Tracer Study of Graduates of The Bachelor of Education in Early Childhood Education Programme in Lao PDR: A Synthesis Report

Tracer Study of Graduates of the Bachelor of
Education in Early Childhood Education

Programme in Lao PDR:
A Synthesis Report
Author: Assistant Professor Dr Sirawan Jaradwiwat
Copy-editor: Philip Bergstrom
Designer: Sommart Duangjuntho
Photographer: © UNESCO/Phoonsab Thevongsa
TH/DOC/IQE/22/021
Tracer Study of Graduates of
the Bachelor of Education in Early Childhood
Education Programme in Lao PDR:
A Synthesis Report
Tracer Study of Graduates of the Bachelor of Education in Early Childhood Education Programme in Lao PDR: A Synthesis Report
Foreword
The Government of Lao PDR is committed to providing quality early childhood education to young
learners, following the growing awareness that a child’s early years are the most crucial years of life.
Many studies have concluded that a quality and equitable early childhood education programme, that
is dynamic, engaging, enriching and carefully planned, can have a positive long-term effect on the lives
of children.
In Lao PDR, early childhood care and education is provided in crèches for children from 3 months to
less than 3 years old, and in kindergarten, pre-primary classes, and community-based school readiness
programmes or play-based learning groups for children from 3 to 6 years old. Teacher training colleges,
under the supervision of the Department of Teacher Education, are mandated to prepare teachers with
knowledge, skills and competencies to provide engaging interactions and conducive environments that
support holistic learning of young children. Strengthening the quality of teacher training colleges that
offer early childhood teacher education programmes will contribute to the country’s achievement of
the Sustainable Development Goal (SDG) Target 4.2 to ensure that “all girls and boys have access to quality
early childhood development, care and pre-primary education so that they are ready for primary education”.
With the support of UNESCO Bangkok, the first-ever four-year curriculum for early childhood teacher
education at the bachelor’s degree level, a higher qualification than the existing two-year Higher Diploma,
was developed in 2012. Based largely on the results of an end-of-cycle evaluation of this programme
conducted in 2017, a curriculum revision to ensure the quality and relevance of the programme was
completed in 2018. Subsequently in 2021, a tracer study of graduates from this programme was carried
out in seven teacher training colleges to assess whether the skills and competencies the graduates
acquired and developed from the programme match the requirements of their jobs. The tracer studies
were conducted by a survey team consisting of teacher educators in the early childhood teacher education
programme in each respective TTC, following a series of training on tracer study from its conceptions to
its implementation and the interpretation of its results, provided by an expert team of Thailand’s Burapha
University, and supported by UNESCO Bangkok.
This report was prepared by synthesizing seven reports on tracer study of graduates of the Bachelor of
Education in Early Childhood Education programme in seven participating teacher training colleges.
The synthesis report attempts to identify key areas in the programme that need further improvement to
ensure that the new graduates are employable and can contribute to strengthening the quality of early
childhood education in Lao PDR. The report is intended to assist teacher educators, curriculum developers
and administrators to prepare future well-educated, well-trained early childhood education teachers to
stimulate ability of young children to learn, develop, and reach their full potential.
Keth Phanlack
Director-General
Department of Teacher Education
ii
Acknowledgements
This report highlights key findings from the tracer study of graduates of the Bachelor of Education
in Early Childhood Education Programme in seven teacher training colleges (TTC), namely Bankeun,
Dongkhamxang, Luangnamtha, Luangprabang, Pakse, Salavan and Savanhnakhet TTCs in 2021. It
was prepared by Assistant Professor Dr Sirawan Jaradrawiwat, from the Faculty of Education, Burapha
University, Thailand, with technical support and coordination of Dr Apunchanit Jenjit and Dr Chaweng
Sonboon from the same Faculty. The completion of the report was made possible due to the assistance,
contributions and collaboration of many individuals.
We would like to express our sincere gratitude to all officials of the Department of Teacher Education as
well as the research teams from the seven teacher training colleges involved in the implementation of
the aforementioned tracer studies and the preparation of individual reports which were synthesized into
this report.
Our special thanks go to Mr Shigeru Aoyagi, Director of UNESCO Asia and Pacific Regional Bureau for
Education (UNESCO Bangkok) for the support under the “Capacity Development for Education (CapED)
in Lao PDR: Capacity Building Support for Teacher Education programme” to synthesize seven important
reports which can be used to guide the improvement of the Bachelor of Education in Early Childhood
Education in Lao PDR.
We truly appreciate the valuable assistance provided by Ms Nantawan Hinds, Coordinator (Programme
Coordinator), and Ms Warumporn Samranchit, Programme Assistant, under the guidance and supervision
of Ms Margarete Sachs-Israel, Chief of the Section for Inclusive Quality Education, UNESCO Bangkok Office,
for constructive comments on this synthesis report and their overall support throughout the process.
iii
Executive Summary
The purposes of this synthesis on the tracer study of graduates of the Bachelor of Education in Early
Childhood Education (B.Ed. in ECE) programme in Lao PDR were to: (1) synthesize reports on the tracer
study in seven teacher training colleges (TTCs), and (2) identify key areas in the B.Ed. in ECE programme
that needs to be further changed or improved to ensure that the new graduates are employable and
can contribute to the improvement of the quality of early childhood education in Lao PDR.
A Mixed Methods Research Synthesis (MMRS) was used to integrate both quantitative and qualitative
findings that respond to key research questions, and the available primary qualitative and quantitative
data that are reported in the final tracer study reports from seven TTCs, namely the Bankeun,
Dongkhamxang, Luangnamtha, Luangprabang, Pakse, Salavan and Savanhnakhet TTCs.
This synthesis report attempts to answer three main questions:
1. What skills and competencies do the graduates gain and develop from the B.Ed. in ECE programme?
2. What is the employment situation and working status of the graduates?
3. What is the level of satisfaction of the employers towards the skills and competencies of the
graduates?
The synthesis found that:
1. The skills and competencies of the graduates acquired during the study were at the high level.
The graduates who were employed rated the relevance between their gained skills, capabilities
and job requirements at the high level. The graduates’ satisfaction on the learning experiences, the
learning facilities, and the B.Ed. in ECE curriculum are rated at the high level. The graduates rated
their use of knowledge gained from the curriculum at the high level. Lastly, the employers rated
their satisfaction with the graduates’ knowledge, in general, at the high level.
2. Most of the graduates were employed as full-time teachers in private schools. At the time of the
survey, most of the employed graduates had been working for seven to twelve months after
their graduation, while the rest, who were unemployed, spent less than three months looking
for a job. The most common method for finding a job was by direct contact with the educational
institutes. When the examinations were required for employment, most of the graduates took
an examination just once. The overall correlation between the graduates’ acquired skills and
competencies from the programme and the required skills and competencies at work, is quite
high. The overall relationship between the skills and competencies required by the employers
and the acquired skills and competencies of the graduates for work correlates at the moderate
level. The results of the analysis of the relationship between the graduates’ acquired skills and
competencies from the programme and the skills and competencies required by the employers
correlates at the low level.
iv
3. The graduates’ satisfaction level with their work is at the high level, while the employers consider
the employed graduates to be satisfied with their assigned tasks, skills, and competencies is also
at the high level.
The findings identified key areas in the B.Ed. in ECE programme that need to be further changed or
improved to ensure that the new graduates are employable and can contribute to the improvement
of the quality of early childhood education in Lao PDR. Each curriculum component can be explained
as follows.
First, for the curriculum objectives, the alumni and graduates were the main factors affecting the
formulation of the curriculum objectives. From the results of the tracer study, it was found that there
is a relationship between the graduates’ acquired skills and competencies from the programme and
the required skills and competencies at work by creating knowledge through action research. The
employers were also a main factor affecting the formulation of the curriculum objectives. The results
of the tracer study revealed that the relationship between the skills and competencies required by the
employers and the acquired skills and competencies of the graduates is at the low level considering all
aspects, namely, medium, quite low, and low level for each item. Therefore, the B.Ed. in ECE programme
needs to explore and analyse the needs assessment from the employers leading to the formulation
of curriculum objectives to change or improve the quality of the knowledge, skills, and attitudes that
the graduates are expected to bring with them to their jobs.
Next, the content, knowledge and skills developed by the programme were the main factors affecting
the content or subject matter of curriculum formulated from the curriculum objectives. Again, this
is because the analysis of the relationship between the skills and competencies required by the
employers and the acquired skills and competencies of the graduates for work was found to be at a
quite low level. Therefore, the B.Ed. in ECE programme needs to incorporate the employers’ opinions
for the formulation of content of the curriculum. The curriculum objectives need to be improved to
change or enhance the quality of new graduates especially regarding the three characteristics and
five core principles of education, the National Kindergarten Curriculum, and working with others to
preserve Lao culture and traditions.
Considering learning experiences and learning facilities, the B.Ed. in ECE programme needs to take
into account the graduates’ opinions for the formulation of the learning experiences. The curriculum
was designed to guide learners to a mastery of early childhood education in Lao PDR that includes
employing learning experiences to create knowledge through action research, managing the learning-
teaching according to the three characteristics and five core principles of education, and following
with the National Kindergarten Curriculum. While it was found that the overall satisfaction of the
graduates with the learning facilities is at the high level, some ECE programmes’ learning facilities
were rated at just the moderate level of satisfaction. Therefore, the B.Ed. in the ECE programme needs
to improve some learning facilities according to the graduates’ opinions and align them with the
objectives of the curriculum.
Lastly, the B.Ed. in the ECE programme needs to improve some curriculum evaluation strategies
according to the curriculum objectives in order to further improve the quality of new graduates of
the bachelor’s degree of Early Childhood Education programme in Lao PDR.
v
It was also recommended that the teacher training colleges should promote the development of
knowledge, and the capacities to develop and update knowledge, through action research. To this
end, they need to provide adequate learning facilities, resources, equipment, and ICT devices for the
students. In addition, the revision of curriculum contents should be effectively implemented in the
schools.
The teacher training colleges should provide information about job advertisments. If the graduates do
not want to work in government schools, they can work in the private schools. The teacher training
colleges should adjust the curriculum and allocate more time for learning experiences in schools or
training centres.
Moreover, the teacher educators should continue monitoring the B.Ed. in the ECE programme graduates
in the long term, and increase the number of the research participants who use the beneficial results
for further curriculum improvement.
Finally, the government, specifically the Department of Teacher Education, should adjust the curriculum
and courses that focus on the development of knowledge through the research process, and provide
supportive materials and equipment. They should provide textbooks and teachers’ manuals on lesson
plan development, and they should also support the graduates in finding employment.
vi
Table of Contents
Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
List of Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Key questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.4 Target population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.5 Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.6 Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2. Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.1 Synthesis framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.2 Synthesis methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.3 Data analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3. Target Population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
4. Synthesis of Key Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4.1 Analysis of skills and competencies of the graduates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4.2 Analysis of the employment situation and working status of the graduates. . . . . . . . . . . . . . . . . . 12
4.3 Analysis of the level of satisfaction of the employers towards the skills and competencies
of the graduates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4.4 Recommendations for improving the Bachelor of Education in Early Childhood Education
(B.Ed. in ECE) Programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
5. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
5.1 Key findings from the synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
5.2 Key areas for improvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
6. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6.1 Recommendations for Improving the B.Ed. in ECE programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6.3 Recommendations to the Department of Teacher Education / Ministry of Education and
Sports and UNESCO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Annexes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Annex I Tracer study conceptual framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Annex II Graduate survey on tracer study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Annex III Employer satisfaction survey on tracer study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Annex IV Summary of findings from the seven final tracer study reports. . . . . . . . . . . . . . . . . . . . . . . 45
List of Figures
Figure 1: The synthesis framework on the Tracer Study of Graduates of the Bachelor
of Education in Early Childhood Education Programme in Lao PDR . . . . . . . . . . . . . 4
Figure 2: The overall graduates and percentage of target population from
tracer study report of graduates of the B.Ed. in ECE programme of
the seven teacher training colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Figure 3: The overall graduates’ employers and percentage of target population from
tracer study report of graduates of the B.Ed. in ECE programme of
the seven teacher training colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Figure 4: Graduates’ acquired and developed skills and competencies . . . . . . . . . . . . . . . . . . . 9
Figure 5: Graduates’ satisfaction with learning experiences, learning facilities and
curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Figure 6: The support from the Teacher Training Colleges that enables the graduates
to address the demands of their workplaces and communities . . . . . . . . . . . . . . . . 11
Figure 7: Current employment statuses of the graduates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Figure 8: Types of work of the employed graduates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Figure 9: Types of employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Figure 10: The employers’ satisfaction with the graduates’ skills and competencies . . . . . . . 19
List of Tables
Table 1: The target population from tracer study report of graduates of the B.Ed.
in ECE programme of the seven teacher training colleges . . . . . . . . . . . . . . . . . . . . . . 7
Table 2: The skills and competencies that the graduates acquired during study . . . . . . . . . 9
Table 3: Graduates’ satisfaction with the learning experiences, the learning facilities
and the curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Table 4: The support from the Teacher Training Colleges that enables the graduates
to address the demands of their workplaces and communities . . . . . . . . . . . . . . . . 11
Table 5: Summary of current employment status of the graduates . . . . . . . . . . . . . . . . . . . . . 12
Table 6: Summary of types of work of the employed graduates . . . . . . . . . . . . . . . . . . . . . . . . 13
Table 7: Summary of types of employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Table 8: Summary of duration of job search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Table 9: Summary of methods of job search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Table 10: Summary of working period after graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Table 11: Summary of number of times the graduates participated in employment
examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Table 12: The relationship between the curriculum and the employment . . . . . . . . . . . . . . . 16
Table 13: The satisfaction of the graduates with their work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Table 14: The employers’ satisfaction with the graduates’ skills and competencies . . . . . . . 18
List of Acronyms
B.Ed. Bachelor of Education
BK Bankeun Teacher Training College
CapED Capacity Development for Education
CapEFA Capacity Development for Education for All
DK Dongkhamxang Teacher Training College
DTE Department of Teacher Education
ECE Early Childhood Education
LB Luangprabang Teacher Training College
LN Luangnamtha Teacher Training College
MoES Ministry of Education and Sports
PDR People’s Democratic Republic
PS Pakse Teacher Training College
SL Salavan Teacher Training College
SV Savanhnakhet Teacher Training College
TTC Teacher Training College
UNESCO United Nations Educational, Scientific and Cultural Organization
x
1. Introduction
1.1 Background
The “Capacity Development for Education (CapED) in Lao PDR: Capacity Development Support
for Teacher Education in Lao PDR” is UNESCO Bangkok Office’s follow-up programme to the
Capacity Development for Education for All (CapEFA) in Lao PDR, Phase II (2012-2016). Launched
in 2017, the CapED programme is aimed at strengthening individual and institutional capacities
to enhance the quality of pre-service and in-service teacher training, with a view to improving
the quality of the teaching workforce for basic education, from early childhood to secondary
education in Lao PDR.
Before 2012, teacher training colleges (TTCs) in Lao PDR only offered early childhood teacher
education programmes at the Diploma and Advanced Diploma levels. Reflecting on the
commitment of the Government of Lao PDR to providing quality early childhood education
services, during Phase II of the CapEFA programme UNESCO Bangkok Office supported the
development of the first-ever four-year programme for the Bachelor of Education in Early
Childhood Education (B.Ed. in ECE). The B.Ed. programme was first launched in Dongkhamxang
TTC in the academic year 2013/2014, followed by Luangnamtha and Salavan TTCs in the
academic year 2014/2015, and Bankeun, Luangprabang, Pakse and Savanhnakhet TTCs in the
academic year 2016/2017. To date, there are approximately 1,500 student teachers enrolled in
the B.Ed. in ECE programme in the seven aforementioned TTCs.
To ensure the effectiveness of the B.Ed. in the ECE programme, UNESCO Bangkok has worked
collaboratively with the Ministry of Education and Sports (MoES) and TTCs to evaluate the
quality of the curriculum, as well as to identify areas for improvement. To realize this objective,
an end of cycle evaluation of the B.Ed. in ECE programme was conducted in 2017 and resulted
in the revision of the curriculum (the revision of the curriculum) in 2018. After two years of
implementing the revised curriculum, UNESCO Bangkok supported a mid-term evaluation
in four TTCs, namely, Bankeun, Dongkhamxang, Luangnamtha and Salavan in 2020. In 2021,
UNESCO Bangkok rolled out a series of capacity development workshops to enable teacher
educators to conduct a tracer study of graduates from the B.Ed. in ECE programme in 2020
from Bankeun, Dongkhamxang, Luangprabang, Pakse, Salavan and Savanhnakhet TTCs, and
in 2018 from Luangnamtha TTC.
1
Tracer studies can be defined as retrospective analyses of graduates through a standardized

