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Education Technology in Lao People’s Democratic Republic Presented by - Mr. Maaly Vorabouth, Deputy Head of Teacher Education Evaluation Division (TEED),

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Presentation on theme: "Education Technology in Lao People’s Democratic Republic Presented by - Mr. Maaly Vorabouth, Deputy Head of Teacher Education Evaluation Division (TEED),"— Presentation transcript:

1 Education Technology in Lao People’s Democratic Republic Presented by - Mr. Maaly Vorabouth, Deputy Head of Teacher Education Evaluation Division (TEED), ICT officer, Department of Teacher Training (DTT/DTE), Ministry of Education Global Education Technology Summit 2008-Asia Conference Program (13-14 May 2008, Kuala Lumpur, Malaysia) Supported by Foreign Affairs and International Trade Canada and SMART Technologies

2 Content Introduction Exit 1. Situation of ICT use in teaching and learning 3. ICT Development in Teacher Education Institutions 4. Challenging (Education Technology in Lao PDR) 2. National System Reform Strategy of Laos TEMIS five year plan

3  The Lao People’s Democratic Republic (Lao PDR) or Laos is a small and land-locked country  It is established in December 1975  It is surrounded by China, Myanmar, Thailand, Vietnam and Cambodia -Introduction Menu

4  Population was about 5.7 million in 2005  The Government opened the country to the world in 1986  The concept of human development, first introduced in 1990  The first National Human Development Report, Introduction Menu

5  Based on the World Bank Group 2007, the GDP of Laos in 2005, was about 2.9 billion US$, yearly Gross Domestic Product (GDP) per capita income was about US$509  In 2006, by estimation, the GDP per capita income would be US$586  Showing as increase of 15.3% from 2005 to Introduction Menu

6  Gross Enrolment Rates (GER, year ) of Preschool level: 12.3% Lower secondary level: 53.3% Upper secondary level: 34.6%  Net Enrolment Rates (NER, year ) of the primary level was 86.4% Reference: Annual Report and Plan of the MOE in Laos -Introduction Menu

7  For the year 2006/2007, The average class sizes (number of student in classroom) of preschool, primary and secondary levels are currently 23, 31 and 48 respectively The current student-teacher ratio of preschool, primary and secondary levels, are 17, 31 and 25 respectively Reference: Annual Report and Plan of the MOE in Laos -Introduction Menu

8  For the year 2006/2007, In the same year, number of preschool children, primary pupils and secondary students were 55,340; 891,807 and 400,076 respectively In total about 3.47% of them were from private schools. Inside that, private preschool children were about 28.4% and private secondary schools students were about 1.6% Reference: Annual Report and Plan of the MOE in Laos -Introduction Menu

9  At least 12% of Teacher Training graduates could not apply to be teachers totally (counting from academic year to , in five years); There were not enough quota of teachers in 10 provinces At the same time, other provinces needed the Teacher Training graduates -Introduction Menu

10  That is problem with surplus and shortage of primary and secondary teachers in different provinces concerning number and subject  Future plan. Our projection will focus on The province and district levels School level Subject taught and qualification > -Introduction Menu

11  In eight Teacher Training Colleges and Teacher Training Schools (TTCs/TTSs) There are totally 294 personal computers At least 51% of the PCs are use for teaching and learning Each TTC/TTS has LAN connection, and the LAN is available only in the Computer Lab except Luangprabang TTC and Savannakhet TTC, which have the LAN in other places 1. Situation of ICT use in teaching and learning Menu

12  In the eight TTCs/ TTSs Every TTC has Internet access, except three TTSs Maximum speed of the Internet access is 256 kbps, and its minimum speed is 54 kbps There are three connection systems as Broadband Satellite, ADSL and Dial up used in the TTCs/TTSs They don’t have computer in science lab According to the TTCs/TTSs report, some of machines are under standard and old model, and computers are not enough for teachers and students Menu 1. Situation of ICT use in teaching and learning

13  In the eight TTCs/ TTSs The ICT pedagogy integration in Teacher Training Colleges and Teacher Training Schools (TTCs/TTSs) is developing especially in Mathematics, Sciences and English The number of ICT Hardware particularly PC are now increased dramatically since 2005 as well as Mathematics and Sciences teaching method which is developing through RECSAM, EQIPII/TTEST and SMATT Menu 1. Situation of ICT use in teaching and learning

