1 2 3 4 5 6

ECRs monitoring difficult because parent school not able to reach monthly, and no travel budget Multigrade not working well, impacts quality. Multigrade training quality is not good enough to prepare teachers. CBTs are being used in most remote areas Boleros to be given for each cluster to transport food and children during emergencies Bolero could be given for each boarding primary and lss (could save on porter pony)

ough to prepare teachers.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Projections (Population and Enrolment) Implications of family planning, rural uran migration, economic activities Connection between neighbouring schools and even schools across gewog lines and dzongkhag lines Concept of rationalization, cost benefits, case study Quality of education, and especially for rationalized ECRs Basic minimum infrastructure for schools at various levels and ECRs Standards and norms (student toilet ratio, height of ceilings, classroom size etc) Planning and costing Maintenance and renovation Compacts, commitments and goals (ABSD, MDGs, EFA etc) Strategies for achieveing these goals Group work on population projections, projecting NER etc NFE, ECCD, TRCs Gender responsiveness, meeting gender related goals, strategies

Preparation for the workshop DEOs Population figures for dzongkhag by gewog and by school catchment, including method of data collection Flow chart showing movement of students from ECR to school, school to school, boarding, feeding status 11th FYP for dzongkhags PPD Agedata by school and dzongkhag Enrolment projections by dzongkhag and country Basic minimum facilities Costings

ngkhag lines

of data collection ng, feeding status

Day One 1 2 3 4 5 6 7 8 9

Day Two

Compacts, commitments and goals (ABSD, MDGs, EFA etc) Projections (Population and Enrolment) Implications of family planning, rural uran migration, economic activities Connection between neighbouring schools and even schools across gewog lines and dzongkhag lines Concept of rationalization, cost benefits, case study Quality of education, and especially for rationalized ECRs Basic minimum infrastructure for schools at various levels and ECRs Standards and norms (student toilet ratio, height of ceilings, classroom size etc) Maintenance and renovation Protocol and guidelines for establishment of new schools, upgradation Formats for proposals Monitoring and evaluation Protocol for stipends 11thFYP Discuss the outcomes, outputs and activities Formats and reporting 10th Plan Successes, challenges, lessons learnt

Time

Components

2 Discuss the goals, and see where the country and dzongkhags stand, discuss issues and challenges. Group work on 2 Brief description of the importance of population, how to project populationa nd enrolment, hands on training 2 (3 and 4 can be covered together as part of 2) 1 1 1 1 0.5

Present the status of rationalization in the 10th Plan, discuss the issues and challenges Discuss the importance of enhancing quality of education in the ECRs, group work on how to ensure quality witho What are the basic facilities required to impart a wholesome education What are the standards and norms based on international standards and national standards Importance of maintaining the facilities to avoid excessive expenditure later on

whole day

ues and challenges. Group work on strategies to achieve these goals within the 11thFYP d enrolment, hands on training

rk on how to ensure quality without increasing costs

al standards

Presentation on TRCs- Objectives Group work on objective of TRCs What should be the role of TRCs Strategies for TRCs Resource requirements for TRCs

Strategies for improving quality of education Group work - definition of quality of education What is the current status of learning outcomes What are the characteristics of the current situation in the schools in each dzongkhag What are the weaknesses, which subjects children are weak in How would we address the weaknesses and improve quality MGT in ECRs How to address the issues Role of teachers from parent schools Role of TRCs

5th DEOs Workshop

Finalization of the 11th FYP
Time Monday, 7th January, 2013 9:00AM 10:00AM 10:30AM 11:00AM 12:00PM 1:00PM 2:00PM 3:30PM 4:00PM 8:30AM 9:30AM 10:30AM 11:00AM 12:00PM 1:00PM 2:00PM 3:30PM 4:00PM 8:30AM 9:30AM 10:30AM 11:00AM 11:30AM 1:00PM 2:00PM 10:00AM 10:30AM 11:00AM 12:00PM 1:00PM 2:00PM 3:30PM 4:00PM 5:00PM Tuesday, 8th January, 2013 9:30AM 10:30AM 11:00AM 12:00PM 1:00PM 2:00PM 3:30PM 4:00PM 5:00PM Wednesday, 9th January, 2013 9:30AM 10:30AM 11:00AM 11:30AM 1:00PM 2:00PM 5:00PM

