Evaluation of Teacher Recruitment

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Teacher employment and deployment in Lao PDR: reasons behind the current challenges September 2016

Table of Contents Table of Contents

i

Acronyms

ii

ິ່ ງທ ິ່ ຍັງທ ການບັນຈ ຸ ແລະຊັບຊ ູ ໃນ ສປປ ລາວ: ເຫດຜ ຸ ບັນ ້ ອນຄ ້ າທາຍໃນປະຈ ົ ນຂອງສ

Executive summary

iii viii

1. Introduction 1.1 1.2 1.3 1.4 1.5 1.6

1

Contextual issues and factors affecting the current situation Education policy landscape Recent studies on teacher distribution Purpose Limitations and ethical considerations Disclaimer

1 2 3 4 4 5

2. Methods and approach

5

2.1 Data collection and analysis

5

3. Findings

6

3.1 Institutional arrangements (observed in practice) 3.2 Causes of persistent engagement of volunteer teachers 3.2.1 Impact of insufficient quotas 3.2.2 Impact of different channels for salary payment 3.2.3 Impact of binding policy on primary and other levels of education

4. Conclusions

6 10 12 12 13

14

Annexes

1

Annex 1: Guideline on the development of the annual plan and employment and use of teachers (2014) 2 Annex 2: Respondents

5

Annex 3: Data matrixes

7

Boxes Box 1 : Incorporating Guideline 0047 in Saravan .............................................................................. 7 Box 2 : Communication of MoES regulations and guidelines .......................................................... 13

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page i

Charts Chart 1 : Provinces, districts, and schools in the study sample ......................................................... 6 Chart 2 : Calculating needs for teachers at district level .................................................................... 7 Chart 3 : Calculating needs for teachers at provincial level ............................................................... 8 Chart 4 : Variations in the teacher recruitment process ..................................................................... 8 Chart 5 : Vertical coordination between DESB and PESS................................................................. 9 Chart 6 : Variations in deployment approach .................................................................................. 10 Chart 7 : Number of volunteer teachers in primary education 2010-2015 ........................................ 10 Chart 8 : PTR in selected schools in Saravan (2015/16) ................................................................. 11 Chart 9 : Reasons individuals accepted volunteer teaching ............................................................ 12

Acronyms BEQUAL

Basic Education Quality and Access in Laos

DFAT

Department of Foreign Affairs and Trade

ESRC

Education and Sports Research Centre

DESB

District Education and Sports Bureau

LADLF

Laos Australia Development Learning Facility

KII

Key Informant Interviews

MOES

Ministry of Education and Sports

MOHA

Ministry of Home Affairs

NSC

National Statistics Centre

PESS

Provincial Education and Sports Service

SSI

Semi Structured Interviews

VEDC

Village Education Development Committee

Acknowledgments The study was led by Vilayphone Choulamany under the overall guidance of John Fargher (Team Leader, LADLF). The study team included Vanthong Xaiyiatou (Ministry of Education and Sports, ESRC), Vadsana Sinthavong, and Phetdala Oudon. Thipphavanh Sitthavong provided data visualisation assistance. The study team would like to thank the Education and Sports Research Centre (MOES) and BEQUAL staff for their comments on an earlier draft of the report and ongoing support and engagement during the study.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page ii

ການບັນຈ ຸ ແລະຊັບຊ ູ ໃນ ສປປ ລາວ: ເຫດຜ ້ ອນຄ ົ ນ ິ່ ງທ ິ່ ຍັງທ ຂອງສ ຸ ບັນ ້ າທາຍໃນປະຈ ສູນພັດທະນາການຮຽນຮູ​ູ້ ລາວ-ອົດສະຕຣາລີ (LADLF) ແລະ ແຜນງານປັບປຸງຄຸນະພາບ ແລະ ການຂະຫຍາຍໂອກາດ ການເຂົ້າຮຽນສາລັບການສຶກສາຂັ້ນພື້ນຖານຢູ​ູ່ ສປປ ລາວ (BEQUAL) ໄດູ້ດາເນີນການສຶກສາຄົ້ນຄວູ້າ ໃນປີ 2016 ເພື່ອຄົ້ນຄວູ້າກູ່ຽວກັບການບັນຈຸ ແລະຊັບຊູ້ອນຄູ ປະຖົມພາຍໃນ ສປປ ລາວ. ຈຸດປະສົງຂອງບົດສຶກສານີ້ ແມູ່ນເພື່ອສະໜອງຂໍ້ ມູນໃນການວາງຍຸທະສາດ ແລະການຕັດສິນໃຈຂອງ ຄະນະຊີ້ນາລວມຈັດຕັ້ງປະຕິບັດແຜນງານ BEQUAL, ກະຊວງການຕູ່າງປະເທດ ແລະ ການຄູ້າອົດສະຕຣາຣີ (DFAT) ແລະ ຄະນະຮັບຜິດຊອບຈັດຕັ້ງປະຕິບັດແຜນງານ BEQUAL. ບົດສຶກສານີ້ໄດູ້ວິເຄາະສາເຫດ ພື້ນຖານຂອງສະພາບຄວາມບໍ່ດຸູ່ນດູ່ຽງດູ້ານການສະໜອງຄູ ທີ່ແກູ່ຍາວມາດົນແລູ້ວພາຍໃນ ປະເທດ, ໂດຍສະເພາະແມູ່ນໃນໂຮງຮຽນ ຊົນນະບົດ ແລະເຂດຫູ່າງໄກ. ການສຶກສານີ້ເຂົ້າໃຈວູ່າ ການແຈກຢາຍຄູເປັນບັນຫາທີ່ ແກູ່ຍາວຂອງຂະແໜງສຶກສາ, ແລະທັງເປັນບູລິ ມະສິດໜຶ່ງຂອງ ກະຊວງສຶກສາທິການ ແລະກິລາ (ຈາກນີ້ໄປຈະຫຍໍ້ເປັນ ກະຊວງ ສຶກສາ), ກໍ່ຄືລັດຖະບານລາວໂດຍລວມ. ຄວາມ ຕັ້ງໃຈໃນການສຶກສາເທື່ອນີ້ ແມູ່ນເພື່ອເສີມໃຫູ້ກັບບົດສຶກສາຂອງສູນວິໄຈການ ສຶກສາ ແລະກິລາ (ຈາກນີ້ໄປຈະຫຍໍ້ເປັນ ສູນວິໄຈການ ສຶກສາ) ທີ່ອອກມາໃນປີ 2015 ທີ່ໄດູ້ລະບຸຕົວເລກຄູທີ່ຖືກແຈກຢາຍຢູ​ູ່ຕາມໂຮງຮຽນ ປະຖົມ ແລະມັດທະຍົມທົ່ວປະເທດ, ແລະໄດູ້ສະຫຼຸບ ຂັ້ນຕອນການບັນຈຸຄູເອົາໄວູ້. ບົດສຶກສານີ້ ຍັງໄດູ້ຕໍ່ຍອດໃຫູ້ກັບຜົນການທົບທວນ ເຄິ່ງໄລຍະ ໃນປີ 2013 ຂອງແຜນພັດທະນາຂະແໜ ງສຶກສາ (2011-2015), ມາດຖານຄຸນະພາບການສຶກສາແຫູ່ງຊາດ, ແລະການ ທົບທວນວິເຄາະການຊັບຊູ້ອນຄູໃນໂຮງຮຽນປະຖົມ ພາຍໃນປະເທດ (ປີ 2015). ຄາຖາມຫັກຂອງບົດສຶກສາ ຄາຖາມຫັກສາລັບການສຶກສາເທື່ອນີ້ລວມມີ: ການບັນຈຸ ແລະຊັບຊູ້ອນຄູປະຖົມໃນປະຈຸບັນ ມີປະສິທິພາບ ແລະປະສິທິຜົນແນວໃດ ມີສູດຄິດໄລູ່ຄວາມຕູ້ອງການຄູປະຖົມທີ່ມີປະສິທິພາບ ແລະສອດຄູ່ອງ ຢູ​ູ່ປານໃດ ການຮັບຄູອາສາທີ່ສືບຕໍ່ປະຕິບັດມາ ມີສາເຫດມາຈາກຫຍັງ, ແລະສິ່ງຈູງໃຈທີ່ພາໃຫູ້ຄູຍອມເປັນອາສາ ມີຫຍັງແດູ່ . ເພື່ອຕອບຄາຖາມຂູ້າງເທິງ, ທີມງານຄົ້ນຄວູ້າໄດູ້ຖອດຖອນແນວຄິດຈາກພະນັກງານຂະແໜງສຶກສາໃນ 4 ແຂວງ ແລະ 9 ຕົວເມືອງ, ລວມທັງຄູສອນ ແລະອານວຍການຈາກ 43 ໂຮງຮຽນ ກູ່ຽວກັບວິທີການທີ່ພວກເພິ່ນບລິຫານການບັນຈຸ ແລະຊັບຊູ້ອນຄູ. ຂໍ້ມູນໄດູ້ມີການ ຮວບຮວມ ແລະວິເຄາະໂດຍນາໃຊູ້ການສົມທຽບຄວາມຖີ່ ແລະຄວາມແຕກຕູ່າງໃນການຈັດຕັ້ງປະຕິບັດ , ໂດຍສະເພາະແມູ່ນຈຸດທີ່ ແຕກ ຕູ່າງຈາກບົດສຶກສາຂອງສູນວິໄຈການສຶກສາ ປີ 2015. ຈຸດສຸມຂອງບົດສຶກສານີ້ ໄດູ້ສູ້າງຂຶ້ນຈາກການປຶກສາຫາລືຮູ່ວມກັບກະຊວງສຶກສາ, ແລະໄດູ້ຄົ້ນຄິດຂຶ້ນເພື່ອປະກອບເຂົ້າກັບບົດສຶກສາ ອີກສອງບົດ ທີ່ໄດູ້ດາເນີນການຄົ້ນຄວູ້າໄປພູ້ອມກັນ ໂດຍຜູ່ານ LADLF ແລະການຊີ້ນາຂອງຄະນະຊີ້ນາຂັ້ນສູງ ຈາກກະຊວງ ສຶກສາ, ເຊິ່ງລວມມີຕາງໜູ້າກົມອະນຸບານ-ປະຖົມ, ແລະກົມສູ້າງຄູ. ບົດສຶກສານີ້ ໄດູ້ຮັບການຮູ່ວມມືຊູ່ວຍເຫືອຈາກກົມແຜນການ, ແລະສູນວິໄຈ ການສຶກສາ, ກະຊວງສຶກສາທິການ, ເຊິ່ງໄດູ້ປະກອບສູ່ວນພະນັກງານວິຊາການ ເຂົ້າຮູ່ວມຂະບວນການເກັບກາຂໍ້ມູນ ພາກສະໜາມ. ຜົນໄດູ້ຮັບຈາກການສຶກສາ ບົດສຶກສານີ້ ໄດູ້ພົບວູ່າການຈັດຕັ້ງປະຕິບັດພາຍໃນອົງກອນລັດ ກູ່ຽວກັບການບັນຈຸ , ແບູ່ງປັນ, ແລະຊັບຊູ້ອນຄູນັ້ນ ມີຄວາມແຕກຕູ່າງ ກັນ ໃນຂັ້ນພະແນກສຶກສາທິການ ແລະກິລາແຂວງ (ຈາກນີ້ຈະຫຍໍ້ເປັນ ສຶກສາແຂວງ), ແລະຫູ້ອງການສຶກສາທິການ ແລະກິລາເມືອງ (ຈາກນີ້ຈະຫຍໍ້ເປັນ ສຶກສາເມືອງ) ຫາຍແຫູ່ງ. ຂັ້ນແຂວງ, ເມືອງ, ແລະຊຸມຊົນມີຈຸດພິເສດສະເພາະຂອງຕົນທີ່ຕູ້ອງໄດູ້ພິຈາລະນາ. ຕົວຢູ່າງເຊັ່ນແຂວງຜົ້ງສາລີ ແລະສາລະວັນ ທີ່ນາໃຊູ້ການຊັບຊູ້ອນຄູແບບໝູນວຽນ ໃນລະດັບຄວາມຖີ່ ທີ່ແຕກຕູ່າງກັນ ເພື່ອຈັດການກັບ ການບັນຈຸຄູເຂົ້າໂຮງຮຽນເຂດຫູ່າງໄກ. ແຂວງຄາມູ່ວນ ແລະສະຫວັນນະເຂດ ສຸມໃສູ່ການຊັບຊູ້ອນຄູໃຫູ້ສອດຄູ່ອງຕັ້ງແຕູ່ຕົ້ນແທນ, ບໍ່ວູ່າ

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page iii

ຈະເປັນການສົ່ງຄູໄປສອນຢູ​ູ່ບູ້ານເກີດຂອງຕົນ, ຫືໄປຢູ​ູ່ບູ້ານອື່ນຕາມຄວາມເໝາະສົມ, ເພື່ອຫີກລູ່ຽງການມີຄາຮູ້ອງຂຍູ້າຍຖິ່ນຖານຈາກ ຄູໃນພາຍຫັງ. ສິ່ງນີ້ ແລະຈຸດພິເສດທູ້ອງຖິ່ນອື່ນໆ ຄວນໄດູ້ຮັບການພິຈາລະນາໃນຂະບວນການວາງແຜນຂັ້ນສູນກາງ. ບົດສຶກສາຍັງໄດູ້ພົບວູ່າ ເອກະສານນະໂຍບາຍທັງຫາຍ ທີ່ໄດູ້ສູ້າງຂຶ້ນເພື່ອເປັນແນວທາງໃຫູ້ກັບການສະໜອງການສຶກສາ ແລະຊຸກຍູ​ູ້ ຜົນໄດູ້ຮັບການສຶກສາ, ໂດຍສະເພາະແມູ່ນສະບັບຫູ້າສຸດ - ຄູ​ູ່ມືແນະນາການສູ້າງແຜນການບັນຈຸ ແລະການນາໃຊູ້ຄູປະຈາປີ (0047/ ສສກ.ຈຕ/2014) - ມີຄາຕອບສາລັບບາງບັນຫາໃນປະຈຸບັນແລູ້ວ. ແຕູ່ບົດສຶກສານີ້ ໄດູ້ພົບວູ່າ ຄູມືແນະນາ ຍັງບໍ່ໄດູ້ມີການຈັດຕັ້ງ ປະຕິບັດໃນຕົວຈິງຢູ່າງທົ່ວເຖິງ, ສູ່ວນໜຶ່ງແມູ່ນຍູ້ອນການທີ່ຄູ​ູ່ມືແນະນານີ້ ມີຜົນບັງຄັບໃນຂັ້ນມັດທະຍົມເຊັ່ນກັນ, ແລະສູ່ວນໜຶ່ງຍູ້ອນ ການບລິຫານການຮັບພະນັກງານຄູຍັງມີການແຕກໂຕນກັນ. ວິທີການໃນການຈັດຕັ້ງປະຕິບັດການຮັບ ແລະຊັບຊູ້ອນຄູ ໃນຕົວຈິງມີການແຕກໂຕນກັນ : ທາງສາຍຕັ້ງ – ຂາດການປະສານງານກັນລະຫວູ່າງຕາແໜູ່ງງານ, ໜູ້າທີ່ຮັບຜິດຊອບ, ແລະການຈັດຕັ້ງປະຕິບັດກູ່ຽວກັບການບັນຈຸ ແລະແຈກຢາຍຄູ, ທັງຈາກກົມກອງຂັ້ນຕູ່າງໆພາຍໃນກະຊວງ, ທັງສຶກສາແຂວງ, ສຶກສາເມືອງ, ແລະໂຮງຮຽນເອງ. ທາງສາຍຂວາງ – ມີຫາຍກົມກອງພາຍໃນກະຊວງສຶກສາ ທີ່ມີຕາແໜູ່ງງານ, ໜູ້າທີ່ຮັບຜິດຊອບ, ແລະການຈັດຕັ້ງປະຕິບັດກູ່ຽວກັບ ການບັນຈຸ ແລະແຈກຢາຍຄູ; ກະຊວງອື່ນກໍ່ເຊັ່ນດຽວກັນ ເປັນຕົ້ນແມູ່ນ ກະຊວງການເງິນ ແລະກະຊວງພາຍໃນ. ໃນຂັ້ນໂຮງຮຽນ, ບົດສຶກສານີ້ໄດູ້ພົບເຫັນເຊັ່ນດຽວກັບບົດສຶກສາຂອງສູນວິໄຈການສຶກສາຄື ຄວາມຕູ້ອງການຄູ ແມູ່ນຄິດໄລູ່ຈາກກະແສ ນັກຮຽນສາລັບສົກຮຽນຕໍ່ໄປ, ຈານວນຄູທີ່ຈະເຖິງອາຍຸກະສຽນ, ແລະຄາຮູ້ອງຂຍົກຍູ້າຍຈາກຄູ. ຄວາມຕູ້ອງການຄູ ຍັງອີກໃສູ່ຈານວນ ຫູ້ອງຮຽນຕົວຈິງໃນແຕູ່ລະໂຮງຮຽນ. ອີງຕາມຄາເຫັນຈາກໂຮງຮຽນໃນແຂວງຄາມູ່ວນ, ການເຮັດແນວນີ້ແມູ່ນເພື່ອຫຼຸດຜູ່ອນຈານວນຄູທີ່ ຕູ້ອງສອນຫູ້ອງຄວບ. ໃນຂັ້ນສຶກສາເມືອງ, ການຈັດຕັ້ງປະຕິບັດແມູ່ນແຕກຕູ່າງກັນໜູ້ອຍໜຶ່ງໃນແຕູ່ລະເມືອງ. ສຶກສາເມືອງສູ່ວນຫາຍທີ່ໄດູ້ຖືກສາພາດ ບອກ ວູ່າ ດາລັດ 177 ບໍ່ຕອບສະໜອງຄວາມຕູ້ອງການຄູຕົວຈິງໃນຂັ້ນໂຮງຮຽນ. ຖູ້າປະຕິບັດຕາມສູດຄິດໄລູ່ທີ່ວາງໄວູ້ໃນດາລັດ ຈະ ເປັນ ການບິດເບືອນສະພາບຕົວຈິງ

ແລະຈະພາໃຫູ້ມີການຂາດຄູຮູ້າຍແຮງ.

ສະນັ້ນ

ທາງສຶກສາເມືອງຈິ່ງໄປຕາມຕົວເລກທີ່ສະເໜີຈາກ

ໂຮງຮຽນແທນ. ໃນຂັ້ນສຶກສາແຂວງ, ການຈັດຕັ້ງປະຕິບັດໂດຍທົ່ວໄປແມູ່ນເປັນຄືທີ່ພົບໃນບົດສຶກສາຂອງສູນວິໄຈການສຶກສາ ທີ່ວູ່າດາລັດ 177 ແມູ່ນບໍ່ ໄດູ້ຖືກນາໃຊູ້, ຍົກເວັ້ນໃນແຂວງສາລະວັນ ທີ່ໄດູ້ເລີ່ມຈັດຕັ້ງປະຕິບັດນາກັນລະຫວູ່າງດາລັດ 177 ແລະຄູ​ູ່ມື 0047 ແລະຍັງໄດູ້ຊີ້ນາໃຫູ້ ສຶກສາເມືອງປະຕິບັດເຊັ່ນກັນ. ການຈັດຕັ້ງປະຕິບັດທີ່ແຕກຕູ່າງອີກອັນໜຶ່ງ ແມູ່ນພົ ບຢູ​ູ່ສຶກສາແຂວງສະຫວັນນະເຂດ, ເຊິ່ງແຕກຕູ່າງ ຈາກແຂວງຜົ້ງສາລີ ແລະຄາມູ່ວນ ຢູ​ູ່ບູ່ອນວູ່າເພິ່ນໄດູ້ນາໃຊູ້ສູດຈາກດາລັດ 177 ເພື່ອຄິດໄລູ່ຄວາມຕູ້ອງການຄູ. ແຕູ່ເມື່ອເວລາສົ່ງ ຕົວ ເລກຄວາມຕູ້ອງການຄູປະຈາປີໃຫູ້ກະຊວງ, ສຶກສາແຂວງພັດເອົາຕົວເລກທີ່ສະເໜີຂຶ້ນມາຈາກສຶກສາເມືອງ ແລະໂຮງຮຽນ. ສຶກສາແຂວງ ຜົ້ງສາລີ ຄາມູ່ວນ

ການຈັດຕັ້ງປະຕິບັດການຄິດໄລູ່ຄວາມຕູ້ອງການຄູ ສຶກສາແຂວງຮັບຮູ​ູ້ກູ່ຽວກັບດາລັດ 177, ແຕູ່ຍັງບໍ່ໄດູ້ນາໃຊູ້ໃນຕົວຈິງ. ສຶກສາແຂວງຮັບຮູ​ູ້ກູ່ຽວກັບດາລັດ 177, ແຕູ່ຍັງບໍ່ໄດູ້ນາໃຊູ້ໃນຕົວຈິງ. ສຶກສາແຂວງຮັບຮູ​ູ້ກູ່ຽວກັບຄູ​ູ່ມື 0047, ແຕູ່ຍັງບໍ່ໄດູ້ຕັດສິນໃຈວູ່າຈະເຜີຍແຜູ່ໃຫູ້ສຶກສາເມືອງເມື່ອໃດ. ສຶກສາແຂວງຮັບຮູ​ູ້ກູ່ຽວກັບດາລັດ 177 ແລະນາໃຊູ້ສູດຈາກດາລັດໃນການຄິດໄລູ່ຄວາມຕູ້ອງການຄູ. ແຕູ່ໃນ

ສະຫວັນນະເຂດ

ເວລາສະເໜີຂຕົວເລກຈາກກະຊວງສຶກສາ, ແຂວງພັດໃຊູ້ຕົວເລກທີ່ສະເໜີຈາກສຶກສາເມືອງ/ໂຮງຮຽນ. ສຶກສາແຂວງຍັງບໍ່ເຄີຍເຫັນຄູ​ູ່ມື 0047.

