Non-Formal Education Policy Non-Formal Education Policy of the LAO PDR of the LAO PDR

““Sharing for Learning-Experiences and Lessons Sharing for Learning-Experiences and Lessons

from NFE for Lao PDR and Cambodia”,from NFE for Lao PDR and Cambodia”,

dvv international, Regional Office Southeast Asia, Vientiane,dvv international, Regional Office Southeast Asia, Vientiane,

11 and 12 May, 201011 and 12 May, 2010

Presented by: Mr. Ounpheng KhammangPresented by: Mr. Ounpheng Khammang

Deputy Director-General of the DNFE, MoE, Lao PDRDeputy Director-General of the DNFE, MoE, Lao PDR

Country ProfilesCountry Profiles

• The Lao People’s Democratic Republic (LAO PDR) is centrally located The Lao People’s Democratic Republic (LAO PDR) is centrally located in Southeast Asiain Southeast Asia

• land area: 236,800 square kilometersland area: 236,800 square kilometers • It is a landlocked country bordering China in the North, Viet Nam in It is a landlocked country bordering China in the North, Viet Nam in

the East, Thailand and Myanmar in the West and Cambodia in the the East, Thailand and Myanmar in the West and Cambodia in the SouthSouth

• The Lao PDR consists of 1 municipality and 16 provinces, 141 The Lao PDR consists of 1 municipality and 16 provinces, 141 districts and 10,552 villagesdistricts and 10,552 villages

• Population:Population: 5,5,621621,,982: Female 2,821,731 (50.1%); Male 982: Female 2,821,731 (50.1%); Male 2,800,551 (49.9%)2,800,551 (49.9%)

• Population density: 24 pers/kmPopulation density: 24 pers/km2 2 Population growth rate: Population growth rate: 28. %28. %

• 82 languages spoken; 49 ethnic groups82 languages spoken; 49 ethnic groups• Literacy rate of 15 above: 68.7% (2001); 73% (2005): Female 48%, Literacy rate of 15 above: 68.7% (2001); 73% (2005): Female 48%,

Male 74%; 78.51% (2009): Female 65%, Male 86.7%Male 74%; 78.51% (2009): Female 65%, Male 86.7%

SourcesSources: National Statistic Center (Census 2005): National Statistic Center (Census 2005)

Administrative Structure of NFEAdministrative Structure of NFE

Provincial Education Service

South Regional NFE Center

North Regional NFE Center

Ministry of Education

Non Formal Education

Department

Literacy Divisions

Admin Division

Upgrading Educ. Division

NFE Development Center

NFE Section

NFE Unit

NFE Centres CLCs

District Education Bureau

Legend:

Administration

Coordination

Ed.Com.Division

NFE Centre

Policies of NFE to 2015Policies of NFE to 2015

Policy 1:Policy 1: Help to reach the unreached children in remote Help to reach the unreached children in remote areas who never attend school through applying a Non areas who never attend school through applying a Non Formal Approach in primary and pre-primary education Formal Approach in primary and pre-primary education (community based school readiness program).(community based school readiness program).

Policy 2:Policy 2: Expanding in provide the basic education Expanding in provide the basic education service and practical knowledge, skills and information to service and practical knowledge, skills and information to all citizens (adult, women and youth). all citizens (adult, women and youth).

Policy 3:Policy 3: Emphasizes the need to develop Non Formal Emphasizes the need to develop Non Formal Education literacy and continuing education programmes Education literacy and continuing education programmes especially to meet the educational needs of the poor and especially to meet the educational needs of the poor and underserved communities.underserved communities.

Policy 4: Policy 4: Create the opportunity NFE equivalent to FE for Create the opportunity NFE equivalent to FE for out-of school children and youth and drop outs at all levels to out-of school children and youth and drop outs at all levels to receive education.receive education.

