Component 2 of the BESDP Laos grant project of ADB Joel Wayne Ganibe, DPTL for Component 2 please visit www.besdplaos.multiply.com

1. DISCUSSION APPROACH:
From BIG PICTURE to detailed discussion/
from STRATEGY to TACTICS…

2. WE envision a future…
where all Lao PDR children, especially the poor,
have access to relevant, quality education
enabling them to succeed in the new global economy.

3. This means at the very
least, graduates from the
various levels in the
education system have an
EQUAL CHANCE of competing
with their ASEAN
counterparts.

4. Strategic objective:
TO IMPROVE THE RELEVANCE AND QUALITY OF
FORMAL LOWER SECONDARY EDUCATION

5. STRATEGIC CONSIDERATIONS
TO IMPROVE RELEVANCE, we look at
two perspectives:
• market perspective (demand) &
• student’s perspective
so who is your customer?

6. STRATEGIC CONSIDERATIONS
For Marketplace demand:
There seems to be very little
institutional arrangements
to ensure that content for
specific subjects in LSE/USE
matches or supports the
demand by local industries or
economic opportunities being
True or false?
specifically developed in
particular target provinces.

7. THE RECENT FIELD visit to appreciate
EXAMPLE… provincial contexts : In Savannakhet,
PES informs us that institutional partnership
arrangements for demand-supply alignment have yet to be
established and firmed up.
Vocational Do they Match/
skilled and
schools semi-skilled support the
LSE Graduates
workers for
demand /
a variety of
economic
occupations
Higher
opportunities
technical
USE Graduates
being
colleges
specifically
developed in
particular target
provinces?
RELEVANCE

8. STRATEGIC CONSIDERATIONS IS THERE a market
to absorb these
“children of the
SITUATION:
knowledge
economy”?
 THE PROVINCE has its
• HOW BIG is this
own vocational training
schools that offer training
playing field and
modules related to agriculture
• HOW EFFECTIVE is
 it is experiencing
the local education
problems in promotions as
students understandably system in enabling
prefer more “glamorous” ICT
the Lao youth to
related courses and there are
few takers of the available participate in the
training opportunities.
career/livelihood-
game competitively?
RELEVANCE

9. STRATEGIC CONSIDERATIONS
WHAT CAN BE DONE?
Find a way to do a market demand analysis
(perhaps with the Ministries of Industry/
Commerce/Labor & Social Welfare)for
LOCAL SECTORS
alignment with projected learning
outcomes
TO IMPROVE
RELEVANCE
AS DEFINED IN
INT’L
LAOS CONTEXT Build in mechanism for sensing the
strategic industries being developed in each
SECTORS
province in order to match curriculum content
(ie. dual training arrangements, etc.)
enhancements such as in Practical/Industrial
Arts/Home Economics subject for LSE/USE.
RELEVANCE

10. STRATEGIC CONSIDERATIONS
LOCAL SECTORS
MARKETMICRO & COTTAGE
RELEVANCE
INDUSTRIES
outcome- SMALL & MEDIUM
based ENTERPRISES
LOCAL SECTORS
curriculum
design
INT’L SECTORS
MICRO & COTTAGE
INDUSTRIES
MEKONG CLUSTER
SMALL & MEDIUM
ASEAN REGION
Vocational GLOBAL
ENTERPRISES
schools MARKETPLACE
skilled and
LSE Graduates
Secondary semi-skilled
Education
workers for a
Higher
schools
Technical variety of INT’L SECTORS
colleges occupations
MEKONG CLUSTER
USE Graduates
ASEAN REGION
other Higher
GLOBAL MARKETPLACE
Education
institutions

11. WHY BOTHER?
STRATEGIC ISSUE:
 THE OVERALL CONTEXT within which education systems function is
changing.
 The workplace demands more competencies from students, and greater
levels of flexibility to carry out multiple tasks. The importance of languages
and technology is increasing, even for students in ‘vocational professions’.
Holsinger & Cowell (Policies and Strategies For Secondary Education:
Positioning Secondary School Education In Developing Countries
(International Institute for Educational Planning/UNESCO, 2000)
RELEVANCE

