ADB is helping the Lao People's Democratic Republic improve its technical and vocational training to address skill shortages in priority areas. The project will focus on certificate and diploma courses in construction and building, mechanical and machinery maintenance and repair, furniture making, and basic business. It will also improve access, governance, and private sector involvement in the sector.
|Project Name||Strengthening Technical and Vocational Education and Training Project|
|Country||Lao People's Democratic Republic|
|Project Type / Modality of Assistance||Grant
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Governance and capacity development
Private sector development
|Sector / Subsector||
Education - Technical and vocational education and training
|Gender Equity and Mainstreaming||Gender equity|
|Project Rationale and Linkage to Country/Regional Strategy|
|Impact||A more highly skilled and diverse workforce in Lao PDR|
|Description of Outcome||An accessible formal vocational training system that is more responsive to labor market needs|
|Progress Toward Outcome||
Outcomes will be assessed during PCR mission.
A midterm review mission was fielded in November 2013 where progress of the Project against its targets were assessed. Project Adminstration was delegated to LRM effective 1 Jan 2014.
Development of competency based training standard for17 jobs were completed and being implemented at TVET schools.
Construction of student dormitories were completed. 6 our of 11 dormitories are reserved female students.
Workshops for 7 public schools were upgraded with new equipments.
5,030 poor and rural students recieved assistance training voucher.
6 private training providers are engaged to provice practical training * specialist skills training program) to strengthen technical skills and industrial working experience to more than 560 teachers and final year students.
5 private training providers have engaged to provide short term training to more than 3,000 young secondary and unemployed.
Social development campaign and program were developed and implemented through TV, radio, print media.
Job and career counseling has conducted between April and May every year at secondary schools, particular in remote areas.
1,000 learning elements were developed, and distributed to TVET schools.
|Description of Project Outputs||
1. Improved quality of TVET
2. Increased and more equitable access to TVET
3. Increased private sector involvement in TVET strategy and delivery
4. Strengthened governance and management of the TVET system
5. Effective project management and implementation
|Status of Implementation Progress (Outputs, Activities, and Issues)||
This new initiative has been discussed with key stakeholders. PIU engaged a consultant to review the TVET structure and explore possibility to apply flexible work arrangement fot teachers.
The TVET law was passed by the National Assembly in June 2014.
Draft final working paper on unit cost funding system is waiting for endorsement.
a). Senior management and teaching staff received training on strategic managment, leadership as part of capacity building.
b). Technical staff trained on pedogogical and methodological teaching skills in Singapore.
c). The Projects supports many interventions to strengthen the capacity of TVET institutions and staff. About 1,449 (326 female or 22%) management and technical staff received training on leadership, management, CBT and CBA career guidance and counseling, preventing and responding to sexual harassment, EMIS, LMIS, social marketing campaigns, of which 326 participants were women.
Installation of LMIS equipment is completed. However, the establishment of LMIS has been delayed. The project is recruitng a consultant from Thailand to completed the system and training the MLSW to carry out the tasks.
EMIS system is established, however it has not yet operationalized.
EMIS framework and format are developed but need to be further improved to reflect the design.
Training on data entry and analysis to TVET school is delayed.
The Project has developed competency based standards for 17 jobs in 4 priority skills (Certificate III) completed.
The standards were developed through public private partnership in form of establishing trade working groups under the National Training Center Permanent Office (NTC-PO).
The Project conducted various dissemination workshops to explain the objectives, strategy and approach and application of the competency based training to key management and technical staff of the Project schools. As the result, a core group of CBT methodologists have established. Workshops at school level were conducted to share the concept with their colleagues.
National skills standards for four prioriy trades: construction, automobile and machinery service and repair, furniture and basic business developed in English and Lao. These documents are uploaded on the project website for public view and use.
Ministerial Decision No. 1324 dated 15 June 2010 on the establishment of TWG.
More than 490 teaching staff in seven public and two private TVET institutes attended training on competency standards and Competency Based Training (CBT).
A wide-ranging National Competency Standards for Trainer Qualification covering 4 levels of trainer qualification has been developed and submitted to PMU for endorsement. Based on these qualification levels, teacher and trainer's training needs for both technical and pedagogical skills were identified through various consultations and gap analysis workshops.
GIZ conducted an employer survey to assess the employers' satisfaction with the skills provided by TVET institutions. To complement this survey, the EA recruits a consultant to update the survey questionnaire to assess the employers' satisfaction to the skills in 4 trade areas.
The project provides 11 students' dormitories to accommodate approximately 2,200 provincial and district students. 6 out of 11 dormitories are reserved for gilrs.
The Project constructed 11 student dormitories to accommodate 2,200 students from rural and isolated areas, of which six are reserved for girls which can accommodate about 1,200 girls.
1,658 out of 5,031 voucher recipients were women (33%).
More than 30% of students from rural and poorest group
Establishment of EMIS is in process. Data will be updated once the EMIS is fully operationed.
EMIS is in process. Data will be updated once the EMIS is fully operationed.
