Providing sustainable education support to children in Laos!
In January 2010, live GLOCAL was founded on the belief that every child deserves educational opportunity. To actualize this vision, we have been providing sustainable education support to children in Laos through co-investment & partnership strategies. As a non-profit organization which has had success providing 3300+ Laos children with primary education support, The live GLOCAL Foundation created the project, LEAP: The Laos Education Advancement Project. LEAP is an extensive program that works with the Laos Government to foster education programs in selected schools on the Bolaven Plateau, Laos. The project aims to increase these schools access to educational resources such as clean drinking water, textbooks, notebooks, pens, and sports equipment, for children in need. All of these provisions and programs are completed through the Laos Government's approval process and then are administered by partnering with local villages, contractors and communities to assess and fulfill basic education needs.
Read More » - See more at: http://www.liveglocalfoundation.org/#sthash.ueoj3TfO.dpuf
Technical Vocational Education Training
The European Development Partners active in Lao PDR – the European Union and the Member States of the European Union together with Switzerland – would like to congratulate the government on achieving lower middle-income country status during the implementation of the 7th NSEDP and turning its focus on LDC graduation by prioritising actions that address the three main LDC criteria – income, human development and economic vulnerability.
We also congratulate Lao PDR for being on track to meet an important number of the MDGs but note that the focus towards the end of the 7th NSEDP implementation period needs to be placed on malnutrition (MDG 1), infant and under-five mortality rates as well as improved maternal health (MDGs 4+5), primary and high-school drop-out rates (MDG 2) and ensuring environmental sustainability (MDG 7). While poverty has been decreasing over the last 12 years, more than one and a half million Laotians still live in poverty and a large proportion of the population is living precariously close to the poverty line. Growth alone does not automatically lead to better lives for the majority of people and development can result in social and geographical inequalities that need to be mitigated.
Progress of implementation of the Action Points agreed at last year’s RTM
At last year’s high-level Round Table meeting we had open and frank discussions about a wide range of development challenges facing Lao PDR. We summarised our discussions in 16 follow-up Action Points and agreed that progress would be monitored throughout the year. We welcome that an important part of today’s discussion will be devoted to discussing progress against these Action Points.
On macro-economic management and growth, the recent IMF Article IV consultations have confirmed that government has taken measures to address important macro and fiscal imbalances. Still, the country remains vulnerable to domestic and international shocks and international reserves remain insufficient. Oversight and scrutiny of Public Investment projects need to be strengthened and measured against broader development benefits. Effective and efficient public financial management is a core foundation for national development and poverty reduction, especially through ensuring sustainable economic growth, value for money including further progress in the fight against corruption and improving the efficiency of public services. We attach great importance to an effective implementation of PM decree 008 on the use of Daily Subsistence Allowances (DSAs) to ensure sound financial management and an effective use of public funds including ODA.
On off-track MDGs, while we reaffirm the importance of agriculture and rural development as a key sector for achieving MDG 1, we welcome the encouraging progress in the implementation of the Multi-sectoral (convergence) Food and Nutrition Security Action Plan including the establishment of the National Nutrition Committee. The provincial Round-Table consultations that took place in September highlighted a number of important lessons from the early stages of implementation including the key role that civil society has to play and the need to put local communities and villages at the heart of any development approach. National and international evidence suggests that there is a strong correlation between agriculture, education, women’s empowerment, health and nutritional outcomes. These cross-sectoral linkages have to be fully recognised and inform effective and well-coordinated policy responses. In spite of an overall tight fiscal situation, funding for the education and health sectors needs to be safeguarded through re-prioritisation of expenditure from less productive areas in the budget. Regarding MDG 7 it is important to recognise that forest coverage alone is not a sufficient indicator. We encourage the Lao government to include sustainable management of natural resources into national policies, strategies and laws and to put greater emphasis on biodiversity protection as an important pillar of MDG 7. We welcome the government’s efforts to reduce illegal logging and to engage with the EU in the FLEGT process. We hope that the FLEGT process will move forward decisively in 2015.
Lao Higher Education : Many colleges need extensive improvement
- National University of Laos - Vientiane Capital
- Souphanouvong University - Luang Prabang Province
- Savannakhet University - Savannakhet Province
- Champassak University - Champassak Province
- University of Health Sciences - Vientiane Capital, under Ministry of Health
- Rattana Business Administration College (RBAC) - Vientiane Capital, Business School
Many colleges will need to undergo intensive improvement to meet certain criteria before the start of the next academic year in October, a senior government official has said.
The Ministry of Education and Sports is launching an intensive assessment and improvement of both state and private colleges and universities in Vientiane in a bid to improve the quality of teaching and learning. There are more than 50 colleges and universities in the capital, which are currently being scrutinised.
Director General of the National Education Standard and Quality Assessment Centre at the Ministry of Education and Sports, Mr Vanxay Noraseng, told Vientiane Times yesterday that officials in charge completed their inspection in April.
“Many colleges will need to undergo rigorous improvement,” he said. He added that these colleges are afflicted by substandard teaching and inadequate learning equipment. Many lack proper laboratories and have insufficiently qualified teachers.
