IPP35 March 2003 Past and Planned Consultation Processes to Ensure the Education Plans Continuously Take into Account the Needs of the Minority Groups While there are several language groups and communities, the country is essentially composed of two broad ethnic groups, the Drukpas who are mongoloid and are of Buddhist faith making up 80 percent of the population, and people of ethnic Nepalese origin who are mainly Indo-Aryan and of Hindu faith. Administratively, the country is divided into 20 Dzongkhags composed of 201 geogs. 79% of the Bhutanese population live in the rural areas. During the last 10 years, concerted efforts have been made to improve the education services in dzongkhags that were disadvantaged because of difficulties of access as well as the lack of demand amongst the population. These included Zhemgang in central Bhutan, Gasa in western Bhutan and the 6 eastern dzongkhags. While there does not appear now any dramatic regional variation in education access, there are smaller communities in every dzongkhag who are disadvantaged due to inaccessibility as well as lack of adequate government resources. The objective of the 9th Plan is to address this. Within this also, the government is providing particular attention to the semi-nomadic Bhutanese population inhabiting Merak and Sakten geogs in Trashigang, Laya and Lunana geogs under Gasa and Lingshi geog of Thimphu. These groups own land and have permanent houses like other Bhutanese. But the population move around for a good part of the year with their yaks, making the provision of social services difficult. Another group the government is providing particular attention to is the Doyas and Taba Dramtoes who inhabit a tract of land in Samtse Dzongkhag. Believed to be one of the original inhabitants of the area, the Taba Dramtoe for a long time were sidelined in the development process because of their remoteness. Since the 8' Five Year Plan the government has been making special efforts to improve the educational coverage of these communities. The planning for the 9th plan started in November 2000 with the identification of broad sectoral goals in a national level workshop. Organized by the National Planning Commission, and attended by senior representatives of the government, the workshop articulated the main sectoral objectives and the total financial outlay for the plan. For education sector planning, this was followed by a series of workshops involving the different Divisions within the Ministry of Health and Education as well as the Dzongkhag Education Officers. The final workshop organized by the Planning and Policy Division of the MHE focused on deriving consensus on the plan targets and strategies and developing a common framework for preparing the dzongkhag and geog plans. The guideline was formalized and circulated to all the dzongkhags in January 2001. (Annex 1). Another follow-up workshop was conducted with live data for the geogs later in August 2001 involving both DEOS and Dzongkhag planning officers. It can be ascertained from the above, that the formulation of the 9' Plan activities stems from an assessment of the benefiting school age population and not on the ability of communities or regions to express their felt needs as in the past. The actual details of the program, particularly related to the primary education provision originated from the communities. Between February and December 2001, the Dzongkhag FIlE COEY Administrators organized geog level workshops. During these workshops, the sector officers from the Dzongkhag Administration provided the technical assistance in assessing the situation of the geogs and provoked communities to determine their priorities based on their assessments of the situation using a variety of tools from rapid appraisal to focused discussions. These exercises produced a list of proposals which form the basis of the geog plans. In most cases, the process of planning at the geogs involved a dual set of objectives, one providing communities the tools for planning, the other assessing and recording their needs. (Annex 2: Description of the 3 day planning workshop of Sakten). (Annex 3: A Case Study on the planning process for the Taba Damtroep Community in Samtse dzongkha). The expression of the communities' needs was aggregated to forrn the first draft of the geog plan. These plans were then presented for approval to the Dzongkhag Yargay Tshochug, a development forum comprising of representatives from every geog under the Dzongkhag. Apart from providing further validity of the expressed needs, the DYT discussions helped create uniformity in the content as well as the form of geog plans. This was then submitted to the Planning Commission. The Planning Commission sought technical views of the Education Ministry for some of the plans and in some cases arranged discussions between the dzongkhags and the sectors. The formal approval was provided in June 2002. (Annex 4: Approved gth Plan Education sector Geog plan for Sakten). Table below describes the original submission of the plan and the finalized plan for Sakten geog. As will be ascertained from the table below, much of what is proposed by the communities get approved in the plan. Table: Summary of Activities Proposed and App roved for Sakteng Geog Proposed Activities Approved Activities Justification if not approved Upgrade Sakteng PS- Not approved Due to the remoteness of the location LSS and catchment size, the upgradation is not seen as viable for the 9th Plan. However, students will continue to be placed in Radi LSS as boarders after class VI and in Phongmey LSS as boarders after its upgradation in 2003. Construction of Approved for both Teachers quarters schools as well as toilets for Sakteng PS Upgrade Jonkhar CPS Approved facilities Compound fencing Not approved Due to resource constraints, all fencing (stone wall) works have been cut out and community will have to manage the work. Dev. Of playgrounds Not Approved School will have to make do with present playground due to resource constraints. Purchase of office Approved for both equipment, furniture, schools computers and library books for both schools The bottom-up planning approach described above ensures that needs of every community is reflected in the plan. This will be further enhanced as Bhutan empowers communities to assumes a greater role in