12. Because…
As coverage increases, greater numbers of
students are incorporated into the secondary-
education system and the need to diversify
curricular offerings also grows.
(UNESCO:IIEP, 2000).
STRATEGIC CONSIDERATION
RELEVANCE

13. Short-term Objective 2 of Chart 2: District-Focused Education Priorities
Improving Quality and Relevance of Education
--National Plan of Action 2003-2015, P. 39
• Improve school conditions and access to instructional materials. Renovate
schools and
• ensure availability of textbooks.
• Ensure content of instruction meets the needs of the poor.
• Focus on curriculum aspects in which the
poor have the most difficulty and on which
they would benefit differentially. Provide
more support for localized instructional
material.
• Strengthen linkages between education and
labour market demand.

14. STRATEGIC CONSIDERATIONS
SO HOW THEN
DO WE
POSITION
the Lao
Secondary
Education?
POSITIONING is finding the correct balance between ACCESS and CURRICULAR
EMPHASIS (degree of vocationalization) that allows the secondary education system to
satisfy a particular set of criteria .

15. When assessing how to ‘position’ a country’s secondary
education. Apart from history, resources and
culture, considerations include:
• “how to prepare students for the
workplace, and accordingly, to what
extent vocational skills should be included
within secondary education,” as well as…
“At the very least, graduates
from the various levels in
• “to what extent contact with the the education system
workplace should be included to prevent (especially LSE) have a real
EQUAL CHANCE of
isolation of adolescents from society and competing with their ASEAN
the labor market.” counterparts. “
These are the projected outcomes of
market-responsive curriculum design :
RELEVANCE

16. STRATEGIC CONSIDERATIONS
TO IMPROVE RELEVANCE, we look at
two perspectives:
• market perspective (demand) & …
• Student/Learner’s Perspective

17. FROM THE STUDENT’S
practical point of view,
s/he will be looking at ground-
level, realistic options for
future employment or
livelihood.
AS A MEMBER of the ethnic
minority or being part of
disparity groups, what does
the immediate future really
look like to him/her and what
are the less obvious pressures
pulling one out of school?
• Student/Learner’s Perspective

18. SOMSINIT’S STORY…
AT THE HOUAYSAN LOWER SECONDARY SCHOOL in Xephone District, Savannakhet Province, consultants
of the Basic Education Sector Development Project (BESDP) met Somsinit, a 13 year old M2 student.

19. SOMSINIT’S STORY…

20. With nothing else left, he just stays in school during lunch break along with his
friends, taking refuge from the hot sun under the shade of a tree.
To kill their hunger, they just ask for a drink of water from a house nearby
(school has no developed source of water yet).

21. makeshift sleeping quarters for children from far away villages
Others have it even harder as they
have to brave it with fellow children
to stay by themselves in makeshift
dormitories built on school
premises, away from their families
and learn to survive both the
homesickness and the challenging
lessons until they can travel back to
their villages for the weekend.
Upper Secondary School is a dream
literally far, far away.

22. Apart from obvious “access” issues, a fuller appreciation of
these “internal noise” helps in the design of:
 relevant curriculum
packages as well as…
 developing creative
delivery/presentation
approaches for the lessons
(responded to under the
“quality” domain of this
component as teacher
training).
• Student/Learner’s Perspective

23. Furthermore, we also look at the bigger picture:
JUST BY HELPING TO KEEP THEM IN SCHOOL LONGER,
BESDP can also help lower fertility and maternal mortality rates
as well as prevent trafficking and other abuses.
Informal interviews held by the team with school heads and teachers confirm that many of
their dropouts as young as 13 to 15 years old, have been (among other reasons) due to
pressures to support the family needs by crossing the border to work as unskilled labor in
nearby Vietnam or Thailand.

