MINISTRY OF EDUCATION AND TRAINING

NATIONAL ECONOMICS UNIVERSITY

GROUP ASSIGNMENT
ENGLISH FOR INTERNATIONAL ECONOMICS AND BUSINESS

Topic: Edu Connect Project Proposal: Digital Learning for

Disadvantaged Children in Lao Cai, Vietnam

Group: 07
Class: TMKQ1115(125)CLC_03
Lecturer: Ngo Thi Tuyet Mai

Ha Noi, September

1
 TABLE OF CONTENTS
I. SUMMARY OF PROPOSAL............................................................................................................4
II. BACKGROUND TO PROPOSAL (for more detail, see Appendix 6)...................................5
III. PROJECT DESIGN...............................................................................................................6
1. Goal.............................................................................................................................................6
2. Objectives....................................................................................................................................6
3. Outputs and Outcomes................................................................................................................6
4. Activities (for more detail see Appendix 3).................................................................................6
5. Needed resources.........................................................................................................................8
5.1. Human Resources......................................................................................................................8
5.2. Material Resources....................................................................................................................8
5.3. Other Resources.........................................................................................................................8
6. Monitoring and evaluation..........................................................................................................8
IV. BUDGET (for more detail see Appendix 4)....................................................................................10
Appendix 1: Project log frame...............................................................................................................11
Appendix 2: Introduction to BrightPath.................................................................................................13
Appendix 3: Activity plan in table.........................................................................................................14
Appendix 4: Project needed resources...................................................................................................15
Appendix 5: Characteristics of the Project Site......................................................................................17
Appendix 6: Beneficiaries......................................................................................................................19
I. SUMMARY OF PROPOSAL

Project title EDU CONNECT – Digital Learning for Disadvantaged

Children in Lao Cai, Vietnam

Location Lao Cai, Vietnam

Planned Project November 2025 – October 2027

Period

Beneficiaries 5,000 students, 200 teachers, 10,000 parents and

caregivers, Local communities, 20 disadvantaged schools,
Lao Cai Department of Education and Training (DOET)
and district education offices

Goal of the project To improve educational equity for disadvantaged children

in Lao Cai through digital learning solutions and
strengthened teacher capacity over the next 10 years.

Total Project Budget USD 400,000

Save the Children International: USD 250,000 (equivalent

to 62.5% of the total cost)

Hanoi University of Science and Technology: USD 80,000

(equivalent to 20% of the total cost)

Hanoi National University of Education: USD 30,000

(equivalent to 7.5% of the total cost)

BrightPath: USD 40,000 (equivalent to 10% of the total

cost)

Involved BrightPath Technology Agency Co., Ltd.

Organizations:

Lao Cai Provincial Department of Education and Training

(DOET)

Hanoi University of Science and Technology (HUST)

Hanoi National University of Education (HNUE)

Save the Children International – Vietnam Office

Implementing BrightPath Technology Agency Co., Ltd.

Organization

Contact Person Mrs. Duyen Huong Thao

Director of BrightPath Technology Agency Co., Ltd.

II. BACKGROUND TO PROPOSAL (for more detail, see Appendix 6)

In early 2024, BrightPath Technology Agency began preliminary consultations

with the Lao Cai Provincial Department of Education and Training (DOET) to explore
opportunities for improving education in disadvantaged communities. Following
several scoping visits to remote districts and a review of government data, the project
team identified two urgent challenges: the limited access of children to digital learning
tools and the shortage of teachers trained in technology-based pedagogy. These issues
were particularly severe in ethnic minority areas, where infrastructure and resources
remain weak. According to the Ministry of Education and Training, only around 60%
of schools in mountainous areas are equipped with adequate classrooms, and fewer
than 30% have access to computers or the internet.

In March 2024, BrightPath, together with local authorities, organized a

participatory assessment involving school leaders, teachers, parents, and community
representatives. The assessment highlighted the most disadvantaged communes where
children had little or no access to computers or the internet, and where schools lacked
even the most basic digital equipment(ảnh). Teachers reported feeling unprepared to
integrate digital resources into lessons, while parents expressed concern that their
children were falling behind compared to students in urban areas.