determining their own priorities. Towards this end, the 80th session of the national assembly (2002) passed the Geog Yargay Tshochug Act which clearly provides a framework for geogs and communities to play a greater role in determining and implementing programs that effect their lives. Besides, the monitoring of the plan at the geog and dzongkhag levels will ensure that issues of equity continue to be addressed during the implementation of the plan. To provide an idea of the process at the Dzongkhag level, samples of write ups from a few dzongkhags on the planning process for the 9th Plan are attached. (Annexures 5, 6 and 7). Annex 1 EDUCATION MASTERPLAN - GUIDELINE 1. Planning of education services in Bhutan will be determined by the goals set in the Vision 20/20 document. Specifically, we will be guided by the following milestones established in the document with appropriate amendments proposed by the 4th Annual Education Conference. Universal primary enrolment - 2007 Full enrolment of junior high school (class 8/basic education level) - 2007 Full enrolment of high school (class 10) - 2012 Full adaptation to the Bhutanese context of secondary school curricula - 2007 Introduction of an operational distance education programme - 2007 Full adult literacy - 2012 2. While delivery of quality education remains a key objective, a gap in our planning process leading to the present mismatch between educational demand and resources is the lack of appropriate long-term masterplan within the sector, the dzongkhags and the institutional level. 3. At the national level, this is being addressed by the drafting of an Education Sector Strategy Paper. At the Dzongkhag level we expect a sector masterplan with the following chapters. Chapter 1: General Background of the Dzongkhag (Land area, population, economy, etc.) Chapter 2: Education Coverage. (Primary Enrolment ratio, intake rate, no. of schools by type, NFE coverage, monastic education enrolment). Also estimate of adult literacy if possible. Chapter 3: Outline some of the key issues faced by the Dzongkhag in terms of meeting educational goals related to increasing access and ensuring quality of education. These could be related to teacher and staff shortage in the Dzongkhag, lack of adequate technical support to undertake capital development programmes in the schools, etc. It may also relate to procedural problems in getting approvals leading to delays in plan implementation. The listing of such problems should lead to concrete suggestions (for improvements) while writing chapter 8. Chapter 4. Dzongkhag Enrolment targets. Projection of school going aged children for each geog (6-12 age group, 13-14 age group, 15-16 age group. Class wise enrolment projections (PP-X and XI and XII where appropriate) for each geog. Chapter 5. Strategic Plan to accommodate the enrolment targets. Listing of new primary schools for 9lh and 10th Plan. Listing of schools to be upgraded to Jr. High and High Schools. Listing of new secondary schools requiring to be established. Mapping of which village would feed in to which school for primary schooling. Mapping of which primary school will feed into which Jr. High and High Schools. Which schools would require boarding and why? What are the strategies adopted to reduce rural urban migration, boarding costs, cater to the education for the disabled etc. How will you Annex 1 ensure enrolment of children who are vulnerable because of remoteness, difficult circumstances, emergent problems of strife etc.. Chapter 6. A strategic Plan to increase the adult literacy rates in the Dzongkhag. Project the NFE enrolment by location and determine the NFE centres to be established for the next 5 -10 years. Chapter 7 Institutional masterplan. Brief Historical profile of the school such as when established, enrolment growth over the years, etc. Who are the beneficiary of the school- which village and what background of students. Would the beneficiary change in future because of upgrading, additional schools being established, etc. An assessment of the current facilities in every school, quantitative and qualitative. An overview of how the school should be developed in termns of overall capacity and facilities. A listing of the investment plan for the school for the next 10 years broken into two plan periods. Chapter 8. Resource implications for the masterplan in terms of teachers, construction costs, etc. Ways of ensuring optimum use of teachers. Ways of bringing about efficiency in implementing the construction programme. Based on the current challenges as described under chapter 3, suggest how you would ensure that Dzongkhags/ geogs will be able to implement the plan as proposed. This should describe the role of the Dzongkhag and the various sections in it, the role of the Education Department, the Finance Ministry, etc. Also include scope and strategy for community participation in school building and maintenance. Chapter 9.Towards ensuring quality development in the system. This should describe the process of ensuring accountability for key areas (curriculum implementation, teacher deployment, institutional development) and how these would be monitored and by whom. 4. Schedule for completing the exercise December 28 th, 2000 Initial Orientation to masterplanning. January 18th, 2001 Circulation of guidelines for masterplanning January 20-February 17 -Compilation of necessary population data, enrolment data and projections thereof using the technical guidelines provided by PPD. -Identification of new schools to be established during the 9th Plan. -Identification of schools needing to be upgraded during the 9th Plan. -Write-up of chapters 1-6 February 19-21 -Presentation of the above in a workshop setting to PPD and other Dzonkghag representatives. -Refining of the above. Annex 1 March 1st-March 30 Finalization of Chapters 6-8 April Ist- April 30 Finalization of the masterplan May 7th 2001. Submission of the masterplan to Education Department. January-December 2001 Development of institutional masterplan (technical aspects including site maps). SPBD will help for existing and proposed Junior and High schools. December 2001 Presentation of the completed Education Sector Dzongkhag masterplan to the Annual Education Conference. January 2002 Finalization of the 9th Plan for Education Sector 3 Annex 1 The following are the suggested technical guidelines for formulating the initial part of the Sector Masterplan at the Dzongkhag (or geog) and the institutional level. 