Contents
Part I: Law on Technical and Vocational Education and Training
Article 3.Definition of Terminology
Article 6.Scope of Application of this Law
Article 7.International Cooperation
Article 9.TVET within the School System
Article 11.TVET Following an Integrated System
Section 2: TVET at Certificate Level
Article 14.Meaning of TVET at Certificate Level
Article 15.Levels of TVET Certificate Curricula
Article 16.Format for TVET Certificates
Article 17.Standards for the Content of TVET Certificates
Article 18.Facilities Teaching TVET Certificates
Article 19.Meaning of TVET Diplomas
Article 20.TVET Diploma Curricula
Article 21.Format for TVET Diplomas
Article 22.Standards for the Content of TVET Diplomas
Article 23.Facilities Teaching TVET Diplomas
Article 24.Meaning of Higher Diplomas
Article 25.Higher Diploma Curricula
Article 26.Format for TVET Higher Diplomas
Article 27.Standards for the Content of TVET Diplomas
Article 28.Facilities Teaching TVET Diplomas
Section 5: Framework for TVET Qualifications
Article 29.TVET Qualifications
Article 30. Framework for TVET Qualifications
Article 31.Ranking of TVET Qualifications
Section I: Types of TVET Facilities
Article 32.Types of TVET Facilities
Section 2: Establishment and Dissolution
Article 37.Establishment of TVET Facilities
Article 38.Approval for the Establishment of a TVET Facility
Article 39.Dissolution of TVET Facilities
Part IV: Guaranteeing the Quality of TVET
Section 1: Professional Standards
Article 40.Professional Standards
Article 41.Structure of Technical and Vocational Standards
Article 42.Development of Occupational Standards
Article 43.Technical and Vocational Curricula
Article 44.Curricular Creation and Development
Article 45.Approval and Termination of Curricula
Section 3: Examinations and Testing
Article 47.Testing of Occupational Skills
Article 48.Formats and Methods for Testing Occupational Skills
Article 49.Standards for the Testing of Occupational Skills
Article 50.Comparisons and Transfers
Section 4: Issuance of Certificates and Affirmations
Article 53.Issuance of Certificates and Affirmations
Section 5: Occupational Skills Competitions
Article 54.Occupational Skills Competitions
Article 55.Organizing Occupational Skills Competitions
Article 56.Organizations to Lead the Holding of Occupational Skills Competitions
Section 6: Quality Assurance Measures
Article 57.Quality Assurance Measures
Article 58.Quality Assurance Mechanisms
Article 60.Internal Assessments
Article 61.External Assessments
Section 2: Technical and Vocational Teachers
Article 64.Technical and Vocational Teachers
Article 65.Types of Technical and Vocational Teachers
Article 66Standards for Technical and Vocational Teachers
Article 67.Technical Positions and Titles for TVET Teachers
Article 68.Rights, Duties, and Obligations of TVET teachers
Article 69.Specific Policies for TVET Teachers
Article 71.Equality among TVET Learners
Article 72.Rights and Obligations of TVET Learners
Article 73.Vocational Training for Students with Problems
Article 74.Obligations of Lao Citizens and the Public
Article 75.Obligations of Parents and Guardians
Article 76.Obligations of TVET Facilities
Article 77.Obligations of Labor Units
Article 82.Rules for Principals
Article 83.Rules for Specialists
Article 84.Rules for TVET Teachers
Article 85.Rules for TVET Learners
Article 87.Compromise and Mediation
Article 88.Administrative Resolution
Article 89.Resolution by an OEDM
Part X: The National TVET and Occupational Skills Consultation and Development Council
Article 91.Location, Roles, and Responsibilities
Part XI: Management and Inspection
Section 1: Management of TVET and Occupational Skills
Article 94.Managerial Organizations
Article 95.Rights and Duties of the MoES and MoLSW
Article 96.Rights and Duties of PESSs, DESSs, PLSWDs, and District Labor and Social Welfare Offices
Article 97.Rights and Duties of Offices of Education and Sports and of Labor and Social Welfare
Article 98.Rights and Duties of other Parties
Section 2: Inspection of TVET and Occupational Skills
Article 100.Inspection Organizations
Article 101.Rights and Duties of Internal Inspection Organizations
Article 102.Rights and Duties of External Inspection Organizations
Article 103.Inspection Formats
Part XII: Policies for Achievers and Penalties for Violators
Article 104.Policies for Achievers
Article 105.Penalties for Violators
Lao People’s Democratic Republic
Peace Independence Democracy Unity Prosperity
National President No.: 060/NP
Vientiane Capital, dated 28 January 2014
Decree
of the National President
of the Lao People’s Democratic Republic
on the Promulgation of the Law on Technical and Vocational Education
-------------------------------
-Pursuant to Item 1, Article VI of the Constitution of the Lao People’s Democratic Republic;
-Pursuant to Resolutions 020/NA, dated 23 December 2013, of the National Assembly; and
-Pursuant to Request 012/SC, dated 23 January 2014, of the National Assembly Standing Committee;
The National President
of the Lao People’s Democratic Republic hereby issues the following Decree:
Article 1 The Law on Technical and Vocational Education and Training is hereby promulgated.
