2014年-世界发展银行全球_School_Based_Management_in_Lao_PDR___Crrent_Conditions_and_Recommendations_for_the_Future_78页_4mb

Summary of School Based Management in Lao PDR

Core Content

This report provides an analysis of the School Based Management (SBM) and School Block Grant (SBG) programs in Lao PDR, focusing on their implementation, challenges, and potential for improving education outcomes. It is intended to guide the Government of Lao PDR (GoL) in the development and enhancement of these initiatives.

Main Objectives

• To review international SBM literature and evidence.
• To assess the current status of education in Lao PDR.
• To analyze challenges and risks to SBM implementation.
• To provide practical recommendations for improving the SBG and SBM programs.

Key Programs and Initiatives

• School Block Grant (SBG): Launched in 2011-2012 as part of the GoL's strategy to improve education quality through decentralized management.
• VEDCs (Village Education Development Councils): Established in most schools, they play a key role in joint planning and management with school principals and teachers.
• CIED (Community Involvement in Education Development): A program aimed at developing training materials and improving school management practices.

Education Sector Overview

• Education Expenditure: As of 2011-2012, education expenditure was 13% of total government spending, but non-wage recurrent expenditure remained low at 3–7% of total education spending.
• Learning Outcomes: Only about half of fifth-grade students demonstrate Lao language skills beyond the basic level. Mathematics skills are particularly poor, with declining trends noted from 2006 to 2009.
• Class Size and Resources: Class sizes are large, and there is a lack of sufficient learning materials and classroom facilities.
• Access and Retention: Dropout and repetition rates are high in first and second grades, but decline in later grades.

SBM Theory and Evidence

SBM is a decentralized approach where decision-making authority is transferred to school committees composed of principals, teachers, parents, and community members. It is categorized as "light" or "strong" based on the degree of autonomy given to schools.

Key evidence from international studies shows that SBM can:

• Improve student enrollment.
• Reduce dropout and repetition rates.
• Increase teacher and student attendance.
• Enhance teacher effort and motivation.

However, results on learning outcomes are mixed. Some countries like Cambodia, the Philippines, and Indonesia have shown positive effects on student outcomes through SBM initiatives.

SBM in Lao PDR: Foundations

• VEDCs are already established in most schools, indicating a level of decentralization.
• School principals report high influence over school decisions, suggesting a strong leadership role.
• Parental involvement remains significant, with many parents making voluntary contributions to schools.
• Training initiatives under programs like CIED and EQS have been introduced to support school planning and management, though their reach is limited.

Challenges and Risks

• Delayed Funding: Schools often receive grants late, which hampers effective planning.
• Limited Capacity: School leaders and community members lack training and support to manage funds and implement SBM effectively.
• Parental Contribution Reduction: Parents may reduce their voluntary financial contributions if schools receive block grants, which could negatively impact school resources.
• Inadequate Reporting: There is inconsistency in how schools report the use of SBG funds.
• Improper Safeguarding: Funds are sometimes stored in unsafe conditions, such as unlocked containers at home, due to lack of banking facilities or high transaction costs.
• Insufficient Monitoring: District and provincial authorities have limited capacity to monitor SBG implementation.

Recommendations

1. Ensure Timely Delivery of Funds: Schools should receive SBG funds on time to support planning and resource allocation. Consider disbursing the entire grant at once for better purchasing power.
2. Train School Leaders and Community Members: Provide comprehensive training to principals, VEDC members, and district officials on SBG management, reporting, and safeguarding. Include leadership and participatory planning skills.
3. Empower Parents: Develop targeted training and mechanisms to increase parental participation and influence in school decision-making.
4. Establish Data Collection Systems: Train principals and VEDC members to use data for setting learning targets and evaluating progress. Develop a national assessment system to support this.
5. Improve Financial Accountability: Implement stronger reporting and safeguarding mechanisms for SBG funds. Train school staff on proper financial management.
6. Enhance Implementation Support: Provide technical assistance and additional resources to DEBs and other local authorities to support SBG implementation.
7. Make Funding Formula More Progressive: Adjust the funding formula to account for the added costs in small and remote districts. Consider regional differences in implementation challenges.
8. Leverage Existing Resources: Adapt training materials from other programs (e.g., CIED, EQS) to support SBM implementation.

Conclusion

The SBG program in Lao PDR is a promising step toward decentralizing education management. However, its success depends on addressing challenges related to funding, training, reporting, and community involvement. With proper implementation and support, SBM can significantly improve education quality and outcomes in the country.