Rationalization of School Curriculum

Background The conventional teacher centred and rote learning form of education has served us well through ages. As the education system in embraces the 21st Century education framework and principles, it warrants a paradigm shift in curriculum design and development, including the pedagogy, commensurate the competency based learning. An approach, which underscores that learning in the 21st century, is for the development of competencies through active engagement of learners in learning experiences, guided by formation and utilisation of “working knowledge”. This empowers learners to take responsibilities of their learning and develop “portable skills or soft skills,” such as critical thinking, creativity, communication and collaboration, vital for all as individuals with unique talent and competencies. The current culture of curriculum design and practices in schools, however, do not render condition to facilitate realisation of the national aspiration of nurturing “nationally rooted and globally competent” citizen.

Amongst others, it has always been a concern for REC on the extent, relevancy and quality of the curriculum in all subjects. Thus, in order to facilitate quality learning for 21st Century education, REC has initiated major curriculum reform in all subjects.

Rationale

The Bhutan Education Blueprint 2014-2024 indicated that the existing curriculum was ‘heavy’. This was echoed as one of the major pointers in the National School Curriculum Conference 2016 that the curriculum was ‘vast’. These findings led to the need for curriculum “thinning” [Resolution 3.1.10 (IV)]. In response to these findings, REC started the rationalization of the existing curriculum by reviewing and screening out the obsolete and irrelevant content, and updating them with the most recent information and also rectifying errors in the textbooks. Therefore, some portions of the syllabi from several subjects, for instance, have been dropped. The rationalization or thinning of curriculum is one of the important considerations made while developing new textbooks based on new curriculum frameworks.

The curriculum rationalization process also aligns very well with Resolution 13 of the National Education Conference 2018 of “Doing away with the Saturday classes”. The para 13.4 of the resolution requires ‘REC to work on curriculum thinning and review of time allocation for each subject’. This resolution has further facilitated REC to expedite the curriculum rationalization and review the time and period allocation for each subject.

Rationalization of the school curricula is based on the following strategies:

i. Review the goals and outcomes of each subject to identify topics, chapters, learning activities, exercises and assessment. ii. Develop rationalized syllabus for each subjects ensuring conceptual linkages and progression within the chapter or topic in the textbooks. iii. Minimize lexical density in text by reducing heavy textual materials from the textbooks. iv. Remove topics, learning activities or assessment items, which are redundant, overlapping irrelevant or inappropriate. v. Delete irrelevant or inappropriate illustrations or diagrams, and examples from the text. vi. Update and align the content width and depth with the teaching time available for each subject. vii. The revised syllabi for each subject are categorised and compiled under four subject classifications, namely STEM, Social Sciences, Language, and TVET & Commercial Studies. The review of the instructional time allocation is based on the following criteria:

i. Maintain the instructional time requirement at the international standard. ii. Maintain gradual increase of instructional time across most of the key stages. iii. Reduce the instructional time for each subject across the grades based on the doing away of the Saturday classes. iv. Allocate time for personal development learning areas, such as HPE, Arts Education, Values Education, CGC, TVET Program (clubs and PVOP). v. Non-curricular activities and programmes are to be conducted outside the instructional hours. vi. Calculate 150 actual curricular instructional days (excluding examination days in June and November months) in an academic year based on 5 working days per week. vii. Calculation of instructional time is based on 8 periods a day of 40 minutes each.

Conclusion Instructional time refers to the actual contact time in the classroom. This is the minimum time available for the delivery of the curriculum including assessment. Instructional Time equals to number of days multiplied by number of periods per day times duration of one period (180 x 8 x 40). The rationalization of the curriculum is based on 150 days of the actual instructional time.

Instructional days are the total number of days within which the curricular activities are conducted. Within these days, a maximum of 5.33 hours (320 minutes) are available for actual classroom instruction per day. This calculation is based on 8 periods a day of 40 minutes each. The average instructional time in the OECD countries ranges from 799 to 915 hours per year. This includes all the educational activities that happen in the school in a day. However, the calculation of instructional time for the rationalized curriculum is based on the actual contact time for curriculum delivery, which has resulted in more instructional time than in OECD countries.

viii. Lastly, it must be noted that the instructional time and days are suggested guide. Thus, it is envisaged that schools will make adjustment in instructional time as deemed applicable.

