Education Stats 2011 PDF

Annual Education Statistics
ANNUAL EDUCATION STATISTICS, 2011
Policy and Planning Division Ministry of Education
I Page
ANNUAL EDUCATION STATISTICS, 2011
Published by: Policy and Planning Division Ministry of Education Royal Government of Bhutan Telephone: Fax: +975-2-325816, 334307 +975-2-325183
Email: dechenzam@education.gov.bt sangaychoden@education.gov.bt Website: www.education.gov.bt
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
Twenty Third Edition :
Page II
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.
Policy and Planning Division Ministry of Education Thimphu, Bhutan
III Page
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
Page IV
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
V Page
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
Page VI
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
VII Page
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
Page VIII
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
IX Page
ACRONYMS, ABBREVIATIONS AND GLOSSARY

Acronyms AES AFD AIR ASCF BBE BCSE BCSEA B.Ed B.Ed (D) B.Ed (P) B.Ed (S) BHSEC BLC CAPSD CE CECD CoE CPS DAHE DCRD DDA DEO DPP DSE DYS ECCD ECR EFA EM EMSSD FYP GBER GER GES GIR GoI GER GPER GPI GSD HRD HSS Annual Education Statistics Administrative and Finance Division Apparent Intake Ratio Annual School Census Form Bhutan Board of Examinations Bhutan Certificate for Secondary Education Bhutan Council for School Examination and Assessment Bachelor of Education Bachelor of Education (Dzongkha) Bachelor of Education (Primary) Bachelor of Education (Secondary) Bhutan Higher Secondary Education Certificate Basic Literacy Course Curriculum and Professional Support Services Division Continuing Education Career Education and Counseling Division College of Education Community Primary School Department of Adult and Higher Education Department of Curriculum Research and Development Dzongkha Development Authority Dzongkhag Education Officer Dzongkhag Population Projection 2006-2015 Department of School Education Department of Youth and Sports Early Childhood Care and Development Division Extended Classroom Education For All Education Media Education Monitoring & Support Service Division Five Year Plan Gross Basic Enrolment Ratio Gross Enrolment Ratio Geog Education Services Gross Intake Ratio Government of India Gross Enrolment Ratio Gross Primary Enrolment Ratio Gender Parity Index Games and Sports Division Human Resource Division Higher Secondary School
Page X
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
XI Page
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
District Monk body Temple Sub-District Head of District Administration Block
Page XII
SUMMARY OF EDUCATION
Figure Ia: Summary of Schools, Institutes and Centres

Level of School A EARLY CHILDHOOD CARE & DEVELOPMENT ECCD Centres* B SCHOOL EDUCATION Community Primary Schools Primary Schools Lower Secondary Schools Middle Secondary Schools Higher Secondary Schools Sub- Total (B) C Extended Classrooms D Special Institutes** E Tertiary Institutes under RUB F Vocational Institutes G Sanskrit Patshala Total Schools and Institutes H Monastic Education (Lobdra, Shedra, etc) I Non-Formal Centres**** TOTAL*** 597 388 740 1725 69 265 82 90 56 31 524 99 8 10 8 1 9 3 1 13 27 0 0 1 0 1 69 266 91 93 57 44 551 99 8 11 8 1 666 388 740 1794 54 40 94 Government Private Total
* 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
1 Page
Figure Ib: Summary of Students, Learners, Trainees and Novitiates

Government Boys A 1 B [i] 1 2 3 4 5 6 Early Childhood Care & Development ECCD Centre School Education Community Primary School Primary School Lower Secondary School Middle Secondary School Higher Secondary School Extended Classroom Sub-Total B [ii] Bhutanese students in India* Sub-Total (B [i]+[ii]) C D 1 2 4 E Special Institutes** Tertiary Education Tertiary Institutes under RUB*** Tertiary Students in India Tertiary Students abroad Sub-Total (D) Vocational institutes Total (Schools and Institutes) (A+B+C+D+E) F G H Monastic Education **** (Lobdra, Shredra,etc) Non-Formal Centres Sanskrit Patshala GRAND TOTAL 90,546 100,865 191,411 3,875 3,343 296 153 3,792 512 86,491 2,041 80 79 2,200 194 5,384 376 232 5,992 706 8,027 5,149 7,734 15,761 5,149 388 1,935 30 2,353 473 1,456 54 1,983 861 3,391 84 4,336 3,731 2,231 183 6,145 512 94,518 5,149 3,875 5 13,181 7,734 5 20,915 5 2,514 1,536 133 4,183 194 92,155 7,240 9,093 6,245 3,767 316 10,328 706 186,673 12,389 12,968 5 212,326 81,949 180 81,782 163,731 111 291 14,922 10,401 24,432 19,497 11,216 1,481 81,949 14,517 10,432 24,926 20,010 10,508 1,389 29,439 20,833 49,358 39,507 21,724 2,870 5,125 46 5,171 5,091 126 5,217 10,216 172 10,388 77 851 359 310 3,528 53 826 385 280 3,547 130 1,677 744 590 7,075 14,999 11,252 24,791 19,807 14,744 1,481 87,074 46 87,120 180 14,570 11,258 25,311 20,290 14,055 1,389 86,873 126 86,999 111 29,569 22,510 50,102 40,097 28,799 2,870 173,947 172 174,119 291 238 245 483 503 534 1,037 741 779 1,520 Girls Total Boys Private Girls Total Boys Total Girls Total
81,782 163,731
84,421 170,912 7,240 9,093 7,240 12,968
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
Page 2
Figure Ic: Summary of Teachers, Lecturers, Instructors, Trainers & Caregivers

Government Male A 1 B 1 2 4 5 6 7 C D E F Early Childhood Care & Development ECCD Centre School Education Community Primary School Primary School Lower Secondary School Middle Secondary School Higher Secondary School Extended Classroom Sub-Total (B) Special Institutes* Tertiary Institutes under RUB Vocational institutes Sanskirt Patshala 835 319 5,415 326 515 3,631 1,161 834 9,046 349 322 671 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
Total (Schools and Institutes) (C+D+E+F) F Non-Formal Centres GRAND TOTAL
* All teachers in the special institutes including teachers who teaches special needs in 6 formal school
3 Page
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
GER, PP 150 100 GPI on NER 50 0 GER, Primary
Total public educational expenditure per pupil as a % of GDP per capita by level of education, 2008
Tertiary
174
Secondary
46
Survival Rate Grade 5
NER, Primary
Primary
Distribution of total Education Budget, 2010
51 50 49 48 47 46 45 44 43 42 41 1999 2005 2008 2011
% 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
Page 4
2011 2008 2005 1999 0 20 40 60 80 100

70% 60% 50% 40% 30% 20% 10% 0%
Adult Literacy, 2011
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
Lorenz Curve: Bhutan
Grade
0.0%
20.0% Equity Line
40.0% Male
60.0%
80.0% 100.0% Female
Cumulative Percentage of Primary Enrolment
Cumulative Percentage of School Enrolment
Equity Line
Male
5 Page
Table I: Education Indicators at a glance

PrePrimary(PP) Male AGE GROUP POPULATION* Female Total Male GROSS ENROLMENT RATIO (GER)) Female Total GPI Male NET ENROLMENT RATIO (NER) Female Total GPI Male GROSS INTAKE RATIO AT THE FIRST GRADE OF THE LEVEL Female Total GPI Male NET INTAKE RATIO AT THE FIRST GRADE OF THE LEVEL Female Total GPI *Source: Dzongkhag Population Projection 2006-2015 7473 7340 14813 99% 99% 99% 1.01 46% 46% 46% 1.00 99% 99% 99% 1.01 46% 46% 46% 1.00 Primary (PP-VI) 46760 45920 92680 120% 120% 120% 1.00 94% 96% 95% 1.02 99% 99% 99% 1.01 46% 46% 46% 1.00 Lower Secondary (VII-VIII) 13743 13399 27142 92% 104% 98% 1.13 31% 39% 35% 1.24 93% 107% 100% 1.15 18% 23% 20% 1.25 Middle Secondary Higher Second(IX-X) ary (XI-XII) 14418 13976 28394 76% 81% 78% 1.06 24% 31% 27% 1.28 78% 82% 80% 1.05 13% 17% 15% 1.31 14567 14038 28605 52% 46% 49% 0.88 16% 18% 17% 1.11 49% 44% 46% 0.90 9% 11% 10% 1.22
Table II: EFA INDICATORS

EFA Indicators Male 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Gross enrolment in ECCD Apparent Intake Ratio (AIR) Net Intake Ratio (NIR) Gross Enrolment Ratio (Primary) GPER Net Enrolment Ratio (Primary) NPER Repetition Rate (Primary) Primary Completion Rate Survival Rate to grade 6 Coefficient of efficiency (Primary) Coefficient of efficiency (Basic) Repetition Rate (Secondary) GER Higher Secondary Literacy rate of 15-24 years old Adult Literacy GPI Primary GPI Secondary Adult Literacy GPI 3% 99% 46% 120% 94% 7% 100% 94% 83% 85% 4% 52% 87% 69% Female 3% 99% 46% 120% 96% 5% 107% 95% 87% 86% 4% 46% 80% 47% Total 3% 99% 46% 120% 95% 6% 103% 94% 89% 86% 4% 49% 84% 59% 1.00 1.10 0.68 70% 1 1 10th FYP Target NA NA NA NA ~100% 4.5% 100% 95% NA NA 4.5% 50% ABSD EFA EFA EFA SDG EFA SDG MDG EFA SDG MDG EFA Goal EFA EFA EFA EFA EFA SDG MDG ABSD EFA ABSD EFA ABSD EFA SDG MDG EFA
Page 6
Table III: MDG INDICATORS

Goals, Targets and Indicators
Target 3: Ensure by 2015 children everywhere, boys and girls alike, will be able to complete a full course of primary schooling Gross Primary Enrollment Ratios (%) Net Primary Enrolement Ratio (%) Proportion of Pupils starting grade 1 who reach grade 5 (%) Proportion of pupils starting grade 1 who reach grade 7 (%) 55 % 73 % 35 % 72 % 91 % 81 % 84 % 94 % 86 % 106% 83.7% 92.4% 85.4% 115.7% 91.8% 96.4% 89.9% 117% 93.7% 93.6% 86.9% 120% 95% 97% 93% 100 % 100% 100 % 100 % Achieved On track On track On track 1990 2000 2004 2007 2009 2010 2011 2015 State of Progress
Goal 2: ACHIEVE UNIVERSAL PRIMARY EDUCATION
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
Source: PPD MOE, Annual Statistics Reports
Table IV: OTHERS INDICATORS

Other Indicators
Survival Rate to Grade 7 (Class VI) Survival Rate to Grade 10 (Class X) Survival Rate to Grade 5 (Class IV) Transition rate (Primary to Lower Secondary) Transition rate (Lower Secondary to Middle Secondary) Transition rate (Middle Secondary to Higher Secondary) Adjusted NPER (6-12 aged at all level of school) Adjusted NSER (13-16 aged at all level of school) including underage only Adjusted NSER (13-16 aged at all level of school) including both overage and underage NER(Basic) GER (Basic) GER (Secondary) NER(Secondary) Secondary Completion Rate GER (Tertiary within Bhutan ) GER (Tertiary both within Bhutan and outside Bhutan ) Male 91% 84% 97% 96% 97% 68% 95% 48% 84.8% 91% 106% 84% 47% 71% 13% 21% Female 95% 85% 98% 97% 96% 61% 98% 58% 94% 96% 110% 92% 57% 75% 9% 15% Total 93% 85% 97% 97% 96% 64% 96% 53% 89% 93% 108% 88% 52% 73% 11% 18% GPI 1.04 1.02 1.01 1.01 0.99 0.90 1.03 1.21 1.10 1.05 1.03 1.10 1.21 1.06 0.71 0.72
7 Page
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
ANNUAL EDUCATION STATISTICS (AES)

