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Teaching in Lao PDR (English)

Educational attainment and literacy rates in Lao PDR have improved significantly. Years of education research have established that, after family background, teachers are one of the most important determinants of student outcomes. A good teacher can have a long lasting impact on what and how much a student learns. The importance of teachers is even more significant in developing countries where, on average, parental socioeconomic status tends to be low and notable resource constraints abound. In these circumstances, good teaching becomes all the more critical as parents might not be able to provide academic help at home or school resources may not be readily available to enrich the classroom environment To begin to understand how these challenges manifest themselves in Lao PDR, this study examines the current status of teachers in primary and lower secondary schooling as well as government policies that strive to improve teaching in particular and education quality more generally. It explores teacher supply, and demand to identify potential bottlenecks in the availability of trained personnel. It describes teachers demographic characteristics and their skills. It looks at teacher salaries, their level and how this compares to other countries. It examines classroom conditions, pupil-teacher ratios, educational expenditures, and other factors that influence the context of teaching and opportunities to engage in high quality instructional practice. Lastly, this report explores teacher performance, as measured by teacher attendance, teaching practices, and student assessment outcomes. In addition, the report draws on a recent body of research that has explored various aspects of teachers and teaching in Lao PDR. The discussion focuses on primary and lower secondary school teachers, who together represent 87 percent of the teacher population in Lao PDR. Throughout the paper, effort is made to investigate how teachers and their teaching situation vary by region of the country (uplands, mountain, and lowlands) and type of school (urban, rural, and remote). It also explores variations by gender and ethnicity.

Details

  • Author

    Benveniste , Luis ; Marshall , Jeffery ; Santibanez , Lucrecia

  • Document Date

    2007/01/01

  • Document Type

    Other Education Study

  • Report Number

    42971

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Lao People's Democratic Republic,

  • Region

    East Asia and Pacific,

  • Disclosure Date

    2010/07/01

  • Disclosure Status

    Disclosed

  • Doc Name

    Teaching in Lao PDR

  • Keywords

    Teachers;Technical and Vocational Education;official school-age population;primary school completion rate;gender and poverty;disparities in service provision;civil service salary scale;vocational teacher training;years of schooling;average literacy rate;redistribution of resource;age of entry;teacher education institution;primary school graduate;upper secondary level;Access to Education;high literacy rate;national education goal;Performance and Accountability;number of teachers;shortage of funds;formal teacher training;application of knowledge;teacher training curriculum;student graduation rate;poor rural student;human resource development;literacy and numeracy;data collection strategy;external accountability measures;quality of education;higher education cost;growth in enrollment;affirmative action policy;teacher education program;quality of teacher;cost of living;total government spending;asian financial crisis;universal primary education;high opportunity cost;primary school cycle;gross enrollment ratio;primary completion rate;net enrollment ratio;formal education program;higher education budget;complete primary school;operations and maintenance;basic instructional material;formal training program;upper secondary teacher;teacher training school;accountability for performance;career development opportunity;child in school;public tertiary institution;basic education cycle;sub-groups of children;lack of interest;average educational attainment;primary cycle;rural area;remote area;primary teacher;recurrent budgets;Public Spending;qualified teacher;school enrollment;ethnic group;professional development;primary schooling;rural youth;teacher performance;Wage Bill;primary student;repetition rate;functional skill;pupil-teacher ratio;urban population;student learning;incomplete school;children of ages;population group;student outcome;male student;female youth;teaching career;poor infrastructure;working condition;student enrollment;Teacher Attendance;entrance exam;teacher supply;class size;survey data;disadvantaged area;teacher shortage;teaching practice;rural population;educational system;school infrastructure;teaching methodologies;young students;classroom environment;average schooling;representative sample;formal schooling;adequate supply;sector budget;Teacher Pay;skill upgrading;policy tool;Education Quality;instructional time;teacher salary;young population;resource constraint;urban household;asian countries;rural teacher;pupil expenditure;firm commitment;public funding;old student;attending school;international agency;significant challenge;educational cost;finance education;national budget;private gain;poor girl;financial resource;rural location;multigrade classroom;urban youth;enrollment figure;student enter;school resource;thinking skill;primary method;Private School;educational indicator;educational expenditure;Learning and Innovation Credit;peer network;international partners;school survival;core functions;teaching profession;educational cycle;student body;Capital Investments;public demand;education student;average age;retirement age;administrative support;male teacher;lesson planning;Young Workers;job opportunities;job opportunity;constrained resource;living wage;application process;free tuition;national hero;financial benefit;mathematics textbook;infrastructural facility;human capacity;total enrolment;important policy;pupilteacher ratio;good teaching;reform plan;salary structure;paved road;age enrollment;high dropout;academic advancement;teacher management;grade repetition;educational research;promotion policy;urban child;budget planning;student satisfaction;educational access;enrollment target;local area;potential candidate;socioeconomic status;disadvantaged community;teacher demand;cultural environment;dropout rate;test score;local teacher;rural context;official holiday;teacher absence;family background;Education Research;public subsidy;school access;local population;salary schedule;Distance Learning;teacher trainee

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Citation

Benveniste , Luis ; Marshall , Jeffery ; Santibanez , Lucrecia

Teaching in Lao PDR (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/967301468265782991/Teaching-in-Lao-PDR