minimum facilites

7/29/2019 minimum facilites

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1 ECRs monitoring difficult because parent school not able to reach monthly, and no travel budget

2 Multigrade not working well, impacts quality. Multigrade training quality is not good enough to prep

3 CBTs are being used in most remote areas

4 Boleros to be given for each cluster to transport food and children during emergencies

5 Bolero could be given for each boarding primary and lss (could save on porter pony)

6


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are teachers.


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1 Projections (Population and Enrolment)

2 Implications of family planning, rural uran migration, economic activities

3 Connection between neighbouring schools and even schools across gewog lines and dzongkhag line

4 Concept of rationalization, cost benefits, case study

5 Quality of education, and especially for rationalized ECRs

6 Basic minimum infrastructure for schools at various levels and ECRs7 Standards and norms (student toilet ratio, height of ceilings, classroom size etc)

8 Planning and costing

9 Maintenance and renovation

10 Compacts, commitments and goals (ABSD, MDGs, EFA etc)

11 Strategies for achieveing these goals

12 Group work on population projections, projecting NER etc

13 NFE, ECCD, TRCs

14 Gender responsiveness, meeting gender related goals, strategies

15

Preparation for the workshop

DEOs

Population figures for dzongkhag by gewog and by school catchment, including method of data coll

Flow chart showing movement of students from ECR to school, school to school, boarding, feeding s

11th FYP for dzongkhags

PPD

Agedata by school and dzongkhagEnrolment projections by dzongkhag and country

Basic minimum facilities

Costings


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ction

tatus


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Day One

1

2

3

4

56

7

8

9

Day Two


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Compacts, commitments and goals (ABSD, MDGs, EFA etc)

Projections (Population and Enrolment)

Implications of family planning, rural uran migration, economic activities

Connection between neighbouring schools and even schools across gewog lines and dzongkhag lines

Concept of rationalization, cost benefits, case studyQuality of education, and especially for rationalized ECRs

Basic minimum infrastructure for schools at various levels and ECRs

Standards and norms (student toilet ratio, height of ceilings, classroom size etc)

Maintenance and renovation

Protocol and guidelines for establishment of new schools, upgradation

Formats for proposals

Monitoring and evaluation

Protocol for stipends

11thFYP

Discuss the outcomes, outputs and activities

Formats and reporting

10th Plan

Successes, challenges, lessons learnt


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Time Components

2 Discuss the goals, and see where the country and dzongkhags stand, discuss issues and chall

2 Brief description of the importance of population, how to project populationa nd enrolmen

2 (3 and 4 can be covered together as part of 2)

1 Present the status of rationalization in the 10th Plan, discuss the issues and challenges1 Discuss the importance of enhancing quality of education in the ECRs, group work on how t

1 What are the basic facilities required to impart a wholesome education

1 What are the standards and norms based on international standards and national standard

0.5 Importance of maintaining the facilities to avoid excessive expenditure later on

whole day


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lenges. Group work on strategies to achieve these goals within the 11thFYP

, hands on training

ensure quality without increasing costs


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Presentation on TRCs- Objectives

Group work on objective of TRCs

What should be the role of TRCs

Strategies for TRCs

Resource requirements for TRCs


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Strategies for improving quality of education

Group work - definition of quality of education

What is the current status of learning outcomes

What are the characteristics of the current situation in the schools in each dzongkhag

What are the weaknesses, which subjects children are weak in

How would we address the weaknesses and improve quality

MGT in ECRs -

How to address the issues

Role of teachers from parent schools

Role of TRCs


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9:00AM 10:00AM

10:00AM 10:30AM

10:30AM 11:00AM

11:00AM 12:00PM

12:00PM 1:00PM

1:00PM 2:00PM

2:00PM 3:30PM

3:30PM 4:00PM

4:00PM 5:00PM

8:30AM 9:30AM

9:30AM 10:30AM

10:30AM 11:00AM

11:00AM 12:00PM

12:00PM 1:00PM

1:00PM 2:00PM

2:00PM 3:30PM

3:30PM 4:00PM

4:00PM 5:00PM

8:30AM 9:30AM

9:30AM 10:30AM

10:30AM 11:00AM

11:00AM 11:30AM

11:30AM 1:00PM

1:00PM 2:00PM

2:00PM 5:00PM

Time


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Agenda

Guidelines for New Establishment, Upgradation,Downgradation and Closure of Schools and ECRs