ສາລະວັນ

ສຶກສາແຂວງນາໃຊູ້ດາລັດ 177 ແລະຄູ​ູ່ມື 0047 ນາກັນໃນການຄິດໄລູ່ຄວາມຕູ້ອງການຄູ. ນອກຈາກນັ້ນ, ສຶກ ສາແຂວງຍັງໄດູ້ສູ້າງໂຄງຮູ່າງຖານຂໍ້ມູນເພື່ອໃຫູ້ສຶກສາເມືອງ ແລະໂຮງຮຽນປະຕິບັດຕາມອີກດູ້ວຍ.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page iv

ໂດຍລວມແລູ້ວ ບົດສຶກສານີ້ພົບວູ່າ ການບັນຈຸຄູປະຖົມ ຍັງເປັນຂະບວນການທີ່ຕອບສະໜອງໄປຕາມຄວາມຕູ້ອງການເຮັດວຽກຂອງ ນັກຮຽນຄູທີ່ຈົບມາແລູ້ວຫາຍກວູ່າ ທີ່ຈະເປັນການຄັດເລືອກເອົາຄູທີ່ມີຄຸນະພາບ ເພື່ອທີ່ຈະໄດູ້ບັນລຸມາດຖານຄຸນະພາບການສຶກສາຂອງ ກະຊວງ. ການກັ່ນຕອງຜູ​ູ່ສະໝັກ ກໍ່ມີຄວາມແຕກຕູ່າງກັນໄປຕາມແຕູ່ລະແຂວງ, ໂດຍມີແຂວງຄາມູ່ວນທີ່ມີຂັ້ນຕອນທີ່ລະອຽດທີ່ສຸດໃນ ກຸູ່ມເປົ້າໝາຍການສຶກສາເທື່ອນີ້, ເຊິ່ງນອກຈາກລາຍການທີ່ໄດູ້ລະບຸໄວູ້ໃນຄູ​ູ່ມື 0045 ແລູ້ວ ເພິ່ນຍັງໄດູ້ນາໃຊູ້ການກວດສານເສບຕິດ ໃນຮູ່າງກາຍຂອງຜູ​ູ່ສະໝັກອີກດູ້ວຍ. ເຊັ່ນດຽວກັບທີ່ພົບໃນບົດສຶກສາຂອງສູນວິໄຈການສຶກສາ, ບົດສຶກສານີ້ເຫັນວູ່າ ສຶກສາແຂວງເປັນຂັ້ນການຕັດສິນໃຈຫັກກູ່ຽວກັບການ ບັນຈຸ ແລະຊັບຊູ້ອນຄູ, ໂດຍມີການປະກອບສູ່ວນຈາກສຶກສາເມືອງໜູ້ອຍ ເຊິ່ງລວມມີແຕູ່ການສະໜອງລາຍຊື່ຂອງຄູອາສາທີ່ລຖູ້າເຂົ້າ

ເປັນລັດຖະກອນຢູ​ູ່ ເທົ່ານັ້ນ. ບົດສຶກສານີ້ຍັງໄດູ້ພົບວູ່າ ການຕັດສິນໃຈກູ່ຽວກັບການມອບຕົວເລກ (ໂກຕາ) ໃຫູ້ຄູ ສູ່ວນຫາຍແມູ່ນອີງໃສູ່ ປີການທີ່ຄູຜູ​ູ່ໜຶ່ງໄດູ້ເຮັດວຽກເປັນອາສາສະໝັກມາແລູ້ວ. ຜູ​ູ່ທີ່ເປັນອາສາມາດົນທີ່ສຸດຈະໄດູ້ຖືກສະເໜີຊື່ກູ່ອນ ພາຍຫັງຈາກທີ່ໄດູ້ຜູ່ານ ການສອບເສັງຂອງສຶກສາແຂວງແລູ້ວ. ຍູ້ອນຄວາມບໍ່ດຸູ່ນດູ່ຽງລະຫວູ່າງຕົວເລກຄູອາສາສະໝັກ ແລະຕົວເລກໂກຕາ ທີ່ແກູ່ຍາວມາດົນ ແລູ້ວ, ການບັນຈຸຄູຈິ່ງເປັນຂະບວນການທີ່ມີຄວາມຕຶງຄຽດຢູ​ູ່ສະເໝີ. ການຄາດຄະເນຫູ້າສຸດຕໍ່ກັບຕົວເລກຄູອາສາແມູ່ນຢູ​ູ່ທີ່ 10,000 ຄົນ (ລວມທຸກຊັ້ນຮຽນ), ຄາດຄະເນຄວາມຕູ້ອງການຄູທີ່ຈະມາແທນຄູບານານຢູ​ູ່ທີ່ 6,500 ຕົວເລກ, ແລະຕົວເລກທີ່ອະນຸມັດສາລັບປີ 2016 ແມູ່ນ 1,900 ຕາແໜູ່ງເທົ່ານັ້ນ. ວິທີການໃນການຊັບຊູ້ອນຄູ ກໍ່ມີຄວາມແຕກຕູ່າງກັນໃນແຕູ່ລະເມືອງ ແລະແຂວງ ເຖິງແມູ່ນວູ່າຈະມີຄວາມຕັ້ງໃຈອັນດຽວກັນ ນັ້ນກໍ່ຄື ການ ຈາກັດ ຫືຫຼຸດຜູ່ອນການສະເໜີຂຍົກຍູ້າຍຂອງຄູ. ວິທີການປະຕິບັດທີ່ໜູ້າສົນໃຈອັນໜຶ່ງແມູ່ນຢູ​ູ່ເມືອງຜົ້ງສາລີ ທີ່ຄູສອນມີການ ໝູນວຽນ ຍົກຍູ້າຍທຸກໆ 5 ປີ, ຍົກເວັ້ນຄູທີ່ໃກູ້ກະສຽນບານານ ຫືຄູເພດຍິງທີ່ມີລູກ ເຊິ່ງໄດູ້ຮັບການພິຈາລະນາພິເສດໃຫູ້ເລືອກຢູ​ູ່ປະຈາ ໄດູ້ຫາຍ ກວູ່າ 5 ປີ. ການຈັດຕັ້ງປະຕິບັດແນວນີ້ ມີຕົ້ນເຫດມາຈາກແນວຄິດທີ່ວູ່າຄວາມລາບາກໃນການສອນໃນໂຮງຮຽນເຂດຫູ່າງໄກ ບໍ່ຄວນ ເປັນພາລະຂອງຄູກຸູ່ມດຽວຢູ​ູ່ສະເໝີໄປ, ຄວນມີການປູ່ຽນຜຽນກັນຍາກ ແລະສະບາຍແດູ່, ເຊິ່ງເຮັດແນວນີ້ໄດູ້ ກໍ່ດູ້ວຍການສະ ໜັບສະໜຸນ ຈາກບູ້ານ ທີ່ໄດູ້ສູ້າງຫພັກຄູໄວູ້ໃນຂອບເຂດໂຮງຮຽນພູ້ອມ. ອີກຕົວຢູ່າງໜຶ່ງແມູ່ນຈາກເມືອງຕຸູ້ມລານ ເຊິ່ງນາໃຊູ້ການ ໝູນວຽນຄູ ເຊັ່ນ ດຽວກັນ ແຕູ່ບໍ່ເປັນລະບົບຄືດັ່ງຜົ້ງສາລີ ຍູ້ອນຄວາມຖີ່ຂອງການຂຍົກຍູ້າຍຂອງຄູ ມີສູງຫາຍ ຈິ່ງພາໃຫູ້ຕູ້ອງໄດູ້ມີການ

ໝູນວຽກຄູ ຖີ່ກວູ່າຢູ​ູ່ ຜົ້ງສາລີ. ຄູທີ່ຖືກສາພາດໃນເມືອງຕຸູ້ມລານ ບອກວູ່າພວກເພິ່ນ (ຖືກສັ່ງ) ຍູ້າຍບູ່ອນສອນເລື້ອຍໆ, ບາງເທື່ອຍູ້າຍປີ ລະຄັ້ງ, ຕັ້ງແຕູ່ໄດູ້ ເປັນຄູມາ. ການໝູນວຽນຄູ ສູ່ວນໃຫຍູ່ກໍ່ແມູ່ນເພື່ອຕອບສະໜອງຄວາມຕູ້ອງການໃຫູ້ກັບໂຮງຮຽນທີ່ຂາດຄູຮູ້າຍແຮງ ກວູ່າໝູ​ູ່. ຕົວຢູ່າງທີ່ ກົງກັນຂູ້າມກັນອັນໜຶ່ງ ແມູ່ນພົບຢູ​ູ່ທີ່ແຂວງສະຫວັນນະເຂດ ບູ່ອນທີ່ຄູຈະຂໄປປະຈາຢູ​ູ່ນອກບູ້ານເກີດຂອງຕົນເອງ. ຈາກການສົນທະນາ ກັບສຶກສາແຂວງ ແລະເມືອງ ໃຫູ້ຮູ​ູ້ວູ່າ ຫາຍເຜົ່າພາຍໃນແຂວງສະຫວັນນະເຂດ ມີປະເພນີໃນການອອກໄປຫາ ຄວາມກູ້າວໜູ້າຢູ​ູ່ນອກ ບູ້ານເກີດເມືອງນອນ. ສິ່ງນີ້ອາດຊູ່ວຍໃນການຫຼຸດຜູ່ອນບັນຫາທີ່ຄູ ອາດຂຍົກຍູ້າຍຖິ່ນຖານ, ແຕູ່ກໍ່ອາດມີບັນຫາ ໃນເລື່ອງທີ່ຄູຕູ່າງເຜົ່າ ອາດມີພາສາເປັນສິ່ງກີດຂັ້ນໃນການສອນເດັກເຜົ່າອື່ນ. ສຶກສາແຂວງ

ສຶກສາເມືອງ ຜົ້ງສາລີ

ຜົ້ງສາລີ

ຄາມູ່ວນ

ໃໝູ່

ວິທກ ີ ານຊັບຊູ້ອນຄູ ຄູມີການໝູນວຽນທຸກໆ 5 ປີ. ຄູຖືກຊັບຊູ້ອນໄປປະຈາຢູ​ູ່ບູ້ານເກີດຂອງຕົນເທົ່າທີ່ເປັນໄປໄດູ້ ເພື່ອຫີກລູ່ຽງການຂຍົກຍູ້າຍໃນ ພາຍຫັງ.

ຍົມມະລາດ

ຄູຖືກຊັບຊູ້ອນໄປປະຈາຢູ​ູ່ບູ້ານເກີດຂອງຕົນເທົ່າທີ່ເປັນໄປໄດູ້ ເພື່ອຫີກລູ່ຽງການຂຍົກຍູ້າຍໃນ

ນາກາຍ

ພາຍຫັງ.

ຊົນບູລີ ສະຫວັນນະເຂດ

ພີນ

ຄູຖືກຊັບຊູ້ອນໄປໂຮງຮຽນທີ່ບໍ່ໄດູ້ຢູ​ູ່ໃນບູ້ານເກີດຂອງຕົນ.

ອຸທຸມພອນ ສາລະວັນ

ເລົ່າງາມ ຕຸູ້ມລານ

ຄູຖືກຊັບຊູ້ອນໄປປະຈາຢູ​ູ່ບູ້ານເກີດຂອງຕົນເທົ່າທີ່ເປັນໄປໄດູ້ ເພື່ອຫີກລູ່ຽງການຂຍົກຍູ້າຍໃນ ພາຍຫັງ. ຄູ້າຍກັບຜົ້ງສາລີ, ແຕູ່ມີຄວາມຖີ່ສູງກວູ່າ ຍູ້ອນມີຄູຂຍົກຍູ້າຍເລື້ອຍ.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page v

ຕົວເລກຄູອາສາໃນແຕູ່ລະແຂວງມີການປູ່ຽນແປງເລື້ອຍ. ເຫດຜົນຂອງການປູ່ຽນແປງນີ້ແມູ່ນຢູ​ູ່ນອກກອບການສຶກສາເທື່ອນີ້ . ແຕູ່ການ ສັງ ເກດເບິ່ງການປູ່ຽນແປງ ອາດມີປະໂຫຍດສາລັບເຮົາ . ໃນຂັ້ນທູ້ອງຖິ່ນ, ສຶກສາແຂວງ ແລະເມືອງ ແມູ່ນຖືກ “ບີບ” ຮັບຄູຍູ້ອນວູ່າວຽກ ໃນ ໂຮງຮຽນນັ້ນໜັກເກີນໄປສາລັບຄູທີ່ມີຢູ​ູ່, ໂດຍສະເພາະແມູ່ນຄູທີ່ສອນຫູ້ອງຄວບ. ເຖິງແມູ່ນວູ່າທາງໂຮງຮຽນຈະເຫັນໃຈທີ່ຄູຫາຍຄົນ ຕູ້ອງ ເຮັດວຽກເປັນອາສາ ແຕູ່ຖູ້າບໍ່ມີພວກເຂົາ ນັກຮຽນຫາຍຄົນກໍ່ອາດຈະບໍ່ຈົບຊັ້ນປະຖົມ . ໃນດູ້ານສູ່ວນຕົວ, ຄູໃໝູ່ຍອມຮັບຕາແໜູ່ງຄູ ອາສາ ຍູ້ອນຄິດວູ່າຈະເປັນຕາແໜູ່ງຊົ່ວຄາວພຽງສອງສາມປີ ກູ່ອນທີ່ຕົນຈະໄດູ້ຕົວເລກເປັນພະນັກງານສົມບູນ . ຕົວຢູ່າງ, ໃນສົກປີ 2011-2012 ຄູອາສາໃນແຂວງຜົ້ງສາລີ, ສະຫວັນນະເຂດ, ແລະສາລະວັນໄດູ້ຫຼຸດລົງ, ໃນຂະນະທີ່ຢູ​ູ່ໃນແຂວງ ຄາ ມູ່ວນ ໄດູ້ເພີ່ມຂຶ້ນ. ຫັງຈາກນັ້ນ ສົກປີ 2012-2013, ຕົວເລກໃນແຂວງສະຫວັນນະເຂດ ແລະສາລະວັນໄດູ້ຫຼຸດລົງ , ໃນຂະນະທີ່ໃນ ແຂວງຜົ້ງສາລີ ແລະຄາມູ່ວນ ເພີ່ມຂຶ້ນ. ສົກປີ

ຕົວເລກຄູອາສາທົ່ວປະເທດ

ຜົ້ງສາລີ

ຄາມູ່ວນ

ສະຫວັນນະເຂດ

ສາລະວັນ

2010-2011

2,215

58

140

206

147

2011-2012

1,993

14

164

155

121

2012-2013

1,873

45

186

145

186

2013-2014

1,743

14

82

249

246

2014-2015

1,706

49

153

253

250

*ແຫູ່ງຂໍ້ມູນ: ການສາຫວດໂຮງຮຽນປະຈາປີ ແລະຖານຂໍ້ມູນ LaoEduInfo Database 2015

ຈານວນຫູ້ອງຮຽນ/ນັກຮຽນ

ນັກຮຽນ

ຈານວນຄູ ຕາມ

ຈານວນຄູ

ຈານວນຄູ

ປ1

ປ2

ປ3

ປ4

ປ5

ທັງໝົດ

ມາດຖານ

ປະຈຸບັນ

ອາສາ

ໜອງສະໂນ

1/7

1/10

1/18

1/0

0

35

3

1

0

ສາທິດ ສູ້າງຄູ

1/12

1/14

1/12

1/12

0

50

3

1

0

ວັດກາງ

1/16

1/11

1/13

1/12

1/8

60

5

4

0

ໝາກນາວໃຫຍູ່

1/18

1/14

1/22

0*/36

0*/19

109

3

2

0

2/36

1/36

1/34

1/24

168

6

6

1

ໂຮງຮຽໜ

ເພົາໃຫຍູ່

1/38

ນາເຫັກ

2/64

2/57

2/46

2/58

2/52

227

11

12

0

ເຊໂປນ

2/70

2/55

2/55

4/123

2/63

366

13

6

3

* 0 ຫູ້ອງຮຽນ ໃນບູ່ອນທີ່ມີນັກຮຽນ ໝາຍເຖິງມີການສອນຄວບໃນຫູ້ອງອື່ນ

ເງິນເດືອນຄູ ໂດຍທົ່ວໄປແມູ່ນສົ່ງອອກຈາກຄັງເງິນແຫູ່ງຊາດ ໂດຍຜູ່ານຄັງເງິນແຂວງ ເຂົ້າຫາສຶກສາແຂວງ, ຍົກເວັ້ນແຂວງທີ່ຂຶ້ນຊື່ວູ່າ ເປັນແຂວງກຸູ້ມຕົນເອງ, ເຊັ່ນແຂວງສະຫວັນນະເຂດ ແລະຄາມູ່ວນ ເຊິ່ງເງິນເດືອນແມູ່ນເອົາຈາກລາຍຮັບຂອງແຂວງ ແລະໂອນໃຫູ້ຄູ ພາຍໃນແຂວງເລີຍ. ແຕູ່ແຂວງສະຫວັນນະເຂດ ເຖິງແມູ່ນຈະໄດູ້ຊື່ວູ່າເປັນແຂວງອຸສາຫະກາທີ່ເດັ່ນທີ່ສຸດໃນປະເທດ ຊໍ້າພັດຈູ່າຍເງິນ ເດືອນໃຫູ້ຄູ (ຂັ້ນປະຖົມ) ຊູ້າແຕູ່ໃດມາ (ອີງຕາມການບອກເລົ່າຂອງຄູທີ່ຖືກສາພາດ). ສູ່ວນຢູ​ູ່ຜົ້ງສາລີ ທີ່ເງິນເດືອນໄດູ້ມາຈາກຄັງເງິນ ແຫູ່ງຊາດ, ບໍ່ພຽງແຕູ່ຄູໄດູ້ຮັບເງິນເດືອນຕາມເວລາ, ເຈົ້າແຂວງຜົ້ງສາລີ ຍັງໃຫູ້ງົບປະມານຊູ່ວຍຄູອາສາ ເປັນເງິນອຸດໜຸນຕໍ່ປີ ທີ່ຈູ່າຍໃຫູ້ ໃນຕອນທູ້າຍຂອງແຕູ່ລະສົກຮຽນ. ປະກັນສັງຄົມ (ແລະສຸຂະພາບ) ແມູ່ນອີກບັນຫາໜຶ່ງທີ່ພົວພັນກັບການສົນທະນາເລື່ອງເງິນເດືອນ. ແຕູ່ລະເດືອນ ພະນັກງານຄູຈະຖືກ ຫັກເງິນອອກ 8 ສູ່ວນຮູ້ອຍ ໂດຍອັດຕະໂນມັດ ເພື່ອຈູ່າຍເຂົ້າປະກັນສັງຄົມ ແລະສຸຂະພາບຂອງແຕູ່ລະຄົນ . ສິ່ງນີ້ ເປັນຂໍ້ບັງຄັບພາຍໃຕູ້ ກົດໝາຍວູ່າດູ້ວຍປະກັນສັງຄົມ 34/ສພຊ ລົງວັນທີ 26 ກລະກົດ 2013, ເຖິງແມູ່ນວູ່າການປະກອບສູ່ວນໃນປະຈຸບັນໄດູ້ການົດໄວູ້ທີ່ 6% ຈາກນາຍຈູ້າງ ແລະ 5.5% ຈາກລູກຈູ້າງ. ຜູ​ູ່ໃຫູ້ສາພາດໃນບົດສຶກສາເທື່ອນີ້ຫາຍຄົນມີຄວາມຮູ​ູ້ສຶກວູ່າເຂົາເຈົ້າເສຍລາຍຮັບ 8% ໄປ ລູ້າໆ (ເຖິງແມູ່ນວູ່າເງິນນັ້ນສູ່ວນໜຶ່ງຈະໄປເຂົ້າຄັງເງິນບານານຂອງຕົນກໍ່ຕາມ). ລາຍລະອຽດຂອງເງິນທີ່ຫັກໄປ ຍັງບໍ່ທັນຈະແຈູ້ງຕໍ່ ພະນັກງານຄູ ເພາະບໍ່ໄດູ້ມີການອະທິບາຍເຖິງການນາໃຊູ້ເງິນນັ້ນຢູ່າງລະອຽດ.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page vi

ຂໍ້ສະຫຼຸບສາຄັນ ການບັນຈຸ ແລະຊັບຊູ້ອນຄູປະຖົມພາຍໃນປະເທດ ຍັງບໍ່ສະເໝີພາບ ແລະຂາດການເຊື່ອມຕໍ່ໃສູ່ມາດຖານການສຶກສາ. ລະບົບການຮັບ ພະນັກງານແບບໃຊູ້ໂກຕາ ມີຜົນກະທົບໂດຍກົງຕໍ່ຄວາມສາມາດຂອງສຶກສາເມືອງ ແລະແຂວງໃນການບລິຫານຊັບພະຍາກອນມະນຸດ ເພື່ອຕອບສະໜອງໃຫູ້ຄຸນະພາບຂອງຜົນໄດູ້ຮັບດູ້ານການສຶກສາຂັ້ນປະຖົມ . ພູ້ອມນັ້ນກໍ່ຍັງມີຄວາມບໍ່ແນູ່ນອນດູ້ານການໂອນເງິນເດືອນ ໃຫູ້ພະນັກງານ ຍູ້ອນຄວາມແຕກຕູ່າງທາງດູ້ານແຫູ່ງງົບປະມານທີ່ສະໜອງເງິນເດືອນ. ຄວາມເຂົ້າໃຈທີ່ບໍ່ພຽງພ ຕໍ່ລະບົບຄູ່າຕອບແທນ, ໂດຍສະເພາະກູ່ຽວກັບວູ່າເງິນປະກັນສັງຄົມຫັກໄປເຮັດຫຍັງ ແລະເງິນອຸດໜຸນຄິດໄລູ່ແນວໃດ, ຈູ່າຍແນວໃດ, ຍັງເປັນສິ່ງທີ່ບໍ່ແນູ່ນອນ ສາລັບຄູຫາຍຄົນ. ຈາກເຫດຜົນເຫົ່ານີ້ ກໍ່ພທີ່ຈະເຂົ້າໃຈໄດູ້ວູ່າ ສຶກສາເມືອງ ແລະແຂວງ, ໃນຖານະທີ່ເປັນຝູ່າຍຈັດຕັ້ງປະຕິບັດຕົວຈິງ, ບໍ່ ສາມາດເຮັດຫຍັງໄດູ້ຫາຍ ຍູ້ອນວູ່າອານາດໃນການບລິຫານງົບປະມານ ແລະຊັບພະຍາກອນມະນຸດ ເພື່ອຕອບສະໜອງໃຫູ້ກັບ ເປົ້າໝ າຍນະໂຍບາຍ ສູ່ວນຫາຍພັດບໍ່ໄດູ້ຢູ​ູ່ພາຍໃຕູ້ການຄວບຄຸມຂອງເພິ່ນ. ຂໍ້ສະຫຼຸບສາຄັນຈາກບົດສຶກສານີ້ ສະເໜີເປັນໂອກາດໃຫູ້ທາງກະຊວງສຶກສາ ຮູ່ວມກັບສຶກສາແຂວງ ແລະເມືອງ: ຕົກລົງເອົາວິທີການຈັດຕັ້ງປະຕິບັດຄູ​ູ່ມືແນະນາການສູ້າງແຜນການບັນຈຸ ແລະການນາໃຊູ້ຄູປະຈາປີ (0047/ ສສກ.ຈຕ/2014) ທີ່ ຕອບສະໜອງໃຫູ້ກັບຄວາມຕູ້ອງການຕົວຈິງຂອງທູ້ອງຖິ່ນ ໃນຂະນະດຽວກັນກໍ່ຮັບປະກັນມາດຖານຄຸນະພາບການສຶກສາໃຫູ້ໄດູ້ທົ່ວ ປະເທດ ສູ້າງຄວາມກະທັດຮັດໃຫູ້ລະບົບການບລິຫານດູ້ານການບັນຈຸ ແລະຊັບຊູ້ອນຄູ ເພື່ອຮັບປະກັນປະສິທິພາບໃນການນາໃຊູ້ງົບປະມານ ເງິນເດືອນຄູປະຖົມ ເຊິ່ງເປັນຮູ່ວງງົບປະມານທີ່ໃຫຍູ່ທີ່ສຸດໃນລະດັບການສຶກສາຂັ້ນປະຖົມ ທີ່ລັດຖະບານຕູ້ອງຈູ່າ ຍ ຄານຶງເຖິງສະພາບການເງິນຂອງລັດຖະບານ ສປປ ລາວ ໃນເວລາວາງແຜນພັດທະນາຂະແໜງ ເພື່ອທີ່ຈະບໍ່ໄດູ້ຕັ້ງຄວາມຫວັງໄວູ້ ເກີນຄວາມສາມາດທີ່ແຂວງ ແລະເມືອງຈະຈັດຕັ້ງປະຕິບັດໄດູ້ໃນຕົວຈິງ.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page vii

Executive summary The Laos Australia Development Learning Facility (LADLF) and BEQUAL conducted an evaluative study in 2016 to explore the recruitment and deployment of primary school teachers in Lao PDR. The purpose of the study is to inform strategic and management decisions by the BEQUAL Steering Committee, DFAT and the team implementing BEQUAL. The study analyses root causes of the on-going imbalance in primary teacher supply across the country, particularly in remote and rural schools. The study acknowledges that teacher distribution is an on-going issue in the education sector, and is a priority at the Ministry of Education and Sports, as well as the Government of Laos as whole. The intention was to complement a 2015 study by the Education and Sports Research Centre (ESRC) that quantified teacher distribution in primary and secondary education in Laos and summarised the administrative arrangements for teacher recruitment. The study also builds on the 2013 mid-term review of the Education Sector Development Plan (2011-2015), the National Education Quality Standards, and the 2015 analytical review of teacher allocation in primary schools in Laos.

Key question addressed by the study The key questions for this evaluative study were: How effective and efficient is the current employment and deployment of primary teachers To what extent is there an effective and accurate formula for calculating needs for primary teachers What are the causes of the current persistent employment/engagement of volunteer teachers, and the incentives for these volunteers.

In order to answer these questions, the study team elicited the perceptions of education officials in 4 provinces and 9 districts as well as teachers and principals from 43 schools about how they manage teacher employment and deployment. Data were compiled and analysed for frequency and variation in practices, particularly those that differed from the 2015 ESRC study.

The focus of this paper was developed in close consultation with the Ministry of Education and Sports (MoES). The study was developed to complement two other studies being undertaken at the same time through the LADLF and being guided by a Steering Committee of senior MoES officials, including the key stakeholders in the Department of Pre-Primary and Primary Education, and the Department of Teacher Education. The study was supported in its implementation by the MoES Department of Planning, as well as the ESRC, whose staff participated in the fieldwork for data collection.

Study findings This study found that institutional practice around teacher employment, allocation, and deployment varies between PESS and DESB. Provinces, districts, and communities have their own contexts that need to be taken into consideration. Phongsaly and Saravan, for example, use rotational deployment to various extents to manage placement of teachers to remote schools. Khammouane and Savannakhet focus instead on deploying teachers appropriately from the start, either to an individual teacher’s hometown, or away from it, to avoid future requests for relocation. This and other local diversity should be taken into account during central planning processes.

The study also found that of numerous policy documents produced to guide education delivery and outcomes, the most recent – Guideline (0047/MoES/2014) on the Development of the Annual Plan on Employment and Use of Teachers – has solutions to some of the current problems. However, this study found the guideline is not implemented consistently in practice, partly because of complications tied to the secondary education level, but also because of fragmented administration of teacher recruitment.

The approach to teacher recruitment and allocation in Laos as it is implemented in practice is fragmented: Vertically – there is poor integration between functions, responsibilities and practice for teacher recruitment and allocation by the line ministry, PESS, DESB and schools.

Horizontally – there are many departments in MoES with functions, responsibilities and practice for teacher recruitment and allocation; as well as other ministries, particularly MoF and MoHA.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page viii

At the school level, our findings confirmed those of the ESRC Study: that needs for teachers are calculated based on a projection for the following academic year of new pupils (children becoming school age), the number of teachers due to retire, and the requests from teachers to relocate. The needs for teachers are also based generally on the number of physical classrooms in each school. This, according to schools in Khammouane, is to reduce the number of teachers having to teach multi-grade classes.

At DESB level, the practice differs slightly between districts. Most DESB interviewed voiced that Decree 177 does not answer the actual needs for teachers at school level. Following the formula set out in the decree would mean distorting the real situation and would cause a sever lack of teachers. Instead, DESB followed the requests from schools.