survey, which take place sometime after graduation (normally between six months and three
years). Tracer studies are also known as graduate surveys, alumni surveys, or graduate tracking.
Normally, the target population is a homogenous group of student teachers who finished their
studies at the same time (generation or graduation cohort). The general objective is to evaluate
the medium to long-term impact of education programmes.
In view of this, UNESCO Bangkok has engaged Assistant Professor Dr Sirawan Jaradrawiwat
from the Faculty of Education, Burapha University, Thailand, to synthesize the main findings
from the final tracer study reports of graduates of the B.Ed. in ECE programme from the seven
TTCs and develop a synthesis report on the tracer study.
1.2 Objectives
1) To synthesize reports on the tracer study of graduates of the B.Ed. in ECE programme in
seven TTCs, and
2) To identify key areas in the B.Ed. in ECE programme that need to be further changed or
improved to ensure that the new graduates are employable and can contribute to the
improvement of the quality of early childhood education in Lao PDR.
1.3 Key questions

1) What skills and competencies do the graduates gain and develop from the programme?
2) What is the employment situation and working status of the graduates?
3) What is the level of satisfaction of the employers towards the skills and competencies of
the graduates?
1.4 Target population

This report synthesizes the following seven final tracer study reports from the B.Ed. in ECE
programme in 2020 from Bankeun, Dongkhamxang, Luangprabang, Pakse, Salavan and
Savanhnakhet TTCs, and in 2018 from Luangnamtha TTC.
The target population of their study consists of two groups:
1) Graduates from the B.Ed. in ECE programme who graduated in 2018 and 2020 from the
seven TTCs (452 graduates); and
2) Employers of the graduates mentioned above, such as directors, deputy directors

(academic department), supervisors, etc. (172 employers).
2
1.5 Methods
The method used in this synthesis is a Mixed Methods Research Synthesis (MMRS) that
integrates both quantitative and qualitative findings from the final tracer study reports from
seven TTCs.
1.6 Limitations
The findings, conclusions and recommendations of this synthesis report are based on document
analysis, i.e. the structured review of the final tracer study reports from seven TTCs only.
© UNESCO/CapED/Laos
3
2. Methodology
2.1 Synthesis framework

Figure 1: The synthesis framework on the Tracer Study of Graduates of the Bachelor of Education in
Early Childhood Education Programme in Lao PDR
1 Identify the key questions
2 Review the final reports
MMRS 3 Method selection
4 Data extraction and evaluation
5 Data analysis and interpretation
6 Report and discussion of research findings
2.2 Synthesis methodology

1) Identify the key questions. Researchers identified three key questions that align with the
objectives of the synthesis.
2) Review the final reports. Researchers reviewed the final reports on the tracer study of
graduates of the B.Ed. in the ECE programme in the seven TTCs.
4
3) Method selection. Researchers selected a Mixed Methods Research Synthesis (MMRS)

that integrates both quantitative and qualitative findings of the final tracer study reports
from the seven TTCs.
4) Data extraction and evaluation. Researchers synthesized main findings from final the
tracer study reports from each of the aforementioned seven TTCs responding to nine
key questions.
5) Data analysis and interpretation. Researchers identified key areas in the B.Ed. in ECE
programme that need to be further changed or improved to ensure that the new
graduates are employable and can contribute to the improvement of the quality of early
childhood education in Lao PDR.
6) Report and discussion of research findings. Researchers developed a synthesis report

on the tracer study of graduates of the B.Ed. in ECE programme in seven TTCs.
2.3 Data analysis

A synthesis of the content analysis method is formed in conclusion and guided by key research
questions, and by the available primary qualitative and quantitative data that are reported in
the final tracer study reports.
The data analysis is defined as primarily a qualitative synthesis. Content analysis is applied for
synthesis of the final tracer study reports from each of seven TTCs. A quantitative synthesis
is followed by a content analysis on the pattern of analytic categories derived from the final
tracer study reports.
Corrected data from the quantitative findings was analysed using the SPSS programme to
find the frequency, percentage, mean, standard deviation and correlation value for each of
the seven teacher training colleges and the total of each type of statistical data. The following
are the descriptive scales:
1) The average scales for the perception, relevance, satisfaction, and requirement:
The average scales between 4.51 – 5.00 mean ‘very high/very satisfied’
The average scales between 3.51 – 4.50 mean ‘high/satisfied’
The average scales between 2.51 – 3.50 mean ‘medium/neutral’
The average scales between 1.51 – 2.50 mean ‘low/dissatisfied’
The average scales between 1.00 – 1.50 mean ‘very low/very dissatisfied’
2) The scale level for Correlation Coefficients

Coefficient between 0.81 and over means ‘high/very satisfied’
Coefficient between 0.61 – 0.80 means ‘quite high/satisfied’
Coefficient between 0.41 – 0.60 means ‘medium/neutral’
Coefficient between 0.21 – 0.40 means ‘quite low/dissatisfied’
Coefficient between 0.20 and below means ‘low/very dissatisfied’
A positive rho : ρ, C value (+) has the same direction /positive correlation
The value rho : ρ, C is negative (-) relative to the opposite /negative direction
The value rho : ρ, C is zero (0) unrelated
5
3. Target Population
This research synthesizes the findings from the final tracer study reports from the following
seven teacher training colleges:
1) Tracer Study of the Graduates of the Bachelor of Education in Early Childhood Education
(B.Ed. in ECE) Programme at Bankeun Teacher Training College, Academic Year 2019-2020.
2) A Tracer Study of Graduates of the Bachelor of Education in Early Childhood Education

(B.Ed. in ECE) Programme at Dongkhamxang Teacher Training College, Academic Year of
2019-2020.
3) Report on Tracer Study of Graduates of the Bachelor of Education Degree in Early

Childhood Education (B.Ed. in ECE) Programme at Luangnamtha Teacher Training College,
Academic Year of 2017-2018.
4) A Tracer Study on Graduates of Bachelor of Education in Early Childhood Education

Programme at Luangprabang Teacher Training College, Academic Year 2019-2020.
5) A Tracer Study on the Graduates of Bachelor of Education in Early Childhood Education

Programme at Pakse Teacher Training College, Academic Year 2019-2020.
6) A Tracer Study on Graduates of the Bachelor of Education in Early Childhood Education

(B.Ed. in ECE) Programme in Lao PDR at Salavan Teacher Training College, Academic Year
2019-2020.
7) A Tracer Study on Graduates of Bachelor of Education in Early Childhood Education (B.Ed.

in ECE) Programme at Lao PDR, Savanhnakhet Teacher Training College, Academic year
2019-2020.
The target population of their study consists of two groups:
1) Graduates from the B.Ed. in ECE programme who graduated in 2018 and 2020 from
seven TTCs (452 graduates); and
2) Employers of the graduates mentioned above, such as directors, deputy directors

(academic department), supervisors, etc. (172 employers).
6
Table 1: The target population from tracer study report of graduates of the B.Ed. in ECE programme of
the seven teacher training colleges
Graduates Graduate
TTC Academic year
Employed Unemployed Summary (%) employers (%)
Bankeun 2019-2020 40 15 55 (12%) 16 (9%)

Dongkhamxang 2019-2020 68 40 108 (24%) 59 (34%)
Luangnamtha 2017-2018 23 8 31 (7%) 23 (14%)
Luangprabang 2019-2020 42 26 68 (15%) 33 (19%)
Pakse 2019-2020 10 32 42 (9%) 9 (5%)
Salavan 2019-2020 26 62 88 (20%) 17 (10%)
Savanhnakhet 2019-2020 36 24 60 (13%) 15 (9%)
Summary 245 207 452 (100%) 172 (100%)
Figure 2: The overall graduates and percentage Figure 3: The overall graduates’ employers and
of target population from tracer study report of percentage of target population from tracer
graduates of the B.Ed. in ECE programme of the study report of graduates of the B.Ed. in ECE
seven teacher training colleges programme of the seven teacher training
colleges
SV BK SV BK
13% 12% 9% 9%
SL
10%
SL PS
DK
20% 5% Graduate DK
Graduates 24%
Employers 34%
LB
PS 19%
9% LN
LB 7% LN
15% 14%
7
4. Synthesis of Key Findings
4.1 Analysis of skills and competencies of the graduates

