sesdp component 2 quality

7/30/2019 SESDP Component 2 Quality

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TECHNICAL PROPOSAL SECONDARY EDUCATION SECTOR DEVELEOPMENT PROJECT (SESDP)

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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


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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


manuals by M4 subjects (May 2013)

7) Conduct M4 Training of Provincial Master Teachers in 2013 (June-

July 2013)



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




July 2014)



stakeholders related to M1- M4 training delivery and agreements on

the improved delivery of M5-M7 curriculum In-service training (May

2015)





July 2015)



stakeholders related to M1- M4 training delivery and agreements on the

improved delivery of M5-M7 curriculum In-service training (May 2016)


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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15

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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TECHNICAL PROPOSAL

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16

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


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.


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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TECHNICAL PROPOSAL

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17

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


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


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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TECHNICAL PROPOSAL

Form Tech 4

18

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


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


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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Form Tech 4

19

sesdp component 2 quality

Documents