At PESS level, the general practice also supports the findings from ESRC Study in that Decree 177 is not being applied, except in Saravan where they had started incorporating Decree 177 and Guideline 0047 as well as directing DESB to do so. An interesting practice to note was that of the PESS in Savannakhet, where, unlike Phongsaly and Khammouane, they used the Decree 177 formula to calculate their needs for teachers.

However, when submitting their annual quota request to MoES, PESS used the total needs submitted from DESB and schools.

PESS

Practice used for calculating needs for teachers

Phongsaly

PESS is aware of Decree 177, but has not been applying it in practice.

Khammouane

PESS is aware of Decree 177, but has not been applying it in practice.

PESS is aware of Guideline 0047, but has not decided when to disseminate it to DESB.

Savannakhet

PESS is aware of Decree 177 and follows its formula in calculating needs for teachers.

However, when submitting annual request for teachers to MoES, it uses the number requested by DESB/schools.

PESS had not seen Guideline 0047.

Saravan

PESS incorporates both Decree 177 and Guideline 0047 in calculating needs for teachers. Moreover, PESS developed database formats for DESB and schools to follow.

Overall the study found primary teacher recruitment to be a passive process, responding to applicants’ needs for employment rather than the needs for good teachers to meet MoES education quality standards. Applicant screening varies between provinces, with the most thorough in our samples being PESS Khammouane, which included urine testing for drug use in addition to the list stipulated in Guideline 0047.

Consistent with the 2015 ESRC findings, this study found that PESS is the main decision maker on teacher employment, allocation, and deployment, without much input from DESB apart from providing lists of volunteer teachers on a ‘waiting list’. The study found that decisions on allocating available quota to individual teachers are generally made based on the length of time the teachers have worked as a volunteer. Those who have volunteered the longest are placed first, after having passed the PESS assessment. Because of the ongoing imbalance between the number of existing volunteer teachers and the quota available, there is always tension around allocation. Recent estimates suggest there are around 10,000 volunteer teachers (all grades), an estimated requirement for 6,500 new teachers to respond to needs and retirements, and an approved quota for 2016 of 1,900 new positions.

Deployment approach differs between districts and provinces though with the same intention of minimising subsequent relocation requests from teachers. A notable practice was found in Phongsaly district where teachers work on a 5-year rotational basis, except those who are near retirement or women with children (who are given priority to choose to stay in one place/home base longer than 5 years). The idea behind this, as voiced by schools from Phongsaly, is so that the hardship of teaching in remote schools is shared. This is also made possible by having accommodation facilities for teachers available within school vicinity, usually provided by the villages. Another example from Toomlarn district also uses rotation but it was not as systematic due to the high rate of relocation that appeared to be a feature of the district. School teachers interviewed reported that they have been working on a rotational basis since they started, sometimes as frequently as every year. The rotation is mainly to fill needs in schools where there is a severe shortage of teachers. A contrasting example was in Savannakhet province, where teachers prefer to be deployed anywhere away from their home villages. Discussion with PESS and DESB revealed that many ethnic groups within Savannakhet have a tradition of preferring to gain personal or career advancement outside their

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page ix

birthplace. While this may help to alleviate problems relating to relocation, it poses a challenge for language barriers between teachers and pupils of different ethnic groups.

PESS

DESB Phongsaly

Phongsaly Khammouane Savannakhet

Mai Nhommalath Nakai Xonbouly Phine Outhoumphone Lao Ngam

Saravan Toomlarn

Deployment Approach Teachers are relocated on a 5-year rotational basis.

Teachers are deployed to their home village/town where possible to avoid possible relocation.

Teachers are deployed to their home village/town where possible to avoid possible relocation.

Teachers are deployed to schools in other villages than their home towns.

Teachers are deployed to their home village/town where possible to avoid possible relocation.

Similar to Phongsaly, but on a more frequent basis, due mainly to high rate of relocation.

The number of volunteer teachers in each province is quite dynamic. The reason behind this variation is beyond the scope of this study. However, it is worthwhile noting the trends. At local level, PESS and DESB are forced to ‘hire’ teachers because workloads at school levels can be a burden on a number of teachers, especially those with multi-grade classes. While schools are sympathetic to teachers who work as volunteers without pay, not having them would simply mean a number of children could not complete primary school. At the individual level, teachers accept a volunteer position thinking it would only be for a couple of years before they are appointed to a permanent (quota) civil service position.

For example, in the academic year 2011-2012 volunteer teachers in Phongsaly, Savannakhet, and Saravan decreased, while those in Khammouane increased. Then in 2012-2013, the number in Savannakhet and Saravan dropped, while that in Phongsaly and Khammouane rose.

Academic Year

Primary Volunteer Teachers Nation Wide

Phongsaly

Khammouane

Savannakhet

Saravan

2010-2011

2,215

58

140

206

147

2011-2012

1,993

14

164

155

121

2012-2013

1,873

45

186

145

186

2013-2014

1,743

14

82

249

246

2014-2015

1,706

49

153

253

250

*Source: Annual School Census and LaoEduInfo Database 2015

Discussions with PESS, DESB, schools, and teachers in sample provinces identified several reasons for the continued use of volunteer teachers. One was aligning with physical infrastructure because schools need to have at least the same number of teachers as the total physical classrooms if the number of pupils exceeds the limit for multi-grade teaching. For example, as demonstrated in the following table using the case of some schools in Saravan, a primary school with 5 classrooms of more than 17 pupils in each would need at least 5 teachers. Any school with less teachers would request more, even though the total number of pupils does not exceed 170 (34 PTR x 5 classrooms).

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page x

Number of Classrooms/Pupils School

Standard No. of Teachers

Existing Teachers

No. of Volunteer Teachers

P1

P2

P3

P4

P5

Total Pupils

Nongsano

1/7

1/10

1/18

1/0

0

35

3

1

0

Satid Sangkou

1/12

1/14

1/12

1/12

0

50

3

1

0

Watkang

1/16

1/11

1/13

1/12

1/8

60

5

4

0

Maknao Nyai

1/18

1/14

1/22

0*/36

0*/19

109

3

2

0

2/36

1/36

1/34

1/24

168

6

6

1

Paonyai

1/38

Narek

2/64

2/57

2/46

2/58

2/52

227

11

12

0

Sepon

2/70

2/55

2/55

4/123

2/63

366

13

6

3

* 0 classroom where there are pupils means multi-grade teaching offered in another classroom

Teacher salary is generally disbursed from the national treasury through provincial treasury and into PESS, except for the provinces categorised as economically self-sufficient. Savannakhet and Khammouane are two such provinces where salaries are drawn from the provincial revenue and so disbursed directly at provincial level. Savannakhet, however, regarded as the most industrialised province in the country, had been paying its (primary school) teachers late for as long as study respondents could remember. In Phongsaly where salary payment arrives from the national treasury, not only do teachers received their salary on time, the provincial governor also contributed a budget line to support volunteer teachers in the form of ‘bonuses’ paid out at the end of each academic year.

Social security is also relevant to a discussion about salaries. From each payment 8% of teacher salary is automatically deducted for social security and healthcare coverage. This is required under the Social Security Law 2751/SSO, dated 24 July 2015, although the current contributions are regulated to be 6% from the employer and 5.5 from the employee. A number of study respondents perceive that they just ‘lose’ the 8% of their salary – even though they are entitled to a pension at retirement that is in part paid for by their social security contributions made whilst working. This logic is not communicated to teachers and so their total remuneration is poorly understood.

Key conclusions The employment and deployment of primary teachers in Laos is inconsistent and poorly linked to primary education targets set out in the Education Sector Development Plan and the National Quality Education Standards. The quota system of employment has a direct impact on the ability of DESB and PESS to manage human resources for quality primary education outcomes. This is coupled with uncertainty around disbursement of salary compensation for staff because of different financial channels for funding salaries.

Inconsistent understanding of the total remuneration package, in particular what social security deductions are used for and how allowances are calculated and paid create uncertainty for teachers. Given these reasons, it is understandable that DESB and PESS, as implementing agencies, are unable to do much because the management of financial and human resources to meet policy objectives are mostly out of their control.

Key conclusions from the study suggest opportunities for MoES to work with PESS and DESB to: agree approaches to implementation of Guideline (0047/MoES/2014) on the Development of the Annual Plan on Employment and Use of Teachers that respond to local contextual needs whilst ensuring a consistent education quality standard across Laos simplify the administrative processes for teacher recruitment and allocation to ensure more efficient use of the primary education salary budget – the largest primary education expense to the government take into account the financial context facing Government of Lao PDR, to ensure that sector development plans do not impose unrealistic expectations on provincial and district agencies that implement plans in practice.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page xi

1. Introduction The Government of Lao PDR places priority on building its human resource capacity to address existing skills gaps to sustain social development and economic growth and support new enterprises.

Basic education is the flagship of Australia’s development cooperation partnership with the Lao PDR, and the proportion of investment allocated to basic education is anticipated to increase during implementation of the new Aid Investment Plan.1 Building on Australia’s longstanding investments in the sector, the first phase of Australia’s new Basic Education Quality and Access in Laos (BEQUAL) program will be delivered in 66 of the most educationally disadvantaged districts to: increase student participation – for example by assisting an estimated 450,000 children stay in school, with a particular focus on those that traditionally experience poorer education outcomes – girls, students with disabilities and children from ethnic groups improve learning environments – for example by building or rehabilitating new classrooms and by providing or upgrading water and sanitation facilities improve the availability of quality teaching – for example by training 360 ethnic women to become teachers in their communities.

1.1

Contextual issues and factors affecting the current situation

Despite economic growth averaging in excess of 7% per year in the last few decades, poverty remains high in Lao PDR, especially in rural areas and among people from ethnic groups.

Poverty declined from 41.4% in 2002/03 to 28.8% in 2012/13.2 About 42% of poor people in Lao PDR, about 70 per cent of whom live in poor and remote areas, rely on subsistence farming, have low human endowments, lack access to infrastructure and services, and are vulnerable to external shock. Policies directed at increasing social inclusion, including investments in both human and physical capital are necessary to reach this largely rural population and lift them out of poverty permanently.3 Subsistence farming livelihoods impact primary school attendance, primary school completion rates and capacity to learn in the classroom. For example, comparing the 66 Districts targeted by BEQUAL and the national average shows wide differences in (relevant to this paper):4 Pupils per qualified teacher: >57 (BEQUAL) compared with <30 (Lao PDR national average).

Access to services still needs to be improved for many rural poor: for about 30% of rural villages, it takes at least two-hours on foot to reach the nearest health dispensary, and only 69% of the bottom 40% of people by wealth have access to all weather roads. Other ethnic groups tend to be significantly poorer than the Lao-Tai population even when education and livelihood levels are controlled for.

1

See: http://dfat.gov.au/about-us/publications/Pages/aid-investment-plan-aip-laos-2015-16-to-2019-20.aspx LSB (2015) Poverty Profile in Lao PDR: Poverty Report for the Lao Consumption and Expenditure Survey 2012-13. Lao Statistics Bureau, World Bank and Australian Aid, Vientiane, Lao PDR. 3 World Bank (2015) Systematic Country Diagnostic. World Bank Country Office, Vientiane, Lao PDR. 4 BEQUAL (2015) Cohort 1 comparative indicator baseline from EMIS. BEQUAL Project Team, Vientiane, Lao PDR. 2

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 1

The 8th National Socio-Economic Development Plan (NSEDP 2016-2020) calls for tailored interventions to improve the welfare of the poorest groups, in particular ethnic groups.

Investments proposed include the construction of basic education infrastructure, rural access roads and improvements in access to safe drinking water.

The financial resources available to GoL for investment in development are limited and likely to be further constrained in the period to 2020. The overall GoL budget balance is in deficit, with total public debt currently around 67% of GDP (about USD7.7 billion). Public expenditure, including debt servicing, is projected to reach slightly more than 30% of GDP in the period 2016-2020 while revenue is projected to remain below 25% of GDP in the same period.5 Projections to 2020 suggest that most public expenditure will be allocated to recurrent salary expenditure (~36%), the capital budget (~32%), and debt repayment (~20%) â&#x20AC;&#x201C; which leaves a small amount (~12%) for non-salary recurrent expenditure to support operation and maintenance of effective teaching environments in primary schools.6

1.2

Education policy landscape

The Ministry of Education and Sportsâ&#x20AC;&#x2122; Education For All strategy set out guiding directives in order to achieve targeted goals within the given timeframes. Starting in the new millennium, the Education Strategic Vision 2000-2020 focused on the universalisation of compulsory education at primary level, aiming at completely abolishing illiteracy. This Strategic Vision has as one of its objectives to expand school provision (converting incomplete to complete schools) especially in remote areas, improving the quality of teachers at all levels through pre-service and in-service training, and strengthening the operational plan.

Then in 2005, Education For All National Plan of Action 2003-2015 (EFA NPA) was produced to prioritise increased access to complete primary schooling, especially in the 47 poorest districts, promoting multi-grade teaching, encouraging enrolment at the correct age and of girls and ethnic groups, and providing special training for teachers in remote and ethnic group areas.

The pupil-teacher ratio formula first appeared in the Education Sector Development Framework 2009-2015 (ESDF), which highlighted political commitment to achieving EFA NPA targets with an increasing emphasis on teacher development, training, deployment, incentives, and societal responsibilities. Following that, the Decree on the Implementation of the Law on Education (2010) was created to stipulate the compulsory basic education, and the foreign language learning at primary education level.

For specific instruction on management of teachers, the Decree on Teachers (2012) (also known as Decree 177) was created to stipulate the condition on teacher employment to accept graduates with or without teaching degrees provided that they meet the standards, criteria, and needs of the MoES. Article 11 followed the direction of the ESDF with the PTR of 34 for primary schools. The decree also set out the requirement for teaching internships, indicating that those with teaching training need no internship, but those without require nine months of internships before they are assessed and approved as teachers. The decree, however, did not stipulate any special incentive scheme for teachers as laid out in the ESDF (which were extensive), other than the 25% addition to their base salary, nor did it make any special allowance for annual leave.

5

World Bank (2016) Laos Economic Monitor. World Bank, Vientiane, Lao PDR.

6

IMF (2015) Article IV Consultations Report. International Monetary Fund, Vientiane, Lao PDR

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 2

The latest addition to the legislative body governing teachers, is the Guideline on the Development of the Annual Plan on Employment and Use of Teachers (2014) (also known as Guideline 0047, selected translation in English in Annex 1), which received ministerial endorsement in 2015. This Guideline acknowledged problems and challenges around employment and use of teachers, that the implementation remains unsuitable to the actual needs across the country, that teacher-training institutions still do not meet the needs of schools, and that there is a lack of monitoring/follow-up system for their graduates. The document pointed out that the employment and use of teachers in remote areas proved to be difficult and challenging despite incentives from the government.

1.3

Recent studies on teacher distribution

In 2015, the Education and Sport Research Centre (ESRC) produced a study paper on the imbalance of teacher distribution in pre- and primary, as well as secondary education. The objectives of the paper were to: 1. study the conditions and causes of insufficient distribution of teachers at the early childhood education and general education levels 2. inform policy implementation on teacher deployment and arrangement at the early childhood education and general education levels 3. identify solutions and proper measurements for the insufficient distribution of teachers at the early childhood education and general education levels.

Within primary education, the ESRC study found that: Between 2008 and 2014, the number of public primary schools across the country was reduced, in contrast with that of private schools; the same for pupil ratio per teacher and per classroom.

The main causes of these included decreased birth rate, and parental preference for private schools.

Decree 177 stipulates a maximum PTR of 34. This means the current system with 2,708 teachers is in excess of theoretical needs. In reality, however, many schools still have insufficient teachers.

The PTR should vary to suit class size contexts â&#x20AC;&#x201C; for example a small village may have enough children for several teachers using multi-grade teaching methods but the PTR would likely be significantly less than 34.

Planning for teachers at school level was a simple process without a systematic estimation of needs mentioned in the Decree 177, or the Guideline 0047. This was partly because the formula proposed in the Decree does not reflect the real need for teachers on the ground.

Planning for needs, training, and deployment of teachers are still inconsistent, because plans for needs for teachers remain unclear, teacher training plans do not match with the plans of needs, and quota allocation remains limited.

Schools with an over-supply of teachers are those in district centres, while insufficient supply remains in remote areas.

Using Guideline 0047, the study sampled 129 primary schools (125 complete and 4 incomplete) and found 57 schools with a shortage of teachers, 37 with a surplus, and 35 schools with a balance.

Deployment or redeployment of teachers is a challenge because relocating for work means relocating livelihoods and families which is a big decision.

This study also built on the 2013 mid-term review of the Education Sector Development Plan (20112015), the National Education Quality Standards, and the 2015 analytical review of teacher allocation in primary schools in Lao PDR.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 3

1.4

Purpose

The underlying program theory for BEQUAL includes an assumption that this paper explores: Institutional arrangements for the employment, deployment and allocation of teachers to schools provides an environment and motivation for quality teacher performance.

The overall purpose of this paper is to provide information to support strategic and management decisions by the BEQUAL Steering Committee, DFAT and the team implementing BEQUAL. This study is intended to be read in conjunction with the 2015 ESRC study7, the 2013 mid-term review of the Education Sector Development Plan (2011-2015), the National Education Quality Standards, and the 2015 analytical review of teacher allocation in primary schools in Lao PDR. Our analysis complements these studies and their findings. This study aimed to identify: an effective and efficient way for employment and deployment of teachers an effective and accurate formula in calculating needs for teachers the causes of the current persistent employment/engagement of volunteer teachers, and the incentives for these volunteers.

In order to answer these questions, we elicited the perceptions of education officials as to how they manage teacher employment and deployment.

The focus of this paper was developed in close consultation with the Ministry of Education and Sports (MoES), and received specific endorsement from the Minister for Education and Sports. The study was developed to complement two other studies being undertaken simultaneously through the Laos Australia Development Learning Facility and being guided by a Steering Committee of senior MoES officials, including the key stakeholders in the Department of Pre-Primary and Primary Education, and the Department of Teacher Education. The study was supported in its implementation by the MoES Department of Planning, as well as the ESRC, whose staff participated in the fieldwork for data collection.

1.5

Limitations and ethical considerations

Limited time was the main constraint in conducting the study as 20 days were available for fieldwork in 4 provinces, 9 districts and 43 primary schools including travel, meeting with provincial and district education offices and conducting semi-structured interviews (SSI) and key informant interviews (KII). The timing also remained a challenge as the study took place either side of the national and provincial elections for the national assembly so many government officials from central to village levels were distracted.

Given the timing and budget for the study, it was not intended to be comprehensive. While every effort was made to cover the widest geographical situations possible for the study, given the small sample size, the study will not have statistical validity for generalisation across a wide population.

Instead, the value of this study is in documenting some of the findings from the ground in relation to teacher employment and deployment, and is intended to complement existing studies to support decision-making at MoES at policy level.

7

ESRC (2015) Research report on excess and insufficient teachers at the early childhood education and general education levels in Lao PDR. Education and Sports Research Centre, Vientiane, Lao PDR. See: www.moe.gov.la/esrc-dp/index.php/analysisreports/education-research

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 4

In order to avoid information gathered being simply anecdotal, participants were asked to consent to having their names and positions recorded for the study (Annex 2). This has implication on the openness and depth of the information shared.

1.6

Disclaimer

The views, opinions, and interpretations expressed in this report/publication are those of the authors and contributors. They should not be interpreted as representing the official or unofficial views or positions of DFAT, the Government of Lao PDR, or their officers and representatives.

2. Methods and approach 2.1

Data collection and analysis

In order to understand how teachers are employed and deployed and whether the application of the regulations alleviate problems of imbalanced supply of teachers, we gathered information from two main sources: document review of existing policy papers and research studies (summarised in the above section) semi-structured interviews (SSI) with relevant stakeholders.

For SSI, government officials responsible for finance (under administration), planning and statistics, preschool and primary education, organisation and personnel, and teacher development, from the Provincial Education and Sports Service (PESS) and the District Education and Sports Bureau (DESB), as well as school management participated in the study. The findings from SSI are presented in Section 3.

BEQUAL Cohort 1 districts with an imbalanced supply of teachers were purposely selected.

Because of the limited timeframe and budget, only four provinces were included in the sample (Chart 1). DESB selected the schools to participate in the study, six from each district.

Information from the interviews was recorded in a standard matrix developed specifically for the purpose of this study (Annex 3). Each interview was recorded separately and comparison made after the completion of fieldwork.

The main form of analysis was frequency analysis of the responses. More complex statistical analysis was not considered useful given the small sample size. The study team leader ensured quality information before analysis and checked for accuracy and utility during information processing.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 5

Chart 1 : Provinces, districts, and schools in the study sample Province

District

School

Phongsaly

6

Mai*

0

Nhommalath

6

Nakai

6

Outhoumphone*

1

Xonbouly

6

Phine

6

Lao Ngarm

6

Toomlarn

6

Phongsaly*

Khammouane*

Savannakhet*

Saravan * The same provinces and districts covered under the ESRC 2015 Study

3. Findings Our findings confirm and contrast some details reported in the 2015 ESRC study on the imbalance of teacher distribution. This section elaborates areas that were not fully covered in the ESRC Study in terms of institutional arrangements for teacher distribution, and some of the root causes of the teacher allocation and deployment problems. Institutional arrangements for teacher planning and recruitment, as regulated, are summarised in Annex 1.

3.1

Institutional arrangements (observed in practice)

To understand the institutional arrangement for teacher employment, allocation, and deployment, we interviewed education officials at three levels: school, DESB, and PESS. 3.1.1 Calculating the need for teachers At the school level, our findings confirmed those of the ESRC Study: that needs for teachers are calculated based on a projection for the following academic year of new pupils (children becoming school age), the number of teachers due to retire, and the requests from teachers to relocate. The needs for teachers are also based generally on the number of physical classrooms in each school.

This, according to schools in Khammouane, is to reduce the number of teachers having to teach multi-grade classes.

At DESB level, the practice differs slightly between districts (Chart 2). Most DESB interviewed voiced that Decree 177 does not answer the actual needs for teachers at school level. Following the formula set out in the decree would mean distorting the real situation and would cause a sever lack of teachers. Instead, DESB followed the requests from schools, as described above.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 6

Chart 2 : Calculating needs for teachers at district level Province Phongsaly

Khammouane

Savannakhet

Saravan

DESB

The practice of calculating needs for teachers

Phongsaly

DESB is aware of Decree 177, but had not received training on how to apply it, and had not been applying it in calculating needs for teachers.

DESB had not seen Guideline 0047.

Mai

Same as in Phongsaly

Nakai

Same as in Phongsaly

Nhommalath

DESB is aware of Decree 177, but had not been applying it because it does not match with actual needs from schools.

DESB had not seen Guideline 0047.

Xonbouly

DESB is aware of Decree 177 whose formula revealed an unrealistic surplus of number of teachers in the district.

DESB had not seen Guideline 0047.

Phine

DESB is aware of Decree 177, but only applies it to schools with high numbers of pupils. Schools with less teachers than the number of classrooms are not included in the calculation.

DESB had not seen Guideline 0047.

Outhoumphone

DESB supports the application of Decree 177, but is unable to reallocate teachers following the calculation of PTR. DESB had not seen Guideline 0047.

Lao Ngarm

DESB reported applying Decree 177, although in practice followed the format provided by PESS which followed Guideline 0047.

Toomlarn

At PESS level, the general practice also supports the findings from ESRC Study in that Decree 177 is not being applied, except in Saravan where they had started incorporating Decree 177 and Guideline 0047 as well as directing DESB to do so (Box 1, and Chart 3). However, it is still early in the process to assess the effectiveness of this practice.

Box 1 : Incorporating Guideline 0047 in Saravan Saravan was the only province covered in this study that had implemented Guideline 0047. They found that it better reflects their teacher supply situation and helps them request for quotas for teachers with more accuracy linked to their real needs. They, therefore, disregarded the simple directives in Decree 177, and rely mainly on Guideline 0047 for their PTR calculation.

Saravan DESB uses detailed matrix (Chart 7) to keep track of their physical classrooms, number of pupils, and teachers per school. With this set of data, they follow the recommendation from the Guideline and plot the total standard number of teachers a school should have, and then compare this number to that of their existing teachers. They then have a basis for requesting for more teachers that actually reflects their real needs.

From Chart 7, education managers in Saravan could see that one school (Narek, for example) have an oversupply of teachers, two schools (Watkang and Maknao Nyai) have a shortage, and three schools (Nongsano, Satid Sangkou, and Sepon) have urgent needs for more teachers or their education outcomes could be hampered.

This set of data, together with other information such as school location (distance to town) and existing number of volunteer teachers, can help schools, DESB, and PESS in prioritising their â&#x20AC;&#x2DC;most urgent needsâ&#x20AC;&#x2122; schools from the rest when requesting for quotas.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 7

An interesting practice to note was that of PESS in Savannakhet, where, unlike Phongsaly and Khammouane, they used the Decree 177 formula in calculating their needs for teachers. However, when submitting their annual quota request to MoES, PESS used the total needs submitted from DESB and schools.

Chart 3 : Calculating needs for teachers at provincial level PESS

Practice used for calculating needs for teachers

Phongsaly

PESS is aware of Decree 177, but has not been applying it in practice.

Khammouane

PESS is aware of Decree 177, but has not been applying it in practice.

PESS is aware of Guideline 0047, but has not decided when to disseminate it to DESB.

Savannakhet

PESS is aware of Decree 177 and follows its formula in calculating needs for teachers.