The team identified several underlying causes of the digital education gap,
including:

● Insufficient school infrastructure, with many classrooms lacking electricity or

internet connectivity.
● Lack of access to affordable digital devices and reliable power sources.
● Limited teacher capacity in digital pedagogy and modern teaching methods.
● Geographic isolation, which restricts both student opportunities and teacher
professional development.

Based on these findings, the EDU CONNECT Project was designed in

collaboration with local schools, DOET, and technical partners. The first phase will
focus on introducing solar-powered tablets and an integrated digital platform in 20
disadvantaged schools, alongside intensive training programs for 200 teachers. This
approach not only addresses the urgent need for equitable digital access but also
ensures that teachers and communities are empowered to use and sustain the
technology.
During community workshops held in late 2024, parents, teachers, and local
leaders strongly endorsed the project concept. They emphasized the importance of
equipping students with digital skills for future employment and expressed a
willingness to support the initiative through school participation, local coordination,
and maintenance activities. The outcomes of these consultations confirmed that digital
learning and teacher training represent a strong felt need and a promising entry point
for improving educational equity in Lao Cai.
III. PROJECT DESIGN
1. Goal
The goal of the project is to improve educational equity for disadvantaged
children in Lao Cai through digital learning solutions and strengthened teacher
capacity over the next 10 years.
2. Objectives
Objective 1: To ensure equitable access to quality education by providing and
maintaining at least 1,000 solar-powered tablets and an integrated digital learning
platform in 20 disadvantaged primary and lower secondary schools in Lao Cai by
October 2027, enabling at least 80% of targeted students to regularly use the platform
for learning.
Objective 2: To enhance teacher capacity in digital pedagogy by training at
least 200 teachers in Lao Cai by October 2027, with at least 70% of them
demonstrating improved teaching practices through regular integration of digital tools
into classroom instruction.
3. Outputs and Outcomes
Output:
Output 1: At least 1,000 solar-powered tablets and an integrated digital learning
platform will be deployed and actively used in 20 disadvantaged schools in Lao Cai by
October 2027.
Output 2: 200 teachers in Lao Cai will receive structured training and ongoing
mentoring in digital pedagogy by October 2027.

Outcome:
Outcome 1: Student learning outcomes and digital literacy will be improved,
with at least 80% of targeted students demonstrating increased engagement and
academic progress by 2027.
Outcome 2: Teaching quality in disadvantaged schools will be enhanced, with
at least 70% of trained teachers regularly integrating digital tools into classroom
practices.
4. Activities (for more detail see Appendix 3)
4.1. Provision of Digital Equipment and Infrastructure

4.1.1. Procuring and distributing 1,000 solar-powered tablets

- The project Board of Management, together with HUST technical experts, will
prepare technical specifications and procurement criteria for the tablets.

- A bidding process will be launched to select suppliers with sufficient capacity and
experience in providing durable, solar-powered devices suitable for rural schools.

- Tablets will be pre-loaded with digital learning content (aligned with Vietnam’s
curriculum and localized for ethnic minority students).

- Distribution of tablets will be carried out in 20 targeted schools in Lao Cai under
supervision of the Lao Cai Department of Education and Training (DOET).
4.1.2. Training sessions for teachers and IT staff on tablet use
- HNUE experts will design short training modules on tablet operation,
troubleshooting, and classroom use.

- District-level workshops will be organized for about 200 teachers and IT staff.
- Participants will practice directly with tablets and key e-learning applications.
- IT staff will receive additional guidance on device maintenance and first-line
support.
- Final evaluation and certification will ensure readiness for classroom application.

4.1.3. Developing and deploying an integrated digital learning platform

- HUST will take the lead in designing the digital platform, ensuring offline
accessibility for remote schools.
- HNUE will work with curriculum specialists to adapt content to the needs of ethnic
minority students and align it with the Ministry of Education and Training standards.
- A pilot test will be conducted in 5 schools before full deployment in all 20 schools.
- Feedback from teachers and students will be collected to improve the platform’s
usability and cultural appropriateness.
- After revision, the platform will be fully deployed and maintained with technical
support from HUST.

