Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2007 Education Law mentions the term "information and communications technology (ICT)", however, it does not provide any definition of the term.
The 2012 Law on Electronic Transactions does not mention the terms "information and communications technology (ICT)" and educational technology (EdTech), instead it mentions the terms "information technology" and "science and technology".
The 2015 Education Law (revised) refers to the terms “educational technology”, “technology” and “information and communications”. Educational technology is defined as “the use of technological tools and methods in teaching, training, research and management of education”.
The 1991 Constitution of Lao People's Democratic Republic with Amendments through 2015, the 2015 Law on Prevention and Combatting Cybercrime, the 2018 Law on Electronic Signature and the 2021 Telecommunications Law (amended) do not mention the terms ICT and EdTech.
The 2016-2020 Education and Sports Sector Development Plan, the 2016-2020 Five-Year National Socio-Economic Development Plan, the 2021-2025 Education and Sports Sector Development Plan and the 2021-2025 Five Year National Socio-Economic Development Plan mention the term ICT without any specific definition. The 2016-2020 Education and Sports Sector Development Plan and the 2021-2025 Education and Sports Sector Development Plan also mention the terms digital learning, distance learning, e-learning, mixed-mode, remote learning, massive open online courses (MOOCs) and open education resources (OER) without defining them.
The terms ICT, distance/remote education are mentioned in the 2021 National Education COVID-19 Response Plan without any specific definition.
The Education Strategic Vision up to the year 2020 mentions the terms ICT, Edtech and distance education/distance learning.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: The 1991 Constitution of the Lao People's Democratic Republic, with Amendments through 2015 recognises the role of technology for socio-economic development of the country.
The main purpose of the 2007 Education Law (amended) is to "determine principles, rules and other measures on educational activities to develop human resources, educate people to be good citizens, to have moral and revolutionary attitude, possess capable knowledge, professionals and skills to contribute to protect and develop the nation enabling people to overcome the poverty, socio-economic extension and richness". However, the 2007 Education Law (amended) does not clearly indicate what of kind of skills people should develop.
The purpose of the 2015 Education Law (revised) is to reflect “the principles, regulations and measures regarding the management, monitoring and inspection of educational activities. In order to develop the work to meet the standards, quality, and sustainability, aiming to develop human resources to become good citizens, with revolutionary moral qualities, with knowledgeability, professionalism, expertise, good health, and know how to preserve and promote the fine arts, culture and customs of the nation”.
The 2015 Education Law (revised) also recognises the importance of regional and international cooperation in education through the exchange of technical knowledge, science, technology, information and communication, research, teaching and education administration.
The 2012 Law on Electronic Transactions, the 2015 Law on Prevention and Combatting Cybercrime, the 2018 Law on Electronic Signature, 20 17 Law on Electronic Data Protection and the 2021 Telecommunications Law (amended) aim to ensure security and safety in cyberspace.
The 2013 Law on Science and Technology aims to “promote scientific research, application of science, transfer of technology, invention, innovation and new advanced technology services that contribute to industrialization and modernization as well as socio-economic development and national protection and regional and international integration”.
Policies, plans and strategies: The Education Strategic Vision up to the year 2020 focused on universalising compulsory education at primary level and increasing participation at lower secondary level; expanding vocational, technical and higher education to meet the needs of new labour market; training skilled workers, technicians, professionals and intellectuals to have the capability to apply modern science and technology to serve the needs of socio-economic development.
The 2016-2020 Five-Year National Socio-Economic Development Plan recognised the increasing role of ICT as a driving force of socio-economic development to facilitate faster and safer communications and data transfer as a favourable condition for attracting investment, manufacturing and tourism. The 2021-2025 Five Year National Socio-Economic Development Plan is more specific about the use of ICT in driving national growth and human potential for greater self-sufficiency.
The main vision of the 2016-2020 Education and Sports Sector Development Plan was to provide science research, technology development and innovation for the nation.
