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Background


Instituted as an autonomous assessment body with the executive order from the Lhengye Zhungtshog in 2011, Bhutan Council for School Examination and Assessment (BCSEA) is a council that assesses the students in different spheres of learning through the most credible trends throughout the history of modern education system in Bhutan, examinations have always been an important aspect of assessment. It has remained one of the standard modes of assessment even today.
The first national level testing, All Bhutan Common Examination (ABCE), was launched with the conduct of All Bhutan Class V Common Examination in 1972.
Considering the importance of a uniform testing system, an Examination Cell was established in 1975 under the Directorate of Education. In the same year, All Bhutan Class VIII common Examination was introduced.
With the growing number of students over the years, the nomenclature changed from Examination Cell to Bhutan Board of Examination headed by a Secretary of Examination in 1986. One of the first roles of a newly named board was to replace ABCE Class V by Primary School Certificate Examination (PSCE) Class VI.
Until March 1995, the assessment at the high school level was conducted by Indian Certificate of Secondary Education (ICSE) since the affiliation of all the Bhutanese high schools with Council for Indian Certificate Examinations (CISCE) in 1974.
The first joint Bhutan Board-Indian Certificate of Secondary Education (BB-ICSE) was held in 1996; the system in which the papers for arts subjects were set and evaluated in Bhutan. In 2001, BBE took over the conduct of class x exams with complete independence under Bhutan Certificate of Secondary Education.
In 2006, Bhutan Higher Secondary Education Certificate (BHSEC) Examination replaced the Indian School Certificate (ISC) examination and began conducting class XII examinations. On May 2011, the nomenclature of the erstwhile BBE was changed to Bhutan Council for School Examinations and Assessment (BCSEA) subsequent to the Executive Order from the Cabinet. BCSEA has since been functioning as an autonomous body delinked from the Ministry of Education.

Services & Procedures


  • BCSEA offers a range of services either through online or offline. The online services are delivered through G2C portal (www.citizenservices.gov.bt) and offline service are delivered visiting the office in person. The primary objective of online services is to simplify and enhance the delivery of public services efficiently and effectively.

Examinations

  • 1. Bhutan Higher Secondary Education Certificate (BHSEC)

    BHSEC (Class XII) is a two year course beyond the BCSE (Class X) examination or its equivalence. Examinations in all subjects are written in the medium of English except for Dzongkha the national language and other foreign languages for foreign candidates.

    2. Bhutan Certificate of Secondary Education (BCSE)

    BCSE (Class X) is a two-year course beyond Class VIII or its equivalence. Examinations in all subjects are written in the medium of English except for Dzongkha the national language and other foreign languages for foreign candidates.

    3. Language and Culture Studies Certificate (LCSC X)

    LCSC X is a two year course beyond Class VIII or its equivalent. Examinations in all subjects are written in the medium of Chhoeked and Dzongkha except for English.

    4. Language and Culture Studies Certificate (LCSC XII)

    LCSC XII is a two year course beyond the LCSC X examination or its equivalence. Examinations in all subjects are written in the medium of Chhoeked and Dzongkha except for English.

Assessment

  • National Education Assessment

    A National Education Assessment (NEA) is designed to describe the achievement of students in a curriculum area aggregated to provide an estimate of the achievement level in the education system as a whole at a particular age or grade level. NEA in Bhutan is a periodic exercise carried out at regular interval in Class III, VI and in IX.

    Competency Based Assessment

    Initiated in 2011, CBA was focused on measuring holistic development of students as one of the key initiative taken to achieve the aspirations for the education system. It is a form of assessment that is derived from a specified set of learning outcomes which very clearly states both the general and specific competencies (knowledge, skills, values and attitude, that assessors, students and stakeholders can make reasonably objective judgements with respect to student achievement of these competencies that equip them to move to the next competency level and prepare them for life and the world of work (BCSEA, 2015).

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