Education Statistical Digest 
of Belize 
2011/2012 
Policy and Planning Unit  
Ministry of Education 
 
  
  
 
 
 
 
EDUCATION  
STATISTICAL 
 DIGEST 
Of  
Belize 
2011-2012 
  
  
 
 
 
 
 
 
 
 
 
 
 
POLICY AND PLANNING UNIT  
Ministry of Education 
 
 
 
The Policy and Planning Unit 
 
Mission Statement 
 
The Policy and Planning Unit is committed to provide relevant and timely data to guide 
policy formulation and enhance overall efficiency and effectiveness within the education system.   
 
Vision 
The Policy and Planning Unit will be the pivot of the Ministry of Education. 
 
Motto 
              Promoting data-based decision-making and strategic planning. 
 
Dr. Ellajean Gillett 
Director of Policy and Planning Unit 
   
Mrs. Yvonne Casildo-Flowers 
Statistician II 
 
Mrs. Cercia Kelly 
Data Entry Operator/Secretary 
 
Mr. Bernaldino Pech 
Researcher/Planner 
 
Dr. Neulin Villanueva 
Researcher/Planner 
 
 
Published by: 
Policy and Planning Unit 
Ministry of Education 
52 Albert Street, Lower Flat 
Belize City, Belize 
 
Tel: (501) 207-6486 
Fax: (501) 227-5705 
Email: edustats_bz@yahoo.com 
http://www.moes.gov.bz 
 
Printed by:  Policy and Planning Unit, Ministry of Education 
 
Population References: Statistical Institute of Belize (SIB) 
 
Map:  Natural Light Productions
 
 
TABLE OF CONTENTS 
Table of Contents           i 
List of Tables          iii 
List of Figures          vi 
Acknowledgement         viii 
        
1.0 Belize in Figures           1 
2.0 Major Findings          2 
3.0 Education Supply          7 
3.1 Number of Schools         7 
4.0 Participation in Education         9 
4.1 Enrolment          9 
5.0 Resources          11 
5.1 Total Teaching Force        11 
6.0 Preschool Education        13 
6.1 Number of Preschools        13 
6.2 Preschool Enrolment        15 
6.3 Preschool Teachers        19 
7.0 Primary Education         21 
7.1 Number of Primary Schools       21 
7.2 Primary School Enrolment       24 
7.3 Primary School Repetition and Dropout Rates     30 
7.4 Primary School Teachers       35 
7.5 Primary School Student-Teacher Ratio      40 
8.0 Transition Rate         41 
8.1 Transition Rate  to Secondary School      41 
9.0 Secondary Education        42 
9.1 Number of Secondary Schools       42 
9.2 Secondary School Enrolment       45 
9.3 Secondary School Repetition and Dropout Rates     51 
9.4 Secondary School Teachers       56 
10.0 Vocational/Technical Education       59 
11.0 Junior College Education        60  
i 
 
 
TABLE OF CONTENTS (Cont.) 
12.0 Enrolment Trends         62 
13.0 Finance          64 
14.0 Examination Results        66 
14.1 PSE Performance        66 
14.2 CSEC Performance        68 
15.0 Educational Indicators        72 
15.1 Net and Gross Enrolment Rate       72 
15.2 Average Repetition and Dropout Rate s     78 
15.3 Completion Rates        86 
15.4 Student-Teacher Ratio        88 
15.5 Percentage of Trained School Teachers      90 
15.6 Apparent Intake Rate        92 
15.7 Net Intake Rate        93 
15.8 Percentage of Children Aged 12 in the Education System   94  
15.9 Percentage of Children Aged 14 in the Education System   95 
15.10 Total Enrolment in Education System      96 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
ii 
 
 
LIST OF TABLES 
           
       
Table 1: Population Statistics 2003-2010       1 
Table 2: Monitoring Educational Indicators 2003-04 to 2010-11     2 
Table 3: Number of Schools by District, Level, and Funding        7 
Table 4: Enrolment by District, Level, and Sex       9 
Table 5: Number of Teachers by District, Level, and Sex     11 
Table 6: Number of Preschools by District, Management, and Urban/Rural Location 13 
Table 7: Preschool Enrolment by Management, District, Sex, and Urban/Rural Location 16 
Table 8: Preschool Enrolment by Age, District, and Sex      18 
Table 9: Number of Preschool Teachers by Management, District, and Sex  19 
Table 10: Number of Preschool Teachers by District, and Urban/Rural Location  20 
Table 11: Number of Primary Schools by Management, District, Urban/Rural Location 21  
Table 12: Primary Enrolment by Grade, District, and Sex    25 
Table 13: Primary Enrolment by Age, Grade, and Sex      27 
Table 14: Primary Enrolment by Management, Sex, District, and  Urban/Rural Location  29  
Table 15: Primary School Repetition Rate by District, Grade, and Sex   31 
Table 16: Primary School Dropout Rate by District, Grade, and Sex     33 
Table 17a: Number of Primary School Teachers by District, Urban/Rural Location,  
  and Level of Training 2011-12            36 
Table 17b: Number of Primary School Teachers by District, Urban/Rural Location,  
   and Level of Training 2010-11      36 
Table 18: Number of Primary School Teachers by Management,  District, and Sex 38 
Table 19: Student-Teacher Ratio by District and Urban/Rural Location    40  
Table 20: Transition Rate to Secondary School        41 
Table 21: Number of Secondary Schools by District, Management,  
  and Urban/Rural Location       42 
Table 22: Number of Secondary Schools by District, Funding Source, and  
  Urban/Rural Location       44      
Table 23: Secondary Enrolment by District, Form, and Sex    46 
Table 24: Secondary Enrolment by Age, Form, and Sex     47 
Table 25a: Secondary Enrolment by Management, Sex, District, and 
  Urban/Rural Location 2011-12       49 
 
iii 
 
 
LIST OF TABLES (Cont.) 
 
Table 25b: Secondary Enrolment by Management, Sex, District, and  
  Urban/Rural Location 2010-11       49 
Table 26: Secondary School Repetition Rate by Form, District, and Sex    52 
Table 27: Secondary School Dropout Rate by Form, District, and Sex      54 
Table 28a: Number of Secondary School Teachers by District, Sex, Management, 
    and Qualification 2011-12      57 
Table 28b: Number of Secondary School Teachers by District, Sex, Management, 
    and Qualification 2010-11         57 
Table 29: Vocational/Technical Enrolment by District and Sex 2002-03 to 2011-12 59 
Table 30: Tertiary Enrolment by Institutions & Sex 2002-03 to 2011-12   61 
Table 31: Preschool Enrolment Trends 2002-03 to 2011-12    62 
Table 32: Primary School Enrolment Trends 2002-03 to 2011-12       62 
Table 33: Secondary School Enrolment Trends 2002-03 to 2011-12    63 
Table 34: Student Performance in PSE by District and Urban/Rural Location   67 
Table 35a: Student Performance in CSEC by District and Urban/Rural Location 2011    69   
Table 35b: Student Performance in CSEC by District and Urban/Rural Location 2010   70 
Table 36: Preschool Net Enrolment Rate 2007-08 to 2011-12    72 
Table 37: Preschool Gross Enrolment Rate 2007-08 to 2011-12     73 
Table 38: Primary School Net Enrolment Rate 2007-08 to 2011-12    74 
Table 39: Primary School Gross Enrolment Rate 2007-08 to 2011-12      75 
Table 40: Secondary School Net Enrolment Rate 2007-08 to 2011-12      76 
Table 41: Secondary School Gross Enrolment Rate 2007-08 to 2011-12      77 
Table 42: Average Primary School Repetition Rate by Sex 2006-07 to 2010-11  78 
Table 43: Average Primary School Repetition Rate by Grade 2006-07 to 2010-11  79 
Table 44: Average Primary School Dropout Rate by Sex 2006-07 to 2010-11   80 
Table 45: Average Primary School Dropout Rate by Grade 2006-07 to 2010-11   81 
Table 46: Average Secondary School Repetition Rate by Sex 2006-07 to 2010-11  82 
Table 47: Average Secondary School Repetition Rate by Form 2006-07 to 2010-11 83 
Table 48: Average Secondary School Dropout Rate by Sex 2006-07 to 2010-11  84 
Table 49: Average Secondary School Dropout Rate by Form 2006-07 to 2010-11  85 
Table 50: Primary School Completion Rate 2007-08 to 2011-12       86 
Table 51: Secondary School Completion Rate 2007-08 to 2011-12     87 
iv 
 
 
LIST OF TABLES (Cont.) 
 
Table 52: Primary School Student-Teacher Ratio (STR) 2007-08 to 2011-12    88 
Table 53: Secondary School Student-Teacher Ratio (STR) 2007-08 to 2011-12  89  
Table 54: Percentage of Trained Primary School Teachers 2007-08 to 2011-12  90 
Table 55: Percentage of Trained Secondary School Teachers 2007-08 to 2011-12  91 
Table 56: Apparent Intake Rate 2007-08 to 2011-12     92  
Table 57: Net Intake Rate 2007-08 to 2011-12       93 
Table 58: Percentage of 12 Year Old Children Enrolled in the Education System   
  2007-08 to 2011-12        94 
Table 59: Percentage of 14 Year Old Children Enrolled in the Education System 
 2007-08 to 2011-12       95 
Table 60: Total Enrolment 2011-12            96 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
v 
 
 
LIST OF FIGURES 
 
 
Figure 1: Number of Schools by Level 2006-07 to 2011-12     8 
Figure 2: Enrolments by Level 2006-07 to 2011-12      10 
Figure 3: Numbers of Teachers by Level 2006-07 to 2011-12    12 
Figure 4: Distribution of Preschool by District 2011-12     14 
Figure 5: Preschool Enrolment by District and Urban/Rural Location 2011-12  17 
Figure 6: Distribution of Preschool Teachers’ by District 2011-12    20 
Figure 7: Distribution of Primary School by District and Urban/Rural Location 2011-12 22 
Figure 8: Distribution of Primary School by Denomination 2011-12   23 
Figure 9: Primary Schools’ Repetition and Dropout Rates by District 2010-11    34 
Figure 10: Distribution of Primary School Teachers by District 2011-12 26  37 
Figure 11: Distribution of Primary School Teachers by Management 2011-12  39 
Figure 12: Distribution of Secondary School by District and U/R Location 2011-12  43 
Figure 13: Distribution of Secondary School by Funding Source 2011-12      44 
Figure 14: Distribution of Secondary School Enrolment by District 2011-12     50 
Figure 15: Secondary Schools' Repetition and Dropout Rates by District 2010-11  55 
Figure 16: Qualifications of Secondary School Teachers 2011-12    58 
Figure 17: Distribution of Secondary School Teachers’ by District 2011-12    58 
Figure 18: GOB Recurrent Expenditure by Ministry 2011-12    64 
Figure 19: Ministry of Education Recurrent Expenditure by Subsector 2011-12  64 
Figure 20: MOES Recurrent Spending per Student by Level of Education 2011-12 65 
Figure 21: Urban and Rural Candidates' PSE Scores by Grade Ranges 2011  67 
Figure 22: Percentage of Urban and Rural Candidates' CSEC with  
Satisfactory level of performance in English A 2007 to 2011      71  
Figure 23: Percentage of Urban and Rural Candidates' CSEC with  
Satisfactory level of performance in Mathematics 2007 to 2011     71 
Figure 24: Preschool Net Enrolment Rate by Sex     72 
Figure 25: Preschool Gross Enrolment Rate by Sex     73 
Figure 26: Primary School Net Enrolment Rate by Sex      74 
Figure 27: Primary School Gross Enrolment Rate by Sex      75 
Figure 28: Secondary School Net Enrolment Rate by Sex     76 
Figure 29: Secondary School Gross Enrolment Rate by Sex     77 
Figure 30: Average Primary School Repetition Rate by Sex    78 
vi 
 
 
 LIST OF FIGURES (Cont.) 
 
Figure 31: Average Primary School Repetition Rate by Grade    79 
Figure 32: Average Primary School Dropout Rate by Sex    80 
Figure 33: Average Primary School Dropout Rate by Grade    81 
Figure 34: Average Secondary School Repetition Rate by Sex    82 
Figure 35: Average Secondary School Repetition Rate by Form    83 
Figure 36: Average Secondary School Dropout Rate by Sex    84 
Figure 37: Average Secondary School Dropout Rate by Form    85 
Figure 38: Primary School Completion Rate by Sex     86 
Figure 39: Secondary School Completion Rate by Sex     87 
Figure 40: Primary School Student-Teacher Ratio (STR) by Urban/Rural  Location 88 
Figure 41: Secondary School Student-Teacher Ratio (STR) by Urban/Rural Location 89 
Figure 42: Percentage of Trained Primary School Teachers by Urban/Rural Location 90 
Figure 43: Percentage of Trained Secondary School Teachers by Urban/Rural Location 91 
Figure 44: Apparent Intake Rate by Sex          92  
Figure 45: Net Intake Rate by Sex            93 
Figure 46: Percentage of 12 Year Old Children Enrolled in the Education System by Sex 94 
Figure 47: Percentage of 14 Year Old Children Enrolled in the Education System by Sex 95 
 
vii 
 
Ministry of Education   
 
Acknowledgment 
This edition of the Education Statistical Digest, produced by the Policy and Planning Unit 
of the Ministry of Education and Youth (MoEY) provides Education Management 
Information System (EMIS) data for the 2008/09 school year.   
 
The Digest, as it is most commonly referred to, is the compilation of EMIS data that is 
collected from schools about schools—from pre-school to tertiary level institutions, 
including vocational/technical institutions—and provides information on indicators viv-a-
vis Demographic, Social and Economic, Resources, Access, Quality, and Internal 
Efficiency. 
 
The Digest is intended for use by a wide cross section of stakeholders such as the 
Management Team and other personnel in the MoEY, Managers of schools, principals 
and teachers, NGOs, and various other organizations and individuals, and for a variety of 
purposes.  Within the MoEY, the EMIS data are used primarily for decision-making 
functions.  For example, in determining where to build schools, the number of classrooms 
that should be built. The data are also used to generate policies, to develop strategies, and 
implement programs addressing student drop-out, teacher training, the allocation of 
funding and other resources to schools, and on prioritizing which school/institution or 
program takes precedence over the other. 
 
It is anticipated that managers and principals will use the data in the deployment of 
teachers and in the development of the school improvement plan. That teachers would 
use the information e.g., on repetition to reassess their teaching strategies with a view to 
improve student performance.  And there are those scholars for whom the EMIS data 
provide interesting research data.   
 
Regardless of the user, or the purpose for which the data is being used, the need for 
schools to submit accurate data in a timely manner cannot be over emphasized.  The 
Policy and Planning Unit takes this opportunity to thank all those schools which have 
been diligent in providing accurate data and submitting it in a timely manner.  To those 
schools that are still struggling to meet that mark, the Unit encourages you to endeavour 
to do your best to facilitate the Unit in the production and dissemination of valid, reliable, 
and  relevant EMIS data. 
 
To the staff of the Policy and Planning Unit, who worked unflinchingly in the collection, 
processing, production, and dissemination of the Digest, I say a big Thank You! 
 
 
viii 
 
Ministry of Education   
 
1.0 BELIZE IN FIGURES 
 
Table 1: Population Statistics 2002-2011 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 1 
 
Ministry of Education   
 
Table 2:  Monitoring Educational Indicators 2002-2011 
 
 
Indicators 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12
Demographic, Social & Economic
Apparent Intake Rate (Primary) 94.9% 93.7% 97.9% 100.3% 103.0% 96.2% 93.1% 83.6% 96.8% 98.3%
Gross Enrolment Ratio (Preschool) 25.1% 24.5% 27.8% 29.7% 31.0% 35.7% 35.3% 35.3% 43.8% 46.3%
Gross Enrolment Ratio (Primary) 104.5% 103.7% 102.7% 101.1% 98.9% 97.0% 95.1% 92.8% 107.2% 110.7%
Gross Enrolment Ratio (Secondary) 58.2% 59.2% 57.3% 60.4% 55.1% 53.5% 53.0% 58.3% 65.1% 67.8%
Access
Net intake rate (Primary) 67.8% 64.6% 58.3% 66.9% 67.0% 57.7% 57.3% 52.7% 60.9% 62.0%
Transition rate (primary - secondary) 90.3% 84.2% 87.7% 84.6% 85.3% 86.2% 84.7% 89.2% 90.2% 85.0%
Net Enrolment Ratio (preschool 3-4yrs) 24.2% 23.2% 27.2% 28.5% 29.7% 33.9% 33.7% 33.5% 42.2% 44.1%
Net Enrolment Ratio (primary 5-12yrs) 91.1% 90.3% 88.0% 88.1% 86.4% 84.6% 83.7% 81.7% 95.0% 98.3%
Net Enrolment Ratio (secondary 13-16yrs) 42.9% 44.1% 45.4% 45.3% 41.2% 40.0% 40.7% 44.9% 50.3% 52.4%
Resources
% trained teachers at primary level 43.3% 52.1% 51.4% 46.7% 45.5% 42.8% 42.5% 45.5% 44.1% 51.4%
% trained teachers at seconday level 55.6% 35.1% 37.6% 34.2% 32.7% 30.6% 29.7% 33.4% 30.3% 31.1%
Number of classrooms (primary) N/A 2,393 2,463 2,485 2,628 2,674 2,706 2,763 2,845 2,857
Student-Teacher ratio (primary) 24 23 24 23 23 23 23 22 22 22
Student-Teacher ratio (secondary) 15 14 14 14 14 14 14 14 14 14
Internal Efficiency
Repetition Rate (primary) 9.8% 9.7% 9.4% 8.7% 7.4% 7.2% 6.5% 7.1% 6.8% N/A
Repetition Rate (secondary) 7.6% 7.8% 7.4% 8.8% 9.8% 7.7% 9.0% 9.1% 7.1% N/A
Dropout Rate (primary) 1.0% 0.9% 0.9% 0.8% 0.8% 0.9% 0.8% 0.8% 0.6% N/A
Dropout Rate (Secondary) 7.3% 6.5% 10.4% 9.2% 10.1% 10.5% 10.3% 10.1% 8.5% N/A
 
 
 
 
Education Statistical Digest 2011-2012 2 
 
Ministry of Education   
 
2.0 Major Findings 
 
Access 
 
EMIS Reports for the 2011-12 academic year indicated that there were a total of 570 schools 
operating in the country of Belize. This figure included 209 preschools, 295 primary schools, 53 
secondary schools, 10 junior colleges, and 3 universities. In addition to these schools, there were 
ten institutes in operation with a focus on technical and vocation education and training. 
 
Total enrolment for the 2011-12 academic year stood at 104,960 students, of which 7,116 were 
enrolled in preschools, 69,331 in primary schools, 566 in ITVETS, 19,665 in secondary schools, 
3,653 in junior colleges, and 4,629 in universities. The data point to improvements in access and 
participation at all levels of the education system. Gross enrolment ratio (GER) for preschool 
increased from 35.7% in the 2007-08 academic year to 46.3% in the 2011-12 academic year. 
During the same period, the Primary GER rose from 97.0% to 110.7% and the Secondary GER 
rose from 53.5% to 67.8%. The most recent available data for Tertiary GER (2010) places that 
figure at 23.3%.  
 
Net enrolment figures for 2011-12 indicate that 44.1% of the nation’s 3 and 4 year olds were 
enrolled in preschools, 98.3% of 5 to 12 year olds were enrolled in primary schools, and 52.4% 
of 13 to 16 year olds were enrolled in secondary schools. 
 
Efficiency  
 
EMIS Reports for the 2011-12 academic year indicated an overall increase in efficiency within the 
education system. The primary school repetition rate fell from 7.2% in 2007-08 to 6.8% in 2011-
12. During that same period, the repetition rate for secondary school fell from 7.7% to 7.1%. 
Likewise, between 2007-08 and 2011-12, the primary school dropout rate fell from 0.9% to 0.6% 
and the secondary school dropout rate fell from 10.5% to 8.5%.  
 
Nevertheless, there is much room for further improvement. Based on primary school repetition 
and drop-out rates, it is estimated that only 90.1% of an Infant I cohort typically makes it to 
Standard VI and furthermore, only 42.0% of them can be expected to do so within the prescribed 
eight years. Similarly, based on secondary school repetition and dropout rates only 64% of Form 
1 students are expected to complete secondary education within the prescribed four years. 
Notably, the transition rate from primary to secondary in the 2011-12 academic year was 85.0%, 
down from 90.2% the previous academic year.  
 
Effectiveness 
 
This section will look at the level of teacher training and student performance on selected exams 
as indicators of the level of effectiveness of the education system. It is acknowledged that these 
indicators are not the only measures of an effective or quality education system; however, they 
do offer some indication of how prepared schools are to effect learning. 
 
EMIS reports for the 2011-12 academic year showed that the percentage of trained primary 
school teachers increased from 42.8% in 2007-08 to 54.3% in 2011-12. Unfortunately, at the 
secondary level, there was little change within the same five-year period, moving from 30.6% 
trained teachers in 2007-08 to only 31.1% trained teachers in 2011-12.  
 
Education Statistical Digest 2011-2012 3 
 
Ministry of Education   
 
Average scores on the 2011 Primary School Examination (PSE) showed low levels of 
performance, with only 10.6% of students who sat the exam scoring grades above 75 out of a 
possible total of 100 points. Furthermore, approximately one-third or, 32.3% of students, scored 
50 or fewer points on the exam. At the secondary level, 81.2% of students sitting the 2011 CSEC 
English A exam achieved satisfactory levels of performance (Grades I, II, or III); however, only 
50.2% did so on the 2011 CSEC Mathematics exam. 
 
Equity 
 
According to data obtained from the EMIS reports for the 2011-12 academic year, there were 
several areas in which inequity persists within the education system.  
 
Urban/Rural: When enrolment data is disaggregated by urban and rural locations, a number of 
discrepancies could be seen. For example, although rural children made up 59.2% of the 3 and 4 
year olds countrywide, enrolment in rural preschools amounted to only 45.3% of total preschool 
enrolment. Likewise, rural children make up 58.4% of the primary school-age population but 
only 55.7% of primary students are enrolled in rural schools. Even more, rural students make up 
57.3% of the country’s secondary school-age population; however, enrolment in rural secondary 
schools account for only 27.3% of total secondary enrolment.  
 
It must be noted that the figures presented are influenced by students attending schools outside 
of the area where they live. The number of rural students who elect to enroll in urban schools by 
choice or necessity is not known; however, the lower than expected enrolment in rural schools, 
especially at the preschool and secondary levels may indicate that rural students have a harder 
time accessing education. Data on levels of teacher training also reveal that while 57.7% of 
teachers in urban primary schools are trained, only 51.6% of those in rural schools are trained. 
There is an even wider gap at the secondary level. 
 
There was also a significant gap in the performance of rural and urban students on both the PSE 
and CSEC exams. For example, while 15.2% of urban students scored an average of 76 points or 
higher on the 2011 PSE, only 6.3% of rural students earned the same scores. Also, a greater 
percentage of rural students (37.9%) compared to urban students (26.3%) earned average 
scores of 50 points or lower.  
 
Male/Female: Disaggregation by gender reveals other areas of inequity. The proportion of males 
and females enrolled in preschools corresponded well to the proportion of preschool-age male 
and female children in the general population. At the primary school level, males make up 
50.2% of the primary-school age population (5 to 13 years) and a slightly higher portion (51.2%) 
of primary school enrolment. Males made up 50.1% of the secondary school-age population in 
the country, and a slightly lower portion, 48.1%, of the students enrolled in secondary education.  
 
Clearly, although there are some small gaps in the participation levels of males and females in 
preschool, primary, and secondary education, overall, there is considerable gender equity at 
these levels. This is not the case at the tertiary level. Out of 3,653 junior college students, only 
40.0% of those students were males, and at the university level, males accounted for only 35.7% 
of 4,629 students.  
 
Discrepancies could also be observed in a number of other indicators which point to the need to 
pay special attention to male students. Males had much higher repetition rates than females at 
both the primary and secondary levels of the education system, 7.9% compared to 5.6% at the 
primary level and 8.7% compared to 5.6% at the secondary level. Furthermore, although both 
males and females had an identical dropout rate of 0.6% at the primary level, male students 
Education Statistical Digest 2011-2012 4 
 
Ministry of Education   
 
were more likely to drop out of secondary school than their female counterparts, 9.5% versus 
7.5% respectively.  
 