The Annual Education Statistics (AES) is a collection of basic statistical information on schools in Bhutan. This report is based on the data collected in March 2011. It focuses on Pre-School, Primary and Secondary education and includes information on students, staff, other school facilities, community participation and finance in their respective variables, characteristics and disaggregates. The Education Indicators section presents information on selected indicators of quantity, quality, efficiency, equity, etc that are commonly used in measuring development in the education system. Education Statistics and Indicators 2011, is primarily intended for use by Education administrators and managers at the school, Dzongkhag and Ministerial levels of the Ministry of Education. Professionals including teachers, educators and allied personnel in related institutions and organizations including the community will find this book useful and informative. Researchers in education and associated fields may also find this book valuable as a primary source of administrative data on education in Bhutan. Overall the AES provides a sound basis for policy analysis and planning and also serves as a pointer to a whole spectrum of studies and surveys in the Bhutanese educational context. The EMIS data collection tool, a digitized version of the Annual School Census Forms - (ASCF) built in excel is used to collect the data for preparing this report. The tools are distributed to all schools through the Dzongkhag Education Offices. The School Principals take the responsibility for filling this tool and the Dzongkhag Education Offices for collecting, checking and returning it to PPD. The Annual School Census The data compiled in this report has been captured through a national census of schools in Bhutan. The School Census Process, which incorporates aspects of data collection, data validation and auditing, data analysis and reporting to stakeholders, has been carried out according to the steps illustrated in the following diagram:
PUBLISH & DISSEMINAT E (Annual Education Statistics Report)
REVIEW (1.Survey content & relevance; 2. Report Quality; 3. Stakeholders feedback)
AUDIT (Census Coverage & data quality)
COLLECT (Survey forms & Excel sheets from schools)
PLAN (Census process timeline)
DISTRIBUTE (Survey forms & Excel sheets to schools)
PREPARE (Survey forms & Excel sheets)
Page 8
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.
9 Page
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.
11 Page
1. THE EDUCATION SYSTEM
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.
1.2. Education Structure

The education system in Bhutan has three main elements: general education, monastic education and non-formal and continuing education. The first type of education is by far the biggest and is commonly seen as the only educational structure. Monastic education is the oldest form of education in Bhutan and was the only education available in the country until the introduction of formal school-based education in the late 1950s. Students enroll in monastic education at different stages in their life. While monastic education continues to be an important part of the national culture, the current formal education system has been promoted and expanded since the first Five Year Plan in 1961 to address the basic educational needs, and develop human resources required for the socio-economic development of the country. Within a period of four decades, the royal government has been able to expand the modern education system from about 11 schools prior to the first Five Year Plan in 1961 to 666 schools and institutes in 2011, spanning from community primary schools to tertiary institutes. Fig. 1.1 shows the progressive growth of the number of schools and institutes since the first Five year Plan. Page 12
Figure 1.1 Growth in the number of Schools and Institutes
730 670 610 550 490 430 370 310 250 190 130 70 10
666 535 408 268 119
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
13 Page
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
Page 14
Pre-School (ECCD)
Primary Level
Secondary Level
Hogher Sec. 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.
1.3 General Education Curriculum

The objective of primary education in Bhutan is to impart basic literacy and numeracy skills, to provide knowledge of the countrys history, geography, culture and traditions and to teach the fundamentals of agriculture, health & hygiene, and population education. Moral and value education are given special attention. Activity-based learning is used uniformly across the country to teach these skills and knowledge. Class IX students can choose between Economics, Commercial Studies and Computer Applications while in higher secondary education students have to choose between Arts, Commerce and Science The Bhutan Council for School Examinations and Assessment (BCSEA) [formerly known as BBE] conducts the national examinations for classes X and XII. The examinations for classes VI and VIII have been decentralized to the schools, although the questions, model answers and marking schemes are provided by the BCSEA. Curriculum reforms of English, Dzongkha and Mathematics were initiated in the 9th FYP and are continued in the 10th plan, especially for Dzongkha and Mathematics. Figure 1.4 provides an overview of the curriculum up to Class XII.
15 Page
Figure 1.4 General Education curriculum PP-XII
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
Primary Education LSS MSS HSS II III IV V VI VII VIII IX X XI XII
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
1.4 Education Administration

The responsibility for the administration of education in Bhutan is shared amongst the Ministry of Education (MoE), the Ministry of Labour and Human Resources (MoLHR), the Royal University of Bhutan (RUB), the Dzongkhags and the Geogs. Monastic education is the responsibility of the central monastic body and privately managed independent monasteries. Page 16
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.
17 Page
2. STATUS OF EDUCATION IN 2011
2.1. Enrolment, Schools and Teachers at the National Level
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
Page 18
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
S: 22 E: 6 T: 390 Enl: 7,788
S: 27 E: 2 T: 203 Enl: 4,000
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
S: 23 E: 1 T: 507 Enl: 10,978
Wangduephodrang
Trongsa
Mongar
S: 51 E: 6 T: 465 Enl: 10,169
S: 9 E: 2 T: 155 Enl: 3,138
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
S: 22 E: 29 T: 476 Enl: 15,580
Pemagatshel
S: 31 E: 7 T: 301 Enl: 6,428
Samdrup Jongk
S: 27 E: 4 T: 360 Enl: 9,151
S: School E: ECR T: Teacher Enl: Enrolment
Total School ECR Teacher Enrolment
: 551 : 99 : 7,553 : 1,73,947
19 Page
2.2. Schools and Institutes

At the moment the total number of schools in the general education system in Bhutan consists of 265 Community Primary Schools, 1 Private Community Primary School, 82 Primary Schools, 9 private Primary Schools, 90 Lower Secondary Schools, 3 private Lower Secondary Schools, 56 Middle Secondary Schools, 1 private Middle Secondary Schools, 31 Higher Secondary Schools, 13 Private Higher Secondary Schools and 94 ECCD centers under Private, NGOs and Community based centres. There are two Institute providing education to children with special needs, the National Institute for the Visually Impaired and the deaf school in Paro. 7 other schools provide additional resources to mainstream children with special needs. Adult literacy programmes are offered in 740 Non-Formal Education centres in the country. The RUB has 11 colleges located across the country. Under the MoLHR there are 8 vocational training institutes. There are 391 monastic schools under the central monastic body. That makes a total of 1860 educational institutions in the country. However, the number of private monasteries remains unaccounted for. In 2011, six Community Primary Schools, two Middle Secondary Schools and 48 Extended Classroomss were opened while six schools were upgraded to Lower Secondary, five to Middle Secondary and one to Higher Secondary. In addition, two ECRs were upgraded to Community Primary School. A detailed list of the new and upgraded schools in 2011 is presented in the appendices. 2.2.1. Extended Classrooms The tenth five year plan emphasizes the universalization of primary education, to ensure that all citizens are equipped with at least the minimum knowledge and skills to lead better lives. The plan envisages achieving 100% NER in primary education, 90% NER in basic education, and a literacy rate of 70% in the 15+ age group. To achieve this target the Ministry of Education is committed to improving the quality of basic education and also the efficiency of the education system, and increasing access to primary and secondary education. The establishment of Extended Classroomss (ECRs), is aligned to these efforts to improve access to school for every child, especially in remote, rural and scattered villages where students have to walk long distances to school Almost 3000 students are enrolled in ECRs this year. Most of these students are from remote areas. These initiatives have enabled the RGoB to improve Net Primary Enrolment Ratio (NPER) from 88% at the start of the 10th Five Year Plan to 95.1% in 2011. 2.2.2. Early Childhood Care and Development The Ministry of Education has approved the establishment of two day-care centres in Gomtu and Samtse, and is in the process of developing a national policy on Early Childhood care and Development (ECCD).
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.
2.3 Schools and Enrolment by Location

The Ministry of Education categorizes every school according to its location. This categorization is used for teacher appointments and other policies. At the moment the Ministry uses the following seven categories: Urban (grade 1 and grade 2), Semi-urban, Semi-remote, Remote, Very remote and Difficult. Table 2.2 gives the details for this year. 21 Page
Table 2.2 School and enrolment by categorization, 2011

Level of School Urban Grade 1 Urban Grade 2 No Enrol. No Enrol. Semi-Urban No Enrol. Semi-Remote No Enrol. Remote No Enrol. Very remote No Enrol. Difficult No Enrol. No Total Enrol.
Extended Classrooms Community Primary Schools Primary Schools Lower Secondary Schools Middle Secondary Schools Higher Secondary Schools Total
0 0.0% 0 0.0% 1 0.2% 0 0.0% 0 0.0% 0 0.0% 1 0.2%
0 0.0% 0 0.0% 140 0.1% 0 0.0% 0 0.0% 0 0.0% 140
1 0.2% 3 0.5% 20 3.1% 24 3.7% 20 3.1% 30 4.6% 98
29 0.0% 642 0.4% 9344 5.4% 20997 12.1% 17905 10.3% 19755 11.4% 68672 39.5%
6 0.9% 6 0.9% 3 0.5% 3 0.5% 3 0.5% 5 0.8% 26 4.0%
254 0.1% 805 0.5% 1893 1.1% 3430 2.0% 1842 1.1% 3634 2.1% 11858
6 0.9% 34 5.2% 9 1.4% 17 2.6% 3.2% 7 1.1% 94
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%
36 5.5% 79 18 2.8% 10 1.5% 1 0.2% 1 0.2% 145
976 0.6% 7,283 4.2% 2,768 1.6% 3,750 2.2% 386 0.2% 120 0.1% 15283
12 1.8% 47 7.2% 21 3.2% 9 1.4% 2 0.3% 0 0.0% 91
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%
99 15.2% 266 40.9% 91 14.0% 94 14.5% 56 8.6% 44 6.8%
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
650 173947 100.0% 100.0%
0.1% 15.1%
6.8% 14.5%
19.4% 30.0% 19.0% 22.3%
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.
2.4. Non Formal Education

The number of NFE centres has increased tremendously from 6 with 300 learners in 1992 to 740 with 12,968 learners and 834 instructors in 2011. Learners attend a basic literacy course followed by a post literacy course. The Non-Formal Education (NFE) Programme has contributed greatly to increasing the literacy rate of our population. From a negligible adult literacy level in 1961, the Population and Housing Census of Bhutan (PHCB) 2005 reported the adult literacy rate at 53%. While national baseline data on literacy is still lacking and will need to be developed, the PHCB 2005 nevertheless indicates that despite successes in this area, Bhutan still has a low level of literacy by both international and regional standards. Therefore the Royal Government has set the ambitious challenge of raising the adult literacy rate to 70% by 2013. An impact study of the NFE programme was conducted in 2008 jointly with UNICEF. This is the first comprehensive study of the NFE sector since its inception almost two decades ago. The study highlighted a number of achievements and identified areas for improvement and change. The Ministry of Education has already started taking action on the recommendations, specifically to incorporate English and Mathematics as additions. Page 22
2.5. Continuing Education Programme

The CE programme offers adults who could not complete their school education with the opportunity to upgrade their academic qualifications. As of 2011, there are over 1600 learners enrolled in the CE programme in 15 Dzongkhags. The CE programme is offered in 8 private Higher Secondary Schools and 12 Public Higher Secondary Schools.
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
Teachers % gr Teachers % gr Teachers
2.7 The status of Education provision in the Dzongkhags