1. Determine the coverage for every geog under the Dzongkhag. Coverage is usually denoted in terms of Primary Enrolment Ratio. Primary Enrolment Ratio is expressed either in terms of Gross Enrolment Ratio (GPER) or Net Enrolment Ratio (NPER). The following formula describes how this can be calculated. GPER= (PP-VIenrolment) X 100 (6-12 Population) NPER = (PP-V I enrolment of only between 6-12 years age group). 10oo (6-12 Population) 2. Work out the entry rate at the PP. This can be done as follows: Gross Intake rate = (PP of the current year- Repeaters in PP dunng the current vear> X 100 (Number of 6 year olds) If the schools already maintain new admission registers and you have those records, the same can be derived as follows: Gross Intake rate =(New admissions of the vear)X iO Number of 6 year olds Net intake rate = (6 year olds of New admissions)X 100 Number of 6 year olds 3. Project the population of 6 year olds, 6-12 year olds 13-14 year olds, 15-16 year olds for 10 years for every geog. If you have the total geogwise population figures, you can apply the following rates to determine the number for the specific age groups: - 6 year olds = 2.96 of the total population - 6-12 year olds = 19.2% of the total population - 13-14 year olds = 4.45% of the total population - 15-16 year olds = 3.88% of the total population Please note that these are national estimates used by the Education Planning Section and may not necessarily reflect individual dzongkhag situation. If you have access to more reliable data, you should use it instead. Once you have the figures for the current year, you can apply a relevant growth rate for the specific age group for your dzongkhag/geog. This may require help from the Health sector. The national growth rate is 3.1 % for all population age groups. Here you will also have to account for migration into or out of the Dzongkhag/geog. 4. If your Dzongkhag is nearing UPE or have attained it, you should have a net intake rate close to 100%. Otherwise, you have to plan to enroll the remaining children. If your exercise has been done on the basis of information segregated to the geog level, it will already indicate the 4 Annex 1 geogs where you need to provide more attention in terms of providing additional primary schooling facilities. Please note that if we are to achieve UPE for the dzongkhag, it is critical that a school (either existing or new be identified) to cater to the primary schooling need of every community. It is important we reduce the need for boarding as far as possible for primary education. Therefore, smaller community-based schools will be encouraged rather than larger, boarding schools. 5. To support exercise 4, we would expect the Dzongkhag to have a listing of all villages in each of geog in the following format: Name of the village Number of School in which the children Average Houses in from the village will attend. Distance from the village (Mention the names of existing the village to or proposed schools) the school 6. A map will also be an essential component of the exercise. 7. The next step is to project the enrolment in each grade for every geog/dzongkhag. In order to do this, you will need to first project the intake rate at PP as explained in step 4. You will also need to know the current grade-wise enrolment for the geog/dzongkhag. The projection (10 years) would map out how each cohort of students move across the grades every year. To undertake a comprehensive projection exercise, you would require the use of promotion, repetition and dropout rates for every grade for the duration of the analysis. A simple alternative is suggested for this exercise as follows: - For working the enrolment at PP, use the intake rate multiplied by the total 6 years old population and add expected repeaters at PP. For example, let us assume that the geog had an enrolment of 60 students at PP in 2000 and that the number of 6 year olds for the geog has been estimated to be 100 during the year, 2001. If you are targeting the intake rate for 2001 at 80% you should have 80 fresh admissions at PP in 2001. In addition, you will need to include the repeaters from year 2000. At the national level this is estimated at 10%. Therefore you should have 86 students at PP in year, 2001. To work out the enrolment in other grades, - Apply a promotion rate of 95% for every grades from PP-VII, IX-X and XI-XII progressively improving to 99% by 2007. - Apply a promotion rate of 85% from VIII-IX with progressive improvements to reach 99% by 2007. - Apply a promotion rate of 40% from X to XI with progressive improvements to reach 50% by 2008. Based on this you should be able to work out the grade-wise enrolment for each geog for every year as provided by the following example. 5 Annex 1 8. Once you have projected the enrolment by grades for the next 10 years, you can combine this with the age wise information of the geogs derived from step 3 to project the enrolment ratios for the different geogs as follows: Enrolment level 2001 2002 2003 2004 . 2012 (a) 6-12 year olds (b) PP-VI enrolment (c ) Primary Enrolment ratio a/b X1 00 (d) 13-14 year olds (e) VII-VIII enrolment (f) Jr. High Enrolment ratio d/e X 100 (g) 15-16 year olds (h) IX-X enrolment (i) High School enrolment ratio % X I 00 9. The next step is to identify the schools which would accommodate the sections for the VII- XII classes. In most cases, we would expect these to be provided through the upgrading of existing schools to the relevant levels. Please also consider the following parameters while determining schools that require to be upgraded to Jr. High and High Schools. a) Students should be able to study as day-scholars as far as possible. b) For a school to be upgraded to a Jr. High school, it should at least have a full section each in VII and VIII studying as day scholars. c) For a school to be upgraded to a High School, it should at least have a full section each in Classes IX and X studying as day scholars. 