District Comparisons 
 
The EMIS data for 2011-12 show that issues of access, efficiency, effectiveness, and equity vary 
considerably by district. Taken together, the data provide a good picture of where each district 
is in regards to key educational indicators. Some comparative highlights of both positive and 
negative indicators are presented below: 
 
Belize District 
 highest preschool NER (61.4%) 
 highest secondary NER (64.2%) 
 lowest primary repetition rate (5.2%)  
 lowest primary drop-out rate (0.3%) 
 highest primary to secondary transition rate (93.7%) 
 second highest percentage of trained secondary school teachers (33.5%) 
 highest percentage of students earning 76 points or higher on 2011 PSE (13.5%) 
 highest percentage of students earning 25 points or lower on 2011 PSE (3.7%) 
 lowest percentage of satisfactory performances on 2011 CSEC Math (39.9%) 
 largest gender gap in secondary NER (difference of 10.7 percentage points) 
 largest gender gap in secondary repetition rates (difference of 3.9 percentage points) 
 second largest gender gap in secondary dropout rate (difference of 3.1 percentage points) 
 zero gender gap in primary dropout rate  
 
Cayo District 
 lowest preschool NER (29.6%) 
 second lowest primary NER (91.6%) 
 lowest secondary dropout rate (6.8%) 
 second lowest primary repetition rate (6.3%) 
 smallest gender gap in secondary drop out rate (difference of 0.4 percentage points) 
 
 Corozal District 
 second highest secondary repetition rate (8.2%) 
 second highest secondary dropout rate (10.0%) 
 second lowest primary dropout rate (0.6%) 
 highest percentage of trained primary school teachers (76.1%) 
 highest percentage of trained secondary school teachers (40.1%) 
 second highest percentage of students earning 76 points or higher on 2011 PSE (13.5%) 
 highest percentage of satisfactory performances on 2011 CSEC Math (73.0%) 
 second highest percentage of satisfactory performances on 2011 CSEC English A (87.4%) 
 smallest gender gap in secondary NER (difference of 0.5 percentage points) 
 second smallest gender gap in primary repetition rate (difference of 2.2 percentage points) 
 second smallest gender gap in secondary dropout rate (difference of 2.2 percentage points) 
 
Orange Walk District 
 second highest primary NER (103.3%) 
 second lowest preschool NER (30.4%) 
 lowest secondary NER (38.1%) 
 highest primary repetition rate (8.8%) 
 highest primary dropout rate (0.8%) 
 highest secondary repetition rate (8.9%) 
 lowest primary to secondary transition rate (67.2%) 
 second highest percentage of trained primary school teachers (61.4%) 
 lowest percentage of students earning 25 points or lower on 2011 PSE (0.7%) 
 highest percentage of satisfactory performances on 2011 CSEC English A (71.5%) 
 second highest percentage of satisfactory performances 2011 CSEC Math (54.5%) 
Education Statistical Digest 2011-2012 5 
 
Ministry of Education   
 
 second smallest gender gap in secondary NER (difference of 3.1 percentage points) 
 smallest gender gap in secondary repetition rate (difference of 2.5 percentage points) 
 
Stann Creek District 
 highest primary NER (110.8%) 
 second highest preschool NER (54.1%) 
 second highest secondary NER (55.8%) 
 second highest primary repetition rate (8.7%) 
 lowest secondary repetition rate (4.8%) 
 highest secondary dropout rate (11.9%) 
 second lowest percentage of trained primary school teachers (44.7%) 
 second lowest percentage of trained secondary school teachers (25.7%) 
 second lowest percentage of students earning 76 points or higher on 2011 PSE (6.1%) 
 second highest percentage of students earning 25 points or lower on 2011 PSE (2.5%) 
 second lowest percentage of satisfactory performances on 2011 CSEC Math (41.8%) 
 lowest percentage of satisfactory performances on 2011 CSEC English A (68.2%) 
 largest gender gap in primary repetition rate (difference of 2.8 percentage points) 
 zero gender gap in primary dropout rate 
 smallest gender gap in secondary repetition rate (difference of 2.5 percentage points) 
 largest gender gap in secondary dropout rate (difference of 4.3 percentage points) 
 
Toledo 
 lowest primary NER (78.8%) 
 second lowest secondary NER (41.3%) 
 second lowest secondary repetition rate (5.4%) 
 lowest percentage of trained primary school teachers (42.9%) 
 lowest percentage of trained secondary school teachers (22.1%) 
 lowest percentage of students earning 76 points or higher on 2011 PSE (4.6%) 
 second lowest percentage of students earning 25 points or lower on 2011 PSE (0.9%) 
 second lowest percentage of satisfactory performances on 2011 CSEC English A (71.3%) 
 
 
Summary 
 
The data presented in the 2011-12 Education Statistical Digest point to the need for continued 
emphasis on improving educational access and participation, especially at the preschool and 
secondary levels of the education system. Special attention to vocational and technical education 
is also indicated since, despite considerable investments in infrastructure for ITVETS, enrolment 
in these institutes remains extremely low.  
 
The reductions in repetition and dropout rates are welcome signs of movement towards a more 
efficient and student-centered education system. The data presented also suggest that recent 
efforts to increase the number of trained teachers in the nation’s primary schools are beginning 
to pay dividends. Nevertheless, there remains much room for improvement in student 
achievement. Continued effort must be made to increase the capacity of teachers, at all levels of 
the education system, to help students develop the knowledge, skills, and attitudes needed for 
self-efficacy and national development.   
 
Additionally, the variations in educational indicators observed among districts, between urban 
and rural communities, and between male and female students highlight the need to continue 
efforts to reduce inequality within the education system. Further study is needed to clearly 
determine the reasons for the observed gaps and to plan appropriate interventions.  
 
The overall picture is one of an education system that has made tremendous strides, even as 
crucial challenges remain.  
Education Statistical Digest 2011-2012 6 
 
Ministry of Education   
 
3.0 EDUCATION SUPPLY 
 
3.1 NUMBER OF SCHOOLS: 
 
An overall increase of 9 institutions was reported in the 2011-12 academic year, increasing the 
total number of educational institutions from 562 to 570. As shown in Table 3, these 570 
institutions included 209 preschools, 295 primary schools, 53 secondary schools, 10 junior 
colleges, and 3 universities. Of those 570 institutions, 101 (17.7%) of them were fully government 
funded, 376 (66.0%) were government aided, and the remaining 93 (16.3%) were private or 
specially assisted schools.   
 
The observed increase was a result of the opening of 10 new preschools and the closure of one 
secondary school in the Orange Walk District.  The Belize District was the only district to 
experience a decline in the number of schools; this reduction from 146 to 139 schools was the 
result of the amalgamation of several primary schools in the Belize River Valley. The largest 
increase in number of schools occurred in the Cayo District where two new government aided 
preschools and four private/specially assisted primary schools were added, bringing the total 
number of primary schools in that district to 124.  
 
 
Table 3: Number of Schools by District, Level and 
Funding
2010-11 2011-12
District and Funding Pre- Secon- Junior Uni- Pre- Secon- Junior Uni-
TOTAL TOTAL
school Primary dary College versity school Primary dary College versity
Belize 56 67 19 3 1 146 55 61 19 3 1 139
   Government 6 6 7 0 0 19 6 6 7 0 0 19
   Government Aided 30 50 9 3 0 92 30 45 9 3 0 87
   Private \Sp. Assisted 20 11 3 0 1 35 19 10 3 0 1 33
Cayo 37 65 12 1 2 117 39 69 12 1 2 123
   Government 6 15 2 0 0 23 6 15 2 0 0 23
   Government Aided 18 42 6 1 1 68 20 42 6 1 1 70
   Private \Sp. Assisted 13 8 4 0 1 26 13 12 4 0 1 30
Corozal 33 42 6 3 0 84 35 43 6 3 0 87
   Government 5 6 1 1 0 13 6 6 1 1 0 14
   Government Aided 27 34 4 2 0 67 28 34 4 2 0 68
   Private \Sp. Assisted 1 2 1 0 0 4 1 3 1 0 0 5
Orange Walk 20 37 7 1 0 65 23 38 6 1 0 68
   Government 5 12 2 0 0 19 5 12 2 0 0 19
   Government Aided 12 22 3 1 0 38 13 22 3 1 0 39
   Private \Sp. Assisted 3 3 2 0 0 8 5 4 1 0 0 10
Stann Creek 29 34 5 2 0 70 32 34 5 2 0 73
   Government 2 5 3 1 0 11 3 5 3 1 0 12
   Government Aided 24 26 2 1 0 53 25 26 2 1 0 54
   Private \Sp. Assisted 3 3 0 0 0 6 4 3 0 0 0 7
Toledo 24 50 5 0 0 79 25 50 5 0 0 80
   Government 2 10 2 0 0 14 2 10 2 0 0 14
   Government Aided 19 36 2 0 0 57 20 36 2 0 0 58
   Private \Sp. Assisted 3 4 1 0 0 8 3 4 1 0 0 8
TOTAL 199 295 54 10 3 561 209 295 53 10 3 570
   Government 26 54 17 2 0 99 28 54 17 2 0 101
   Government Aided 130 210 26 8 1 375 136 205 26 8 1 376
   Private \Sp. Assisted 43 31 11 0 2 87 45 36 10 0 2 93  
Education Statistical Digest 2011-2012 7 
 
Ministry of Education   
 
Figure 1 shows that during the five-year period 2007-08 to 2011-12, the number of institutions 
increased at most levels of schooling—preschool, primary, and secondary.  
 
The most rapid growth occurred at the preschool level, where the number of preschools 
increased from 171 in 2007-08 to 209 in 2011-12. During that same period, the number of primary 
schools increased slightly from 292 to 295 and the number of secondary schools from 49 to 53.  
 
The number of junior colleges and universities remained the same.   
 
 
Figure 1:  Number of Schools by Level 2007-08 to 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 8 
 
Ministry of Education   
 
4.0 PARTICIPATION IN EDUCATION 
 
4.1 ENROLMENT: 
 
A total of 104,394 students were reported to be enrolled in educational institutions countrywide. 
As can be seen in Table 4, 6.8% (7,116 students) of these students were enrolled in preschools, 
66.4% (69,331 students) in primary schools, 18.8% (19,665 students) in secondary schools, 3.5% 
(3,653 students) in junior colleges, and 4.4% (4,629 students) in universities.  There were 4,067 
more students enrolled in 2011-12 than were enrolled in the previous academic year, an 
increase of 4.0%.  Females accounted for 53.1% of this additional enrolment (2,161 students).   
 
The Belize District which comprises 29.5% of the country’s total population reported the largest 
share of enrolled students (29,603 students or 28.4% of total enrolment) and the Toledo District, 
which comprises 9.5% of the country’s total population reported the smallest share of enrolled 
students (9,446 students or 9.0% of total enrolment). The Orange Walk District reported the 
largest increase in enrolment of all districts with 1,067 additional students and a 9.0% increase 
over the previous year. On the other hand, despite a 4.0% increase in their enrolment at the 
secondary level, the overall increase in student enrolment in the Toledo District was only .02%.  
 
At the primary school level, enrolment grew by 3.3% (2,243 students) and at the preschool and 
secondary levels enrolment grew by 5.5% (377 students) and 4.1% (778 students) respectively. 
The tertiary level reported an additional 669 students, an increase of 8.8%. Most of this increase 
took place in the junior college sector where 504 additional students enrolled, an increase of 
16.0% over the previous academic year.  
 
Table 4: Enrolment by District, Level, and Sex  
2010-11 2011-12
District and 
Pre- Jr. Pre- Jr. 
Sex
school Primary Secondary College University TOTAL school Primary Secondary College University TOTAL
Belize 2,518 17,652 6,295 1,046 1,367 28,878 2,699 17,666 6,509 1,468 1,261 29,603
     Male     1,300 8,939 2,891 436 450 14,016     1,384 8,955 3,031 557 411 14,338
     Female     1,218 8,713 3,404 610 917 14,862     1,315 8,711 3,478 911 850 15,265
Cayo 1,102 17,137 4,343 490 2,646 25,718 1,186 17,537 4,700 552 2,851 26,826
     Male 535 8,842 1,992 210 958 12,537 592 8,982 2,182 226 1,058 13,040
     Female 567 8,295 2,351 280 1,688 13,181 594 8,555 2,518 326 1,793 13,786
Corozal 867 7,656 2,035 777 0 11,335 886 8,336 2,077 780 17 12,096
     Male 444 3,867 1,001 313 0 5,625 441 4,255 1,056 354 7 6,113
     Female 423 3,789 1,034 464 0 5,710 445 4,081 1,021 426 10 5,983
Orange Walk 720 8,720 1,994 378 94 11,906 724 9,848 1,995 339 67 12,973
     Male 374 4,448 997 170 32 6,021 370 5,051 998 144 17 6,580
     Female 346 4,272 997 208 62 5,885 354 4,797 997 195 50 6,393
Stann Creek 893 9,168 2,527 458 0 13,046 983 9,259 2,622 514 72 13,450
     Male 413 4,765 1,174 156 0 6,508 518 4,822 1,251 181 26 6,798
     Female 480 4,403 1,353 302 0 6,538 465 4,437 1,371 333 46 6,652
Toledo 639 6,755 1,693 0 357 9,444 638 6,685 1,762 0 361 9,446
     Male 325 3,443 892 0 142 4,802 306 3,413 947 0 135 4,801
     Female 314 3,312 801 0 215 4,642 332 3,272 815 0 226 4,645
TOTAL 6,739 67,088 18,887 3,149 4,464 100,327 7,116 69,331 19,665 3,653 4,629 104,394
     Male 3,391 34,304 8,947 1,285 1,582 49,509 3,611 35,478 9,465 1,462 1,654 51,670
     Female 3,348 32,784 9,940 1,864 2,882 50,818 3,505 33,853 10,200 2,191 2,975 52,724
Note: Table 4 does not include 566 additional students enrolled in vocational and technical programs.  
Education Statistical Digest 2011-2012 9 
 
Ministry of Education   
 
Figure 2 demonstrates the growth in student enrolment over the five-year period 2007-08 to 
2011-12. During that period, overall student enrolment grew by 10.2%. The primary and 
secondary levels saw increases of 5.0% and 15.0% respectively.  Growth was even larger at the 
preschool (22.7%), junior college (33.4%) and university (52.3%) levels during the same time-
period.  
 
Except for the preschool level were there was a significant increase in both the number of 
institutions and the number of students over the five-year period 2007-08 to 2011-12, increases in 
the number of schools did not generally mirror increases in enrolment. For example, despite the 
large increases in junior college and university enrolment, the number of those institutions 
remained the same. This meant that existing institutions had to absorb the increase. 
 
 
Figure 2:  Enrolment by Level 2007-08 to 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 10 
 
Ministry of Education   
 
5.0 RESOURCES 
 
5.1 TOTAL TEACHING FORCE: 
 
The teaching force for the 2011-12 academic year (excluding university faculty) was 5,293 
teachers, an increase of 4.2% (212 teachers) over the previous academic year. As Table 5 shows, 
the 2011-12 teaching force was comprised of 436 preschool teachers, 3,215 primary school 
teachers, 1,413 secondary school teachers, and 229 junior college teachers. 
 
All levels reported increases in numbers of teachers between 2010-11 and 2011-12. There was a 
5.6% increase at the preschool level, a 5.0% increase at the primary level, a 1.7% increase at the 
secondary level, and a 6.0% increase at the junior college level.  The Cayo District accounted for 
30.0% of the additional teachers for 2011-12.   
 
 
Table 5:  Number of Teachers by District, Level, and Sex   
2010-11 2011-12
District and 
Pre- Jr. Pre- Jr. 
Sex TOTAL TOTAL
school Primary Secondary College school Primary Secondary College
Belize 162 846 485 86 1,579 158 871 496 99 1,624
     Male 6 118 196 44 364 2 122 207 44 375
     Female 156 728 289 42 1,215 156 749 289 55 1,249
Cayo 74 754 316 29 1,173 89 797 322 28 1,236
     Male 0 223 155 17 395 0 237 143 17 397
     Female 74 531 161 12 778 89 560 179 11 839
Corozal 49 351 152 56 608 51 372 147 52 622
     Male 2 114 67 29 212 3 128 67 27 225
     Female 47 237 85 27 396 48 244 80 25 397
Orange Walk 36 398 158 16 608 42 440 155 16 653
     Male 2 128 77 10 217 0 162 76 9 247
     Female 34 270 81 6 391 42 278 79 7 406
Stann Creek 58 408 163 29 658 62 423 171 34 690
     Male 0 93 84 13 190 0 94 74 11 179
     Female 58 315 79 16 468 62 329 97 23 511
Toledo 34 306 115 0 455 34 312 122 0 468
     Male 1 151 59 0 211 0 148 63 0 211
     Female 33 155 56 0 244 34 164 59 0 257
TOTAL 413 3,063 1,389 216 5,081 436 3,215 1,413 229 5,293
     Male 11 827 638 113 1,589 5 891 630 108 1,634
     Female 402 2,236 751 103 3,492 431 2,324 783 121 3,659  
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 11 
 
Ministry of Education   
 
Figure 3 shows the growth in the number of teachers between 2007-08 and 2011-12.  
 
During that five-year period, the total teaching force grew from 4,659 to 5,293 teachers, a 13.6% 
increase. The preschool teaching force grew by 88 teachers, a 25.3% increase. At the primary 
level, an additional 298 teachers joined the teaching force, a 10.2% increase. At the secondary 
level the teaching force increased by 197 teachers and at the junior college level it increased by 
51 teachers, representing growth of 16.2% and 28.7% respectively. 
 
 
Figure 3:  Number of Teachers by Level 2007-08 to 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 12 
 
Ministry of Education   
 
6.0 PRESCHOOL EDUCATION 
 
6.1 NUMBER OF PRESCHOOLS: 
 
Ten new preschools were established in the 2011-12 academic year, bringing the number of 
urban preschools to 91, the number of rural preschools to 118, and the total number of 
preschools countrywide to 209.  
 
The Orange Walk and the Stann Creek districts each established three additional preschools, the 
Cayo and Corozal districts added two new preschools each, and the Toledo District added one. 
The Belize District recorded one fewer preschool than in the previous academic year.  
 
As shown in Table 6, denominational (113) and private (53) preschools continued to outnumber 
government (26) and community (17) preschools.  
 
 
Table 6:  Number of Preschools by District, Management and Urban/Rural Location 
  
District and 2010-11 2011-12
Govern- Comm- Denomi Govern- Comm- Denomi
Urban/Rural
ment unity national Private TOTAL ment unity national Private TOTAL
Belize 5 6 19 26 56 5 6 19 25 55
     Urban 2 4 11 23 40 2 4 11 22 39
     Rural 3 2 8 3 16 3 2 8 3 16
Cayo 2 6 14 15 37 2 7 15 15 39
     Urban 0 3 5 11 19 0 3 5 11 19
     Rural 2 3 9 4 18 2 4 10 4 20
Corozal 8 1 21 3 33 9 1 22 3 35
     Urban 1 0 3 3 7 1 0 4 3 8
     Rural 7 1 18 0 26 8 1 18 0 27
Orange Walk 5 0 13 2 20 5 0 14 4 23
     Urban 0 0 6 2 8 0 0 7 2 9
     Rural 5 0 7 0 12 5 0 7 2 14
Stann Creek 3 2 22 2 29 3 3 23 3 32
     Urban 2 1 3 2 8 2 1 4 3 10
     Rural 1 1 19 0 21 1 2 19 0 22
Toledo 2 0 19 3 24 2 0 20 3 25
     Urban 0 0 4 2 6 0 0 4 2 6
     Rural 2 0 15 1 18 2 0 16 1 19
TOTAL 25 15 108 51 199 26 17 113 53 209
     Urban 5 8 32 43 88 5 8 35 43 91
     Rural 20 7 76 8 111 21 9 78 10 118  
 
 
 
 
 
Education Statistical Digest 2011-2012 13 
 
Ministry of Education   
 
Figure 4 shows the distribution of preschools by district for the 2011-12 academic year. 
 
The Belize District, with its 55 schools, had the most preschools of all districts, 26.3% of 
preschools countrywide.  This was followed by Cayo with 18.7% of preschools, Corozal with 
16.7%, Stann Creek with 15.3%, Toledo with 12.0% and Orange Walk with 11.0%.       
 
 
Figure 4:  Distribution of Preschool by District 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
Education Statistical Digest 2011-2012 14 
 
Ministry of Education   
 
6.2 PRESCHOOL ENROLMENT: 
 
As Table 7 shows, preschool enrolment increased by 377 students (5.6%) in the 2011-12 
academic year, bringing total enrolment to 7,116 students.  All districts except Toledo reported 
increases in their preschool enrolment figures. The district with the largest increase was Stann 
Creek which reported 90 additional students, an increase of 10.1%.   
 
The Belize District reported 2,699 preschool students, representing 65.3% of the 4,133 three-
year and four-year old (preschool-age) population of the Belize District. The Stann Creek 
reported 983 preschool students which represented 59.0% of the 1,665 preschool age 
population of that district.  
 
Figures for the remaining districts were much lower—Corozal, 886 preschool students out of 
2,037 preschool age children (43.5%); Toledo, 638 preschool students out of 1,909 preschool age 
children (33.4%); Orange Walk, 724 preschool students out of 2,311 preschool age children 
(31.3%); and Cayo, 1,186 preschool students out of 3,922 preschool age children (30.2%).  
 
Males accounted for 50.7% (3,611) and females, 49.3% (3,505) of the total preschool population.  
Both urban and rural schools reported higher enrolment of boys than girls in preschool.   
 
Urban schools accounted for 54.7% of overall preschool enrolment. However, preschools 
located in rural areas (118) outnumbered those in urban areas (91). Furthermore, while 
enrolment in urban preschools increased by 2.3% (87 students), the increase in rural preschools 
was noticeably higher at 9.9% (290 students).  
 
Overall enrolment in government preschools remained the same, while enrolment increased 
from 701 to 758 students (an 8.0% increase) in community preschools, from 1903 to 2033 students 
(a 6.8% increase) in private preschools and from 3316 to 3506 (a 5.7% increase) in 
denominational preschools. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 15 
 
Ministry of Education   
 
 
Table 7: Preschool Enrolment by Management, District, Sex and Urban/Rural Location 
2010-11 2011-12
District and Government Community Denominational Private TOTAL Government Community Denominational Private TOTAL
Urban/Rural Male Female Male Female Male Female Male Female Male Female Total Male Female Male Female Male Female Male Female Male Female Total
Belize 144 132 169 147 389 350 598 589 1,300 1,218 2,518 135 140 157 163 395 340 697 672 1,384 1,315 2,699
     Urban 73 65 134 107 286 254 555 533 1,048 959 2,007 65 60 124 120 286 251 627 604 1,102 1,035 2,137
     Rural 71 67 35 40 103 96 43 56 252 259 511 70 80 33 43 109 89 70 68 282 280 562
Cayo 41 42 144 160 190 201 160 164 535 567 1,102 38 49 146 155 231 248 177 142 592 594 1,186
     Urban 0 0 112 125 95 104 111 116 318 345 663 0 0 106 98 107 126 111 94 324 318 642
     Rural 41 42 32 35 95 97 49 48 217 222 439 38 49 40 57 124 122 66 48 268 276 544
Corozal 103 80 12 5 275 264 54 74 444 423 867 87 93 12 8 301 302 41 42 441 445 886
     Urban 12 8 0 0 76 64 54 74 142 146 288 10 10 0 0 92 84 41 42 143 136 279
     Rural 91 72 12 5 199 200 0 0 302 277 579 77 83 12 8 209 218 0 0 298 309 607
Orange Walk 81 69 0 0 260 245 33 32 374 346 720 79 78 0 0 258 245 33 31 370 354 724
     Urban 0 0 0 0 155 146 33 32 188 178 366 0 0 0 0 144 148 20 16 164 164 328
     Rural 81 69 0 0 105 99 0 0 186 168 354 79 78 0 0 114 97 13 15 206 190 396
Stann Creek 50 38 23 41 294 357 46 44 413 480 893 44 38 57 60 368 330 49 37 518 465 983
     Urban 40 31 12 22 47 75 46 44 145 172 317 36 34 24 18 66 77 49 37 175 166 341
     Rural 10 7 11 19 247 282 0 0 268 308 576 8 4 33 42 302 253 0 0 343 299 642
Toledo 17 22 0 0 253 238 55 54 325 314 639 18 20 0 0 241 247 47 65 306 332 638
     Urban 0 0 0 0 38 42 38 43 76 85 161 0 0 0 0 31 35 39 57 70 92 162
     Rural 17 22 0 0 215 196 17 11 249 229 478 18 20 0 0 210 212 8 8 236 240 476
TOTAL 436 383 348 353 1,661 1,655 946 957 3,391 3,348 6,739 401 418 372 386 1,794 1,712 1,044 989 3,611 3,505 7,116
     Urban 125 104 258 254 697 685 837 842 1,917 1,885 3,802 111 104 254 236 726 721 887 850 1,978 1,911 3,889
     Rural 311 279 90 99 964 970 109 115 1,474 1,463 2,937 290 314 118 150 1,068 991 157 139 1,633 1,594 3,227  
Education Statistical Digest 2011-2012 16 
Ministry of Education   
 
Figure 5 shows a breakdown of preschool enrolment by district and urban/rural location 
for the 2011-12 academic year. The Belize District reported an enrolment of 2,699 
students or 38% of the total preschool enrolment countrywide, the largest of any district.   
 
