Civil works activities and furniture provision have been completed. As with other civil works, sex-segregated dormitories (along with separate toilet blocks) were completed and turned over at all 60 LSE sites (and 15 USE sites) prior to the start of SY2015/16 (in the last sites).
Given the deferred timeline of the LSE stipend program, the USE baseline was conducted as part of a merged LSE and USE Stipend Baseline Study. The USE stipend program also commenced from SY2014/15 and is in its third year of operation, with USE beneficiaries now in their final year (M7).
All 60 participating LSE schools (and 15 USE schools) successfully completed liquidation of first-cycle SAGP funds by January 2017.
Procurement of science kits has been completed. Library, arts, and PE materials are still awaiting procurement, and the provision of ICT learning resources has been limited due to delays in development of such materials.
The GTPS pilot was completed in 2 batches: (i) 26 GTPS Batch 1 teachers including 13 females (50%) and 16 from ethnic groups (61.5%) were deployed to schools in 5 targeted districts (the same ones covered by the DSPA pilot) during October-December 2013; and (ii) 39 GTPS Batch 2 teachers including 21 females (54%) and all from ethnic groups were deployed to schools in a total of 14 districts (in 7 provinces) in September 2014.
As noted under Policy Areas 2_1 and 2_2: (i) Under the first thrust on annual teacher recruitment and utilization planning (ATRUP), the SESDP Team supported DOP's drafting of the ATRUP guidelines and operational manual, which was approved in January 2014 per policy action T1.(ii).3. (ii) Under the second thrust on TPME, the SESDP Team supported DOP's drafting of the guidelines and operational manual on teacher performance M&E, which was approved in December 2013 per policy action T1.(ii).4. Under the approved TPME, teacher salary increases have been linked to performance, effective SY2014/15.
DSE, RIES, and DTE have successfully implemented annual training rounds for M3-M7 teachers. It is indicated that M3-M7 INSET rounds provided an estimated total of 25,071 person-times of teacher training, with 49.8% female and 16% from ethnic groups.
Following procurement of material production-related equipment in August 2013 and several capacity building activities for RIES staff, RIES has developed an array of media-based materials, ranging from content for RIES TV and radio programs, to a training resource DVD distributed to trainers for the M5 teacher training round, to video segments on student-centered learning and SBM (posted on Youtube), and various presentations posted on Slideshare.net).
Annual SPA conferences have been conducted, alongside the TOT for the M4 and M5-M7 INSET training rounds. DSE and the SESDP Team turned over procured elements of the intended resource package45 and conducted a training workshop for the 5 DSPAs along with PESS and DESB representatives in February 2015.
The TUG Program was conducted during the school holidays in 2014 through 2017, with all 30 TUG recipients awarded bachelor degrees in August 2016. All 30 teachers are reported to be still teaching in the same sending LSE schools in remote areas.
Distribution of M3 and M4 textbooks and teacher guides has been completed (with follow-up support for USE grades).
Prior to each of school years SY2014/15 through SY2016/17, the PMU organized procurement and delivery of M5-M7 textbooks and teacher guides to schools/districts before the teacher training and school opening. The limited pilot was completed by February 2013, with manuscripts finalized and printed under activity area 2C3.
Science kits were procured (as part of a combined package for activity areas 2A2, 2D1, 2D3) and installed in TTIs and schools by June 2016. Library materials are still pending.
Provision of arts/music/PE kits has completed delivery to the 30 new LSE schools and additionally to the 15 new USE classroom blocks in May 2016. Science kits were installed in schools by June 2016, while library materials are still pending.
The SESDP Team supported DSE in drafting a strengthened Rules and Regulations on Secondary Student Assessment and Examinations (approved on 27 May 2014), which was applied to M4 and M7 national exams starting in SY2014/15 and incorporates classroom-based assessment (in addition to scores on the national exam) into a final composite assessment. Subsequently, the SESDP Team also supported DSE's revision of the Handbook for Student Examinations (used by PESS, DESB, and schools in conducting M4 and M7 exams annually).
RIES carried out the M4 ASLO in May 2015. With SEDSP Team support, RIES prepared an assessment of results, finalized in January 2017. The M7 ASLO will be deferred by 1 year to May 2018 to allow preparation.
The SESDP Team assisted the MOES in developing a school network mapping (SNM) methodology and provided capacity development at various levels on use of Quantum Geographic Information System (GIS) for SNM. The first round SNM was completed in September 2013. Education Statistics Center (ESC) has subsequently updated the SNM through SY2015/16, including to reflect the newly formed Xaysomboun Province and addition of 2 new districts in Huaphan.
In May 2016, SESDP supported DSE and DOP in conducting a teacher census (on a pilot basis) in 30 districts, as a rider to the May 2016 round of the student census (see activity area 3D2). Prior missions had also discussed improvements to the ASCF, ATRUP, and/or DOP PMIS quarterly data collection/update instruments, by including columns for basic information on each teacher (e.g., name, id number, gender, ethnicity) plus a series of columns (indicatively 14) to capture subject-grade combinations.
Communication/dissemination advocacy strategy has been approved via ministerial decree dated 31 December 2013, linked to policy action T1.(iii).3. The SESDP Team has supported DOF and RIES in drafting textbook policy policy titled Ministerial Decree on the Textbook Policy (Development and Management of Textbooks, Teacher Guides, and Instructional Materials) covering ECCD through M7, which has been revised through a series of consultations.
All PPAs been reconstituted in alignment with SESDP guidelines, including ensuring compliance with 50% female representation and other GAP and EGP requirements. The SEDSP Team has confirmed PPA rosters for all 100 schools in a PPA database, with females constituting at least 50% of membership in each PPA and 53% of total membership across the 100 schools. Each PPA also has at least 1 female and 1 male student representative. The SESDP team has supported DSE to draft a concise stand-alone Guidelines on PPA Establishment covering PPAs at primary as well as secondary schools, which is expected to be finalized and disseminated following establishment of the merged Department of General Education.
The SESDP Team completed an enhanced M&E Plan in June 2015, and has updated related M&E interventions and databases continuously.
Following completion of the baseline LSE student census round at the end of SY2012/13, the SESDP Team supported DSE's conduct of the post-baseline census rounds in May 2014, May 2015, and May 2016.
SESDP benefits greatly from a strong and highly committed PMU, which has been a critical component of SESDP's achievements to date (as recognized by MPI-LRM awarding 3 years consecutively).