Lao People's Democratic Republic: Strengthening Technical and Vocational Education and Training Project

Sovereign Project | 42278-022 Status: Active


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.

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Project Name Strengthening Technical and Vocational Education and Training Project
Project Number 42278-022
Country Lao People's Democratic Republic
Project Status Active
Project Type / Modality of Assistance Grant
Source of Funding / Amount
Grant 0211-LAO: Strengthening Technical and Vocational Education and Training Project
Asian Development Fund US$ 23.00 million
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

Project Outcome

Description of Outcome An accessible formal vocational training system that is more responsive to labor market needs
Progress Toward Outcome

The project outcomes will be assessed at the end of the project. As of 30 August 2015, the Project has achieved considerable accomplishments towards responsiveness of the TVET system. The overall project implementation is progressing well. Overall, physical progress is estimated at around 89% against the elapsed grant period of 91%. Cumulative contract award is $20.17 million (87%) and cumulative disbursement achieves $15.59 million (67%) of the total grant amount of $23 million.

SY 2014-15:

The total enrollment in 3 priority in 7 public and 2 private TVET school is 2,367, of which 249 are females (10.5%).

The total number of female enrolled in the non-traditional trade areas is 249 (10%).

Under the Voucher schemes, the female enrolment in the non-traditional trades are:

- Furniture: Total: 137; Males: 125; Females: 15 (8.63%)

- Construction: Total: 1056; Males: 975; Females: 81(8.50%)

- Automotive and Mechanics: Total: 5116; Males: 4920; Females: 196 (3.82%)

Implementation Progress
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)

Output 1:

(i) The Project has developed competency 17 competency based standards for qualification level III (Certificate III) in four occupation areas. Four additional standards have been developed for qualification level IV (Diploma level). All 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 has 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 a result, a core group of CBT methodologists have established and conduct workshop at school level to share the concept with their colleagues.

(ii) Social marketing campaign and Career guidance and counseling: the Project has prepared, together with a consulting firm, survey questionnaire to obtain more information about the perception and image of TVET among secondary students, parents, and employers. In parallel, the Project is on process to prepare radio and TV spots to promote TVET. Posters and pamphlets are being developed based on findings from the survey. Career guidance and counseling unit is established in the project schools to provide guidance to final students regarding to employment. The project schools and DTVE conducts career guidance at secondary school to promote TVET system reform which includes courses, voucher scheme, and facilities so that the students better understand the TVET system, requirement for enrolment, and employment.

(iii) 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.

Output 2:

(i) Total number of SY 2013/2014: The total number of student enrolled in the four trades increased to 2,992 in school year 2013/14, of which 1,686 are voucher students (31% females).

(ii) TVET student intakes in public schools is 23,182, of which 8,594 (37%) are women. 45% of the student intakes enroll in services; 43 % in industry and 14% in agriculture.

(iii) 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. The total voucher scholar in the three none-traditional trades is 1,349, of which 164 or 6% are women.

(iv) Expanded access to TVET education. The project provides 11 students' dormitories to accommodate 2,200 students, particularly girls from rural areas. 6 of 11 dormitories are allocated for female students.

(v) Establishment of EMIS is in process. Data will be updated once the EMIS is fully operational.

Output 3:

(i) 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

(ii) Specialist Skills Contracting Program: The Project established an on the job training scheme at company, production sites to gain real work experience through specialist skills contracting program. As of 30 August 2015, 311 teachers and final students in 4 trades attended the specialist Skills Contracting Program, 20 (6.5%) are women.

(iii) Partnership Program: the Project has initiated a partnership program with TVET training providers in Singapore and Thailand in the form of waiving training fees, while the project shoulder other costs including accommodation, travel, insurance, and per diem. TEMASEK provides training on teaching pedagogy, leadership, and electronic skills while TVET Thailand supports training related competency based training. So far, 131 school management and technical staff received the captioned training, of which only 28 (23%) are women.

Output 4:

(i) the "New TVET Law", which suggests that a systemic outcome-based TVET training approach has been approved and enacted. DVET will organize workshop to disseminate the law which will be financed by the Project.

(ii) The PIU, ESQAC and relevant departments and schools will review and update the existing TVET Quality Assurance (QA) manual and other QA working paper to ensure that TVET quality assurance meets the regional standards. At the same time, MOES develop a TVET QA capacity development plan including a self- assessment and implementation of framework guide to support the TVET QA framework. The project has built knowledge of staff by conducting TVET QA workshops to manage and monitor the TVET quality assurance.

(iii) Strengthen education management information system (EMIS): The Project assisted the TVED to establish the EMIS for TVET connecting with the seven public TVET institutions. Installation of equipment was completed and the system is in place. EMIS framework and format were designed and it is applied at all public TVET schools. Database is being finalized and it consists of education management, student management, human resource management, financial management, asset management, and documentation. Manual and procedures were developed and distributed to provincial education and private and public TVET institutions. 165 TVET teachers, provincial staff were trained how to collect and input data into the system, the data is analyzed at DTVET.

(iv) Installation of LMIS equipment is completed. However, the establishment of LMIS has been delayed. The project has recruited a consultant from Thailand to complete the system and training for the MLSW to carry out the tasks.

(v) 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.

Output 5:

The PIU was established and integrated within DVET structure. Equipment and furniture are provided to facilitate the project implementation. The Project engages several local staff, accountant, M&E, procurement, driver to support the PIU team. The Project sets up M&E mechanism to monitor all the project activities against the project targets. Feedback from school visits found that the Project activities at school have not regularly monitored and supervised by the PIU.

Geographical Location

Safeguard Categories

Environment C
Involuntary Resettlement C
Indigenous Peoples B

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.

Business Opportunities

Consulting Services

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

Training development

TVET access

Buildings and facilities

Employment system

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 Staff

Responsible ADB Officer Khamtanh Chanthy
Responsible ADB Department Southeast Asia Department
Responsible ADB Division Lao Resident Mission
Executing Agencies
Ministry of Education and Sports
Dr. Kongsy Sengmany
[email protected]
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 30 Sep 2015

Grant 0211-LAO

Approval Signing Date Effectivity Date Closing
Original Revised Actual
09 Jul 2010 29 Jul 2010 01 Sep 2010 31 Mar 2016 30 Sep 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 22.26 0.00 97%
Counterpart 1.80 Cumulative Disbursements
Cofinancing 0.00 09 Jul 2010 18.47 0.00 80%
Status of Covenants
Category Sector Safeguards Social Financial Economic Others
Rating - - - Satisfactory - Satisfactory

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.

Related Publications

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.

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