4.2. Teacher Training and Capacity Building

4.2.1. Designing and conducting a structured teacher training program

- HNUE, in collaboration with DOET, will design a training curriculum on digital

pedagogy, including integration of tablets and the learning platform into daily lessons.
- Training activities will include: (i) in-person workshops, (ii) online self-paced
modules, and (iii) peer-learning groups for ongoing support.
- 200 teachers from disadvantaged schools will participate in the program.
- Pre- and post-training assessments will be conducted to measure changes in
knowledge, skills, and confidence.
- Teachers will receive certification upon successful completion of the training
modules.

4.2.2. Establishing a mentoring and peer-learning system

- A mentoring team composed of experienced teachers and HNUE trainers will be set
up to provide continuous support.
- Monthly online meetings and quarterly peer-sharing workshops will be organized for
teachers to exchange best practices.
- An online resource hub (lesson plans, teaching videos, case studies) will be
developed and maintained to ensure knowledge sharing beyond the project period.

4.3. Community Engagement and Awareness Raising

- Orientation workshops: Organize introductory sessions for parents, school leaders,

and community representatives to explain project objectives and demonstrate how to
support children in using digital tools.
- Awareness campaigns: Conduct school-community events, distribute multilingual
brochures, and use local radio broadcasts to raise awareness of the importance of
digital literacy for children’s future.
- Community ICT support groups: Establish 20 ICT support groups (one per school,
with three community representatives each) to work alongside school IT focal points
in maintaining devices and addressing minor issues.
- Parental involvement: Encourage parents to engage actively in their children’s digital
learning, strengthening collaboration between schools, families, and communities.
5. Needed resources

5.1. Human Resources

- 01 Project Manager – overall coordination, planning, stakeholder liaison.

- 05 Board of Management members – 2 BrightPath, 1 DOET, 1 HUST, 1 HNUE;
strategic decision-making, oversight.
- 02 IT Specialists (HUST) – platform development, offline access, maintenance,
technical support.
- 02 Education Specialists (HNUE) – curriculum adaptation, pedagogy design,
mentoring.
- 04 Field Officers (DOET) – local coordination, distribution supervision, school
monitoring (each covers ~5 schools).
- 04 Master Trainers (HNUE) – deliver teacher training workshops, online modules.
- 10 Mentors – 6 experienced teachers + 4 HNUE trainers; provide ongoing
pedagogical support.
- 20 Local IT focal points – one per school, basic troubleshooting and device
maintenance.
- 200 Teachers – trained and mentored, responsible for digital pedagogy integration.

5.2. Material Resources

- 1,000 solar-powered tablets (with accessories & durable cases).

- 20 charging and storage units (one per school).
- 01 integrated digital learning platform (offline-capable, maintained by HUST).
- 20 localized content packages (aligned with MOET curriculum, adapted by HNUE
for ethnic minority students).
- 01 online resource hub (lesson plans, videos, case studies, maintained by HNUE).
- Training materials – 200 sets of workshop manuals, 200 self-paced learning modules,
200 assessment kits, and certification system.

5.3. Other Resources

- Institutional Support:
○ Policy endorsement from MOET.
○ Supervision and facilitation from Lao Cai DOET.
- Partnerships:
○ Supplier agreements for device procurement and maintenance.
○ Engagement of community representatives in monitoring and maintenance (20
schools × 3 reps each = ~60 local reps).
- Knowledge Resources:
○ Best practices from ICT-in-education projects in Vietnam and internationally.
○ Research input from HUST and HNUE to guide implementation.

6. Monitoring and evaluation

6.1. Monitoring

Monitoring in the EDU CONNECT project is the systematic process of

reviewing progress against planned activities and targets. It will cover all phases of
implementation, from procurement and training to community engagement.

The purpose of monitoring is to:

● Identify and assess both achievements and potential problems in project

implementation.
● Recognize issues that can be corrected to strengthen the project.
● Reinforce initial positive results and ensure accountability to partners and
beneficiaries.

