Stats Education

Vision
.an educated and enlightened society of gyalyong gakid

pelzom at peace with itself, at peace with the world, built
and sustained by the idealism and the creative enterprise of our
citizens.
Mission of the Ministry of Education

1.
To formulate sound policies governing all levels of learning to guide the educational destiny
of the nation as it aspires to become a knowledge society worthy of our vision and our heritage,
both as a means as well as an end;
2.
To build a broadly liberal, culturally sensitive, forward-looking, standard based education

system that combines the best of received wisdom of successive generations and the results of
innovation and enterprise in the diverse fields of human endeavour;
3.
To create the necessary learning space and opportunities to engage the genius and potentials
of all the children and youth of the country in keeping with provisions of the Constitution of
the Kingdom of Bhutan, and to realize our pledge of green schools for green Bhutan;
4.
To prepare our young men and women with the right values and skills, usefulness and gracefulness, to meet the ever-growing needs of a developing country against the backdrop of a fast
globalizing world;
5.
To build a cadre of highly motivated and competent educators who are endowed with an
abiding love of children, a deep love of learning, and who passionately value education as a
positive instrument of empowerment;
6.
To promote a system of continuous and life-long learning though formal, non-formal as well
as informal modes to enable our citizens to participate meaningfully and constructively in the
life of the society;
7.
To enable the participation of private individuals and institutions -both from within Bhutan
and beyond- to build model seats of learning and to inspire excellence
ANNUAL EDUCATION STATISTICS, 2012
Published by:
Policy and Planning Division
Ministry of Education
Royal Government of Bhutan
Telephone:
+975-2-334307
Fax:
+975-2-325183
Email: dechenzam@education.gov.bt

sangaychoden@education.gov.bt
Website: www.education.gov.bt
Copyright 2012 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
Twenty fourth Edition :
2012
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 Annual Education Statistics
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. 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.

Thimphu, Bhutan
Annual Education Statistics
Page
III
TABLE OF CONTENTS
ACKNOWLEDGEMENT................................................................................................ III
TABLE OF CONTENTS.................................................................................................. IV-VI
LIST OF FigureS.......................................................................................................... VII
LIST OF TABLES............................................................................................................ VIII-IX
ACRONYMS, ABBREVIATIONS AND GLOSSARY.......................................................X-XII
SUMMARY OF EDUCATION STATISTICS 2012...........................................................1
Figure 1a: Summary of schools, institutes and centres...........................................1
Figure 1b: Summary of students, learners, trainees and novitiates........................2
Figure 1c: Summary of teachers, lecturers, instructors, trainers & caregivers.......3

AT A GLANCE......................................................................................................... 4-5
Table I: Education Indicators at a glance................................................................. 6
Table II: EFA Indicators............................................................................................ 6-7
Table III: MDG Indicators ........................................................................................ 7
Table IV: OTHER Indicators...................................................................................... 7-8
Figure iiia: Number of schools and ECRs by dzongkhag and level..........................8
Figure iiib: Number of private schools by dzongkhag and level..............................9
Figure iiic: Number of students by dzongkhag and level........................................9
executive summary........................................................................................ 10-12
1. overview of the education system........................................................ 13-18
1.1. The modern education system......................................................................... 13

1.1.1. General education structure................................................................ 15
1.1.2. Schools in General Education............................................................... 16
1.3 General Education Curriculum.......................................................................... 16
1.4 Education Administration.................................................................................. 18
2. PRE-PRIMARY AND PRIMARY EDUCATION..................................................... 19-30
2.1. Early Childhood Care and Development..........................................................19
2.2. Extended Classrooms....................................................................................... 20
2.3. Pre-Primary and Primary Education................................................................. 21
2.4. Primary Net and Gross Enrolment Ratio (GPER and NPER...............................24
2.4.1. Net Attendance Ratio........................................................................... 25
2.4.2. Adjusted Net primary enrolment Ratio (ANPER...................................28
3. SECONDARY EDUCATION (VII-XII...................................................................... 31-34

3.1 Lower and Middle Secondary Education (VII-X.................................................31
3.2 Higher Secondary Education (XI-XII................................................................... 32
Page
IV
4. TERTIARY and VOCATIONAL EDUCATION....................................................... 35-37

4.1 Vocational education........................................................................................ 35
4.2 Tertiary education............................................................................................. 35
4.3 Tertiary Students Abroad.................................................................................. 36
5. NON-FORMAL, CONTINUING AND SPECIAL EDUCATION.............................. 38-39
5.1 Non Formal Education....................................................................................... 38
5.2 Continuing Education........................................................................................ 40
6. monastic EDUCATION.................................................................................. 41-42
6.1 Monastic Education........................................................................................... 41
6.2 Sanskrit Patshala............................................................................................... 42
7. special EDUCATION....................................................................................... 43-44
7.1 Special Education.............................................................................................. 43
8.

Girls Enrolment.......................................................................................... 45-50

8.1 Current Situation of Girls participation in education........................................45
8.2 Girls participation in education by Dzongkhags................................................47
8.3. Girls enrolment in HSS and tertiary education................................................49
8.4. Gender Parity Index........................................................................................ 50
9. TEACHERS........................................................................................................ 51-55
9.1 Teacher strength............................................................................................... 51
9.1.1 Proportion of Non-Bhutanese Teachers................................................52
9.2 Teacher education............................................................................................. 52

9.2.1 Pre-service training............................................................................... 52

9.2.2 In-Service training................................................................................. 53
9.3 Academic profile of teachers............................................................................ 55
10. quality indicators..................................................................................... 56-61

10.1 Student-Teacher Ratio..................................................................................... 56

10.2 Class size......................................................................................................... 61
11. EXAMINATION RESULTS and efficiency indicators............................... 63-70

11.1 Efficiency Indicators........................................................................................ 63
11.1.1 Promotees, Repeaters and Drop-outs.................................................63
11.1.2 Fast Track promotion of over-aged students......................................66
11.2 Completion rate.............................................................................................. 67
11.3 Trend in Survival rates..................................................................................... 68
11.4 Internal efficiency measures........................................................................... 68
11.5 Examination Results........................................................................................ 71
11.5.1 Class X Examination............................................................................ 71
11.5.2 Class XII Examination.......................................................................... 72
Page
12. school feeding................................................................................. 73-74

12.1 School Feeding Programme............................................................................ 73
13. EDUCATION FACILITIES................................................................................... 74-81

13.1 The Water facilities in Schools........................................................................ 74
13.2 Provision of classrooms, laboratories and computers in schools....................76

13.2.1. Laboratories in schools...................................................................... 77

13.2.2. Computers in schools......................................................................... 78
13.3 Electricity, telephone and internet connectivity...........................................79
13.4 Road accessibility......................................................................................... 80
14. BUDGETS and expenditures on education............................................ 82-89
14.1 Free services and sharing of costs................................................................. 82
14.2 Annual budget............................................................................................... 82
14.3 Per head costs................................................................................................ 88
ADDITIONAL statistical TABLES........................................................................ 89
ANNEXURES.......................................................................................................... 103
Annex 1. New and Upgraded schools in Bhutan in 2012........................................104
Annex 2. Comparative enrolment........................................................................... 106
Annex 3. Comparative dropouts and repeaters......................................................107
Annex 4. Organization of the MoE Headquarters...................................................108-110

Annex 4.1 Organizational Structure, Ministry of Education...........................109

Annex 4.2 Headquarter staff details, 2012....................................................106
Annex 5. WFP Beneficiaries and Boarders, 2012....................................................111-115
Annex 6. Enrolment details by Dzongkhag, Category and Level.............................116-151
Annex 6.1 Enrolment in Continuing Education Program and NIVI, 2012................152-153
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 & Caregiver...................... 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.......................... 14
Figure 1.3 General education structure................................................................................. 15
Figure 1.4 General Education curriculum PP-XII.................................................................... 17
Figure 2.1 Pre-primary enrolments by age, March 2012....................................................... 22
Figure 2.2 Primary enrolment, NER....................................................................................... 27
Figure 2.3 Net enrolment ratios since 1998.......................................................................... 27
Figure 2.4 Division of primary aged Children (6-12 yrs......................................................... 29
Figure 3.1 Enrolment trend in class XI and XII since 2004..................................................... 32
Figure 3.2 Divisions of streams in the Public and Private Higher Secondary School............. 34
Figure 8.1 Girls participation in the Public Secondary Education since 2003........................ 46
Figure 9.1 Proportion of Bhutanese and non Bhutanese teachers (2002-2012.................... 52
Figure 10.1 Teacher-pupil ratio by Dzongkhag below and above mean................................ 57
Figure 10.2 Student-Teacher Ratio by Dzongkhag above and below 24................................ 58
Figure 10.3 Division of Student-teacher ratio........................................................................ 59
Figure 11.1 Repetition and dropout rate for class PP-X since 2002....................................... 64
Figure 11.2 Repetition and dropout rate by class.................................................................. 64
Figure 11.3 Primary repetition and dropout rate by class and gender.................................. 65
Figure 11.4 Primary enrolment (PP-VI................................................................................... 66
Figure 11.5 Primary and basic completion rates since 2006................................................. 67
Figure 11.6 Survival to the grade V and X............................................................................. 68
Figure 11.7 Class X passed trend since 2000......................................................................... 71
Figure 11.8 Class X detailed result......................................................................................... 72
Figure 11.9 Class XII passes trend since 2002........................................................................ 72
Figure 13.1 Total student per class........................................................................................ 77
Page
VII
LIST OF TABLES
Table 2.1 Gross or Apparent Intake Ratio (AIR) 2006-2012.......................................................... 21
Table 2.2 New admissions in PP 2002-2012................................................................................. 23
Table 2.3: Enrolment in Primary Education, 2002-2012............................................................... 23
Table 2.4 Primary enrolment by age............................................................................................. 24
Table 2.5 Enrolment Ratios since 2006......................................................................................... 24
Table 2.6 Net attendance ratio by Dzongkhag, BMIS 2010........................................................... 26
Table 3.1 Enrolment in class VII-X since 2002............................................................................... 31
Table 3.2 NER and GER for Higher Secondary Schools................................................................. 33
Table 3.3 Transition rates.............................................................................................................. 33
Table 4.1 Staff and students in Vocational Training Institutes academic year 2011..................... 35
Table 4.2 Staff and Students in the Royal University of Bhutan academic year 2011.................. 36
Table 4.3 Bhutanese Undergraduate students abroad with RGOB Scholarships, 2012................ 37
Table 4.4 Bhutanese privately funded Tertiary Education students abroad, 2012....................... 37
Table 5.1 Number of NFE centres and Enrolments as of March 2012.......................................... 39
Table 5.2 Enrolment in Continuing Education, March 2012......................................................... 40
Table 5.3 Enrolment in Continuing Education since 2006............................................................ 40
Table 6.1 Enrolment in monastic schools, 2011........................................................................... 42
Table 7.1 Enrolment in Special Education Institute, March 2012................................................. 44
Table 8.1 Percentage-wise girls enrolment per level and type of school, March 2012................ 45
Table 8.2 Girls enrolment by type/level of school, March 2012.................................................. 47
Table 8.3 Girls enrolment by category and Dzongkhag, March 2012.......................................... 48
Table 8.4 Girls enrolment in class X and class XI public and private schools 2003- 2012............ 49
Table 9.1 Teacher strength March 2012....................................................................................... 51
Table 9.2 Enrolment in the Colleges of Education 2004-2012...................................................... 53
Table 9.3 Number of teachers who have been awarded with various Degrees 2010.................. 54
Table 9.4 In-service Workshops.................................................................................................... 54
Table 9.5 Number of Teachers who have upgraded their Qualification ...................................... 54
Table 9.6 Teacher graduate with various degrees and qualifications, 2004-2012 ....................... 55
Table 9.7 Number of trained teachers by degree, March 2012.................................................... 55
Table 10.1 Student Teacher ratio in schools per location March 2012......................................... 56
Table 10.2 Number of schools with different STR by different level............................................. 58
Table 10.3 Target T: P ratio reached per Dzongkhag, March 2012............................................... 59
Table 10.4 Student-Teacher Ratio in Schools per Dzongkhag 2008-2010..................................... 60
Table 10.5 Class size per location per school, March 2012.......................................................... 61
Table 10.6 Schools by Average Class size per Dzongkhag, March 2012........................................ 62
Table 11.1 Survivors to the grade 2005-2011 .............................................................................. 69
Table 11.2 Coefficient of the internal efficiency in basic education ............................................ 70
Table 12.1 School feeding in 2012................................................................................................ 74
Table 12.2 Number of schools offering Day feeding and boarding facillities by level...........74
Table 13.1 Water facillities in the schools, March 2012............................................................... 75
Page
VIII
Table 13.2: Student-tap ratio by Dzongkhag for schools with tap stands, March 2012................ 76
Table 13.3 Laboratory by level of school, public schools, March 2012........................................ 77
Table 13.4 Computers in the schools, March 2012...................................................................... 78
Table 13.5: Electricity connectivity, per level, March 2012.......................................................... 79
Table 13.6: Schools with working landline phone, per category, March 2012............................. 79
Table 13.7: Internet connectivity per level, March 2012.............................................................. 80
Table 13.8: Road accessibility by dzongkhag, March 2012........................................................... 81
Table 14.1(a). Top 5 Utilizers of Budget........................................................................................ 83
Table 14.1(b). Top 5 under Utilizers of Budget............................................................................. 83
Table 14.1(c) Education revised budget and expenditure (FY 11-12) by dzongkhag...............84-87
Table 14.2: Estimated cost per student, May 2011...................................................................... 88
Additional Statistical Tables................................................................................................... 89
Table A1.1 Enrolment per Dzongkhag per type of School 2012................................................... 90
Table A1.2 Enrolment growth rate per Dzongkhag per level 2011-2012...................................... 91
Table A1.3 Total enrolment by Dzongkhag by gender ................................................................. 91
Table A1.4 Enrolment in Class XI and XII, 2011-2012................................................................... 92
Table A1.5 Enrolment in class XI-XII per stream, 2012................................................................. 92
Table A2.1 Public and Private Schools per Dzongkhag 2012........................................................ 93
Table A2.2 Electricity, Phone and internet connectivity by dzongkhag........................................ 93
Table A3.1 Public and Private Teachers per Dzongkhag 2012....................................................... 94
Table A3.2 STR per school type per Dzongkhag,2012.................................................................. 94
Table A3.3 Proportion of Non-Bhutanese teachers 2002-2012.................................................... 95
Table A3.4 Teachers qualification in public and private school, March 2012............................... 95
Table A3.5 Numbers of teachers by academic qualification, March 2012.................................... 95
Table A4.1 Student-Teachers Ratio in Schools per Dzongkhag 2009-2012................................... 96
Table A4.2 Promotion, Repeater and Dropout rates, 2002-2012................................................ 96
Table A4.3 Dropout rates, 2003-2012......................................................................................... 97
Table A4.4 Repetition rates, 2003-2012..................................................................................... 97
Table A4.5 Class X results , 2011................................................................................................... 97
Table A4.6 Class XII results , 2011................................................................................................. 98
Table A4.7 Survival rate to grade 5 and 10, 2006-2011................................................................ 98
Table A4.8 Pre-Primary enrolment by Age................................................................................... 98
Table A4.9 Details on the 6-12 years old children since 2009...................................................... 98
Table A4.10 Completion Rate for Primary and Basic education................................................... 99
Table A4.11 Right age, underage and overage details by class 2012............................................ 99
Table A4.12 Age specific enrolment details ................................................................................. 100
Table A5.1 Enrolment of girls in primary and secondary education............................................. 101
Table A5.2 Growth in girls enrolment in public secondary schools (VII-XII.................................101
Schools established in 2012..................................................................................................104

chools Upgraded in 2012.......................................................................................................104
Schools Downgraded in 2012................................................................................................104
Page
IX
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
Page

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
GoI
Government of India
GER
Gross Enrolment Ratio
GPER
Gross Primary Enrolment Ratio
GPI
Gender Parity Index
GSD
Games and Sports Division
HRD
Human Resource Division
HSS
Higher Secondary School
IA
Internal Audit
ICSE
Indian Certificate for Secondary Education
ISE
Indian Secondary Examination Certificate
LSS
Lower Secondary School
MDG
Millennium Development Goal
M.Ed
Masters in Education
MoE
MoF
Ministry of Finance
MoLHR
Ministry of Labour and Human Resource
MSS
Middle Secondary School
NBER
Net Basic Enrolment Ratio
NER
Net Enrolment Ratio
NFCED
Non Formal and Continuing Education Division
NFE
Non-Formal Education
NGO
Non-Governmental Organization
NIVI
National Institute for Visually Impaired
NIZC
National Institute of Zorig Chusum
NIR
Net Intake Ratio
NPER
Net Primary Enrolment Ratio
NSB
National Statistics Bureau
NWAB
National Womens Association of Bhutan
PCR
Primary Completion Rate
PGCE
Post Graduate Certificate in Education
PGDE
Post Graduate Diploma in Education
PHCB
Population and Housing Census of Bhutan
PLC
Post Learning Course
PP Pre-Primary
PPD
PS
Primary School
PTC
Primary Teaching Certificate
PTR
Pupil Teacher Ratio
Page
XI
RCS
RGoB
RUB
SCD
SD
SDG
SLCD
SLD
SPBD
SPS
STR
TIZC
UPE
VTI
WFP
YC
YIC
ZDS
ZLT
ZTC
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
Youth Centre
Youth Information Centre
Zhungkha Development Services
Zhungkha Language Teachers
Zhungkha Teaching Certificate
Abbreviation
Ave
Average
Bht
Bhutanese
Enrol.
Enrolment
GR
Growth Rate
NBht
Non-Bhutanese
No.
Numbers
Mgt
Management
N/Bht
Non-Bhutanese
Nu.
Ngultrum
Pvt
Private
Std
Student
T:P
Teacher Pupil Ratio
Voc.
Vocational
Page
XII
Glossary
Dzongkhag District
Dratshang
Monk body
Lhakhang Temple
Dungkhag Sub-District
Dzongdag
Head of District Administration
Gewog
Block
SUMMARY OF
EDUCATION
STATISTICS 2012
Figure Ia: Summary of Schools, Institutes and Centres
Type of Schools and Institutes
Government
Private
Total
61
35
96
Primary Schools
344
353
Lower Secondary Schools
92
93
Middle Secondary Schools
57
59
Higher Secondary Schools
34
14
48
527
26
553
109
109
11
A Early Childhood Care & Development

ECCD Centres*
B
School Education
Sub- Total (B)

C Extended Classrooms
D Special Institutes**
E Tertiary Institutes under RUB
10
F Vocational Institutes
G Sanskrit Patshala
Total Institutes~
20
H Monastic Education (Lobdra, Shedra, etc)
388
I Continuing Education Centres
13
J Non-Formal Centres****
953
TOTAL***
1949
21
388
21
953
62
2011
* Private ECCD inclusive of ECCD under NGO, private & Work place
** Special Institutes (6 of these schools are included in the schools under B above).
~ Including NIVI only, excludes Special Education institute under the school since its a part of school
*** This doesnot include ECR and continuing education centre since they are part of the parent school.
*** *source: Non formal and Continuing Education Division, DAHE
Page
Figure Ib: Summary of Students, Learners, Trainees and Novitiates

Government
Boys
A
Private
Total
Total
Boys
Girls
Total
Boys
Girls
Total
1,543
521
522
1,043
1,341
1,245
2,586
24,585 24,220 48,805
991
937
1,928
25,576
25,157
50,733
Lower Secondary School 24,665 25,110 49,775
107
116
223
24,772
25,226
49,998
Middle Secondary School 19,065 19,714 38,779
600
584
1,184
19,665
20,298
39,963
3,310 3,283 6,593
16,465
16,237
32,702
1,711
1,540
3,251
88,189
88,458
176,647
222
128
350
Early Childhood Care & Development

ECCD Centre
B [i]
Girls
820
723
School Education
Primary School
Higher Secondary School 13,155 12,954 26,109

Extended Classroom
Sub-Total
1,711
1,540
3,251
83,181 83,538 166,719 5,008 4,920 9,928
B
[ii]
Bhutanese students
studying in India*
88,586
176,997
Special Institutes**
203
140
343
203
140
343
308
323
631
414
625
1,039
722
948
1,670
Tertiary Education
3,343
2,041
5,384
388
473
861
3,731
2,514
6,245
Tertiary Students in India
143
69
212
1,913
1,460
3,373
Tertiary Students abroad
182
109
291
206
167
373
Sub-Total (C+D+E)
3,996
2,564
6,560
6,592
5,111
11,703
Vocational institutes
694
323
1,017
694
323
1,017
Sub-Total (F)
694
323
1,017
694
323
1,017
7,240
5,149
5,149
12,389
12,389
Sub-Total (B [i]+[ii])
Tertiary Institutes under

RUB***
222
128
350
83,181 83,538 166,719 5,230 5,048 10,278 88,411
1,770 1,391 3,161

24
58
82
2,596 2,547 5,143
Monastic Education ****

(Lobdra, Shredra,etc)
7,240
Non-Formal Centres
3,882
9,478
13,360
3,882
9,478
13,360
Sanskrit Patshala
GRAND TOTAL
99,818 96,628 196,446 13,496 8,117 21,613 113,314 104,745 218,059
* The data is based on informal estimates of students studying in India. The number could actually be higher.
** 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
Figure Ic: Summary of Teachers, Lecturers, Instructors, Trainers & Caregivers

Government
Male
A
Female
Private
Total
Male Female
Total
Total
Male
Female
Total
Early Childhood Care & Development

3
84
87
12
130
142
15
214
229
Primary School
1,548
787
2,335
44
88
132
1,592
875
2,467
1,032
944
1,976
13
21
1,040
957
1,997
954
731
1,685
35
54
89
989
785
1,774
772
421
1,193
257
98
355
1,029
519
1,548
Extended Classroom
125
21
146
125
21
146
Sub-Total (B)
4,431
2,904
7,335
597
4,775
3,157
7,932
86
91
177
86
91
177
671
232
903
45
702
246
948
175
48
223
175
48
223
45
889
297
1,186
314
635
949
784
5,993
4,303
10,296
ECCD Centre
B School Education
C Special Institutes*
D

RUB
E Vocational institutes
F Sanskirt Patshala
Total (Schools and Institutes)
(C+D+E+F) **
G Non-Formal Centres
GRAND TOTAL
1
858
283
1,141
314
635
949
5,606
3,906
9,512
344
31
31
387
253
14
14
397
* All teachers in the special institutes including teachers who teach special needs in 6 formal school
** Only teachers teaching in NIVI ( 14 teachers) are counted here and not all the teachers mentioned in C as they are
already counted in Subtotal B
Page
AT A GLANCE
Figure II: Fact Sheet: Bhutan: Some Education Indicators 2012

Indicators
Value
Total population (in 000)*
719
Population 0-14 years (%)*
29
Annual Population Growth Rate

(2010)*
1.91
0.1
Annual GDP Growth rate

GDP per capita in Nu, (2011)**
128,946.5
GDP (million Nu), (2010/2011)**
Access to safe drinking water

2010****
Life Expectancy at Birth (years)
(2010)*
Education expenditure as % of government

expenditure, (2010/2011) **
Education Expenditure as % of GDP
(2010/2011)**
15.8
6.9
EFA Development Index (EDI)
0.850
Adult Literacy Rate
52.8
35
Unemployment rate~~
3.1
0.522
Children of primary school-age who are outof-school (%)
2.0
88.0
Gross Enrolment Rate (GER) at tertiary level
11
69
Literacy Rate, 2005~
59.5
54
GER(PP)
120
100 84
80
60
40
20
0
118
GER, Primary
Value
Female Teachers (%) at primary level
76241.3
Human Development Index (HDI)
Indicators
52
52
50
102
GPI on NER
49
48
46
46
44
44
47
50
50
50
48
42
NER, Primary96
100
2012
89
2011
84
40
1999
2005
2008
2011
2012
% of girls in Primary
% of girls in Secondary
98
92
54
56
2008
48
46
2005
37
41
1999
0
50
GER in secondary level for Female
Page
Survival to
grade 5
100
150
GER in secondary level for Male
Figure III: Growth in the number of schools and enrolment 2002-2012

600
200000
Number of Schools
160000
140000
400
120000
300
100000
80000
200
60000
40000
100
Student Enrolment (in 000)
180000
500
20000
0
0
2002
2003
2004
2005
2006
Private
2007
2008
2009

Primary School
2010
2011
2012

Enrolment (in 000)
Figure IV: NER trend since 1990

120%
115%
110%
105%
100%
95%
90%
85%
80%
75%
1998 2002 2005 2007 2008 2009 2010 2011 2012
NER
GER
PCR
* 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
Table I: Education Indicators at a glance
AGE GROUP POPULATION*
GROSS ENROLMENT
RATIO (GER)
Primary
(PP-VI)
Male
7635
47254
13258
14148
14528
Female
7501
46426
12961
13754
14044
Total
15136
93680
26219
27902
28572
Male
85%
118%
101%
77%
55%
Female
82%
119%
113%
83%
51%
Total
84%
118%
107%
80%
53%
GPI
0.96
1.01
1.12
1.08
0.93
Male
NET ENROLMENT RATIO Female
(NER)
Total
GROSS INTAKE RATIO

AT THE FIRST GRADE
OF THE LEVEL
NET INTAKE RATIO AT

THE FIRST GRADE OF
THE LEVEL
Lower Secondary Middle Secondary Higher Secondary

(IX-X)
(XI-XII)
(VII-VIII)
Pre-Primary
(PP)
46%
95%
35%
26%
18%
44%
96%
43%
32%
22%
20%
46%
96%
39%
29%
GPI
0.94
1.02
1.22
1.24
1.20
Male
85%
85%
102%
81%
51%
Female
82%
82%
110%
90%
52%
Total
84%
84%
106%
85%
51%
GPI
0.96
0.96
1.08
1.11
1.01
Male
46%
46%
20%
15%
10%
Female
44%
44%
24%
19%
13%
Total
46%
46%
22%
17%
11%
GPI
0.94
0.94
1.19
1.27
1.25
*Source: Dzongkhag Population Projection 2006-2015
Table II: EFA INDICATORS

EFA Indicators
Male
1
Gross enrolment in ECCD
Apparent Intake Ratio (AIR)
Net Intake Ratio (NIR)
Gross Enrolment Ratio (Primary) GPER
Net Enrolment Ratio (Primary) NPER
Female
Total
10th FYP Target
Goal
6%
5%
5%
NA
EFA
85%
82%
84%
NA
EFA
46%
44%
46%
NA
EFA
118%
119%
118%
NA
EFA
95%
96%
96%
~100%
EFA/SDG/MDG/ABSD
Repetition Rate (Primary)
6.1%
4.5%
5.3%
4.5%
EFA/ABSD
Primary Completion Rate
115%
119%
117%
100%
EFA/ABSD
Survival Rate to grade 6
97%
99%
98%
95%
Coefficient of efficiency (Primary)
86%
92%
93%
NA
10
Coefficient of efficiency (Basic)
60%
58%
59%
NA
11
Repetition Rate (Secondary)
3.6%
3.5%
3.5%
4.5%
Page
EFA/SDG/MDG
EFA
ABSD
EFA Indicators
Male
Female
Total
10th FYP Target
Goal
12
GER Higher Secondary (including CE)
60%
58%
59%
50%
EFA
13
Adult Literacy
65%
38.7%
52.8%
70%
EFA/SDG
14
GPI Primary
1.02
1.00
EFA/SDG/MDG
15
GPI Secondary
1.18
1.10
EFA/SDG/MDG
Table III: MDG INDICATORS

Goals, Targets and Indicators
1990 2000 2004 2007
2009
2010
2011
2012 2015
State of
Progress
Goal 2: ACHIEVE UNIVERSAL PRIMARY EDUCATION

Target 3: Ensure by 2015 children everywhere, boys and girls alike, will be able to complete a full course of primary schooling
Gross Primary Enrolment Ratios (%)
55 %
Net Primary Enrolment Ratio (%)
72 % 84 %
106% 115.7%
117%
120%
118% 100 % Achieved
83.7%
91.8%
93.7%
95%
96%
100% On track
Proportion of Pupils starting grade 1 who

reach grade 5 (%)
73 %
91 % 94 %
92.4%
96.4%
93.6%
97%
100% 100 % Achieved
Proportion of pupils starting grade 1 who

reach grade 7 (%)
35 %
81 % 86 %
85.4%
89.9%
86.9%
93%
98%
100 % On track
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
69 %
82 % 95 % 99.5 % 99%
99.4% 99%
99% 100 % Achieved
(91)
schools (%)
Ratio of girls to boys in secondary
43 %
78 % 96 % 97.2% 101.6% 103.5% 107% 107% 100 % On track
(91)
schools (%)
Ratio of females to males in tertiary 12 %
41 % 53 % 54% 53.2% 60.8% 67.3% 71% 80 % On track
(91)
institutes (%)
Source: PPD MOE, Annual Statistics Reports
Table IV: OTHER INDICATORS

Other Indicators
Male
Female
Total
GPI
Survival Rate to Class VI
96%
99%
98%
1.03
Survival Rate to Class X
84%
85%
85%
1.02
Survival Rate to Class IV
99%
100%
100%
1.01
Transition rate (Primary to Lower Secondary)
97%
100%
98%
1.03
Transition rate (Lower Secondary to Middle Secondary)
95%
94%
95%
0.99
Transition rate (Middle Secondary to Higher Secondary)
73%
69%
71%
0.95
Adjusted NPER (6-12 aged at all level of school, monastic/abroad)
97%
98%
98%
1.01
Adjusted NSER (13-16 aged at all level of school, monastic, abroad)
100%
98%
99%
0.98
Page
Other Indicators
Male
Female
Total
GPI
NER(Basic)
92%
96%
94%
1.05
GER (Basic)
106%
110%
108%
1.03
GER (Secondary)
89%
98%
93%
1.10
NER(Secondary)
52%
61%
56%
1.18
Secondary Completion Rate
73%
76%
74%
1.04
GER (Tertiary within Bhutan )
13%
9%
11%
0.71
GER (Tertiary both within Bhutan and outside Bhutan )
21%
15%
18%
0.74
Average
study time
at Grade
(in years)
Grade
1
Grade Grade Grade Grade Grade Grade Grade Grade

2
3
4
5
6
7
8
9
Grade
10
Grade
11
Grade
Average
12
Male
1.1
1.1
1.1
1.1
1.1
1.0
1.1
1.0
1.0
1.0
1.0
1.1
12.6
Female
1.0
1.0
1.0
1.1
1.0
1.0
1.1
1.0
1.0
1.0
1.0
1.1
12.5
Total
1.1
1.1
1.1
1.1
1.1
1.0
1.1
1.0
1.0
1.0
1.0
1.1
12.6
Figure IIIa: Number of Schools and ECRs by Dzongkhag and level

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
Page
ECR
PS
LSS
MSS
HSS
Total
2
6
7
2
3
4
6
3
9
8
6
26
4
0
2
9
0
1
2
8
1
12
26
12
3
5
22
38
7
20
10
18
17
11
12
6
41
21
19
11
19
23
2
6
7
0
3
2
7
6
6
3
4
7
6
5
2
10
7
2
2
3
3
3
6
2
1
0
2
2
4
1
5
5
3
2
7
2
5
1
2
1
2
3
2
4
2
0
1
1
4
6
2
2
1
3
3
6
0
4
1
1
1
2
2
21
48
30
6
12
31
57
26
38
28
34
56
26
30
12
69
30
25
17
34
32
109
353
94
58
48
662
Figure IIIb: Number of private schools by Dzongkhag and level

HSS
Bumthang
Chhukha
Mongar
Paro
Pema Gatshel
Punakha
Samdrup Jongkhar
Samtse
Sarpang
Thim Throm
Thimphu
Zhemgang
Total
LSS
1
1
1
4
MSS
PS
1
4
1
14
1
2
1
5
0
1
1
0
1
12
1
1
26
6
1
Total
Figure IIIc: Number of students by Dzongkhag and level