2.7.1. Provision of Education by Dzongkhag Every Dzongkhag provides basic education for its children. Students who do not have access to schools within their own locality are boarded in the nearest boarding school. Additionally, for remote and scattered populations who cannot access primary education within walking distance, boarding is also provided in some primary schools.
23 Page
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
Average 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.
Average primary enrolment
Page 24
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
25 Page
2.8. School feeding Programme

The policy of the Ministry of Education and the regional agencies is to provide primary schooling within easy walking distance, in order to allow children to attend school near their homes. However, given the mountainous terrain, the dispersed settlement patterns of the population and resource constraints, some children have to enroll in primary schools more distant from their homes as day scholars, or as boarders. This is made possible, largely due to the provision of meals through the school feeding program. Approximately 5,000 primary level students, who attend schools as boarders, are provided with two meals a day through the World Food Program (WFP). These two meals for boarding students are supplemented by a government stipend to cover the third meal. For a limited number of children in community and primary schools the third meal is provided by the family of the children. Approximately 19,700 or 18% primary level of students receives two meals a day from WFP. This means that about 18% of the primary level students in Bhutan receive school feeding. The WFP further provides 2 meals a day for all boarders in public secondary schools up to class VIII. The government supplements this with a stipend scheme which covers the cost of 1 meal per boarder. Around 19% of all class VII to VIII students in Bhutan receives this support. In addition, about 15% of day scholars in classes VII-VIII also receive 2 meals daily through the WFP school feeding programme
Table 2.4 School feeding in 2011, WFP-support and Government stipend
Primary Students Receiving WFP and Stipend No
Day Boarders Total 4,955 4,955 5% 0
Class VII-VIII Students Receiving WFP No

1,175 2,772 3,947
Receiving WFP No
19,644 2,754 22,398
Receiving WFP and Stipend No
%
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)
Page 26
3. ENROLMENT IN THE GENERAL EDUCATION PROGRAM
3.1. Pre-Primary and Primary Education

Primary education is universally agreed to be a prime driver of sustainable economic and social development. It helps accelerate progress towards the achievement of development goals of other sectors in addition to the fact that a well educated population is a huge asset and a desirable end in itself. Moreover, investments in primary education pay off handsomely in the long term and have a notable impact in helping reduce poverty and inequity. Recognizing this, the Royal Government has continually invested in expanding primary education over all the five year plan periods and is well on track towards achieving all of its education related goals and targets under the Millennium Development Goals. Bhutan follows a seven-year primary education cycle which starts at grade pre-primary. Over the years, the Royal Government has made concerted efforts to expand the coverage of primary education. In the Ninth Plan, 111 community primary and primary schools were established increasing the total primary enrolment from 93,974 in 2003 to 1 06,100 in 2008. Over the same period, the gross primary enrolment ratio increased from 81 % to 112%, while the net primary enrolment ratio increased from 62% to 88%. As of 2011, which marks the middle of the tenth plan, there are 357 primary and community primary schools and the total primary enrolment stands at 111,117. The primary GER has increased to 120% and the Primary NER to 95.1% in 2011. There is considerable expansion at the first grade of primary education. With PP enrolment increasing fromz 13,491 in 2002 and it has increased to 15,581 in 2011 at a 1.5 % average annual growth rate. The number of new entrants in grade PP this year has decreased by 8.5% to 14,670 compared to 16,035 in 2010. The decrease could be attributed to declining population growth rate and also fertility rates. The decrease this year can also be attributed to the increase in the number of ECRs. This is an indication of the coverage of education and improvement in right age enrolment, thereby reducing the number of overage children in the system. Two important indicators to monitor the level of access to education in Bhutan are the Apparent (Gross) Intake Ratio (AIR) and the Net Intake Ratio (NIR) Table 3.1 gives the AIR for the last 6 years for both private and public students (excluding those 6-12 27 Page
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
Pop. 6 yrs old

14813 13665 13485 13343 13347 13907 99% 117% 121% 114% 114% 111%
AIR
Figure 3.1 Pre-primary enrolment by age, March 2011
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.
Page 28
Table 3.2 New admissions in PP 2004-2011

Year Boys 2011 2010 2009 2008 2007 2006 2005 2004 7370 8088 8145 7612 7751 7967 7187 7565 PP Enrolment Girls 7300 7947 8105 7630 7514 7618 6824 7310 Total 14670 16035 16250 15242 15265 15585 14011 14875 # -1365 -215 1008 -23 -320 1574 -864 891 Growth %gr -9% -1% 7% 0% -2% 11% -6% 6%
Average annual growth rate
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
Annual Growth Total

111173 110369 108842 106100 104467 102192 99874 97849
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%
29 Page
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.
31 Page
3.3. Trends in Primary Education 2006-2011

Figure 3.2 Survival to the grade V and grade X
Survival to the grade 5 100% 95% 90% 85% 80% 75% 2006 2007 Boys 2008 2009 Girls 2010 95% 92% 89% 83% 96% 90% 95% 92% 98% 97% 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 72% 71% Survival to the grade 10 65% 76% 80% 75%
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
Page 32
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 95 90 85 80 75 70 65 60 55 50 1998 53 2007 74
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.
33 Page
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%
3.4 Efficiency indicators

3.4.1. Promotees, Repeaters and Drop-outs The efficiency of the Education System can be monitored by indicators such as repetition rate, dropout rate, promotion rate and survival rate at various levels of education. These are known as Efficiency Indicators. The Net and Gross enrolment (NER and GER) and intake ratios (AIR) indicate access to education. The efficiency indicators and the access indicators together give quantitative information on the quality of the system. If children come to school, remain in school and do not repeat too much, it gives an indication of the accessibility and the efficiency of the system. However, as we near universal primary education, it is imperative to devise innovative programmes and create facilities to enroll the population group that are not so visible at present. Currently, the Ministry of Education has adopted Extended Classroomss (ECRs) to reach the unreached and fast track promotion of over-aged children to reduce classroom congestion and discourage dropouts to some extent. Similarly, the Dzongkhag Administrations have also designed their own strategies and programme to track out-of- school children and enroll them in schools to achieve 100 percent Net Enrolment Ratio by 2013. Such initiatives have contributed in reduction of dropout and repetition rate over the past few years. The figures below shows that the repetition and dropout rates have gone down considerably since 2002 by about 60 and 41 percent with an annual decrease of about 8 and 4 percent respectively.
Page 34
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
9.9 9.9 7.2 7.2 6.6 6.4 6.6 6 6.4 6

33
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
1.91.9 1.7 1.7
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
Page 36
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.
37 Page
Table 3.8 Details on drop-outs and repeaters 2010-2011

Class PP I II III IV V VI Sub-Total VII VIII Sub-Total IX X* Sub-Total VII-X Total Enrolment 2010 17,165 16,732 16,246 15,808 16,363 14,225 13,830 110,369 13,088 11,816 24,904 11,525 10,293 21,818 46,722 157,091 2011 15,581 16,746 17,082 16,020 16,569 15,369 13,806 111,173 14,150 12,418 26,568 11,876 10,390 22,266 48,834 160,007 Repeater 911 968 1,034 802 1,347 813 506 6,381 794 389 1,183 483 79 562 1,745 8,126 Promotees 15,778 16,048 15,218 15,222 14,556 13,300 13,356 103,478 12,029 11,393 23,422 10,311 6,628 16,939 40,361 143,839 Dropouts 476 -284 -6 -216 460 112 -32 510 265 34 299 731 3,586 4,317 4,616 5,126 Percentage Promotees 91.9% 95.9% 93.7% 96.3% 89.0% 93.5% 96.6% 93.8% 91.9% 96.4% 94.0% 89.5% 64.4% 77.6% 50.4% 91.6% Repeaters 5.3% 5.8% 6.4% 5.1% 8.2% 5.7% 3.7% 5.8% 6.1% 3.3% 4.8% 4.2% 0.8% 2.6% 3.7% 5.2% Dropouts 2.8% 0.0% -0.0% 0.0% 2.8% 0.8% 0.0% 0.5% 2.0% 0.3% 1.2% 6.3% 34.8% 19.8% 16.9% 3.3%
* 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.
Page 38
Figure 3.9 Primary and Basic completion rates since 2006
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.
39 Page
Figure 3.10 Division of primary aged Children (6-12 yrs)
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.
Page 40
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
NAR: 90% CR: 85% TR: 89% GPI: 1.09
Haa
NAR: 86% CR: 72% TR: 81% GPI: 1.02 NAR: 86% CR: 75% TR: 94% GPI: 1.05
NAR: 92% CR: 100% TR: 97% GPI: 1.03
Wangduephodrang
Trongsa
Mongar
NAR: 87.4% CR: 65% TR: 83% GPI: 1.07
NAR: 93.7% CR: 76% TR: 93% GPI: 1.06
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
NAR: 91% CR: 100% TR: 94% GPI: 1.00
Tsirang
NAR: Adjusted Net Attendance Rate CR: Completetion TR: Transition Rate GPI: Gender Parity Index
41 Page
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.
Page 42
4. SECONDARY EDUCATION (VII-XII)
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.
4.1 Lower and Middle Secondary Education (VII-X)

The following table gives the enrolment for classes VII to X since 2002. Since private schools hardly offer these levels there is no distinction made between public and private students. The annual growth at this level has been very high since 1995, especially compared with the growth in primary education.
43 Page
Table 4.1 Enrolment in class VII-X since 2002

Year 2011 2010 2009 2008 2007 2006 2005 2004 Enrolment in Class VII-X Boys 23606 22958 21627 20353 19664 18315 17258 16256 Girls 25228 23764 21978 20502 19247 17882 16572 15192 Total 48834 46722 43605 40855 38911 36197 33830 31448 Annual Growth Growth 2112 3117 2750 1944 2714 2367 2382 2565 6.7% % 5% 7.1% 6.7% 5.0% 6.5% 7.0% 7.6% 8.9%
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.
Survival to grade 10 on survival to grade X Figure 4.1 Trends

90% 85% 80% 75% 70% 65% 2005 2006 2007 2008 2009 Survival to grade X Linear (Survival to grade X) 72% 70% 78% 85%
80%
Page 44

Survival to grade 10
Figure 4.2 Trends on survival to grade X
Girls 2010 2009 2008 2007 2006 65% Boys 85% 84% 76% 84%
80% 75% 76%
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
Page 46
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
NAR: 47% GPI: 0.77
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
NAR: 60% GPI: 1.17
Wangduephodrang
Trongsa
Mongar
NAR: 49% GPI: 1.12
NAR: 65% GPI: 1.17
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
NAR: 49% GPI: 0.93
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)
47 Page
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.
4.2 Higher Secondary Education (XI-XII)

Due to the increased enrolment at the primary, lower and middle secondary education levels, and the Royal Governments decision to raise the basic education to grade X, there has been a notable increase in the number of students continuing their education beyond grade X. One middle secondary school has been upgraded to higher secondary level in 2011. The enrolment in grades XI-XII has increased from 5,804 in 2003 to 13,940 in 2011, with an increase of 5% since last year. There are currently 44 higher secondary schools including 13 private schools in the country. Establishment of private schools is being encouraged to develop a more sustainable education system as well as to diversify choices for education to the public. Today, there are twenty seven private schools catering to the various education levels in the country. The top 40% of Students who graduate from Class X are admitted in public Higher Secondary Schools based on their performance in the BCSE. Those students, who do not qualify, continue their education in Private Higher Secondary schools, join the Vocational Training Institutes (VTIs) or enter the labour force. Figure 4.4 shows the enrolment trend in class XI and XII since 2004
Enrolment Trend in class XI and XII since 2004
Figure 4.4 Enrolment trend in class XI and XII since 2004

