MEET THE EXPERTS...
DEPUTY TEAM LEADER FOR OUTPUT 1: ACCESSAchan Khamhoung ,
Specialist on Secondary education Management Output 1: EXPANDED ACCESS TO SECONDARY EDUCATION (LSE AND USE).
SESDP Output 1 includes the following: 1A. CLASSROOM PROVISION TO EXPAND PHYSICAL ACCESS. It is noted that under this, SESDP will fund the construction of (i) construct one new LSE school in underserved areas within each of the 30 target districts, (ii) build one USE classroom block at each of 15 existing school sites, and (iii) provide furniture packages (plus teaching and learning materials under Output 2). To assist in Output 1A.1 30 new LSE schools delivery[1], the Intem International and National Architects and National Civil Works Coordinators will assist in the: (i) review and assessment of LSE school model designs developed under BESDP, and refine and finalize drawings as necessary; (ii) organize final validation of sites identified for new LSE schools and low-cost dormitories[2]; (iii) provide relevant capacity building support, including to the PMU and local PUCDA; (iv) Support the PMU in tendering and procurement processes for LSE civil works; (v) assist the PMU in monitoring and quality control of civil works; and (vi) develop guidelines and manual for maintenance of LSE and USE facilities under the Project. Output 1.A.2 Facilities for USE classes and 1 low cost dormitory at 15 existing SE schools. Intem will prepare new set of drawings for USE schools[3] and assist in: (i) developing detailed design model for the USE related civil works, based on the early stage work USE school mapping in target districts; (ii) develop and finalize drawings; (iii) organize final validation sites for USE schools and low cost dormitories; (iv) provide relevant capacity building support to PMU and local PUCDAs; (v) support the PMU in tendering and procurement processes for USE civil works; and (vi) develop guidelines and manual for maintenance of LSE/USE facilities constructed under the Project. · Disaster Risk Reduction-Climate Change Adaptation (DRR-CCA) integrated into project designs and site selection. Lessons learned on school building program from BESDP includes the importance of providing monitoring funds to the PUCDA so that they will be able to provide on-site monitoring of all school construction activities. Further, areas for constructing new school sites must be properly screened/mapped for vulnerabilities to possible disasters that may be brought about by extreme weather events due to climate change such as floods. Infrastructure investments must be sustainable and should last for more than ten years. · Timing Construction Works. In construction planning, weather must be considered and PMU and ECDM usually avoid the rainy months (about June to September) in planning school constructions. Some school sites may also not be that easily accessible during the rainy season. Output 1.A.3 Furniture packages for 30+14 schools-- involves the following tasks to be performed by the Consultants in close partnership with the PMU and ECDM: (i) develop and finalize drawings; (ii) support the PMU in tendering and procurement processes for furniture packages; and, (iii) assist the PMU in monitoring and quality control of furniture. Furniture packages must include sturdy tables and chairs for the students. Such should last for at least 3 years without needing repair. Hard wood abound in most provinces and most school furniture were made in hard wood. However, their durability must be ensured by the suppliers. Output 1.B Direct Support for Disadvantaged Students will entail the following works which will be supported by Intem Consultants, through the Expert and Specialist on Access-Enhancing Stipends and School Grant Schemes and the Expert and Specialist on Gender and Social Development. Tasks will includes the: (i) completion of LSE baseline in 30 districts by end of 2012; (ii) setting of selection criteria by end of 2012 and the launching of LSE scholarships in SY2013/14, covering 1,740 LSE scholars, 50% girls and 80% ethnic; (iii) completion of USE baseline for 15 existing USE schools by end of 2013; and, (iv) finalization of USE access grant guidelines by 2012 and the completion of PPA orientation for 15 schools by Mid-2014 followed by the launching of grants by 2014/15 with 1,200 USE scholars, 50% girls and 80% ethnic. · To achieve the targeted outputs, Intem Consultants will: (i) review and assess related schemes with reference to the BESDP piloted scheme and other international experiences/models; (ii) support IEC to develop guidelines and conduct a workshop to finalize the guidelines; (iii) support IEC to design, organize and evaluate findings from the baseline study[4]; (iv) develop