24. Strategic objective:
TO IMPROVE THE
AND
OF FORMAL LOWER SECONDARY EDUCATION

25. Component 2
OUTCOME-BASED,
1.CURRICULUM
CURRICULUM
DESIGN
DESIGN CLEAR METRICS
This looks at the technical preparation of
Teachers at both pre-service and in-service
levels as well as the career path options in
2. Instructional Material s
INSTRUCTIONAL MATERIALS
order to retain these personnel amidst
DESIGN & AVAILABILITY
other market attractions (private sector or
other public sectors) to ensure supply of
quality human resource for education. PRE-SERVICE
TEACHER
3. TEACHER
TRAINING
PRODUCTION IN-SERVICE
QUALITY OF
INSTRUCTION
PROCESS
RECRUITMENT , DEPLOYMENT &
CAREER PATH DEVELOPMENT/
TO ADMIN SUPPORT
IMPROVE This looks at the
INCENTIVES / TALENT RETENTION
availability and quality of
QUALITY STRATEGY
enabling policies and
support mechanism.
FACILITIES
Component 1
LEARNING
ENVIRONMENT
EQUIPMENT

26. Strategic objective:
TO IMPROVE THE
AND
OF FORMAL LOWER SECONDARY EDUCATION

27. REALITY CHECK:
In 4 months: September 2009, new school year starts
M4 starts being implemented this year
In 6 months, without major draw- In 7 months,
downs project at RISK 2009 ends
In 32 months, project ends
EVEN If you can deliver all the textbooks by September 2010, (using emergency
procedures) A WHOLE BATCH of M4 students already lost the chance to use it.
After the textbooks are printed, TEACHERS will need Teacher Guides
Then WE NEED TO TRAIN more than 5000 TEACHERS (INSET)
Realism is the heart of OBVIOUSLY:but many organizations
• execution,
are full of people who are trying to avoid or shade reality
RECOVERY OF DELAYED MILESTONES
• Fortunately, the BESDP PMU and Implementing Units are
CANNOT BE DONE IN THE USUAL
making sure realism is the goal of all dialogues in the
“NORMAL OPERATIONS” M
organization ODE.

28. ONLY IF:
 WE HAVE THE RIGHT PEOPLE, (RESULTS-DRIVEN)
 THE RIGHT STRATEGY
 The RIGHT TOOLS AND
 SUPPORT FROM LEADERS
TO AUTHORIZE US TO DO THE NECESSARY SPECIAL MOVES.
WHAT WE NEED are RADICAL, “OUT-OF-BOX”
SPECIAL ACTION TEAMS FROM EACH I.U. WHO CAN DO
RAPID BUT QUALITY DELIVERY OF SUBCOMPONENT-OUTPUTS

29. PDR:
• THE POWER
• TO DELIVER
• & RESPOND

30. Component 2 Delivery Strategy:
Sequential Development in Fast-track Mode
REVISED CURRICULUM GUIDE
FOR PRIMARY
NEW CURRICULUM GUIDE
1. CURRICULUM DESIGN FOR LSE:
DRAFT CURRICULUM GUIDE
FOR USE
2. INSTRUCTIONAL NEW TEXTBOOKS
MATERIALS DESIGN & FOR LSE:
DEVELOPMENT
NEW TEACHER GUIDES
FOR LSE: Nov. 2010
3. TEACHER TRAINING INSET WORKSHOPS

31. Component 2 Delivery Strategy:
Sequential Development in Fast-track Mode
REVISED CURRICULUM GUIDE
FOR PRIMARY (done)
1.
CURRICULUM NEW CURRICULUM GUIDE
FOR LSE: Feb. 2010
DESIGN
DRAFT CURRICULUM GUIDE
FOR USE: May 2011
FOCUS OBJECTIVE: deliver the TB/TG by October 2010!