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
ECR
PS
LSS
MSS
HSS
Total
43
187
264
77
98
58
148
107
231
169
139
1051
123
0
16
190
0
13
92
222
23
1220
3948
2093
297
773
2016
3601
1560
1682
1718
3762
3054
1776
6356
819
4486
1478
1801
2490
3625
2178
1145
4987
2319
0
1532
638
3043
3420
2651
1546
1653
4432
5128
4531
570
3444
2600
727
2082
2420
1130
1228
4574
1749
437
0
826
1035
2652
769
2865
3094
3732
2319
6905
1338
2363
702
364
641
973
1397
672
3512
1098
0
591
431
2579
3537
1074
1715
488
3728
2037
5674
0
2132
490
446
763
1151
584
4308
17208
7523
811
2994
3969
10406
11276
6407
8013
9136
15997
11383
23466
2743
12615
5270
3351
6068
8391
5312
3251
50733
49998
39963
32702
176647
Page
EXECUTIVE
SUMMARY
The Policy and Planning Division (PPD) collects data on school enrolment and other information from
the schools, and other agencies every year in order to ensure that all relevant stakeholders have
access to good quality information on the education sector. The information collected is compiled
in the form of this report which provides summarized information on general school-based, nonformal, 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 2012, some historical comparisons are also made.
The report aims to help stakeholders in planning, monitoring and evaluating education sector
programmes, and to make informed decisions. At the same time, it provides data required for
monitoring progress towards the MDGs, SDGs, and other international goals and targets which
the country is party to. It is hoped that the findings will serve as a basis for equity-based programming, as well as contribute towards sound policy analysis and planning and also serve as a
pointer to a whole spectrum of studies and surveys on the Bhutanese education system.
DATA COLLECTION
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
the schools and extended classrooms through the Dzongkhag Education Offices at the beginning
of the academic year. The school principals take the responsibility for filling in the information
and the Dzongkhag Education Offices for collecting, checking and returning it to the PPD by end
of March.
This annual report presents national data in primary and secondary schools. Enrolment patterns,
regional geographical trends, types and location of schools, students and staffing, demographic
characteristics and student participation in selected education programs are reported. Where data
permits, the exhibits compare information across years.
Page
10
The total number of schools in the general education system in Bhutan consists of 344 Primary
Schools, 9 private Primary Schools, 93 Lower Secondary Schools, 1 private Lower Secondary
Schools, 56 Middle Secondary Schools, 2 private Middle Secondary Schools, 34 Higher
Secondary Schools, 14 Private Higher Secondary Schools and 96 ECCD centers (29 private, 8
NGO based and 54 community based). The total school enrolment for the current academic
year is 1,78,359 which includes 1,10,575 in primary schools, 50,828 in Lower and Middle
Secondary Schools, 15,244 in Higher Secondary Schools, 42 in the National Institute for the
Visually Impaired and 1670 in the Continuing Education programme.
Additionally a substantial number of children are studying abroad. Many parents send their
children to schools in towns like Kalimpong, Darjeeling and Chennai in India under private
funding. At the school level there are over 350 students studying outside Bhutan and about
3855 students at the tertiary level with majority of them studying in India.
Adult literacy programmes are offered to 13,360 learners in 953 Non-Formal Education centres across the country.
The RUB has 11 colleges located across the country, while under the MoLHR there are 8
vocational training institutes. The central monastic body has 388 monastic schools (the
number of private monastic institutions remains unaccounted for). That makes a total of 2011
educational institutions in the country.
In 2012, three Primary Schools, one private Higher Secondary School and 17 Extended
Classrooms were opened while seven schools were upgraded to Lower Secondary, six to
Middle Secondary (4 public and 2 private) and three to Higher Secondary. At the same time, 7
Primary Schools were downgraded to ECRs, while 8 ECRs were upgraded to Primary Schools.
Additonally, 5 ECRs and 3 Primary Schools(1 public and 2 private) were closed.
Excluding the monastic teachers, there are 10,459 teachers and Instructors in Bhutan. In the
school system alone, there were 7932 teachers as of March 2012.
This year the Net Primary Enrolment Ratio (NER) stands at 96% , meaning that 96% of 6-12
years old are enrolled in the primary education program. This does not include the 6-12 year
olds who are enrolled abroad, in the secondary levels, or in the monastic education system.
Indicator
2008
2009
2010
2011
2012
NER primary education (PP-VI)
88.0%
91.82%
94%
95%
96%
GER primary education (PP-VI)
112.0%
115.73%
118%
120%
118%
NER Basic education (PP-X)
85.0%
88.36%
91%
93%
94%
GER Basic education (PP-X)
96.0%
100.30%
104%
108%
108%
Page
11
The increasing enrolment and primary school completion rates indicate that Bhutan is on
track to achieving the Millenium Development (MDG) Goals. However the last mile will be
the hardest to achieve. Currently, it is estimated that 2% of primary age children are out of
school. This 2% are expected to be 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 the urban poor. These children
may be out of school because of their differing 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 a 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.
Page
12
1
OVERVIEW OF
THE EDUCATION
SYSTEM
1.1. THE MODERN EDUCATION SYSTEM
Until the 1950s, education in Bhutan was mainly monastic. Literacy was confined to the
monasteries, and many eminent Bhutanese scholars traveled to Tibet to study Buddhist
scriptures. The only formal education available to Bhutanese students, (with the exception of
a few private schools in Haa and Bumthang established in 1913/1914), was through Buddhist
monasteries. Today, the education system in Bhutan has three main elements: general
education, monastic education and non-formal education. The first type of education is by far
the biggest and is commonly seen as the only educational structure.
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 five 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 670 schools and institutes in 2012, spanning
from primary schools and early childhood care and development (ECCD) centres to tertiary
and vocational institutes. Fig. 1.1 shows the progressive growth of the number of schools and
institutes since the 1st Five Year Plan (FYP).
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
670
535
408
268
98
119
11
1961 1971 1981 1992 2002 2008 2011 2012
Page
13
At the same time the expansion of the education system has been accompanied by rapid
growth in the enrolment of students. From about 400 students in the early 1960s, total
enrolment has increased in all levels of formal education and tertiary institutes in Bhutan
to 1,88,214 as of March 2012, reflecting a growth of about 20% since the start of the 10th
Five Year Plan in 2008.
Fig. 1.2 shows the progressive increase in enrolment in schools and institutes since the
1st Five Year Plan
Figure 1.2 Growth in enrolment in Schools and Institutes
For those who could not attend general or monastic education, basic and post literacy
courses in Dzongkha are offered all over the country in non-formal education centers.
Since 2006, the Ministry of Education in collaboration with higher secondary schools,
has initiated a continuing education programme, to allow school drop outs the opportunity to continue their education and upgrade their qualifications.
Page
14
1.1.1. 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 attend 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 at 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 in country and 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
Pre-school
(ECCD)
AGE 3 4 5
LEVEL
PP I
6
Early
Childhood Care
and
Development
Centres
II
III
IV
V VI
8
9
10 11 12
Primary Education
Primary School
VII
VIII
IX
13
14
15
16
Secondary Education
Lower
Secondary
School
Middle
Secondary
School
XI
XII
17
18
Higher Secondary Education
1st Year 2nd Year 3rd Year 4th Year

19
20
21
Tertiary Education
22
Undergradute courses
CONTINUING EDUCATION
NON-FORMAL CENTRES
VOCATIONAL EDUCATION SYSTEM
LABOUR MARKET
17919758
Page
15
1.1.2. Schools in General Education

At the primary education level a school was earlier either called a primary school or a community
primary school. Since both schools offer, in principle, similar kind of schooling (seven years of
education, from PP to VI), the decision to rename all Community Primary Schools as Primary
Schools was endorsed during the 15th Annual Education Conference (AEC). As of the 10th FYP,
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.
1.2 General Education Curriculum

Encapsulated under the Educating for GNH umbrella, the objective of all school education in
Bhutan is to impart a well rounded and value based education so that the product is a GNH
graduate with the right skills, attitudes and values. In this respect, and in order to ensure that
the values and principles of GNH are infused into the education system and practised as a way of
being by both students and teachers, the Guidelines for Educating for GNH have been developed
and all school leaders are currently undergoing training.
At a basic level, 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. From 2011, 6 schools located
near vocational training institutes also offer vocational skills as an optional subject in classes IX
and X.
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 FYP, especially for Dzongkha and Mathematics. Figure 1.4 provides an
overview of the curriculum up to Class XII.
Page
16
Figure 1.4 General Education curriculum PP-XII
Area
Primary Education
Subjects
PP
Language
Mathematics
Science and
Technology
II
III
IV
Secondary Education
LSS
MSS
VI VII VIII IX
X
HSS
XI
XII
Dzongkha
Rigzhung
English
English Literature
Mathematics
Business Mathematics
Pure Mathematics
Science
Physics
Chemistry
Biology
Computer Applications
Computer Science
Social Studies
Environmental Studies
History
Geography
Human Society and
Commercial Studies
Environment
Commerce
Accounting
Economics
Visual Arts and Craft
Creative and
Songs, Dances and Musics
Practical Arts
Health and Populatioon
Studies
Health, Physical
Games and Sports
Education and
Personal
Moral and Value Education
Development
Scouts
Agriculture and Social
Forestry
Socially Useful and
SUPW
Productive Work
Basic Vocational Skills
Learning areas with specific subjects and periods set in the time table
Learnings areas with specific subjects and projects set in the time
Learning areas addressed in co-curricular programmes, school organisations or

integrated in the subject areas
Learning areas addressed in co-curricular programmes, school org
Page
17
1.3 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 Gewogs. Monastic education is the responsibility of
the central monastic body and privately managed independent monasteries.
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.
Page
18
2
2
PRE-PRIMARY
AND PRIMARY
EDUCATION
2.1. early childhood care and development
Early Childhood Care and Development
(ECCD) is defined as programmes and
services for children from conception to age
eight and their families, encompassing health
and nutrition services, early stimulation
and education, and parent education
and support. ECCD emphasizes a holistic
approach focusing on the childs physical,
emotional, social and cognitive development,
so as to nurture childrens physical and
mental development and to prepare them
for school and life with the right attitudes
and dispositions. ECCD is therefore seen as
a way to maximize developmental potentials
of children, and improving learning outcomes
ultimately leading to reduction in costs
and improvements in the efficiency of the
education and health systems.
In order to provide the best start in life for
young children and especially those from the
disadvantaged sections of the community,
the Ministry of Education has adopted a

two pronged strategy for the provision of
ECCD through a) the promotion of sound
parenting and child care practices for
young children through home and family
based interventions using the mass
media, NFE centres, health
facilities and schools and b) promotion of
and support to early childhood care and
development centres to enhance early
learning opportunities for children age
3 to 6, through community based ECCD
centres and centres run by private sector,
civil society organizations and corporate
bodies.
As of March 2012, there are 96 ECCD
Centres in the country as shown in the
map below:
Page
19
Work Place ECCD Centre - 5

Community ECCD Centre - 54
Private ECCD Centre -29
NGO ECCD Centre -8
2.2. extended classrooms

The 10th FYP 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 at the same time increasing access to
primary and secondary education.
3251 students or over 3% of primary

students are enrolled in ECRs this year.
Without ECRs, these students would
otherwise have been out of school, or
had to either walk long distances or be
enrolled in boarding schools to access
education.
These initiatives have enabled the RGoB
to improve Net Primary Enrolment Ratio
(NPER) from 88% at the start of the 10th
FYP to 96% in 2012.
The establishment of Extended Classrooms

(ECRs) is aligned with these efforts to improve
access to school for every child, and especially
in remote, rural and scattered villages where
students have to walk long distances to school
Page
20
2.3. 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 plans and is well on track towards
achieving all of its education related goals and
targets under the Millennium Development
Goals. In the 9th FYP, 111 community primary
and primary schools were established
increasing the total primary enrolment from
93,974 in 2003 to 106,100 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 2012, which marks the last year of

the 10th FYP, there are 353 primary schools
and the total primary enrolment stands at
1,10,575. The primary GER has increased
to 118% and the Primary NER to 95.7% in
2012.
While there has been considerable
expansion in the first grade of primary
education with an average growth rate of
0.6% per annum from 2002 to 2012, there
has also been a notable decline in growth
rate from 2009 onwards, with a decrease
of 8% between 2011 and 2012.
This may be an indication of the reduction
in the number of out of school students as
well as the decline in population growth
rate due to family planning and or delayed
marriage and childbirth. The decrease
could also be attributed to the increase in
the number of ECRs which help in enrolling
right age children and also covering
the out of school children starting from
2010 onwards, leading to some sort of
stabilization in the enrolment in the early
grades. This is shown in table 2.1 below:
Table 2.1 Gross or Apparent Intake Ratio (AIR) 2006-2012

Class
Year
Enrolment
PP
2012
13464
762
12702
15136
84%
PP
2011
15581
911
14670
14813
99%
PP
2010
17165
1130
16035
13665
117%
PP
2009
17305
1055
16250
13485
121%
PP
2008
16434
1192
15242
13343
114%
PP
2007
16392
1127
15265
13347
114%
Repeaters New Entrants Pop. 6 yrs old
AIR
Page
21
Table no 2.1 shows the Apparent Intake Ratio

(AIR) (which is an indication of the number
of children enrolled in PP for the first time as
a percentage of the right age population or
6 years old) and the Net Intake Ratio (NIR)
(which indicates the number of 6 year old
children enrolled in PP for the first time as a
percentage of the number of 6 year olds in the
population), for the last 6 years for both private and public students (excluding those 6-12
years old children enrolled in the monasteries
and abroad).
As shown in the table, the AIR which had

always exceeded 100% in the past years,
showed a decrease from 2011 onwards.
This could be due to the decline in new
admissions in PP since 2010 against the
increasing population of 6 year olds. Such
deflation of figures could also be attributed
to the high variation in population figures.
Figure 2.1 Pre-primary enrolment by age, March 2012
The Net Intake Rate (NIR) in 2012 stands

at 46%, meaning that 46% of the right age
population (6 years old) are enrolled in the
1st grade (PP) of primary. However according to our administrative data, 52% of the PP
enrolment including the repeaters are of right
age (6 years old), while 48% are either overage
(41%) or underage (8%).
Page
22
Table 2.2 below shows the new admissions

in PP for the last 9 years. The declining PP
enrolment since 2010 could be a positive
impact of the initiatives taken by the
government to improve access, such as the
establishment of ECRs, provision of boaring
and feeding etc, which may have resulted
in the enrolment of most out of school
children.
Table 2.2 New admissions in PP 2002-2012

Year
PP Enrolment
Boys
Girls
Growth
Total
%gr
2012
6947
6517
13464
-1206
-8%
2011
7370
7300
14670
-1365
-9%
2010
8088
7947
16035
-215
-1%
2009
8145
8105
16250
1008
7%
2008
7612
7630
15242
-23
0%
2007
7751
7514
15265
-320
-2%
2006
7967
7618
15585
1574
11%
-6%
2005
7187
6824
14011
-864
2004
7565
7310
14875
891
6%
2003
7052
6932
13984
493
4%
2002
6967
6524
13491
614
Average annual growth rate
5%
0.6%
Table 2.3 below shows that the total enrolment in primary education has decreased by 598 students
in 2012.
Table 2.3 Enrolment in Primary Education, 2002-2012
Years
Students
Annual Growth
Boys
Girls
Total
2012
55624
54951
110575
598
1%
2011
55941
55232
111173
804
1%
2010
55346
55023
110369
1527
4%
2009
54705
54137
108842
2742
3%
2008
53571
52529
106100
1633
2%
2007
53260
51207
104467
2275
2%
2006
52187
50005
102192
2318
2%
2005
51218
48656
99874
2025
2%
2004
50443
47406
97849
3875
4%
2003
48921
45053
93974
3030
3%
2002
48006
42938
90944
2752
3%
2%
While the government has been successful in reaching almost all the children, ensuring right age
admission will always remain a challenge since children enrol in school at different ages due to
various factors such as parental preference, walking distance, illness, special needs etc.
Page
23
Table 2.4 Primary enrolment by age

Class
Right age(in
years)
PP
I
II
Right age enrolment
Overage
underage
2011
2012
2011
2012
44.6%
52.0%
43.6%
41.0%
11.8%
8.0%
38.5%
43.0%
47.7%
46.0%
13.8%
12.0%
31.8%
36.0%
56.2%
50.0%
12.1%
14.0%
III
28.0%
31.0%
61.2%
57.0%
10.9%
12.0%
IV
10
24.5%
26.0%
65.9%
63.0%
9.7%
10.0%
11
22.6%
24.0%
68.9%
67.0%
8.5%
10.0%
VI
12
20.2%
22.0%
71.8%
69.0%
8.1%
9.0%
30.0%
33.4%
59.3%
56.1%
10.7%
10.7%
Average
2011
2012
The table above shows the age-specific enrolment rates for primary classes. This actually highlights
the extent to which the offical age of admission is followed and maintained. Therefore, on average,
only about 33% of primary enrolment is of right age and about 67%, or more than half the primary
enrolment comprises of over aged and under aged children.
2.4. Primary Net and Gross Enrolment Ratio (GPER and NPER)
Table 2.5 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 population provided in the Projection of Population and Housing Census 2005. We can see
from the table below that the NPER and GPER at all levels have increased significantly since 2007.
Table 2.5 Enrolment Ratios since 2007

Gross Primary Enrolment
Page
Net Primary Enrolment

Male
Female
Total
2012
118%
95%
96%
96%
2011
120%
94%
96%
95%
2010
118%
93%
95%
94%
2009
116%
91%
93%
92%
2008
112%
87%
89%
88%
2007
106%
84%
84%
84%
24
The biggest increases are observed for the NPER

increasing from 88% in 2008 to 95.7% percent
in 2012; with an almost equal representation of
boys and girls.
The NPER for girls grew by 12 percentage points
over the four-year period, compared to 11
percentage points for boys, indicating increased
girls enrolment. This can also be attributed
to the fact that fewer boys than girls enroll in
school at the official school age.
2.4.1. Net Attendance Ratio

The adjusted Net Primary Attendance Ratio
(NAR), an indicator generated from a household
survey the Bhutan Multiple Indicator Surveyconducted 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. Although the data is from
the survey conducted in 2010, in the absence
of reliable dzongkhag level population data, it
is presented here in order to provide an idea of
the indicators at the dzongkhag level. It would
also be useful to bear in mind that the findings
of house-hold surveys typically under report
the findings from administrative data sources
(UNESCO, 2010). However, the adjusted NAR
for Bhutan 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.
Table 2.6 below presents the adjusted

NAR by Dzongkhags and gender for 2010.
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 had improved
significantly by 2010 as per the BMIS 2010.
Samtse, Tsirang, Sarpang, Haa and Chukha
had increased participation rates of children
six to twelve years old in education by more
than 15% each.
In terms of gender, 15 of the 20 Dzongkhags

had GPI close to 1.0, indicating equity in
terms of participation. Thimphu, Dagana,
Samtse and Gasa are the only four
Dzongkhags that have GPI of exactly 1.0.
The five Dzongkhags that have GPI score
that diverge 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.
Page
25
Table 2.6 Net attendance ratio by Dzongkhag, BMIS 2010
Net attendance ratio (adjusted)

Male
Female
Total
GPI
Bumthang
96.7
98.4
97.6
1.02
Sarpang
95.3
96.1
95.7
1.01
Pemagatshel
94.1
97.5
95.7
1.04
Thimphu
94.7
94.9
94.8
1.00
Trongsa
92.5
96.8
94.5
1.05
Samdrup jongkhar
94.0
95.0
94.5
1.01
Haa
91.3
96.6
93.7
1.06
Dagana
93.6
93.4
93.5
1.00
Trashiyangtse
93.5
92.2
92.8
.99
Tsirang
92.9
92.1
92.5
.99
Trashigang
92.4
91.8
92.1
.99
BHUTAN
91.2
92.7
91.9
1.02
Paro
90.2
93.2
91.7
1.03
Samtse
91.6
91.2
91.4
1.00
Zhemgang
88.7
91.5
90.1
1.03
Punakha
85.9
93.8
89.6
1.09
Chukha
88.5
90.1
89.3
1.02
Mongar
84.6
90.3
87.4
1.07
Lhuntse
88.0
86.8
87.4
.99
Wangdue
84.9
87.0
85.9
1.02
Gasa
75.3
75.2
75.3
1.00
Page
26
Figure 2.2 Net Primary Enrolment Ratio (NPER)

100%
95%
93%
91%
96%
94%
96%
95%
2011
2012
89%
87%
90%
85%
95%
93%
84%
84%
80%
75%
2007
2008
2009
2010
Boys
Girls
Figure 2.3 Net Primary Enrolment Ratios since 1998
100%
95%
90%
85%
80%
75%
70%
65%
60%
55%
50%
88%
92%
94%
95%
96% 100%
84%
53%
1998 2007 2008 2009 2010 2011 2012 2015
The net primary enrolment ratios for girls showed much higher growth rates than for 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.
Page
27
2.4.2. Adjusted Net Primary Enrolment Ratio (ANER)

Despite the increase in NPER over the
years, full enrolment would never actually
be achieved unless all children enrolled in
various levels of education and in various
forms are accounted for. The traditional
definition of NPER looks only at children
aged 6-12 years enrolled in the primary
grades.
This leaves out children of the same age
group enrolled abroad, in secondary levels
or in the monastic education system.
Recognising this drawback of the traditional
definition, the Ministry of Education has now
come up with a new definition to ensure
that all children are accounted for when
measuring primary education coverage.
The new definition is called Adjusted Net
Enrolment Ratio (ANER) and looks at all
6-12 year old children enrolled in the school
system both in-country and abroad and also
children enrolled in the monastic system. In
2012, 1.3% of the 6-12 years old children
are enrolled in secondary classes.
While it is not possible to know how many
children are exactly enrolled abroad and in
the monastic system, the BMIS 2010 survey
provides an indicative figure of the proportion of children studying abroad and in the
monastic system as follows:
Page
28
a) The BMIS indicates that about 0.7% of 6-12

year old children are studying in the monastic
schools.
b) The BMIS also indicates that about 0.4
percent of 6-12 year old children are studying
outside Bhutan.
c) We know from administrative data that 1.3%
of the 6-12 years old children are enrolled in
secondary schools in Bhutan.
From the above, we can conclude that the adjusted net enrolment ratio for primary education or 6-12 years old children is 98%.
This means that approximately 2% of the
primary age children are out of school. It is
expected that these may be 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 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 equal
and equitable access to quality education for all
children.
Figure 2.4 Division of primary enrolment
The estimated number of out of school primary school age children is around 2,348 (2%). The
box below analyses some of the possible reasons why these children may be out of school.
Box 2.1 Assumptions on why 2% 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 84%, more than
50% of the children entering school for the first time are older than 6 years old,
while some 8% are younger, especially in the private schools. Based on the available data, around 18% of the primary enrolment are over the age of 12 and 1%
of the primary enrolment are 5 years and below. It is estimated that around 7% 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
29
Dzongkhag, BMIS, 2010
30
NAR: Adjusted Net Attendance Rate

CR: Completetion
TR: Transition Rate
GPI: Gender Parity Index
Map showing Primary Net Attendance Rate, Completion rate (CR), Transition Rate (TR) and Gender(GPI) by
Page
3
SECONDArY
EDuCATION
VII-XII
The objective of the secondary education
development programme in the 10th FYP
is to enhance net enrolment ratio 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 of the 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 fouryear cycle (VII-X) comprising of two years of
lower secondary (VII-VIII), and two years of
middle secondary (IX-X), followed by two years
of higher secondary school (XI-XII).
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
31,448 in 2004 to 50,828 in 2012 or with an
average increase of 6% over the last eight years.
To accommodate this expansion, seven schools
were upgraded to Lower Secondary and three
public and two private to Middle Secondary
in the 2012 academic year. Currently, there
are 152 lower and middle secondary schools
contributing to the gross enrolment ratio and
net enrolment ratio, at basic education level,
of 108% and 94% respectively.
3.1 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 2002, especially
compared with the growth in primary
education.
Table 3.1 Enrolment in class VII-X since
2002
Year
Enrolment in Class VII-X

Boys
2012
24530
Girls
26298
Total
50828
Annual
Growth
Growth
1994
%
4.1%
2011
23606
25228
48834
2112
4.5%
2010
22958
23764
46722
3117
7.1%
2009
21627
21978
43605
2750
6.7%
2008
20353
20502
40855
1944
5.0%
2007
19664
19247
38911
2714
6.5%
2006
18315
17882
36197
2367
7.0%
2005
17258
16572
33830
2382
7.6%
2004
16256
15192
31448
2565
8.9%
2003
15131
13752
28883
1472
5.4%
2002
14647
12764
27411
27411
6.0%
Average annual
growth rate
6.3%
Page
31
There is a remarkable increase in the

secondary enrolment with an average
annual increase of 6.3% for the past ten
years, although the enrolment ratio is
low in terms of correct age enrolment i.e.
39 %( VII-VIII) and 29 %( IX-X) in Lower
and Middle Secondary level respectively,
with again more girls enrolled at the
correct age. But the overall secondary
(VII-X) gross enrolment ratio stands at 107
and 80% respectively. (See summary for
details)
As of recent statistics, Transition Rate from

Primary to Secondary education is 98.5% i.e.
about 1.9% increase since last year. This means
that almost 99% of students enrolled in class VI
in 2011 are enrolled in class VII in 2012.
The transition rate from primary to secondary
was 99.8% for girls and 97% for boys, indicating
that 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.
3.2 Higher Secondary EDUCATION (XI-XII)

There are currently 48 higher secondary schools
including 14 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 six private schools catering to the
various education levels in the country.
Due to the increased enrolment at the

primary, lower and middle secondary
education levels, and the Royal
Governments decision to raise the basic
education level to grade X, there has
been a notable increase in the number
of students continuing their education
beyond grade X. Three middle secondary
schools have been upgraded to higher
secondary level in 2012. The enrolment in
grades XI-XII has increased from 6,691 in
2004 to 15,244 in 2012, with an average
increase of 11% over the last eight year.
Figure 3.1 shows the enrolment trend in class XI

and XII since 2004
Figure 3.1 Enrolment trend in class XI and XII since 2004

16000
15000
14000
13000
12000
11000
10000
9000
8000
7000
6000
15,244
13314
11815
10157
7684
32
8102
8816
6691
2004
Page
13,940
2005
2006
2007
2008
2009
2010
2011
2012
Overall, the enrolment has increased

tremendously in the last 9 years. With
the increase in enrolment at the primary
level and the continued improvement 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 20%, which means
only 20% of 17-18 years old are enrolled
in Class XI and XII. The remaining 80%
are either enrolled at the lower classes
(50%), monastic(8%) education, studying
outside Bhutan (0.7%) or are out of school
(14%). The adjusted NHSER stands at 86%
indicating that 86% of 17-18 year olds are
accessing education.
While the enrolment of right age (1718 year olds) students is low, the overall
enrolment in classes XI and XII is 59%
(GER) including the students in continuing
education (53% for only regular students).
Over all both NER and GER at the HSS level
has increased as compared to last year by
about 3 and 10 percent respectively.
As could be seen from the above tables, girls

have overtaken boys in terms of right age
enrolment both in primary and secondary
education with the GPI at the primary level
of 1.02 and at secondary level of 1.1 in 2012
indicating that more girls participate in
education than boys in both primary and
secondary levels. However the GPI of 0.97 at
grades XI & XII reverses the gender situation
completely in favour of boys, indicating that
significantly fewer girls transition to the Higher
Secondary level than boys.
Table 3.3 Transition rate

Male
Female
Total
GPI
Transition rate
(Primary to Lower 97.1% 99.8% 98.5%
Secondary)
1.03
Transition rate
(Lower Secondary
94.9%
to Middle Secondary)
94.4%
94.7%
0.99
Transition rate
(Middle Secondary
72.6%
to Higher Secondary)
68.6%
70.6%
0.95
Table 3.2 NER and GER for Higher

Secondary Schools
NER
Male
Female
Total
GPI
18%
22%
20%
1.20
Adjusted NER
87%
86%
86%
1.00
GER (in school)

GER (including
CE)
55%
51%
53%
0.93
60%
58%
59%
0.97
Page
33
Figure 3.5 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.
Figure 3.2 Division of streams in the Public and Private Higher Secondary School
Page
34
TERTIARY AND
VOCATIONAL
EDUCATION
4.1 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.
Table 4.1 Staff and students in Vocational Training Institutes academic year 2011
Dzongkhag
Thimphu
Wangdue
Punakha
Bumthang
Trashi
Yangtse
Trashigang
Sarpang
Name of the Institute
Length
of
course
Thimphu Institute of Auto2 Years

mobile Engineering
National Institute of Zorig
2-6
2
Chusum
Years
6
Samthang Institute of Auto- months
3
mobile Engineering
to 2
yrs
Khuruthang Institute of
4
2 Years
Electrical Engineering
Chumey Institute of Civil
5
2 Years
Engineering
Yangtse Institute of Zorig
2 to 6
6
Chusum
Years
Rangjung Institute of Elec7
2 Years
trical Engineering
Sershong Institute of Civil
2 Years
8
Engineering
1
Total
Total Enrolment
New Admission
2011
2011
FeTotal Male
male
FeTotal Male
male
Male
33
38
16
88
74
162
193
197
72
117
63
180
38
36
74
55
38
93
117
71
188
63
53
32
85
694
323
1017
Teacher
FeTotal NBht
male
17
11
19
24
28
72
19
24
71
37
108
28
13
41
25
21
46
16
19
22
28
28
91
32
37
28
11
39
23
27
275
98
373
175
48
223
4.2 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. Girls enrolment is seen to be less than boys in the RUB, with female
male ratio of 2:3. While the majority of the students under RUB (with the exception of RTC) are
funded by the RGoB, about 16% are self financed.
Page
35
Table 4.2 Staff and Students in the Royal University of Bhutan academic year 2011
Sl.
Level of schools
Students
Boys
Girls
Teachers
Total
Bht
N/Bht
Total
Public Institutions
1
College of Natural Resources, Lobesa
121
30
151
73
75
335
142
477
90
96
215
203
418
78
79
College of Science and Technology, Rinchhending

Institute of Language and Culture Studies, Semtokha
Jigme Namgyel Polytechnic, Dewathang
321
92
413
75
77
National Institute of Traditional Medicine, Thimphu
32
19
51
27
27
Paro College of Education
494
355
849
106
106
Royal Institute of Health Sciences, Thimphu
197
158
355
58
59
Samtse College of Education
426
231
657
99
106
166
Sherubtse College, Kanglung
642
426
1,068
131
35
10
Gaeddug College of Business Studies
580
415
995
78
34
112
3,363
2,071
5,434
815
88
903
403
478
881
13
32
45
3,766
2,549
6,315
828
120
948
Sub-Total
Private Institute
11
Royal Thimphu College
Total
4.3.
Tertiary students Abroad
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 4.3 gives the number of
undergraduate students with scholarships abroad.
A significant number of students also study abroad through private funding. Table 4.4 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.
Page
36
Table 4.3 Bhutanese Undergraduate Scholarship Students Abroad and in RTC,2012

India
(RGOB funding)
Year of
passing out
India (GOI funding)
Male Female Total Male Female Total
2018
Third countries, RGOB
Third countries (Bilateral funding), RTC,

Thimphu
(RGoB funding)
Male
Female
Total
Male Female Total
12
21
Total
Male
Female
Total
12
21
2017
26
14
40
32
16
48
2016
19
27
21
16
37
40
24
64
2015
13
57
19
76
30
16
46
96
39
135
2014
69
20
89
23
32
18
12
30
113
47
160
2013
14
48
56
19
19
38
15
20
90
38
128
2012
12
56
60
18
27
81
18
99
Total
27
21
48
255
61
316
149
92
241
464
191
655
33
17
50
Table 4.4 Bhutanese privately funded Tertiary Education students abroad, 2012
Private funding
Country
India
Male
Female
Total
Scholarship
Student
Total
1770
1391
3161
364
3525
Bangladesh
33
41
14
16
Thailand
14
13
27
29
31
Australia
36
39
Cuba
Korea
Nepal
126
136
Thimphu
20
50
USA
Malaysia
610
3855
Sri-Lanka
Total
14
1794
15
1451
3245
The number of girls receiving scholarships and those under private funding is much lower than the
number of boys. i.e. only 38 and 47 percent respectively. It remains a challenge to improve the
participation of girls at that level.
Page
37
NON-FORMAL
AND CONTINUING
EDUCATION
5.1 Non Formal Education
Literacy is deeply linked to all aspects of
life and livelihood and is unquestionably
a powerful instrument for empowerment
and improvements in quality of life.
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 10th FYP will also
depend on how effectively the high rates
of adult illiteracy are tackled in Bhutan, and
particularly in the rural areas. The Bhutan
Living Standards Survey (2007) reported
national literacy rates at 55.5% .
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.
With the objective of enhancing adult
literacy, the Non Formal Education (NFE)
programme was introduced in 1992 initially
as a joint effort between the Dzongkha
Development Authority (DDA) and the
National Womens Association of Bhutan
(NWAB). The Ministry of Education formally
took over the NFE programme in 1994,
now called the Non-Formal and Continuing
Education Division (NFCED).
The Non Formal Education Programme has
gained widespread popularity as an effective
programme for providing basic literacy
and functional skills amongst the adult
population, and particularly in rural areas.
The programme has expanded from 365
centres with 428 instructors in 2003 to 953
centres with 949 instructors in 2012. Over
the same period, the number of learners
increased from 12,838 to 13,360.
While national baseline data on literacy

still needs to be developed, the BLSS 2007
Page
38
Table 5.1 Number of NFE centres and Enrolment as of March 2012

Instructor
BLC Learners
PLC learners
Grand Total
No. of
CenMale Female Total tres Male Female Total Male Female Total Male Female Total
Dzongkhag
Bumthang
21
24
24
27
133
160
16
17
28
149
177
Chhukha
20
29
49
56
204
567
771
18
59
77
222
626
848
Dagana
22
43
65
65
238
360
598
128
159
287
366
519
885
Gasa
13
15
15
50
85
135
11
56
90
146
Haa
16
18
13
43
118
161
10
48
123
171
Lhuentse
17
28
45
58
88
265
353
20
69
89
108
334
442
Mongar
36
87
123
128
230
818
1,048
50
193
243
280
1,011
1,291
Paro
13
20
20
45
157
202
53
62
54
210
264
P/Gatshel
12
23
35
33
39
263
302
14
98
112
53
361
414
10 Punakha
20
24
22
49
122
171
12
48
60
61
170
231
11 S/jongkhar
30
30
60
74
254
704
958
12
20
262
716
978
12 Samtse
32
44
76
72
313
469
782
128
196
324
441
665
1,106
13 Sarbang
25
36
61
64
302
551
853
59
171
230
361
722
1,083
14 Thim Throm
23
27
14
22
228
250
23
166
189
45
394
439
15 Thimphu
17
16
37
123
160
186
64
250
223
187
410
16 T/gang
24
70
94
92
483
94
350
444
577
1,674
2,251
17 T/yangtse
23
32
25
81
244
325
23
32
90
267
357
18 Trongsa
11
29
40
40
97
239
336
15
26
41
112
265
377
19 Tsirang
11
18
29
31
145
123
268
38
21
59
183
144
327
20 Wangdi
23
38
61
59
131
365
496
45
176
221
176
541
717
21 Zhemgang
12
22
34
32
126
283
409
10
27
37
136
310
446
314
635
949
953
Total
1,324 1,807
3,004 7,541 10,545 878
1,937
2,815 3,882 9,478 13,360
It is interesting to note that participation of women in the NFE programme is high, both as
instructors and learners. Participation in Trashigang is the highest in absolute numbers while
participation in Samtse is comparatively high.
Page
39
5.2. 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 (CE) programme was initiated in
Kelki Private HSS, in Thimphu in 2006.
Started as a pilot, the Continuing Education Programme which offers 2 year courses for completion of
classes X and XII has been expanded to 15 Dzongkhags in both public and private HSS. A total of 1670
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, so that the employed can study
without having to give up their jobs. While there is a subsidised annual fee, text books are provided
free by the government. This program has greatly benefitted those who need to be employed and
yet wish to upgrade their level of education. The following table shows the enrolment in the CE
programme as of March 2012.
Table 5.2 Enrolment in Continuing Education, March 2012
Dzongkhag
School
Male
Female
Total
Bumthang
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Sonam Kuenphen HSS (Pvt)

Chukha HSS
Gedu HSS
Reldri HSS (Pvt)
Lhuentse HSS
Sherab Reldri HSS
Tenzin HSS (Pvt)
Yoezerling HSS (Pvt)
Nangkhor HSS
Peljorling HSS
Samtse HSS
Khendrup HSS (Pvt)
Kelki HSS (Pvt)
Nima HSS (Pvt)
Rinchen HSS (Pvt)
Jampeling HSS
Bayling HSS
Sherubling HSS
Damphu HSS
Bajo HSS
Zhemgang HSS
2
25
11
31
19
6
7
33
19
8
66
46
145
37
113
12
26
26
16
66
8
722
2
32
13
46
4
11
13
45
8
6
72
73
263
37
146
17
19
24
39
73
5
948
4
57
24
77
23
17
20
78
27
14
138
119
408
74
259
29
45
50
55
139
13
1670
Chukha
Lhuentse
Mongar
Paro
Pemagatshel
Samtse
Sarpang
Thim Throm
Trashigang
Trashiyangtse
Trongsa
Tsirang
Wangdue
Zhemgang
Grand Total
Table 5.3 Enrolment in Continuing Education since 2006

2012
2011
2010
2009
2008
2007
2006
Page
40
Male
722
707
735
391
266
177
78
Female
948
920
783
475
311
216
70
Total
1670
1627
1518
866
577
393
148
GR%
2.6%
7.2%
75.3%
50.1%
46.8%
165.5%
6
MONASTIC
EDUCATION
6.1. Monastic Education

