DISCUSSION APPROACH:
From BIG PICTURE to detailed discussion/
      from STRATEGY to TACTICS…
WE envision a future…




   where all Lao PDR children, especially the poor,
      have access to relevant, quality educa...
This means at the very
least, graduates from the
various levels in the
education system have an
EQUAL CHANCE of competing
...
Strategic objective:

TO IMPROVE THE RELEVANCE AND QUALITY OF
  FORMAL LOWER SECONDARY EDUCATION
STRATEGIC CONSIDERATIONS




         TO IMPROVE RELEVANCE, we look at
                  two perspectives:

      • market...
STRATEGIC CONSIDERATIONS


For Marketplace demand:

 There seems to be very little
 institutional arrangements
 to ensure ...
THE RECENT FIELD visit to appreciate
EXAMPLE…                          provincial contexts : In Savannakhet,
             ...
STRATEGIC CONSIDERATIONS         IS THERE a market
                                 to absorb these
                      ...
STRATEGIC CONSIDERATIONS
 WHAT CAN BE DONE?


         Find a way to do a market demand analysis
              (perhaps wi...
STRATEGIC CONSIDERATIONS
                                                                  LOCAL SECTORS

                ...
WHY BOTHER?
STRATEGIC ISSUE:
 THE OVERALL CONTEXT within which education systems function is
    changing.




   The wo...
Because…


     As coverage increases, greater numbers of
   students are incorporated into the secondary-
     education ...
Short-term Objective 2 of Chart 2: District-Focused Education Priorities
                Improving Quality and Relevance o...
STRATEGIC CONSIDERATIONS

    SO HOW THEN
    DO WE
    POSITION
    the Lao
    Secondary
    Education?




POSITIONING ...
When assessing how to ‘position’ a country’s secondary
education.     Apart     from    history, resources and
culture, co...
STRATEGIC CONSIDERATIONS




   TO IMPROVE RELEVANCE, we look at
            two perspectives:

• market perspective (dema...
FROM THE STUDENT’S
practical point of view,
s/he will be looking at ground-
level, realistic options for
future employment...
SOMSINIT’S STORY…




AT THE HOUAYSAN LOWER SECONDARY SCHOOL in Xephone District, Savannakhet Province, consultants
 of th...
SOMSINIT’S STORY…
With nothing else left, he just stays in school during lunch break along with his
friends, taking refuge from the hot sun ...
makeshift sleeping quarters for children from far away villages

 Others have it even harder as they
have to brave it with...
Apart from obvious “access” issues, a fuller appreciation of
       these “internal noise” helps in the design of:

 rele...
Furthermore, we also look at the bigger picture:
     JUST BY HELPING TO KEEP THEM IN SCHOOL LONGER,
 BESDP can also help ...
Strategic objective:

         TO IMPROVE THE

                AND

OF FORMAL LOWER SECONDARY EDUCATION
Component 2
                                                                                                         OUTCO...
Strategic objective:
         TO IMPROVE THE

                AND


OF FORMAL LOWER SECONDARY EDUCATION
REALITY CHECK:
In 4 months: September 2009, new school year starts
       M4 starts being implemented this year
In 6 month...
ONLY IF:
      WE HAVE THE RIGHT PEOPLE, (RESULTS-DRIVEN)
      THE RIGHT STRATEGY
      The RIGHT TOOLS AND
      SUP...
PDR:
• THE POWER
• TO DELIVER
• & RESPOND
Component 2 Delivery Strategy:
   Sequential Development in Fast-track Mode
                               REVISED CURRICU...
Component 2 Delivery Strategy:
            Sequential Development in Fast-track Mode



                                  ...
COMPONENT 2 A: CURRICULUM DEVELOPMENT

  DELIVERABLES under Component 2, thus include the following items responded to by ...
ACTIVITY                                                                      Expected Outputs
                           ...
ACTIVITY                                                                          Expected Outputs
                       ...
Person/ Unit   No. of                     Target
                                                  No. of   Cost
    ACTIV...
Committee on Curriculum Reform (CCR)
         Should deploy their subject experts within CURRICULUM WRITERS’ TEAMS per
   ...
9 major subject areas times 4 levels (1 expert per level) plus the CCR
Rep as the Cell team leader equals:
   • NINE (5-MA...
Person/ Unit   No. of                         Target
                                            No. of       Cost
     AC...
Person/ Unit   No. of                        Target
                                                       No. of      Cos...
Person/ Unit    No. of                            Target
                                                       No. of    ...
No. of                                Cost Target
                                          Person/ Unit                  ...
ONCE THE new LSE (Grades 6-9/M1-M4) curriculum and student outcomes
                          has been approved: (JULY 200...
PROPOSED CONFIGURATION