and initiate related capacity building strategies and programs at the central and local levels; (v) work closely with IEC to develop and implement a multi-stage capacity building program for local officials and communities to support the stipend program; (vi) coordinate with IEC to validate PPA establishment; (vii) coordinate with IEC to review proposals for stipend beneficiaries ensuring GAP compliance; (viii) provide assistance in achieving related policy actions; and, (ix) monitoring and evaluation. · Learning from BESDP experience, scholars’ stipends reach the students through opening of individual bank accounts which has been proven to be a difficult process for many remote schools. School heads were authorized by the students to withdraw the stipends for them, and as soon as the school heads arrive from their trip to withdraw from the back accounts, stipends are distributed to the scholars in the presence of the SPA Head. Some issues arose from this process: (i) the difficulty of initially opening a bank account for the scholars; (ii) the practice (and practical need) of some school heads to charge transportation cost from the students every time they go to the bank; and (iii) the delay in scholars’ receipt of their money due to (a) the school head has not yet received information that stipends have been deposited by the PES to the scholars’ bank account; (b) the school head has no money for the trip to the bank. These issues and problems identified to have caused delay in the receipt of scholarship support by the scholars must be taken into consideration in developing new guidelines which will be more workable, practical and easier to implement allowing for receipt of fund support in time with no cost to the scholars. This will have to be subject to discussion with the IEC, PES, DEB and schools. Reporting of scholars’ receipt of money must be improved so that IEC is able to track use of scholarship fund in a timely manner. ON ISSUES ON TARGETING SCHOLARS, there are 1,638 BESDP scholars nationwide who may not be able to continue their schooling due to poverty. Most of these scholars have high hopes of finishing their studies and the only way they will be able to achieve such dream is by getting scholarship support. Subject to discussion with the Client, USE scholars of the SESDP may consider BESDP scholars who may now be entering USE. BESDP scholars are students from poor families and ethnic groups, at risk of dropping out and who have been continuing their studies with BESDP assistance. IEC and other stakeholders will evaluate the viability of supporting them under the SESDP scholarship program. ON ISSUES OF TRACKING BESDP SCHOLARS, the PES, DEB and the schools have a reporting system with the IEC and DOF in tracking scholars. IEC maintains a database of all scholars and their level promotion from M1 in 2009 to M3 at present (2011-'12). The tracking system under the SESDP must introduce a numbering system so that scholars tracking are facilitated, to be able to later evaluate the impact of the program or provide them future interventions so they can finish their schooling. 2 POLICY ACTIONS to be achieved related to Output 2 1B are as follows: (i) ) year 2013 approval of criteria for scholarship beneficiary selection as well as interim guidelines for implementing MOE-administered stipends for disadvantaged students at all post primary levels, including targets for female and ethnic students; and (ii) year 2016 MOES funding and launching of an expanded SE stipend program, including targets for female and ethnic students. Output 1C School Level Support to Enhance Equitable Access involves 3 major sub-outputs as discussed in this section. Sub-Outputs include: Sub-output 1.C.1 Low cost community managed dormitories in 30 new LSE schools will address the problem of children being pushed out from the school system due to the long distance of schools from their their houses. . Intem Consultants had the opportunity to visit 2 dormitories in Xiengkhouang, one which has a solid concrete structure built with Vietnamese assistance while the other one set of huts made of local forest materials built by the SPAs. Both structures were noted to be very helpful for students to be able to stay in school. While the other one is not really built based on ideal standards, it has been able to house some girls, while the concrete building structure did not have any girls as occupants because there is no sex-segregation in terms of room divisions. · Intem Consultants will: (i) work with DSE in coordination with IEC and DNFE to develop detailed protocols and capacity building for school management of dormitories; (ii) support DSE to ensure ongoing M&E dormitory use and conditions