Subject: History & Civics Class: IX Section A: Bhutan History & Civics

Sl. Strand/Unit/Chapter/Topic Time Weighting Changes Reasons No. (Mins) (%) 1 Ancient History Part I : Origins of early Status quo inhabitants, their social and economic life, 120 2 and names of the country

2 Ancient History Part II : Religion of early inhabitants, the first advent of Buddhism in 120 2 Bhutan

3 Emergence of Ruling Clans (9th-17th centuries) : Origin of the ruling clans; spread of their descendants; the socio- 140 3 political pattern of the country

4 Origins of a Distinct Religious Identity in Bhutan : Religious turmoil in and integration of different schools 140 3 of Buddhism in Bhutan

5 Drukpa Kagyupa : Establishment of the Drukpa Kadgyud school in the western region by Phajo Drugom Zhigpo and his 140 3 descendants; strengthening of the school by the great works of other Drukpa Kagyud saints. 6 The Tertoens : Their contributions to the Bhutanese nationhood 140 3

7 Zhabdrung and the 200 5 Creation of the Nation State of Bhutan : His early life; his arrival in Bhutan; the internal and external oppositions; his achievements

8 Completion of the Unification of Sharchog Khorlo Tshibgyed: The expansion of Drukpa Kagyud school to other regions; unification of the entire 160 4 country under one central rule; stablishment of the State Religion

9 Emergence of Ruling Clans (9th-17th centuries) : Origin of the ruling clans; spread of their descendants; the socio- 140 3 political pattern of the country

10 A Century of Instability : Internal strife and its effect; encounters with the British; the Battle of Cooch Behar - causes, the 240 6 course and results; the British and the Bhutanese bilateral missions

11 The Second Century of Instability: Early British and Bhutanese squabbles over theDuars; missions of Pemberton and 240 6 Ashley Eden; the Great Duar War of 1865

12 History of the Constitution in Bhutan 160 4

13 The Salient Features of the Constitution 160 4 of Bhutan 14 Fundamental Rights and Duties 140 4

15 Formation of Political Parties 140 4

16 Election 140 4

Total 2520 60 %

Section B: Indian History

Sl. Strand/Unit/Chapter/Topic Time Weighting Changes Reasons No. (Mins) (%) 1 The Indus Valley Civilization: Indus valley civilization Lengthy and beyond the Archaeological finding; religion, art and 340 6 features includes the first weighting given. script; economic activity; period of five and removed the existence following from Page 4: Assembly Hall, Granary, and Dockyard.

Technology and Craft Content is featured in class comprising of Pottery, VII new curriculum. Metal Craft, Other Crafts and Sculpture to be removed from page 5-6

Economic life of Aryans It is discussed in chapter on page 7-8 to be two. The Aryans removed.

2 The Aryans: Origin of the Aryans, early Various Theories of the Content is abstract and settlements; the vedic religion; political 340 6 Origin of the Aryan on irrelevant. life;the vedic literature page no. 13 to be removed.

The Caste System on page Content is irrelevant and no.18 to be removed. does not relate to any topics that follows.

The Epics: Ramayana and Mahabharata on page no. Irrelevant and content is not 20-23 to be omitted consistent with the chapter title. 3 Buddhism: Gautama Buddha and his Buddhist Cave Temples It is lengthy and if required teachings spread of Buddhism; Buddhist 8 and Monasteries on page information is easily literature; Buddhist monasteries and cave 400 31-34 inclusive of available online. temples; Hinayana and Mahayana forms of Chaityas, Viharas, and Buddhism; decline of Buddhism; Buddhist Ellora to be removed. schools of art.

4 A Bird’s-eye View of Indian History NA NA The Chapter to be Irrelevant and repetition as between Buddha and the Gandhian removed. the concept on Buddha and Era. Gandhian Era is covered in separate chapters Buddhism and Mahatma Gandhi’s Philosophy and Leadership in Class X.