                                      CACIM               PM          PM         PM      PM     PM...
PROPOSED EDITORIAL TEAM PER SUBJECT




                                        Writer 1
                          M1
    ...
•Editorial Boards/Writers
                      Subject matter
4.2.2 START                                                ...
 CCR members of the editorial board have been screening
FOR TEST
PANELS:             all drafts for consistency with new ...
By this time, winners of the bidding process are determined and contract negotiations may ensue
 3RD WORKSHOP EDITORIAL B...
DEVELOPMENT CYCLE
          DEVELOPMENT CYCLE
                                            LSE TEACHER GUIDES
            L...
DEVELOPMENT CYCLE

CURRICULUM DESIGN: JUNE TO AUGUST, 2009
BASIC DESIGN: AUGUST, 2009
TENDERING: AUGUST, 2009
EDITORIAL PR...
Component 2 Presentatio Nb.Pptx May 4 2009
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Component 2 Presentatio Nb.Pptx May 4 2009

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Component 2 of the BESDP Laos grant project of ADB

Joel Wayne Ganibe, DPTL for Component 2
please visit
www.besdplaos.multiply.com

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Component 2 Presentatio Nb.Pptx May 4 2009

  1. 1. DISCUSSION APPROACH: From BIG PICTURE to detailed discussion/ from STRATEGY to TACTICS…
  2. 2. WE envision a future… where all Lao PDR children, especially the poor, have access to relevant, quality education enabling them to succeed in the new global economy.
  3. 3. This means at the very least, graduates from the various levels in the education system have an EQUAL CHANCE of competing with their ASEAN counterparts.
  4. 4. Strategic objective: TO IMPROVE THE RELEVANCE AND QUALITY OF FORMAL LOWER SECONDARY EDUCATION
  5. 5. STRATEGIC CONSIDERATIONS TO IMPROVE RELEVANCE, we look at two perspectives: • market perspective (demand) & • student’s perspective so who is your customer?
  6. 6. STRATEGIC CONSIDERATIONS For Marketplace demand: There seems to be very little institutional arrangements to ensure that content for specific subjects in LSE/USE matches or supports the demand by local industries or economic opportunities being True or false? specifically developed in particular target provinces.
  7. 7. THE RECENT FIELD visit to appreciate EXAMPLE… provincial contexts : In Savannakhet, PES informs us that institutional partnership arrangements for demand-supply alignment have yet to be established and firmed up. Vocational Do they Match/ skilled and schools semi-skilled support the LSE Graduates workers for demand / a variety of economic occupations Higher opportunities technical USE Graduates being colleges specifically developed in particular target provinces? RELEVANCE
  8. 8. STRATEGIC CONSIDERATIONS IS THERE a market to absorb these “children of the SITUATION: knowledge economy”?  THE PROVINCE has its • HOW BIG is this own vocational training schools that offer training playing field and modules related to agriculture • HOW EFFECTIVE is  it is experiencing the local education problems in promotions as students understandably system in enabling prefer more “glamorous” ICT the Lao youth to related courses and there are few takers of the available participate in the training opportunities. career/livelihood- game competitively? RELEVANCE
  9. 9. STRATEGIC CONSIDERATIONS WHAT CAN BE DONE? Find a way to do a market demand analysis (perhaps with the Ministries of Industry/ Commerce/Labor & Social Welfare)for LOCAL SECTORS alignment with projected learning outcomes TO IMPROVE RELEVANCE AS DEFINED IN INT’L LAOS CONTEXT Build in mechanism for sensing the strategic industries being developed in each SECTORS province in order to match curriculum content (ie. dual training arrangements, etc.) enhancements such as in Practical/Industrial Arts/Home Economics subject for LSE/USE. RELEVANCE
  10. 10. STRATEGIC CONSIDERATIONS LOCAL SECTORS MARKETMICRO & COTTAGE RELEVANCE INDUSTRIES outcome- SMALL & MEDIUM based ENTERPRISES LOCAL SECTORS curriculum design INT’L SECTORS MICRO & COTTAGE INDUSTRIES MEKONG CLUSTER SMALL & MEDIUM ASEAN REGION Vocational GLOBAL ENTERPRISES schools MARKETPLACE skilled and LSE Graduates Secondary semi-skilled Education workers for a Higher schools Technical variety of INT’L SECTORS colleges occupations MEKONG CLUSTER USE Graduates ASEAN REGION other Higher GLOBAL MARKETPLACE Education institutions
