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Published by: Policy and Planning Division Ministry of Education Royal Government of Bhutan Telephone: Fax: +975-2-325816, 334307 +975-2-325183
Copyright 2011 Policy and Planning Division, Ministry of Education All rights reserved. No part of this publication may be reproduced in any form without prior permission from the Policy and Planning Division, Ministry of Education.
First Edition
1988 2011
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ACKNOWLEDGEMENT
We would like to take this opportunity to thank Honble Secretary and the Management Committee of the MoE for their valuable inputs in improving the AES report. The Policy and Planning Division, MoE is greatly indebted to the National Statistics Bureau, MoLHR, MoF, RUB, MoA, Dratshang Lhentshog, WFP and also the Departments and Divisions within the Ministry, for their support in bringing out this report. This support has enabled the publication of increasingly more relevant, accurate and timely information on education in Bhutan. We would like to thank all the Principals and teachers of the schools, who were the main contributors providing the required school data, and the Dzongkhag Education Officers, who helped to ensure that the data provided were accurate and timely. Lastly we would like to congratulate and thank our ICT team for enabling the automation of education statistics through the Education Management Information System which has become fully functional this year. We hope that the institution of the EMIS and new system of reporting information will make it easier and more convenient for all stakeholders and especially the schools who are ultimately responsible for ensuring that accurate and timely data is reported. We also solicit our readers valuable comments and suggestions to help improve our AES in the future.
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TABLE OF CONTENTS
ACKNOWLEDGEMENT.............................................................................................................................III TABLE OF CONTENTS.............................................................................................................................. IV LIST OF FIGURES. .................................................................................................................................... VI LIST OF TABLES....................................................................................................................................... VII ACRONYMS, ABBREVIATIONS AND GLOSSARY.................................................................................... X SUMMARY OF EDUCATION STATISTICS 2011.........................................................................................1 AT A GLANCE. ........................................................................................................................................ 4-5 Table I: Education Indicators at a glance...........................................................................................6 Table II: EFA INDICATORS.......................................................................................................................6 Table III: MDG INDICATORS . .................................................................................................................7 Table IV:OTHERINDICATORS. ..................................................................................................................7 ANNUAL EDUCATION STATISTICS (AES). ................................................................................................8 The Annual School Census..................................................................................................................8 Selection of Indicators .......................................................................................................................9 COMMON INDICATORS............................................................................................................................9 1. THE EDUCATION SYSTEM..................................................................................................................12 1.1. Introduction..................................................................................................................................12 1.2. Education Structure......................................................................................................................12 1.2.1. General education structure.............................................................................................14 1.2.2. Schools in General Education............................................................................................15 1.3 General Education Curriculum.......................................................................................................15 1.4 Education Administration..............................................................................................................15 2. STATUS OF EDUCATION IN 2011................................................................................................. 16-17 2.1. Enrolment, Schools and Teachers at the National Level...............................................................18 2.1.1. Enrolment..........................................................................................................................18 2.2 Schools and Institutes....................................................................................................................18 2.2.1. Extended Classroom..........................................................................................................21 2.2.2. Early Childhood Care and Development............................................................................20 The following map shows the coverage of ECCD centres as of March 2011...............................21 2.2.3 Community Primary Schools..............................................................................................21 2.3 Schools and Enrolment by Location...............................................................................................21 2.4. Non Formal Education..................................................................................................................22 2.5. Continuing Education Programme................................................................................................23 2.6. Teachers........................................................................................................................................23 2.7. The status of Education provision in the Dzongkhags..................................................................23 2.7.1. Provision of Education by Dzongkhag. ...............................................................................23 2.7.2. Teachers in the Dzongkhags..............................................................................................25 3. 2.8 School feeding Programme. ...........................................................................................................26 ENROLMENT IN THE GENERAL EDUCATION PROGRAM................................................................27 3.1. Pre-Primary and Primary Education.............................................................................................27 3.2. Primary Net and Gross Enrolment Ratio (GPER and NPER)..........................................................30 3.3. Trends in Primary Education 2006-2011.......................................................................................32 3.4 Efficiency indicators.......................................................................................................................34
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3.4.1. Promotees, Repeaters and Drop-outs................................................................................... 3.4.2. Fast Track Promotion of Over-aged Students....................................................................36 3.4.3. Completion rates...............................................................................................................38
Looking Ahead.............................................................................................................................42 4. SECONDARY EDUCATION (VII-XII).....................................................................................................43 4.1 Lower and Middle Secondary Education (VII-X)............................................................................43 4.1.1. Internal efficiency measures.............................................................................................46 4.2 Higher Secondary Education (XI-XII)..............................................................................................48 5. Girls Enrolment.....................................................................................................................50 5.1 Current Situation of Girls participation in education. ............................................................50 5.2 Girls participation in education by Dzongkhags....................................................................52 5.3. Girls enrolment in HSS and tertiary education....................................................................53 5.4. Gender Parity Index............................................................................................................54 6. EXAMINATION RESULTS..............................................................................................................56 6.1 Class X Examinations.............................................................................................................56 6.2. Class XII Examination............................................................................................................57 7. TEACHERS. .........................................................................................................................................58 7.1 Teacher strength............................................................................................................................58 7.1.1 Proportion of Non-Bhutanese Teachers.............................................................................59 7.2 Teacher education.........................................................................................................................60 7.2.1 Pre-service training............................................................................................................60 7.2.2 In-Service training..............................................................................................................61 7.3 Academic profile of teachers.........................................................................................................62 8. Student- Teacher Ratio and class-sizes...............................................................................64 8.1 Student-Teacher Ratio...................................................................................................................64 8.2 Class size........................................................................................................................................69 9. EDUCATION FACILITIES.....................................................................................................................71 9.1 The Water Situation in Schools......................................................................................................71 9.2 Provision of classrooms, laboratories and computers in schools..................................................72 9.2.1. Laboratories in schools......................................................................................................73 9.2.2. Computers in schools........................................................................................................74 9.3 Electricity, telephone and internet connectivity..........................................................................75 10. NON-FORMAL, CONTINUING AND SPECIAL EDUCATION..........................................................79 10.1 Non Formal Education.................................................................................................................79 10.2 Continuing Education. ..................................................................................................................80 10.3 Special Education.........................................................................................................................81 10.4 Sanskrit Patshala..........................................................................................................................82 11. TERTIARY, VOCATIONAL, INTERNATIONAL AND MONASTIC EDUCATION.................................83 11.1 Tertiary education........................................................................................................................83 11.2 Vocational education...................................................................................................................83 11.3 Students Abroad..........................................................................................................................84 11.3.1 Primary and secondary education...................................................................................84 11.3.2 Tertiary education............................................................................................................84 11.4. Monastic Education..................................................................................................................85 12. FINANCING OF EDUCATION.............................................................................................................87
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12.1 Free services and sharing of costs...............................................................................................87 12.2 Annual budget.............................................................................................................................87 12.3 Per head costs.............................................................................................................................92 ADDITIONAL statistical TABLES........................................................................................................93 ANNEXURES. .........................................................................................................................................110 Annex 1. New and Upgraded schools in Bhutan in 2011...................................................................112 Annex 2. Comparative enrolment......................................................................................................114 Annex 3. Comparative dropouts and repeaters.................................................................................115 Annex 4. Organization of the MoE Headquarters..............................................................................116 Annex 4.1 Organizational Structure, Ministry of Education......................................................117 Annex 5. WFP-support.......................................................................................................................120
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LIST OF FIGURES
Figure Ia: Summary of Schools, Institutes and Centres............................................................................................ 1 Figure Ib: Summary of Students, Learners, Trainees and Novitiates........................................................................ 2 Figure Ic: Summary of Teachers, Lecturers, Instructors, Trainers & Caregivers........................................................ 3 Figure 1.1 Growth in the number of Schools and Institutes................................................................................... 13 Figure 1.2 Growth in the number of enrolments in Schools and Institutes........................................................... 13 Figure 1.3 General education structure.................................................................................................................. 14 Figure 1.4 General Education curriculum PP-XII..................................................................................................... 16 Figure 2.1 Total School enrolment by Dzongkhag in Private and Public school, 2011............................................ 24 Figure 2.2 Primary enrolment (PP-VI) by Dzongkhag, March 2011........................................................................ 24 Figure 2.3 Secondary enrolment (Class VII XII) by Dzongkhag, March 2011........................................................ 25 Figure 2.4 Teachers per school type, March 2011.................................................................................................. 25 Figure 3.1 Pre-primary enrolments by age, March 2011........................................................................................ 28 Figure 3.2 Survival to the grade V and grade X. ...................................................................................................... 32 Figure 3.3 Primary enrolment, NER........................................................................................................................ 32 Figure 3.4 Net enrolment ratios since 1998........................................................................................................... 33 Figure 3.5 Repetition and dropout rate for class PP-X since 2002.......................................................................... 35 Figure 3.6 Repetition and dropout rate by class..................................................................................................... 35 Figure 3.7 Primary enrolments (PP-VI)................................................................................................................... 36 Figure 3.8 Primary Repetition and Dropout rate by class and gender.................................................................... 37 Figure 3.9 Primary and Basic completion rates since 2006.................................................................................... 39 Figure 3.10 Division of primary aged Children (6-12 yrs)....................................................................................... 40 Figure 4.1 Trends on survival to grade X. ................................................................................................................ 44 Figure 4.2 Trends on survival to grade X. ................................................................................................................ 45 Figure 4.3 Repetition and Dropout rate by class and gender................................................................................. 45 Figure 4.4 Enrolment trend in class XI and XII since 2004...................................................................................... 48 Figure 4.5 Division of streams in the Public and Private Higher Secondary School................................................ 49 Figure 5.1 Girls participation in the Public Secondary Education since 2003......................................................... 51 Figure 5.2 GPI by Dzongkhag, BMIS 2010............................................................................................................... 55 Figure 6.1 Class X passed trend since 2000............................................................................................................ 56 Figure 6.2 Class X detailed results, 2010................................................................................................................ 57 Figure 6.3 Class XII passed trend since 2002.......................................................................................................... 57 Figure 7.1Proportion of Bhutanese and non Bhutanese teachers (2002-2011)..................................................... 59 Figure 8.1eacher-pupil ratio by Dzongkhag below and above mean..................................................................... 64 Figure 8.2 Student-Teacher Ratio by Dzongkhag above and below 24................................................................... 65 Figure 8.3 Division of Student-teacher ratio........................................................................................................... 66 Figure 8.4 Student-Teacher Ratio since 2004 by level of school. ............................................................................ 68 Figure 9.1 Total Student per class........................................................................................................................... 73
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LIST OF TABLES
Table 2.1 Enrolment per school level & type, March 2011. .................................................................................... 18 Table 2.2 School and enrolment by categorization, 2011. ...................................................................................... 22 Table 2.3 Changes in teacher numbers per school 2004-2011............................................................................... 23 Table 2.4 School feeding in 2011, WFP-support and Government stipend............................................................ 26 Table 3.1 Gross or Apparent Intake Ratio (AIR) 2006-2011.................................................................................... 28 Table 3.2 New admissions in PP 2004-2011........................................................................................................... 29 Table 3.3: Enrolment in Primary Education, 2004-2011......................................................................................... 29 Table 3.4 Primary enrolment by age. ...................................................................................................................... 29 Table 3.5 Enrolment Ratios since 2008................................................................................................................... 30 Table 3.6 Net attendance ratio by Dzongkhag, BMIS 2010. .................................................................................... 31 Table 3.7 NPER and GPER 2006-2011..................................................................................................................... 34 Table 3.8 Details on drop-outs and repeaters 2010-2011...................................................................................... 38 Table 4.1 Enrolment in class VII-X since 2002. ........................................................................................................ 44 Table 4.2 Survivors to the grade 2005-2010 (both sexes, boys, girls). .................................................................... 46 Table 4.3 NER and GER for Higher Secondary Schools........................................................................................... 49 Table 4.4 Transition rate......................................................................................................................................... 49 Table 5.1 Percentage-wise girls enrolment per level and type of school, March 2011.......................................... 51 Table 5.2 Girls enrolment by type/level of school, March 2011............................................................................ 52 Table 5.3 Girls enrolment by category and Dzongkhag, March 2011.................................................................... 53 Table 5.4 Girls enrolment in class X and class XI public and private schools 2003- 2011...................................... 54 Table 7.1 Teacher strength March 2011................................................................................................................. 58 Table 7.2 Teacher strength 2008-2011................................................................................................................... 59 Table 7.3 Enrolment in the Colleges of Education 2004-2011................................................................................ 60 Table 7.4 Number of teachers who have been awarded with various Degrees 2010............................................ 61 Table 7.5 In-service Workshops.............................................................................................................................. 61 Table 7.6 Number of Teachers who have upgraded their Qualification ................................................................ 62 Table 7.7 Distance education 2003-2011............................................................................................................... 62 Table 7.8 Number of trained teachers by degree, March 2011.............................................................................. 63 Table 8.1 Student Teacher ratio in schools per location March 2011..................................................................... 64 Table 8.2 Number of schools with different STR by different level. ........................................................................ 66 Table 8.3 Target T: P ratio reached per Dzongkhag, March 2011........................................................................... 67 Table 8.4 Student-Teacher Ratio in Schools per Dzongkhag per type of school 2008-2010................................... 68 Table 8.5 Class size per location per school, March 2011. ...................................................................................... 69 Table 8.6 Schools by Average Class size per Dzongkhag, March 2011.................................................................... 70 Table 9.1 Water situation in the schools, March 2011........................................................................................... 71 Table 9.2: Student-tap stand ratio by Dzongkhag for schools with tap stands, March 2011.................................. 72 Table 9.3 Laboratory by level of school, public schools, March 2011.................................................................... 73 Table 9.4 Computers in the schools, March 2011.................................................................................................. 74 Table 9.5: Electricity connectivity, per level, March 2011...................................................................................... 75 Table 9.6: Schools with working landline phone, per category, March 2011......................................................... 76 Table 10.1 Number of NFE centres and Enrolments as of March 2011.................................................................. 77 Table 10.2 Enrolment in Continuing Education, March 2011................................................................................. 80 Table 10.3 Enrolment in Continuing Education since 2006.................................................................................... 81 Table 10.4 Enrolment in Special Education Institute, March 2011......................................................................... 82 Table 11.1 Staff and Students in the Royal University of Bhutan academic year 2011.......................................... 83 Table 11.2 Staff and students in Vocational Training Institutes academic year 2009............................................. 84 Table 12.1 Bhutanese Undergraduate students abroad with RGOB Scholarships, 2011........................................ 84 Table 11.4 Bhutanese privately funded Tertiary Education students abroad, 2011.............................................. 85