Each activity will be monitored using specific indicators of quantity, quality,

and time. For equipment, DOET Field Officers and school IT focal points will check
weekly usage and maintenance of tablets and charging units, with one focal point in
each school submitting weekly notes. For teacher training, HNUE trainers and mentors
will track completion rates, digital teaching portfolios, and classroom application of
new methods. For the learning platform, HUST will provide data on accessibility,
functionality, and usage. Community engagement will be monitored by parent and
community representatives, who will report on workshop participation and ICT
support group activities.

Quarterly school visits will be conducted, supplemented by monthly progress

notes and continuous platform usage statistics. Bi-annual stakeholder review meetings
will consolidate findings. Reports will be prepared at different levels: weekly by
school focal points, quarterly by DOET and HUST, and bi-annually by the Project
Board of Management. An end-of-project evaluation report will finalize results.

This system ensures that both process aspects (quality of implementation,

participation, adherence to plans) and output aspects (equipment delivered, teachers
trained, communities engaged) are systematically tracked and reported.

6.2. Evaluation

At the end of the first year, the Project Board of Management together with
EDU CONNECT staff will conduct a mid-term evaluation to review project
implementation, adjust activities where needed, and draw lessons for the next phase. A
terminal evaluation will be organized at the end of the project by an evaluation team
including the Board of Management, external evaluators, representatives of schools,
teachers, and parents to assess results against the project’s objectives. Two years later,
an ex-post evaluation may be carried out to examine the sustainability of outcomes.
 Evaluation will combine both internal self-assessment and external independent
reviews. It will measure the relevance of objectives, effectiveness in improving
teaching and learning, efficiency in resource use, impact on teachers, students and
communities, and long-term sustainability. Findings will be presented in a formal
evaluation report with an executive summary, introduction, conclusions,
recommendations, lessons learned, and annexes with supporting evidence.

A set of indicators will be used for both monitoring and evaluation, including:

● Number of tablets, charging units, and digital platforms delivered and

functioning.
● Number of teachers trained and certified, and evidence of digital pedagogy
applied in classrooms.
● Number of parents and community representatives engaged in awareness
workshops and ICT support groups.
● Platform usage statistics and student participation in digital learning activities.
● Perceptions of beneficiaries regarding the relevance and usefulness of the
project.

IV. BUDGET (for more detail see Appendix 4)

Total project budget: USD 400,000
Save the Children International – Vietnam Office: USD 250,000
Hanoi University of Science and Technology: USD 80,000
Hanoi National University of Education: USD 30,000
BrightPath Technology Agency: USD 40,000
Appendix 1: Project log frame
Goal: To improve educational equity for disadvantaged children in Lao Cai through digital learning solutions and strengthened teacher
capacity over the next 10 years.
Objectives Outputs Verifiable Indicators Means of Verification Assumptions
1. To ensure equitable access to quality 1,000 solar-powered - 1,000 tablets - Procurement & Tablets remain functional;
education by providing and tablets and an distributed and distribution records electricity/solar and internet
maintaining at least 1,000 solar- integrated digital functional - School usage logs stable; schools cooperate.
powered tablets and an integrated platform deployed - 20 schools using - Student progress
digital learning platform in 20 and actively used in platform reports
disadvantaged schools by Oct 2027. 20 schools. - 80% of students
regularly use platform
2. To enhance teacher capacity in 200 teachers trained - 200 teachers - Training attendance Teachers attend training fully;
digital pedagogy by training at least and mentored in complete training lists turnover of trained teachers
200 teachers in Lao Cai by Oct 2027. digital pedagogy. - 70% demonstrate - Pre- and post-training remains low; school leaders
digital integration assessments support integration.
- Lesson observations