via periodic and sport checks; (iii) conduct training/orientation/capacity building related to the above for central and local staff and other stakeholders (e.g. PPAs) in coordination with DSE, IEC, DNFE and other IUs. · Dormitory management is important so as to ensure safety of children while they are away from their homes. YoungThese children would need the support of the School Head or the PPA to provide them protection while in the dormitory. Their parents will have to be convinced that their children are safe while away from them, thus a good management system must be put in place. Current dormitory set-ups visited are managed by assigned teachers who they themselves also live in the school dormitories. They act as guardians of children and at night, they have the opportunity to tutor the children. Arrangement on food preparation and cleanliness are agreed among them. Other areas of dormitory management will be explored with the DSE and IEC and it will be best to subject the development of detailed protocols in managing dormitories to a consultative workshop with school heads. · Further, we will provide full assistance to achieve the following policy actions: (i) in year 2013, MOES completion completes of athe review of existing dormitories for SE and their impact on equitable access; and (ii) in year 2016, MOES adoptsion of a policy on dormitories for SE, including guidelines on ensuring their impact on equitable access. Sub-Output 1.C.2 Remedial support[5] focused on boarding students in same 30 new LSE schools will involve setting up of systems and procedures for LSE teachers at school level to provide remedial support to enhance learning of boarding students. DSE with the assistance from Intem Consultants will provide advice and materials on remedial programs, in a way that is flexible enough to allow each LSE school to design its own program. This could be in various modes such as teacher-to-student, peer-to-peer method, SPA-to student or other more practical and effective ways. Sub-Outputs include: Sub-Output 1.C.3 School Access Grant Guidelines will involve the following milestones: (i) school access grant guidelines for LSE finalized by 2012; (ii) school committee orientation for LSE dormitories by 2013; and (iii) LSE grants launching by 2013. Sub-Output 1.C.4 Low cost community managed dormitories in 15 new USE schools where the Consultants will: (i) work with DSE in coordination with IEC and DNFE to develop detailed protocols and capacity building for school management committee; (ii) support DSE to ensure ongoing M&E dormitory use and conditions via periodic and spot checks; and (iii) in coordination with DSE, IEC, DNFE and other IUs, conduct training/orientation/capacity building related to the above for central and local staff and other stakeholders such as PPAs. Sub-Output 1.C.5 Remedial support focused on same 15 USE schools and will follow and improve LSE designs/models in terms of method of delivery. . Intem Consultants will provide assistance in the delivery of this output to 15 selected USE schools. The support will be for all USE students though priority will be given to boarding students (especially girls), many of whom will be ethnic students from more remote villages, who are more likely to have weaker academic foundations from primary school. Sub-Output 1.C.6 School access grant for USE schools where Intem Consultants will provide technical assistance in achieving the following milestones: (i) school access grant guidelines for USE finalized by 2013; (ii) school committee orientation for USE dormitories by 2014; and, (iii) USE grants launching by 2014. It is noted from the Project documents that similar to the “school-level LSE access grants noted above, in addition to stipends, low-cost boarding facilities, and remedial support provided in 15 USE schools, PPAs will be provided training to support their application for and implementation of access grants. These will indicatively commence release 1 year after LSE access grants (incorporating any model refinements as needed). As with the LSE access grant program, USE access grants may support additional low-cost dormitories, expanded remedial support, and/or other approved purposes, with an expected maximum of half of each grant allowed to support income-generating activities to provide resources to support increased access and equity. SESDP will support collaboration by DSE and DNFE to develop detailed guidelines for the USE access grants program, with similar mechanisms and stipulations regarding fund use, management, and monitoring/audits. Subject to the final guidelines, it is expected that SESDP will support each participating school with 2 cycles of USE access grants, beginning