Lao People's Democratic Republic : Second Strengthening Technical and Vocational Education and Training Project
Southeast Asia Department
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Lao People's Democratic Republic
|Project Name||Second Strengthening Technical and Vocational Education and Training Project|
|Country / Economy||Lao People's Democratic Republic
|Project Type / Modality of Assistance||Grant
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Gender Equity and Mainstreaming
Governance and capacity development
Private sector development
|Sector / Subsector||
Education / Technical and vocational education and training
|Project Rationale and Linkage to Country/Regional Strategy|
Sufficient skilled labor available to maintain inclusive and sustainable development in the Lao PDR
|Description of Outcome||
TVET system expanded and aligned with evolving labor market needs
|Progress Toward Outcome||
Virtual review mission fielded in June 2021.
|Description of Project Outputs||
Teaching and learning environments at eight TVET colleges upgraded
Quality and relevance of demand-driven programs improved
Access to TVET institutions for disadvantaged students increased
|Status of Implementation Progress (Outputs, Activities, and Issues)||
1a. Completed. Completed construction of 8 TVET civil works in Champasack TVC, Dongkhamxang TC, Khammouane TVC, Polytechnic College, Savannaket TVC, Pakpasak College, and Vientiane-Hanoi Friendship Technical College. These facilities are operational.
Additional workshops and dormitories have also been constructed using project savings: (i) Vientiane-Hanoi Friendship TVC (2 dormitories) 90% as of 30 Jun 2021; (ii) Pakpasak TC (workshop building) 70% completed as of 30 Jun 2021; and (iii) Khammouane TVC (1 dormitory for male students) 80% completed as of 30 Jun 2021.
1b. Completed. Procurement of major training equipment to upgrade 8 TVET colleges has been completed.
List of equipment was cleared by the Vocational Education Development Institute and confirmed alignment with TVET curricula. Provision of equipment also requires corresponding training programs.
The prioritized trades or areas by colleges are: (i) Champasack TVC for IT-electronics equipment; (ii)
Dongkhamxang agriculture technical school for bio-agriculture and veterinary; (iii) Khammouane TVC for food processing; (iv) Polytechnic college for survey mapping and environment; (v) Technical college of Vientiane province for mechanical technology; (vi) Savannakhet TVC for road bridge construction and automotive/industrial machine; (vii) Pakpasak TVC for building construction and logistics; and (viii) Vientiane-Hanoi TVC for multimedia and graphics design and IT networking.
Additional equipment, using savings identified during the MTR, are procured for various trade areas.
1c. On track to meet target. The project constructed a total of 11 dormitories equipped with furniture and common kitchen to accommodate 1,056 students from rural remote and isolated districts and villages as part of expanding access to skills training and vocational education. Six out of 11 dormitories are reserved for female students. The dormitory management regulations and maintenance are strictly enforced for daily maintenance and inspection; progress of which is posted on the dormitory boards. College management conducts monthly inspection and awards recognition for well performing teams. Champasack TVC provided 10 bicycles per dormitories so that the students can commute to nearby markets and shops after classes. The college managers confirmed that the dormitories provided are reserved for students coming from rural districts and villages; and that the dormitory facilities are with 100% occupancy.
2a. Completed. As of 15 June 2021, 1,102 teachers from 23 TVET institutions received training on the use of LCA (RRP called student-centered teaching), of whom 479 (43%) were women, and 175 (19%) were from ethnic groups. 676 out of 1,102 participants were teachers and instructors from the 8 project colleges, of whom 339 (50%) were women.
2b. On track to meet target. As of 15 June 2021, 533 (79%) out of 676 received LCA training (female 252) in eight project colleges. Tracking revealed that 453 (85%) of those teachers were certified to adopt the LCA, of whom 230 (51%) were women.
2c. On track to meet target. The project colleges confirmed that teachers and instructors have allocated 80% of the lesson hours for hands-on exercise to allow students having more time to familiarize with the equipment and learn how to use them. This can directly build their confidence in using the equipment when employed.
2d. Completed. (i) Academic year 2018/2019: The first batch of 44 scholars including 4 (9% female) teachers, where 32 undertook their study in the country while 12 pursued studies in Thailand. Out of the 44 scholars, 29, including 3 women, graduated and the remaining 14 are preparing their thesis for their graduation in Q4 2021. One female scholar left the program due to health problems. Ethnic scholars include 2 males (5%) and none ethnic female pursing master's degree.
