Revitalization of Bhutanese values

During my school days, the kind of respect we had for our teachers never changed even when they lashed us mercilessly. We did not have value-education classes but we knew our boundaries well. We have been culturally groomed to believe that teachers are like our parents and that we must respect them as much as we respect our parents. We have been convinced that we would earn respect if we know how to show respect to our elders and treat them with love and dignity. But sadly, this trend seems to be taking a different turn today. Probably due to the excessive exposure to western cultures through social and mainstream media outlets that have emerged with the technological revolution of the modern era, the youth of Bhutan appear to be gradually drifting away from the unique social and cultural values of our country that define us as Bhutanese. This rapid decline of values among the Bhutanese youth has triggered important discussions in the government agencies in the recent times. Upon the Royal Command of His Majesty the King, the Ministry of Education has already started working with the Royal Education Council (REC) to explore effective ways of inculcating our own national values into the young generation. The first draft of the curriculum framework for teaching values developed by REC was presented during the special meeting convened on 19th June 2017.

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Inclusive curriculum is key to the success of inclusive education

Photo of blind children reading braille books. Image courtesy: Muenselling Institute's website

We have been lately talking about inclusive education in Bhutan and some of the schools have already been modified to accommodate children with varying abilities in the same learning environment. But no matter how accessible the general infrastructures of the school might be, or how well trained are the teachers dealing with students with special needs, I think the goal of inclusive education cannot be achieved if the school curriculum is not inclusive. When we talk about inclusive education, people mostly think about only accessible physical infrastructures within the school campus and disabled-friendly facilities and services. But we have never thought of the curriculum which is the backbone of formal education system in the country. I feel that our school curriculum is very rigid at the moment. We are expected to learn what is prescribed in the textbooks and not what we are good at or what we love doing. When the curriculum is developed, the needs of persons with disabilities especially the visually impaired children are never considered. As a result, the curriculum is largely visual-based and hence, the visually impaired children are deprived of the opportunity to participate equally in the classroom.

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Five things you are not taught in school

Photo of students studying English subject in a school in Paro. Image courtesy: Google.

Our school curriculum is mostly academic-based and the textbooks contain only theories and logic which are not always applicable in our daily life. In addition to geography, history, science, economics and language studies, there are many things we need to know which are equally important for our success and wellbeing. But sadly, it seems we are missing them in our school curricula today. I may not be absolutely right but I feel following are some of the things we should learn while we are in the school in addition to existing subjects.

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