provide ongoing follow-up support in
ious engagement techniques that are easy to absorb and
experience as well as
ing worked hand-in-hand
ter experts to update the
ndary education. (please
er the guidance of the
on and Training Systems
rs of the DSE, RIES and
for LSE teachers on the
ll as on more effective
the learner-centered
r thinking skills and fun,
PMENT PROJECT (SESDP)
by Province in 2016 (August 2016)
ing of trainers (TOT) and in-
culum starting by 2014 with
t formal training workshops,
ance on practical teaching
t, and assessment of student
ment, via TOT to build their
nnually at provincial and/or
ES schools.
eplicate in the actual classroom
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notes the timeline to cover the target number of teachers to be provided In-Service Training and will take full
advantage of the pool of master trainers developed under BESDP.
SCHOOL-BASED MANAGEMENT. If possible, in coordination with output 3 experts, some instructional resources
should also be targeted to School Administrators
since school performances also rely on the local
leadership. Education management capability-
building for school administrators for example will
facilitate the information-gathering (M&E/
Reporting/local data-processing and analysis) and
communications flow of the MOES; builds better
quality in local planning such as in the preparation
of School Improvement Plans for example.
2.B.2 RIES
development of
materials using
appropriate ICT
media (TV, radio,
DVD, etc.) to
support teaching.
Proposed activities
to be undertaken
by Consultants in partnership with MOES counterparts include:
1) Provide a report to MOES on international experience in the use of low-cost ICT for capacity building and support to teachers and
other front-line educators
2) Assess and advise DSE and RIES on potential models for using ICT-based materials to support educators in the LPDR context3) Assess and develop plans and interventions for enhancing RIES capacity in developing materials via TV, radio, DVD, etc.
4) Develop the design for Pilot 2 (ICTLE to support SPAs), including related guidelines and M&E.
5) Provide related capacity building to DSE, RIES and participating SPAs as needed.
7) Support DSE and RIES Pilot 2 implementation
6) Support DSE in M& E the final assessment of the pilot including identification of policy implications
7) Support development of strategies for scale-up/replication of successful interventions
8) Assess the effectiveness of the use of ICT in pre-service teacher training and identify implemenaTEI on support of needed
improvements
9) Provide additional support as needed to MOE in the achievement of related policy actions .
SESDP will provide capacity building for the RIES Education Media Unit to improve its development and delivery of
TV, radio, and ICT media-based teaching and learning materials, following conduct of a capacity needs assessment
and feasibility study. As 1 key focus, feeding into 2B4, TV and radio programs will be developed for use by SPAs inthe delivery of school-based in-service teacher training for improved implementation of the new secondary school
curriculum. This will help to overcome costs and other challenges associated with delivering central and provincial-
based training that limit the number of participants, especially teachers from remote areas. Furthermore, teacher
training programs delivered in or close to school sites will enable learning to be transferred more directly to the
classroom and teachers will be able to establish professional networks with colleagues in their schools to share their
new learning.
will continue by deepening local understanding and application of authentic learning methodologies,
skills and assessment strategies by packaging these into bite-sized, localized and practical modules that
can be delivered live (face to face), or through appropriate, low-cost ICT channels like video through TV,
DVD, or web-streaming; Print (manuals/workbooks/ supplementary education materials) and Radio.
Web2 (social media) will also be added into the instructional media mix in order for supporting resources
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to be available, on-demand to a wider Lao and regional audience. In this aspect, a wider support base
will be engendered towards better learning delivery throughout the system. The specialists for ICT4E
Policy for example may have some important inputs towards bridging time, space and distance and to
bring Lao Learning forward. Certainly technology infrastructure investments will have to be (at the very
least) planned now.
These technology-driven learning materials will be tested and refined in the annual regional pedagogical
advisers conference then piloted to rural LSE schools in 5 districts in 2013-2015 for the trial period prior
mainstreaming throughout the system. The M&E experts can design the measurements to determine
how these initiatives for example, can bridge the disparity of learning indicators between rural and
urban school children on the same grade level.
As part of SESDPs program and project support for ICT-for-Lao PDR education (ICT4LE), media-based
teaching and learning materials will be developed by RIES Education Media Unit, initially for one
secondary education core subject and use in the SPA Pilot (see 2B4). Following the analysis of the pilot
phase, SESDP will support RIES in scaling-up ICT4LE materials development, to provide media-based
materials for the 5 core secondary education subject strands.