Article 2 This Presidential Decree shall enter into force on the date it is signed.
National President of the Lao PDR
[SEAL OF THE NATIONAL PRESIDENT OF THE
LAO PEOPLE’S DEMOCRATIC REPUBLIC AND SIGNATURE]
Choummaly Xayasone
Lao People’s Democratic Republic
Peace Independence Democracy Unity Prosperity
National Assembly No.: 020/NA
Resolutions
of
the National Assembly
of the Lao People’s Democratic Republic
on the Agreement to Approve the Law on Technical and Vocational Education and Training
-------------------------------
Pursuant to Item 2, Article 53 of the Constitution and Item 1, Article 3 of the Law on the National Assembly of the Lao People’s Democratic Republic on the rights and duties of the National Assembly (NA);
Following the 6th Ordinary Session of the 7th Legislature of the NA, extensive and in-depth studies for the content of the Law on Technical and Vocational Education and Training were carried out during the afternoon session on 23 December 2013.
The meeting agreed as follows:
Article 1 To approve the Law on Technical and Vocational Education and Training by majority vote; and
Article 2 For these Resolutions to enter into force on the date they are signed.
Vientiane Capital, dated 23 December 2013
President of the National Assembly
[SEAL OF PRESIDENT OF THE NATIONAL ASSEMBLY,
LAO PEOPLE’S DEMOCRATIC REPUBLIC AND SIGNATURE]
Pany Yathotou
Lao People’s Democratic Republic
Peace Independence Democracy Unity Prosperity
-------------------------------
National Assembly No.: 42/NA
Vientiane Capital, dated 23 December 2013
Law on Technical and Vocational Education and Training
General Provisions
This Law specifies the principles, regulations, and measures concerning the management, monitoring, and inspection of technical and vocational education and training (TVET) and occupational skills in order to ensure that such work is performed efficiently so that Lao workers may be trained and developed to have knowledge, skills, expertise, occupational skills, vocations, and work ethics, be able to cater to labor market demand, connect sub-regionally, regionally, and internationally, and contribute to the preservation, building up, and development of the nation.
TVET refers to technical and vocational education and training for learners so that they may possess specialized knowledge and skills, find employment, and become workers who hold true to work ethics and possess occupational skills and qualities so that they may provide for the demands of socio-economic development.
Article 3.Definition of Terminology
Terminology to be used in this Law is defined as follows:
The State promotes all Lao citizens to receive TVET and the development of Occupational Skills in a given technical or vocational field based on the true circumstances and conditions of the individual and their family and for support to be given to outstanding students, Students with Problems, and students studying in fields promoted by the State.
The State provides support through the use of policies for credit, exemptions and reductions on customs tariffs and tax in accordance with legal regulations in order that individuals, legal entities and organizations – both State and private sector – may invest in the construction of infrastructure, build technical and vocational schools and centers, and contribute with technical equipment and TVET Personnel to the learning and teaching of TVET in a planned manner in order to train up labor sufficient both in terms of quantity and quality.
TVET must take place in accordance with the following principles:
Article 6.Scope of Application of this Law
This Law shall be applied to State and private sector organizations providing TVET and Occupational Skills nationwide.
Article 7.International Cooperation
The State promotes communications and cooperation with other countries, the region, and the world with respect to TVET and Occupational Skills through the exchange of lessons learned, training, technical and vocational knowledge upgrades, technology, scientific research, and the securing of funding for the development thereof, the strengthening of the system, and the performance of international agreements and conventions to which the Lao PDR is party.