  11. 11. WHY BOTHER? STRATEGIC ISSUE:  THE OVERALL CONTEXT within which education systems function is changing.  The workplace demands more competencies from students, and greater levels of flexibility to carry out multiple tasks. The importance of languages and technology is increasing, even for students in ‘vocational professions’. Holsinger & Cowell (Policies and Strategies For Secondary Education: Positioning Secondary School Education In Developing Countries (International Institute for Educational Planning/UNESCO, 2000) RELEVANCE
  12. 12. Because… As coverage increases, greater numbers of students are incorporated into the secondary- education system and the need to diversify curricular offerings also grows. (UNESCO:IIEP, 2000). STRATEGIC CONSIDERATION RELEVANCE
  13. 13. Short-term Objective 2 of Chart 2: District-Focused Education Priorities Improving Quality and Relevance of Education --National Plan of Action 2003-2015, P. 39 • Improve school conditions and access to instructional materials. Renovate schools and • ensure availability of textbooks. • Ensure content of instruction meets the needs of the poor. • Focus on curriculum aspects in which the poor have the most difficulty and on which they would benefit differentially. Provide more support for localized instructional material. • Strengthen linkages between education and labour market demand.
  14. 14. STRATEGIC CONSIDERATIONS SO HOW THEN DO WE POSITION the Lao Secondary Education? POSITIONING is finding the correct balance between ACCESS and CURRICULAR EMPHASIS (degree of vocationalization) that allows the secondary education system to satisfy a particular set of criteria .
  15. 15. When assessing how to ‘position’ a country’s secondary education. Apart from history, resources and culture, considerations include: • “how to prepare students for the workplace, and accordingly, to what extent vocational skills should be included within secondary education,” as well as… “At the very least, graduates from the various levels in • “to what extent contact with the the education system workplace should be included to prevent (especially LSE) have a real EQUAL CHANCE of isolation of adolescents from society and competing with their ASEAN the labor market.” counterparts. “ These are the projected outcomes of market-responsive curriculum design : RELEVANCE
  16. 16. STRATEGIC CONSIDERATIONS TO IMPROVE RELEVANCE, we look at two perspectives: • market perspective (demand) & … • Student/Learner’s Perspective
  17. 17. FROM THE STUDENT’S practical point of view, s/he will be looking at ground- level, realistic options for future employment or livelihood. AS A MEMBER of the ethnic minority or being part of disparity groups, what does the immediate future really look like to him/her and what are the less obvious pressures pulling one out of school? • Student/Learner’s Perspective
  18. 18. SOMSINIT’S STORY… AT THE HOUAYSAN LOWER SECONDARY SCHOOL in Xephone District, Savannakhet Province, consultants of the Basic Education Sector Development Project (BESDP) met Somsinit, a 13 year old M2 student.
  19. 19. SOMSINIT’S STORY…
  20. 20. With nothing else left, he just stays in school during lunch break along with his friends, taking refuge from the hot sun under the shade of a tree. To kill their hunger, they just ask for a drink of water from a house nearby (school has no developed source of water yet).
  21. 21. makeshift sleeping quarters for children from far away villages Others have it even harder as they have to brave it with fellow children to stay by themselves in makeshift dormitories built on school premises, away from their families and learn to survive both the homesickness and the challenging lessons until they can travel back to their villages for the weekend. Upper Secondary School is a dream literally far, far away.
  22. 22. Apart from obvious “access” issues, a fuller appreciation of these “internal noise” helps in the design of:  relevant curriculum packages as well as…  developing creative delivery/presentation approaches for the lessons (responded to under the “quality” domain of this component as teacher training). • Student/Learner’s Perspective
