The "USAID Laos Read to Learn Basic Education Activity" (Reference Number 72043925RFI00001) Request for Information (RFI) has been issued by the United States Agency for International Development (USAID) to gather input for an anticipated five-year basic education program in Laos. The program seeks to address significant challenges in Laos' education system, especially at the upper primary level (grades 3-5), to improve literacy, math, and science education outcomes. Responses to this RFI will inform USAID’s program design and implementation strategies, with feedback requested on the draft concept note provided in Attachment A and answers to specific questions in Attachment B. Interested parties must submit their responses by November 15, 2024, at 4:00 PM Bangkok local time.

The proposed Read to Learn (RtL) activity targets foundational education improvements for children aged 8 to 11, a critical period for acquiring literacy and other essential skills. Key challenges the program aims to address include low literacy and mathematics proficiency among primary learners, a shortage of trained teachers, and limited resources for non-Lao speaking and disabled students. USAID’s theory of change for the activity posits that if teachers and administrators can apply improved literacy and inclusive education techniques with adequate educational resources, and if local government capacity and community involvement are strengthened, then educational outcomes for learners will improve.

The RtL activity focuses on three primary outcomes: enhancing the literacy curriculum, improving literacy and inclusive education instruction, and strengthening the education system’s capacity to sustain these improvements. To enhance the curriculum, RtL will develop and distribute teaching and learning materials in both Lao and English languages, as well as instructional resources for integrating literacy skills into math and science education. Inclusive learning materials and assistive technologies will be provided to support teachers in accommodating students with disabilities and non-Lao speakers. Partnerships with local and international publishers aim to expand the availability of high-quality, accessible resources for these age groups.

Teacher and administrator training is a significant focus of the RtL activity, which plans to provide in-service training aligned with the national primary curriculum and continuous professional development (CPD) opportunities. Training will incorporate inclusive education principles, aligning with Laos’ 2030 Inclusive Education Strategy. The program also seeks to implement incentive structures, including non-monetary awards, to motivate educators to improve learning outcomes. Community and district support will be encouraged through small grants for local education initiatives, fostering engagement and support for schools at the grassroots level.

In alignment with USAID’s cross-cutting objectives, RtL emphasizes community engagement and climate-resilient education. Community engagement activities aim to increase parental and caregiver participation in students' literacy development, while climate change education will be integrated into science curricula. Additionally, child safeguarding principles will be embedded in teacher resources and training materials to create a safe learning environment for all students.

Organizations interested in providing input are encouraged to submit responses to the eight guiding questions in Attachment B, which focus on the feasibility, inclusiveness, and cost-effectiveness of the proposed objectives and activities. Responses should include feedback on specific strategies for improving the learning environment, promoting inclusive education, and achieving sustainability within the Lao Ministry of Education and Sports framework.