[{"bbox": [82, 147, 1167, 498], "category": "Table", "text": "<table><tr><td>provide own On the Job training (OJT), rather than hiring TVET graduates.</td><td>H</td><td>H</td><td>of occupational qualifications standards and relevant TVET curricula.</td></tr><tr><td>Education sector legal and organisational framework does not provide adequate provisions for Public-Private partnership in the financing of TVET offer</td><td>M</td><td>H</td><td>Legislative and administrative provisions added to the TVET Law to open the door to validation of private training centres by the MoES and the MoLSW</td></tr></table>"}, {"bbox": [92, 500, 253, 524], "category": "Section-header", "text": "## Lessons Learnt:"}, {"bbox": [92, 544, 1162, 743], "category": "Text", "text": "The EU has been actively engaging in the Education sector in Lao PDR since 2010 through technical assistance and capacity building projects and since 2016 with Budget support programmes in close coordination with other Development partners (DP) through different mechanisms. This aid was closely coordinated with other DPs, namely Team Europe (France, Germany, Hungary, Luxembourg, Switzerland), Australia, USAID, UNICEF, UNESCO, WB, and ADB. The ESWG, led by the MoES and co-chaired by the EU and Australia fostered a continuous political dialogue between the Lao PDR Government and the DPs, and it has proven efficient in creating synergy and facilitating monitoring by the MoES of the overall international assistance."}, {"bbox": [92, 761, 1162, 1160], "category": "Text", "text": "The following important lessons learnt have been taken into account when formulating this action, also building on the support provided by other DPs in this area: (i) Access to education is necessary and must continue to be enhanced but it is not sufficient: focus should be on the quality education and the learner's performances leading to improved completion rates in basic and secondary education. The key to this expected achievement is in investing in the professionalization of the in-service teachers. While managing them effectively in accordance with the right sizing policy. (ii) There is a need to further link educational investment with professional opportunities, hence contributing to a more productive and sustainable growth model instead of basing it on \"mega projects\" with little externality to develop local skills. Consequently, there is an urgent need to provide employability opportunities to students responding to local needs (Electrician, agriculture, construction, agroforestry, etc.), and to \"revamp\" the TVET subsector in its training organisation and modalities; linking it more to the private business and its increasing labor market demand. (iii) There is a continuing mismatch between plans and available budgets. Similarly to the necessary link between educational investment and professional opportunities, there is a need to change from hoping for more budget to maximising the resources at hand by linking more systematically planning, programming and budgeting processes."}, {"bbox": [92, 1178, 1162, 1293], "category": "Text", "text": "The Action will reinforce, without duplicating, the complementary support provided by ADB, Australia, UNICEF, the World Bank, and the Global Partnership for Education (GPE), as well as by other bilateral support (France, Germany, Hungary, Luxembourg and Switzerland under a Team Europe approach) in the education sector. The action will thus contribute to enhance the synergy between these supports."}, {"bbox": [85, 1324, 397, 1355], "category": "Section-header", "text": "## 3.5 The Intervention Logic"}, {"bbox": [1026, 1679, 1142, 1704], "category": "Page-footer", "text": "Page 17 of 35"}]