(ii)Academic year 2018/2019: The second batch included 71 and comprised of 41 female (58%) scholars. 65 undertook in-country bachelor's and master's degrees (36 female), of which 42 graduated. Five pursued master's degree in Thailand and Viet Nam, of whom 3 already graduated. The remaining 29 scholars are expected to graduate in Q4 2021. Number of ethnic scholars includes 5 teachers (7%), of whom 3 women.
(iii)Academic year 2019/2020: Under the third batch, 39 (including 15 female, 38%) teachers and managers pursued in-country studies; 1 male scholar is studying in Thailand; 5 taking up their bachelor's degree, of whom 3 are women, are expected to graduate in Q4 2021; and 34 are taking up their master's degrees (12 women and 27 of masters' degree are expected to be completed in Q4 2021, and 7 master degrees will be completed in Q1 2022. There are 3 ethnic scholars, of whom 2 are women.
2e. On track to meet target. 100% of students in diploma and high diploma courses participate in the internship programs.
3a. Completed. Criteria for selection of stipends recipient approved by ADB in Jul 2017 (6 months after project effectiveness).
3b. Completed. As of 15 Jun 2021, the project provides stipends to a total of 4,812 students including 2,606 women (54% against DMF target is 50% women). Of these stipend recipients, 4,445 (92%) come from low-income families (against a target of 1,000 students) including 2,411 women (54% against a target of 50%) and 669 (25%) from ethnic groups. The project records reveal that 3,944 (82%) stipend holders have already completed their trainings, of which 47% were interviewed. Of those interviewed, 18% are employed, and 17% have become self-employed.
3c. Completed. TVET promotion firm was deployed in December 2018 to support TVED for revising the TVET promotion strategy and assist the project colleges to develop promotion activities. The evidence from their studies revealed a social media campaign was necessary to reach the primary decision makers, the students themselves. Supported by trainings delivered by the firm, each college built their own Facebook Alumni group and official, branded Facebook pages to communicate with the general public. The colleges have assigned staff from IT, student affairs, and academic staff divisions to update the college activities and track real time views. The DDG of each college oversees moderators of the pages and groups. The TVED started its own news and public affairs page; TVET Girls Page, Marketplace, and Jobs page to support the campaigns of the 8 TVET colleges. This was a resource for colleges to select and share general TVET promotions content. The firm also assisted the EMIS create their own YouTube channel. Despite the COVID-19 pandemic where face-to-face outreach was limited, through these channels, the audience of the TVET colleges kept growing steadily just by students and teachers sharing the pages in their networks. Colleges are enthusiastic about creating original content about their school image, new facilities, and hands-on exercises for the public to view the new image of skills training. A survey on Lao Perception on TVET revealed that 87% of secondary school student respondents now view TVET as equal to or greater than a university degree.