Components of TVET
TVET System
The TVET system is an ongoing system running alongside the ordinary education system and the non-formal education (NFE) system.
Vocational education is composed of:
-TVET within the school system;
-NFE TVET; and
-TVET following an integrated system.
Article 9.TVET within the School System
TVET within the school system refers to a format of learning and teaching combined with TVET using a regular curriculum at a TVET facility, whereby the learners must have completed primary level education or lower- or higher-secondary level education.
NFE TVET is format for the setting up of learning and teaching and TVET using a short-term curriculum at a TVET facility, community, or labor unit and this is includes Distance Learning, which imposes no limitations with regard to the educational level of ordinary learners.
Article 11.TVET Following an Integrated System
TVET following an integrated system is a format for the setting up of learning and teaching with TVET being integrated into the school and NFE systems.
TVET mostly takes place in schools with learning being focused on Competencies and combined learning.
Mostly studying in schools means that the students do their studying in schools but then occasionally go out for work experience with labor units in accordance with the curriculum.
Learning being focused on Competencies means that the students study in accordance with the curriculum and their technical and vocational Competencies are tested in labor units as assigned.
Integrated learning means studying at two locations, as follows:
-At school, they will learn the theory and then try putting into practice at a basic level.
-Then, they will get work experience with a labor unit mainly to gain further practice in real situations.
TVET is made up of the following structure:
TVET at Certificate Level
Article 14.Meaning of TVET at Certificate Level
TVET at certificate level refers to TVET from a basic level up to a technical and vocational level whereby the learner has an elementary level of expertise and the practical knowledge, abilities, and Occupational Skills and is qualified to run their own operation or work for a labor unit.
Article 15.Levels of TVET Certificate Curricula
TVET certificate curricula have three levels, as follows:
Article 16.Format for TVET Certificates
TVET Certificates may take place through study and TVET based mainly on the learning taking place at the school in question. Learning is focused on Competencies and combined learning in accordance with the conditions and true abilities of the learner.
Article 17.Standards for the Content of TVET Certificates
The content for TVET certificates must ensure knowledge, abilities, and Occupational Skills in accordance with the Three Characteristics and Five Pillars of National Education.
Article 18.Facilities Teaching TVET Certificates
TVET certificates may be taught and learned and training may take place at TVET centers, schools, colleges, and labor units.
TVET Diplomas
Article 19.Meaning of TVET Diplomas
TVET at diploma level means TVET for learners who have completed lower-secondary education or an equivalent thereof or higher or who have completed the Level 3 TVET certificate to provide knowledge, abilities, and expertise in a given TVET field of study.
Article 20.TVET Diploma Curricula
TVET diploma curricula comprise the following:
Article 21.Format for TVET Diplomas
TVET diplomas may take place through study and TVET based mainly on the learning taking place at the school in question. Learning is focused on Competencies and combined learning in accordance with the conditions and true abilities of the learner.
Article 22.Standards for the Content of TVET Diplomas
The content for TVET diplomas must ensure knowledge, technical and vocational abilities, and Occupational Skills in accordance with the Three Characteristics and Five Pillars of National Education. Training methods must be well suited to learners of TVET diplomas.
Article 23.Facilities Teaching TVET Diplomas
TVET diplomas may be taught and learned and training may take place at TVET centers, schools, colleges, and labor units.
Higher Diplomas
Article 24.Meaning of Higher Diplomas
TVET at higher diploma level means TVET and technological education for learners who have completed higher-secondary education or an equivalent thereof or higher, who have completed the TVET diploma, or who have completed the Level 3 TVET certificate, or who possess expertise to provide TVET and technological knowledge, expertise, and abilities in a given TVET field of study.
Article 25.Higher Diploma Curricula
Higher diploma curricula comprise the following:
Article 26.Format for TVET Higher Diplomas
TVET higher diplomas may take place through study, TVET, and technical and technological training based mainly on the learning taking place at the school in question. Learning is focused on Competencies and combined learning in accordance with the conditions and true abilities of the learner.