However, when submitting annual request for teachers to MoES, it uses the number requested by DESB/schools.

PESS had not seen Guideline 0047.

Saravan

PESS incorporates both Decree 177 and Guideline 0047 in calculating needs for teachers. Moreover, PESS developed database formats for DESB and schools to follow.

3.1.2 Employing, Allocating, and Deploying Teachers We found that recruitment has been a passive process, responding to applicants’ needs for employment rather than the education sector’s needs for good teachers (Chart 4). Applicant screenings vary between provinces, with the most thorough in our samples being PESS Khammouane, which included testing for drug use in addition to the list stipulated in Guideline 0047.

Chart 4 : Variations in the teacher recruitment process Recruitment Process Applications are screened for documents listed in Guideline 0047. Successful applicants are placed as fulltime volunteers, and deployed to schools most in need (primarily remote areas). When PESS receive quota allocation from MoES, examinations of the existing volunteer teachers are organised to place the successful candidates on government payrolls.

Variation Khammouane

Includes drug screening (urine) test

Savannakhet

Sometimes ignores the score sheets that come with candidates’ Teacher Training Certificate, because sticking to it would be disqualifying a significant number of candidates

Consistent with the ESRC Study, we found that PESS is the main decision maker on teacher employment, allocation, and deployment, without much input from DESB apart from providing lists of existing teachers on ‘waiting list’, the so-called volunteer teachers (Chart 5). Prior to arriving at decisions on individual to place on the payroll (quota), PESS looks at the requests from DESB and schools, conducts assessment (examination, observation, interview) of individual teachers, and then invites DESB to hear of the decisions, and place objection if any.

DESB role is to execute PESS decisions by informing the individual teachers accordingly. However, DESB is responsible for the first step of the employment when graduate teachers submit their applications, usually soon after graduation.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 8

Chart 5 : Vertical coordination between DESB and PESS Phongsaly

Khammouane

Savannakhet

Saravan

“DESB are not responsible for employing or deploying teachers, only for submitting needs for teachers to PESS based on needs from schools.

The decision on hiring comes from PESS to ensure transparency and suitability, unlike in the past.”

“At present, PESS is responsible for [hiring] to avoid problems around suitability and transparency that had happened in the past.

PESS decisions are based on plans from schools and DESB.”

“Sometimes DESB deploys new (volunteer) teachers. Sometimes schools take them directly and report the ‘new hire’ to DESB and PESS. However, decisions on where to place quota rest only with PESS (following tests and interviews).”

“DESB will hear decisions on quota placement after PESS have made the choices.

At present, only PESS is responsible for [decisions on quota placement] to avoid injustice.”

PESS Phongsaly No detail of the selection criteria or factors behind hiring decisions was offered from PESS, only that decisions were made based on actual needs.

PESS Khammouane Details of selection criteria expressed

PESS Savannakhet Details of selection criteria expressed Note: Pre 2005: PESS managed quotas

PESS Saravan Only selection criteria mentioned was the length of time a teacher had been a volunteer. In other words, teachers who have been a volunteer longest are prioritised for quota placement.

2005-9: DESB managed quotas 2009 – present: PESS managed quotas

We found that decisions on allocating available quota to individual teachers are generally made based on the length of time the teachers have worked as a volunteer without pay. Those who have volunteered the longest are placed first, after having passed PESS assessment. Because of the ongoing imbalance between the number of existing volunteer teachers and quota available, there is always tension around allocation. All the DESB respondents said that they have not always agreed with PESS on their decisions.

Deployment approach differs between districts and provinces (Chart 5, Chart 6) though with the same intention of ensuring the least subsequent relocation requests from teachers. A notable practice was found in Phongsaly district where teachers work on a 5-year rotational basis, except those who are near retirement or women with children (who are given priority to choose to stay in one place/home base longer than 5 years). The idea behind this, as voiced by schools from Phongsaly, is so that the hardship of teaching in remote schools is shared. This is also made possible by having accommodation facilities for teachers available within school vicinity, usually provided by the villages.

Another similar example was found in Toomlarn district. Here, however, the rotation was not as systematic due to the high rate of relocation that appeared to be a feature of the district.

Schoolteachers interviewed reported that they have been working on a rotational basis since they started, sometimes as frequently as every year. The rotation is mainly to fill the gap in schools with severe shortage of teachers.

A contrasting example was found across Savannakhet province, where teachers prefer to be deployed anywhere away from their home villages. Discussion with PESS and DESB revealed that many ethnic groups within Savannakhet have a tradition of preferring to gain personal or career Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 9

advancement outside their birthplace. While this may help to alleviate problems around relocation, it poses a challenge on language barriers between teachers and pupils of different ethnic groups.

Chart 6 : Variations in deployment approach PESS

DESB

Deployment Approach

Phongsaly Phongsaly Khammouane Savannakhet

Saravan

3.2

Teachers are relocated on a 5-year rotational basis.

Teachers are deployed to their home village/town where possible to avoid possible relocation.

Mai Nhommalath Nakai Xonbouly Phine Outhoumphone Lao Ngarm Toomlarn

Same as in Mai. Teachers are deployed to schools in other villages than their home towns.

Same as in Mai. Similar to Phongsaly, but on a more frequent basis, due mainly to high rate of relocation.

Causes of persistent engagement of volunteer teachers

The number of volunteer teachers in each province is quite dynamic (Chart 7). The reason behind this variation is beyond the scope of this study. However, it is worthwhile noting the trends. For example, in the academic year 2011-2012 volunteer teachers in Phongsaly, Savannakhet, and Saravan decreased, while those in Khammouane increased. Then in 2012-2013, the number in Savannakhet and Saravan dropped, while that in Phongsaly and Khammouane rose.

Chart 7 : Number of volunteer teachers in primary education 2010-2015 Academic Year

Nation Wide

Phongsaly

Khammouane

Savannakhet

Saravan

2010-2011

2,215

58

140

206

147

2011-2012

1,993

14

164

155

121

2012-2013

1,873

45

186

145

186

2013-2014

1,743

14

82

249

246

2014-2015

1,706

49

153

253

250

*Source: Annual School Census and LaoEduInfo Database 2015

Following discussions with PESS, DESB, schools, and teachers in our sample provinces, we identified several reasons behind the continued use of volunteer teachers: Reason 1: Aligning with physical infrastructure â&#x20AC;&#x201C; schools need to have at least the same number of teachers as the total physical classrooms if the number of pupils exceeds the limit for multi-grade teaching. For example, a primary school with 5 classrooms of more than 17 pupils in each would need at least 5 teachers. Any school with less teachers would request more, even though the total number of pupils does not exceed 170 (34 PTR x 5 classrooms). Chart 8 demonstrates how this situation looks in reality using the case of some schools in Saravan with current needs for more teachers.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 10

Chart 8 : PTR in selected schools in Saravan (2015/16) Number of Classrooms/Pupils School

Standard No. of Teachers

Existing Teachers

No. of Volunteer Teachers

P1

P2

P3

P4

P5

Total Pupils

Nongsano

1/7

1/10

1/18

1/0

0

35

3

1

0

Satid Sangkou

1/12

1/14

1/12

1/12

0

50

3

1

0

Watkang

1/16

1/11

1/13

1/12

1/8

60

5

4

0

Maknao Nyai

1/18

1/14

1/22

0*/36

0*/19

109

3

2

0

2/36

1/36

1/34

1/24

168

6

6

1

Paonyai

1/38

Narek

2/64

2/57

2/46

2/58

2/52

227

11

12

0

Sepon

2/70

2/55

2/55

4/123

2/63

366

13

6

3

* 0 classroom where there are pupils means multi-grade teaching offered in another classroom

Schools like Nongsano and Satid Sangkou need more teachers (Chart 8). It is unreasonable that there continues to be only one teacher in each of these schools. Even where there are six teachers (e.g. Sepon) there are still too many classrooms for these teachers to manage effectively. Many schools in the three other provinces in our sample showed a similar picture.

For this reason, and to be able to ensure education for all as well as maintaining a reasonable workload on individual teachers, schools continue to request for more teachers, and employ volunteers in the meantime.

Reason 2: Challenges facing PESS and DESB – in relation to the situation in Reason 1 above where DESB and PESS should play a role in redeploying teachers from schools with surplus staff, it has proven to be a challenge. Consistent with findings in the ESRC Study, relocating staff is challenging because it directly impacts livelihoods of the individuals. While this challenge is being addressed by deploying teachers to remote villages from the start, managing the existing pool of surplus teachers continues to be unresolved. As a result, while there is a ministerial directive to halt employing volunteer teachers, in practice DESB and PESS have not been able to provide alternatives on the ground to schools in need.

Reason 3: Volunteer teaching as an entry-point – new graduates ‘agree’ to work for no compensation (as a “volunteer”) as a way of securing a permanent civil service position when one becomes available. Of the teachers interviewed who had been appointed to a permanent (quota) position within the last five years, all said that they started as volunteers. While this is not an ideal livelihood situation, graduates accept volunteerism because it is a way to get their foot in the door for a secure salary in the near future (Chart 9). Most of those interviewed had another source of livelihood, mainly farming, to support they daily consumption. As it has been a common practice to start as volunteers, new graduates did not appear to mind a couple of years of working without pay. However, the pressure starts when individuals have volunteered for more than three years.

Another related reason stated by respondents is that primary school teaching is one of the easiest programs to enter. Students with limited resource tend to get into teaching. Therefore, after graduation, they also tend to not have very many choices other than accepting to work on a voluntary basis, waiting for an opportunity to eventually get paid.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 11

Chart 9 : Reasons individuals accepted volunteer teaching Phongsaly “I want to be a government employee.”

Teacher in Phongsaly

3.2.1

Khammouane “Because I like [teaching]. I was trained to do this. Also the school is nearby my house. And I want to be a government employee like other people. I don’t want another career. I think teaching is a proud profession.”

Teacher in Nhommalath

Savannakhet “I got trained in teaching.

Now I have to do it. I don’t have a better choice.”

Teacher in Xonbouly

Saravan “My motivation for being a (volunteer) teacher is my love for teaching. It is what I was trained for. To go into other [careers] would be difficult.”

Teacher in Toomlarn

Impact of insufficient quotas

The national policy direction is to move away from the quota system to hiring based on needs (EFA NPA 2003-2015), because the current quota system has a direct impact on how many teachers can employed, and the resulting practice of teaching graduates volunteering until a quota is available for paid employment.

Each year the government allocates a number of quotas for civil servant employment based on state budget and local administration needs.8 Line ministries such as MoES work with their given allocation from MoHA, which is provided to provincial level as well as between early childhood, primary, secondary, and tertiary education sub-sectors.

Pressured by the EFA targets of expanding complete schools, as well as everyday demand at community level, schools and DESB needed to ensure enough teachers for their schools. It is understandable, therefore, that without quota allocation, they resort to the use of volunteers so that schools/DESB can fill their vacancies. This mechanism is also attractive to teacher graduates for reasons discussed above.

3.2.2

Impact of different channels for salary payment

Teachers across the country are not paid on the same day. Some have received their salary payment on time for the past two years like in Phongsaly and Khammouane. Others have had their salary and allowance payment continually delayed for two months on average, such as the case in Savannakhet and Saravan (Chart 9).

Chart 9: Salary payment by province and district Phongsaly Salary on time

8

Khammouane Salary on time

Savannakhet Outhoumphone Salary 2 months delay Cause: deficit at provincial treasury Phine Salary 2 months delay Cause: not known Xonbouly Salary delay Cause: not known

Saravan Saravan Salary 2 months delay Cause: perhaps a deficit at provincial treasury Toomlarn Salary 1 month delay Cause: perhaps a deficit at provincial treasury

For a recent example, see: http://www.vientianetimes.org.la/FreeContent/FreeConten_Govt_176.htm Accessed August 1, 2016.

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Teacher salary is generally disbursed from the national treasury through provincial treasury and into PESS, except for the provinces categorised as economically self-sufficient. Savannakhet and Khammouane are two such provinces where salaries are drawn from the provincial revenue and so disbursed directly at provincial level. Savannakhet, however, regarded as the most industrialised province in the country, had been paying its (primary school) teachers late for as long as our respondents could remember. Difficulty in revenue generation in this case directly impacted the core essential service for society. In Phongsaly where salary payment arrives from the national treasury, not only do teachers received their salary on time, the provincial governor also contributed a budget line to support volunteer teachers in the form of ‘bonuses’ paid out at the end of each academic year.

A word on social security is also relevant in the discussion about salaries. From each payment 8% of teacher salary is automatically deducted for social security and healthcare coverage. This is required under the Social Security Law 2751/SSO, dated 24 July 2015, although the current contributions are regulated to be 6% from the employer and 5.5 from the employee. The medical services included in the system, however, are generally considered to be unsatisfactory for the users. A number of our respondents resort to paying for private care, which does not get compensated for. So teachers perceive that they just ‘lose’ the 8% of their salary – even though they are entitled to a pension at retirement that is in part paid for by their social security contributions paid whilst working. This logic is not communicated to teachers and so their total remuneration is poorly understood.

3.2.3

Impact of binding policy on primary and other levels of education

Guideline 0047 was produced to address the current teacher supply and related problems.

However, instead of being immediately rolled out, it adds another level to what is already a complicated system. The Guideline’s strategy to address primary education problems is being tied in the same document to those for the more complicated situation of secondary education, resulting in it not being used as intended.

This is understandable because the education sector regards primary and lower secondary schooling as basic education. The responsibility for managing both levels is within the same DESB. So rolling out the Guideline requires consideration for applicability at secondary education as well.

Box 2 : Communication of MoES regulations and guidelines In Khammouane, PESS had a copy of Guideline 0047 but chose not to disseminate it to DESB because, according to them, it would create further confusion regarding teacher allocation, especially at secondary education level.

In this respect, the Guideline is currently a lost opportunity because it was designed to help eliminate the current trouble with the broad-based application of the PTR of 34 at primary schools, but does not get implemented because of the potential complication at secondary education level.

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4. Conclusions Findings from this study are intended to complement other studies in the analysis of basic education quality outcomes in Laos.

This study found that while the Guideline on Teachers (0047/MoES/2014) was formulated to alleviate problems around teacher allocation and deployment, the dissemination and application of it has not been consistent, resulting in a lost opportunity to solve this important primary education issue. The approach to teacher recruitment and allocation is fragmented: Vertically – there is poor integration between functions, responsibilities and practice for teacher recruitment and allocation by the line ministry, PESS, DESB and schools Horizontally – there are many departments in MoES with functions, responsibilities and practice for teacher recruitment and allocation; as well as other ministries, particularly MoF and MoHA. There is an opportunity to simplify the administrative processes for teacher recruitment and allocation to ensure more efficient use of limited salary recurrent budget for primary education and to ensure effective delivery of education outcome targets in the NSEDP 2016-2020.

The study also identified that the quota system of employment has a direct impact on the ability of DESB and PESS to manage its human resource for optimal education outcomes. This is coupled with uncertainty around disbursement of salary compensation for staff because of different financial channels for funding salaries. Inconsistent understanding of the total remuneration package, in particular what social security deductions are used for and how allowances are calculated and paid create further frustration in teachers. Given these reasons, it is understandable that DESB and PESS, as implementing agencies, are unable to do much because the management of financial and human resources to meet policy objectives are out of their control.

Additionally, a specific constraint in attempting to address problems in primary education teacher allocation is linking the policy to other levels of education. A promising directive such as Guideline 0047 is now hindered by complications with its application to secondary education.

In addition to the recommendations listed in the 2015 ESRC Study, we would like to offer several points for consideration: 1. Overall, we found diversity in practice on the ground at school, district, and provincial levels. It is not surprising, therefore, that any policy directives would affect each locality differently. We recommend close follow-up with PESS, DESB, and schools after issuing a new policy or guideline. This, of course, has an implication for financial allocation from an already limited pool of resource for a monitoring and evaluation purpose.

2. Given the ongoing needs on the ground for more teachers, and the limited budget within the education sector, MoES, PESS, and DESB might benefit from reaching an agreement on the number of teachers needed to run the current number of schools nationwide, taking into consideration the particular context of different areas. Construction of new school facilities should also take into account the budget needed to employ teachers. Once the human resource need is identified, MoES, PESS, and DESB could make a decision on how best to manage the gaps in teacher supply given the resource constraint.

3. Lastly, we suggest considering the available financial resources prior to rolling out new policies for implementation. EFA’s push for expansion of complete schools without sufficient budget for infrastructure improvement or teacher development and employment created a burden on local Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 14

implementers. Teachers were made to teach multi-grades with minimal support, and less than ideal classroom environment. New teachers had to opt for volunteering because there is not enough budget to pay everyone. Incentives (such as housing and relocation allowance) that were designed to draw more qualified teachers are also omitted all together. Perhaps volunteer teaching would not have occurred if policies and plans were developed with accurate financial projections as the basis. This type of process usually takes more time, but might force education managers to be creative and innovative in planning with limited resources.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page 15

Annexes

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 1

Annex 1: Guideline on the development of the annual plan and employment and use of teachers (2014) Selected translation of sections relevant to this study Teacher allocation must be based on the number of classrooms, meaning one teacher per one classroom. For schools with more than 150 pupils and with five grades, there should be 6 teachers allocated, including a principal.

In the case of complete schools in remote areas with 121-149 pupils, if there are 5 classrooms/grades, there should be 6 teachers allocated, including a principal.

Complete schools with 51-120 pupils should have no more than 5 teachers including principal, and offer multi-grade teaching; incomplete schools should have 3 teachers (for remote areas).

Complete schools with 31-50 pupils should have no more than 3 teachers including a principal, and offer multi-grade teaching; incomplete schools should have 2 teachers.

Incomplete schools with 30 pupils or less should have 1-2 teachers as appropriate.

Steps for developing plans for needs for teachers that included responsibilities at school, district, province, and the MoES levels: School administrators are supposed to convene meetings with teachers, Village Education Development Committee (VEDC), DESB, parents association, and concerning parties to consultant with them on the planning for needs for teacher by having carried out information gathering on numbers of teachers, pupils, children outside of schools, estimate of teachers for the next five years, and improving plans for school development, and then send these to DESB in October of every year using the Statistical Table for Primary Schools (provided by MoES).

At district level, DESB is supposed to plan for needs for teachers within the district based on the real needs of schools, estimate of needs for teachers in the next five years, and develop plans of needs for teachers for the district and send to PESS. The steps involved in this process include: calling a meeting with schools within district to plan for needs together developing plans and collecting information on needs for teachers from each school according to the format provided by MoES surveying, collecting, and analysing needs for teachers in schools that are targets and priorities collecting information on teachers in various forms (resignation, retirement, illness, relocation, deceased, etc.) analysing and developing plans for each school in the district submitting the plan to PESS. At provincial level, PESS is supposed to plan for annual needs for teachers and estimate needs for the next five years based on the real needs of districts, and develop plans for needs for teachers and submitting it to the MoES by December of every year. The steps involved in this process are the same as for DESB, but involving district level partners instead of schools.

At ministerial level, the Department of Personnel follows similar steps above and submits the total needs for personnel (quota) to the government through the Ministry of Home Affairs in February every year.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 2

Employment and use of teachers prioritise remote schools, government focal areas, various projects/programs, replacing loss of teachers, vacancies, and newly established school.

Steps for the recruitment of new teachers (at PESS): Accepting application from graduates Sorting applications Organising written examinations to test basic general knowledge, technical knowledge, foreign language (as appropriate to local contexts), and computer skills (as appropriate to local contexts), as well as individual interviews Application to be considered for a government teacher includes: A personal record (resume) using MoES format (4 sets) Copy of ID card and family book, with village certification (1 set) Certificate and score sheets, certified by relevant authority (1 set) Certificate, ID card, personal record, family book and criminal record clearance, health certificate, residential certificate, and referral letter from graduating institution must contain correct date of birth and family name, as well as the length of study program.

Comparative list of grades together with summary table Request letter (from PESS to MoES) to accept a new state employee (specifying sex, technical qualification and teaching grade, clear name of school and district to be deployed based on the district and schools allocation from MoES) Authorities at all levels must check the documents thoroughly and certify the copies from the originals to avoid fraud.

Planning for teacher training: Department of Teacher Development, Department of Technical Education, Department of Tertiary Education, and Department of Sports and Arts (should) collaborate with relevant authorities to develop plans for teacher training based on (1) student numbers, classroom numbers, and classroom/school expansion, and school numbers, (2) estimate of teacher loss through various forms, and (3) actual statistics of insufficient supply of teachers, and to pass this plan onto the Department of Planning to consolidate teacher training plan across the sector Department of Teacher Development (et al.), are responsible for supplying statistical information and developing plans of estimate for teacher training needs, with specifics for ethnicity and spoken language, and pass this onto the Department of Planning Department of Teacher Development, together with related authorities consolidate teacher development plan and allocate training responsibility to each teacher training institution.

In terms of actual teacher training, Department of Teacher Development, Department of Technical Education, Department of Tertiary Education, and Department of Sports and Arts are responsible for planning the infrastructure and materials for teacher training, as well as plans for upgrading teachers according to actual needs in each school across the country.

In terms of planning for needs for teachers the Department of Personnel is responsible for consolidating plans for needs for teachers from PESS to make up the national plan for needs for teachers and send the processed information and requests to the Department of Planning and Department of Finance to form the basis for planning for teacher development as well as preparing a budget request to submit to the Ministry of Home Affairs to the government.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 3

In terms of employment and use of teachers, the Department of Personnel collaborates with relevant parties to ensure that the number of teachers allocated for each year are employed to schools according to the needs for teachers in that particular year.

The Department of Pre- and Primary Education, Department of Sports and Arts, Department of Teacher Development, Department of Planning, Department of Finance, and Statistics Centre must coordinate closely with the Department of Personnel to ensure the correct supply of teachers based on the plan previously developed as priority.

Under this Guideline PESS are responsible for: employing teachers according to the allocated quotas from MoES requesting approval of the newly employed teachers from the Minister of Education issuing the Agreement (from MoES) to DESB and schools organising pedagogical trainings for the new teachers reporting the new recruitment to MoES filing the new employees informing and forwarding the Agreement on the new teachers to relevant parties to calculate salaries according to financial rules.

Under this Guideline DESB are responsible for: working with PESS to employ teachers according to the quota for each year issuing an agreement to deploy teachers to each school organising pedagogical trainings for the new teachers providing lists of employeesâ&#x20AC;&#x2122; names, as well as calculating salary according to the financial rules filing the new employees.

Under this Guideline Schools are responsible for: receiving the allocated quota each year allocating grades and hours, as well as providing pedagogical advice for the new teachers periodically monitoring and evaluating the performance of the teachers.

Following up, monitoring, and evaluating the above processes are the responsibility of the Department of Personnel and Department of Inspection.

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Annex 2: Respondents Office Department of Finance, MoES Phongsaly PESS

Phongsaly DESB

Mai DESB

Khammouane PESS

Nhommalath DESB

Nakai DESB

Savannakhet PESS

Xonbouly DESB

Position

Participant

Deputy Director

Ms Dala Phakonekham

Deputy Director Head of Personnel Head of Planning and Statistics Deputy Head of Teacher Education Deputy Head of Secondary Education Pre- and Primary Education Finance Officer Deputy Head Head of Teacher Education Deputy Head of Inspection Deputy Head of Basic Education Deputy Head of Personnel Deputy Head of Planning and Statistics Finance Officer Head of Inspection Head of Teacher Education Head of Preschool and Primary Education Deputy Head of Personnel Officer Officer Deputy Director Head of Teacher Education Head of Preschool and Primary Education Head of Personnel Head of Finance Deputy Head of Planning and Statistics Deputy Head Head of Teacher Education Head of Personnel Deputy Head of Administration Head of Preschool and Primary Education Head of DESB Head of Personnel Head of Teacher Education Deputy Head of Unit Planning and Statistics Officer Finance Officer Head of Preschool and Primary Education Head of Planning and Statistics Deputy Head of Teacher Education Personnel Officer Finance Officer Head of DESB Head of Teacher Education Head of Planning and Statistics Head of Basic Education Deputy Head of Personnel Finance Officer

Mr Nyi La Chanphet Mr Oun Simisai Mr Bouavan Keoindaping Mr Ounkham Saenginkeo Mr Sid Pitisak Mr Sayon Tunskon Mr Bounthavy Keomanivong Ms Saochan Lodsouly Mr Khamphad Saengsomboun Mr Somchansai Ms Vanpheng Phomachai Ms Bouakham Ms Bouaonla Ms Bounsy Saisaengvan Mr Saisamone Douangmisai Ms Bouaphaeng Dalakeo Mr Thongvan Saiphakham Mr Phathasone Kounthachak Mr Bounmy Keolounahak Ms Pewphone Phimachan Mr Nantasai Inthasone Mr Bouasy Bounvadsana Mr Douangmala Phommachan Mr Komma Hadthachak Ms Khambou Sayakouman Ms Soukaseum Sithideth Mr Paly Sayahak Ms Saengmany Soulinyanon Mr Khonkham Boutakhen Mr Kenta Phimavong Mr Bounpon Nuanta Mr Somphet Soulivong Mr Inta Douangmala Ms Vongsak Khamleuangphone Mr Sonsai Phomatha Mr Bounkham Mekdala Ms Chintana Thephahaksa Mr Vansai Sayavong Mr Sioudon Thongsouvan Mr Khamphouvy Viengdala Mr Sanong Sanalerd Ms Viengsamai Sihanouvong Mr Lon Keolamphone Mr Sakhone Phetsomphou Ms Madsa Keovongsod Mr Ottama Khompanya Mr Phoudouan Sibounthan Mr Chansamone Thilavong

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 5

Office Outhoumphone DESB

Phine DESB

Toomlarn DESB

Lao Ngarm DESB

Position Deputy Head Head of Personnel Head of Planning and Statistics Head of Preschool Education Teacher Education Officer Finance Officer Head of DESB Deputy Head Planning and Statistics Officer Finance Officer Personnel Officer Teacher Education Officer Preschool and Primary Education Officer Head of DESB Deputy Head Head of Administration Head of Personnel Head of Planning and Statistics Deputy Head of Planning and Statistics Deputy Head of Teacher Education Personnel Officer Deputy Head of Administration Head of Planning and Statistics Head of Personnel Head of Preschool Education Head of Teacher Education Deputy Head of Administration

Participant Mr Hom Saisongkham Ms Waenvong Namvongsa Mr Bounlai Saithep Mr Khamek Inthavong Mr Thongma Khounthisak Mr Khamko Phomathep Mr Khamchan Lianvongsa Mr Souksavan Nyodsaenleu Ms Phasouk Khodsimeuang Mr Siphandon Mekbangsaeng Mr Sisavan Viengmany Mr Douangta Maioudomhak Ms Noymany Thounsombad Mr Visai Ninthakhan Mr Boualy Laluangphet Mr Vadthana Phanvilai Mr Viet Luangsaeng Mr Manivon Dalasaeng Mr Phaivan Saengamphan Ms Khamkhong Chanthavongsak Mr Bounlouam Mithachak Ms Bounian Singhalad Mr Bounoi Boualiangsim Ms Keodouangsy Sisouvong Ms Somchai Sayabanha Ms Khamwin Keopaseuth Mr Vongsai Saimonty

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 6

Annex 3: Data matrixes # 1

Question Guide Overview Ask PESS/DESB/ schools to give an overview of the current situation of teacher supply in the school/district/ province.