16000 14000 12000 10000 8000 6000 4000 2004 2005 2006 2007 2008 2009 2010 2011
enrolment trend in classes XI & XII
Linear (enrolment trend in classes XI & XII)
Page 48
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%
GPI 1.01 0.99 0.90
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
49 Page
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.
Page 50
Girls participation in the Public Secondary Education since 2003
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
28076 26437 24393 22638 21228 19531 17995 16384 14820

2004 2005 2006 2007 2008 2009 2010 2011
Girls Enrolment over the years
Linear (Girls Enrolment over the years)
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.
51 Page
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
Community Primary Schools Girls

2,192 2,284 2,364 2,245 2,151 1,837 1,444
14,517
Primary Schools
Lower Secondary Schools Total

4,150 4,924 5,206 5,105 5,293 5,331 5,199
35,208
Middle Secondary Schools Girls

976 1,170 1,281 1,290 1,357 1,352 1,321
8,747
Higher Secondary Schools
Total
Total
4,412 4,569 4,855 4,476 4,514 3,794 2,819
Girls Total Girls

1,347 1,475 1,496 1,558 1,702 1,501 1,353 2,660 3,019 3,041 3,085 3,358 2,981 2,689 2,042 2,464 2,647 2,547 2,585 2,641 2,642
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
587 424 292 82 4
1,184 878 635 160 13
Sub-Total 1,526
29,439 10,432 20,833 17,568
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
Sub-Total 3,374 Total
14 20,010
26 39,507
3,025 10,508
5,091 10,216 1,389 2,870
29,439 10,432 20,833 24,926
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.
Page 52
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.
53 Page
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
55 Page
6. EXAMINATION RESULTS
6.1 Class X Examinations

The national level examinations at the end of Primary Education were instituted in 1972 with the aim of ensuring uniformity in the standard of education among the different schools across the country. It was also used as a criterion for screening the candidates for entry into the next level of general education. With the upgrading of the basic education level to class X, this examination no longer serves as a screening mechanism but provides feedback to the Ministry on the quality and standard of education in the different schools across the country. For many students the class X examinations marks the end of their general education careers. Nonsuccessful students re-appear the examinations as supplementary candidates and do not attend regular classes in government schools due to lack of space and over-crowding. However, these conditions may not apply to cases where students were sick or have valid reasons for not appearing the examinations. Figure 6.1 below reflect the results of regular candidates since 2000.
Figure 6.1 Class X passed trend since 2000
100% 96% 96% 92% 92% 90% 93% 92% 97% 96% 94% 96%
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)
Total (Schools and Institutes) (A+B+C+D+E+F)
5,415 3,631
Page 58
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)
59 Page
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.
7.2 Teacher education

7.2.1 Pre-service training Pre-service teacher education is provided at the Colleges of Education (CoE) in Samtse and Paro, the former established in 1968 and the latter in 1975. There are two pre-service programmes offered, a Bachelor of Education (B.Ed) and a Post Graduate Certificate in Education (PGCE). The four-year B.Ed. programme caters for primary, secondary and Dzongkha teaching and is provided in both the CoEs, whereas the one year PGCE programme caters for secondary teaching and is provided in the institute at Samtse only. Entry into the PGCE programme requires a 1st degree, while the B.Ed programme requires a class XII or equivalent certificate. Earlier, the B.Ed degree included a one year field attachment programme for the candidates as apprentice teachers in selected schools at the beginning of the programme. In 2008, 325 students were sent as apprentice teachers. From 2009 onwards the apprenticeship programme at the beginning was discontinued and the B.Ed students now undergo the apprenticeship during the 3rd year of the programme. The B.Ed programme, which used to be only in English, has now been expanded to include Dzongkha.
Table 7.3 Enrolment in the Colleges of Education 2004-2011
Year 2004 2005 2006 2007 2008 2009 2010 2011 Diff. Between 2010 & 2004 CoE, Samtse Male 327 321 320 359 352 580 434 426 99 30% Female 162 166 163 187 188 386 230 231 69 43% Total 489 487 483 546 540 966 664 657 168 34% Male 355 462 419 428 430 719 536 494 139 39% COE, Paro Female 282 317 325 275 294 343 371 355 73 26% Total 637 779 744 703 724 1,062 907 849 212 33% Male 682 783 739 787 782 1,299 970 920 238 35% Grand Total Female 444 483 488 462 482 729 601 586 142 32% Total 1,126 1,266 1,227 1,249 1,264 2,028 1,571 1,506 380 34% Ratio of female to Male 0.65 0.62 0.66 0.59 0.62 0.56 0.62 0.64 0.62
Page 60
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
61 Page
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
B.Ed (P) 196 90 41 40 44 44 32 45
M.Ed 11 25 20 23 17 17 -
B.Ed (S) 225
BE.d (D)
Diploma in Mgt & Admin 25 23
PGDE 69
Certificate in Maths 25 23
Certificate in English 25 25
2011 2010 2008(2008-2009) 2007 ( 2007-2008) 2006 2005 2004 2003
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.
7.3 Academic profile of teachers

Out of a total of 7553 teachers, 87% are trained in the teaching profession. 57% of our teachers have at least a Bachelors Degree. In addition, about 6% of the teachers have a PG Diploma. Less than 25% of the teachers have only a class 10 or 12 certificate.
Page 62
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% %
not trained as teacher # 307 8 618 % 2 33% 1% 66%
Total Teachers* # 516 451 4,327 1,601 499 % 100% 100% 100% 100% 100% 100%
933
13%
7,396
63 Page
8.STUDENT- TEACHER RATIO AND CLASS-SIZES
8.1 Student-Teacher Ratio

The student-teacher ratio (STR) measures the number of students per teacher. It reflects teacher workload and the availability of teachers services to their students. The lower the STR, the higher the availability of teacher services to students. The STR has implications not only for the cost of education, but also for the quality. The relationship between these two measures of teacher workload is affected by a variety of factors, including the number of classes for which a teacher is responsible and the number of classes taken by students.
Table 8.1 Teacher pupil ratio in schools by location in 2011
Level of Schools Community primary Extended Classrooms Higher Seconday Lower Secondary Middle Seconday Primary Total 30 37 22 23 Difficult 19 23 Remote 22 26 23 25 25 22 23 Semi-Remote 24 21 24 25 24 22 24 Semi_Urban 24 32 28 29 21 26 26 22 21 21 20 Urban Grade 1 Urban Grade 2 11 24 20 24 24 22 21 Very Remote 20 23 9 26 21 24 22 Total 21 25 21 25 24 23 23
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
Page 64
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
65 Page
Table 8.2 Number of schools with different STR by different level

Range
1-20 20-24 25-30 30-40 above 50
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
2% 15% 41% 18% 1-20 20-24 25-30 24% 30-40 above 50
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.
Page 66
Table 8.3 Target T: P ratio reached per Dzongkhag, March 2011

Dzongkhag Bumthang Chukhaa Dagana Gasa Haa Lhuentse Mongar Paro P/Gatshel Punakha s/jongkhar Samtse Sarpang Thim Throm Thimphu Trashigang T/Yangtse Trongsa tsirang Wangdue Zhemgang STR<24 17 20 20 5 10 22 40 17 28 26 14 15 8 20 11 50 25 24 6 17 22 1 8 17 7 10 2 17 36 18 10 1 21 5 1 11 15 11 STR>24 4 27 10 %STR<24 81% 43% 67% 100% 91% 73% 70% 71% 74% 93% 45% 29% 31% 67% 92% 70% 83% 96% 35% 53% 67%
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.
67 Page
Figure 8.4 Student-Teacher Ratio since 2004 by level of school
40 35 30 25 20 15 10 5 0 Community Primary Primary Lower Secondary Middle& Higher Secondary Private
2004 2005 2006 2007 2008 2009 2010 2011
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
Page 68
8.2 Class size

In addition to the student-teacher ratio, another proxy indicator that gives some insight into the quality of education is the number of students per class or student: section ratio. Student-teacher ratio and class size are not same (see box 8.1). This assumes that every section in a school is a different class. Table 8.4 shows the class size per section per school. It shows that in urban and semi-urban areas the classes are crowded. It also shows that the classes in the Lower Secondary, Middle Secondary and Higher Secondary Schools are more crowded than in the Community primary and Primary Schools. Community/primary schools have on average the smallest class sizes, however multi-grade teaching is adopted as a strategy in these schools. The differences between the regions and school types are considerable. The Dzongkhag with large class sizes last year have all improved a bit, despite increases in enrolment. The average class size in all Dzongkhags is 40 or less. The average class size for Bhutan has reduced to 25 indicating that the school system has been able to accommodate the increasing enrolment.
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.
69 Page
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%
Page 70
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.
9.1 Water AND SANITATION

Based on the reports of the schools as to the number of tap stands in a school and the sufficiency of water supply, an analysis has been made of the water situation in our schools as shown by table 9.1
Table 9.1 Water situation in the schools, March 2011
No tapstand Status Public Day Public Boarding Private Total Sufficient Water supply 19 2 0 21 Insufficient Water Supply 25 11 0 36 1 or more Tapstands Sufficient Water supply 226 66 22 314 Insufficient Water No Information Supply 141 35 0 176 4 0 0 4
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.
71 Page
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.
Page 72
Figure 9.1 Total Student per class
15% 5% 49% 13%
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
*Chemistry, Biology, Physics and computer laboratory
73 Page
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
9.3 Electricity, telephone and internet connectivity

The priority after the provision of basic facilities like water and classrooms is to ensure that schools have access to electricity, a working telephone-line and a working internet connection. This paragraph describes the current situation with regard to these facilities. For the schools at level VII and higher being connected is very important and computers and laboratories need electricity.
Table 9.5: Electricity connectivity, per level, March 2011
Schools with electricity connectivity Level CPS PS LSS MSS HSS Sub-Total CPS PS LSS MSS HSS Sub- Total Total Private Public Yes 139 55 75 51 31 351 1 8 2 1 13 25 376 No 126 27 15 4 0 172 0 1 1 0 0 2 174 % Yes 52% 67% 83% 93% 100% 67% 100% 89% 67% 100% 100% 93% 68% No Information 0 0 1 0 0 1 0 0 0 0 0 0 1 Total 265 82 91 55 31 524 1 9 3 1 13 27 551
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.
75 Page
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
Page 76
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
9.4 Road accessibility