Buddhism arrived in Bhutan in the 8th century
and has since then played a vital role in shaping
the social, political, economic and cultural
evolution of the country. Until the modest
beginning of modern education in the 1950s
the only education available in Bhutan was in
monastic schools.
There are two types of monastic schools, the
government supported ones that come under
the Je Khenpo and private monastic schools that
are established and managed by other religious
leaders. Shedras, the monastic colleges teach
Buddhist studies and philosophy, astrology,
language [Choekay, Dzongkha and Sanskrit],
religious practice, etc. and award certificates
that are equivalent to Bachelors and Masters.
Completion of studies in Shedras generally
takes up to nine years. Graduates of Shedras
are able to serve as national language teachers
in schools and increasingly find employment in
the government.
Other religious institutes teach monks in
reading and writing, religious practices,
meditation, etc. so that they are able to fulfill
the religious requirements and functions of
the society. The religious institutes under the
government receive annual budgets from the

1
Source: National report on the development of education.
government whereas the private ones depend

on donations from the supporters of individual
Lamas. Education is provided free in monastic
schools1.
Private monastic schools supported by
prominent religious leaders and organizations
also provide education in ecclesiastical affairs.
These religious institutes also provide free
education.
Table 6.1 gives an overview of the monastic
novices. 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.
Page
41
Table 6.1 Monastic novices administered by the central monastic body, 2011
Dzongkhag
Monastic schools
Monastic novices
Bhutan
388
7240
Chhukha
25
184
Dagana
11
207
Gasa
120
Haa
18
168
Lhuentse
10
280
Mongar
27
300
Paro
43
400
Pemagatshel
135
Punakha/Thimphu
71
3096
Samdrup Jongkhar
100
Samtse
240
Trashiyangtse
145
Trashigang
30
280
Trongsa/Bumthang
70
708
Tsirang
115
Wangdiphodrang
30
400
Zhemgang
212
Sarpang
150
6.2. sanskrit patshala

Presently, there is one school in Sarpang with 7 students catering to the study of Sanskrit for young
children.
Page
42
7
SPECIAL
EDUCATION
7.1. 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 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,
Bhutanese sign language was developed and
a deaf education center established at the
Drugyal LSS in Paro.
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
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.
In addition to Drugyel LSS in Paro and the
Changangkha MSS in Thimphu, 6
other
schools also cater to special needs education.
These schools contribute towards the RGoBs
objective to make schools as inclusive as
possible and integrate special education into
mainstream education. There are about 343
students and 177 teachers in these 8 special
education schools as of March 2012.
Page
43
Table 7.1 Enrolment in Special Education Institute, March 2012

Dzongkhag Name of the Institute
Enrolment
Instructors/teachers
Bhutanese
Boys
Girls
Male
Female
Non Bhutanese
Male
Female
Samtse
Tendu HSS
Mongar
Mongar LSS
34
29
13
30
Thimphu
Changangkha MSS
35
19
10
Drugyel LSS
35
27
10
Deaf Education Unit
46
27
Jigme Sherubling HSS
11
17
Khaling LSS
National Institute for

Visually Impaired
20
22
11
Paro
Trashigang
Zhemgang Zhemgang LSS

Total
12
203
140
74
87
12
Despite a slow increase over the last few years, the enrolment in the NIVI has decreased this
year, 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 a
suitable education so they can become full members of society.
Page
44
8
GIRLS
ENROLMENT
8.1 Current Situation of Girls participation in education

enrolment at the secondary level. Even at
the higher secondary level, the enrolment
of girls has been increasing steadily over
the years. Fig. 8.1 below shows the steady
increase in participation of girls in secondary
education.
Bhutan
has
witnessed
impressive
achievements in terms of girls participation
rates with an NPER of 96% for girls as
compared to 95% for boys with a girl/boy ratio
of 100 girls for every 100 boys. The national
survival rate for girls in primary school stands
at 99.2% exceeding that of boys at 96.2%.
The enrolment in private Secondary Schools

grades VII to XII - has increased to 10% of
total enrolment, compared to 8% in 2006.
Girls enrolment in private higher secondary
schools has increased to 49.6% (see Table
8.1 below), an increase of about 7.4 % since
2006.
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 50.1% in 2012
with an increase of 0.3% over last year. Girls
therefore make up more than half the total
Table 8.1 Percentage-wise girls enrolment per level and type of school, March 2012
Class
Private
ECR
PS
LSS
MSS
HSS
ALL
PP-VI
49.2%
47.4%
49.6%
50.0%
49.9%
49.7%
49.7%
VII-VIII
51.4%
51.6%
52.5%
54.3%
52.2%
IX-X
49.3%
50.7%
51.8%
51.2%
XI-XII
49.7%
45.6%
47.3%
PP-XII
49.6%
49.6%
50.1%
47.4%
49.6%
50.4%
50.8%
Page
45
Figure 8.1 Girls participation in Public Secondary Education
Though girls are doing well both at

the primary and secondary levels, girls
enrolment decreases drastically when they
reach Class XI. Table 8.2 show that girls
enrolment declines as they proceed to
higher classes and especially after class X.
The administrative data shows that about
89 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 109
girls for every 100 boys enrolled in classes
XI and XII. This indicates that right age
participation level of girls is higher than of
boys.
indicators for GER and NER at this level

separately for boys and girls. The higher
secondary GER for boys stands at 55%
-significantly higher than for girls at 51%,
while the NER for boys at 18% is much
lower than the 22% 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 level of girls exceeds that of
boys. Further research to better understand
the underlying causes of this phenomenon
is essential to promote a better gender
balance at this level.
This is borne out when analyzing the
Page
46
Table 8.2 Girls enrolment by type/level of school, March 2012

Private
Schools
Extended
Classroom
Primary
Schools
Class
Lower
Secondary
Schools
Girls Total Girls Total Girls Total Girls
Middle
Secondary
Schools
Higher
Secondary
Schools
Total
Total
Girls
Total
Girls
Total
Girls
Total
PP
378
765
397
856
2,925
6,014
1,755
3,568
910
1,923
152
338
6,517
13,464
320
656
506
1,028
3,575
7,193
2,205
4,443
989
2,022
242
501
7,837
15,843
II
223
503
378
804
3,701
7,481
2,643
5,296
1,130
2,312
302
571
8,377
16,967
III
195
393
247
531
3,751
7,631
2,679
5,233
1,229
2,422
254
511
8,355
16,721
IV
162
315
13
3,862
7,675
2,778
5,608
1,386
2,686
240
453
8,435
16,750
137
274
19
3,399
6,852
2,702
5,392
1,361
2,718
252
518
7,856
15,773
VI
141
255
3,007
5,959
2,787
5,581
1,388
2,750
251
512
7,574
15,057
8,393
16,833
1,693
3,404
SubTotal
1,556 3,161 1,540 3,251 24,220 48,805 17,549 35,121
54,951 110,575
VII
71
138
3,973
7,813
2,748
5,355
577
1,053
7,369
14,359
VIII
57
111
3,588
6,841
2,902
5,405
631
1,171
7,178
13,528
SubTotal
128
249
7,561
14,654
5,650
10,760
1,208
2,224
14,547
27,887
IX
51
101
3,237
6,269
3,174
6,038
6,462
12,408
53
110
2,434
4,917
2,802
5,506
5,289
10,533
SubTotal
104
211
5,671
11,186
5,976
11,544
11,751
22,941
XI
1,451
2,717
2,184
4,669
3,635
7,386
XII
1,681
3,590
1,893
4,268
3,574
7,858
15,244
SubTotal
3,132 6,307
4,077
8,937
7,209
Total
4,920 9,928 1,540 3,251 24,220 48,805 25,110 49,775 19,714 38,779 12,954
26,109
88,458 176,647
8.2 Girls participation in education by Dzongkhag

Table 8.3 gives a regional picture of girls participation in education 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
47
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 8.3 Girls enrolment by category and Dzongkhag, March 2012
Dzongkhag
Urban
Enrol
Bhutan
SemiUrban
Enrol
SemiRemote
Enrol
Remote
Enrol
36279 51% 6029 49% 16022 49% 17064 50%
Bumthang
1163
51%
Chukha
3203
51%
587
Very Remote
Enrol
Difficult
Enrol
Total
Enrol
7623 49% 5471 49% 88458 50%
52%
400
52%
58
49%
642
50% 2806 50%
975
50%
282
50%
785
49%
8693 51%
Dagana
284
50% 1554 49% 1342
49%
259
54%
267
49%
3706 49%
Gasa
227
52%
171
45%
398
2208 51%
49%
Haa
561
49%
758
50%
50%
95
49%
60
48%
1479 49%
Lhuentse
341
49%
187
50%
899
51%
388
47%
134
44%
1949 49%
Mongar
1688
53%
1241 49%
678
48%
910
48%
670
48%
5187 50%
Paro
3586
52%
774
51%
746
46%
492
53%
114
50%
32
41%
5744 51%
Pemagatshel
637
47%
214
44%
500
51%
612
49%
787
49%
355
49%
3105 48%
Punakha
1527
50%
277
59%
482
49% 1743
53%
115
50%
Samdrupjongkhar
1359
54%
81
49%
307
50%
968
48%
1466 50%
Samtse
2194
50%
998
50% 2138 47% 1126
48%
187
Sarpang
3323
51%
30%
50%
Thimphu
12032 51%
Trashigang
716
50% 1638
50%
4613 50%
41% 1128 49%
7771 49%
27
5713 50%
39%
12032 51%
466
51%
539
323
51%
27%
32
52%
1363 50%
Trashiyangtse 1343
50%
1924 48% 1661
49%
752
50%
512
51%
6192 49%
Trongsa
647
52%
364
47% 1062
49%
435
53%
136
52%
2644 51%
Tsirang
215
48%
45%
239
48%
800
52%
138
47%
49
45%
1643 49%
1444 47%
328
51%
652
50%
493
47%
202
48%
432
4144 52%
Wangdue
Zhemgang
1448
51%
510
49%
510
51% 1149
54%
591
50%
96
50%
4304 51%
406
53%
367
44%
96
45%
52%
438
49%
616
51%
2653 50%
730
2917 48%
As mentioned earlier, the comparative enrolment of girls in public Higher Secondary Schools is
Page
48
8.3. Girls enrolment in HSS and tertiary education

lower than in the earlier stages of the
general education system. In table 8.4 the
girls enrolment in class X and class XI is
compared over the years.
In 2012 the relative percentage of girls
enrolment in class XI in Public Higher
Secondary Schools had increased by 5%
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. Girls make
up about 38% of the students that receive
scholarship to study in India and abroad,
showing an improvement of 11% since last year
and about 47% (4% increase since last year) of
the students studying outside Bhutan without
Royal Governments financial assistance.
Table 8.4 Girls enrolment in class X and class XI public and private schools 2003- 2012.
Year
X (Public & Private)
XI public
XI private
Girls
Total
%G
Girls
Total
%G
Girls
Total
%G
2012
5289
10533
50%
2184
4669
47%
1451
2717
53%
2011
5273
10390
51%
1493
3564
42%
1604
3123
51%
2010
5025
10293
49%
1415
3425
41%
1608
3021
53%
2009
4262
8757
49%
1361
3271
42%
1356
2719
50%
2008
3883
7909
49%
1116
2885
39%
1320
2541
52%
2007
3675
7691
48%
1096
2667
41%
942
1914
49%
2006
3275
6856
48%
944
2525
37%
865
1709
51%
2005
3038
6427
47%
770
1539
33%
851
1688
50%
2004
2842
6246
46%
656
2031
32%
774
1579
49%
2003
2361
5264
45%
571
1751
33%
613
1240
49%
Overall enrolment of girls in tertiary education is much lower than that of boys with only 5 girls for
every 7 boys enrolled in the tertiary level.
Page
49
8.4. 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.
Page
50
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.
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 is no gender inequality
in the Bhutanese education system. Both boys
and girls have equal opportunities in terms of
access, quality of learning process, equality of
outcomes and external results.
9
TEACHERS
9.1 Teacher strength
The total number of teachers as of March 2012 is 10,296. This includes teachers of government
schools, private schools, institutes and Non Formal Centers. The number of teachers in regular
government schools is 7932. Table 9.1 shows the teacher strength in Bhutan at the moment.
Table 9.1 Teacher strength March 2012
Government
Private
Male Female Total

A
Early Childhood Development
School Education
ECCD centres
84
Total
Male
Female
Total
Male
Female
Total
87
12
130
142
15
214
229
Primary Schools
1,548
787
2,335
44
88
132
1,592
875
2,467
1,032
944
1,976
13
21
1,040
957
1,997
954
731
1,685
35
54
89
989
785
1,774
772
421
1,193
257
98
355
1,029
519
1,548
Extended Classrooms
125
21
146
125
21
146
4,431
2,904
7,335
344
253
597
4,775
3,157
7,932
86
91
177
86
91
177
671
232
903
31
14
45
702
246
948
175
48
223
175
48
223
858
283
1,141
31
14
45
889
297
1,186
Sub-Total (B)
C Special Institutes*
D
RUB
E Vocational institutes
F Sanskrit Patshala
Total (C+D+E+F)
G Non-Formal Centres*****
314
635
949
314
635
949
GRAND TOTAL
5,606
3,906
9,512
387
397
784
5,993
4,303
10,296
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%). The teachers above also include 116 community
based teachers (CBT) who had been recruited as a temporary measure to help overcome the
shortage of teachers in primary schools and especially in rural areas. CBTs for any school are class
XII graduates from within the same dzongkhag.
Page
51
9.1.1 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 9.1 Proportion of Bhutanese and non
Bhutanese teachers (2002-2012)
2012
595
2011
643
7514
6927
821
2010
2009
653
2008
647
2007
614
2002
669
0
6369
6028
5111
4757
3007
2000
4000
NBht
6000
8000
Bht
Expatriate teachers constitute 8% of the

teaching force. Of these the majority teach at
the higher secondary and middle secondary
levels. Expatriate teachers make up 21
percent of the teachers in the public higher
secondary schools and 25 percent in the
private HSS.
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
Page
52
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.
9.2 Teacher education

9.2.1 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 9.2 Enrolment in the Colleges of Education 2004-2011

Male
Female
Total
Male
Female
Total
Male
Female
Total
Ratio of
female to
Male
2004
327
162
489
355
282
637
682
444
1,126
0.65
2005
321
166
487
462
317
779
783
483
1,266
0.62
Year
CoE, Samtse
COE, Paro
Grand Total
2006
320
163
483
419
325
744
739
488
1,227
0.66
2007
359
187
546
428
275
703
787
462
1,249
0.59
2008
352
188
540
430
294
724
782
482
1,264
0.62
2009
580
386
966
719
343
1,062
1,299
729
2,028
0.56
2010
434
230
664
536
371
907
970
601
1,571
0.62
2011
426
231
657
494
355
849
920
586
1,506
0.64
Diff. Between
2010 & 2004
99
69
168
139
73
212
238
142
380
30%
43%
34%
39%
26%
33%
35%
32%
34%
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.
9.2.2 In-Service training
0.62
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 courses. About
496 teachers were awarded with various
masters, degree and diploma certificates in
2011. The details are as follows.
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
Page
53
Table 9.3 Number of teachers who have

been awarded with various Degrees 2011
Degree
No.
M.Ed (D)
M.Ed (Physics and Mathematics
B.Ed (P)
207
B.Ed(D)
39
B.Ed (S)
85
Certifiate in Teaching English
25
Certifiate in Teaching mathematics
25
Post Graduate Diploma in Mathematics
Post Graduate Diploma in Arts
12
Post Graduate Diploma in Commerce
34
Post Graduate Diploma in Economics
15
Post Graduate Diploma in IT
Post Graduate Diploma in Dzongkha
22
Post Graduate Diploma in Science
12
Total
496
The table below shows the number of inservice workshops and training organized at the
national level from 2002 - 2011.
Table 9.4 In-service Workshops
Year
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
National Level
Courses
61
35
18
17
16
20
10
22
27
31
Participants
3874
1,645
577
1,743
1,800
2,345
560
851
1,358
2,033
Table 9.5 Number of Teachers who have

upgraded their qualifications
Year BHSEC
ILCS
ICSE Total
Remarks
2012
38
46
Enrolled for
examination
2011
45
10
55
Enrolled for
examination
2010
83
16
99
Enrolled for
examination
2009
110
40
150
Enrolled for
examination
2008
330
116
447
Enrolled for
examination
2007
203
40
244
Appeared for
examination
2006
267
36
303
Enrolled for
examination
2005
190
54
225
Enrolled for
examination
2004
91
10
102
Appeared for
examination
2003
103
14
119
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 9.6 shows the
number of graduates so far.
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 2012, 46 will avail this opportunity.
Page
54
Table 9.6 Teacher graduate by various degrees and qualifications, 2004-2012

Year of
Graduation
B.Ed
(P)
M.Ed
B.Ed
(S)
2012
207
85
2011
195
230
2010
256
197
2009
190
2008
228
2007
BE.d
(D)
Bachelor's
Degree
Diploma
in Other
Field
39
76
61
PGDE
Other
Certificate
courses
128
12
67
26
15
61
29
97
43
36
23
16
47
23
21
37
28
21
28
21
197
164
16
72
142
256
134
2006
211
140
2005
137
39
2004
56
61
Masters
in other
field
Ph.D
9.3 Academic profile of teachers

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.
Out of a total of 7932 teachers, 87% are trained
in the teaching profession. 55% of our teachers
have at least a Bachelors Degree. In addition,
about 9% of the teachers have a PG Diploma.
Less than 3% of the teachers have only a class
10 or 12 certificate as of current statistics.
There is a comparatively low percentage of the
teachers with a Masters and Ph.D Degree. 13
% of teachers were reported not to have been
trained in the teaching profession but have
been appointed based on need.
Table 9.7 Number of trained teachers by

degree, March 2012
Academic
degree
Trained as
teacher
#
Ph.D in
Education
Masters
Degree
177
Post Gradu606
ate Diploma
Bachelors
3,636
Degree
Higher Secondary/
Matriculation"
ZTC/PTCs
Total
2,165
6,584
Not trained
as teacher
#
Total
Teachers*
0.1%
100%
2.7%
519
7.9%
696
100%
9.2%
72
1.1%
678
100%
55.2%
600
9.1%
4,236 100%
150
2.3%
150
32.9%
87%
100%
2,165 100%
1,348
13%
7,932
Page
55
10
Quality
Indicators
10.1 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 10.1 Teacher pupil ratio in schools by location in 2012

Level of Schools
Difficult
Higher Secondary
Schools
Remote
SemiRemote
SemiUrban
Urban
Very
Remote
Total
23
22
24
12
13
21
Lower Secondary
Schools
30
24
24
29
20
25
25
Middle Secondary
Schools
37
23
22
28
26
19
23
Primary Schools
18
21
21
21
22
20
21
Extended Classrooms
17
27
26
23
22
19
22
Total
22
22
22
25
22
21
22
Nationwide, the STR is now at 22 students

per teacher (see table 8.1 above) on average.
The decrease in STR has been accompanied
by uneven progress among the different
categories of schools and Dzongkhags, with
a standard deviation of 3.51 and median of
21 at the Dzongkhag level. On average the
Page
56
ratio has improved in all Dzongkhags. 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 10.1 Teacher-pupil ratio by Dzongkhag below and above mean

35
30
30
25
24 25
20
20 19
22 21
25
27
24
20 20
17
15
15
24
21 22
21
22
18
16
10
5
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 30 (highest ratio) in
Zhemgang
Tsirang
WPhodrang
Trongsa
Tgang
Tyangtse
TThrom
Though the national average student- teacher

ratio is low, it is accompanied by high standard
deviation of 12.3 indicating a a very high and
uneven distribution of teachers among the
schools and Dzongkhags with some having
very high STR and some very low STR.
Thimphu
Samtse
Sarpang
Punakha
S Jongkhar
Paro
P Gatshel
Mongar
Haa
Lhuentse
Gasa
Dagana
Chhukha
Bumthang
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 2 to 61;
which means that some remote schools have
ratios as less as 2 while other have STR as
high as 61.
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 STR by
dzongkhag who have achieved the target of
1:24.
Page
57
Figure 10.2 Student-Teacher Ratio by Dzongkhag above and below 24

35
30
30
25
24 25
20
20 19
18
22 21
25
27
24
20 20
15
15
24
21 22
21
17
16
18
10
5
Bumthang
Chhukha
Dagana
Gasa
Haa
Lhuentse
Mongar
Paro
P/Gatshel
Punakha
S/Jongkhar
Samtse
Sarpang
Thimthrom
Thimphu
T/gang
T/yangtse
Trongsa
Tsirang
W/ Phodrang
Zhemgang
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,
Punakha, Trongsa and Samdrupjongkhar. About
49% of schools have reported to have STR less
than 20 while only 6 schools reported STR of
less than 1:6
Table 10.2 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 PSs has dropped since last year.
Page
58
Table 10.2 Number of schools with different

STR by different level
Range
ECR
PS
LSS
MSS
HSS
Total
1-20
58
217
17
19
22
333
20-24
11
71
33
19
17
151
25-30
10
38
26
14
95
30-40
12
27
11
55
40-50
above
50
11
20
13
It is interesting to also note that about over

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 PSs.
Figure 10.3 Division of student-teacher ratio
About 50% of the schools have a STR

between 1 and 20. A significant number of
PSs also have a low ratio. This is because
PSs are usually established in smaller
communities, where multi-grade strategies
have to be adopted. If we exclude the PSs,
62 public schools have a STR of less than 20,
while more than 111 schools have a student
-teacher ratio of over 30.
Table 10.3 shows the number of schools
per Dzongkhag that have a STR lower than
or equal to 24 and schools that have a STR
higher than 24. In Gasa, Haa and Thimphu
Dzongkhag all schools have a Teacher: Pupil
ratio in line with the Royal Government
target, while Trongsa and Trashi yangtse are
almost nearing the target ratio. Trashigang
and Pemagatshel has the highest number
of schools that have reached the target.
Chukha and Samtse have comparatively high
number of school that still has to reach the
target ratio.
Table 10.3 Target STR

Dzongkhag, March 2012
Dzongkhag STR<24 STR>24
reached
per
%STR<24
2012
2011
81%
Bumthang
18
86%
Chukhaa
25
23
52%
43%
Dagana
14
16
47%
67%
Gasa
100%
100%
Haa
12
100%
91%
Lhuentse
27
87%
73%
Mongar
42
15
74%
70%
Paro
19
73%
71%
P/Gatshel
58
18
76%
74%
Punakha
24
86%
93%
s/jongkhar
20
14
59%
45%
29%
Samtse
13
43
23%
Sarpang
13
13
50%
31%
Thim Throm
21
70%
67%
Thimphu
12
100%
92%
Trashigang
55
14
80%
70%
T/Yangtse
27
90%
83%
Trongsa
24
96%
96%
Tsirang
13
24%
35%
Wangdue
23
11
68%
53%
Zhemgang
25
78%
67%
Page
59
In March 2012, 13 PSs and 71 Extended

Classrooms reported they had only 1 teacher.
Of these, 1 PS and 32 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. Nine Extended
Classroomss each with 1 teacher and an
enrolment of more than 25 opened this year.
The figure below gives the changes in STR

over the years. It shows a steady decline in the
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.
Table 10.4 Student-Teacher Ratio in Schools per Dzongkhag per type of school 2010-2012
PS
LSS
MSS
HSS
Public
2010 2011 2012 2010 2011 2012 2010 2011 2012 2010 2011 2012 2010 2011 2012
Bhutan
24
22
21
26
25
25
26
24
23
20
20
21
24
23
22
Bumthang
16
21
15
27
21
24
21
21
20
18
16
15
20
20
18
Chukha
40
25
23
28
28
26
22
25
25
22
23
22
30
25
24
Dagana
22
26
22
29
31
27
33
30
30
21
19
25
29
25
Gasa
13
10
12
16
15
18
14
13
15
Haa
19
16
19
21
20
20
0
25
23
22
19
18
16
Lhuentse
19
19
19
25
25
23
23
20
18
22
16
14
22
20
19
Mongar
24
24
22
25
23
26
20
30
20
22
19
20
23
23
22
Paro
18
19
20
19
22
22
33
21
21
20
18
22
22
21
21
Pemagatshel
18
19
15
26
26
27
26
22
23
20
20
19
22
21
20
Punakha
21
18
17
21
22
22
22
21
21
18
18
21
21
20
20
Samdrupjongkhar
27
26
25
29
28
24
28
25
25
23
23
27
26
25
Samtse
25
19
41
44
32
30
35
34
30
28
27
24
32
33
30
Sarpang
24
14
21
39
30
28
28
26
23
16
15
21
27
26
24
Thim Throm
20
22
21
23
Thimphu
21
21
15
24
22
20
26
23
19
21
24
21
22
23
17
Trashigang
23
22
20
24
25
24
23
23
21
20
21
21
23
22
21
Trashiyangtse
21
14
13
29
27
32
17
23
22
19
19
20
21
20
22
Trongsa
18
16
17
14
14
15
20
18
17
19
16
18
18
16
16
Tsirang
33
27
27
31
31
32
22
23
20
21
22
27
28
27
27
Wangdue
24
23
24
26
26
30
26
22
20
15
15
18
23
22
24
Zhemgang
23
22
18
17
24
16
36
24
23
27
21
12
26
23
18
Page
60
10.2 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. This assumes that every section in a
school is a different class. Table 10.5 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 the Primary Schools. 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
schools is 26 or less. The average class size for
Bhutan has reduced to 22 indicating that the
school system has been able to accommodate
the increasing enrolment.
Table 10.5 Class size per location per school, March 2012
Urban
Semi-Urban Semi-Remote Remote Very-Remote Difficult Average
ECR
12
17
16
31
12
PS
24
18
19
29
14
13
19
LSS
36
23
24
25
27
22
28
MSS
24
39
21
19
16
37
23
HSS
Average
28
30
35
14
17
28
25
23
24
15
One of the targets in Tenth Plan is that

all schools maintain a class size of 3036 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
29
16
23
have class size above 60s. Most PSs have

class size of less than 20.
But, as school improvement ideas go,
reducing class sizes is costlier than others
and usually more complicated than it
appears.
Table 10.6 shows by Dzongkhag how many
schools have average class sizes smaller
than, equal to or larger than 30 students per
class.
Page
61
Table 10.6 Schools by Average Class size per Dzongkhag, March 2012
Class size
More than 30
% Less
than 30
89%
18
55%
14
61%
Gasa
100%
Haa
78%
Lhuentse
24
89%
Mongar
35
16
69%
Paro
15
65%
P/Gatshel
22
76%
Punakha
12
60%
s/jongkhar
17
11
61%
Samtse
20
30%
Sarpang
10
11
45%
Thim Throm
13
17
43%
Thimphu
70%
Trashigang
44
16
73%
T/Yangtse
23
77%
Trongsa
21
88%
tsirang
10
67%
Wangdue
18
69%
Zhemgang
22
71%
367
178
66%
Dzongkhag
Less than 30
30
Bumthang
17
Chukhaa
23
Dagana
Page
62
11
EXAMINATION
RESULTS AND
EFFICIENCY
INDICATORS
11.1 Efficiency indicators
11.1.1. Promotees, Repeaters and Drop-outs
The efficiency of the Education System can
be monitored by efficiency indicators such
as repetition rate, dropout rate, promotion
rate and survival rate at various levels of
education.
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 rates over the
past few years. 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.
The figures below shows that repetition and
dropout rates have gone down considerably
since 2002 by about 13 and 5 percent with
an annual decrease of about 7 and 3 percent
respectively.
Page
63
Figure 11.1 Repetition and dropout rate for class PP-X since 2002
Repetition Rate
Dropout Rate
Linear (Repetition Rate)

13%
Linear (Dropout Rate)
11%
10%
7%
5%
7%
6%
4%
4%
4%
3%
2002
6%
5%
2003
2004
2005
2006
2007
3%
2008
6%
6%
5%
5%
3%
2%
2009
2%
2%
2010
2011
2012
Figure 11.2 Repetition and dropout rate by class

0.35
0.3
0.25
0.2
0.15
0.1
0.05
0
PP
II
III
IV
VI
VII
VIII
IX
Repeaters 0.05 0.05 0.06 0.05 0.08 0.05 0.04 0.06 0.03 0.04
Dropouts
Page
64
0.01
X
0
0.01 0.02 0.1 0.29
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
(17PS & 24 ECRs) and grade VI (336 PS), 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. The drop-out rate in class
IX has also increased. It is quite surprising to
see that there is no dropout in class PP, 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.
Figure 11.3 Primary Repetition and dropout rates by class and gender
10%
9%
8%
7%
6%
5%
4%
3%
2%
1%
0%
Repetition
7%
5%
4%
6%
5%
Dropout
3%
9%
2%
2%
6%
6%
5%
6%
4%
4%
1%
2%
4%
3%
1%
1%
1%
1%
PP
I
Male
II
III
IV
Female
VI
0%
0%0%
PP
0%0%
I
Male
0%
II
0%0%
III
0%
IV
Female
0%0%
VI
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.
Page
65
11.1.2. 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.
We have seen a reduction from 60% of

overage children in PP-III in 2009 to 48% in
2012. There is also a decrease of 4 percentage
points with regard to primary underage
students as compared to last year (from 12%
to 8% in 2012)
The proportion of right aged enrolment has
also increased compared to last year from
79% to 81% this year and a decrease of about
1% of underage proportion as compared to
last year, whether this would be the trend or
not can be seen next year.
The figure below shows the Division of Primary
enrolment by age
Figure 11.4 Primary enrolment (PP-VI)
Page
66
11.2. Completion rates

The completion rate for primary and basic
education indicate 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 11.5
gives the completion rates for 2006 to 2012
for primary and basic education. Compared
to last year, the completion rate has gone
up significantly at both the primary as well
as basic level with an increase of 14 and 2
percentage point respectively.
Figure 11.5 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).

There are no gender gaps, with both boys and
girls having equal probability of completing the
primary education.
Page
67
11.3. Trends in Survival rates

Figure 11.6 Survival to the grade V and grade X
Survial to the Grade 5
89%92%
2006
95%
83%
2007
96%
90%
2008
Boys
92%95%
2009
Survival to grade 10
97%98%
2010
99%100%
2011
The Net Primary Enrolment Ratio (NPER) has

increased rapidly within a very short period,
from 53% in 1998 to 95.7 % in 2012 (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 primary enrolment.
68
76%
65%
80%
75%
2006
2007
2008
2009
Boys
Girls
84%85%
2010
Linear (Boys)
93%97%
2011
Linear (Girls)
Girls
The survival rate to grade V and grade X has

improved between 2006 and 2012. For all
children, the survival rate grew from 91% and
71.9% to 100% and 95% percent respectively.
Compared to boys, girls have more probability of advancing to the fifth and tenth grade.
Generally there are more females participating at Primary to Middle Secondary level than
males, this pattern shifts at the Higher Secondary level where there are more males than
female learners.
Page
71%72%
84%
76%
11.4. 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, 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 11.1 compares the indicator survivors to
the grade for the last seven years. Since 2005
gender disaggregated data is available. Similar
to the previous years, the girls seem to be
performing very well as compared to boys in
terms of survival. On average 2005 was a weak
year, and it is fair to say that for the last 7 years, 63 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 11.1 Survivors to the grade 2005-2011 (both sexes, boys, girls)
PP
II
III
Survivors to the grade 2011
1,000
1000
1000
996
1,000
971
971
971
1,000
967
955
1,000
1000
987
1,000
986
1,000
1,000
IV
VI
VII
VIII
IX
996
983
983
983
973
953
851
971
941
933
933
913
910
850
943
936
898
869
857
808
802
802
974
964
933
899
882
841
819
777
967
942
924
887
854
839
786
757
701
997
988
962
954
911
874
856
808
786
720
1,000
980
947
932
886
844
815
750
720
682
Both Sexes
Boys
1,000
1000
1000
987
987
968
962
962
946
930
838
1,000
966
966
966
966
936
912
912
892
892
837
1,000
973
952
933
918
865
823
804
760
760
760
1,000
997
981
960
939
902
851
832
788
780
753
1,000
979
950
919
882
831
790
767
717
684
645
1,000
1,000
988
959
948
894
844
815
781
762
713
1,000
999
979
937
913
862
811
775
710
681
657
Girls
1,000
1000
1000
1000
1000
992
992
992
989
966
854
1,000
976
976
975
975
945
945
945
925
917
852
1,000
961
957
952
952
929
914
909
855
842
842
1,000
1,000
991
986
986
962
945
930
894
856
797
1,000
993
985
968
968
946
922
916
861
837
760
1,000
982
976
953
948
918
895
887
824
800
717
1,000
1,000
980
957
950
911
877
857
793
763
707
Page
69
From the above table, we could derive that

almost 98% of children enrolled in grade PP
reach the last grade of Primary, about 14%
jump since 2005. This shows the positive
impact of the primary education system in
Bhutan. There are no major gender disparities
between boys and girls, with girls sometimes
doing better than boys in terms of enrolment.
In fact girls have been doing much better then
boys for the past 7 years. Although there is
room to improve the data quality for this

indicator, the general trend in the last
seven years is that more children who start
primary are reaching grade 7 (Class VI).
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.
Table 11.2 Coefficient of internal efficiency in the basic eduction

Both Sexes
PP
II
III
IV
VI
VII
VIII
IX
X
70.57%
Promotion rate
96.44%
96.09%
93.98%
96.94%
91.02%
95.22% 98.46% 93.00%
94.65%
85.74%
Repetition rate
4.89%
5.17%
5.66%
4.79%
7.73%
4.96%
3.62%
6.09%
3.37%
3.97%
0.48%
Dropout rate
-1.33%
-1.27%
0.36%
-1.73%
1.26%
-0.18% -2.08%
0.90%
1.98%
10.30%
28.95%
Adjusted promotion
rate
Survivors to the
Grade
Average study time
at Grade
95.11%
94.83%
93.98%
95.21%
91.02%
95.04% 96.38% 93.00%
94.65%
85.74%
70.57%
1,000.0
1,000.0
1,000.0
996.2
996.2
982.6
982.6
982.6
973.1
953.2
851.0
1.1
1.1
1.1
1.1
1.1
1.1
1.0
1.1
1.0
1.0
1.0
Graduates
603.4
11.5
Pupil-years invested per Graduate
18.6
Coefficient of Internal Efficiency
59.0%
Male
Promotion rate
PP
II
III
IV
VIII
IX
95.47%
95.12%
92.17%
95.14%
89.10%
93.75% 97.06% 92.10%
VI
VII
94.91%
86.67%
72.56%
Graduates
Repetition rate
5.32%
5.71%
6.63%
5.86%
9.14%
5.68%
3.83%
6.35%
3.38%
3.88%
0.53%
Dropout rate
-0.79%
-0.83%
1.19%
-0.99%
1.75%
0.57%
-0.90%
1.55%
1.70%
9.46%
26.91%
94.68%
94.29%
92.17%
94.14%
89.10%
93.75% 96.17% 92.10%
94.91%
86.67%
72.56%
1,000.0
1,000.0
1,000.0
987.2
987.2
968.1
962.3
962.3
946.3
929.7
838.2
611.5
1.1
1.1
1.1
1.1
1.1
1.1
1.0
1.1
1.0
1.0
1.0
11.6
Adjusted promotion
rate
Survivors to the
Grade
Average study time
at Grade
18.3
60.2%

