Press Release: TVET Journal acquires

15/3/2021 – for immediate release

TVET Journal is an online portal publishing news, articles, commentary and resources about Technical and Vocational Education and Training. TVET Journal is owned and managed by Expansion House, which also operates an online marketplace for technical training equipment – Edquip.

TVET Journal has acquired for preservative purposes, since it has been used to host important information about a TVET project financed by the Asian Development Bank, part of this information is now made available as per below.

Strengthening Technical and Vocational Education and Training (STVET) Project


On 09 July 2010 the Asian Development Bank (ADB) approved a grant of US$ 23 million (92.7%) to the Government of the Lao People’s Democratic Republic for the Strengthening Technical and Vocational Education and Training Project (STVET Project). With the grant becoming effective on 01 September 2010 and closing date on 31 March 2016. The Contribution to STVET Project by the Government of Lao, together with cash and in-kind contribution, is estimated at 1.8 million (7.3%).

Data of Financing

ADB Grant No.: 0211–LAO (SF)

Project Title: Strengthening Technical and Vocational Education and Training Projects

Recipient: The Lao People’s Democratic Republic

Executing Agency: Ministry of Education and Sports

Implementation Agency: Ministry of Education and Sports

Total estimated project cost and financing plan:

SourceForeign Exchange US$ millionLocal Currency US$ millionTotal Cost US$ millionPercentage of Total
Source: Project Administration Manual (PAM)

Dates of approval, signing, and effectiveness of ADB Grant: ADB approved the STVET Project to the amount of US$ 23 million equivalent, on 09 July 2010. The agreement was signed on 29 July 2010 and became effective on 01 September 2010.

ADB Grant closing date and elapsed grant period: The project completion date for ADB is 30 September 2015. The closing date for withdrawals from the Grant Account is 31 March 2016.

Project Objectives

The project seeks to improve both the quality of, and access to, formal TVET in Lao PDR, focusing on certificate and diploma programs. Quality improvements include developing skill standards, improving curricula and training teachers in 4 priority skill areas: (i) construction and building trades, (ii) mechanical and machinery maintenance and repair, (iii) furniture-making, and (iv) basic business.

Access and equity will be enhanced through the introduction of a voucher assistance training scheme and construction of dormitories.

A key project focus is on increasing private involvement in TVET and achieving greater alignment between TVET and labor market needs.

The expected impact of the project is a more highly skilled and diverse workforce in Lao PDR as the result of the project’s expected outcome, which is an accessible formal vocational training system that is more responsive to labor market needs. The overall main performance target as stated in PAM, is that the number of workers in the labor force with formal TVET qualifications increases by 25% (50%for females) from 2011 to 2021.

Project Scope

The project focuses on certificate and diploma training in four priority skill areas with an identified labor demand: (i) construction and building trades, (ii) mechanical and machinery maintenance and repair, (iii) furniture-making, and (iv) basic business.

These priority skill areas were selected based on the findings of the 2010 labor market assessment. This assessment lists and sets out the selection criteria for the four priorities skill areas. The project will support seven public TVET institutions, four private TVET institutions and the Vocational Education Development Center (VEDC).

These entities will receive arrange of assistance under the project, including teacher training, new curricula, and management training. The seven public and four private TVET institutions will also be eligible to enroll students under the voucher assistance training program, while the seven public TVET institutions and VEDC will also receive equipment and facility upgrades.

The project scope is therefore, comprehensive and inclusive in terms of institutional coverage, geographical coverage, and cross sectorial coverage. As for the geographical coverage, the project covers institutions across the country. This ensures equitable access to TVET institutions especially in rural areas. A unique feature of the project is the inclusion of private TVET institutions and private firms in the production of outputs.

Through this comprehensive and inclusive approach the project takes a balanced view by recognizing the important role of the private sector in the development of the TVET sector in Lao PDR.  Thus, the project provides support to private providers of TVET and involves employers through innovative schemes to promote better cooperation between the public and private sectors. This cooperation will help prepare TVET graduates to be well-equipped for employment in the private sector.

The Technical Assistance (TA) activities under the STVET project are all linked to the relevant proposed outcomes of the TVET Master Plan 2008 – 2015, for the overall development of the TVET sector.

The Master Plan emphasizes on, among others, integration of demand side in skills development  and promotion of TVET, establishment of National Qualification Framework (NQF), development of competency based standards and modular curricula that is linked to those standards, developing the knowledge base and competencies  of TVET teachers, access and equity, cross cutting issues such as poverty reduction program, empowerment of women, governance of TVET, development of labour market information system and active labour market tools, like career guidance and counseling/vocational guidance.

Against the above project scope, no remedial measures are anticipated at for the time being, and therefore, ongoing activities remain in line with DMF, but not on time track due to the fact that the TA team was mobilized end of 2011 only.