Accessibility by road is another very important indicator. While it has less to do with the quality of education, it enables supply of goods and materials and facilitates the movement of teachers and students. About 54% of our schools have access to road. Road access per Dzongkhag is reflected in table 9.8; Apart from Thimphu, about 90% of schools in Bumthang have road access, followed by Paro and Punakha with 85 and 74 percent respectively. Schools in Gasa show low road connectivity followed by Samtse, P/Gatshel, Mongar and Zhemgang and with only 29-34% of schools connected to road.
Table 9.8. Accessibility by road for public schools by Dzongkhag, March 2011
Ownership Dzongkhag Bumthang Chukhaa Dagana Gasa Haa Lhuentse Mongar Paro P/Gatshel Punakha S/jongkhar Samtse Sarpang Thimphu Trashigang T/Yangtse Trongsa Tsirang Wangdue Zhemgang Sub-Total Bumthang Chukhaa Mongar Paro Punakha S/jongkhar Sarpang Thimphu Zhemgang Sub-Total Total Private Public Road acessibility Yes 18 25 16 0 6 14 19 17 11 20 13 15 15 26 39 15 14 10 22 11 326 1 2 1 3 1 1 2 14 1 26 352 1 298 1 No 2 20 14 5 5 16 37 3 27 7 17 36 9 3 32 15 11 7 10 21 297 % Yes 90% 56% 53% 0% 55% 47% 34% 85% 29% 74% 43% 29% 63% 90% 55% 50% 56% 59% 69% 34% 52% 100% 100% 100% 75% 100% 100% 100% 100% 100% 96% 54% Total 20 45 30 5 11 30 56 20 38 27 30 51 24 29 71 30 25 17 32 32 623 1 2 1 4 1 1 2 14 1 27 650
77 Page
Map showing % of schools with working Electricity, Phone, Internet and Roads connectivity by Dzongkhag, 2011
Page 78
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
E: 82% P: 75 % I: 36% R: 75%
E: 57% P: 53% I: 13% R: 47%
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
E: 55% P: 55% I: 45% R: 55%
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%
E: 35% P: 33% I: 22% R: 29%
Tsirang
E: Electricity Connectivity P: Working Phone Connectivity I : Working Internet Connectivity R: Road Connectivitys
10. NON-FORMAL, CONTINUING AND SPECIAL EDUCATION
10.1 Non Formal Education

The joint efforts of the Dzongkha Development Authority (DDA) and the National Womens Association of Bhutan (NWAB) gave birth to the Non-Formal Education (NFE) in 1992. The Ministry of Education formally took over NFE programme in 1994, now called the Non-Formal and Continuing Education Division (NFCED). Literacy is deeply linked to all aspects of life and livelihood and is unquestionably a powerful instrument for empowerment and enlistment. It remains an essential condition for sustainable socio-economic development and a critical tool to eradicate poverty, enhance employment opportunities, advance gender equality, improve family health, conserve the environment and promote democratic participation. In particular, there is a close and deep interrelationship between illiteracy and poverty at the global, national, and local levels with countries and communities with the lowest levels of literacy doing poorly. Poverty breeds illiteracy and vice versa in a vicious cycle that is often hard to break. Hence tackling poverty as a prime objective and theme of the Tenth Plan will also depend on how effectively the high rates of adult illiteracy are tackled in Bhutan, particularly in rural areas. The Population and Housing Census of Bhutan 2005 report the national literacy rate at 60% and adult literacy rates at 53%. While national baseline data on literacy is still lacking and will need to be developed, the PHCB 2005 census data nevertheless indicates a low level of literacy by both international and regional standards. It is thus a key area for improvement to scale up Bhutans progress towards achieving its human development goals and attaining the MDGs. The low levels of prevailing literacy could also hinder achievement of the Royal Governments approach to address the challenge of illiteracy has been based on expanding access to basic school education and non-formal adult education. The rapid gains in primary and secondary education enrolment and improvements in educational attainment provide reason for optimism that in time Bhutan will be able to quickly scale up its literacy levels. Additionally, Bhutan has also enjoyed particular success with its Non Formal Education Programme. The non-formal education (NFE) programme has gained widespread popularity as it is an effective programme for providing basic literacy and functional skills amongst the adult population, particularly in rural areas. The programme has expanded from 365 centres with 428 instructors in 2003 to 740 centres with 834 instructors in 2011. Over the same period, the number of learners increased from 12,838 to 12,968. 79 Page
Table 10.1 Number of NFE centres and Enrolment as of March 2011

Instructor # Dzongkhag Male Female Total BLC PLC BLC+PLC Total Male Female Total Male Female Total Male Female Total 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro P/Gatshel Punakha S/jongkhar Samtse Sarbang Thimphu T/gang T/yangtse Trongsa Tsirang Wangdi Zhemgang 7 21 20 1 3 17 28 5 21 9 30 36 14 26 24 9 5 16 17 10 319 14 30 37 1 12 27 59 13 23 16 30 39 27 46 56 13 18 15 24 15 515 21 51 57 2 15 44 87 18 44 25 60 75 41 72 80 22 23 31 41 25 834 6 24 28 1 8 31 56 12 22 22 43 56 19 30 52 14 17 31 24 20 12 6 8 1 3 15 15 3 10 4 15 7 15 8 6 5 5 5 10 5 0 6 21 0 3 0 9 5 5 1 0 1 3 0 8 0 0 3 1 0 66 18 36 57 2 14 46 80 20 37 27 58 64 37 38 66 19 22 39 35 25 740 0 239 275 9 61 82 239 52 76 68 225 674 164 32 337 56 52 123 95 86 2,945 65 494 366 10 92 247 537 264 442 184 558 847 392 503 801 148 124 257 292 234 6,857 65 733 641 19 153 329 776 316 518 252 783 1,521 556 535 1,138 204 176 380 387 320 8 83 101 12 11 40 78 29 35 17 58 71 126 9 94 12 53 40 39 14 121 140 136 11 35 140 165 69 163 48 191 84 260 124 198 47 73 34 142 55 2,236 129 223 237 23 46 180 243 98 198 65 249 155 386 133 292 59 126 74 181 69 8 322 376 21 72 122 317 81 111 85 283 745 290 41 431 68 105 163 134 100 186 634 502 21 127 387 702 333 605 232 749 931 652 627 999 195 197 291 434 289 9,093 194 956 878 42 199 509 1,019 414 716 317 1,032 1,676 942 668 1,430 263 302 454 568 389 12,968 Total no. of centres BLC Learners PLC learners Grand Total
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.
10.2. Continuing Education

In order to institute a system of continuous learning and to provide school leavers with an opportunity to upgrade their academic qualifications, the continuing education programme was initiated in Kelki Private HSS, in Thimphu in 2006. Started as a pilot, the Continuing Education offers 2 year courses for completion of classes X and XII in 15 Dzongkhags in both public and private HSS. A total of 1627 learners are currently enrolled in this programme.. Since most of the participants are in-service people, the classes are conducted in the evenings and on the weekends
Page 80
Table 10.2 Enrolment in Continuing Education, March 2011

Dzongkhag Chukha Dagana Haa Mongar P/Gatshel Paro Punakha Samtse Sarpang T/Yangtse Thim Throm Trashigang Trongsa Tsirang Zhemgang # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 School Gedu Reldri Daga Ugyen Dorji Sherab Reldri Pema gatshel Tenzin Yoezerling Bajo Samtse Kuendrup Bayling Kelki Nima Rinchen Kanglung Rangjung Sherubling Damphu Zhemgang Male 15 39 10 10 26 40 18 26 56 97 31 12 122 20 94 10 13 30 26 12 Female 11 70 11 6 16 10 12 39 50 104 62 11 271 23 127 13 3 34 32 15 Total 26 109 21 16 42 50 30 65 106 201 93 23 393 43 221 23 16 64 58 27
Table 10.3 Enrolment in Continuing Education since 2006

Male 2011 2010 2009 2008 2007 2006 707 735 391 266 177 78 Female 920 783 475 311 216 70 Total 1627 1518 866 577 393 148
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.
10.3. Special Education

The long-term objective of the Special Education Services Programme is to provide access for all children with disabilities and special needs, including those with physical, mental and other types of impairment, to general education in regular schools. The Royal Government thus seeks to maintain an inclusive approach to improve educational access to and meet the special needs of those with physical disabilities and learning impediments. In the Ninth Plan, a Special Education Unit was established within the Department of School Education and a draft Special Education Policy and Guidelines were formulated. The existing National Institute for the Disabled at Khaling now renamed as the National Institute for the Visually Impaired was partially rebuilt and expanded to accommodate additional students with impaired vision. In Thimphu, a new resource center to help children with special needs (mental and physical impairments) was established at Changangkha Lower Secondary School (LSS). To cater to the education of hearing impaired children, sign language in Bhutanese was developed and a deaf education center established at the Drugyal LSS in Paro. 81 Page
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.
10.4 Sanskrit Patshala

There is presently 1 school in Sarpang catering to the study of Sanskrit for young children. There are 5 children in this school. Page 82
11. TERTIARY, VOCATIONAL, INTERNATIONAL AND MONASTIC EDUCATION
11.1 Tertiary education

All publicly financed tertiary education in Bhutan is under the umbrella of the Royal University of Bhutan. At the moment 10 different institutes and one private Tertiary Institute constitute the Royal University of Bhutan. For more specific details the RUB can be consulted. The girls enrolment is seen to be lesser than boys in the RUB, with male female ratio of 2:3.
Table 11.1 Staff and Students in the Royal University of Bhutan academic year 2011
Sl. Level of schools Students Boys 121 335 215 321 32 494 197 426 642 580 3,363 Royal Thimphu College 403 3,766 Girls 30 142 203 92 19 355 158 231 426 415 2,071 478 2,549 Total 151 477 418 413 51 849 355 657 1,068 995 5,434 881 6,315 Bht 73 90 78 75 27 106 58 99 131 78 815 13 828 Teachers N/Bht 2 6 1 2 1 7 35 34 88 32 120 Total 75 96 79 77 27 106 59 106 166 112 903 45 948 424 3 427 Bht 45 48 31 44 17 42 39 51 58 49 424 Others N/Bht 1 2 3 Total 45 48 32 44 17 42 39 53 58 49 427
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
Sub-Total Private Institute 11 Total
11.2 Vocational education

Provision of vocational education is the responsibility of the Ministry of Labour and Human Resources. At the moment there are 8 Vocational Training institutes. For more specific details the Ministry of Labour and Human Resources can be contacted.
83 Page
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 Wangdue Punakha Bumthang
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
Page 84
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.
11.4. Monastic Education

Monastic education is the oldest form of education in Bhutan. Today it continues to play an important role in the Bhutanese Education system. Most monastic schools are administered by the Central Monastic Body. For these schools enrolment data has been collected. Table 11.5 gives an overview of the enrolment in these schools. The Monastic body has reported that there are 7,240 monastic novices in 388 monastic schools and 3 nunneries over Bhutan. This enrolment is significantly lower than the one reported for 2006, which was 9287. Information on monasteries not administered by the central monastic body is not available in detail. The central monastic body has reported that in 2004, there were 5,149 learners enrolled in these monasteries. It is obvious that more boys than girls are enrolled in these schools.
85 Page
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
Page 86
12. BUDGET AND EXPENDITURES ON EDUCATION
12.1 Free services and sharing of costs

The Bhutanese education system is built upon the concept of free services from primary to tertiary level. Students are not only given free tuition but also provided with many facilities viz. stationary, textbooks, sports-items and boarding facilities and food based on need. The policy trend during the last few years is, however, to work towards cost-sharing with parents, especially amongst those populations that are in a position to do so. Accordingly students studying in the urban areas have had to buy their own stationeries since 1993. In general, all students are required to contribute to a School Development Fund at the following rates: Community Primary and Primary Schools Nu 30/- per student per annum Nu 100/- per student per annum Lower Secondary Schools Middle and Higher Secondary Schools Nu 200/- per student per annum
12.2 Annual budget