The evaluation of the graduates’ competencies and skills acquired from the programme of the
seven TTCs is analyzed and presented in three main topics:
4.1.1 Graduates’ acquired and developed skills and competencies from the
programme; and the relevance of the acquired skills and competencies with
their job requirements
The results from the synthesis of graduates’ acquired and developed skills and competencies
from the programme; and the relevance of the acquired skills and competencies with their job
requirements are presented in Table 2.
8
Table 2: The skills and competencies that the graduates acquired during study
TTC
Topics Overall
BK DK LN LB PS SL SV
1. Graduates’ acquired and developed skills μ 4.17 4.17 4.19 4.22 3.98 4.07 4.10 4.12
and competencies from the programme σ 0.41 0.43 0.60 0.68 0.46 0.47 0.41 0.45
(N=452)
level High High High High High High High High
2. Graduates’ acquired skills and μ 4.15 4.19 4.11 4.37 4.00 4.20 4.10 4.12
competencies with job requirement σ 0.39 0.43 0.24 0.65 0.60 0.38 0.62 0.61
(N=245)
Table 2 shows that the skills and competencies that the 452 graduates acquired during the study,
overall, are at a high level (μ = 4.12, σ = 0.45) and the 245 graduates who are currently being employed
rated the relevance of their acquired skills and competencies with their job requirements, overall, also
at a high level (μ = 4.12, σ = 0.61).
Figure 4: Graduates’ acquired and developed skills and competencies
Skills and competencies from Skills and competencies with

the programme job requirement
5.0
4.8
4.6
4.4
4.2
4.12
4.0 4.12
3.8
3.6
3.4
3.2
3.0
BK DK LN LB PS SL SV Overall
4.1.2 Graduates’ satisfaction with learning experiences, learning facilities and

curriculum
The results from the analysis of the satisfaction of the graduates with the learning experiences,
the learning facilities and the curriculum are presented in Table 3.
9
Table 3: Graduates’ satisfaction with the learning experiences, the learning facilities and
the curriculum
TTC
Topics Overall
1. Satisfaction of the graduates with μ 4.14 4.26 3.88 4.30 4.15 4.30 4.30 4.10
learning experiences (N=452) σ 0.44 0.42 0.22 0.66 0.67 0.62 0.62 0.55
2. Satisfaction of graduates with μ 3.86 3.85 3.44 3.93 3.76 3.69 3.70 3.79
learning facilities (N=452) σ 0.60 0.57 0.32 0.82 0.62 0.67 0.73 0.64
level High High Moderate High High High High High
3. Satisfaction of the graduates with μ 4.07 4.21 3.83 4.03 3.99 3.97 4.00 4.28
the B.Ed. in ECE curriculum (N=452) σ 0.49 0.55 0.24 0.72 0.50 0.45 0.67 0.52
Table 3 shows that the overall satisfaction rate of graduates with the learning experiences is at a high level
(μ = 4.10, σ = 0.55), with the learning facilities at a high level (μ = 3.79, σ = 0.64), and with the B.Ed. in
ECE curriculum also at a high level (μ = 4.28, σ = 0.52).
Figure 5: Graduates’ satisfaction with learning experiences, learning facilities and curriculum
Learning experiences Learning facilities B.Ed. in ECE curriculum

5.0
4.8
4.6
4.4
4.2 4.28
4.10
4.0
3.8 3.79
3.6
3.4
3.2
3.0
10
4.1.3 The support from the Teacher Training Colleges that enables the graduates
to address the demands of their workplaces and communities
The results of the analysis regarding the support provided by the Teacher Training Colleges
which enable the graduates to address the demands of their workplaces and communities
are as follows:
Table 4: The support from the Teacher Training Colleges that enables the graduates to address
the demands of their workplaces and communities
TTC
Topics Overall
1. The graduates’ application of the μ 4.10 4.19 4.16 4.35 4.36 4.12 4.10 4.19
knowledge acquired from the
σ 0.47 0.50 0.52 0.49 0.36 0.81 0.63 0.52
programme (N=245)
2. The employers’ perceptions of the μ 4.50 4.32 4.43 4.14 4.20 4.20 4.20 4.26
graduates’ knowledge and capacities
σ 0.47 0.48 0.31 0.50 0.51 0.40 0.67 0.51
(N=172)
Table 4 shows that the graduates rated their use of knowledge gained from the curriculum at a high level
(μ = 4.19, σ = 0.52), and the employers’ perception of the graduates’ knowledge is rated at a high level
(μ = 4.26, σ = 0.51).
Figure 6: The support from the Teacher Training Colleges that enables the graduates to address
the demands of their workplaces and communities
Graduates Employers
5.0
4.8
4.6
4.4
4.2 4.26
4.19
4.0
3.8
3.6
3.4
3.2
3.0
11
4.2 Analysis of the employment situation and working

status of the graduates
The results on the graduates’ employment situation and working status are presented in four
sub-topics:
4.2.1 The graduates’ employment situation and working status

The analysis results of the graduates’ employment situation and working status are displayed
in Tables 5 to 7.
Table 5: Summary of current employment status of the graduates
TTC
Current employment status Sum
Employed 40 68 23 42 10 26 36 245
Unemployed 15 40 8 26 32 62 24 207
Table 5 shows that out of a total of 452 graduates who responded to the survey, most of them are
employed (54.20 per cent) and the rest are unemployed (45.80 per cent).
Figure 7: Current employment statuses of the graduates
40 15 Employed
Bankeun
Unemployed
Dongkhamxang 68 40
Luangnamtha 23 8
Luangprabang 42 26
Pakse 10 32
Salavan 26 62
Savanhnakhet 36 24
0 20 40 60 80 100 120
The data analysis related to the types of work of the 245 graduates who are currently employed is
presented in Table 6.
12
Table 6: Summary of types of work of the employed graduates
Types of work of the employed TTC

Sum
graduates BK DK LN LB PS SL SV
Teacher civil servant - - 1 - - 1 - 2
Private school teacher 35 63 14 40 10 9 28 199
Volunteer teacher 5 3 8 1 - 12 6 35
Others - 2 - 1 - 4 2 9
Table 6 shows that among the 245 employed graduates, most of them are private school teachers
(81.22 per cent).
Figure 8: Types of work of the employed graduates
Others 1% Teacher civil servant
Volunteer teacher 4%
14%
Private school teacher

81%
Further analysis of the data related to the types of employment is presented in Table 7.
Table 7: Summary of types of employment
TTC
Types of work Sum
Full time 38 62 23 39 10 25 35 232
Part-time/casual 1 4 - 1 - - - 6
Freelance 1 2 - 2 - 1 1 7
Others - - - - - - - 0
Table 7 shows that among the 245 employed graduates, most of them are full time employees
(94.69 per cent).
13
Figure 9: Types of employment
Part-time/casual 2% Freelance
3%
Full time
95%
4.2.2 Graduates’ job search methods

For the analysis of job search methods of the employed graduates, the findings are presented
in Tables 8 to 11.
Table 8: Summary of duration of job search
TTC
Duration of job search Total
Less than 3 months 28 57 9 32 7 11 20 164
3 - 6 months 5 8 6 6 2 11 15 53
7 - 11 months 4 3 2 3 1 3 1 17
1 - 2 years 1 - 2 - - 1 - 4
More than 2 years 2 - 4 1 - - - 7
Table 8 shows that most graduates (66.94 per cent) who are currently being employed spent less than
three months looking for a job.
14
Table 9: Summary of methods of job search
TTC
Methods of job search Total
From job advertisements in the newspaper, 15 45 11 24 5 9 9 118
internet, etc.
Directly contact educational institutes 21 34 11 23 10 16 22 137
Via recruitment agencies 2 1 - - - - 4 7
Via quota systems 1 - - - - - 1 2
Others 1 3 1 1 - 2 - 8
Table 9 shows that the most common method for job search is to directly contact educational institutes
(59.92 per cent).
Table 10: Summary of working period after graduation
TTC
Working period after graduation Total
1 - 6 months 17 21 6 20 5 10 13 92
7 - 12 months 15 38 2 16 4 12 18 105
More than 1 year 8 9 15 6 1 4 5 48
Table 10 shows that most employed graduates (42.86 per cent) have been working for seven to twelve
months after graduation.
Table 11: Summary of number of times the graduates participated in employment examination
Number of times taking employment TTC

Total
examination BK DK LN LB PS SL SV
Once 22 26 13 20 1 6 13 101
Twice 1 2 1 3 - - 2 9
3 times or more 2 1 1 1 - - - 5
None 15 39 8 18 9 20 21 130
Table 11 shows that 41.22 per cent of the employed graduates took an employment examination once.
15
4.2.3 The relationship between the curriculum and the employment

The analysis of the relationship between the skills and competencies required by the employers
and the acquired skills and competencies of the graduates for work, considering only the 245
graduates who have found employment, are presented in Table 12.
Table 12: The relationship between the curriculum and the employment
Graduates Employers Graduates VS

Employers
The relationship between the curriculum and the employment
(Spearman’s (Spearman’s (Contingency
rho : ρ) rho : ρ) Coefficient : C)
1. Knowledge in managing early childhood education 0.58 0.33 0.25
(Medium) (Quite low)
2. The ability to manage the learning-teaching according to the 3 0.53 0.43 0.21
characteristics and 5 core principles of education, in line with the (Medium) (Medium)
National Kindergarten Curriculum of the Ministry of Education and
Sports
3. The ability to manage plays and learning-teaching activities in 0.51 0.40 0.27
nurseries, kindergartens, multi-grade classrooms and pre-primary (Medium) (Quite low)
classrooms in a creative manner
4. The ability to create an enabling environment for children to play 0.52 0.48 0.25
and learn, regardless of their race, language, religion, gender, age, (Medium) (Medium)
disability and socio-economic hardship
5. Knowledge and capacities to create knowledge through action 0.42 0.37 0.24
research (Medium) (Quite low)
6. Code of professional ethics for teachers; and love towards the 0.63 0.49 0.12
teaching profession and children (Quite high) (Medium)
7. The ability to work with others and preserve the Lao culture and 0.61 0.49 0.11
traditions (Quite high) (Medium)
0.64 0.52 0.20
Overall
(Quite high) (Medium)
Table 12 shows that the results of the analysis of the relationship between the graduates’ acquired skills
and competencies from the programme and the skills and competencies required by the employers
correlates has the positive correlation (C = 0.20), the analysis of the overall correlation between
the graduates’ acquired skills and competencies from the programme and the required skills and
competencies at work, is at a quite high level (ρ = 0.64), and the overall relationship between the
skills and competencies required by the employers and the acquired skills and competencies of the
graduates for work correlates at a moderate level (ρ = 0.52). When considering the list of evaluation
items for improvement, it found that the item with the weakest correlation are No. 1: ‘knowledge
in managing early childhood education’, No. 3: ‘the ability to manage plays and learning-teaching
16
activities in nurseries, kindergartens, multi-grade classrooms and pre-primary classrooms in a creative

manner’, and No. 5: ‘Knowledge and capacities to create knowledge through action research’, at a quite
low level.
4.2.4 The satisfaction of the graduates with their work