The Belize District also reported the highest urban enrolment, 2,137 students, while the 
Stann Creek District reported the highest rural enrolment, 642 students.  Conversely, the 
Toledo District reported the lowest urban enrolment, 162 students, and the Orange Walk 
District reported the lowest rural enrolment, 396 students. 
 
 
Figure 5:  Preschool Enrolment by District and Urban/Rural Location 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 17 
 
Ministry of Education   
 
Table 8 shows preschool enrolment by age, district, and sex for 2010-11 and 2011-12. The figures for 2011-12 reveal that 95.3% of 
enrolled students (i.e. 6,781 of the 7,116 students) at the preschool level were within the prescribed age group (3-4 years old); this 
was down from 96.3% the previous academic year. The number of children age five or older who were enrolled in preschool 
increased from 47 students in 2010-11 to 101 students in 2011-12, a 114.8% increase.  Another 234 or 3.3% of preschool students were 
under the age of three, which represented an increase of 30 students or 1.5% over the previous academic year. 
 
 
Table 8:  Preschool Enrolment by Age, District and Sex 
2010-11 2011-12
Age and Orange Stann Orange Stann 
Sex Belize Cayo Corozal Walk Creek Toledo TOTAL Belize Cayo Corozal Walk Creek Toledo TOTAL
<3 125 8 19 0 32 20 204 132 9 16 6 49 22 234
     Male 45 1 10 0 13 9 78 61 3 8 4 38 17 131
     Female 80 7 9 0 19 11 126 71 6 8 2 11 5 103
3 1,146 334 299 193 298 251 2,521 1,185 367 302 235 410 240 2,739
     Male 621 171 153 90 142 117 1,294 588 186 159 109 202 113 1,357
     Female 525 163 146 103 156 134 1,227 597 181 143 126 208 127 1,382
4 1,235 751 549 526 554 352 3,967 1,351 794 567 468 490 372 4,042
     Male 627 357 281 283 251 186 1,985 721 399 273 248 251 175 2,067
     Female 608 394 268 243 303 166 1,982 630 395 294 220 239 197 1,975
5 10 5 0 1 9 13 38 30 14 1 12 34 4 95
     Male 7 3 0 1 7 10 28 13 3 1 7 27 1 52
     Female 3 2 0 0 2 3 10 17 11 0 5 7 3 43
>5 2 4 0 0 0 3 9 1 2 0 3 0 0 6
     Male 0 3 0 0 0 3 6 1 1 0 2 0 0 4
     Female 2 1 0 0 0 0 3 0 1 0 1 0 0 2
TOTAL 2,518 1,102 867 720 893 639 6,739 2,699 1,186 886 724 983 638 7,116
     Male 1,300 535 444 374 413 325 3,391 1,384 592 441 370 518 306 3,611
     Female 1,218 567 423 346 480 314 3,348 1,315 594 445 354 465 332 3,505  
Education Statistical Digest 2011-2012 18 
 
Ministry of Education   
 
6.3 PRESCHOOL TEACHERS:  
 
Table 9 shows that the preschool teaching force grew from 413 in 2010-11 to 436 in 2011-
12, a 5.6% increase which exactly matches the growth in the number of preschool 
students over the same period.   
 
The majority of teachers could be found in denominational schools (201) followed by 
private schools (149), government schools (47), and community schools (39). The number 
of teachers increased from 189 to 201 in denominational schools, from 138 to 149 in 
private schools, from 43 to 47 in government schools, and declined from 43 to 39 in 
community schools.  
 
Female teachers accounted for 98.9% of the preschool teaching force. In fact, in 2011-12, 
only five male preschool teachers were reported, down from ten the previous year.  
 
 
Table 9: Number of Preschool Teachers by Management, District and Sex 
 
2010-11 2011-12
District and Govern Commu Denomi Govern Commu Denomi
Sex ment nity national Private TOTAL ment nity national Private TOTAL
Belize 14 21 41 86 162 13 22 40 83 158
     Male 0 0 0 5 5 0 0 0 2 2
     Female 14 21 41 81 157 13 22 40 81 156
Cayo 3 18 24 29 74 7 14 27 41 89
     Male 0 0 0 0 0 0 0 0 0 0
     Female 3 18 24 29 74 7 14 27 41 89
Corozal 11 1 31 6 49 12 1 33 5 51
     Male 2 0 0 0 2 1 0 2 0 3
     Female 9 1 31 6 47 11 1 31 5 48
Orange Walk 9 0 23 4 36 9 0 28 5 42
     Male 1 0 1 0 2 0 0 0 0 0
     Female 8 0 22 4 34 9 0 28 5 42
Stann Creek 4 3 44 7 58 4 2 47 9 62
     Male 0 0 0 0 0 0 0 0 0 0
     Female 4 3 44 7 58 4 2 47 9 62
Toledo 2 0 26 6 34 2 0 26 6 34
     Male 0 0 1 0 1 0 0 0 0 0
     Female 2 0 25 6 33 2 0 26 6 34
TOTAL 43 43 189 138 413 47 39 201 149 436
     Male 3 0 2 5 10 1 0 2 2 5
     Female 40 43 187 133 403 46 39 199 147 431  
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 19 
 
Ministry of Education   
 
Table 10 shows the number of preschool teachers by district and urban/rural location for 
2010-11 and 2011-12.  
 
During that period, the number of preschool teachers increased in the Cayo District from 
74 to 89 teachers, in the Corozal District from 49 to 51 teachers, in the Orange Walk 
District from 36 to 42 teachers, and in the Stann Creek District from 58 to 62 teachers. The 
number of preschool teachers remained the same in the Toledo District at 34 teachers 
and declined in the Belize District from 162 to 158 teachers.  
 
 
Table 10: Number of Preschool Teachers by District and Urban/Rural Location 
 
2010-11 2011-12
District
Urban Rural Total Urban Rural Total
Belize 125 37 162 122 36 158
Cayo 45 29 74 50 39 89
Corozal 12 37 49 15 36 51
Orange Walk 18 18 36 19 23 42
Stann Creek 19 39 58 20 42 62
Toledo 10 24 34 10 24 34
TOTAL 229 184 413 236 200 436  
 
 
Figure 6 shows the distribution of preschool teachers by district for the 2011-12 academic 
year. The Belize District, with 158 preschool teachers, had 36.2% of the national 
preschool teaching force; this was followed by Cayo with 20.4%, Stann Creek with 
14.2%, Corozal with 11.7%, Orange Walk with 9.6%, and finally, Toledo with 7.8%. 
 
 
Figure 6:  Distribution of Preschool Teachers’ by District 2011-12 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 20 
 
Ministry of Education   
 
7.0 PRIMARY EDUCATION 
 
7.1 NUMBER OF PRIMARY SCHOOLS: 
 
Table 11 shows that for the 2011-12 academic year the total number of primary schools 
reported remained at 295. Cayo had the largest number of primary schools (69), followed 
by the Belize District (61), Toledo (50), Corozal (43), Orange Walk (38), and finally, Stann 
Creek (34). 
 
The Belize District experienced the most significant change in number of schools from 
2010-11 to 2011-12. This was due to the amalgamation of six denominational primary 
schools into one institution. The merger brought down the total number of primary 
schools in that district from 67 to 61.  
 
It is important to note that although figures for the Cayo District showed an increase in the 
number of schools from 65 to 69, these were not in fact new primary schools; data for 
2011-12 included six pre-existing Mennonite schools, four in the Cayo District and two in 
the Orange Walk District, that were not previously part of the EMIS database. 
 
 
Table 11:  Number of Primary Schools by District, Management and Urban/Rural Locations 
 
2010-11 2011-12
MANAGEMENT & 
Orange Stann Orange Stann 
Urban/Rural TOTAL TOTAL
Belize Cayo Corozal Walk Creek Toledo Belize Cayo Corozal Walk Creek Toledo
Government 6 15 6 12 5 10 54 6 15 6 12 5 10 54
     Urban 1 3 0 1 1 0 6 1 3 0 1 1 0 6
     Rural 5 12 6 11 4 10 48 5 12 6 11 4 10 48
Roman Catholic 14 25 20 15 14 30 118 11 25 20 15 14 30 115
     Urban 6 5 2 2 2 2 19 6 5 2 2 2 2 19
     Rural 8 20 18 13 12 28 99 5 20 18 13 12 28 96
Anglican 9 4 1 1 3 2 20 6 4 1 1 3 2 17
     Urban 5 2 1 1 1 0 10 5 2 1 1 1 0 10
     Rural 4 2 0 0 2 2 10 1 2 0 0 2 2 7
Methodist 7 0 2 0 4 3 16 7 0 2 0 4 3 16
     Urban 5 0 1 0 1 1 8 5 0 1 0 1 1 8
     Rural 2 0 1 0 3 2 8 2 0 1 0 3 2 8
Seventh Day Adventist 5 5 6 1 2 1 20 5 5 6 1 2 1 20
     Urban 3 3 1 1 1 1 10 3 3 1 1 1 1 10
     Rural 2 2 5 0 1 0 10 2 2 5 0 1 0 10
Private 10 2 0 3 1 2 18 10 2 0 2 1 2 17
     Urban 10 1 0 0 1 0 12 10 1 0 0 1 0 12
     Rural 0 1 0 3 0 2 6 0 1 0 2 0 2 5
Mennonite 3 4 0 0 1 2 10 2 8 1 2 1 2 16
     Urban 0 1 0 0 0 0 1 0 1 0 0 0 0 1
     Rural 3 3 0 0 1 2 9 2 7 1 2 1 2 15
Other 13 10 7 5 4 0 39 14 10 7 5 4 0 40
     Urban 11 4 2 2 1 0 20 11 4 2 2 1 0 20
     Rural 2 6 5 3 3 0 19 3 6 5 3 3 0 20
TOTAL 67 65 42 37 34 50 295 61 69 43 38 34 50 295
     Urban 41 19 7 7 8 4 86 41 19 7 7 8 4 86
     Rural 26 46 35 30 26 46 209 20 50 36 31 26 46 209
NB. Table 11 includes 2011-12 data from six Mennonite institutions not previously included in the EMIS database.   
Education Statistical Digest 2011-2012 21 
 
Ministry of Education   
 
Figure 7 shows the distribution of primary schools by district and urban/rural location for 
the 2011-12 academic year. 
 
Primary schools located in rural areas (209) continued to outnumber those located in 
urban areas (86).  Countrywide, 70.8% of all primary schools were located in rural 
communities.  The Belize District, with 41 primary schools located in urban areas, was the 
only district where urban schools outnumbered rural schools. Urban schools in this 
district accounted for 67.2% of all primary schools. This was in contrast to the Toledo 
District where 92.0% of primary schools were located in rural communities.  
 
 
Figure 7:  Distribution of Primary School by District and Urban/Rural Location 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 22 
 
Ministry of Education   
 
Figure 8 shows the distribution of primary schools by denomination for the year 2011-12.  
 
Roman Catholic and Government schools continued to comprise more than one half of all 
primary schools in Belize, managing 39.0% and 18.3% respectively. Other primary 
schools were managed as follows: 6.8% by the Seventh Day Adventist management, 
5.8% each by Anglican and Private managing authorities, 5.4% each by Methodist and 
Mennonite managements, and the remaining 13.6% by a variety of other smaller 
managing authorities, including community and other denominational managements.  
 
The majority, 88.9% of government primary schools, were located in rural communities. 
In contrast, 70.6% of private primary schools were located in urban communities. 
 
 
 
Figure 8:  Distribution of Primary School by Denomination 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 23 
 
Ministry of Education   
 
7.2 PRIMARY SCHOOL ENROLMENT: 
 
Table 12 shows primary enrolment by grade, district, and sex for the academic years 
2010-11 and 2011-12. 
 
Total primary enrolment for 2011-12 was 69,331 students, a 3.3% increase from the 
previous academic year. All districts, except Toledo, reported increases in primary 
school enrolment. The largest growth was in the Orange Walk and Corozal districts 
which had increases of 12.9% and 8.9% respectively. Primary enrolment in the Cayo 
District increased by 2.3% while increases in enrolment in the Stann Creek District and 
the Belize District were much smaller, at 1.0% and 0.08% respectively. There was a 1.0% 
decline in primary school enrolment in the Toledo District. 
 
The Belize District had the largest number of enrolled primary school students with 
17,666 students or 25.5% of total primary enrolment. This was followed by Cayo with 
17,537 students (25.3%), Orange Walk with 9,845 students (14.2%), Stann Creek with 
9,259 students (13.4%), Corozal with 8,336 students (12.0%), and Toledo with 6,685 
students (9.6%).  
 
For comparison, the proportion of the primary school population (ages 5 to 12 years) in 
the various districts in 2011 is estimated to be as follows: Belize District-26.2%, Cayo 
District-26.0%, Orange Walk District-13.3%, Stann Creek District-11.6%, Corozal District-
11.5%, and Toledo District-11.5%. 
 
Males continued to outnumber females at the primary level; there were a total of 35,478 
males (51.2%) and 33,853 females (48.8%).  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 24 
 
Ministry of Education   
 
Table 12: Primary Enrolment by Grade, District, and Sex 
 
2010-11 2011-12
Grade & 
Orange Stann Orange Stann 
Sex  TOTAL  TOTAL
Belize Cayo Corozal Walk Creek Toledo Belize Cayo Corozal Walk Creek Toledo
Special Ed. 132 19 15 33 23 10 232 1 28 24 33 28 9 123
     Male 97 12 6 18 13 8 154 0 17 11 16 19 6 69
     Female 35 7 9 15 10 2 78 1 11 13 17 9 3 54
Beginners 121 52 21 15 0 33 242 127 52 31 8 3 32 253
     Male 56 24 12 8 0 20 120 64 26 12 1 1 15 119
     Female 65 28 9 7 0 13 122 63 26 19 7 2 17 134
Infant 1 2,287 2,199 1,054 1,191 1,257 885 8,873 2,334 2,174 1,101 1,270 1,264 885 9,028
     Male 1,123 1,177 542 610 685 458 4,595 1,214 1,086 574 672 670 471 4,687
     Female 1,164 1,022 512 581 572 427 4,278 1,120 1,088 527 598 594 414 4,341
Infant 2 2,194 2,283 999 1,150 1,114 902 8,642 2,156 2,169 1,121 1,106 1,134 847 8,533
     Male 1,120 1,182 512 604 561 456 4,435 1,053 1,141 559 549 604 434 4,340
     Female 1,074 1,101 487 546 553 446 4,207 1,103 1,028 562 557 530 413 4,193
Standard 1 2,154 2,183 983 1,132 1,225 959 8,636 2,192 2,368 1,040 1,303 1,176 906 8,985
     Male 1,132 1,131 534 579 632 494 4,502 1,123 1,213 531 684 592 458 4,601
     Female 1,022 1,052 449 553 593 465 4,134 1,069 1,155 509 619 584 448 4,384
Standard 2 2,226 2,212 923 1,046 1,203 817 8,427 2,132 2,225 1,051 1,466 1,227 919 9,020
     Male 1,129 1,188 471 528 614 425 4,355 1,116 1,150 566 752 634 480 4,698
     Female 1,097 1,024 452 518 589 392 4,072 1,016 1,075 485 714 593 439 4,322
Standard 3 2,284 2,287 975 1,140 1,182 842 8,710 2,220 2,283 1,022 1,274 1,170 787 8,756
     Male 1,141 1,154 473 578 625 443 4,414 1,123 1,186 521 636 608 404 4,478
     Female 1,143 1,133 502 562 557 399 4,296 1,097 1,097 501 638 562 383 4,278
Standard 4 2,194 2,221 995 1,102 1,195 892 8,599 2,292 2,244 1,022 1,384 1,162 803 8,907
     Male 1,131 1,134 495 552 610 443 4,365 1,119 1,131 491 722 615 414 4,492
     Female 1,063 1,087 500 550 585 449 4,234 1,173 1,113 531 662 547 389 4,415
Standard 5 2,100 1,951 934 1,022 1,055 733 7,795 2,183 2,189 1,076 1,093 1,166 830 8,537
     Male 1,055 1,010 459 547 550 351 3,972 1,122 1,122 563 541 598 417 4,363
     Female 1,045 941 475 475 505 382 3,823 1,061 1,067 513 552 568 413 4,174
Standard 6 1,960 1,730 757 889 914 682 6,932 2,029 1,805 848 911 929 667 7,189
     Male 955 830 363 424 475 345 3,392 1,021 910 427 478 481 314 3,631
     Female 1,005 900 394 465 439 337 3,540 1,008 895 421 433 448 353 3,558
Total 17,652 17,137 7,656 8,720 9,168 6,755 67,088 17,666 17,537 8,336 9,848 9,259 6,685 69,331
     Male 8,939 8,842 3,867 4,448 4,765 3,443 34,304 8,955 8,982 4,255 5,051 4,822 3,413 35,478
     Female 8,713 8,295 3,789 4,272 4,403 3,312 32,784 8,711 8,555 4,081 4,797 4,437 3,272 33,853
Education Statistical Digest 2011-2012 25 
 
Ministry of Education   
 
As Table 13 shows, the total number of students enrolled in primary schools increased in all 
grades except Infant II and Special Education classes.   
 
The number of 3-year olds in the primary school system increased from 41 to 75 students, 
while the number of 4-year olds decreased from 2,377 to 2,360 students.  The number of 13-
year olds in the primary school system increased from 3,407 to 3,462, the number of 14-year 
olds increased from 1,339 to 1,441, and the number of students 15 years and older increased 
from 436 to 442. Overall, in the 2011-12 academic year, there were 2,435 students younger 
than 5 years and 5,345 students older than 12 years within the primary education system. 
These figures represent 11.2% of all enrolled students.  
 
There were a total of 5,354 5-year olds enrolled in Infant 1, representing 59.3% of all Infant 1 
students. Another 13.3% of Infant 1 students were 6-year olds, 3.5% were younger than 5 
years, and 2.5% were older than 6 years. Six-year olds made up 56.0% of students in Infant 2 
and seven-year olds made up 51.6% of students in Standard 1. In each successive grade, 
although students of the expected age made up the largest portion of students within that 
grade, the majority of students (i.e. over 50%) were younger or older than the expected age.  
 
For example, in Standard 2, there were 4,223 eight-year old students, representing 46.8% of 
all students in that grade; however, there were also 1,748 students who were younger than 
eight and 3,049 students who were older than eight, a combined 53.2% of all Standard 2 
students. Likewise, in Standard 6, the number of 12-year olds was 2,864 students or 39.8% of 
all students in that grade; however, another 1,079 students were younger than 12 and 3,246 
students were older than 12, a combined 60.2% of all Standard 6 students. 
 
The majority of students aged 13 and older were male (58.5%).  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 26 
 
Ministry of Education   
 
Table 13:  Primary Enrolment by Age, Grade, and Sex  
 
Education Statistical Digest 2011-2012 27 
 
Ministry of Education   
 
 
Table 14 shows primary enrolment by management, sex, district and urban/rural 
location. 
 
Roman Catholic schools enrolled 32,828 students or 47.3% of total primary enrolment 
countrywide. This figure represents a decline from the previous academic year (2010-11) 
when Roman Catholic schools enrolled 49.1% of primary school students.  Government-
managed schools enrolled 11,832 primary students, a 17.1% share of total enrolment 
which is slightly down from the 17.4% enrolled in the previous academic year.  
 
Denominational managements with notable levels of primary enrolment included 
Anglicans (6.5%), Methodists (6.3%), and Seventh Day Adventists (5.2%). Smaller shares 
of enrolment were found within Mennonite (3.4%), Nazarene (3%), and Assemblies of 
God (1.5%) primary schools. Enrolment in private primary schools grew by 13.7% from 
the previous academic year, for a 3.4% share of primary enrolment in 2011-12. 
 
The data in Table 14 indicate that the overall increase in primary school enrolment for the 
2011-12 academic year was driven primarily by growth in rural enrolment. While 
enrolment in rural areas increased by 2,055 students or 5.6%, urban enrolment increased 
by only 188 students or 0.6%. The Belize District had the largest urban primary 
enrolment (13,671) and also the smallest rural primary enrolment (3,995). The largest 
rural primary enrolment was in the Cayo District (9,459) and the smallest urban primary 
enrolment was in the Toledo District (1,368). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 28 
 
Ministry of Education   
 
Table 14: Primary Enrolment by Management, Sex, District, and Urban/Rural Location  
2010-11 2011-12
Management 
Belize Cayo Corozal Orange Walk Stann Creek Toledo TOTAL Belize Cayo Corozal Orange Walk Stann Creek Toledo TOTAL
and Sex
Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural
Government 130 870 1,445 2,316 0 821 1,000 2,264 122 1,987 0 706 2,697 8,964 135 827 1,469 2,331 0 856 1,002 2,324 138 2,043 0 707 2,744 9,088
     Male 95 449 745 1,205 0 434 516 1,130 54 1,014 0 356 1,410 4,588 100 416 768 1,204 0 457 532 1,157 68 1,051 0 356 1,468 4,641
     Female 35 421 700 1,111 0 387 484 1,134 68 973 0 350 1,287 4,376 35 411 701 1,127 0 399 470 1,167 70 992 0 351 1,276 4,447
Roman Catholic 5,140 1,382 4,005 4,580 907 3,555 1,414 2,399 1,191 3,096 1,072 4,186 13,729 19,198 5,027 1,300 4,027 4,562 905 3,572 1,427 2,517 1,125 3,182 1,047 4,137 13,558 19,270
     Male 2,503 741 2,094 2,330 435 1,822 707 1,248 629 1,605 549 2,135 6,917 9,881 2,488 687 2,068 2,298 428 1,855 714 1,310 595 1,646 532 2,118 6,825 9,914
     Female 2,637 641 1,911 2,250 472 1,733 707 1,151 562 1,491 523 2,051 6,812 9,317 2,539 613 1,959 2,264 477 1,717 713 1,207 530 1,536 515 2,019 6,733 9,356
Anglican 2,392 356 488 289 165 0 251 0 221 448 0 72 3,517 1,165 2,356 219 523 304 161 0 263 0 210 438 0 64 3,513 1,025
     Male 1,177 177 256 156 84 0 129 0 133 247 0 29 1,779 609 1,158 107 264 164 77 0 135 0 116 232 0 26 1,750 529
     Female 1,215 179 232 133 81 0 122 0 88 201 0 43 1,738 556 1,198 112 259 140 84 0 128 0 94 206 0 38 1,763 496
Methodist 2,014 353 0 0 461 137 0 0 285 677 171 242 2,931 1,409 1,974 400 0 0 478 151 0 0 252 674 183 229 2,887 1,454
     Male 1,016 190 0 0 220 69 0 0 148 357 88 128 1,472 744 992 212 0 0 224 72 0 0 130 359 100 120 1,446 763
     Female 998 163 0 0 241 68 0 0 137 320 83 114 1,459 665 982 188 0 0 254 79 0 0 122 315 83 109 1,441 691
SDA 651 299 800 249 268 546 268 0 150 105 128 0 2,265 1,199 699 294 857 253 248 549 314 0 122 123 138 0 2,378 1,219
     Male 325 153 417 122 137 278 148 0 80 56 69 0 1,176 609 334 147 447 128 128 291 175 0 75 61 70 0 1,229 627
     Female 326 146 383 127 131 268 120 0 70 49 59 0 1,089 590 365 147 410 125 120 258 139 0 47 62 68 0 1,149 592
Nazarene 227 0 931 633 110 184 0 0 0 0 0 0 1,268 817 249 0 935 590 116 183 0 0 0 0 0 0 1,300 773
     Male 113 0 479 327 54 78 0 0 0 0 0 0 646 405 130 0 485 301 58 81 0 0 0 0 0 0 673 382
     Female 114 0 452 306 56 106 0 0 0 0 0 0 622 412 119 0 450 289 58 102 0 0 0 0 0 0 627 391
Assemblies
of God 207 0 0 209 0 59 0 0 155 334 0 0 362 602 235 0 0 226 0 67 0 0 176 347 0 0 411 640
     Male 101 0 0 94 0 36 0 0 84 166 0 0 185 296 115 0 0 102 0 44 0 0 84 178 0 0 199 324
     Female 106 0 0 115 0 23 0 0 71 168 0 0 177 306 120 0 0 124 0 23 0 0 92 169 0 0 212 316
Private 1,031 0 86 125 0 0 0 159 42 0 0 122 1,159 406 1,232 0 107 124 0 0 0 147 48 0 0 121 1,387 392
     Male 515 0 49 57 0 0 0 87 21 0 0 56 585 200 628 0 61 61 0 0 0 72 25 0 0 57 714 190
     Female 516 0 37 68 0 0 0 72 21 0 0 66 574 206 604 0 46 63 0 0 0 75 23 0 0 64 673 202
Mennonite 0 188 55 316 0 0 0 0 0 0 0 56 55 560 0 137 50 600 0 595 0 875 0 31 0 59 50 2,297
     Male 0 99 20 168 0 0 0 0 0 0 0 33 20 300 0 74 19 322 0 314 0 469 0 16 0 34 19 1,229
     Female 0 89 35 148 0 0 0 0 0 0 0 23 35 260 0 63 31 278 0 281 0 406 0 15 0 25 31 1,068
Other 1,835 577 91 519 166 277 425 540 0 355 0 0 2,517 2,268 1,764 818 110 469 178 277 408 571 0 350 0 0 2,460 2,485
     Male 994 291 52 271 88 132 227 256 0 171 0 0 1,361 1,121 964 403 58 232 96 130 213 274 0 186 0 0 1,331 1,225
     Female 841 286 39 248 78 145 198 284 0 184 0 0 1,156 1,147 800 415 52 237 82 147 195 297 0 164 0 0 1,129 1,260
Total 13,627 4,025 7,901 9,236 2,077 5,579 3,358 5,362 2,166 7,002 1,371 5,384 30,500 36,588 13,671 3,995 8,078 9,459 2,086 6,250 3,414 6,434 2,071 7,188 1,368 5,317 30,688 38,643
     Male 6,839 2,100 4,112 4,730 1,018 2,849 1,727 2,721 1,149 3,616 706 2,737 15,551 18,753 6,909 2,046 4,170 4,812 1,011 3,244 1,769 3,282 1,093 3,729 702 2,711 15,654 19,824
     Female 6,788 1,925 3,789 4,506 1,059 2,730 1,631 2,641 1,017 3,386 665 2,647 14,949 17,835 6,762 1,949 3,908 4,647 1,075 3,006 1,645 3,152 978 3,459 666 2,606 15,034 18,819  
Education Statistical Digest 2011-2012 29 
 
Ministry of Education   
 
7.3 PRIMARY SCHOOL REPETITION AND DROPOUT RATES: 
 
Table 15 shows primary school repetition rate by district, grade, and sex for the 2009/10 
and 2010-11 academic years.  
 