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Table 11.5 Enrolment in monastic schools administered by the central monastic body, 2011.............................. 86 Table 12.1 Annual Budget Education Sectors 2010-2011 (in Million Nu.).............................................................. 88 Table 12.2(b). Top 5 Utilizers of Budget.................................................................................................................. 91 Table 12.2(c). Top 5 under Utilizers of Budget........................................................................................................ 91 Table 12.3: Estimated cost per student, May 2010................................................................................................ 92 Additional Statistical Tables............................................................................................................................... Table A1.1 Enrolment of students per Dzongkhag per type of School 2011.......................................................... 94 Table A1.2 Enrolment of students per Dzongkhag by level 2009-2011.................................................................. 94 Table A1.3 PP-VI enrolment by Dzongkhag............................................................................................................ 95 Table A1.4 VII-X enrolment by Dzongkhag............................................................................................................. 95 Table A1.5 Total (PP-XII) enrolment by Dzongkhag................................................................................................. 96 Table A1.6 Enrolment in Class XI and XII, 2014-2011................................................................................................. Table A1.7 Enrolment in class XI-XII per stream, 2011............................................................................................... Table A2.1 Public and Private Schools per Dzongkhag 2011.................................................................................. 97 Table A2.2 Electricity, Phone and internet connectivity by dzongkhag.................................................................. 97 Table A3.1 Public and Private Teachers per Dzongkhag 2011. ................................................................................ 98 Table A3.2 Teachers in Bhutan in 2011 per school type per Dzongkhag................................................................ 98 Table A3.3 Proportion of Non-Bhutanese teachers 2002-2011.............................................................................. 99 Table A3.4 Teachers qualification in public and private school, March 2011......................................................... 99 Table A3.5 Numbers of teachers by academic qualification, March 2011. ............................................................. 99 Table A4.1 Student-Teachers Ratio in Schools per Dzongkhag per type of school 2009-2011............................. 100 Table A4.2 Promotion, Repeater and Dropout rates, 2002-2011........................................................................ 100 Table A4.3 Dropout rates, 2003-2011................................................................................................................. 100 Table A4.4 Repetition rates, 2003-2011............................................................................................................. 101 Table A4.5 Class X results , 2010. .......................................................................................................................... 101 Table A4.6 Class XII results , 2010. ........................................................................................................................ 101 Table A4.7 Survival rate to grade 5, 2006-2010.................................................................................................... 101 Table A4.8 Survival rate to grade 10, 2006-2010.................................................................................................. 101 Table A4.9 Net Enrolment rate since 2007........................................................................................................... 102 Table A4.10 Pre-Primary enrolment by Age......................................................................................................... 102 Table A4.11 Details on the 6-12 years old children since 2009............................................................................ 102 Table A4.12 Completion Rate for Primary and Basic education........................................................................... 103 Table A4.13 Coefficient of internal efficiency for basic education. ....................................................................... 103 Table A4.14 Number of schools by class size by dzongkhag................................................................................. 104 Table A4.15 Right age, underage and overage details by class 2011.................................................................... 104 Table A4.16 Aged-specific enrolment rates by class, 2011................................................................................... 105 Table A5.1 Enrolment of girls primary and secondary education 2002-2011...................................................... 106 Table A5.2 Growth in the Girls enrolment in the Public Secondary School (VII-XII)............................................. 106 Table A6.1 Literate women aged 15-24 by Dzongkhag......................................................................................... 107 Table A6.2 Primary school attendance, BMIS (Bhutan Multiple Indicator Cluster Survey) 2010. ......................... 108 Table A6.3 Secondary school attendance, BMIS 2010.......................................................................................... 109 Schools established in 2011................................................................................................................................. 112 Schools Upgraded in 2011.................................................................................................................................... 112 Schools Downgraded in 2011............................................................................................................................... 112 ECRs Closed in 2011............................................................................................................................................. 112 School Name change in 2011............................................................................................................................... 112 Extended Classroom established in 2011............................................................................................................. 113
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IA ICSE ISE LSS MDG M.Ed MoE MoF MoLHR MSS NBER NER NFCED NFE NGO NIVI NIZC NIR NPER NSB NWAB PCR PGCE PGDE PHCB PLC PP PPD PS PTC PTR RCS RGoB RUB SCD SD SDG SLCD SLD SPBD SPS STR TIZC UPE VTI WFP
Internal Audit Indian Certificate for Secondary Education Indian Secondary Examination Certificate Lower Secondary School Millennium Development Goal Masters in Education Ministry of Education Ministry of Finance Ministry of Labour and Human Resource Middle Secondary School Net Basic Enrolment Ratio Net Enrolment Ratio Non Formal and Continuing Education Division Non-Formal Education Non-governmental Organization National Institute for Visually Impaired National Institute of Zorig Chusum Net Intake Ratio Net Primary Enrolment Ratio National Statistics Bureau National Womens Association of Bhutan Primary Completion Rate Post Graduate Certificate in Education Post Graduate Diploma in Education Population and Housing Census of Bhutan Post Learning Course Pre-Primary Policy and Planning Division Primary School Primary Teaching Certificate Pupil Teacher Ratio Resource Centre Services Royal Government of Bhutan Royal University of Bhutan Scouts and Culture Division Scholarship Division SAARC Development Goals School Liaison and Coordination Division School Library Development School Planning and Building Division School Procurement Services Student-Teacher Ratio Trashiyangtse Institute of Zorig Chusum Universal Primary Education Vocational Training Institute World Food Programme
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YC YIC ZDS ZLT ZTC Abbreviation Ave Bht NBht Mgt N/Bht Nu. Pvt Std T:P Voc. Glossary Dzongkhag Dratshang Lhakhang Dungkhag Dzongdag Geog
Youth Center Youth Information Centre Zhungkha Development Services Zhungkha Language Teachers Zhungkha Teaching Certificate
Average Bhutanese Non-Bhutanese Management Non-Bhutanese Ngultrum Private Student Teacher Pupil Ratio Vocational
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SUMMARY OF EDUCATION
* Private ECCD inclusive of ECCD under NGO, private & Work place ** Special Institutes (7 of these schools are included in the schools under B above). *** This does not include ECRs since the ECRs are under their parent school. **** source: Non formal and Continuing Education Division, DAHE
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81,782 163,731
103,727 108,599
* Bhutanese Student studying in Kalimpong and Darjeeling , the data is collected from the dzongkha lopens in Darjeeling and Kalimpong ** All special needs children enrolled in special institute as well as in formal school *** Private Tertiary enrolment in Royal Thimphu College **** The monastic enrolment reflected under public is from 2011, the enrolment reflected under private is from 2004
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* All teachers in the special institutes including teachers who teaches special needs in 6 formal school
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AT A GLANCE
Figure II: Fact Sheet: Bhutan: Some Education Indicators 2011
Indicators Total population (in 000)* Population 0-14 years (%)* Annual Population Growth Rate (2010)* GDP per capita in Nu, (2010/2011)** GDP (million Nu), (2010/2011)** Human Development Index (HDI) (rank 141 out of 187) Access to safe drinking water 2010**** Life Expectancy at Birth (years) (2010)* Value 708 30 1.8 109,573.5 76241.3 0.522 88.0 69 Indicators Education expenditure as % of government expenditure, (2010/2011) ** Education Expenditure as % of GDP (2010/2011)** EFA Development Index (EDI) Female Teachers (%) at primary level Unemployment rate~~ Children of primary school-age who are outof-school (%) Gross Enrolment Rate (GER) at tertiary level Literacy Rate, 2005~ Value 15.8 6.9 0.850 37 3.1 3.0 11 59.5
Total public educational expenditure per pupil as a % of GDP per capita by level of education, 2008
Tertiary
174
Secondary
46
NER, Primary
Primary
% of girls in Primary
% of girls in Secondary
Tertiary
Primary
Secondary
* Source: Population Projections Bhutan 2005-2030 ** Source: Ministry of Finance *** Source: Human Development Report 2011 **** Source: Annual Health Bulletin, 2011 ~ Source: Socio-Economic and Demographic Indicators 2005 ~~Source: Labour Force Survey, 2011, MoLHR
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GER in secondary level for Female GER in secondary level for Male
Male
Female
Total
Lorenz Curve: Bhutan 7 6 5 Grade 4 3 2 1 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% Female
12 11 10 9 8 7 6 5 4 3 2 1
Grade
0.0%
40.0% Male
60.0%
Equity Line
Male
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GOAL 3: PROMOTE GENDER EQUALITY AND EMPOWER WOMEN Target 4: Eliminate gender disparity in primary and secondary education preferably by 2005, and to all levels of education by 2015 Ratio of girls to boys in primary schools (%) Ratio of girls to boys in secondary schools (%) Ratio of females to males in tertiary institutes (%) 69 % (91) 43 % (91) 12 % (91) 82 % 78 % 41 % 95 % 96 % 53 % 99.5 % 97.2% 54% 99% 101.6% 53.2% 99.4% 103.5% 60.8% 99% 107% 67.3% 100 % 100 % 80 % Achieved On track Needs Attention
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Average study time at Grade Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Average (in years) Male Female Total 1.1 1.1 1.1 1.1 1.1 1.1 1.1 1.0 1.1 1.1 1.1 1.1 1.1 1.1 1.1 1.0 1.0 1.0 1.1 1.1 1.1 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.1 1.0 1.0 12.6 12.5 12.6
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The process is repeated every year to ensure that all education sector stakeholders have access to good quality information about the education sector, and sector programs can be monitored for impact and outcomes. The 2011 School Census has been a highly successful data collection exercise, and has produced a wealth of data for planning, policy making, budgeting, monitoring and evaluation. Selection of Indicators Within the context of planning, monitoring and evaluating the educational objectives and targets set by the Ministry, statistical indicators presented in the book are selected from the array of standard education indicators used internationally to measure educational development. These indicators are also important in the global focus on the monitoring, assessment and development of national level Millennium Development Goals (MDG) and SAARC Development goals (SDG) relating to education. Copies of the AES report are distributed to the Departments and Divisions under the Ministry and the Dzongkhag Education Offices (DEOs) in all Dzongkhags and to all the schools in the country for their planning, monitoring and evaluation purposes. Copies are also sent to the Government Ministries, Departments, development partners and other organizations including NGOs, media, etc. Further additional information is also disseminated to ministries, organizations and individuals as per need. The AES reports are also uploaded on the Education Ministrys website www.education.gov.bt for easy access and wider reach of the stakeholders.
COMMON INDICATORS
Net Primary Enrolment Ratio (NER Primary) Total enrolment in a specific level of education (PP-VI) of the official age-group (6-12years) expressed as a percentage of the corresponding population (6-12 years) in a given school year. In Bhutan Primary education extends from PP-VI corresponding to 6-12 years old. Adjusted NER The enrolment of children in the official primary school age range (6-12 years of age for primary level), in either primary or secondary education levels, expressed as a percentage of the corresponding population. The purpose of adjusted NER is to measure progress towards universal primary education, for example, adjusted primary NER is calculated on the basis of the percentage of children in the official primary school age range who are enrolled in either primary or secondary education. Net Attendance Ratio (NAR) This indicator is derived from the Bhutan Multiple Indicator Survey (BMIS). It is the analogous to NER, which is derived from administrative data sources, and is called Net Attendance Rate as the survey questionnaire asks if the respondent attended school at any time in the current year.
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Total enrolment in a specific level of education (PP-VI) of the official age-group (6-12years) expressed as a percentage of the corresponding population (6-12 years) in a given school year. Adjusted NAR The enrolment of children in the official primary school age range (6-12 years of age for primary level), in either primary or secondary education levels, expressed as a percentage of the corresponding population. The adjusted NAR is analogous to the adjusted NER and its purpose is to measure progress towards universal primary education, for example, adjusted primary NER is calculated on the basis of the percentage of children in the official primary school age range who are enrolled in either primary or secondary education. Gross Primary Enrolment Ratio Total enrolment in a specific level of education (PP-VI), regardless of age, expressed as a percentage of the official school-age population (6-12 years) corresponding to the same level of education in a given school-year. Apparent Intake Ratio Total number of new entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary school-entrance age (6years) Net Intake Ratio New entrants in the first grade of primary education, who are of the official primary school-entrance age (6 years), expressed as a percentage of the population of the same age. Transition Rate The number of pupils (or students) admitted to the first grade of a higher level of education, in a given year, expressed as a percentage of the number of pupils (or students) enrolled in the final grade of the lower level of education in the previous year. Repetition Rate by grade The number of repeaters in the given grade in a given year, expressed as a percentage of the total enrolment in the same grade in the previous year. Survival Rates by Grade Percentage of a cohort of pupils (or students) enrolled in the first grade of a given level or cycle of education in a given school-year, who are expected to reach successive grades. Coefficient of Efficiency The ideal (optimal) number of pupil-years required (i.e. in the absence of repetition and drop-out) to produce a number of graduates from a given school-cohort for a cycle or level of education expressed Page 10
as a percentage of the actual number of pupil-years spent to produce the same number of graduates. Input-output ratio, which is the reciprocal of the coefficient of efficiency, is often used as an alternative. One school-year spent in a grade by a pupil is counted as one pupil-year. Internal Efficiency of a primary education system The internal efficiency of the primary education system can be defined as the ratio of ideal number of pupil-years to be used by a student and the actual number of pupil-years spent, on average, to compete the primary level. Percentage of Repeaters in primary education Number of repeaters, in the primary education in a given year, expressed as a percentage of the total enrolment at the same level, in the same year. Student-Teacher Ratio The average number of pupils per teacher at a specific level of education, in a given school-year. Teachers are defined as persons whose professional activity involves the transmission of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution Percentage of Private Enrolment Enrolment in private educational institutions at a given level of education, expressed as a percentage of total enrolment at the same level. Here Private means, all educational institutions not operated by a public authority, whether or not they receive financial support from such authorities. Percentage of teaching Staff in Private Educational Institutions The number of teachers in private educational institutions at a given level of education, expressed as a percentage of the total teaching staff in all types of institutions at the same level of education. Here Private means, all educational institutions not operated by a public authority, whether or not they receive financial support from such authorities. Education Development Index (EDI) It is a composite index aimed at measuring overall progress towards EFA. The EDI incorporates quantifiable EFA goals with four indicators: (i) (ii) (iii) (iv) Adjusted net enrolment ratio, Adult literacy rate, Gender parity and Survival rate to grade 5.
Its value is the arithmetic mean of the observed values of the above four indicators.
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1.INTRODUCTION
The Annual Education Statistics report provides a quantitative overview of the current state of the education system, summarizing information on general school-based, monastic, non-formal, continuing, vocational, tertiary and monastic education within Bhutan and to some extent information on Bhutanese students studying outside Bhutan. In addition to information on the academic year 2011, some historical comparisons are included. Chapter one provides a general background on the education system in Bhutan, while Chapter 2 contains an overview of the status of education in 2011. Chapters 3 to 10 present more detailed information on the elements of the education system that are under the jurisdiction of the Ministry of Education. The chapters focus, respectively, on enrolment, exam results, teachers, quality indicators, facilities in the schools and non-formal, continuing and special education. Chapter 11 presents some basic information on education outside the jurisdiction of the Ministry of Education, viz. monastic, vocational, tertiary, and students studying outside the country. Chapter 12 provides some financial information pertaining to the Education Sector. Chapter 13 contains all the Statistical tables. The appendices contain detailed information on enrolment, teachers and the school feeding programme.
730 670 610 550 490 430 370 310 250 190 130 70 10
98 11 1961 1971
1981
1992
2002
2008
2011
At the same time the expansion of the education system has been accompanied by rapid growth in the enrolment of students as a result of the Royal governments commitment to education. From about 400 students in the early 60s, total enrolment has increased in all levels of formal education and tertiary institutes in Bhutan to 182,462 as of March 2011, reflecting a growth of about 11% since the start of the 10th Five Year Plan in 2008. Among the factors responsible for the increasing enrolment are increased awareness about the value of education among the parents and the governments policy of ensuring that all children are able to complete primary education within their geogs. Fig. 1.2 shows the progressive increase in enrolment in schools and institutes since the 1st Five Year Plan
Figure 1.2 Growth in the number of enrolments in Schools and Institutes
200000 180000 160000 140000 120000 100000 80000 60000 40000 20000 0 400 1961 11610 1971 1981 1992 2002 2008 2011 37682 57370 126379 157474
182462
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For those who could not attend or complete general or monastic education, basic literacy courses are offered all over the country in non-formal education centers. Since 2006, the Ministry of Education in collaboration with private higher secondary schools, has initiated a continuing education programme, to allow school drop outs the opportunity to upgrade their qualifications. 1.2.1. General education structure The school-based education structure in Bhutan comprises of 11 years of free basic education from classes PP to X, divided into 7 years of primary education (PP-VI), which starts at the age of 6, and 4 years of Secondary Education (VII-X). At the end of the cycle (Class X) there is a national board examination, Bhutan Certificate for Secondary Education (BCSE). Beyond class X, students either continue their general education in classes XI and XII in Higher Secondary schools or join the vocational training institutes or enter the labour market based on the students performance in the board examinations (BCSE). Students who do not qualify for government funded education attends private higher secondary schools in Bhutan or abroad and vocational courses organized by private training institutes. The duration of vocational training in both government and private institutes vary depending upon the type of course. After completing class XII (public and private), graduates either continue their studies in the tertiary level under one of the institutes under the Royal University of Bhutan (RUB) for a diploma or a bachelors degree, or enter the job market. Selection for the RUB is based upon BHSEC results. A limited number of students are selected for government scholarships for professional studies abroad, while others fund themselves to tertiary education institutes abroad. Some graduates from the Vocational Training Institutes are selected to continue education at the tertiary level. Figure 1.3 gives a schematic overview of the general education structure in Bhutan.
Figure 1.3 General education structure
General Eduaction Structure in Bhutan
Level Age ( in
years) Class Education System School/Tertiary Education System Public 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 4th Yr 3rd Yr 2nd Yr 1st Yr XII XI IX VIII VII VI V IV III II I PP Day Care Day Care Day Care Private Continuing Education voc. Edu. System NFE Labour Market
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Pre-School (ECCD)
Primary Level
Secondary Level
Tertiary
Level
1.2.2. Schools in General Education At the primary education level a school is either called a primary school or a community primary school. Both schools offer, in principle, seven years of education, from PP to VI. As of the 10th Plan, and in order to reach the smallest population catchment areas, extended classrooms (ECRs) have also been established. Extended Classrooms are extensions of primary schools in remote and scattered settlements, established with the intention of bringing education closer to communities and reducing walking distances for very young children. At the secondary level, the classification of a school depends on the final class that is taught. Schools that have Class VIII as their final class, are called Lower Secondary, while schools that have Class X or XII as their terminal classes are called Middle Secondary and Higher Secondary Schools respectively.
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Subjects PP I Dzongkha Rigzhung Language English English Literature Mathematics Mathematics Business Mathematics Science Physics Science and Chemistry Biology Technology Computer applications Computer Science Environmental Studies Social Studies History Human Society and Geography Commercial Studies Environment Commerce Accounting Economics Creative and Visual Arts and Craft Songs, Dances, Music Practical Arts Health, Physical Health and Population Studies Education and Games and Sports Moral and Value Education Personal Scouts Development Agriculture and Social Forestry Socially useful and SUPW Productive work Basic Vocational Skills
Area
Learning areas with specific subjects and periods set in the time table Learning areas addressed in co-curricular programmes, school organisations or integrated in the subject areas
The MoE is responsible for policy planning, curriculum development and administration of Basic (Primary up to Middle secondary), Higher Secondary and Non Formal and Continuing Education. It is also responsible for ex-country tertiary level scholarships, and the design and implementation of Higher Education Policy. This includes liaising with institutions at that level, such as the RUB. The organizational structure of the MoE is presented in the appendices. The Dzongkhag Administrations are entrusted with a range of responsibilities in the education sector, both formal and non formal education, school construction and maintenance, supply of teaching learning materials, deployment of teachers within the Dzongkhag and implementation of national policies. These responsibilities are carried out by Dzongkhag Education Officers (DEOs), and Assistant DEOs, all of whom report both to the Dzongdag and the Ministry of Education. The MoLHR is responsible for vocational training after class X and the Royal University of Bhutan (RUB) is responsible for planning, curriculum development and administration of the eleven tertiary institutions responsible for the provision of public education after class XII.
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2.1.1. Enrolment
The total enrolment figures for Bhutan in March 2011 are presented in table 2.0. This includes enrolment in all Bhutanese educational institutes as well as Bhutanese students studying outside Bhutan. Although, the data on monastic enrolment and students studying outside the country is not comprehensive, this gives a good indicative overview.