  23. 23. Furthermore, we also look at the bigger picture: JUST BY HELPING TO KEEP THEM IN SCHOOL LONGER, BESDP can also help lower fertility and maternal mortality rates as well as prevent trafficking and other abuses. Informal interviews held by the team with school heads and teachers confirm that many of their dropouts as young as 13 to 15 years old, have been (among other reasons) due to pressures to support the family needs by crossing the border to work as unskilled labor in nearby Vietnam or Thailand.
  24. 24. Strategic objective: TO IMPROVE THE AND OF FORMAL LOWER SECONDARY EDUCATION
  25. 25. Component 2 OUTCOME-BASED, 1.CURRICULUM CURRICULUM DESIGN DESIGN CLEAR METRICS This looks at the technical preparation of Teachers at both pre-service and in-service levels as well as the career path options in 2. Instructional Material s INSTRUCTIONAL MATERIALS order to retain these personnel amidst DESIGN & AVAILABILITY other market attractions (private sector or other public sectors) to ensure supply of quality human resource for education. PRE-SERVICE TEACHER 3. TEACHER TRAINING PRODUCTION IN-SERVICE QUALITY OF INSTRUCTION PROCESS RECRUITMENT , DEPLOYMENT & CAREER PATH DEVELOPMENT/ TO ADMIN SUPPORT IMPROVE This looks at the INCENTIVES / TALENT RETENTION availability and quality of QUALITY STRATEGY enabling policies and support mechanism. FACILITIES Component 1 LEARNING ENVIRONMENT EQUIPMENT
  26. 26. Strategic objective: TO IMPROVE THE AND OF FORMAL LOWER SECONDARY EDUCATION
  27. 27. REALITY CHECK: In 4 months: September 2009, new school year starts M4 starts being implemented this year In 6 months, without major draw- In 7 months, downs project at RISK 2009 ends In 32 months, project ends EVEN If you can deliver all the textbooks by September 2010, (using emergency procedures) A WHOLE BATCH of M4 students already lost the chance to use it. After the textbooks are printed, TEACHERS will need Teacher Guides Then WE NEED TO TRAIN more than 5000 TEACHERS (INSET) Realism is the heart of OBVIOUSLY:but many organizations • execution, are full of people who are trying to avoid or shade reality RECOVERY OF DELAYED MILESTONES • Fortunately, the BESDP PMU and Implementing Units are CANNOT BE DONE IN THE USUAL making sure realism is the goal of all dialogues in the “NORMAL OPERATIONS” M organization ODE.
  28. 28. ONLY IF:  WE HAVE THE RIGHT PEOPLE, (RESULTS-DRIVEN)  THE RIGHT STRATEGY  The RIGHT TOOLS AND  SUPPORT FROM LEADERS TO AUTHORIZE US TO DO THE NECESSARY SPECIAL MOVES. WHAT WE NEED are RADICAL, “OUT-OF-BOX” SPECIAL ACTION TEAMS FROM EACH I.U. WHO CAN DO RAPID BUT QUALITY DELIVERY OF SUBCOMPONENT-OUTPUTS
  29. 29. PDR: • THE POWER • TO DELIVER • & RESPOND
  30. 30. Component 2 Delivery Strategy: Sequential Development in Fast-track Mode REVISED CURRICULUM GUIDE FOR PRIMARY NEW CURRICULUM GUIDE 1. CURRICULUM DESIGN FOR LSE: DRAFT CURRICULUM GUIDE FOR USE 2. INSTRUCTIONAL NEW TEXTBOOKS MATERIALS DESIGN & FOR LSE: DEVELOPMENT NEW TEACHER GUIDES FOR LSE: Nov. 2010 3. TEACHER TRAINING INSET WORKSHOPS
  31. 31. Component 2 Delivery Strategy: Sequential Development in Fast-track Mode REVISED CURRICULUM GUIDE FOR PRIMARY (done) 1. CURRICULUM NEW CURRICULUM GUIDE FOR LSE: Feb. 2010 DESIGN DRAFT CURRICULUM GUIDE FOR USE: May 2011 FOCUS OBJECTIVE: deliver the TB/TG by October 2010!
  32. 32. COMPONENT 2 A: CURRICULUM DEVELOPMENT DELIVERABLES under Component 2, thus include the following items responded to by the following detailed activities by target actors, projected cost and expected outcomes: Person/ No. of Target No. of Cost ACTIVITY Expected Outputs Unit Completion Days Partici- Respon- Date pants sible Budget used Per RIES: Advanced action has PMU/ for this came been done on this item, the RIES, from the EDP curriculum has been revised.; Consulta II project and nts KOICA 1. DEVELOP Textbooks have been written; REVISED PRIMARY Teacher’s Guides have been CURRICULUM UNDER written and prepared for (grades 1-5) BESDP, US$ printing 24,301.80 has been Printing cost taken up by KOICA allocated for Workshop 13 MATERIALS STATUS (a) Grades 1 & 2 materials(TB/TG) have been printed and distributed to all primary schools nationwide (b) Distribution: Evidence of impact will be verified through the ASLO (assessment of students learning outcomes) for Grades 1 & 2. (c) Grades 3 & 4 materials (TB/TG) now in preparation for printing. Distribution timed for school opening this September, 2009 (d) Grade 5 materials(TB/TG) now in final pre-press (layout/graphic design); (e) Bidding for printing services has been done (Feb. 09) now awaiting announcement of winners.