6 Annex 1 10. At the end of exercise 5-6, we expect the Dzongkhags to complete the following diagram showing how it intends to cater to the educational needs of its children from classes PP- XII. Name of Geog Name of Primary Sch. Name of JHS High School |Pnrimary School Juo High I |Prmlrary School High School with Jr. collece |Pnrimary School |> r ih Pnmary School High School Pnmary School |Prirnary Schol _ 11. Upon finalizing the above, the Dzongkhag could prioritize which schools should be establishedlupgraded during the 9th Plan. 12. The Dzongkhags will also be required to develop a long term plan for each of its school depending on the catchment size and other considerations. This should result in the following type of basic information to start with, but which can be expanded to include staff housing, recreation and sports facilities, etc. Present Capacity Proposed Capacity Name of the Class range (e.g. Classrooms Hostel Class Classrooms Hostel School PP- VI, PP- VIII, range ________ _______ etc.) 10. Based on the above, a physical masterplan (including site maps) for every school will be prepared. This will form the 2nd phase of the exercise which will be undertaken after the February workshop. 7 Annex 2 3 Day Planning Workshop and Consultation in Sakteng geog, Tashigang. Background Sakteng is one of the remotest geogs in Trashigang and lies at an altitude of more than 3500m. It is a 2 day walk from the road head at Phongmey. The team from the Trashigang Dzongkhag led by the Renewable natural Resources (RNR) sector proceeded to Sakteng with an objective to backstop the planning process. The Programme Followed: 2nd May 2001: Journey from Trashigang to Jonkhar (3 hours journey by vehicle up to Phongmey and then 3 hrs walk from Phongmey to Jonkhar. Halt at Jonkhar Guest house for the night. 3rd May 2001: Proceed to Sakten (9 hours tiring walk). 4t, 5t, and 6t May, 2001: Conduct Geog Planning at Sakteng. The participants of the planning process included the GYT members and the geog people, while the geog sectoral staff and the Dzongkhag sectoral staff facilitated the meeting. The meeting itself was funded by the RNR sector (simple working lunch and refreshment for the participants). During the three day planning process, the tools used for planning were simple PRA. The procedure followed was simple: - briefing on the overall 9th FYP Policies and Strategies - briefing by sector heads, geog sector staff (like local head of school) and Gup. Intensive discussion of issues and need were discussed and debated. With regard to the Education Sector, the following plans with justification were proposed: * Upgradation of Sakteng Primary School to a Lower Secondary School - since students are unwilling to go outside the geog to study studies after passing out of class VI Class as they feel uncomfortable to mix with other societies. Moreover, parents cannot afford to send their children far away. As a result the drop out rate increases after class VI. If the school is upgraded, students from Merak and Jonkhar can also join Sakten after class VI. * Construction of teachers quarters in Sakteng Primary School - along with the lack of living quarters for teachers, there is a lack of adequate number of trained teachers in Sakteng. The provision of proper living facilities will help to attract more and better qualified teachers to work in such as remote place like Sakteng. * Up gradation of Jonkhar Community school to PS - to avail of more resources from the government for the development of the schools since a community school requires more input from the community as denoted by the name. *: Development of a play grounds - to improve the learning and recreational environment for the children for wholesome education. Annex 2 * Stone wall fencing of schools - to ensure better maintenance of school properties and a sense of discipline within the school. All the other needs of the people were discussed with proper justification from people themselves and put in the plan. However, the sectoral staff did not make any positive commitment to the public. They they simply informed them that the plans would be further discussed in the GYT and DYT and then submitted to higher authorities. The geog meeting closed with a dinner, social drinks and entertainment with cultural programmes. On 7th May, 2001, the team proceeded onwards to Merak (4600m altitude), under heavy downpour of rain, to continue the backstopping process in Merak and after that in the remaining geogs. Subbmitted by: District Education Officer (DEO, Trashigang) Annex 2 Case Study on Geog Planning in Taba Dramtoe in Samtse Dzongkhag This geog is home to one of the minority groups in the country, the Taba Dramtoeps who are one of the two backward communities under Samtes Dzongkhag. They are believed to be the original inhabitants of the country. While the other community called Doyas is better off economically and otherwise due to the educational, health and other extension facilities, Taba Dramtoeps somehow remained under privileged. It has been found that the children from this community have not availed the opportunity of attending any neighboring schools due to the distance as well as sheer ignorance. The Planning Process at the village and Geog level. i. As a first step in planning for the 9th Plan, a multi sectoral tour was performed by the Dzongkhag Sector Heads to all the Geogs to familiarize the people with the planning processes at the grassroots level. ii. Various villages of each Geog had series of meetings to list down the activities and prioritize them on the basis of needs. iii. The proposals and programmes put forward by the villages of the Geog were then discussed and further prioritized at the GYT meeting. iv. The proposals and plans approved by the GYT were then submitted to the DYT for further deliberations and in depth study. v. As a next step, the Dzongkhag Administration deputed the sector Heads go to the villages and geogs to study the actual need of the proposals submitted by the GYT. vi. When the Geog proposals ware finally approved by the DYT, the dzongkhag Planning Officer and his team visited up the plans budgeting the activities. vii. The final draft at last was compiled at the Dzongkhag and taken to the concerned Departments and Ministries in Thimphu for final discussions and endorsement. viii. The Plans and programmes finally are submitted to the Government for approval and budget allocation. With reference to the Education Sector, the establishment of a community school at Taba Dramtoe was felt to be urgently required during the meetings at the village