Ministry of Education and Australia strengthen school based teacher support through joint planning and evidence led learning

Presentations and reports at the meeting showed clear, practical results: teachers report greater confidence, classroom observations indicate improved teaching practices, and schools are seeing stronger student participation and socio‑emotional learning after regular CPD activities. The new MoES CPD system has helped expand professional learning: In the first semester of 2025-26, across the 30 BEQUAL target districts, IPS teams facilitated 33,609 CPD activities and supported 6,930 (56% female) primary teachers; IPS also received 9,728 support visits from TTC and DESB, and nearly 1,699 classroom observations were jointly conducted by IPS, TTC and DESB. Importantly, many development partners are supporting the CPD approach, signaling momentum for nationwide scale up that does not rely solely on Australian funding.

Participants also discussed Phase 2 extension priorities, including strengthened research and learning and an intensified focus on gender equality and women’s advancement. The TTC‑PESS annual workplan for 2026–27 was endorsed and detailed plans for April–September 2026 were finalised.

Mr Phetmany Silathmina said “Regular, school‑based CPD has helped teachers link lessons to students’ lives and improved classroom practice over recent semesters. The scale of activities and the growing number of partners developing and expanding the CPD system demonstrate that we can move from target districts to wider implementation across diverse communities.”

Ms Rebecca McHugh said “The data show steady improvements in classroom practice and student engagement. Australia is proud to stand with the Ministry as we scale a flexible CPD system that reaches remote teachers and strengthens learning for children across Lao PDR.”

Next steps are practical and focused on keeping momentum. Target TTCs and PESS will use the endorsed workplans to continue planning and delivering school‑based CPD in their catchment areas. MoES and development partners will keep coordinating closely to scale the CPD system nationwide and align resources so efforts are not duplicated. Identified actions include strengthening CPD data collection, rolling out teaching and learning resources such as Teacher Support Packs and Teacher Development Videos, and embedding all Phase 2 activities, including research and learning into TTC-PESS workplans.

Mr Phetmany Silathmina concluded “This meeting demonstrates strong Australia-MoES collaboration to improve teaching quality. Australia brings technical and financial support and practical experience, while MoES leads and ensures the system fits classrooms across all communities in Lao PDR. Together we are moving from target districts to wider implementation, supporting teachers where they work and improving learning for children across Lao PDR.”