To build on the 2016-2020 Education and Sports Sector Development Plan, the 2021-2025 Education and Sports Sector Development Plan aims to improve the quality of academic education through improved teaching quality, particularly at the primary education level. It also recognises the importance of 21st Century skills (including information media, ICT literacy and self-regulation) in quality learning outcomes at all levels of education.
Digital competency frameworks: There are no specific digital competency/skills frameworks to which the country adheres. However, the Ministry of Education and Sports (MoES) Teaching and Learning Platform: Khang Panya Lao incorporates digital content to support student learning and training resources for teacher professional development. It is intended to be an interactive learning space to allow for collaboration between teachers and students, and monitoring of student learning progress. The platform also aims to promote STEM using interactive international resources available in both Lao and English, e.g., Khan Academy and the University of Colorado's PhET Interactive Simulation.
Changes occurred as a result of COVID-19: Based on three scenarios: Schools remain open and/or decide to close, Schools are closed (partial or nationwide, Safer return/re-opening of schools, the 2021 National Education COVID-19 Response Plan, developed with the support of UNICEF Lao PDR, aimed to ensure continuity of learning through the implementation of diverse learning activities/opportunities aimed at quality learning and well-being of learners, teachers, caregivers/parents, school communities considering equity and inclusivity.
As a result of the COVID-19 pandemic, the Government of Lao PDR introduced the 80% Curriculum to facilitate learning recovery across three focus areas: 1) delivery including offline, online and self-practice; 2) reduced instruction time; and 3) refocus the curriculum on core subjects.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2016-2020 Five-Year National Socio-Economic Development Plan aimed to expand electricity coverage to rural remote and hard-to-access areas, leading to at least 90 percent of the total number of families in the country having access to electricity by 2020. The 2021-2025 National Socio-Economic Development Plan aims to expand electricity access rate to 98 percent of the population, including electricity grid expansion in the three provinces with the lowest electricity consumption rates.
The 2021-2025 Education and Sports Sector Development Plan focuses on improving electricity to provide enhanced post-basic education contributing to and supporting the social and economic priorities, with a particular focus on the TVET sector.
Computers and devices: According to Article 27 the 2007 Education Law (amended), "educational institutions shall have educational buildings, places, equipment, media of learning teaching, library, and laboratory, testing equipment, sport field, sport equipment, other necessary and standardized materials".
Article 47 of the 2015 Education Law (revised) notes “the rights and obligations of learners to protect educational facilities in the use of educational materials, learning media and other sources of knowledge including educational technology”.
The Education Strategic Vision up to the year 2020 focused on providing appropriate facilities, for example, computers, e-libraries, for technology teaching including computer teaching in selected schools.
According to the 2016-2020 Education and Sports Sector Development Plan, providing teaching and learning materials, science and computer lab equipment in schools with access to all students was crucial to ensure student learning outcomes meet identified quality standards. Furthermore, developing radio and television spots, electronic media and other media to promote lifelong learning relevant to target groups was also emphasised in the 2016-2020 Education and Sports Sector Development Plan.
The 2021-2025 Education and Sports Sector Development Plan aims to provide computers to teachers and students at every level of education to improve access to online learning.
To access the Ministry of Education and Sports (MoES) Teaching and Learning Platform: Khang Panya Lao online, the 2021 National Education COVID-19 Response Plan aimed to provide tablets to selected schools. To support students with disabilities, the 2021 National Education COVID-19 Response Plan provided the tablets for the use of the Ministry of Education and Sports (MoES) Teaching and Learning Platform: Khang Panya Lao app. Furthermore, the 2021 National Education COVID-19 Response Plan aimed to provide video conferencing equipment with access to Microsoft Teams accounts and Zoom licenses to the Ministry of Education and Sports (MoES) office and the 18 Provincial Education and Sports Services (PESS) offices.
To address the existing shortage of teachers and lack of qualified teachers, particularly in remote areas, the 2021 National Education COVID-19 Response Plan aimed to provide TV and Satellite Receiver Set to rural schools, wherever possible.
