USAID announced $2.4 million additional funding support to improve basic education in Laos
USAID announced $2.4 million additional funding support to ... US Embassy in Laos
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USAID Announces Additional Funding to Improve Basic Education in Lao PDR
On September 15, 2023, the United States Agency for International Development (USAID) announced an additional funding support of $2.4 million to enhance basic education in Lao PDR. This funding will be provided through the Basic Education Quality and Access in Laos (BEQUAL) Phase 2 project.
Partnership for Better Education
The BEQUAL Phase 2 project is a four-year initiative carried out in collaboration with the Embassy of Australia in Lao PDR. Its primary objective is to support the Ministry of Education and Sports in improving learning outcomes and enhancing the quality of teaching for disadvantaged groups within the primary education system of Lao PDR.
Improving Learning Opportunities
The grant from USAID will enable the provision of more storybooks, inclusive learning materials, and training for teachers across Laos. By expanding access to educational resources and enhancing teacher capacity, the project aims to create a more inclusive and equitable learning environment for all students.
Alignment with Sustainable Development Goals
The BEQUAL Phase 2 project aligns with several Sustainable Development Goals (SDGs) established by the United Nations. These goals include:
- Goal 4: Quality Education – Ensuring inclusive and equitable quality education for all.
- Goal 5: Gender Equality – Achieving gender equality and empowering all women and girls.
- Goal 10: Reduced Inequalities – Reducing inequalities within and among countries.
- Goal 17: Partnerships for the Goals – Strengthening the means of implementation and revitalizing the global partnership for sustainable development.
Through its focus on improving learning outcomes and providing equal opportunities for disadvantaged groups, the BEQUAL Phase 2 project contributes to the achievement of these SDGs in Lao PDR.
SDGs, Targets, and Indicators
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
The article discusses the funding support provided by USAID to improve basic education in Lao PDR. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
- Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
The article mentions that the funding will support the Ministry of Education and Sports to improve learning outcomes and better-quality teaching for disadvantaged groups in the primary education system of Lao PDR. This indicates a focus on achieving Target 4.1 by improving learning outcomes and ensuring equitable access to quality education.
Additionally, the mention of providing inclusive learning materials suggests a commitment to achieving Target 4.5 by promoting equal access to education for vulnerable groups.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, etc.) for all education indicators on this list that can be disaggregated.
The article does not explicitly mention specific indicators. However, the focus on improving learning outcomes in reading and mathematics suggests that Indicator 4.1.1, which measures the proportion of children achieving minimum proficiency levels in these subjects, can be used to measure progress towards Target 4.1.
Similarly, the commitment to providing inclusive learning materials and training for teachers indicates a focus on addressing gender disparities and promoting equal access to education. Indicator 4.5.1, which measures parity indices for education indicators, can be used to measure progress towards Target 4.5.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. |
| SDG 4: Quality Education | Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, etc.) for all education indicators on this list that can be disaggregated. |
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Source: la.usembassy.gov
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