32. COMPONENT 2 A: CURRICULUM DEVELOPMENT
DELIVERABLES under Component 2, thus include the following items responded to by the
following detailed activities by target actors, projected cost and expected outcomes:
Person/ No. of Target
No. of Cost
ACTIVITY Expected Outputs
Unit Completion
Days
Partici-
Respon- Date
pants
sible
Budget used Per RIES: Advanced action has
PMU/
for this came been done on this item, the
RIES, from the EDP curriculum has been revised.;
Consulta II project and
nts KOICA
1. DEVELOP Textbooks have been written;
REVISED PRIMARY Teacher’s Guides have been
CURRICULUM UNDER
written and prepared for
(grades 1-5) BESDP, US$
printing
24,301.80 has
been
Printing cost taken up by KOICA
allocated for
Workshop 13
MATERIALS STATUS
(a) Grades 1 & 2 materials(TB/TG) have been printed and distributed to all primary schools nationwide
(b) Distribution: Evidence of impact will be verified through the ASLO (assessment of students learning outcomes) for Grades 1
& 2.
(c) Grades 3 & 4 materials (TB/TG) now in preparation for printing. Distribution timed for school opening this September, 2009
(d) Grade 5 materials(TB/TG) now in final pre-press (layout/graphic design);
(e) Bidding for printing services has been done (Feb. 09) now awaiting announcement of winners.

33. ACTIVITY Expected Outputs
No. of Cost
Person/ Unit No. of Target
Responsible Participants Days Completion
US $
Date
2. DEVELOP new PMU, RIES, The new curriculum based on
LSE planned strategic student
Consultants
(DPTL for outcomes as (aligned with
CURRICULUM component the National and Provincial Development Strategies) will enable high
and student 2, Local CD school students to be more competitive with ASEAN counterparts and take
outcomes part in local and regional opportunities. This will be measured under the
specialist)
(Grades 6-9/ established National Assessment Framework.
M1 to M4)
Per RIES: • Subject matter
2.1 Workshop 1:
(content) experts have
Done:
Structure
been invited to write
a) Elaboration and PMU/ February
Finished
the initial drafts of the
Time Allocation RIES 2009
curriculum
• TEXT has undergone
initial editing and
formatting as
proposed materials
b) Drafting of Draft syllabus now ready for screening by Committee of Curriculum
Curriculum Reform (CCR)
After final screening by CCR, materials will then be submitted to CACIM
guide/Syllabus
BESDP budget to fast tract the screening workshops/meetings to approve
the materials and get them to the next stage.

34. ACTIVITY Expected Outputs
No. of Cost
Person/ Unit No. of Target
Responsible Participants Days Completion
US $
Date
•To meet and interview CD policy
2.2 ARRANGE 20,984 May 31-
PMU 9 7 makers and practitioners in target
Regional Study June 6 host country as basis to compare
tour approaches and share experiences;
•To provide grounded inputs to
educational reform policies related
a) For Policy Makers/ to the BESDP;
Project Managers
To gather data, insights,
30,214 June 9-
RIES 16 10
experience and lessons
19,2009
b) for the curriculum
learned from the curriculum
development development experience of
group Vietnam to input into the
development and finalization
of the LSE curriculum to meet
the BESDP aim of improving
the relevance and quality of
formal basic education.
UPDATE:
•Final agenda & list of participants: DONE (April 30, 2009)
•Draft letter to host country (Vietnam) counterpart agency/ies: DONE (4/30)
•PMU to request moe-dpc to transmit official letter to Vietnam MOET’s Dept of int’l
cooperation: May 5, 2009
•Pre- trip meeting/ Orientation : May 29, 2009

35. Person/ Unit No. of Target
No. of Cost
ACTIVITY Expected
Responsible Completion
Days
Partici-
US$ Date
pants
Outputs
2.3 Workshop 2: Insights drawn from the
this should include the CCR screening
study tour may now be
(CCR sits in during last 5 days and provides
•Course Outline, incorporated into the
necessary comments to minimize
enhancements/
13 subjects, 4 grades document passing back and forth) and
finalization of
approval in order for CACIM to do final Curriculum
•Provide metrics for approval workshop ASAP. Guide/Course outline
student learning for 13 subjects and 4
14 51,000 June 22-
outcomes RIES 105 grades
27;
June 29-
•Design the national A PROPOSED framework
July 4 , for Assessment of
achievement
July 6-7, projected learning
standard/ targets for 2009 outcomes should be
LSE
included among outputs