Internet connectivity: Constructing an internet backup centre in the Northern and Central Regions of the country by 2018, ensuring 100 per cent internet coverage across the country, and extending the quality and efficiency of low-cost 3G and 4G transceiver stations to cover all areas nationwide were some of the important goals of the 2016-2020 Five-Year National Socio-Economic Development Plan.
The 2021-2025 National Socio-Economic Development Plan recognises the potential of improved internet infrastructure to drive growth and human capital development. Digital literacy is considered a priority for the Government of Lao PDR and it aims to expand access to affordable internet services to support teaching and learning at all education levels. It plans to do this through expanding high-speed internet across the country, with 3G coverage for 100 percent of the population, 4G to reach 90 percent and 5G extended to all major cities.
To improve the quality of higher education teaching and learning, providing and improving facilities in e-library and internet resources was also highlighted in the 2016-2020 Education and Sports Sector Development Plan. The 2021-2025 Education and Sports Sector Development Plan does not articulate plans for the expansion of internet services to support teaching and learning activities.
2.2.2. Technology and learning environments
According to Article 43 of the 2015 Education Law (revised), individuals, legal entities or organizations that aim to be active in educational activities receive support in the development and supply of educational technology such as libraries, laboratories, science parks, technology centers, and information sources to meet the necessary requirements according to the standards set by the Ministry of Education and Sports (MoES).
One of the main objectives of the Education Strategic Vision up to the year 2020 was to extend distance learning for disadvantaged or minority groups.
The 2021-2025 Education and Sports Sector Development Plan aims to develop course archives and course information systems, open education resources (OER) and massive open online courses (MOOCS) to support more efficient delivery of education at the higher education level.
Developed with the support of UNICEF Lao PDR, the 2021 National Education COVID-19 Response Plan produced and launched My House, a unique TV series for young children focusing on how parents and extended family members can support early childhood education and overall child development. The first season included ten episodes with sign language. The second season of My House is under production with 12 episodes.
Other educational TV programmes include My Village TV and Learn Together Laos. Both programmes come under the Ministry of Education and Sports (MoES) and the Ministry of Information, Culture and Tourism (MICT).
With the support of partners like the Global Partnership for Education (GPE), the European Union (EU), Australia, the United States Agency for International Development (USAID), Japan, and UNICEF Lao PDR, the Ministry of Education and Sports (MoES) set up the Ministry of Education and Sports (MoES) Teaching and Learning Platform: Khang Panya Lao to facilitate online learning for students, teachers and education staff during the COVID-19 pandemic. Both online and offline access is available to access the platform.
The Ministry of Education and Sports (MoES) Teaching and Learning Platform: Khang Panya Lao is based on the Learning Passport, which is a partnership between UNICEF and Microsoft. It also allows for tracking of user progress for courses and issuing of course certificates upon completion. It can be paired with other internet-based programmes that allow for real-time connection and interaction like Google Meet, Microsoft Teams, Zoom; or WhatsApp, Skype, etc. as per the Ministry of Education and Sports (MoES) directive.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
Article 22 of the 1991 Constitution of the Lao People's Democratic Republic, with Amendments through 2015, highlights the State's role in implementing the national education policy to build good citizens with competence, knowledge, abilities and technical skills. However, it does not mention explicitly what kind of competences and technical skills are required.
According to Article 18 of the 2007 Education Law (amended), Lao language, mathematic, natural, social sciences, laws, informatics, foreign langue, technical and professional learning subjects are compulsory in secondary schools. Article 51 of the 2007 Education Law (amended) emphasises the role of mass media in creating programs and disseminating education to enhance the knowledge of science, technology, profession and others to the citizens.
In the 2015 Education Law (revised), technology is listed among key subjects taught at the lower secondary level including Lao language, mathematic, social and natural sciences, sports and physical education, law and fine arts.
Increasing the computer literacy rate to 30 percent and internet literacy rate to 40 percent of the population, the proportion of households with computer literacy to 20 percent of all households, by 2020, was one of the important targets of the 2016-2020 Five-Year National Socio-Economic Development Plan. The 2021-2025 National Socio-Economic Development Plan has set a target to increase the computer literacy rate to 70 percent of the population by 2025.