Female
Promotion rate
PP
II
III
IV
97.45%
97.10%
95.83%
98.72%
93.01%
VIII
IX
96.72% 99.81% 93.82%
VI
VII
94.41%
84.83%
68.63%
Repetition rate
4.45%
4.62%
4.66%
3.73%
6.26%
4.22%
3.42%
5.86%
3.35%
4.05%
0.44%
Dropout rate
-1.90%
-1.72%
-0.48%
-2.46%
0.74%
-0.94% -3.23%
0.32%
2.24%
11.12%
30.93%
95.55%
95.38%
95.34%
96.27%
93.01%
95.78% 96.58% 93.82%
94.41%
84.83%
68.63%
1,000.0
1,000.0
1,000.0
1,000.0
1,000.0
992.1
992.1
992.1
988.7
965.8
853.9
1.0
1.0
1.0
1.0
1.1
1.0
1.0
1.1
1.0
1.0
1.0
Adjusted promotion
rate
Survivors to the
Grade
Average study time
at Grade
Page
70

Graduates
588.6
11.5
19.1
57.5%
11.5 examination results

11.5.1 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. Non-successful students reappear 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
11. 7 below reflect the results of regular
candidates since 2000.
Figure 11.7 Class X passed trend since 2000
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 10,190

candidates sat for the Bhutan Certificate
of Secondary Education Examination
(BCSE) in December 2011. The overall
pass percentage was 97%, which is about
Page
71
3% increase from 2008. A total of about

7,332 students have been admitted in class
XI in Bhutan this year. i.e about 71%, of
which 40% are enrolled in public schools
and 31% in private schools. The remaining
29% might be either continuing their
education in private schools within Bhutan
and schools outside Bhutan, or enrolled in
the VTIs or joined the labour force.
Figure 11.8 gives a more detailed overview
of what happens with the class X students of
2011 in 2012.
11.5.2 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 11.9 Class XII passed trend

since 2002
96%
92%
90%
Figure 11.8 Class X detailed results, 2011
94%
94%
92% 93%
92%
90%
91%
90%
88%
87%
86%
84%
85%
85%
86%
82%
80%
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
The number of students appearing for the class

XII examinations has increased substantially
compared to last year. This might be due
to increase in Private and Supplementary
candidates. The pass percentage however
has been showing a decrease over the last
few years, as you could see from the above
figure. One reason cited is the introduction of
the new curriculum in English and Business
Mathematics. However, this is just an
assumption, and a comprehensive study is
needed to validate these assumptions.
Page
72
12
SCHOOL
FEEDING
12.1. School feeding Programme

The policy of the Ministry of Education 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.
At the secondary levels, due to economy of
scale issues, many children have to study as
boarders in schools which are distant from
their homes.
This is made possible, largely due to the
provision of meals through the school
feeding program which is supported by the
World Food Programme (WFP) and the Royal
Government. Approximately 33,000 students
or 24% of students in classes PP-VIII receive
two meals a day from the WFP. Out of these,
10% or 13,686 students are boarding students
and therefore also receive a stipend of Nu

240 per month per student from the RGoB
to cover the third meal.
In classes IX -XII, there are 13,491 boarding
students (or 35% of total students)
supported with a stipend of Nu 700 by the
RGoB for all three meals. As of July 2012,
the stipend will be increased to Nu 1000 per
month per student for three meals.
All together, there are about 46,401 (26%
of all students) students who benefit from
the school feeding programme from classes
PP-XII. The success of the Education System
in rapidly increasing school enrolment over
a short period of time can be attributed
to the provision of free food and boarding
facilities provided based on need.
Page
73
Table 12.1 School feeding in 2012, WFP-support and Government stipend

Primary Students
Receiving WFP Receiving
and Stipend
WFP
Day feeding
students
% of total students
VII-VIII
Receiving
WFP and
Stipend
IX-X
XI-XII
PP-XII
Receiving Stipend Boarding /Day

WFP
Feeding
17,749
1,475
19,224
16%
5%
11%
Boarding students
7,255
7,255
6,431
6,431
8,675
4,816
27,177
% of total students
7%
7%
23%
23%
38%
32%
15%
Total Feeding
Students
7,255
25,004
6,431
7,906
8,675
4,816
46,401
% of total students
7%
23%
23%
28%
38%
32%
26%
Table 12.2 Number of schools offering Day feeding and boarding services and the
beneficiaries by level of schools
Day feeding
Boarding
No. of schools offering

Day feeding
Enrolment
No. of schools offering

boarding facillities
Enrolment
Primary Schools
139
12901
43
3743
Lower Secondary
schools
34
5670
37
6654
Middle Secondary
schools
531
28
8385
Higher Secondary
schools
122
25
8395
182
19224
133
27177
Total
In the appendix an overview of the WFP-supported schools per Dzongkhag is given. (Annex 5)
Page
74
13
EDUCATION
FACILITIES
13.1 Water FACILITIES in Schools
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.
Based on the reports from the schools with

regard to the sufficiency of water supply, an
analysis has been made of the on the water
facillities in our schools as shown below in
table 13.1.
Table 13.1 Water facilities in the schools, March 2012

No tapstand
1 or more tapstands
Status
Sufficient Water
supply
Insufficient Water
Supply
Sufficient Water
supply
Insufficient Water
Supply
Public
28
308
185
26
26
54
334
Private
Total
About 61% 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
185
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.
The table 13.2 shows the average number
of tap stands available for students by
Dzongkhag.
Page
75
Table 13.2: Student-tap stand ratio by Dzongkhag for schools with tap stands, March 2012
Dzongkhag
Schools with tapstand
Without
tapstand
No. of school
Student:Tapstand ratio
Bumthang
19
227
Chukhaa
37
465
Dagana
22
342
Gasa
248
Haa
333
Lhuentse
26
153
Mongar
48
217
Paro
23
490
P/Gatshel
28
229
Punakha
19
422
s/jongkhar
27
338
Samtse
24
652
Sarpang
21
542
Thim Throm
29
809
Thimphu
343
Trashigang
59
214
T/Yangtse
29
208
Trongsa
21
158
Tsirang
13
467
Wangdue
24
350
Zhemgang
30
161
13.2 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 operate
shift systems.
Figure 13.1 shows the availability of
classrooms. Collecting information on
classrooms was more difficult as there are
many types of classrooms (temporary, semipermanent, permanent) and opinions on
the category and utility of classrooms differ
Page
76
based on context and level. Therefore, the

information reported here may not be 100
percent accurate.
Analysis of the information, as in figure 13.1,
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.
Figure 13.1 Total Student per class
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 areas.
15%
5%
49%
13%
13.2.1. Laboratories in schools

18%
Less than 20
20-30
30-36
37-40
Above 40
One of the targets in the 10th Plan is to achieve
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.
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
Table 13.3 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.
Table 13.3 Laboratory by level of school, public schools, March 2012

No
Laboratory
General Science
Laboratory
Biology
Laboratory
Chemistry
Laboratory
Physics
Computer
Laboratory Laboratory
PS
295
52
LSS
MSS
27
2
63
17
2
42
2
42
2
43
36
49
39
39
39
46
HSS
From the above we can see that 39 higher

secondary schools have fully equipped
science laboratories as well as computer
laboratories. Additionally 7 HSS also have
an additional general science 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.
Page
77
13.2.2. Computers in schools

Information and 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 13.4 shows
the current status of this programme.
Table 13.4 Computers in the schools, March 2012

Level
Public
PS
LSS
MSS
HSS
Total
PS
LSS
MSS
HSS
Total
Private
Grand Total
With Computer
246
89
54
33
422
9
1
2
14
26
823
774
686
503
2,786
30
1
57
307
395
Average Computer per

school
3
9
13
15
10
3
1
29
22
15
448
3181
13
No. school No of computers
All Higher Secondary Schools have

computers, with an average of 19 per school.
Of the 58 Middle Secondary Schools, 56 have
computers, with an average of 21 computers
per school.
At the PS and LSS level the number of
computers is less. On average, the schools
Page
78
Without
computer
98
4
2
1
105
105
that have computers, have just a few and

these are probably used by the office staff.
Quite a number of 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.
13.3 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 13.5: Electricity connectivity, per
level, March 2012
Level
Schools with electricity

connectivity
Total
Public
Yes
No
% Yes
PS
226
118
66%
344
LSS
81
12
87%
93
89%
56
HSS
34
100%
34
Sub-Total
391
136
74%
527
PS
100%
LSS
100%
MSS
100%
HSS
14
100%
14
Sub- Total
26
100%
26
Total
417
75%
553
136
Table 13.6: Schools with working landline

phone per category, March 2012
Category
Urban
Grade 2
SemiUrban
Remote
Semiremote
Very Remote
Difficult
Working Landline Phone

Yes
No
% Yes
Total
76
100%
76
18
82%
22
120
44
73%
164
73
11
87%
84
73
34
68%
107
49
25
66%
74
Sub-Total
Urban
Grade 1
Urban
Grade 2
SemiUrban
Semi
Remote
Very
remote
Sub-Total
409
118
78%
527
100%
19
100%
19
100%
100%
100%
26
100%
26
Total
435
79%
553
Private
Almost over 65% of the public PSs 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
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.
Public
50
Private
MSS
Bhutan are not yet electrified. As of recent

statistics it is reported that almost about 75%
of schools in Bhutan are electrified, i.e. 7 %
increase since last year. While 25% 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 2012.
118
Page
79
78% of the public schools in Bhutan report

that they have a working landline phone. Even
in the more remote areas around 68% 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 13.7: Internet connectivity per level,
March 2012
Level
Schools with internet connectivity

Yes
No
% Yes
Total
0
109
57
30
33
108
235
36
26
1
0%
32%
61%
54%
97%
108
344
93
56
34
229
406
36%
635
7
0
2
14
2
1
0
0
78%
0%
100%
100%
9
1
2
14
Sub-Total
23
88%
26
Total
252
409
38%
661
Public
ECR
PS
LSS
MSS
HSS
Sub-Total
Private
PS
LSS
MSS
HSS
Page
80
From the above table we could see that

88% of private schools are connected to
the internet while only 36% of the public
schools have that access, an improvement
of about 5% since last year. However 97%
of Public HSS have access to internet while
only 32% of PS have access.
13.4 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 65% of our schools have access to
road.
Road access per Dzongkhag is reflected in
table 13.8; Apart from Thim Throm, about
90% of schools in Bumthang have road
access, followed by Punakha and Paro with
84 and 83 percent respectively. Schools
in Zhemgang show low road connectivity
followed by P/Gatshel, Samdrupjongkhar,
Gasa, Lhuentse and Mongar with only 4055% of schools connected to road.
Table 13.8. Road accessibility by Dzongkhag, March 2012

Ownership
Dzongkhag
Road acessibility
Yes
No
% Yes
Total
Bumthang
17
94%
18
Chukhaa
25
15
63%
40
Dagana
17
74%
23
Gasa
50%
Haa
67%
Lhuentse
14
13
52%
27
Mongar
26
24
52%
50
Public
Paro
15
83%
18
P/Gatshel
12
17
41%
29
Punakha
16
84%
19
S/jongkhar
13
14
48%
27
Samtse
17
13
57%
30
Sarpang
15
71%
21
Thim Throm
18
100%
18
Thimphu
89%
Trashigang
41
19
68%
60
T/Yangtse
18
12
60%
30
Trongsa
13
11
54%
24
Tsirang
10
67%
15
Wangdue
19
73%
26
Zhemgang
12
18
40%
30
334
193
Sub-Total
63%
527
Bumthang
100%
Chukhaa
100%
Mongar
100%
1
5
Private
Paro
100%
Punakha
100%
S/jongkhar
100%
Sarpang
100%
Thim Throm
12
100%
12
Thimphu
100%
Zhemgang
100%
Sub-Total
25
96%
26
Total
359
194
65%
553
Page
81
14
BUDGET
AND
EXPENDITURES
ON EDUCATION
14.1
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:

Primary Schools
Middle and Higher Secondary Schools
14.2
Annual budget
The Government stands committed in its

conviction that improving education will enhance prospects to further socio-economic
development. Accordingly, the sector has
always received a high share of the total allocation. In the 10th FYP too, it received the
highest individual sector share amounting
to 17% of the total outlay2.
Among many programmes, the MoE has
embarked upon a programme to improve
the quality of education in line with the
project Accelerating Bhutans Socio-ecoPage
2
82
Source: 2011-2012 National budget report
Nu 30/- per student per annum

nomic Development (ABSD). Some of the

areas of improvement include the development of curriculum, competency-based
testing, in-service education of teachers,
development of education qualification
framework for all awards/ programmes,
school assessment and performance systems
training to DEOs and ADEOs and training
of School Principals. For these initiatives, a
budget provision of Nu. 11.700 m was provided in FY 2011-12.
Further, the Curriculum Division in the Ministry has been upgraded to the Department
of Curriculum Research and Development for

which Nu. 39.391m was budgeted.
Further, in order to ensure the quality of education, and assure independent assessment of
the education system, the examinations board,
formerly called the Bhutan Board of Examinations was renamed the Bhutan Council for
School Examination and Assessment (BCSEA),
and delinked from the Ministry of Education. A
budget of Nu. 66.670 m was provided in the FY
2011-12 for the BCSEA.
The Royal Government provides numerous
scholarships for Bhutanese students to pursue
higher education outside Bhutan. This is a
major programme of the Ministry and in the FY
2011-12, a total of Nu. 284.134 m was allocated.The education sector budget also included a
provision of Nu. 82.429 m for the Royal Education Council to carry out the on-going projects
for improving the quality of education.
A budget of Nu. 43.950 m was kept for the
Royal Institute of Management for the construction of conference block, IT library,
renovation of auditorium and procurement
of teaching aid. Nu. 21.531 m was kept for
Dzongkha Development Commission for activities geared towards Zhungkha education. The
education sectors budget also includes Nu
1,333.485 m for the Royal University of Bhutan
(RUB). The RUB has been made autonomous
and the system of its operational expenses was
based on a per student fee-system.
On the whole, a total budget of Nu. 6,957.711
m including Nu. 3,917.094 m for recurrent
expenditure was allocated for the education
sector for FY 2011-12.
Table 14.1(a). Top 5 utilizers of budget

#
TOTAL
Dzongkhag
Bud.
SJongExpe.
khar
%
Bud.
Trongsa Expe.
%
Bud.
Wangdue Expe.
%
Bud.
Lhuentse Expe.
%
Bud.
Mongar Expe.
Cur.
142.03
141.63
100%
52.67
51.61
98%
150.26
147.00
98%
97.65
89.81
92%
202.53
189.65
94%
Cap.
59.97
64.35
107%
54.55
57.09
105%
32.99
35.81
109%
37.99
44.29
117%
86.01
95.81
111%
Tot.
202.01
205.98
102%
105.89
107.38
101%
180.30
180.49
100%
135.64
134.10
99%
288.53
285.46
99%
Table 14.1(b). Top 5 under utilizers of budget

#
TOTAL
Dzongkhag
Dagana
Pgatshel
Chukha
Thimphu
Tsirang
Cur.
Cap.
Tot.
Bud.
Expe.
%
Bud.
Expe.
%
Bud.
Expe.
%
Bud.
Expe.
%
Bud.
Expe.
102.28
100.66
98%
145.64
142.61
98%
119.08
126.34
106%
15.05
14.30
95%
103.24
85.94
85.99
75.11
87%
65.32
53.52
82%
95.32
66.20
69%
13.47
9.65
72%
37.07
30.60
188.27
175.77
93%
210.96
196.13
93%
214.39
192.53
90%
27.65
23.80
86%
135.27
114.12
83%
83%
84%
Page
83
Table 14.1 (c) Education revised budget and expenditure

(FY 2011-2012) by dzongkhag (Nu. in million)
Bumthang
Chukha
Dagana
Gasa
Haa
Lhuntshe
Mongar
10
Page
NFE
Dzongkhag
Paro
P/Gatshel
Punakha
84
Cur.
Cap.
Textbooks procurement
Tot.
Cur.
3.68
0.35
Cap.
SLD
Tot.
Cur.
Bud.
1.63
1.63
3.68
Expe.
1.31
1.31
3.68
3.68
0.35
0.35
0.83
0.83
80%
80%
100%
100%
100%
100%
100%
100%
Bud.
0.01
0.01
3.72
3.72
9.26
9.26
4.18
4.18
3.70
3.70
13.87
13.87
4.18
4.18
0.000
0%
0.994
99%
1.497
150%
100%
100%
Expe.
Cap.
Sports Services
Tot.
Cur.
0.35
0.83
Cap.
Tot.
0.83
Bud.
3.24
3.24
4.54
4.54
0.00
1.61
1.61
Expe.
3.24
3.24
4.54
4.54
0.00
0.09
0.09
100%
100%
100%
100%
6%
6%
Bud.
0.59
0.59
0.73
0.73
0.75
0.75
0.20
0.20
Expe.
0.34
0.34
0.69
0.69
0.72
0.72
0.16
0.16
57%
57%
95%
95%
96%
96%
76%
76%
Bud.
1.22
1.22
0.73
0.73
0.91
0.91
Expe.
1.42
1.42
0.73
0.73
0.87
0.87
116%
116%
100%
100%
96%
96%
Bud.
3.65
3.65
3.51
3.51
2.70
2.70
1.22
1.22
Expe.
3.41
3.41
3.51
3.51
1.98
1.98
1.22
1.22
93%
93%
100%
100%
73%
73%
100%
100%
Bud.
7.61
7.61
6.88
6.88
4.33
4.33
2.55
2.55
Expe.
6.07
6.07
6.88
6.88
4.33
4.33
2.55
2.55
80%
80%
100%
100%
100%
100%
100%
100%
Bud.
1.85
1.85
5.39
5.39
1.61
1.61
1.01
1.01
Expe.
1.55
1.55
4.48
4.48
0.86
0.86
1.00
1.00
84%
84%
83%
83%
53%
53%
99%
99%
Bud.
3.07
3.07
6.15
6.15
4.14
4.14
2.10
2.10
Expe.
2.71
2.71
5.04
5.04
3.94
3.94
2.05
2.05
88%
88%
82%
82%
95%
95%
97%
97%
Bud.
2.09
2.09
5.11
5.11
5.58
5.58
1.94
1.94
Expe.
2.09
2.09
5.11
5.11
5.53
5.53
1.94
1.94
100%
100%
100%
100%
99%
99%
100%
100%
RCS
Cur.
Cap.
ZDS
Tot.
Cur.
Cap.
Primary School
Tot.
Secondary School
TOTAL
Cur.
Cap.
Tot.
Cur.
Cap.
Tot.
Cur.
Cap.
Tot.
0.11
0.11
27.36
5.10
32.46
59.16
30.24
89.40
93.12
35.34
128.46
0.07
0.07
24.27
5.04
29.31
54.64
29.49
84.12
85.14
34.52
119.66
61%
61%
89%
99%
90%
92%
97%
94%
91%
98%
93%
0.05
0.05
53.86
59.33
113.19
47.99
35.99
83.98
119.08
95.32
214.39
0.04
0.04
53.65
43.23
96.88
50.90
22.97
73.87
126.34
66.20
192.53
0.844
84%
0.996
0.729
86%
1.061
0.638
88%
106%
69%
90%
0.27
0.27
0.10
0.10
63.13
50.16
113.29
29.49
35.73
65.22
102.28
85.99
188.27
0.24
0.24
0.10
0.10
63.14
46.25
109.39
29.41
28.76
58.17
100.66
75.11
175.77
89%
89%
99%
99%
100%
92%
97%
100%
80%
89%
98%
87%
93%
0.06
0.06
0.15
0.15
8.97
1.75
10.72
1.86
5.10
6.96
13.16
7.00
20.16
0.05
0.05
0.15
0.15
8.95
1.61
10.56
1.55
4.83
6.38
12.44
6.59
19.04
74%
74%
100%
100%
100%
92%
98%
83%
95%
92%
95%
94%
94%
0.15
0.15
0.09
0.09
44.46
8.95
53.41
47.41
9.10
56.51
0.09
0.09
0.09
0.09
43.14
7.72
50.87
46.24
7.81
54.05
60%
60%
98%
98%
97%
86%
95%
98%
86%
96%
0.18
0.18
0.06
0.06
40.97
15.25
56.22
45.42
22.69
68.11
97.65
37.99
135.64
0.06
0.06
0.06
0.06
37.15
20.55
57.70
42.48
23.69
66.17
89.81
44.29
134.10
35%
35%
100%
100%
91%
135%
103%
94%
104%
97%
92%
117%
99%
0.02
0.02
0.15
0.15
67.63
40.26
107.89
113.51
45.59
159.10
202.53
86.01
288.53
0.02
0.02
0.10
0.10
63.51
32.70
96.21
106.30
63.01
169.31
189.65
95.81
285.46
100%
100%
67%
67%
94%
81%
89%
94%
138%
106%
94%
111%
99%
74.90
3.70
78.60
66.63
27.57
94.20
151.39
31.27
182.66
74.84
2.59
77.42
64.38
21.43
85.81
147.10
24.02
171.11
100%
70%
99%
97%
78%
91%
97%
77%
94%
0.10
0.10
0.15
0.15
44.51
20.79
65.30
85.57
44.38
129.95
145.64
65.32
210.96
0.01
0.01
0.15
0.15
43.63
17.00
60.64
85.24
36.36
121.60
142.61
53.52
196.13
10%
10%
99%
0.00
0.15
0.00
0.14
0.13
99%
99%
98%
82%
93%
100%
82%
94%
98%
82%
93%
0.15
32.44
19.45
51.89
70.35
26.20
96.55
117.64
45.65
163.29
0.28
32.27
15.91
48.18
67.56
25.42
92.98
114.63
41.46
156.09
188%
99%
82%
93%
96%
97%
96%
97%
91%
96%
Page
85
Sl.
No
NFE
Dzongkhag
Cur.
Bud.
11
12
13
14
16
17
18
19
20
21
S/Jongkhar
Samtse
Sarpang
Thimphu
Trashigang
T/Yangtse
Trongsa
Tsirang
Wangdue
Zhemgang
Total
Page
86
4.32
Cap.
Textbooks procurement
Tot.
Cur.
4.32
5.63
Cap.
Sports Services
Tot.
Cur.
5.63
1.61
Cap.
SLD
Tot.
Cur.
1.61
1.77
Cap.
1.77
Tot.
Expe.
4.30
4.30
5.63
5.63
1.61
1.61
1.61
1.61
100%
100%
100%
100%
100%
100%
91%
91%
Bud.
6.60
6.60
15.68
15.68
4.31
4.31
3.33
3.33
Expe.
5.66
5.66
15.70
15.70
4.00
4.00
2.96
2.96
86%
86%
100%
100%
93%
93%
89%
89%
Bud.
4.18
4.18
7.54
7.54
0.68
0.68
2.00
2.00
Expe.
3.96
3.96
6.34
6.34
0.61
0.61
1.80
1.80
95%
84%
90%
95%
84%
90%
90%
Bud.
0.86
0.00
0.92
0.92
0.00
Expe.
0.15
0.00
0.00
17%
Bud.
5.13
15.30
15.30
Expe.
5.19
10.15
10.15
2.39
2.39
3.42
3.42
101%
66%
66%
100%
100%
100%
100%
0.92
0.92
100%
100%
2.39
2.39
3.42
90%
3.42
Bud.
1.22
4.92
4.92
1.65
1.65
1.66
1.66
Expe.
1.21
4.84
4.84
1.59
1.59
1.66
1.66
99%
98%
98%
96%
96%
100%
100%
Bud.
1.33
3.47
3.47
2.83
2.83
0.00
Expe.
1.33
3.42
3.42
2.83
2.83
0.00
100%
100%
99%
99%
100%
Bud.
5.04
2.74
2.74
1.55
1.55
1.42
1.42
Expe.
2.42
2.71
2.71
1.09
1.09
1.41
1.41
48%
99%
99%
70%
70%
100%
100%
Bud.
2.95
7.14
7.14
2.33
2.33
2.59
2.59
Expe.
2.32
6.98
6.98
2.23
2.23
2.18
2.18
79%
98%
98%
96%
96%
84%
84%
Bud.
1.07
7.54
7.54
3.14
3.14
1.38
1.38
Expe.
1.00
5.01
5.01
3.14
3.14
1.16
1.16
93%
66%
66%
100%
100%
84%
84%
Bud.
57.67
40.07
109.66
109.66
50.85
50.85
34.11
34.11
Expe.
49.66
36.05
98.40
98.40
52.66
52.66
31.07
31.07
86%
90%
90%
90%
104%
104%
91%
91%
RCS
Cur.
Cap.
ZDS
Primary School
Tot.
Secondary School
TOTAL
Cur.
Cap.
Tot.
Cur.
Cap.
Tot.
0.02
0.02
0.15
0.15
45.12
16.93
62.05
83.57
42.90
126.46
142.03
59.97
202.01
0.02
0.02
0.10
0.10
45.12
18.21
63.33
83.35
46.04
129.39
141.63
64.35
205.98
90%
90%
65%
65%
100%
108%
102%
100%
107%
102%
100%
107%
102%
0.08
0.08
0.15
0.15
0.16
26.25
26.42
132.16
36.99
169.15
162.32
63.39
225.71
0.05
0.05
0.02
0.02
0.16
19.17
19.33
131.77
35.56
167.32
160.29
54.74
215.03
68%
68%
12%
12%
99%
73%
73%
100%
96%
99%
99%
86%
95%
26.13
20.72
46.86
112.08
23.07
135.15
152.60
43.79
196.40
26.16
16.65
42.80
112.06
23.25
135.31
150.92
39.89
190.82
100%
101%
100%
80%
91%
100%
99%
91%
97%
0.03
0.03
0.15
0.15
13.24
13.32
26.56
0.00
15.05
13.47
27.65
0.01
0.01
0.06
0.06
13.22
9.59
22.81
0.00
14.30
9.65
23.80
38%
38%
43%
43%
100%
72%
86%
95%
72%
86%
0.29
0.00
0.26
0.14
0.29
0.09
0.10
0.19
2.25
64.88
67.13
147.54
84.74
232.27
176.39
149.72
320.98
0.40
0.02
0.09
0.11
1.71
55.15
56.86
145.36
86.20
231.57
168.51
141.59
304.90
91%
142%
25%
86%
58%
76%
85%
85%
99%
102%
100%
96%
95%
95%
0.05
0.05
0.00
40.67
26.96
67.63
66.24
54.28
120.52
116.41
81.24
196.43
0.04
0.04
0.00
40.69
26.18
66.86
62.73
50.44
113.17
112.76
76.62
188.16
76%
76%
100%
97%
99%
95%
93%
94%
97%
94%
96%
0.12
0.12
21.63
21.63
44.92
32.92
77.84
52.67
54.55
105.89
0.12
0.12
23.76
23.76
43.92
33.33
77.25
51.61
57.09
107.38
100%
100%
110%
110%
98%
101%
99%
98%
105%
101%
33.90
11.98
45.88
58.59
25.09
83.68
103.24
37.07
135.27
25.24
8.15
33.39
53.07
22.45
75.52
85.94
30.60
114.12
74%
68%
73%
91%
89%
90%
83%
83%
84%
61.71
15.35
77.06
73.54
17.64
91.18
150.26
32.99
180.30
61.77
15.41
77.19
71.53
20.40
91.93
147.00
35.81
180.49
100%
100%
100%
97%
116%
101%
98%
109%
100%
0.06
0.06
48.93
22.04
70.97
63.98
24.81
88.79
126.10
46.84
171.88
0.00
0.00
46.91
23.31
70.22
60.04
23.03
83.08
117.26
46.34
162.60
7%
7%
96%
106%
99%
94%
93%
94%
93%
99%
95%
1.43
0.00
1.43
0.23
1.31
1.54
685.98 455.84 1,141.82 1,347.05 624.87 1,971.91 2,286.97 1,082.02 3,351.39
0.99
0.14
1.14
0.17
1.04
1.21
662.46 400.43 1,062.90 1,309.41 604.39 1,913.80 2,204.83 1,006.01 3,197.23
79%
71%
80%
78%
69%
97%
88%
93%
97%
97%
97%
96%
93%
Page
95%
87
14.3
Per head costs
The estimated per head cost by school levels as given in table 14.3
Table 14.2 : Estimated cost per student, May 2011*
Schools & Institute under the Ministry of Education
Primary Schools
Cost per student per annum (in Nu)

12,382
a) Day Scholars
12,329
b) Boarders
21,200
19,396
a) Day Scholars
14,952
b) Boarders
26,621
46,007
a) Day Scholars
35,797
b) Boarders
53,549
55,021
a) Day Scholars
48,844
b) Boarders
62,333
National Institute for Visually Impaired
158,838
Institutes & Colleges under Royal University of Bhutan

College of Natural Resources, Lobesa
208,609
College of Science and Technology, Rinchhending
77,851
Institute of Language and Culture Studies, Semtokha
67,258
Jigme Namgyel Polytechnic, Dewathang

National Institute of Traditional Medicine, Thimphu
67,184
203,294
Paro College of Education, Paro
56,912
Royal Institute of Health Sciences, Thimphu
74,634
Samtse College of Education, Samtse
68,129
Sherubtse College, Kanglung
63,354
Gaeddug College of Business Studies
50,508
Total
68,523
Institutes under the MoLHR

Khuruthang Vocational Training Institute
72,517
Ranjung Vocational Training Institute
70,995
Sherzhong Vocational Training Institute
138,635
Chumey Vocational Training Institute
172,432
Samthang Vocational Training Institute
56,183
Institute of Automibile Engineering
156,579
National Institute for Zorig Chusum
106,012
Trashiyangtse Institute for Zorig Chusum
101,226
*This is based on 2010-2011 expenditures

Page
88
Additional
Statistical
Tables
Page
90
8.2%
264
77
98
58
148
107
231
169
Dagana
Gasa
Haa
Lhuentse
Mongar
Paro
Pema Gatshel
Punakha
Sarpang
190 5.9%
Trashigang
1.4%
9.9%
0.0%
6.2%
7.2%
3.5%
3.4%
3.1%
7.9%
4.1%
1.6%
0.5%
4.3%
8.1%
Total
3625 7.4%
1546
2651
3420
3043
638
1532
2319
4764
1145
5128
4432
11.4% 1653
1.4%
148
7.7%
1130
2420
2082
727
2600
3444
570
2.3%
4.8%
4.1%
1.4%
5.2%
6.8%
1.1%
9.0%
10.2%
8.8%
3.3%
3.1%
5.3%
6.8%
6.0%
1.3%
3.0%
4.6%
9.9%
2.3%
Public LSS
1534 79.6% 4531
219
27
Private PS
223
1.7%
4.8%
4.1%
1.4%
6.6%
6.8%
1.1%
9.0%
10.2%
8.8%
3.3%
3.1%
5.3%
6.8%
6.0%
1.3%
3.0%
0.0%
4.6%
9.9%
2.3%
Private LSS
1397
973
641
364
702
2363
1338
5721
2319
3732
3094
2865
769
2652
1035
826
437
1749
4574
1228
1280
3728
488
696
1074
1937
2200
431
591
1098
3107
494
3.6%
2.5%
1.7%
0.9%
1.8%
6.1%
3.5%
450
379 5.7%
10406
3969
2994
811
7523
17208
4308
0.0%
757 11.5% 11383
15997
9136
8013
6407
6.4%
8.9%
5.2%
4.5%
3.6%
6.4%
6.0%
2.2%
1.7%
0.4%
4.3%
9.7%
3.0%
1.7%
1.9%
1.6%
1.7% 134 2.0% 5312
8391
6068
3351
5270
2.7%
4.7%
3.4%
1.9%
3.4%
12615 7.1%
2743
13.9% 2121 32.2% 23466 13.3%
5.0%
14.3%
1.9%
2.7% 1019 15.5%
4.2%
%
2.4%
Total
7.6% 1600 24.3% 11276
8.6%
1.7%
2.3%
0.0%
4.3%
1151 4.5%
763
446
490
#
178 2.7%
12.1% 405 6.1%
1.9%
2132 8.3%
14.8% 1184 100.0% 3553
6.0%
9.6%
8.0%
7.4%
2.0%
6.8%
2.7%
2.1%
0.0%
1.1%
4.5%
11.8%
3.2%
Public MSS Private MSS Public HSS Private HSS
3251 100% 48805 100% 1928 100% 49775 100% 223 100% 38779 100% 1184 100% 26109 100% 6593 100% 176647 100%
2178 4.5%
23
0.7%
222 6.9%
Wangdue
Zhemgang
1801 3.7%
2490 5.1%
13
92
Trongsa
Tsirang
2.9%
1478 3.0%
0.4%
%
2.5%
4486 9.2%
671
4822
1776
3054
3543
1718
1682
1533
3601
2016
773
297
2093
3948
1220
Public PS
Trashiyangtse
0.5%
16
Thimphu
0.0%
Thim Throm
3.8%
123
Samtse
4.3%
139
1051 32.4%
S/ongkhar
5.3%
7.2%
3.3%
4.6%
1.8%
3.1%
1.5%
5.8%
187
Chhukha
1.3%
43
ECR
Bumthang
Dzongkhag
Table A1.1 Enrolment per Dzongkhag per type of School 2012
A1. Additional tables on primary and secondary enrolment
Table A1.2 Enrolment growth rate per Dzongkhag per level 2011-2012
Dzongkhag
PP-VI
2011
VII-X
2012
GR
2011
XI-XII
2012
GR
2011
PP-XII
2012
GR
2011
2012
GR
-2.4%
Bumthang
2607
2499
-4.1%
1348
1412
4.7%
457
397
-13.1%
4412
4308
Chukha
11119
11108
-0.1%
4945
5056
2.2%
996
1044
4.8%
17060
17208
0.9%
Dagana
5186
5154
-0.6%
2073
2204
6.3%
128
165
28.9%
7387
7523
1.8%
22.1%
Gasa
442
577
30.5%
222
234
5.4%
664
811
Haa
2039
1955
-4.1%
924
862
-6.7%
175
177
1.1%
3138
2994
-4.6%
Lhuentse
2727
2680
-1.7%
1161
1161
0.0%
112
128
14.3%
4000
3969
-0.8%
Mongar
6756
6748
-0.1%
2644
2789
5.5%
769
869
13.0%
10169
10406
2.3%
Paro
5708
5643
-1.1%
2903
3001
3.4%
2367
2632
11.2%
10978
11276
2.7%
Pemagatshel
3923
3790
-3.4%
2133
2230
4.5%
372
387
4.0%
6428
6407
-0.3%
Punakha
4369
4238
-3.0%
2262
2425
7.2%
1155
1350
16.9%
7786
8013
2.9%
S/jongkhar
6184
6250
1.1%
2666
2657
-0.3%
301
229
-23.9%
9151
9136
-0.2%
Samtse
11436
11516
0.7%
3797
4154
9.4%
347
327
-5.8%
15580
15997
2.7%
Sarpang
7248
7256
0.1%
3063
2990
-2.4%
956
1137
18.9%
11267
11383
1.0%
Thimphu
14666
14755
0.6%
6848
7231
5.6%
3745
4223
12.8%
25259
26209
3.8%
Trashigang
8207
7913
-3.6%
3782
3833
1.3%
784
869
10.8%
12773
12615
-1.2%
Trashiyangtse
3538
3351
-5.3%
1481
1684
13.7%
288
235
-18.4%
5307
5270
-0.7%
Trongsa
2347
2192
-6.6%
973
1027
5.5%
85
132
55.3%
3405
3351
-1.6%
3.0%
Tsirang
3884
4018
3.5%
1759
1745
-0.8%
249
305
22.5%
5892
6068
Wangdue
5354
5733
7.1%
2061
2385
15.7%
294
273
-7.1%
7709
8391
8.8%
Zhemgang
3433
3199
-6.8%
1789
1748
-2.3%
360
365
1.4%
5582
5312
-4.8%
-0.5%
48834
50828
4.1%
13940
15244
9.4%
173947
176647
1.6%
Total
111173 110575
Table A1.3 Total enrolment by Dzongkhag by gender