The total budget provision for financial year 2010-2011 amounts to over Nu.4300 million, with more than half the provision for the programmes administered by the Dzongkhags.
87 Page
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
102% 102% 74%
Bud.
8.55
8.55
Chukha
Expe.
2.34
2.34
27%
27%
Bud.
23.25 23.25 12.67 36.87
3 -
Dagana
Expe.
23.25 12.61 35.87
100% 54% 283%
Bud.
Gasa
Expe.
Bud.
Haa
Expe.
Bud. 12.96
12.96
Lhuntshe Expe.
12.25 12.25
0%
95%
Bud. 79%
16.60 16.60 13.09 27.37
Mongar
Expe.
21.43 21.43 12.83 21.67
129% 129% 98%
Bud. 26.61 5.53 94% 17%
32.15 122.68 25.40
Paro
Expe. 24.51 4.34
28.86 115.67 4.34
92%
79%
90%
Bud. 46.13 15.40 61.53 70.09 46.64 99% 49%
P/Gatshel Expe. 44.14 10.61 54.75 69.70 22.71
96%
69%
89%
Bud. 33.78 9.56
43.34 82.24 93.51
10
Punakha Expe. 34.02 6.17
40.18 82.47 33.95
89 Page
27% 173% 651% 92%
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.
Bud. 42.51 6.43
48.94 13.96 28.80
Page 90
88% 41% 98% 85% 99% 69% 97% 50%
11 S/Jongkhar Expe. 42.51 4.11
46.62 67.04 16.62
100% 64%
95% 480% 58%
Bud. 54.58 71.51 126.08 109.11 41.51
12
Samtse
Expe. 40.05 40.05 40.05 95.73 17.03
73%
56%
32%
Bud. 24.36 10.22 34.58 98.07 23.52
13
Sarpang Expe. 23.94 4.40
28.33 97.92 17.35
98%
43%
82% 100% 74%
Bud. 17.06 10.10 27.16 24.36 23.04
14
Thimphu Expe. 17.77 0.76
18.53 24.46 16.95
104%
8%
68% 100% 74%
Bud. 82.98 82.98 82.98 133.08 46.73
16 Trashigang Expe. 82.71 2.00
84.71 131.31 47.53
100%
2%
102% 99% 102%
Bud. 39.90 49.97 89.87 51.26 5.59
17 T/Yangtse Expe. 38.51 38.31 76.82 50.17 4.77
97%
77%
85%
Bud. 37.15 19.72 56.86 33.35 23.54
18
Trongsa
Expe. 19.72 9.88
29.60 33.46 17.59
53%
50%
52% 100% 75%
Bud. 19.85 20.31 40.17 45.68 20.04
19
Tsirang
Expe. 19.47 17.32 36.79 45.23 13.84
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%
Bud. 60.99 31.48 92.47 44.30 11.67
21 Zhemgang Expe. 57.65 22.72 80.37 43.12 5.79
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
Expe. 499.45 238.05 737.50 996.88 330.54 1,327.42
90%
59%
77% 105% 57%
Table 12.2(b). Top 5 utilizers of budget

Sl.No Dzongkhag Bud. 1 Trashigang Expe. % Bud. 2 S/Jongkhar Expe. % Bud. 3 Mongar Expe. % Bud. 4 Sarpang Expe. % Bud. 5 6 Tsirang W/Phodrang Expe. % Bud. Expe. % TOTAL Cur. 241.91 238.23 98% 64.12 121.48 189% 27.36 26.97 99% 134.27 133.70 100% 71.87 71.03 99% 124.98 126.71 101% Cap. 129.70 49.53 38% 35.23 20.72 59% 43.97 43.10 98% 33.84 24.52 72% 40.35 31.16 77% 47.87 30.75 64% Tot. 288.64 287.76 100% 99.34 142.20 100% 71.33 70.06 98% 168.11 152.86 91% 112.22 102.19 91% 172.84 157.46 91%
Table 12.2(c). Top 5 under utilizers of budget

Sl.No Dzongkhag Bud. 1 Lhuntshe Expe. % Bud. 2 Chukha Expe. % Bud. 3 Trongsa Expe. % Bud. 4 5 Samtse Dagana Expe. % Bud. Expe. % TOTAL Cur. 26.41 12.97 49% 18.90 15.19 80% 77.87 60.31 77% 174.75 149.11 85% 40.49 35.87 89% Cap. 35.13 32.71 93% 55.60 39.15 70% 43.41 27.61 64% 113.02 57.07 50% 61.47 23.25 38% Tot. 61.55 45.67 74% 74.50 54.33 73% 121.28 87.92 72% 287.76 166.14 58% 101.95 12.61 12%
91 Page
12.3 Per head costs

The estimated per head cost by school levels as given in table 12.3
Table 12.3 : Estimated cost per student, May 2010*
Schools & Institute under the Ministry of Education Primary Schools a) Day Scholars b) Boarders Lower Secondary Schools a) Day Scholars b) Boarders Middle Secondary Schools a) Day Scholars b) Boarders Higher Secondary Schools a) Day Scholars b) Boarders National Institute for Visually Impaired Institutes & Colleges under Royal University of Bhutan 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, Paro Royal Institute of Health Sciences, Thimphu Samtse College of Education, Samtse Sherubtse College, Kanglung Gaeddug College of Business Studies Total Institutes under the MoLHR Khuruthang Vocational Training Institute Ranjung Vocational Training Institute Sherzhong Vocational Training Institute Chumey Vocational Training Institute Samthang Vocational Training Institute Institute of Automibile Engineering National Institute for Zorig Chusum Trashiyangtse Institute for Zorig Chusum Total 121,991 136,194 274,047 250,196 76,861 330,556 96,483 140,507 133,924 208,609 77,851 67,258 67,184 203,294 56,912 74,634 68,129 63,354 50,508 68,523 Cost per student per annum (in Nu) 11,129 10,987 18,443 16,853 13,438 22,730 35,328 27,835 41,182 42,203 37,603 48,108 140,677
*This is based on 2009-2010 expenditures
Page 92
Additional Statistical Tables

93 Page
A1. Additional tables on primary and secondary enrolment

Table A1.1 Enrolment per Dzongkhag per type of School 2011
Dzongkhag Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro ECR # 35 155 233 47 62 52 113 62 % 1.2% 5.4% 8.1% 1.6% 2.2% 1.8% 3.9% 2.2% 6.2% 4.0% 3.8% Public CPS # 929 % 3.2% Private CPS # % Public PS # 342 1347 113 98 594 1458 876 1327 434 866 % 1.6% 6.5% 0.5% 0.5% 2.9% 7.0% 4.2% 6.4% 2.1% 4.2% 8.3% 21 1.3% 1687 570 2942 3376 2503 1469 1807 3649 3.4% 1.2% 6.0% 6.8% 5.1% 3.0% 3.7% 7.4% 7.8% 816 1650 2689 764 2748 3021 2.1% 4.2% 6.8% 1.9% 7.0% 7.6% Private PS # % Public LSS # 1383 % 2.8% Private LSS # % Public MSS # 964 % 2.4% 9.9% 5.7% 1.0% 616 454 2.8% 2.1% 3.9% Private MSS # % Public HSS # 485 % Private HSS # % 3.9% 5.6% # 4412 17060 7387 664 3138 4000 10169 Total % 2.5% 9.8% 4.2% 0.4% 1.8% 2.3% 5.8% 6.3% 3.7% 4.5% 5.3% 9.0% 6.5%
2.2% 274
2518 8.6% 2385 8.1% 125 179 650 0.4% 0.6% 2.2%
5400 10.9% 165 22.2% 3899 1826 3.7% 2267 394
3177 14.6% 399 563 2.6%
2837 9.6% 248 0.8%
1477 6.8% 274
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
1476 5.0% 988 3.4%
1453 4.9%
2084 10.0% 140
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
5630 14.3% 2373 6.0%
2220 10.2% 1181 5.4% 597
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%
1002 4.6% 555 2.6% 120
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%
Table A1.2 Enrolment per Dzongkhag by level 2009-2011

Dzongkhag Bumthang Chukha Dagana Gasa Haa Lhuentse Mongar Paro Pemagatshel Punakha S/jongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Zhemgang Total PP-VI 2009 2523 11011 4961 439 1946 2803 6467 5864 3913 4170 6200 10616 6961 14340 8216 3695 2439 3517 5194 3567 108842 2010 2587 10976 5197 471 1933 2781 6578 5825 3903 4259 6238 11169 7139 14539 8276 3574 2354 3737 5345 3483 110364 2011 2607 11119 5186 442 2039 2727 6756 5708 3923 4369 6184 11436 7248 14666 8207 3538 2347 3884 5354 3433 111173 2009 682 2454 833 97 500 636 1346 1514 1100 1072 1401 1801 1497 3405 1910 770 577 741 1058 903 24297 VII-VIII 2010 686 2517 963 89 478 628 1377 1562 1052 1036 1490 1990 1557 3538 1973 610 551 840 1071 896 24904 2011 727 2736 1217 111 483 662 1439 1547 1076 1083 1559 2233 1740 3580 2035 803 530 941 1137 929 26568 2009 593 1898 512 105 450 416 1143 1401 901 912 951 1168 1168 2961 1693 536 437 563 824 676 19,308 IX-X 2010 607 1952 684 110 497 459 1209 1380 985 1079 1054 1342 1326 3931 1691 604 468 684 946 810 21818 2011 621 2209 856 111 441 499 1205 1356 1057 1179 1107 1564 1323 3268 1747 678 443 818 924 860 22266 2009 392 1089 55 0 150 149 579 1623 328 1160 0 143 810 3265 757 316 135 257 257 350 11815 XI-XII 2010 373 1117 115 0 172 126 800 1911 373 1174 157 238 890 3669 831 325 113 251 298 381 13314 2011 457 996 128 0 175 112 769 2367 372 1155 301 347 956 3745 784 288 85 249 294 360 13940
Page 94
Table A1.3 PP-VI enrolment by Dzongkhag

Dzongkhag Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro Pema Gatshel Punakha Samdrup Jongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Phodrang Zhemgang Total Male 1246 5533 2628 221 1028 1384 3387 2887 2006 2121 3088 5941 3651 7432 4107 1760 1198 2011 2648 1664 55941 Female 1361 5586 2558 221 1011 1343 3369 2821 1917 2248 3096 5495 3597 7234 4100 1778 1149 1873 2706 1769 55232 Total 2607 11119 5186 442 2039 2727 6756 5708 3923 4369 6184 11436 7248 14666 8207 3538 2347 3884 5354 3433 111173
Table A1.4 VII-X enrolment by Dzongkhag

Dzongkhag Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro Pema Gatshel Punakha Samdrup Jongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Phodrang Zhemgang Total Male 642 2429 1069 116 439 565 1334 1310 1063 1018 1291 1920 1468 3158 1901 707 474 882 904 916 23,606 Female 706 2516 1004 106 485 596 1310 1593 1070 1244 1375 1877 1595 3690 1881 774 499 877 1157 873 25,228 Total 1348 4945 2073 222 924 1161 2644 2903 2133 2262 2666 3797 3063 6848 3782 1481 973 1759 2061 1789 48,834
95 Page
Table A1.5 Total(PP-XII) enrolment by Dzongkhag

Dzongkhag Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro Pema Gatshel Punakha Samdrup Jongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Phodrang Zhemgang Total Total Enrolment 4412 17060 7387 664 3138 4000 10169 10978 6428 7786 9151 15580 11267 25259 12773 5307 3405 5892 7709 5582 173947
Enrolment in Classes XI & XII Year 2011 2010 2009 2008 2007 2006 2005 2004 Public Boys 4,192 3914 3665 3326 3142 3069 2900 2546 Girls 3,039 2821 2519 2181 2023 1695 1432 1213 Total 7,231 6735 6184 5507 5165 4764 4332 3759 Boys 3,335 3225 2797 2277 1845 1665 1698 1514 Private Girls 3,374 3354 2834 2373 1806 1673 1654 1418 Total 6,709 6579 5631 4650 3651 3338 3352 2932 Boys 7,527 7139 6462 5603 4987 4734 4598 4060 Total Girls 6,413 6175 5353 4554 3829 3368 3086 2631 Total 13,940 13314 11815 10157 8816 8102 7684 6691 626 1499 1658 1341 714 418 993 887 Annual growth %age 4.7% 12.7% 16.3% 15.2% 8.8% 5.4% 14.8% 15.3%
Table A1.6 Enrolment in Classes XI and XII , 2004-2011
11.7%
Table A1.7 Enrolment in Class XI and XII per stream.