36. Committee on Curriculum Reform (CCR)
Should deploy their subject experts within CURRICULUM WRITERS’ TEAMS per
subject authorized to provide official guidance and comments to minimize
document “ping-pongs” so that each team’s output is optimized
(already has CCR’s built-in STAMP OF APPROVAL after the workhop/writeshop)
PHYSICAL
M1
7 EDUCATION
M2
Lao
M1
(no textbook,
M3
M1 SOC.STUDIES
1 M2 Language only TG in old
M2 M4
o History (Lao History/ curriculum)
4
M3 M3 World History) ARTS (no
M1
M4 o Geography textbook, only
M2
8
M4 o Civics TG in old
M3
curriculum)
M4
M1 M1 MUSIC (no
TECHNOLOGY
9
Math M2 textbook, only
5
M2
M1
(new) ICT & M3 TG in old
M3
•Algebra
M2
2 Handicrafts M4 curriculum)
•Geometry M4
M3
•Trigonometry
M4
What are your FOCUS AREAS FOR
FOREIGN
M1
M2 LANGUAGE INNOVATION?
6 M3 o (new) English
• SCOPE OF CONTENT,
M1 NAT. SCIENCE plus 1 [French,
M2
3 •biology,
• DELIVERY MECHANISM,
Chinese,
M3 M4
•chemistry, Vietnamese,
• EFFICIENCY (TIME ALLOTMENT) &
M4 •physics, etc.]
• LEARNER CENTERED
MEASUREMENT (testing/validation)

37. 9 major subject areas times 4 levels (1 expert per level) plus the CCR
Rep as the Cell team leader equals:
• NINE (5-MAN) TEAMS (OR A TOTAL OF 45 PAX) ABLE TO LOCK DOWN
• FOUR QUARTERLY (4 GRADING PERIODS) LEARNING OUTCOMES /course
outline AND ASSESSMENT FRAMEWORKS (TARGET METRICS)
• IN 14 DAYS (broken down as 2 days/qtr, 4hrs (halfday) /month
• USING MIND-MAPPING TECHNOLOGY.
OPTION 2: 2 subject experts per level times 9 subject areas
plus 1 Team Leader from CCR/RIES =
Nine (9-man teams) = 81 pax
OPTION 3: 3 subject experts per level times 9 subject areas
plus 1 Team Leader from CCR/RIES =
Nine (13-man teams) = 117 pax

38. Person/ Unit No. of Target
No. of Cost
ACTIVITY Expected
Responsible Completion
Days
Partici-
US$ Date
pants
Outputs
2.4 18,214
Workshop III FINAL Curriculum
Review/Edit Guide/Course outline
Formula:
July 20- for 13 subjects and 4
CACIM 51K/
MEMBERS 105 5 14 days= 24, 2009 grades will be ready to
3,642.86 guide materials
x 12 days development work.
• CACIM THEN APPROVES MATERIALS as official curriculum guide
• OUTPUT should include ASSESSMENT FRAMEWORK corresponding to designed
learning outcomes
• NOTE that under old cost-tab, there was only one (workshop 13) with total budget
of US$24,301.80
• Using current rates and event schedules (WS 2 & 3), total comes up to: US$
69,214.00

39. Person/ Unit No. of Target
No. of Cost
ACTIVITY Expected
Responsible Completion
Days
Partici-
US$ Date
pants
Outputs
2.5 Printing & RIES
 Once approved,
Distribution of
Target recipients include: materials are ready for
Curriculum Guide
400 lower and upper secondary material development
(BESDP Budget to print
schools, teacher training colleges,  Bidding starts for the
18 existing LSE textbooks
Faculty of Education, etc.
& 16 teacher guides print supplier
which has been covered
 Print supplier includes
by KOICA may be used to
•TRANSMITTAL MEMO publishes the new
print copies of the new package to deliver to
curriculum guide to all provinces who in turn brings
SECONDARY target recipients and
down the material to the districts that in turn provide
CURRICULUM present proof of delivery
copies to the heads of schools for information &
(LSE/USE)—As a support to PMU.
compliance.
material to National
Assessment of Learning Option for public
Outcomes (National announcement of this
Achievement Targets) milestone in local news
media for faster
dissemination and
mainstreaming