Dzongkhag
Bumthang
Chukha
Dagana
Gasa
Haa
Lhuentse
Mongar
Paro
Pemagatshel
Punakha
S/jongkhar
Samtse
Sarpang
Thim Throm
Thimphu
Trashigang
Trashiyangtse
Trongsa
Tsirang
Wangdue
Zhemgang
Total
PP-VI
VII-X
XI-XII
PP-XII
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
1205
5518
2611
297
995
1367
3423
2844
1945
2071
3088
5958
3663
6327
1082
3957
1665
1114
2073
2857
1564
55624
1294
5590
2543
280
960
1313
3325
2799
1845
2167
3162
5558
3593
6314
1032
3956
1686
1078
1945
2876
1635
54951
2499
11108
5154
577
1955
2680
6748
5643
3790
4238
6250
11516
7256
12641
2114
7913
3351
2192
4018
5733
3199
110575
673
2458
1118
116
422
559
1342
1390
1095
1110
1272
2091
1420
3083
298
1927
816
507
893
1076
864
24530
739
2598
1086
118
440
602
1447
1611
1135
1315
1385
2063
1570
3519
331
1906
868
520
852
1309
884
26298
1412
5056
2204
234
862
1161
2789
3001
2230
2425
2657
4154
2990
6602
629
3833
1684
1027
1745
2385
1748
50828
222
539
88
175
505
77
397
1044
165
98
94
454
1298
262
688
163
177
587
2024
79
34
415
1334
125
662
66
150
550
2199
177
128
869
2632
387
1350
229
327
1137
4223
539
145
87
185
154
231
8035
330
90
45
120
119
134
7209
869
235
132
305
273
365
15244
2053
8481
3806
413
1496
1960
5180
5568
3165
3843
4426
8199
5633
11609
1380
6214
2571
1666
3086
4052
2562
88189
2255
8727
3717
398
1498
2009
5226
5708
3242
4170
4710
7798
5750
11857
1363
6401
2699
1685
2982
4339
2750
88458
4308
17208
7523
811
2994
3969
10406
11276
6407
8013
9136
15997
11383
23466
2743
12615
5270
3351
6068
8391
5312
176647
Page
91
Table A1.4 Enrolment in Classes XI and XII , 2004-2012

Enrolment in Classes XI & XII
Public
Year
Private
Total
Annual growth
Boys
Girls
Total
Boys
Girls
Total
Boys
Girls
Total
2012
4,860
4,077
8,937
3,175
3,132
6,307
8,035
7,209
15,244
1,304
9.4%
2011
4,192
3,039
7,231
3,335
3,374
6,709
7,527
6,413
13,940
626
4.7%
2010
3914
2821
6735
3225
3354
6579
7139
6175
13314
1499
12.7%
2009
3665
2519
6184
2797
2834
5631
6462
5353
11815
1658
16.3%
2008
3326
2181
5507
2277
2373
4650
5603
4554
10157
1341
15.2%
2007
3142
2023
5165
1845
1806
3651
4987
3829
8816
714
8.8%
2006
3069
1695
4764
1665
1673
3338
4734
3368
8102
418
5.4%
2005
2900
1432
4332
1698
1654
3352
4598
3086
7684
993
14.8%
2004
2546
1213
3759
1514
1418
2932
4060
2631
6691
887
15.3%
11.4%
Table A1.5 Enrolment in Class XI and XII per stream.
Class
XII
Class
XI
Public Schools
Page
Arts
Commerce
Science
Sub-total
Arts
Commerce
Science
Sub-total
92
#
961
1,732
1,976
4,669
622
1,701
1,945
4,268
%
21%
37%
42%
100%
13%
36%
42%
100%
Private Schools
#
1,245
1,307
165
2,717
1,125
1,799
666
3,590
%
46%
48%
6%
100%
41%
66%
25%
100%
Total
#
2,206
3,039
2,141
7,386
1,747
3,500
2,611
7,858
%
30%
41%
29%
100%
24%
47%
35%
100%
A2. Additional tables on infrastructure, 2012

Table A2.1 Public and Private Schools per Dzongkhag 2012
ECR
Dzongkhag
Private
Public HSS Private LSS Public LSS
HSS
#
Private
MSS
%
Public PS
Total
Bumthang
1.8%
1 7.1%
2.9%
2.2%
5.3%
12
3.5%
21 3.2%
Chhukha
5.5%
1 7.1%
8.8% 1 100.0% 5
5.4%
10.5%
26
7.6%
48 7.3%
Dagana
6.4%
5.9%
7.6%
3.5%
12
3.5%
30 4.5%
Gasa
1.8%
1.8%
0.9%
Haa
2.8%
Lhuentse
3.7%
Mongar
5.5%
1 7.1%
Paro
Public MSS Private PS
0.9%
2.9%
3.3%
0.0%
1.5%
12 1.8%
2.9%
2.2%
3.5%
22
6.4%
31 4.7%
8.8%
7.6%
3.5%
38 11.0% 57 8.6%
2.8%
4 28.6% 2
5.9%
6.5%
7.0%
1 11.1% 6
1.7%
26 3.9%
Pema Gatshel 9
8.3%
5.9%
6.5%
1.8%
20
5.8%
38 5.7%
Punakha
7.3%
2.9%
3.3%
8.8%
10
2.9%
28 4.2%
S/ Jongkhar
5.5%
2.9%
4.3%
8.8%
1 11.1% 17
4.9%
34 5.1%
Samtse
26 23.9%
8.8%
7.6%
5.3%
17
4.9%
56 8.5%
Sarpang
3.7%
1 7.1%
5.9%
6.5%
3.5%
11
3.2%
26 3.9%
Thim Throm
0.0%
4 28.6% 2
5.9%
5.4% 2 100.0%
8.8%
6 66.7% 6
1.7%
30 4.5%
Thimphu
1.8%
0.0%
2.2%
3.5%
1 11.1% 5
1.5%
12 1.8%
Trashigang
8.3%
4 11.8%
10 10.9%
8.8%
41 11.9% 69 10.4%
2.9%
7.6%
1.8%
21
6.1%
30 4.5%
Trongsa
0.9%
2.9%
2.2%
3.5%
19
5.5%
25 3.8%
Tsirang
1.8%
2.9%
2.2%
1.8%
11
3.2%
17 2.6%
Wangdue
7.3%
5.9%
3.3%
3.5%
19
5.5%
34 5.1%
Zhemgang
0.9%
2.9%
3.3%
5.3%
23
6.7%
32 4.8%
57
100% 9
1 7.1%
Trashiyangtse
Total
1 7.1%
109 100% 14 100% 34 100% 1 100% 92 100% 2 100%
100% 344 100% 662 100%
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
Thim Throm
Thimphu
Trashigang
T/Yangtse
Trongsa
Tsirang
Wangdue
Zhemgang
Electricity connectivity
Yes
Yes %
417
15
32
17
2
6
21
32
22
20
19
20
16
17
30
9
58
28
13
7
22
11
75%
79%
76%
74%
50%
67%
78%
63%
96%
69%
95%
71%
53%
77%
100%
90%
97%
93%
54%
47%
85%
35%
Working Landline Phone

Yes
Yes%
435
16
36
17
3
6
13
38
19
24
18
17
17
17
30
8
51
22
22
13
20
28
79%
84%
86%
74%
75%
67%
48%
75%
83%
83%
90%
61%
57%
77%
100%
80%
85%
73%
92%
87%
77%
90%
Working Internet Connection

Yes
Yes %
252
8
22
9
2
6
7
13
17
12
10
7
11
12
24
1
37
18
8
3
14
11
46%
42%
52%
39%
50%
67%
26%
25%
74%
41%
50%
25%
37%
55%
80%
10%
62%
60%
33%
20%
54%
35%
Page
93
A3. Additional tables on teachers, 2012

Table A3.1 Public and Private Teachers per Dzongkhag
Dzongkhag
Bumthang
ECR
#
2
Private
HSS
#
%
1.4% 12 3.4%
Private
LSS
#
%
Public HSS
#
32
2.7%
Public LSS
#
Private
MSS
#
%
48 2.4%
Public MSS Private PS

#
Public PS
62
3.7%
79
3.4%
Total
#
235 3.0%
Chhukha
4.8% 19 5.4% 139 11.7% 21 100.0% 169 8.6%
181 10.7%
170
7.3%
706 8.9%
Dagana
6.2%
87 4.4%
58
94
4.0%
307 3.9%
Gasa
2.1%
0.0%
0.0%
24
1.4%
22
0.9%
49 0.6%
Haa
2.1%
37
3.1%
71 3.6%
0.0%
41
1.8%
152 1.9%
30
59
4.9%
3.4%
Lhuentse
2.7%
2.5%
28 1.4%
45
2.7%
104
4.5%
211 2.7%
Mongar
5.5% 18 5.1% 112 9.4%
118 6.0%
53
3.1%
174
7.5%
483 6.1%
2.7% 92 25.9% 68
Paro
5.7%
157 7.9%
127 7.5%
72
3.1%
526 6.6%
Pema Gatshel
19 13.0%
58
4.9%
99 5.0%
33
2.0%
110
4.7%
319 4.0%
Punakha
Samdrup
Jongkhar
Samtse
11 7.5% 46 13.0% 37
3.1%
71 3.6%
136 8.1%
104
4.5%
405 5.1%
4.1%
21
4.5%
1.8%
68 3.4%
125 7.4% 10 7.6% 139
6.0%
369 4.7%
29 19.9%
144 12.1%
149 7.5%
123 7.3%
75
3.2%
520 6.6%
Sarpang
2.7% 26 7.3%
71
182 9.2%
102 6.1%
85
3.6%
470 5.9%
Thim Throm
0.0% 132 37.2% 114 9.6%
Thimphu
1.4%
Trashigang
14 9.6%
6.0%
206 10.4% 89 100.0% 242 14.4% 105 79.5% 212

28 1.4%
71
103 8.6%
144 7.3%
111 6.6%
4.2% 11 8.3%
9.1% 1100 13.9%
45
1.9%
157 2.0%
228
9.8%
600 7.6%
Trashiyangtse
0.0%
24
2.0%
104 5.3%
32
1.9%
114
4.9%
274 3.5%
Trongsa
1.4%
25
2.1%
48 2.4%
20
1.2%
107
4.6%
202 2.5%
Tsirang
Wangdue
Phodrang
Zhemgang
2.1%
28
2.3%
66 3.3%
32
1.9%
92
3.9%
221 2.8%
14 9.6%
64
5.4%
80 4.0%
48
2.8%
148
6.3%
354 4.5%
27
2.3%
53 2.7%
60
3.6%
120
5.1%
272 3.4%
Total
1.4% 10 2.8%
146 100% 355 100% 1193 100% 21 100% 1976 100% 89 100% 1685 100% 132 100% 2335 100% 7932 100%
Table A3.2 STR per school type per Dzongkhag, 2012

Dzongkhag
ECR
HSS
LSS
MSS
PS
Public
Private
ALL
Bhutan
Bumthang
Chukha
Dagana
Gasa
Haa
Lhuentse
Mongar
Paro
Pemagatsel
Punakha
S/Jongkhar
Samtse
Sarpang
Thim Throm
Thimphu
T/gang
T/yangtse
Tongsa
Tsirang
Wangdue
Zhemgang
22
22
27
29
16
33
15
19
27
12
15
23
36
31
21
15
22
19
25
24
28
27
23
20
25
30
18
22
23
26
22
27
22
24
30
28
22
20
24
32
15
32
30
16
23
19
25
25
15
20
19
22
23
20
19
25
30
24
24
18
21
22
16
27
24
18
17
15
16
16
14
20
28
19
19
23
24
18
31
21
15
23
22
12
19
19
22
21
15
17
25
41
21
23
15
20
13
17
27
24
18
22
18
24
25
15
20
19
22
21
20
20
25
30
24
21
17
21
22
16
27
24
18
Page
94
8
14
7
31
16
12
21
20
18
27
18
11
18
20
21
23
21
25
30
23
24
19
21
22
17
20
20
23
21
17
22
22
29
15
13
13
Table A3.3 Proportion of Non-Bhutanese teachers 2002-2012

2002
2008
2009
Bht NBht Total Bht NBht Total
Bht
2010
2011
NBht Total Bht NBht Total Bht
2012
NBht Total
Bht NBht Total
PS
1251
33
1284 1790
1799 2202
10
2212 2197 76 2273 2260
2268 2332
2335
LSS
948
205 1153 1537
90
1627 1696
89
1785 1729 128 1857 1884
65
1949 1918
58
1976
359 1016 1492 439 1931 1762
424 2186 1992 487 2479 2266
427
2693 2468
410 2878
71
215
279
109
388
355
130
485
328 130 458
386
141
527
491
106
597
13
13
13
13
123
15
17
161
16
177
116
116
144
146
M&
657
HSS
Pvt.
144
Schools
NID
123
ECR
Total
3,007 669 3,676 5,111 647 5,758 6,028 653 6,681 6,369 821 7,190 6,927 643 7,570 7514
595 8109
82% 18%
7%
89% 11%
90.2% 9.8%
89% 11%
92%
8%
93%
Table A3.4 Teachers qualification in public and private school, March 2012
Public
Ph.D
Masters
Bachelors Degree
Private
Total
Bht
NBht
All
Bht
NBht
All
Bht
NBht
All
7
289
244
533
93
70
163
382
314
696
32
292
3,984
252
4,236
604
606
3,724
220
3,944
260
PGDE
597
599
PGCE
Higher Secondary/
Matriculation
PTC
59
60
12
12
71
72
115
115
35
35
150
150
1,644
1,578
1,579
61
65
1,639
ZTC
498
498
23
23
521
521
Total
6,862
473
7,335
491
106
597
7,353
579
7,932
Table A3.5 Numbers of teachers by academic qualification, March 2012

Academic degree
Teachers
Public
Private
Total
B.Ed(P)
2075
33
2108
B.Ed(S)
1402
19
1421
B.Ed (Dzongkha)
99
107
Bachelors Degree
368
232
600
M.ED
135
42
177
Masters Degree
398
121
519
PGDE
599
606
PTC
1579
65
1644
PhD
Post Graduate Diploma in otherfield
60
12
72
ZTC
498
23
521
High School/Matriculation
Total
115
35
150
7335
597
7932
Page
95
A4. Additional tables on education indicators, 2012

Table A4.1 Student-Teachers Ratio in Schools per Dzongkhag per type of school, 2009-2012
PS
LSS
MSS
HSS
Public
2009 2010 2011 2012 2009 2010 2011 2012 2009 2010 2011 2012 2009 2010 2011 2012 2009 2010 2011 2012
Bhutan
24
24
22
21
27
26
25
25
27
26
24
23
21
20
20 21
24
24
23
22
Bumthang
18
16
21
15
26
27
21
24
25
21
21
20
17
18
16 15
24
20
20
18
Chukha
28
40
25
23
29
28
28
26
26
22
25
25
23
22
23 22
27
30
25
24
Dagana
10
22
26
22
30
29
31
27
35
33
30
30
21 19
21
25
29
25
Gasa
16
13
10
12
18
16
15
18
17
14
13
15
Haa
18
19
16
19
23
25
23
22
Lhuentse
21
19
19
19
23
25
25
23
21
23
20
Mongar
27
24
24
22
27
25
23
26
24
20
Paro
20
18
19
20
25
19
22
22
20
Pemagatshel 20
18
19
15
28
26
26
27
Punakha
Samdrupjongkhar
Samtse
22
21
18
17
25
21
22
33
27
26
25
36
29
33
25
19
41
28
Sarpang
22
24
14
21
34
Thim Throm
20
19
18 16
20
21
20
20
18
22
22
16 14
21
22
20
19
30
20
21
22
19 20
25
23
23
22
33
21
21
24
20
18 22
22
22
21
21
24
26
22
23
28
20
20 19
24
22
21
20
22
25
22
21
21
16
18
18 21
22
21
20
20
28
24
28
28
25
25
23 23
32
27
26
25
44
32
30
36
35
34
30
23
28
27 24
31
32
33
30
39
30
28
30
28
26
23
16
16
15 21
26
27
26
24
20
22
21
23
21
Thimphu
22
21
21
15
24
24
22
20
22
26
23
19
21
21
24
22
22
23
17
Trashigang
Trashiyangtse
Trongsa
24
23
22
20
25
24
25
24
23
23
23
21
22
20
21 21
23
23
22
21
19
21
14
13
29
29
27
32
27
17
23
22
19
19
19 20
23
21
20
22
18
18
16
17
17
14
14
15
21
20
18
17
20
19
16 18
19
18
16
16
Tsirang
31
33
27
27
32
31
31
32
31
22
23
20
19
21
22 27
29
28
27
27
Wangdue
24
24
23
24
30
26
26
30
20
26
22
20
15
15
15 18
23
23
22
24
Zhemgang
25
23
22
18
25
17
24
16
22
36
24
23
28
27
21 12
24
26
23
18
Table A4.2 Promotion, Repeater and Dropouts rates, 2002-2012

Enrolment
2002
2003
2004
2005
2006
2007
2008
2009
2010
118,355
122,857
128,771
133,288
138,422
143,378
146,955
152,447
157,091
160,007 161,403
2011
2012
143,839 148,352
Promotees
92,883
98,218
105,384
113,948
118,262
134,545
127,606
132,777
136,678
Repeaters
14,767
13,604
12,206
9,266
8,743
8,833
8,833
9,343
8,856
8,126
7,681
Dropouts
6,421
6,533
5,267
5,557
4,055
4,989
4,064
2,901
2,674
5,126
6,943
Repetition Rate
12.9%
11.5%
9.9%
7.2%
6.6%
6.4%
6.0%
6.1%
5.6%
5.1%
4.8%
Dropout Rate
5.4%
5.3%
4.1%
4.2%
3.0%
3.6%
2.8%
1.9%
1.7%
3.2%
4.3%
Page
96
Table A4.3 Dropout rates,2003-2012

2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
#`
#`
#`
0.3%
33
0.2%
#`
#`
#`
#`
#`
#`
Total
PP
44
275 1.8% 168 1.1% 302 1.8% 127 0.8% 310 1.8% 192 1.2% 194 1.2%
0.0%
II
267 1.9% 355 2.4% 481 3.1% 389 2.4% 361 2.3% 211 1.3% 190 1.2%
0.0% 165 1.0% 302 1.7%
III
314 2.3% 234 1.7% 223 1.5% 118 0.8% 239 1.6% 146 1.0% 103 0.6%
0.0%
IV
492 3.8% 584 4.2% 611 4.4% 600 4.1% 530 3.6% 444 2.9% 576 3.8% 460 2.8% 281 1.7% 509 3.5%
566 5.0%
VI
532 5.2% 154 1.5% 366 3.3% 242 2.1% 178 1.5% 227 1.8% 173 1.3%
VII
822 9.0% 565 5.6% 766 7.3% 581 5.2% 673 5.7% 524 4.3% 694 5.4% 265 2.0% 179 1.3% 563 5.1%
VIII
164 2.3% 169 2.2% 343 3.8% 237 2.6% 409 4.0% 273 2.5%
IX
169 2.3% 507 6.7% 388 5.0% 257 2.9% 691 7.6% 474 4.9% -305 0.0% 731 6.3% 927 7.8% 427 4.8%
49
0.0% 21 0.1% 216 1.3%
534 3.1% 476 2.8%
Ave %
Class
221 1.1%
224 1.2%
197 1.2%
4.2% 570 4.5% 479 3.8% 457 3.4% 477 3.5% 432 3.0% 112 0.8% 79 0.5% 358 3.2%
83
0.0%
267 2.1%
0.7% 34 0.3% 58 0.5% 197 2.1%
After class X school leaver continue in class XI or in vocational training or join the labor market
Table A4.4 Repetition rates, 2003-2012
Ave %
2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
Ave
Class
PP 1761 11.0% 1507 9.1% 1257 8.1% 1131 6.7% 1192 7.3% 1055 6.4% 1130 6.5% 911 5.3% 762 4.9% 1190 7.3%
I
1739 11.2% 1359 8.5% 1280 7.8% 1173 7.5% 1113 6.6% 1043 6.5% 1091 6.6% 968 5.8% 866 5.2% 1181 7.3%
II
1526 10.7% 1235 8.2% 1236 7.9% 1299 8.1% 1100 7.1% 1240 7.5% 1042 6.5% 1034 6.4% 966 5.7% 1186 7.6%
III
1223 9.0% 924 6.8% 856 5.9% 961 6.5% 920 6.0% 944 6.3% 938 5.8% 802 5.1% 767 4.8% 926 6.2%
IV
1726 13.3% 1265 9.2% 1255 9.1% 1208 8.3% 1285 8.6% 1416 9.1% 1369 8.9% 1347 8.2% 1280 7.7% 1350 9.2%
1035 9.2% 679 5.8% 734 5.8% 665 5.3% 731 5.4% 887 6.4% 848 5.8% 813 5.7% 762 5.0% 795 6.0%
VI
805 7.8% 465 4.4% 389 3.5% 464 4.0% 442 3.7% 599 4.7% 571 4.4% 506 3.7% 500 3.6% 527 4.4%
VII 1100 12.0% 828 8.3% 917 8.6% 873 7.8% 1010 8.5% 972 7.9% 782 6.1% 794 6.1% 862 6.1% 904 7.9%
VIII
344 4.8% 318 4.2% 275 3.1% 457 4.9% 715 7.0% 615 5.6% 442 3.9% 389 3.3% 418 3.4% 441 4.5%
IX
867 12.0% 636 8.4% 516 6.7% 542 6.1% 606 6.6% 520 5.4% 603 5.7% 483 4.2% 471 4.0% 583 6.6%
Table A4.5 Class X results, 2011

Year
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010 2011
No. of students appeared
3159
4596
4791
5298
6057
6392
6893
7924
7982
8898
9320 10190
No. of students passed
2519
4215
4411
5110
5822
5945
6338
7573
7526
8671
8961 9888
No. of students failed
640
381
380
188
235
447
555
351
456
227
367
80%
92%
92%
96%
96%
93%
92%
96%
94%
97%
Pass %
302
96% 97%
Page
97
Table A4.6 Class XII results, 2011

Year
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
No. of students appeared 529 1206 1703 2997 3170 3871 3969 5027 5510 6530 6346 8576
No. of students passed
No. of students failed
Pass %
469
1115
60
91
1582 2688 2904 3494 3737 4263 4768 5950 5424 7380
89% 92%
121
309
266
377
232
764
533
600
922
93%
90%
92%
90%
94%
85%
87%
91%
85% 86%
1196
Table A4.7 Survival rate to grade 5 and 10, 2006-2011

Survival to class IV
Boys
Girls
Survival to class X
Total
Total
Total
Total
2006
89%
92%
91%
71%
72%
72%
2007
83%
95%
89%
65%
76%
70%
2008
90%
96%
93%
75%
80%
78%
2009
92%
95%
94%
76%
84%
80%
2010
97%
98%
97%
84%
85%
85%
2011
99%
100%
100%
93%
97%
95%
Table A4.8 Pre-Primary enrolment by Age

2009
2010
2011
2012
More than 6yrs
52%
42%
44%
41%
6yrs
41%
47%
45%
52%
5 years and below
7%
11%
12%
8%
Table A4.9 Details on the 6-12 years old children since 2009
Division of 6-12 years old children
2009
2010
2011
2012
Right aged primary enrolment
86352
92%
87998
94%
88133
95%
89591
96%
Primary aged enrolled in Secondary school
1024
1%
3068
3%
1065
1%
1242
1.3%
Primary aged children abroad*
940
1%
470
1%
463
1%
375
0.4%
Primary aged enrolled in Monastery**
1881
2%
939
1%
671
1%
665
0.7%
Primary aged not in school
3852
4%
1426
2%
2348
3%
1807
1.9%
* assuming 0.04% of primary aged children are abroad from BMIS 2012 2005 2010
** Source: Dratshang Lhentshog, MoHCA
Page
98
Table A4.10 Completion Rate for Primary and Basic education

New Entrants
Correct Age
Completion rate
VI
12
16
Primary
Basic
2012
14,557
10,483
12464
14120
117%
74%
2011
13,300
10,311
12859
14274
103%
72%
2010
13,259
10,253
13,541
14,029
97.9%
73.1%
2009
12,451
8,705
13,814
14,645
90.1%
59.4%
2008
12,246
7,870
14,127
14,577
86.7%
54.0%
2007
11,474
7,619
15,131
15,404
75.8%
49.5%
2006
11,331
6,828
14,789
16,039
76.6%
42.6%
Table A4.11 Right age, underage and overage details by class 2012.
PP
II
Right Age 51.6%
42.5%
35.9%
30.6% 26.3% 23.7% 22.3% 19.5% 20.0% 18.9% 19.2% 21.9% 19.0%
Underage
7.7%
11.7%
13.6%
12.4% 10.4%
Overage
40.7%
45.8%
50.5%
57.0% 63.3% 66.7% 68.9% 72.5% 72.9% 74.7% 74.3% 70.1% 73.9%
III
IV
9.6%
VI
8.8%
VII
8.0%
VIII
7.1%
IX
6.4%
6.5%
XI
8.0%
XII
7.1%
Page
99
Page
100
PP
0%
7%
52%
33%
5%
1%
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Age
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
1%
1%
2%
8%
33%
43%
11%
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
1%
2%
4%
10%
32%
36%
12%
1%
0%
0%
II
0%
0%
0%
0%
0%
0%
0%
0%
0%
1%
1%
2%
6%
14%
32%
31%
11%
1%
0%
0%
0%
III
0%
0%
0%
0%
0%
0%
0%
0%
1%
2%
4%
8%
17%
31%
26%
9%
1%
0%
0%
0%
0%
IV
0%
0%
0%
0%
0%
0%
0%
1%
2%
5%
11%
17%
30%
24%
9%
1%
0%
0%
0%
0%
0%
Table A4.12 Age-specific enrolment rates by Class
0%
0%
0%
0%
0%
0%
1%
3%
6%
12%
20%
27%
22%
8%
1%
0%
0%
0%
0%
0%
0%
VI
0%
0%
0%
0%
0%
1%
3%
7%
14%
21%
26%
20%
7%
1%
0%
0%
0%
0%
0%
0%
0%
VII
0%
0%
0%
0%
1%
3%
7%
14%
21%
26%
20%
6%
1%
0%
0%
0%
0%
0%
0%
0%
0%
VIII
0%
0%
0%
1%
3%
9%
15%
21%
26%
19%
6%
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
IX
0%
0%
1%
3%
7%
16%
21%
27%
19%
6%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
2%
5%
13%
21%
28%
22%
7%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
XI
1%
3%
7%
14%
23%
26%
19%
7%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
XII
0%
0%
0%
1%
2%
4%
5%
6%
7%
7%
7%
7%
8%
8%
8%
8%
8%
8%
5%
1%
0%
A5. Additional tables on girls participation in primary and secondary education

Table A5.1 Enrolment of girls in primary and secondary education 2002-2012
PP-VI
Public
STD
VII-VIII
Private
STD
Public
STD
IX-X
Private
STD
Public
STD
XI-XII
Private
STD
Public
STD
Private
STD
2012 53,395 49.7% 1,556 49.2% 14,419 52.2% 128 51.4% 11,369 50.0% 104 49.3% 4,355 48.7% 3,132 49.7%
2011
53706 49.7% 1526 48.8% 13817 52.5% 120 53.3% 11220 50.7% 71 45.2% 3039 42.0% 3374 50.3%
2010 53567 49.9% 1456 48.3% 12754 51.6% 98
49.5% 10862 50.1% 50 40.0% 2821 41.9% 3354 51.0%
2009 52770 49.8% 1367 49.1% 12419 51.5% 70
43.2% 9455 49.2% 34 32.7% 2519 40.7% 2834 50.3%
2008 51255 49.6% 1274 47.8% 11759 50.8% 32
39.5% 8698 49.5% 13 27.1% 2181 39.6% 2373 51.0%
2007 50071 49.1% 1136 47.5% 10995 49.8% 12
38.7% 8210 49.1% 30 41.7% 2023 39.2% 1806 49.5%
2006 49003 48.9% 1014 49.7% 10251 50.0%
0.0%
7585 48.4% 23 54.8% 1695 35.6% 1673 50.1%
2005 47514 48.7% 1142 48.0%
9734
49.5%
0.0%
6829 46.2%
2004 46237 48.4% 1079 48.1%
8653
49.1%
0.0%
6518 47.3% 22 50.0% 1213 32.3% 1418 48.4%
2003 44235 48.0%
818 49.4%
7926
49.0% 10
50.0% 5802 46.4% 14 43.8% 1092 32.6% 1196 48.8%
2002 42244 47.2%
694 47.7%
7681
48.0%
0.0%
5083 44.5%
29.0% 1432 33.1% 1654 49.3%
0.0%
844
32.0%
856
46.6%
Table A5.2 Growth in the Girls enrolment in the Public Secondary School (VII-XII)
Year
Girls
%Girls
2012
30,143
7.4%
2011
28076
6.2%
2010
26437
8.4%
2009
24393
7.8%
2008
22638
6.6%
2007
21228
8.7%
2006
19531
8.5%
2005
17995
9.8%
2004
16384
10.6%
2003
14820
8.9%
Page
101
ANNEXURES
Annex 1. New and Upgraded schools in Bhutan in 2012

Schools established in 2012
Dzongkhag
Chukha
Samdrup Jongkhar
Samtse
Paro
School
Level
Public School
1
Khatekha
2
Jangsa
3
Bukey
Private School
4
UTPAL Academy (Pvt)
PS
PS
PS
HSS
Schools upgraded in 2012

Dzongkhag
Name of the School
From
To
LSS
LSS
MSS
PS
PS
MSS
MSS
CPS
CPS
ECR
ECR
ECR
ECR
ECR
ECR
ECR
PS
PS
PS
LSS
Lss
ECR
MSS
MSS
HSS
LSS
LSS
HSS
HSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
LSS
LSS
LSS
MSS
MSS
PS
LSS
LSS
MSS
MSS
Public School
Bumthang
Chukha
Dagana
Mongar
Samtse
Sarpang
Thim Throm
Trongsa
Tsirang
Thim Throm
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Tang
Kamji
Drujeygang
Daleythang
Phekoma
Yadhi
Peljorling
Sengdhyen
Chargarey
Tachey
Jaringay
Gawaling (Baseni)
Bindu
Pagli
Gangthok
Ghatia
Chargarey
Taba Dramtoe
Umling
Changangkha
Samcholing
Daunthrey
Private School
Druk Pvt
Dr Tobgyel Pvt
Schools downgraded in 2012

Dzongkhag
Name of the
School
From
To
Paro
Wangdue
1
2
3
4
5
6
Nabesa
Athang
Dagor
Resinang
Tahogang
Phulusu
PS
PS
PS
PS
PS
PS
ECR
ECR
ECR
ECR
ECR
ECR
Totogom
PS
ECR
Pgatshel
Punakha
Chukha
Page
104
Closed schools and ECRs in 2012

Dzongkhag
Haa
Samtse
Zhemgang
1
2
3
4
5
6
Sarpang
Thim Throm
7
8
Trashigang
Name
Public School
Thangdokha
Gibjee
Threphu
Bedingphu
Breng
Dali
Private School
Samphel
Rigpey Jungney
Level
ECR
ECR
ECR
ECR
ECR
PS
PvtPS
PvtPS
School Name change in 2012

Dzongkhag
Sarpang
Punakha
Samtse
Trashigang
Tsirang
Wangdue
From
To
1
2
3
4
5
6
7
8
9
10
11
12
13
Thoembatar PS
Maugaon PS
Pangkhey PS
Gong PS
Bhur PS
Thinleygang MSS
Garigaon ECR
Bindu PS
Chengmari LSS
Ghumauney MSS
Kanglung HSS
Patala PS
Migtana PS
Singye PS
Lhayul PS
Jangchubling PS
Gakiling PS
Samtenling PS
Dechentsemo MSS
Buka ECR
Soeltapsa PS
Norbugang LSS
Yoeseltse MSS
Jampeling HSS
Sergithang PS
Singay Namgay PS
Extended Classrooms established in 2012

Dzongkhag
School
Chukha
Gasa
1
2
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Totogom
Mendrelthang
Bebji
Shaba- Shebji
Pam
Nabesa
Jishigang
Dagor
Resinang
Tahogang
Phulusu
Martang
Khamethang
Somlachen
Majuwa
Kachin
Bhoteykharka
Tashichholing
Fenchi
Kencholing
Phoshing
Ridha
Athang(Ada)
Dongkobji
Yumdang
Haa
Lhuentse
Paro
Pemagatshel
Punakha
Samdrup
Jongkhar
Samtse
Sarpang
Trashigang
Wangdue
Zhemgang
Level
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
Parent School
Remark
Chungkha PS
Lunana PS
Sombeykha PS
Sombeykha PS
Ladrong PS
Shaba PS
Gaupey LSS
Tshatsi PS
Gonpasingma PS
Thinleygang PS
Logodama PS
Rikhey PS
Phuntshothang MSS
Dorokha MSS
Bara LSS
Tendu HSS
Nainital PS
Peljorling MSS
Bara LSS
Sarpang LSS
Bikhar LSS
Noding LSS
Migtana PS
Kazhi PS
Panbang PS
Downgraded from PS
New
Shifted from Thangdokha ECR
New
New
Downgraded from PS
New
Downgraded from PS
Downgraded from PS
Downgraded from PS
Downgraded from PS
New
New
New
New
New
New
New
New
New
New
New
Downgraded from PS
New
New
Page
105
Page
106
255
111
304
258
217
3,125 3,161
138
389
112
113
225
65
92
157
3,123 2,717 (406) -13.0%
3,586 3,590
IV
VI
SubTotal
VII
VIII
SubTotal
IX
SubTotal
XI
XII
SubTotal
VII-X
Total
274
497
-
19
0.0%
50,272
10,216
460
74
19.4%
+or-
%*
2011
2012
+or-
%*
2,870
3,251 381 13.3%