The 2016-2020 Education and Sports Sector Development Plan also aimed to expand student enrolment and graduation in priority sectors: education, teaching, engineering, science, technology, and agriculture to meet the demands of the labour market. Furthermore, to improve vocational education and training, one of the planned key activities of the 2016-2020 Education and Sports Sector Development Plan was to integrate communication technology subjects, entrepreneurial knowledge and environment and English into the vocational education curriculum.
One of the eight main high-level outcomes to be achieved by 2025 of the 2021-2025 Education and Sports Sector Development Plan is to increase the number of graduates from early childhood education to upper secondary including non-formal education, with improved learning outcomes, particularly literacy and numeracy skills but also critical thinking, problem solving, collaboration and communication, creativity and innovation, information media and technology literacy, ICT literacy, social and cross-cultural skills, personal responsibility, self-regulation and initiative, metacognitive skills. A special focus on disadvantaged and gender equity is also given.
Furthermore, the 2021-2025 Education and Sports Sector Development Plan aims to promote and develop technology related programmes, including Artificial Intelligence (AI) study programs and natural sciences programs for university students, so that the number of students undertaking these courses increases.
The 2021 National Education COVID-19 Response Plan highlights the need for preparing additional catch-up tutorial or remedial support for children, including those who could not access online media, radio or TV during periods of school closure.
2.3.2. Teachers
The Education Strategic Vision up to the year 2020 emphasised strengthening the Teacher Development Centre and the Teacher Training Colleges to improve the quality of teaching and learning. However, the Education Strategic Vision up to the year 2020 did not explicitly mention focusing on providing in-service training for teachers on technology as an object of study. Instead, the Education Strategic Vision up to the year 2020 aimed to improve the competencies of the teacher trainers in teacher training colleges and teacher training schools in English language, computer skills and advanced educational technology.
The 2021 National Education COVID-19 Response Plan highlights the need for training and digital literacy for teachers. According to the 2021 National Education COVID-19 Response Plan, a Ministry of Education and Sports (MoES) technical team led by the Department of Teacher Education (DTE) is also developing a training package on the broader provision of remote learning based on international guidelines (e.g., from UNESCO, UNICEF) as well as using the Khang Panya Lao platform as a teaching resource in schools and as a supplementary learning resource at home.
One of the main strategies of the 2016-2020 Education and Sports Sector Development Plan was to provide pre-service, in-service training to vocational education teachers and staff. However, the 2016-2020 Education and Sports Sector Development Plan did not highlight the training focus areas. Furthermore, there was no mention of providing pre-service, in-service training to schoolteachers and staff.
The 2021-2025 Education and Sports Sector Development Plan aims to provide in-service training for teachers to deliver the new primary and pre-primary education curricula. For secondary education, to build the content capacity of natural science subjects, Lao language and English language, a Continuous Professional Development (CPD) plan for teachers training will be planned. The 2021-2025 Education and Sports Sector Development Plan highlights two scenarios: steady state scenario and education quality scenario. In the former one, 20% of the teaching force in all sub-sectors to undergo every year a 5-day course, while in the later 20% of the teaching force in all sub-sectors required to complete a 10-day training course. However, the 2021-2025 Education and Sports Sector Development Plan does not explicitly mention focusing on providing in-service training for teachers on technology as an object of study.
The 2022 Information and Communications Technologies Competency Standards for Teachers (ICT-CST) provides the foundation for promoting competency-based teacher ICT training programmes in Lao PDR with 11 standards and 47 performance indicators under six domains. As part of the Standards, three new competency-based ICT course syllabi are planned for implementation in pre-service teacher programmes for early childhood, primary, and secondary education.
2.4. Cybersecurity and safety
2.4.1. Data privacy
The 2016-2020 Five-Year National Socio-Economic Development Plan aimed to establish a cyber-crime monitoring system to ensure that the internet system in Lao PDR is secure. Furthermore, the 2016-2020 Five-Year National Socio-Economic Development Plan highlighted the need to develop and improve telecommunications and internet-related legislation to fit regional and international integration conditions.