Data for 2010-11 indicate that a total of 4,533 primary school students repeated the same 
grade in which were enrolled the previous academic year. This represents a repetition 
rate of 6.8%, a slight improvement over the 2009/10 repetition rate of 7.1%. There were 
improvements in repetition rates in all grades, except for Infant 1 and Standard 5. In 
these two grades, repetition rates increased from 12.3% to 13% and 0.7% to 1% 
respectively. The most notable improvement was at the Beginners level where the 
repetition rate fell from 4.1% in 2009/10 to 1.2 % in 2010-11. All other reductions were 
within 1 percentage point (i.e. Infant 2-0.7%; Standard 1-1.0%; Standard 2-0.3%; 
Standard 3-0.2%; and Standard 5-1.0%). 
 
Males comprised 59.7% (2,707) of primary school repeaters and also had a higher 
overall repetition rate (7.9%) compared to females (5.6%). Repetition rates for females 
were twice as high as that of males in Beginners (1.6% compared to 0.8%) and also 
slightly higher for females than males in Standard 6 (1.1% compare to 0.9%). 
Nevertheless, in all other grades, male repetition rates were significantly higher than 
those of females. This disparity was especially pronounced in Infant 1 where males 
repeated at a rate of 15.1% and females at a rate of 10.7% and in Standard 4 where males 
repeated at a rate of 6.4% and females at a rate of 3.9%.     
 
The Orange Walk and Stann Creek Districts reported the highest overall repetition rates 
with 8.8% and 8.7% respectively.   The Belize and Cayo Districts reported the lowest 
repetition rates with 5.2% and 6.3% respectively.  In all districts, the repetition rate 
among males was higher than among females, with the greatest disparity being reported 
for the Stann Creek District (2.8 percentage points). The smallest gap was in the Toledo 
District (1.6 percentage points).  
 
   
Education Statistical Digest 2009-2010 30 
Ministry of Education   
 
Table 15:  Primary School Repetition Rate by District, Grade, and Sex 
2009-10 2010-11
Grade and Orange Stann PERCENT Orange Stann PERCENT 
Sex Belize Cayo Corozal Walk Creek Toledo REPEAT Belize Cayo Corozal Walk Creek Toledo REPEAT
No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  %
Beginners 2 1.7 1 1.9 4 19.0 0 0.0 0 0.0 3 9.1 10 4.1 2 1.7 0 0.0 0 0.0 1 6.7 0 0.0 0 0.0 3 1.2
     Male 1 1.8 0 0.0 2 16.7 0 0.0 0 0.0 2 10.0 5 4.2 1 1.8 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 1 0.8
     Female 1 1.5 1 3.6 2 22.2 0 0.0 0 0.0 1 7.7 5 4.1 1 1.5 0 0.0 0 0.0 1 14.3 0 0.0 0 0.0 2 1.6
Infant 1 241 10.5 234 10.6 152 14.4 175 14.7 161 12.8 126 14.2 1089 12.3 281 12.3 250 11.4 147 13.9 189 15.9 180 14.3 104 11.8 1151 13.0
     Male 147 13.1 150 12.7 85 15.7 105 17.2 91 13.3 81 17.7 659 14.3 164 14.6 155 13.2 86 15.9 111 18.2 121 17.7 55 12.0 692 15.1
     Female 94 8.1 84 8.2 67 13.1 70 12.0 70 12.2 45 10.5 430 10.1 117 10.1 95 9.3 61 11.9 78 13.4 59 10.3 49 11.5 459 10.7
Infant 2 130 5.9 160 7.0 74 7.4 98 8.5 107 9.6 86 9.5 655 7.6 141 6.4 142 6.2 81 8.1 77 6.7 91 8.2 74 8.2 606 7.0
     Male 85 7.6 92 7.8 42 8.2 59 9.8 58 10.3 46 10.1 382 8.6 81 7.2 86 7.3 45 8.8 44 7.3 54 9.6 44 9.6 354 8.0
     Female 45 4.2 68 6.2 32 6.6 39 7.1 49 8.9 40 9.0 273 6.5 60 5.6 56 5.1 36 7.4 33 6.0 37 6.7 30 6.7 252 6.0
Standard 1 119 5.5 191 8.7 84 8.5 97 8.6 167 13.6 89 9.3 747 8.6 120 5.6 149 6.8 70 7.1 114 10.1 121 9.9 80 8.3 654 7.6
     Male 84 7.4 117 10.3 47 8.8 53 9.2 102 16.1 51 10.3 454 10.1 81 7.2 90 8.0 44 8.2 66 11.4 70 11.1 46 9.3 397 8.8
     Female 35 3.4 74 7.0 37 8.2 44 8.0 65 11.0 38 8.2 293 7.1 39 3.8 59 5.6 26 5.8 48 8.7 51 8.6 34 7.3 257 6.2
Standard 2 130 5.8 155 7.0 69 7.5 110 10.5 137 11.4 77 9.4 678 8.0 103 4.6 189 8.5 48 5.2 114 10.9 130 10.8 62 7.6 646 7.7
     Male 84 7.4 97 8.2 46 9.8 66 12.5 81 13.2 44 10.4 418 9.6 72 6.4 116 9.8 31 6.6 64 12.1 75 12.2 34 8.0 392 9.0
     Female 46 4.2 58 5.7 23 5.1 44 8.5 56 9.5 33 8.4 260 6.4 31 2.8 73 7.1 17 3.8 50 9.7 55 9.3 28 7.1 254 6.2
Standard 3 104 4.6 118 5.2 75 7.7 90 7.9 142 12.0 58 6.9 587 6.7 98 4.3 140 6.1 63 6.5 98 8.6 115 9.7 49 5.8 563 6.5
     Male 69 6.0 82 7.1 45 9.5 58 10.0 83 13.3 31 7.0 368 8.3 56 4.9 81 7.0 36 7.6 51 8.8 71 11.4 28 6.3 323 7.3
     Female 35 3.1 36 3.2 30 6.0 32 5.7 59 10.6 27 6.8 219 5.1 42 3.7 59 5.2 27 5.4 47 8.4 44 7.9 21 5.3 240 5.6
Standard 4 112 5.1 137 6.2 62 6.2 89 8.1 107 9.0 43 4.8 550 6.4 84 3.8 86 3.9 55 5.5 94 8.5 76 6.4 50 5.6 445 5.2
     Male 85 7.5 85 7.5 39 7.9 54 9.8 68 11.1 21 4.7 352 8.1 57 5.0 59 5.2 32 6.5 56 10.1 44 7.2 32 7.2 280 6.4
     Female 27 2.5 52 4.8 23 4.6 35 6.4 39 6.7 22 4.9 198 4.7 27 2.5 27 2.5 23 4.6 38 6.9 32 5.5 18 4.0 165 3.9
Standard 5 113 5.4 89 4.6 65 7.0 45 4.4 66 6.3 27 3.7 405 5.2 86 4.1 101 5.2 53 5.7 70 6.8 73 6.9 12 1.6 395 5.1
     Male 68 6.4 48 4.8 26 5.7 30 5.5 45 8.2 16 4.6 233 5.9 53 5.0 63 6.2 30 6.5 45 8.2 38 6.9 9 2.6 238 6.0
     Female 45 4.3 41 4.4 39 8.2 15 3.2 21 4.2 11 2.9 172 4.5 33 3.2 38 4.0 23 4.8 25 5.3 35 6.9 3 0.8 157 4.1
Standard 6 13 0.7 14 0.8 2 0.3 7 0.8 1 0.1 12 1.8 49 0.7 6 0.3 21 1.2 5 0.7 13 1.5 15 1.6 10 1.5 70 1.0
     Male 9 0.9 9 1.1 1 0.3 4 0.9 0 0.0 3 0.9 26 0.8 3 0.3 8 1.0 3 0.8 6 1.4 7 1.5 3 0.9 30 0.9
     Female 4 0.4 5 0.6 1 0.3 3 0.6 1 0.2 9 2.7 23 0.6 3 0.3 13 1.4 2 0.5 7 1.5 8 1.8 7 2.1 40 1.1
Total 964 5.5 1099 6.4 587 7.7 711 8.2 888 9.7 521 7.7 4770 7.1 921 5.2 1078 6.3 522 6.8 770 8.8 801 8.7 441 6.5 4533 6.8
     Male 632 7.1 680 7.7 333 8.6 429 9.6 528 11.1 295 8.6 2897 8.4 568 6.4 658 7.4 307 7.9 443 10.0 480 10.1 251 7.3 2707 7.9
     Female 332 3.8 419 5.1 254 6.7 282 6.6 360 8.2 226 6.8 1873 5.7 353 4.1 420 5.1 215 5.7 327 7.7 321 7.3 190 5.7 1826 5.6
Abstract of Education Statistics 2011-2012 31 
Ministry of Education   
 
Table 16 shows primary school dropout rate by district, grade, and sex for the 2009/10 
and 2010-11 academic years. (Please note that the reported figures on dropouts may not be 
completely accurate, as a few students reported as dropouts may have transferred to other 
schools without the knowledge of the principal at their previous school.) 
 
In 2010-11, 400 students were reported to have dropped out of primary school. This 
figure represents a dropout rate of 0.6%, a slight decline compared to the 0.8% reported 
in the previous academic year. Primary schools dropout rates ranged from a high of 0.8% 
in the Orange Walk District to a low of 0.3% in the Belize District. Rates declined in all 
districts except Stann Creek, where the rate remained at 0.7%.  
 
Overall dropout rates increased progressively from Standard 1 (0.1%) to Standard 6 
(1.9%). Students were twice as likely to drop out of school at each progressive grade 
from Standard 1 to Standard 4. The Orange Walk District had the highest Standard 4 
dropout rate (1.5%) followed by the Stann Creek District (1.2%) Toledo had the highest 
Standard 5 (2.7%) and Standard 6 (2.9%) drop out rates of all districts. 
 
As was the case with repeaters, males accounted for the greater number of dropouts (212 
males compared to 188 females); however, the dropout rate for males was actually 
identical to that for females (0.6%). Therefore, the larger number of male dropouts from 
primary school was merely a factor of their larger representation in the primary school 
system (35,478 males compared to 33,853 males). There were, though, a few notable 
gender differences. For example, according to the data presented on Standard 6 dropout 
rates across districts, females were three times more likely than their male counterparts 
to drop out of that grade in the Belize and Toledo Districts. In contrast, in the Corozal 
District, males were almost three times more likely than their female counterparts to drop 
out of Standard 6. 
 
 
Abstract of Education Statistics 2011-2012 32 
 
 
Table 16:  Primary School Dropout Rate by District, Grade, and Sex 
2009-10 2010-11
Grade and Orange Stann Total Orange Stann Total 
Belize Cayo Corozal Toledo Belize Cayo Corozal Toledo
Sex Walk Creek Dropout Walk Creek Dropout
No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  %
Beginners 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
     Male 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
     Female 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0
Infant 1 5 0.2 12 0.5 2 0.2 2 0.2 3 0.2 2 0.2 26 0.2 2 0.1 10 0.5 1 0.1 3 0.3 2 0.2 1 0.1 19 0.2
     Male 3 0.3 8 0.7 2 0.4 2 0.3 3 0.4 0 0.0 18 0.2 2 0.2 8 0.7 0 0.0 2 0.3 2 0.3 1 0.2 15 0.3
     Female 2 0.2 4 0.4 0 0.0 0 0.0 0 0.0 2 0.5 8 0.1 0 0.0 2 0.2 1 0.2 1 0.2 0 0.0 0 0.0 4 0.1
Infant 2 3 0.1 12 0.5 5 0.5 4 0.3 0 0.0 1 0.1 25 0.3 1 0.0 5 0.2 0 0.0 1 0.1 3 0.3 0 0.0 10 0.1
     Male 1 0.1 8 0.7 4 0.8 3 0.5 0 0.0 0 0.0 16 0.3 1 0.1 3 0.3 0 0.0 0 0.0 2 0.4 0 0.0 6 0.1
     Female 2 0.2 4 0.4 1 0.2 1 0.2 0 0.0 1 0.2 9 0.2 0 0.0 2 0.2 0 0.0 1 0.2 1 0.2 0 0.0 4 0.1
Standard 1 0 0.0 11 0.5 8 0.8 4 0.4 1 0.1 2 0.2 26 0.3 0 0.0 5 0.2 0 0.0 2 0.2 0 0.0 0 0.0 7 0.1
     Male 0 0.0 6 0.5 7 1.3 4 0.7 1 0.2 1 0.2 19 0.4 0 0.0 3 0.3 0 0.0 0 0.0 0 0.0 0 0.0 3 0.1
     Female 0 0.0 5 0.5 1 0.2 0 0.0 0 0.0 1 0.2 7 0.2 0 0.0 2 0.2 0 0.0 2 0.4 0 0.0 0 0.0 4 0.1
Standard 2 11 0.5 11 0.5 5 0.5 3 0.3 2 0.2 2 0.2 34 0.3 3 0.1 8 0.4 0 0.0 3 0.3 5 0.4 0 0.0 19 0.2
     Male 11 1.0 2 0.2 5 1.1 0 0.0 1 0.2 1 0.2 20 0.4 3 0.3 2 0.2 0 0.0 3 0.6 2 0.3 0 0.0 10 0.2
     Female 0 0.0 9 0.9 0 0.0 3 0.6 1 0.2 1 0.3 14 0.2 0 0.0 6 0.6 0 0.0 0 0.0 3 0.5 0 0.0 9 0.2
Standard 3 6 0.3 25 1.1 9 0.9 9 0.8 6 0.5 4 0.5 59 0.6 1 0.0 20 0.9 4 0.4 4 0.4 9 0.8 0 0.0 38 0.4
     Male 6 0.5 13 1.1 6 1.3 8 1.4 2 0.3 1 0.2 36 0.7 0 0.0 11 1.0 2 0.4 1 0.2 6 1.0 0 0.0 20 0.5
     Female 0 0.0 12 1.1 3 0.6 1 0.2 4 0.7 3 0.8 23 0.5 1 0.1 9 0.8 2 0.4 3 0.5 3 0.5 0 0.0 18 0.4
Standard 4 12 0.5 28 1.3 11 1.1 18 1.6 10 0.8 11 1.2 90 1.2 10 0.4 15 0.7 5 0.5 16 1.5 14 1.2 8 0.9 68 0.8
     Male 8 0.7 19 1.7 9 1.8 12 2.2 5 0.8 6 1.4 59 1.4 8 0.7 9 0.8 4 0.8 13 2.4 5 0.8 2 0.5 41 0.9
     Female 4 0.4 9 0.8 2 0.4 6 1.1 5 0.9 5 1.1 31 1.0 2 0.2 6 0.6 1 0.2 3 0.5 9 1.5 6 1.3 27 0.6
Standard 5 16 0.8 36 1.8 17 1.8 29 2.8 17 1.6 21 2.9 136 2.1 8 0.4 30 1.5 15 1.6 22 2.2 13 1.2 20 2.7 108 1.4
     Male 9 0.9 21 2.1 7 1.5 15 2.7 13 2.4 9 2.6 74 2.5 5 0.4 14 1.4 7 1.5 13 2.4 7 1.3 12 3.4 58 1.5
     Female 7 0.7 15 1.6 10 2.1 14 2.9 4 0.8 12 3.1 62 1.9 3 0.3 16 1.7 8 1.7 9 1.9 6 1.2 8 2.1 50 1.3
Standard 6 29 1.5 32 1.8 14 1.8 24 2.7 23 2.5 24 3.5 146 1.8 30 1.5 21 1.2 18 2.4 23 2.6 19 2.1 20 2.9 131 1.9
     Male 3 0.3 12 1.4 10 2.8 14 3.3 14 2.9 5 1.4 58 2.1 7 0.7 13 1.6 13 3.6 13 3.1 8 1.7 5 1.4 59 1.7
     Female 26 2.6 20 2.2 4 1.0 10 2.2 9 2.1 19 5.6 88 1.6 23 2.3 8 0.9 5 1.3 10 2.2 11 2.5 15 4.5 72 2.0
Total 82 0.5 167 1.0 71 0.9 93 1.1 62 0.7 67 1.0 542 0.8 55 0.3 114 0.7 43 0.6 74 0.8 65 0.7 49 0.7 400 0.6
     Male 41 0.5 89 1.0 50 1.3 58 1.3 39 0.8 23 0.7 300 0.9 26 0.3 63 0.7 26 0.7 45 1.0 32 0.7 20 0.6 212 0.6
     Female 41 0.5 78 0.9 21 0.6 35 0.8 23 0.5 44 1.3 242 0.7 29 0.3 51 0.6 17 0.4 29 0.7 33 0.7 29 0.9 188 0.6  
 
Ministry of Education                                                                                                                                 
 
Education Statistical Digest 2011-2012                                                                              33 
Ministry of Education   
 
Figure 9 shows overall primary repetition and dropout rates by district for 2010-11. 
 
As shown, the district with the highest drop out rate (0.8%), Orange Walk, was also the 
district with the highest repetition rate (8.8%). Stann Creek also scored high on these two 
indicators, having a repetition rate of 8.7% and a dropout rate of 0.7%. The District with 
the most favorable figures was the Belize District with a repetition rate of 5.2% and a 
dropout rate of only 0.3%, well below the national average. 
 
 
 
 
Figure 9: Primary Schools Repetition and Dropout Rates by District 2010-11 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 34 
Ministry of Education   
 
7.4 PRIMARY SCHOOL TEACHERS: 
 
Table 17a and 17b show the number of primary school teachers by district, urban/rural 
location, and level of training in 2011-12 and 2010-11 respectively.  
 
As the tables show, the primary school teaching force increased from 3,063 teachers in 
2010-11 to 3,215 teachers in 2011-12, a 5.0% increase.  In urban primary schools, the 
number of teachers increased from 1,404 teachers to 1,450 teachers, a 3.3% increase. 
There was a much larger increase in rural primary schools, where the number rose by 
6.4%, from 1,659 teachers to 1,765 teachers.   
 
The number of trained teachers at the primary level increased by 292 teachers, bringing 
the total number of trained teachers in 2011-12 to 1,747. This represents 54.3% of all 
primary school teachers and an increase of 6.8 percentage points over the previous 
year’s figures. There was also an overall increase in the proportion of fully trained 
teachers (i.e., those with Level 2/2+1 and higher) from 44.1% in 2010-11 to 51.4% in 
2011-12. The number and percentage of trained teachers increased in all six districts. 
 
As in previous years, the Corozal and Orange Walk districts continued to report the 
highest percentage of trained teachers, 76.1% and 61.4% respectively.  Likewise, the 
lowest levels of training were reported in the southern districts of Stann Creek and 
Toledo, 44.7% and 42.9%, respectively.  
 
Notably, the number of teachers with the lowest qualifications, Level 2, Level 2+1 and 
Level 1, declined from 518 teachers in 2010-11 to 498 teachers in 2011-12, while the 
number of teachers with the highest qualifications, Bachelor’s and Master’s degrees in 
education, increased from 393 teachers in 2010-11 to 464 teachers in 2011-12. There was 
also a 61.0% increase in the number of teachers with Associate degrees in Primary 
Education, moving from 434 teachers in 2010-11 to 699 in 2011-12.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 35 
Ministry of Education   
 
Table 17a:  Number of Primary School Teachers by District, Urban/Rural Location, and Level of 
Training 2011-12 
QUALIFICATION % %  Fully 
District TRAINED Associate First High Other / TOTAL Trained
BA/BSc
MEd BEd Cert. Edu. LCP ACP Asc PEd L2/2+1 Level 1 Degree Class School not stated Trained
Urban 47 203 17 19 12 315 188 36 52 319 80 148 14 1,450 57.7 55.2
Belize 29 80 6 14 7 161 64 10 36 147 31 81 11 677 54.8 53.3
Cayo 14 60 5 3 1 69 34 15 7 68 29 47 2 354 56.8 52.5
Corozal 1 8 0 0 0 33 39 0 2 9 3 1 0 96 84.4 84.4
Orange Walk 2 37 2 1 0 25 29 5 1 48 3 1 0 154 65.6 62.3
Stann Creek 0 7 3 1 3 18 14 4 5 37 8 8 1 109 45.9 42.2
Toledo 1 11 1 0 1 9 8 2 1 10 6 10 0 60 55.0 51.7
Rural 29 185 15 8 15 384 214 60 33 349 109 238 126 1,765 51.6 48.2
Belize 6 10 4 0 3 40 33 6 4 41 10 34 3 194 52.6 49.5
Cayo 8 65 4 3 3 70 34 10 12 74 37 58 65 443 44.5 42.2
Corozal 7 42 2 0 2 87 54 8 4 39 5 10 16 276 73.2 70.3
Orange Walk 5 31 2 2 2 71 47 9 8 52 7 19 31 286 59.1 55.9
Stann Creek 2 27 2 1 3 68 26 10 3 105 20 46 1 314 44.3 41.1
Toledo 1 10 1 2 2 48 20 17 2 38 30 71 10 252 40.1 33.3
Total 76 388 32 27 27 699 402 96 85 668 189 386 140 3,215 54.3 51.4
Belize 35 90 10 14 10 201 97 16 40 188 41 115 14 871 54.3 52.5
Cayo 22 125 9 6 4 139 68 25 19 142 66 105 67 797 49.9 46.8
Corozal 8 50 2 0 2 120 93 8 6 48 8 11 16 372 76.1 73.9
Orange Walk 7 68 4 3 2 96 76 14 9 100 10 20 31 440 61.4 58.2
Stann Creek 2 34 5 2 6 86 40 14 8 142 28 54 2 423 44.7 41.4
Toledo 2 21 2 2 3 57 28 19 3 48 36 81 10 312 42.9 36.9
 
 
 
Table 17b:  Number of Primary School Teachers by District, Urban/Rural Location, and Level of 
Training 2010-11 
QUALIFICATION % %  Fully 
District TRAINED Associate First High Second Other / TOTAL Trained
BA/BSc
MEd BEd Cert. Edu. LCP ACP Asc PEd L2/2+1 Level 1 Degree Class School Class not stated Trained
Urban 30 172 27 17 23 193 180 41 54 395 97 155 1 19 1,404 48.6 45.7
Belize 19 71 15 8 10 96 73 10 32 187 47 77 1 9 655 46.1 44.6
Cayo 8 44 6 5 2 44 33 17 11 88 31 51 0 5 345 46.1 41.2
Corozal 0 10 0 0 3 19 28 1 3 19 5 5 0 0 93 65.6 64.5
Orange Walk 2 35 2 1 2 16 24 6 1 56 4 2 0 1 152 57.9 53.9
Stann Creek 1 4 3 2 3 10 13 5 6 40 6 10 0 3 106 38.7 34.0
Toledo 0 8 1 1 3 8 9 2 1 5 4 10 0 1 53 60.4 56.6
Rural 23 168 22 5 16 241 234 63 28 427 148 237 1 46 1,659 46.5 42.7
Belize 4 11 3 0 3 19 31 6 3 54 15 37 0 5 191 40.3 37.2
Cayo 7 53 6 1 1 41 49 12 12 95 50 60 0 22 409 41.6 38.6
Corozal 7 43 2 0 3 67 58 4 4 53 8 6 0 3 258 71.3 69.8
Orange Walk 4 28 5 3 6 38 45 14 6 76 6 11 0 4 246 58.1 52.4
Stann Creek 0 19 4 1 3 44 29 10 2 123 21 44 1 1 302 36.4 33.1
Toledo 1 14 2 0 0 32 22 17 1 26 48 79 0 11 253 34.8 28.1
Total 53 340 49 22 39 434 414 104 82 822 245 392 2 65 3,063 47.5 44.1
Belize 23 82 18 8 13 115 104 16 35 241 62 114 1 14 846 44.8 42.9
Cayo 15 97 12 6 3 85 82 29 23 183 81 111 0 27 754 43.6 39.8
Corozal 7 53 2 0 6 86 86 5 7 72 13 11 0 3 351 69.8 68.4
Orange Walk 6 63 7 4 8 54 69 20 7 132 10 13 0 5 398 58.0 53.0
Stann Creek 1 23 7 3 6 54 42 15 8 163 27 54 1 4 408 37.0 33.3
Toledo 1 22 3 1 3 40 31 19 2 31 52 89 0 12 306 39.2 33.0
 
 
 
Figure 10 shows the distribution of primary school teachers by district for 2011-12. 
Education Statistical Digest 2011-2012 36 
Ministry of Education   
 
The Belize District, which has the largest proportion of enrolled primary school students 
(25.5%), also has the highest proportion of primary school teachers (27.1%); likewise, 
Toledo, the district with the smallest proportion of primary school students (9.6%) also 
had the smallest proportion of primary school teachers (9.7%). A similar correlation 
could be found between the percentage of primary school students and percentage of 
primary school teachers within each of the other districts. 
                                                                                                                                                                                                                                                                                                      
The Cayo District had the second highest percentage of primary school teachers, 24.8%, 
followed by the Orange Walk District with 13.7%, the Stann Creek District with 13.2%, 
and the Corozal District with 11.6%.  
 