  33. 33. ACTIVITY Expected Outputs No. of Cost Person/ Unit No. of Target Responsible Participants Days Completion US $ Date 2. DEVELOP new PMU, RIES, The new curriculum based on LSE planned strategic student Consultants (DPTL for outcomes as (aligned with CURRICULUM component the National and Provincial Development Strategies) will enable high and student 2, Local CD school students to be more competitive with ASEAN counterparts and take outcomes part in local and regional opportunities. This will be measured under the specialist) (Grades 6-9/ established National Assessment Framework. M1 to M4) Per RIES: • Subject matter 2.1 Workshop 1: (content) experts have Done: Structure been invited to write a) Elaboration and PMU/ February Finished the initial drafts of the Time Allocation RIES 2009 curriculum • TEXT has undergone initial editing and formatting as proposed materials b) Drafting of Draft syllabus now ready for screening by Committee of Curriculum Curriculum Reform (CCR) After final screening by CCR, materials will then be submitted to CACIM guide/Syllabus BESDP budget to fast tract the screening workshops/meetings to approve the materials and get them to the next stage.
  34. 34. ACTIVITY Expected Outputs No. of Cost Person/ Unit No. of Target Responsible Participants Days Completion US $ Date •To meet and interview CD policy 2.2 ARRANGE 20,984 May 31- PMU 9 7 makers and practitioners in target Regional Study June 6 host country as basis to compare tour approaches and share experiences; •To provide grounded inputs to educational reform policies related a) For Policy Makers/ to the BESDP; Project Managers To gather data, insights, 30,214 June 9- RIES 16 10 experience and lessons 19,2009 b) for the curriculum learned from the curriculum development development experience of group Vietnam to input into the development and finalization of the LSE curriculum to meet the BESDP aim of improving the relevance and quality of formal basic education. UPDATE: •Final agenda & list of participants: DONE (April 30, 2009) •Draft letter to host country (Vietnam) counterpart agency/ies: DONE (4/30) •PMU to request moe-dpc to transmit official letter to Vietnam MOET’s Dept of int’l cooperation: May 5, 2009 •Pre- trip meeting/ Orientation : May 29, 2009
  35. 35. Person/ Unit No. of Target No. of Cost ACTIVITY Expected Responsible Completion Days Partici- US$ Date pants Outputs 2.3 Workshop 2: Insights drawn from the this should include the CCR screening study tour may now be (CCR sits in during last 5 days and provides •Course Outline, incorporated into the necessary comments to minimize enhancements/ 13 subjects, 4 grades document passing back and forth) and finalization of approval in order for CACIM to do final Curriculum •Provide metrics for approval workshop ASAP. Guide/Course outline student learning for 13 subjects and 4 14 51,000 June 22- outcomes RIES 105 grades 27; June 29- •Design the national A PROPOSED framework July 4 , for Assessment of achievement July 6-7, projected learning standard/ targets for 2009 outcomes should be LSE included among outputs
  36. 36. Committee on Curriculum Reform (CCR) Should deploy their subject experts within CURRICULUM WRITERS’ TEAMS per subject authorized to provide official guidance and comments to minimize document “ping-pongs” so that each team’s output is optimized (already has CCR’s built-in STAMP OF APPROVAL after the workhop/writeshop) PHYSICAL M1 7 EDUCATION M2 Lao M1 (no textbook, M3 M1 SOC.STUDIES 1 M2 Language only TG in old M2 M4 o History (Lao History/ curriculum) 4 M3 M3 World History) ARTS (no M1 M4 o Geography textbook, only M2 8 M4 o Civics TG in old M3 curriculum) M4 M1 M1 MUSIC (no TECHNOLOGY 9 Math M2 textbook, only 5 M2 M1 (new) ICT & M3 TG in old M3 •Algebra M2 2 Handicrafts M4 curriculum) •Geometry M4 M3 •Trigonometry M4 What are your FOCUS AREAS FOR FOREIGN M1 M2 LANGUAGE INNOVATION? 6 M3 o (new) English • SCOPE OF CONTENT, M1 NAT. SCIENCE plus 1 [French, M2 3 •biology, • DELIVERY MECHANISM, Chinese, M3 M4 •chemistry, Vietnamese, • EFFICIENCY (TIME ALLOTMENT) & M4 •physics, etc.] • LEARNER CENTERED MEASUREMENT (testing/validation)