Activities Inputs
Procuring and distributing solar-powered tablets Tablets, procurement contracts, logistics, teacher/IT staff training
Developing and deploying an integrated digital learning Platform design (HUST), curriculum content (HNUE), pilot testing,
platform maintenance
Designing and conducting teacher training program Training curriculum, workshops, online modules, assessment tools
Establishing mentoring and peer-learning system Mentoring team, meetings, workshops, online resource hub
Monitoring and evaluation activities Monitoring framework, school visits, data collection, evaluation reports
Providing ongoing technical support Technical helpdesk, local IT focal points, spare parts, maintenance budget
Appendix 2: Introduction to BrightPath
BrightPath is a forward-looking technology agency driven by the belief that digital
innovation can transform lives. Founded in Vietnam, BrightPath brings together a
team of technologists, educators, and social innovators who share a common purpose:
to bridge digital gaps and create equal opportunities for learning.
At BrightPath, we believe technology is more than a tool - it is a pathway to
empowerment. Our mission revolves around designing inclusive digital platforms,
delivering sustainable technology solutions, and building local capacity so that
underserved communities can access the same quality of education and opportunities
as anyone else.
BrightPath is not just an agency; it is a collective of diverse expertise. From software
developers and UX designers to education specialists and renewable energy engineers,
each team member contributes a unique perspective to ensure our solutions are
practical, sustainable, and impactful.
Leading the EDU CONNECT project, BrightPath embraces innovation and
collaboration. Our integrated approach combines digital learning platforms, solar-
powered devices, and teacher training to create a comprehensive solution tailored to
the needs of disadvantaged children in remote areas. With BrightPath at the helm,
EDU CONNECT will deliver more than just technology - it will deliver brighter
futures and lasting change.
Appendix 3: Activity plan in table
No Implementation Time
Activities/Tasks Responsibility
. Start End Note
1) Provision of Digital Equipment and Infrastructure
Procuring and distributing Nov Apr Procurement, pre-loading content, and Project Board of Management, HUST,
1.1
1,000 solar-powered tablets 2025 2026 distribution to 20 schools Lao Cai DOET
Training sessions for teachers Mar Jun
1.2 Practical hands-on workshops HUST technical experts, DOET
and IT staff on tablet use 2026 2026
Developing and deploying an Pilot in 5 schools (May–Jul 2026), HUST (platform design & technical
Jan Dec
1.3 integrated digital learning feedback collection, revision, and full support), HNUE (curriculum
2026 2026
platform deployment (Oct–Dec 2026) adaptation), DOET (pilot schools)
2) Teacher Training and Capacity Building
Designing and conducting
May Apr Workshops, online modules, peer-
2.1 structured teacher training HNUE (lead), DOET (coordination)
2026 2027 learning groups, certification
program
Establishing mentoring and Jul Oct Mentoring team, online meetings, peer
2.2 HNUE trainers, experienced teachers
peer-learning system 2026 2027 workshops, resource hub
3) Community Engagement and Awareness Raising
3.1 Orientation workshops for Feb Apr Introductory sessions to explain project DOET, Community reps
parents & leaders 2027 2027 goals, demonstrate tablet use, and build
local support.
3.2 Awareness campaigns Mar Oct School-community events, multilingual Communication team, DOET
(events, brochures, media) 2027 2027 brochures, and radio broadcasts.
3.3 Establishment of ICT support May Jul Formation of 20 groups to assist schools DOET, Schools, Parents
groups 2027 2027 with device maintenance and
troubleshooting.
3.4 Parental involvement Jun Oct Activities to engage parents in digital Community reps, Parents, Field
activities 2027 2027 learning Officers
Appendix 4: Project needed resources
Price/Unit Total Contribution resource
No. Resources Unit Quantity Explain