Table 2.1 Estimated Enrolment per school level & type, March 2011
Public ECCD centre Primary (PP-VI) Lower & Middle Secondary (VII-X) Higher Secondary (XI-XII) School Students in India* Special Institutes** Tertiary Students under RUB Tertiary Students in India Tertiary Students Abroad ^ Vocational Students ^^ NFE learners~ Monastic Students ~~ Total 296 5384 376 232 706 12968 7240 191416 5149 20802 861 3391 84 483 108048 48452 7231 Private 1037 3125 382 6709 172 Total 1,520 111,173 48,834 13,940 172 296 6,245 3,767 316 706 12,968 12,389 212,326
* The information on the School students India is based upon information given by the Dzongkha Lopens in Kalimpong and Darjeeling. Since sizeable amount of students are enrolled in these places. We do not collect school children in other parts of India ** The special institutes are the Sanskrit Patshala and the National Institute for Visually Impaired (NIVI). Special Students in the formal schools are reflected under the general students since these students participate in regular education ^The figures for tertiary students abroad are based upon administrative information with the scholarship divisions, DAHE, for students on scholarship and tertiary Education Division for the tertiary students upon the membership of the Bhutanese Students Association in India
and abroad. As the information on students studying abroad without government support is based on a secondary source of data, Its not comprehensive or complete ^^ Information on Vocational institutes and the Royal University is from the 2010/2011 academic year, which runs from July 2010 to June 2011 ~ The information on the NFE learners has been collected by the NFE division of the MoE. ~~ Information about the Monastic education has been collected by the Central Monastic Body. The enrolment reflected under public is data collected in 2007. The enrolment reflected under private monasteries is from 2004
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Map showing number of Schools, ECRs, Enrolment and Teachers by Dzongkhag, 2011
Gasa
S: 4 E: 1 T: 51 Enl: 664
Lhuentse
Punakha
Bumth
S: 19 E: 2 T: 219 Enl: 4,412
ang
Paro
S: 41 E: 2 T: 1.179 Enl: 25,259
Thimphu
Trashi yangtse
S: 30 E: 0 T: 259 Enl: 5,307
Haa
S: 27 E: 5 T: 349 Enl: 7,709 S: 24 E: 1 T: 218 Enl: 3,405
Wangduephodrang
Trongsa
Mongar
S: 51 E: 6 T: 465 Enl: 10,169
Trashigang
S: 60 E: 11 T: 578 Enl: 12,773
Samtse
S: 42 E: 5 T: 687 Enl: 17,060 S: 23 E: 7 T: 252 Enl: 17,060
Dagana
Sarpang
S: 23 E: 3 T: 439 Enl: 11,267 S: 14 E: 3 T: 219 Enl: 3,892
Zhemgang
S: 32 E: 1 T: 255 Enl: 5,582
Chhukha
Tsirang
Pemagatshel
S: 31 E: 7 T: 301 Enl: 6,428
Samdrup Jongk
S: 27 E: 4 T: 360 Enl: 9,151
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Page 20
The following map shows the coverage of ECCD centres as of March 2011 ECCD Coverage as of 2011
2.2.3 Community Primary Schools Over the years, the Ministry of Education has been able to enhance access to education for population groups living in the rural and remote parts of the country through the establishment of community primary schools. A community primary school is a primary school that caters to a specific community, which can be a village or a cluster of defined villages. With the change in government policy regarding woola in 2008, CPS and PS are, to all intents and purposes, exactly the same. The average enrolment in a Community Primary School (CPS) is 111 students. There are 266 such community primary schools. Over the years several CPSs have been upgraded to Lower Middle and Higher Secondary Schools.
Extended Classrooms Community Primary Schools Primary Schools Lower Secondary Schools Middle Secondary Schools Higher Secondary Schools Total
29 0.0% 642 0.4% 9344 5.4% 20997 12.1% 17905 10.3% 19755 11.4% 68672 39.5%
254 0.1% 805 0.5% 1893 1.1% 3430 2.0% 1842 1.1% 3634 2.1% 11858
127 0.1% 5,452 2,483 1.4% 7,650 4.4% 7.6% 4,753 2.7% 33753
38 5.8%
1,182 0.7%
976 0.6% 7,283 4.2% 2,768 1.6% 3,750 2.2% 386 0.2% 120 0.1% 15283
302 0.2% 4,154 2.4% 2,657 1.5% 3,141 1.8% 1,002 0.6% 0 0.0% 11256 6.5%
2870 1.6% 29569 17.0% 22510 12.9% 50520 29.0% 39679 22.8% 28799 16.6%
97 11,233 19 2.9% 4.8% 9 1.4% 1 0.2% 3,225 1.9% 6.6% 5,256 3.0% 537 0.3%
3.1% 14.9%
6.5% 12.2%
31 11,552
21 13,288
195 32985
0.1% 15.1%
6.8% 14.5%
8.8% 14.0%
It is also apparent from the table above that most of the CPSs are in the remote areas of the country, generally lacking communication and access facilities, while most Secondary Schools are in larger and better connected areas. Over 26% of primary school students are currently enrolled in CPSs. A little over 75% of these students around 22,677 students - are enrolled in 223 schools classified as remote, very remote or difficult. Without CPSs, these students would otherwise have had to either walk long distances or be enrolled in boarding schools to access education.
2.6. Teachers
There were 9,717 teachers and Instructors excluding monastic teachers as of March 2011. The table 2.3 shows the steady increase in the teaching cadre over the last six years for both public and private schools. The growth in teacher numbers across all levels of schools in 2011 shows the even spread of new establishments and upgradation across all levels.
Table 2.3 Changes in teacher numbers per school 2004-2011
ECR 2011 2010 2009 2008 2007 2006 2005 2004 116 CPS % gr -0.4% 7% 84% 12% 5% 8% 11% 19% 1380 1384 1288 1000 892 852 786 707 999 1021 1053 922 905 790 767 752 PS Teachers % gr -3.2% -3% 41% 2% 15% 3% 2% 7% LSS 2002 1899 1835 1691 1627 1643 1477 1461 5.4% 3% -30% 4% -1% 11% 1% 5% MSS 1654 1433 1301 1177 1093 748 721 729 15.4% 10% 467% 8% 46% 4% -1% 17% HSS % gr 5.4% 12% 24.7% 12% 43% 8% 25% -6% 1402 1330 1191 955 854 596 551 440 Total Teachers 7553 7067 6668 5745 5371 4629 4302 4089
Teachers Teachers
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Enrolment by ownership by Dzongkhag Figure 2.1 Total School enrolment by Dzongkhag in Private and Public school, 2011
20000 15000 10000 5000 0 Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro Pema.G Punakha Samdrup.J Samtse Sarpang
Thimphu
T/Gang
T/Yangtse
Trongsa
Tsirang
Wangdue
ECR
Public
Private
Most Dzongkhags have middle and higher secondary schools with boarding facilities to provide education at these levels to students who do not have access to Secondary Schools within their own locality. However urban Dzongkhags/Dungkhags like Thimphu, Samtse and Phuentsholing do not have boarding schools at the higher secondary level.
Figure 2.2 Primary enrolment (PP-VI) by Dzongkhag, March 2011
Primary Enrolment (PP-VI) by Dzongkhag
16000 14000 12000 10000 8000 6000 4000 2000 0
Primary enrolment
The above figure gives an0 overview 5559 of the primary enrolment (PP-VI) in each Dzongkhag. Thimphu has the highest enrolment, with 14,666 students or 13% of total primary enrolment in the country,, 1 5559 followed by Samtse and Chukha with 11,436 and 11,119 students respectively, each making up about 10% of the total national primary enrolment.
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Zhemgang
Figure 2.3 Secondary enrolment (Class VII XII) by Dzongkhag, March 2011
Similarly, the figure above shows that Thimphu has the highest number of Secondary students followed by the Chukha and Samtse, corresponding with the fact that these are the most populous Dzongkhags 2.7.2. Teachers in the Dzongkhags The table below shows the teachers per school type per Dzongkhag in Bhutan. More is discussed in the chapters on teachers and quality indicators.
Figure 2.4 Teachers per school type, March 2011
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Receiving WFP No
19,644 2,754 22,398
%
18% 3% 21%
%
4% 11% 15%
4,944 4,944
In the appendix an overview of the WFP-supported schools per Dzongkhag is given. (Annex 5)
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years old children enrolled in the monastery and abroad). As shown in the table, the AIR has exceeded 100% for the last few years, but in 2011, it suddenly showed a decrease in AIR with 99%.
Table 3.1 Gross or Apparent Intake Ratio (AIR) 2006-2011
Class
PP PP PP PP PP PP
Year
2011 2010 2009 2008 2007 2006
Enrolment
15581 17165 17305 16434 16392 16842
Repeaters
911 1130 1055 1192 1127 1257
New Entrants
14670 16035 16250 15242 15265 15585
AIR
The Net Intake Ratio for 2011 is estimated at around 46%. In 2006 it was estimated at 44%. The estimate is based upon the assumption that all 6 year olds in PP are new entrants since the age of the repeaters is unknown. Since the Apparent Intake Ratio has been more than 100% over the last years and this year it is around 99% showing, that a lot of children go to school for the first time when they are older than 6, almost 43% of the PP enrolment are more than 6 years old, 12% are 5 years and below. In 2011, it is estimated that around 46% of the new entrants are 6 years (right age), that is 5% increase since last year. Table 3.2 below shows the new admissions in PP for the last 8 years. Although the enrolment has increased by about 0.9% since 2004, there has been a sudden decrease in PP enrolment this year. This decrease could be because of the establishment of Extended Classrooms (ECRs) in recent years which may have resulted in enrolling most out of school children within the last three years.
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0.8%
Table 3.3 below shows that the total enrolment in primary education has increased by 804 students in 2011 almost half of the last years primary enrolment growth. The enrolment growth rate had increased by about 1% from last year. There has been a notable increase in the primary enrolment with an average annual increase of 2% for the last 8 years.
Table 3.3 Enrolment in Primary Education, 2004-2011
Years
2011 2010 2009 2008 2007 2006 2005 2004
Students Boys
55941 55346 54705 53571 53260 52187 51218 50443
Girls
55232 55023 54137 52529 51207 50005 48656 47406
#
804 1527 2742 1633 2275 2318 2025 3875
%
1% 4% 3% 2% 2% 2% 2% 4% 2%
This increase in primary enrolment has also been accompanied with the enrolment of many underage and overage children in the education system (see table 3.4 for details)
Table 3.4 Primary enrolment by age
Class Right age(in years) Right age enrolment
PP I II III IV V VI 6 7 8 9 10 11 12 44.6% 38.5% 31.8% 28.0% 24.5% 22.6% 20.2%
Overage
43.6% 47.7% 56.2% 61.2% 65.9% 68.9% 71.8%
underage
11.8% 13.8% 12.1% 10.9% 9.7% 8.5% 8.1%
Average
30.0%
59.3%
10.7%
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As can be seen from the above table, there are children who enter school at the age of 12 or more. About 30% of primary enrolment is of right aged, while 70%, that is more than half of the primary enrolment are either over age or under age. (i.e. 59% are overage and 11% are underage)
3.2. Primary Net and Gross Enrolment Ratio (GPER and NPER)
Table 3.5 below presents the key education indicators for access to education, Gross Primary Enrolment Ratio (GPER) and Net Primary Enrolment Ratio (NPER). These are calculated based on the Projection of Population and Housing Census 2005. Both Gross and Net, are based on the number of pupils formally registered, usually surveyed at the date close to the beginning of the school year. In Bhutan we do not collect attendance information. The table below shows that the Net Enrolment and Gross Enrolment Ratios at all levels have increased significantly since 2006. The table below show how these two indicators have evolved in Bhutan between 2008 and 2011.
Table 3.5 Enrolment Ratios since 2008
Indicator NER primary education (PP-VI) GER primary education (PP-VI) NER Basic education (PP-X) GER Basic education (PP-X) 2008 88.0% 112.0% 85.0% 96.0% 2009 91.82% 115.73% 88.36% 100.30% 2010 94% 118% 91% 104% 2011 95% 120% 93% 108%
The biggest increases are observed for the primary net enrolment ratios. The primary net enrolment ratios increased from 79 in 2006 to 95.1% percent in 2011; almost equal number of boys and girls are enrolled at the official school age. The primary NER of girls grew by 14 percentage points over the three-year period, compared to 17 percentage points for boys, indicating increased girls enrolment. As a result, the gap between the male and female primary NER had dropped. The recent statistics shows that fewer boys than girls enroll in school at the official school age. 3.2.1. Net Attendance Ratio The adjusted Net Primary Attendance Ratio (NAR), an indicator generated from a household survey the Bhutan Multiple Indicator Survey- conducted by the National Statistics Bureau, is an indicator analogous to the adjusted NER. Its primary function is to indicate the participation rates of children aged six to twelve in education and not the number of days the child is attending school. It is presented in this years AES due to the absence of reliable Dzongkhag level population data for 2010 and 2011. However it will be useful to bear in mind that the findings of house-hold surveys typically under report the findings from administrative data sources (UNESCO, 2010). Table 3.6 below presents the adjusted NAR by Dzongkhags and gender for 2010. While findings of a house-hold survey typically under-report administrative data sources, the adjusted NAR for Bhutan Page 30
from the BMIS at 91.9%, compares to the NER for 2010 at 93.7%. The difference between the two indicators is well within the error margins of the survey. Bumthang, Sarpang, Pemagatshel, Thimphu and Trongsa are the five Dzongkhags with the highest surveyed adjusted NAR, while Punakha, Chukha, Mongar, Lhuentse, Wangdue and Gasa are the six Dzongkhags with the lowest adjusted NAR. These six Dzongkhags also have adjusted NAR below 90%. In 2006, only Bumthang and Trongsa had NER above 90%. In all 20 Dzongkhags participation rates of six to twelve years old children in education have improved significantly. Samtse, Tsirang, Sarpang, Haa and Chukha have all increased the participation rates of children six to twelve years old in education by more than 15% each.
Table 3.6 Net attendance ratio by Dzongkhag, BMIS 2010
Net attendance ratio (adjusted) Male Bumthang Sarpang Pemagatshel Thimphu Trongsa Samdrup jongkhar Haa Dagana Trashiyangtse Tsirang Trashigang BHUTAN Paro Samtse Zhemgang Punakha Chukha Mongar Lhuntse Wangdue Gasa 96.7 95.3 94.1 94.7 92.5 94.0 91.3 93.6 93.5 92.9 92.4 91.2 90.2 91.6 88.7 85.9 88.5 84.6 88.0 84.9 75.3 Female 98.4 96.1 97.5 94.9 96.8 95.0 96.6 93.4 92.2 92.1 91.8 92.7 93.2 91.2 91.5 93.8 90.1 90.3 86.8 87.0 75.2 Total 97.6 95.7 95.7 94.8 94.5 94.5 93.7 93.5 92.8 92.5 92.1 91.9 91.7 91.4 90.1 89.6 89.3 87.4 87.4 85.9 75.3 GPI 1.02 1.01 1.04 1.00 1.05 1.01 1.06 1.00 .99 .99 .99 1.02 1.03 1.00 1.03 1.09 1.02 1.07 .99 1.02 1.00
In terms of gender, 15 of the 20 Dzongkhags have a GPI close to 1.0, which indicates equity in terms of participation. Thimphu, Dagana, Samtse and Gasa are the only four Dzongkhags that have a GPI of exactly 1.0. The five Dzongkhags that have a GPI score that diverges from 1.0 by more than 0.03, indicating inequity in terms of participation of the two genders, are Pemagatshel, Trongsa, Haa, Punakha and Mongar. In each of these Dzongkhags, the participation levels of girls in primary education greatly exceeds that of boys.
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84% 76%
84%
85%
2006
2007 Boys
2008
2009 Girls
2010
The survival rate to grade V and grade X has improved between 2006 and 2011. For all children, the survival rate grew from 89% and 68.1% to 97.1% and 84.7% percent respectively. Compared to boys, girls have more probability of advancing to the fifth and tenth grade. The Net Primary Enrolment (NPER) has increased rapidly within a very short period, from 53% in 1998 to 95.1 % in 2011(excluding children studying abroad and enrolled in monasteries). In addition to the Royal Governments commitment to education, the rapid improvement in NER can also be attributed to increased private participation, as seen by the fact that private school enrolment makes up 3 percent of the total enrolment.
Figure 3.3 Primary enrolment, NER
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The increasing trends in both enrolment and primary school completion indicate that Bhutan is on track to achieving the MDG goals. However the last mile will require concerted and renewed effort to ensure that the country achieves the MDG goals. According to the BMIS 2010, about 0.4% of primary education age children are studying outside Bhutan and about 1% are enrolled in the monasteries as reported by Dratshang Lhentshog this year. Assuming that these ratios hold true, then over 97.3% (95.09% NER, 0.4% abroad, and 0.7% in the Monasteries, 1.15% enrolled in Secondary level in 2011) of our primary education age children currently participate in education. Therefore, approximately 3% of the primary education age population is out of school. The majority of these are children in remote and hard to reach areas, children of nomadic communities and migrant populations, children with learning disabilities whose special learning needs are currently not catered for and the urban poor. These children have different needs from the majority of the students, and the key challenge is to put in place innovative and cost effective strategies to provide access to quality education.
NER since 1998 Figure 3.4 Net enrolment ratios since 1998
Growth in NER 94 95
100
92 88
2008 NER
2009
2010
2011
2015
Linear (NER)
Given the recent progress of the Net Enrolment Ratio (NER) in Primary education, it seems likely that Bhutan will achieve the target of Universal Primary Education by 2015. The improvement in the enrolment ratios for girls was much better than for the boys. In terms of enrolment, there are no gender disparities between boys and girls, with girls sometimes doing better than boys at the national level. However as per the BMIS 2010, there are significantly more boys enrolled in T/Yangtse and Lhuentse, while, in Punakha Mongar and Haa, there are more girls enrolled.
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Table 3.7 shows the gross primary enrolment ratio and the net primary enrolment ratio from 2006 to 2011.
Table 3.7 NPER and GPER 2006-2011 Gross Primary Enrolment 2011 2010 2009 2008 2007 2006 120% 118% 116% 112% 106% 102% Net Primary Enrolment 95% 94% 92% 88% 84% 79%
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Figure 3.5 Repetition and dropout rate for class PP-X since 2002 Repeater and dropout by Class, 2011
Repeater and dropout by Class, 2011
0.4 0.35 0.4 0.3 0.35 0.25 0.3 0.2 0.25
0.2 0.15 0.15 0.1 0.1 0.05 0.050 0
PP I PP I
III IV V VI VII VIII IX X II III IV V VI VII VIII IX X Repeater Dropout Repeater Dropout
II
Repetitiopn and Dropout for basic since 2002 Repetitiopn and Dropoutand for basic since 2002 Figure 3.6 Repetition dropout rate by class
14 14 12 12 10 10 8 8 6 6 4 4 2 2 0 0
12.9 12.9
11.5 11.5
5.4 5.4
5.3 5.3
6.1 6.1
4.1 4.1
4.2 4.2
5.6
5.6
3.6 3.6
5.1
5.1
2.82.8
3.2 3.2
2002 2003 2003 2004 2004 2005 2005 2006 2006 2007 2007 2008 20082009 20092010 2010 2011 2002 2011 Repetition Rate Repetition Rate Dropout Rate Dropout Rate
Though the reduction in the average dropout and repetition rates seem to be progressing toward the Ministrys Tenth Plan commitment, in specific grades both these efficiency indicators remain undesirably high. As can be seen in the above figure, the repetition and dropout rates are very high in class IV and VII, and these have also been observed in previous annual education statistics reports. While studies to understand this spike in repetition and dropout in these two grades have not been conducted, we know that schools terminate at grade III (1 PS, 32 CPSs & 99 ECRs) and grade VI (90 PS & 234 CPS), thus requiring many children to walk longer distances the following year to their new schools or to live separately from their families for the first time for many - in boarding schools to continue their education. Moreover additional subjects are introduced in grades IV and VII. These two reasons amongst others may be responsible for the spike in repetition and dropout rates in these two grades. 35 Page
There are many over age and underage children in primary schools, Most of the underage children who should be in early childhood development centers (i.e 5 years and below) are enrolled in grade 1 (Preprimary) i.e. almost 12%.