 
 
Figure 10:  Distribution of Primary School Teachers by District 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 37 
Ministry of Education   
 
Table 18 shows the number of primary school teachers by management, district, and sex. 
(Please note that figures for changes within the teaching force were influenced by the 
addition of several Mennonite schools to the database.)  
 
The Roman Catholic Management employed 1,377 teachers, or 42.8% of the primary 
education teaching force in 2011-12, a decline from 44.3% the previous academic year. 
Government, the next largest employer of primary school teachers, employed 562 
teachers, or 17.5% of the primary education teaching force, which is similar to the 2010-
11 figure of 17.7%.  
 
Females made up 72.3% of the primary school teaching force in 2011-12 compared to 
73% in 2010-11. The number of male teachers increased from 827 in 2010-11 to 891 in 
2011-12. Female teachers outnumbered male teachers in all school managements except 
for the Mennonite schools where 73 male teachers and 53 female teachers were 
reported. 
 
 
Table 18:  Number of Primary School Teachers by Management, District, and Sex  
 
2010-11 2011-12
Management 
Orange Stann Orange Stann 
and Sex Belize Cayo Corozal Toledo TOTAL Belize Cayo Corozal Toledo TOTAL
Walk Creek Walk Creek
Government 69 169 41 142 84 38 543 71 174 44 150 85 38 562
     Male 7 45 12 46 21 15 146 8 52 10 46 22 15 153
     Female 62 124 29 96 63 23 397 63 122 34 104 63 23 409
Roman Catholic 261 344 191 170 179 213 1,358 260 348 195 167 188 219 1,377
     Male 40 97 68 60 40 117 422 41 100 75 65 42 115 438
     Female 221 247 123 110 139 96 936 219 248 120 102 146 104 939
Anglican 145 36 9 18 35 6 249 142 36 9 18 37 5 247
     Male 18 8 0 1 7 2 36 21 8 0 1 5 2 37
     Female 127 28 9 17 28 4 213 121 28 9 17 32 3 210
Methodist 95 0 26 0 43 22 186 105 0 26 0 46 21 198
     Male 10 0 7 0 9 7 33 13 0 7 0 11 6 37
     Female 85 0 19 0 34 15 153 92 0 19 0 35 15 161
SDA 43 46 41 11 14 6 161 46 47 42 14 14 8 171
     Male 6 11 10 4 5 2 38 9 9 8 5 2 2 35
     Female 37 35 31 7 9 4 123 37 38 34 9 12 6 136
Nazarene 9 66 13 0 0 0 88 9 67 13 0 0 0 89
     Male 0 24 6 0 0 0 30 1 25 5 0 0 0 31
     Female 9 42 7 0 0 0 58 8 42 8 0 0 0 58
Assemblies
of God 9 8 4 0 24 0 45 9 8 4 0 24 0 45
     Male 1 4 2 0 6 0 13 1 4 2 0 6 0 13
     Female 8 4 2 0 18 0 32 8 4 2 0 18 0 32
Private 88 22 0 14 7 14 145 88 23 0 16 6 14 147
     Male 10 7 0 0 0 4 21 12 5 0 1 0 4 22
     Female 78 15 0 14 7 10 124 76 18 0 15 6 10 125
Mennonite 12 32 0 0 5 7 56 7 63 15 30 4 7 126
     Male 5 18 0 0 2 4 29 3 24 14 26 2 4 73
     Female 7 14 0 0 3 3 27 4 39 1 4 2 3 53
Other 115 31 26 43 17 0 232 134 31 24 45 19 0 253
     Male 21 9 9 17 3 0 59 13 10 7 18 4 0 52
     Female 94 22 17 26 14 0 173 121 21 17 27 15 0 201
Total 846 754 351 398 408 306 3,063 871 797 372 440 423 312 3,215
     Male 118 223 114 128 93 151 827 122 237 128 162 94 148 891
     Female 728 531 237 270 315 155 2,236 749 560 244 278 329 164 2,324
Education Statistical Digest 2011-2012 38 
Ministry of Education   
 
Figure 11 shows the distribution of primary school teachers by management in the 2011-
12 academic year. 
 
Roman Catholic schools which enrolled 47.3% of primary school students had the largest 
share (42.8%) of the teaching force. Government-managed schools which had a 17.1% 
share of primary enrolment employed 17.5% of the teaching force. Assemblies of God 
which enrolled 1.5% of primary school students had an equally low proportion of the 
teaching force (1.4%).  
 
The proportion of teachers employed by various managements, were for the most part, 
reflective of the proportion of students they had enrolled. One notable exception was the 
private institutions which had 3.4% of enrolled students but 4.6% of the teaching force. 
 
 
Figure 11:  Distribution of Primary School Teachers by Management 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 39 
Ministry of Education   
 
7.5 PRIMARY SCHOOL STUDENT-TEACHER RATIO: 
 
The Student-Teacher Ratio (STR) for primary school is a statistic that measures the 
number of students per teacher. Table 19 shows the STR by district and urban/rural 
location for 2010-11 and 2011-12. 
 
The overall primary school STR remained at 22:1 for the period 2011-12. The Corozal and 
Orange Walk districts both reported an overall ratio of 22.4 students per teacher, the 
highest of all districts, while the Belize District reported an overall ratio, 20.3 students per 
teacher, the lowest of all districts.  
 
The STR in urban schools was 21.2 students per teacher, while in rural schools it was 
slightly higher at 21.9 students per teacher.  The area with the highest STR was rural 
Stann Creek which had 22.9 students per teacher and the area with the lowest STR was 
urban Stann Creek which had 19 students per teacher. 
 
 
Table 19:  Primary School Student-Teacher Ratio by District and Urban/Rural Location 
 
2010-11 2011-12
District
Urban Rural Overall Urban Rural Overall
Belize 20.8 21.1 20.9 20.2 20.6 20.3
Cayo 22.9 22.6 22.7 22.8 21.4 22.0
Corozal 22.3 21.6 21.8 21.7 22.6 22.4
Orange Walk 22.1 21.8 21.9 22.2 22.5 22.4
Stann Creek 20.4 23.2 22.5 19.0 22.9 21.9
Toledo 25.9 21.3 22.1 22.8 21.1 21.4
Total 21.7 22.1 21.9 21.2 21.9 21.6  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 40 
Ministry of Education   
 
8.0 TRANSITION RATE 
 
8.1 TRANSITION RATE TO SECONDARY SCHOOL: 
 
Table 20 shows the transition rate from primary to secondary for 2010-11 and 2011-12. 
The data shows that despite the increase in the number of primary school graduates, 
there was a decline in the number of new entrants into the secondary system. The results 
was a decline in the transition rate from primary to secondary from 90.2% in 2010-11 to 
85.0% in 2011-12.   
 
Similar to the previous academic year, the district with the highest transition rate was the 
Belize District at 93.7% and the district with the lowest transition rate was the Orange 
Walk District at 67.2%. Transition rates declined in all districts except for the Corozal 
District, where the rate increased slightly from 80.2% to 82.4%. Districts such as Stann 
Creek and Toledo, which had reported very high transition rates in the previous 
academic year, experienced significant declines, from 93.5% and 95.1% in 2010-11 to 
87.2% and 83.3% in 2011-12 respectively. 
 
In most cases, males transitioned into secondary education at a higher rate (86.4%) than 
females (83.7%). This was true in every district except for the Belize District which had a 
slightly higher transition rate for females (94.9%) than for males (92.3%). The disparity 
between the sexes was most pronounced in the Toledo District where there was a 12.5 
percentage point difference between transition rate for males (89.4%) compared to the 
rate for females (76.9%). Nonetheless, as a result of the larger numbers of females in the 
graduating class (3,458 females compared to 3,263 males) the number of females still 
outnumbered the number of males entering the secondary level of education (2,893 
females compared to 2,819 males).  
 
 
Table 20: Transition Rate to Secondary School 
 2010-11 2011-12
 District and 2009-10 New Transition 2010-11 New Transition 
 Sex Graduates Entrants Rate Graduates Entrants Rate
 Belize 1,936 1,892 97.7% 1,913 1,792 93.7%
     Male 964 916 95.0% 924 853 92.3%
      Female 972 976 100.4% 989 939 94.9%
 Cayo 1,631 1,461 89.6% 1,694 1,438 84.9%
     Male 787 702 89.2% 806 685 85.0%
      Female 844 759 89.9% 888 753 84.8%
 Corozal 742 595 80.2% 731 602 82.4%
     Male 361 300 83.1% 350 296 84.6%
      Female 381 295 77.4% 381 306 80.3%
 Orange Walk 815 618 75.8% 859 577 67.2%
      Male 425 319 75.1% 405 287 70.9%
     Female 390 299 76.7% 454 290 63.9%
 Stann Creek 865 809 93.5% 873 761 87.2%
      Male 437 394 90.2% 447 402 89.9%
     Female 428 415 97.0% 426 359 84.3%
 
Toledo 534 508 95.1% 651 542 83.3%
      Male 263 259 98.5% 331 296 89.4%
     Female 271 249 91.9% 320 246 76.9%
 
Total 6,523 5,883 90.2% 6,721 5,712 85.0%
     Male 3,237 2,890 89.3% 3,263 2,819 86.4%
     Female 3,286 2,993 91.1% 3,458 2,893 83.7%
Education Statistical Digest 2011-2012 41 
Ministry of Education   
 
9.0 SECONDARY EDUCATION 
 
9.1 NUMBER OF SECONDARY SCHOOLS: 
 
Table 21 shows the number of secondary schools by district, management, denomination 
and urban/rural location for 2010-11 and 2011-12. 
 
In the 2011-12 academic year there were a total of 53 institutions offering secondary level 
education in Belize, down from 54 in the previous academic year.   
 
Government was the largest single provider of secondary education, managing 17 of the 
53 institutions. Another 15 institutions were under Catholic management, Seventh Day 
Adventists managed five (5) secondary schools and Baptists and the Church of the 
Nazarene each managed two (2). There were also seven privately-managed and four 
community-managed secondary schools. The remaining institutions were managed by a 
variety of different denominations.   
 
 
Table 21:  Number of Secondary Schools by District, Management, and Urban/Rural Location  
 
Education Statistical Digest 2011-2012 42 
Ministry of Education   
 
Figure 12 shows the distribution of secondary schools by district and urban/rural location 
for the 2011-12 academic year.  
 
The Belize and Cayo Districts together accounted for 31 (65.0%) of the 53 secondary 
schools in the country, with 19 and 12 institutions, respectively.  The Corozal and Orange 
Walk districts each had six secondary schools and the Stann Creek and Toledo districts 
each had five.  
 
More than half of secondary schools (56.6%) were located in urban areas of the country.  
The Belize District remained the urban center with the most secondary schools, and with 
15 of its 19 institutions being located in urban communities. The Corozal, Stann Creek, 
and Toledo Districts had a majority of their secondary schools located in rural 
communities.  
 
 
 
Figure 12: Distribution of Secondary Schools by District and Urban/Rural Location 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 43 
Ministry of Education   
 
Table 22 and Figure 13 look at secondary schools by funding category.  
 
The 26 government-aided secondary schools comprised 49% of all secondary schools, 
while 17 secondary schools (32.1%) were fully government-funded and managed.  The 
remaining 10 secondary schools (18.9%) consisted of specially-assisted and private 
institutions, that receive minimal or no funding from the government. 
 
 
 
Table 22:  Number of Secondary Schools by District, Funding Source, and Urban/Rural Location  
 
2010-11 2011-12
Management and 
Orange Stann Orange Stann 
Urban / Rural Belize Cayo Corozal Toledo TOTAL Belize Cayo Corozal Toledo TOTAL
Walk Creek Walk Creek
Government 7 2 1 2 3 2 17 7 2 1 2 3 2 17
     Urban 5 2 0 1 0 0 8 5 2 0 1 0 0 8
     Rural 2 0 1 1 3 2 9 2 0 1 1 3 2 9
Gov't-Aided Commun. 1 0 1 0 1 1 4 1 0 1 0 1 1 4
     Urban 1 0 1 0 1 1 4 1 0 1 0 1 1 4
     Rural 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Gov't-Aided Denom. 8 6 3 3 1 1 22 8 6 3 3 1 1 22
     Urban 7 5 0 3 1 0 16 7 5 0 3 1 0 16
     Rural 1 1 3 0 0 1 6 1 1 3 0 0 1 6
Priv./Spec. Assisted 3 4 1 2 0 1 11 3 4 1 1 0 1 10
     Urban 2 0 0 0 0 0 2 2 0 0 0 0 0 2
     Rural 1 4 1 2 0 1 9 1 4 1 1 0 1 8
ALL SCHOOLS 19 12 6 7 5 5 54 19 12 6 6 5 5 53
     Urban 15 7 1 4 2 1 30 15 7 1 4 2 1 30
     Rural 4 5 5 3 3 4 24 4 5 5 2 3 4 23
 
 
 
 
Figure 13:  Distribution of Secondary Schools by Funding Source 2011-12 
 
 
 
 
 
Education Statistical Digest 2011-2012 44 
Ministry of Education   
 
9.2 SECONDARY SCHOOL ENROLMENT: 
 
Table 23 shows secondary enrolment by district, form, and sex and Table 24 shows 
secondary enrolment by age, form, and sex for the 2010-11 and 2011-12 academic years.  
 
As the tables show, secondary enrolment grew by 778 students (7.8%), bringing the total 
number of secondary school students to 19,665 students. The growth in male enrolment 
(5.8%) surpassed that of female enrolment (2.6%); however, in terms of total numbers, 
there were still a larger number of female students (10,200) compared to male students 
(9,465) enrolled in secondary education.  
 
 
The Belize District had the largest number of enrolled secondary school students with 
6,509 students or 33.1% of total secondary enrolment. This was followed by Cayo with 
4,700 students (23.9%), Stann Creek with 2,622 students (13.3%), Corozal with 2,077 
students (10.6%), Orange Walk with 1,995 students (10.1%) and Toledo with 1,762 
students (9.0%).  
 
For comparison, the proportion of the secondary school age population (ages 13 to 16 
years) in the various districts in 2011 is estimated to be as follows: Belize District-26.5%, 
Cayo District-25.8%, Orange Walk District-13.3%, Corozal District-12.1%, Stann Creek 
District-11.6%, and Toledo District-10.7%. 
 
All forms, except for Prep reported increases in enrolment.  Form 1 reported the lowest 
increase, moving from 6,277 students in 2010-11 to just 6,278 students in 2011-12. The 
small overall increase was primarily a result of declines in the number of first formers in 
both the Belize and Stann Creek Districts, despite increases in the other four districts. 
Forms 2, 3, and 4 reported increases of 100, 438, and 242 students respectively over the 
previous academic year’s enrolment.  
 
Some 77.4% of enrolled students fell within 13-16 years of age, the official age range for 
secondary schooling. Another 4.6% of enrolled students were below the age of 13, and 
18% were above the age of 16.  
 
There were a total of 86 students in Prep, mostly 13, 14 and 15 year olds. First formers 
numbered 6,278, 35.5% of whom were 13 years of age; another 14.0% were less than 13 
years of age and, the majority of them, 50.6%, were more than 13 years of age. There 
were 5,160 second formers with 36.1% being 14 years of age, 14.5% being younger than 
14 and 49.3% being older than 14. In third form, the 4,549 students were comprised of 
32.5% 15-year olds, 14.2% younger than 15 and the majority, 53.4%, older than 15. The 
majority of fourth formers, 53.4%, were also older than the expected age of 16; in fact 
only 35.7% were 16 years of age and the remaining 11.2% were younger than 16. 
 
The majority of students 18 years and older were male (486 males compared to 369 
females) while the majority of students below 13 years of age were female (513 females 
compared to 390 males). 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 45 
Ministry of Education   
 
                                                                                                                                                                                                                                                                                                                      
 
Table 23: Secondary Enrolment by District, Form, and Sex 
 
 District and 2010-11 2011-12
 Sex Prep Form 1 Form 2 Form 3 Form 4 TOTAL Prep Form 1 Form 2 Form 3 Form 4 TOTAL
 
 Belize 0 2,077 1,751 1,353 1,114 6,295 0 2,020 1,723 1,555 1,211 6,509
     Male 0 998 804 606 483 2,891 0 987 793 721 530 3,031
 
     Female 0 1,079 947 747 631 3,404 0 1,033 930 834 681 3,478
 
 Cayo 17 1,487 1,167 983 689 4,343 19 1,539 1,203 1,087 852 4,700
      Male 6 708 523 453 302 1,992 4 740 543 507 388 2,182
      Female 11 779 644 530 387 2,351 15 799 660 580 464 2,518
 
Corozal 0 646 541 455 393 2,035 0 659 532 492 394 2,077
 
      Male 0 331 266 221 183 1,001 0 330 283 247 196 1,056
      Female 0 315 275 234 210 1,034 0 329 249 245 198 1,021
 Orange Walk 0 653 530 450 361 1,994 0 656 510 456 373 1,995
      Male 0 337 273 213 174 997 0 332 255 235 176 998
      Female 0 316 257 237 187 997 0 324 255 221 197 997
 
Stann Creek 70 860 620 507 470 2,527 67 813 714 569 459 2,622
 
     Male 43 417 273 227 214 1,174 31 448 328 239 205 1,251
 
     Female 27 443 347 280 256 1,353 36 365 386 330 254 1,371
 
 Toledo 2 554 451 363 323 1,693 0 591 478 390 303 1,762
      Male 2 285 261 197 147 892 0 325 243 223 156 947
      Female 0 269 190 166 176 801 0 266 235 167 147 815
 TOTAL 89 6,277 5,060 4,111 3,350 18,887 86 6,278 5,160 4,549 3,592 19,665
      Male 51 3,076 2,400 1,917 1,503 8,947 35 3,162 2,445 2,172 1,651 9,465
      Female 38 3,201 2,660 2,194 1,847 9,940 51 3,116 2,715 2,377 1,941 10,200
 
 
 
 
 
 
Education Statistical Digest 2011-2012 46 
Ministry of Education   
 
Table 24: Secondary Enrolment by Age, Form, and Sex 
 
Age and 2010-11 2011-12
 
Sex Prep Form 1 Form 2 Form 3 Form 4 TOTAL Prep Form 1 Form 2 Form 3 Form 4 TOTAL
 
<11 0 0 0 0 0 0 0 2 0 0 0 2
      Male 0 0 0 0 0 0 0 1 0 0 0 1
      Female 0 0 0 0 0 0 0 1 0 0 0 1
 11 1 16 0 0 0 17 0 50 1 0 0 51
      Male 1 8 0 0 0 9 0 20 0 0 0 20
     Female 0 8 0 0 0 8 0 30 1 0 0 31
 
 12 12 749 17 1 0 779 6 824 18 2 0 850
     Male 8 329 7 1 0 345 3 360 5 1 0 369
      Female 4 420 10 0 0 434 3 464 13 1 0 481
 13 18 2,179 608 26 0 2,831 26 2,228 730 24 0 3,008
      Male 9 984 250 19 0 1,262 7 1,009 306 4 0 1,326
      Female 9 1,195 358 7 0 1,569 19 1,219 424 20 0 1,682
 14 31 1,763 1,710 401 14 3,919 23 1,751 1,865 618 15 4,272
     Male 18 871 753 154 3 1,799 11 929 821 241 3 2,005
 
     Female 13 892 957 247 11 2,120 12 822 1,044 377 12 2,267
 
15 20 1,056 1,478 1,371 375 4,300 23 956 1,359 1,478 387 4,203
      Male 9 570 685 571 136 1,971 13 545 646 648 157 2,009
      Female 11 486 793 800 239 2,329 10 411 713 830 230 2,194
 16 6 356 808 1,257 1,102 3,529 7 341 788 1,312 1,283 3,731
      Male 5 212 450 590 466 1,723 0 216 427 632 520 1,795
     Female 1 144 358 667 636 1,806 7 125 361 680 763 1,936
 
 17 1 111 303 674 979 2,068 1 88 270 688 1,052 2,099
     Male 1 75 166 350 458 1,050 1 60 158 382 485 1,086
      Female 0 36 137 324 521 1,018 0 28 112 306 567 1,013
 
18 0 31 94 257 540 922 0 21 93 296 524 934
      Male 0 16 56 154 268 494 0 12 59 173 273 517
      Female 0 15 38 103 272 428 0 9 34 123 251 417
 19 0 11 24 83 231 349 0 10 24 85 209 328
      Male 0 9 20 57 108 194 0 9 17 57 133 216
     Female 0 2 4 26 123 155 0 1 7 28 76 112
 
20+ 0 5 18 41 109 173 0 7 12 46 122 187
      Male 0 2 13 21 64 100 0 1 6 34 80 121
      Female 0 3 5 20 45 73 0 6 6 12 42 66
 TOTAL 89 6,277 5,060 4,111 3,350 18,887 86 6,278 5,160 4,549 3,592 19,665
     Male 51 3,076 2,400 1,917 1,503 8,947 35 3,162 2,445 2,172 1,651 9,465
     Female 38 3,201 2,660 2,194 1,847 9,940 51 3,116 2,715 2,377 1,941 10,200
Education Statistical Digest 2011-2012 47 
Ministry of Education   
 
Tables 25a and 25b show secondary enrolment by category of funding, sex, district, and 
urban/rural location. 
 
Of the total secondary enrolment, in the 2011-12 academic year, 11,401 students or 58% 
were enrolled in government-aided secondary schools, 7,371 students or 37.5% were 
enrolled in government secondary schools, and the remaining 893 students or 4.5% were 
enrolled in private or specially assisted secondary schools.  
 
There was a 2.8% increase in urban enrolment, from 13,914 students in 2010-11 to 14,298 
students in 2011-12, and an even larger increase, 7.9%, in secondary enrolment in rural 
areas, from 4,973 students in 2010-11 to 5,367 students in 2011-12. Nonetheless, 
secondary education remained primarily urban, with 72.7% of all secondary level 
students being enrolled in schools located in urban communities. 
 