50,272
0.9%
451
77
8.2%
1.1%
48,805 (1,467) -2.9%
7,628 7,655
6.4%
0.7%
3.2%
0.4%
25,414
342
252
286
(6)
(81)
651
1,580
-0.1% 5,401
-1.3% 5,461
2.6%
811
769
88,865
36,036
5,506
6,038
2,224
1,171
1,053
564
%*
111
32.5% 16,569 16,750 181
1.1%
2.6%
105
6.3%
1.9%
7,253
6,661
7,858
7,386
4.5%
605
8.3%
725 10.9%
2.9%
1.1%
8,937 1,732 24.0% 13,914 15,244 1,330 9.6%
601 16.4%
22,292 22,941 649
10,416 10,533 117
577 10.6% 11,876 12,408 532
644 40.8% 26,568 27,887 1,319 5.0%
360 44.4% 12,418 13,528 1110 8.9%
1.5%
(598) -0.5%
284 36.9% 14,150 14,359 209
110,575
260 103.2% 13,806 15,057 1251 9.1%
232 81.1% 15,369 15,773 404
4.4%
289 102.5% 17,082 16,967 (115) -0.7%
1.6% 12,442 13,768 1,326 10.7% 48,860 50,828 1,968 4.0%
7,205
+or-
229 81.2% 16,020 16,721 701
4,669 1131 32.0%

4,268
2012
88,554 (311) -0.3% 21,724 26,109 4,385 20.2% 173,947 176,647 2,700 1.6%
36,600
3,667
3,538
2011
17.8% 15,581 13,464 (2117) -13.6%
%*
Total
155 44.8% 16,746 15,843 (903) -5.4%
51
+or-
3,404 1,327 63.9% 111,173
512
518
453
511
571
501
338
2012
11,273 11,186 (87) -0.8% 10,862 11,544 682
4,923 4,917
6,350 6,269
24,763
282
282
51,954 (875) -1.7% 2,077
502
60
256
27
13,168 (101) -0.8%

13,269
11,494 12,246 752 6.5%
52,829
7,829 8,331
8,050 8,110
(197) -2.5% 8,038 8,294
70
346
287
2011
Lower & Middle Secondary

Schools
(415) -5.3% 7,772 7,608 (164) -2.1%
48,805 (1,467) -2.9%
5,508 5,959
7,872 7,675
6,775 6,852
382
3,251 381 13.3%
19
13
531 371 231.9% 7,561 7,631
9,928 (268) -2.6%
2012
804 169 26.6% 7,896 7,481
2,870
13
160
635
6,709 6,307 (378) -5.6%
31.8%
15.2%
55.4%
10.7%
-1.8%
23.2%
1.2%
17.5%
6.2%
3.6%
1.0%
1.2%
2011
28
50
14
36
24
(2)
26
36
38
16
11
%*
Primary School
856
-27.7% 7,072 6,014 (1,058) -15.0% 6,185 5,491 (694) -11.2%
1,184
(328)
878 1,028 150 17.1% 7,588 7,193 (395) -5.2% 7,327 6,465 (862) -11.8%
2011 2012 +or-
Extended Classroom
0.8%
211
110
101
249
315
393
503
8.1%
III
49
(88) -10.3%
II
656
607
765
853
%*
2011 2012 +or-
Private Schools
PP
Class
Comparative Enrolment in Different Levels of Schools 2011-2012
Annex 2. Comparative enrolment
Page
107
7,856
15,773
16,750
440
768
466
321
508
299
393
7,547
7,900
8,022
761
7,222
1,276 7,477
765
961
861
7,524
7,335
7,535
7,927
8,056
7,984
7,458
15,012
15,474
15,956
16,006
14,982
189
157
5,244
10,390
5,117
5,273
22,266 11,190 11,751
5,289
22,941
10,533
12,408
27,887
13,528
14,359
15,057
251
27
224
626
201
425
261
265
23
242
653
217
436
239
5,722
6,149
6,565
6,220
6,961
6,933
516
50
466
8,930
3,713
5,217
8,885
3,619
5,266
1,279 11,871 13,181
418
861
500
510
103
42
95% 6.1%
94% 95%
94% 5.0%
96.3% 96.0% 96.2% 3.4%
927 89.1% 87.5% 88.3% 3.8%
237
58
80% 2.3%
2.3%
0.4%
4.0%
4.7%
3.3%
5.8%
4.5%
3.4%
96.4% 99.1% 97.8% 3.8%

93% 96%
4.2%
6.2%
3.7%
4.6%
4.6%
4.5%
93.3% 96.2% 94.7% 5.7%
179 91.9% 93.3% 92.7% 6.4%
525
79
281 88.7% 92.6% 90.6% 9.1%
94.8% 98.3% 96.6% 5.9%
165 91.6% 95.3% 93.4% 6.6%
1,377 1,631 3,008 72.6% 68.6% 70.6% 0.5%
417
134
16
61
100
92
94.6% 96.6% 95.6% 5.7%
95.3% 97.1% 96.2% 5.3%
17,815 1,794 2,141 3,935 81% 79%
7,332
10,483
25,052
11,942
13,110
13,498
Repeaters
8.5%
0.7%
0.6%
0.8%
0.2%
0.0%
0.0%
1.1%
0.0%
0.1%
0.0%
0.0%
* The students who leave school after Class X are Graduates and school leavers and not drop-outs
7.8%
0.9%
0.5%
1.3%
0.5%
0.0%
0.5%
1.7%
0.0%
1.0%
0.0%
0.0%
4.3%
2.3% 16.3% 19.0% 17.7%
0.5% 26.9% 30.9% 29.0%
3.9% 7.1%
4.8% 1.1%
3.4% 0.3%
6.1% 1.8%
5.3% 0.8%
3.6% 0.0%
5.0% 1.0%
7.7% 2.2%
4.8% 0.0%
5.6% 1.8%
5.1% 0.0%
4.9% 0.0%
Total
Dropouts
Total 79,547 80,460 160,007 80,154 81,249 161,403 4,282 3,399 7,681 73,058 75,294 148,352 3,171 3,772 6,943 92% 94% 93% 5.4% 4.2% 4.8% 4.0% 4.7%
Sub10,975 11,291
Total
6,462
5,946
11,876
6,018
5,858
7,178
IX
6,350
12,418
7,369
7,574
26,568 13,340 14,547
6,990
7,483
14,150
13,806
Sub12,631 13,937
Total
6,479
7,458
6,997
5,939
7,917
8,435
16,721
568
379
762
VIII
15,369
8,315
8,355
16,967
482
342
118
6,809
VI
7,628
16,569
8,366
8,377
15,843
420
6,692
7,741
8,135
16,020
8,590
7,837
13,464
VII
8,434
IV
8,063
17,082
8,006
6,517
425
7,957
III
8,457
16,746
6,947
Sub55,941 55,232 111,173 55,624 54,951 110,575 3,405 2,481 5,886 52,257 53,228 105,485
Total
8,625
II
8,269
15,581
Total
79
8,477
7,683
Total
Promotees
Percentage
FeFeFeFeMale
Total Male
Total Male
Total Male
male
male
male
male
Promotees Imputed Dropouts imputed
FeMale
Total Male Female
male
2012
Repeaters
Dropouts imputed
14,557
7,898
Male Female
Male Female
Total
2012
Enrolment
Repeaters
2011
PP
Class
Details on dropouts and repeaters by gender by class 2011-2012
Annex 3. Comparative dropouts and repeaters
Annex 4. Organogram
The Ministry is headed by a Minister. The Minister is supported by the Ministry Secretariat, headed
by a Secretary. The Secretariat comprises of the following divisions
a)
Administrative and Finance Division (AFD)
b)
Human Resource Division (HRD)
c)
Policy and Planning Division (PPD)
d)
Information and Communication Division (ICD)
e)
National Commission for UNESCO
f)
Internal Audit Unit (IA)
There had been changes in the structure of the Ministry as a result of the creation of a new
department and Divisions and expansion of existing divisions. This has been done to enable the
Ministry to respond effectively to the demands and challenges arising from the ever growing
education system. The Ministry now comprises of four Departments namely the Department of
School Education, Department of Youth and Sports, Department of Adult and Higher Education
and Department of Curriculum Research and Development (formerly known as CAPSD).
Furthermore, the Bhutan Board of Examinations has been reconstituted as the Bhutan Council for
School Examinations and Assessment (BCSEA) and delinked from the Ministry to function as an
autonomous agency.
The Department of School Education is organized into six Divisions. The Divisions are the School
Liaison and Coordination Division(SLCD), the School Agriculture, Feeding and Environment (SAFED),
the Education Monitoring & Support Service Division (EMSSD), the School Planning and Building
Division (SPBD), the Private School Division (PSD) and the Early Childhood Care and Development
and Special Educational Needs Division (ECCD&SEN).
The Department of Adult and Higher Education is organized into the Scholarship and Student
Support Division (SSSD), the Non Formal and Continuing Education Division (NFCED), Higher
Education and Planning Division (HEPD) and Quality Assurance and Accreditation Division (QAAD).
This department is also responsible for liaising with the Royal University of Bhutan.
The Department of Youth and Sports is organized into the Career Education and Counseling
Division (CECD), Games and Sports Division (GSD), Scouts and Culture Education Division (SCED)
and Comprehensive School Health Division (CSHD) and Youth Centre Division. The Games and
Sports Division also works closely with the National Sports Federations. The Youth Centre Division
(YCD) is further supported by the Youth Information Centres (YIC) for delivering youth related
information and services.
The next page shows the organizational structure of the ministry.
Page
108
Annex 4.1 Organization Structure, Ministry of Education
Minister
Bcsea
rec
PPd
Ia
Secretary
aFd
nat. com
hrd
Curriculum, Research
and Development
Primary Curriculum
Secondary
Curriculum
Programmes &
Support Service
Publication &
instructional Media
for UnescO
Info.& Communication
Adult & Higher

Education
Youth & Sports
School Liasion &

Coordination
Higher Education
& Planning
Career Education
& Counseling
School Agriculture,
Feeding &
Environment
Quality Assurance
& Accerditation
Scouts & Culture

Education
Scholarship &
Student Support
Games & Sports
School Education
School Planning &

Building
Education Monitoring
& support services
Non-Formal &
Comprehensive
School Health
Youth Centre
Private School
ECCD and Special

Education
Department
21 Dzongkhag/Thromde
Division
Education Ofces
Autonomous Agency
Page
109
Annex 4.2. Head quarter staff details, 2012.

Officers
Office
Pool Staff
(Drivers,
Messengers,
Cleaners)
Support
Total
1.00 Office of the Minister

Sub-total
2.00 Secretariat
Office of the Secretary
Internal Audit
2
6
14
5
2
14
28
Administration and Finance Division
11
19
19
10
10
20
11
10
21
Human Resource Management Division
11
20
10
11
21
40
39
79
54
40
94
12
21
Sub-total
Bhutan Board of Examinations

National Commission of Unesco
0
3
11
3.00 Directorates
3.01 Department of School Education
1
ECCD and Special Education Division
Office of Director General

4
Education Monitoring and Support Service Division
11
20
Private School Division
School Feeding, Agriculture & Enviorment Division
School Liaison and Coordination Unit
School Planning and Building Division
20
27
24
32
Sub-total
44
24
68
51
26
77
Higher Education Planning Division
Non Formal and Continuing Education Division
Quality Assurance & Accreditation Division
Scholarship Division
Sub-total
13
21
14
11
25
Office of Director
Comprehensive School Health Division
Career Education and Counselling Division
Games and Sports Division
3.02 Departement of Adult & Higher Education

Office of Director
Information and Communication Division
Scouts Division
Youth Information Center
Sub-total
21
28
17
45
3.03 Department of Youth & Sports
1
16
37
3.04 Department of Curriculum Research and Development

Office of Director
Primary Curriculum Division
Programmes and Support Services Division
Publication and Instructional Media Division
Sub-total
14
19
15
21
133
93
226
28
22
166 100
Grand Total
Page
110
266
Annex 5. WFP beneficiaries and Boarders, 2012

#
Dzongkhag
1
2
3
4
1
2
3
4
5
6
7
8
9
Bumthang
Bumthang
Bumthang
Bumthang
Sub-Total
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Chukha
Sub-Total
Dagana
Dagana
Dagane
Dagana
Dagana
Dagana
Dagana
Dagana
Dagana
10
Dagana
11
12
Dagana
Dagana
Sub-Total
Gasa
Gasa
Gasa
Gasa
Sub-Total
Haa
Haa
Haa
Haa
Haa
Haa
Sub-Total
Lhuentse
Lhuentse
Lhuentse
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
1
2
3
4
1
2
3
4
5
6
1
2
3
School
Name
Type
Jakar
Chhumey
Tang
Ura
HSS
MSS
MSS
MSS
Chukha
Chapcha
Kamji
Pakshikha
Dungna
Logchina
Baikunza
Bongo
Chimuna
Chongaykha
Chungkha
Getena
Kesari
Ketokha
Metakha
Rinchenling
Sinchula
HSS
MSS
MSS
MSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
Daga
Drujeygang
Gesarling
Namchela
Tshangkha
Lhaling
Lungtengang
Nimtola
Phekoma
Phuensemgang
Samey
Zinchella
HSS
HSS
LSS
LSS
LSS
PS
PS
PS
PS
Bjishong
Gasa
Laya
Lunana
MSS
PS
PS
PS
Ugyen Dorji
Tshaphel
Jyensa
Jyenkana
Rangtse
Sombekha
HSS
LSS
PS
PS
PS
PS
Lhuentse
Autsho
Tangmachu
HSS
MSS
MSS
Day
B
WFP Beneficiaries
Boarder
T
G
B
T
G
15
13
4
22
19
35
42
96
26
16
77
23
24
46
54
40
82
21
132
707
46
107
45
17
94
22
28
40
85
31
52
26
158
777
88
203
71
33
171
45
52
86
139
71
134
47
290
1484
159
74
8
45
97
103
169
80
9
48
109
69
328
154
17
93
206
172
57
108
651
35
47
26
44
120
648
34
47
16
101
228
1299
69
94
42
108
97
205
83
86
169
PS
PS
PS
74
23
180
67
16
169
141
39
349
Total
B
25
65
22
112
35
53
27
115
60
118
49
227
25
65
22
112
35
53
27
115
60
118
49
227
55
186
134
119
75
36
210
121
116
90
91
396
255
235
165
22
27
49
74
77
151
665
36
126
205
677
29
94
183
1342
65
220
388
84
94
178
70
199
134
161
171
26
38
77
23
98
46
54
40
82
21
132
1372
36
126
205
159
158
8
45
97
103
40
232
121
162
197
45
44
94
22
105
40
85
31
52
26
158
1454
29
94
183
169
174
9
48
109
69
110
431
255
323
368
71
82
171
45
203
86
139
71
134
47
290
2826
65
220
388
328
332
17
93
206
172
80
82
162
531
118
482
105
1013
223
24
19
161
51
42
198
75
61
359
150
130
280
21
171
2
95
59
15
145
3
109
84
36
316
5
204
143
80
82
162
57
108
1182
153
47
50
19
269
44
120
1130
139
47
67
42
295
101
228
2312
292
94
117
61
564
83
150
74
44
351
2
95
59
86
130
67
31
314
3
109
84
169
280
141
75
665
5
204
143
Non WFP
Boarders
G
B
T
75
61
32
49
217
176
103
55
112
119
72
26
61
278
245
107
62
126
194
133
58
110
495
421
210
117
238
446
165
121
540
189
162
986
354
283
286
44
351
47
637
91
44
175
77
47
194
68
91
369
145
252
108
46
77
262
157
41
68
514
265
87
145
Page
111
Dzongkhag
4
5
6
7
8
9
10
11
12
13
14
Lhuentse
Lhuentse
Lhuentse
Lhuentse
Lhuentse
Lhuentse
Lhuentse
Lhuentse
Lhuentse
Lhuentse
Lhuentse
Sub-Total
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Mongar
Sub-Total
Paro
Paro
Paro
Paro
Paro
Paro
Sub-Total
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
1
2
3
4
5
6
1
2
3
4
5
6
7
8
9
Page
112
School
Name
Type
Khoma
Thimyul
Dungkhar
Gortshom
Kupinyesa
Ladrong
Ney
Tshochen
Wambur
Zangkhar
Zham
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
Mongar
Yadi
Drametse
Kidheykhar
Kengkhar
Nagor
Serzhong
Balam
Dhaksa
Ganglapong
Junmey
Lingkhar
Narang
Pangthang
Silambi
Thangrong
Tsakaling
Tsamang
Udaric
Waichur
Wama
Yangbari
Yaragla
Zunglen
HSS
HSS
MSS
MSS
LSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
Drukgyel
Betikha
Dawakha
Wanakha
Drugyel
Gonyetsawa
HSS
MSS
LSS
LSS
LSS
PS
Nganglam
HSS
Nangkhor
HSS
Pgatshel
HSS
Dechheling
LSS
Gonpasingma LSS
Tsebar
LSS
Yurung
LSS
Kerong
PS
Chimong
PS
WFP Beneficiaries
Boarder
T
G
B
T
G
Day
B
25
119
21
74
12
45
12
64
31
8
17
428
33
102
40
84
16
46
16
75
40
5
17
474
58
221
61
158
28
91
28
139
71
13
34
902
153
133
286
34
37
71
22
34
36
45
58
79
399
447
846
178
119
55
74
12
45
12
64
53
42
17
827
74
48
122
3
30
7
41
10
71
77
30
55
41
65
76
78
110
19
31
45
28
54
21
37
46
34
12
62
31
17
36
27
30
933
83
81
61
101
18
19
60
27
72
16
29
50
41
5
58
46
11
42
20
35
923
148
157
139
211
37
50
105
55
126
37
66
96
75
17
120
77
28
78
47
65
1856
46
53
59
59
73
58
105
126
117
41
42
83
74
50
124
34
49
83
65
32
60
69
32
62
134
64
122
10
507
11
553
21
1060
111
129
137
110
60
31
119
28
88
21
37
111
66
72
62
31
17
36
27
40
1440
142
154
119
101
60
19
110
27
121
16
29
119
73
67
58
46
11
42
20
46
1476
77
87
71
78
148
165
27
21
212
34
20
203
61
41
415
77
87
179
27
49
419
71
78
144
34
42
369
58
113
17
88
66
105
13
85
124
218
30
173
21
29
50
178
190
63
153
6
30
192
185
71
137
5
37
179
144
323
28
207
22
166
50
373
120
77
46
65
6
9
126
80
58
52
5
8
246
157
104
117
11
17
Total
B
166
102
77
84
16
46
16
75
76
50
17
921
344
221
132
158
28
91
28
139
129
92
34
1748
Non WFP
Boarders
G
B
T
231
150
132 131
71 70
37
253 31
283
256
211
120
50
229
55
209
37
66
230
139
139
120
77
28
78
47
86
2916 419
268
148
42
165
323
61
91
788
310
109
255
67
370
375
134
78
290
11
67
266
187
126
120
44
38
497
337
257
190
81
69
515 934
269
537
39
81
308
172
282
135
618
281
537
202
57
135
Dzongkhag
10
11
12
13
14
15
16
17
18
19
20
1
2
3
4
5
6
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
P Gatshel
Sub-Total
Punakha
Punakha
Punakha
Punakha
Punakha
Punakha
Sub-Total
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
SJongkhar
Sub-Total
Samtse
Samtse
Samtse
Samtse
Samtse
Samtse
Samtse
8
9
Samtse
Samtse
Sub-Total
Sarpang
Sarpang
Sarpang
Sarpang
Sarpang
Sarpang
Sub-Total
1
2
3
4
5
6
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
1
2
3
4
5
6
School
Name
Choekhorling
Dagor
Dungmin
Khangma
Mikuri
Norbugang
Rezimo
Thongsa
Tshatse
Woongchiloo
Yelchen
Type
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
Punakha
HSS
Tashidingkha MSS
Dechentsemo MSS
Shengana
LSS
Goenshari
PS
Thinleygang
PS
Orong
Martshala
Gomdar
Menjiwoong
Orong
Barzor
Dungmanma
Lauri
Martshala
Sarjung
Tsosalo
Wooling
Yarphu
Zamtari
Zangthey
HSS
MSS
LSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
Tendu
HSS
Dorokha
MSS
Bara
LSS
Denchukha
LSS
Sengdhyen
LSS
Mindruling
PS
NamgeychoePS
ling
Panabari
PS
TabaDramtoe
PS
Sarpang
Norbuling
Umling
Gakiling
Jangchubling
Lhayul
HSS
MSS
LSS
PS
PS
PS
Day
B
22
6
13
41
30
53
9
29
48
45
56
675
20
11
10
42
29
59
12
34
38
53
54
691
WFP Beneficiaries
Boarder
T
G
B
T
G
42
17
23
83
59
112
21
63
86
98
110
1366
37
59
96
37
59
96
18
60
38
39
77
31
60
33
51
21
88
68
60
62
706
25
68
42
35
105
44
47
35
67
26
103
55
51
37
740
43
128
80
74
182
75
107
68
118
47
191
123
111
99
1446
304
177
37
56
312
187
37
59
616
364
74
115
237
274
511
213 226 439

119 188 307
1143 1283 2426
114
64
116
62
356
140
43
106
47
336
254
107
222
109
692
17
17
34
31
28
59
24
26
50
369
369
738
108
78
32
93
65
34
201
143
66
73
291
77
269
150
560
33
106
123
43
33
106
128
48
66
212
251
91
78
119
88
131
166
250
502
534
1036
66
67
133
196
228
424
262
295
557
14
18
32
14
18
32
Total
B
22
6
30
41
61
53
9
29
72
45
56
1044
20
11
27
42
57
59
12
34
64
53
54
1060
42
17
57
83
118
112
21
63
136
98
110
2104
108
78
32
37
73
328
93
65
34
59
77
328
201
143
66
96
150
656
51
166
161
82
77
31
138
152
51
21
88
68
60
62
1208
58
174
170
83
105
44
135
166
67
26
103
55
51
37
1274
109
340
331
165
182
75
273
318
118
47
191
123
111
99
2482
66
304
177
233
56
67
312
187
265
59
133
616
364
498
115
237
274
511
213
119
1405
226
188
1578
439
307
2983
14
114
64
116
62
370
18
140
43
106
47
354
32
254
107
222
109
724
Non WFP
Boarders
G
B
T
509
260
138
133
646
282
157
82
1155
542
295
215
531
181
95
521
248
146
1052
429
241
62
59
121
338
27
83
453
27
90
791
54
173
110
119
71
117
134
95
227
253
166
190
229
419
Page
113
Dzongkhag
Thimphu
Thimphu
Sub-Total
Trashigang
Trashigang
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Trashigang
Sub-Total
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Tyangtse
Sub-Total
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Page
114
School
Name
Type
WFP Beneficiaries
Boarder
T
G
B
T
G
Genekha
Yangchen
Gatshel
LSS
57
45
102
LSS
156
138
294
213
183
396
Rangjung
J
i
g
meSherubling
Jampeling
Tashitse
Bartsham
Dungtse
Gongthung
Bidung
Bikhar
Kangpar
Sakteng
Thungkhar
Uzorong
Wamrong
Benshingmo
Berdungma
Brekha
Chiya
Daliphangma
Dungmanma
Jerelemi
Jonkhar
Kurichilo
Lumang
Merak
Pasaphu
Phongmey
Thongrong
Thrimshing
Tokshingmang
Yangnyeer
HSS
0
161
0
208
0
369
HSS
144
234
378
HSS
HSS
MSS
MSS
MSS
LSS
LSS
LSS
LSS
LSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
78
238
121
77
75
246
117
107
153
484
238
184
819
119
193
987
176
220
1806
295
413
312
396
708
Bayling
HSS
Tsenkharla
MSS
Bumdeling
LSS
Kheni
LSS
Thragom
LSS
Tongmijangsa LSS
Dhalikha
PS
Dukti
PS
Jangphutse
PS
Melongkhar
PS
Shingkhar
PS
Shongring
PS
Tarphel
PS
Tokaphu
PS
Womanang
PS
Yallang
PS
13
26
39
104
51
154
16
32
31
38
38
37
53
60
44
42
7
47
7
90
25
81
37
42
124
46
182
30
48
34
49
25
52
45
56
34
44
12
72
8
94
22
78
22
37
228
97
336
46
80
65
87
63
89
98
116
78
86
19
119
15
184
47
159
59
79
87
79
166
1136 1219 2355
56
55
111
19
18
15
9
28
36
52
22
18
42
36
33
384
13
30
14
5
30
30
44
27
19
32
33
31
363
32
48
29
14
58
66
96
49
37
74
69
64
747
Total
B
127
254
Non WFP
Boarders
G
B
T
Day
B
70
82
152
127
156
138
294
70
82
152
283
265
548
15
107
79
106
41
79
20
94
60
111
36
88
35
201
139
217
77
167
87
115
88
103
107
108
190
222
196
17
54
3
24
43
9
41
97
12
60
80
140
851
883
1734
18
113
77
90
106
17
120
75
82
103
35
233
152
172
209
46
44
90
450
441
891
15
107
92
106
145
130
154
103
147
119
38
38
37
53
60
44
42
24
101
10
90
25
81
37
42
60
87
1987
20
94
86
111
160
134
182
133
155
142
49
25
52
45
56
34
44
36
115
17
94
22
78
22
37
80
79
2102
35
201
178
217
305
264
336
236
302
261
87
63
89
98
116
78
86
60
216
27
184
47
159
59
79
140
166
4089
74
113
77
109
124
15
9
28
36
52
22
64
42
36
33
834
72
120
75
95
133
14
5
30
30
44
27
63
32
33
31
804
146
233
152
204
257
29
14
58
66
96
49
127
74
69
64
1638
Dzongkhag
1
2
3
4
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
9
10
11
12
13
Trongsa
Trongsa
Trongsa
Trongsa
Trongsa
Trongsa
Trongsa
Trongsa
Trongsa
Trongsa
Trongsa
Trongsa
Sub-Total
Tsirang
Tsirang
Tsirang
Tsirang
Sub-Total
Wangdue
Wangdue
Wangdue
Wangdue
Wangdue
Wangdue
Wangdue
Wangdue
Wangdue
Wangdue
Wangdue
Wangdue
Wangdue
14
Wangdue
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Sub-Total
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
Zhemgang
1
2
2
4
Type
Sherubling
Taktse
Langthel
Tshangkha
Bemji
Jangbi
Karshong
Kela
Korphu
Nabji
Nimshong
Tongtongphey
HSS
MSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
Damphu
Mendregang
Tsirang toe
Patala
HSS
MSS
LSS
PS
Gaselo
Phobjikha
Samtengang
Gaselo
Nobding
Dangchu
Jala
Khotokha
Nahi
Rameychen
Samtengang
Sephu
Sha Tasha
Singay
Namgay
HSS
MSS
MSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
61
14
98
29
99
47
52
31
50
7
89
18
80
48
70
18
111
21
187
47
179
95
122
49
PS
69
75
144
500
455
Zhemgang
Buli
Sonamthang
Yebilaptsa
Gomphu
Bardo
Barpong
Bjokha
Budashi
Digala
Dunmang
Goshing
Khomsher
Langdurbi
Nimshong
Panbang
Pantang
Shingkhar
Tashibi
Tradijong
Tshaidang
HSS
MSS
MSS
MSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
68
Annual
Education Statistics
Sub-Total
Grand Total
WFP Beneficiaries
Boarder
T
G
B
T
G
School
Name
Day
B
Total
B
27
81
111
48
31
37
14
23
26
35
40
473
22
54
112
40
31
29
19
24
37
47
49
464
49
135
223
88
62
66
33
47
63
82
89
937
96
149
142
387
205
277
281
763
27
81
59
12
31
22
54
60
5
31
49
135
119
17
62
10
16
26
220
188
408
109
53
96
77
205
130
162
173
335
109
128
139
376
51
31
82
51
31
82
149
24
88
17
237
41
38
33
71
51
55
106
149
24
61
14
98
67
99
47
52
82
88
17
50
7
89
51
80
48
70
73
237
41
111
21
187
118
179
95
122
155
69
75
144
955
313
224
537
813
679
1492
54
122
136
108
244
204
162
366
41
30
15
18
40
80
18
27
36
59
45
25
67
20
11
19
29
37
52
28
12
24
22
67
17
25
38
56
30
24
78
18
8
15
31
36
93
58
27
42
62
147
35
52
74
115
75
49
145
38
19
34
60
73
66
54
27
70
66
23
136
120
50
45
59
104
44
41
8
43
41
11
87
82
19
23
40
61
24
28
29
61
20
51
69
122
44
107
84
42
18
85
80
18
27
80
100
53
25
90
60
72
43
29
37
122
94
35
24
81
67
17
25
81
97
41
24
106
47
69
35
31
36
229
178
77
42
166
147
35
52
161
197
94
49
196
107
141
78
60
73
685
635
1320
569
559
1128
1254
1194
2448
52
36
52
35
104
71
37
14
13
26
35
40
253
29
19
8
37
47
49
276
66
33
21
63
82
89
529
75
139
214
72
142
214
147
281
428
Non WFP
Boarders
G
B
T
93
93
109
122
202
214
186
104
128
231
167
133
416
271
261
232
153
300
180
532
333
186
153
339
339
117
66
176
68
333
178
28
206
102
672
295
94
382
170
427
Page 941
115
514
9516 9708 19224 6831 6855 13686 16347 16563 32910 6198 7294 13491
Annex 6. Enrolment details by Dzongkhag, Category and Level

Dzo Name
Jakar
CatPP
Level egory
G B
HSS
II
III
IV
VI
Bumthang
Sonam Kuenphen PvtHSS SR