Article 27.Standards for the Content of TVET Diplomas
The content for TVET higher certificates must ensure knowledge, technical, technological, and vocational abilities and a knowledge of methodology and society. The students must have individual abilities and Occupational Skills in accordance with the Three Characteristics and Five Pillars of National Education. Training methods must involve student-centered learning and teaching.
Article 28.Facilities Teaching TVET Diplomas
TVET higher diplomas may be taught and learned and training may take place at TVET centers, schools, colleges, institutes, and labor units.
Framework for TVET Qualifications
Article 29.TVET Qualifications
TVET qualifications refer to the characteristics and value of the learning of the TVET received in a given field and must be officially verified.
Article 30. Framework for TVET Qualifications
The framework for TVET qualifications refers to the systematic specification and ranking from bottom to top in each technical and vocational branch in order to ensure the levels of knowledge, abilities, Occupational Skills, and qualities in accordance with the standards specified in the National Qualifications Framework (NQF) for use in comparing levels of education.
The NQF is specified in separate regulations.
Article 31.Ranking of TVET Qualifications
There are five levels of TVET qualifications, as follows:
Details for the ranking of TVET qualifications are specified in the NQF.
TVET Facilities
Types of TVET Facilities
Article 32.Types of TVET Facilities
The types of TVET facilities are as follows:
A training center refers to an educational facility, includes labor units, and provides TVET for training, improving, upgrading learners in a specialized field or given subject, and developing their Occupational Skills in accordance with labor market demand.
A school refers to an educational facility where TVET is provided in accordance with the NQF in order to train up the workforce at TVET certificate and diploma level.
A college refers to an educational facility where TVET is provided in accordance with the NQF in order to train up the workforce at TVET certificate, diploma, and higher diploma level.
An institute refers to and educational facility where TVET is provided in accordance with the NQF in order to train up, improve, and upgrade the workforce, including TVET teachers for all levels of education and where research takes place into TVET.
Establishment and Dissolution
Article 37.Establishment of TVET Facilities
The establishment of TVET facilities is the responsibility of the State and the public as is consistent with the National Socio-Economic Development Plan (NSEDP), the Education Sector Development Plan (ESDP), and the Occupational Skills Development Plan[H1] .
The establishment of a TVET facility by a given sector must meet the standards issued by the Ministry of Education and Sports (MoES).
Article 38.Approval for the Establishment of a TVET Facility
The approval for the establishment of each kind of TVET facility must in each case conform to the Law on Education and any other relevant laws.
Article 39.Dissolution of TVET Facilities
A TVET facility shall be dissolved under the following circumstances:
Education:
Continuation:
Guaranteeing the Quality of TVET
Professional Standards
Article 40.Professional Standards
Professional standards refer to occupational benchmarks which specify the technical and vocational knowledge, abilities, and expertise and qualities of labor in order to act as a reference for the creation of curricula, testing, and ensuring the quality of the work involved.
Article 41.Structure of Technical and Vocational Standards
Technical and vocational standards consist of the name of the occupation, the duties and work involved, and the processes, principles, indicators, and conditions for the performance of each kind of work.
Article 42.Development of Occupational Standards
The development of occupational standards is the responsibility of the relevant sector, which must coordinate with the technical and vocational associations[H2] , educational institutes, State sector representatives, and educational and labor specialists.
If necessary, an ad hoc committee may be appointed to develop technical and vocational standards as agreed by the TVET Consultation Council [H3] and to develop national Occupational Skills.
Occupational standards must be reviewed and amended for each period in order that they may keep up with socio-economic development, techniques, and technologies.
The consideration and approval of occupational standards are specified in separate regulations.
Curricula
Article 43.Technical and Vocational Curricula
Technical and vocational curricula refer to documents which specify the TVET goals, their structure organized into Modules, student-centered learning and teaching methodologies developed by measuring the results and/or testing the true abilities of the learners in order to ensure that their knowledge, Occupational Skills, and qualities are consistent with the demands of socio-economic development and the labor market for each period.
There are two levels of vocational curricula – National Curricula and Local Curricula.
Article 44.Curricular Creation and Development
The relevant sector shall create, develop, and adjust curricula in accordance with the Three Characteristics and Five Pillars of National Education and consistently with the occupational standards, curricular standards, and national socio-economic development. They shall be of an ongoing nature and consist of many levels for which there will be textbooks and teaching manuals and created in such a way that they may connect up with the region and the world.