SESDP may look into the viability of IMCs (instructional media centers) based in the DEB or PES where
the knowledge products/ICT-based learning materials are repackaged, replicated and or repurposed.
This will include archived materials online, electronic contents retrievable at the DEB/PES IMC, or
physically stored as in CD/DVD libraries, radio-based instructional programs ("canned/boxed"), that may
be deployed in partnership with local media stations (TV/Radio). IMC's could also be equipped (in
partnership with private sector or civil society) with mobile projectors, laptops/tablets (see 2B4),
wireless Public Address systems, as well as digital cameras and simple editing software applications.
IMCs could be the production hubs for indigenous/localized instructional material production utilizing
local talents and resources.
2.B.3 SUPPORT FOR THE PROFESSIONAL DEVELOPMENT OF PEDAGOGICAL ADVISERS & SPA PACKAGE TO SUPPORT
THE PILOT ICT4LE. Establish an Annual Regional Meeting of Pedagogical Advisers by 2012; and trial SPA Incentive
Package to support Pilot 2. The SESDP will provide targeted support to DSE to strengthen the capacity of all SPAs
nationwide, including through the funding of annual regional conferences by 2012. DSE will ensure that all SPAs will
receive a total of 16 days TOT linked to M3 to M7 curriculum rollout over the period 2012 to 2016. The one-day
annual regional conferences will be scheduled at the end of the M3M7 TOT workshops to minimize travel time and
associated costs. Organized by DSE with consultant support, annual regional conferences for SPAs will provide a
structured program of information exchange and professional networking, including reporting on the progress in
implementation of Pilot 2 on ICT4LE media-based resources (see 2B4).
In coordination with the various units concerned, the content, sequencing and scheduling of varioustraining activities will be designed with the highest impacts possible within the limited costs/budgets.
Again, care will be given towards local contexts to ensure relevance, efficiency and effectiveness.
2.B.4 SPA PACKAGE TO SUPPORT THE PILOT ICT4LE.
PILOT 2: ICT4LE IN TARGET RURAL LSE SCHOOLS IN 5 DISTRICTS COMPLETED BY END 2013. SESDP will
provide a local allowance and resource package to one SPA in each of 5 target project districts on a trial basis.
DSE in coordination with the RIES and respective PES will take responsibility. The 5 selected SPAs will
participate in the piloting and evaluation of the education media resources developed by RIES. A local
allowance will be funded by the project for a 3-year trial period to cover the costs of travel, accommodation
costs in the district location and transportation allowance for the 5 selected SPAs to travel to outlying schools.
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The resource package will include a laptop computer and TV/DVD player to enable the 5 selected SPAs to
utilize ICT4LE media-based resources to enhance their support to teachers in the LSE and USE schools in their
districts. The ICT materials will include DVDs, radio, and TV programs (supported by complementary print
materials), and will include contents that support classroom activities for teachers and students, and school-
based in-service teacher training and peer support for use by SPAs, school principals, and teachers. Under
activity areas 2B2 and 2B4, all schools will be able to access TV and radio broadcasts, and media-basedmaterials (including on DVD) will be distributed to TEIs and a limited number of selected schools that have
adequate facilities. Lessons learned and practical ideas for implementation of ICT4LE will be compiled and
assessed, including in the annual regional conferences for SPAs.
has learned by experience about realities of the digital-divide in Laos wherein basic infrastructures
such as continuous supply of water and electricity may not yet be even present in the target schools
(selected perhaps because of disparity indicators) and is thus careful about specifying certain
equipment. This is why capacity must be built with PES/DEB to be able to manage such assets and
deploy them accordingly. will clarify the parameters with implementing units and counterparts, issues
related to targeting, equitable access to learning technologies, gender/ethnic disparity and others.
Alternative power sources will also be explored (solar panels to charge batteries to power up laptops,
DVD players and monitors) As far as content is concerned, RIES will be enabled (see 2B2) to develop or
adapt materials.