The results of the analysis of the graduates’ satisfaction with their work are presented in Table 13.
Table 13: The satisfaction of the graduates with their work
TTC
Evaluation Items Overall
1. To what extent are you satisfied with μ 4.27 4.35 4.22 4.43 4.30 4.27 4.40 4.33
your responsible task/position? σ 0.75 0.48 0.52 0.63 0.67 0.60 0.54 0.59
2. To what extent are you proud of your μ 4.23 4.24 4.22 4.43 4.30 4.27 4.30 4.28
current responsible task? σ 0.62 0.57 0.42 0.55 0.67 0.72 0.58 0.58
3. To what extent are you motivated to μ 4.40 4.47 4.52 4.55 4.20 4.35 4.40 4.45
complete your assigned work? σ 0.59 0.53 0.51 0.59 0.63 0.56 0.56 0.56
level High High High Very High High High High
high
4. To what extent are you satisfied μ 4.07 4.32 4.30 4.50 4.00 4.15 4.30 4.28
with your engagement in additional σ 0.65 0.58 0.56 0.60 0.66 0.61 0.48 0.6
assigned activities aside from your main
responsibility? level High High High High High High High High
5. To what extent are you satisfied with μ 3.95 4.39 3.70 3.88 3.90 3.62 3.90 3.87
your salary/remuneration? σ 0.78 0.73 0.63 0.80 0.73 1.02 0.75 0.78
μ 4.18 4.26 4.19 4.36 4.14 4.13 4.26 4.24
Overall σ 0.55 0.43 0.24 0.63 0.55 0.57 0.58 0.48
Table 13 shows that the graduates’ satisfaction level with their work is at a high level (μ = 4.24, σ = 0.48).
When considering the list of evaluation items, the survey found that item No. 3: ‘to what extent are you
motivated to complete your assigned work’, has the highest average rating at a high level (μ = 4.45,
σ = 0.56). On the other hand, the item with the lowest average rating is No. 5: ‘to what extent are you
satisfied with your salary/remuneration’, but still at a high level (μ = 3.87, σ = 0.78). When asking the
employed graduates about their desire to seek a new job, it found that 96 employed graduates have
no desire to seek a new job (39.18 per cent) and the other 149 employed graduates consider looking
for a new job (60.82 per cent).
17
In addition, the employers, of the 245 who responded, were asked to rate the satisfaction level of
the graduates with their assignments. The survey found that the employers consider the employed
graduates to be satisfied with their assigned tasks at a high level (μ = 4.08, σ = 0.60).
4.3 Analysis of the level of satisfaction of the employers

towards the skills and competencies of the graduates
4.3.1 The employers’ satisfaction with the graduates’ skills and competencies
The results of the analysis of the employers’ satisfaction with the skills and competencies of
the graduates are presented in Table 14.
Table 14: The employers’ satisfaction with the graduates’ skills and competencies
TTC
1. Knowledge in managing early childhood μ 4.25 4.25 4.35 4.39 4.11 4.12 4.27 4.27
education σ 0.86 0.57 0.65 0.61 0.78 0.60 0.59 0.63
2. The ability to manage the learning- μ 4.50 4.32 4.39 4.21 4.22 4.35 4.33 4.33
teaching according to the 3 σ 0.63 0.60 0.58 0.65 0.83 0.49 0.62 0.61
characteristics and 5 core principles
of education, in line with the National level High High High High High High High High
Kindergarten Curriculum of the Ministry
of Education and Sports
3. The ability to manage plays and μ 4.31 4.27 4.26 4.27 4.00 4.00 4.20 4.23
learning-teaching activities in nurseries, σ 0.70 0.69 0.54 0.72 0.50 0.61 0.68 0.66
kindergartens, multi-grade classrooms
and pre-primary classrooms in a creative level High High High High High High High High
manner
4. The ability to create an enabling μ 4.50 4.41 4.35 4.27 4.11 3.94 4.07 4.29
environment for children to play and σ 0.63 0.61 0.49 0.63 0.60 0.65 0.80 0.64
learn, regardless of their race, language,
religion, gender, age, disability and level High High High High High High High High
socio-economic hardship
5. Knowledge and capacities to create μ 3.94 3.97 4.09 4.00 3.78 3.88 3.80 3.95
knowledge through action research σ 0.57 0.71 0.60 0.75 0.66 0.60 0.86 0.69
18
TTC
6. Code of professional ethics for teachers; μ 4.69 4.51 4.70 4.39 4.33 4.41 4.47 4.51
and love towards the teaching σ 0.47 0.53 0.56 0.61 0.70 0.50 0.64 0.57
profession and children
level Very Very Very High High High High Very
high high high high
7. The ability to work with others and μ 4.63 4.47 4.57 4.33 4.44 4.41 4.40 4.46
preserve the Lao culture and traditions σ 0.50 0.53 0.51 0.65 0.52 0.50 0.63 0.55
level Very High Very High High High High High
high high
μ 4.40 4.31 4.39 4.27 4.14 4.16 4.21 4.29
Overall σ 0.43 0.49 0.23 0.66 0.49 0.42 0.61 0.47
Table 14 shows that the employers’ overall satisfaction with the graduates’ skills and competencies
is at a high level (μ = 4.29, σ = 0.47). When considering the list of evaluation items, it found that item
No. 6: ‘code of professional ethics for teachers; and love towards the teaching profession and children’,
has the highest average rating at a very high level (μ = 4.51, σ = 0.57). The lowest average rating level
is for item No. 5: ‘Knowledge and capacities to create knowledge through action research’, but also at
a high level (μ = 3.95, σ = 0.69).
Figure 10: The employers’ satisfaction with the graduates’ skills and competencies
5.0
4.8
4.6
4.4
4.2 4.40 4.39 4.29
4.31 4.27
4.16 4.21
4.0 4.14
3.8
3.6
3.4
3.2
3.0
19
4.4 Recommendations for improving the Bachelor of

Education in Early Childhood Education (B.Ed. in ECE)
Programme
The qualitative findings of recommendations for improving the Bachelor of Education in Early
Childhood Education (B.Ed. in ECE) Programme from the final tracer study reports from seven
TTCs include the following:
1) Focus on the teaching experience as much as possible;
2) Add psychology to the curriculum;
3) Add background knowledge on the profession;
4) Add communication skills;
5) Courses need to increase students’ actual learning, such as real-time training time, song
writing, and storybook vocabulary into each teaching unit;
6) Enhance ICT capacity;
7) Enhance the pre-service teachers’ academic capacity by doing action research;
8) Facilities should address internet issues in the institution to make it easier for students to
access and thereby access a wide range of resources;
9) Enhance foreign languages, for example, by increasing hours of English instruction and
inviting native speakers with pre-school skills;
10) Supply enough textbooks and teaching materials for kindergarten teachers;
11) Provide knowledge of foreign languages;
12) Provide knowledge on ICTs;
13) Maximize time for pre-service teachers’ practicum in baby-sitting grades;
14) More teaching methods and techniques;
15) Provide government support for graduates to find a job;
16) Provide regular monitoring of the graduates’ teaching, training and mentoring of teachers
on a regular basis;
17) Relevant educational institutions should provide job search guidance to students after
graduation;
18) Revise curriculum and its effectiveness to be relevant with the school effectiveness;
19) Provide skills for organizing teaching and learning activities;
20) Stakeholders, especially the government, should take steps to address the problem of
graduates’ unemployment;
20
21) Teacher colleges should increase academic cooperation and practicum teaching with
the private sector;
22) Teacher colleges should increase learning facilities in practice rooms, expand opportunities
for teaching practicuum at educational institutions , and provide equipment appropriate
and sufficient to students;
23) The teacher colleges should promote the development of knowledge and capacities to
create knowledge through action research;
24) Teachers can use the results of research to improve the teaching and learning process in
the undergraduate teacher training curriculum;
25) Teachers’ colleges should provide information about finding a job. Graduates who do not
want to work in a government school can work in private schools;
26) Teachers should pay more attention to the skills and abilities of students in the field of
classroom research;
27) Teachers should provide adequate materials, textbooks, and resources for students during
the course of instruction;
28) There should be periodic training in teaching management skills;
29) The Department of Teacher Education / Ministry of Education and Sports should adjust
the curriculum or courses that focus on the development of knowledge through research
processes; and.
30) The United Nations Educational, Scientific and Cultural Organization (UNESCO) should
promote the development of teachers in the areas of teaching and learning management,
the development of knowledge through research processes and the support of facilities.
21
5. Conclusion
5.1 Key findings from the synthesis

1) The skills and competencies that the graduates acquired during the study, overall, are at
the high level (μ = 4.12, σ = 0.45). The 245 graduates who are currently being employed
rated the relevance of their acquired skills and competencies with their job requirements,
overall, at the high level (μ = 4.12, σ = 0.61). The satisfaction rate of graduates with the
learning experiences, overall, is at the high level (μ = 4.10, σ = 0.55). The overall satisfaction
of the graduates with the learning facilities is at the high level (μ = 3.79, σ = 0.64),
and the satisfaction with the B.Ed. in ECE curriculum is also at the high level (μ = 4.28,
σ = 0.52). The graduates rated their use of knowledge gained from the curriculum, in
general, at the high level (μ = 4.19, σ = 0.52). And, the employers’ perception of the
graduates’ knowledge, in general, is rated at the high level (μ = 4.26, σ = 0.51).
2) The graduates’ employment situation and working status

• Most of them are employed (54.20 per cent), while the rest are unemployed (45.80
per cent).
• Most of them are private school teachers (81.22 per cent).
• Most of them are employed as full-time employees (94.69 per cent).
• Most graduates (66.94 per cent) who are currently being employed spent less than three
months looking for a job.
• The most common method for job search is to directly contact educational institutes
(59.92 per cent).
• Most eployed graduates (42.86 per cent) had been working for seven to twelve months
after graduation.
• Employed graduates (41.22 per cent) took an employment examination once.
The overall correlation between the graduates’ acquired skills and competencies from the
programme and the required skills and competencies at work, is at the quite high level
(ρ = 0.64), the overall relationship between the skills and competencies required by the
employers and the acquired skills and competencies of the graduates for work correlates
at the moderate level (ρ = 0.52), and the results of the analysis of the relationship between
the graduates’ acquired skills and competencies from the programme and the skills and
competencies required by the employers correlates at the low level (C = 0.20).
22
3) The satisfaction of the graduates with their work
The graduates’ satisfaction level with their work is at the high level (μ = 4.24, σ = 0.48).
The employers (the 172 who responded) were asked to rate the satisfaction level of the
graduates with their assignments and it was found that the employers consider the
employed graduates to be satisfied with their assigned tasks at the high level (μ = 4.08,
σ = 0.60), and the employers’ overall satisfaction with the graduates’ skills and competencies
are also at the high level (μ = 4.29, σ = 0.47).
5.2 Key areas for improvement

The key areas in the B.Ed. in ECE programme that need to be further changed or improved in
order to ensure that the new graduates are employable and can contribute to the improvement
of the quality of early childhood education in Lao PDR are identified from the synthesis of key
findings. They are the lowest average ratings of the graduates’ and employers’ perception and
satisfaction levels with the quite low level of correlation considering the relationship between
the curriculum and the employment based on the employers’ opinion as follows:
5.2.1 Key areas for improvement from graduates’ perception and satisfaction
1) Graduates’ competencies and skills
• Knowledge and capacities to create knowledge through action research
• The ability to manage playtime and learning-teaching activities in nurseries, kindergartens,
multi-grade classrooms and pre-primary classrooms in a creative manner
2) Graduates’ learning experiences

• The learning assessment
3) Graduates’ learning facilities

• Equipment in practice/training rooms
• The ICT system for self-directed research
• Learning materials and documents
• Library facilities and resources
4) The satisfaction of the graduates with the B.Ed. in ECE curriculum

• The subject contents covered in the curriculum
5.2.2 Key areas for improvement from the employers’ perception and satisfaction
1) Graduates’ knowledge and capacities
• Knowledge, skills and competencies necessary for the assigned tasks
23
5.2.3 Key areas for improvement from the relationship between the curriculum
and the employment of the employers’ perception
• Knowledge in managing early childhood education
• Ability to manage plays and learning-teaching activities in nurseries, kindergartens, multi-
grade classrooms and pre-primary classrooms in a creative manner
• Knowledge and capacities to create knowledge through action research
24
6. Recommendations
6.1 Recommendations for Improving the B.Ed. in ECE

programme
1) Teacher training colleges should promote the development of student teachers’
knowledge and capacities to create knowledge through action research.
2) Teacher training colleges should develop and evaluate the student teachers’ knowledge
in managing early childhood education for applying in employment.
3) Teacher training colleges should enhance the ability to manage playtime and learning-
teaching activities in nurseries, kindergartens, multi-grade classrooms and pre-primary
classrooms in a creative manner.
4) Teacher training colleges should increase learning facilities for practice rooms and provide
appropriate and sufficient equipment to student teachers.
5) Teacher training colleges should enhance ICT capacity of teacher educators and student
teachers.
6) Teacher training colleges should increase learning materials and documents.
7) Teacher training colleges should increase library facilities and resources.
8) Teacher training colleges should enhance the student teachers’ academic capacity by
doing an action research.
9) Teacher training colleges should increase academic cooperation and teaching practicum
with the private sector, have information about finding jobs, and how to work with a
government school.
6.2 Recommendations for Future Research