All levels of technical and vocational curricula must be organized into Modules, for which results shall be awarded as Credits in accordance with the regular, ongoing, and/or continuous curriculum in question by ensuring adherence to State sector regulations as follows:
The standards for the teaching of each branch of technical and vocational curricula are specified in separate regulations.
Article 45.Approval and Termination of Curricula
The MoES shall approve and promulgate National Curricula.
The Provincial Education and Sports Service (PESS) shall approve and promulgate Local Curricula after it having been agreed to by the MoES.
The education and sports sector approving a curriculum shall terminate that curriculum at each level in the event that the curriculum in question turns out to be inconsistent with the occupational standards, NQF, any legal regulations, or fails to cater to labor market demand and so forth.
Examinations and Testing
Examinations refer to the measuring and assessment of knowledge, abilities, Occupational Skills, and qualities in writing, orally, and in practice in accordance with the chapter being examined.
The formats and methods for examinations are specified in separate regulations.
Article 4.Testing of Occupational Skills
The testing of Occupational Skills refers to the measuring of Occupational Skills in a given technical and vocational branch in order to verify the knowledge, abilities, Occupational Skills, and work ethics of a learner who has graduated from a TVET facility and entered the world of work or of persons with practical experience in performing a particular duty.
Article 48.Formats and Methods for Testing Occupational Skills
The main formats and methods for teaching Occupational Skills are as follows:
Article 49.Standards for the Testing of Occupational Skills
It must be ensured that the following standards are met when testing Occupational Skills:
As for the conditions for those being tested, the testing must be implemented and the test results verified as specified in separate regulations.
Article 50.Comparisons and Transfers
Comparisons and transfers refer to the comparison and acknowledgement of the content of curricula and accumulated experience/qualifications of the technical and vocational learner in order that they may integrate or continue similar or higher level curricula.
Comparisons and transfers may take place from a certificate level to a higher level within the same field at the same educational institute or from one educational institute to another.
Issuance of Certificates and Affirmations
A certificate is document of a juristic nature issued for each level as follows:
An affirmation is a document issued to a person who has completed the training and passed the testing for a given vocation in accordance with the curriculum and schedule specified and may be used to accumulate Credits and/or qualifications in order to compare and transfer them onto a technical and vocational curriculum at each level.
Article 53.Issuance of Certificates and Affirmations
The relevant TVET institute shall issue certificates and affirmations. Technical and vocational certificates of diploma level and higher must be registered at the relevant ministry on a case-by-case basis for supervisory purposes. Technical and vocational certificates and affirmations of expertise and below must be registered at the relevant PESS on a case-by-case basis for supervisory purposes.
Occupational Skills Competitions
Article 54.Occupational Skills Competitions
Occupational Skills competitions are competitions which use knowledge, abilities, and Occupational Skills for technical and vocational learners and workers to compete with one another in order to promote and upgrade Competencies in Occupational Skills. They can be organized by State sector organizations, jointly between State and private sector organizations, and by private sector organizations.
There are five levels of Occupational Skills competitions – educational institute level, provincial level, national level, regional level, and international level.
Article 55.Organizing Occupational Skills Competitions
Occupational Skills competitions at institute and provincial level may be organized at any time according to circumstances and feasibility.
National Occupational Skills competitions shall take place at least once a year with competitors being selected from internal competitions held at institutes and provincial levels.
Those with the most outstanding skills at national level shall be selected for as competitors for regional and international Occupational Skills competitions.
Article 56.Organizations to Lead the Holding of Occupational Skills Competitions
The Ministry of Labor and Social Welfare (MoLSW) shall be responsible for leading and managing the holding of national, regional, and international level Occupational Skills competitions.
Provincial Labor and Social Welfare Departments (PLSWDs), in coordination with TVET institutes, shall be responsible for leading and managing the holding of Occupational Skills competitions at educational institutes and provincial levels subject to the agreement of the MoLSW.
Quality Assurance Measures
Article 57.Quality Assurance Measures
Quality assurance measures refer to methods for the systematic and comprehensive monitoring and assessment of TVET in order that such work may be of the quality required to meet the Occupational Standards specified and be consistent with labor market demand.
Article 58.Quality Assurance Mechanisms
Quality assurance mechanisms refer to various systematically related and associated processes using personnel, resources, rules, measures, and policies for their implementation and implementation mechanisms to ensure our goals are achieved.
