This qualitative research has purpose in order to get deep meaning of community awareness and child-friendly school at the District Nonghet, Northern of Lao PDR, relate with aspect of: (1) strengthening of Lao language as an instructional language in the school; (2) child participation to come to school; (3) role of Village Education Development Committee (VEDC); (4) child-friendly school with local wisdom. Location of the research were in four village groups at the Nonghet district, Xieng Khouang Province. The result of this research indicates that quality education and be improved if there is real involvement by the community, and community awareness and child-friendly school can be addressed, based on: (1) strong education in the family; (2) the importance of attention to the socially outside of school; (3) atmosphere environment in school; (4) methods of theaching by teacher; (5) strengthen the role of teaches as learner and educator; (6) strengthen relationship teacher-student-parent; (7) exempary habituation; (8) implementation of curriculum-based character in the teaching learning process; (9) strengthen of character education; (10) strengthen the role of school principal.

The purpose of this research is to get deep meaning of policy implementation to improve quality of primary education teachers in Laos and Indonesia. Research locations are in the Ministry of Education in those both countries. This research used a qualitative approach with a multi-case study design. First, policy formulation consider the aspect of novelty and national education goals; second, policy dissemination of existing policies do after getting approval from parliament, as well as socialization is done to the department of education in each provinces and districts; third, policy implementation process is done by establishing a monitoring team to oversee that the policy can work well; fourth, monitoring and evaluation of the implementation is done periodically, at least every six months, and the results of the evaluation are reported to the Ministry; fifth, gaps in the policy implementation is because monitoring can not be run with maximum caused by geographical conditions and the weakness of the role of school supervisors; sixth, efforts to repair gaps in the implementation of policies to improve the quality primary school teachers is to make laws on the teacher, as well as to provide training to teachers and principals.