1) Teacher training colleges should conduct a tracer study of the B.Ed. in the ECE programme
graduates three or five years after their graduation.
2) The future tracer studies should increase additional research participants: more teachers,
students’ parents, and community members.
3) The results of follow-up assessments or tracer studies should be used to improve the
quality and relevance of the curriculum.
25
6.3 Recommendations to the Department of Teacher

Education / Ministry of Education and Sports and
UNESCO
1) The Department of Teacher Education / Ministry of Education and Sports should adjust
the curriculum or courses that focus on the development of knowledge through research
processes.
2) The Ministry of Education and Sports (in particular, the Department of Teacher Education)
should provide adequate textbooks and teachers’ manuals on lesson planning for learning
experiences for the nursery and pre-primary levels.
3) The Department of Teacher Education / Ministry of Education and Sports should provide
government support for graduates to acquire jobs.
4) UNESCO should promote experts for developing teachers in the areas of teaching and
learning management, the development of knowledge through research processes, and
the support of facilities.
5) UNESCO should support continue to work on revising the curriculum and the teachers’
academic capacities to enhance their competencies.
26
References
Bounnaphonh, P., Sysouphan, S., Sythakham, P., Phanthong, B., Senbounxeuane, C., Sukavisay, P., and Jaturanon, W. (2021).
A tracer study on graduates of bachelorof education in early childhood education programme at Luangprabang teacher
training college, Academic year 2019 – 2020 (Research Report). Luangprabang teacher training college. Lao PDR.
Cooper, H., Hedges, L.V., & Valentine, J.C. (2019). The handbook of research synthesis and meta-analysis (3rd ed.). New York: Russell
Sage Foundation.
Doungmala, L., Bouakasi, V., Khatthavong, C., Phimmachack, K., Vilavanh, O., Keoboualapha. C, and Nuanpeng, K. (2021). A tracer
study on graduates of the bachelor of education in early childhood education (B.Ed. in ECE) programme in lao PDR at Salavan
teacher training college, Academic year 2019-2020 (Research report). Salavan teacher training college. Lao PDR.
Heyvaert, M., Maes, B. & Onghena, P. (2011). Mixed methods research synthesis: definition, framework, and potential. Quality &
Quantity. 47, 659–676 (2013). doi:10.1007/s11135-011-9538-6
Saiyachit, L., Chansomphou, K., Nouchamsay, K., Xaikosy, P., Sitthideth, P., Inthavongsa, K., and Sonboon, C. (2021). A tracer study on
graduates of bachelor of education in early childhood education (B.Ed. in ECE) programme in Lao PDR, Savanhnakhet teacher
training college, Academic year 2019-2020 (Research Report). Savanhnakhet Teacher Training College. Lao PDR.
Sengsavang, V., Siyavanhnouvong, S., Phavixay, K., Nanthavong., B., Inthavongsa, L., Chanthisone, S., and Jenjit, A. (2021). A tracer
study of graduates of the bachelor of education in early childhood education (B.Ed. in ECE) programme in Dongkhamxang
teacher training college, Academic year of 2019-2020 (Research report). Dongkhamxang teacher training college. Lao PDR.
Souphanthong, B., Syhavong, K., Phasurthxay, S., Khounmany, A., Souvanna, L., Sykhamla, S., Thongphasom, L., and Jaradrawiwat,
S. (2021). A tracer study on the graduates of bachelor of education in early childhood education programme from Pakse teacher
training college, Academic year 2019-2020 (Research report). Pakse teacher training college. Lao PDR.
Southammavong, C., Phonthavong, C., Kounlavong, K., Inthalangsi, A., Phommalin, M., Phommakeng, T., Sengvanphen, T., and
Chuturanon, W. (2021). Tracer study of the graduates of the bachelor of education in early childhood education (B.Ed. in ECE)
programme in Ban Keun teacher training college, Academic year 2019-2020 (Research report). Ban Keun teacher training
college. Lao PDR.
Thipphavong, N., Kongphavong, S., Khounmany, F., Dethlorvong, S., Inthaseng, D., Dethlorvong, S., and Nimnual, C. (2021). Report
on tracer study of graduates of the bachelor of education degree in early childhood education (B.Ed. in ECE) programme of
Luangnamtha teacher training college, Academic year of 2017-2018 (Research report). Luangnamtha teacher training
college. Lao PDR.
27
Annexes
Annex I Tracer study conceptual framework
Conceptual framework of graduate tracer studies of the Bachelor of

Education in Early Childhood Education Programme in Lao PDR
1. Background
Following growing awareness of the importance of holistic early childhood development, the
Government of Lao PDR is committed to providing quality early childhood education services.
In Lao PDR, the responsibility for preparing early childhood teachers falls upon the Teacher
Training Colleges (TTCs), under the supervision of the Department of Teacher Education (DTE)
and the Ministry of Education and Sports (MoES).
Before 2012, Lao teacher training colleges only offered early childhood teacher education
programmes at the Diploma and Advanced Diploma levels. The development of the first-
ever four-year programme for a Bachelor of Education in Early Childhood Education (B.Ed. in
ECE) was completed in 2012, with the support of UNESCO Bangkok. The programme was first
launched in Dongkhamxang TTC in the academic year 2013/2014, followed by Luangnamtha
and Salavan TTCs in 2014/2015, and Bankeun, Luangprabang, Pakse and Savanhnakhet TTCs
in 2016/2017.
Upon the completion of the programme’s first cycle in 2017, a curriculum evaluation was
carried out. The findings of the evaluation were used as a basis for curriculum revision in 2018
to improve the quality of the programme and ensure that it aligned with the 2012 National Early
Childhood Education curriculum. The revised curriculum was first adopted for the academic
year 2018/2019 in Dongkhamxang and Saravan TTCs, and in Luangnamtha and Suvanhnakhet
TTCs for the following year.
To ensure the quality and relevance of the programme, a graduate tracer study has been
conducted in seven TTCs with graduates from 2017 to 2020. The results of these studies will
help identify the areas that need to be further improved in order to ensure that new graduates
are employable and can contribute to the improvement of the quality of early childhood
education in Lao PDR.
29
2. Objectives
The overall objective is to assess the adequacy, quality and relevance of the Bachelor of
Education in Early Childhood Education programme offered at seven teacher training colleges
in Lao PDR, and the employment situation of the graduates from this programme.
The specific objectives are:
1) To assess the graduates’ acquired and developed skills and competencies obtained from
the programme;
2) To explore the employment situation of the graduates of the programme; and
3) To evaluate employers’ satisfaction regarding the graduates’ skills and competencies

obtained from the programme.
3. Scope of the study

A tracer study is a written or oral survey of graduates from educational institutions that takes
place after they have graduated or have completed their training. A tracer study may cover a
wide range of topics, but popular ones include questions about study progress, the transition
to work, work entry, career, use of acquired competencies and skills, current occupation, and
ties to the educational institution (school, centre, university) (Schomburg, 2016).
A tracer study can be referred to by a variety of terms, including graduate survey/study, alumni
survey/study, or follow-up survey/study. In this study, the term ‘graduate tracer study’ will be
used in order to clearly differentiate between the two target groups: graduates and employers.
• Graduate surveys constitute one form of empirical study which can provide valuable
information for evaluating the results of the education and training of a specific institution of
higher education.
• Employer surveys typically focus on the methods and criteria of recruitment and on the
competencies and skills of graduates and possible future needs.
The graduate tracer studies within this conceptual framework will target all graduates who
completed the Bachelor of Education in Early Childhood Education (B.Ed. in ECE) programme in
the seven teacher training colleges in Lao PDR in the four years from 2017 to 2020. The studies
are tentatively planned to take place in August and September 2021.
4. Key research questions

The graduate tracer studies in each TTC aim to address the following key questions:
1) Do the graduates’ acquired and developed skills and competencies from the programme
match the requirements of their jobs? What are the skills and competencies the graduates
acquired during studies?
2) What are the graduates’ retrospective assessments of the programme? (e.g. satisfaction
with the learning experience, learning facilities and curriculum)
30
3) Does training and experience provided by teacher training colleges enable the graduates
to address the demands of their workplaces and communities?
4) What is the employment situation and status of the graduates? Do they work in their
field of study?
5) How did the graduates transfer into employment?
6) What are the relationships between studies and current employment?
7) Are the graduates satisfied with their jobs?
8) What is the level of satisfaction of employers regarding the graduates’ performance?
5. Target population and sampling

5.1 The target population of this study consists of two groups:
1) The first four batches of graduates, who graduated in 2017 to 2020, from the B.Ed.
in ECE programme in the seven teacher training colleges (TTCs) in Lao PDR, namely,
Bankeun, Dongkhamxang, Luangnamtha, Luangprabang, Pakse, Salavan and
Savanhnakhet TTCs. A total of 739 students have graduated from this programme
in the seven TTCs from 2017 to 2020, as presented in the table below. It should be
noted that all graduates are females since there were no male students enrolled in
this programme.
Table 15: The first four batches of graduates who graduated in 2017 to 2020 from the B.Ed. in ECE
programme
No. of Graduates (Year)

No. TTC
2017 2018 2019 2020 2017-2020
1. Dongkhamxang 68 35 32 173 308
2. Bankeun - - - 57 57
3. Savanhnakhet - - - 63 63
4. Luangprabang - - - 68 68
5. Luangnamtha - 35 - - 35
6. Salavan - 33 29 104 166
7. Pakse - - - 42 42
Total 68 103 61 507 739
Source: DTE, MoES, 2021
2) Employers of the graduates from the B.Ed. in ECE programme in the seven teacher
training colleges in Lao PDR, such as directors, deputy directors (academic
department), supervisors, etc.
31
5.2 Sampling
Instead of sample selection, one homogeneous cohort of all graduates will be used in this
study since the response rate of all graduates of an individual cohort (year of graduation)
is likely to be between 50 - 70 per cent. However, given the relatively low level of access to
the internet in Lao PDR, the response rate could even be below 25 per cent. All graduates
will be invited to participate and the study will go ahead with the positive response rate
at 70 per cent or above of the graduate population in the respective TTC. Non-responses
may include graduates who cannot be reached or are not interested in taking part in the
survey.
The lists of graduates eligible for this survey and potential employers will be provided
by the participating seven TTCs. The list of graduates should contain basic information
of the graduates, such as name, mobile phone number, email address and employer
name, if any. The list of employers should contain basic information such as the school/
organization name, name of direct supervisors, and their mobile phone number and
email address. Taking into consideration the fact that the graduate tracer study will be
an online survey, this information will be sufficient.
6. Data collection method

Considering the relatively limited duration and the current COVID-19 situation in which a
lockdown measure is currently in place in Lao PDR, data will be collected through online
surveys consisting of rating scales and open-ended questions. The same online survey will be
used for graduates regardless of the year they completed their studies between 2017 and 2020.
Survey teams from each TTC will be trained in terms of the development of a data collection
instrument, creation of online surveys, data analysis and report writing.
7. Data collection instruments

The primary data collection instrument will be online questionnaires for both graduates and
employers. Questionnaires will be designed to collect requisite quantitative and qualitative
data. The process of instrument development includes formulation of questions and response
items; formatting of questionnaires; pilot testing of questionnaires for validity and reliability;
and creating online questionnaires and other relevant materials.
The questionnaires will be developed by teacher educators from the seven participating TTCs
and relevant officials of the Ministry of Education and Sports through a capacity development
workshop.
8. Data analysis
The data will be statistically managed and analysed through the Statistical Package for the
Social Sciences (SPSS) and Microsoft Excel. The statistics used in this study will be mean
variance, covariance, and correlation.
In addition, content analysis will be used with the responses from open-ended questions and
suggestions.
32
9. Limitations of the tracer study