Generally, females outnumbered males in urban secondary schools, accounting for 
53.6% of enrolled students, while in rural areas, males outnumbered females, accounting 
for 52.7% of enrolled students. This was true for every district except the Toledo District 
where male secondary school students outnumbered females in both urban and rural 
communities.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 48 
Ministry of Education   
 
Table 25a: Secondary Enrolment by Funding, Sex, District, and Urban/Rural Location 2011-12 
 District & Urban/Rural Location TOTAL
 Management Belize Cayo Corozal Orange Walk Stann Creek Toledo
 U R U R U R U R U R U R U R All
 TOTAL 5,845 664 3,803 897 800 1,277 1,754 241 1,241 1,381 855 907 14,298 5,367 19,665
 Government 1,756 483 1,411 0 0 614 680 201 0 1,381 0 845 3,847 3,524 7,371
Gov't-Aided Commun. 454 0 0 0 800 0 0 0 803 0 855 0 2,912 0 2,912
 
Gov't-Aided Denom. 3,471 120 2,392 369 0 581 1,074 0 438 0 0 44 7,375 1,114 8,489
 Priv/Spec. Assisted 164 61 0 528 0 82 0 40 0 0 0 18 164 729 893
 
 Males: 2,667 364 1,729 453 390 666 856 142 536 715 458 489 6,636 2,829 9,465
 Government 869 268 684 0 0 355 341 116 0 715 0 454 1,894 1,908 3,802
 Gov't-Aided Commun. 220 0 0 0 390 0 0 0 356 0 458 0 1,424 0 1,424
Gov't-Aided Denom. 1,487 65 1,045 207 0 268 515 0 180 0 0 26 3,227 566 3,793
 
Priv/Spec. Assisted 91 31 0 246 0 43 0 26 0 0 0 9 91 355 446
 
 Females: 3,178 300 2,074 444 410 611 898 99 705 666 397 418 7,662 2,538 10,200
 Government 887 215 727 0 0 259 339 85 0 666 0 391 1,953 1,616 3,569
 Gov't-Aided Commun. 234 0 0 0 410 0 0 0 447 0 397 0 1,488 0 1,488
 Gov't-Aided Denom. 1,984 55 1,347 162 0 313 559 0 258 0 0 18 4,148 548 4,696
Priv/Spec. Assisted 73 30 0 282 0 39 0 14 0 0 0 9 73 374 447
 
 
 
Table 25b: Secondary Enrolment by Funding, Sex, District, and Urban/Rural Location 2010-11 
 
 District & Urban/Rural Location TOTAL
Management Belize Cayo Corozal Orange Walk Stann Creek Toledo
 
U R U R U R U R U R U R U R All
 TOTAL 5,687 608 3,596 747 771 1,264 1,735 259 1,218 1,309 907 786 13,914 4,973 18,887
 Government 1,858 432 1,326 0 0 575 655 214 0 1,309 0 734 3,839 3,264 7,103
 Gov't-Aided Commun. 480 0 0 0 771 0 0 0 725 0 907 0 2,883 0 2,883
Gov't-Aided Denom. 3,306 119 2,270 334 0 603 1,080 0 493 0 0 40 7,149 1,096 8,245
 Priv/Spec. Assisted 43 57 0 413 0 86 0 45 0 0 0 12 43 613 656
 
 Males: 2,567 324 1,632 360 361 640 849 148 516 658 480 412 6,405 2,542 8,947
 Government 915 240 617 0 0 318 338 124 0 658 0 383 1,870 1,723 3,593
Gov't-Aided Commun. 222 0 0 0 361 0 0 0 316 0 480 0 1,379 0 1,379
 Gov't-Aided Denom. 1,404 57 1,015 175 0 282 511 0 200 0 0 23 3,130 537 3,667
 Priv/Spec. Assisted 26 27 0 185 0 40 0 24 0 0 0 6 26 282 308
 
Females: 3,120 284 1,964 387 410 624 886 111 702 651 427 374 7,509 2,431 9,940
Government 943 192 709 0 0 257 317 90 0 651 0 351 1,969 1,541 3,510
Gov't-Aided Commun. 258 0 0 0 410 0 0 0 409 0 427 0 1,504 0 1,504
Gov't-Aided Denom. 1,902 62 1,255 159 0 321 569 0 293 0 0 17 4,019 559 4,578
Priv/Spec. Assisted 17 30 0 228 0 46 0 21 0 0 0 6 17 331 348
Education Statistical Digest 2011-2012 49 
Ministry of Education   
 
Figure 14 shows the distribution of secondary school enrolment by district for 2011-12. 
 
The distribution of secondary school students remained similar to previous years, with 
33.1% of all secondary school students enrolled in the Belize District, followed by 23.9% 
in the Cayo District, 13.3% in the Stann Creek District, 10.6% in the Corozal District, 
10.1% in the Orange Walk District, and 9% in the Toledo District. 
 
It is important to compare these figures with the actual distribution of the country’s high 
school age population by district, which for 2011 was 26.6% in the Belize District, 25.8% 
in the Cayo District, 13.3% in Orange Walk, 12.1% in Corozal, 11.9% in Toledo, and 
11.6% in Stann Creek. This means for example, that while The Belize District had only 
26.6% of the nation’s 13 to 16 year olds, that district made up 23.9% of enrolled 
secondary school students. In contrast, a district like Orange Walk which had 13.3% of 
the nation’s 13 to 16 year olds, only enrolled 10.1% of secondary school students,  
 
 
Figure 14: Distribution of Secondary School Enrolment by District 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 50 
Ministry of Education   
 
9.3 SECONDARY SCHOOL REPETITION AND DROPOUT RATES: 
 
Table 26 shows the secondary school repetition rate by form, district, and sex for 2009/10 
and 2010-11.  
 
The data indicate an overall decline in both the number and percentage of students 
repeating at the secondary level. Numbers fell from 1,680 students or 9.1% of enrolled 
students in 2009/10, to 1,339 students or 7.1% of enrolled students in 2010-11.  
 
All districts experienced this decline in repetition rates. The Orange Walk District had 
the sharpest decline, dropping from 12.0% in 2009/10 to 8.9% in 2010-11.  Nonetheless, 
at 8.9%, the Orange Walk District still had the highest repetition rate, with Corozal at 
8.2% following closely behind. The lowest repetition rates were found in the Toledo and 
Stann Creek districts which had rates of 5.4% and 4.8% respectively. 
 
As was the case in previous years, the repetition rate was higher among the male 
secondary school population (8.7%) than among the female population (5.6%).  This was 
true for all districts.  The widest gap between male and female repetition rates were 
observed in the Toledo and Stann Creek districts, where the repetition rates for males 
were about twice that for females. 
 
Repetition rates were higher in Form 1 (9.7%) and Form 3 (7.0%) than they were in Form 
2 (6.8%), Form 4 (2.8%), and Prep (5.6%). Form 1 had the most male and female 
repeaters, 11.8% and 7.7% respectively. In all forms, more males than females repeated, 
with Prep showing the widest disparity (5.2 percentage points between the sexes).  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 51 
Ministry of Education   
 
Table 26: Secondary School Repetition Rate by Form, District, and Sex 
2009-10 2010-11
Grade and Orange Stann PERCENT Orange Stann PERCENT 
Belize Cayo Corozal Toledo Belize Cayo Corozal Toledo
Sex Walk Creek REPEAT Walk Creek REPEAT
No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  %
Prep 0 0.0 0 0.0 0 0.0 0 0.0 6 4.4 0 0.0 6 3.8 0 0.0 0 0.0 0 0.0 0 0.0 5 7.1 0 0.0 5 5.6
     Male 0 0.0 0 0.0 0 0.0 0 0.0 5 7.1 0 0.0 5 6.1 0 0.0 0 0.0 0 0.0 0 0.0 4 9.3 0 0.0 4 7.8
     Female 0 0.0 0 0.0 0 0.0 0 0.0 1 1.5 0 0.0 1 1.3 0 0.0 0 0.0 0 0.0 0 0.0 1 3.7 0 0.0 1 2.6
Form 1 235 11.2 117 8.2 58 9.0 84 12.7 56 7.0 43 6.9 593 9.5 229 11.0 135 9.1 57 8.8 80 12.3 66 7.7 44 7.9 611 9.7
     Male 119 11.8 59 8.7 33 10.2 46 13.2 36 9.4 25 7.2 318 10.3 137 13.7 77 10.9 34 10.3 46 13.6 42 10.1 27 9.5 363 11.8
     Female 116 10.6 58 7.7 25 7.7 38 12.2 20 4.9 18 6.5 275 8.6 92 8.5 58 7.4 23 7.3 34 10.8 24 5.4 17 6.3 248 7.7
Form 2 145 9.2 141 11.9 58 12.0 65 12.8 43 6.7 17 4.5 469 9.8 119 6.8 74 6.3 49 9.1 50 9.4 23 3.7 29 6.4 344 6.8
     Male 71 10.0 80 14.1 28 12.0 32 13.6 29 8.8 11 5.9 251 11.1 62 7.7 39 7.5 33 12.4 25 9.2 14 5.1 22 8.4 195 8.1
     Female 74 8.6 61 9.8 30 12.0 33 12.1 14 4.6 6 3.1 218 8.7 57 6.0 35 5.4 16 5.8 25 9.7 9 2.6 7 3.7 149 5.6
Form 3 145 10.7 118 13.1 57 12.1 56 12.8 31 6.2 22 6.2 429 10.7 79 5.8 87 8.9 50 11.0 37 8.2 18 3.6 15 4.1 286 7.0
     Male 76 12.9 59 14.1 28 12.9 33 15.3 16 7.2 18 10.1 230 12.5 52 8.6 49 10.8 28 12.7 17 8.0 7 3.1 11 5.6 164 8.6
     Female 69 9.0 59 12.3 29 11.5 23 10.4 15 5.4 4 2.3 199 9.1 27 3.6 38 7.2 22 9.4 20 8.4 11 3.9 4 2.4 122 5.6
Form 4 70 6.3 37 4.6 17 4.2 26 8.0 23 7.2 10 4.1 183 5.7 38 3.4 20 2.9 11 2.8 11 3.0 9 1.9 4 1.2 93 2.8
     Male 32 6.3 22 6.4 10 5.4 10 6.8 16 10.3 8 6.0 98 6.7 23 4.8 11 3.6 6 3.3 7 4.0 5 2.3 4 2.7 56 3.7
     Female 38 6.2 15 3.3 7 3.2 16 9.0 7 4.2 2 1.9 85 4.9 15 2.4 9 2.3 5 2.4 4 2.1 4 1.6 0 0.0 37 2.0
Total 595 9.7 413 9.5 190 9.5 231 12.0 159 6.7 92 5.8 1680 9.1 465 7.4 316 7.3 167 8.2 178 8.9 121 4.8 92 5.4 1339 7.1
     Male 298 10.6 220 10.9 99 10.3 121 12.8 102 8.8 62 7.3 902 10.3 274 9.5 176 8.8 101 10.1 95 9.5 72 6.1 64 7.2 782 8.7
     Female 297 8.9 193 8.3 91 8.7 110 11.2 57 4.6 30 4.0 778 8.0 191 5.6 140 6.0 66 6.4 83 8.3 49 3.6 28 3.5 557 5.6  
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 52 
Ministry of Education   
 
 
Table 27 shows the secondary school dropout rate by form, district, and sex for 2009/10 
and 2010-11.  
 
A total of 1,600 students or 8.5% of initially enrolled students were reported to have 
dropped out of secondary school during the 2010-11 academic year, compared to 1,859 
students or 10.1% of enrolment during the 2009/10 academic year. This decline in 
dropout rate was seen in all forms except for Prep and in all districts except for the 
Orange Walk and Stann Creek Districts. 
 
As with repetition rates, the overall dropout rate was significantly higher for males (9.5%) 
than for females (7.5%). Dropout rates were highest in Prep (20.2%) and Form 1 (12.2%) 
and declined steadily with each successive form. Notably, females had higher dropout 
rates than males in both Prep and Form 3.  
 
 The Stann Creek District had the highest dropout rate, 11.9%, followed by the Corozal 
District with 10.0%, the Orange Walk District with 9.6%, and the Toledo District with 
8.8%. The districts with the lowest dropout rates were the Belize District with 7.3% and 
the Cayo District with 6.8%.  
 
Dropout rates for males and females were within one percentage point in both the Cayo 
and Corozal districts. Wider gaps, were seen in the Orange Walk (1.2 percentage points) 
and Toledo (2.3 percentage points) districts respectively. The largest gaps between the 
sexes were observed in the Belize District (3.1 percentage points) and the Stann Creek 
District (4.3 percentage points). In each case, except the Corozal District, males had 
higher dropout rates than females.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 53 
Ministry of Education   
 
 
Table 27: Secondary School Dropout Rate by Form, District, and 
Sex
2009-10 2010-11
Grade and Orange Stann PERCENT Orange Stann PERCENT 
Sex Belize Cayo Corozal Walk Creek Toledo DROPOUT Belize Cayo Corozal Walk Creek Toledo DROPOUT
No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  % No.  %
Prep 0 0.0 3 15.0 0 0.0 0 0.0 21 15.3 0 0.0 24 15.2 0 0.0 0 0.0 0 0.0 0 0.0 17 24.3 1 50.0 18 20.2
     Male 0 0.0 1 9.1 0 0.0 0 0.0 13 18.6 0 0.0 14 17.1 0 0.0 0 0.0 0 0.0 0 0.0 7 16.3 1 50.0 8 15.7
     Female 0 0.0 2 22.2 0 0.0 0 0.0 8 11.9 0 0.0 10 13.2 0 0.0 0 0.0 0 0.0 0 0.0 10 37.0 0 0.0 10 26.3
Form 1 264 12.5 181 12.7 91 14.0 79 12.0 112 14.1 118 18.9 845 13.5 220 10.6 148 10.0 106 16.4 80 12.3 144 16.7 70 12.6 768 12.2
     Male 152 15.0 107 15.9 57 17.5 42 12.1 64 16.7 68 19.5 490 15.9 135 13.5 77 10.9 59 17.8 49 14.5 92 22.1 40 14.0 452 14.7
     Female 112 10.2 74 9.8 34 10.5 37 11.9 48 11.7 50 18.1 355 11.2 85 7.9 71 9.1 47 14.9 31 9.8 52 11.7 30 11.2 316 9.9
Form 2 177 11.3 103 8.7 41 8.5 50 9.8 51 8.0 35 9.3 457 9.6 126 7.2 74 6.3 54 10.0 57 10.8 66 10.6 46 10.2 423 8.4
     Male 97 13.6 52 9.2 21 9.0 24 10.2 26 7.9 20 10.8 240 10.6 79 9.8 30 5.7 19 7.1 27 9.9 37 13.6 29 11.1 221 9.2
     Female 80 9.3 51 8.2 20 8.0 26 9.5 25 8.1 15 7.8 217 8.7 47 5.0 44 6.8 35 12.7 30 11.7 29 8.4 17 8.9 202 7.6
Form 3 166 12.2 60 6.7 52 11.4 40 9.2 21 4.2 27 7.6 366 9.1 74 5.5 54 5.5 30 6.6 46 10.2 53 10.5 26 7.2 283 6.9
     Male 75 12.7 30 7.2 19 8.8 19 8.8 5 2.3 22 12.3 170 9.2 29 4.8 24 5.3 12 5.4 19 8.9 23 10.1 14 7.1 121 6.3
     Female 91 11.8 30 6.2 33 13.0 21 9.5 16 5.7 5 2.8 196 9.0 45 6.0 30 5.7 18 7.7 27 11.4 30 10.7 12 7.2 162 7.4
Form 4 60 5.4 49 6.1 23 5.7 8 2.5 16 5.0 11 4.5 167 5.2 41 3.7 18 2.6 13 3.3 9 2.5 21 4.5 6 1.9 108 3.2
     Male 33 6.5 23 6.7 7 3.8 2 1.4 10 6.5 6 4.5 81 5.5 18 3.7 9 3.0 6 3.3 7 4.0 8 3.7 4 2.7 52 3.5
     Female 27 4.4 26 5.6 16 7.2 6 3.4 6 3.6 5 4.6 86 4.9 23 3.6 9 2.3 7 3.3 2 1.1 13 5.1 2 1.1 56 3.0
Total 667 10.8 396 9.1 207 10.3 177 9.2 221 9.2 191 11.9  1,859 10.1 461 7.3 294 6.8 203 10.0 192 9.6 301 11.9 149 8.8 1,600 8.5
     Male 357 12.7 213 10.6 104 10.8 87 9.2 118 10.2 116 13.7 995 11.4 261 9.0 140 7.0 96 9.6 102 10.2 167 14.2 88 9.9 854 9.5
     Female 310 9.3 183 7.9 103 9.8 90 9.1 103 8.4 75 10.0 864 8.9 200 5.9 154 6.6 107 10.3 90 9.0 134 9.9 61 7.6 746 7.5  
Education Statistical Digest 2011-2012 54 
Ministry of Education   
 
Figure 15 looks at both repetition and dropout rates by district for the 2010-11 academic year. 
 
The Belize, Cayo, and Orange Walk districts had fairly similar repetition and dropout rates, 
meaning that students were just as likely to repeat as they were to drop out of school in those 
districts. Two districts, Toledo and Stann Creek had much higher dropout rates than repetition 
rates. In the Stann Creek District, in particular, students enrolled in 2010-11 were more than 
twice as likely to drop out of school as they were to repeat a grade. 
 
 
Figure 15: Secondary Schools’ Repetition and Dropout Rates by District 2010-11 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 55 
Ministry of Education   
 
9.4 SECONDARY SCHOOL TEACHERS: 
 
Tables 28a and 28b show the number of secondary school teachers by district, sex, management 
and qualifications for 2011-12 and 2010-11 respectively. 
 
As shown, the secondary school teaching force totaled 1,413 teachers in the 2011-12 academic 
year, an increase of 24 teachers (1.7%) over the previous academic year. Females made up 
55.4% of all teachers at the secondary level. Toledo was the only district with a majority of males 
(51.6%) teaching at the secondary level. The district with the lowest percentage of male 
secondary school teachers was the Belize District at 41.7%. 
 
Female made up 58.8% of all teachers in government-aided secondary schools, 52.1% of all 
teachers in private and specially assisted secondary schools, and 51.0% of all teachers in 
government funded secondary schools. 
 
Overall, less than one-third of secondary school teachers were trained. Government-aided 
secondary schools had 35.5% trained teachers, government funded secondary schools had 
27.4% trained teachers, and private and specially assisted secondary schools had 11.3% trained 
teachers.   
 
There were also notable differences between male and female teachers with regards to their 
level of training. For example, while 36.5% of female secondary school teachers were trained, 
only 24.0% of male secondary school teachers were trained. In addition, 44.1% of male 
secondary school teachers and 31.8% of female secondary school teachers fell into the category 
of non-degree, untrained teachers.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 56 
Ministry of Education   
 
Table 28a:  Number of Secondary School Teachers by District, Sex, Management, and Qualification 2011-12 
 
Management and Qualification
ALL SCHOOLS
District Government Govt. Aided Comm. Govt. Aided Denom. Priv./Spec. Assisted TOTAL
GT G T O GT G T O GT G T O GT G T O GT G T O
TOTAL 124 160 28 243 63 61 8 59 187 205 21 183 5 21 3 42 379 447 60 527 1,413
Belize 56 54 10 79 6 10 0 11 84 97 10 62 0 5 0 12 146 166 20 164 496
Cayo 25 24 7 39 0 0 0 0 54 74 6 56 5 12 3 17 84 110 16 112 322
Corozal 10 14 1 18 25 14 3 13 19 5 1 17 0 3 0 4 54 36 5 52 147
Orange Walk 11 20 3 36 0 0 0 0 28 23 1 27 0 1 0 5 39 44 4 68 155
Stann Creek 13 32 4 45 18 18 4 6 2 6 3 20 0 0 0 0 33 56 11 71 171
Toledo 9 16 3 26 14 19 1 29 0 0 0 1 0 0 0 4 23 35 4 60 122
Males 45 82 7 138 19 23 3 28 64 83 13 91 1 11 1 21 129 199 24 278 630
Belize 10 24 3 44 1 6 0 8 25 45 7 25 0 3 0 6 36 78 10 83 207
Cayo 11 12 2 20 0 0 0 0 20 26 3 31 1 7 1 9 32 45 6 60 143
Corozal 5 10 0 10 7 6 1 4 8 3 1 10 0 1 0 1 20 20 2 25 67
Orange Walk 6 12 0 24 0 0 0 0 10 7 0 16 0 0 0 1 16 19 0 41 76
Stann Creek 6 13 2 23 7 6 2 1 1 2 2 9 0 0 0 0 14 21 6 33 74
Toledo 7 11 0 17 4 5 0 15 0 0 0 0 0 0 0 4 11 16 0 36 63
Females 79 78 21 105 44 38 5 31 123 122 8 92 4 10 2 21 250 248 36 249 783
Belize 46 30 7 35 5 4 0 3 59 52 3 37 0 2 0 6 110 88 10 81 289
Cayo 14 12 5 19 0 0 0 0 34 48 3 25 4 5 2 8 52 65 10 52 179
Corozal 5 4 1 8 18 8 2 9 11 2 0 7 0 2 0 3 34 16 3 27 80
Orange Walk 5 8 3 12 0 0 0 0 18 16 1 11 0 1 0 4 23 25 4 27 79
Stann Creek 7 19 2 22 11 12 2 5 1 4 1 11 0 0 0 0 19 35 5 38 97
Toledo 2 5 3 9 10 14 1 14 0 0 0 1 0 0 0 0 12 19 4 24 59
 
Note: GT = University Graduate and Professional Training; G = University Graduate; T = Professional Teacher Training: O = Other—High School 
or Sixth Form Graduates 
 
 
Table 28b:  Number of Secondary School Teachers by District, Sex, Management, and Qualification 2010-11 
Management and Qualification
ALL SCHOOLS
District Government Govt. Aided Comm. Govt. Aided Denom. Priv./Spec. Assisted TOTAL
GT G T O GT G T O GT G T O GT G T O GT G T O
TOTAL 128 146 31 234 42 67 4 73 185 198 22 192 5 17 4 41 360 428 61 540 1,389
Belize 53 49 10 80 5 10 0 10 92 89 10 59 2 5 0 11 152 153 20 160 485
Cayo 25 25 6 41 0 0 0 0 46 70 7 63 3 10 4 16 74 105 17 120 316
Corozal 7 12 1 22 18 12 2 23 17 7 1 23 0 2 0 5 42 33 4 73 152
Orange Walk 15 18 4 36 0 0 0 0 28 24 0 27 0 0 0 6 43 42 4 69 158
Stann Creek 16 25 7 36 9 24 2 10 2 8 4 20 0 0 0 0 27 57 13 66 163
Toledo 12 17 3 19 10 21 0 30 0 0 0 0 0 0 0 3 22 38 3 52 115
Males 58 78 15 128 13 25 1 35 59 81 16 96 0 7 3 21 130 191 35 280 636
Belize 13 21 5 40 1 6 0 8 23 38 7 26 0 2 0 6 37 67 12 80 196
Cayo 13 13 2 20 0 0 0 0 18 29 5 37 0 4 3 10 31 46 10 67 154
Corozal 3 8 0 10 4 6 0 10 7 3 1 11 0 1 0 3 14 18 1 34 67
Orange Walk 9 11 1 24 0 0 0 0 11 7 0 13 0 0 0 1 20 18 1 38 77
Stann Creek 9 15 6 22 5 8 1 2 0 4 3 9 0 0 0 0 14 27 10 33 84
Toledo 11 10 1 12 3 5 0 15 0 0 0 0 0 0 0 1 14 15 1 28 58
Females 70 68 16 106 29 42 3 38 126 117 6 96 5 10 1 20 230 237 26 260 753
Belize 40 28 5 40 4 4 0 2 69 51 3 33 2 3 0 5 115 86 8 80 289
Cayo 12 12 4 21 0 0 0 0 28 41 2 26 3 6 1 6 43 59 7 53 162
Corozal 4 4 1 12 14 6 2 13 10 4 0 12 0 1 0 2 28 15 3 39 85
Orange Walk 6 7 3 12 0 0 0 0 17 17 0 14 0 0 0 5 23 24 3 31 81
Stann Creek 7 10 1 14 4 16 1 8 2 4 1 11 0 0 0 0 13 30 3 33 79
Toledo 1 7 2 7 7 16 0 15 0 0 0 0 0 0 0 2 8 23 2 24 57
 
 Note: GT = University Graduate and Professional Training; G = University Graduate; T = Professional Teacher Training: O = Other—High School 
or Sixth Form Graduates 
 
Education Statistical Digest 2011-2012 57 
Ministry of Education   
 
Figure 16 summarizes data on the qualifications of secondary school teachers for the 2011-12 
academic year. 
 
Within the total teaching force, 37.3% (527) had neither a university degree (Bachelor’s degree 
or higher) nor teacher training, 31.6% (447) had a university degree but no teacher training,  
26.8% (379) had both a university degree and teacher training, and 4.2% (60) had teacher 
training (e.g. Level 1) but no university degree.  
 
 
Figure 16: Qualifications of Secondary School Teachers 2011-12 
 
 
 
 
Figure 17 shows the distribution of secondary school teachers by districts for 2011-12. 
 
The distribution of secondary school teachers corresponded fairly closely with the secondary 
enrolment by district.  For example, the Belize District which had 33.1% of enrolled students had 
35.1% of the secondary teaching force; the Stann Creek District with 13.3% of enrolled students 
had 12.1% of the secondary teaching force; and the Toledo District with 9% of student enrolment 
had 8.6% of the secondary teaching force.  
 
