The visit began with a briefing by leadership and pedagogical support staff from Khangkhai Teacher Training College (TTC) and the Xiangkhouang Provincial Education and Sports Services (PESS) on the design and implementation of the CPD system. Discussions focused on system performance, sustainability, and the policy actions required to institutionalise the CPD system nationwide.

The delegation then visited two primary schools, where they met District Education and Sports Bureau (DESB) staff, Internal Pedagogical Support (IPS) providers, school principals, and teachers. They explored how the CPD system supports improved teaching practice and increased student engagement. Conversations with teachers and pedagogical support providers confirmed that practical, regular support—through coaching, mentoring, and structured professional development activities—is strengthening day-to-day teaching.

“Strong teacher support systems are essential to sustain improvements in learning,” said Mrs. Daravone Kittiphanh. “By investing in an organised, school-based CPD system and building capacity at the sub-national level, we ensure teachers receive regular mentoring and practical guidance. When teachers are supported, they become more confident and effective, and students benefit—especially those in remote areas or from non-Lao-speaking backgrounds.”

“Better-trained teachers can respond to the diverse learning needs of all children,” Ms. Benita Sommerville added. “Australia is proud to partner with the Ministry of Education and Sports through BEQUAL to help establish a nationwide system that enables teachers to continue learning and growing in their profession. The progress we saw in Xiangkhouang demonstrates that this approach delivers real benefits and is a worthwhile investment in the future of the Lao PDR.”

During the school visits, the delegation observed how school-level IPS providers, working in collaboration with TTCs and DESB staff, deliver regular, practical, and tailored CPD support to teachers. Support is provided through classroom observations, formal and informal discussions, co-teaching, remote check-ins, and WhatsApp messaging, often using resources such as Teacher Support Pack modules and Teacher Development Videos. Assistance is adapted to each teacher’s needs—from lesson planning and use of materials to classroom delivery—allowing teachers to apply new skills immediately. Improved teaching quality leads directly to better learning outcomes for students.

Ms. Sommerville noted, “Gender equality, disability equity and rights, and social inclusion were central themes throughout our visit. We welcomed the strong representation of women among pedagogical support providers. Empowering female educators is helping to create more responsive and inclusive learning environments.”

The delegation also observed a Grade 1 Spoken Lao lesson and saw how the approach supports early oral language development, which is essential for building literacy skills and full classroom participation. Introduced nationally in September 2024 following positive pilot results, Spoken Lao helps children who begin school speaking a home language other than Lao to engage in lessons and access the curriculum.

“MoES and Australia have worked closely to strengthen Lao language skills for students who start school without sufficient Lao language ability,” said Mrs. Daravone. “Spoken Lao was thoroughly tested in several provinces before its national rollout in 2024–25. Building on the success of Grade 1 implementation, MoES is now developing Grade 2 lessons with support from the Australian Government. Today’s classroom observation showed how Spoken Lao helps children communicate, engage, and learn in ways that are both enjoyable and effective.”

“Spoken Lao demonstrates how a well-tested pilot can be scaled into a nationwide approach for inclusive education,” Ms. Sommerville said. “We are proud to support this work with MoES. By narrowing early language learning gaps, the approach helps ensure that every child, regardless of language background, can learn and thrive. Our shared aim is clear: no child should be left behind.”

The visit reaffirmed the shared commitment of the Governments of the Lao PDR and Australia to sustaining investments in teacher development and inclusive classroom approaches. Both governments agreed that the evidence of growing teacher capacity and positive classroom change makes a strong case for continued support. Mrs. Daravone and Ms. Sommerville jointly concluded that education is an investment with significant returns for children, communities, and the nation.

BEQUAL is a program led by the Lao Government with support from the Australian Government and the United States Government. The program focuses on improving educational outcomes for the nation’s youth, particularly those who are vulnerable and disadvantaged, with a strong emphasis on gender equality and inclusive education across all activities.

KPL