How many schools are there with an oversupply of teachers? Where are these schools?

How many schools are there with an under supply of teachers?

Where are these schools?

Phongsaly PESS ແລະການບັນຈຸຄູ ແມູ່ນພະແນກສຶກສາ

Khammouane PESS ສະພາບການສະໜອງຄູໃນປະຈຸບັນແມູ່ນເຫັນວູ່າ ເຫືອ-ບໍ່

Savannakhet PESS ສັງເກດເຫັນວູ່າ ຕົວເລກການສະໜອງ

Saravan PESS ສະພາບຂອງການ ສະໜອງຄູ

ການສະເໜີຂອງຫູ້ອງການສຶກສາເມືອງເປັນຫັກ. ແຕູ່ການ

“ເຫືອ” ໝາຍເຖິງຈານວນຄູປະຖົມທີ່ມີຢໃ ູ​ູ່ ນແຂວງ ແມູ່ນມີ

ເລກ ທີ່ສະໜອງໃຫູ້ ແມູ່ນບໍ່ພຽງພກັບ

ກໍ່ຍັງມີຄເູ ຫືອ ແລະບາງເຂດກໍ່

ການສະໜອງ

ແຂວງເປັນຜູ​ູ້ຄິດໄລູ່ ໂດຍອີງຕາມຈານວນໂຮງຮຽນ ແລະ ຂໂຄຕູ້າຄູ ໃນແຕູ່ລະປີ ແມູ່ນບໍ່ໄດູ້ຕາມການສະເໜີຈາກ

ແຂວງເລີຍ. ບາງປີ ສູ່ວນຫາຍແມູ່ນບໍ່ໄດູ້ພຽງພຕາມການ ສະເໜີ ແຕູ່ໃນປີ (2013) ກະຊວງສົ່ງໂຄຕູ້າໃຫູ້ ແຂວງ ຜົ້ງ

ສາລີ ຫາຍກວູ່າຄວາມຕູ້ອງການຕົວຈິງ ແລະກໍ່ໄດູ້ແຈູ້ງ ໃຫູ້ ກະຊວງຮັບຊາບ ເພື່ອພິຈາລະນາຈານວນໂຄຕູ້າຄືນ ໃໝູ່.

ໂຮງຮຽນປະຖົມຢູພ ູ່ າຍໃນເທດສະບານ ມີຈານວນຄູປະຖົມ ເຫືອ ຖູ້າທຽບຈານວນນັກຮຽນ ແຕູ່ຖູ້າທຽບໃສູ່ລາຍວິຊາ

(ພາສາອັງກິດ, ພາລະສຶກສາ, ສິລະປະກາ ແລະສິລະປະ ດົນຕີ)

ແມູ່ນທຸກໂຮງຮຽນປະຖົມທົ່ວແຂວງຜົ້ງສາລີ

ຄູບໍ່

ພຽງພ, ແລະຢູເູ່ ຂດຫູ່າງໄກສອກຫີກໂຮງຮຽນທີ່ມີບັນຫາ ຄູ

ບໍ່ພ ຖູ້າທຽບໃສູ່ຈານວນຫູ້ອງຮຽນ ແລະລາຍວິຊາ ເກືອບ ທຸກ ໂຮງຮຽນທີ່ມີບັນຫານີ້.

ພ.

ຫາຍກວູ່າຈານວນນັກຮຽນ.

“ບໍ່ພ” ໝາຍເຖິງຈານວນຄູປະຖົມບໍ່ພ ໂດຍອີງໃສູ່ຈານວນ ຊັ້ນຮຽນຂອງນັກຮຽນ.

ສະພາບການບັນຈຸຄູ ໃນປະຈຸບັນ ແມູ່ນອີງໃສູ່: ສະພາບຄວາມຕູ້ອງການຄູ ປີຕປ ໍ່ ີ.

ຄວາມຮຽກຮູ້ອງຕູ້ອງການຂອງເມືອງ ສະເໜີຂຶ້ນມາ. ອີງໃສູ່ ແນວໂນູ້ມຂອງອາຍຸປີການຄູຜທ ູ​ູ້ ີ່ຈະກະສຽນ. ຕົວເລກຈາກກະຊວງ. ເຫັນໄດູ້ວູ່າ

ໂຮງຮຽນປະຖົມຢູພ ູ່ າຍໃນເທສະບານມີ

ຈານວນຄູປະຖົມພຽງພ ແຕູ່ເຂດຊົນນະບົດທຸກເຂດ ແລະ ທຸກໂຮງຮຽນມີ ບັນຫາຄູເຫືອ ອີງໃສູ່ຈານວນນັກຮຽນ ແຕູ່ບໍ່

ພຽງພອີງໃສູ່ຊັ້ນຮຽນ ແລະໂຮງຮຽນສູ່ວນຫາຍ. ໃນເຂດ ຊົນນະບົດ ໂຮງຮຽນໃດໜຶ່ງ ຈະພົບບັນຫາທັງຄູເຫືອ ແລະ

ຄູ ແມູ່ນໄດູ້ຮັບມາຈາກກະຊວງ ແລະຕົວ ຄວາມຕູ້ອງການ

ຖູ້າອີງໃສູ່ສະພາບ

ຄວາມເປັນຈິງຂອງເຂດທູ້ອງຖິ່ນນັ້ນ. ສະພາບຄູໃນແຂວງ

ຖູ້າຄິດໄລູ່ຕາມ

ດາລັດ 177 ພູ້ອມທັງຄູມ ູ່ ື 47 ແມູ່ນເຫືອ ແທູ້

ແມູ່ນ

ຫາຍ.

ແຕູ່ປະຕິບັດຕາມຄວາມເປັນຈິງ

ຖູ້າເຮັດຕາມນັ້ນແມູ່ນຫຍຸູ້ງຍາກ

ສັງເກດເຫັນວູ່າ ຄູເຫືອສູ່ວນຫາຍແມູ່ນ ຢູແ ູ່ ຖວເຂດເທດສະບານ.

ຄູທີ່ບໍ່ພແມູ່ນຢູເູ່ ຂດຫູ່າງໄກ. ຕົວຢູ່າງ ຢູ​ູ່ ເມືອງນອງ ແມູ່ນບໍ່ມຄ ີ ູລັດເລີຍ ຢູ​ູ່ 6 ໂຮງຮຽນ.

ໃນປະຈຸບັນເຫັນວູ່າ ບາງເຂດ ຍັງມີຄູບໍ່ພ

ແລະສັງເກດເຫັນ

ວູ່າ ຕົວເລກທີ່ສະໜອງລົງມາ ຈາກກະຊວງແມູ່ນໜູ້ອຍ ທຽບໃສູ່ຄວາມຕູ້ອງ ພາຍໃນແຂວງ.

ເອງກພະຍາຍາມ

ຖູ້າ

ການຄູ

ທາງແຂວງ

ທີ່ຈະຊັບ

ຊູ້ອນ ຕົວເລກໃໝູ່ໄປຕາມເຂດ ທີ່ມໂ ີ ຮງຮຽນຂາດຄູແທູ້ໆ. ສັງເກດເຫັນວູ່າ ຫາຍແມູ່ນ ສະບານ.

ຄູເຫືອສູ່ວນ

ຢູແ ູ່ ຖວເຂດເທດ

ຄູທີ່ບໍ່ພແມູ່ນຢູເູ່ ຂດຫູ່າງໄກ.

ບພໍ່.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 7

2

Length of Problem Have these schools always had this situation?

Why here? Why now?

ບັນຫາດັ່ງກູ່າວແມູ່ນເລີ່ມເກີດ

ມີມາດົນແລູ້ວ ໂດຍສະເພາະໃນເຂດຊົນນະບົດ ແຕູ່ເລີ່ມມີບນ ັ ຫາຫາຍຂຶ້ນ ເມື່ອນະໂຍບາຍການສຶກສາທີ່ອອກ

ບັນຫາເລື່ອງຄູເຫືອ-ບໍ່ພ

ບັນຫາເລື່ອງຄູ

ສາອັງກິດ ໃນຊັ້ນ ປ3 ແລະ

ເຊິ່ງເຮັດໃຫູ້ ຈານວນຄູປະຖົມຍິ່ງຕູ້ອງການເພີ່ມຂຶ້ນ.

2005.

ມາໄດູ້ດົນນານ

ຂຶ້ນຕັ້ງແຕູ່ເລີ່ມມີການສອນພາ

ໃຫູ້ມີຄູພະລະສຶກສາ, ສິລະປະ

ກາ ແລະສິລະປະດົນຕີ ແຍກ ຈາກ ຄູສອນປະຈາຫູ້ອງຮຽນ.

ແລະບັນຫາຄູບພ ໍ່ ຖູ້າທຽບໃສູ່

ຫູ້ອງຮຽນ ແລະເຫືອ ຖູ້າທຽບ ໃສູ່ຈານວນນັກຮຽນແມູ່ນເກີດ

ຂື້ນມາໃນໄລຍະ 5-6 ປີ ຜູ່ານ ມາທີ່ຈານວນອັດຕາປະຊາ ກອນທີ່ຮອດເກນອາຍຸ

ເຂົ້າ

ຮຽນ ຫຼຸດລົງ.

ມາໃໝູ່ ວູ່າຫັກສູດຄູປະຖົມຕູ້ອງມີຄສ ູ ອນພາສາອັງກິດ, ສິລະປະກາ, ສິລະປະດົນຕີ ແລະພາລະສຶກສາມາເພີ່ມ ໂຮງຮຽນເຫົ່ານີ້ຕງັ້ ຢູ​ູ່ ບູ່ອນຫູ່າງໄກສອກຫີກ, ຄູສູ່ວນຫາຍບໍ່ຢາກລົງໄປປະຈາ; ຈະເອົາຄົນທູ້ອງຖິ່ນມາປະຈາ ກໍ່ ບໍ່ມີໃຜ ຮຽນຈົບມາ.

ໂຮງຮຽນເຫົ່ານີ້ຕງັ້ ຢູ​ູ່ ບູ້ານນູ້ອຍ, ບໍ່ມີເດັກນູ້ອຍຫາຍ ແລະຫາຍໂຮງຮຽນກໍ່ຕັ້ງກະແຈກກະຈາຍ, ບໍ່ສາມາດໂຮມ ໂຮງ ຮຽນໄດູ້ ເລີຍເຮັດໃຫູ້ຄູເຫືອ.

ລັດຖະບານມີນະໂຍບາຍໃໝູ່ ໃຫູ້ເອົາວິຊາພາສາອັງກິດ, ພາລະສຶກສາ ແລະສິລະປະເຂົ້າມາ ທັງທີ່ທາງຫັກສູດ ສູ້າງຄູ ກໍ່ຫາກໍ່ໄດູ້ດັດປັບຫັກສູດສອນຄູປະຖົມເພື່ອສາມາດສອນພາສາອັງກິດ, ພາລະສຶກສາ, ແລະສິລະປະ

ໄດູ້ (ສູ່ວນຄູເດີມບໍ່ສາມາດສອນວິຊາເຫົ່ານີ້ໄດູ້). ດັ່ງນັ້ນຈິ່ງເຮັດໃຫູ້ເບິ່ງຄືວູ່າ ມີຄຂ ູ າດ. ແລູ້ວຖູ້າກລະນີໂຮງຮຽນ ໃດໄດູ້ບັນຈຸຄູ 3 ວິຊານີ້ມາຕື່ມ ກໍ່ຈະເຮັດໃຫູ້ໂຮງຮຽນນັ້ນກາຍເປັນໂຮງຮຽນທີ່ມີຄູເຫືອ ອີງຕາມສູດ ຄິດໄລູ່ໃນ ດາລັດ.

ຄູທີ່ໃກູ້ອາຍຸກະສຽນ ບໍ່ອາດຍົກຍູ້າຍໄດູ້ງາູ່ ຍໆ ດູ້ວຍເຫດຜົນທີ່ວູ່າຕົນເອງໃກູ້ຈະເຖິງອາຍຸກະສຽນແລູ້ວ ຂຢູ​ູ່

ບູ່ອນເກົ່າຕໍ່ໄປ. ນອກຈາກນັ້ນ ຄູທີ່ມາຈາກຄອບຄົວທີ່ມບ ີ ົດບາດສູງໃນສັງຄົມ ຈະບໍ່ຢາກຍູ້າຍໄປເຂດຫູ່າງໄກ ຈາກບູ້ານຂອງ ຕົນ ແລະ ທາງອົງການຈັດຕັ້ງແຂວງກໍ່ບສ ໍ່ າມາດເຮັດຫຍັງໄດູ້.

3

Causes of imbalanced teacher supply What are the root causes of teacher supply problems?

ສາລັບໂຮງຮຽນໃນເຂດເທດສະບານ ແມູ່ນຄອບຄົວຂອງການນາຂັ້ນເມືອງ

ແມູ່ນຄູສູ່ວນຫາຍ

ແລະຄູອາວຸໂສທີ່

ຜູ່ານການໄປປະຈາການໃນເຂດຫູ່າງໄກສອກຫີກມາເປັນ

ເວລາດົນ ຈິ່ງບໍ່ສາມາດບັນຈຸເພິ່ນໄປປະຈາຢູ​ູ່ເຂດຫູ່າງໄກ ສອກຫີກໄດູ້.

ສາລັບບັນຫາຄູເຫືອ ຖູ້າທຽບໃສູ່ຈານວນນັກຮຽນ ແຕູ່ບພ ໍ່ ຖູ້າທຽບໃສູ່ຈານວນຫູ້ອງຮຽນ

ແມູ່ນຍູ້ອນການຂະຫຍາຍ

ໂຮງຮຽນ ມູນເປັນໂຮງຮຽນສົມບູນ ຫືການຂະຫຍາຍ ຊັ້ນ ຮຽນໃນແຕູ່ລະປີ ນັ້ນເອງ.

ຍູ້ອນການຍົກຍູ້າຍຂອງຄູ, ຍູ້າຍໄປຢູ​ູ່ບູ່ອນທີ່ຄູມີເງື່ອນໄຂ

ການດາລົງຊີວິດທີ່ດີກວູ່າ ຫືແທດເໝາະກວູ່າ ເຊັ່ນ ຍົກ ຍູ້າຍໄປຢູ​ູ່ ບູ້ານເກີດເມືອງນອນຂອງຕົນເອງ ຫືຍົກຍູ້າຍ ໄປຮັບຜິດຊອບໜູ້າທີ່ວຽກງານອັນໃໝູ່ເລີຍ ຍູ້ອນການສະ ເໜີຈາກຂະແໜງການອູ້ອມຂູ້າງຂອງເມືອງ.

ສາຍເຫດຂອງການຂະຫຍາຍຫູ້ອງຮຽນແມູ່ນຍູ້ອນນັກຮຽນ

ບໍ່ໄປຮຽນຢູ​ູ່ບູ້ານອື່ນ. ພວກເຂົາສູ່ວນຫາຍຈະປະລະ ຖູ້າ ຕູ້ອງໄດູ້ໄປຮຽນຢູ​ູ່ບາູ້ ນອື່ນພາຍຫັງເສັງຂື້ນຊັ້ນ ປ3, ປ4 ຖູ້າ ໃນບູ້ານຂອງຕົວບໍ່ມຊ ີ ັ້ນຮຽນດັ່ງກູ່າວ.

ແຂວງຜົ້ງສາລີ ມີຫູ້ອງຄວບທັງໝົດ 706 ຫູ້ອງ ເພື່ອແກູ້ໄຂ ບັນຫານັກຮຽນປະລະ

ເມືອງຈຶ່ງມີການຂະຫຍາຍຊັ້ນຮຽນ

ໃນບູ້ານ ເຖິງແມູ່ນວູ່າຈານວນນັກຮຽນມີໜອ ູ້ ຍກໍ່ຕາມ.

ຈານວນນັກຮຽນຂອງແຕູ່ລະຊັ້ນໃນຫາຍໂຮງຮຽນ ຕາມສູດໃນດາລັດ 177 ຈິ່ງ ເຮັດໃຫູ້ຄເູ ຫືອ.

ບໍ່ຫາຍພເພື່ອໃຫູ້ໄດູ້

ຄູໃນບາງໂຮງຮຽນບໍ່ໄດູ້ສອນ ແຕູ່ໄປເຮັດວຽກການເມືອງອື່ນ ເຊັ່ນ ວຽກບລິ

ຫານບູ້ານ, ແຕູ່ຍັງຖືວາູ່ ມີໜູ້າທີ່ສອນຄືເກົ່າທັງທີ່ບໍ່ໄດູ້ຂຶ້ນຫູ້ອງ, ເຮັດໃຫູ້ຕົວ ເລກ ຈານວນຄູສູງເກີນຈານວນນັກຮຽນ.

ຍູ້ອນລະບົບສູ້າງຄູທີ່ຜາູ່ ນມາ ບໍ່ແທດເໝາະກັບສະພາບຄວາມຕູ້ອງການຄູ ໃນປະຈຸບັນ.

ໃນເມື່ອກູ່ອນ

ຫັກສູດສູ້າງຄູບໍ່ໄດູ້ເລັງໃສູ່ການສູ້າງຄູແບບ

ສະຫະວິຊາພເທົ່າທີ່ຄວາມຕູ້ອງການ ໃນປະຈຸບັນ ເຊັ່ນ ໃນເມື່ອກູ່ອນ ບໍ່ໄດູ້

ສູ້າງຄູປະຖົມທີ່ສາມາດສອນພາສາອັງກິດ, ສິລະປະ, ແລະພາລະສຶກສາ ໄດູ້. ດັ່ງນັ້ນ ເຮັດໃຫູ້ຕູ້ອງການຄູມາສອນເພີ່ມ.

ຄູບໍ່ເກູ່ງຮອບດູ້ານ: ຄູຜູ​ູ່ດຽວສອນທຸກວິຊາຂອງຫັກສູດປະຖົມບໍ່ໄດູ້ ເຊັ່ນ ຄູ

ສອນ ໃນປະຈຸບັນ ບໍ່ສາມາດສອນພາສາອັງກິດ, ສິລະປະ ແລະພາລະສຶກ

ສາ ໄດູ້. ດັ່ງນັ້ນ ຈາເປັນຕູ້ອງການຄູ ວິຊາເຫົ່ານີ້ມາຕື່ມ ເຊິ່ງຈະເຮັດໃຫູ້ມີຄູ ເຫືອ ຖູ້າຄິດໄລູ່ຕາມສູດໃນປະຈຸບັນ.

ຂະບວນການສູ້າງຄູປະຖົມ ບໍ່ພຽງພກັບຕົວເລກຂອງໂຮງຮຽນປະຖົມ.

ຄູບຄ ໍ່ ົບຕາມຫັກສູດ ຍູ້ອນສະຖາບັນບໍ່ສູ້າງຕາມຄວາມຕູ້ອງການຂອງທູ້ອງ ຖິ່ນ.

ສະພາບພື້ນທີ່ຂອງບູ້ານ ຕັ້ງຢູໃ ູ່ ນເຂດທີ່ເດີນທາງລາບາກ ພູ້ອມກັບການ ທາມາຫາກິນຂອງຜູປ ູ້ ົກຄອງເດັກ

ທີ່ຈະຕູ້ອງນາເອົາລູກໄປນາ

ເຮັດໃຫູ້

ນັກຮຽນຂາດຮຽນ, ໂດຍສະເພາະໃນຊູ່ວງກາງປີຮຽນ, ເຮັດໃຫູ້ເບິ່ງຄືວູ່າຄູ ເຫືອ.

ແມູ່ນເກີດມາໄດູ້

ຕັ້ງແຕູ່ປີ

ໃນເຂດເທດສະບານ ເຫືອ

ມີຄູ

ຍູ້ອນວູ່າທຸກໆຄົນທີ່

ເປັນຄູຢາກສອນຢູໃ ູ່ ນເຂດ ເທດສະບານ

ນະບົດຫູ່າງໄກ.

ບໍ່ແມູ່ນຊົນ

ເຂດໂຮງຮຽນທີ່ຫູ່າງໄກມີຄູ ບພຍູ້ອນສູ່ວນຫາຍບໍ່ມໃ ີ ຜ

ຢາກສອນ ເພາະຄູທີ່ສອນ ສູ່ວນຫາຍເປັນຄູ

ບໍ່ແມູ່ນ

ທູ້ອງຖິ່ນນັ້ນໆ ເຮັດໃຫູ້ເກີດ ມີການຍົກຍູ້າຍ.

ຍູ້ອນ

ຍັງມີການອະນຸຍາດໃຫູ້ມີ

ການຍົກຍູ້າຍຂອງຄູຈາກຊົນນະ

ບົດ ເຂົ້າມາໃນເຂດເທດສະບານ. ຍູ້ອນ

ບໍ່ມີຄູຫາຍມາຮຽນກູ່ອນປີ

2005 ແລະຄົນຮຽນຄູມີແຕູ່ຄົນທີ່ບໍ່

ແມູ່ນເຂດຊົນນະບົດເອງ ແລະຫັງ

ຈາກຈົບແລູ້ວ ກໍ່ໄປສອນພປະມານ 2-3 ປີ ແລູ້ວກໍ່ຍູ້າຍກັບມາຖິນຖານ ຕົວເອງ ໃນເທດສະບານ. ຍູ້ອນ

ຕົວເລກບັນຈຸຄູຈາກລັດຖະ

ບານຫຼຸດລົງ

(ຕົວຢູ່າງ:

ສົກຮຽນ

2014-2015 ຕົວເລກບັນຈຸຄູແມູ່ນ 200 ປາຍ ແຕູ່ມາໃນປີ 20152016 ເຫັນວູ່າເຫືອພຽງ 152).

ຄູສູ່ວນໃຫຍູ່ໃນເຂດເທດສະບານ ແມູ່ນເປັນຄູມີອາຍຸປກ ີ ານຫາຍ ພູ້ອມທີ່ຈະກິນເບູ້ຍບານານ ເປັນຜູ​ູ້ຍິງ

ແລະ

ເຮັດໃຫູ້ຍາກທີ່ຈະສົ່ງ

ພວກເຂົາທີ່ສອນຢູໂ ູ່ ຮງຮຽນເຫືອ ໄປໂຮງຮຽນບໍ່ພໍ່.

ເຫືອ-ບໍ່ພ ແມູ່ນເກີດ ແລູ້ວ.

ສັງເກດເຫັນໄດູ້ຄື ໃນເຂດເທດສະ ບານ

ອັດຕາການ

ເກີດຫຼຸດລົງ ເຮັດໃຫູ້ ຄູທີ່ມຢ ີ ແ ູ​ູ່ ລູ້ວ ເຫືອ ແລະ

ເມືອງ.

ເຫືອທຸກໆ

ໂຮງຮຽນຫູ່າງໄກ

ເປັນໂຮງຮຽນທີ່ບໍ່ມີ ໃຜຢາກໄປສອນ. ຍູ້ອນອັດຕາການ ເກີດຫຼຸດລົງ.

ຍູ້ອນເດັກໃນເກນ ອາຍຸໄວຮຽນຫຼຸດ ລົງ.

ຍູ້ອນການຈັດຕັ້ງ ປະຕິບັດດາລັດ

177 ຈິ່ງເກີດມີການ ຄິດໄລູ່ ແລະເກີດມີ ການຄິດໄລູ່ໃຫູ້ໄດູ້

ຮັບຕາມມາດຖານ ເຮັດໃຫູ້ເກີດມີ

ບັນຫາຄູເຫືອ-ຄູບໍ່ ພ.