Chhumey
MSS
10
10
15
15
16
19
16
18
10
14
11
15
15
Tang
MSS
Ura
MSS
SR
10
11
12
12
15
16
12
14
13
17
13
20
Gyetsa
LSS
SR
10
17
10
12
17
15
10
15
12
14
14
Wangdicholing
LSS
27
32
50
54
47
57
41
38
56
49
47
43
47
29
Chhoekhor Toe
PS
VR
11
Chungphel
PS
VR
Dur
PS
10
11
11
11
Gangrithang
PS
14
18
32
33
16
21
28
28
28
21
26
15
26
24
Jigmeling
PS
Khangrab
PS
11
Kharsat
PS
Shingkhar
PS
Shingnyer
PS
10
Tangsibi
PS
Zangtherpo
PS
SR
Zungnye
PS
SR
Bebzur
ECR
SR
Tendigang
ECR
Total
Page
116
12
10
17
12
19
14
13
20
16
11
14
16
17
13
11
18
11
148
209
191
177
176
145
141
200 191 187 202 171 198 163
G B
VII
G
VIII
B G
IX
XI
XII
Teachers
Bht
T:P
Both Other ZLT NBht Total
Total
75
67
69
64
49
80
40
50
233
261
494
26
32
15
30
28
56
64
86
92
178
12
15
275
259
534
22
28
19
144
130
274
15
18
15
200
220
420
13
16
26
34
40
36
34
40
46
61
40
26
33
38
34
27
25
34
34
24
27
26
17
12
10
117
99
216
12
18
82
83
88
59
485
444
929
29
36
26
44
48
92
18
14
13
27
32
50
38
198 190 203 165 176 166 162 152
79 108
96
52
43
95
24
170
160
330
12
15
22
31
27
58
62
60
122
17
37
27
64
11
13
12
25
32
33
65
22
25
21
46
98
87
185
21
71
40
111
12
15
14
29
29
10
14
14
4308
184
46
235
18
114 2208 2100
Page
117
Chukha
Dzo
Name
CatLevel egory
Chukha
HSS
SR
Gedu
HSS
SU
29
28
43
39
49
29
44
41
40
32
57
43
46
33
Phuentsholing
HSS
33
30
33
58
60
57
52
35
48
41
42
45
48
37
Reldri
PvtHSS
Chapcha
MSS
SR
Darla
MSS
U6
46
40
41
54
31
39
54
35
76
64
49
61
45
52
Kamji
MSS
17
16
16
12
16
19
14
21
25
14
17
16
26
Pakshika
MSS
SR
Phuentsholing
MSS
17
22
49
39
27
19
18
28
40
38
Wangchu
MSS
SR
40
52
41
53
58
52
27
34
45
38
54
62
54
49
Dungna
LSS
19
12
19
14
13
12
27
19
21
26
17
29
Logchina
LSS
28
26
15
27
16
24
28
14
18
23
17
22
21
18
Pasakha
LSS
SU
47
44
56
51
64
74
72
63
98
92
81
80
55
68
Phuentsholing
LSS
84
89
149
134
159
164 132 113 118
142
129
143 125
113
Tsimalakha
LSS
SR
19
31
23
31
25
31
42
30
34
39
33
25
41
31
Phajoding
PvtLSS
25
19
21
24
20
17
16
12
12
10
Alaykha
PS
SR
11
13
10
12
11
11
13
Arekha
PS
SR
52
49
22
18
30
36
24
35
40
36
28
32
14
19
Baikunza
PS
13
Bongo
PS
10
Chapcha
PS
SR
11
12
10
12
10
10
13
12
Chimuna
PS
19
11
12
10
15
16
13
20
22
16
Chongaykha
PS
20
18
37
34
19
27
24
21
25
17
25
25
16
25
Chungkha
PS
13
14
11
14
10
14
19
17
20
17
20
24
Getena
PS
13
11
Kesari
PS
SR
12
13
15
14
21
13
32
Ketokha
PS
15
Khatekha
PS
16
17
16
Lingden
PS
11
16
15
Lobnekha
PS
Mebesa
PS
23
20
19
16
13
15
23
22
13
14
22
13
11
Meretsemo
PS
15
13
10
12
Metakha
PS
17
12
10
14
12
16
10
Pachu
PS
VR
10
18
19
17
17
18
20
12
12
11
14
Paga
PS
Rangaytong
PS
11
13
11
10
17
16
Rinchenling
PS
10
Shemagangkha PS
10
10
18
30
20
22
I
B
II
B
III
B
IV
B
V
B
VI
B
Sinchula
PS
VR
10
10
11
19
20
18
28
33
25
26
Tashilakha
PS
SU
11
10
16
14
19
16
13
16
Tsimakha
PS
15
16
14
12
18
15
17
15
10
14
10
Wangdigatshel PS
SR
31
30
33
24
15
24
28
22
40
41
34
32
23
13
Agoan
ECR
SR
Chanachen
ECR
VR
10
Pakchina
ECR
VR
11
14
14
14
Sakhu
ECR
VR
10
Samarchen
ECR
VR
10
Toktogom
ECR
816
820
834 856 769 881
861
787
820 724 690
Total
Page
PP
118
3
704 728
818
VII
G
VIII
B
IX
X
G
XI
B
XII
Teachers
Total
95
71 109 120
84
84
56
101
344
376
Bht
Both Other ZLT
NBht Total
T:P
720
23
36
20
40
45
55
52
52
48
62
54
20
36
21
20
558
500
1058
34
50
21
22
16
41
32
86
79 118
99
63
48
55
51
701
628
1329
29
15
53
25
103 104 103
95
206
199
405
10
19
21
46
29
28
12
56
56
61
57
191
154
345
10
15
23
36
52
57
64
49
51
52
48
536
560
1096
31
42
26
75
64
57
74
59
67
306
328
634
17
25
25
65
49
77
86
78
74
41
59
261
268
529
13
20
26
48
37
44
41
157 144 91
79
491
447
938
18
13
37
25
54
51
59
57
43
30
514
518
1032
27
42
25
20
23
16
19
161
162
323
13
15
22
17
31
20
17
180
202
382
42
44
56
56
53
573
581
1154
23
34
34
114 104 143 107
1153
1109
2262
65
11
79
29
53
58
52
45
322
321
643
27
32
20
116
107
223
15
21
11
63
62
125
18
210
225
435
13
16
27
27
45
72
14
38
44
82
14
72
56
128
14
77
94
171
24
166
167
333
10
11
30
98
105
203
23
40
39
637 619 713 663 675 630 573 546 270 272 235 267
46
41
87
22
55
88
143
36
40
31
71
18
49
38
87
44
25
38
63
21
30
32
62
16
124
109
233
29
43
51
94
13
83
52
135
27
106
88
194
32
21
25
55
32
87
22
23
27
50
17
41
38
79
13
132
158
290
32
69
59
128
43
89
92
181
10
18
204
186
390
12
14
28
12
21
21
14
21
21
31
39
70
70
13
12
25
25
17
21
38
38
12
8693
8515
17208
518
103
706
24
85
Page
119
Category
HSS
HSS
MSS
SR
SU
SR
30
31
18
30
28
41
33
43
40
27
67
32
53
57
MSS
SR
23
33
30
27
40
38
39
39
43
49
32
40
52
40
LSS
LSS
LSS
LSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
ECR
ECR
ECR
SR
R
R
R
SR
D
R
R
R
R
SR
VR
VR
R
R
VR
D
R
R
VR
VR
R
12
11
13
10
13
17
3
3
4
4
14
8
6
13
29
15
8
11
12
7
2
6
10
10
16
23
18
12
6
6
9
5
20
9
4
7
26
9
11
6
19
5
3
8
20
7
23
20
14
8
12
2
10
0
12
12
4
7
37
6
12
8
10
5
12
4
21
20
10
19
20
11
7
2
6
7
11
12
11
19
29
7
21
2
11
10
13
4
16
15
24
17
10
11
12
6
14
6
18
5
7
15
25
14
10
7
17
8
4
4
22
13
22
23
14
21
7
5
12
11
16
9
5
11
33
11
10
8
17
9
3
6
22
10
21
24
22
16
9
7
17
9
30
12
8
12
39
19
10
7
17
13
13
25
14
25
20
16
17
11
3
15
13
35
11
5
15
42
8
16
7
17
10
13
25
15
31
25
20
22
14
9
18
6
22
24
23
18
19
18
12
11
21
9
22
20
23
16
17
16
14
10
16
24
16
26
18
23
22
19
16
15
21
18
32
10
24
32
17
15
11
28
21
27
16
10
20
16
13
15
16
6
18
22
20
16
10
20
18
7
17
32
12
5
7
22
21
6
12
25
22
9
9
17
17
5
23
26
11
13
11
17
15
8
20
28
11
16
8
17
14
11
17
41
15
6
6
22
ECR
11
ECR
ECR
ECR
VR
VR
D
Bjishong
Gasa
Laya
Lunana
Lungo
Mendrelthang
MSS
PS
PS
PS
ECR
ECR
SU
D
D
D
D
47
5
358
19
9
21
3
9
4
384
6
7
13
5
5
409
12
8
4
3
13
420
10
8
12
4
9
396
17
5
3
4
373 374
15
14
7
6
9
6
6
0
374
17
6
13
1
408
15
6
2
1
395
11
6
8
0
61
36
40
43
29
37
26
37
24
25
Ugyen Dorji
Damthang
Katsho
Tshaphel
Jyenkana
Jyensa
Rangtse
Shari
Sombekha
Bebji
Saktena
Shaba-Shebji
HSS
LSS
LSS
LSS
PS
PS
PS
PS
PS
ECR
ECR
ECR
U
SR
U
SR
SR
SR
VR
R
D
D
VR
D
Name
Dagana
Level
Dzo
Daga
Drujeygang
Dagapela
Lhamoy Zingkha
Daga
Daleythang
Gesarling
Namchela
Tashiding
Tshangkha
Balaygang
Dogag
Gangzor
Gumla
Karmaling
Lhaling
Lungtengang
Nimtola
Pangna
Phekoma
Phuensemgang
Samey
Zinchella
Bichgaon
Devitar
Lhaling
Lower Tsendagang
Namshigang
Pangserpo
Samachu
Gasa
Total
Haa
Total
Total
Page
120
PP
7
3
288
15
9
8
1
9
9
51
13
26
19
16
8
9
5
9
4
5
6
120
II
10
3
6
5
3
3
4
320 310 345
16 17 19
7
6
9
12 14 12
6
7
20
6
5
6
6
53 49 66
16
23
25
13
13
9
5
2
11
III
IV
VI
26
27
19
17
15
14
27
36
23
17
15
17
33
36
18
22
16
16
36
42
26
31
6
20
23
31
23
28
11
16
30
37
19
26
14
9
31
26
15
25
15
14
30
26
13
37
11
7
22
29
27
41
5
4
16
37
22
29
15
3
25
33
19
47
13
4
31
26
22
24
12
2
7
1
4
1
5
3
6
0
5
4
156
11
5
12
6
195
17
142
159
124
147
120
6
123 130 144
132
130 133
VII
VIII
67
55
32
54
40
82
60
36
53
38
29
51
17
19
26
26
27
44
19
27
35
IX
G
XII
31 109 113
70 75 79
57 44 33
52
40
45
61
82
50
29
20
32
19
28 37
46
41
16
39
19
29
25
26
26
11
29
16
20
18
32
XI
33
338 317 335 311 260 258 153 232 49

29 29 33 37 38 29 18 21
51
28 37
29
29
33
37
0
52
0
0
41 46
13
29
72
26
43
62
11
31
70
15
21
55
114 131 112
91
38 29 18
113 117 101
113 117 101
21
83
83
0
38
38
52
41 46
Teachers
Total
G
258
284
473
274
282
455
Bht
Both Other ZLT
532
566
928
21
20
27
NBht Total
4
5
6
5
4
4
T:P
30
29
33
18
20
28
389
432
821
19
25
33
195
125
243
165
165
159
81
52
90
25
74
89
45
97
205
107
81
60
110
33
31
14
207
145
222
172
167
174
78
56
93
45
82
90
48
109
229
73
82
47
125
34
32
18
402
270
465
337
332
333
159
108
183
70
156
179
93
206
434
180
163
107
235
67
63
32
15
9
15
6
12
10
6
7
8
2
4
7
5
7
11
6
5
6
7
1
1
1
2
1
2
2
3
3
1
1
2
1
1
2
2
1
2
1
3
1
2
1
1
0
17
10
17
8
15
13
7
8
10
3
5
9
7
8
13
7
8
7
9
2
2
1
24
27
27
42
22
26
23
14
18
23
31
20
13
26
33
26
20
15
26
34
32
32
19
16
35
35
19
10
8
3706
227
49
58
19
36
9
398
293
197
268
282
196
83
77
5
45
5
18
10
1479
11
8
11
3817
210
50
79
42
26
6
413
298
227
291
267
177
86
67
5
32
21
32
12
1515
30
18
19
7523
437
99
137
61
62
15
811
591
424
559
549
373
169
144
10
77
26
50
22
2994
1
1
1
242
21
7
7
4
2
0
0
0
52
3
1
1
2
1
1
1
1
307
24
8
8
6
3
30
18
19
25
18
12
17
10
21
41
30
17
21
19
13
6
8
1
4
2
0
1
122
8
6
4
4
5
4
3
2
0
0
0
0
0
28
49
37
21
26
24
17
9
10
1
4
2
0
1
152
17
16
20
22
23
22
19
14
10
19
13
13
0
1
1
Page
22
20
121
Name
Lhuentse
Dzo
Category
PP
II
III
IV
VI
12
14
10
15
12
12
13
14
18
12
Lhuentse
HSS
Autsho
Tangmachu
Khoma
MSS
MSS
SR
LSS
10
13
11
12
10
20
25
28
19
31
28
Thimyul
LSS
12
10
15
11
23
16
17
17
19
15
18
11
10
19
Baptong
PS
Chakzom
PS
VR
Dangling
PS
VR
15
Domkhar
PS
Dungkhar PS
GanPS
glakhema
Gortshom PS
11
26
18
11
19
15
16
VR
17
VR
11
10
11
10
17
14
22
14
13
Kupinyesa PS
11
Ladrong
PS
VR
13
10
13
12
Lhuentse
PS
13
19
20
14
19
13
21
30
13
17
20
21
27
22
Minjey
PS
11
14
21
13
10
10
14
13
11
Ney
PS
VR
Ongar
PS
Pangkhar
PS
3
21
18
26
28
21
20
13
12
22
Shawa
PS
TangmaPS
chu
Thuenpey PS
VR
13
16
17
25
17
26
28
VR
Tshochen
PS
VR
10
11
10
14
11
Wambur
PS
10
11
12
13
12
11
11
12
Zangkhar
PS
VR
10
12
Zham
PS
VR
Zhamling
PS
Jarey
ECR
Lingabee
ECR
SR
Pam
ECR
VR
Yumche
ECR
Total
Page
Level
122
130 142 199 199
208
182 194 213 193 216 199
193 190 222
VII
VIII
IX
XI
XII
Teachers
Total
Bht
T:P
35
14
21
10
58
48
60
57
26 58
36
208
223
431
24
30
14
47
37
45
68
38
34
17
14
230
232
462
18
23
20
37
61
47
49
59
32
37
42
180
184
364
18
22
17
38
31
36
39
194
181
375
14
17
22
13
11
14
12
141
122
263
11
24
170 154 163 178 155 114 114 113 26 58
36
Both Other ZLT
NBht Total
16
16
17
13
30
30
49
49
98
16
35
38
73
24
71
86
157
22
45
52
97
19
74
87
161
23
38
38
76
15
46
46
92
13
133
136
269
11
24
73
80
153
19
13
19
32
10
18
13
11
18
141
148
289
41
10
15
15
66
75
141
24
53
77
130
19
42
50
92
12
17
17
34
17
10
12
12
10
17
17
11
11
10
10
12
20
20
1949
2020
3969
169
40
211
19
Page
123
Mongar
Dzo Name
Total
Page
Gyelpozhing
Mongar
Yadi
Sherub Reldri
Drametse
Kidheykhar
Chali
Chaskar
Kengkhar
Kurichhu
Mongar
Nagor
Serzhong
Baging
Bagla
Balam
Banjar
Broksar
Bumpazor
Chaskar Pam
Dhaksa
Ganglapong
Jaibab
Junmey
Kalapang
Konbar
Lingkhar
Lingmethang
Muhung
Narang
Ngatshang
Pangthang
Resa
Ridaza
Saling
Sengor
SherubCholing
Silambi
Soenakhar
Takhambi
Thangrong
Thrindangbi
Tsakaling
Tsamang
Udaric
Waichur
Wama
Woop
Yangbari
Yaragla
Zunglen
Chaligonpa
Khalong
Mangling
Sangkama
Tshenzibee
Werringla
124
Level
HSS
HSS
HSS
PvtHSS
MSS
MSS
LSS
LSS
LSS
LSS
LSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
ECR
ECR
ECR
ECR
ECR
ECR
Category
U
U3
SR
R
SR
SR
R
R
D
U4
U5
D
VR
VR
R
VR
VR
VR
R
R
D
VR
R
D
R
VR
R
SR
VR
VR
SR
D
VR
SR
VR
R
R
D
R
VR
VR
R
VR
VR
D
VR
R
VR
D
D
VR
SR
R
R
VR
SU
VR
PP
II
III
IV
VI
14
21
23
10
22
13
22
17
20
17
15
13
18
11
10
12
24
12
25
42
10
11
7
0
17
0
0
6
1
7
5
6
16
15
13
14
20
19
20
38
6
10
9
0
15
2
0
9
6
7
0
9
23
12
11
14
28
21
44
49
16
22
12
0
16
3
1
1
8
10
8
6
20
3
6
5
15
3
19
17
8
2
25
1
3
5
6
8
5
13
8
7
10
13
5
6
4
6
2
6
27
20
24
23
16
25
45
10
18
16
0
18
3
0
4
7
10
5
5
11
2
3
1
15
6
20
14
2
4
15
4
3
4
4
8
2
25
9
10
11
10
8
11
19
16
12
16
29
69
16
12
12
0
16
4
4
6
4
11
7
3
24
1
8
3
13
6
13
11
3
4
13
5
5
2
6
7
3
16
10
10
13
16
2
6
8
5
3
6
18
21
22
19
18
32
43
13
16
9
0
16
4
3
5
5
8
5
6
14
3
6
2
20
5
16
12
6
3
15
7
3
3
7
5
3
21
6
12
11
7
4
4
1
8
3
6
23
18
23
17
24
34
43
6
9
20
4
13
2
2
8
11
2
5
6
17
15
19
19
18
14
28
45
19
14
10
26
11
17
25
20
18
47
25
16
3
19
25
13
16
9
29
60
24
22
7
23
22
12
25
27
34
40
28
9
10
17
0
3
8
2
5
12
0
4
10
9
11
15
0
0
6
7
15
7
0
0
5
15
14
3
0
14
3
9
17
2
2
13
0
2
9
2
4
3
17
5
6
3
11
9
3
3
10
3
8
4
4
18
19
12
27
33
19
45
12
13
14
3
21
2
2
4
9
8
4
7
12
4
4
8
25
8
21
7
5
21
19
19
17
28
31
45
8
9
11
2
20
3
2
5
12
5
7
5
18
2
0
11
6
10
10
5
2
17
0
3
2
0
5
2
13
5
4
7
6
6
1
1
4
9
9
10
2
16
15
17
37
22
32
46
5
13
11
3
9
2
3
2
5
7
5
9
17
4
5
6
16
5
16
7
5
0
16
2
3
2
6
5
5
4
14
1
22
12
1
0
21
4
1
4
4
12
4
18
6
15
11
11
14
5
2
8
2
6
3
14
2
6
18
4
12
10
7
21
4
10
6
9
3
17
14
6
10
10
3
6
21
5
12
5
6
6
14
9
12
16
12
1
10
7
3
3
16
2
2
15
3
3
12
3
2
6
8
4
8
8
8
7
9
14
6
23
14
9
8
11
5
16
11
8
6
18
10
15
7
6
13
7
10
12
4
6
1
7
4
2
5
10
5
3
556
5
2
536
2
8
411
2
23
3
9
8
18
3
5
3
5
6
2
23
8
8
3
6
7
18
2
2
5
1
5
2
3
7
7
9
2
6
4
10
9
4
5
5
460 523
7
4
7
3
12
7
4
13
4
1
564
23
18
7
8
8
6
5
6
3
8
17
3
2
18
6
5
4
3
8
5
3
532 516 490 529 449 474 476
473
VII
G
VIII
B
IX
XI
50
63 105 88 79
132 115 71
52 79 69 83
68
85
80
37
34
11
39
21
27
73
8
17
54
29
19
11
30
17
44
18
16
45
14
37
14
22
11
44
13
69
38
46
63
43
45
39
20
19
33
33
74
24
24
49
51
17
21
32
16
55
37
17
45
42
10
104
443 376 363 353 375 323 266 290 201
XII
B
62
72
12
73
42
64
0
108
60
81
94
219 214 235
Total
G
386
309
406
212
254
216
141
210
176
278
503
130
144
70
5
110
12
13
34
39
60
32
38
119
20
24
28
117
27
88
75
21
9
114
21
25
14
37
47
12
114
50
69
72
62
33
17
18
38
27
40
19
4
6
12
22
8
5187
379
353
367
167
334
231
160
188
219
215
400
155
124
81
7
102
13
11
45
62
60
19
45
110
18
37
27
111
26
121
88
16
12
110
22
15
25
29
51
12
128
56
76
67
59
47
12
18
46
20
46
16
11
4
17
21
8
5219
Teachers
Bht
T:P
NBht Total
Both Other ZLT
765
662
773
379
588
447
301
398
395
493
903
285
268
151
12
212
25
24
79
101
120
51
83
229
38
61
55
228
53
209
163
37
21
224
43
40
39
66
98
24
242
106
145
139
121
80
29
36
84
47
86
35
15
10
29
43
16
10406
21
36
26
11
22
22
10
13
7
13
33
10
8
4
1
5
2
1
4
3
5
3
2
6
2
4
2
8
2
4
6
1
2
9
2
2
2
4
3
2
7
5
6
5
4
4
3
3
5
3
3
2
1
0
1
1
1
377
5
6
5
4
3
6
1
3
2
3
8
3
3
1
1
2
0
0
0
1
1
1
1
0
1
1
1
2
1
1
2
1
1
2
1
1
1
1
1
1
1
1
1
1
0
0
0
0
1
1
2
0
0
1
0
1
0
89
9
2
2
3
17
35
44
33
18
25
28
11
16
9
17
41
13
11
5
2
7
2
1
4
4
6
4
3
6
3
5
3
10
3
5
8
2
3
11
3
3
3
5
4
3
8
6
7
6
4
4
3
3
6
4
5
2
1
1
1
2
1
483
22
15
23
21
24
16
27
25
44
29
22
22
24
30
6
30
13
24
20
25
20
13
28
38
13
12
18
23
18
42
20
19
7
20
14
13
13
13
25
8
30
18
21
23
30
20
10
12
14
12
17
18
15
10
29
22
16
22
Page
125
Paro
Dzo
Level
Drukgyel
HSS
SU
Shari
HSS
Kuengaa
Pvt HSS
SR
Tenzin
Pvt HSS
SU
UTPAL Academy
Pvt HSS
Yoezerling
Pvt HSS
Betikha
MSS
Khangkhu
PP
II
III
IV
24
35
35
34
24
22
16
27
13
13
15
17
17
27
23
MSS
10
20
23
14
25
18
17
Lango
MSS
29
39
29
41
40
39
Shaba
MSS
Doteng
LSS
22
25
15
18
18
Drukgyel
LSS
40
39
30
26
44
Gaupey
LSS
14
27
36
37
Wanakha
LSS
SR
12
20
12
Woochhu
LSS
31
34
41
Dawakha
LSS
23
20
Gonyetsawa
PS
VR
Isuna
PS
SR
Nabesa
PS
VR
Ramchetsekha PS
VR
11
11
10
13
14
VI
34
32
23
25
28
26
15
26
27
35
32
30
31
26
42
33
42
44
50
53
56
34
19
19
14
23
23
22
29
19
23
24
42
43
39
38
41
38
39
32
27
45
46
40
33
40
40
47
60
62
15
30
27
31
18
19
18
22
17
27
16
42
61
58
36
55
44
41
53
51
52
45
20
15
22
11
11
10
32
18
21
19
19
19
11
10
10
10
10
12
11
13
Rashigang
PS
Shaba
PS
30
37
30
37
51
51
54
60
58
54
44
57
57
61
Taju
PS
SR
43
26
41
33
34
52
40
41
34
47
35
36
26
30
KulaGangri
PvtPS
12
Jishigang
ECR
15
Nemjo
ECR
11
15
22
15
Total
Page
Category
Name
126
355 394 372 392 425 428 411 412 405 404 404 431 427 383
VII
G
VIII
B
IX
B
X
B
XI
XII
Total
Teachers
Bht
T:P
NBht Total
Both Other ZLT
115 106
97
94
109
76
91
97
412
373
785
21
11
39
20
79
65
62
57
58
63
47
264
218
482
19
29
17
69
51
109 173 298
242
407
649
12
18
36
138 172 244 244
382
416
798
12
10
28
29
134
153
153
15
10
118 105 138 92
22
355
315
670
21
31
28
31
41
21
41
38
17
12
278
259
537
17
21
26
71
53
63
54
47
50
53
32
399
358
757
28
35
22
48
42
56
51
45
41
34
26
471
443
914
36
47
19
44
57
41
40
81
66
55
60
221
223
444
17
24
19
32
23
15
20
185
194
379
15
18
21
65
53
52
26
392
319
711
31
37
19
53
69
65
54
374
421
795
27
36
22
25
14
11
192
148
340
10
12
28
56
48
43
35
417
409
826
31
39
21
26
37
25
21
199
170
369
12
15
25
49
43
92
13
36
34
70
12
10
10
61
66
127
18
23
22
45
23
324
357
681
25
28
24
253
265
518
18
22
24
11
16
27
15
19
19
32
46
78
39
387
94
45
526
21
Page
127
456 419 418 333 416 352 321 286 625 520 709 778
5744
5532 11276
dzo
Name
Level
Nangkor
HSS
Nganglam
HSS
SR
Pemagatshel MSS
Dechheling
LSS
Gonpasingma LSS
Pemagatshel
PP
II
III
IV
VI
20
17
20
20
23
20
24
23
22
33
21
17
13
20
VR
10
11
15
18
17
18
22
19
24
20
14
17
22
13
16
16
19
23
19
16
Nganglam
LSS
SR
25
18
36
43
51
50
54
53
59
60
34
36
55
46
Shumar
LSS
18
15
22
26
30
30
16
17
21
25
24
27
16
17
Tsebar
LSS
VR
16
17
11
14
13
Yurung
LSS
VR
10
11
14
13
10
Chimong
PS
11
13
VR
11
Choekhorling PS
Chongshing
PS
Dagor
PS
VR
Dungmin
PS
Kerong
PS
VR
Khangma
PS
11
Khar
PS
10
11
12
10
12
12
12
Khenzore
PS
VR
11
Kherigonpa
PS
SR
Khothakpa
PS
14
15
18
14
19
15
19
16
13
21
18
16
12
16
Laneri
PS
Mikuri
PS
10
12
17
10
16
Norbugang
PS
VR
15
12
11
10
18
Nyaskhar
PS
Rezimo
PS
VR
12
Shali
PS
VR
12
13
14
16
15
10
Thongsa
PS
Tshatse
PS
12
12
14
10
16
11
VR
10
14
10
10
11
11
13
13
Woongchiloo PS
Yelchen
PS
Gashari
ECR
VR
Kheri
ECR
Nangmalang ECR
Ngangshing
ECR
Pangthang
ECR
Resinang
ECR
VR
Waphi
ECR
10
13
13
Yomzor
ECR
Total
Page
Category
128
175 184 261 256 299 283 276 314 297 354 277 300 260
254
260
VII
G
VIII
B
IX
XI
XII
97
74
84
72
66
93
82
59 105 114 13
49
96
78 118
Total
Teachers
Bht
NBht Total
Both Other ZLT
T:P
32 74
279
313
592
24
31
19
14 46
214
268
482
17
24
20
358
411
769
25
29
27
29
24
24
23
84
45
47
26
24
182
196
378
11
14
27
56
52
62
52
190
186
376
12
13
29
76
82
84
73
474
461
935
22
25
37
16
19
15
20
178
196
374
12
12
31
42
36
50
37
154
144
298
11
11
27
37
40
43
33
153
137
290
14
14
21
31
37
68
11
22
20
42
11
13
22
11
17
33
28
61
10
11
41
42
83
14
59
68
127
18
40
35
75
11
26
28
54
113
113
226
38
13
25
38
61
57
118
17
57
62
119
17
17
33
24
57
59
79
138
23
35
43
78
20
72
64
136
19
45
53
98
14
57
57
114
29
24
31
55
17
16
33
13
22
16
13
19
26
24
50
25
11
301 300 304 262 263 229 267 304 79 142 46 120 3105 3302 6407
258
46
15
11
319
20
Page
129
Name
Punakha
Dzo
Category
PP
II
III
IV
VI
Punakha
UgyenAcademy
Drashiding
HSS
PvtHSS
MSS
Kabesa
MSS
19
25
28
25
40
24
33
26
37
32
31
25
39
22
Khuruthang
MSS
36
42
36
62
61
59
59
62
73
52
48
52
55
54
Tashidingkha
MSS
SR
Dechentsemo MSS
SR
Bjibjokha
LSS
12
12
21
21
13
16
18
19
26
13
13
11
23
Lobesa
LSS
36
35
45
39
68
47
64
71
76
60
66
63
72
66
Shengana
LSS
12
10
13
11
16
14
13
13
19
13
Goenshari
PS
10
13
Lakhu
PS
SR
11
10
Lapsakha
PS
10
10
11
11
13
14
13
12
Logodama
PS
10
25
14
12
37
25
39
42
23
28
35
36
31
Mendhagang
PS
15
20
26
17
21
23
22
16
23
16
10
14
18
Nawakha
PS
10
13
12
10
12
12
13
Nobgang
PS
Phulusu
PS
SR
10
Tahogang
PS
Thinleygang
PS
SR
15
13
17
20
18
20
33
23
24
31
28
30
37
38
Tshochasa
PS
10
12
14
10
Walathang
PS
VR
11
10
11
12
Changchena
ECR
VR
Mendrelgang
ECR
VR
10
Tongshuna
ECR
VR
Tsetena
ECR
VR
14
Tseykha
ECR
VR
Yebesa
ECR
VR
10
Total
Page
Level
130
209 235 311 323 318 312 318 337 374 293 290 291 347 280
VII
VIII
IX
X
B
XI
B
XII
32
26
73
76
141 132
10
15
13
20
22
37
37
12
14
29
24
35
21
36
26
28
14
24
12
23
88
67
63
53
35
38
40
34
41
43
69
50
75
90
64
69
55
63
56
31
94
60
72
38
26
25
10
12
69
49
37
33
39
Total
G
Teachers
Bht
To- T:P
NBht
Othtal
Both
ZLT
er
97
119
343
353
696
25
37
19
168 175 256 262
500
519
1019
30
46
22
90
58
148
12
14
11
338
240
578
22
28
21
594
575
1169
35
49
24
249
252
501
16
25
20
277
192
469
15
20
23
162
136
298
10
16
19
32
533
462
995
27
38
26
14
124
129
253
12
17
15
37
60
97
11
46
53
99
11
64
74
138
15
174
189
363
17
21
17
135
113
248
11
12
21
73
55
128
18
27
25
52
10
15
22
37
37
16
19
35
12
172
175
347
13
16
22
60
52
112
12
49
50
99
14
16
16
10
19
19
16
16
10
19
29
29
11
15
26
13
18
26
26
8013
300
75
30
364 326 298 228 309 272 344 284 309 307 353 381 4144 3869
405 20
Page
131
Samdrupjongkhar
Dzo Name
Category
PP
II
III
IV
VI
31
33
26
31
29
26
28
28
26
28
23
33
42
39
29
48
70
45
72
56
49
54
60
63
67
59
41
55
64
54
58
61
19
Orong
HSS
Garpawoong
Jomotsangkha
Martshala
Phuntshothang
SamdrupJongkhar
Gomdar
MSS
MSS
SR
MSS
VR
MSS
MSS
LSS
VR
12
30
18
23
22
26
20
26
26
22
Menjiwoong
LSS
VR
13
12
11
Orong
LSS
15
19
22
15
20
12
24
19
24
20
30
21
Pemathang
LSS
VR
20
15
24
16
35
29
23
22
32
21
27
32
Barzor
PS
10
15
12
13
11
13
17
13
23
16
15
Deothang
PS
41
65
76
57
60
71
68
60
55
50
41
58
41
51
Dungmanma
PS
12
14
Golanti
PS
Khoya
PS
13
12
12
17
17
20
12
14
Lauri
PS
12
16
10
15
21
21
22
31
22
19
33
26
23
Martshala
PS
VR
24
20
19
23
19
21
18
32
35
21
22
20
22
37
Monmola
PS
10
14
19
14
11
13
Rikhey
PS
SU
12
10
11
11
12
12
10
11
SamdrupjongPS
khar
56
36
61
48
60
54
59
62
81
46
Sarjung
PS
10
11
11
15
12
12
Tsosalo
PS
Wangphu
PS
VR
15
21
18
16
15
26
26
21
20
14
Wooling
PS
VR
13
12
10
16
12
11
20
17
17
23
19
Yarphu
PS
VR
17
12
10
10
10
Zamtari
PS
13
14
Zangthey
PS
16
14
13
14
Dechen
PvtPS
42
30
52
40
19
14
Khamethang
ECR
Martang
ECR
Nainatal
ECR
Philuma
ECR
12
Samrang
ECR
Serchenmo
ECR
12
352 370 499 434 507 476 459 472 480 435 427 449 438
452
Total
Page
Level
132
VR
12
10
12
11
VII
VIII
IX
G
104 83
48
32
58
28
50
27
34
30
21
22
21
25
28
38
25
20
54
60
54
45
39
56
54
62
50
40
41
42
70
60
52
49
57
28
19
XI
XII
Total
39
33
39 64
27
99
32
27
26
15
76
48
57
47
60
46
Teachers
Bht
T:P
NBht Total
Both Other ZLT
209
279
488
13
21
23
188
114
302
11
20
15
307
310
617
16
26
24
85
155
219
374
16
20
19
46
41
596
561
1157
28
33
35
44
35
344
300
644
14
26
25
42
226
212
438
13
18
24
62
163
171
334
11
15
22
56
58
240
221
461
13
19
24
30
26
229
191
420
14
16
26
413 385 391 347 346 304 235 236 39 64
27
99
77
105
182
26
382
412
794
16
20
40
32
44
76
19
11
15
26
13
54
63
117
29
140
136
276
35
159
174
333
11
30
63
68
131
22
61
65
126
21
317
246
563
22
26
22
51
67
118
17
23
26
49
16
111
113
224
28
89
104
193
21
68
56
124
18
60
51
111
22
63
37
100
17
124
95
219
10
22
16
18
34
34
10
10
12
12
20
18
38
38
10
15
15
21
30
30
278
52
39
369
25
Page
133
4613
4523 9136
Dzo
Name
Level
Samtse
Samtse
Tendu
Dorokha
Gomtu
Peljorling
Yoeseltse
Bara
Chargharey
Norbugang
Denchukha
Samtse
Sengdhyen
Baseni
Bukey
Dzongsar
Gangthok
Gayshing Goan
Ghatia
Kirney
Mechetar
Mindruling
Namgeychoeling
Pagli
Panabari
Phensum
Soeltapsa
TabaDramtoe
Tachey
Ugentse
Bhoteykharka
Birutar
Buka
Changjuk
Choksa
Daragaon
Dipojona
Dumshi Dara
Fenchi
Jaringay
Kachin
Lamitar
Majuwa
Malbasey
Mandranay
Ngangladang
Nigurey
Noonpani
Pungtha
Rajaruk
Sangla
Sanglung
Sombek
Tading
Tashicholing
Thika
Triting
HSS
HSS
MSS
MSS
MSS
MSS
LSS
LSS
LSS
LSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
ECR
Total
Page
134
Category
U
SR
D
U
SU
SR
R
SR
SR
D
U
D
R
R
U
VR
R
SU
SU
U
D
SR
SU
R
SR
R
VR
R
SR
R
SU
R
R
R
R
R
R
VR
R
SU
R
R
R
R
R
R
R
VR
R
R
R
R
R
SR
R
R
PP
17
17
65
35
23
19
11
25
8
57
27
6
7
8
10
16
12
15
10
5
31
26
26
15
11
14
9
21
6
5
19
10
5
7
5
3
5
2
10
6
7
5
2
6
16
29
73
56
40
25
15
28
19
69
26
4
11
15
6
12
12
7
13
9
42
16
35
10
4
21
8
12
5
4
13
7
5
9
5
7
4
2
4
12
9
6
4
11
45
23
53
63
38
24
18
22
17
71
15
5
5
14
16
22
6
5
21
29
16
31
32
12
17
23
6
11
4
2
11
5
7
7
7
2
2
2
7
6
4
9
3
13
7
6
5
1
3
4
1
11
7
681
II
B
III
B
69 52 60
16 35 35
66 52 55
49 95 88
25 25 43
28 42 44
16 33 40
20 18 36
13 10 13
68 97 92
19 46 53
6
7
5
6
2
5
21 15 18
19
16 18 28
17
6
6
10
22 20 23
19 16 20
16 32 33
26 22 22
49 33 35
13 17 23
14
20 41 42
11 12 11
19 16 18
4
3
2
9
9
6
8
3
8
11 13 13
3
5
7
11
9
4
6
8
4
5
2
8
8
6
8
11
6
9
8
10
6
6
10
6
8
11
12
2
2
5
6
5
3
1
3
5
12
11
6
5
9
10 16
9
1
3
7
5
14
5
4
1
3
2
18
15
15
6
11
1
2
6
2
5
4
792 831 865 863 982
IV
59
32
91
61
41
50
35
21
20
97
44
7
56
29
71
81
41
57
40
32
19
86
38
7
17
22
11
17
12
19
16
32
25
49
23
15
14
27
43
20
52
32
18
2
13
23
14
18
11
11
13
14
19
9
10
8
5
13
13
9
13
10
15
10
892
V
B
VI
79 60
41 31
117 111
53 63
41 37
36 25
36 39
33 30
23 15
101 96
33 24
14 11
64
47
100
82
46
51
18
42
32
63
26
65
43
106
98
55
43
22
32
28
44
33
54
34
98
90
45
27
28
36
25
81
35
67
32
108
106
53
35
36
44
29
96
31
15
23
24
14
36
19
51
26
27
43
23
39
62
27
24
85
17
20
23
18
22
20
43
27
42
17
30
11
14
23
18
11
25
20
6
26
24
37
17
23
27
28
785
803
645
762
973 861 781
VII
VIII
IX
79
52
90
89
48
25
15
47
24
105
21
78
68
86
93
54
29
28
61
26
107
34
61
88
72
94
61
34
0
39
24
96
19
50
61
73
74
58
26
14
598
678
X
B
XI
B
XII
Total
136 125 106 106