Figure 3.7 Primary enrolment (PP-VI)
3.4.2. Fast Track Promotion of Over-aged Students The Royal Government has initiated a provision of fast tracking or promoting of students in order to enable students who are over aged and who have better learning abilities beyond their cohorts to advance to higher levels on merit basis. This is expected to induce healthy competition around the year and also provide much needed confidence to learners who are competitive and also cater to the needs of the fast learners. It is worth mentioning here that such initiatives have been one of the factors contributing to the reduction of overage and under aged children enrolling in school. This year we have seen a reduction from about 60% of overage children in PP-III in 2009 to 23% in 2011. The right aged enrolment has also increased compared to last year from 32% in 2009 to 74% this year and a decrease of about 5% of underage children as compared to last year, whether this would be the trend or not can be seen next year. The figure below shows the repetition and dropout rates by Gender and by Class as of 2011
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Figure 3.8 Primary Repetition and Dropout rate and class and gender
As can be seen from the above figures, the dropout rate is very high in grades PP & IV for both males and females and for males in Class V. Overall Class IV has the highest for both repetition and dropout rates. On the whole girls seem to be doing much better in terms of promotion and exhibit lower rate of repetition and dropout compared to boys at the primary level.
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* The students who leave school after Class X are Graduates and school leavers and not drop-outs
Table 3.8 gives the details per level of repeaters, promotees and drop-outs for 2010-2011. The repetition rate in grade IV remains the highest with another spike in grade VII, and the highest dropout rate is observed in grade IX with spikes in grades IV & VII confirming the findings of Figure 3.8. 3.4.3. Completion rates The completion rate for both primary and basic education indicates how many children actually complete education. This indicator, which monitors education system coverage and student progression, is intended to measure human capital formation and school system quality and efficiency. The Gross Intake Ratio for the last grade of the education cycle is used. Figure 3.8 gives the completion rates for 2006 to 2011 for primary and basic education. Compared to last year, the completion rate has gone up significantly at the primary level while the completion rate for basic has decreased by about 1% from last year. This can be explained by the fact that while the number of graduates at grade VI and X has remained consistent, the population of 12 years old has decreased while the population of 16 years old has increased over last year according to the NSBs projection.
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The current statistics shows that almost 100% of children complete primary education. i.e. almost all the children who enter school complete primary education, and about 3 out of every 4 complete basic education (PP-X). Although, Bhutan is on track towards achieving the MDGs, it is difficult to determine the exact number of primary school age children who are out of school. However, analysis of administrative and survey data indicates that approximately 2% out of the 5% (perceived to be out of school according to the NPER) are actually not out of school for the following reasons; a) A small group of these primary school age children who are not in the primary levels is actually enrolled in class VII or higher. The Net Primary Enrolment does not include these children. Based on the available data, around 1% of the children aged between 6 to 12 years old are enrolled in secondary education in Bhutan. b) A small group of these primary school age children who are not in the primary levels are actually studying in the traditional or monastic institution. The Net Primary Enrolment does not include these children. According to the Dratshang Lhentshog, around 671 children are studying in the monastic schools are of age between 6 to 12 years old , which makes up about 0.7% of the primary aged children in the country.
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Therefore, the estimated number of out of school primary school age children not in PP-VI is around 2,348, i.e. almost 3%. The box below analyses some of the possible reasons why these children may be out of school.
Box 3.1 Assumptions on why 3% of primary school aged children are out of school A large proportion of these children are 6 years old and not yet in school. Since the NIR is estimated to be around 46%, while the AIR is around 99%, more than 50% of the children entering school for the first time are older than 6 years old, while some 12% are younger, especially in the private schools. Based on the available data, around 19% of the primary enrolment are over the age of 12 and 2% of the primary enrolment are 5 years and below. It is estimated that around 5% of the 6-12 year old children are 6 years old and not yet enrolled. Given the limited spaces in urban areas and the difficult walking distances in remote areas, it is very likely that most of them will be enrolled next year or the year after. The last group are the children 7 years and older who are currently out of school. They will have dropped out or never went to school. Looking at the current age of entrants in PP some might still enroll or return to school while some will not. Since the age of the drop-outs is unknown, it is not possible to estimate how many of these children have actually dropped out and how many never went to school. Some of the out of school children mentioned above would also include disabled children who may not be able to access education due to lack of adequate facilities. In order to achieve universal primary education it would be necessary to make provisions also for the education of all disabled and special needs children.
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Map showing Primary Net Attendance Rate, Completion rate (CR), Transition Rate (TR) and Gender(GRI) by Dzongkhag, BMIS, 2011
Gasa
NAR: 75.3% CR: 69% TR: 82% GPI: 1,00
Lhuentse
Punakha
Bumth
NAR: 97.6% CR: 100% TR: 95% GPI: 1.02 NAR: 87.6% CR: 96% TR: 90% GPI: 0.99
ang
Trashi yangtse
NAR: 93% CR: 81% TR: 64% GPI: 0.99
Paro
NAR: 95% CR: 79% TR: 83% GPI: 1.00
Thimphu
Haa
NAR: 86% CR: 72% TR: 81% GPI: 1.02 NAR: 86% CR: 75% TR: 94% GPI: 1.05
Wangduephodrang
Trongsa
Mongar
NAR: 87.4% CR: 65% TR: 83% GPI: 1.07
Trashigang
NAR: 92% CR: 100% TR: 68% GPI: 0.99
Samtse
NAR: 89.3% CR: 92% TR: 93% GPI: 1.02 NAR: 93.5% CR: 87% TR: 96% GPI: 1.00
Dagana
Sarpang
NAR: 96% CR: 81% TR: 95% GPI: 1.01 NAR: 92% CR: 95% TR: 93% GPI: 0.99
Zhemgang
NAR: 99% CR: 88% TR: 92% GPI: 1.03
Chhukha
Pemagatshel
NAR: 96% CR: 100% TR: 87% GPI: 1.04
Samdrup Jongk
NAR: 94% CR: 97% TR: 92% GPI: 1.01
Tsirang
NAR: Adjusted Net Attendance Rate CR: Completetion TR: Transition Rate GPI: Gender Parity Index
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Looking Ahead
The increasing enrolment and primary school completion rates indicate that Bhutan is on track to achieving the MDG goals. However the last mile will be the hardest to achieve. Currently, it is estimated that 3% of the primary aged children are out of school. These children are expected to children in remote and hard to reach areas, children of nomadic communities and migrant populations, children with learning disabilities whose special learning needs are currently not catered for and children of urban poor. These children have different needs from the majority of the students, and the key challenge is to put in place innovative and cost effective strategies to provide access and quality education. The increase in enrolment at the primary education level is now placing enormous pressure at the secondary schools, thus resulting in overcrowded classrooms. Therefore another key challenge will be to provide space at the secondary level for students moving up from the primary level. Progress made within the primary education programme over the last decade to meet the MDGs and the Education for All goals has placed enormous pressure on limited resources of teachers, facilities and finance and severely tested the capacity of the system to deliver Bhutans commitment to provide quality education for all. A major challenge therefore lies in maintaining a level of resources to support both expansion and qualitative development of the basic education programme. The other and the more critical concern is the quality of education. The critical role of education in a nations development and progress, particularly in the context of a knowledge society, is universally accepted, and in recent times, the quality of education has increasingly become a subject of public discussion. It is felt that the quality of education has not kept pace with the both expansion of the education system or the times. Therefore, improving the quality of education is a critical challenge for the education sector in the 10th FYP.
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The objective of the secondary education development programme in the Tenth Plan is to enhance net enrolment in basic education level to near 90% and maintain the proportion of students continuing to class XI in government schools at approximately 40% of the graduating grade X cohort. The other objective for Secondary education programme is to make it more relevant by realigning the curriculum to meet the emerging needs of the Bhutanese economy. Secondary education in Bhutan follows a six-year cycle comprising of two years of lower secondary, two years of middle secondary and two years of higher secondary school. With the basic education level being raised from grade VIII to X, a majority of the students now proceed on to grade X and beyond. Enrolment in classes VII to X increased from 28,833 in 2003 to 48,834 in 2011. To accommodate this expansion, two middle secondary schools have been established, 6 schools were upgraded to Lower Secondary and 5 to Middle Secondary in the 2011 academic year. Currently, there are 150 lower and middle secondary schools contributing to the gross enrolment ratio and net enrolment ratio, at basic education level, of 108% and 93% respectively.
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There is a remarkable increase in the secondary enrolment with an annual increase of 6.7% for the past eight years. Though the rate is low in terms of correct age enrolment i.e. 35 %( VII-VIII) and 27 %( IX-X) in Lower and Middle Secondary level respectively, with again more girls enrolled at the correct age. But the overall gross enrolment ratio stands at 98 and 78% respectively. (See summary for details) As of recent statistics, Transition Rate from Primary to Secondary education is 96.6% i.e. about 2.3% increase since last year. The difference between male and female transition rates is negligible, girls are more likely to continue on to secondary school; the transition rate is 97% for girls and 96% for boys. More girls transition to the secondary level than boys. Not only do girls have very high primary school enrolment ratios, they are also more likely to continue their education at the secondary level.
80%
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72% 71%
The survival rate to grade X showed the improvement between 2006 and 2010. For all children combined, this indicator grew from 68.1 to 85 percent. Compared to boys, girls have more probability of advancing to the tenth grade. Generally there are more females participating at Primary and Lower Secondary level than males, this pattern shifts at the Middle secondary level where there are more males than female learners. This indicates that fewer females than males are transitioning from the Lower Secondary to the Middle Secondary level.
Figure 4.3 Repetition and Dropout rate by class and gender
This year the drop-out rate in class IX has increased. Class IX and Class IV show a high drop-out rate. The number of drop-outs in PP had also increased. It is quite surprising to see that there is no dropout in class I, III and VI, while this may be a statistical error; it is quite impressive to see 100% retention in these levels. The total number of drop-outs is lower than last year. It is essential to eliminate drop out or reduce the dropout rate to 0% at the Primary Education level in order to achieve the goal of 100% NER. Moreover it is also essential to ensure that every citizen of Bhutan completes at least the primary education cycle to ensure literacy and numeracy. It is estimated that within the 9th FYP period, around 10,000 children have left the education system illiterate. Compared to 2003 the repetition rate has gone down significantly, although it has remained stable for the last 3 to 4 years. 45 Page
4.1.1. Internal efficiency measures The coefficient of internal efficiency for basic education reveals the efficiency of the Bhutanese education system. The coefficient has increased by about 17% since 2004, and about 4% since last year, therefore displaying an increased internal efficiency. The survival rate to the last grade of primary school is an official indicator to track progress toward the second UN Millennium Development Goal (MDG), which calls for universal primary education by the year 2015. The survival rate to the last grade is the percentage of a cohort of students who enter the first grade of primary education and who are expected to reach the last grade, regardless of repetition. Table 4.2 compares the indicator survivors to the grade for the last 6 years. Since 2005 gender disaggregated data is available. Unlike last year, the girls performed much better than the boys this year. On average 2005 was a weak year, and it is fair to say that for the last 6 years, 65 to 80% of all the children starting PP will eventually graduate. The survival incidence for girls is much higher than boys, which means that more female students who enter PP are likely to reach the last grade as compared to boys. Some more years of gender disaggregated data is required to analyze the gender differences. Since Bhutan has a small education system individual incidences have a great impact, while quite often they may not be indicators of a trend.
Table 4.2 Survivors to the grade 2005-2010 (both sexes, boys, girls)
PP Survivors to the grade 2010 Survivors to the grade 2009 Survivors to the grade 2008 Survivors to the grade 2007 Survivors to the grade 2006 Survivors to the grade 2005 Survivors to the grade 2010 Survivors to the grade 2009 Survivors to the grade 2008 Survivors to the grade 2007 Survivors to the grade 2006 Survivors to the grade 2005 Survivors to the grade 2010 Survivors to the grade 2009 Survivors to the grade 2008 Survivors to the grade 2007 Survivors to the grade 2006 Survivors to the grade 2005 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 I 971 967 1000 986 997 1,000 966 973 997 979 1,000 999 976 961 1,000 993 982 1,000 II 971 955 987 967 988 980 966 952 981 950 988 979 976 957 991 985 976 980 III 971 943 974 942 962 947 966 933 960 919 959 937 975 952 986 968 953 957 IV 971 936 964 924 954 932 Boys 966 918 939 882 948 913 Girls 975 952 986 968 948 950 945 929 962 946 918 911 945 914 945 922 895 877 945 909 930 916 887 857 925 855 894 861 824 793 917 842 856 837 800 763 852 842 797 760 717 707 936 865 902 831 894 862 912 823 851 790 844 811 912 804 832 767 815 775 892 760 788 717 781 710 892 760 780 684 762 681 837 760 753 645 713 657 V 941 898 933 887 911 886 VI 933 869 899 854 874 844 VII 933 857 882 839 856 815 VIII 913 808 841 786 808 750 IX 910 802 819 757 786 720 X 850 802 777 701 720 682
Both Sexes
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Map showing Secondary Adjusted Net Attendance Rate and Gender Parity Index by Dzongkhag, BMIS, 2011
Gasa
NAR: 36% GPI: 1.4
Lhuentse
Punakha
NAR: 56% GPI: 1.41 NAR: 65% GPI: 1.14
Bumth
ang
Trashi yangtse
NAR: 33% GPI: 1.08
Paro
NAR: 76% GPI: 0.92
Thimphu
Haa
NAR: 42% GPI: 1.33 NAR: 50% GPI: 1.40
Wangduephodrang
Trongsa
Mongar
NAR: 49% GPI: 1.12
Trashigang
NAR: 39% GPI: 1.02
Samtse
Chhukha
NAR: 58% GPI: 1.01 NAR: 40% GPI: 0.87 NAR: 49% GPI: 1.01
Dagana
Sarpang
NAR: 60% GPI: 0.99
Zhemgang
NAR: 58% GPI: 0.88
Pemagatshel
NAR: 59% GPI: 0.86
Samdrup Jongk
NAR: 54% GPI: 1.00
Tsirang
NAR: Adjusted Secondary Net Attendance Rate GPI: Gender Parity Index (Secondary)
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Although 93% of children enrolled in grade PP had reached the last grade of primary in 2010, about 9% jump since 2005, a significant number of children continue to drop out of school before completing the primary education cycle. There are no major gender disparities between boys and girls, with sometimes girls doing better than boys in terms of enrolment. In fact girls have been doing much better then boys for the past 6 years. Although there is room to improve the data quality for this indicator, the general trend in the last six years is that more children who start primary are reaching grade 6. The recent statistics show a significant increase in the number of students completing basic education, 85% (850 of every 1,000 student who enroll in grade PP) graduate, an increase of about 7% over last year.
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Overall, the enrolment has increased tremendously in the last 12 years. With the increase in the enrolment at the primary level and the continued increase in transition rates from Primary to Secondary and from Secondary to Higher Secondary, this growth will continue for quite some time. The NER in Higher Secondary education currently stands at only 17%. While the enrolment of right age (17-18 year olds) students is low, the overall enrolment in classes XI and XII is 49% (GER).
Table 4.3 NER and GER for Higher Secondary Schools Male NER GER 16% 52% Female 18% 46% Total 17% 49% GPI 1.09 0.88
Girls have overtaken boys in terms of right age enrolment both in primary and secondary education and the GPI at the primary level stands at 1.02 in 2011. This indicates that more girls participate in education than boys in the primary education. The gender gap continues to widen at the Secondary level with GPI at 1.1. However the GPI for grades XI & XII falls to 0.88 completely reversing the gender gap in favour of boys and indicating that significantly fewer girls transition to the Higher Secondary level than boys.
Table 4.4 Transition rate Male
Transition rate (Primary to Lower Secondary) Transition rate (Lower Secondary to Middle Secondary) Transition rate (Middle Secondary to Higher Secondary) 96.1%
Female
97.0%
Total
96.6%
97.0% 67.6%
95.8% 61.0%
96.4% 64.4%
After class X, the students can choose among three different streams, Science, Arts and Commerce. Figure 4.5 shows the distribution of enrolment among the streams offered by public and private schools. Only a few private schools offer Science. The majority of the students in government schools opt for Science. The main reason for the increase in Science enrolment this year could be attributed to the increase in number of Science seats in government schools. Commerce appears to be the most popular stream among the private school students.
Division of Streams in the Public Higher Secondary School, 2011 Figure 4.5 Division of streams in the Public and Private Higher Secondary School
9% 9% 35% 56% 35% 56%
Arts
Commerce
Science
Arts
Commerce
Science
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5. Girls Enrolment
In 2000, Bhutan along with the international community committed to achieving Millennium Development Goals (MDGs) by the year 2015. Of the eight goals, two are specifically related to education: of these MDG 3 aims to reduce the gender gap in education. Bhutan has achieved an impressive girls Primary Net Enrolment Ratio of 96% compared to 94% for boys with the girl/boy ratio of 100.4 girls for every 100 boys (which indicates there are more girls enrolled than boys at the official age group). The national survival rate for girls in primary school stands at 94.5% exceeding that of boys at 91.2%. While notable progress has been made in the category of enrolment; much improvement is still required, especially in terms of quality of education to addresse socio-economic needs. 5.1 Current Situation of Girls participation in education Girls enrolment over the last 6 years has shown a steady increase. With the exception of the higher secondary level, girls enrolment as a percentage of total school enrolment is about 50%, at every level of general education. The percentage of girls enrolment in Secondary education has increased from 45% in 2002 to 50.4% in 2011with an increase of 0.8 % over last year. Girls therefore make-up more than half the total enrolment at the secondary level. Even at the higher secondary level, the enrolment of girls has been increasing steadily over the years. Fig. 5.1 below shows the steady increase in participation of girls in secondary education.
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Figure 5.1 Girls participation in the Public Secondary Education since 2003
Girls Enrolment in Secondary since 2003 30000 28000 26000 24000 22000 20000 18000 16000 14000 2003
Enrolment in private Secondary Schools grades VII to XII - has increased to 11% of total enrolment, compared to 8% in 2006. At the Higher Secondary level enrolment in private schools has increased to 48% (see Table 5.1 below), an increase from 2006 where this amounted to 41%.