Public Schools Arts Commerce Science Sub-total Arts Commerce Science Sub-total # 350 1,309 1,905 3,564 280 1,228 2,159 3,667 % 10% 37% 53% 100% 8% 33% 59% 100% Class XI Private Schools # 1,306 1,689 128 3,123 1,047 2,090 449 3,586 % 42% 54% 4% 100% 29% 58% 13% 100% # 1,656 2,998 2,033 6,687 1,327 3,318 2,608 7,253 Total % 25% 45% 30% 100% 18% 46% 36% 100%
Page 96
Class XII
A2. Additional tables on infrstructure, 2011

Table A2.1 Public and Private Schools per Dzongkhag 2011
Dzongkhag Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro Pema Gatshel Punakha S/ Jongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue Zhemgang Total 1 100.0% Private CPS # % Public CPS # 11 20 13 2 2 13 32 4 18 9 11 11 12 5 31 19 15 7 15 15 % 4.2% 7.5% 4.9% 0.8% 0.8% 4.9% 12.1% 1.5% 6.8% 3.4% 4.2% 4.2% 4.5% 1.9% 11.7% 7.2% 5.7% 2.6% 5.7% 5.7% 1 3 5 1 1.0% 3.0% 5.1% 1.0% 1 7.7% # 2 5 7 1 2 3 6 1 7 6 4 3 2 ECR % 2.0% 5.1% 7.1% 1.0% 2.0% 3.0% 6.1% 1.0% 7.1% 6.1% 4.0% 3.0% 2.0% 1 4 7.7% 30.8% 1 7.7% 1 3 7.7% 23.1% 1 1 2 2 2 1 1 2 2 2 4 1 1 1 2 1 3.2% 3.2% 6.5% 6.5% 6.5% 3.2% 3.2% 6.5% 6.5% 6.5% 12.9% 3.2% 3.2% 3.2% 6.5% 3.2% 1 1 33.3% 33.3% 3 2 7 6 6 3 4 5 5 8 10 6 3 2 3 3 3.3% 2.2% 7.8% 6.7% 6.7% 3.3% 4.4% 5.6% 5.6% 8.9% 11.1% 6.7% 3.3% 2.2% 3.3% 3.3% 1 1 100.0% 2 3 4 1 5 5 4 2 6 5 1 1 1 2 3 3.6% 5.4% 7.1% 1.8% 8.9% 8.9% 7.1% 3.6% 10.7% 8.9% 1.8% 1.8% 1.8% 3.6% 5.4% 100.0% 7 77.8% 6 10 3 4 3 5 9 7.3% 12.2% 3.7% 4.9% 3.7% 6.1% 11.0% 1 11.1% 1 11.1% Private HSS Public HSS Private LSS # 1 1 % 7.7% 7.7% # 1 3 1 % 3.2% 9.7% 3.2% 1 33.3% # % Public LSS # 3 6 5 % 3.3% 6.7% 5.6% Private MSS # % Public MSS # 2 5 3 1 % 3.6% 8.9% 5.4% 1.8% Private PS # % Public PS # 1 6 1 1 3 9 6 3 4 3 5 % 1.2% 7.3% 1.2% 1.2% 3.7% 11.0% 7.3% 3.7% 4.9% 3.7% 6.1% # 21 47 30 5 11 30 57 24 38 28 31 51 26 43 71 30 25 17 32 33 Total % 3.2% 7.2% 4.6% 0.8% 1.7% 4.6% 8.8% 3.7% 5.8% 4.3% 4.8% 7.8% 4.0% 6.6% 10.9% 4.6% 3.8% 2.6% 4.9% 5.1%
29 29.3%
11 11.1%
1 100.0% 265 100.0% 99 100% 13 100.0% 31 100.0% 3 100.0% 90 100.0%
100.0% 56 100.0% 9
82 100.0% 650 100.0%
Table A2.2 Electricity, phone and internet connectivity by dzongkhag

Dzongkhag Bhutan Bumthang Chukhaa Dagana Gasa Haa Lhuentse Mongar Paro P/Gatshel Punakha S/Jongkhar Samtse Sarpang Thimphu Trashigang T/Yangtse Trongsa Tsirang Wangdue Zhemgang Electricity connectivity Yes Yes % 395 61% 12 57% 33 13 2 6 17 29 22 22 23 15 18 19 40 56 22 11 5 19 11 70% 43% 40% 55% 57% 51% 92% 58% 82% 48% 35% 73% 93% 79% 73% 44% 29% 59% 33% Working Landline Phone Yes Yes% 443 68% 16 76% 36 16 3 6 16 37 20 24 21 16 17 17 39 52 21 23 14 21 28 77% 53% 60% 55% 53% 65% 83% 63% 75% 52% 33% 65% 91% 73% 70% 92% 82% 66% 85% Working Internet Connection Yes Yes % 215 33% 7 33% 19 5 1 5 4 14 15 10 10 5 11 11 27 30 14 9 3 9 6 40% 17% 20% 45% 13% 25% 63% 26% 36% 16% 22% 42% 63% 42% 47% 36% 18% 28% 18%
97 Page
A3. Additional tables on teachers, 2011

Table A3.1 Public and Private Teachers per Dzongkhag
Dzongkhag Bumthang Chhukha Dagana Gasa Haa Lhuentse Mongar Paro Pema Gatshel Punakha S/Jongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdue P Zhemgang Total Private CPS Public CPS # % # 50 103 79 13 12 48 % 3.6% 7.5% 5.7% 0.9% 0.9% 3.5% # 2 5 8 2 3 3 7 1 10 6 4 ECR % 1.7% 4.3% 6.9% 1.7% 2.6% 2.6% 6.0% 0.9% 8.6% 5.2% 3.4% Private HSS # 11 21 0 0 0 0 18 77 0 41 0 0 21 % 3.3% 6.4% 0.0% 0.0% 0.0% 0.0% 5.5% 23.4% 0.0% 12.5% 0.0% 0.0% 6.4% Public HSS # 30 % 2.8% Private LSS # 0 % Public LSS Private MSS Public MSS # 65 % 3.3% # % # 46 158 75 26 0 40 55 128 34 133 120 % 2.8% 9.8% 4.6% 1.6% 0.0% 2.5% 3.4% 7.9% 2.1% 8.2% 7.4% 11 11% 3 2.9% Private PS # % Public PS # 15 52 5 10 33 61 32 57 20 45 77 0 0 % 1.7% 5.8% 0.6% 1.1% 3.7% 6.8% 3.6% 6.4% 2.2% 5.0% 8.6% 0.0% 0.0% # 219 687 252 51 155 203 456 507 301 390 360 476 439 Total % 2.9% 9.1% 3.3% 0.7% 2.1% 2.7% 6.0% 6.7% 4.0% 5.2% 4.6% 6.3% 5.8%
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%
167 10.3% 93 5.7%
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%
152 11.1% 92 76 50 85 58 6.7% 5.5% 3.6% 6.2% 4.2%
12 10.3% 0 2 5 6 1 0.0% 1.7% 4.3% 5.2% 0.9%
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
Table A3.3 Proportion of Non-Bhutanese teachers 2002-2011

2002 Bht CPS PS LSS M & HSS NID ECR Total % 3,007 82% 669 18% 3,676 4,757 89% 614 11% 5,371 5,111 89% 647 11% 5,758 6,028 653 6,681 6,369 89% 821 11% 90.2% 9.8% 527 724 948 657 7 NBht Total 2 31 205 359 71 1 529 755 1153 215 8 Bht 889 745 1501 257 11 2007 NBht Total 3 6 103 411 91 1 892 751 Bht 998 792 2008 NBht Total 2 7 90 439 109 0 799 Bht 924 1000 1278 1627 1696 1931 1762 388 13 355 13 2009 NBht Total 3 7 89 424 130 0 931 Bht 859 1281 1338 1785 1729 2186 1992 485 13 328 123 2010 NBht Total 39 37 128 487 130 0 896 Bht 891 1377 1369 1857 1884 2479 2266 458 123 386 15 116 7,190 6,927 92% 2011 NBht Total 2 6 65 427 141 2 0 643 8% 1371 897 1949 2693 527 17 116 7,570
1604 1537 1776 1492 348 12 279 13
1016 1365
Pvt. Schools 144
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
Table A3.5 Numbers of teachers by academic qualification, March 2011

Teachers Academic degree B.ED B.Ed(P) B.Ed(S) Bachelors Degree M.ED Masters Degree PGDE PTC PhD in Education Post Graduate Diploma in otherfield ZTC Total Public # 691 1,650 1,298 490 174 255 437 1,541 2 4 483 7025 4 16 371 157 128 35 52 6 60 Private # 70 No Information
99 Page
A4. Additional tables on education indicators, 2011

Table A4.1 Student-Teachers Ratio in Schools per Dzongkhag per type of school, 2009-2011
CPS PS LSS MSS HSS Public 2009 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 25 19 14 19 24 29 25 22 24 33 33 25 27 18 18 32 25 26 26 57 13 9 22 24 25 25 18 24 28 17 26 27 25 19 28 25 24 23 23 26 23 10 18 24 27 23 22 19 27 0 0 24 25 13 17 24 25 25 27 26 29 30 23 23 27 25 28 25 36 28 34 24 25 29 17 32 30 25 26 27 28 29 25 25 25 19 26 21 29 44 39 24 24 29 14 31 26 17 25 21 28 31 0 23 25 23 22 26 22 28 32 30 22 25 27 14 31 26 24 27 25 26 35 18 21 24 20 24 25 28 36 30 22 23 27 21 31 20 22 26 21 22 33 16 23 20 33 26 22 28 35 28 26 23 17 20 22 26 36 24 21 25 30 15 0 20 30 21 22 21 25 34 26 23 23 23 18 23 22 24 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
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
Table A4.2 Promotion, Repeater and Dropouts rates, 2002-2011

2002 Enrolment Promotees Repeaters Dropouts Repetition Rate Dropout Rate 2003 2004 2005 2006 2007 2008 2009 2010 2011 118,355 122,857 128,771 133,288 138,422 143,378 146,955 152,447 157,091 160,007 92,883 98,218 105,384 113,948 118,262 134,545 127,606 132,777 136,678 143,839 14,767 13,604 12,206 9,266 8,743 8,833 8,833 9,343 8,856 8,126 6,421 6,533 5,267 5,557 4,055 4,989 4,064 2,901 2,674 5,126 12.9% 11.5% 9.9% 7.2% 6.6% 6.4% 6.0% 6.1% 5.6% 5.1% 5.4% 5.3% 4.1% 4.2% 3.0% 3.6% 2.8% 1.9% 1.7% 3.2%
Table A4.3 Dropout rates,2003-2011