ຍູ້ອນຕົວເລກບັນຈຸ ຄູຫຼຸດລົງເລີ່ມປີ 2011.

ການຂະຫຍາຍ

ໂຮງຮຽນ (ໂຮມແຕູ່ ບູ້ານ ແຕູ່ໂຮງຮຽນ ໂຮມບໍ່ໄດູ້).

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 8

4

Response to problem How have the school management /DESB/PESS responded to this situation?

Do these responses work/help?

If so, how?

If not, why not?

Have the regulations (decree 177, guideline 47) been used to respond to the situation?

ການແກູ້ໄຂບັນຫາສາລັບຄູບໍ່ພໃນເຂດຫູ່າງໄກ

ການສອນຄວບເປັນວິທແ ີ ກູ້ໄຂອັນໜຶ່ງ.

ດຸູ່ນ (ໂດຍການຊັບຊູ້ອນຄູຈາກໂຮງຮຽນທີ່ມຄ ີ ູເຫືອໄປ

ເອົາຄູທີ່ຈົບມັດທະຍົມໄປສອນ

ແບບຫູ້ອງຄວບ;

ຝຶກອົບຮົມຄູເກົ່າ

ການສອນຄວບເປັນວິທແ ີ ກູ້ໄຂອັນໜຶ່ງ.

ອັງກິດ).

ສອກ

ຫີກນັ້ນແມູ່ນມີການຈັດການສອນສອນ

ສາຫັບພາສາອັງກິດແມູ່ນຍັງບໍ່ສາມາດແກູ້ໄຂໄດູ້ ຢູ່າງທົ່ວເຖິ່ງໃນເຂດຫູ່າງໄກສອກຫີກ, ເຂດເທດສະ

ແຕູ່ໃນ

ບານເມືອງແມູ່ນໄດູ້ມີການສອນ

ແບບໝູນວຽນຄູທໄີ່ ດູ້ໄປຝຶກອົບຮົມການສອນ

ພາສາອັງກິດແມູ່ນຈະຕູ້ອງໄດູ້ໄປສອນແບບປີ່ນ ອູ້ອມໃຫູ້ບັນດາໂຮງຮຽນໃນໝວດຂອງຕົນ;

ສຶກສາເມືອງຂຶ້ນແຜນຂໂຄຕູ້າຄູເພື່ອມາສະໜອງ ກັບຄວາມຕູ້ອງການໃນເມືອງຂອງຕົນ.

ຮັບຄູອາສາສະມັກເພື່ອຊັບຊູ້ອນເຂົ້າສອນຊູ່ວຍ ບູ່ອນທີ່ຂາດຄູ.

ການສອນຄວບຫູ້ອງ

ແລະຫູ້ອງຄວບແມູ່ນ

ສາມາດຊູ່ວຍຫຼຸດຜູ່ອນການຂາດຄູໄດູ້ ເພາະແມູ່ນດູ້ານປະລິມານ.

ໂດຍສະ

ແຕູ່ວິທີແກູ້ໄຂດັ່ງ

ກູ່າວ ຈະມີຜົນກະທົບດູ້ານ ຄຸນະພາບ.

ວິທີການແກູ້ໄຂໂດຍການຍູ້າຍຄູທີ່ເຫືອຢູ​ູ່ໂຮງ

ຮຽນໃດນຶ່ງກໍ່ຊູ່ວຍໄດູ້ ເພາະຄູດງັ່ ກູ່າວແມູ່ນຍອມ ໄປຕາມຄາ ສັບຊູ້ອນ.

ການຂຄູເພີ່ມຈາກແຂວງກໍ່ສາມາດຊູ່ວຍໄດູ້

ແຕູ່

ຄູທີ່ລົງມາ ແມູ່ນຄູສອນຊູ່ວຍ (ຫືຄູອາສາສະມັກ).

ອິງໃສູ່ສະພາບຕົວຈິງ ເອກະສານແນະນານີ້ແມູ່ນ ບໍ່ຊູ່ວຍແກູ້ໄຂບັນຫາຄູເຫືອ/ບໍ່ພ. ສະພາບຕົວຈິງ ແຂວງ

ແລະເມືອງຍັງບໍ່ໄດູ້ອງີ ໃສູ່ດາລັດນີ້ໃນ

ການຂໂຄຕູ້າຄູ

ແຕູ່ອີງໃສູ່ສະພາບຄວາມ

ຕູ້ອງການຕົວຈິງ ແລະການສະເໜີຂອງໂຮງຮຽນ. ສະນັ້ນດາລັດນີ້ບໍ່ໄດູ້ຊູ່ວຍແກູ້ໃຂບັນຫາຕົວຈິງຢູ​ູ່

ທາງແຂວງບັນຈຸຄູສອນຊູ່ວຍ. ເພີ່ມຂຶ້ນ.

ໃຫູ້ມີເຕັກນິກໃນການສອນ

ຝຶກອົບຮົມຄູເກົ່າໃຫູ້ສາມາດສອນພາສາອັງກິດ ໄດູ້.

ສະເໜີໃຫູ້ຕັດຕົວເລກຄູທີ່ໄປເຮັດວຽກການ ເມືອງອອກ

ເພື່ອໃຫູ້ຕົວເລກຖືກກັບຄູທສ ີ່ ອນ

ຕົວຈິງ ແລະເປີດບູ່ອນຫວູ່າງໃຫູ້ບັນຈຸຄູໃໝູ່.

ຊັບຊູ້ອນຄູຈາກໂຮງຮຽນທີ່ມີຄູເຫືອ ໄປໂຮງຮຽນ ທີ່ບໍ່ພ.

ວິທີແກູ້ໄຂທີ່ທາງແຂວງພະຍາຍາມເຮັດ

ແມູ່ນ

ຊູ່ວຍໄດູ້ໃນລະດັບໃດໜຶ່ງ ໂດຍສະເພາະແມູ່ນ ດູ້ານປະລິມານ. ແຕູ່ວິທແ ີ ກູ້ໄຂດັ່ງກູ່າວ ຈະມີຜົນ ກະທົບດູ້ານຄຸນະພາບ.

ວິທີການແກູ້ໄຂທີ່ຄິດວູ່າຊູ່ວຍບໍ່ໄດູ້ກໍ່ຄື ຍູ້າຍຄູຈາກໂຮງຮຽນທີ່ມີຄູຫາຍ ໂຮງຮຽນຄູບພ ໍ່

ການ

ໄປສອນ

ເຊິ່ງຫາຍາກທີ່ສຸດທີ່ຄູດງັ່ ກູ່າວ

ຈະໄປຕາມຄາແນະນາຂອງແຂວງ. ອິງໃສູ່ສະພາບຕົວຈິງ

ເອກະສານແນະນານີ້

ແມູ່ນ ບໍ່ຊູ່ວຍແກູ້ໄຂບັນຫາຄູເຫືອ/ບໍ່ພ.

ຍິ່ງໄປກວູ່ານັ້ນ ນອກຈາກຈະບໍ່ຊູ່ວຍແລູ້ວ ທາງ ແຂວງ ແມູ່ນເກັບຄູມ ູ່ ແ ື ນະນາ 0047 ໄວູ້, ແລະ

ບໍ່ເຜີຍແຜູ່ເລີຍ ເພາະຖູ້າພະນັກງານຮູ​ູ້ກູ່ຽວກັບຄູ​ູ່ ມືນີ້ ຍິ່ງຈະເຮັດໃຫູ້ຄບ ູ ໍ່ພຫາຍຂຶ້ນ ເພາະຄູຈະບໍ່

ຢາກສອນ ແລະຈະເຮັດແຕູ່ວຽກໜູ້າດຽວ ຕາມ ທີ່ຄມ ູ​ູ່ ໄື ດູ້ລະບຸໄວູ້.

ໂຮງຮຽນທີ່ບພ ໍ່ ໍ່).

ທາງແຂວງບັນຈຸຄູສອນຊູ່ວຍ. ປູ່ອຍໃຫູ້ເມືອງ

ແລະໂຮງຮຽນແກູ້ໄຂໂດຍພວກເຂົາ

ຮັບເອົາຄູສອນຊູ່ວຍ.

ວິທີການແກູ້ໄຂທີ່ຄິດວູ່າຊູ່ວຍບໍ່ໄດູ້ກໍ່ຄື

ການຍູ້າຍຄູ

ຈາກໂຮງຮຽນທີ່ມີຄຫ ູ າຍ ໄປສອນໂຮງຮຽນຄູບໍ່ພ ເຊິ່ງ ຫາຍາກທີ່ສດ ຸ ທີ່ຄູດງັ່ ກູ່າວ

ຈະໄປຕາມຄາແນະນາ

ຂອງແຂວງ ເພາະຄູສູ່ວນໃຫຍູ່ຈະເປັນຄູຜູ​ູ້ຍິງ ແລະໃກູ້ ຈະກິນເບູ້ຍບານານ ດັ່ງນັ້ນພວກເຂົາບໍ່ຍອມອອກໄປ ສອນຂູ້າງນອກ

ເຂດເທດສະບານ

ຫືຖາູ້ ໄດູ້ຜົນກໍ່ເປັນພຽງບລິເວນໃກູ້

ສະດວກສະບາຍ.

ທີ່ສາມາດເດີນທາງໄປສອນໄດູ້

ການນາໃຊູ້ວິທຮ ີ ັບຄູສອນຊູ່ວຍ

ໃນບາງເຂດກໍ່ຊູ່ວຍ

ໄດູ້ແຕູ່ໃນບາງເຂດຄູສອນຊູ່ວຍຂາດຈັນຍາບັນຄວາມ ເປັນຄູ ເຊັ່ນ ຂາດສອນ ຫືມາຮຽນບໍ່ຖຶກຕາມເວລາ. ອີງໃສູ່ສະພາບຕົວຈິງ

ເອກະສານແນະນານີ້ແມູ່ນບໍ່

ຊູ່ວຍແກູ້ໄຂບັນຫາຄູເຫືອ/ບໍ່ພ ພູ້ອມກັນນັ້ນແມູ່ນບໍ່ໄດູ້ ຈັດຕັ້ງປະຕິບັດ. ໃນເມື່ອທາງແຂວງຮັບຮູວ ູ້ ູ່າ ດາລັດ ດັ່ງກູ່າວບໍ່ແທດເໝາະກັບຄວາມເປັນຈິງຂອງສະພາບ

ການຄິດໄລູ່ ປະລິມານຄູ ແລະນັກຮຽນປະຖົມ ທາງ ແຂວງກໍ່ໄດູ້ຮັບຄາແນະນາຈາກລັດຖະມົນຕີໃຫູ້ມກ ີ ານ

ຜັນຂະຫຍາຍ ໃຫູ້ແທດເໝາະ ໂດຍການຄິດໄລູ່ອີງໃສູ່ ເຂດ ແຕູ່ເພື່ອໃຫູ້ດາລັດດັ່ງກູ່າວນີ້ແທດເໝາະ ແຕູ່ມາ

ເບິ່ງຕົວຈິງແລູ້ວ ຄາແນະນາດັ່ງກູ່າວແມູ່ນບໍ່ທັນໄດູ້ຖືກ ຈັດຕັ້ງປະຕິບັດ.

ປະຖົມ

(ໂດຍສະເພາະແມູ່ນພາສາ

ຈັດຄູບູ່ອນເຫືອໄປບູ່ອນບໍ່ພ

ໂດຍ

ແມູ່ນແຂວງເປັນຜູແ ູ້ ນະນາ

ແລະ

ເມືອງຈັດຕັ້ງປະຕິບັດ. ສອນຫູ້ອງຄວບ. ຮັບຄູອາສາ.

ທາງແຂວງໄດູ້ພະຍາຍາມຫຼຸດຜູ່ອນ ຕົວເລກຄູເຫືອ 0047

ໂດຍໄດູ້ນາໃຊູ້ຄູ​ູ່ມື

ໂດຍພະຍາຍາມບໍ່ຄິດໄລູ່

ຄວາມຕູ້ອງການຄູໂດຍອິງໃສູ່ດາລັດ

177 (ຄູ 1 ຕໍ່ນັກຮຽນ 34) ແລະ ດາລັດ 181.

ອິງຕາມຄວາມເປັນຈິງ ດາລັດ 177 ແມູ່ນເປັນສາເຫດເຮັດໃຫູ້ຄູເຫືອໃນ ບາງເຂດຂອງໂຮງຮຽນ

ແຕູ່ຄູ​ູ່ມື

ໝາະກັບຄວາມເປັນຈິງ

ເຊັ່ນເຂດ

0047 ຊູ່ວຍໃຫູ້ການຄິດໄລູ່ຄູແທດເ

ຊົນນະບົດ ຈະບໍ່ໄດູ້ການົດນັກສຶກສາ ສູງເຖິງ 34 ຄົນ ຕໍ່ຄູ 1 ຄົນ.

ການຊັບຊູ້ອນຄູໄປບູ່ອນຂາດ ຢັ້ງຢືນຈາກທາງແຂວງວູ່າ

ແມູ່ນ

ບໍ່ໄດູ້ຜົນ

ເທົ່າທີ່ຄວນເພາະຄູສອນສູ່ວນໃຫຍູ່ ເປັນຜູ​ູ້ຍິງ

ແລະເປັນຜູມ ູ້ ຄ ີ ອບຄົວ

ແລູ້ວ ແລະບໍ່ຢາກຍົກຍູ້າຍ ໂດຍສະ ເພາະເຂດເທສະບານ ໄປເຂດຫູ່າງ.

ຂັ້ນພື້ນຖານເລີຍ.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 9

5

Interpretation of regulations How do PESS/ DESB/ schools interpret and implement decree 177 and guideline 47 in practice?

What do they do differently from what is stipulated? Why?

ການຝຶກອົບຮົມເລື່ອງດາລັດ

177

ແມູ່ນ ຈັດຢູແ ູ່ ຂວງ ບໍ່ໄດູ້ລງົ ມາເມືອງ ແລະການແຈກຢາຍເອກະສານໃຫູ້ ອູ່ານ.

ແຂວງມີຄວາມເຂົ້າໃຈວູ່າຖູ້າອີງໃສູ່ ສູດ ແລູ້ວເຫັນວູ່າຄູເຫືອ.

ທາງແຂວງຮັບຮູ​ູ້ກູ່ຽວກັບດາລັດ 177

ແຕູ່ ຂັ້ນຕອນການປະຕິບັດກູ່ຽວກັບ ການຈັດ ນັກຮຽນ ດາລັດ.

ແບູ່ງຄູຕາມອັດຕາສູ່ວນ

ແມູ່ນບໍ່

ໄດູ້ແບູ່ງຕາມ

ການຄິດໄລູ່ຂໂຄຕູ້າຄູຂອງແຂວງຜົ້ງ ສາລີ

ແມູ່ນອີງໃສູ່ສະພາບຄວາມ

ຕູ້ອງການຕົວຈິງທີ່ຄູຍັງບໍ່ພຽງພຢູ​ູ່ ເຂດຫູ່າງໄກສອກຫີກ

ທາງແຂວງຮັບຮູ​ູ້ກູ່ຽວກັບດາລັດ 177 ແຕູ່ຂັ້ນຕອນການປະຕິບັດກູ່ຽວກັບ

ທາງແຂວງຮັບຮູ​ູ້ ແລະເຂົ້າໃຈກູ່ຽວກັບ

ອິງຕາມແຜນຄິດໄລູ່ຄວາມຕູ້ອງການຄູທີ່

ຄູມ ູ່ ື 0047 ຍັງບໍ່ເຫັນໃຊູ້ ແລະເຂົ້າໃຈວູ່າຈະມີການປັບປຸງຢູ​ູ່.

ມາເພື່ອຄິດໄລູ່ເບິ່ງຕົວເລກຄວາມຕູ້ອງ

ພະຍາຍາມຈັດຕັ້ງປະຕິບັດດາລັດ 177

ການຈັດແບູ່ງຄູ ຕາມອັດຕາສູ່ວນນັກຮຽນ ແມູ່ນບໍ່ໄດູ້ແບູ່ງຕາມດາລັດ.

ເນື້ອໃນຂອງດາລັດ 177 ແລະໄດູ້ນາ

ບໍ່ມີການຈັດຕັ້ງປະຕິບັດຄູມ ູ່ ື 0047 ເພາະບໍ່ເໝາະສົມກັບສະພາບຕົວຈິງ. ສິ່ງທີ່ເຮັດຕູ່າງຈາກຄູມື

ແມູ່ນການຈັດແບູ່ງປັນຄູ

ການຄູແທູ້ແຕູ່ເວລາຂຕົວເລກຄູ ເພື່ອ

ໂດຍອີງໃສູ່ສະພາບ

ໃຫູ້ໂຮງຮຽນທີ່ຂາດຄູແມູ່ນຍັງເຮັດຄື

ຄວາມເປັນຈິງ ບໍ່ໄດູ້ອີງໃສູ່ສູດຕາມດາລັດ ຍູ້ອນຈານວນຫູ້ອງຮຽນຫາຍ

ເກົ່າ

ເກີນຈານວນຄູທີ່ສາມາດສອນໄດູ້.

ເຫືອ.

ຄູມ ູ່ ື 0047: ບໍ່ເໝາະສົມກັບສະພາບຕົວຈິງ ແລະບໍ່ໄດູ້ຈັດຕັ້ງປະຕິບັດ ເພາະຖູ້າປະຕິບັດ

ເຖິງແມູ່ນວູ່າບາງໂຮງຮຽນຄູຈະ

ບໍ່ໄດູ້ມກ ີ ານປະຕິບັດຫຍັງນອກຈາກ

ຈະເຮັດໃຫູ້ຄທ ູ ີ່ເຮັດວຽກຫາຍໜູ້າທີ່ຢຸດການສອນ

ຄິດໄລູ່ຕົວເລກຄວາມຕູ້ອງການຄູ

ແລູ້ວຍິ່ງເຮັດໃຫູ້ຄູຂາດຕື່ມອີກ.

ໂດຍອີງໃສູ່ດາລັດ 177 ແລະສືບຕໍ່ຂ

ສາລັບຂໍ້ສະເໜີແນະກູ່ຽວກັບດາລັດ 177 ແມູ່ນ ຄວນຈະພິຈາລະນາໃຫູ້ມີ

ຕົວເລກຄູ

ການຄິດໄລູ່ ອີງໃສູ່ຫາຍປັດໄຈ ເຊັ່ນ ໃຫູ້ຄິດໄລູ່ໂດຍແບູ່ງເຂດ ແລະອີງ

ຂາດຄູ

ໃສູ່ສະພາບຄວາມເປັນຈິງຂອງພື້ນທີ່.

ໂດຍອິງໃສູ່ໂຮງຮຽນທີ່ຍັງ

ແຕູ່ສູ່ວນທີ່ຄູເຫືອແມູ່ນ

ພະຍາຍາມດຸູ່ນ ທັງທີ່ຮູ​ູ້ວູ່າມັນບໍ່ໄດູ້ຜົນ ໂດຍສະເພາະໃນເຂດເທດສະບານ.

ແລະຄູບພ ໍ່

ທາງແຂວງສູ້າງຂຶ້ນເຫັນວູ່າ ທາງແຂວງ ໂດຍຄິດໄລູ່ຈານວນນັກຮຽນ

ແລະຄູ

ຕາມທີ່ໄດູ້ການົດໄວູ້ຕາມດາລັດຄວບຄູ​ູ່

ກັບຄູມ ູ່ ື 0047. ແຜນນີ້ແມູ່ນທາງເມືອງ ແຕູ່ລະເມືອງແມູ່ນໄດູ້ເຮັດຄືກັນໝົດ ແລະໂຮງຮຽນ ກໍ່ໄດູ້ເຮັດຄືກັນ. ສິ່ງທີ່ເຮັດແຕກຕູ່າງກໍ່ຄື

ການຄິດໄລູ່

ແຜນຄວາມຕູ້ອງການຄູ ກໍ່ຍັງໄດູ້ອິງໃສູ່ ດາລັດ

ປະຕິບັດ

181

ນາອິກໃນການຈັດຕັ້ງ

ເຊິ່ງເຫັນວູ່າແທດເໝາະກັບ

ສະພາບຕົວຈິງຂອງແຂວງ

ເຮັດໃຫູ້ຕົວເລກຄູເຫືອ ຫຼຸດລົງ.

ເພາະຈະ

ຕາມລາຍວິຊາບໍ່ໄດູ້ຄິດໄລູ່ຕາມສູດ

6

ຂອງດາລັດໃດທັງນັ້ນ.

Calculating needs for ໂຮງຮຽນສູ້າງແຜນຄວາມຕູ້ອງການຄູ ເປັນແຜນປີຕປ ໍ່ ີ ແລະບໍ່ໄດູ້ໃຊູ້ສູດຄິດໄລູ່ teachers ໂດຍອີງໃສູ່ເຫດຜົນດັ່ງລຸູ່ມນີ້: How do DESB/ schools ສະພາບຄວາມເປັນຈິງຕາມແຕູ່ລະເຂດ. formulate plans for needs for teachers? ຄາດໝາຍຈານວນຂັ້ນຮຽນທີ່ເພີ່ມຂຶ້ນ.

How do they use formula to ຄາດໝາຍຄູອາວຸໂສທີ່ຈະກຽມເຂົ້າບານານ. calculate needs for teachers?

What formula do they use? ການສະເໜີຍົກຍູ້າຍຂອງຄູ.

How often do DESB get ຕາມລາຍວິຊາ. requests from schools that did not use formula from ສາລັບແຂວງຜົ້ງສາລີແມູ່ນບໍ່ໄດູ້ນາໃຊູ້ດາລັດນີ້ໃນການຄິດໄລູ່ ຫືແກູ້ໄຂບັນຫາຄູ decree/guideline? ເຫືອ-ບໍ່ພຂອງແຂວງແຕູ່ອງີ ໃສູ່ຄວາມຈາເປັນຂອງສະ ພາບພື້ນທີ່ມາເປັນບູ່ອນ If decree 177 is not applicable ອີງໃນການສະໜອງ ແລະບັນຈຸຄໃ ູ ນແຂວງຂອງຕົນ. to local context/needs, what needs to be changed about it?

ທາງໂຮງຮຽນສູ້າງແຜນຄວາມ

ທາງໂຮງຮຽນ ບໍ່ໄດູ້ສູ້າງແຜນຄວາມຕູ້ອງ

ທາງໂຮງຮຽນບໍ່ໄດູ້ສູ້າງ

ແລະບໍ່ໄດູ້ໃຊູ້ສູດຄິດໄລູ່,

ເຊິ່ງເມືອງເປັນຜູຄ ູ້ ິດໄລູ່ແຜນນີ້.

ໃສູ່ ດາລັດ 177 ແລະຄູມ ູ່ ື

ຕູ້ອງການຄູ ເປັນແຜນປີຕໍ່ປີ

ແຕູ່

ອີງໃສູ່ສະພາບຄວາມເປັນຈິງ ຕາມແຕູ່ລະເຂດ.

ການສະ

ເງື່ອນໄຂຫາຍອັນ.

ຄວນມີ

ເລູ່ຍຄູຕໍ່ນັກຮຽນ ຄວນອີງໃສູ່ ການຄິດໄລູ່

ໂດຍແບູ່ງເຂດ.

ຄວນອິງໃສູ່ຄວາມຈາເປັນ ຂອງສະພາບພື້ນທີ່.

ການຄູ ເພາະແຂວງສົມທົບກັບເມືອງເລີຍ ທາງໂຮງຮຽນສະເໜີຄວາມຕູ້ອງການຄູ

ແຕູ່ບໍ່ໄດູ້ອງີ ໃສູ່ດາລັດ 177 ແຕູ່ສະເໜີອີງ ໃສູ່ສະພາບຄວາມຕູ້ອງການຕາມຄວາມ ເປັນຈິງ.

ຄວນມີການຄິດໄລູ່ໂດຍແບູ່ງເຂດ.

ຄວນອີງໃສູ່ຄວາມຈາເປັນຂອງສະພາບ ພື້ນທີ່.

ແຜນຄວາມຕູ້ອງການຄູອີງ

0047 (ຄວາມ ຈິງ 177 ຈະ ໄດູ້ແຕູ່ໂຮງຮຽນໃຫຍູ່ ນັ້ນ).

ເທົ່າ

ສາລັບດາລັດແມູ່ນຂູ້ອນ ຂູ້າງບໍ່ເໝາະສົມ

ຄວນມີ

ການຄິດໄລູ່ ໂດຍແບູ່ງເຂດ ແລະສະພາບຕົວຈິງ.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 10

7

Quotas How do PESS supply quotas and types of teachers needed?

What does it take to obtain the necessary quotas?

Do schools make the right requests? How?

ເມືອງບໍ່ໄດູ້ມອ ີ ານາດໃນ

ສຶກສາແຂວງເປັນຜູຮ ູ້ ັບຄາສະເໜີຈາກເມືອງ ແລະລົງກວດສອບຕົວຈິງ

ສຶກສາແຂວງໄດູ້ມີຫາຍວິທີ

ແຕູ່ການສະໜອງໂຄຕູ້າ

ໄປຕາມຄວາມຕູ້ອງການ.