(USD) (USD) SCI HUST HNUE BrightPath
1) Provision of Digital Equipment and Infrastructure
Solar-powered
1.1 No. 1,000 80 80,000 800,000 – – – Student access
tablets
Charging & storage
1.2 No. 20 1,000 20,000 – 20,000 – – Safe storage
units
Integrated
Dev &
1.3 learning Package 1 20,000 20,000 – 20,000 – –
maintenance
platform
Sub-total Activity 1 120,000 80,000 40,000 – –
2) Teacher Training and Capacity Building
Training materials
Materials for
2.1 (incl. localized Set 200 150 30,000 20,000 – 10,000 –
200 teachers
content)
Workshops on
2.2 Teacher workshops Event 10 2,000 20,000 20,000 – – – digital
pedagogy
Lump Ongoing
2.3 Mentoring honoraria – – 10,000 10,000 – – –
sum support
Sub-total Activity 2 60,000 50,000 – 10,000 –
3) Community Engagement & Awareness
Community Events, radio,
3.1 Package – – 10,000 – – – 10,000
orientation & media brochures
Sub-total Activity 3 10,000 – – – 10,000
4) Personnel
 Person-
4.1 Project Manager 24 1,500 36,000 26,000 – – 10,000 Coordination
month
Local
Person-
4.2 Field Officers (4) 96 500 48,000 48,000 – – – implementatio
month
n
Person- Platform &
4.3 IT Specialists (2) 96 1,00 36,000 – 36,000 – –
month tech
Platform engineer Extra tech
4.4 Lump sum – – 4,000 – 4,000 – –
stipend workload
Education Specialists Person- Pedagogy &
4.5 24 833 20,000 – – 20,000 –
(HNUE) month content
Mandatory
4.6 Staff benefits & taxes Lump sum – – 6,000 6,000 – – –
costs
Sub-total Personnel 150,000 80,000 40,000 20,000 10,000
5) Other costs
– Field trips,
5.1 Travel & lodging Lump sum – – 30,000 25,000 – 5,000
monitoring
Office supplies & – – Admin &
5.2 Lump sum – – 20,000 5,000 15,000
utilities comms
– – Inflation/
5.3 Contingency (5%) Lump sum – – 10,000 10,000 –
emergencies
Sub – total other costs 60,000 40,000 – – 20,000
250,000 80,000 30,000 40,000
TOTAL 400,000
(62.5%) (20%) (7.5%) (10%)
Appendix 5: Characteristics of the Project Site
Commune general information
Lao Cai Province, located in the mountainous Northwest of Vietnam, continues to be
one of the most disadvantaged areas in terms of education and infrastructure. The
rugged terrain and scattered settlements make school attendance difficult for children,
particularly at preschool and primary levels. While Vietnam overall has achieved 98%
primary school enrollment by 2025, remote provinces like Lao Cai still face gaps in
access and quality. Nationally, almost nine out of ten schools are now connected to the
internet, but many mountainous schools remain underserved or lack sufficient
equipment for digital learning. According to the Ministry of Education and Training,
the shortage of classrooms is acute, with nearly 27,950 preschool classrooms and
7,490 primary classrooms still lacking across the country for the 2025–2026 school
year, disproportionately affecting rural and mountainous provinces such as Lao Cai.
Rationale for the educational project
Despite nationwide progress, the digital divide in Lao Cai remains significant. Many
schools still do not have reliable internet access, modern learning equipment, or digital
classrooms. Teachers, although more confident in ICT use compared to a decade ago
(about 90% report confidence nationally in 2025), often lack the infrastructure and
resources to implement digital teaching in remote areas. As a result, children in Lao
Cai continue to miss out on opportunities to acquire digital skills essential for their
future. The EDU CONNECT Project is designed to close this gap by providing solar-
powered tablets, e-learning platforms tailored to local contexts, and comprehensive
training for teachers to apply digital pedagogy effectively.
Assessment results
Recent national assessments highlight progress but also persistent inequities. While
Vietnam has expanded ICT integration, rural schools lag behind in readiness. Teachers
in disadvantaged areas like Lao Cai often lack access to regular training, and many
parents have little knowledge of supporting their children’s learning in digital
environments. To illustrate the gap, historical data and current national estimates are
presented below.
Table 1. Teachers’ knowledge on children care and education

