Ministry of Education and Sports and Australia deepen partnership to identify best practice teaching strategies to improve student engagement and learning

In February 2026, the Ministry of Education and Sports of Lao PDR (MoES), with support from Australia through the Basic Education Quality and Access in Lao PDR (BEQUAL) program, commenced a third year of research to identify practices that strengthen student belonging, engagement and learning through the Inclusive Teaching and Learning Study.

Launched in 2024, the three-year longitudinal study covers 30 target districts across seven provinces – Phongsaly, Luang Namtha, Bokeo, Houaphanh, Xiangkhouang, Khammouane and Savannakhet. The study combines annual qualitative case study data collection in 21 schools with Early Grade Language Assessments (EGLA) in 120 schools. It tracks changes in classroom practice, school culture and physical environments, parent and community engagement, and student learning outcomes.

Mr. Phetmany Sylatmena, Deputy Director General of the Department of Teacher Education said “The Department of Teacher Education guided school selection and the design of field research activities to ensure comparable, longitudinal evidence.  This study tracks students’ progress from year to year as their teachers participate in regular continuing professional development activities. It will help us identify which teaching strategies effectively engage all students in learning, especially students who need extra support to overcome challenges related to language barriers, irregular attendance, and disability. The findings from year three will highlight practical approaches that enable every child to participate, belong and learn.”

Mr Michael Currie, First Secretary, Australian Embassy said “Recognising the importance the Ministry of Education and Sports places on this inclusive study, Australia is proud to partner with the Ministry on this longitudinal study. The third year is an important stage for consolidating learning on how students’ attitudes and behaviours have changed since year one, and understanding how those shifts influence their sense of belonging at school and learning outcomes. The study will identify the practical classroom approaches and school support mechanisms that enable children whose mother tongue is not Lao, who have a disability, or can’t attend regularly, to participate and thrive in school.”