Basic Minimum Facilities in each level of school

Tea break

Costing of facilities in the 11th Plan

Low Cost designs and procedures

Lunch break

11th FYP of Dzongkhags (Format - getting it correct)

Tea break

11th FYP of Dzongkhags (linking the sheets)

Planning Educational Facilities based on Enrolment andPopulation

Introduction to RBM and Dzongkhag Programme Profile

Tea break

Understanding the Outcome Indicators

Components of the 11th FYP (PD, Youth, PDCs, NFE, ECCD,

and recurrent)

Lunch break

Lessons learnt in 10th Plan and Spill Over of Works

Tea break

Work on 11th FYP

Monitoring and evaluation (format and timeline)

Discussion on Issues and Challenges

Tea break

Development of Programme Profiles

Work on Individual Dzongkhag Programme Profile

Lunch Break

Presentation of Dzongkhag FYP

Wednesday, 9th January, 2013

5th DEOs Workshop

Finalization of the 11th FYP

Monday, 7th January, 2013

Tuesday, 8th January, 2013


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Agency Responsible

Dechen Zam

Dochu

SPBD

Dechen Zam

PPD

PPD

Dechen Zam

Thinley Rinzin

Dechen Zam

Phurba

PPD

DCRD

DSE

ESWS Manager

DEOs


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Level Facilities less than

30 children

more than

30 children

100-250

children

Boardi

ng

Remarks

ECR

PS


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30 children

more than

30 children

100-250

children

Boardi

ng

Remarks

LSS


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30 children

more than

30 children

100-250

children

Boardi

ng

Remarks

Administration building

Classrooms Depending on number of sections estimating 40 per class

LSS lab 1

IT lab 1

LibraryToilets 1 toilet for 25 girls and 1 toilet for 40 boys

Football ground

Basketball ground

Furniture

Computers for school 1 computer for 30 children

Office equipment

Principals quarter

Staff quarters In remote and rural areas

Dining hall 1

Hostel and toilet 2 Attached caregiver's room for primar

Warden and matrons quarters 2

Kitchen and store 1

Water supply

Sap supplies and toolsBolero 1

MSS


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30 children

more than

30 children

100-250

children

Boardi

ng

Remarks



HSS lab 1

IT lab 1

LibraryToilets 1 toilet for 25 girls and 1 toilet for 40 boys

Football ground 1

Basketball ground

Furniture

Computers for school 1 computer for 30 children at primary and 1:10 at secondary

Office equipment

Principals quarter

Staff quarters in remote and rural areas

Dining hall 1

Hostel and toilet 2 Attached caregiver's room for primar


Kitchen and store 1

Water supply

SAP supplies and toolsSchool bus 1

HSS


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30 children

more than

30 children

100-250

children

Boardi

ng

Remarks



HSS lab 1

IT room 1

Toilets 1 toilet for 25 girls and 1 toilet for 40 boysFootball ground 1

Basketball ground

Furniture

Computers for school 1 computer for 30 children at primary and 1:10 at secondary

Office equipment

Principals quarter

Staff quarters in remote and rural areas

Dining hall 1

Hostel and toilet 2


Kitchen and store 1

Water supply

Sap supplies and tools

School bus 1


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What is a low cost design

1 Semi-permanent in nature

2 Shorter construction period

3 Using locally available materials such as mud, stone, bamboo, wood and sometimes p

4 May use local methods of construction and local skilled labour

5 Cheaper than using reinforced concrete and bricks6 Costs less than normal construction methods

Why?

Cost effectiveness

Short time for construction

Local skills and materials available

Promote local economy

Where?