  37. 37. 9 major subject areas times 4 levels (1 expert per level) plus the CCR Rep as the Cell team leader equals: • NINE (5-MAN) TEAMS (OR A TOTAL OF 45 PAX) ABLE TO LOCK DOWN • FOUR QUARTERLY (4 GRADING PERIODS) LEARNING OUTCOMES /course outline AND ASSESSMENT FRAMEWORKS (TARGET METRICS) • IN 14 DAYS (broken down as 2 days/qtr, 4hrs (halfday) /month • USING MIND-MAPPING TECHNOLOGY. OPTION 2: 2 subject experts per level times 9 subject areas plus 1 Team Leader from CCR/RIES = Nine (9-man teams) = 81 pax OPTION 3: 3 subject experts per level times 9 subject areas plus 1 Team Leader from CCR/RIES = Nine (13-man teams) = 117 pax
  38. 38. Person/ Unit No. of Target No. of Cost ACTIVITY Expected Responsible Completion Days Partici- US$ Date pants Outputs 2.4 18,214 Workshop III FINAL Curriculum Review/Edit Guide/Course outline Formula: July 20- for 13 subjects and 4 CACIM 51K/ MEMBERS 105 5 14 days= 24, 2009 grades will be ready to 3,642.86 guide materials x 12 days development work. • CACIM THEN APPROVES MATERIALS as official curriculum guide • OUTPUT should include ASSESSMENT FRAMEWORK corresponding to designed learning outcomes • NOTE that under old cost-tab, there was only one (workshop 13) with total budget of US$24,301.80 • Using current rates and event schedules (WS 2 & 3), total comes up to: US$ 69,214.00
  39. 39. Person/ Unit No. of Target No. of Cost ACTIVITY Expected Responsible Completion Days Partici- US$ Date pants Outputs 2.5 Printing & RIES  Once approved, Distribution of Target recipients include: materials are ready for Curriculum Guide 400 lower and upper secondary material development (BESDP Budget to print schools, teacher training colleges,  Bidding starts for the 18 existing LSE textbooks Faculty of Education, etc. & 16 teacher guides print supplier which has been covered  Print supplier includes by KOICA may be used to •TRANSMITTAL MEMO publishes the new print copies of the new package to deliver to curriculum guide to all provinces who in turn brings SECONDARY target recipients and down the material to the districts that in turn provide CURRICULUM present proof of delivery copies to the heads of schools for information & (LSE/USE)—As a support to PMU. compliance. material to National Assessment of Learning Option for public Outcomes (National announcement of this Achievement Targets) milestone in local news media for faster dissemination and mainstreaming
  40. 40. Person/ Unit No. of Target No. of Cost ACTIVITY Expected Responsible Completion Days Partici- US$ Outputs/Results Date pants This should signal a quick RIES/ Preparation of “Master 4 days for July 28-30, inventory of school Editor, Copy”/ Final Artwork basic IN- capabilities to teach the 2009 Layout artist (camera-ready option or layout & HOUSE new curriculum and clue- just final CD if digital final in field units of artwork printing process, direct- Direct knowledge gaps related to- plate) printing to implementation. cost : US$ 4,000 Teachers/Principals could plan for quota/non- ($8/copy quota/special training x 500 options and include sets) these in school improvement plans to be facilitated by DEB/PES under Component 3.
  41. 41. No. of Cost Target Person/ Unit No. of Expected ACTIVITY Days US $ Completion Responsible Participants Outputs Date (BESDP Budget 3. TEXTBOOK AND to print 18 Under the Grant Agreement, BESDP will reprint existing textbooks and teacher existing LSE TEACHER GUIDE guides for lower secondary years textbooks & 16 (M1 to M3: 675,000 textbooks and 73,000 teacher guides) teacher guides  BESDP to print 18 existing LSE (M1 TO M3) textbooks & 16 teacher guides DEVELOPMENT, which has been — (interpreted as 6 sets of textbooks and teachers’ guide for 3 grade covered by levels= 18) PROCUREMENT KOICA may be  UPDATE: In NEW Lower Secondary there are used instead to AND print more 9 subjects, so ideally there should also be 9 copies of the Textbooks and 9 Teacher Guides times 4 