40 64 57 62
106 100 65 79
53 66 66 38
84 69 75 76
52 54 37 42
45
21
49
22
43
41
53
53
588 532 471 478 406 403
66
71
84
30
31
88
41
330
669
540
857
821
457
308
194
283
183
768
266
39
14
93
26
67
18
38
146
144
247
104
213
105
28
130
40
130
13
27
44
41
12
14
23
15
7
21
17
20
11
30
16
40
9
11
9
15
19
27
6
11
26
18
11
106 7771
B
333
722
523
853
853
502
312
236
313
193
746
299
33
22
113
25
73
29
38
143
148
282
84
227
118
18
201
50
144
11
33
48
40
8
14
21
24
8
34
12
29
15
38
29
41
14
11
21
16
31
18
14
15
33
7
8
8226
Teachers
Bht
OthBoth
ZLT NBht Total
er
663
1391
1063
1710
1674
959
620
430
596
376
1514
565
72
36
206
51
140
47
76
289
292
529
188
440
223
46
331
90
274
24
60
92
81
20
28
44
39
15
55
29
49
26
68
45
81
23
22
30
31
50
45
20
26
59
25
19
15997
21
31
23
31
43
24
12
11
21
12
44
9
1
2
4
1
2
2
3
9
5
7
1
8
4
1
8
1
8
1
1
1
1
1
1
1
0
1
1
0
2
0
1
2
1
1
1
1
1
1
2
1
1
0
1
1
375
6
8
5
11
6
4
3
4
3
3
7
3
0
0
1
0
1
0
1
1
2
3
0
2
1
0
4
1
1
0
0
0
0
0
0
0
1
0
1
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
84
11
11
1
16
7
8
0
1
0
0
4
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
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
61
38
50
29
58
56
36
15
16
24
15
55
12
1
2
5
1
3
2
4
10
7
10
1
10
5
1
12
2
9
1
1
1
1
1
1
1
1
1
2
1
2
1
1
2
1
1
1
1
1
1
2
1
1
1
1
1
520
Page
T:P
17
28
37
29
30
27
41
27
25
25
28
47
72
18
41
51
47
24
19
29
42
53
188
44
45
46
28
45
30
24
60
92
81
20
28
44
39
15
28
29
25
26
68
23
81
23
22
30
31
50
23
20
26
59
25
19
31
135
Sarpang
Dzo Name
Category
PP
II
III
IV
VI
21
27
19
29
27
28
25
19
24
26
28
31
35
29
120 113
60
58
75
77
67
70
70
52
64
62
52
66
16
10
14
12
LSS
SR
26
29
28
22
49
38
41
39
33
40
44
40
35
LSS
74
79
87
108
94
102 125 99 143 127 101 102 99 115
LSS
12
16
24
24
31
25
40
43
37
38
27
32
34
38
LSS
SR
18
14
22
23
22
21
24
29
26
36
19
30
22
21
Sarpang
LSS
52
48
44
33
74
70
88
81
67
88
74
65
81
75
Umling
LSS
19
16
26
27
15
24
12
21
19
25
19
15
19
33
Chuzagang
PS
14
17
26
24
15
24
23
23
36
46
24
20
21
23
Dechen Perli
PS
SR
12
15
14
20
16
10
16
17
13
15
Gakiling
PS
15
18
15
28
16
Jangchubling
PS
16
12
15
14
15
22
20
26
26
10
14
16
Laring
PS
13
13
11
12
20
16
10
Lhayul
PS
15
13
18
19
14
Retey
PS
Samtenling
PS
15
22
14
25
18
23
14
16
22
21
16
18
12
17
Serzhong
PS
SR
13
15
10
14
19
10
17
15
14
10
15
14
Singye
PS
13
23
16
27
Tareythang
PS
10
Chungshing
ECR
Kencholing
ECR
SU
13
Kharpani
ECR
14
11
Samkhara
ECR
12
Gelephu
HSS
Sarpang
HSS
Norbuling
MSS
Pelrithang
MSS
Kuendrup Early
Learning Centre
PvtHSS
Dekiling
Gelephu
Jigmecholing
Jigmeling
Total
Page
Level
1
31
471 501 471 468 557 559 592 580 568 574 473 468 461 513
136
VII
G
VIII
B
IX
B
X
B
XI
XII
Total
126 127 117 94
61
80
50
63
354
364
124 111
63
83
49
58
24
50
260
Teachers
Bht
OthBoth
ZLT NBht Total
er
T:P
718
23
32
22
302
562
18
14
36
16
75
55
78
70
83
68
65
74
480
456
936
32
42
22
78
62
67
67
55
34
715
668 1383
49
60
23
202 150 164 186 399
358
757
12
10
26
29
44
315
309
624
24
27
23
122 94 127 120
30
23
32
972
946 1918
50
59
33
45
41
37
35
287
292
579
16
20
29
35
28
34
26
222
228
450
15
18
25
64
71
79
66
623
597 1220
34
44
28
27
20
156
181
337
10
34
159
177
336
12
12
28
94
87
181
20
64
43
107
13
116
107
223
25
63
82
145
10
11
13
63
50
113
28
27
43
70
14
111
142
253
11
23
85
98
183
10
18
58
51
109
27
29
27
56
14
14
14
21
30
30
23
21
44
44
21
14
35
35
67
41
470
24
476 394 454 428 388 340 252 258 312 288 238 299 5713 5670 11383 362
Page
137
Thim Throm
Dzo Name
Level
Category
Thimphu Dzongkhag
G B
I
G
II
B
III
B
IV
B
V
B
50
43
89
91
41
41
74
86
82
70
76
91
66
58
69
44
36
40
41
24
30
40
32
28
29
38
26
35
34
36
45
22
47
67
47
47
31
74
69
49
70
64
60
62
54
81
76
65
54
54
51
57
60
68
67
64
45
76
80
41
44
59
50
51
50
36
46
51
51
65
52
52
53
43
65
43
44
27 27 20
22
49
45
39
30
17
41
32
37
36
29
53 37 66
24
58
59
61
68
67
63
57
69
52
61
PS
62
64 67 61
70
62
87
80
85
90
84
92
75
76
Rinchen Kuenphen PS
70
51 62 70
81
85
70
71
59
81
65
60
94
71
Zilnon Namgyeling
Early Learning
Centre
Little Dragon
60
PS
53 65 46
60
54
64
51
54
54
55
64
56
71
58
PvtPS
30 54 19
25
20
29
26
20
16
13
18
14
17
15
Phuensum
PvtPS
33 33 22
30
21
23
15
12
14
PvtPS
21 29 13
13
12
10
Rigsar
PvtPS
60 70 45
46
25
35
27
17
12
15
Sunshine
PvtPS
27 23 24
18
15
27
10
12
10
Thimphu
PvtPS
26 17 19
26
17
24
20
23
18
26
16
14
24
14
841 856 850 864 949 1014 881 905 962 930 932 862 899
896
Khasadrapchu
MSS
36 24 35
38
36
42
40
40
45
35
37
46
49
36
Kuzshugchen
MSS
SR
14 18 22
27
30
34
16
11
21
32
22
28
15
27
Genekha
LSS
10
13
16
11
12
10
12
12
14
11
22
14
Yangchen Gatshel
LSS
19
23
23
13
19
13
18
22
22
30
27
19
Hontsho
PS
SR
15 12 14
18
12
17
16
17
10
10
14
15
Jemina
PS
SR
10
10
12
17
13
19
13
26
13
16
12
Lingzhi
PS
Sisina
PS
SR
16 13 16
19
11
15
13
11
19
12
15
17
Tshaluna
Yum Thuji Zam
Charity
Barishong
PS
Soe
HSS
Yangchenphug
HSS
Kelki
PvtHSS
Nima
PvtHSS
Pelkhil
PvtHSS
Rinchen
PvtHSS
Babesa
MSS
Changangkha
MSS
10 18 19
24
24
22
43
48
45
Dechencholing
MSS
81 72 101
91
87
108
82
88
90
Loseling
MSS
37 41 33
26
73
58
46
56
Lungtenzampa
MSS
DrTobgyel
PvtMSS
27 25 27
31
40
38
30
Druk
PvtMSS
50 46 52
50
30
39
29
Chang Rigphel
LSS
16 22 25
19
35
36
Changzamtog
LSS
45 34 63
58
75
Choden
LSS
Jigme Namgyel
LSS
34 39 39
42
Zilukha
LSS
46 32 27
28
Babesa
PS
50 43 59
Changbandu
PS
Jigme Losel
PS
Lungtenphu
Total
Total Thimphu
138
PvtPS
SR
ECR
VR
ECR
VI
Motithang
Total
Page
PP
10
13 19
17
14
21
15
16
2
1
122 112 151 190 148 183 157 146 154 162 147 174 153
115
963 968 1001 1054 1097 1197 1038 1051 1116 1092 1079 1036 1052 1011
VII
G
VIII
B
IX
B
630
535
1165
35
14
57
20
218 178 187 157 215 166 191
157
811
658
1469
23
27
57
26
221 156 196
163
417
319
736
21
36
20
228 208 328
424
556
632
1188
19
36
33
25
26
44
74
123
197
11
12
26
257 213 244
205
501
418
919
18
34
27
22
48
Teachers
Bht
T:P
NBht Total
Both Other ZLT
Total
139
11
XII
179 131 183 164 125 101 143
XI
49
42
37
43
51 60 80
58
217
203
420
12
19
90
97
155
99
84 65
554
538
1092
38
46
24
100
81
85
84
83 69 79
50
961
909
1870
53
14
76
25
53 70 29
49
61
80
52
48
605
590
1195
41
48
25
105
88
99
78 186 169 223 196
613
531
1144
35
10
53
22
26
17
11
13
12
10
12
291
270
561
28
41
14
24
29
16
20
10
293
330
623
35
11
48
13
42
31
38
29
317
345
662
31
35
19
181 170 165 151
805
747
1552
51
60
26
44
107
105
212
12
18
152 131 123 106
47
678
624
1302
47
54
24
56
61
51
60
45
31
415
388
803
39
45
18
374
341
715
30
35
20
229
197
426
17
21
20
439
394
833
30
33
25
525
538
1063
33
38
28
489
491
980
39
46
21
393
412
805
33
39
21
146
170
316
19
27
12
123
118
241
13
16
15
57
64
121
13
176
201
377
16
20
19
96
99
195
22
140
144
284
15
20
14
927 866 918 754 877 770 797 693 1071 892 1128 1132 12032
175
120
1100
21
64
58
44
47
49 53 31
25
466
444
910
35
49
19
21
11
18
15 19 13
207
221
428
19
22
19
18
26
19
17
128
127
255
10
14
18
16
12
23
16
167
148
315
12
14
23
92
95
187
10
19
77
102
179
10
18
30
26
56
99
92
191
12
16
28
30
58
64
84
148
11
13
11
11
1363
1380
2743
120
30
157
17
1046 973 1022 841 941 842 841 725 1071 892 1128 1132 13395 12814 26209 925
205
127
1257
21
Page
139
119 107 104
87
64 72 44
32
11434 23466 805
Dzo
Name
Level
Category
Trashigang
Jigme Sherubling
Jampeling
Rangjung
Tashitse
Bartsham
Dungtse
Gongthung
Radi
Trashigang
Bidung
Bikhar
Kangpar
Khaling
Rangjung
Sakteng
Thungkhar
Uzorong
Wamrong
Yonphula
Barshong
Bartsham
Benshingmo
Bepan
Berdungma
Brekha
Chaling
Changmey
Chiya
Daliphangma
Dungmanma
Galing
Jangsheri
Jerelemi
Jomtshang
Jonkhar
Kanglung
Kurichilo
Lumang
Merak
Moshi
Pakaling
Pam
Pasaphu
Phegpari
Phongmey
Rangshikhar
Ritshangdung
Rongthung
Saling
HSS
HSS
HSS
HSS
MSS
MSS
MSS
MSS
MSS
LSS
LSS
LSS
LSS
LSS
LSS
LSS
LSS
LSS
LSS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
PS
SR
U
U
SR
R
SR
SR
SR
U
R
R
R
SR
U
D
D
R
SR
SR
SR
SR
VR
D
D
VR
R
R
VR
VR
D
R
VR
VR
VR
VR
U
VR
VR
R
SR
R
SR
D
VR
R
R
VR
R
R
Page
140
PP
II
III
IV
VI
8
8
17
10
7
15
12
15
25
5
22
11
15
4
11
4
15
13
20
10
12
8
13
9
17
9
15
22
12
9
14
7
19
14
41
12
9
12
14
13
18
9
16
13
15
20
13
32
18
15
7
26
18
15
14
22
12
12
14
7
15
6
7
4
13
10
6
9
6
7
5
6
4
6
15
7
7
4
3
8
2
7
4
15
7
17
9
7
7
1
3
2
13
3
10
10
4
8
15
9
17
16
39
9
29
12
25
14
20
13
32
25
14
6
16
12
6
8
8
18
9
3
6
5
5
3
4
6
4
27
13
8
20
16
12
6
5
6
15
2
11
8
11
33
14
44
16
12
12
21
21
16
13
18
14
24
6
12
9
7
3
8
17
6
7
7
5
8
3
6
3
5
33
6
7
16
11
6
2
4
6
12
7
8
8
8
15
12
38
12
16
11
27
17
27
9
22
25
16
8
12
4
2
6
9
15
9
6
16
4
7
4
5
4
11
41
15
8
14
16
10
3
3
7
12
4
9
14
2
11
15
8
5
12
6
12
6
8
2
11
37
14
7
13
6
9
2
4
11
1
12
4
7
22
17
47
14
15
19
14
13
21
9
28
13
9
6
13
3
6
4
6
13
12
12
9
9
5
3
7
5
3
38
6
13
20
15
9
3
6
8
11
7
12
11
9
9
15
11
1
11
3
5
7
6
1
2
38
5
12
13
12
5
5
4
7
15
10
6
21
12
11
8
9
13
7
5
6
9
4
6
6
5
25
18
45
9
15
15
20
13
26
9
8
14
12
3
17
6
7
2
8
11
7
11
8
9
4
4
8
5
6
33
3
9
18
8
6
2
4
8
22
6
11
8
7
5
6
2
8
10
8
9
9
6
20
19
60
10
25
9
18
25
25
13
21
21
8
3
12
5
2
4
8
13
5
9
6
11
8
5
6
3
8
31
7
6
13
15
8
10
10
20
33
15
16
17
15
17
22
8
13
17
17
5
11
6
5
3
3
11
6
6
7
5
7
4
5
3
3
29
10
10
12
10
5
5
3
7
6
4
17
15
47
11
16
9
28
28
28
10
22
20
16
3
12
9
6
2
12
12
10
13
4
3
7
4
7
7
4
24
6
4
19
12
5
3
6
11
12
1
6
5
12
7
20
40
10
13
13
26
19
9
10
20
29
13
5
16
6
8
8
1
10
3
4
6
7
11
2
6
10
18
47
9
20
11
19
17
16
6
15
30
15
10
19
4
6
13
2
14
11
16
12
4
9
2
5
7
5
38
10
6
14
13
8
4
6
6
9
6
9
8
6
5
4
13
7
9
14
VII
VIII
IX
39
39
45
40
29
58
31
11
34
50
40
19
22
31
15
23
38
59
14
16
59
19
15
29
60
32
27
23
16
13
31
31
80
16
27
68
40
20
47
52
19
20
21
22
9
17
25
64
15
25
50
40
14
43
33
24
28
28
23
16
34
36
76
10
XI
XII
71
57
89
87
80
43
66
53
69
85
66
73
52
36
85
71
59
44
67
32
109
71
70
48
39
31
51
51
89
45
89
65
51
18
43
46
91
15
79
66
12
47
11
34
15
34
16
31
213
226
268
255
195
213
190
168
458
183
160
130
167
176
154
105
203
254
128
34
97
38
29
39
38
95
58
55
60
45
53
27
42
19
27
215
47
72
93
80
48
31
25
41
81
32
50
49
48
313
224
346
287
177
230
178
163
391
177
175
134
205
155
184
137
201
291
125
34
97
50
26
25
57
97
56
51
57
35
50
27
44
27
39
212
73
57
104
77
60
28
22
56
78
19
40
71
52
Teachers
Total
Bht
Both Other
526
450
614
542
372
443
368
331
849
360
335
264
372
331
338
242
404
545
253
68
194
88
55
64
95
192
114
106
117
80
103
54
86
46
66
427
120
129
197
157
108
59
47
97
159
51
90
120
100
13
16
14
14
16
16
12
13
23
10
10
11
13
14
9
10
11
14
10
5
5
4
2
2
4
6
5
5
3
5
5
3
3
2
1
12
6
4
8
5
5
5
3
4
4
3
6
6
5
ZLT
4
4
3
4
4
3
3
2
6
3
3
2
3
2
1
2
3
3
2
1
2
1
1
1
1
1
2
0
1
1
1
1
1
1
2
4
1
1
1
1
1
1
1
1
1
1
1
0
1
NBht Total
10
4
9
8
1
3
1
3
5
3
0
0
2
1
0
0
0
2
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
27
24
26
26
21
22
16
18
34
16
13
13
18
17
10
12
14
19
12
6
7
5
3
3
5
7
7
5
4
6
6
4
4
3
3
16
7
5
9
6
6
6
4
5
5
4
7
6
6
T:P
19
19
24
21
18
20
23
18
25
23
26
20
21
19
34
20
29
29
21
11
28
18
18
21
19
27
16
21
29
13
17
14
22
15
22
27
17
26
22
26
18
10
12
19
32
13
13
20
17
Page
141
Dzo
PP
II
III
IV
VI
Level
Thrimshing
PS
VR
10
Tokshingmang
PS
Tongling
PS
Tsangpo
PS
VR
Tshogonpa
PS
VR
Yabrang
PS
Yangnyeer
PS
Yin Gom
PS
Yobinang
PS
VR
Zordung
PS
Thongrong
PS
Gengkhar
Chengri
10
19
13
17
21
17
13
18
14
17
15
18
10
12
13
10
10
15
16
14
10
SR
11
22
10
14
13
12
13
18
13
10
VR
10
10
22
10
10
SR
ECR
ECR
Kheri
ECR
Lem
ECR
Muktangkhar
ECR
Phoshing
ECR
Samkhar
ECR
VR
Thrakthrik
ECR
SR
Yenangbrangsa ECR
SR
541
544
Total
Page
Category
Name
142
2
5
6
3
7
1
432 450 545 529 619 616 623 587 608 627 588 604
VII
G
VIII
B
IX
G
X
B
XI
B
XII
B
Teachers
Total
B
Bht
Both Other ZLT
T:P
45
39
84
17
89
110
199
25
30
38
68
17
45
44
89
22
47
43
90
18
76
45
121
20
87
79
166
24
38
30
68
17
56
20
76
19
31
42
73
18
39
24
63
17
26
13
11
18
11
16
16
11
27
14
14
19
19
12
21
21
13
18
18
12
19
10
14
12
26
26
100
52
600
21
513 506 511 520 486 457 396 444 172 288 158 251 6192 6423 12615 448
NBht Total
Page
143
Trashiyangtse
Dzo
Name
Category
PP
II
III
IV
VI
10
11
10
19
17
10
13
15
13
14
11
14
Baylling
HSS
Tsenkharla
MSS
SR
Bumdeling
LSS
14
12
18
12
18
21
17
22
25
15
14
25
Khamdang
LSS
VR
19
21
21
18
22
20
18
21
16
16
18
17
17
15
Kheni
LSS
15
10
12
14
19
20
19
13
13
13
Ramjar
LSS
11
12
14
16
17
14
16
16
20
11
25
14
16
Thragom
LSS
VR
10
12
13
12
Tongmijangsa LSS
13
10
16
14
10
17
14
20
Trashiyangtse LSS
U3
18
24
34
24
50
42
62
44
44
44
48
56
44
42
13
2
5
11
Chakedemi
PS
11
Dhalikha
PS
VR
Doksum
PS
SR
Dukti
PS
Jamkhar
PS
Jangphutse
PS
VR
Langmadung
PS
Lichen
PS
Manan
PS
VR
Melongkhar
PS
Pangthoka
PS
VR
Rabtey
PS
VR
Shali
PS
Shingkhar
PS
Shongring
PS
Tarphel
PS
14
Tokaphu
PS
Tsangphuchen PS
10
16
14
Tshaling
PS
14
10
Womanang
PS
Yallang
PS
VR
Total
Page
Level
12
10
12
10
10
10
18
12
12
17
10
15
16
18
11
15
10
10
164 161 240 215 256 252 265 248 279 264 251 277 231 248
144
VII
VIII
IX
29
32
26
23 104 104
41
36
25
31
16
17
35
34
20
26
XI
XII
77
65
62
51
55 70
T:P
229
261
490
15
24
20
332
370
702
22
32
22
30
172
189
361
13
15
24
12
179
156
335
42
40
31
164
149
313
10
14
22
15
13
10
121
147
268
13
16
17
28
20
23
109
95
204
10
12
17
58
59
33
38
165
170
335
12
14
24
62
53
56
37
418
366
784
20
25
31
51
40
91
13
15
14
29
15
32
33
65
11
14
31
43
74
12
28
30
58
15
37
51
88
15
26
27
53
11
10
15
37
31
68
11
37
28
65
29
19
48
12
39
46
85
12
55
46
101
14
22
27
49
12
64
63
127
21
43
34
77
15
79
71
150
19
47
41
88
13
36
33
69
12
33
31
64
35 75
Both Other ZLT
NBht Total
302 273 230 204 181 169 155 170 55 70
Bht
93 119
Teachers
Total
35 75 2644 2626 5270
216
51
11
274
19
Page
145
Trongsa
Dzo
Category
Name
Level
Sherubling
HSS
Taktse
MSS
SU
Samcholing
MSS
Langthel
LSS
Tshangkha
LSS
SR
Baling
PS
Bemji
Tsirang
PS
VR
Bjeezam
PS
Chendebji
PS
Jangbi
PS
Jongthang
PS
Karshong
Kela
Korphu
Kuengarabten
II
B
III
IV
9
11
11
13
11
13
VI
17
12
12
11
16
13
10
17
17
15
13
10
15
17
12
12
11
10
13
10
10
12
13
10
10
VR
PS
PS
VR
PS
PS
SR
11
11
10
Nabji
PS
Namgaycholing
PS
Nimshong
PS
VR
12
11
Samcholing
PS
SU
13
10
12
15
24
14
Simphu
PS
VR
Tongtongphey
PS
SR
10
Trashidingkha
PS
12
16
18
18
23
11
14
12
14
Trongsa
PS
SU
24
25
32
33
30
36
36
43
44
42
54
37
32
28
Yudrukcholing
PS
SR
11
Tashi Pokto
ECR
SU
84
105 172 175 169 181 162 163 175 192 179 156 137
142
Total
Damphu
HSS
SU
Mendregang
MSS
SR
Damphu
LSS
SU
61
46
81
78
77
92
72
82
70
92
85
86 102
105
Tsirang toe
LSS
VR
14
15
13
20
19
22
27
24
29
16
24
23
28
33
Barshong
PS
11
18
21
18
19
16
10
23
13
21
Beteni
PS
12
14
13
11
13
15
14
18
18
18
16
Daunthrey
PS
VR
11
12
16
Gopini
PS
15
15
14
17
11
12
26
13
24
16
18
19
17
15
Gosaling
PS
SU
11
17
11
13
12
20
18
16
18
23
14
29
17
15
Mendrelgang
PS
SU
27
25
23
30
29
30
28
32
31
36
37
25
24
28
Sergithang
PS
VR
17
15
32
16
16
21
12
24
24
23
21
19
17
24
Phuentenchu
PS
SU
10
15
17
14
20
20
22
22
29
17
12
13
Semjong
PS
11
12
17
21
21
28
21
21
26
15
20
Silami
PS
12
17
17
14
20
19
20
23
25
25
19
17
17
18
Tsholingkhar
PS
VR
13
11
16
21
18
30
26
33
11
15
Nimazor
ECR
SU
13
14
12
14
Toisang
ECR
VR
223 223 279 285 294 347 310 342 306 325 287 285 246
266
Total
Page
PP
146
VII
VIII
IX
XI
XII
25
32
33
24
53
53
59
35
23
48 22 39
18
27
28
21
64
61
41
73
20
19
19
15
16
15
47
43
46
28
23
40
28
21
133 161 154 109 133 129 100 108 23

127 151 89
48 22 39
Both
Other ZLT
NBht Total
2
T:P
215
231
446
19
151
182
333
16
25
18
20
17
99
98
197
11
179
152
331
14
14
14
19
115
115
230
11
15
17
15
48
45
93
13
48
42
90
15
40
41
81
16
29
35
64
13
33
32
65
13
11
17
37
29
66
13
14
19
33
17
23
24
47
12
49
52
101
20
26
37
63
16
18
13
31
35
49
84
28
43
58
101
20
14
22
22
40
49
89
15
87
89
176
20
252
244
496
21
24
21
35
47
82
21
13
1643
1708
3351
154
44
202
17
336
427
763
22
28
27
313
641
23
32
20
125 110 105 127
778
818
1596
39
48
33
44
232
254
486
14
18
27
84
100
184
26
91
95
186
23
32
32
64
32
125
107
232
26
101
133
234
10
23
199
206
405
12
15
27
139
142
281
31
110
101
211
35
26
82
42
89
34
74 105 77
64
83 108 37 77
Bht
328
70
91
G B
Teachers
Total
80
59
239 234 228 260 232 228 153 171 83 108 37 77
112
124
236
130
133
263
29
84
110
194
24
30
47
77
39
15
15
2917
3151
6068
176
38
221
27
Page
147
Name
Wangduephodrang
Dzo
Category
PP
II
III
IV
VI
14
12
18
17
30
30
27
26
15
44
14
Bajo
HSS
Gaselo
HSS
Phobjikha
MSS
Samtengang
MSS
SR
Gaselo
LSS
14
18
17
17
20
26
30
15
20
19
27
20
24
15
Nobding
LSS
13
15
15
18
16
15
16
24
15
22
16
13
Wangdi
LSS
54
55
86
90
78
61
88
85
56
87
88
89
110 101
Bayta
PS
13
16
14
18
16
12
15
13
11
15
12
15
Bjena
PS
11
Dangchu
PS
VR
16
14
11
10
10
Hebesa
PS
20
17
17
16
12
15
11
15
12
12
13
Jala
PS
VR
14
10
Kazhi
PS
VR
12
11
10
13
12
15
11
11
Khotokha
PS
VR
13
15
21
18
16
17
17
18
11
16
Nahi
PS
10
12
12
10
10
Phuensum Deki
PS
VR
11
12
10
Rameychen
PS
VR
17
17
15
19
13
19
12
10
19
11
12
Rinchengang
PS
18
16
12
18
16
16
10
11
20
Rubesa
PS
11
11
12
Rukubji
PS
VR
11
10
10
14
10
Samtengang
PS
SR
25
25
17
28
22
30
19
13
34
26
22
19
19
19
Sephu
PS
14
16
13
10
12
Sha Tasha
PS
18
15
15
12
23
15
14
12
13
Singay Namgay
PS
SR
14
13
15
16
14
12
11
12
Tencholing
PS
SU
72
79
80
96
81
73
63
72
61
59
78
78
75
66
Uma
PS
VR
Athang
ECR
Domchoethang
ECR
VR
Dongkobji
ECR
VR
12
Dranghal
ECR
VR
Gangphel
ECR
VR
12
14
Gogona
ECR
VR
Matalungchu
ECR
VR
Ridha
ECR
Total
Page
Level
148
386 408 431 481 432 428 435 401 391 420 385 376 416 343
VII
VIII
IX
G
49
46
63
42 115 116 122 91 30 28 19 41
47
30
64
44
46 36 46 34 39
33
70
Teachers
Total
74
XII
70
XI
Bht
Both
Other
ZLT
NBht
Total
T:P
398
364
762
33
42
18
184
205
389
12
22
18
252
184
436
16
19
23
32
40
52
40 106 105 92
282
255
537
24
29
19
37
31
82
43
271
204
475
15
21
23
62
47
33
29
193
192
385
11
12
32
115 102 124 91
799
761
1560
38
47
33
101
84
185
46
41
43
84
14
61
50
111
19
92
91
183
37
47
45
92
15
67
76
143
20
100
90
190
32
68
51
119
17
44
48
92
13
99
83
182
36
67
79
146
21
59
46
105
13
56
60
116
29
158
160
318
10
14
23
52
71
123
21
86
87
173
35
70
75
145
29
510
523
1033
27
35
30
46
39
85
17
10
10
20
10
15
14
29
15
13
20
33
17
16
28
44
44
23
19
42
21
12
20
10
11
13
24
12
10
342 296 418 278 291 295 258 207 66 74 53 80 4304 4087 8391
10
278
64
12
354
24
Page
149
Zhemgang
Dzo
Name
Category
PP
II
III
IV
VI
11
12
21
18
20
11
25
14
Zhemgang
Prince
Namgay
Wangchuk
Buli
Sonam
Thang
Yebilaptsa
HSS
MSS
Gomphu
LSS
SR
10
11
11
11
Tingtibi
LSS
16
17
21
16
14
17
12
20
26
25
28
17
21
Zhemgang
LSS
SU
24
26
34
28
35
28
38
28
39
39
37
49
34
24
Bardo
PS
Barpong
PS
VR
Bjokha
PS
10
10
16
13
21
13
14
21
Budashi
PS
VR
15
20
10
11
17
Digala
PS
Dunmang
PS
VR
10
Goling
PS
Goshing
PS
13
11
11
11
10
12
10
13
10
11
14
17
14
Kaktong
PS
12
11
11
Khomsher
PS
12
13
10
12
17
11
17
20
18
18
15
18
Kikhar
PS
SR
Langdurbi
PS
10
10
15
13
Nimshong
PS
Panbang
PS
VR
24
27
24
18
24
12
28
26
24
29
27
36
23
25
Pantang
PS
10
10
11
Repati
PS
Shingkhar
PS
10
10
12
19
13
Tali
PS
Tashibi
PS
VR
Thrisa
PS
Tradijong
PS
VR
Tshaidang
PS
Tshanglajong PS
VR
Tama
Total
Grand Total
Page
Level
150
PvtHSS
U
VR
MSS
MSS
SU
ECR
10
11
10
13
12
10
190 199 208
228
218 188 226 199 268 255 279
267 246 228
6517 6947 7836 8007 8377 8589 8355 8366 8436 8315 7856 7917 7574 7483
VII
G
VIII
B
IX
B
XI
XII
Teachers
Total
Bht
Both Other ZLT
NBht Total
T:P
33
34
87
65
43
76
35
77
198
252
450
16
27
17
29
43
27
35
56
78
134
10
13
281
196
477
16
19
25
62
42
54
49
70
31
73
66
76
53
62
80
45
78
256
277
533
18
20
27
44
53
34
29
48
69
42
68
168
219
387
12
21
18
14
19
24
26
90
101
191
10
11
17
22
20
16
19
158
177
335
14
17
20
42
29
36
34
319
285
604
20
25
24
42
35
77
13
19
25
44
15
85
82
167
21
81
67
148
25
18
17
35
12
27
25
52
26
37
33
70
14
84
82
166
24
42
53
95
12
100
97
197
25
14
20
10
53
41
94
24
26
24
50
13
174
173
347
12
12
29
60
47
107
15
15
24
24
72
69
141
24
12
16
28
43
35
78
13
22
26
48
10
29
31
60
20
37
37
74
12
34
22
56
14
14
23
12
5312
217
40
15
272
20
7369 6990 7178 6350 6462 5946 5289 5244 3635 3751 3574 4284 88458 88189 176647 6027 1326 579
7932
22
Page
151
257 229
240 210 213 214 174
211
72
119
62
112 2653 2659
Annex 6.1. Enrolment in Continuing Education program and NIVI, 2012

Name of the
Dzongkhag School and
Institute
Level
Bumthang
Sonam Kuenphen
PvtHSS
Chukha
Chukha
HSS
Chukha
Gedu
HSS
Chukha
Reldri
PvtHSS
Lhuentse
Lhuentse
HSS
Mongar
Sherab Reldri
PvtHSS
Paro
Tenzin
PvtHSS
Paro
Yoezerling
PvtHSS
Pgatshel
Nangkhor
HSS
Samtse
Peljorling
HSS
Samtse
Samtse
HSS
Sarpang
Kuendrup
PvtHSS
Thimphu
Kelki
PvtHSS
Thimphu
Nima
PvtHSS
Thimphu
Rinchen
PvtHSS
Trashigang
Jampeling
HSS
Trashiyangtse Bayling
HSS
Trongsa
Sherubling
HSS
Tsirang
Damphu
HSS
Wangdue
Bajo
HSS
Zhemgang
Zhemgang
HSS
Trashigang
National Institute
for Visually
Impaired
Total
Grand Total including school enrolment
Page
152
PP
II
III
IV
B
6,520 6,952 7,842 8,009 8,379 8,590 8,356 8,366 8,441 8,320 7,858 7,921
VI
G
VII
B
VIII
B
IX
B
X
B
XI
B
XII
Both
13
11
19
14
32
25
57
13
11
13
11
24
17
12
29
19
46
31
77
19
19
23
11
11
17
13
13
20
11
11
34
22
45
33
78
19
19
27
14
13
14
59
52
72
66
138
21
12
52
34
73
46
119
120
65
143
80
263
145
408
37
37
37
37
74
65
52
81
61
146
113
259
17
12
17
12
29
17
20
19
26
45
22
22
24
26
50
30
13
39
16
55
36
25
37
41
73
66
139
13
22
20
42
970
742
1712
332
250
616
7,577 7,486 7,369 6,990 7,178 6,350 6,462 5,946 5,289 5,244 3,967 4,001 4,190
Total
472
4,756 89,428 88,931 178,359
Page
153

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Vision

.an educated and enlightened society of gyalyong gakid

Mission of the Ministry of Education

To build a broadly liberal, culturally sensitive, forward-looking, standard based education

ANNUAL EDUCATION STATISTICS, 2012

Copyright 2012 Policy and Planning Division, Ministry of Education

Twenty fourth Edition :

Policy and Planning Division

Annual Education Statistics

3. SECONDARY EDUCATION (VII-XII...................................................................... 31-34

Annual Education Statistics

4. TERTIARY and VOCATIONAL EDUCATION....................................................... 35-37

Girls Enrolment.......................................................................................... 45-50

10.1 Student-Teacher Ratio..................................................................................... 56

11. EXAMINATION RESULTS and efficiency indicators............................... 63-70

Annual Education Statistics

12. school feeding................................................................................. 73-74

12.1 School Feeding Programme............................................................................ 73

13. EDUCATION FACILITIES................................................................................... 74-81

Annual Education Statistics

Annual Education Statistics

Annual Education Statistics

Schools established in 2012..................................................................................................104

ACRONYMS, ABBREVIATIONS AND GLOSSARY

Annual Education Statistics

Annual Education Statistics

Resource Centre Services

Teacher Pupil Ratio

Annual Education Statistics

Lower Secondary Schools

Middle Secondary Schools

Higher Secondary Schools

A Early Childhood Care & Development

Sub- Total (B)

E Tertiary Institutes under RUB

H Monastic Education (Lobdra, Shedra, etc)

I Continuing Education Centres

Annual Education Statistics

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

24,585 24,220 48,805

Lower Secondary School 24,665 25,110 49,775

Middle Secondary School 19,065 19,714 38,779

3,310 3,283 6,593

Early Childhood Care & Development

Higher Secondary School 13,155 12,954 26,109

83,181 83,538 166,719 5,008 4,920 9,928

Tertiary Students in India

Tertiary Students abroad

Tertiary Institutes under

83,181 83,538 166,719 5,230 5,048 10,278 88,411

1,770 1,391 3,161

2,596 2,547 5,143

Monastic Education ****

99,818 96,628 196,446 13,496 8,117 21,613 113,314 104,745 218,059

Annual Education Statistics

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

Early Childhood Care & Development

Lower Secondary School

Middle Secondary School

Higher Secondary School

Tertiary Institutes under

Annual Education Statistics

Figure II: Fact Sheet: Bhutan: Some Education Indicators 2012