Total 1080 20%

Total Time: 2520+ 1080 = 3600 Minutes

Subject: History and Civics Class: X Section A: Bhutan History & Civics

Sl. Strand/Unit/Chapter/Topic Time Weighting Changes Reasons No. (Mins) (%) Jigme Namgyal: The Architect of United 1 Bhutan - his origin and early years; rise to 7 power; his role in the Duar War; his 280

achievements

2 : The Founding Monarch and the King of Bhutan's Destiny - his early life; rise to power; ascent 240 6 to the throne; reforms

3 Druk Gyalpo : The Consolidator - his early life; ascent to the 180 4 throne; reforms and consolidation works

4 Druk Gyalpo Jigme Wangchuck: The Father of Modern Bhutan - early life; ascent to the throne; reforms; development plans; 280 7 international relations

5 Druk Gyalpo : A Monarch of the People - early life; ascent to 360 9 the throne; reforms; foreign relations

6 Art, Architecture and Handicrafts: General characteristics; historical background; types 280 7 and significance.

7 The Legislature (Membership criteria, Removal of members of Parliament, Legislature: Powers and function, Gyalyong (National Assembly, Gyalyong Tshogde (National Council), Relation 200 5 between the two Houses, Political Parties, Function of the Political Parties, Ruling Party and Opposition Party).

8 The Executive (Types of Executive, The LhengyeZhungtshog, Appointment and tenure of the members of Lhengye 4 Zhungtshog, Functions of the Lhengye 180

Zhungtshog, The Administrative System, The Ministries, and Autonomous Bodies).

9 The Judiciary (Formation and Codification of Laws, Judicial System, Jurisdiction of the 4 Thrimkhangs or Courts, Salient features of 180

our Judicial System, Judicial Reforms).

10 The Constitutional Bodies (The Election Commission, The Royal Audit Authority, The Anti-Corruption Commission, The Royal Civil 160 3 Service Commission, Constitutional Offices).

11 Local Government (Members of the Gewog Tshogde, Eligibility, Terms of Office, Removal of Gewog Tshogde members, Gewog Tshogde Meeting 180 4 Procedures, Powers and Functions of Gewog Tshogde, Regulatory powers of the Gewog Tshogde, Members of the Dzongkhag Tshogdu, Eligibility, Terms of Office and Election Criteria, Powers and Functions of Chairman of Dzongkhag Tshogdu, Powers and Functions of Dzongkhag Tshogdu, Dzongkhag Tshogdu Meeting Procedures, Members of the Thromde Tshogde , Relationship between Gewog Tshogde, the Dzongkhag Tshogdu and the Thromde Tshogde).

12 Removed Repetition as the content Gross National Happiness and Good NA NA is discussed in Bhutan Governance History Class X.

Total 2520 60 %

Section B: Indian History

Sl. Chapter Time Weighting Changes Reasons No. (Mins) (%) 1 Gandhiji's contribution to as a Status Quo leader: Mahatma Gandhi's life-sketch, his ideals and methods; Gandhi's contribution to the freedom movement and India's 380 7 independence

2 The UNO: formation of UNO, its main organs Status quo and their functions; its major agencies and 7 360 their functions.

3 Removed Repetitive as concepts are Role of United Nations in Maintaining Peace and discussed in the previous

Security Chapter, United Nations. The examples provided are obsolete and covers no current events.

4 Status quo Regional Organizations: SAARC; ASEAN, 340 6 EEC

Total 1080 20%

Total Time: 2520+1080 = 3600 Minutes

Subject: History and Civics Class: XI

Section A: Bhutan History & Civics

Sl. Strand/Unit/Chapter/Topic Time Weighting (%) Changes Reasons No. ( Mins) 1 Unit One : Cultural Heritage Zorig Chusum: The Thirteen Traditional Crafts 740 10 Status quo (Categories of crafts; its features and significance.) Bhutanese Literature (Types, features and significance.) Dance Forms (Types, features and significance.

2 Unit Two: Emergence of Drukpa Kagyud Theravada, Mahayana and Vajrayana (Origin of 1060 15 Status quo Mahayana, Theravada and Vajrayana and their differences.)

Pioneers of Kagyud and Drukpa Kagyud (Brief life history and contributions of Tilopa, Naropa, Marpa, Milarepa, Gampopa, Phagmodrupa, Lingrepa Pema Dorji and Tshangpa Gyray Yeshey Dorji)

3 Civics 1. Society, State and Nation (Definition of a 360 5 Status quo Society, The essential attributes of a society, Definition of a State, The essential attributes of the State, Definition of a Nation, Distinction between the State and the Nation).