level and later on at the geog level. It was proposed that Taba Dramtoe Community School will be established in 2004 academic year which will cater to villages of Dramtoe, Khempagaon, Sisney and Taba benefiting about 316 households. Accordingly the Dzongkhag Education Sector incorporated the programme in 9th Plan and it has been approved for implementation in the 2nd year of the plan period. The Taba Dramtoe Community Primary School will be developed to accommodate the whole range of classes from PP-VI. This will require the construction of 2 classrooms, a staff quarters and playfield. A reading programme shall be established and the school library developed with a minimum collection of 5000 books. The school will also provide physical education to all the students. Adequate budgetary provisions shall be Annex 2 kept for in-service programmes, promotion of games and sport, scouting, cultural activities and subscription to magazines and journals. The responsibility of establishing, developing and maintaining the building of primary school will be taken by the Geogs. The Dzongkhag will only provide general support in terms of construction materials, school plans and budgetary support to meet some of the cost related to skald labour. DEO shall assess the competence of the teachers and plan and implement regular in service programmes using the experts available in the Dzongkhag. If required, officers from EMSD, NIE as well as other offices will be called on to support some of these programmes. School Name Taba Dramtoe Community Primary School. 2002 2003 2004 2005 2006 Total Enrolment 70 105 158 236 Boarders Teachers 1:32 0 2 3 5 7 N/Teaching 1 1 1 1 1 Projection of Budget Assump 2002 2003 2004 2005 2006 Total _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ tio n s Salary of teachers 7000 0.000 0.199 0.299 0.448 0.672 1.617 Salary of NT 3100 0.040 0.040 0.040 0.040 0.040 0.202 Travel 7500 0.000 0.065 0.097 0.146 0.219 0.528 Provident fund 560 0.000 0.016 0.024 0.036 0.054 0.129 Difficulty allowance 700 0.000 0.006 0.008 0.012 0.019 0.045 Textbooks 300 0.000 0.021 0.032 0.017 0.071 0.171 Materials 110 0.000 0.008 0.012 0.017 0.026 0.063 2.913 MOB 10,000 0.010 0.011 0.012 0.013 0.015 0.061 MOE 5,000 0.005 0.006 0.006 0.007 0.007 0.031 In-Service training 7,500 0.000 0.000 0.000 0.000 0.000 0.000 Running costs 80,000 0.080 0.088 0.097 0.106 0.117 0.488 Enrichment programme 20,000 0.020 0.022 0.024 0.027 0.029 0.122 Consumable items 5,000 0.005 0.006 0.006 0.007 0.007 0.031 Total recurrent budget 0.160 0.506 0.686 0.951 1.342 6.559 Annex 2 Decentralisation of Planning Process in Samdrupjongkhar Dzongkhag In formulating the 9th FYP, the Dzongkhag conducted several rounds of meetings with the sector heads and more importantly the village representatives in forums like the GYT and DYT. Issues such as the need to review the past 8'h FYP achievements, failures and the mistakes were repeatedly discussed. The group also felt it imperative to conduct "Diagnostic Study amongst the various geogs and villages" in order to get an opportunity to talk with the common people in the villages about the government planned activities of the past and to discuss what they required most to be undertaken in the 9th FYP. The study was coordinated and sponsored by the RNR sector and covered all other sectors also. The whole group was divided into 3 sub-groups. Each group was assigned with a similar task of meeting the village people and discussing the plan programmes in length. While in the geog, a short training was imparted to the village participants to understand how to take stock of the past programmes and enable them to focus on their needs keeping in mind their potentials and capacities. In this process several of the participants' doubts were clarified and explained. After the training, the participants discussed about the 8th FYP and then debated amongst themselves what their priority should be for their geogs to develop economically and socially. A leader was also selected from the participants to lead the discussion with very little interruption from the sector heads. At the end of the Diagnostic study the list of their requirements (plan activities) for their geog were listed based on the particular geog's characteristics, needs, priority, potentials and capacity and then adopted to be proposed for the coming 9th FYP. To explain how new schools and up- gradation have been proposed in the Dzongkhag a separate list is attached with further explanation on how the particular village was selected. Most often the schools are proposed to be built in those geogs where children have been deprived of basic education and the people are economically backward. Most of these proposed village schools will be built away from the road point because the criteria used for selection was centrality of location relative to other neighbouring (beneficiary) villages. In some geogs like the Serthi Geog under Daifam Dungkhag a Lower Secondary School is proposed to be upgraded to a boarding Middle Secondary School so that the children in this region can at least attend till the Middle Secondary School Level. Yet in some proposed schools like Zamtari community school, despite reports of inadequate number of children to start a school we have agreed to build a school, because these children will never be able to attend school otherwise. Therefore, most of the 9th FYP activities for the Dzongkhag Education Sector and other sectors as well, have been based on the geog peoples' need and priorities. We look forward to implement all the activities successfully by the end of the 9th FYP. Annex 2 New schools proposed in the 9th Five Year Plan SI. Activity Where No. of No of 6 years Olds Write up When no House hold =________________ 2001 2002 2003 I New Serthi Daifam 154 41 42 44 Ground clearing begun 2003 community already. This will be School at centrally located to other Monmola village such as Serthi, Monrola, Rebalingnc. Backalangang and Tashitahngiay Most of thse children are deprived of their basic education. 2 New Gomdar 151 40 41 43 Central to Serchinmo, 2005 Community Shokshingpangthang, Hali School at & wangphu. The number Wangphu of School going age children seem large enough to start a school. 