ກູ່ອນປີ

ການ ສະໜອງຫືບັນຈຸຄູ ແມູ່ນຈາກສູນການໂດຍ

ກົງ ແລະພະແນກສຶກສາ ແຂວງເປັນຜູບ ູ້ ັນຈຸເຂົ້າໃຫູ້ ແຕູ່ລະໂຮງຮຽນອີງຕາມ

ສະພາບຄວາມຕູ້ອງການ ທີ່ແຂວງຄິດວູ່າເໝາະ ສົມ.

ເພື່ອທີ່ຈະໄດູ້ຕົວເລກ

ຕາມຕູ້ອງການແມູ່ນຕູ້ອງ

ຂທຸກໆປີ ຖູ້າປີນີ້ບໍ່ໄດູ້ ກໍ່ຂ ອີກ ແລະລຖູ້າ

ແຕູ່ໃນ

ການຂຕົວເລກແມູ່ນທາງ

ເມືອງກໍ່ໄດູ້ສູ້າງແຜນສະເ ໜີປະກອບນາ

ເຊິ່ງໃນ

ແຜນກໍ່ໄດູ້ລະບຸສະພາບ

ແລູ້ວພິຈາລະນາຮັບເອົາຜູທ ູ່ ີ່ສະໝັກເປັນຄູສອນຊູ່ວຍ

ແລະຊັບຊູ້ອນ

ບາງຄັ້ງກໍ່ໄດູ້ຊັບຊູ້ອນຄູສອນຊູ່ວຍໄປໂຮງ

ຮຽນທີ່ທາງແຂວງຄິດວູ່າຈາເປັນເຖິງແມູ່ນວູ່າທາງໂຮງຮຽນບໍ່ຂກໍ່ຕາມ. ພາຍຫັງໄດູ້ຕົວເລກບັນຈຸມາຈາກກະຊວງ

ທາງແຂວງຈະລົງປະເມີນ

ການເຮັດວຽກຂອງຄູສອນຊູ່ວຍ ແລະເມື່ອເຫັນວູ່າເໝາະສົມແລູ້ວ ທາງ ແຂວງກໍ່ຈະຕົກລົງມອບຕົວເລກໃຫູ້ແກູ່ຄູສອນຊູ່ວຍຜູ​ູ່ນັ້ນເພື່ອຈະໄດູ້

ເປັນລັດຖະກອນສົມບູນ. ສາລັບຂອດການຕັດສິນໃຈແມູ່ນທາງແຂວງ ເປັນຜູພ ູ້ ິຈະລະນາ ເຊິ່ງເມືອງຈະບໍ່ໄດູ້ເຂົ້າຮູ່ວມ. ໂຮງຮຽນສະເໜີຕວ ົ ເລກຄວາມຕູ້ອງການ

ຫາຍກວູ່າຕົວເລກທີ່ແຂວງ

ສາມາດແບູ່ງປັນໃຫູ້. ຍິ່ງໄປກວູ່ານັ້ນ ທາງໂຮງຮຽນ/ເມືອງບໍ່ໄດູ້ຄານຶງ ເຖິງສູດຄິດໄລູ່ອັດຕາສູ່ວນຄູ:ນັກຮຽນ, ຈິງຂອງພື້ນທີ່.

ແຕູ່ອີງໃສູ່ສະພາບຄວາມເປັນ

ທາງໂຮງຮຽນຄິດໄລູ່ຕົວເລກຄູ ໂດຍບໍ່ໄດູ້ຄານຶງເຖິງສູດໃນດາລັດ 177 ແຕູ່ອີງໃສູ່ສະພາບຈານວນຫູ້ອງຮຽນຂອງໂຮງຮຽນຕົນເອງເປັນຫັກ.

ເຫດຜົນຂອງການເຮັດແບບນີ້ ຍູ້ອນການພະຍາຍາມຈະຫຼຸດຜູ່ອນຫູ້ອງ ຄວບ.

ສະໜອງຕົວເລກທີ່ຕູ້ອງ

ການ ໃນແຕູ່ລະຊຸມປີ ແຕກຕູ່າງກັນ ເຊັ່ນ: ເມືອງ.

2005

ແມູ່ນແຂວງແບູ່ງຕົວເລກໃຫູ້ແຕູ່ລະ

ຊຸມປີ 2005-2009 ແມູ່ນມອບໃຫູ້ເມືອງເປັນຜູຕ ູ້ ັດສິນ ຄັດເລືອກພະນັກງານເອງ. ໃນປະຈຸບັນ

ແຂວງເປັນຜູສ ູ້ າພາດເອົາ

ແລູ້ວ

ພິຈາລະນາແບູ່ງປັນໃຫູ້ສັບຊູ້ອນຄູບັນຈຸລົງໂຮງຮຽນ ເລີຍ.

ໂຮງຮຽນສະເໜີຕົວເລກຄວາມຕູ້ອງການ

ຫາຍກວູ່າ

ຕົວເລກທີ່ແຂວງສາມາດແບູ່ງປັນໃຫູ້. ຍິ່ງໄປກວູ່ານັ້ນ ທາງໂຮງຮຽນບໍ່ໄດູ້ຄານຶງເຖິງສູດຄິດໄລູ່ ອັດຕາສູ່ວນ ຄູ-ນັກຮຽນ, ແຕູ່ອີງໃສູ່ສະພາບຄວາມເປັນຈິງຂອງພື້ນ ທີ່ ແຕູ່ເຖິງວູ່າທາງເມືອງໄດູ້ຄານຶງເຖິງດາລັດ 177

ແລະເຫັນວູ່າບາງໂຮງຮຽນກໍ່ເຫືອ ບາງໂຮງຮຽນກໍ່ບໍ່ພ ແຕູ່ກຍັງຂຕົວເລກໃຫູ້ໂຮງຮຽນທີ່ບໍ່ພ.

ປະຈຸບັນ ສຶກສາແຂວງຈະເປັນຜູ​ູ້ ຈັດ ຕັ້ງ ປະຕິບັດ. ພາຍຫັງໄດູ້ຕົວເລກ ແບູ່ງປັນຈາກກະຊວງແລູ້ວ. ຈະເຊີນເມືອງເຂົ້າຮູ່ວມ,

ແຂວງ

ເບິ່ງແຜນ

ຄວາມຕູ້ອງການຂອງເມືອງສະເໜີ

ຂຶ້ນມາ, ໃບປະກາດ ແລະຄະແນນ ຮຽນມາ, ປີການ ການສອນອາສາ, ແຜນບານານ,

ບາເນັດ,

ປະລະ,

ສະຖິຕິຕູ່າງໆ ໂດຍອາໄສຂໍ້ມູນຈາກ ເມືອງເປັນຫັກ.

ທາງໂຮງຮຽນສະເໜີຕົວເລກມາ

ໂດຍຄິດໄລູ່ຕາມສູດທີ່ທາງແຂວງ

ມອບໃຫູ້ ເຊິ່ງແຂວງ, ເມືອງ ແລະ ໂຮງຮຽນໃຊູ້ສູດດຽວກັນໝົດ

ທັງ

ຄານຶງເຖິງດາລັດ 177 ແລະ ຄູມ ູ່ ື 0047.

ຄວາມຈາເປັນຂອງພື້ນທີ່.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 11

8

Selection criteria for teachers Do PESS have selection criteria for teachers to recruit?

What are these?

ມາດຕະຖານໃນ

ຕູ້ອງເປັນບຸກຄົນທີ່ຜູ່ານ

ຕູ້ອງມີໃບປະກາດຈົບ ແລະໃບຄະ

ມີການສາພາດ (ເຊິ່ງລວມມີ 5 ຄາຖາມ: 1). ຄູ ແມູ່ນຫຍັງ, 2). ຄູມີບົດບາດ, ຄວາມສາຄັນ ແນວໃດ, 3).

ແມູ່ນທາງແຂວງ

ທີ່ຈັດໂດຍສຶກສາແຂວງ.

ຕູ້ອງຜູ່ານການສາພາດ ໂດຍແມູ່ນ

ຍາບັນຂອງຄູແມູ່ນແນວໃດ, 5). ເມື່ອໄດູ້ເຂົ້າເປັນລັດຖະກອນແລູ້ວ ຕົນເອງຈະປະຕິຍານ ແນວໃດ). ການ

ການຄັດເລືອກຄູ ເປັນຜູເູ້ ຮັດ

ທາງ

ເມືອງມີແຕູ່ສະເໜີ

ຈານວນຕົວເລກທີ່ ຕູ້ອງການ.

ແຂວງບໍ່ສາມາດ ອະທິບາຍ

ມາດຖານຫືເງື່ອນ

ໄຂໃນການບັນຈຸຄູ ເຂົ້າໃສູ່ແຕູ່ລະ ໂຮງຮຽນໄດູ້

ລະອຽດ. ສາມາດ ບອກໄດູ້ພຽງວູ່າອີງ ຕາມການ

ຂາດແຄນຕົວຈິງ ຂອງ

ໂຮງຮຽນນັ້ນໆ.

ການສອບເສັງ ຫືສາພາດ ການສອນຂອງບຸກຄົນ

ດັ່ງກູ່າວຈະຖຶກປະເມີນ

ຈາກຄະນະກາມະການ

ເຊິ່ງລວມມີ ຕາງໜູ້າຂະແ

ໜງພັດທະນາຄູ, ກວດກາ, ຈັດຕັ້ງ ແລະຄະນະນາຂັ້ນ ແຂວງ, ວູ່າຜູ​ູ້ກູ່ຽວສາມາດ ສອນໄດູ້ແທູ້ບໍ່.

ຕູ້ອງເປັນບຸກຄົນທີ່ຜູ່ານ

ການ ກວດຮູ່າງກາຍເພື່ອ ເບິ່ງສານເສບຕິດ.

ຕູ້ອງເປັນຄົນທີ່ພູ້ອມທີ່ຈະ

ໄປສອນຕາມເຂດຫູ່າງໄກ ສອກຫີກທີ່ມີຄວາມ

ຕູ້ອງການຄູ ໂດຍບໍ່ໄດູ້ຮັບ ຄູ່າຕອບແທນ.

ແນນ ເພື່ອຢັ້ງຢືນການຈົບ.

ທີມງານສາພາດທີ່ປະກອບດູ້ວຍ 1

. ພັດທະນາຄູ, 2. ຂະແໜງປະຖົມ,

3. ຂະແໜງມັດທະຍົມ, 4. ຈັດຕັ້ງ, 5. ກວດກາ ແລະ 6. ນິເທດ. ຮຽນຈົບຄູປະຖົມສະເພາະ

(ແຕູ່

ຄວາມຈິງແລູ້ວຄູທີ່ໄປສອນບາງຄັ້ງ ກໍ່ເປັນຄູອື່ນທີ່ຈົບພາສາອັງກິດ

ເພາະພາສາອັງກິດແມູ່ນຈາເປັນ ສາລັບປະຖົມຕາມຫັກສູດໃໝູ່).

ຕູ້ອງເປັນບຸກຄົນທີ່ຜູ່ານການສອບ

ເສັງ ຫື ສາພາດທີ່ຈັດໂດຍສຶກສາ ແຂວງ,

ພາຍຫັງ

ຄະແນນຜູ່ານ

ແລູ້ວ ທາງແຂວງກໍ່ເອົາມາດຖານນີ້ ເຂົ້າພິຈາລະນາ

ປະກອບກັບປີ

ການສອນອາສາ, ເຂດຫູ່າງໄກ ແລະຄວາມເປັນຄວາມທູ້ອງຖິ່ນ ຂອງຄູທີ່ຖຶກຄັດເລືອກ.

ຖູ້າວູ່າການຈັດຕັ້ງສັບຊູ້ອນໄປປະຈາການຢູ​ູ່ເຂດເມືອງອື່ນ ຫືໂຮງຮຽນອື່ນຈະໄປບໍ່, 4). ຄຸນສົມບັດ ແລະຈັນ ສາພາດນີ້ ເຮັດຂຶ້ນແທນການເສັງເພາະ ເສັງເທື່ອດຽວ ບໍ່ແມູ່ນຈະເສັງທຸກໆປີ. ການປະເມີນເລື່ອງຄຸນສົມບັດ. ການເຮັດໜູ້າທີ່ສອນໄດູ້ດີ. ສອນເກັ່ງ.

ປະຕິບັດໜູ້າທີ່ປົກກະຕິລົງຕາມລາດັບ.

ມາດຕະຖານຂູ້າງເທິງແມູ່ນຈະໃຊູ້ກັບຄູອາສາທຸກຄົນທີ່ລຖູ້າຕົວເລກບັນຈຸຄູ ພາຍຫັງຈາກນັ້ນ ທາງແຂວງ ຈະເບິ່ງ:

ອາຍຸປີການສອນເປັນຫັກ ຄືໃຜສອນດົນຈະໄດູ້ຮັບບູລມ ິ ະສິດກູ່ອນ, ເຊິ່ງສະພາບຂອງແຂວງສາລະວັນ ໃນ ປະຈຸບັນ ແມູ່ນຄູອາສາທີ່ມີປີການສອນ 4 ປີ ແມູ່ນຫາຍສຸດ ແລະໄດູ້ຮັບການພິຈາລະນາກູ່ອນ ໂດຍແຂວງ.

ສູ່ວນຕົວເລກຍັງເຫືອ ທາງແຂວງແມູ່ນມອບໃຫູ້ ເມືອງພິຈະລະນາຄູສອນໄດູ້ 3 ແລະ 2 ປີ ໂດຍເບິ່ງ ເງື່ອນໄຂດັ່ງລຸມ ູ່ ນີ້:

ເບິ່ງຄວາມຈາເປັນຂອງເຂດພື້ນທີ່. ເຂດຫຍຸູ້ງຍາກ.

ມີຜົນງານດີເດັ່ນກວູ່າ.

ແຕູ່ສິ່ງທີ່ໜູ້າສົນໃຈແມູ່ນ ປັດໄຈຄົນທູ້ອງຖິ່ນ ບໍ່ເປັນປັດໄຈຫັກໃນການຕັດສິນໃຈ ໂດຍທາງແຂວງໄດູ້ຕອບ ວູ່າ ຄົນທູ້ອງຖິ່ນບາງຄັ້ງກໍ່ຍັງຢາກຍູ້າຍໄປຢູ​ູ່ເຂດອື່ນທີ່ຈະເລີນກວູ່າ ໂດຍສະເພາະຄົນທູ້ອງຖິ່ນທີ່ຢໃູ​ູ່ ນເຂດ ຫູ່າງໄກກໍ່ຢາກຍູ້າຍມາຢູເູ່ ຂດເທດສະບານ ແຮງ.

ເພາະວູ່າເຂດຊົນນະບົດດັ່ງກູ່າວ

ຖືເປັນເຂດທີ່ທຸກຍາກຮຸນ

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 12

9

Recruitment factors What factors influence how PESS recruit and deploy teachers?

Why each of these factors?

How are schools involved in teacher employment/ deployment?

What would it take for DESB/PESS to engage better with schools?

How does PESS deploy teachers based on DESB/ school requests?

ເມືອງບໍ່ມສ ີ ິດໃນການບັນຈຸຄູ ແລະ ຊັບຊູ້ອນ

ຕູ້ອງເປັນຄົນທູ້ອງຖິ່ນ

ຫືໃກູ້ຄຽງກັບໂຮງຮຽນທີ່ຕູ້ອງ

ຕູ້ອງເປັນຄົນ ທູ້ອງຖິ່ນ ຫືໃກູ້ຄຽງກັບໂຮງຮຽນທີ່ຕູ້ອງການ

ອາຍຸປີການຂອງການເປັນຄູ

ຫາແຂວງ ໂດຍອີງໃສູ່ຄວາມຕູ້ອງການຂອງ

ຖິ່ນຖານໃນເຂດນັ້ນ ເຊັ່ນ ສູ້າງຄອບຄົວກັບຄົນທູ້ອງຖິ່ນ

ຕູ້ອງເປັນຄົນ ທີ່ພູ້ອມທີ່ຈະເຮັດວຽກລຖູ້າ (ຄູອາສາ) ໂດຍ

ວູ່າ

ຄູ ແຕູ່ທາງເມືອງກໍ່ໄດູ້ສະເໜີຕົວເລກຂຶ້ນໄປ ໂຮງຮຽນເປັນຫັກ ແລະຄວາມຕູ້ອງການຢາກ ຫຼຸດຜູ່ອນການສອນຄວບຫູ້ອງ ສອນຫູ້ອງຄວບ.

ແລະການ

ປັດໄຈທີ່ໃຊູ້ເພື່ອການຕັດສິນໃຈໃນການ

ບັນຈຸ ແລະຊັບຊູ້ອນຄູ ແມູ່ນທາງແຂວງເປັນ ຜູເູ້ ຮັດ.

ທາງໂຮງຮຽນ ແລະສຶກສາເມືອງສະເໜີຕົວ ເລກຄູທຕ ີ່ ູ້ອງການຂຶ້ນມາ ສູ່ວນການຕັດສິນ ໃຈດູ້ານ

ຄວາມເໝາະສົມແມູ່ນທາງແຂວງ

ເປັນຜູຕ ູ້ ັດສິນໃຈ.

ປະຈຸບັນມີແຕູ່ສຶກສາແຂວງເປັນຜູເູ້ ຮັດ ເພາະ ຫີກ ລູ່ຽງ ບັນຫາຄວາມບໍ່ສອດຄູ່ອງ ແລະ ໂປູ່ງໃສ ດັ່ງທີ່ເຄີຍເກີດຂຶ້ນມາ.

ທາງໂຮງຮຽນສະເໝີຂຶ້ນມາເມືອງ ນັ້ນທາງເມືອງ

ຫັງຈາກ

ສະເໜີຂຶ້ນໄປທາງແຂວງ

ໂດຍອີງໃສູ່ສະພາບຄວາມເປັນຈິງຂອງການ

ລາຍງານຈາກໂຮງຮຽນ. ທາງສຶກສາແຂວງ ຈະຮັບເອົາຄາສະເໜີຂອງເມືອງຕາມແຜນທີ່ ສະເໜີໄປ

ຖູ້າທາງແຂວງຕູ້ອງການຂໍ້ມູນ

ເພີ່ມເຕີມ ທາງແຂວງຈະລົງມາສົມທົບ. ແຂວງບໍ່ສາມາດອະທິບາຍມາດຖານ

ເງື່ອນໄຂໃນການບັນຈຸຄູເຂົ້າໃສູ່ແຕູ່ລະ

ຫື

ໂຮງຮຽນໄດູ້ລະອຽດ. ສາມາດບອກໄດູ້ພຽງ

ການຄູ (ຄົນຕູ່າງແຂວງກໍ່ເອົາຖູ້າມີແນວໂນູ້ມ ທີ່ຈະຕັ້ງ ນັ້ນ).

ຕູ້ອງເປັນຄົນທີ່ພູ້ອມທີ່ຈະເຮັດວຽກລຖູ້າໂດຍບໍ່ໄດູ້ ຄູ່າ ຕອບແທນ.

ຂໍ້ມູນຈາກປະຫວັດຄູ ເພື່ອປະເມີນຄູທີ່ມແ ີ ນວໂນູ້ມທີ່ຈະ ຢຸດເປັນຄູ (ອອກ, ຍູ້າຍ, ບານານ ຫືເສຍຊີວິດ). ເພື່ອຫີກລູ້ຽງການຍົກຍູ້າຍຂອງຄູ.

ຍູ້ອນຄູທີ່ສອນລຖູ້າ ຍັງບໍ່ທັນມີສະຫວັດດິການ ແລະ ເງິນເດືອນເທື່ອ.

ເພື່ອປະເມີນວູ່າໃນອະນະຄົດ ຄູທີ່ຈະໝົດວາລະເປັນຄູ ມີຫາຍປານໃດ ແລູ້ວຂຕົວເລກບັນຈຸຄມ ູ າທົດແທນ. ທາງໂຮງຮຽນ

ແລະສຶກສາເມືອງສະເໜີຕົວເລກຄູທີ່

ຕູ້ອງການຂຶ້ນມາ ສູ່ວນການຕັດສິນໃຈດູ້ານ ຄວາມເໝ າະສົມແມູ່ນທາງແຂວງເປັນຜູຕ ູ້ ດ ັ ສິນໃຈ ພາຍຫັງໄດູ້ຕົວ ເລກຈາກກະຊວງ.

ປະຈຸບັນມີແຕູ່ສຶກສາແຂວງເປັນຜູເູ້ ຮັດ

ເພາະຫີກລູ່ຽງ

ບັນຫາຄວາມບໍ່ສອດຄູ່ອງ ແລະໂປູ່ງໃສ ດັ່ງທີ່ເຄີຍເກີດ ຂຶ້ນມາ.

ອີງໃສູ່ແຜນຂອງໂຮງຮຽນຂຶ້ນຫາເມືອງ.

ບໍ່ໄດູ້ຄູ່າຕອບແທນ.

ຕູ້ອງເປັນຄົນ ທີ່ສອນອາສາມາໄດູ້ຫາຍປີແລູ້ວ. ເພື່ອຫີກລູ້ຽງການຍົກຍູ້າຍຂອງຄູ.

ການອີງໃສູ່ການເປັນຄູອາສາມາແຕູ່ກູ່ອນໃນການບັນຈຸຄູ

ລັດຖະກອນກໍ່ຍູ້ອນວູ່າ ພວກເຂົາເປັນບຸກຄົນທີ່ມີຜົນງານ ແລູ້ວໃນການສອນທັງທີ່ບໍ່ໄດູ້ຮັບຜົນຕອບແທນໃດໆ. ທາງໂຮງຮຽນຈະເປັນຜູ​ູ້ສະເໜີຄວາມຕູ້ອງການຄູ

ໃນ

ຊູ່ວງ ເວລາທີ່ເຂົາເຈົ້າເຂົ້າຮູ່ວມປະຊຸມໃນແຕູ່ລະຄັ້ງ. ໃນ ບາງ

ໂຮງຮຽນກໍ່ຮັບເອົາຄູອາສາເລີຍ

ຕາມຫັງ

ແຂວງ (ຂະແໜງການຕູ່າງໆ ແລະຈັດຕັ້ງ ພູ້ອມທັງ

ຄະນະນາ) ເປັນຜູພ ູ່ ິຈາລະນາຕາມຄວາມເປັນຈິງຂອງ

ອາສາແມູ່ນສາຄັນທີ່ສຸດ ເພາະ

ພວກເຂົາສູ້າງຜົນງານ

ສອນມາດົນແລູ້ວ

ແລະຄວນ

ໄດູ້ຮັບບູລິມະສິດກູ່ອນຜູມ ູ້ າ

ແລູ້ວຈິ່ງສະເໜີ

ແລະໃນບາງຄັ້ງສຶກສາເມືອງຈະເປັນຜູຮ ູ້ ັບເອົາ

ອາສາ ແລູ້ວສະເໜີຕົວເລກຄູຂຶ້ນມາແຂວງ. ສູ່ວນການ ຕັດສິນໃຈດູ້ານ ຄວາມເໝາະສົມແມູ່ນທາງແຂວງເປັນຜູ​ູ້

ຕັດສິນໃຈ ພາຍຫັງໄດູ້ຕົວເລກຈາກກະຊວງ (ທາງແຂວງ ຈະເປັນ ຜູ​ູ້ສາພາດບັນດາຄູສອນຊູ່ວຍດັ່ງກູ່າວ ໃນແຕູ່ລະ ໂຮງຮຽນຂອງເມືອງ).

ປະຈຸບັນມີແຕູ່ສຶກສາແຂວງເປັນຜູເູ້ ຮັດ.

ທາງໂຮງຮຽນຈະສະເໜີຂຶ້ນໃນກອງປະຊຸມໃຫູ້ເມືອງ ຫັງ

ຈາກນັ້ນ ເມືອງຈະເປັນຜູ​ູ້ປູ້ອນຂໍ້ມູນຕາມຕາຕະລາງແຜນ

ເມືອງສະເໜີຕຂ ໍ່ ຶ້ນແຂວງ.

ສະພາບແຕູ່ລະໂຮງຮຽນ ແລະເມືອງ.

ຄູ.

ຄິດໄລູ່ຄວາມຕູ້ອງການຄູທແ ີ່ ຂວງມອບໃຫູ້. ແຂວງຈະອີງ ໃສູ່ແຜນຂອງເມືອງ ແລູ້ວສາພາດ, ຄັດເລືອກ ແລະ ສັບ

ຕາມຫັງ.

ທາງໂຮງຮຽນຈະເປັນຜູ​ູ້ສະເໜີ ຄວາມຕູ້ອງການຄູຕາມແຜນ

ຄິດໄລູ່. ເມື​ືອງຈະເປັນຜູ​ູ້ຂຶ້ນໄປ ຮັບຮູ​ູ້

ພາຍຫັງແຂວງ

ແລະ

ຄະນະ ກາມະການຂັ້ນແຂວງ ຕັດສິນໃຈແລູ້ວ. ປະຈຸບັນ

ມີແຕູ່ສຶກສາແຂວງ

ເປັນຜູເູ້ ຮັດເພື່ອຫີກລູ່ຽງຄວາມ ບໍ່ຍຕ ຸ ິທາ.

ປະຈຸບັນ ສຶກສາແຂວງຈະເປັນ ຜູ​ູ້ຈັດຕັ້ງປະຕິບັດ. ພາຍຫັງໄດູ້ ຕົວເລກແບູ່ງປັນຈາກກະຊວງ ແລູ້ວ.

ເຂົ້າຮູ່ວມ, ຕູ້ອງການ ຂຶ້ນມາ.