5th DEOs Workshop

Finalization of the 11th FYP
Agenda Monday, 7th January, 2013 Guidelines for New Establishment, Upgradation, Downgradation and Closure of Schools and ECRs Basic Minimum Facilities in each level of school Tea break Costing of facilities in the 11th Plan Low Cost designs and procedures Lunch break 11th FYP of Dzongkhags (Format - getting it correct) Tea break 11th FYP of Dzongkhags (linking the sheets) Tuesday, 8th January, 2013 Planning Educational Facilities based on Enrolment and Population Introduction to RBM and Dzongkhag Programme Profile Tea break Understanding the Outcome Indicators Components of the 11th FYP (PD, Youth, PDCs, NFE, ECCD, and recurrent) Lunch break Lessons learnt in 10th Plan and Spill Over of Works Tea break Work on 11th FYP Wednesday, 9th January, 2013 Monitoring and evaluation (format and timeline) Discussion on Issues and Challenges Tea break Development of Programme Profiles Work on Individual Dzongkhag Programme Profile Lunch Break Presentation of Dzongkhag FYP

orkshop
Agency Responsible Dechen Zam Dochu SPBD Dechen Zam PPD PPD Dechen Zam Thinley Rinzin Dechen Zam Phurba

e 11th FYP

uary, 2013

uary, 2013

nuary, 2013 PPD DCRD DSE ESWS Manager DEOs

Level Facilities ECR PS

less than 30 children

more than 30 children

100-250 Boardi Remarks children ng

Level Facilities

less than 30 children

more than 30 children

100-250 Boardi Remarks children ng

LSS

Level Facilities

less than 30 children

more than 30 children

100-250 Boardi Remarks children ng

Administration building Depending on number of sections estimating 40 per class Classrooms LSS lab 1 IT lab 1 Library 1 toilet for 25 girls and 1 toilet for 40 boys Toilets Football ground Basketball ground Furniture 1 computer for 30 children Computers for school Office equipment Principals quarter In remote and rural areas Staff quarters Dining hall 1 Attached caregiver's room for primary boarding Hostel and toilet 2 Warden and matrons quarters 2 Kitchen and store 1 Water supply Sap supplies and tools Bolero 1 MSS

Level Facilities

less than 30 children

more than 30 children

100-250 Boardi Remarks children ng

Administration building Depending on number of sections estimating 40 per class Classrooms HSS lab 1 IT lab 1 Library 1 toilet for 25 girls and 1 toilet for 40 boys Toilets Football ground 1 Basketball ground Furniture 1 computer for 30 children at primary and 1:10 at secondary Computers for school Office equipment Principals quarter in remote and rural areas Staff quarters Dining hall 1 Attached caregiver's room for primary boarding Hostel and toilet 2 Warden and matrons quarters 2 Kitchen and store 1 Water supply SAP supplies and tools School bus 1 HSS

Level Facilities

less than 30 children

more than 30 children

100-250 Boardi Remarks children ng

Administration building Depending on number of sections estimating 40 per class Classrooms HSS lab 1 IT room 1 1 toilet for 25 girls and 1 toilet for 40 boys Toilets Football ground 1 Basketball ground Furniture 1 computer for 30 children at primary and 1:10 at secondary Computers for school Office equipment Principals quarter in remote and rural areas Staff quarters Dining hall 1 Hostel and toilet 2 Warden and matrons quarters 2 Kitchen and store 1 Water supply Sap supplies and tools School bus 1

1 2 3 4 5 6

What is a low cost design Semi-permanent in nature Shorter construction period Using locally available materials such as mud, stone, bamboo, wood and sometimes pre-fabricated May use local methods of construction and local skilled labour Cheaper than using reinforced concrete and bricks Costs less than normal construction methods

