Output 1: Strengthened management, financing, and governance of higher education system
(i) LUMS including registration, tuition fee payment, and financial management has designed. Adopting open source software to the local context is in process. A consulting firm recruitment is on contract negotiation stage.
(ii) The reform of admission system to reduce the percentage of non-fee paying (20%) and fee paying (80%) students started in 2011/2012. For 2013/2014, the non-fee paying students are 33% and non-fee paying students 67%. MOES and Universities introduced tuition fee in 2011/2012, the tuition fee is between kip 800,000 to 1,200,000 kip. The 2014/2015 enrollment ratio will be updated during the Sept 2015.
(iii) Enrollment in the four public universities:
2011/2012 non-fee paying students at 21%, fee paying students at 79%
2012-2013- non-fee paying student at 28%, fee paying students 72%
2013-2014 non-fee paying students at 33%, fee paying students at 67%
753 senior and technical staff from Department of higher education and three public universities attended management (including strategic planning, strategic leadership, quality assurance) and technical trainings (curriculum development, research planning and design, IT training and financial management), of which 264 (36%) are women.
(iv) University councils for Champasack and Souphanouvong Universities are officially established in May 2014.
- CU council includes 23 members, of which 10 are women (44%), and 5 from private sector (22%).
- SU council includes 24 members, of which 6 are women (22%) and 3 from private sectors (13%).
Output 2: Enhanced relevance and capacity for quality improvement.
(i) Tracer study was conducted in late 2013 to collect benchmark information on recent graduates with diploma and bachelor degrees and monitor their performance in the labor market.
Employer survey conducted in Feb 2013, the findings revealed that 50% of the employers are satisfied with their employees' skills and knowledge, while the other are dissatisfied with their employees non-cognitive skills. The findings and recommendations have been incorporated into the curriculum.
(ii) Revision of courses, curriculum and teaching materials: The Project assisted the universities to revise undergraduate curriculum content by introducing inter-disciplinary common-core courses to align with the development and changes in regional development and labor market demands. The project conducted several training on curriculum development to 441 teaching staff and 12 common-core courses were identified to be included in the revised curriculum. The development of core textbooks is now progressing after mobilizing textbook writers and a design/editing firm in December 2014.
(iii) Development of qualification framework for higher education has been discussed; the project is recruiting a university professor to assist the DHE to develop it.
DHE and QACE developed the national minimum standards including then standards and 50 criteria for external institution assessment and conducted assessment of 53 private higher education institutes.
(iv) 753 teaching staff from three public universities were trained on research proposal preparation and how to conduct research. 17 out of 60 proposals were selected for conducting research.
46 teaching staff (15 are women) undertake master and doctoral degrees in abroad under matching scholarship with foreign partner universities. 97 teaching staff undertakes master degrees at National University of Laos, of which 38 are women.
(v) E-learning library at the three public universities are established, the facilities are opened for student access during the working hours. Laboratory equipment was installed at the Champasack university, training on the use of the equipment was provided.
Output 3: Increased equity and access in higher education
(i) Increase equity and access in higher education
Campus and facilities (including classrooms, e-library, laboratory, e-learning center, student dormitories, road, water and electricity connection) at Champasack University were developed.
(ii) Student intakes at four public universities has declined gradually declined due to (i) abolishment of special course, (ii) introduction of enrollment ceiling to control the quality and admission requirement.
(iii) Student enrollment at CU:
2011/12 Total enrollment was 3,525, 1,377 students were women
2012/13 - Total enrollment was 3,322, of which 1,311 were women
2013-14- Total enrollment was 1,212 and 568 women.
The number of enrollment has been declined as a result of termination of special course and imposed of strict entry exams.
(iv) All civil works at Champasack University, including academic offices, dormitories and classrooms, completed and being utilized.
Output 4: Strengthened management, financing, and governance of higher education system
(i) Project implementation is proceeding smoothly. The project implementation teams are actively performing their assignments.
(ii) DHE collaborated with a Korean company, My Personal Data Analysis (MPDA), introducing an adaptive mathematical learning system through the Project to help 1,000 teaching staff and first year students to develop their logical thinking and problem solving capabilities in mathematics. This was funded as part of corporate social responsibility (CSR) with co-finance from KOICA to provide 100 computers, software and installation of the network which is equivalent of US$0.9 million. In practice, 782 first year students from 4 faculties and 10 faculty professors in NUOL were trained and tested to use the Mathcloud software program to supplement in improving their mathematic competencies and logical thinking. Evaluation of the learning outcome using quasi-experimentation was completed, the findings show that the students who uses the software performed better.