Data will be updated once EMIS is fully operational.
The voucher scholar recipient was 5,031; of which 1,658 (33%) are women.
The total number of student enrolled in the four trades is 9,234 in school year 2015/16.
Total voucher recipient is 5,031, of which 1,658 (33%) are female.
Total number of SY 2013/2014
Total TEVET students is 64,524, of which 29,065 are women.
TVET student in public schools is increases from 23,182 in 2014/15 to 30,221 in 2015/16. the female student also increase from 8,594 (37%) to 12,322 (41%) in the same period. 45% of the student intakes enroll in services; 43 % in industry and 14% in agriculture.
Total student intakes in private TVET schools is 41, 342, of which 20, 471 ( 49%) are women. 95% enroll in services and 5% in industry.
This activity was delayed for 2 years due to the Private training providers and industries are not familiar with ADB provurement process.
667 (155 teaching staff and 512 final students) attended specialist skills contracting program, 76 (11%) were women.
Due to the low female enrollment in thr four trade areas, 65 female students (13%) of students particpated in specialist skilled contracting program.
Advisory boards at the 7 public project TVET institutions have been set up.
The Project has strengthened the capacity of the National Training Council-Permanent Officer (NTC-PO) through various channels, including engage a consultant to review the existing roles, responsibilities, and structure of NTC-PO. Three documents including analysis of the existing role, proposed reform structure, and proposed action plan to strengthen the NTC-PO are being reviewed by MoES.
This new initiative was delayed due to the PIU team needs to digest the concept and implementation arrangements. In addition, the PIU team has to call meetings with the training providers to explain the concept of the SCP and Procurement process and requirements. The procurement of Skills contract programs was completed.
14 training programs delivered in August 2015. 1,380 It is expected that 1,380 students will attened the programs.
Modular curricula for construction, automobile and machinery maintenance, furniture and basic business were developed and are being implemented.
The Project is recruiting the consultant to develop survey questionnaire.
In compliance with stipulations in Schedule 2, para. 6 of the Grant Agreement on conditions for withdrawal of expenditures related to construction of dormitory facilities, PIU-TVET through letter dated 11 May 2012, has confirmed that advisory boards in all 9 public TVET institutions have been established with specific terms of reference, in which 36% members are female and 32% are from the private sector.
Due to the nature of the trades,
Only 11 female teachers participated the specilist skills contracting program.
A project steering committee, co-chaired by the Vice Minister, MOES and the Vice Minister, MOLSW has been established. The Project Directorate is in place, with a Project Director, a Deputy Project Director, and 7 administrative members. PIU-TVET and PIU-LMIS have both been established with contract staff.
Simple M&E was establised and regularly monitored by the TVED.
Summary of Environmental and Social Aspects
|Environmental Aspects||Environmental categorization is C. During project implementation, automotive workshops ensured proper disposal of hazardous waste such as engine oil. During construction of the dormitories, the contractors kept noise and dust within locally acceptable levels, as well as managed fill, excavated material, and solid waste in a manner that did not create a permanent impact. Water supply in the dormitories will meet national drinking water quality standards.|
|Involuntary Resettlement||Involuntary resettlement category is C, as civil works is limited to upgrading TVET institution facilities and constructing new buildings within existing boundaries, which will not require land acquisition or resettlement.|
|Indigenous Peoples||An ethnic group development plan was prepared to ensure integration of ethnic groups' needs and interests in project outputs, and ensure ethnic group access and participation. Key features include (i) ethnic group enrolment in certificate and diploma education in the 4 priority skill areas reaches 20%; (ii) at least 30% of vouchers and dormitory spaces are reserved for ethnic students; (iii) the social marketing campaign is targeted to ethnic communities to encourage TVET and present positive role models, especially in nontraditional skill areas; and (iv) ethnicity sensitivity training is provided to project stakeholders.|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||
Project preparation involved two stakeholder workshops each with over 100 participants; an Labor Market Assessment (LMA) involving 817 enterprises in eight provinces and a questionnaire survey on skills, facilities and equipment in public and private TVET institutions in Luang Prabang, Champasak, Vientiane Province, Vientiane Capital and Savannakhet. Discussions were held with the Ministry of Education and its relevant departments; the Ministry of Labor and Social Welfare, the Ministry of Planning and Investment, Ministry of Mining and Energy; the Lao Women's Union, Lao Youth Union, NGOs, the Lao National Chamber of Commerce and Industry, international development partners and private TVET institutions.
In order to gather a range of views and challenges from community/village/student level, fieldwork was undertaken in Luangnamtha, Bokeo and Vientiane. Discussions were held with students in the TVET institutions about their choice of training, affordability and aspirations for employment. Two ethnic secondary schools were visited and discussions held with the headmaster, deputy headmasters and students. Village meetings were held to discuss parent and student perception of TVET.
|During Project Implementation||
Level of consultation and participation envisaged during the project implementation and monitoring is information sharing.