in SY2014/15..” In summary per the Project documents, SESDP in support of the ESDF pillar to improve access will center on 3 packages of interventions—termed ―LSE Models 1-2‖ and the ―USE Model‖—covering a total of 75 sites to be reconfirmed early during implementation: · LSE Model 1 (30 sites) consists of one new LSE school, furniture, student stipends, a pair of sex-segregated low-cost community-managed dormitories, remedial support, an ―access grant‖ program, equipment and teaching and learning materials; · USE Model (15 sites) will consist of 1 new classroom block, furniture, stipends, sex-segregated low-cost community-managed dormitories, remedial support, access grants, equipment, and materials. Bundled ―USE Model‖ support will be provided to 15 existing secondary schools, though stipends will extend to another indicatively 25 schools. [1] that is of 30 new LSE schools (4 classrooms + 1 multi-use room + teacher room +sex-segregated sanitation facilities) each with a low cost dormitory by 2016 [2] Some information about out of school children aged 11–14 will also be collected. Information collected in the LSE baseline will be used by the DEB to re-confirm sites for LSE Model 1 and Model 2 support identified by MOES during the PPTA, and provides a comprehensive list of Grade 4 students in 2011/12 that will form the pool of Grade 5 students in 2012/13 for possible LSE stipends in 2013/14. Secondary Education Sector Development Program (RRP LAO 40368). In communities selected for new LSE construction, the PPA, VEDC, and kumban will undertake a more detailed study of all 11–14 year-olds in their community, including gender and ethnic group aspects and whether children have ever attended school, are currently attending primary or LSE schools, or have dropped out of school. For new LSE schools drawing students from feeder villages remote from the proposed school site, SESDP will support baseline data collection and consultation with village communities. The age/grade/participation profile generated by the baseline provides a basis for monitoring changes in participation patterns in target districts. [3] USE classroom construction will either expand an existing LSE school into a complete secondary school or will expand USE places in an already complete secondary school. Facilities will be provided at 1 site in each of 15 provinces holding noted target districts, at agreed sites selected to enhance equity and accommodate large numbers of Grade 9 graduates. USE classroom blocks (at existing public school sites) will indicatively include a ―3+1+1+1‖ design (3 classrooms, a dedicated laboratory, a multi-use room, and a teacher-resource room), electricity, water supply and sex-segregated toilets accessible to disabled children provided by 2017. Procurement of USE civil works will follow the procurement plan in Section VI.B; the PES will be responsible for the process supported and supervised by the PMU, following announcement by MOE (PMU). [4] Training will be provided by the PMU with support from IEC and ESITC for provincial and district staff to establish/confirm baseline data of existing schools with LSE Grades M1-M4, including gender, ethnic group and language used at home, and approximate distance/time to the nearest school with grades M10-12. Information about out-of-school children aged 13-16 will also be collected. The information collected in the USE baseline will be used by provinces to identify potential sites for new USE construction and to prepare a comprehensive list of Grade 7 students in 2011/12 that will form the pool of Grade 9 students in 2013/14 for possible USE stipends in 2014/15. [5] SESDP From the SESDP documents and on BESDP experience, students from small and usually incomplete “primary schools in remote villages entering LSE often need support—particularly in mathematics, reading, and writing—in order to effectively transition to and be able to succeed within LSE. Remedial support such as homework support from dormitory supervisors and/or other teachers of particular subjects and other activities will provide complementary and reinforcing learning during students‘ time out-of-school, to ensure they achieve the best learning outcomes. Priority will be given to poor girls and ethnic students.” |
EXPERT for USE SCHOOL DESIGNArch. Leah Dela Rosa,
Expert on Upper Secondary School Architectural Design
EXPERT FOR BLOCK GRANTSDr. Ely Banquillo,
Expert on Access-Enhancing Stipends and School Grant Schemes EXPERT FOR GENDERLuz Rodriguez, Expert on Gender and Social Development Stipend & Access Grant CoordinatorVithanya NOONAN, Scholarship and Access Grant Coordinaor SESDP Lower Secondary School ModelFemale Toilet designMale ToiletWater Source |