 
Figure 17: Distribution of Secondary School Teachers by District 2011-12 
 
 
 
 
Education Statistical Digest 2011-2012 58 
Ministry of Education   
 
10.0 VOCATIONAL/TECHNICAL EDUCATION 
 
10.1 ENROLMENT IN VOCATIONAL/TECHNICAL INSTITUTIONS: 
 
Table 29 shows enrolment in vocational/technical institutions by district and sex from 2002-03 to 
2011-12. 
 
Over the ten-year period 2002-03 to 2011-12, enrolment in vocational/technical institutions 
remained relatively low. There was a 31.9% decline in enrolment overall, with considerable 
fluctuations, from a low of 369 students in 2005/06 to a high of 797 students in 2008/09.  
 
At the district level, between 2002-03 and 2011-12, enrolment declined by 54.1% in the Belize 
District (from 229 to 105 students) and by 61.9% in the Corozal District (from 42 to 16 students). 
Over the same time-period, enrolment increased by 28.2% in the Cayo District (from 103 to 132 
students) and by 40% in the Toledo District (from 55 to 77 students). The Orange Walk District, 
which introduced vocational/technical education in 2006-07, grew by 71% increase, from 93 to 
159 students; meanwhile, enrolment in the Stann Creek District declined by 11.5%, from 87 
students in 2008/09 when the program started to 77 students in 2011-12. On average, males 
made up 73.1% of enrolment. 
 
In the most recent academic year, 2011-12, there were only 566 students enrolled across the 
country. The Orange Walk District had the largest enrolment, with 159 students, and the Stann 
Creek and Toledo Districts had the lowest enrolment, 77 students each. Males made up 76.3% of 
students enrolled.  
 
 
 
Table 29: Vocational/Technical Enrolment by District and Sex 2002-03 to 2011-12 
2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12
Belize 229 240 248 196 253 256 296 124 117 105
     Male 200 218 222 175 199 150 187 91 96 81
     Female 29 22 26 21 54 106 109 33 21 24
Cayo 103 109 91 101 217 230 184 139 136 132
     Male 72 77 63 73 146 147 114 97 90 73
     Female 31 32 28 28 71 83 70 42 46 59
Corozal 42 153 122 32 24 35 60 74 48 16
     Male 29 77 69 17 5 13 28 39 31 9
     Female 13 76 53 15 19 22 32 35 17 7
Orange Walk 0 0 0 0 93 119 117 163 171 159
     Male 0 0 0 0 79 104 98 145 157 146
     Female 0 0 0 0 14 15 19 18 14 13
Stann Creek 0 0 0 0 0 87 102 81 58 77
     Male 0 0 0 0 0 43 59 48 60
     Female 0 0 0 0 0 44 43 10 17
Toledo 55 31 28 40 78 33 38 30 39 77
     Male 33 21 18 30 59 22 37 29 31 63
     Female 22 10 10 10 19 11 1 1 8 14
Total 429 533 489 369 665 760 797 611 569 566
     Male 334 393 372 295 488 479 523 401 453 432
     Female 95 140 117 74 177 281 274 129 116 134  
 
Education Statistical Digest 2011-2012 59 
Ministry of Education   
 
11.0 TERTIARY EDUCATION 
 
Table 30 shows tertiary enrolment by institution from 2002-03 to 2011-12. The institutions 
included in the table are all local government and grant-aided institutions. Together, these 
institutions account for approximately 94.7% of all in-country enrolment, with the remaining 
5.3% in the country’s small private tertiary subsector. It is important to note that a considerable 
number of Belizeans also pursue tertiary education in Central America, the United States, the 
Caribbean, and in online programs. Data on the number of Belizean students studying abroad 
and online are not available. 
  
The 2011-12 academic year saw an enrolment of 7,841 students in local junior colleges and the 
University of Belize. An additional 441 students were enrolled in private universities, bringing 
total tertiary enrolment to 8,282 students. Females made up 59.4% of junior college enrolment 
and 64.4% of enrolment at the University of Belize. 
 
Gross enrolment ratio (GER) for the tertiary level is the total enrolment in tertiary education, 
regardless of age, expressed as a percentage of the total population of the five-year age group 
following on from secondary school (UNESCO Institute for Statistics). Therefore, in Belize’s case, 
the GER for tertiary is calculated using the 17 to 21 year-old population. In 2010, tertiary 
enrolment stood at 7,613 students. The 2010 Census indicated that the number of 17 to 21 year 
olds in the population was 32,657. Based on these figures, GER for tertiary in 2010 was 23.3%.   
 
During the ten-year period 2002-03 to 2011-12, enrolment at local junior colleges and the 
University of Belize grew from 4,341 students to 7,841 students. This represents an increase of 
80.6%. There was a 70.9% increase in enrolment at the University of Belize, the country’s largest 
tertiary institution, and a 93.3% increase at junior colleges. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 60 
Ministry of Education   
 
Table 30: Tertiary Enrolment by Institution 2002-03 to 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 61 
Ministry of Education   
 
12.0 ENROLMENT TRENDS 
 
Over the ten-year period, 2002-03 to 2011-12, preschool enrolment increased by 87.7% or 3,325 
students, moving from 3,791 to 7,116 students. The rate of increase in enrolment fluctuated 
considerably during that period with the smallest change, a 0.7% decrease, reported in 2003-04 
and the largest change, a 17.2% increase, reported a year later in 2004-05. The number of 
preschools also increased by 99.0% during that same period.  
 
The Gross Enrolment Ratio increased from 25.1% in 2002-03 to 44.5% in 2011-12.  
 
 
Table 31:  Preschool Enrolment Trends 2002-03 to 2011-12 
 
 
 
 
During the ten-year period 2002-03 to 2011-12, primary school enrolment grew at an average 
rate of 2.1%. This resulted in a 15.5% increase in total enrolment from 59,930 students in 2002-03 
to 69,208 students in 2011-12. 
 
 
Table 32:  Primary School Enrolment Trends 2002-03 to 2011-12 
 
 
 
 
 
Education Statistical Digest 2011-2012 62 
Ministry of Education   
 
During the ten-year period 2002-03 to 2011-12, enrolment in secondary education increased at 
an average rate of 3.6% annually. The result was an increase in total enrolment from 14,630 
students in 2002-03 to 19,665 students in 2011-12, a 34.4% increase overall.   
 
 
Table 33:  Secondary School Enrolment Trends 2002-03 to 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 63 
Ministry of Education   
 
13.0 FINANCE 
 
As Figure 18 shows, the education sector continues to receive a substantial portion of the 
government’s recurrent budget.  Estimates for the 2011-12 fiscal year indicated that the Ministry 
of Education was budgeted to receive 26.3% (or over BZ$191,000,000) of the government’s total 
recurrent expenditure.   
  
 
Figure 18: GOB Estimated Recurrent Expenditure by Ministry 2011-12 
 
 Others
 16.6%
 Finance
Defence & 
 30.9%
Immigration
 5.8%
 
 Police & Public 
Safety
 
7.8%
 
 
 Health
12.6%
 Education
 26.3%
 
 
 
 
Some 48% of the Ministry of Education’s estimated recurrent budget for 2011-12 was allocated to 
primary education and another 25% was allocated to secondary education expenses, the bulk of 
which was earmarked for teachers’ salaries. The remaining budget estimates included 14% for 
tertiary education (junior colleges and universities), 2% for vocational/technical education, and 
1% each for the preschool and special education subsectors.  
 
 
Figure 19: Ministry of Education Estimated Recurrent Expenditure by Sub-sector 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 64 
Ministry of Education   
 
Figure 20 shows MOES Recurrent expenditure per student by level of education based on the 
estimated recurrent budget for 2011-12. 
 
As the figures indicate, the Ministry projected spending BZ$340 per student at the preschool 
level, BZ$1,338 per student at the primary level, BZ$2,457 per student at the secondary level, 
and BZ$3,176 per student at the tertiary level.  
 
In comparison, figures from five years ago (2007-08) were BZ$273 per student at the preschool 
level, BZ$1,166 per student at the primary level, BZ$2,106 per student at the secondary level, 
and BZ$2,132 per student at the tertiary level. 
 
                                                                                                                                                                
 
Figure 20: MOES Recurrent Spending Per Student by Level of Education 2011-12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 65 
Ministry of Education   
 
14.0 EXAMINATION RESULTS 
 
14.1 PSE PERFORMANCE: 
 
Table 34 shows student performance in PSE by district and urban/rural location for 2010 and 
2011. A total of 6,785 students sat the 2011 Primary School Examinations (PSE), 3,243 from urban 
areas and the remaining 3,542 from rural areas.  
 
Average PSE scores (i.e., English, Math, Science and Social Studies combined) fell within the 
range of 76-100% for 10.6% of students who sat the exam; another 57.1% of students obtained 
average scores in the range of 51-75%; 30.3% had average scores of 26-50%; and 2.0% obtained 
average scores within the 0-25% range. Overall, the performance of students was not as good as 
the previous year (2010) in which 20% of students obtained average scores within the highest 
quartile (71-100%) and only 1.3% fell within the lowest quartile (0-25%). 
 
The percentage of students achieving average scores of 51% or better was highest in the Orange 
Walk District (74.2%), followed by the Cayo District (72.4%), the Corozal District (72.4%), the 
Belize District (64.9%), the Stann Creek District (61.9%) and finally, the Toledo District (55.6%). 
The Orange Walk District has shown the best performance in terms of percentage of students 
achieving average scores of 51% or better for several years; however it must also be noted that 
this District also has relatively high repetition and drop out rates. The Belize District continued to 
have the highest percentage of top performers (13.5%) as well as the highest percentage of 
bottom performers (3.7%) of all districts.  
 
As Figure 21 shows, a higher percentage of urban students (15.2%) than rural students (6.3%) 
made it into the highest quartile; a higher percentage of urban students (2.5%) than rural 
students (1.6%) also made it into the bottom quartile. Overall, 73.7% of urban students and 
62.1% of rural students achieved average scores of 51% or better. The results from 2010 showed 
a higher percentage of students achieving average scores of 51% or higher as well as a smaller 
gap between urban and rural areas, 81.7% of urban students compared to 74.4% of rural 
students. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 66 
Ministry of Education   
 
Table 34: Student Performance in PSE by District and Urban/Rural Location 
 
Average of English, Math, Science, & Social Studies Score Average of English, Math, Science, & Social Studies Score
District and 
0-25 26-50 51-75 76-100 0-25 26-50 51-75 76-100
Urban/Rural 2010 2011
No. % No. % No. % No. % No. % No. % No. % No. %
Belize 32 1.7 430 22.4 1,021 53.1 439 22.8 1,922 70 3.7 603 31.5 985 51.4 259 13.5 1,917
     Urban 27 1.7 346 22.1 797 50.8 398 25.4 1,568 53 3.6 427 29.3 747 51.3 228 15.7 1,455
     Rural 5 1.4 84 23.7 224 63.3 41 11.6 354 17 3.7 176 38.1 238 51.5 31 6.7 462
Cayo 23 1.4 314 18.9 960 57.7 366 22.0 1,663 23 1.3 446 25.8 1,080 62.4 181 10.5 1,730
     Urban 14 1.7 95 11.3 474 56.3 259 30.8 842 11 1.3 148 17.2 574 66.9 125 14.6 858
     Rural 9 1.1 219 26.7 486 59.2 107 13.0 821 12 1.4 298 34.2 506 58.0 56 6.4 872
Corozal 8 1.1 124 17.2 432 60.0 156 21.7 720 10 1.4 189 26.2 429 59.4 94 13.0 722
     Urban 4 2.1 18 9.4 104 54.2 66 34.4 192 3 1.5 25 12.9 118 60.8 48 24.7 194
     Rural 4 0.8 106 20.1 328 62.1 90 17.0 528 7 1.3 164 31.1 311 58.9 46 8.7 528
Orange Walk 4 0.5 120 14.9 506 62.6 178 22.0 808 6 0.7 219 25.1 549 62.8 100 11.4 874
     Urban 1 0.3 42 11.9 211 59.9 98 27.8 352 3 0.9 56 16.1 229 66.0 59 17.0 347
     Rural 3 0.7 78 17.1 295 64.7 80 17.5 456 3 0.6 163 30.9 320 60.7 41 7.8 527
Stann Creek 11 1.3 225 26.4 515 60.5 100 11.8 851 22 2.5 314 35.6 493 55.8 54 6.1 883
     Urban 0 0.0 38 16.0 141 59.5 58 24.5 237 10 4.1 64 26.4 139 57.4 29 12.0 242
     Rural 11 1.8 187 30.5 374 60.9 42 6.8 614 12 1.9 250 39.0 354 55.2 25 3.9 641
Toledo 7 1.2 133 22.9 371 63.9 70 12.0 581 6 0.9 287 43.6 336 51.0 30 4.6 659
     Urban 2 1.4 20 14.5 85 61.6 31 22.5 138 1 0.7 52 35.4 89 60.5 5 3.4 147
     Rural 5 1.1 113 25.5 286 64.6 39 8.8 443 5 1.0 235 45.9 247 48.2 25 4.9 512
Total 85 1.3 1,346 20.6 3,805 58.1 1,309 20.0 6,545 137 2.0 2,058 30.3 3,872 57.1 718 10.6 6,785
     Urban 48 1.4 559 16.8 1,812 54.4 910 27.3 3,329 81 2.5 772 23.8 1,896 58.5 494 15.2 3,243
     Rural 37 1.2 787 24.5 1,993 62.0 399 12.4 3,216 56 1.6 1,286 36.3 1,976 55.8 224 6.3 3,542
 
 
Figure 21:  Urban and Rural Candidates’ PSE Scores by Grade Ranges 2011 
 
 
 
 76-100
6.3
15.2
 55.851-75 58.5
 
26-50 36.3
 23.8
 0-25 1.62.5
 
 0.0 20.0 40.0 60.0
 Percentage
 
Rural Urban
 
 
Education Statistical Digest 2011-2012 67 
Grade Range
Ministry of Education   
 
14.2 CSEC PERFORMANCE: 
 
Table 35a:  Student Performance in CSEC by District and Urban/Rural Location  
 
Table 35a and 35b show student performance in CSEC by district and urban/rural location for 
2011 and 2010 respectively.  
 
There were 3,350 students enrolled in Form 4 in the 2010-11 academic year; of these students, 
80.1% (2,685 students) sat the English A exam and 78.3% (2,622 students) sat the Mathematics 
exam in 2011. Students from urban schools accounted for 79.3% of the candidates who sat the 
English A examination and 79.7% of the candidates who sat the Mathematics examination. 
 
A total of 81.2% of students who sat the English A exam achieved satisfactory levels of 
performance (SLP) by earning Grades 1, 2, or 3, while only 50.2% of those sitting the 
Mathematics exam did likewise. When taken as a percentage of all Form 4 students, the SLP for 
English A falls to 65.1% and the SLP for Mathematics falls to 39.3%. 
 
Overall, urban students did better than their rural counterparts, 85.3% (urban) compared to 
65.5% (rural) and 51.9% (urban) compared to 43.7% (rural) with SLP on the English A and 
Mathematics exams respectively. 
 
The Belize District was the district with the greatest proportion of candidates who achieved 
satisfactory levels of performance in the English A exam (73.4%), while the Toledo District had 
the lowest (52.5%).  However, for the Mathematics exam the Corozal District saw the greatest 
percentage of candidates achieving satisfactory levels of performance (66.0%), while the Cayo 
District had the lowest (40.0%). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 68 
Ministry of Education   
 
Table 35a:  Student Performance in CSEC by District and Urban/Rural Location 2011 
ENGLISH A MATHEMATICS
FORM 4 3 3
Satis. Levels of Performance Satis. Levels of Performance
District ENROL. No. of No. of 
% of % of F4 % of % of F4 
2010/11 Sitters Number Sitters Number
Sitters Enrol Sitters Enrol
TOTAL 3,350 2,685 2,181 81.2 65.1 2,622 1,317 50.2 39.3
Belize 1,114 962 794 82.5 71.3 952 380 39.9 34.1
Cayo 689 511 430 84.1 62.4 483 239 49.5 34.7
Corozal 393 318 278 87.4 70.7 318 232 73.0 59.0
Orange Walk 361 286 258 90.2 71.5 282 196 69.5 54.3
Stann Creek 470 399 272 68.2 57.9 390 163 41.8 34.7
Toledo 323 209 149 71.3 46.1 197 107 54.3 33.1
Urban 2,499 2,129 1,817 85.3 72.7 2,091 1,085 51.9 43.4
Belize 1,028 904 754 83.4 73.3 896 370 41.3 36.0
Cayo 586 454 393 86.6 67.1 436 225 51.6 38.4
Corozal 140 136 124 91.2 88.6 138 116 84.1 82.9
Orange Walk 312 263 248 94.3 79.5 263 191 72.6 61.2
Stann Creek 239 215 176 81.9 73.6 205 100 48.8 41.8
Toledo 194 157 122 77.7 62.9 153 83 54.2 42.8
Rural 851 556 364 65.5 42.8 531 232 43.7 27.3
Belize 86 58 40 69.0 46.5 56 10 17.9 11.6
Cayo 103 57 37 64.9 35.9 47 14 29.8 13.6
Corozal 253 182 154 84.6 60.9 180 116 64.4 45.8
Orange Walk 49 23 10 43.5 20.4 19 5 26.3 10.2
Stann Creek 231 184 96 52.2 41.6 185 63 34.1 27.3
Toledo 129 52 27 51.9 20.9 44 24 54.5 18.6
3 Satisfactory Levels of Performance = Grades 1, 2 and 3 in General Proficiency of CSEC. 
4 SLP = Satisfactory Levels of Performance 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 69 
Ministry of Education   
 
Table 35b:  Student Performance in CSEC by District and Urban/Rural Location 2010 
ENGLISH A MATHEMATICS
FORM 4 3 3
Satis. Levels of Performance Satis. Levels of Performance
District ENROL. No. of No. of 
% of % of F4 % of % of F4 
2009/10 Sitters Number Sitters Number
Sitters Enrol Sitters Enrol
TOTAL 3,218 2,494 2,086 83.6 64.8 2,368 1,389 58.7 43.2
Belize 1,120 931 767 82.4 68.5 878 456 51.9 40.7
Cayo 805 554 467 84.3 58.0 507 223 44.0 27.7
Corozal 406 343 290 84.5 71.4 326 232 71.2 57.1
Orange Walk 325 244 215 88.1 66.2 242 169 69.8 52.0
Stann Creek 320 269 219 81.4 68.4 263 186 70.7 58.1
Toledo 242 153 128 83.7 52.9 152 123 80.9 50.8
Urban 2,496 2,002 1,724 86.1 69.1 1,907 1,175 61.6 47.1
Belize 1,026 875 726 83.0 70.8 835 446 53.4 43.5
Cayo 698 491 425 86.6 60.9 445 216 48.5 30.9
Corozal 158 152 140 92.1 88.6 150 141 94.0 89.2
Orange Walk 293 224 207 92.4 70.6 224 166 74.1 56.7
Stann Creek 164 131 118 90.1 72.0 127 99 78.0 60.4
Toledo 157 129 108 83.7 68.8 126 107 84.9 68.2
Rural 722 492 362 73.6 50.1 461 214 46.4 29.6
Belize 94 56 41 73.2 43.6 43 10 23.3 10.6
Cayo 107 63 42 66.7 39.3 62 7 11.3 6.5
Corozal 248 191 150 78.5 60.5 176 91 51.7 36.7
Orange Walk 32 20 8 40.0 25.0 18 3 16.7 9.4
Stann Creek 156 138 101 73.2 64.7 136 87 64.0 55.8
Toledo 85 24 20 83.3 23.5 26 16 61.5 18.8
 
3Satisfactory Levels of Performance = Grades 1, 2 and 3 in General Proficiency of CSEC. 
4SLP = Satisfactory Levels of Performance 
      
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 70 
Ministry of Education   
 
Figures 22 and 23 show that urban candidates have consistently scored higher than their rural 
counterparts on both English A and Mathematics CSEC Examinations. In the 2011 examinations, 
the gap narrowed in Mathematics, but widened in English A.   
 
 
Figure 22:  Percentage of Urban and Rural Candidates with Satisfactory level of performance in  
CSEC English A 2007 to 2011 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 23:  Percentage of Urban and Rural Candidates with Satisfactory level of performance in  
CSEC Mathematics 2007 to 2011 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 71 
Ministry of Education   
 
15.0 EDUCATIONAL INDICATORS 
 
15.1 NET AND GROSS ENROLMENT RATES: 
 
Preschool Net Enrolment Rate measures the proportion of preschool aged children (3-4 year-
olds) who are actually enrolled in the preschool system. 
 
Formula: PS E where:
PS T
PSE = Number of preschool aged children (aged 3-4) enrolled in preschool
PST = Total population of 3-4 year olds  
 
Table 36 shows that, for the 2011-12 academic year, 42.4% of all children aged 3 or 4 years old 
were enrolled in preschool institutions countrywide.  Also, a difference of 0.5 percentage points 
was reported in the proportion of males (42.2%) and females (42.7%) enrolled in the preschool 
system for that period.  
 
 
Table 36:  Preschool Net Enrolment Rate 2007-08 to 2011-12 
 
 
 
 
 
 
 
 
 
 
During the five-year period 2007-08 to 2011-12, the total net enrolment rate increased by 8.5 
percentage points. Preschool net enrolment rates for males and females are very similar.  
 
 
Figure 24:  Preschool Net Enrolment Rate by Sex 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 72 
Ministry of Education   
 
Preschool Gross Enrolment Rate measures the number of children enrolled in preschools as a 
proportion of the population of preschool aged children (3-4 years old). 
 
Formula: TOTAL ENROLMENT where:
TOTAL POPULATION
TOTAL ENROLMENT = Number of students enrolled in preschools
TOTAL POPULATION = Total population of 3-4 year olds  
 
The preschool data collected revealed that the number of children enrolled in preschools as a 
proportion of preschool aged children (3-4 years old) for 2011-12 was 44.5%.  The gross 
enrolment rate was the same for both males and females.  
.   
 
Table 37:  Preschool Gross Enrolment Rate 2007-08 to 2011-12 
 
 
 
 
 
 
 
 
 
 
During the five-year period 2007-08 to 2011-12, the total gross enrolment rate increased by 8.8 
percentage points. 
 
 
Figure 25:  Preschool Gross Enrolment Rate by Sex 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 73 
Ministry of Education   
 
Primary School Net Enrolment Rate measures the proportion of primary school aged children 
(5-12 years old) who are actually enrolled in the primary school system. 
 
Formula: P E where:
P T
PE = Number of primary school aged children (aged 5-12) enrolled in Infant 1 to Standard 6
PT = Total population of 5-12 year olds  
 
The net enrolment rate for primary school showed that some 95.3% of the 5-12 year old 
population was enrolled in the primary school system in 2011-12.  This indicated that 4.7% of 
children within this age range were either enrolled in other institutions (preschools, secondary 
schools or vocational schools) or were not enrolled in any educational institution at all.  The 
proportion of females enrolled (94.7%) was slightly lower than that of males (96.0%).   
 
 
Table 38:  Primary School Net Enrolment Rate 2007-08 to 2011-12 
 
 
 
 
 
 
 
 
 
 
During the five-year period, 2007-08 to 2011-12, the primary school net enrolment rate grew by 
10.7 percentage points. 
 
Figure 26:  Primary School Net Enrolment Rate by Sex 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 74 
Ministry of Education   
 
Primary School Gross Enrolment Rate measures the number of children enrolled in primary 
schools institutions as a proportion of the total 5-12 year old population. 
 
Formula: TOTAL ENROLMENT where:
TOTAL POPULATION
TOTAL ENROLMENT = Number of students enrolled in Infant 1 to Standard 6
TOTAL POPULATION = Total population of 5-12 year olds  
 
The primary school gross enrolment rate (inclusive of all primary school students regardless of 
age) for 2011-12 was 107.4%. The proportion of females enrolled (105.4%) was lower than that of 
males (109.3%), partly reflecting the lower repetition rates for males in the primary education 
system.  
 
 
Table 39:  Primary School Gross Enrolment Rate 2007-08 to 2011-12 
 
 
 
 
As Figure 28 shows, gross enrolment rates for males and females have increased at roughly the 
same rate over the past three years. 
 
 
Figure 27:  Primary School Gross Enrolment Rate by Sex 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 75 
Ministry of Education   
 
 
Secondary School Net Enrolment Rate measures the percentage of secondary school aged 
children (13-16 years old) who are enrolled in the secondary education system. 
 
Formula: S E where:
S T
SE = Number of secondary school aged children (aged 13-16) enrolled in secondary school
ST = Total population of 13-16 year olds
 
In 2011-12, the secondary school Net Enrolment Rate indicated that, of the population of children 
13-16 years of age, approximately 50.4% were enrolled in the secondary education system.  A 
higher percentage of females (53.6%) than males (47.2%) of this age group were enrolled in 
secondary schools for the period.  
 