Policy 5: Policy 5: Create favourable conditions for all citizen, civil Create favourable conditions for all citizen, civil servants, employees and armed forces who have secondary servants, employees and armed forces who have secondary equivalency certificates to process to higher education level.equivalency certificates to process to higher education level.

Policy 6: Policy 6: Develop a credit transfer system between formal Develop a credit transfer system between formal and non formal education regarding of credits have been and non formal education regarding of credits have been accumulated from the same or from different education accumulated from the same or from different education institution, including informal learning, vocational and from institution, including informal learning, vocational and from work experience.work experience.

Policy 7:Policy 7: Create the opportunity for individuals and groups Create the opportunity for individuals and groups for persons with learning and skills needs to develop self-for persons with learning and skills needs to develop self-reliant productive and empowered citizens through engaging reliant productive and empowered citizens through engaging in income generating and life skills related activities.in income generating and life skills related activities.

Policy 8:Policy 8: Expanding and Developing Community Learning Expanding and Developing Community Learning Centres as the centre of educational activities and information Centres as the centre of educational activities and information service to ensure equitable access to Non formal education for all. service to ensure equitable access to Non formal education for all.

Policy 9:Policy 9: Development and Distribution of NFE Curriculum and Development and Distribution of NFE Curriculum and Teaching and Learning materials should be appropriate social Teaching and Learning materials should be appropriate social and economic contents and equivalent to the curriculum of and economic contents and equivalent to the curriculum of Formal Education.Formal Education.

Policy 10:Policy 10: Strengthen the capacity of NFE personnel in term of Strengthen the capacity of NFE personnel in term of Planning, Management, data collection, monitoring and evaluation Planning, Management, data collection, monitoring and evaluation as well as in its capacity for developing curriculum.as well as in its capacity for developing curriculum.

Policy 11:Policy 11: Promote the dissemination of information through Promote the dissemination of information through radio, television, newspapers , internet and other media networks radio, television, newspapers , internet and other media networks to advocate continuing education to all people through the to advocate continuing education to all people through the country. country.

Policy 12: Policy 12: Develop the Management and personnel Develop the Management and personnel systems of NFE must be organised properly to ensure a systems of NFE must be organised properly to ensure a good, sustainable and effective implementation process.good, sustainable and effective implementation process.

Policy 13: Policy 13: Increase the strengths of administrators and Increase the strengths of administrators and technical staff at the provincial and district level in the technical staff at the provincial and district level in the administration of NFE management.administration of NFE management.

Policy 14: Policy 14: Expand the Networking and coordination and Expand the Networking and coordination and partnership with agencies involved in NFE for resource partnership with agencies involved in NFE for resource generation and mobilization generation and mobilization

Policy 15: Policy 15: To strengthen mechanism for co-ordination To strengthen mechanism for co-ordination among NFE organizations levels (grassroots level to among NFE organizations levels (grassroots level to National level) National level)

Policy 16: Policy 16: Common database, Non-Formal Education Common database, Non-Formal Education Management System (NFEMIS) will be developed and Management System (NFEMIS) will be developed and shared among the agencies involved in NFE programs.shared among the agencies involved in NFE programs.

The non-formal education programs The non-formal education programs targets 3 groups (EFA):targets 3 groups (EFA):

Children and young adults aged 6-14 who did Children and young adults aged 6-14 who did not have a chance to be admitted into primary not have a chance to be admitted into primary school and are willing to follow literacy and school and are willing to follow literacy and continuing education courses;continuing education courses;

Adults aged 15-40 who are literate and are Adults aged 15-40 who are literate and are willing to participate in literacy and continuing willing to participate in literacy and continuing education courses;education courses;

Yong adults and adults aged 15-24 who do not Yong adults and adults aged 15-24 who do not have definite vocations and are willing to have definite vocations and are willing to participate in basic vocational training.participate in basic vocational training.