2. Forms of Government Background, Aristotle’s Classification, Forms of Modern 360 5 Status quo Government, Democratic Government, Forms of Democratic Government, Merits and Demerits, Merits, Demerits, Forms of non-Democratic Governments, The Bhutanese form of Government).

3. Constitution (Background, Definition of the Constitution, General Characteristics 360 5 Status quo of the Constitution, Classification of Constitutions, Merits of written Constitution, Demerits of written Constitution, Merits of Unwritten Constitution, Demerits of Unwritten Constitution, Merits of Flexible Constitution, Demerits of Flexible Constitution, Merits of Rigid Constitution, Demerits of Rigid Constitution, Characteristics of a Good Constitution, Constitution of Bhutan, Merits of the Bhutanese Constitution, Demerits of the Bhutanese Constitution).

Total 2880 40%

Section B: World History Textbookless Curriculum

Sl. Strand/Unit/Chapter/Topic Time Weighting (%) Changes Reasons No. (Mins) 1 Historiography 1440 20 New textbookless curriculum 2 Evolving Civilization 1080 15 implemented from 3 Governance and Peace 1080 15 2017 4 Identity, Spirituality and Culture 720 10

Total 4320 60%

Total Time: 2880+4320 = 7200 Minutes

Subject: History & Civics Class: XII

Section A: Bhutan History & Civics

Sl. Strand/Unit/Chapter/Topic Time Weighting (%) Changes Reasons No. (Mins) 1 UNIT ONE: EMERGENCE OF A NATIONA STATE 720 10 Status quo The Era of Zhabdrung and the Desis (Contributions of Zhabdrung; Modalities of becoming a Desi; Contributions of the Desis.)

The Establishment of Hereditary Monarchy. (Contributions of Jigme Namgyal; Role of Lam Jangchub Tsondrue; Significance of the Last Civil War; Role of ; Younghusband Mission; Events leading to December 17,1907)..

The Period of Consolidation. (Possible challenge to the Right to the Throne; The Indo-Bhutanese Treaty; Socio- cultural and economic as well as political reforms till 1972.)

2 Unit Two: EMERGANECE OF MODERN BHUTAN 720 10 Status quo

Reforms made by Druk Gyalpo Jigme Singye Wangchuck.

The International Organisations and Role of Bhutan in SAARC, NAM, and UNO. (Brief background of each body and their functions; benefits for Bhutan, Role and contributions of Bhutan.)

3 Unit Three: Gross National Happiness 360 5 Status quo

4 Civics The Role of the Monarch in a Democratic 280 4 Status quo Constitutional Monarchy (Qualification for Ascension to the Golden Throne, Oath of Office, Term of Reign, Royal Privileges and Entitlements, Powers of the Monarch, Relations between the Monarch and the Council of Ministers).

The Prime Minister and the Council of Ministers (The Prime Minister, Appointment , Term of 280 4 Status quo Office, Powers and Functions, The Council of Ministers (Lhengye Zhungtshog), Appointment and Composition of the Council of Ministers, Term of Office, Powers and Functions of the Council of Ministers)

.Directive Principles of State Policy (Meaning of Directive Principles of State Policy, Classification 280 4 Status quo of Directive Principles of State Policy, Significance of Directive Principles of State Policy, Differences between Directive Principles and Fundamental Rights). Civil Service in a Democratic Constitutional Monarchy (Definition and meaning of Civil 240 3 Status quo Service or Bureaucracy, Characteristics of Civil Service, Problems of Civil Service , Role of Civil Service in a Democratic Society , Civil Service and the Royal Civil Service Commission, Meaning of Position Classification System, Classification, Recruitment, Promotion)

Total 2880 40%

Section B: World History Textbookless Curriculum

Sl. Strand/Unit/Chapter/Topic Time Weighting (%) Changes Reasons No. (Mins) 1 Historiography 1440 20 New curriculum implemented from 2 Evolving Civilization 1080 15 2018 3 Governance and Peace 1080 15

4 Identity, Spirituality and Culture 720 10

Total 4320 60%

Total Time: 2880+4320 = 7200 Minutes