14  In secondary schools, There are totally 122 personal computers in 16 piloted secondary schools from six different provinces in Lao P.D.R. The PCs and other equipments were supported by projects: Smart School ( ), JHAI foundation ( ), ASEAN School Net ( ) and School Net ( ) Most of piloted secondary school has LAN connection, and the LAN is available only in the Computer Lab Menu 1. Situation of ICT use in teaching and learning

15  In the secondary schools, Every one has Internet access by 512 kbps speed and via ADSL connection system Six schools in the piloted schools were supported only Internet service fee and printers, it means that they bought computers by themselves They don’t have computer in science lab Menu 1. Situation of ICT use in teaching and learning

16  In the secondary schools, Some teachers begin to understand the effective use of the ICT in teaching and learning In general some Sciences and Mathematics teachers use the ICT for teaching and it is a good beginning for them although the ICT does not play fully in student learning Menu 1. Situation of ICT use in teaching and learning

17  Teachers’ behaviour and how to develop the ICT pedagogy integration, their skill in English would be a focused point in this period as well as human resource in the field of ICT would need to be raised Menu 1. Situation of ICT use in teaching and learning

18  The National Education System Reform Strategy of Lao P.D.R. (2006–2015) expects to establish a new national education system. The concept of the system is to increase 11 years of schooling to 12 years of schooling (from to 5+4+3) 2. National System Reform Strategy of Laos Menu

19 New national education system Kindergarten (3 years) Child (3 months - 3 year old) Primary (5 years) Lower secondary (4 years ) Upper sec. (3 years) Vocational (2-3 years) University Heath, Master and Doctor programs Higher education (3-4 years) NFE  25 years old 3 years old

20  There are four main points mentioned in the strategy as below, ICT curriculum will be established and developed at lower and upper secondary school levels (we expect to implement on 2009/2010) ICT laboratory will be established in schools Use of ICT in distance education program to give chances for people who live in remote areas (TV program and radio program would be good supplementary materials) Teaching materials will be created/developed for schools 2. National System Reform Strategy of Laos Menu

21  An Education Sector Development Framework (ESDF) is under preparation covering sector-wide development of general education for the period The framework expands on the strategy and provides a costed action plan over three phases with projections for planning and management of an expanded school education system 2. National System Reform Strategy of Laos Menu

22 The ESDF includes an intervention under the Quality component to introduce the knowledge of ICT into the lower and upper secondary education levels Proposed actions include:  (i) Development of a phased implementation plan for ICT curriculum development for secondary schools  (ii) Integration of ICT skills development in the pre- service teacher training programme for all secondary school trainee teachers  (iii) ICT skills incorporated into the secondary school curriculum Menu 2. National System Reform Strategy of Laos

23  In Laos, there are 15 Teacher Education Institutions (TEIs), are divided into six kinds of TEI First, five Teacher Training Colleges (TTCs) running six systems as 5+4, 8+3, 11+1, 11+2 and 11+3 years, producing preschool, primary and lower secondary school teachers Second, there are three Teacher Training Schools (TTSs) running four systems as 5+4, 8+3, 11+1 and 11+2 years, producing preschool and primary school teachers 3. ICT Development in Teacher Education Institutions Menu

24  In Laos, there are 15 Teacher Education Institutions (TEIs), are divided into six kinds of TEI Third, there is one National Art Education Teacher Training School running 8+3 years, producing art teachers Fourth, there is one National Physical Education Teacher Training running 11+3 years, producing physical education teachers 3. ICT Development in Teacher Education Institutions Menu

25  In Laos, there are 15 Teacher Education Institutions (TEIs), are divided into six kinds of TEI Fifth, there are two Monk Colleges running 11+3 years, producing secondary teachers for Monk schools Final, there are three Faculties of Education running 11+4 years, producing upper secondary school teachers 3. ICT Development in Teacher Education Institutions Menu

26  The ICT was introduced in the TEIs in 1996  Two training workshops on using technologies for teaching and learning in TEIs were organised in 1997 and 1999  Some teachers in TEIs have been using technologies such as tap recorder, Television/Video, Slider, Overhead Projector for teaching including Video camera for creating 3. ICT Development in Teacher Education Institutions