Key indicators of NFE to 2015Key indicators of NFE to 2015(5 years Plan from 2011-2015)(5 years Plan from 2011-2015)

Literacy rate of the ages 15-40 to be increased from Literacy rate of the ages 15-40 to be increased from 78,57% in 2005 to 88% in 2010; and 93% in 2015;78,57% in 2005 to 88% in 2010; and 93% in 2015;

The ages of 15 years above to be increased from 73,57% The ages of 15 years above to be increased from 73,57% in 2005 to 83% in 2010; and 87% in 2015.in 2005 to 83% in 2010; and 87% in 2015.

Completed NFE Primary Equivalency Programmes from Completed NFE Primary Equivalency Programmes from 80% in 2010, and 90% in 2015.80% in 2010, and 90% in 2015.

60 Districts have to be completed NFE Primary in 2010, 60 Districts have to be completed NFE Primary in 2010, and 100% in 2015.and 100% in 2015.

Completed NFE Lower Secondary (EP) 3000-5000 each Completed NFE Lower Secondary (EP) 3000-5000 each year to 2015, and Upper Secondary (EP) 5000-6000 each year to 2015, and Upper Secondary (EP) 5000-6000 each year to 2015.year to 2015.

Key indicators of NFE to 2015 Key indicators of NFE to 2015 (cont’) (cont’) (5 years Plan from 2011-2015)(5 years Plan from 2011-2015)

Training of NFE personnel from all levels with the skills Training of NFE personnel from all levels with the skills on administration, planning, monitoring, evaluation, on administration, planning, monitoring, evaluation, adult teaching and learning approaches, research/study, adult teaching and learning approaches, research/study, etc,.etc,.

Disseminate of CLCs to be covered the cluster villages Disseminate of CLCs to be covered the cluster villages and NFE Centres to be covered all provinces and districts and NFE Centres to be covered all provinces and districts in 2015;in 2015;

NFE Regional Centres to be strengthened.NFE Regional Centres to be strengthened. NFE curriculum and materials of all levels to be NFE curriculum and materials of all levels to be

developed and provided to the facilitators and learners.developed and provided to the facilitators and learners.

Development of theDevelopment of the E Educationducation S Sectorector DDevelopment evelopment FFramework/ESDFramework/ESDF

Increased enrolment in non-formal education programs with an increased investment in village-based community lifelong learning centres.

Target: Improvements in the design of NFE vocational and rural skills training programs.Annually enrol 2% of illiterate adults and 20% of primary school dropouts in non-formal primary courses.Annually enrol 2% of illiterate adults in adult literacy programs.

Fast Track Initiative Catalytic Fast Track Initiative Catalytic Fund Fund EFA/FTIEFA/FTI Program StructureProgram Structure

Component 1a: Component 1a: Access and Quality for Access and Quality for Pre-Primary and Primary Education Pre-Primary and Primary Education LevelsLevels

Component 1b: Component 1b: Non-formal approach to Non-formal approach to primary and pre-primary educationprimary and pre-primary education

Component 1c: Component 1c: School Feeding for Pre-School Feeding for Pre-Primary and Primary Education LevelsPrimary and Primary Education Levels

Component 2:Component 2: Improved Education Improved Education Sector Efficiency, Governance and Sector Efficiency, Governance and Performance Management Performance Management

Component 1b: Non-formal approach to Component 1b: Non-formal approach to primary and pre-primary educationprimary and pre-primary education

In order to reach the “unreached” - the 10% of In order to reach the “unreached” - the 10% of children who currently never attend school – the children who currently never attend school – the program will progressively phase in a ‘non-formal’ program will progressively phase in a ‘non-formal’ approach to primary and pre-primary education:approach to primary and pre-primary education: mobile teachers (who will travel to remote villages mobile teachers (who will travel to remote villages without a school); without a school); and ‘play groups’ (pre-primary groups in villages and ‘play groups’ (pre-primary groups in villages without a a pre-primary classroom and complete without a a pre-primary classroom and complete primary school). primary school).

SABAIDEE SABAIDEE 25 th SEA 25 th SEA

GAMESGAMES