The director said the details of the inspection will be made public soon, including the number of colleges that need to make improvements. “The findings will be tabled at a meeting of the ministry's leading officials before being announced to the public. For sure, the results will be made public.”
The ministry's leading officials were scheduled to hold their first discussion on May 29 and the second early next month to discuss the matter before announcing the findings at a later date.
Deputy Minister of Education and Sports Dr Kongsy Sengmany told the Vientiane Times recently that the ministry will launch an assessment and improvement drive in the provinces in the coming years after finishing the work in Vientiane.
This process forms part of the national education reform strategy which was initiated in 2006. The standard criteria imposed by the ministry include the quality of facilities (buildings) and the number of regular and invited teachers and their qualifications.
The ministry will also assess every single course run by these colleges and universities and those courses that fail to meet the set criteria will need to be upgraded.
Critics and members of the public have complained about the low standard of teaching and learning in many colleges, which turn out poorly trained personnel who turn out to be incompetent and cannot carry out their professional roles as required.
This poses a great challenge for Laos now and in the future, especially when the Asean Economic Community comes into effect in 2015. The free flow of foreign workers is expected to see outsiders take over jobs in Laos if the skills of local people are not competitive because of poor education standards.
24 May 2013
Published on May 4, 2015
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Published on 28 Oct 2013
2013 WISE Awards winner ALISON is transforming global online learning through its free interactive multimedia basic education and workplace skills training courses with certification. ALISON is a for-profit social enterprise and one of the world's most popular free learning websites providing over 500 courses to two million registered learners across every country.
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World Innovation Summit for Education (WISE) is an international, multi-sectoral and action-oriented platform for innovation in education that connects innovators, nurtures new ideas, and recognizes and supports successful initiatives that are helping revitalize education.
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Published on Sep 23, 2013
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Published on Feb 5, 2013
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The evolution of technology and of new learning experiences have always been closely related. As distance learning specialists affirm, the field of distance-learning had three main generations:
- Correspondence study
The Past, Present and Future of Online Education Infographic provides a brief presentation of the history of online education.
A brief timeline of online education
- On March 20, 1728, the Boston Gazette ran an advertisement offering long distance instruction. And so teaching outside the classroom had its beginning.
- 1728: Boston teacher offers instruction through weekly letters to anyone in the country.
- 1892: U. of Chicago is first educational institution to offer correspondence courses.
- 1922: Penn State broadcasts courses over the radio.
- 1953: U. of Houston offers course work on TV.
- 1968: Stanford University creates the Stanford Instructional Television Network.
- 1959: Plato is born, the first internet community. Hatched by two U. of Illinois profs.
- 1968: U. of Alberta (Canada) Dept. of Medicine offers online courses.
- 1984: The Electronic University Network, offers online courses using proprietary software for DOS and Commodore 64 computers.
- 1989: Phoenix rising. The University of Phoenix starts its online program.
- 1996: Duke University begins its Global Executive M.B.A. program which combines online technology and sessions on-campus and at various locations throughout Europe, Asia, and Latin America.
- 1999: Jones University becomes first accredited fully web based university; Learning portals, including HungryMinds, Click2Learn, Learn2, eCollege, Blackboard, and others emerge on the landscape.
- 2000: CourseNotes.com launches with dozens of classes at the University of Texas. The service provides professor web sites, including online course documents, calendars, grades, quizzes and surveys.
- Jan. 1, 2008: The term MOOC is coined by Dave Cormier of the University of Prince Edward Island.
- 2013: The Open University builds its own MOOC platform, Futurelearn, with universities from the UK. More MOOCs: Open2Study in Australia and Iversity in Germany.
3 Types of Online Education
- 80-100% online courses have no face to face interaction with teacher
- 30-80% course delivered online: Traditional courses using web facilitated courses
- Blended or hybrid: Up to 20 percent of content delivered online: otherwise, traditional face to face classroom learning
10 Surprising Facts about Online Students
- 46% of students say their biggest motivation for enrolling in an online course was to advance their current career.
- 37% of online students were the first in their family to attend college.
- 33% of people taking some online course are studying business.
- University of Phoenix has the largest proportion of online students at 15%.
- 39% of online students fall between the ages of 18 to 29.
- 21% of online students pay for their education using personal funds only.
- 70% of virtual learners are female.
- 29% of online graduates earn $85-150k annual income.
- 60% of students taking an online course are employed full-time.
- 37% of online students indicate that they enrolled because of the accelerated courses, which fast-tracks students to a degree.
Top 10 most popular online degrees
- Business Administration/management
- IT (Information Technology)
- Criminal Justice/Law Enforcement
- Graphic Design
- Health Care Administration
- Computer Science
- 25 states have state virtual schools operating in 2013-2014.
- 29 states and Washington, DC have statewide full-time online schools operating in 2013-14.
There were an estimated 1,816,400 enrollments in distance-education courses in K-12 school districts in 2009-2010, almost all of which were online courses. 74% of these enrollments were in high schools. Online courses with the highest level of enrollment fall under the categories of credit recovery (62%), dual enrollment (47%), and advanced placement (29%).