The quality assurance mechanisms shall be as follows:
Self-assessment refers to inspections and assessments performed by the TVET facility itself in order to boost, improve, and develop the quality of TVET and shall take place at least once annually.
Self-assessment shall be performed by a specialist committee of the TVET institute and representatives of mass organizations, teachers, and learners.
The methods and procedures for self-assessments are specified in separate regulations.
Article 60.Internal Assessments
Internal assessments refer to inspections and assessments performed by superior levels of the sector to which the TVET facility belongs and take place after self-assessments in order to boost, improve, and develop its quality so that it is consistent with the NSEDP and the Occupational Standards. These must take place at least once annually.
Internal inspections shall be performed by the Inspection Department, the relevant technical department of the sector in question, a committee of the TVET institute for the subject area, and representatives of mass organizations, teachers, and learners.
The methods and procedures for internal assessments are specified in separate regulations.
Article 61.External Assessments
External assessments refer to inspections and assessments of the TVET facility performed by external organizations and take place after internal assessments in order to boost, improve, and develop its quality so that it is consistent with the NSEDP and Occupational Standards of the region and the world. These shall take place at least once annually. After the external assessments have been completed, the assessment committee must inform the TVET facility in accordance with regulations.
The committee assessing the results of an external assessment shall act as an independent domestic and foreign body.
TVET Personnel
Managers refer to leading personnel in a given TVET stream as demarcated by their managerial hierarchy, as follows:
Specialists refer to TVET researchers, service providers, and implementers and manage/administrate their TVET field and facility.
Technical and Vocational Teachers
Article 64.Technical and Vocational Teachers
Technical and vocational teachers refer to the persons providing the teaching, imparting of knowledge, and education and training to the learners at TVET facilities and labor units.
Article 65.Types of Technical and Vocational Teachers
There are the following two types of technical and vocational teachers:
Article 66Standards for Technical and Vocational Teachers
Article 67.Technical Positions and Titles for TVET Teachers
TVET teachers at TVET facilities include technical teachers, titled teachers, teachers holding certificates of appreciation, honorary teachers, as follows:
Vocational teachers shall have the right to request a specialized position or a position of Associate Professor or Professor in accordance with conditions specified in separate regulations.
Article 68.Rights, Duties, and Obligations of TVET teachers
TVET teachers shall have the following rights and duties:
TVET teachers shall have the following obligations:
Article 69.Specific Policies for TVET Teachers
The State does its best to upgrade the lives and wellbeing of the workers and their social status and to upgrade them in their specialized subject, knowledge, and abilities, especially teachers working in mountainous, rural, and remote areas, teachers teaching Students with Problems, teachers with exhibiting outstanding performance, and teachers who think innovatively and creatively by providing assistance and facilitating such matters in the performance of their duties as a teacher.
The policies of TVET teachers are detailed in separate regulations.
Learners
TVET Learners shall refer to persons studying, being educated, and or training at a TVET institute within the school system or otherwise.
Article 71.Equality among TVET Learners
All TVET learners – without discrimination by gender, age, ethnicity, physical health, economic status, and/or social status – shall enjoy equality in their studies, their education, their training, their research, and their application of technology to develop themselves and serve society.
Article 72.Rights and Obligations of TVET Learners
TVET learners have the following rights:
TVET learners have the following obligations:
Article 73.Vocational Training for Students with Problems
Students with Problems shall receive vocational training which is suitable in order that they may forge a career, find employment, and build an income for themselves and their families.
Obligations for TVET
Article 74.Obligations of Lao Citizens and the Public
Lao citizens who have no vocation or job are obligated to enroll in TVET in accordance with their true conditions and abilities in order that they may have a certain amount of knowledge in a technical or vocational branch.
The public has the obligation to contribute to the TVET development in many ways, such as funding, equipment, knowledge, and so forth.
Article 75.Obligations of Parents and Guardians
Parents and guardians have the obligation of create conditions, facilitate matters, provide support, and promote those under their care and/or guardianship to learn, study, and receive TVET.
Article 76.Obligations of TVET Facilities
TVET facilities have the obligation to teach and impart knowledge and abilities to learners and learners who are taking a combined course with the local authorities, parental teaching cooperative, and/or Labor Unit in order that their education, training, and learning may result in them being good citizens with a vocation and who are also able to provide many forms of technical services through the application of multiple methods for the public or communities in accordance with their true circumstances and abilities.