 
Table 40: Secondary School Net Enrolment Rate 2007-08 to 2011-12 
 
 
 
 
 
 
 
 
 
 
Over the five-year period 2007-08 to 2011-12, the Secondary school net enrolment rate 
increased by 10.4 percentage points.  Rate for females have been consistently higher than that of 
males. A narrowing of that gap was observed in this most recent academic year.  
 
 
Figure 28:  Secondary School Net Enrolment Rate by Sex 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 76 
Ministry of Education   
 
Secondary School Gross Enrolment Rate measures the total number of students enrolled in 
secondary schools as a proportion of the total 13-16 year old population. 
 
Formula: TOTAL ENROLMENT where:
TOTAL POPULATION
TOTAL ENROLMENT = Number of students enrolled in secondary school
TOTAL POPULATION = Total population of 13-16 year olds  
 
The gross enrolment rate for secondary education in 2011-12 was 65.1%.  Gross enrolment for 
females was 67.7% compared 62.6% for females.  
 
Table 41: Secondary School Gross Enrolment Rate 2007-08 to 2011-12 
 
 
 
 
 
 
 
 
 
 
Over the five-year period 2007-08 to 2011-12, the Secondary school gross enrolment rate 
increased by 11.6 percentage points.      
 
 
Figure 29:  Secondary School Gross Enrolment Rate by Sex 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 77 
Ministry of Education   
 
15.2 AVERAGE REPETITION AND DROPOUT RATES: 
 
Primary School repetition rate measures the proportion of primary school students enrolled in 
a given year who repeat the same grade in which they were enrolled in the previous school 
year. 
 
Formula: R t where:
E t-1
Rt = Number of repeaters in year t
Et-1 = Total enrolment in year t-1  
 
Table 42 shows that, for the 2010-11 academic year, the overall primary school repetition rate 
was 6.8%.  As was the case in previous years, male students had a much higher repetition rate 
than female students, 7.9% for males compared to 5.6% for females.   
 
 
Table 42: Average Primary School Repetition Rate by Sex 2006-07 to 2010-11 
 
Male Female Total
2006/07 8.4 6.3 7.4
2007/08 8.4 6.0 7.2
2008/09 7.6 5.4 6.5
2009/10 8.4 5.7 7.1
2010/11 7.9 5.6 6.8  
 
 
 
Figure 30 shows similar trends in repetition rates for female and male primary school students 
over the five-year period 2006-07 to 2010-11; however rates for males have been consistently 
higher than that for females. 
 
 
Figure 30:  Average Primary School Repetition Rate by Sex 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 78 
Ministry of Education   
 
 
 
Table 43 and Figure 31 indicate that repetition was most likely to occur in the lower and middle 
grades (Infant 1 to Standard 2) than in the higher grades. Infant 1 and Standard 6 continued to be 
the grades with the highest and lowest proportion of repeaters respectively. 
 
 
Table 43: Average Primary School Repetition Rate by Grade 2006-07 to 2010-11 
 
2006/07 2007/08 2008/09 2009/10 2010/11
Inf 1 13.6 14.2 12.6 12.0 13.0
Inf 2 7.7 7.5 7.7 7.7 7.0
Std 1 7.5 8.5 7.2 8.6 7.6
Std 2 7.6 6.9 6.0 7.5 7.7
Std 3 5.9 6.4 6.7 6.7 6.5
Std 4 6.4 5.5 4.9 6.8 5.2
Std 5 6.0 5.3 4.3 5.3 5.1
Std 6 1.9 1.3 0.9 0.7 1.0  
 
 
 
Figure 31:  Average Primary School Repetition Rate by Grade 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 79 
Ministry of Education   
 
Primary school dropout rate measures the percentage of primary school students enrolled in a 
given year who dropped out of school during the year. 
 
Formula: D t where:
E t
Dt = Number of students who dropped out during year t
Et = Total enrolment in year t  
 
Table 44 shows the average primary school dropout rate by sex for 2006-07 to 2010-11. The data 
indicate that some 0.6% of all students who were enrolled in primary school institutions during 
the 2010-11 academic year dropped out of the school system.  This rate is slightly lower than in 
previous years. (It should be noted, however, that data on dropouts might not provide a 
completely accurate picture of the dropout rate as some primary school principals, from whom 
this data is obtained, are sometimes unable to distinguish true dropouts from the system from 
children who have transferred to other schools.) 
  
 
Table 44: Average Primary School Dropout Rate by Sex 2006-07 to 2010-11 
 
Male Female Total
2006/07 0.9 0.7 0.8
2007/08 1.0 0.8 0.9
2008/09 0.9 0.7 0.8
2009/10 0.9 0.7 0.8
2010/11 0.6 0.6 0.6  
 
 
 
As figure 32 shows, the gap between dropout rates for males and females closed over the five-
year period 2006-07 to 2010-11.  
 
 
Figure 32:  Average Primary School Dropout Rate by Sex 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 80 
Ministry of Education   
 
Table 45 and Figure 33 show the average primary school dropout rate by grade. Students in the 
higher grades (Standard 3 to Standard 6) were far more likely to drop out of school than those in 
the lower grades (Infant 1 to Standard 2). Standards 5 and 6 showed the highest dropout rates. 
 
 
Table 45: Average Primary School Dropout Rate by Grade 2006-07 to 2010-11 
 
2006/07 2007/08 2008/09 2009/10 2010/11
Inf 1 0.3 0.4 0.2 0.3 0.2
Inf 2 0.2 0.3 0.3 0.3 0.1
Std 1 0.3 0.3 0.3 0.3 0.1
Std 2 0.3 0.4 0.3 0.4 0.2
Std 3 0.6 0.7 0.6 0.7 0.4
Std 4 1.1 1.4 1.2 1.1 0.8
Std 5 2.5 1.8 2.2 1.8 1.4
Std 6 1.9 2.5 1.8 2.2 1.9  
 
 
Over the five-year period 2006-07 to 2010-11, dropout rates declined in all grades except 
Standard 6, where the rate was the same as it was five years prior.   
 
 
Figure 33:  Average Primary School Dropout Rate by Grade 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 81 
Ministry of Education   
 
Secondary school repetition rate measures the percentage of secondary school students 
enrolled in a given year who repeat the same grade in which they were enrolled in the previous 
year. 
 
Formula: R t where:
E t-1
Rt = Number of repeaters in year t
Et-1 = Total enrolment in year t-1  
 
As Table 46 shows, the repetition rate for secondary school students stood at 7.4% for 2010-11, a 
decline of 1.7 percentage point from the previous year when the repetition rate stood at 9.1%.  
As was the case in each of the previous four years, males had a higher repetition rate than 
females in 2010-11 (8.7% for males and 5.6% for females). 
 
 
Table 46: Average Secondary School Repetition Rate by Sex 2006-07 to 2010-11 
 
Male Female Total
2006/07 11.1 8.6 9.8
2007/08 8.9 6.7 7.7
2008/09 10.0 8.0 9.0
2009/10 10.3 8.0 9.1
2010/11 8.7 5.6 7.4  
 
 
Figure 34 compares secondary school repetition rates for males with that of females from 2006-
07 to 2010-11. Although both sexes followed similar trends over the five-year period, the 
repetition rate for males was always higher than the rate for females.  
 
 
Figure 34:  Average Secondary School Repetition Rate by Sex 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 82 
Ministry of Education   
 
Table 47 shows average secondary school repetition rate by form from 2006-07 to 2010-11.  
 
As shown, the form with the highest repetition rate in 2010-11 was Form 1, where 9.7% of 
students repeated. The lowest rate was Form 4 where 2.8% of students repeated.  These figures 
differed widely from the previous year’s figures (2009-10) which showed Form 3 having the 
highest repetition rate and Prep having the lowest. Nonetheless, there was an overall decline in 
repetition rate over the five-year period in each of the forms except Prep, which showed a small 
increase. 
 
 
Table 47: Average Secondary School Repetition Rate by Form 2006-07 to 2010-11 
 
2006/07 2007/08 2008/09 2009/10 2010/11
Prep 4.5 2.7 10.8 3.8 5.6
Form 1 11.1 9.1 10.6 9.5 9.7
Form 2 10.7 8.2 9.5 9.8 6.8
Form 3 11.3 8.5 9.5 10.7 7.0
Form 4 4.8 4.1 4.5 5.7 2.8  
 
 
 
Figure 35 shows that over the period 2006-07 to 2010-11, there were similar trends in repetition 
rate in Forms 2, 3 and 4, each correspondingly rising and falling in subsequent years. A similar 
phenomenon was seen between Prep and Form 1. 
 
Prep had the widest variation in rates of any form during that period.  
 
 
Figure 35:  Average Secondary School Repetition Rate by Form 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 83 
Ministry of Education   
 
Secondary school dropout rate is a measure of the proportion of secondary school students 
enrolled in a given year who dropped out of school during that year. 
 
 
 
 
Table 48 and Figure 36 show the average secondary school dropout rate by sex for the period 
2006-07 to 2010-11.  
 
The figures indicate that for the 2010-11 academic year, the overall secondary school dropout 
rate was 8.5%, the lowest in five years.  As in previous years, the dropout rate for males (9.5%) 
was higher than that for females (7.5%).   
 
 
Table 48: Average Secondary School Dropout Rate by Sex 2006-07 to 2010-11 
 
Male Female Total
2006/07 12.5 8.0 10.1
2007/08 12.5 8.6 10.5
2008/09 12.8 8.1 10.3
2009/10 11.4 8.9 10.1
2010/11 9.5 7.5 8.5  
 
 
The trends in dropout rates for males and females showed considerable variation. For example, 
while the rate for male remained the same between 2006-07 and 2007-08, the rate for females 
increased; thereafter, there was an increase then a decrease in the rate for males, while there 
was a decrease then an increase in rate for females. Also, although the repetition rates for both 
males and females declined during the period, the rate for males dropped twice as much as the 
rate for females. 
 
  
Figure 36:  Average Secondary School Dropout Rate by Sex 
 
 
Education Statistical Digest 2011-2012 84 
Ministry of Education   
 
Table 49 and Figure 37 show the average secondary school dropout rate by form from 2006-07 to 
2010-11. 
 
Dropout rates for 2010-11 showed a steady decline from Prep (20.2%) to Form 4 (3.2%), a trend 
similar to the two previous academic years. Forms 1, 2, 3, and 4 dropout rates were the lowest in 
five years. 
 
 
Table 49: Average Secondary School Dropout Rate by Form 2006-07 to 2010-11 
 
2006/07 2007/08 2008/09 2009/10 2010/11
Prep 26.8 15.3 24.7 15.2 20.2
Form 1 14.2 13.5 14.8 13.5 12.2
Form 2 9.0 10.2 10.3 9.6 8.4
Form 3 9.5 10.7 8.4 9.1 6.9
Form 4 5.1 5.1 4.2 5.2 3.2  
 
 
 
Dropout rates fell in each form between 2006-07 and 20010-11. Prep showed the most significant 
variation in dropout rates over the five-year period. 
 
 
Figure 37:  Average Secondary School Dropout Rate by Form 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 85 
Ministry of Education   
 
15.3 COMPLETION RATES: 
 
Primary School Completion rate is an indicator of the efficiency of the primary education 
system. This statistic estimates the proportion of a cohort of Infant I students who are expected to 
complete their primary education within the prescribed eight (8) years, based on repetition and 
dropout rates. 
 
Table 50 and Figure 38 show primary school completion rates by sex from 2007-08 to 2011-12. 
The rate is estimated to be 75.7% for the 2011-12 academic year. This figure represents an 
increase by 4.3 percentage points over the 2007-08 figure, but a decline by 2.3 percentage 
points from 2009-10. 
 
There was a 6.8 percentage points difference between completion rates for males and females, 
with females (79.2%) having the advantage over males (72.4%).  The gender gap seen in 
completion rates has a direct link to the higher primary school repetition rates for males 
discussed earlier. 
 
 
Table 50: Primary School Completion Rate 2007-08 to 2011-12 
 
Male Female Total
2007/08 67.4 75.7 71.4
2008/09 71.9 78.2 74.9
2009/10 73.3 83.0 78.0
2010/11 75.0 80.4 77.6
2011/12 72.4 79.2 75.7  
 
The data indicates that females are more likely than their male counterparts to graduate from 
primary school within eight years. 
 
 
Figure 38:  Primary School Completion Rate by Sex 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 86 
Ministry of Education   
 
Secondary school completion rate is an indicator of the efficiency of the secondary education 
system.  This statistic estimates the proportion of a cohort of Form I students who are expected to 
complete their secondary education within the prescribed four (4) years, based on repetition 
and dropout rates corresponding to the year in which they entered the secondary school system. 
 
 
Formula: FORM 4 06 where:
FORM 1 03
FORM 103 =   Cohort of students entering Form 1 2003/04
FORM 406 =   Students from the FORM 103 cohort that complete the secondary cycle in the 2006/07 school year  
 
 
Table 51 and Figure 39 show secondary school completion rates by sex from 2007-08 to 2011-12. 
The rate is estimated to be 64.1% for the 2011-12 academic year. This figure represents an 
increase by 4.3 percentage points over the 2007-08 figure, but a decline by 1.6 percentage 
points from 2009-10. 
 
There was a 13 percentage points difference between completion rates for males and females, 
with females (70.6%) having the advantage over males (57.6%).  The gender gap seen in 
secondary completion rates has a direct link to the higher secondary school repetition and 
dropout rates for males discussed earlier. 
 
 
 
Table 51: Secondary School Completion Rate 2007 to 2011 
 
Male Female Total
2007 54.7 64.8 59.8
2008 54.4 69.5 61.9
2009 58.9 66.0 62.5
2010 56.8 63.1 60.1
2011 57.6 70.6 64.1  
 
 
The data indicates that females are much more likely than their male counterparts to graduate 
from high school within four years. 
 
Figure 39:  Secondary School Completion Rate by Sex 
 
75.0
70.0
65.0
60.0 Male
55.0 Female
50.0 Total
45.0
40.0
2007 2008 2009 2010 2011
 
 
Education Statistical Digest 2011-2012 87 
Ministry of Education   
 
15.4 STUDENT-TEACHER RATIO: 
 
Primary school student-teacher ratio (STR) indicates the number of primary school students 
who are enrolled per teacher for a given year. 
 
Formula: TOTAL ENROLLED where:
TOTAL TEACHERS
TOTAL ENROLLED = Number of students enrolled at the primary level
TOTAL TEACHERS = Total number of teachers at the primary level  
 
Table 52 shows primary school STR for the period 2007-08 to 2011-12. The 2011-12 figure of 21.6 
is the lowest over the five-year period. Although 2007-08 and 2008-09 showed lower student-
teacher ratios in rural than urban areas, this trend was reversed the following year resulting in 
higher student-teacher ratios in rural areas with the most recent ratio being 21.9 for rural 
primary schools and 21.2 for urban primary schools.   
 
 
Table 52: Primary School STR Urban/Rural 2007-08 to 2011-12 
 
Urban Rural Total
2007/08 22.7 22.6 22.6
2008/09 22.9 22.4 22.6
2009/10 22.1 22.3 22.3
2010/11 21.7 22.1 21.9
2011/12 21.2 21.9 21.6  
 
 
As shown in Figure 40, there has been a general decline in STR, especially in urban areas, over 
the last five years. 
 
  
Figure 40:  Primary School STR by Urban/Rural 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 88 
Ministry of Education   
 
Secondary school student-teacher ratio (STR) indicates the number of secondary school 
students who are enrolled per teacher for a given year. 
 
Formula: TOTAL ENROLLED where:
TOTAL TEACHERS
TOTAL ENROLLED = Number of students enrolled at the secondary level
TOTAL TEACHERS = Total number of teachers at the secondary level  
 
 
Table 53 shows secondary school STR for the period 2007-08 to 2011-12. The average secondary 
school student-teacher ratio (STR) for 2011-12 was 13.9.  The ratio was slightly higher in urban 
areas, where it is 14.0, than in rural areas, where it stands at 13.8.  
 
 
Table 53: Secondary School Student-Teacher Ratio (STR) 2007-08 to 2011-12 
 
Urban Rural Total
2007/08 14.4 13.1 14.1
2008/09 14.1 13.0 13.8
2009/10 14.3 13.8 14.2
2010/11 13.6 13.6 13.6
2011/12 14.0 13.8 13.9  
 
 
Figure 41 demonstrates how inconsistent the secondary school STR has been over the last five 
years. It also shows an overall decline in urban STR and a simultaneous increase in rural STR, 
resulting in a narrowing of the gap between the two areas over the five-year period. 
 
 
Figure 41:  Secondary School STR by Urban/Rural 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 89 
Ministry of Education   
 
15.5 PERCENTAGE OF TRAINED SCHOOL TEACHERS: 
 
The percentage of trained primary school teachers measures the proportion of primary 
school teachers who have completed professional training in education. 
 
Formula: TOTAL TRAINED where:
TOTAL TEACHERS
TOTAL TRAINED = Number of primary school teachers who have received formal professional training
TOTAL TEACHERS = Total number of teachers at the primary level  
 
Table 54 shows the percentage of trained primary school teachers for the period 2007-08 to 
2011-12. In the 2011-12 academic year 54.3% of primary school teachers were trained, 57.7% in 
urban areas and 51.6% in rural areas. These figures represent gains of 10.7 percentage points 
for urban areas and 12.5 for rural areas over the five-year period. 
 
 
Table 54: Percentage of Trained Primary School Teachers 2007-08 to 2011-12 
 
Urban Rural Total
2007/08 47.0 39.1 42.8
2008/09 45.1 40.4 42.5
2009/10 45.8 44.7 45.2
2010/11 48.6 46.5 47.5
2011/12 57.7 51.6 54.3  
 
 
As Figure 42 demonstrates, the percentage of trained primary school teachers has increased in 
both urban and rural areas over the last five years. Of note, the gap between areas, once almost 
closed, began to widen again in the last two academic years. 
  
 
Figure 42:  Percentage of Trained Primary School Teachers by Urban/Rural 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 90 
Ministry of Education   
 
The percentage of trained secondary school teachers measures the proportion of all 
secondary school teachers who have completed formal professional training in education. 
 
Formula: TOTAL TRAINED where:
TOTAL TEACHERS
TOTAL TRAINED = Number of secondary school teachers who have received formal professional training
TOTAL TEACHERS = Total number of teachers at the secondary level  
 
Table 55 shows the percentage of trained secondary school teachers for the period 2007-08 to 
2011-12. The percentage of trained teachers at the secondary level for the 2011-12 academic 
year stood at 31.1%.  A greater proportion of female teachers (36.5%) than male teachers 
(24.3%) were trained. 
 
 
Table 55: Percentage of Trained Secondary School Teachers 2007-08 to 2011-12 
 
 Male Female Total
 2007/08 22.3 38.0 30.6
 2008/09 24.0 34.7 29.7
 2009/10 26.6 39.2 33.4
 2010/11 25.9 34.0 30.3
 2011/12 24.3 36.5 31.1
 
 
As Figure 43 shows, there has been little improvement in the percentage of trained secondary 
school teachers over the last five years. In fact the percentage of trained secondary school 
teachers has actually declined. 
 
 
Figure 43:  Percentage of Trained Secondary School Teachers by Urban/Rural 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 91 
Ministry of Education   
 
15.6 APPARENT INTAKE RATE: 
 
Apparent intake rate measures the total number of new entrants in Infant 1, regardless of age, 
expressed as a percentage of the population at the primary school-entrance age. 
 
Formula: N t where:
P t
Nt = Number of new entrants in Infant I in school-year t
Pt = Population of official primary school entrance-age, in school-yeat t  
 
Table 56 and Figure 44 show the Apparent Intake Rate (AIR) for the period 2007-08 to 2011-12. 
AIR increased from 96.2 at the start of the period to 98.3 in 2011-12.  The AIR for males was 
slightly higher than that for females with 100.3% and 96.4% respectively in 2011-12. 
 
 
Table 56: Apparent Intake Rate (AIR) 2007-08 to 2011-12 
 
Male Female Total
2007/08 98.8 93.6 96.2
2008/09 91.9 94.5 93.1
2009/10 82.1 82.5 82.3
2010/11 100.1 93.6 96.8
2011/12 100.3 96.4 98.3  
 
 
Figure 44:  Apparent Intake Rate by Sex 
 
 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 92 
Ministry of Education   
 
15.7 NET INTAKE RATE: 
 
Net Intake Rate measures the total number of new entrants in Infant 1 who are of the official 
primary school-entrance age, expressed as a percentage of the population of the same age. 
 
Formula: N t where:
P t
Nt = Number of children of official primary school entrance age who enter Infant 1, in school-year t
Pt = Population of official primary school entrance-age, in school-yeat t  
 
 
Table 57 and Figure 45 show the Net Intake Rate (NIR) for the period 2007-08 to 2011-12. The Net 
Intake Rate (NIR) for the 2011-12 academic year indicated that 62% of the country’s 5-year-old 
population was new entrants into Infant 1.  The NIR for males, 63.4%, exceeded that for females, 
60.6%.  Over the five-year period has grown by 4.3 percentage points overall, mostly as a result 
of the increase in male NIR. 
 
 
Table 57:  Net Intake Rate (NIR) 2007-08 to 2011-12 
 
Male Female Total
2007/08 54.9 60.5 57.7
2008/09 57.5 57.0 57.3
2009/10 52.9 52.5 52.7
2010/11 62.7 59.2 60.9
2011/12 63.4 60.6 62.0  
 
 
Figure 45:  Apparent Intake Rate by Sex 
 
 
 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 93 
Ministry of Education   
 
15.8 PERCENTAGE OF CHILDREN AGED 12 IN THE EDUCATION SYSTEM: 
 
This percentage measures the proportion of all 12-year-old children who were enrolled in the 
education system for a given year, at either the primary or the secondary level. 
 
Formula: TWELVE E where:
TWELVE T
TWELVEE = Number of 12 year olds enrolled in either primary or secondary schools
TWELVET = Total population of 12 year olds  
 
 
Table 58 shows the percentage of 12-year-old children in the education system for the period 
2007-08 to 2011-12. Some estimated 98.9% of the country’s total 12-year-old population was 
enrolled in the education system, either in primary or secondary school for the 2011-12 
academic year.  This represents an increase of 18.4 percentage points when compared to 2007-
08 when the percentage of 12-year-olds enrolled was 80.5%.   
 
 
Table 58: Percentage of 12 Year Old Children Enrolled in the Education System 2007-08 to 2011-12 
 
Male Female Total
2007/08 78.1 83.1 80.5
2008/09 73.5 80.3 76.8
2009/10 82.1 82.5 82.3
2010/11 92.0 93.2 92.6
2011/12 101.2 96.5 98.9  
 
 
As Figure 46 shows, during the five-year period, the percentage of 12-year-old males enrolled in 
the system was lower than that of females up until 2011/12 when the trend was reversed. 
 
 
Figure 46: Percentage of 12 Years Old Enrolled in the Education System by Sex 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 94 
Ministry of Education   
 
15.9 PERCENTAGE OF CHILDREN AGED 14 IN THE EDUCATION SYSTEM: 
 
This statistics measures the proportion of all 14-year-old children who were enrolled in the 
education system for a given year, at either the primary or secondary level. 
 
Formula: FOURTEEN E where:
FOURTEEN T
FOURTEENE = Number of 14 year olds enrolled in either primary or secondary schools
FOURTEENT = Total population of 14 year olds  
 
Table 59 shows the percentage of 14-year-old children in the education system for the period 
2007-08 to 2011-12. For the 2011-12 academic year, 79.1% of the country’s 14-year-olds were 
enrolled in the education system.  This represents an increase of 10.2 percentage points when 
compared to 2007-08 when the percentage of 14-year-olds enrolled was 68.9%.   
 
 
Table 59: Percentage of 14 Years Old Enrolled in the Education System 2007-08 to 2011-12 
 
Male Female Total
2007/08 69.0 68.9 68.9
2008/09 63.0 69.3 65.9
2009/10 70.1 71.2 70.6
2010/11 73.2 72.4 72.8
2011/12 81.4 76.9 79.1  
 
 
As Figure 47 shows, the percentage of the male 14-year-old population participating in the 
formal education system has surpassed the percentage of the female 14-year-old population 
participating in the formal education system for the past two years. 
 
 
Figure 47:  Percentage of 14 Years Old Enrolled in the Education System by Sex 
 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 95 
Ministry of Education   
 
15.10 TOTAL ENROLMENT IN THE EDUCATION SYSTEM: 
 
The education system (encompassing all levels) saw the enrolment of some 104,960 students for 
the 2011-12 academic year.  There were 52,580 females and 52,380 males enrolled. Males 
outnumber females at both the preschool and primary education levels, as well as in vocational 
and technical education. Females outnumber males in secondary, junior college and university 
education. 
 
  
 
Table 60:  Total Enrolment 2011-12 
 
 
 
 
 
 
 
Education Statistical Digest 2011-2012 96