The 2021-2025 National Socio-Economic Development Plan outlines strategies for bringing Lao PDR’s telecommunication security to meet regional and international standards, such as the signing of an international cooperation agreement to install Public Key Infrastructure (PKI), the completion of the Cyber Attack Monitoring System, installation of the Tsubame Sensor packet traffic monitoring system, and improving the information security system of the National Internet Centre to meet ISO27001 compliance. A Computer Emergency Response Team (LaoCERT) has been established to monitor information preventing cybercrimes and ensuring data protection.
The 2012 Law on Electronic Transactions, the 2015 Law on Prevention and Combatting Cybercrime, the 2017 Penal Code, the 2018 Law on Electronic Signature, and the 2021 Telecommunications Law (amended) ensure the right of individuals to privacy and confidentiality of their personal data and information. However, the above-mentioned laws don't explicitly mention educational institutions and guarantee data privacy from the use of technology in education.
2.4.2. Online abuse and cyberbullying
There are no specific laws in Laos regarding cyberbullying. However, some provisions to fight cyberbullies exist in the 2015 Law on Prevention and Combatting Cybercrime and the 2017 Penal Code. Articles 13 and 14 of the 2015 Law on Prevention and Combatting Cybercrime recognise causing damage via online social media and disseminating pornography as an offence. According to the new regulation, victims of online abuse and cyberbullying report their complaints to the Lao Computer Emergency Response Team (Lao CERT).
According to the 2021 National Education COVID-19 Response Plan, mental health and psychosocial support were set up by the Lao Women's Union (LWU) and Lao Youth Union (LYU). The LWU helpline number provides 24/7 counselling and case management support for girls who experience violence in any settings. However, the 2021 National Education COVID-19 Response Plan does not explicitly mention combating online abuse and cyberbullying.
The Khang Panya Lao platform provided videos for teachers on online safety.
The National Commission for the Advancement of Women and Mothers-Children (NCAWMC) has developed a peer education package for youth volunteers in targeted schools, to teach adolescents about children’s rights and life skills, including digital media and online safety.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
According to Article 47 of the 2012 Law on Electronic Transactions, one of the fundamental rights and duties of the Ministry of Science and Technology (the ministry has been dissolved in 2021, and various departments under the ministry are transferred to five departments under the Ministry of Education and Sports, Ministry of Technology and Communications, the Ministry of Industry and Commerce, the Ministry of Agriculture and Forestry, and the Ministry of Energy and Mines) is to maintain the confidentiality of data messages and electronic records that give rise to damage to national stability, security and social order.
According to Article 20 of the 2015 Law on Prevention and Combatting Cybercrime, the Ministry of Post and Telecommunications is responsible for issuing a notice of risk and hazardous incidents occurring in the computer system and internet, such as the warning notice of fake website, malicious software, notification of vulnerability, misleading and deceiving via electronic mail and message and other risks concerned. Furthermore, according to Article 27 of the 2015 Law on Prevention and Combatting Cybercrime, the Ministry of Post and Telecommunications, in cooperation with the Ministry of Education and Sport, is responsible for taking study subjects on computer system security to apply in curricula from the secondary school levels.
Some of the significant rights and duties of the Lao Computer Emergency Response Team are to develop the regulations for the management of the campaign of prevention and combating cybercrime with submission to the Ministry of Post and Communications; train and upgrade personnel working on the security of computer system; inform the service providers and data and information storage persons to provide information and facilities related to cyber security.
According to Article 16 of the 2021 Telecommunications Law (Amended), "the Ministry of Post and Telecommunication determines technical standards for telecommunication equipment, telecommunication networks and quality of telecommunication services".
The National Lao Internet Centre is responsible for managing internet traffic and the Government of Lao PDR’s cloud system.
3.2. Roles of schools
No specific responsibilities of schools with respect to the use of specific devices such as mobile phones or tablets are defined in current laws and policies.
This profile was reviewed by Yung Nietschke.