Article 77.Obligations of Labor Units
Labor Units have the obligations to contribute to the learning and teaching, training, building of professional standards and curricula and testing in Occupational Skills, to take on, train up, and facilitate everything for the person on work experience or working with their Labor Unit, coordinate with the TVET facility over the organization of their training in order that techniques, technologies, and funding may be passed on to them to contribute to the development of TVET and Occupational Skills.
Investment in TVET
The State invests in TVET and Occupational Skills – through the provision of budgets for subjects, such as the construction – infrastructure, buildings, facilities, vehicles, equipment, learning and teaching media, and the provision of steadfast training for personnel.
Individuals, legal entities, and private organizations – both domestic and overseas – investing in TVET and Occupational Skills by building training centers, schools, colleges, and institutes must operate in accordance with the legal regulations, standards, conditions, and curricula issued by the MoES and consistently with the NSEDP for each period.
Learning, teaching, and training shall be provided to the public using individuals, legal entities, and/or private organizations – domestic or foreign – by investing in TVET and Occupational Skills. Study fees shall be collected in accordance with regulations.
A TVET funds refers to the same type of fund as fund as a labor fund as specified in the Law on Labor.
The management and use of this fund has been specified in separate regulations and the Law on the State Budget along with other relevant legal regulations must be conformed to stringently.
Rules
Individuals, legal entities, and organizations must not behave as follows:
Article 82.Rules for Principals
TVET directors must not exhibit the following types of behavior:
Article 83.Rules for Specialists
Specialists must not exhibit the following types of behavior:
Article 84.Rules for TVET Teachers
TVET teachers must not exhibit the following types of behavior:
Article 85.Rules for TVET Learners
TVET learners must not exhibit the following types of behavior:
Dispute Resolution
Dispute may proceed in the following format:
Article 87.Compromise and Mediation
In the event that a dispute arises over TVET operations, either litigant may negotiate, compromise, and/or mediate.
Article 88.Administrative Resolution
In the event that a dispute arises over TVET, either litigant have the right to request that the relevant division for which they have been granted permission resolve the issue.
Article 89.Resolution by an OEDM
In the event that a dispute arises over TVET, either litigant shall have the right to present the dispute to an OEDM for consideration in accordance with legal regulations.
In the event that arises during the provision of TVET, either litigant shall have the right to request that the People’s Court considers the case and comes to a verdict in accordance with legal regulations.
Dispute resolution shall be of an international nature and take place in accordance with international agreements and conventions to which the Lao PDR is party.
The National TVET and Occupational Skills Consultation and Development Council[H5]
Article 91.Location, Roles, and Responsibilities
The National TVET and Occupational Skills Consultation and Development Council is an organizations which has no standing office/committee and its roles and responsibilities are to conduct research and provide consultations concerning the policies and strategies for the development of TVET and Occupation Skills.
Article 92.The National TVET and Occupational Skills Consultation and Development Council has the following rights and duties:
The National TVET and Occupational Skills Consultation and Development Council is composed of a chair, a number of vice chairs, committee members, the Occupational Units, and a standing office.
The National TVET and Occupational Skills Consultation and Development Council is structured as follows:
The National TVET and Occupational Skills Consultation and Development Council is appointed by the Prime Minister and Standing Committee and there is a standing office at MoES, which is appointed by the Chair of the National TVET and Occupational Skills Consultation and Development Council.
The organization and operations of the National TVET and Occupational Skills Consultation and Development Council are specified in separate regulations.
If necessary, TVET and Occupational Skills Consultation and Development Councils can be set up at local levels subject to the agreement of the locality.
Management and Inspection
Management of TVET and Occupational Skills
Article 94.Managerial Organizations
The Government manages TVET and Occupational Skills at central level to ensure uniformity nationwide. It assigns this task over to the MoES and MoLSW to take direct responsibility for and coordinate with other relevant ministries, sectors, other organizations, and local authorities for the development of technical and vocational standards, testing and curricula, quality assurance, and so forth.
The Organization to Manage TVET and Occupational Skills comprises:
-The MoES;
-The MoLSW;
-The PESSs;
-The PLSWDs; and
-The District Education and Sports Services; and
-The District Labor and Social Welfare Office.
