Findings from the Bhutan Learning Quality Survey

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Abstract

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.