|Summary of Environmental and Social Aspects|
|Environmental Aspects||The project will build upon the ongoing Strengthening Technical and Vocational Education Project (STVET). The project will include minor civil works to upgrade dormitories and rehabilitate workshops and classrooms on existing, government-owned school sites. During the construction phase there might be minimal environmental impacts such as dust, noise and construction waste. The PPTA team also includes a civil engineer to ensure that workshops, classrooms and dormitories are designed in compliance with government planning regulations and building codes; and would address potential environmental impacts including most suitable options for management of wastewater and sewage to be discharged from the buildings.|
|Involuntary Resettlement||The project will build upon the ongoing Strengthening Technical and Vocational Education Project (STVET). The project will continue to support the schools under the STVET and some new schools which will be identified during the PPTA. The new project will construct dormitories and rehabilitate workshop and classrooms in the existing school compound. Therefore, land acquisition and resettlement are not anticipated. However, there are expected to cause minor or temporary disruption during the construction phase. During the PPTA, it will be determined if a category C for IR can be considered.|
|Indigenous Peoples||SSTVET is not expected to have adverse impacts on IPs. SSTVET will provide substantial benefits to IPs. IPs will access to information related vocational courses, training assistance vouchers. SSTVET will construct dormitories to accommodate poor and IPs students, particularly girls while they undertake training courses in the project schools. The PMU will establish a mechanism to ensure IPs equitable access to the benefits to enhance positive impact and mitigate any negative impacts on IPs.|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||A Stakeholder Communications Strategy Framework (SCSF) has been developed for the project, which will guide the design of a TVET Promotion Strategy to inform stakeholders about the benefits of TVET and the TVET services offered under the project, as well as to increase TVET enrollment and utilization of the stipend for eligible disadvantaged students. The TVET Promotion Strategy will build on social marketing plans and products created previously by MOES and expand on them to i) strengthen national level media and branding activities to promote positive perceptions and build awareness, trust and credibility of TVET, and ii) strengthen the roll out of social marketing activities in the communities in the geographic area of each of the 8 project colleges, equipping the colleges to develop and implement their own community outreach and career guidance campaigns.The TVET Promotion Strategy will be designed and implemented by a communications firm under direction of TVED. The project colleges will, with support of the firm, create community outreach and career guidance plans to deliver TVET promotion in their respective geographic areas. The firm will create a toolkit with standard operating procedures, guidelines, templates, suggested activities and resources to enable the schools to design and deliver these plans, and provide capacity building and ongoing advisory support to colleges administratorsand MOES staff to ensure effective delivery of the plans. Key channels of communication that will be used at the national level include: TV/print/radio media products, a digital communication strategy including mobile, internet and social media activities, and the creation of a consistent brand identify for TVET. Channels that will be used at the college level include local customization of the national level products as well as community awareness activities; use of local media and cultural events; partnerships with secondary school career guidance units and career guidance/demonstration events targeting prospective students; and collaboration with organizations and leaders with influence in the community.The TVET Promotion Strategy will make use of approaches and channels that support engagement with female students, ethnic and linguistic minorities and the poor, and will ensure that poor students are aware of the availability of the stipend program and how to utilize it. A monitoring and evaluation framework will be created as part of the TVET Promotion Strategy, which will include indicators to track and assess reach to these groups.|
|During Project Implementation||The project is collaborating with the Lao Women's Union and the Lao Youth Union in various project activities. Representatives from theunions contributed to finalize the stipend program selection criteria and participated as members of the selection committees. The Unions are participating in TVET promotion activities at college level and raising awareness of TVET students on human trafficking and drug prevention.|
|Consulting Services||To support the overall facilitation of the project, TVED is supported by a team of consultants, based at the PMU and consist of (i) an international Team Leader, (ii) a national deputy team leader, (iii) a financial expert, (iv) a procurement expert, (v) an M&E specialist, (vi) a gender expert, and (vii) 3 support staff.|
All procurement of goods and works will be undertaken in accordance with ADB's Procurement Guidelines (2015, as amended from time to time). A procurement capacity assessment report has been developed during project design.
International competitive bidding procedures will be used for civil works contracts estimated to cost $3 million or more, and goods contracts valued at $1 million. Contracts for works of more than $100,000 but less than $3 million will follow national competitive bidding procedures. Supply contracts for goods estimated below $1 million but above $100,000 will be awarded on the basis of national competitive bidding. Items costing $100,000 or less will be procured through shopping.
Before the start of any procurement, ADB and the government will review the public procurement laws of the central and state governments to ensure consistency with ADB's Procurement Guidelines (2015, as amended from time to time).
|Responsible ADB Officer||Chanthy, Khamtanh|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Division||Human and Social Development Division, SERD|
Ministry of Education and Sports
|Concept Clearance||08 Jan 2016|
|Fact Finding||30 May 2016 to 10 Jun 2016|
|MRM||19 Jul 2016|
|Approval||18 Oct 2016|
|Last Review Mission||-|
|Last PDS Update||28 Sep 2021|
|Approval||Signing Date||Effectivity Date||Closing|
|18 Oct 2016||08 Nov 2016||03 Jan 2017||30 Jun 2022||-||05 Jan 2023|
|Financing Plan||Grant Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||26.50||Cumulative Contract Awards|
|ADB||25.00||09 Feb 2023||25.00||0.00||100%|
|Cofinancing||0.00||09 Feb 2023||25.00||0.00||100%|
|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 Access to Information Policy (AIP) 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.