ແຂວງຈະເຊີນເມືອງ

ເບິ່ງແຜນຄວາມ

ຂອງເມືອງສະເໜີ

ຊູ້ອນ.

ວູ່າອີກຕາມການແຄູ້ນຕົວຈິງຂອງ ໂຮງຮຽນນັ້ນໆ.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 13

10

Final decision Where does the final decision lie regarding quotas, recruitment, deployment?

What is the average quota supply in the past years, in percentage of requests?

Why has it been less than 100%?

When making decisions on quotas, what are the considerations?

What trade off do PESS have to make when PESS decide how many quotas to give to districts/ schools?

Who pays teachers?

Who has the pay roll function?

ໜັງສືແຈູ້ງການຈັດຕັ້ງປະຕິ

ຢູຂ ູ່ ັ້ນແຂວງ ເພື່ອລາຍງານສະເໜີຫາກະຊວງຮັບຮອງ.

ການຕັດສິນໃຈສຸດທູ້າຍແມູ່ນ ຄະນະສຶກສາແຂວງ ພູ້ອມດູ້ວຍຈັດຕັ້ງ

ການຕັດສິນໃຈສຸດ

ສາ.

ປະມານ 100 ຕໍ່ປີ.

ນັ້ນກໍ່ເອີ້ນເມືອງຂຶ້ນມາຢືນຢັນຄວາມເຫັນດີນາການຕັດສິນໃຈ.

ສາແຂວງ ພູ້ອມດູ້ວຍ

ບັດຈາກຫົວໜູ້າພະ ແນກສຶກ ແຂວງບັນຈຸຄູລົງມາໃຫູ້ເມືອງ

ທັງໝົດທີ່ແຂວງໄດູ້ໂຄຕູ້າຕົວ

ຈິງ ແຕູ່ຍັງບໍ່ພຽງພກັບການສະ ເໜີຂຕົວຈິງຂອງແຕູ່ລະເມືອງ. ແຂວງບໍ່ສາມາດອະທິບາຍ

ມາດຖານ ຫືເງື່ອນໄຂໃນການ ບັນຈຸຄູເຂົ້າໃສູ່ແຕູ່ລະໂຮງຮຽນ

ໄດູ້ລະອຽດ. ສາມາດບອກໄດູ້ ພຽງວູ່າອີງຕາມການ

ຂາດແຄນຕົວຈິງຂອງ ໂຮງຮຽນນັ້ນໆ.

ຄູສອນຊູ່ວຍຕົວຈິງມີປະມານ 900 ຄົນ, ແຕູ່ຕົວເລກຈາກກະຊວງມາ ຄວາມຕູ້ອງການ ແລະຄວາມຈາເປັນຂອງໂຮງຮຽນເປັນຫັກ, ຄວາມ

ສາມາດຂອງບຸກຄົນນັ້ນ ໂດຍມີການປະເມີນຄວາມສາມາດໃນການ ສອນ, ການແຕູ່ງບົດສອນ, ກາດນປະພຶດຕົນ. ປີການຂອງການສອນຊູ່ວຍ.

ອີງໃສູ່ປັດໄຈຄັດເລືອກຄູສອນຊູ່ວຍ, ເຊິ່ງຖືວູ່າເປັນຂັ້ນຕອນທາອິດ.

ນີ້ກໝ ໍ່ າຍຄວາມວູ່າ ເວລາຕົວເລກມາຈາກກະຊວງ ສິ່ງທີ່ຈະພິຈາລະ

ນາ ໃນການແບູ່ງຕົວເລກໃນຂັ້ນຕອນຕໍ່ໄປແມູ່ນທາງວິຊາການ ແລະ ຂະແໜງການທີ່ກູ່ຽວຂູ້ອງຂັ້ນແຂວງ ພູ້ອມທັງຄະນະນາແຂວງ ຈະ

ໄດູ້ພິຈາລະນາການມອບຕົວເລກ ໃຫູ້ຄສ ູ ອນຊູ່ວຍ ຜູ​ູ່ທີ່ຜູ່ານການປະ ເມີນ ເທົ່າກັບ ຈານວນຕົວເລກທີ່ໄດູ້ຮັບຈາກກະຊວງ.

ເປັນຜູ​ູ້ປຶກສາຫາລືເພື່ອລາຍງານສະເໜີຫາກະຊວງຮັບຮອງ ຫັງຈາກ ຄູສອນອາສາໃນສົກ 2014-2015 ມີປະມານ 200 ປາຍ ແຕູ່ໄດູ້ຕົວ ເລກແມູ່ນ 155.

ຄູສອນອາສາໃນສົກ 2015-2016 ລວມທັງມາໃໝູ່ ແລະຕົກຄູ້າງ ປະມານ 2000 ປາຍ ແຕູ່ໄດູ້ຕົວເລກໃນປີນີ້ແມູ່ນ 156. ຕົວເລກດັ່ງກູ່າວແມູ່ນເປັນຕົວເລກທັງໝົດ

ບໍ່ແມູ່ນສະເພາະແຕູ່ຄູ

ປະຖົມ ແຕູ່ຈະລວມເອົາທັງມັດທະຍົມ ແລະບລິຫານ.

ບໍ່ຮູ​ູ້ ນາຄະນະນາ ແລະຈັດຕັ້ງ (ມື້ສາພາດແມູ່ນຄະນະນາ ແລະຫົວ ໜູ້າຈັດຕັ້ງບໍ່ຢູ​ູ່) ແຕູ່ອງີ ໃສູ່ຫົວໜູ້າອື່ນໆທີ່ເຂົ້າຮູ່ວມແມູ່ນ:

ຄວາມເໝາະສົມຂອງວຸທິການສຶກສາ ເຊັ່ນ: ຕູ້ອງເປັນຄູສອນປະຖົມ.

ອິງໃສູ່ອັດຕາການເສຍຊີວິດ, ຍົກຍູ້າຍ, ການສາພາດສອບເສັງ, ຄົນ ທູ້ອງຖິ່ນ, ອາຍຸປີການ ການສອນຊູ່ວຍ.

ທູ້າຍ ແມູ່ນຄະນະສຶກ ຄະນະ

ເຊິ່ງລວມມີ

ຮອງເຈົ້າແຂວງ, ພະ ແນກພາຍໃນ,

ຄະນະຈັດຕັ້ງແຂວງ ແລະເມືອງ.

ຫີກລູ່ຽງຫາງ

ຂອງສັງຄົມ).

(ເພື່ອ

ສຽງ

ການສະໜອງຕົວ

ເລກໜູ້ອຍຫາຍ. ແຕູ່

ອັນຫັກແມູ່ນອາຍຸ ປີ

ການຂອງ ການ ສອນ ອາສາຂອງຄູ.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 14

11

Salary disbursement and incentives for teachers What are the challenges in salary disbursement?

What factors caused it?

How has supplementary support for teachers been dispersed? How have they reached the teachers? How has social security support been used as incentives for teachers?

What about professional support from pedagogical advisers or in-service training?

How many teachers who have been deployed stay where they are assigned?

For how long on average? What factors influence their stay?

Why did some leave?

ການເບີກຈູ່າຍເງິນເດືອນຄູແມູ່ນໜູ່ວຍງານການເງິນ

ຂະແໝງການເງິນເປັນຜູຮ ູ້ ັບຜິດ ຊອບ.

ຂະແໝງການເງິນເປັນຜູຮ ູ້ ັບຜິດຊອບ.

ຂະແໝງການເງິນເປັນຜູຮ ູ້ ັບຜິດ

ສົມທົບກັບຫົວ

ເງິນເດືອນ ແລະອຸດໜູນ ໂດຍອີງໃສູ່

ໂດຍອີງໃສູ່ຕົວເລກຄູຈາກກະຊວງ ແລູ້ວທາງການເງິນເມືອງຈະ

ທາງການເງິນເມືອງຈະເປັນຜູ​ູ້

ເມືອງຄິດໄລູ່ຕາມດາລັດດູ້ວຍລັດຖະກອນຄູ

ແລະ

ໜູ້າໝວດໂຮງຮຽນໃນການຄິດໄລູ່

ການສອນຫູ້ອງຄວບຂອງຄູ

ແລະເມືອງຍື່ນສະເໜີ

ມາຫາແຂວງເພື່ອໂອນເງິນເຂົ້າບັນຊີໃຫູ້ຄແ ູ ຕູ່ລະຄົນ ແລູ້ວແຂວງກໍ່ເບີກຈູ່າຍຄັງເງິນ ປະຈາຢູແ ູ່ ຂວງໃຫູ້.

ສົດຂອງຊາດ

ທີ່

ຄູບາງຄົນຈະໄດູ້ເງິນເດືອນຜູ່ານການໂອນເຂົ້າບັນຊີ

ທະນາ ຄານ ຍົກເວັນເຂດຫູ່າງໄກແມູ່ນຈະໄດູ້ຮັບ ເປັນເງິນສົດ ກັນ.

ແລະເງິນອຸດໜູນກໍ່ຄິດໄລູ່ໄປພູ້ອມໆ

8%ຂອງເງິນເດືອນຄູແມູ່ນຖືກຕັດເຂົ້າກອງທຶນ ປະກັນສັງຄົມ, 5%ແມູ່ນອາກອນລາຍໄດູ້.

ຄູທີ່ສືບຕໍ່ສອນບູ່ອນທີ່ຖືກບັນຈຸໄປຖູ້າບໍ່ແມູ່ນບູ່ອນ

ເກີດເມືອງນອນຂອງຕົນກໍ່ຈະຂສະເໜີຍົກຍູ້າຍຫັງ

ຈາກທີ່ຕົນເອງສອນໄດູ້ປະມານ 4-5 ປີ ຂື້ນໄປ. ແຕູ່ ຖູ້າຜູທ ູ້ ີ່ສູ້າງຄອບຄົວຢູບ ູ່ ູ້ານນັ້ນກໍ່ຈະສືບຕໍ່ສອນຕໍ່ໄປ ໂດຍບໍ່ມກ ີ ານຂຍົກຍູ້າຍໄປໃສອີກ.

ປັດໄຈທີ່ເຮັດໃຫູ້ຢູ​ູ່ ແມູ່ນຍູ້ອນຄູນັ້ນເປັນຄົນທູ້ອງຖິ່ນ ຂອງຕົນເອງ.

ສິ່ງທີ່ເຮັດໃຫູ້ຍູ້າຍແມູ່ນຍູ້ອນຜູ​ູ່ກູ່ຽວຍົກຍູ້າຍຍູ້ອນ ຄອບຄົວຢູຫ ູ່ ູ່າງໄກ.

ທາງການເງິນເມືອງຈະເປັນຜູຄ ູ້ ິດໄລູ່ ຕົວເລກຄູຈາກກະຊວງ

ແລູ້ວທາງ

ການເງິນເມືອງຈະສະເໜີຂຶ້ນມາ ການ ເງິນແຂວງ

ເຊິ່ງຈະເອົາຈາກເງິນຄັງ

ແຫູ່ງຊາດທີ່ປະຈາຢູ​ູ່ແຂວງເບີກຈູ່າຍ.

ຂໍ້ຫຍງຸູ້ ຍາກແມູ່ນ ບາງຄັ້ງເບີກຈູ່າຍບໍ່ ທັນເວລາ

ຍູ້ອນເງິນຄັງແຫູ່ງຊາດ

ປະຈາແຂວງ ບໍ່ມທ ີ ັນ.

ສູ່ວຍຫາຍກໍ່ສືບຕໍ່ສອນ

ແຕູ່ໃນປີນີ້

ເຫັນວູ່າມີປະ ມານ 10 ຄົນ (ຄູສອນ ຊູ່ວຍ) ຖອນຈາກການສອນແລູ້ວ. ອີງຕາມດາລັດຂອງລັດຖະກອນ ປະມານ 5 ປີ.

ສິ່ງທີ່ເຮັດໃຫູ້ຍູ້າຍແມູ່ນ

ຍູ້ອນຜູ​ູ່ກູ່ຽວ

ຍົກຍູ້າຍຍູ້ອນຄອບຄົວຢູຫ ູ່ ູ່າງໄກ.

ຄູສອນຊູ່ວຍບາງຄົນ ກໍ່ໄປເຮັດວຽກຢູ​ູ່ ຂະແໜງການ ອື່ນ.

ທາງການເງິນເມືອງ ຈະເປັນຜູຄ ູ້ ິດໄລູ່ເງິນເດືອນ ແລະອຸດໜູນ

ສະເໜີຂຶ້ນມາການເງິນແຂວງ ເຊິ່ງຈະເອົາຈາກເງິນຄັງແຫູ່ງຊາດ ທີ່ປະຈາຢູແ ູ່ ຂວງເບີກຈູ່າຍ.

ບັນຫາແມູ່ນ ການເບີກຈູ່າຍເງິນເດືອນແມູ່ນຊູ້າ 2 ເດືອນ. ຂໍ້ ຫຍຸູ້ງຍາກນີ້ ຍູ້ອນເງິນຄັງແຫູ່ງຊາດ ປະຈາແຂວງ ບໍ່ມທ ີ ັນ.

ເງິນອຸດໜູນ ກໍ່ຄິດໄລູ່ພູ້ອມໆກັນກັບເງິນເດືອນ ໂດຍຄູຈະໄດູ້ຮັບ ເປັນເງິນສົດ. ປະກັນສັງຄົມກໍ່ໄດູ້ໃຊູ້ ແຕູ່ການບລິການແມູ່ນກໍ່ໄດູ້ ຮັບການຕານິກູ່ຽວກັບປະເພດຢາທີ່ທາງຜູໃ ູ້ ຊູ້ບລິການໄດູ້ຮັບ. ຜູທ ູ້ ີ່ສຶບຕໍ່ແມູ່ນເປັນຄົນທູ້ອງຖິ່ນບລິເວນແຖວນັ້ນ

ຫືບາງຄົນທີ່ບໍ່

ແມູ່ນຄົນທູ້ອງຖິ່ນນັ້ນ ແຕູ່ໄປສອນ ໃນໂຮງຮຽນທີ່ຂາດຄູ ຍູ້ອນ

ທາງແຂວງສົ່ງລົງໄປ ເຊິ່ງເປັນຜູຊ ູ້ າຍ ແຕູ່ໂດຍອີງໃສູ່ແຂວງໄດູ້ ເວົ້າວູ່າ ຜູ​ູ້ກູ່ຽວກໍ່ໄດູ້ຮັບການຊູ່ວຍເຫືອ ທາງດູ້ານການເງິນ ທີ່ທາງ ແຂວງເກັບເງິນຊູ່ວຍເຫືອຈາກຄູ ແລະປະ ຊາຊົນໃນເຂດບລິເວນ

ໂຮງຮຽນຊູ່ວຍ ຫືປະຊາຊົນ ຈະເກັບເຂົ້າຊູ່ວຍ ເປັນການຊູ່ວຍ ເຫືອໃຫູ້ສອນຢູໂ ູ່ ຮງຮຽນດັ່ງກູ່າວ.

ຕາມຄວາມເປັນຈິງແລູ້ວ ການດາເນີນການສອນຕໍ່ ຍູ້ອນ ພວກ ເຂົາເປັນຄົນທູ້ອງຖິ່ນນັ້ນໆ ຫືພວກເຂົາບໍ່ສາມາດຍູ້າຍ ໄດູ້ ຍູ້ອນ ທາງແຂວງບໍ່ອະນຸຍາດໃຫູ້ຍູ້າຍ.

ຊອບ.

ຄິດໄລູ່ເງິນເດືອນ ແລະອຸດໜູນ ໂດຍອີງໃສູ່ຕົວເລກຄູຈາກ ກະຊວງ

ແລູ້ວທາງການເງິນ

ເມືອງຈະສະເໜີຂຶ້ນມາ ການເງິນ ແຂວງ ເຊິ່ງຈະເອົາຈາກເງິນຄັງ

ແຫູ່ງຊາດທີ່ ປະຈາຢູແ ູ່ ຂວງເບີກ ຈູ່າຍ.

ບັນຫາແມູ່ນ ການເບີກຈູ່າຍເງິນ ເດືອນແມູ່ນຊູ້າ 2 ເດືອນ ຂໍ້ ຫຍຸງູ້ ຍາກນີ້ຍອ ູ້ ນເງິນຄັງແຫູ່ງ ຊາດປະຈາແຂວງ ບໍ່ມທ ີ ັນ. ເງິນອຸດໜູນ

ເຊັ່ນ

ເງິນສອນ

ຫູ່າງໄກ, ຄວບ ກໍ່ຄິດໄລູ່ພູ້ອມໆ ກັນກັບເງິນເດືອນໂດຍຄູຈະໄດູ້ ຮັບເປັນ ເງິນສົດ.

ປະກັນສັງຄົມກໍ່ໄດູ້ໃຊູ້

ແຕູ່ກໍ່ບໍ່

ໄດູ້ຮັບການບລິການດີເທົ່າທີ່ ຄວນ.

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 15

12

Volunteer teachers How do volunteer teachers fit in here?

What motivate people to become volunteer teachers?

ຄູອາສາແມູ່ນນັກຮຽນທີ່ຮຽນຈົບສູ້າງຄູໃໝູ່ແລະມາຂສະມັກເປັນຄູ

ສຶກສາແຂວງຄາມູ່ວນເອີ້ນຄູອາສາວູ່າ ຄູສອນ ຊູ່ວຍ, ເຊິ່ງເປັນຄູສອນຄື

ສຶກສາແຂວງສະຫວັນນະເຂດ

ຄູອາສາ

ຄູອາສາ ແມູ່ນສາມາດແກູ້ໄຂບັນຫາ ຄູຂາດ ໃນເຂດຫູ່າງໄກສອກຫີກ

ການອຸດໜູນຫຍັງຈາກລັດຖະບານ. ເຫດຜົນ ທີ່ເອີ້ນວູ່າ “ຄູສອນ ຊູ່ວຍ”

ແລະຄູດງັ່ ກູ່າວ ສອນຄືກັນກັບຄູ

ທາງແກູ້ໄຂ

ອາສາ ຫື ຄູສອນຊູ່ວຍໂດຍບໍ່ໄດູ້ຮັບເດືອນຕອບແທນໃດໆເລີຍ. ທີ່ມຄ ີ ວາມຕູ້ອງການຄູ.

ສິ່ງຈູງໃນພາໃຫູ້ຄົນຍອມເປັນຄູອາສາ ແມູ່ນຄວາມສະໝັກໃຈ, ຖູ້າບໍ່ ສອນ

ກໍ່ໍ່ບໄໍ່ ດູ້ເຮັດຫຍັງ,

ພະນັກງານລັດ.

ຄວາມຄາດຫວັງຢາກໄດູ້ຕົວເລກເຂົ້າເປັນ

ແຂວງເປັນຜູຄ ູ້ ັດເລືອກບັນຈຸຄອ ູ າສາອີງຕາມການສະເໜີຂອງ ໂຮງຮຽນ ແລະເມືອງຂັ້ນ.

ພະແນກສຶກສາແຂວງໄດູ້ສະເໜີໃຫູ້ຫູ້ອງການປົກຄອງແຂວງຊູ່ວຍ

ເງິນສະໜັບສະໜູນຄູອາສາເດືອນລະ 200,000ກີບ (ຄິດໄລູ່ໃຫູ້ 9 ເດືອນ)

ສົກຮຽນ.

ແຕູ່ຈະໄດູ້ຮັບງວດດຽວພາຍຫັງສາເລັດການສິດສອນໃນນຶ່ງ

ທາງເມືອງແຕູ່ໄດູ້ຊູ່ວຍສົ່ງຄູສອນຊູ່ວຍຕູ່າງໆເຫົ່ານີ້ລົງເຂດທີ່ທາງ

ແຂວງສົ່ງລົງມາ ແລະມີການເຊັນສັນຍາ ເພື່ອລະບຸວູ່າພວກເຂົາຈະບໍ່ ໄດູ້ຮັບສິ່ງອຸດໜູນຫຍັງເລີຍ.

ແຕູ່ທາງເມືອງກໍ່ໄດູ້ລົມກັບບູ້ານທີ່ຄູ

ກັນກັບຄູທົ່ວໄປຄື ຢູ​ູ່ ພາຍໃຕູ້ກອບບັງຄັບຂອງລັດຖະກອນ ແຕູ່ບໄໍ່ ດູ້ ຮັບ

ແມູ່ນຍູ້ອນເປົ້າໝາຍທີ່ ວູ່າຄູກມ ຸູ່ ນີ້ຜູ​ູ່ທມ ີ່ ີຄວາມຕັ້ງໃຈ, ຜົນງານ, ແລະການ

ປະຕິບັດວຽກດີ ຈະໄດູ້ຖືກຄັດໃຫູ້ເປັນລັດຖະກອນສົມບູນ, ເຊິ່ງ ເປັນຂັ້ນ ຕອນໜຶ່ງທີ່ຄາູ້ ຍກັບການທົດລອງງານ,

ແລະຊູ່ວຍໃຫູ້ສຶກສາ

ເລືອກຄົນທີ່ມີຄຸນະພາບເຂົ້າເປັນລັດຖະກອນສົມບູນ.

ແຂວງ

ຄູອາສາ ແມູ່ນວິທີທາງແກູ້ໄຂບັນຫາຄູຂາດໃນເຂດຫູ່າງໄກສອກຫີກທີ່ມີ ຄວາມຕູ້ອງການຄູ.

ອີງຕາມແຂວງກູ່າວມາ ແຮງຈຸງໃຈຂອງຄູສອນຊູ່ວຍ ແມູ່ນຄວາມຮູ​ູ້ສຶກທີ່ ມີມາແຕູ່ດົນນານຈາກການປູກຝັງຈິດໃຈມາແຕູ່ດົນວູ່າ ພະນັກງານລັດມັນຈະດີ

ການໄດູ້ເປັນ

ແລະເຮັດແນວໃດກໍ່ໄດູ້ເພື່ອໃຫູ້ໄດູ້ເຂົ້າເປັນ

ພະນັກງານລັດເສຍກູ່ອນ ເພາະທີ່ເຫັນຜູ່ານມາວູ່າພະນັກງານລັດ ມີເງິນ

ໃຊູ້ຈູ່າຍ ແລະຄູສອນຊູ່ວຍກໍ່ຢາກເປັນຄືກັນດັ່ງນັ້ນ ຈິ່ງອາສາສອນຊູ່ວຍ ເພື່ອລຖູ້າຕົວເລກຈາກ ກະ ຊວງ ບໍ່ປີໃດກປີນຶ່ງ ຈະຕູ້ອງໄດູ້.

ອາສາລົງໄປ ໃນການຮັບຜິດຊອບສະຖານທີ່ອາໄສໃຫູ້ພວກເຂົາ ພູ້ອມ

ເອີ້ນຄູ ອາສາ ແມູ່ນຄູສອນລຖູ້າ ທົ່ວໄປ.

ຄູອາສາ

ແມູ່ນວິທີທາງແກູ້ໄຂ

ບັນຫາຄູຂາດ

ໃນເຂດຫູ່າງໄກ

ສອກຫີກທີ່ມີຄວາມຕູ້ອງ ການຄູ. ອີງຕາມແຂວງກູ່າວມາ

ແຮງຈຸງ

ໃຈຂອງຄູສອນຊູ່ວຍ ແມູ່ນຍູ້ອນ ຢາກເປັນຄູ,

ຍູ້ອນຮຽນຄູມາ,

ຍູ້ອນຕົວເລກຄູຫາຍ,

ໂອກາດ

ເຂົ້າເປັນລັດຖະກອນງູ່າຍ,

ຄວາມເຊື່ອວູ່າເມື່ອໄດູ້ເຂົ້າເປັນ ລັດຖະກອນແລູ້ວຊີວິດຈະໜັ້ນ ຄົງ.

ແມູ່ນວິທີ ບັນຫາຄູ ຂາດໃນ

ເຂດຫູ່າງ ໄກສອກ ຫີກທີ່ມີ

ຄວາມຕູ້ອງ ການຄູ.

ບໍ່ມແ ີ ຮງຈູງ ໃຈໃດໆ

ນອກຈາກ ຢາກເປັນ ລັດຖະ ກອນ

ທັງການຕອບສະໜອງອາຫານ ຈານວນໃດນຶ່ງ ໂດຍສະເພາະແມູ່ນ ເຂົ້າ.

13

Comments/suggestions

ຢາກໃຫູ້ຊູ່ວຍຫຼຸດຜູ່ອນຈານວນຫູ້ອງຄວບພາຍໃນແຂວງ ຜົ້ງສາລີ

ທາງກະຊວງຄວນພິຈາລະນາ ການແບູ່ງປັນຕົວເລກຄືນໃໝູ່. ກູ່ອນຈະອອກດາລັດ ສະພາບທູ້ອງຖິ່ນ.

ຄວນມາເບິ່ງຕົວຈິງກູ່ອນ

ແລະບໍ່ຢາກໃຫູ້ເອົາມາດຖານສາກົນມານາໃຊູ້ໂລດໂດຍບໍ່ຄານຶງເຖິງ

Teacher employment and deployment in Lao PDR: reasons behind the current challenges Page Annexes 16

Published with support from BEQUAL (the Basic Education Quality and Access in Lao PDR Program) and the Ministry of Education and Sports (Education and Sports Research Centre)

Laos Australia Development Learning Facility PO Box 468 Vientiane Capital; Lao PDR Tel: (856-21) 263882

www.ladlf.org