Better Outcomes for Inclusive Learning (BOIL) Project in Sopbao District, Houaphanh Province, Lao PDR

Background

Sopbao District in Houaphanh Province, Laos, faces multifaceted challenges in achieving quality education, particularly for vulnerable groups. With a diverse ethnic composition, including Taideng and Hmong populations, and a significant poverty rate, dropout rates remain high across school levels. Girls and boys with disabilities encounter obstacles to education due to low awareness and lack of inclusive practices. Inadequate teacher training hinders effective support for these students, and the absence of disability-friendly facilities further hampers their access. Ethnic minority students, facing language barriers as education is primarily in Lao, also struggle, with teachers lacking training in accommodating non-native Lao speakers. Additionally, insufficient resources and facilities, such as poorly constructed schools, limited supplies, and inadequate sanitation, impede learning opportunities for all students, magnifying challenges for those with special needs.



Project Description


 Project Goal 


To create inclusive, quality learning environments for vulnerable girls and boys with different learning needs including those with disabilities.


Project Objectives 


    

  • Specific Objective 1: Male and female primary teachers have improved capacity to provide inclusive, engaging education for all girls and boys (including CWDs).
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  • Specific Objectives 2: Government officials and school managers (M/W, W and WOD) develop capacity to plan, monitor and support quality, inclusive education for boys and girls including those with a disability.
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  • Specific Objectives 3: Mothers, fathers, other caregivers, male and female teachers, and community members engage with providing inclusive, quality, and supportive learning environments for boys and girls, including those with disabilities.
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Key Outputs 


    

  • Output 1.1 Engage with DPOs to research needs and design learning materials and resources for male and female teachers to use for inclusive education.
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  • Output 1.2 Training and coaching visits provided to male and female teachers on inclusive education and engaging male and female students with varying learning needs (include multigrade settings).
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  • Output 2.1 DPOs engage and train male and female government officials and school managers in developing planning, monitoring, and resourcing their schools to be inclusive.
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  • Output 3.1: Mothers, fathers, and other caregivers of girls and boys with disabilities have improved their awareness of rights to health and education for CWDs.
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Implementation Period 


From the approved date to 31 December 2022


 


Supported by: 


The Australian Government through the Australian NGO Cooperation Program (ANCP)