The limitations of the graduate tracer studies in the seven teacher training colleges include:
1) A possibility for relatively low questionnaire response rates exists due to a few reasons:
incomplete and partial data on the lists of graduates provided by the TTCs, low access
to the internet to complete online surveys, and graduates’ unwillingness to participate
in the survey.
2) The capacities of survey teams in each TTC to carry out a graduate tracer study, since the
training will be conducted online, which is generally considered to be less effective than
face-to-face training.
3) There will be a lack of analysis of gender dimensions affecting skills, competencies and
employability, since one hundred per cent of the graduate samples will be females.
4) There will be a lack of a control group as a basis for comparison – it is unknown whether
tracer studies were previously conducted for graduates from a two-year programme or
Advanced Diploma level in early childhood education in the seven TTCs.
33
Annex II Graduate survey on tracer study
Graduate survey of graduates from B.Ed. in ECE programme from

7 Teacher Training Colleges, Academic year 2017-2018 and 2019-2020
Introduction
This survey is developed to collect data regarding the Bachelor of Education in Early Childhood
Education (B.Ed. in ECE) programme; your employment; further studies and other activities that
you have taken part in after graduation. The data collected from the survey will be useful for
the teacher training college in improving the curriculum. The results from the survey will be
presented in a collective manner. Your personal information will be kept confidential. Please
be as accurate as possible with your answers.
The questionnaire is divided into four parts.
Part 1: General information

1. Name and Surname: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Current address: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.1 House No. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.2 Village. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.3 District. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.4 Province. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Gender
Male
Female
Prefer not to answer
4. Age: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. Marital status
Single
Married
Divorced
Widowed
34
6. WhatsApp’s number:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7. Mobile phone number: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8. Email address:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Part 2: Acquired and developed skills

The rating scale is classified as follows:
Rating 5 means Very satisfied
Rating 4 means Satisfied
Rating 3 means Neutral
Rating 2 means Dissatisfied
Rating 1 means Very dissatisfied
9. Graduates’ acquired and developed skills and competencies from the programme
Rating scale
No. Evaluation Items
5 4 3 2 1
9.1 Knowledge in managing early childhood education
9.2 The ability to manage the learning-teaching according to the 3 characteristics and 5 core
principles of education, in line with the National Kindergarten Curriculum of the Ministry of
Education and Sports
9.3 The ability to manage plays and learning-teaching activities in nurseries, kindergartens,
9.4 The ability to create an enabling environment for children to play and learn, regardless of
their race, language, religion, gender, age, disability and socio-economic hardship
9.5 Knowledge and capacities to create knowledge through action research
9.6 Code of professional ethics for teachers; and love towards the teaching profession and
children
9.7 The ability to work with others and preserve the Lao culture and traditions
10. Graduates’ satisfaction with the learning curriculum
Rating scale
No. Evaluation Item
5 4 3 2 1
10.1 The curriculum is up-to-date and relevant to the current situation
10.2 The subjects offered in the curriculum
10.3 The subject contents covered in the curriculum
35
11. Graduates’ satisfaction with the learning experiences
Rating scale
5 4 3 2 1
11.1 The teaching and learning management complies with and covers the curriculum content
11.2 The teaching and learning management is in line with the nature and purpose of each
subject of the programme
11.3 Activities/programs for development and enhancement of skills and capacities, such as
promoting teamwork, are provided
11.4 The learning assessment is in line with the curriculum.
11.5 Teacher educators are knowledgeable and experienced.
11.6 Teacher educators are a good role model for behaviours and practices.
12. Graduates’ satisfaction with the learning facilities
Rating scale
No. Evaluation Item
5 4 3 2 1
12.1 Library facilities and resources are adequate for learning.
12.2 Materials and documents are suitable and can be used to facilitate learning.
12.3 The practice/training rooms have sufficient and suitable equipment.
12.4 The ICT system can facilitate self-directed research.
13. Your current employment status

Employed
Unemployed
Part 3: Graduates’ employment situation and working status (for employed

graduates only)
14. The relevance between your acquired and developed skills and competencies from the
programme with your current employment
Rating scale
5 4 3 2 1
36
Rating scale
5 4 3 2 1
children
15. How long did it take for you to find a job?

Less than 3 months
3–6 months
7–11 months
1–2 years
More than 2 years
16. What methods did you use to find a job? (You can select more than one answer.)
From job advertisements in the newspaper, internet, etc.
Directly contact educational institutes
Via recruitment agencies
Via quota systems
Others
17. Working period after graduation

1–6 months
7–12 months
More than 1 year
18. How many times did you participate in a pre-employment examination before passing the
examination?
1 time
2 times
3 times
Never
37
19. Type of work

Teacher civil servant
Private school teacher
Volunteer teacher
Others
20. Type of employment

Full-time
Part-time /casual
Freelance
Others
21. Your current position (in details): . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22. Current workplace:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22.1 Name of the school/company/organization:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22.2 Village of your workplace:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22.3 District of your workplace: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22.4 Province of your workplace:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23. Does your current employment match with your graduates’ qualifications?
The current employment matches with their qualifications.
The current employment partially matches with their qualifications.
The current employment does not match with their qualifications.
24. To what extent can you apply the acquired knowledge from the programme to perform
your current responsibilities at work?
Rating scale
5 4 3 2 1
24.1 To what extent can you apply the acquired knowledge from the programme to
perform your current responsibilities at work?
24.2 To what extent do the acquired knowledge and skills from the programme benefit
your current task?
24.3 To what extent does the programme match with the requirements of your current
work?
38
Rating scale
5 4 3 2 1
24.4 How sufficient the acquired knowledge and skills from the programme are for you to
perform your current work?
24.5 To what extent does the acquired knowledge and skills from the programme match
with your current work?
25. Your satisfaction with your work
Rating scale
5 4 3 2 1
25.1 To what extent are you satisfied with your responsible task/position?
25.2 To what extent are you proud of your current responsible task?
25.3 To what extent are you motivated to complete your assigned work?
25.4 To what extent are you satisfied with your engagement in additional assigned
activities aside from your main responsibility?
25.5 To what extent are you satisfied with your salary/remuneration?
26. Are you looking for a new job?

Yes
No
27. When having problems at work, to what extent can you use the acquired knowledge and
experience from the programme to solve the problems?
Excellent
Good
Fair
Poor
Very Poor
Part 4: Job application and work (unemployed graduates)

28. What is the main reason of your unemployment?
Not looking for employment
Waiting for responses from relevant institutions/organizations
Unable to find jobs
Others
39
29. Do you have problems with job search?

I have no problems
I have problems
30. If your answer is “I have problems”, please select the applicable reasons (you can choose
more than one answer).
I don’t know where to apply for a job.
I cannot find a job I like.
I do not want to take a pre-employment exam.
I do not received enough support.
The salary is too low.
I do not have a guarantor.
I did not pass the pre-employment exam.
The employer rejected my application.
Others
31. What knowledge and skills should be added in the curriculum to help with your work? . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32. Additional comments, if any. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
Annex III Employer satisfaction survey on tracer study
Employer’s satisfaction survey with the graduate of the Bachelor of

Education in Early Childhood Education (B.Ed. in ECE) programme
Introduction
This survey is developed to assess your level of satisfaction with your employee who is the graduate
of the Bachelor of Education in Early Childhood Education (B.Ed. in ECE) programme from 7 Teacher
Training College (TTC), academic year 2017-2018 and 2019-2020. The data collected from the survey
will be useful for the TTC in improving the curriculum.
Your personal information will be kept confidential. Please be as accurate as possible with your answers.
The questionnaire is divided in three main parts.
Part 1: General information

1. Gender
Male
Female
Prefer not to answer
2. Age
Below 30 years old
30–40 years old
41–50 years old
Over 50 years old
3. Educational level
Doctorate degree
Master’s degree or equivalent
Bachelor’s degree or equivalent
Diploma level
Lower than diploma level
41
4. Working experience
5 years and below
6–10 years
11–15 years
16–20 years
Over 20 years
5. Type of institution
Public school
Private school
Others
6. Your current position:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7. To what extent are the following skills and competencies of graduates required by your
organization?
The rating scale is classified as follows:

Rating 5 means Very satisfied
Rating 4 means Satisfied
Rating 3 means Neutral
Rating 2 means Dissatisfied
Rating 1 means Very dissatisfied
Rating scale
5 4 3 2 1
children
42
Part 2: The employers’ perception of the graduates

Name and surname of the graduate:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8. The employers’ perception of the graduates’ knowledge and capacities in addressing the
demands of their workplaces and communities
Rating scale
5 4 3 2 1
8.1 The graduates can apply knowledge and experiences to complete the assigned tasks.
8.2 The graduates can complete the tasks as required by the institution.
8.3 The graduates can complete the tasks as required by the community.
8.4 The graduates have the knowledge, skills and competencies necessary for the assigned tasks.
8.5 The graduates are essential to your institution.
9. Under which type of employment is the graduate being hired?

Full-time
Part-time /casual
Freelance
Others
10. How long has the graduate been working for you?
1–3 months
4–6 months
7–9 months
10–12 months
More than 12 months
11. Did you assign the graduate the work that is relevant to the graduates’ qualifications?
The work is relevant to the graduates’ qualifications.
The work is partially relevant to the graduates’ qualifications.
The work is irrelevant to the graduates’ qualifications.
43
12. To what extent do you think the graduate is satisfied with the assigned task?
Very satisfied
Satisfied
Average
Dissatisfied
Very dissatisfied
Part 3: The employer’s satisfaction with the graduates’ skills and competencies
13. Your satisfaction with the graduates’ skills and competencies
Rating scale
5 4 3 2 1
children
13.8 Please provide reasons for the item with the lowest rating level (item 13.1-13.7).
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14. Strengths of the graduate in your opinion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15. Weaknesses of the graduate which need urgent improvements in your opinion. . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16. Your suggestions for further curriculum improvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
44
Annex IV Summary of findings from the seven final tracer

study reports
1. Analysis of skills and competencies of the graduates

Table 16: The graduates’ acquired and developed skills and competencies from the programme
Evaluation Items TTC N μ σ level

1. Knowledge in managing early childhood Bankeun 55 4.16 0.53 High
education Dongkhamxang 108 4.24 0.55 High
Luangnamtha 31 3.90 0.60 High
Luangprabang 68 4.21 0.56 High
Pakse 42 3.88 0.67 High
Salavan 88 4.02 0.62 High
Savanhnakhet 60 4.00 0.58 High
Summary 452 4.11 0.50 High
2. The ability to manage the learning-teaching Bankeun 55 4.16 0.60 High
according to the 3 characteristics and 5 core Dongkhamxang 108 4.16 0.60 High
principles of education, in line with the
National Kindergarten Curriculum of the Luangnamtha 31 3.97 0.60 High
Ministry of Education and Sports Luangprabang 68 4.22 0.69 High
Pakse 42 4.02 0.78 High
3. The ability to manage playtime and Bankeun 55 4.04 0.67 High
learning-teaching activities in nurseries, Dongkhamxang 108 3.96 0.61 High
kindergartens, multi-grade classrooms and
pre-primary classrooms in a creative manner Luangnamtha 31 3.68 0.65 High
Pakse 42 3.83 0.66 High
45

4. The ability to create an enabling Bankeun 55 4.01 0.79 High
environment for children to play and learn, Dongkhamxang 108 3.91 0.79 High
regardless of their race, language, religion,
gender, age, disability and socio-economic
hardship Luangprabang 68 4.16 0.75 High
Pakse 42 3.86 0.78 High
5. Knowledge and capacities to create Bankeun 55 3.59 0.66 High
knowledge through action research Dongkhamxang 108 3.90 0.65 High
Pakse 42 3.57 0.77 High
6. Code of professional ethics for teachers; and Bankeun 55 4.49 0.65 High
love towards the teaching profession and Dongkhamxang 108 4.57 0.50 Very high
children
Luangprabang 68 4.56 0.66 Very high
Pakse 42 4.56 0.66 Very high
7. The ability to work with others and preserve Bankeun 55 4.36 0.69 High
the Lao culture and traditions Dongkhamxang 108 4.38 0.60 High
Pakse 42 4.33 0.72 High
46

Bankeun 55 4.17 0.41 High
Dongkhamxang 108 4.17 0.43 High
Overall
Pakse 42 3.98 0.46 High
Table 17: The relevance of the graduates’ acquired skills and competencies with their job requirements