Table 5.1 Percentage-wise girls enrolment per level and type of school, March 2011
Class PP-VI VII-VIII IX-X XI-XII PP-XII Private 48.8% 53.3% 45.2% 50.3% 49.8% 48.4% 49.3% 50.1% 50.5% ECR 48.4% CPS 49.3% PS 50.1% LSS 49.9% 52.0% MSS 49.6% 53.1% 49.9% 53.8% 50.6% HSS 50.7% 51.8% 51.7% 42.0% 48.4%
Table 5.2 shows that at the higher level education, girls enrolment is lower than boys. In higher secondary schools, girls are seen to reduce in numbers as they proceed to higher classes especially after class X. On analyzing the data from the Annual School Census Tool (ASCT), we find that while comparing total enrolment at the higher secondary level, that about 85 girls for every 100 boys continue their education in grades XI and XII. When we compare the same figures for students of the appropriate age for the level, i.e. 17 to 18 years of age- we see that there are 107 girls for every 100 boys enrolled in classes XI and XII. This indicates that right age participation level of girls is higher as compared to boys.
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This is borne out when analyzing the indicators for GER and NER at this level separately for boys and girls. The higher secondary GER for boys stands at 52% -significantly higher than for girls at 46%. However the NER for boys at 16% is much lower than the 18% NER for girls. (see Table III Education Indicators at a Glance). This indicates that while the participation levels of boys is higher than that of girls at the higher secondary level, the right age participation levels of girls exceeds that of boys. The further research to better understand what the underlying cause of this phenomenon is essential to promote a better gender balance at this level.
Table 5.2 Girls enrolment by type/level of school, March 2011
Private Schools Class Girls Total Girls Total
PP I II III IV V VI 416 279 234 190 152 145 110 853 607 497 389 304 258 217
3,125 1,389 2,870
Extended Classroom
Primary Schools
Total
Total
4,412 4,569 4,855 4,476 4,514 3,794 2,819
Total
2,035 2,403 2,566 2,523 2,745 2,719 2,630
17,621
Girls
123 173 143 151 184 152 127
1,053
Total
287 346 282 282 342 286 252
2,077
Girls
7,683 8,269 8,457 8,063 8,135 7,628 6,997
Total
15,581 16,746 17,082 16,020 16,569 15,369 13,806
Sub-Total 1,526
55,232 111,173
VII VIII
Sub-Total
61 59
120
112 113
225 -
4,006 3,352
7,358
7,714 6,436
14,150
2,987 2,653
5,640
5,555 5,058
10,613
404 415
819
769 811
1,580
7,458 6,479
13,937
14,150 12,418
26,568
IX X
Sub-Total
32 39
71
65 92
157 -
3,166 2,443
5,609
6,350 4,897
11,247
2,820 2,791
5,611
5,461 5,401
10,862
6,018 5,273
11,291
11,876 10,390
22,266
XI XII
1,604 1,770
3,123 3,586
6,709 14,517 49,358
14
26
1,479 1,546
3,538 3,667
7,205 21,724
3,097 3,316
6,413
6,687 7,253
13,940
14 20,010
26 39,507
3,025 10,508
86,873 173,947
5.2 Girls participation in education by Dzongkhag Table 5.3 gives a regional picture of the number of girls enrolled and the percentage they contribute to the total enrolment under the different categories of schools by Dzongkhag. Girls enrolment as a percentage of the total enrolment is a crude indicator, since it does not take into account differences in overall population, especially in small population groups where a 50-50 gender division is almost never present.
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On average, girls make up 50% of the enrolment in Bhutanese schools and in several Dzongkhags it is above 50%. Since enrolment and population figures are so small, these are only indicative figures. It is difficult to draw valid conclusions without knowing the actual population in the Dzongkhags and regional categories.
Table 5.3 Girls enrolment by category and Dzongkhag, March 2011
Urban Grade 1 Enrol Bhutan Bumthang Chukha Dagana Gasa Haa Lhuentse Mongar Paro Pemagatshel Punakha Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Zhemgang 79 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 % Urban Grade Semi-Urban Semi-Remote 2 Enrol % Enrol % Enrol % Remote Enrol % Very Remote Enrol % Difficult Enrol % Total Enrol 86873 2264 48% 49% 47% 52% 44% 49% 42% 50% 50% 44% 54% 49% 50% 42% 56% 52% 8602 3608 327 1575 1962 5020 5541 3097 4030 4545 7518 5602 12951 6293 2656 1677 2839 3993 2773
Dzongkhag
52% 34944 51% 1236 3247 0 0 637 350 1564 3482 587 1435 52% 1179 2247 3181 1366 671 215 0 1155 339 52% 51% 0% 0% 49% 48% 50% 51% 45% 50% 53% 50% 50% 51% 51% 50% 0% 51% 52%
5737 48% 0 1214 51% 271 199 0 0 0 760 218 0 95 79 0 0 0 0 467 477 491 48% 49% 45% 1466 47% 50% 43% 52% 41% 48% 51%
16448 49% 600 2163 1512 0 792 221 1150 676 483 697 307 3016 724 490 2012 385 215 380 516 109 51% 54% 48% 44% 52% 51% 50% 47% 49% 46% 48% 49% 48% 51% 52% 45% 51% 49% 48%
16614 50% 374 889 0 94 830 706 488 612 867 920 368 53% 50% 50% 53% 49% 45% 48% 54% 51% 51%
7520 49% 54 285 257 0 20 422 934 109 810 102 196 0 3 730 398 152 456 580 475 46% 50% 49% 0% 32% 48% 49% 49% 49% 47% 43% 0% 27% 49% 51% 48% 47% 51% 52%
5531 49% 0 804 251 128 32 139 666 26 387 0 481 29 37 495 151 59 0 119 667 1060 49%
1317 50%
1796 54%
Samdrupjongkhar 79
1537 50%
1668 50% 1690 49% 1051 49% 569 537 1146 692 51% 50% 54% 50%
12053 51%
5.3. Girls enrolment in HSS and tertiary education As mentioned earlier, the comparative enrolment of girls in public Higher Secondary Schools is lower than in the earlier stages of the general education system. In table 5.4 the girls enrolment in class X and class XI is compared over the years.
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Table 5.4 Girls enrolment in class X and class XI public and private schools 2003- 2011.
Year 2011 2010 2009 2008 2007 2006 2005 2004 2003 X (Public & Private) Girls 5273 5025 4262 3883 3675 3275 3038 2842 2361 Total 10390 10293 8757 7909 7691 6856 6427 6246 5264 %G 51% 49% 49% 49% 48% 48% 47% 46% 45% Girls 1493 1415 1361 1116 1096 944 770 656 571 XI public Total 3564 3425 3271 2885 2667 2525 1539 2031 1751 %G 42% 41% 42% 39% 41% 37% 33% 32% 33% Girls 1604 1608 1356 1320 942 865 851 774 613 XI private Total 3123 3021 2719 2541 1914 1709 1688 1579 1240 %G 51% 53% 50% 52% 49% 51% 50% 49% 49%
In 2011 the relative percentage of girls enrolment in class XI in Public Higher Secondary Schools had increased by 3% compared to last year. In the publicly financed tertiary education system, both in and ex-country enrolment of girls is still much lower than that of boys. Only 40% of the students studying in the RUB Colleges and Institutes are girls, showing an improvement of 3% since last year. Girls makes up about 26% of the students that receive scholarship to study in India and abroad and about 43% of the students studying outside Bhutan without Royal Governments financial assistance. Overall enrolment of girls in tertiary education much lower than that of boys with only 2 girls for every 5 boys enrolled in the tertiary level. The gender gap in the primary education has narrowed over the years. 5.4. Gender Parity Index The Gender Parity Index (GPI) is a socioeconomic index designed to measure the relative access to education of males and females. In its simplest form, it is calculated as the quotient of the number of females by the number of males enrolled in a given stage of education (primary, secondary, etc.). It is used by international organizations, particularly in measuring the progress of developing countries. The Institute for Statistics of UNESCO also uses a more general definition of GPI: for any development indicator one can define the GPI relative to this indicator by dividing its value for females by its value for males. If this index is between 0.97 and 1.03, it is considered to be parity or equal representation of both sexes. A GPI of less than 1 indicates that there are fewer females, in proportion to the appropriate school-age population, than males in the formal education system however, if it is higher or lower, one of the two sexes is underrepresented. Gender inequities continue to exist in society. In many cultures and traditions, girl children are discouraged from pursuing an education. Not only do girls experience barriers to accessing education, but girls attending school face certain barriers to education that are not shared by their male classmates. Page 54
In Bhutan, girls by and large dont experience discrimination with regards to access to education, as is commonly seen in some parts of the world. This year, the national GPI is 1.02. This indicates that on the whole, the correct proportions of females in relation to males are enrolled in the education system there are no gender inequality in the Bhutanese education system. Both boys and girls have an equal opportunities in terms of access, quality of learning process, equality of outcomes and external results. Box 5.1 presents a difference between gender parity and gender equality.
Figure 5.2 GPI by Dzongkhag, BMIS 2010
1.6 1.4 1.2 1 Punakha Mongar Sarpang Lhuntse Bumthang S/Jongkhar T/yangtse Thimphu Wangdi Chukha Dagana Samtse Tsirang Haa Paro T/gang 0.8 0.6 0.4 0.2 0 Zhemgang P/gatshel Trongsa Gasa
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6. EXAMINATION RESULTS
95%
85%
80%
80%
75% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Pass %
Linear (Pass %)
The annual increase in the number of students appearing for exams has been very steady. Given the increased enrolment in primary and secondary education, the annual number of Class X graduates is likely to keep increasing. A total of 9320 candidates sat for the Bhutan Certificate of Secondary Education Page 56
Examination (BCSE) in December 2010. The overall pass percentage was 96%, which is about 2% increase from 2008. A total of about 6,628 students have been admitted in class XI in Bhutan this year. i.e about 64%, of which 40% are enrolled in public schools and 24% in private schools. The remaining 23% continued their education outside Bhutan, or enrolled in the VTIs or joined the labour force. Figure 6.2 gives a more detailed overview of what happens with the class X students of 2009 in 2010. Class X details
Figure 6.2 Class X detailed results, 2010
3.5%
9.5%
22.7% 64.4%
Graduates continuing Class XI Graduates not continuing Class XI failed School-leavers without certificate
6.2. Class XII Examinations In 2006 the Bhutan Board of Examinations took over the conduct of the class XII exams from the Council for Indian Secondary Certificate Examinations (CISCE).
Figure 6.3 Class XII passed trend since 2002
96% 94% 92% 90% 88% 86% 84% 82% 80% 2002 2003 2004 2005 2006 2007 2008 2009 2010 Class XII pass% Linear (Class XII pass%) 85% 93% 90% 94% 92% 90% 87% 85% 91%
The number of students appearing for the class XII examinations has increased slightly compared to last year. The pass percentage however has reduced to 85%, the lowest pass percentage in the last decade. One reason cited is the introduction of the new curriculum in English and Business Mathematics. 57 Page
7. TEACHERS
7.1 Teacher strength The total number of teachers as of March 2011 is 9,717. This includes all government schools, private schools, institutes and Non Formal Centers. The number of teachers in regular government schools is 7026. Table 7.1 shows the Teacher strength in Bhutan at the moment.
Table 7.1 Teacher strength March 2011
Government Male A 1 B 1 2 4 5 6 7 C D E F G Early Childhood Development ECCD centres School Education Community Primary Schools Primary Schools Lower Secondary Schools Middle Secondary Schools Higher Secondary Schools Extended Classrooms Special Institutes* Tertiary Institutes under RUB Vocational institutes Sanskrit Patshala 835 319 326 515 1,161 834 9,046 349 322 671 Non-Formal Centres***** GRAND TOTAL 1,072 460 1,005 924 699 101 4,261 77 671 87 299 437 944 696 374 15 2,765 76 232 18 1,371 897 1,949 1,620 1,073 116 7,026 153 903 105 2 33 14 2 47 31 14 45 316 211 527 6 34 18 14 244 3 68 35 20 85 9 102 53 34 329 1,078 494 1,023 938 943 101 4,577 77 702 87 2 868 319 5,764 302 505 979 716 459 15 2,976 76 246 18 340 515 3,953 1,380 999 2,002 1,654 1,402 116 7,553 153 948 105 2 1,208 834 9,717 25 25 97 97 122 122 Female Total Male Private Female Total Male Total Female Total
Sub-Total (B)
5,415 3,631
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In table 7.2 the number of teachers for 2008, 2009 and 2010 per type of school and gender are reported.
Table 7.2 Teacher strength 2008-2011
Type of School Community Primary School Pvt Community Primary School Primary School Pvt Primary School Lower Secondary School Pvt Lower Secondary School Middle Secondary School Pvt Middle Secondary School Higher Secondary School Pvt Higher Secondary school Extended Classrooms Total 2008 Male Female 775 425 39 836 27 697 523 154 225 374 84 791 37 480 231 47 Total 1,000 799 123 1,627 64 1,177 754 201 5,745 2009 Male Female 991 18 500 36 904 18 734 273 598 202 290 32 431 86 881 32 540 212 314 77 Total 1,281 50 931 122 1,785 50 1,274 485 912 279 7,169 2010 Male Female 991 4 435 43 919 19 797 659 173 386 3 461 82 938 23 636 387 111 Total 1,377 7 896 125 1,857 42 1,433 1,046 284 7,067 Male 1,072 6 460 34 1,005 18 924 14 699 244 101 4,577 2011 Female 299 3 437 68 944 35 696 20 374 85 15 2,976 Total 1,371 9 897 102 1,949 53 1,620 34 1,073 329 116 7,553
3,476 2,269
4,274 2,895
4,040 3,027
In remote areas and CPS, the number of male teachers is much higher than that of female teachers. The proportion of female teachers in the public Higher Secondary Schools is around 35%, a bit less than the proportion of girls in these schools (46%). 7.1.1 Proportion of Non-Bhutanese Teachers From an almost total dependence on expatriate teachers in the 1960s, the Bhutanese education system has moved towards self-sufficiency. However, dependence on expatriate teachers continues at the secondary levels and private schools recruit a comparatively large number of ex-pat teachers. At present around 8% of the total teaching force are expatriate teachers. A comparison between 2002 and 2010 shows a notable increase in the proportion and absolute numbers of Bhutanese teachers over the years.
Figure 7.1 Proportion of Bhutanese and non Bhutanese teachers (2002-2011)
2011 2010 2009 2008 2007 2002 0% Bht 20% NBht 40% 60% Linear (NBht) 80% 100% Linear (Bht)
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Expatriate teachers constitute 8% of the teaching force. Of these the majority teach at the higher secondary and middle secondary levels. At the higher secondary level, 16 percent of the teachers are expatriates which constitute a 4% decrease over last year. 28 percent of private school teachers are expatriates, with the majority being employed in private higher secondary school. Similarly, approximately 11 percent of the lecturers in the institutes under the Royal University of Bhutan are expatriates. Gaeddug College of Business Studies has the highest proportion with 30% followed by Sherubtse College with 21% of teaching staff being expatriates lecturers. The vocational institutes under the Ministry of Labour and Human Resources (MoLHR), and the special institutes and ECCD centers under the Ministry of Education are fully staffed by Bhutanese nationals.
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The enrolment in the 2 teacher colleges has increased to about 1506 students which constitutes a 34% increase since 2004. The proportion of girls choosing to become teachers continues to hover around 40%. This maybe a reflection of the lower proportion of girls enrolled in higher secondary schools. The proportion of girls enrolled in the teacher colleges has remained consistent over the last eight years at about 38-40%. Considering the overall enrolment in the RUB-colleges, the proportion of girls studying in the teacher colleges is higher than the average. 7.2.2 In-Service training Although many factors combine to make a successful school and therefore a successful education system, the Ministry of Education believes that a high quality teaching force is the most basic element for success. This is especially crucial when the success of a school is defined by the ability of a school to raise the achievement of its students. Teachers are therefore the linchpin on which the success of the education system in Bhutan hinges. Teachers are regularly updated on new developments in curriculum and other educational issues through in-service training and workshops organized at national, Dzongkhag and school levels, as well as through fellowships outside the country. Every year about 30-40 in-service workshops and trainings are conducted for teachers, out of which more than 10 courses offered are award bearing course. About 290 teachers were awarded with various masters, degree and diploma certificates. The details are as follows.
Table 7.4 Number of teachers who have been awarded with various Degrees 2010
Degree M.Ed in Leadership and Management B.Ed (P) B.Ed(D) Diploma in Leadership and Management Certifiate in Teaching English Certifiate in Teaching mathematics Post Graduate Diploma in English Post Graduate Diploma in Guidance and Counselling Total No. 25 90 70 10 25 25 25 20 290
The table below shows the number of in-service workshops and training organized at the national level from 2002 - 2010.
Table 7.5 In-service Workshops
Year 2010 2009 2008 2007 2006 2005 2004 2003 2002 National Level Courses 35 18 17 16 20 10 22 27 31 Participants 1,645 577 1,743 1,800 2,345 560 851 1,358 2,033
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Since 1995, the Ministry has provided opportunities for in-service teachers to upgrade their qualifications by sitting for the national level examinations as private candidates. In December 2011, 55 will avail this opportunity.
Table 7.6 Number of Teachers who have upgraded their qualifications
Year 2011 2010 2009 2008 2007 2006 2005 2004 2003 BHSEC 45 83 110 330 203 267 190 91 103 ILCS 10 16 40 116 40 36 54 10 14 1 1 2 0 1 1 ICSE Total 55 99 150 447 244 303 225 102 119 Remarks Enrolled for examination Enrolled for examination Enrolled for examination Enrolled for examination Appeared for examination Enrolled for examination Enrolled for examination Appeared for examination Appeared for examination
Since 2000, in-service teachers have had the opportunity to upgrade their qualifications to Bachelors of Education (B.Ed) in primary education via a distance education programme. In 2002, a Masters of Education programme was also started at the Paro College of Education using the same mode. Table 7.6 shows the number of graduates so far.