40. Person/ Unit No. of Target
No. of Cost
ACTIVITY Expected
Responsible Completion
Days
Partici-
US$ Outputs/Results
Date
pants
This should signal a quick
RIES/
Preparation of “Master 4 days for July 28-30, inventory of school
Editor,
Copy”/ Final Artwork basic IN- capabilities to teach the
2009
Layout artist
(camera-ready option or layout & HOUSE new curriculum and clue-
just final CD if digital final in field units of
artwork
printing process, direct- Direct knowledge gaps related
to- plate) printing to implementation.
cost :
US$ 4,000 Teachers/Principals could
plan for quota/non-
($8/copy quota/special training
x 500 options and include
sets) these in school
improvement plans to be
facilitated by DEB/PES
under Component 3.

41. No. of Cost Target
Person/ Unit No. of Expected
ACTIVITY
Days US $ Completion
Responsible Participants Outputs
Date
(BESDP Budget
3. TEXTBOOK AND to print 18
Under the Grant Agreement, BESDP will reprint existing textbooks and teacher
existing LSE
TEACHER GUIDE guides for lower secondary years
textbooks & 16
(M1 to M3: 675,000 textbooks and 73,000 teacher guides)
teacher guides
 BESDP to print 18 existing LSE (M1 TO M3) textbooks & 16 teacher guides
DEVELOPMENT, which has been
— (interpreted as 6 sets of textbooks and teachers’ guide for 3 grade
covered by
levels= 18)
PROCUREMENT KOICA may be
 UPDATE: In NEW Lower Secondary there are used instead to
AND print more
9 subjects, so ideally there should also be 9
copies of the
Textbooks and 9 Teacher Guides times 4 levels new
DISTRIBUTION (=36 TB/TGs) SECONDARY
CURRICULUM
o per RIES: Need is for 675,000 TBs (1 TB=4 students) (LSE/USE)—
and Textbooks &
Teacher Guides
o 73,000 TGs (target is 1 TG per subject, per teacher; )
3.1 Development,
31 new textbooks for LSE
FAST TRACK MODE strategy is to include quality assurance into integrated
Procurement and
product development teams. to minimize “ping-pongs” between Yrs 1–4 developed and
distribution of NEW
developers and reviewers, and have better efficiency. Example, a member
LSE Textbooks &
distributed to all LS
of the CCR is on the overall (levels 1 to 4) Editorial Board for that Subject
Based on the
schools in 20 target
(ie. Math)
approved new LSE
As an innovation: The AGILE development approach used to manage rapid
districts at the ratio of 1
Curriculum
but quality product development will be used. Best practices in software
Guide/Projected
book per 2 students
development as well as electronic news (speed + content accuracy with
Student Outcomes simultaneous usability/user-friendliness testing) will be adapted as the
operating technology. (ie. “Sprints”)

42. ONCE THE new LSE (Grades 6-9/M1-M4) curriculum and student outcomes
has been approved: (JULY 2009)
Expected Outputs
No. of Cost
Person/ Unit No. of Target
Participants Days US $ Completion
ACTIVITY Responsible
Date
August 3-7,  Develop, print and distribute
Subject matter 105 PAX 5 17,000
4.2.1 TEXTBOOK DESIGN 354,000 (VS. projected need
2009
experts/
of 675,000 at 1:4 VS 1:2 ratio
WORKSHOP content
• Subject matter (content) or 1,350,000) textbooks to
specialists
experts will be invited to all lower secondary schools
Board of
write the initial drafts of in 20 targeted districts.
editors:
the manuscripts for the
 Editorial Boards will be
Committee of
textbooks and teacher
organized for each
guides. Curriculum
• CURRICULUM GUIDES point subject/year level
Reform
out areas for Materials
 Content maps will be
innovation/further
Development designed and assigned to
elaboration.
Consultant
• QUALITY ASSURANCE gives content development
Oversight by
inputs from the field on specialists
DPTL for
past/existing materials so
 Technical specs will be
that learning is applied Component 2
recommended for each title
and submitted to
procurement unit which
organizes the tender for
bidding with suppliers
 As soon as technical specs are on hand, bidding for print suppliers could start