Pakse 10 4.00 0.66 High
National Kindergarten Curriculum of the
Pakse 10 4.20 0.63 High
3. The ability to manage playtime and Bankeun 40 4.05 0.68 High
pre-primary classrooms in a creative manner
Pakse 10 3.90 0.99 High
47

gender, age, disability and socio-economic
Pakse 10 3.50 0.85 Moderate
Pakse 10 3.80 0.78 High
6. Code of professional ethics for teachers; and Bankeun 40 4.42 0.68 High
love towards the teaching profession and Dongkhamxang 68 4.46 0.55 High
children
Pakse 10 4.30 0.94 High
7. The ability to work with others and preserve Bankeun 40 4.23 0.73 High
Pakse 10 4.30 0.67 High
48

Overall
Pakse 10 4.00 0.60 High
Table 18: Satisfaction of the graduates with the learning experiences

1. The teaching and learning management Bankeun 55 4.24 0.58 High
complies with and covers the curriculum Dongkhamxang 108 4.29 0.62 High
content.
Pakse 42 4.19 0.70 High
2. The teaching and learning management is Bankeun 55 4.09 0.59 High
in line with the nature and purpose of each Dongkhamxang 108 4.25 0.54 High
subject of the programme.
Pakse 42 4.19 0.80 High
3. Activities/programmes for development and Bankeun 55 4.15 0.60 High
enhancement of skills and capacities, such as Dongkhamxang 108 4.14 0.61 High
promoting teamwork, are provided.
Pakse 42 3.98 0.68 High
49

4. The learning assessment is in line with the Bankeun 55 4.11 0.60 High
curriculum. Dongkhamxang 108 4.22 0.60 High
Pakse 42 4.02 0.74 High
5. Teacher educators are knowledgeable and Bankeun 55 4.09 0.61 High
experienced. Dongkhamxang 108 4.33 0.58 High
Pakse 42 4.24 0.61 High
6. Teacher educators are a good role model for Bankeun 55 4.20 0.62 High
behaviors and practices. Dongkhamxang 108 4.34 0.61 High
Pakse 42 4.29 0.63 High
Overall
Pakse 42 4.15 0.67 High
50
Table 19: Satisfaction of graduates with the learning facilities

1. Library facilities and resources are adequate Bankeun 55 3.98 0.73 High
for learning. Dongkhamxang 108 3.86 0.80 High
Pakse 42 3.81 0.74 High
2. Materials and documents are suitable and Bankeun 55 3.89 0.71 High
can be used to facilitate learning. Dongkhamxang 108 4.00 0.69 High
Luangnamtha 31 3.42 0.56 Moderate
Pakse 42 3.60 0.73 High
3. The practice/training rooms have sufficient Bankeun 55 3.78 0.77 High
and suitable equipment. Dongkhamxang 108 3.81 0.65 High
Pakse 42 3.71 0.80 High
4. The ICT system can facilitate self-directed Bankeun 55 3.82 0.64 High
research. Dongkhamxang 108 3.74 0.68 High
Pakse 42 3.95 0.73 High
51

Overall
Pakse 42 3.76 0.62 High
Table 20: Satisfaction of the graduates with the B.Ed. in ECE curriculum

1. The curriculum is up-to-date and relevant to Bankeun 55 4.18 0.64 High
the current situation. Dongkhamxang 108 4.36 0.66 High
Pakse 42 4.19 0.67 High
2. The subjects offered in the curriculum Bankeun 55 4.02 0.56 High
Pakse 42 3.86 0.68 High
3. The subject contents covered in the Bankeun 55 4.02 0.62 High
curriculum Dongkhamxang 108 4.18 0.62 High
Pakse 42 3.93 0.64 High
52

Overall
Pakse 42 3.99 0.50 High
Table 21: The graduates’ application of the knowledge acquired from the programme

1. To what extent can you apply the acquired Bankeun 40 4.13 0.56 High
knowledge from the programme to perform Dongkhamxang 68 4.06 0.60 High
your current responsibilities at work?
Pakse 10 4.20 0.63 High
2. To what extent do the acquired knowledge Bankeun 40 4.13 0.46 High
and skills from the programme benefit your Dongkhamxang 68 4.21 0.61 High
current task?
Pakse 10 4.30 0.48 High
3. To what extent does the programme match Bankeun 40 4.20 0.60 High
with the requirements of your current work? Dongkhamxang 68 4.32 0.61 High
Pakse 10 4.70 0.48 High
53

4. How sufficient are the acquired knowledge Bankeun 40 4.00 0.59 High
and skills from the programme for you to Dongkhamxang 68 4.18 0.60 High
perform your current work?
Pakse 10 4.30 0.68 High
5. To what extent does the acquired knowledge Bankeun 40 4.07 0.61 High
and skills from the programme match with Dongkhamxang 68 4.16 0.70 High
your current work?
Pakse 10 4.30 0.48 High
Overall
Pakse 10 4.36 0.36 High
Table 22: The employers’ perception of the graduates’ knowledge and capacities

1. The graduates can apply knowledge and Bankeun 16 4.56 0.62 Very high
experiences to complete the assigned tasks. Dongkhamxang 59 4.31 0.62 High
Pakse 9 4.00 0.50 High
54

2. The graduates can complete the tasks as Bankeun 16 4.44 0.72 High
required by the institution. Dongkhamxang 59 4.32 0.63 High
3. The graduates can complete the tasks as Bankeun 16 4.44 0.51 High
required by the community. Dongkhamxang 59 4.22 0.59 High
4. The graduates have the knowledge, skills Bankeun 16 4.38 0.50 High
and competencies necessary for the assigned Dongkhamxang 59 4.36 0.52 High
tasks.
Luangnamtha 23 4.55 0.49 Very high
5. The graduates are essential to your Bankeun 16 4.69 0.49 Very high
institution. Dongkhamxang 59 4.41 0.56 High
55

Overall
2. Analysis of the employment situation and working status of the graduates

Table 23: Current employment status of the graduates
Current employment status TTC Number (persons) Percentage

Employed Bankeun 40 8.85
Dongkhamxang 68 15.04
Luangnamtha 23 5.09
Luangprabang 42 9.29
Pakse 10 2.21
Salavan 26 5.75
Savanhnakhet 36 7.96
Summary 245 54.20
Unemployed Bankeun 15 3.32
Luangnamtha 8 1.77
Pakse 32 7.08
Salavan 62 13.72
Summary 207 45.80
Total 452 100.00
56
Table 24: Types of work of the employed graduates
Types of work TTC Number (persons) Percentage

Teacher civil servant Bankeun - -
Dongkhamxang - -
Luangnamtha 1 0.41
Luangprabang - -
Pakse - -
Salavan 1 0.41
Savanhnakhet - -
Summary 2 0.82
Private school teacher Bankeun 35 14.29
Luangnamtha 14 5.71
Pakse 10 4.08
Salavan 9 3.67
Summary 199 81.22
Volunteer teacher Bankeun 5 2.04
Dongkhamxang 3 1.22
Luangnamtha 8 3.27
Luangprabang 1 0.41
Pakse - -
Salavan 12 4.90
Savanhnakhet 6 2.45
Summary 35 14.29
Others Bankeun - -
Dongkhamxang 2 0.82
Luangnamtha - -
Luangprabang 1 0.41
Pakse - -
Salavan 4 1.63
Savanhnakhet 2 0.82
Summary 9 3.67
Total 245 100.00
57
Table 25: Types of employment of the employed graduates
Types of work TTC Number (persons) Percentage

Full time Bankeun 38 15.51
Luangnamtha 23 9.39
Pakse 10 4.08
Salavan 25 10.20
Summary 232 94.69
Part-time/casual Bankeun 1 0.41
Dongkhamxang 4 1.63
Luangnamtha - -
Luangprabang 1 0.41
Pakse - -
Salavan - -
Savanhnakhet - -
Summary 6 2.45
Freelance Bankeun 1 0.41
Dongkhamxang 2 0.82
Luangnamtha - -
Luangprabang 2 0.82
Pakse - -
Salavan 1 0.41
Savanhnakhet 1 0.41
Summary 7 2.86
Others Bankeun - -
Dongkhamxang - -
Luangnamtha - -
Luangprabang - -
Pakse - -
Salavan - -
Savanhnakhet - -
Summary - -
Total 245 100.00
58
Table 26: Duration of job search
Duration of job search TTC Number (persons) Percentage

Less than 3 months Bankeun 28 11.43
Luangnamtha 9 3.67
Pakse 7 2.86
Salavan 11 4.49
Summary 164 66.94
3 - 6 months Bankeun 5 2.04
Dongkhamxang 8 3.27
Luangnamtha 6 2.45
Luangprabang 6 2.45
Pakse 2 0.82
Salavan 11 4.49
Summary 53 21.63
Dongkhamxang 3 1.22
Luangnamtha 2 0.82
Luangprabang 3 1.22
Pakse 1 0.41
Salavan 3 1.22
Savanhnakhet 1 0.41
Summary 17 6.94
1 - 2 years Bankeun 1 0.41
Dongkhamxang - -
Luangnamtha 2 0.82
Luangprabang - -
Pakse - -
Salavan 1 0.41
Savanhnakhet - -
Summary 4 1.63
59
Duration of job search TTC Number (persons) Percentage

More than 2 years Bankeun 2 0.82
Dongkhamxang - -
Luangnamtha 4 1.63
Luangprabang 1 0.41
Pakse - -
Salavan - -
Savanhnakhet - -
Summary 7 2.86
Total 245 100.00
Table 27: Methods of job search
Methods of job search TTC Number (persons) Percentage

From job advertisements in the newspaper, Bankeun 15 6.12
internet, etc. Dongkhamxang 45 18.37
Luangnamtha 11 4.49
Pakse 5 2.04
Salavan 9 3.67
Savanhnakhet 9 3.67
Summary 118 48.16
Directly contact educational institutes Bankeun 21 8.57
Luangnamtha 11 4.49
Pakse 10 4.08
Salavan 16 6.53
Summary 137 55.92
Via recruitment agencies Bankeun 2 0.82
Dongkhamxang 1 0.41
Luangnamtha - -
Luangprabang - -
Pakse - -
Salavan - -
Savanhnakhet 4 1.63
Summary 7 2.86
60
Methods of job search TTC Number (persons) Percentage

Via quota systems Bankeun 1 0.41
Dongkhamxang - -
Luangnamtha - -
Luangprabang - -
Pakse - -
Salavan - -
Savanhnakhet 1 0.41
Summary 2 0.82
Others Bankeun 1 0.41
Dongkhamxang 3 1.22
Luangnamtha 1 0.41
Luangprabang 1 0.41
Pakse - -
Salavan 2 0.82
Savanhnakhet - -
Summary 8 3.27
Total 245 100.00
Table 28: Working period after graduation
Working period after graduation TTC Number (persons) Percentage

Luangnamtha 6 2.45
Pakse 5 2.04
Salavan 10 4.08
Summary 92 37.55
Luangnamtha 2 0.82
Pakse 4 1.63
Salavan 12 4.90
Summary 105 42.86
61
Working period after graduation TTC Number (persons) Percentage

More than 1 year Bankeun 8 3.27
Dongkhamxang 9 3.67
Luangnamtha 15 6.12
Luangprabang 6 2.45
Pakse 1 0.41
Salavan 4 1.63
Savanhnakhet 5 2.04
Summary 48 19.59
Total 245 100.00
Table 29: Number of times participated in employment examination
Number of times participated in

TTC Number (persons) Percentage
employment examination
Once Bankeun 22 8.98
Luangnamtha 13 5.31
Pakse 1 0.41
Salavan 6 2.45
Summary 101 41.22
Twice Bankeun 1 0.41
Dongkhamxang 2 0.82
Luangnamtha 1 0.41
Luangprabang 3 1.22
Pakse - -
Salavan - -
Savanhnakhet 2 0.82
Summary 9 3.67
62
Number of times participated in

