Findings from the Bhutan Learning Quality Survey

The education sector in Bhutan has been growing steadily since the 1960s and concomitantly the literacy rates of the population have also been steadily going up over time. The mostly mountainous country regards education as central to its national development. Every cohort has seen an increasing share of children going to school and the education system now strains to keep up with the speed with which enrolment has expanded over the last ten years, in-line with Bhutan's commitment to meet the education Millennium Development Goals (MDGs). This report is structured as follows: section two presents the background and context of Bhutan's education system; section three discusses previous theoretical and empirical literature on education quality; section four describes the sampling design methodology, the sample and empirical methodology used in this study; section five presents findings on students' actual knowledge in three subjects and their corresponding scaled scores; section six presents the results of multivariate regression analysis for estimating school, teacher and child related correlates of learning outcomes; section seven profiles teachers in grades two and four and the education process; and section eight concludes with brief summary, discussion of policy implications, and recommendation for future research.

Bibliographic Details

Main Author:	World Bank
Format:	Policy Note biblioteca
Language:	English en_US
Published:	Washington, DC 2009-01
Subjects:	ACCESS TO SCHOOLS, ADEQUATE INFRASTRUCTURE, AGE OF ENTRY, ASSESSMENT SYSTEM, AVERAGE PUPIL-TEACHER RATIO, BASIC COMPETENCIES, BASIC EDUCATION, BASIC SKILLS, BETTER LEARNING, CHILDREN IN SCHOOLS, CLASS ORGANIZATION, CLASS SIZES, CLASSROOM, CLASSROOMS, COGNITIVE SKILLS, COMMUNITY SCHOOL, COMMUNITY SCHOOLS, CURRICULA, CURRICULUM, DISABLED CHILDREN, DISTRICT EDUCATION, EARLY CHILDHOOD, EARLY CHILDHOOD EDUCATION, EARLY GRADES, ECONOMIC GROWTH, EDUCATION ASSESSMENT, EDUCATION OFFICERS, EDUCATION OPPORTUNITIES, EDUCATION OUTCOMES, EDUCATION POLICY, EDUCATION PROVIDERS, EDUCATION QUALITY, EDUCATION REFORMS, EDUCATION SECTOR, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL ATTAINMENT, EDUCATIONAL MATERIALS, EDUCATIONAL OUTCOMES, EDUCATIONAL PROGRESS, EDUCATIONAL QUALITY, EFFECTIVE LEARNING, EFFECTIVE SCHOOLS, ELEMENTS, END OF GRADE, FEMALE LITERACY, FEMALE LITERACY RATE, FEMALE TEACHERS, FREE BASIC EDUCATION, FUTURE RESEARCH, GENDER DIFFERENCES, GENDER DISPARITY, GENDER GAP, GENERAL EDUCATION, GER, GIRLS, GLOBAL EDUCATION, GRADE REPETITION, GRADUATE DEGREES, GRADUATE TEACHERS, GROSS ENROLMENT, GROSS ENROLMENT RATE, HEAD TEACHERS, HIGH RATES OF TEACHER ABSENTEEISM, HIGHER GRADE, HIGHER