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.
Evaluation Documents See also: Independent Evaluation
None currently available.
None currently available.
The Access to Information Policy (AIP) 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.
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ADB to Help Lao PDR Improve Quality of Higher Education and TVETADB and the Government of Lao PDR signed agreements today for grant and loan assistance totaling $65 million to improve education quality and ensure that graduates have sufficient skills to meet labor market demands.
|Tender Title||Type||Status||Posting Date||Deadline|
|Impact Assessment (Work from home)||Individual - Consulting||Closed|
|Impact Assessment||Individual - Consulting||Closed|
|ADB Grant No. 053-LAO: Second Strengthening Technical and Vocational Education and Training Project (SSTVETP) G01||Invitation for Bids||Closed|
|Second Strengthening Technical and Vocational Education and Training Project||Individual - Consulting||Closed|
|Second Strengthening Technical and Vocational Education and Training Project||Individual - Consulting||Closed|
|Procurement Assistance||Individual - Consulting||Closed|
|TVET Capacity Building Measures Consulting Firm||Firm - Consulting||Closed|
|TVET Promotion Strategy Firm||Firm - Consulting||Closed|
|ICS15||Individual - Consulting||Closed|
|ICS31||Individual - Consulting||Closed|
|ICS04(2)||Individual - Consulting||Closed|
|ICS30||Individual - Consulting||Closed|
|ICS22||Individual - Consulting||Closed|
|ICS18||Individual - Consulting||Closed|
|ICS19||Individual - Consulting||Closed|
|ICS23||Individual - Consulting||Closed|
|ICS17||Individual - Consulting||Closed|
|ICS27||Individual - Consulting||Closed|
|ICS26||Individual - Consulting||Closed|
|ICS24||Individual - Consulting||Closed|
|ICS28||Individual - Consulting||Closed|
|ICS20||Individual - Consulting||Closed|
|ICS12||Individual - Consulting||Closed|
|ICS16||Individual - Consulting||Closed|
|ICS21||Individual - Consulting||Closed|
|ICS25||Individual - Consulting||Closed|
|ICS29||Individual - Consulting||Closed|
|Contract Title||Approval Number||Contract Date||Contractor | Address||Executing Agency||Total Contract Amount (US$)||Contract Amount Financed by ADB (US$)|
|PMU CONTRACT EXTENSIONS (UP TO MAY 2021)||Grant 0503||04 May 2020||VARIOUS | VARIOUS LAO PEOPLE'S DEM REP||Ministry of Education and Sports||116,600.00||—|
|TVET PROMOTION STRATEGY DESIGN AND IMPLEMENTATION||Grant 0503||20 Nov 2018||PUBLICUS ASIA INC. | UNIT 1103 JOLLIBEE PLAZA COND. F.ORTIGAS JR.RD ORTIGAS CTR. PASIG CITY PHILIPPINES||Ministry of Education and Sports||687,301.00||—|
|CONSULTING SERVICES FOR THE DESIGN AND CAPACITY STRENGTHENING MEASURES AT TVET COLLEGES||Grant 0503||10 Sep 2018||ASIAN MANAGEMENT AND DEVELOPMENT INSTITUTE | 9TH FLOOR SUCED BLDG. 108 NGUYEN HOANG NAM TU LIEM DISTRICT HANOI VIET NAM SOC REP OF||Ministry of Education and Sports||819,850.00||—|
|Signed Contract With Piu Team Leader||Grant 0503||23 May 2017||Bernadette Gonzales | 4F Sandoval Building Shaw Blvd. Pasig City Philippines||Ministry Of Education And Sports||360,000.00||—|
|PIU STAFF (NATIONAL CONSULTANTS)||Grant 0503||01 Aug 2017||VARIOUS | VARIOUS LAO PEOPLE'S DEM REP||Ministry of Education and Sports||100,000.00||—|
|Signed Contract with PIU Team Leader||Grant 0503||23 May 2017||Bernadette Gonzales | 4F Sandoval Building Shaw Blvd. Pasig City Philippines||Ministry of Education and Sports||360,000.00||—|
|Title||Document Type||Document Date|
|Second Strengthening Technical and Vocational Education and Training Project: Procurement Plan||Procurement Plans||Sep 2021|