TTC Number (persons) Percentage
employment examination
3 times or more Bankeun 2 0.82
Dongkhamxang 1 0.41
Luangnamtha 1 0.41
Luangprabang 1 0.41
Pakse - -
Salavan - -
Savanhnakhet - -
Summary 5 2.04
None Bankeun 15 6.12
Luangnamtha 8 3.27
Pakse 9 3.67
Salavan 20 8.16
Summary 130 53.06
Total 245 100.00
Table 30: The analysis of the relationship between the graduates’ acquired skills and competencies
from the programme and the required skills and competencies at work
Size of correlation
Skills and Competencies TTC Level of correlation
(Spearman’s rho : ρ)
1. Knowledge in managing early Bankeun 0.51 Medium
childhood education Dongkhamxang 0.65 Quite high
Luangnamtha 0.69 Quite high
Luangprabang 0.58 Medium
Pakse 0.75 High
Salavan 0.14 Low
Savanhnakhet 0.45 Medium
Summary 0.58 Medium
63
Size of correlation
2. The ability to manage the learning- Bankeun 0.61 Quite high
teaching according to the 3 Dongkhamxang 0.45 Medium
of education, in line with the National Luangnamtha 0.40 Low
Kindergarten Curriculum of the Luangprabang 0.63 Quite high
Ministry of Education and Sports
Pakse 0.63 High
Salavan 0.45 Medium
Savanhnakhet 0.61 Quite high
Summary 0.53 Medium
3. The ability to manage plays and Bankeun 0.52 Medium
learning-teaching activities in Dongkhamxang 0.47 Medium
nurseries, kindergartens, multi-
grade classrooms and pre-primary Luangnamtha 0.60 Medium
classrooms in a creative manner Luangprabang 0.52 Medium
Pakse 0.35 Quite low
Salavan 0.72 High
Savanhnakhet 0.27 Quite Low
Summary 0.51 Medium
4. The ability to create an enabling Bankeun 0.66 Quite high
environment for children to play Dongkhamxang 0.46 Medium
and learn, regardless of their race,
language, religion, gender, age, Luangnamtha 0.39 Quite low
disability and socio-economic Luangprabang 0.67 Quite high
hardship
Pakse 0.13 Low
Salavan 0.44 Medium
Summary 0.52 Medium
5. Knowledge and capacities to create Bankeun 0.38 Quite low
knowledge through action research Dongkhamxang 0.55 Medium
Luangnamtha 0.50 Medium
Luangprabang 0.47 Low
Pakse - 0.12 Low (negative)
Salavan 0.47 Medium
Summary 0.42 Medium
64
Size of correlation
6. Code of professional ethics for Bankeun 0.58 Medium
teachers; and love towards the Dongkhamxang 0.55 Medium
teaching profession and children
Pakse 0.83 High
Salavan 0.67 Quite high
Summary 0.63 Quite high
7. The ability to work with others and Bankeun 0.65 Quite High
preserve the Lao culture and traditions Dongkhamxang 0.43 Medium
Luangprabang 0.65 Quite high
Pakse 0.72 Quite high
Salavan 0.84 High
Savanhnakhet 0.36 Quite low
Bankeun 0.80 High
Dongkhamxang 0.55 Medium
Luangnamtha 0.55 High
Luangprabang 0.72 Quite high
Overall
Pakse 0.65 Quite high
Salavan 0.27 Quite low
65
Table 31: The analysis of the relationship between the skills and competencies required by the
employers and the acquired skills and competencies of the graduates for work
Size of correlation
1. Knowledge in managing early Bankeun 0.15 Low
childhood education Dongkhamxang 0.35 Quite low
Summary 0.33 Quite low
2. The ability to manage the learning- Bankeun 0.53 Medium
teaching according to the 3 Dongkhamxang 0.44 Medium
of education, in line with the National
Kindergarten Curriculum of the Luangprabang 0.60 High
Ministry of Education and Sports Pakse - 0.20 Low (negative)
Summary 0.43 Medium
3. The ability to manage plays and Bankeun 0.44 Medium
learning-teaching activities in Dongkhamxang 0.49 Medium
Luangnamtha 0.40 Quite low
grade classrooms and pre-primary
classrooms in a creative manner Luangprabang 0.37 Low
Pakse 0.00 Unrelated
4. The ability to create an enabling Bankeun 0.31 Quite low
environment for children to play Dongkhamxang 0.64 Quite high
language, religion, gender, age,
disability and socio-economic Luangprabang 0.22 Low
hardship Pakse 0.12 Low
Salavan 0.55 Medium
Summary 0.48 Medium
66
Size of correlation
knowledge through action research Dongkhamxang 0.55 Medium
Pakse - 0.37 Quite low (negative)
Salavan 0.04 Low
6. Code of professional ethics for Bankeun 0.32 Quite low
teachers; and love towards the Dongkhamxang 0.47 Medium
Pakse - 0.35 Quite low (negative)
Salavan 0.61 Medium
Summary 0.49 Medium
7. The ability to work with others and Bankeun 0.31 Quite High
preserve the Lao culture and traditions Dongkhamxang 0.58 Medium
Pakse 0.31 c
Salavan 0.51 Medium
Summary 0.49 Medium
Bankeun 0.52 Medium
Dongkhamxang 0.62 Quite high
Overall
Summary 0.52 Medium
67
Table 32: The analysis of the relationship between the graduates’ acquired skills and competencies
from the programme and the skills and competencies required by the employers
Size of correlation
Skills and Competencies TTC (Contingency Level of correlation
Coefficient : C)
1. Knowledge in managing early Bankeun 0.29 Quite low
childhood education Dongkhamxang 0.03 Low
Luangprabang 0.97 High
Pakse 0.41 Medium
2. The ability to manage the learning- Bankeun 0.34 Quite low
teaching according to the 3 Dongkhamxang 0.17 Low
of education, in line with the National
Kindergarten Curriculum of the Luangprabang 0.55 Medium
Ministry of Education and Sports Pakse 0.34 Quite low
Salavan 0.19 Low
3. The ability to manage plays and Bankeun 0.31 Quite low
learning-teaching activities in Dongkhamxang 0.31 Quite low
grade classrooms and pre-primary
classrooms in a creative manner Luangprabang 0.63 Quite high
Pakse 0.49 Medium
Salavan 0.16 Low
4. The ability to create an enabling Bankeun 0.27 Quite low
environment for children to play Dongkhamxang 0.29 Quite low
language, religion, gender, age,
disability and socio-economic Luangprabang 0.36 Quite low
hardship Pakse 0.42 Medium
Savanhnakhet 0.17 Low
68
Size of correlation
Skills and Competencies TTC (Contingency Level of correlation
Coefficient : C)
knowledge through action research Dongkhamxang 0.22 Quite low
6. Code of professional ethics for Bankeun 0.20 Low
teachers; and love towards the Dongkhamxang 0.06 Low
Pakse 0.18 Low
Savanhnakhet 0.16 Low
Summary 0.12 Low
7. The ability to work with others and Bankeun 0.31 Quite low
preserve the Lao culture and traditions Dongkhamxang 0.09 Low
Luangnamtha 0.31 Quite low
Summary 0.11 Low
Bankeun 0.26 Quite low
Dongkhamxang 0.20 Low
Overall
Pakse 0.54 Medium
Salavan 0.46 Medium
Summary 0.20 Low
69
Table 33: The satisfaction of the graduates with their work

1. To what extent are you satisfied with your Bankeun 40 4.27 0.75 High
responsible task/position? Dongkhamxang 68 4.35 0.48 High
Pakse 10 4.30 0.67 High
2. To what extent are you proud of your current Bankeun 40 4.23 0.62 High
responsible task? Dongkhamxang 68 4.24 0.57 High
Pakse 10 4.30 0.67 High
3. To what extent are you motivated to Bankeun 40 4.40 0.59 High
complete your assigned work? Dongkhamxang 68 4.47 0.53 High
Pakse 10 4.20 0.63 High
engagement in additional assigned activities Dongkhamxang 68 4.32 0.58 High
aside from your main responsibility?
Pakse 10 4.00 0.66 High
70

salary/remuneration? Dongkhamxang 68 4.39 0.73 High
Pakse 10 3.90 0.73 High
Overall
Pakse 10 4.14 0.55 High
3. Analysis of the level of satisfaction of the employers towards the skills and
competencies of the graduates
Table 34: The employers’ satisfaction with the graduates’ skills and competencies

71

National Kindergarten Curriculum of the Luangnamtha 23 4.39 0.58 High
3. The ability to manage plays and Bankeun 16 4.31 0.70 High
pre-primary classrooms in a creative manner Luangnamtha 23 4.26 0.54 High
gender, age, disability and socio-economic Luangnamtha 23 4.35 0.49 High
72

6. Code of professional ethics for teachers; and Bankeun 16 4.69 0.47 Very high
love towards the teaching profession and Dongkhamxang 59 4.51 0.53 Very high
children
Summary 172 4.51 0.57 Very high
7. The ability to work with others and preserve Bankeun 16 4.63 0.50 Very high
Overall
73
In 2021, seven teacher training colleges (TTCs) in Lao PDR, namely the
Bankeun, Dongkhamxang, Luangnamtha, Luangprabang, Pakse, Salavan
and Savanhnakhet TTCs, conducted a tracer study of their graduates of
the Bachelor of Education in Early Childhood Education (B.Ed. in ECE)
programme to assess the adequacy, quality and relevance of the
programme in light of their graduates’ employment situation and working
status. The purposes of this synthesis report were to: (1) synthesize reports
on the tracer study in seven teacher training colleges, and (2) identify key
areas in the programme that needs to be further improved to make it
more relevant to the skills development needs of the student teachers
and aligned with the demands of education institutions.
With the support of

Tracer Study of Graduates of The Bachelor of Education in Early Childhood Education Programme in Lao PDR: A Synthesis Report

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Tracer Study of Graduates of The Bachelor of Education in Early Childhood Education Programme in Lao PDR: A Synthesis Report

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Tracer Study of Graduates of the Bachelor of

Education in Early Childhood Education

This synthesis report attempts to answer three main questions:

2. What is the employment situation and working status of the graduates?

The synthesis found that:

B.Ed. Bachelor of Education

BK Bankeun Teacher Training College

CapED Capacity Development for Education

CapEFA Capacity Development for Education for All

DK Dongkhamxang Teacher Training College

DTE Department of Teacher Education

ECE Early Childhood Education

LB Luangprabang Teacher Training College

LN Luangnamtha Teacher Training College

MoES Ministry of Education and Sports

PDR People’s Democratic Republic

PS Pakse Teacher Training College

SL Salavan Teacher Training College

SV Savanhnakhet Teacher Training College

TTC Teacher Training College

UNESCO United Nations Educational, Scientific and Cultural Organization

Tracer studies can be defined as retrospective analyses of graduates through a standardized

1.3 Key questions

2) What is the employment situation and working status of the graduates?

1.4 Target population

The target population of their study consists of two groups:

2) Employers of the graduates mentioned above, such as directors, deputy directors

2.1 Synthesis framework

1 Identify the key questions

2 Review the final reports

MMRS 3 Method selection

4 Data extraction and evaluation

5 Data analysis and interpretation

6 Report and discussion of research findings

2.2 Synthesis methodology

3) Method selection. Researchers selected a Mixed Methods Research Synthesis (MMRS)

6) Report and discussion of research findings. Researchers developed a synthesis report

2.3 Data analysis

2) The scale level for Correlation Coefficients

2) A Tracer Study of Graduates of the Bachelor of Education in Early Childhood Education

3) Report on Tracer Study of Graduates of the Bachelor of Education Degree in Early

4) A Tracer Study on Graduates of Bachelor of Education in Early Childhood Education

5) A Tracer Study on the Graduates of Bachelor of Education in Early Childhood Education

6) A Tracer Study on Graduates of the Bachelor of Education in Early Childhood Education

7) A Tracer Study on Graduates of Bachelor of Education in Early Childhood Education (B.Ed.

The target population of their study consists of two groups:

2) Employers of the graduates mentioned above, such as directors, deputy directors

Bankeun 2019-2020 40 15 55 (12%) 16 (9%)

4.1 Analysis of skills and competencies of the graduates

Figure 4: Graduates’ acquired and developed skills and competencies

Skills and competencies from Skills and competencies with

4.1.2 Graduates’ satisfaction with learning experiences, learning facilities and

Learning experiences Learning facilities B.Ed. in ECE curriculum

4.2 Analysis of the employment situation and working

4.2.1 The graduates’ employment situation and working status

Table 5: Summary of current employment status of the graduates

Figure 7: Current employment statuses of the graduates

Table 6: Summary of types of work of the employed graduates

Types of work of the employed TTC

Figure 8: Types of work of the employed graduates

Others 1% Teacher civil servant

Private school teacher

Table 7: Summary of types of employment