Table 7.7 Distance education 2003-2011
Year of
graduation
M.Ed 11 25 20 23 17 17 -
BE.d (D)
PGDE 69
Certificate in Maths 25 23
Certificate in English 25 25
70 39
25 25
This programme is in great demand, especially after a first degree became an official requirement for advancing in ones career. The Distance B.Ed is facilitated from Samtse College of Education, and the Distance M.Ed from Paro College of Education. Participating teachers are offered classes during the winter break and offered remote education during the academic year. In that sense, both programmes are mixed mode degrees rather than distance education.
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A comparatively low percentage of the teachers with a Masters and Bachelors Degree, most of whom are expatriate teachers do not have a teaching certificate.
Table 7.8 Number of trained teachers by degree, March 2011
Academic degree Ph.D in Education Masters Degree Post Graduate Diploma Bachelors Degree Higher Secondary/ Matriculation ZLTS Total
*157 qualification data missing for private schools
Trained as teacher # 2 209 443 3,709 1,601 499 6,463 0% 3% 7% 57% 25% 8% 87% %
Total Teachers* # 516 451 4,327 1,601 499 % 100% 100% 100% 100% 100% 100%
933
13%
7,396
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Nationwide, the STR is now at 23 students per teacher (see table 8.1 above) on average. The decrease in STR has been accompanied by uneven progress among the different category of school and Dzongkhags, with a standard deviation 3.76 and median of 22 at the Dzongkhag level. On average the ratio has improved in all Dzongkhag. Also averages of more than 50 for a certain type of school in a Dzongkhag no longer occurs as was the case in previous years. The figure below shows the ratios by Dzongkhag.
Figure 8.1 Teacher-pupil ratio by Dzongkhag below and above mean
35 30 25 20 15 10 5 0
Chhukha
Paro
Sarpang
Gasa
W/ Phodrang
Dagana
Thimthrom
S/Jongkhar
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Zhemgang
Punakha
Haa
Lhuentse
Thimphu
Trongsa
P/Gatshel
Bumthang
Mongar
Samtse
T/yangtse
Tsirang
T/gang
Though the national average student- teacher ratio is low, it is accompanied by high standard deviation of 10.3 indicating a high and uneven distribution of teachers among the schools and Dzongkhags with some having very high STR and some very low STR. Standard deviation is a measure of the variability or dispersion within a dataset. A low standard deviation indicates that the data points tend to be very close to the mean i.e. evenly or uniformly distributed, while a high standard deviation indicates that the data are spread out over a large range of values ( data is not evenly distributed). The STR in Trongsa is 16 (Lowest ratio apart from Gasa,) while it is 33 (highest ratio) in Samtse, The variation is very high at the school level. We focus on school rather then Dzongkhag because the latter would miss the potentially large differences among schools within Dzongkhag in terms of teacher distribution. The STR ranges from 5 to 74; which means that some remote schools have ratios as less as 5 while other have STR as high as 74. The tenth FYP envisages that all schools will be staffed with a minimum STR of 1:24 and that all schools have at least two teachers. The following figure shows the STRby dzongkhag who have achieved the target of 1:24.
Figure 8.2 Student-Teacher Ratio by Dzongkhag above and below 24
T:P abpve the target (1:24)
40 30 20 10 0 Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro P/Gatshel Punakha S/Jongkhar Samtse Sarpang
Thimthrom
Thimphu
T/gang
T/yangtse
Trongsa
Tsirang
W/
As can be seen from the above figure most dzongkhag have more or less achieved the target of STR of 1:24 except for Chukha, Samtse and Tsirang. About 37% of schools have reported to have STR less than 20 while only 3 schools report STR of 1:60. Table 8.2 gives the teacher-pupil ratio for different school levels by location. It shows that, on average, the highest ratios are found in the remote and very remote schools. The table includes private schools which are mainly in the urban category. It is interesting to note that the ratio in the CPSs has dropped since last year.
Zhemgang
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CPS
142 48 26 33 7
PS
37 22 20 6 1
LSS
15 30 29 33 1
MSS
9 20 16 7 2
HSS
19 12 8 5
Total
222 132 99 84 11
It is interesting to note that about 41% of remote schools reported to have STR of less than 20 against that of only 35% of urban schools. About 74% of schools have reported to have reached the target of STR 1:24 with most of them located in the remote areas mostly CPSs. Only 3 schools have reported to have STR over 60 i.e. Kesari CPS in Chukha, Bartsam MSS in Trashigang and Budhashi CPS in Zhemgang. These schools have 132, 369 and 135 Students respectively with only 2 teachers each.
Figure 8.3 Division of student-teacher ratio
About 41% of the schools have a STR between 1 and 20. A significant number of CPSs also have a low ratio. This is because CPSs are usually established in small communities, where multi-grade strategies have to be adopted. If we exclude the CPSs, 69 public schools have a STR of less than 20, while more than 70 schools have a student -teacher ratio of over 30, and 3 schools have a STR of more than 60. Table 8.3 shows the number of schools per Dzongkhag that have a Teacher: Pupil ratio lower than or equal to 24 and schools that have a Teacher: Pupil ratio higher than 24. In Gasa and Trongsa all schools have a Teacher: Pupil in line with the Royal Government target, while Bumthang Thimphu, Gasa and Trongsa are almost nearing the target ratio. Trashigang has the highest number of schools that have reached the target. Tsirang, Sarpang, Samdrupjongkhar, Chukha and Samtse have comparatively high number of school that still has to reach the target ratio.
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In March 2010, 6 CPSs and 84 Extended Classrooms reported they had only 1 teacher. Of these, 1 CPS and 35 Extended Classrooms reported to have an enrolment of more than 25 students. The policy is to have a maximum of 25 students in a MG situation. 17 Extended Classroomss each with 1 teacher and an enrolment of more than 25 opened this year. The figure below gives the changes in teacher-pupil ratio over the years. It shows a steady decline in the (community) primary and lower secondary schools, with the rate of decrease slowing down for the last 3 to 4 years. The ratio in the middle & higher secondary schools has been stable over the last few years.
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Table 8.4 Student-Teacher Ratio in Schools per Dzongkhag per type of school 2008-2010
CPS PS LSS MSS HSS Public
2010 2010 2011 2009 2010 2011 2009 2010 2011 2009 2010 2011 2009 2010 2011 2009 2010 2011 Bhutan Bumthang Chukha Dagana Gasa Haa Lhuentse Mongar Paro Pemagatshel Punakha Samdrupjongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Zhemgang 23 18 30 0 19 17 18 26 15 19 20 33 34 22 19 20 20 17 31 23 23 22 16 23 30 17 16 14 23 11 18 17 27 34 24 16 20 17 17 39 22 22 21 19 24 30 10 15 14 21 14 17 17 24 39 28 19 19 16 16 29 22 18 25 27 18 18 32 25 26 26 27 25 19 28 25 24 25 19 14 19 24 29 25 22 24 33 33 57 13 9 22 24 25 25 18 24 28 17 25 26 23 23 26 23 10 18 24 27 23 22 19 27 0 0 24 25 13 17 24 25 25 23 23 27 25 28 25 36 28 34 24 25 29 17 32 30 25 25 25 25 19 26 21 29 44 39 24 24 29 14 31 26 17 27 26 29 30 26 27 28 29 25 21 28 31 0 23 25 23 22 26 22 28 32 30 22 25 27 14 31 26 24 21 24 20 24 25 28 36 30 22 23 27 21 31 20 22 23 20 33 26 22 28 35 28 26 23 17 20 22 26 36 27 25 26 35 18 26 21 22 33 16 24 21 25 30 15 0 20 30 21 22 21 25 34 26 23 23 23 18 23 22 24 23 16 21 22 19 20 19 15 28 28 16 21 20 19 19 21 15 27 20 22 21 24 28 16 19 22 22 20 20 18 21 17 23 20 18 22 20 16 23 21 0 18 16 19 18 20 18 23 27 15 24 21 19 16 22 15 21 24 24 27 21 17 20 21 25 22 24 22 32 31 26 22 23 23 19 29 23 24 24 20 30 25 14 21 22 23 22 22 21 27 32 27 22 23 21 18 28 23 26 23 20 25 29 13 20 20 23 21 21 20 26 33 26 23 22 20 16 27 22 23
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Box 8.1 Difference between Class Size and Student-Teacher Ratio Class Size The number of students for whom a teacher is primarily responsible during a school year Student-Pupil Ratio (STR) is the number of students in a school or Dzongkhag compared to the number of teaching professionals. In some venues all educators are included, including counselors, sports instructors, etc.
Table 8.5 Class size per location per school, March 2011
Urban Grade 1 ECR CPS PS LSS MSS HSS Average 11 11 Urban Grade 2 15 25 25 34 32 31 31 Semi-Urban 18 19 24 30 35 38 30 Semi-Remote 12 18 21 27 31 36 26 Remote 15 16 15 26 27 30 20 Very-Remote Difficult Average 14 13 16 34 32 23 16 17 10 13 18 26 30 14 15 20 30 31 33 24
One of the targets in Tenth Plan is that all schools maintain a class size of 30-36 students in regular schools and 20 students in smaller schools with multi-grade teaching. Currently about 53% of schools have achieved the target of maintaining class sizes at 30-36 students. The remaining 47% of schools have average class sizes exceeding or below the target, indicating either over-crowded classrooms or wastage. About 15% of schools have class sizes of less than 20 while more than 10% of schools have class size above 60s. Most CPSs have class size of less than 20.
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But, as school improvement ideas go, reducing class sizes is costlier than others and usually more complicated than it appears. Table 8.6 shows by Dzongkhag how many schools have average class sizes smaller than, equal to or larger than 30 students per class. In most Dzongkhags a majority of the schools have been able to keep the average class sizes below 30.
Table 8.6 Schools by Average Class size per Dzongkhag, March 2011
Class size Less than 30 Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro Pema Gatshel Punakha Samdrup Jongkhar Samtse Sarpang Thimthrom Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Phodrang Zhemgang Total 19 37 23 3 9 27 51 18 31 20 26 18 19 15 15 60 30 24 12 25 32 514 2 33 2 2 2 1 4 4 9 1 2 3 5 30 More than 30 % Less than 30 100% 88% 100% 100% 100% 100% 100% 78% 100% 91% 96% 82% 83% 63% 94% 100% 100% 100% 86% 93% 100% 94%
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9. EDUCATION FACILITIES
To provide quality education it is important that facilities in the school are adequate and up to date. In this chapter the status of some of these facilities viz. water provision, electricity, telephone connection, laboratories, computers and classrooms, as reported by the schools is reflected.
About 60% of the schools reported to have sufficient water supply, the same percentage for day school and 46% for boarding schools. Around 46 boarding schools reported to have insufficient water supply, while 11 of these boarding schools had no tap stands for their students. When analyzing the water supply situation for day schools without tap stands, it was found that around half of them have a source or stream, especially the remote schools. Most of the water problems in schools are to do with their source.
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The table 9.2 shows the average number of tap stands available for students by Dzongkhag.
Table 9.2: Student-tap stand ratio by Dzongkhag for schools with tap stands, March 2011
Dzongkhag Bumthang Chukhaa Dagana Gasa Haa Lhuentse Mongar Paro P/Gatshel Punakha s/jongkhar Samtse Sarpang Thimphu Trashigang T/Yangtse Trongsa Tsirang Wangdue Zhemgang Without tapstand 0 5 2 1 0 1 4 1 1 0 2 2 2 3 5 1 2 1 1 3 19 37 21 3 9 26 47 22 30 22 25 20 21 38 55 29 22 13 26 29 Schools with tapstand No. of school Student:Tapstand ratio 232 461 352 221 349 154 216 499 214 354 366 779 537 665 232 183 155 453 297 192
9.2 Provision of classrooms, laboratories and computers in schools The number of classrooms available in a school is another facility that influences the quality of education. Some schools face shortage of classrooms and have to introduce shift system. Figure 9.1 shows the class room situation. Collecting information on classrooms was more difficult than collecting information on enrolment. A significant amount of schools did not give adequate information on their classrooms. It is also unknown whether the classrooms reported in the statistics forms are permanent classrooms or temporary structures. Analysis of the information, as in figure 9.1, indicates that most of the schools that gave information have enough classrooms. Only 15% of schools reported to have more than 40 students per class.
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18%
Add Rangjung
Less than 20 20-30 30-36 37-40 Above 40
One of the targets in the 10th Plan is to achieve class size of 30-36, while 80% of school has already achieved the target; in fact more than 65% of these schools are below the target line with less than 30 students per class. As you see from the above figure almost 49% of schools have less than 20 students per class of which most of these schools are located in the public remote and semi remote schools. And some 12 schools reported to have class size of 80 and above. These schools are also located in the remote schools. 9.2.1. Laboratories in schools Another basic minimum facility that is required in the schools is a laboratory. Classes VII and VIII require a general science laboratory, while classes IX and above require separate laboratories for physics, chemistry, and biology. A computer laboratory is also required for class IX and above. Table 9.3 shows the current provision of laboratories in the schools. A word of caution is required with regard to data-collection. It is unclear regarding the usage of existing classrooms in the absence of dedicated laboratories. The 3rd column refers to schools that have all 5 laboratories. In case a school has a General Science Laboratory and a Chemistry Laboratory, but does not have the other laboratories (computer, physics or biology) it is included under the 3rd column.
Table 9.3 Laboratory by level of school, public schools, March 2011
No Laboratory CPS PS LSS MSS HSS 239 62 30 2 0 General Science Laboratory 25 23 38 6 0 General Science with any other Laboratory 3 6 25 46 38 General Science with other Laboratory* 0 0 0 3 6
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From the above we can see only 6 higher secondary schools have fully equipped general science laboratories as well as physics, chemistry, biology and computer laboratories. And almost all higher secondary school are equipped with laboratory. Two Middle secondary schools do not have a laboratory at all as they have only recently been upgraded. The same is true for the lower secondary schools. Due to admission pressure so many schools were upgraded before putting in adequate facilities. This is one of the main challenges for the 10th FYP. 9.2.2. Computers in schools Information Communication Technology Education (ICT) and ICT in Education has been introduced in schools at all levels with the aim to build the capacity of Bhutans educational system to deploy Information Technology for independent learning and life-long learning skills. In view of this, ICT in schools is to be used as a pedagogical tool to create a stimulating and empowering classroom learning experience. The ultimate aim is to ensure the pervasive and effective use of IT in Education. One of the goals of the 10th FYP is to equip all Higher and most Middle Secondary Schools with computers. IT literacy is also an invaluable asset to students for their future careers and Computer Science and Computer Applications courses in secondary level of education are offered, IT teachers continue to be trained, and schools are provided with computer laboratories and computer laboratory assistants, along with both hardware and software for IT education. Table 9.4 shows the current status of this programme.
Table 9.4 Computers in the schools, March 2011
Level CPS PS LSS MSS HSS Total CPS PS LSS MSS HSS Total With Computer No. school 148 56 83 54 30 371 1 9 2 1 13 26 397 No of computers Average Computer per school 422 253 857 770 672 2974 1 43 5 5 328 382 3356 3 5 10 14 22 8 1 5 3 5 25 15 23 Without computer 117 26 8 1 1 153 0 0 1 0 0 1 154
Grand Total
All Higher Secondary Schools have computers, with an average of 23 per school. Of the 57 Middle Secondary Schools, 55 have computers, with an average of 20 computers per school. At the (C) PS and LSS level the number of computers is less. On average, the schools that have computers, have just a few and these are probably used by the office staff. Quite a number of Community Primary Schools have computers (including 54 OLPC Laptop), given the fact that a lot of them are in remote places, and some do not have access to electricity. Page 74
Public Private
Almost over 50% of the public CPSs have electricity. While it is not clear whether the question of access to electricity may have been interpreted as including access to solar power, the data shows that a lot of areas in Bhutan are not yet electrified. As of recent statistics it is reported that almost about 68% of schools in Bhutan are electrified, i.e. 4 % increase since 2009. While 32% of schools are still not connected to electricity which includes remote, very remote and difficult schools. Almost all the HSS and MSS are reported to have the electricity connection as of march 2011. Telephone access is another important facility which is necessary for ensuring communication between parents and the school, between the school and the Dzongkhag and central administration etc. This can also benefit the larger community in case of remote schools.
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Table 9.6: Schools with working landline phone, per category, March 2011
Category Urban Grade 2 Semi-Urban Public Sub-Total CPS PS LSS MSS HSS Private Sub-Total Total Remote Semi-remote Very Remote Difficult Sub-Total Urban Grade 1 Urban Grade 2 Semi-Urban Semi Remote Very remote Sub-Total Total Private Working Landline Phone Yes 76 17 122 75 75 52 417 1 20 1 3 1 26 443 1 207 96% 68% No 1 8 73 16 69 39 206 0 1 0 % Yes 99% 68% 63% 82% 52% 57% 67% 100% 95% 100% Total 77 25 195 91 144 91 623 1 21 1 3 1 27 650
67% of the public schools in Bhutan report that they have a working landline phone. Even in the more remote areas around 52% of the schools can be contacted through telephone. Almost all the Middle Secondary and Higher Secondary School have the telephone connection. Internet facilities are now increasingly being introduced in our schools. Most schools with internet are connected via dial-up. However, this is not adequate for schools and a few Middle and Higher Secondary Schools are now moving from dial-up to lease-lines. Further IT facilities in schools are being enhanced with training of IT laboratory assistants in setting up and maintenance of Local Area Networks (LAN).