27 Menu  Training workshop on use of computer for teaching/learning and solving the software/hardware problems in TEIs was organised in 2001  During 1997 the Database and Reporting System (DRS) was introduced in TEIs in the area of pre- service teacher training. The DRS was improved between 1998 and 2003 through the conduct of three government funded workshops 3. ICT Development in Teacher Education Institutions

28 Menu  In order to build full functional DRS for teacher education and to prepare for TEIs delegation in the future, Teacher Education Management Information System (TEMIS) five year plan was established which phase2 of the plan is under preparation 3. ICT Development in Teacher Education Institutions

29 Menu  There are six phases in the TEMIS five year plan as below, Phase 1: TEMIS Preparation Phase 2 (To make a model): To develop a simple pre service teacher training database piloting at two TEIs linking to the DTT, to make full functional DRS at the piloted places and to analyse data by use of the database 3. ICT Development in Teacher Education Institutions

30 Menu  There are six phases in the TEMIS five year plan as below, Phase 3: To extend the model at other TEIs (and to increase other databases based on the TESAP into the DRS. To integrate PMIS database and in service teacher training database at national level) 3. ICT Development in Teacher Education Institutions

31 Menu  There are six phases in the TEMIS five year plan as below, Phase4: To integrate PMIS database, pre and in service teacher training databases, and evaluation system at provincial/TEI levels Phase5: To monitor, encourage and review for improving the TEMIS Phase6: To extend TEMIS databases at district level 3. ICT Development in Teacher Education Institutions

32 Menu  The concept of the system is to integrate three main systems: the Pre and In Service Teacher Training DRS, Personal Management Information System (PMIS) and the Evaluation System (ES includes a Quality Assurance System) 3. ICT Development in Teacher Education Institutions

33 TEMIS Integrate DRS, ES and PMIS Concept Teacher Education Management Information System (TEMIS)

34 Menu  Programmer/developer’s team will be built, for development of computer application software in teaching/learning at TEIs and for development of TEMIS databases and application software 3. ICT Development in Teacher Education Institutions

35 Menu  Three year plan ( ) for ICT application in three TEIs as Luangprabang TTC, Savannakhet TTC and Bankeun TTC was established (in cooperation with UNESCO-piloted project). Phase 2 of the plan will be implemented soon: ICT curriculum and ICT in education curriculum in the TEIs will be developed  The curricula will be implement to other TEIs 3. ICT Development in Teacher Education Institutions

36 4. Challenging Menu  Some of machines are under standard and old model  Budget for maintenance and operation of the machines is not enough  Some machines are out of order and spare parts are not available  Some areas have no electricity (use temporary generator)  Lack of human resource in the field of ICT. Also, some of them are poor in English skills  Many teachers have never seen computers  Teacher behaviour

37 References Menu Ministry of Education in Laos. (2000). The Education Strategic Vision by 2010 and 2020 Ministry of Education in Laos. (2000). The Five Year Education Development Plan Ministry of Education in Laos. (2007). The National Education System Reform Strategy (2006–2015) Ministry of Education in Laos (2006). Teacher Education Strategy and Action Plan ( , ) Maaly Vorabouth (2006). Why are the Database and Reporting Systems for Teacher Training Colleges/Teacher Training Schools in Laos ambiguous and delayed? Department of Teacher Training, Ministry of Education, Lao PDR, submitted as part of a Masters Program.

38 References Menu Maaly Vorabouth (2008). First draft ICT application in the teaching and learning of School Science and Mathematics. Department of Teacher Training, Ministry of Education, Lao PDR, submitted as first draft study which is a part of the State of ICT Use in the Teaching and Learning of School Science and Mathematics among SEAMEO Member Countries Ministry of Education in Laos. (2007). Teacher Education Management Information System (TEMIS) Plan Concept Paper Ministry of Education, Department of Teacher Training in Laos. (2006). Teacher Training Graduate 1999 to 2005 Ministry of Education in Laos. (2007). Annual Bulletin Ministry of Education in Laos. (2007). Annual Report and Plan


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