3 New Serthi Daifam 82 22 23 23 Central to Phagchu, 2004 Community Jumey, Dapthang, Denphu School at and Suskar. However the Zamtari no. of 6 yrs is less to star a new cs. This proposal was put up from the GYT. 4 New Gomdar 163 44 45 47 Central to chidungkhar, 2004 Communitie Fremi & Bruni. Proposed s School at fiim GYT. Visited on 13th Baarzor of June 2001 and site feasible at Barzor near ORC. 5 New Dechheling 75 20 21 21 There is only 1 school at 2004 community Nganglam present JHS. This will also school at reduce the admission Rizemo pressure at Dechheling JHS 6 Re-Opening Dalim 145 39 40 41 Will benefit 14 villages but 2006 of Dalim Banglar can be taken up only after Primary the settlement is over. Can school be upgraded to a day Primary School later. This was proposed from GYT Annex 2 major renovation required. 7 New Day S.jongkhar Town There are 797 student A new PS will need to be 2003 Primary from PP-VI constructed in view of the School at need for segregating the Samdrup present High School so as Jongkhar to upgrade the current HS to a Junior College. Therefore a suitable site will need to be allotted. 8 New Orong There are This can be taken up only after a road is constructed. It is propose, Boarding 119 stds. that later if the new HS is built the present JHS will be changed te HS at Orong In Clases a PS and the new Boarding HS will be segregated. Years later the VII and new High school can be upgraded to a junior College. ____________________ . VIm Up gradation of schools in the 9th Five Year Plan. SI. Activity No of No of 6 yrs olds Write up When no H.hold 20 2002 2003 ,___ 01 I 1. Zamgthay CS Zangthey There are 26 students in Will benefint Tshiphu, 2003 upgradation to Day Lauri Cl. V & can be benefit Serzhong, Gonong and Primary School Daifam 134 household Tshothang villange's children. Stds from this school study at Lauri PS as paying boarders and if this school is upgraded the pressure at Lauri can be reduced. However this can be taken up only if a proper playground is made at _________ Zangthey. 2 Lauri PS upgradation to Lauri There are 59 students in Std who graduate from Lauri 2004 Boarding JHS Daifam cl. VI clsass vi, study at Minjiwoong JHS as boarders. If the present Lauri PS in upgraded to a boarding boarding JHS the pressure at Minjiwoong will reduce. 3 Daifam PS upgradation Daifam There are 40 students in Proper land study for to day junior High school cl. VI expansion will need to be studied. The school if I upgraded to a boarding JHS I Annex 2 can cater top all nearby PS atleast within its own geog. However the building need major renovation. 4 Gomdar Ps upgradation Gomdar There are 21 students in Proper land study for 2004 to Boarding Junior High Class VI expansion will need to be School studied. The school if upgraded to a Boarding JHS can cater to all nearby PS atleast within its own geog. However the buildings need major renovation. 5 Bakuli PS upgradation to Bakuli Thee are 46 students in The present site could 2004 Day Junior High School Bangtar Class VI accommodate JHS building structures. Since Martshala JHS cannot be upgraded to a HS because of lack of adequate proper space it is proposed that the present Bakuli PS be upgraded to a Day HS later 6 Minjiwoong JHS Serthi There are 113 students in The present JHS can be 2005 upgradation to Boarding Daifam class VII & vm upgraded to a Boarding HS High School only after a moterable road has been built. Will benefit the whole of Daifam Dungkhag. 7 S/Jongkhar Day HS S/Jongkhar Town The present HS can be 2003 upgradation to Jr. High School upgraded to a Day Jr. College College if only the present HS is segregated into Primary School and High School. Annex 2 Paro Dzongkhag Preparation of the 9th Five year Plan of Paro Dzongkhag In line with the government's policy of decentralization to the grass root level, the Paro Dzongkhag Administration decided to involve as many people as possible from the different villages in preparing the 9th FYP. To achieve this, it was decided to conduct meeting/workshops with the chimis, Gups, Mangaps and representatives from each village of the ten geogs. After a prolonged discussion between the various sector heads under the guidance of Dasho Dzongdag on how to conduct the meetings, the tour of the ten geogs began from My 1, 2001 and ended on May 12,2001. Each meeting began with Dasho Dzongdag explaining to the participants the purpose of the meeting, the 9th FYP objectives and details, His Majesty's vision of all Bhutanese receiving equal benefits from the development activities and thereby his wise and far-sighted policy of "Decentralization" the important /instrumental that the people can play towards the development of the country. This was followed by the division of the participants into smaller groups. Then each of the Sector Head sat with the different groups and initiated discussion on the existing sector facilities, the various needs felt by the participants keeping in view the broader benefits of the Geog/Dzongkhag/Country. These meetings were very interesting and the most important thing was that we were able to find out the true feeling and the needs of the geogs. Each Sector Head drew up the list of activities recommended by the participants and these were further confirmed during the final presentation at the conclusion of the meeting. Back in the office, all the activities of the ten geogs were compiled. Since these meetings were first of their kind, the activities turned out to be too many and the budget required too heavy. Therefore, during the 66th DYT meeting conducted on 6&7 June 2001, the Sector Heads proposed and presented the short listed but more important activities which could actually be carried out during the 9th FYP and the rest of the activities to be proposed for the 10th FYP. The were further deliberations and the activities were finally endorsed(a copy of the presentation is enclosed for reference). All the development activities incorporated in the 9th FYP are outcomes of the geog level discussion and deliberation. The people of this Dzongkhag are very happy that they were able to participate and that their views and needs were given top priority. We are also very happy and we surely look forward to more commitment, responsibility and involvement from the people in the successful implementation of the numerous activities. * Therefore, during this important gathering at the 66th DYT, all members must realize these factors and prioritize the numerous activities, especially keeping in mind our immediate necessity and the Dzongkhag's and the communities' capacities. * Having pondered over these factors, the Dzongkhag Administration has prioritized the list of as follows:- Annex 2 1. The construction f Taju-Ri JHS as the topmost priority, since the existing Rinpung PS campus has already been handed over to the NIE , Paro and therefore this school has to be relocated as early as possible. 