Good
Teachers
Subjects knowledge
No. (Number) %
(Number)

Development of language and familiar with handwriting 18

1 11 61

Physical exercise
2 18 9 50

Discovery, prevention and treatment of children’s common diseases and

3 accidents 18 9 50

Realizing talk and difference

4 18 9 50

Musical practice
5 18 8 44.4

Innovation of the forms of preschool education

6 18 3 17

Children’s regimens
7 18 0 0
Table 2. Parents’ knowledge on children care and education

Good
Parents
Subjects knowledge
No. (Number) %
(Number)

Discovery, prevention and treatment of children’s common diseases

1 33 17 51.5

Making children toys

2 33 3 9.1

Discovery and prevention of children’s common accidents

3 33 0 0

Children hygiene and behavior education

4 33 0 0

Children’s regimens
5 33 0 0

Although teacher ICT confidence has increased to 90% nationally in 2025, the lack of
facilities and unequal distribution of resources in provinces like Lao Cai means actual
classroom implementation is still far below average.
Preschool and school attendance
National enrollment rates have improved significantly, with 98% of primary-aged
children attending school by 2025. However, full-day preschool and primary
attendance remains constrained by infrastructure shortages. Many rural preschools
operate in temporary classrooms, while others cannot accommodate all children of
preschool age.
Table 3. Preschool attendance in Lao Cai
Indicator Value
Communes meeting universal preschool education standard (for 4-year-olds) 134 out of 152

Districts meeting the same standard 4 out of 9

Progress towards universal preschool goal 88 % of the target achieved

Schools offering preschool education 594 schools

Total number of classes (across all levels) Over 8,230 classes

Total students served across these schools Over 235,000 students

Report from Lào Cai’s Diplomatic Information Portal (May 2025), citing results
achieved by May 2024
By comparison, despite national improvements, the shortage of nearly 28,000
preschool classrooms in 2025 suggests that similar or even greater gaps persist in Lao
Cai, meaning that preschool attendance still lags behind the national average.
Table 4. Classroom shortages for 2025–2026 school year

Education level Shortage (number)

Preschool 27,950 classrooms needed

Primary 7,490 classrooms needed

Although Vietnam has made impressive progress in universal enrollment and internet
connectivity, disadvantaged provinces such as Lao Cai still face major challenges in
infrastructure, teacher training, and equitable access to digital education. National-
level data in 2025 confirm that rural areas remain under-resourced, with severe
classroom shortages and limited technological readiness. The EDU CONNECT Project
therefore plays an essential role in bridging the digital divide, ensuring children in
remote Lao Cai have access to modern learning tools, qualified teaching methods.
Appendix 6: Beneficiaries
The EDU CONNECT project aims to enhance access to quality education and digital
learning opportunities for disadvantaged children in Lao Cai province. The primary
beneficiaries are approximately 5,000 students from ethnic minority and low-income
families enrolled in 20 disadvantaged primary and lower secondary schools. In
addition, 200 teachers will directly benefit from professional development in digital
pedagogy, while an estimated 10,000 parents and caregivers will indirectly benefit
from improved learning outcomes and awareness campaigns.
The selection of this target community is based on the acute educational challenges
faced by children in remote mountainous districts of Lao Cai, where poor
infrastructure and limited resources have widened the digital divide between rural and
urban areas. Students in these areas are chosen due to their vulnerability and the urgent
need to ensure equitable access to modern learning tools. Teachers are included
because they play a critical role in sustaining the project impact, ensuring that
technology is effectively integrated into classroom practices. Parents and local
communities are considered indirect beneficiaries, as improved education contributes
to broader social development.
Individual beneficiaries within these groups will be identified through inclusive and
participatory methods in collaboration with the Lao Cai Department of Education and
Training (DOET), local school leaders, and community representatives. Beneficiary
schools will be selected based on poverty levels, lack of access to digital resources,
and readiness to participate. Teachers will be nominated by schools in consultation
with district education authorities, while parents and caregivers will be reached
through school-community networks.
Project beneficiaries will be actively involved throughout the implementation process.
Students will participate in pilot testing of the digital platform and provide feedback
on usability. Teachers will engage in workshops, coaching sessions, and peer-learning
activities to adapt training content to classroom needs. Parents and community
representatives will take part in awareness campaigns, orientation meetings, and
school-based events to strengthen local ownership. By actively engaging its
beneficiaries, the EDU CONNECT project ensures that interventions are not only
responsive to the community’s current needs but also shaped by their aspirations for
long-term educational equity.