2.B.5 PROVIDE TEACHER UPGRADE GRANTS (11+3 to BA) for 10 LS teachers in target districts starting in 2012,
completed by end 2013. This is the last sub component on the right wing of component 2 . SESDP will fund grants to
enable 30 LSE qualified science teachers working in poor ethnic areas within the 30 districts targeted under output 1
to enroll in secondary education teacher upgrade programs to upgrade from 11+3 to BA qualification. Priority will
be given to female teachers and
teachers from ethnic groups. The
selection of the teachers will be
the responsibility of DSE working
with DTE. The course requires
attendance at a provincial center
or TEI for 6 weeks each summer for three years. Starting in 2012, the grant will cover the cost of course fees,
accommodation, and travel allowance for the three-year upgrade period with a final bonus payment on successful
course completion and retention in the same school location.
(under BESDP) is helping DSE/ESQAC/DTE clarify issues on learning assessment frameworks which touches
on the qualifications framework and the designing of equivalence mechanisms to credit learners experience
and prior knowledge into course requirements across the educational system. 18 weeks worth of physical
attendance can be reinforced or even shortened with the availability of ICT4E solutions, allowing blended
learning. The teacher-scholars actual instructional activities within the regular school year can be made
part of the scholars coursework for the Bachelors degree, like an action learning initiative so that
immediate improvements in classroom management and pedagogy is affected/observed in his/her school
and will not wait until the teacher has finished her bachelors degree.
This completes the right wing of the SES curriculum delivery strategy of SESDP.
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THE LEFT WING of component 2 is
concerned with the sub-components 2C
to 2E for improving the quality and
availability of learning/ teaching/
instruction materials
Sub-Output 2.C Support for New CURRICULUM MATERIALS (TEXTBOOKS AND TEACHER GUIDES)
2.C.1 DISTRIBUTION OF M3 AND M4 TEXTBOOKS AND TEACHER GUIDES TO AT LEAST 1,200 SCHOOLS AND ALL
TEIS. In parallel with training for M3 and M4, the PMU will directly support procurement of the printing, packaging,
and nationwide distribution of the final 2 years (M3-M4) of LSE curriculum materials. The textbooks and teacher
guides will be delivered to all public schools teaching LSEcurrently just above 1,200, and termed and all TEIs in
SY2012/13 (M3) and SY2013/14 (M4).
Indicative works include assistance in the:1) Confirmation of specifications for the goods procurement to include number and budget/Preparation of bid packages/preparation of
bid documents/Bid invitation (by PMU)
2) Bid invitation/bid evaluation/contract awards/goods delivery to schools (before September 2012)
Consultants will discuss the delivery mode with the Client, that is, to determine the costs and benefits of having
the textbooks delivered to the DEB where problems such as lack of budget for transportation and others have
been identified as reasons why some books were not able to reach the recipient schools; or include the delivery
of schools in the suppliers contract which will ensure the delivery of the correct books to the right schools. This
time, accountability of receiving the books is passed on to the school head, who may be assisted by the SPA and
VEDC. SWOT analysis will be conducted for these 2 distribution modes and maybe other modes that may be
agreed with the Client, including financial evaluation to identify the most cost-efficient route.
2.C.2 NEW USE TEXTBOOKS AND TEACHER-GUIDES TO 500 SCHOOLS WITH U.S.E. CLASSES AND ALL TEIS. SESDP
consultants will support RIES in the development of MOEs new USE curriculum materials (textbooks and teacher
guides) to teach the approved new USE curriculum. Improved materials will play a key role in translating increased
relevance of the new USE curriculum, and strengthening SES students mastery of skills (e.g., problem solving) and
concepts needed in the labor market or subsequent tiers of education. They will also support improved, more
student-centered instruction to encourage creativity and active learning.
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As shown in Table 2, in each of the years 2013-2015, prior to the official introduction of the new M5-M7
curriculum, a series of workshops will be conducted to develop curriculum materials for that USE grade.
notes that in each year (for each of 3 USE grades), the PAM states that:
a. RIES will organize a 2-day review of existing materials for each grade level, followed by
b. a 5-day curriculum materials development workshop, bringing together curriculum writing teams,
indicatively including 2 external national specialists for each of the 5 core subject strands.
c. A further 5 days is allocated for school-based testing of the curriculum materials for the 14 SE
subjects at each grade level, to inform final revisions.