Wherever it is feasible

Where it is not possible to transport building materials

Where there is no road

Where the enrolment is not sustainable and there is a possibility of the school closing

Generally in remote areas

Generally in primary schools

In ECRs

Challenges

Climatic conditions may affect the quality and longevity of such buildingsHumidity, termites etc may harm the buildings

There may not be local materials available such as stones or wood

There may not be local skills and contractors available

Multi-storey construction may not be possible

Space constraints

Procedure

SPBD designs available

Dzongkhags may also come up with their own designs, but will need to clear it with SP

Reminders

Low cost designs should not cost as much as regular designs

May be better to have dzongkhag engineers design them and get them cleared by SPB

Need to maintain prescribed structural and space requirements

Need to ensure conducive learning conditions such as heat and cold insulation, natura


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e-fabricated

down ultimately

BD

D

l lighting, energy efficiency and sound proofing


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Projections

Class/Year PP 1 2 3 4 5

2012 13,464 15,843 16,966 16,721 16,751 15,773

2013 13,795 13,333 15,843 16,966 16,721 16,751

2014 13,333 13,795 13,333 15,843 16,966 16,721

2015 13,780 13,333 13,795 13,333 15,843 16,966

2016 15,323 13,780 13,333 13,795 13,333 15,843

2017 14,133 15,323 13,780 13,333 13,795 13,333

2018 14,544 14,133 15,323 13,780 13,333 13,795

2019 14,544 14,133 15,323 13,780 13,333

2020 - 14,544 14,133 15,323 13,780

2021 - - 14,544 14,133 15,323

2022 - - - 14,544 14,133

2023 - - - - 14,544

Population of Bhutan

0 1 2 3 4 52013 14544 14133 15323 13780 13333 13795

2014

2015

2016

2017

2018

2019

2020

2021

2022


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6 7 8 9 10 11 12

15,057 14,359 13,528 12,408 10,533 7,386 7,858

15,773 15,057 14,359 13,528 12,408 4,213 7,386

16,751 15,773 15,057 14,359 13,528 4,963 4,213

16,721 16,751 15,773 15,057 14,359 5,411 4,963

16,966 16,721 16,751 15,773 15,057 5,744 5,411

15,843 16,966 16,721 16,751 15,773 6,023 5,744

13,333 15,843 16,966 16,721 16,751 6,309 6,023

13,795 13,333 15,843 16,966 16,721 6,700 6,309

13,333 13,795 13,333 15,843 16,966 6,688 6,700

13,780 13,333 13,795 13,333 15,843 6,786 6,688

15,323 13,780 13,333 13,795 13,333 6,337 6,786

14,133 15,323 13,780 13,333 13,795 5,386 6,337


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Costing for PD

Based on 80 hours PD per teacher

Brokem up into SBIP, CBIP, DBIP


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Class/Year PP 1 2 3 4 5

2012 13,464 15,843 16,966 16,721 16,751 15,773

2013 4,500 13,464 15,843 16,966 16,721 16,751

2014 4,500 13,464 15,843 16,966 16,721

2015 - 4,500 13,464 15,843 16,966

2016 - - 4,500 13,464 15,8432017 - - - 4,500 13,464

2018 - - - - 4,500

2019 - - - - -

2020 - - - - -

2021 - - - - -

2022 - - - - -

2023 - - - - -


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6 7 8 9 10 11 12

15,057 14,359 13,528 12,408 10,533 7,386 7,858

15,773 15,057 14,359 13,528 12,408 4,213 7,386

16,751 15,773 15,057 14,359 13,528 4,963 4,213

16,721 16,751 15,773 15,057 14,359 5,411 4,963

16,966 16,721 16,751 15,773 15,057 5,744 5,41115,843 16,966 16,721 16,751 15,773 6,023 5,744

13,464 15,843 16,966 16,721 16,751 6,309 6,023

4,500 13,464 15,843 16,966 16,721 6,700 6,309

- 4,500 13,464 15,843 16,966 6,688 6,700

- - 4,500 13,464 15,843 6,786 6,688

- - - 4,500 13,464 6,337 6,786

- - - - 4,500 5,386 6,337

minimum facilites

Documents