levels new DISTRIBUTION (=36 TB/TGs) SECONDARY CURRICULUM o per RIES: Need is for 675,000 TBs (1 TB=4 students) (LSE/USE)— and Textbooks & Teacher Guides o 73,000 TGs (target is 1 TG per subject, per teacher; ) 3.1 Development, 31 new textbooks for LSE FAST TRACK MODE strategy is to include quality assurance into integrated Procurement and product development teams. to minimize “ping-pongs” between Yrs 1–4 developed and distribution of NEW developers and reviewers, and have better efficiency. Example, a member LSE Textbooks & distributed to all LS of the CCR is on the overall (levels 1 to 4) Editorial Board for that Subject Based on the schools in 20 target (ie. Math) approved new LSE As an innovation: The AGILE development approach used to manage rapid districts at the ratio of 1 Curriculum but quality product development will be used. Best practices in software Guide/Projected book per 2 students development as well as electronic news (speed + content accuracy with Student Outcomes simultaneous usability/user-friendliness testing) will be adapted as the operating technology. (ie. “Sprints”)
  42. 42. ONCE THE new LSE (Grades 6-9/M1-M4) curriculum and student outcomes has been approved: (JULY 2009) Expected Outputs No. of Cost Person/ Unit No. of Target Participants Days US $ Completion ACTIVITY Responsible Date August 3-7,  Develop, print and distribute Subject matter 105 PAX 5 17,000 4.2.1 TEXTBOOK DESIGN 354,000 (VS. projected need 2009 experts/ of 675,000 at 1:4 VS 1:2 ratio WORKSHOP content • Subject matter (content) or 1,350,000) textbooks to specialists experts will be invited to all lower secondary schools Board of write the initial drafts of in 20 targeted districts. editors: the manuscripts for the  Editorial Boards will be Committee of textbooks and teacher organized for each guides. Curriculum • CURRICULUM GUIDES point subject/year level Reform out areas for Materials  Content maps will be innovation/further Development designed and assigned to elaboration. Consultant • QUALITY ASSURANCE gives content development Oversight by inputs from the field on specialists DPTL for past/existing materials so  Technical specs will be that learning is applied Component 2 recommended for each title and submitted to procurement unit which organizes the tender for bidding with suppliers  As soon as technical specs are on hand, bidding for print suppliers could start
  43. 43. PROPOSED CONFIGURATION CACIM PM PM PM PM PM PM PM PM PM CCR EIC EIC EIC EIC EIC EIC EIC EIC EIC 2 WRITERS 9 MAJOR SUBJECT AREAS 1 GRAPHIC LAO MATH Natural Social Techno- Foreign Physical ARTS MUSIC ARTIST/LEVEL Language Science Studies logy Language Education Math 5 LL 1 Science 5 Lao Handi- English 1 PE 1 Arts 1 Music 1 1 MANAGING EDITOR PER LSE level M1 Team History crafts Sports Algebra Biology LL 2 World ICT 1 English 2 PE 2 Arts 2 Music 2 M2 Team History Sports Geometry Chemistry LL 3 Geo- ICT 2 English 3 PE 3 Arts 3 Music 3 M3 + 1 elective Team graphy Sports Trigono- Physics LL 4 Civics ICT 3 English 4 + PE 4 Arts 4 Music 4 M4 metry 1 elective elective 18 MAN TEAM PER WE CAN merge these 4 4 4 4 4 4 SUBJECT: subjects into MAPEH TITLES TITLES TITLES TITLES TITLES TITLES 1 PM (MUSIC, ARTS, 1 EIC PHYSICAL EDUCATION 4 MANAGING Editors & HEALTH) and design 4 Graphic/Layout 1 for each level: 4 titles artists This means we need 162 able professionals 8 WRITERS with a dedicated pool of 36 desktop PCs to churn 18 PAX out content and final artworks for a total of 40 EXTERNAL ILLUSTRATORS PAID Titles within the alloted time PER PLATE
  44. 44. PROPOSED EDITORIAL TEAM PER SUBJECT Writer 1 M1 Writer 2 Managing Editor Graphic Artist Writer 1 M2 Writer 2 Managing Publishing Editor Manager Graphic Artist Editor In-Chief Writer 1 M3 Writer 2 Managing Editor Graphic Artist Writer 1 M4 Writer 2 Managing Editor Graphic Artist CURRICULUM PROCESS CONTENT EXPERTS EXPERTS EXPERTS