ADB fields review bi-annual review missions.
All consultants will be recruited according to ADB's Guidelines on the Use of Consultants.
To support project implementation, a firm will be engaged to provide 148 person months of international consultant inputs and 336 months of national consultant inputs. The consulting firm will be engaged using the quality- and cost-based selection (QCBS) method with a standard quality:cost ratio of 80:20. Full technical proposals (FTPs) will be required for submission; shortlisted consultants allowed 45 days to prepare FTPs.
Specialization of experts are as follows:
TVET system management and institutional development
Buildings and facilities
Skills standards, curriculum and teacher training for construction trades
Skills standards, curriculum and teacher training for mechanical trades
Skills standards, curriculum and teacher training for furniture trades
Skills standards, curriculum and teacher training for business skills
IT, TVET EMIS and LMIS Development
PPP Implementation and Monitoring
Social and Gender
All procurement of goods and works to be financed under the grant will be undertaken in accordance with ADB's Procurement Guidelines (2007, as amended from time to time) and the procurement plan prepared and agreed between the Government and ADB.
Under the project, international competitive bidding procedures will be used for civil works contracts estimated to cost $1,500,000 or more, and supply contracts valued at $500,000. Contracts for works of more than $100,000 but less than $1,500,000 will follow national competitive bidding procedures. Supply contracts for goods estimated below $500,000 but above $100,000 will be awarded on the basis of national competitive bidding. Items costing $100,000 or less will be procured through shopping.
Before the start of any procurement, ADB and the Government will review the public procurement laws of the central and state governments to ensure consistency with ADB's Procurement Guidelines.
|Responsible ADB Officer||Chanthy, Khamtanh|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Division||Lao Resident Mission|
Ministry of Education and Sports
Dr. Kongsy Sengmany
Lane Xang Avenue, Vientiane, Lao PDR
|Concept Clearance||14 Apr 2010|
|Fact Finding||19 Apr 2010 to 05 May 2010|
|MRM||31 May 2010|
|Approval||09 Jul 2010|
|Last Review Mission||-|
|PDS Creation Date||15 Apr 2010|
|Last PDS Update||16 Mar 2017|
|Approval||Signing Date||Effectivity Date||Closing|
|09 Jul 2010||29 Jul 2010||01 Sep 2010||31 Mar 2016||31 Dec 2016||-|
|Financing Plan||Grant Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||24.80||Cumulative Contract Awards|
|ADB||23.00||09 Jul 2010||22.65||0.00||98%|
|Cofinancing||0.00||09 Jul 2010||23.62||0.00||103%|
|Status of Covenants|
Project Data Sheets (PDS) contain summary information on the project or program. Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.
The Public Communications Policy (PCP) recognizes that transparency and accountability are essential to development effectiveness. It establishes the disclosure requirements for documents and information ADB produces or requires to be produced.
The Accountability Mechanism provides a forum where people adversely affected by ADB-assisted projects can voice and seek solutions to their problems and report alleged noncompliance of ADB's operational policies and procedures.
In preparing any country program or strategy, financing any project, or by making any designation of, or reference to, a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.
|Title||Document Type||Document Date|
|Strengthening Technical and Vocational Education and Training Project||Procurement Plans||Jun 2013|
|Grant Agreement for Strengthening Technical and Vocational Education and Training Project between Lao People's Democratic Republic and Asian Development Bank dated 29 July 2010||Grant Agreement||Jul 2010|
|Strengthening Technical and Vocational Education and Training Project||Summary Poverty Reduction and Social Strategies||Jun 2010|
|Strengthening Technical and Vocational Education and Training Project||Project/Program Administration Manual||Jun 2010|
|Strengthening Technical and Vocational Education and Training Project||Reports and Recommendations of the President||Jun 2010|
Safeguard Documents See also: Safeguards
Safeguard documents provided at the time of project/facility approval may also be found in the list of linked documents provided with the Report and Recommendation of the President.
|Title||Document Type||Document Date|
|Strengthening Technical and Vocational Education and Training Project: Indigenous Peoples Plan||Indigenous Peoples Plans/Indigenous Peoples Development Plans||Jun 2010|
Evaluation Documents See also: Independent Evaluation
None currently available.
|Title||Document Type||Document Date|
|Addressing Skill Shortages in the Lao People's Democratic Republic||Papers and Briefs||Jul 2011|
The Public Communications Policy (PCP) establishes the disclosure requirements for documents and information ADB produces or requires to be produced in its operations to facilitate stakeholder participation in ADB's decision-making. For more information, refer to the Safeguard Policy Statement, Operations Manual F1, and Operations Manual L3.
Requests for information may also be directed to the InfoUnit.
Lao PDR: Closing the GAP: Addressing Skill Shortages in Lao PDR - 2011The Strengthening Technical and Vocational Education and Training (STVET) Project aims to increase opportunities for young women to access technical and vocational education and training (TVET) in traditionally male occupations, adapt their skill levels and expertise, and expand their employment potential to the current demands of the labor market.