MoES and Australia begin research fieldwork to strengthen children’s language and literacy skills
The EGLA baseline is the first part of the wider Language and Literacy Development Research. The team will also examine classroom practices, Lao Language and Spoken Lao teaching materials and student, teacher and school-level factors that may influence learning. Particular attention will be given to oral language development, student participation, differentiation, use of mother tongue, and support for children with different levels of Lao language proficiency.
The findings will support MoES priorities, including the 6+3+3 curriculum reform, curriculum and teaching materials improvements, Spoken Lao Grade 2 development and implementation, and teacher continuing professional development.
Dr Vongphet concluded, “RIES is committed to ensuring that this research is rigorous, relevant to Lao PDR and focused on practical improvements in teaching and learning. Through the participation of MoES departments, Teacher training Colleges, Provincial Education Services and Sports and other partners in training, piloting, data collection, analysis and interpretation, this work will also strengthen national research capacity to generate strong evidence.”
Michael Currie added, “This research is an important investment in the future of education in Lao PDR. By identifying effective ways to support Lao language literacy, it will help inform education policy, strengthen teaching practices, and improve teaching materials, ensuring more children across the country have an equal opportunity to succeed.”
Baseline data collection marks the beginning of the research journey. Over the coming year evidence gathered from students, teachers, classrooms and materials will be analysed and discussed with MoES and education stakeholders to identify practical ways to help more children develop the language and literacy skills they need to succeed.
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