2. The past two years have seen enormous admission pressure of the senior students since Drukgyel HS is the only boarding high school in this Dzongkhag. Therefore, the construction of 3 high school at Gattana,Dagophu and Shari is very essential. Gattana HS will be a boarding school to cater to the students passing cut from Dawakha PS, Bitekha PS, Gonyetsawa PS, Dotey PS, Tshaluna CPS, Nabesa CPS and Issuna CPS while those students passing out of Woochu JHS will study as a day scholars. 3. The development of the infrastructure/facilities at the existing 14 school must be carried out to accommodate the every growing student population as to well as to provide better facilities for wholesome education. 4. In view of the advangates to the children being able to complete calss 8 in their own geogs, the upgradation of Doey PS and Bitekha PS are essential. Also, instead of a new junior HS at Lomeykha the existing Dawakha PS will be upgraded to a JHS. 5. To ease the primary student enrolment pressure at the future Shaba JHS, the segregation of the existing ECR of Shaba HS must be carried out to function as an independent primary school. 6. Community Primary School will be constructed out of the 8 listed:- a) One at Ramche Tshekha (Tsento Geog) b) Another at Taju or Gangtey instead of at Sipthangkha which will be very near to Taju- Ri and therefore, not fully justified 7. The establishment of a private primary school in the town area, a private senior boarding school at Shaba Bara and private boarding facilities near the new Shaba HS site will be fully supported by the Dzongkhag. 8. Establishment of 18 NFE Centres out of which some will be established in the 8th FYP period. 9. Introduction of classes PP-VI at Pro JHS and also its conversion to a day school so as to accommodate the junior children of both Dopshari and Hungrel geogs. 10. With the start of the new Shaba HS, the existing Shaba HS will be downgraded to JHS status so as to accommodate the junior children of Shapa Geog. Annex 2 11. Introduction of bussiong facilities at Shaba for students of schools at Shapa geog who live quite far(private enterpriese) All the reaming activities will be proposed as lOFYP activities. 66th DYT, Paro Dzongkhag (7-7 June 2001) Education Sector: 9FYP Activities Presentation During the tour of the ten geogs starring from 1-12 may, 2001 and the discussion held with regards to the 9th FYP, the following activities were listed.:- 1. Construction of 2 new high school: - the first at Gattana (Lungnyi geog) - the second at Dogopho/Ngobaphu(Lamgong Geog) 2. Construction of 2 new junior high School: - the first at Taju-Ri(Wangchang Geog) - the second at Lomeykha (Dogar geog) 3. Construction of 8 new community primary schools at:- - Pachhu (Lungnyi Geog) - Pangbase (Lungnyi Geog) - Rangigang (Naja geog) - Sipthangka (Wangchang Geog) - Chimthangka do - Kitchu (Lamgong geog) - Ramche Tshekha (Tsento geog) - Dochhu Kamo (Dogar geog) 4. To be upgraded:' - Shari CPS to HS - Dotey PS to JHS - Bitekha PS to JHS - Shaba ECR to PS 5. To be downgraded - the existing Shaba HS to JHS 6. Develop additional infrastructure/facilities at the 14 existing schools (Rinpung PS will be relocated) 7. Establishment of additional 18 NFE Centres 8. Establishment of a private primary school at Paro town, a private boarding school for classes 9- 12 at Shaba Bara and private boarding facilities at Shaba near the new shaba HS site Annex 2 Few conclusion drawn from this long shopping list: 1. Too many activities to carry out during the five years of the 9th Plan. By way of information, within the last 15 years only 2 nos. of community primary schools were built in paro Dzongkhag, with Issuna CPS yet to be completed. 2. Dzongkhag administration handicapped in terms of manpower and technical assistance, which could lead to poor monitoring of activity works. 3. Communities will be overburdened especially in view of their participation not only in the Education Sector but in other sector as well. 4. Finally, the financial implication on the government budget will be too heavy. Annex 2 Trashigang Dzongkhag Geog :- Based Planning RNR Sector, Trashigang played a lead role in the Geog-based planning involving all the key personnel from various sector in the Dzongkhag & in the Geog. They developed a multi-sectoral team whereby they went from Geog to Geog to facilitate planning from grass root level. They have no records of the exact dates of when the programme took place in a particular geog. However they started implementing the programme on 11th April 2001. First, the team was formed and the team did diagnostic studies for three geogs. Via Uzarong, Kangpara and Nanong for 8 days each. After that the team was further divided into two teams. One team was involved in seven Geogs of the southern Trashigang and the other was inveloved in the 8 Geogs of the Northern Trashigang. The team from southern Trashigang began the planning programme from Nanong Geog and ended with Kanglung Goeg. The team freom Northern Tarashigang started from Samkar Geog and conclude with Yangneer Geog.. In every Geog the Head teachers along with other staff were involved in the planning process. However, the people themselves did the actual planning. (information gathered from RNR sector, Trashigang. We were looking for the minutes of a Geog based plan to be submitted to the Education planning Division as instructed but the RNR sector doesn't have any minutes as such wherefore we awfully regret for our failure to submit the same. However the details of the planning procedures they followed are here under: Stage 1 Sensitization Workshop. At the outset the RNR Sector, Trashigang organized a three -day workshop cum training in the dzongkhag Headquartes. The participants were: * Hon'ble Dasho Dzongdag *: 3 Dasho Dungpas *: All Sectors Heads * Geog RNR Staff * Geog Health Staff *: Goeg Head Teachers *: DYT Members-Gup, chimis, Gups' clerks