Ave % Class PP I II III IV V VI VII VIII IX 2003-2004 #` 44 275 267 314 492 566 532 822 164 169 % 0.3% 1.8% 1.9% 2.3% 3.8% 5.0% 5.2% 9.0% 2.3% 2.3% 2004-2005 #` 33 168 355 234 584 49 154 565 169 507 % 0.2% 1.1% 2.4% 1.7% 4.2% 4.2% 1.5% 5.6% 2.2% 6.7% 2005-2006 #` -5 302 481 223 611 570 366 766 343 388 % 0.0% 1.8% 3.1% 1.5% 4.4% 4.5% 3.3% 7.3% 3.8% 5.0% 2006-2007 #` 21 127 389 118 600 479 242 581 237 257 % 0.1% 0.8% 2.4% 0.8% 4.1% 3.8% 2.1% 5.2% 2.6% 2.9% 2007-2008 #` 216 310 361 239 530 457 178 673 409 691 % 1.3% 1.8% 2.3% 1.6% 3.6% 3.4% 1.5% 5.7% 4.0% 7.6% 2008-2009 #` -67 192 211 146 444 477 227 524 273 474 % -0.4% 1.2% 1.3% 1.0% 2.9% 3.5% 1.8% 4.3% 2.5% 4.9% 2009-2010 #` 534 194 190 103 576 432 173 694 83 -305 % 3.1% 1.2% 1.2% 0.6% 3.8% 3.0% 1.3% 5.4% 0.7% 0.0% 2010-2011 #` 476 -284 -6 -216 460 112 -32 265 34 731 % 2.8% -1.7% -0.0% -1.4% 2.8% 0.8% -0.2% 2.0% 0.3% 6.3% Total 1252 1284 2248 1161 4297 3142 1840 4890 1712 2912
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
Table A4.4 Repetition rates, 200-2011

Ave % Class PP I II III IV V VI VII VIII IX 2003-2004 # % 2004-2005 # % 2005-2006 # % 2006-2007 # % 2007-2008 # % 2008-2009 # % 2009-2010 # % 2010-2011 # 911 % 5.3%
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%
Table A4.5 Class X 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 3159 2519 640 4596 4215 381 4791 4411 380 5298 5110 188 6057 5822 235 6392 5945 447 6893 6338 555 7924 7573 351 7982 7526 456 8898 8671 227 9320 8961 367
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%
Table A4.7 Survival rate to grade 5, 2006-2010

Boys 2006 2007 2008 2009 2010 89% 83% 90% 92% 97% Girls 92% 95% 96% 95% 98% Total 91% 89% 93% 94% 97%
101 Page
Table A4.8 Survival rate to grade 10, 2006-2010

Boys 2006 2007 2008 2009 2010 71% 65% 75% 76% 84% Girls 72% 76% 80% 84% 85% Total 72% 70% 78% 80% 85%
Table A4.9 Net Enrolment Ratio since 2007

Boys 84% 87% 91% 93% 94% Girls 84% 89% 93% 95% 96% Total 84% 88% 92% 94% 95% 2007 2008 2009 2010 2011
Table A4.10 Pre-Primary enrolment by Age

2009 More than 6yrs 6yrs 5 years and below 52% 41% 7% 2010 42% 47% 11% 2011 44% 45% 12%
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
Table A4.12 Completion Rate for Primary and Basic education

New Entrants VI 2011 2010 2009 2008 2007 2006 13,300 13,259 12,451 12,246 11,474 11,331 X 10,311 10,253 8,705 7,870 7,619 6,828 Correct Age 12 12859 13,541 13,814 14,127 15,131 14,789 16 14274 14,029 14,645 14,577 15,404 16,039 Completion rate Primary 103% 97.9% 90.1% 86.7% 75.8% 76.6% Basic 72% 73.1% 59.4% 54.0% 49.5% 42.6%
Page 102
Table A4.13 Coefficient of internal efficiency for basic education

Both Sexes
PP Promotion rate Repetition rate Dropout rate Adjusted promotion rate Survivors to the Grade Average study time at Grade 5.31% 2.77% 1,000.0 1.1 I 5.79% -1.72% 970.7 1.1 II 6.35% III 5.07% IV 8.21% 2.83% 970.7 1.1 V 5.72% 0.79% 940.8 1.1 VI 3.66% -0.23% 932.9 1.0 VII 6.07% 2.02% 932.9 1.1 VIII 3.28% 0.30% 912.9 1.0 IX 4.19% 6.34% 910.1 1.0 X 0.77% 0.00% 849.9 1.0 849.9 11.6 12.8 85.7% Graduates 91.92% 95.93% 93.67% 96.31% 88.96% 93.50% 96.57% 91.92% 96.42% 89.47% 99.23% -0.02% -1.39% 970.7 1.1 970.7 1.1
91.92% 94.21% 93.65% 94.93% 88.96% 93.50% 96.34% 91.92% 96.42% 89.47% 99.23%
Pupil-years invested per Graduate Coefficient of Internal Efficiency
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
Table A4.14 Number of schools by class size by dzongkhag

Less than 36 21 36 25 3 11 30 52 22 35 24 26 38 17 16 17 62 27 23 13 28 29 555 Class size 36 1 More than 36 2
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%
28.0% 24.5% 22.6% 20.2% 10.9% 9.7% 8.5% 8.1%
19.5% 18.9% 7.0% 6.4%
17.9% 20.9% 5.9% 8.1%
61.2% 65.9% 68.9% 71.8%
73.5% 74.8%
76.2% 71.0%
12
BMIS (Bhutan Multiple Indicator Survey) 2010
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%
A5. Additional tables on girls participation in primary and secondary education

Table A5.1 Enrolment of girls in primary and secondary education 2002-2011
PP-VI Public STD 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 53706 53567 52770 51255 50071 49003 47514 46237 44235 42244 % 49.7% 49.9% 49.8% 49.6% 49.1% 48.9% 48.7% 48.4% 48.0% 47.2% Private STD 1526 1456 1367 1274 1136 1014 1142 1079 818 694 % 48.8% 48.3% 49.1% 47.8% 47.5% 49.7% 48.0% 48.1% 49.4% 47.7% Public STD 13817 12754 12419 11759 10995 10251 9734 8653 7926 7681 % 52.5% 51.6% 51.5% 50.8% 49.8% 50.0% 49.5% 49.1% 49.0% 48.0% VII-VIII Private STD 120 98 70 32 12 0 0 0 10 0 % 53.3% 49.5% 43.2% 39.5% 38.7% 0.0% 0.0% 0.0% 50.0% 0.0% STD 11220 10862 9455 8698 8210 7585 6829 6518 5802 5083 IX-X Public % 50.7% 50.1% 49.2% 49.5% 49.1% 48.4% 46.2% 47.3% 46.4% 44.5% Private STD 71 50 34 13 30 23 9 22 14 0 % 45.2% 40.0% 32.7% 27.1% 41.7% 54.8% 29.0% 50.0% 43.8% 0.0% Public STD 3039 2821 2519 2181 2023 1695 1432 1213 1092 844 % 42.0% 41.9% 40.7% 39.6% 39.2% 35.6% 33.1% 32.3% 32.6% 32.0% XI-XII Private STD 3374 3354 2834 2373 1806 1673 1654 1418 1196 856 % 50.3% 51.0% 50.3% 51.0% 49.5% 50.1% 49.3% 48.4% 48.8% 46.6%
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
A6. Education Table from BMIS 2010

Table A6.1 Literate women aged 15-24 by Dzongkhag5
Percentage literate [1] Bumthang Chukha Dagana Gasa Haa Lhuntse Mongar Paro Pemagatshel Punakha Samdrup jongkhar Samtse Sarpang Thimphu Trashigang Trashiyangtse Trongsa Tsirang Wangdi Zhemgang Western Central Eastern Urban Rural None Primary Secondary + 15-19 20-24 Poorest Second Middle Fourth Richest Bhutan 76.02 60.97 36.56 20.13 59.78 42.85 45.77 73.87 43.71 58.55 45.06 49.08 61.63 79.46 40.27 33.01 53.71 50.17 34.64 40.08 65.06 50.94 42.86 77.94 44.52 5.21 43.59 100.00 67.05 47.88 20.67 34.29 48.25 70.75 84.72 56.5 Percentage not known 0.00 0.00 0.00 0.00 0.00 0.41 1.23 0.00 0.00 0.00 0.00 0.00 0.27 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.08 0.36 0.05 0.13 0.16 0.29 0.00 0.07 0.13 0.05 0.27 0.17 0.08 0.00 .1 Number of women age 15-24 years 109 565 164 32 85 92 278 286 129 144 235 524 314 763 230 85 81 169 164 105 2399 1106 1050 1635 2920 1706 643 2205 2052 2502 718 737 839 1055 1207 4555
107 Page
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
Page 108
Mothers education
Table A6.3 Secondary school attendance, BMIS 20109

Male Female Total Net attendance Percent Number Net attendance Percent Number Net attendance Percent Number ratio attending priof ratio (adjusted) attending of ratio attending of (adjusted) [1] mary school children [1] primary school children (adjusted) [1] primary school children
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
Area Age at beginning of school year

9
Wealth index quintiles Total
109 Page

Education Stats 2011 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Education Stats 2011 PDF

Uploaded by

Copyright:

Available Formats

Annual Education Statistics

ANNUAL EDUCATION STATISTICS, 2011

Policy and Planning Division Ministry of Education

Annual Education Statistics

ANNUAL EDUCATION STATISTICS, 2011

Email: dechenzam@education.gov.bt sangaychoden@education.gov.bt Website: www.education.gov.bt

Twenty Third Edition :

Annual Education Statistics

Policy and Planning Division Ministry of Education Thimphu, Bhutan

Annual Education Statistics

Annual Education Statistics

Annual Education Statistics

Annual Education Statistics

Annual Education Statistics

Annual Education Statistics

Annual Education Statistics

ACRONYMS, ABBREVIATIONS AND GLOSSARY

Annual Education Statistics

Annual Education Statistics

District Monk body Temple Sub-District Head of District Administration Block

Annual Education Statistics

Figure Ia: Summary of Schools, Institutes and Centres

Annual Education Statistics

Figure Ib: Summary of Students, Learners, Trainees and Novitiates

84,421 170,912 7,240 9,093 7,240 12,968

Annual Education Statistics

Figure Ic: Summary of Teachers, Lecturers, Instructors, Trainers & Caregivers

Total (Schools and Institutes) (C+D+E+F) F Non-Formal Centres GRAND TOTAL

Annual Education Statistics

GER, PP 150 100 GPI on NER 50 0 GER, Primary

Survival Rate Grade 5

Distribution of total Education Budget, 2010

51 50 49 48 47 46 45 44 43 42 41 1999 2005 2008 2011

Annual Education Statistics

2011 2008 2005 1999 0 20 40 60 80 100

Adult Literacy, 2011

Lorenz Curve: Bhutan

20.0% Equity Line

80.0% 100.0% Female

Cumulative Percentage of Primary Enrolment

Cumulative Percentage of School Enrolment

Annual Education Statistics

Table I: Education Indicators at a glance

Table II: EFA INDICATORS

Annual Education Statistics

Table III: MDG INDICATORS

Goal 2: ACHIEVE UNIVERSAL PRIMARY EDUCATION

Source: PPD MOE, Annual Statistics Reports

Table IV: OTHERS INDICATORS

Annual Education Statistics

ANNUAL EDUCATION STATISTICS (AES)

AUDIT (Census Coverage & data quality)

COLLECT (Survey forms & Excel sheets from schools)

PLAN (Census process timeline)

DISTRIBUTE (Survey forms & Excel sheets to schools)

PREPARE (Survey forms & Excel sheets)

Annual Education Statistics

Annual Education Statistics

Annual Education Statistics

Annual Education Statistics

1. THE EDUCATION SYSTEM

1.2. Education Structure

Annual Education Statistics