GRADES, HIGHER TEST SCORES, HOME LANGUAGE, HUMAN CAPITAL, HUMAN DEVELOPMENT, HUMAN DEVELOPMENT OUTCOMES, HUMAN RESOURCES, ILLITERACY, INSTRUCTION, INTERVENTIONS, KNOWLEDGE ECONOMY, LANGUAGE OF INSTRUCTION, LEARNING, LEARNING ACHIEVEMENT, LEARNING ACHIEVEMENTS, LEARNING LEVELS, LEARNING OUTCOMES, LEARNING TIME, LITERACY, LITERACY RATE, LITERACY RATES, LITERATE PARENTS, LITERATURE, LOWER SECONDARY, LOWER SECONDARY SCHOOL, LOWER SECONDARY SCHOOL TEACHERS, LOWER SECONDARY SCHOOLS, MALE LITERACY RATE, MATH SCORES, MATH TEST, MATHEMATICS, MINISTRY OF EDUCATION, MODERN EDUCATION, NATIONAL CURRICULUM, NATIONAL EDUCATION, NATIONAL LANGUAGE, NER, NET ENROLMENT, NET ENROLMENT RATE, NUMBER OF STUDENTS, NUMBER OF TEACHERS, NUMERACY, NUTRITION, OBSERVABLE CHARACTERISTICS OF SCHOOLS, OLDER CHILDREN, PAPERS, PARTICIPATION IN EDUCATION, PEDAGOGICAL SUPPORT, PRIMARY CLASSES, PRIMARY CYCLE, PRIMARY EDUCATION, PRIMARY GRADES, PRIMARY GROSS ENROLMENT RATE, PRIMARY LEVEL, PRIMARY LEVELS, PRIMARY SCHOOL, PRIMARY SCHOOL CYCLE, PRIMARY SCHOOLS, PRIVATE PRIMARY SCHOOLS, PRIVATE SCHOOL, PRIVATE SCHOOL TEACHERS, PRIVATE SCHOOLS, PROFESSIONAL DEVELOPMENT, PROFICIENCY, PUBLIC EDUCATION, PUBLIC SCHOOL, PUBLIC SCHOOL TEACHERS, PUBLIC SCHOOLS, PUPIL TEACHER RATIO, PUPIL-TEACHER RATIO, QUALIFIED TEACHERS, QUALITY EDUCATION, QUALITY OF EDUCATION, QUALITY OF TEACHING, QUALITY PRIMARY EDUCATION, QUALITY TEACHERS, RATES OF ABSENTEEISM, READING, READING COMPREHENSION, REPETITION RATE, REPETITION RATES, RURAL AREAS, SCHOOL ADJUSTMENT, SCHOOL ADMINISTRATORS, SCHOOL BUDGETS, SCHOOL CHILDREN, SCHOOL EFFECTS, SCHOOL ENROLMENT, SCHOOL INFRASTRUCTURE, SCHOOL LEVEL, SCHOOL LOCATION, SCHOOL OWNERSHIP, SCHOOL PARTICIPATION, SCHOOL QUALITY, SCHOOL SURVEY, SCHOOL TEACHERS, SCHOOL TYPES, SCHOOLING, SECONDARY SCHOOL, SECONDARY SCHOOL TEACHERS, SECONDARY SCHOOLS, SMALL SCHOOLS, STUDENT ACHIEVEMENT, STUDENT BACKGROUND CHARACTERISTICS, STUDENT CHARACTERISTICS, STUDENT LEARNING, STUDENT LEARNING ACHIEVEMENT, STUDENT LEARNING OUTCOMES, STUDENT OUTCOMES, STUDENT PERFORMANCE, SUBJECTS, TEACHER, TEACHER ABSENTEEISM, TEACHER CERTIFICATION, TEACHER CHARACTERISTICS, TEACHER EDUCATION, TEACHER EFFECTIVENESS, TEACHER EXPECTATIONS, TEACHER INCENTIVES, TEACHER MOTIVATION, TEACHER PERFORMANCE, TEACHER PROFESSIONAL DEVELOPMENT, TEACHER QUALITY, TEACHER SALARIES, TEACHER TRAINING, TEACHERS, TEACHING, TEACHING FORCE, TEACHING METHODS, TEACHING STRATEGIES, TEACHING-LEARNING, TEACHING-LEARNING PROCESS, TEXTBOOKS, UNIVERSAL EDUCATION, UNIVERSAL PARTICIPATION,
Online Access:	http://documents.worldbank.org/curated/en/2009/01/10193045/findings-bhutan-learning-quality-survey http://hdl.handle.net/10986/17940
Tags:	Add Tag No Tags, Be the first to tag this record!