d. As the final stages, a Committee on Approval of Curriculum and Instructional Materials (CACIM)
workshop and a final "camera-ready copy" (CRC) check of the curriculum materials will be
undertaken before manuscripts are released for printing. (3 days)
This means for each year level, there will only be one iterations/workshops for textbooks and teacher
guides development with a total of only 17 days to complete editorial packaging up to final artwork
preparation (pre-press packaging or what is locally known as "camera-ready copies"). BESDP on the otherhand, had seven workshops with a total of 48 days during its fast-track production mode which really
stretched the available human resources (content experts/writers, newbie editors, book designers). There is
a big challenge owing to the fact that the only engagement mechanism for these content developers would
be the workshop. BESDP experience shows that these resource people, most of whom are not organic to the
RIES, being remunerated only per workshop day, will literally use up only 17 working days to include:
a. content mapping,
b. research,
c. manuscript preparation,
d. encoding/submission,
e. copy editing,
f. lay outing/initial
design/graphics support
preparation
g. proofreading
h. graphic revisions
i. final artworks (CRC)
Total estimated titles for USE textbooks plus teacher
guides: 107; The same content experts are also the
ones engaged by other projects, apart from being
busy with the demands of their permanent jobs from
all over the Ministry of Education and/or in the
secondary schools around Vientiane Capital. There
are no professional editors so far and the accepted
procedure is "group editing" by the writersthemselves (which will happen in the workshops). To
NUMBER OF TITLES
PER YEAR LEVEL
CATEGORY m5 m6 m7 total
textbooks 19 19 12 50
teacher guides 22 22 13 57
subtotal 41 41 25 107EDITORIAL
PRODUCTION SKED2013 2014 2015
PRINTING SKED 2014 2015 2016
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maximize time and due to limited number of subject matter experts (SMEs), writers are engaged per topic and not
by book title. Imagine how many writer/"editors" will have to agree on styling, syntax, graphics/illustration support,
etc. in just one title be it a textbook or a teacher guide.
Thus, even prior actual production workshops, a "preparation workshop" is recommended to prepare/equip the
would be assigned editors and other content packagers (graphic artists/layout artists/etc.) on "instructional design"as well as basic editorial skills. Consultants will discuss with DSE/PMU and unite concerned during the inception
period, to come up with a more realistic time and resource allocation for the production of said materials.
2.C.3 M5 CURRICULUM
MATERIALS PILOTED IN 15 SE
SCHOOLS IN 5 TARGET PROVINCES,
by 2012/2013, and evaluated by
2013. Before proceeding with this
work, the Consultants will discuss
with the Client, specifically RIES onthe direction and next steps. It is gathered that the TBs and TGs for this purpose has not been included in the latest
procurement package issued by the PMU for M3.
For now, we understand that the cohort-based official rollout of M3 to M7
textbooks and teacher guides, a pilot M5 print run and distribution of textbooks
and teacher guides will be undertaken in 2012 by RIES working with DSE and
DTE. This interim measure will be undertaken to meet the current extreme
shortage of M5 textbooks and teacher guides. The M5 pilot will provide RIES
with an opportunity for trialing and subsequent revision to the M5 textbooks
and teacher guides prior to full rollout in 2014.
The project will provide: (i) limited (but nationwide) printing and
distribution of an emergency supply of these interim M5 materials;
(ii) a focused pilot test in 5 provinces and a total of 15 schools with M5
classes, including provision of training on the interim M5 materials
content and careful M&E;
(iii) support to incorporate findings from the pilot into refinements to the M5 materials in time for the
printing and nationwide roll-out of the revised M5 curriculum in SY2014/15.
Consultants notes 15 schools from 5 provinces (3 schools per province) for 19 titles of textbooks (11 core plus 8
electives) wherein each school will receive 3 sets each (19 titles x 3 sets x 15 schools); plus 22 teacher guide titles (12
core + 10 electives) wherein each school receives 1 set (22 titles x 1 set x 15 schools). However, for printing
assumptions, a print run of 1810 sets are expected for textbooks and 1810 sets for teacher guides for the 2012 pilot
per Table 3: Outline Plan for M3-M7 Printing Assumptions (see p. 11 of PAM). In the same table, the expected
distribution is actually 450 schools-- extra sets will be allocated to the TEIs and other MOES units.
We further note that in order to be used during school year 2012-2013 which starts in September, the window for
editorial packaging and print production would effectively be May to August 2012 (with August as delivery month),
assuming the Project Start-up date can push through in April. Assessment can then immediately commence even as
the materials can be used as reference during the enhancement of pre-service training curriculum for secondary
education teachers at the TEIs.