  45. 45. •Editorial Boards/Writers Subject matter 4.2.2 START 416,000Sept. 18- 105 PAX 10 experts/curriculum will come up with their DETAILED CONTENT 29, 2009 initial drafts and flesh out developers DEVELOPMENT Board of editors: more content during the (writers’ workshop) Committee of write-shop. •e-copies of the draft Curriculum Reform Materials manuscripts will be Workshop 9 under the orig cost tab Development collected by executive was budgeted at only US$95,000.88; editors assigned to each Consultant under the new scheme, using the title/subject/level and budget indicated by RIES above, there immediately submitted to is a budget per subject team of US$ the review committee. US$ 46,222.22 We can collapse the 3 workshop activities into just 2 but use the budget to attract the best available experts for as editorial team members. This will start a pool of professional text book developers By this time, the materials development consultant & counterparts & PROCUREMENT SPECIALIST may do the plant visit to the pre-qualified print suppliers Committee will Subject matter 105 PAX 10 416,000October, experts/curriculum nd i)4.2.3 2 provide 2009 developers WORKSHOP TO review/comments for Board of editors: PRESENT INITIAL enhancement Committee of Writers/editors will DRAFTS/REVISION Curriculum Reform start revision 1 and the WRITESHOPS Materials executive editors will Development Consultant again submit the outputs to CCR.
  46. 46.  CCR members of the editorial board have been screening FOR TEST PANELS: all drafts for consistency with new curriculum, so Tokens of materials submitted to CACIM are ready for tooth- appreciation or combing even just plain  “CUSTOMER SATISFACTION TACTIC:” Test panels of subject per-diem (transport & teachers from selected project schools may be organized accommodatio for initial “market test” for ease of use and classroom n) support, effectiveness; interface can be through FGDs. acknowledgem  Panel may include some students as well ent in the preliminaries  This collapses the “testing period” could be discussed…
  47. 47. By this time, winners of the bidding process are determined and contract negotiations may ensue  3RD WORKSHOP EDITORIAL BOARDS  Committee will provide 5 Nov. WILL PRESENT TO TO PRESENT SEMI- comments for enhancement 2009 CACIM and wrestle  Writers/editors will do FINAL DRAFTS TO out final CACIM final revisions improvements. As mentioned. We can collapse the 3 workshop activities into just 2 but Executive editors use the budget to attract the best available experts for as editorial team finalize manuscripts members. This will start a pool of professional text book developers. Mini with the contributors. FGDs can instead be organized as “testing & validation” integrated into product development cycle. By this time, supplier is ready with a production schedule  CACIM gives  Complete all pre-press CACIM, QA, 5 Consultant, clearance to start work on each title in production (printing) Editors/Graphic preparation for actual Experts a) Materials dev’t press-run PAST EXPERIENCE: THAI PRINTERS WHO DID NOT RECOGNIZE  CD’s of the final expert does QA THE UNIQUE LAO CHARACTERS MADE A LOT OF MISPRINTS during entire artworks and a physical AND DELIVERED WRONG ITEMS OR QUANTITIES production process mock-up of each (proof/flats/ publications title including PROPOSED SOLUTION: ALL FINAL ARTWORKS SHOULD BE plate checking) the dummy board will be EXPORTED AS IMAGES, AND OUTPUT TO FILM. FILM OR PLATES PRODUCTION COULD BE OUTSOURCED BUT ACTUAL PRINTING turned over to supplier and CAN BE DONE LOCALLY BUT DISTRIBUTED TO SEVERAL the press-run is scheduled. SUPPLIERS FOR EASY Q.A. ; TAGGING PROTOCOL FOR FINISHED PRODUCTS ALSO INCLUDED IN ASSET MGT. SYSTEM o Print supplier delivers allocated copies to each target recipient school o Print supplier submits evidence of delivery/fulfillment to MOE o MOE reports accomplishment on component to ADB
  48. 48. DEVELOPMENT CYCLE DEVELOPMENT CYCLE LSE TEACHER GUIDES LSE TEXTBOOKS JUNE TO AUGUST, 2009 CURRICULUM DESIGN: JUNE TO AUGUST, 2009 JAN. 2010 BASIC DESIGN: AUGUST, 2009 FEB. 2010 TENDERING: AUGUST, 2009 MARCH-MAY, 2010 EDITORIAL PRODUCTION: SEPT-NOVEMBER, 2009 MAY 2010 BID AWARDING: NOVEMBER, 2009 JUNE TO AUGUST, 2010 PRINT PRODUCTION: DEC. 2009 TO MARCH 2010 SEPT-OCTOBER, 2010 DELIVERY: APRIL-MAY, 2010
  49. 49. DEVELOPMENT CYCLE CURRICULUM DESIGN: JUNE TO AUGUST, 2009 BASIC DESIGN: AUGUST, 2009 TENDERING: AUGUST, 2009 EDITORIAL PRODUCTION: SEPT-NOVEMBER, 2009 BID AWARDING: NOVEMBER, 2009 PRINT PRODUCTION: DEC. 2009 TO MARCH 2010 DELIVERY: APRIL-MAY, 2010

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