Table 9.7: Internet connectivity per level, March 2011
Level ECR CPS PS LSS MSS HSS Schools with internet connectivity Yes 0 48 29 57 30 29 193 0 8 1 1 12 22 215 No 99 217 53 33 25 2 429 1 1 2 0 1 5 434 % Yes 0% 18% 35% 63% 55% 94% 31% 0% 89% 33% 100% 92% 81% 33% No Information 0 0 0 1 0 0 1 0 0 0 0 0 0 1 Total 99 265 82 91 55 31 623 1 9 3 1 13 27 650
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Public
From the above table we could see that 81% of private schools are connected to the internet while only 31% of the public schools have that access. However 94% of Public HSS have access to internet while only 18 to 35% of C (PS) have access
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Map showing % of schools with working Electricity, Phone, Internet and Roads connectivity by Dzongkhag, 2011
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Gasa
E: 40% P: 60 % I: 20% R: 0%
Lhuentse
Punakha
Bum
E: 57% P: 76% I: 33% R: 90%
thang
Paro
E: 92% P: 83% I: 63% R: 83% E: 93% P: 91% I: 63% R: 93%
Thimphu
Trashi yangtse
E: 73% P: 70% I: 47% R: 50%
Haa
E: 59% P: 66% I: 28% R: 69% E: 44% P: 92% I: 36% R: 56%
Wangduephodrang
Trongsa
Mongar
E: 51% P: 65% I: 25% R: 35%
Trashigang
E: 79% P: 73% I: 42% R: 55%
Samtse
Chhukha
E: 70% P: 77% I: 40% R: 57% E: 43% P: 53% I: 17% R: 53%
Dagana
Sarpang
E: 73% P: 65% I: 42% R: 65% E: 29% P: 82% I: 18% R: 59%
Zhemgang
Pemagatshel
E: 58% P: 63% I: 26% R: 29%
Samdrup Jongk
E: 33% P: 85% I: 18% R: 36% E: 48% P: 52% I: 16% R: 45%
Tsirang
E: Electricity Connectivity P: Working Phone Connectivity I : Working Internet Connectivity R: Road Connectivitys
516 158
9,802 930
3,166 3,875
It is interesting to note that participation of women in the NFE programme is high, both as instructors and learners. Participation in Samtse is the highest in absolute numbers while participation in Samtse is comparatively high.
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In 2010 and 2011 the programme expanded to more schools in 3 additional dzongkhag. The programme has been found to be very popular, especially at classes XI and XII.
The objective of this programme during the Tenth Plan is to provide enhanced special education services to the children with a wide range of disabilities including learning difficulties by providing support facilities in selected schools across the country. The Tenth Plan will support the development of additional physical facilities in the National Institute for Visually Impaired (NIVI), Khaling and the Deaf Education Center in Drugyel to cope with the increasing enrolment pressure for the special education services. Further, five more special education centres were established on the Changangkha model to allow children with special needs to access general education in regular schools. To develop national capacity and expertise, the plan will support training on special needs education. Teaching-learning materials will also be provided to strengthen the special education services in the existing and new centers.
Table 10.4 Enrolment in Special Education Institute, March 2011
Dzongkhag Samtse Mongar Thimphu Paro Name of the Institute Tendu HSS Mongar HSS Changangkha LSS Drugyel LSS Jigme Sherubling HSS Trashigang Khaling LSS National Institute for Visually Impaired Zhemgang LSS Enrolment Boys 5 42 23 40 12 27 20 11 180 Girls 3 33 13 25 2 9 19 7 111 Instructors/teachers Bhutanese Male 2 13 0 3 15 5 12 11 61 Female 2 26 14 7 6 2 3 11 71 0 0 3 0 2 11 16 Non Bhutanese Male 0 Female 1 1 1 0 1 0 0 1 5
Zhemgang Total
The enrolment in the NIVI has decreased this year, though it has showed a slow increase over the last few years, especially compared to the spectacular enrolment increase in regular education. One of the challenges for the education sector is to ensure that all children with special needs receive suitable education so they can become full members of society. Seven other schools also cater to special needs education, contributing toward the Education for All goals. Drugyel LSS in Paro has a deaf education resource unit, while Changangkha LSS in Thimphu has facilities to teach both physically and mentally challenged children. There are 2 special education schools, 2 Integrated Special schools and 4 Pilot special education centres as of march 2011. These schools are part of the RGoBs effort to make schools as inclusive as possible and integrate special education into mainstream education. There are about 291 students and 153 teachers all together as of March 2011.
Public Institutions 1 2 3 4 5 6 7 8 9 10 College of Natural Resources, Lobesa College of Science and Technology, Rinchhending Institute of Language and Culture Studies, Semtokha Jigme Namgyel Polytechnic, Dewathang National Institute of Traditional Medicine, Thimphu Paro College of Education Royal Institute of Health Sciences, Thimphu Samtse College of Education Sherubtse College, Kanglung Gaeddug College of Business Studies
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Table 11.2 Staff and students in Vocational Training Institutes academic year 2009
SI.# Dzongkhag Name of the Institute New Admission Admission Teacher No. of years 2009 requirement (length of (minimum course) class) Male Female Total Male Female Total 2 Years 2 to 6 Years Class X Pass 6 month to 2 years 2 Years 2 Years 2 to 6 Years 2 Years 2 Years 17 142 133 61 27 40 61 31 512 1 36 11 46 24 27 37 12 194 18 178 144 107 51 67 98 43 706 15 8 12 13 17 16 87 1 4 5 2 2 2 18 6 2 8 0 16 12 17 15 19 18 105
1 2 3 4 5 6 7
Thimphu Institute of Automobile Engineering National Institute of Zorig Chusum Samthang Institute of Automobile Engineering Khuruthang Institute of Electrical Engineering Chumey Institute of Civil Engineering
Trashi Yangtse Yangtse Institute of Zorig Chusum Trashigang Sarpang Total Rangjung Institute of Electrical Engineering Sershong Institute of Civil Engineering
11.3.
11.3.1.
Students Abroad
Primary and secondary education
A significant number of Bhutanese children are studying in primary and secondary schools abroad. Many Parents also send their children to schools in towns like Kalimpong, Darjeeling and Chennai in India. These children are funded privately. 11.3.2. Tertiary education Every year, the RGoB provides scholarships for class XII graduates to study various professions abroad. These slots are limited and merit based. Several other funding agencies like the Government of India also provide undergraduate scholarships. Table 11.3 gives the number of undergraduate students with scholarships abroad. A significant number of students also study abroad through private funding. Table 11.4 gives the students studying privately in India and in other countries. The private student numbers are based upon the membership figures of the Bhutanese Student Associations in the different towns and countries.
Table 11.3 Bhutanese Undergraduate students abroad with RGOB Scholarships, 2011
Year of Passing 2017 2016 2015 2014 2013 2012 2011 Total India,RGoB Male 0 0 2 3 9 7 25 46 Female 0 0 3 0 6 5 11 25 Total Male 0 0 5 3 15 12 36 71 0 0 11 70 46 65 58 250 India,GoI Female 0 0 3 15 8 10 19 55 Total 0 0 14 85 54 75 77 305 Male 21 18 29 22 21 23 12 146 Other,RGoB Female 5 8 8 13 13 10 3 60 Total 26 26 37 35 34 33 15 206 RGoB-APEMSS Male 4 1 0 1 1 0 0 7 Female 8 8 1 1 1 0 0 19 Total 12 9 1 2 2 0 0 26 Male 0 0 0 2 13 0 0 15 RGoB-RTC Female 0 0 0 1 4 0 0 5 Total 0 0 0 3 17 0 0 20
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Table 11.4 Bhutanese privately funded Tertiary Education students abroad, 2011
Private funding Country India Bangladesh Thailand Australia Canada Cuba Korea Nepal Sri-Lanka Thimphu USA Malaysia Total 1965 1510 3475 Male 1935 10 15 5 Female 1456 38 15 1 Total 3391 48 30 6 Scholarship Student 382 14 29 36 2 7 5 1 126 20 7 1 630 Total 3773 62 59 42 2 7 5 1 126 20 7 1 4105
The number of girls receiving scholarships and those under private funding is much lower than the number of boys. i.e. only 26 and 43 percent respectively.. It remains one of the challenges to ensure that participation of girls stay at the same level as in Class X.
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Table 11.5 Enrolment in monastic schools administered by the central monastic body, 2011
Dzongkhag Bhutan Chhukha Dagana Gasa Haa Lhuentse Mongar Paro Pemagatshel Punakha/Thimphu Samdrup Jongkhar Samtse Trashiyangtse Trashigang Trongsa/Bumthang Tsirang Wangdiphodrang Zhemgang Sarpang Monastic schools 388 25 11 9 18 10 27 43 5 71 2 9 6 30 70 5 30 8 9 Monastic novices 7240 184 207 120 168 280 300 400 135 3096 100 240 145 280 708 115 400 212 150
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Table 12.1 Annual Education Sector Budget 2010-2011 (in Million Nu.)
Sl No. Items 1 2 3 4 5 6 7 8 9 Total Institutes & Colleges under RUB 1 2 3 4 5 6 7 8 9 10 Total Institutes under the MoLHR 1 2 3 4 5 6 7 8 9 Total *Budget for NFEC clubbed under Primary Education Services Institute for Zorig Chusum, Tashiyangtse National Institute for Zorig Chusum, Thimphu Vocational Training Institute- Khuruthang Vocational Training Institute- Samthang Vocational Training Institute- Sershong/Sarpang Vocational Training Institute- Chumey Vocational Training Institute- Rangjung Construction Service Center, Thimphu Institute of Automobile Engineering, Thimphu 14.3 25.2 16.0 14.9 142.4 14.5 15.2 5.7 8.6 256.8 0.5 326.0 14.3 1.5 19.3 18.0 257.3 11.2 4.1 28.6 26.7 35.2 32.9 399.7 25.7 19.3 5.7 9.1 582.9 ILCS, Semtokha Paro College of Education Samtse College of Education College of National Resource, Lobesa College of Science & Technology, Rinchending Jigme Namgyel Polytechnic, Dewathang Sherubtse College, Kanglung Gaeddug College of Business Studies National Institute of Traditional Medicine Royal Institute of Health Sciences 29.5 52.3 49.6 32.4 41.7 28.9 68.0 48.1 10.3 28.2 389.0 154.0 17.1 29.8 65.1 143.0 33.1 70.8 22.1 42.4 78.9 656.3 183.5 69.4 79.4 97.5 184.7 62.0 138.8 70.2 52.7 107.1 1,045.2 National direction and educational services NIVI, Khaling Non Formal Education Centres/Continuing Education* Tertiary Education Services Community Primary and Primary Schools Lower, Middle & Higher Secondary Schools School Procurement services Resource Centre Services Gewog Education Services Current 47.5 1.7 16.0 746.9 1,627.4 139.0 0.9 2,579.4 Capital 29.7 8.0 3.8 288.6 404.0 500.6 0.3 1.2 1,236.2 Total 77.2 8.0 5.5 304.6 1,150.9 2,128.0 139.0 1.2 1.2 3,815.6
Page 88
Sl. No Cur. 7.74 5.72 93% 62.25 48.47 78% 49.54 0% 100% 6.11 5.74 94% 7.43 35.13 7.04 20.46 95% 40.45 34.49 85% 148.07 120.01 81% 116.73 92.41 79% 175.75 116.41 235% 100% 9.15 9.15 100% 10.13 10.33 158% 185.89 12.53 12.58 100% 12.58 12.53 100% 9.15 9.15 100% 10.33 158% 0% 0% 0% 0% 0% 0.03 0.03 0% 0% 0.03 0.03 14.13 14.13 0.01 100% 11% 14.19 14.19 0.08 58% 65% 100% 100% 77% 27.49 5.23 5.23 0.11 42.57 5.23 5.23 0.14 0.14 0.65 0.11 0.59 77% 91% 0.08 0.01 11% 87% 89% 96% 96% 81% 9.57 15.32 2.73 2.73 0.62 11.03 17.14 2.83 2.83 0.77 0.77 0.62 81% 0.65 0.59 91% 100% 80% 80% 94% 94% 1.39 1.39 0.06 0.06 0.19 0.19 1.39 1.39 0.07 0.07 0.20 0.20 0% 0% 0% 0% 0% 0% 1.77 1.77 1.21 1.21 68% 68% 0% 6.53 6.53 0.06 0.06 1.57 1.57 0% 0% 0% 0% 95% 95% 19.65 1.34 20.99 0% 3.51 3.51 11.67 36.80 48.47 3.70 3.70 83% 100% 100% 100% 100% 85% 18.90 15.19 80% 40.49 35.87 89% 1.67 1.63 98% 9.71 9.09 94% 26.41 12.97 49% 27.36 26.97 99% 161.87 152.70 94% 125.37 123.02 98% 126.15 126.82 101% 11.03 9.57 87% 35.13 32.71 93% 43.97 43.10 98% 30.93 8.69 28% 62.04 33.32 54% 288.99 40.11 14% 15.20 47.05 11.67 36.80 77% 0% 78% 6.75 12.48 4.32 4.32 0.06 0.06 1.16 1.16 11.26 96% 55.60 39.15 70% 61.47 23.25 38% 1.77 1.21 7.29 15.03 4.32 4.32 1.16 1.16 13.22 11.38 10.94 Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap.
Dzongkhag
Primary Tot.
Secondary
SLD
SPS
RCS
SLD
MSB
ZDS
TOTAL 24.60 22.20 90% 74.50 54.33 73% 101.95 12.61 12% 3.43 2.84 83% 20.74 18.67 90% 61.55 45.67 74% 71.33 70.06 98% 192.80 161.39 84% 187.41 156.34 83% 219.12 166.93 76%
Cur.
Cap.
Tot.
Bud.
4.09
4.09
Bumthang Expe.
4.19
4.19
Bud.
8.55
8.55
Chukha
Expe.
2.34
2.34
27%
27%
Bud.
3 -
Dagana
Expe.
Bud.
Gasa
Expe.
Bud.
Haa
Expe.
Bud. 12.96
12.96
Lhuntshe Expe.
12.25 12.25
0%
95%
Bud. 79%
Mongar
Expe.
Paro
92%
79%
90%
96%
69%
89%
10
89 Page
Sl. No Cur. 42.76 83.66 196% 150.62 112.75 75% 121.59 115.26 95% 47.40 41.41 87% 179.81 178.84 99% 56.85 54.94 97% 56.89 51.05 90% 65.71 59.08 90% 86.52 78.57 91% 55.97 48.91 87% 87% 0% 0% 0% 138.62 94% 0% 138.62 6.47 42% 870% 0.74 21.75 870% 83% 0% 21.75 98% 6.47 18.09 3.27 21.35 2.68 1.21 3.89 8.19 100% 8.19 100% 5.04 5.04 100% 8.19 8.19 100% 5.05 5.05 97% 97% 67% 6.27 6.27 0.05 6.48 6.48 0.08 96% 96% 9.45 9.45 1.38 99% 0.08 0.82 0.05 0.81 67% 99% 1.28 1.28 100% 2.34 2.31 99% 9.81 9.81 1.39 94% 94% 76% 76% 92% 92% 1.39 1.38 99% 0.82 0.81 99% 1.28 1.28 100% 2.34 2.31 99% 0.15 0% 0.15 0.13 0.13 89% 0.15 0.15 0.14 0.14 93% 93% 21.36 21.36 0.19 0.19 2.66 2.66 22.72 22.72 0.25 0.25 2.90 2.90 106% 106% 29% 29% 100% 100% 3.00 3.00 0.01 0.01 0.59 0.59 0.59 2.83 2.83 0.03 0.03 0.59 0.59 100% 100% 0% 0% 9.16 9.16 2.68 2.68 9.17 9.17 2.68 2.68 0.10 0.10 0.10 0.10 97% 97% 94% 94% 97% 97% 10.38 10.38 0.03 0.03 2.93 2.93 149.11 85% 134.27 133.70 100% 44.86 45.83 102% 241.91 238.23 98% 102.37 99.50 97% 77.87 60.31 77% 71.87 71.03 99% 124.98 126.71 101% 105.44 100.76 96% 11.00 11.00 0.03 0.03 0.03 0.03 174.75 100% 100% 1% 1% 189% 59% 113.02 57.07 50% 33.84 24.52 72% 33.14 18.30 55% 129.70 49.53 38% 55.56 43.08 78% 43.41 27.61 64% 40.35 31.16 77% 47.87 30.75 64% 43.15 28.65 66% 5.96 5.96 5.96 5.96 0.01 0.01 121.48 20.72 5.96 5.96 0.01 0.01 1.68 1.68 64.12 35.23 99.34 142.20 143% 287.76 166.14 58% 168.11 152.86 91% 78.00 63.54 81% 288.64 287.76 100% 157.92 142.58 90% 121.28 87.92 72% 112.22 102.19 91% 172.84 157.46 91% 148.59 129.41 87% 1.77 1.77 19.80 1.62 21.42 1,693.57 1,177.56 2,871.13 0.37 0.37 1,662.18 573.44 2,235.62 68% 220% 0% 23% 2% 98% 49% 78% Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot.
Dzongkhag
Primary
Secondary
SLD
SPS
RCS
ZDS
TOTAL
Cur.
Cap.
Tot.
