Connexion 
LAOS - Cross-border collaboration to strengthen non-formal vocational skills development
The Department of Non-Formal Education (DNFE) under the Ministry of Education and Sports in Lao PDR recognises the crucial role of non-formal vocational skills development in empowering rural communities, especially in the agriculture and forestry sectors. To learn from best practices and inform its own strategies, the DNFE, with support from the Skills for Tourism, Agriculture and Forestry Programme, organised a study tour to neighbouring Vietnam, a country with significant experience in this area.
The trip - which took place in April 2024 - focused on the northern part of Vietnam, specifically Hanoi City, Lao Cai, Yen Bai and Thanh Hoa Provinces. The objectives were threefold:
- to better understand the Vietnamese non-formal vocational skills development strategy;
- to explore the technical resources required for non-formal vocational skills development in agriculture and forestry, the curriculum development process, the effective delivery models and teacher training;
- and to forge partnerships with technical stakeholders in Vietnam in non-formal vocational skills development.
The Lao delegation was headed by Mr Sengaloun Boutsady, Deputy Director General, DNFE. The 17 participants (including six women) included DNFE technical staff, a representative from the Department of Bilateral Cooperation under Ministry of Education and Sports, managers and technical staff from non-formal education centres in five provinces and Skills for Tourism, Agriculture and Forestry Programme technical advisers.
On the first day, the participants met the Department of Continuing Education under the Ministry of Education and Training and the Department of Basic Vocational Training under the Ministry of Labour and Social Welfare to learn about Vietnam’s strategies and good practices in promoting non-formal vocational skills development to support socio-economic development.
In the following days, the participants visited two non-formal education centres and observed different training models in Lao Cai, Yen Bai and Thanh Hoa Provinces to learn how the strategies are applied at local level, including a community-based weaving and embroidery training model using local artisans as certified trainers, a fish raising training and coaching model in cooperation with the District Agriculture Extension Centre, a mulberry cultivation and silkworm raising model using both model farmers and agriculture extension staff, and a bamboo weaving training and production model by a private company.
On the final day of the study tour, the participants held a debriefing session, during which they reported insights learnt and identified areas with potential for replication in Lao PDR. Several key takeaways emerged from this session. Action points were established to address these findings, offering valuable insights into enhancing non-formal vocational skills development services in Lao PDR.
Among these insights was the importance of collaborative resource utilisation, specifically regarding teachers. In Vietnam, non-formal education centres leverage partnerships with teachers from general education institutions for literacy training programmes, with technical and vocational education and training institutions, agriculture departments and the private sector to provide vocational training in the agriculture and forestry sectors. This collaborative approach not only optimises resource and teacher allocation but also enriches the quality of non-formal vocational skills development programmes.
Another commendable practice observed was the establishment of a system that certifies model farmers and local artisans to become trainers for basic vocational training courses, an excellent initiative that expands the pool of potential trainers. Such an approach becomes particularly crucial in the context of increasingly specialised agriculture and forestry production, where distinct stages of the production process are handled by separate entities or firms (vertical specialisation). Consequently, training institutions must adapt to meet these specialised training needs effectively.
Moreover, the dual learning model observed in Vietnam for non-formal education — a framework wherein students participate in both general education (in the morning) and vocational training (in the afternoon) — presented a compelling strategy for maximising skill acquisition.
Another discussion point was the student recruitment strategy. In Vietnam, recruitment of learners for basic vocational training is based on learners’ resources and potential outcomes, rather than simply on students’ needs and wishes. By focusing on these resources and outcomes, notably job prospects and income potential, non-formal vocational skills development initiatives can be tailored to meet the evolving needs of communities.
Finally, incentivising excellence through competitions among non-formal education centres can elevate the overall quality of vocational training programmes, fostering a culture of continuous improvement.
The study tour exemplifies the importance of cross-border cooperation, serving as a catalyst for knowledge exchange and mutual learning, essential for advancing development initiatives. By learning from Vietnam's experience, Lao PDR’s DNFE is now motivated and aspires to prepare for upcoming non-formal education strategy development as well as cooperating with the Skills for Tourism, Agriculture and Forestry Programme to implement selected action points such as training of trainers on pedagogy skills for basic vocational training, curriculum development for bamboo handicraft production, weaving and embroidery non-formal courses and providing basic vocational training for students of non-formal education centres.
The Skills for Tourism, Agriculture and Forestry Programme is co-financed by Lao PDR, the Grand Duchy of Luxembourg, Switzerland and the European Union, and jointly implemented by the Lao Ministry of Education and Sports and LuxDev, the Luxembourg Development Cooperation Agency.
↑ Haut de la page