43. PROPOSED CONFIGURATION
CACIM PM PM PM PM PM PM PM PM PM
CCR EIC EIC EIC EIC EIC EIC EIC EIC EIC
2 WRITERS 9 MAJOR SUBJECT AREAS
1 GRAPHIC LAO MATH Natural Social Techno- Foreign Physical ARTS MUSIC
ARTIST/LEVEL
Language Science Studies logy Language Education
Math 5
LL 1 Science 5 Lao Handi- English 1 PE 1 Arts 1 Music 1
1 MANAGING EDITOR PER LSE level
M1 Team
History crafts
Sports
Algebra Biology
LL 2 World ICT 1 English 2 PE 2 Arts 2 Music 2
M2 Team
History
Sports
Geometry Chemistry
LL 3 Geo- ICT 2 English 3 PE 3 Arts 3 Music 3
M3 + 1 elective Team
graphy
Sports
Trigono- Physics
LL 4 Civics ICT 3 English 4 + PE 4 Arts 4 Music 4
M4 metry 1 elective elective
18 MAN TEAM PER WE CAN merge these
4 4
4 4 4 4
SUBJECT: subjects into MAPEH
TITLES TITLES
TITLES TITLES TITLES TITLES
1 PM (MUSIC, ARTS,
1 EIC PHYSICAL EDUCATION
4 MANAGING Editors & HEALTH) and design
4 Graphic/Layout 1 for each level: 4 titles
artists This means we need 162 able professionals
8 WRITERS
with a dedicated pool of 36 desktop PCs to churn
18 PAX
out content and final artworks for a total of 40
EXTERNAL
ILLUSTRATORS PAID
Titles within the alloted time
PER PLATE

44. PROPOSED EDITORIAL TEAM PER SUBJECT
Writer 1
M1
Writer 2
Managing
Editor Graphic Artist
Writer 1
M2
Writer 2
Managing
Publishing Editor
Manager Graphic Artist
Editor
In-Chief Writer 1
M3
Writer 2
Managing
Editor
Graphic Artist
Writer 1
M4
Writer 2
Managing
Editor
Graphic Artist
CURRICULUM PROCESS CONTENT
EXPERTS EXPERTS EXPERTS

45. •Editorial Boards/Writers
Subject matter
4.2.2 START 416,000Sept. 18-
105 PAX 10
experts/curriculum will come up with their
DETAILED CONTENT 29, 2009
initial drafts and flesh out
developers
DEVELOPMENT
Board of editors: more content during the
(writers’ workshop) Committee of write-shop.
•e-copies of the draft
Curriculum Reform
Materials manuscripts will be
Workshop 9 under the orig cost tab
Development collected by executive
was budgeted at only US$95,000.88;
editors assigned to each
Consultant under the new scheme, using the
title/subject/level and
budget indicated by RIES above, there
immediately submitted to
is a budget per subject team of US$
the review committee.
US$ 46,222.22
We can collapse the 3 workshop activities into just 2 but use the budget to
attract the best available experts for as editorial team members. This will start a
pool of professional text book developers
By this time, the materials development consultant & counterparts & PROCUREMENT SPECIALIST may
do the plant visit to the pre-qualified print suppliers
Committee will
Subject matter 105 PAX 10 416,000October,
experts/curriculum
nd
i)4.2.3 2 provide
2009
developers
WORKSHOP TO review/comments for
Board of editors:
PRESENT INITIAL enhancement
Committee of
Writers/editors will
DRAFTS/REVISION Curriculum Reform
start revision 1 and the
WRITESHOPS Materials
executive editors will
Development
Consultant again submit the outputs
to CCR.