and Mangaps The topics discussed during the three-day workshop were: *: Diagnostic study: objectives and expected outcomes * Concepts of PRA: Participation, Participatory Planning, gender, feedback. *: What means facilitation, participatory behavior(verbal and nonverbal communication) Annex 2 * Common pitfalls and provable solutions *: Interviewing farmers, questioning, testing *: Evaluation of Answers: Triangulation, cross check, * Review of Secondary date: What is available and what does it say? * Working modalities *: Evaluation of the training *: Analysis of answers and reporting Stage 2: Public Meeting- Sensitizing Geog people by Gup, DYT and GYT members, Geog field staff and discussion on needs of geog in gth plan, (those who participated in the sensitization workshop in Dzongkhag were involved) Stage 3: Except in diagnostic studies in three Geogs, they conducted three -day programme in each and every geod for the geog planning by the people themselves with backstopping by different geog and district sectorial staff. Procedures & tools used for Geo2 Plannin2 Story tellin2: to get insight into the past & present agriculture and socio-economic situation to build trust, a number of respected elderly farmers are invited to tell about the past & present agriculture & present agriculture & socio economic situation in the geog by using Semi-structured interview as a tool. Transect walk: to get insight of the natural resources, the afro ecological situation & the (Government) services provided in the geog in the past & present, and to get insight of the future opportunities the people were divided into various group and sent for walk in various sites let by the team leader. Here too, semi-structured interview was used and the topics discussed were(changes in and future opportunities of) natural resources ad their use(agriculture land, soil, flora including pastures and forest, fauna including wild animals, water for drinking and irrigation, etc) and farming Resources and land use mapping: To put the gathered information from the transect walk in map the participants in groups were given chart papers and marker pens to work. Retrieved data from all the participants and put into resource map. Groupings of participants: To get information on the wealth and livelihood of community and the geog the people were asked to group in different wealth categories Seasonally analysis: to get insight of the seasonal variation in the division of labour in agriculture, demand of (non)agriculture labour, food availability and sources of income the people were grouped and discussed-household labour(M/F) spend on various non agricultural activities per month /season: food/various crops ) availability of per month/season: sources of income(m/F) per month/Season. Annex 2 Livelihood analysis: to get insight into the changes in time in the importance of household activities and sources of income people in group discussed importance of the various of the activities and sources of the income in the past, present and future. Roles, responsibilities and ownership of resources by men and women: Participants grouped according to sex and wealth they discussed their roles, responsibilities and owner ship of resources. Use of agricultural technologies _ _to get insight into (changes in) the agricultural technologies used for the major food and commercial crops and animals and the need for RNR services now and in the future. Formed four thematic groups as field crops horticultural crops and kitchen gardening, livestock, forest/Natural resources management. The topics discussed in each group were-crop husbandry, soil and water conservation, animals husbandry, importance of forest etc. Local Organisation- to get insight into the presence, functioning and important persons and local groups and their relation , whether for economic for welfare or for cultural purposed participants ere grouped according to their wealth, sex or to their livelihood(whatever is considered practical) by using the Venn diagram as a tool. Envision exercise: Strength analysis of the community was done to get insight into the own strength of the local community in the geog, what has be achieved in past. Here the tool used was success map. In group the participants discussed availability of resources like local knowledge, labour, capital co-operation, spirit, self-help groups, etc. Based on the resources map prepared earlier the participants in group drew a dream map to get insight into people (M/F) expectation regarding the future. Here they were asked to focus not only on artifacts(builkings, irrigation channels, roads, etc) but also on dream changes in the natural environment, in agriculture, animal husbandry and institutions and organizations envisioning tool was used for the activity. Priority ranking- on the basis of envisioning session priorities were set by the people in group. Participative Planning - People made the geog plan on the priorities they set. In the plenary session it was decided how to realize the expectation to indicate per expectation what activities need to e under taken to led these come through. Per activity and overview is given of the answers to the five questions why, who, when, where and how? This overview helped the farmers to make the final geog plan. Attention was also given to the ways to get there i.e. listing needs to be made of those who will under take the proposed activity(individual households, the village, self help groups, the geog, the government through the implementation of the geog plans). A budget estimates and timeframe was made. Annex 2 Stage 4. Upon completion of the plan by the people, briefing on the outcome of the plan to all the people was done. Here, any addition and deletion of activities in the geog level was done. Stage 5 The plan prepared by the people in the geog was endorsed in the GYT where the GYT members made further discussion on the plan and conformation. Here the different planning activities were being put in sector wise for further endorsement to the DYT. Stage 6. Further, the plan finalized in the geog was endorsed and discussed in the DYT. Here to the conformation was made for every geog plan. Stage 7. Finally the various sectoral plans were being submitted to the respective parent department who in turn further submitted to the planning commission for finalization