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Sub-Output 2.D Teaching and Learning Equipment and Materials Support to Improve Teaching in (30 new LSE s2D
Teaching and Learning Equipment and Materials
2D1 PROVIDE M1 AND M2 TEXTBOOKS AND TEACHER GUIDES, BASIC SCIENCE EQUIPMENT, MATERIALS
AND LIBRARY BOOKS TO 30 LSE SCHOOLS IN TARGET AREAS. A basic set of teaching and learning
resources will be provided for all new LSE schools constructed under SESDPthis will include M1 and M2
textbooks and teacher guides, since these new schools will not have been included in national distribution.
Basic science equipment and laboratory facilities will also be provided to each newly constructed LSE School,
including instructional materials for physics, biology, and chemistry, and library resources. The priority will
be on the supply of science and library resources that can most cost-effectively improve student
understanding, practical application of learning, and self-study opportunities. RIES with DSE will be
responsible for review of the technical lists of equipment and learning materials
2D2 PROVIDE BASIC MATERIALS/EQUIPMENT FOR ARTS/MUSIC/PHYSICAL EDUCATION. An additional set
of teaching and learning resources for arts and music kits will be provided to 30 new LSE schools constructed
under the SESDP. Procurement of the arts/music/physical education equipment and materials will follow the
procurement plan in Section VI.B of the PAM, with the PMU responsible for the procurement process and
distribution.
2D3 PROVIDE SCIENCE EQUIPMENT AND MATERIALS FOR 15 EXISTING SE SCHOOLS TO SUPPORT USE
INSTRUCTION BY 2017. Basic science equipment will be provided to 15 newly constructed USE classroom
blocks, including instructional materials for physics, biology chemistry, library resources, physical education
kits, and arts and music kits. As with LSE kits, priority will be on supply of science and library resources that
can most cost-effectively improve student understanding, practical application of learning, and self-study
opportunities. RIES with DSE will be responsible for review of the technical lists of equipment and learningmaterials: indicative lists for science equipment are included in Appendix 17 of the PAM. Procurement will
follow the procurement plan in Section VI.B, with the PMU taking lead responsibility.
Under BESDP, Intem has helped develop the Asset Management System which now may be
mainstreamed at the PES and DEB levels. Orientation workshops and copies of the manual may
be shared with the assigned PROPERTY CUSTODIANS of each recipient school in order to
properly care and account for these important learning assets. Noting equitable access to such
assets in disparity areas and at the same time, sustainability of these important inputs, it is
crucial that basic asset management capabilities be installed in school (Log forms for every
instance of use for equipments, proper maintenance, user training, security and proper disastermitigation measures are just a few examples)
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This also anticipat
education which wil
science laboratories
Sub-Output 2E: SUPPORT FOR IMPROV
2E1 RULES AND REGULATIONS
project will assist ESQAC and
support in drafting of new Rules
include technical input from
international standards and bes
be established along with proce
Program 4.5). The SESDP will s
which is compliant with the em
is enhanced continuity and smo
aligned with international stand
INTEM's proposed DPT
Assessment Framewor
(systems wide), fully al
framework; and contin
Plan (EdQUASP). Its m
summative), lifelong le
formal, general curricul
Educational system. Th
"complementation" acrdesign & implementatio
towards the most enabli
2E2 SUPPORT MOE/RIES TO C
and DSE with development of th
ASLO in 2017. Support will build
design stages and the later anal
the procedures already establis
to transparency in administratio
SECONDARY EDUCATION SECTOR DEVELE
es the Learning Assessment strategies to b
l include performance assessments, and hands-
.
D STUDENT ASSESSMENT
M4 (L.S.E.) AND M7 (U.S.E.) NATIONAL EXAMS
DSE in strengthening the national examinatio
and Regulations by 2014. Workshops to be facil
ESDP consultants to assist in formulating a
t practice. At USE level the G12 National Infor
dures for improving transparency in national exa
pport the process through workshops to assist
erging National Qualifications Framework. The
oth transition from USE schools to university an
ards and best practice.
for Curriculum Delivery has prepared initial
(LeAF) which takes on a more strategic pers
igns with the work being done by ESQAC on
ing enhancements to the Educational Quality
ain platform is authentic learning and assess
arning, equivalence mechanisms for successfu
um to TVET mode, etc) and smooth transitio
operative words are "open links"; "inter-conne
ss the systems. Intem and KRI's combined corn and evaluation research in ASEAN educational
ing strategy model for Lao PDR.