46.  CCR members of the editorial board have been screening
FOR TEST
PANELS: all drafts for consistency with new curriculum, so
Tokens of materials submitted to CACIM are ready for tooth-
appreciation or combing
even just plain
 “CUSTOMER SATISFACTION TACTIC:” Test panels of subject
per-diem
(transport & teachers from selected project schools may be organized
accommodatio for initial “market test” for ease of use and classroom
n) support, effectiveness; interface can be through FGDs.
acknowledgem
 Panel may include some students as well
ent in the
preliminaries
 This collapses the “testing period”
could be
discussed…

47. By this time, winners of the bidding process are determined and contract negotiations may ensue
 3RD WORKSHOP EDITORIAL BOARDS  Committee will provide
5 Nov.
WILL PRESENT TO
TO PRESENT SEMI- comments for enhancement
2009
CACIM and wrestle  Writers/editors will do
FINAL DRAFTS TO
out final
CACIM final revisions
improvements.
As mentioned. We can collapse the 3 workshop activities into just 2 but
Executive editors
use the budget to attract the best available experts for as editorial team
finalize manuscripts
members. This will start a pool of professional text book developers. Mini
with the contributors.
FGDs can instead be organized as “testing & validation” integrated into
product development cycle.
By this time, supplier is ready with a production schedule
 CACIM gives  Complete all pre-press
CACIM, QA, 5
Consultant,
clearance to start work on each title in
production (printing) Editors/Graphic preparation for actual
Experts
a) Materials dev’t press-run
PAST EXPERIENCE: THAI PRINTERS WHO DID NOT RECOGNIZE
 CD’s of the final
expert does QA
THE UNIQUE LAO CHARACTERS MADE A LOT OF MISPRINTS
during entire artworks and a physical
AND DELIVERED WRONG ITEMS OR QUANTITIES
production process mock-up of each
(proof/flats/ publications title including
PROPOSED SOLUTION: ALL FINAL ARTWORKS SHOULD BE
plate checking) the dummy board will be
EXPORTED AS IMAGES, AND OUTPUT TO FILM. FILM OR PLATES
PRODUCTION COULD BE OUTSOURCED BUT ACTUAL PRINTING turned over to supplier and
CAN BE DONE LOCALLY BUT DISTRIBUTED TO SEVERAL the press-run is scheduled.
SUPPLIERS FOR EASY Q.A. ; TAGGING PROTOCOL FOR FINISHED
PRODUCTS ALSO INCLUDED IN ASSET MGT. SYSTEM
o Print supplier delivers allocated copies to each target recipient school
o Print supplier submits evidence of delivery/fulfillment to MOE
o MOE reports accomplishment on component to ADB

48. DEVELOPMENT CYCLE
DEVELOPMENT CYCLE
LSE TEACHER GUIDES
LSE TEXTBOOKS
JUNE TO AUGUST, 2009
CURRICULUM DESIGN: JUNE TO AUGUST, 2009
JAN. 2010
BASIC DESIGN: AUGUST, 2009
FEB. 2010
TENDERING: AUGUST, 2009
MARCH-MAY, 2010
EDITORIAL PRODUCTION: SEPT-NOVEMBER, 2009
MAY 2010
BID AWARDING: NOVEMBER, 2009
JUNE TO AUGUST, 2010
PRINT PRODUCTION: DEC. 2009 TO MARCH 2010
SEPT-OCTOBER, 2010
DELIVERY: APRIL-MAY, 2010

49. DEVELOPMENT CYCLE
CURRICULUM DESIGN: JUNE TO AUGUST, 2009
BASIC DESIGN: AUGUST, 2009
TENDERING: AUGUST, 2009
EDITORIAL PRODUCTION: SEPT-NOVEMBER, 2009
BID AWARDING: NOVEMBER, 2009
PRINT PRODUCTION: DEC. 2009 TO MARCH 2010
DELIVERY: APRIL-MAY, 2010