If necessary, a new village TVET can be set up.
Article 95.Rights and Duties of the MoES and MoLSW
In the management of TVET and Occupational Skills, the MoES and MoLSW have certain rights in accordance with the scope of their responsibilities, as follows:
Article 96.Rights and Duties of PESSs, DESSs, PLSWDs, and District Labor and Social Welfare Offices
In the management of TVET and Occupational Skills, the PESSs and PLSWDs are in charge of writing their plans, programs, and detailed projects within the scope of their responsibilities, as follows:
Article 97.Rights and Duties of Offices of Education and Sports and of Labor and Social Welfare
In managing the work of TVET and Occupational Skills, DESSs and District Labor and Social Welfare Offices have rights and duties within their scope of responsibilities, as follows:
Article 98.Rights and Duties of other Parties
Other sectors and organizations, including the relevant local governance organizations, shall have the rights and duties to coordinate with the MoES and MoLSW for the development of TVET and Occupational Skills, such as Occupational Standards, curricular standards, testing, quality assurance, and technical and Occupational Skills in their branch of study with respect to their respective roles and responsibilities.
Inspection of TVET and Occupational Skills
An inspection shall refer to an assessment of TVET and Occupational skills to ensure they are steadfast, systematic, and transparent to ensure that such work is consistent with the policies planning, programs, projects, regulations, and quality standards for TVET and Occupational Skills to boost expansion, to limit social ills and legal violations, and to summarize, assess, and evaluate.
Article 100.Inspection Organizations
The TVET and Occupational Skills inspection organization shall comprise both internal and external inspection organizations.
An internal inspection organization shall refer to a sole body to manage TVET and Occupational Skills as specified in Article 94 of this Law.
An external inspection organization shall exist outside the organizational structure of the education and sports and the labor and social welfare sectors. It shall be composed of members of the NA, the Government Inspection and Anti-Corruption Authority (GIACA), the National Inspection Authority, the Lao Front for National Construction (LFNC), mass organizations, the mass media, and the public themselves.
Article 101.Rights and Duties of Internal Inspection Organizations
Internal inspection organizations have the following rights and duties:
Article 102.Rights and Duties of External Inspection Organizations
External Inspection Organizations shall have the same rights and duties as those specified in the Law on National Assembly Oversight, the Anti-Corruption Law, the Law on State Audits, the Law on Audit, and other relevant laws.
Article 103.Inspection Formats
The inspection of TVET and Occupational Skills shall take place in the following three formats:
In these inspections, the officials shall inspect that all duties are taking place correctly in strict accordance with legal regulations.
Policies for Achievers and Penalties for Violators
Article 104.Policies for Achievers
Individuals, legal entities, and/or organizations found to be implementing this Law outstandingly by, for example ensuring that their management and/or TVET is in line with its objectives and goals for effective Occupational Skill development, they shall receive appraisals and/or benefit from policies in accordance with regulations.
Article 105.Penalties for Violators
Individuals, legal entities, and/or organizations found to be implementing this Law shall receive a warning, reeducation, disciplinary measures, a fine, civil liability, and/or criminal liability depending on the severity of the case.
Final Provisions
The government of the Lao People’s Democratic Republic shall be responsible for the implementation of this law.
This Law shall enter into force on the date it is signed by the President of the Lao People’s Democratic Republic a decree for its promulgation shall be issued by an official government letter fifteen days later.
Any specifications or provisions which conflict with this law are hereby repealed.
National President
[SEAL OF THE PRESIDENT OF THE LAO
PEOPLE’S DEMOCRATIC REPUBLIC AND SIGNATURE]
Pany Yathotou
[H1]To Client: I was unable to find a direct English language reference for this so have translated word-for-word. Please check.
[H2]To Client: I was unsure as to whether this referred to something specific or TVET societies and associations in general. Please check.
[H3]To Client: I was unable to find a direct English language reference for this so have translated word-for-word. Please check.
[H4]To Client: This word can also translate as ‘principals’ and ‘administrators’ so I have had to take a guess at the most likely meaning.
[H5]To Client: I was unable to find an English language reference for this so have translated word-for-word. I shall continue to do so for future instances thereof.
[H6]To Client: I was unable to find references for any of these.