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
Since the school year of 2012/2013, school education in Portugal rose to compulsory up to 18 years of age or until the completion of secondary education (Law no. 85/2009 from august 27th and Decree-Law no. 176/2012 from august 2nd) for students from that school year entered it.
This article is within the scope of a study on the scientific-humanistic courses (CH) and the extension of compulsory education, contracted between the General-Directorate for Education (DGE) and the Centre for Research in Education and Psychology from University of Évora (CIEP-UE) and aims to contribute to the deepening of knowledge about the different profiles of students accessing the Science and Technology course (CT), one of the four courses of scientific and humanistic path of secondary education, traditional and preferable in access to higher education.
To identify the CT students' profile was built and applied a online questionnaire to a random sample of 4676 students of the 10th year of secondary school CH courses of public school of Portugal, which allowed the establishment of a set of sociodemographic attributes, territorial and other elements related to the socio-cultural and economic family context of students with their previous academic itinerary...