Why? Cost effectiveness Short time for construction Local skills and materials available Promote local economy

Where? Wherever it is feasible Where it is not possible to transport building materials Where there is no road Where the enrolment is not sustainable and there is a possibility of the school closing down ultimately Generally in remote areas Generally in primary schools In ECRs Challenges Climatic conditions may affect the quality and longevity of such buildings Humidity, termites etc may harm the buildings There may not be local materials available such as stones or wood There may not be local skills and contractors available Multi-storey construction may not be possible Space constraints Procedure SPBD designs available Dzongkhags may also come up with their own designs, but will need to clear it with SPBD

Reminders Low cost designs should not cost as much as regular designs May be better to have dzongkhag engineers design them and get them cleared by SPBD Need to maintain prescribed structural and space requirements Need to ensure conducive learning conditions such as heat and cold insulation, natural lighting, energy efficien

sometimes pre-fabricated

hool closing down ultimately

ear it with SPBD

eared by SPBD

ation, natural lighting, energy efficiency and sound proofing

Projections Class/Year PP 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

13,464 13,795 13,333 13,780 15,323 14,133 14,544

1 15,843 13,333 13,795 13,333 13,780 15,323 14,133 14,544 -

2 16,966 15,843 13,333 13,795 13,333 13,780 15,323 14,133 14,544 -

3 16,721 16,966 15,843 13,333 13,795 13,333 13,780 15,323 14,133 14,544 -

4 16,751 16,721 16,966 15,843 13,333 13,795 13,333 13,780 15,323 14,133 14,544 -

5 15,773 16,751 16,721 16,966 15,843 13,333 13,795 13,333 13,780 15,323 14,133 14,544

Population of Bhutan 0 1 2013 14544 14133 2014 2015 2016 2017 2018 2019 2020 2021 2022

2 15323

3 13780

4 13333

5 13795

6 15,057 15,773 16,751 16,721 16,966 15,843 13,333 13,795 13,333 13,780 15,323 14,133

7 14,359 15,057 15,773 16,751 16,721 16,966 15,843 13,333 13,795 13,333 13,780 15,323

8 13,528 14,359 15,057 15,773 16,751 16,721 16,966 15,843 13,333 13,795 13,333 13,780

9 12,408 13,528 14,359 15,057 15,773 16,751 16,721 16,966 15,843 13,333 13,795 13,333

10 10,533 12,408 13,528 14,359 15,057 15,773 16,751 16,721 16,966 15,843 13,333 13,795

11 7,386 4,213 4,963 5,411 5,744 6,023 6,309 6,700 6,688 6,786 6,337 5,386

12 7,858 7,386 4,213 4,963 5,411 5,744 6,023 6,309 6,700 6,688 6,786 6,337

Costing for PD Based on 80 hours PD per teacher Brokem up into SBIP, CBIP, DBIP

Class/Year PP 2012 13,464 2013 4,500 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023

1 15,843 13,464 4,500 -

2 16,966 15,843 13,464 4,500 -

3 16,721 16,966 15,843 13,464 4,500 -

4 16,751 16,721 16,966 15,843 13,464 4,500 -

5 15,773 16,751 16,721 16,966 15,843 13,464 4,500 -

6 15,057 15,773 16,751 16,721 16,966 15,843 13,464 4,500 -

7 14,359 15,057 15,773 16,751 16,721 16,966 15,843 13,464 4,500 -

8 13,528 14,359 15,057 15,773 16,751 16,721 16,966 15,843 13,464 4,500 -

9 12,408 13,528 14,359 15,057 15,773 16,751 16,721 16,966 15,843 13,464 4,500 -

10 10,533 12,408 13,528 14,359 15,057 15,773 16,751 16,721 16,966 15,843 13,464 4,500

11 7,386 4,213 4,963 5,411 5,744 6,023 6,309 6,700 6,688 6,786 6,337 5,386

12 7,858 7,386 4,213 4,963 5,411 5,744 6,023 6,309 6,700 6,688 6,786 6,337