Improved Quality of TVET

  1. The project will support improvements in the quality of formal TVET in the four priority skill areas by (i) developing national skill standards; (ii) improving curriculum and TVET packages based on national skill standards; (iii) enhancing teacher standards and strengthening TVET preservice and in-service teacher training; (iv) enhancing career counseling and vocational guidance at the seven public and the four private TVET institutions; (v) initiating a social marketing campaign to promote TVET; and (vi) upgrading equipment and facilities at the seven public TVET institutions for their programs in the four priority skill areas, at the VEDC and at the Polytechnic College.
  2. Improve institutional performance. The project will develop competency-based skill standards and modernized curricula in the four priority skill areas. It will enhance TVET teacher professional standards for teachers across all skill areas to better identify and target teacher professional development. Teacher standards will provide a benchmark against which to assess student TVET teachers and those seeking employment as teachers. Standards will cover technical and pedagogical skills. The project will also improve pre-service and in-service teacher training by strengthening the VEDC teaching staff, programs, and equipment and facilities.
  3. Conduct social marketing campaign. A sustained social marketing campaign will be initiated to improve the poor public perception of TVET and vocationally-oriented occupations. This campaign, to be conducted with employers and TVET institutions, will seek to increase the number and quality of students in the TVET sector, and increase interest in vocational training among females and ethnic groups. The campaign will use a range of techniques, including information provided by institutions and employers, job fairs, and television and radio dramas to highlight the many benefits of pursuing vocational training.
  4. Introduce career counseling and vocational guidance. To complement the LMIS and social marketing campaign, the project will train teachers and develop career counselling and guidance materials for use in the seven public and four private TVET institutions to ensure that students are better informed about TVET career choices and opportunities.
  5. Upgrade equipment and improve facilities. The project’s investments in human resource development will be accompanied by equipment and facility upgrades at the seven public TVET institutions and VEDC. One further public TVET institution –the Polytechnic College – will receive funding to upgrade a specialist workshop required for project activities.

Increased private sector involvement in TVET strategy and delivery

  1. Skills contracting, all necessary documents have been submitted to PIU since last year (Status to be presented by PIU).
  2. Technical Consultation Meeting organized on 14/3/2014.
  3. Report on status of Skills Contracting Program: a) submission of working paper to PIU, b) Identification of private training providers and training programs, c) Processing in selection of  private training providers and etc.,
  4. Preparing Advertising of Expression of Interest (EOI) for SCP preparing Advertising of Expression of Interest (EOI) for SCP
  5. Skills Contract Program (SCP): Based on a brief analyze and feedback conducted with selected private training providers, it appears that there is a greater demand for short courses than for long courses. Hence, it has been agreed to broaden the scope of SCP to cover short-term courses as well as certificate and diploma level courses. To ensure that private training providers in Lao PDR will have the opportunity to offer their training services in the context of the above mentioned scope, the TA has drafted an advert text for expression of interest that will be advertised in local newspaper in Q2 2014.

Strengthened Management and Governance of the TVET System

  1. This output will strengthen management and governance of the TVET sector by (i) reviewing and strengthening the policy and regulatory framework for TVET, including increasing flexibility in employment arrangements for TVET teachers and introducing a unit cost funding system for TVET; (ii) improving quality assurance in the seven public TVET institutions, four private TVET institutions and VEDC; (iii) strengthening TVET information systems by developing an education management information system, including design and system development, and strengthening capacity to operate and maintain the system; (iv) establishing a labor market information system, including design and system development, and strengthening capacity to operate and maintain the system; and (v) strengthening the capacity of management in the MOE’s Technical and Vocational Education Department (TVED), VEDC and the seven public and four private TVET institutions.
  2. Strengthen the policy   and regulatory framework. The project will help the government (i) design and implement a new unit-cost-based funding system and more flexible employment arrangements to provide TVET institutions with greater operating flexibility, and (ii) provide scope for TVET institutions to offer programs that are more relevant to the labor market. Both of these reforms represent government policy, agreed as part of the ESDF approved by the Prime Minister in January 2009. The mechanism for introducing the unit-cost- based funding system will be aligned with the policies and timeline adopted by the government.
  3. Improve information on the labor market and TVET sector. To address the lack of information on labor market demand and the TVET sector, the project will (i) establish an LMIS that will provide information to MOLSW and MOE on labor market indicators such as skill shortages and salaries for TVET-trained workers, and (ii) strengthen the TVET education management information system. MOE will use LMIS information to inform funding allocation decisions, and TVET institutions will use it to inform decisions on program and course offerings. Tracer studies will be undertaken as part of this work. The LMIS will be housed at MOLSW. The education management information system will be strengthened to include a wider range of information on the TVET sector and link nonfinancial and financial data on the education sector.

Increased and more equitable access to TVET

This output will increase access to formal certificate and diploma TVET for students from remote areas, including girls, by (i) providing training assistance vouchers to TVET trainees; (ii) increasing access for students, particularly girls, from remote areas by financing the construction of student-friendly dormitory facilities; and (iii) broadening access to vocational training by supporting a review of TVET certificate entry qualifications to reduce academic barriers to training, and the development of new entry qualifications, procedures for recognizing prior learning, and special assistance programs.

Provide training assistance vouchers. The training assistance voucher program will provide tuition fee assistance and a stipend to cover living costs for students in the seven public and four private TVET institutions. To be eligible to receive the voucher, a student must (i) be enrolled in a certificate or diploma program at one of the seven public TVET institutions or four private TVET institutions in one of the four priority skill areas, (ii) be at least 16 years old, and (iii) have attended elementary school or have recent employment experience. A total of 4,800 vouchers will be offered over the project period. MOE will select the voucher recipients using a transparent process outlined in Appendix 5. At least 25% of the vouchers will be allocated to females and 20% to students from ethnic groups. Female voucher-recipient graduates will be assisted in securing employment through the payment of a wage subsidy to their employer, covering approximately 30% of the graduate’s starting salary. The wage subsidy will last for 6 months.

Enhance access for women and ethnic groups. The project will construct or refurbish 2,200 student-friendly dormitory places to improve access for female and ethnic students. The dormitories will be in the seven public TVET institutions and VEDC, with 50% of places reserved for women.

Follow on Project

There is currently another TVET project in Laos funded by ADB, more info on this webpage.