NDUCT ASLO FOR M4 IN 2014 AND M7 IN 201
e M4 Assessment for Student Learning Outcom
upon the existing expertise and experience of
sis and reporting stage. RIES has the capacity t
ed in earlier rounds of ASLO. The critical safegu
n and reporting of the ASLO.
PMENT PROJECT (SESDP)
developed for secondary
n skills testing particularly in
ND H.E. EXAMS. The SESDP
ns for M4 and M7 through
itated by ESQAC and DSE will
document that aligns with
ation Resource Centeris to
minations (SEAP USE Quality
in formulating a document,
inputs will ensure that there
d technical vocational study,
hite paper for the Learning
ective on quality assurance
the National Qualifications
ssurance Strategy & Action
ments (both formative and
l cross-over (non-formal to
s up the ladder of the Lao
ctivity"; "full alignment" and
orate experience on projectsystems will be utilized fully
7. The SESDP will assist RIES
s (ASLO) in 2014 and the M7
IES to assist in planning and
conduct the ASLO following
ards to be put in place relate
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4.2 ORGANIZATION AND PERSONNEL
Below is out proposed consulting struc
consulting services with KRI-Japan and
The Consultants will report to the Proj
attainment of targets. Below are the
The work is divided into sub-groups wit
work on specific outputs to be delivere
have to be well-focused on targets.
reporting each Mondays will be done by
Below is the proposed consulting del
Deployment and Performance Monitor
materials. 5 experts and specialists will
Output 2 Consulting Delivery Structure
The TL will be assisted by the DTL,
development, teacher training, learning
all Consultants will be instructed and
closely with IU counterparts to ensure s
Expert on TeacherRecruitment, Deployment and
Performance Monitoring
Specialist on Teacher RDeployment and Teacher
Monitoring
SECONDARY EDUCATION SECTOR DEVELE
ture and composition of the team. Intem is th
VS-Lao as our associates.
ect Director and will closely work with the P
roposed consulting delivery structures to ensur
h assigned group leader who will have the duty
. Scope of work ahead is big and challenging
he Team Leader will keep track of activities
the assigned deputy team leaders for the sub-g
livery structure 2A will ensure delivery of:
ing; and, (ii) procurement of textbooks and
work on this one and report to the TL.
2A
r. Ganibe in the delivery of major quality ou
assessment and textbooks policy development.
directed to focus on their respective targets a
ccess in the timely delivery of quality outputs.
r. Bernadette Gonzales
Team Leader/
Exp on SE Mgt
cruitment,Performance
Specialist on Textbook and
Teacher Guide Procurement
ExpertMaterial
SpeM
PMENT PROJECT (SESDP)
lead firm in the delivery of
U and the other IUs in the
e quality and timely outputs.
to harmonize and integrate
such that consulting services
of each consultant, though
oups.
(i) Teacher Recruitment,
teacher guides/instructional
tputs related to curriculum
This is quite a big team so
nd work collaboratively and
on InstructionalProcurement for
USE
cialist on Instructionalaterials Procurement
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Output 2 Consulting Delivery Structure
Mr. Khamhong
Deputy Team Leader for Output 1(Access)
Expert on US CurrriculumMaterials Development
(Foreign Language)
Specialist on USCurrriculum MaterialsDevelopment (Foreign
Language)
Expert on US CurrriculumMaterials Development
(Science and Math)
Specialist on USCurrriculum MaterialsDevelopment (Science
and Math)
Expert on US CurrriculMaterials Developm
(Social Sciences)
SpecialistCurrriculumDevelopment
Science
SECONDARY EDUCATION SECTOR DEVELE
2B
Dr. Bernadette Gonzales
Team Leader/Exp on SE Mgt
Mr. Joel Ganibe
Deputy Team Leader for Output 2 (Quality)/
EXp on Teacher Educ and Trg Systems
lumnt
n USaterials
t (Socials)
Expert on InstructionalMaterials Procurement
for USE
Specialist onInstructional Materials
Procurement
Expert on SecondarySchool Assessment
Specialist on SecondarySchool Assessment
Exp in QA in TeacherEducation
Specialist in QA in
Teacher Education
Mr. Arm
Deputy Team L(Educatio
PMENT PROJECT (SESDP)
Specialist on Pre- and In-Service Teacher Training
Expert on TextbookPolicy Development
Specialist on TextbooksDevelopment
an Balonkita
Leader for Output 3n Governance)
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