Page 90
88% 41% 98% 85% 99% 69% 97% 50%
100% 64%
12
Samtse
73%
56%
32%
13
98%
43%
14
104%
8%
100%
2%
97%
77%
85%
18
Trongsa
53%
50%
19
Tsirang
98%
85%
92%
20
Bud. 55.39 20.41 75.80 59.06 27.46 W/ Expe. 54.46 13.92 68.38 61.75 16.83 Phodrang % 98% 68% 90% 105% 61%
95%
72%
87%
Bud. 554.25 406.11 960.36 949.47 582.17 1,531.64 11.67 36.80 48.47 147.56 185.89 333.45 0.74
Total
90%
59%
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Page 92
2.2% 274
2518 8.6% 2385 8.1% 125 179 650 0.4% 0.6% 2.2%
1272 5.9% 1983 28.0% 10978 1073 4.9% 682 537 3.1% 919 13.0% 2.5% 6428 7786 9151 15580 8.4% 11267
Pema Gatshel 178 Punakha S/ongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Zhemgang Total 16 134 170 32 114 109
1453 4.9%
1042 36.3% 3039 10.3% 75 25 216 2.6% 0.9% 7.5% 0.0% 0.6% 4.7% 5.9% 1.1% 2055 7.0% 692 2.4% 130 1
4928 10.0% 58
4717 22.6% 1516 90.4% 5970 12.1% 521 70.0% 5894 14.9% 590 100.0% 2695 12.4% 2509 35.5% 25259 14.5% 1668 301 750 878 1706 1274 8.0% 1.4% 3.6% 4.2% 8.2% 6.1% 3577 2331 678 2011 2027 1224 7.2% 4.7% 1.4% 4.1% 4.1% 2.5% 2323 714 343 739 956 1323 5.9% 1.8% 0.9% 1.9% 2.4% 3.3% 2083 9.6% 532 428 692 2.4% 2.0% 3.2% 12773 5307 3405 5892 7709 1.7% 5582 7.3% 3.1% 2.0% 3.4% 4.4% 3.2%
2906 9.9% 1429 4.9% 1190 4.0% 1438 4.9% 1848 6.3% 1054 3.6%
2870 100.0% 29439 100.0% 130 100% 20833 100.0% 1677 100.0% 49358 100.0% 744 100.0% 39507 100.0% 590 100.0% 21724 100.0% 7075 100.0% 173947 100.0%
Page 94
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11.7%
Page 96
Class XII
29 29.3%
11 11.1%
100.0% 56 100.0% 9
97 Page
139 13.0% 13 24.5% 196 10.1% 27 0 35 28 77 70 53 38 23 83 77 2.5% 0.0% 3.3% 2.6% 7.2% 6.5% 4.9% 3.5% 2.1% 7.7% 7.2% 0 0 0 0 0 0 0 0 0 0 4 7.5% 58 0 72 23 129 153 95 68 65 114 167 3.0% 0.0% 3.7% 1.2% 6.6% 7.9% 4.9% 3.5% 3.3% 5.8% 8.6%
138 10.1% 18 89 59 60 78 74 9 100.0% 37 1.3% 6.5% 4.3% 4.4% 5.7% 5.4% 2.7%
34 29.3% 3 2 2.6%
1.7% 127 38.6% 113 10.5% 36 67.9% 272 14.0% 34 100.0% 261 16.1% 0 0 0 0 0 13 0.0% 0.0% 0.0% 0.0% 0.0% 4.0% 98 28 27 31 69 27 9.1% 2.6% 2.5% 2.9% 6.4% 2.5% 0 0 0 0 0 0 145 85 49 65 77 51 7.4% 4.4% 2.5% 3.3% 4.0% 2.6% 103 31 19 32 44 55 6.4% 1.9% 1.2% 2.0% 2.7% 3.4%
88 86.3% 200 22.3% 1179 15.6% 68 23 45 36 68 50 7.6% 2.6% 5.0% 4.0% 7.6% 5.6% 578 259 218 219 349 255 7.7% 3.4% 2.9% 2.9% 4.6% 3.4%
9 100.0% 1370 100.0% 116 100% 329 100.0% 1073 100.0% 53 100.0% 1949 100.0% 34 100.0% 1620 100.0% 102 100.0% 897 100.0% 7553 100.0%
Table A3.2 Teachers in Bhutan in 2011 per school type per Dzongkhag
Dzongkhag Bumthang Chukha Dagana Gasa Haa Lhuentse Mongar Paro Pemagatsel Punakha S/Jonkhar Samtse Sarpang Thimphu T/gang T/yangtse Tongsa Tsirang Wangdue Zhemgang Total ECR 18 31 29 24 21 17 16 62 18 19 27 31 25 13 18 8 27 28 32 25 CPS 19 24 30 10 15 14 21 14 17 17 24 39 28 19 19 16 16 29 22 18 21 PS 23 26 23 10 18 24 27 23 22 19 27 LSS 21 28 31 23 25 23 22 26 22 28 32 30 22 25 27 14 31 26 24 25 MSS 21 25 30 15 20 30 21 22 21 25 34 26 23 23 23 18 23 22 24 24 HSS 16 23 21 18 16 19 18 20 18 23 27 15 24 21 19 16 22 15 21 20 Public 20 25 29 13 20 20 23 21 21 20 26 33 26 23 22 20 16 27 22 23 23 Pvt 25 17 Total 20 25 29 13 20 20 22 22 21 20 25 33 26 21 22 20 16 27 22 22 23
15 25 22 13 26 18
24 25 13 17 24 25 25 23
9 19
Page 98
1016 1365
Table A3.4 Teachers qualification in public and private school, March 2011
Bht 0 230 3,843 239 195 1,535 483 6,525 Public NBht 2 199 286 7 0 6 0 500 All 2 429 4,129 246 195 1,541 483 7,025 Bht 45 154 6 60 16 281 Private NBht 42 44 4 0 0 90 All 0 87 198 10 0 60 16 371 Bht 0 275 3,997 245 195 1,595 499 6,806 *Total NBht 2 241 330 11 0 6 0 590 All 2 516 4,327 256 195 1,601 499 7,396
Ph.D Masters Bachelors Degree PGDE PGCE Higher Secondary/Matriculation ZTC Total *No information for 157 teachers
99 Page
20 22 21 24 28 16 23 16 21 22 19 20 19 15 28
19 22 22 20 20 18 28 16 21 20 19 19 21 15 27
0.9% 1.0% 1.8% 1.0% 3.7% 3.5% 2.1% 5.5% 2.3% 4.5%
After class X school leaver continue in class XI or in vocational training or join the labor market
Page 100
1761 11.0% 1507 9.1% 1257 8.1% 1131 6.7% 1192 7.3% 1055 6.4% 1130 6.5%
8.4% 8.3% 8.4% 7.0% 10.0% 6.8% 5.4% 8.8% 4.4% 7.9%
1739 11.2% 1359 8.5% 1280 7.8% 1173 7.5% 1113 6.6% 1043 6.5% 1091 6.6% 968 5.8% 1526 10.7% 1235 8.2% 1236 7.9% 1299 8.1% 1100 7.1% 1240 7.5% 1042 6.5% 1034 6.4% 1223 9.0% 1035 9.2% 805 344 7.8% 4.8% 924 6.8% 856 5.9% 961 6.5% 920 6.0% 944 6.3% 938 5.8% 802 5.1% 679 5.8% 734 5.8% 665 5.3% 731 5.4% 887 6.4% 848 5.8% 813 5.7% 465 4.4% 389 3.5% 464 4.0% 442 3.7% 599 4.7% 571 4.4% 506 3.7% 318 4.2% 275 3.1% 457 4.9% 715 7.0% 615 5.6% 442 3.9% 389 3.3% 1726 13.3% 1265 9.2% 1255 9.1% 1208 8.3% 1285 8.6% 1416 9.1% 1369 8.9% 1347 8.2%
1100 12.0% 828 8.3% 917 8.6% 873 7.8% 1010 8.5% 972 7.9% 782 6.1% 794 6.1% 867 12.0% 636 8.4% 516 6.7% 542 6.1% 606 6.6% 520 5.4% 603 5.7% 483 4.2%
80% 92% 92% 96% 96% 93% 92% 96% 94% 97% 96%
Table A4.6 Class XII results, 2010 Year No. of students appeared No. of students passed No. of students failed Pass % 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 529 1206 1703 2997 3170 3871 3969 5027 5510 6530 6346 469 60 1115 1582 2688 2904 3494 3737 4263 4768 5950 5424 91 121 309 266 377 232 764 533 600 922
89% 92% 93% 90% 92% 90% 94% 85% 87% 91% 85%
101 Page
Table A4.11 Details on the 6-12 years old children since 2009
Division of 6-12 years old children Right aged primary enrolment Primary aged enrolled in Secondary school Primary aged children abroad* Primary aged enrolled in Monastery** Primary aged not in school ** Source: Dratshang Lhentshog, MoHCA 2009 # 86352 1024 940 1881 3852 % 92% 1% 1% 2% 4% # 87998 3068 470 939 1426 2010 % 94% 3% 1% 1% 2% # 88133 1065 463 671 2348 2011 % 95% 1% 1% 1% 3%
* assuming 0.05% of primary aged children are abroad from PHCB 2005
Page 102
91.92% 94.21% 93.65% 94.93% 88.96% 93.50% 96.34% 91.92% 96.42% 89.47% 99.23%
Male
PP Promotion rate Repetition rate Dropout rate Adjusted promotion rate Survivors to the Grade Average study time at Grade 6.06% 3.20% 1,000.0 1.1 I 6.66% -1.38% 965.9 1.1 II 7.27% III 5.72% IV 9.55% 2.81% 965.9 1.1 V 6.34% 2.36% 935.9 1.1 VI 4.34% -0.41% 912.3 1.0 VII 6.02% 2.06% 912.3 1.1 VIII 3.36% -0.34% 892.2 1.0 IX 4.08% 5.89% 892.2 1.0 X 0.78% 0.00% 837.4 1.0 837.4 11.6 13.0 84.9% Graduates 90.74% 94.72% 92.83% 95.17% 87.64% 91.30% 96.08% 91.92% 96.98% 90.03% 99.22% -0.10% -0.88% 965.9 1.1 965.9 1.1
90.74% 93.34% 92.73% 94.28% 87.64% 91.30% 95.66% 91.92% 96.64% 90.03% 99.22%
Female
PP Promotion rate Repetition rate Dropout rate Adjusted promotion rate Survivors to the Grade Average study time at Grade 4.53% 2.33% 1,000.0 1.0 I 4.89% -2.06% 975.6 1.1 II 5.44% 0.06% 975.6 1.1 III 4.41% -1.90% 974.9 1.0 IV 6.83% 2.85% 974.9 1.1 V 5.09% VI 3.05% VII 6.11% 1.97% 945.2 1.1 VIII 3.21% 0.91% 925.3 1.0 IX 4.30% 6.78% 916.5 1.0 X 0.76% 0.00% 851.6 1.0 851.6 11.5 12.8 85.8% Graduates 93.13% 97.17% 94.50% 97.49% 90.32% 95.72% 97.02% 91.91% 95.88% 88.92% 99.24% -0.81% -0.07% 945.2 1.1 945.2 1.0
93.13% 95.11% 94.50% 95.59% 90.32% 94.91% 96.95% 91.91% 95.88% 88.92% 99.24%
103 Page
Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro Pema Gatshel Punakha Samdrup Jongkhar Samtse Sarpang Thimthrom Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Phodrang Zhemgang Total
1 1 1 1 2 2 1
2 2 4 14
Table A4.15 Right age, underage and overage details by class 2011.
PP Right Age Underage Overage 44.6% 11.8% 43.6% I 38.5% 13.8% 47.7% II 31.8% 12.1% 56.2% III IV V VI VII VIII IX 18.2% 5.8% 76.0% X XI XII 17.8% 7.6% 74.6%
73.5% 74.8%
76.2% 71.0%
12
Page 104
Table A4.16 Aged-specific enrolment rates by class, 2011. II 0.0% 0.0% 1.1% 11.0% 31.8% 32.7% 13.5% 5.2% 2.0% 1.3% 0.8% 0.4% 0.2% 0.1% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 0.2% 0.1% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.2% 0.4% 1.0% 0.1% 0.4% 0.9% 2.5% 0.2% 0.9% 2.5% 6.0% 14.3% 7.6% 3.1% 0.9% 0.3% 0.1% 0.0% 0.0% 0.0% 0.0% 0.7% 2.0% 6.2% 13.1% 20.8% 1.3% 4.8% 11.1% 21.1% 26.2% 18.9% 26.0% 21.3% 14.6% 8.7% 3.0% 0.7% 0.3% 0.1% 0.0% 0.0% 0.0% 3.6% 9.9% 19.9% 27.7% 19.5% 5.8% 6.8% 16.5% 27.7% 20.2% 6.4% 0.6% 16.0% 31.1% 22.6% 7.4% 0.6% 0.0% 0.0% 0.0% 0.4% 5.4% 18.2% 26.1% 21.3% 16.1% 8.2% 3.0% 0.9% 0.3% 0.1% 0.0% 0.0% 32.3% 24.5% 7.6% 0.7% 0.0% 0.0% 0.0% 28.0% 8.7% 0.9% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.3% 5.6% 17.9% 25.6% 22.4% 16.2% 7.5% 3.1% 0.9% 0.3% 0.1% 0.0% 9.8% 1.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 1.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.4% 7.7% 20.9% 26.2% 22.2% 12.2% 6.8% 2.5% 0.7% 0.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.5% 7.1% 17.8% 26.6% 21.7% 15.0% 7.3% 2.9% 0.9% 0.2% III IV V VI VII VIII IX X XI XII
Age
PP
1.1%
0.0%
10.8%
1.1%
44.6%
12.7%
32.5%
38.5%
6.4%
32.9%
1.7%
8.8%
10
0.9%
3.1%
11
0.7%
1.3%
12
0.5%
0.7%
13
0.3%
0.3%
14
0.3%
0.3%
15
0.2%
0.1%
16
0.1%
0.1%
17
0.0%
0.0%
18
0.0%
0.0%
19
0.0%
0.0%
20
0.0%
0.0%
21
0.0%
0.0%
22
0.0%
0.0%
23
0.0%
0.0%
24
0.0%
0.0%
105 Page
25
0.0%
0.0%
Table A5.2 Growth in the Girls enrolment in the Public Secondary School (VII-XII)
Year 2011 2010 2009 2008 2007 2006 2005 2004 2003 Girls 28076 26437 24393 22638 21228 19531 17995 16384 14820 %Girls 6% 8% 8% 7% 9% 9% 10% 11% 9%
Page 106
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Table A6.2 Primary school attendance, BMIS (Bhutan Multiple Indicator Cluster Survey) 20108
Male Net attendance ratio (adjusted) [1] Bumthang Chukha Dagana Gasa Haa Lhuntse Mongar Paro Dzongkhag Pemagatshel Punakha Samdrup jongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdi Zhemgang Western Region Central Eastern Area Urban Rural 6 Age at beginning of school year 7 8 9 10 11 12 None Primary Secondary + Mother not in household Poorest Wealth index quintiles Second Middle Fourth Richest 96.7 88.5 93.6 75.3 91.3 88.0 84.6 90.2 94.1 85.9 94.0 91.6 95.3 94.7 92.4 93.5 92.5 92.9 84.9 88.7 90.8 92.0 91.0 97.0 88.9 82.4 93.7 96.5 94.8 91.4 90.8 89.9 89.6 96.7 96.6 . 85.8 86.4 90.6 96.0 97.2 91.2 Female Total Number of children 237 987 397 74 208 245 724 499 392 401 693 1164 631 1221 969 288 234 331 430 267 4554 2527 3311 2884 7508 1571 1431 1343 1443 1489 1481 1634 8087 1176 1128 0 2126 2048 2061 2162 1995 10392 Number Net attendance Number Net attendance of children ratio (adjusted) [1] of children ratio (adjusted) [1] 115 480 203 38 113 125 362 250 207 210 341 572 294 607 501 138 124 165 224 133 2269 1257 1674 1441 3759 803 709 700 745 724 709 812 4056 590 555 0 1047 1055 1029 1071 998 5201 98.4 90.1 93.4 75.2 96.6 86.8 90.3 93.2 97.5 93.8 95.0 91.2 96.1 94.9 91.8 92.2 96.8 92.1 87.0 91.5 92.4 93.5 92.5 95.6 91.5 80.7 92.9 96.4 98.0 96.2 95.0 90.9 91.7 97.2 95.0 100.0 83.7 91.3 96.4 95.6 96.7 92.7 122 508 194 35 95 120 362 250 186 191 352 592 337 614 468 150 110 166 207 134 2285 1270 1637 1443 3749 768 722 643 698 765 772 822 4031 586 574 0 1079 993 1032 1091 997 5192 97.6 89.3 93.5 75.3 93.7 87.4 87.4 91.7 95.7 89.6 94.5 91.4 95.7 94.8 92.1 92.8 94.5 92.5 85.9 90.1 91.6 92.8 91.7 96.3 90.2 81.6 93.3 96.5 96.3 93.9 93.0 90.4 90.7 96.9 95.8 100.0 84.7 88.8 93.5 95.8 97.0 91.9
Total
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Mothers education
Bumthang Chukha Dagana Gasa Haa Lhuntse Mongar Paro Dzongkhag Pemagatshel Punakha S/Jongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdi Zhemgang Region Western Central Eastern Urban Rural 13 14 15 16 17 18 None Mothers education Primary Secondary + Mother not in household Poorest Second Middle Fourth Richest 54.1
60.8 57.6 42.5 29.0 59.7 52.8 46.5 55.6 63.4 46.2 54.3 50.4 59.3 79.5 38.6 32.0 42.0 48.8 35.6 62.5 59.9 49.9 48.3 76.7 45.4 32.2 49.0 60.6 64.0 60.4 58.7 48.1 67.6 82.7 66.2 30.8 38.7 48.3 66.3 86.1 20.5
10.8 23.7 34.2 12.9 16.1 21.4 17.7 17.0 16.3 12.8 23.9 24.6 16.0 9.8 32.3 39.8 13.9 29.1 19.8 19.5 18.0 21.0 24.0 12.9 23.4 54.9 32.9 17.7 8.5 4.1 3.6 26.4 19.2 9.4 16.9 26.8 26.8 23.8 18.1 7.2
100 465 168 22 82 103 312 266 161 180 260 438 249 489 293 67 96 130 165 84 1942 991 1196 1155 2974 698 691 683 741 666 650 2776 314 268 12 839 833 794 806 856 4129 55.8
69.5 58.2 37.1 40.5 70.1 40.5 52.0 65.0 54.2 65.2 54.5 46.7 58.5 73.5 39.3 33.9 58.8 49.1 47.5 55.2 62.0 52.8 47.6 73.5 48.0 37.1 51.8 65.4 67.7 64.1 56.3 52.5 75.0 59.9 35.3 30.6 38.6 53.2 69.8 77.5 20.0
9.6 18.3 34.8 11.4 17.5 27.9 15.0 17.5 24.4 17.6 20.1 29.7 16.4 7.4 28.5 32.4 16.4 26.8 24.2 22.1 17.2 22.0 23.1 10.1 24.3 50.5 29.8 15.4 7.1 2.4 .8 26.9 17.3 7.6 64.7 29.7 29.0 25.3 16.5 4.8
101 488 162 32 81 100 282 281 174 176 271 428 257 605 299 77 92 148 166 115 2090 1040 1203 1325 3007 850 932 575 673 678 625 2840 319 422 12 787 784 822 882 1057 4333 55.0
65.1 57.9 39.9 35.8 64.9 46.7 49.1 60.4 58.6 55.6 54.4 48.6 58.9 76.1 39.0 33.1 50.2 48.9 41.6 58.3 61.0 51.4 48.0 75.0 46.7 34.9 50.6 62.8 65.8 62.3 57.6 50.3 71.3 68.7 50.5 30.7 38.6 50.8 68.1 81.3 20.2
10.2 20.9 34.5 12.0 16.8 24.6 16.4 17.3 20.5 15.2 22.0 27.1 16.2 8.5 30.4 35.8 15.1 27.9 22.0 21.0 17.6 21.5 23.5 11.4 23.9 52.5 31.1 16.6 7.8 3.2 2.2 26.6 18.3 8.3 41.2 28.2 27.8 24.6 17.3 5.8
201 953 329 54 163 203 594 547 335 356 531 866 506 1093 592 144 188 278 331 199 4031 2031 2399 2480 5982 1548 1623 1258 1414 1344 1275 5616 632 690 24 1626 1617 1616 1688 1914 8462
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