Findings from the Bhutan Learning Quality Survey

from Findings from the Bhutan Learning Quality Survey. 2009

by Mott MacDonald International Development

VIII. Summary, Policy Implications and Research Recommendations

January 2009

Discussion Paper Series

Discussion Papers are published to communicate the results of the World Bank’s work to the development community with the least possible delay. The typescript manuscript of this paper there fore has not been prepared in accordance with the procedures appropriate to formally edited texts. Some sources cited in the paper may be informal documents that are not readily available.

The findings, interpretations, and conclusions expressed herein do not necessarily reflect the views of the International Bank for Reconstruction and Development / The World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.

The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

Findings from the Bhutan Learning Quality Survey

Next Article

VIII. Summary, Policy Implications and Research Recommendations

More articles from this publication:

VIII. Summary, Policy Implications and Research Recommendations

VII. Teachers and the Education Process

VI. Findings from Multivariate Regression Analysis

III. Theoretical and Empirical Literature on Education Quality

II. Background and Context

I. Introduction

EXECUTIVE SUMMARY

ACKNOWLEDGEMENTS

This article is from:

Findings from the Bhutan Learning Quality Survey. 2009