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Civics Education in Bhutan: Student Knowledge and Stakeholder Perspectives

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Civics Education in Bhutan: Student Knowledge and Stakeholder Perspectives CIVICS EDUCATION IN BHUTAN: STUDENT KNOWLEDGE AND STAKEHOLDER PERSPECTIVES Rinzin Wangmo Bachelor of Arts (English Honours), Sherubtse College, Bhutan Postgraduate Certificate in Education, National Institute of Education, Bhutan Master of Education, University of New England, Australia A thesis submitted for the degree of Doctor of Philosophy University of New England School of Education December 2016 Acknowledgements Studying for a PhD can never be a lone experience of intellectual progress and creative process. I’ve been lucky since the moment I decided to explore opportunities to pursue this modest research in the uncharted field of civics and citizenship education in Bhutan. I’m grateful to many for helping me reach thus far in my personal quest of learning. First and foremost, and perhaps even to end with, I’m highly indebted to the University of New England (UNE) for their gracious scholarship supplemented with all other necessary support during my entire stay in Armidale. I am grateful to the Division Chief, Ms. Phuntsho Lhamo, for having full confidence in me to take up this opportunity. I thank her for believing that I would not falter halfway through. Equally, my gratitude to the Ministry of Education, especially Aum Sangay Zam, former Secretary, and Dasho Karma Yeshey, present Secretary, for formal approval of my study. I am indebted to Mr. Dhendup Tshering, deputy HRO, from the Human Resource Division, for all the paperwork that made it an easy and straightforward case for RCSC to grant study leave. I thank RCSC for its gracious consideration of my study leave. Following commencement of the real work at UNE, I received tremendous support from many. I wish to thank Dr. Kelvin McQueen, who as my initial principal supervisor, advised me through the early phase of my research and Mr. Thukten Jamtsho, (DCRD), who provided me with documents I needed for the civics curriculum in Bhutan. Had it not been for Dr. Boyd Wright, I could not have saved myself from the ocean of data and statistics. I am extremely grateful to Boyd for his time sieving unnecessary statistics from heaps of data. I also thank Barun Gurung for support with statistics. I am grateful to Associate Professor Judy Miller and Dr. John Haynes for making me and my family feel at home while in Australia and gratitude also goes to retired Associate Professor Warren Halloway for proofreading my chapters. I also thank Dr Janene Carey for editorial assistance with this thesis, which took the form of formatting and copyediting, as specified in Standards D and E of the Australian Standards for Editing Practice. ii My friends, both in Armidale and in Bhutan, played a large part in enabling me to finish the writing of chapters. They were the leverages and fulcrums in my entire PhD sojourn. The list will be long but I wish to name some of them. They are my PhD fellow colleagues Mr. Rinchen Dorji, Mr. Karma Chewang and Mr. Tiger Sangay in UNE, Armidale, and Ms. Chhimi Wangmo and Ms. Tashi Lhamo, my work colleagues in Bhutan. I would like to thank all the concerned authorities of participating agencies for their willingness to provide me with sites and participants during my data collection time. I would like to pay tribute to school principals, civics teachers and students, who all contributed immensely towards my understanding of the current status of civics and citizenship education in Bhutan. They are the lynchpin of my study. Doing a PhD is not without stress. Had it not been for the constant moral support and confidence I received from my husband, Jigmi Rinzin, my children, Jurmey and Tshewang, and Ruth Thomas (an extended family member in Armidale), I could have even surrendered myself at halfway and called it quits. However, I managed to sail through the ocean of PhD rigour with anchors from my family. I would like to offer my special dedication of this thesis to my brother, Lt. Col. (retired) Rinchen Thinley, who deserves credit for whatever I am today. This PhD is an ultimate fruition of the support and care I have received from my brother during my entire pre- adult life as a student. Last in the list, but not the least, I’ve no appropriate vocabulary to thank my principal supervisor Professor Margaret Sims for accepting me with all my weaknesses and deficiencies. Besides always being a prompt and efficient supporter, she was my source of encouragement and confidence. She embraced me in times of stress, for which I will always have boundless gratitude. She had patience to correct my work even when she was overseas. She tried her best to look at my work from the Bhutanese perspective and always supported me to achieve what I wanted for Bhutanese schools. She provided me with consistent academic support throughout my PhD journey. For all these and beyond, I thank you, Professor. iii Abstract Bhutan became the world’s youngest democracy in 2008. In order to keep pace with the change in governance, the Ministry of Education in Bhutan initiated the development of a curriculum to educate young people on democracy by preparing Bhutan Civics textbooks. Civics education as a standalone subject starts in Class 7 and continues to Class 12. It is a mandatory subject for all students up to class 10 but exit for those who choose to pursue science, commerce and rigzhung streams. Only arts stream continues to study civics till class 12. Up until Class 6, civics and citizenship is taught as part of social studies and is not a separate subject. Given that Bhutan’s civics education has now been in operation for a number of years, it is timely to explore the learning experiences of students, the teaching experiences of teachers and the expectations of relevant stakeholders. The enhanced understanding of the current state of the acquisition of civics knowledge in Bhutan resulting from this study can be used by policy makers, curriculum designers and teacher educators, as well as teachers and the public, as part of a process of continual quality improvement. Data for this study have been gathered from five sources: • A test taken by 270 students on Bhutan Civics content; • Focus group semi-structured interviews with 54 students; • Face-to-face semi-structured interviews with 13 teachers; • Face-to-face semi-structured interviews with 11 curriculum-based stakeholders; and • An analysis of Bhutan Civics textbooks. This study reveals the need to strengthen civics education in Bhutan, starting from the presentation and content of the textbooks to the delivery of lessons in classrooms. Lack of citizenship content is identified as another gap in the overall teaching and learning process of Bhutan Civics. Further, there is a demand for civics teachers’ professional development in teaching the civics subject, from both students and teachers. Besides other civics sections, Bhutanese ethos, such as Ley Jumdrey and Tha Damtshig, and Bhutanese etiquette, Driglam Namzha, have been identified as important components that ought to be part of civics and citizenship education in Bhutan. iv In order to fulfil national aspirations for an informed citizenry able to participate in a democracy, civics and citizenship must be recognised as one subject that needs to be given importance. For future citizens to be active participants in nation-building, subjects such as civics and citizenship should not take a back seat in the school curriculum. v Candidate Certification I certify that the substance of this thesis has not already been submitted for any degree and is not currently being submitted for any other degree or qualification. I certify that any help received in preparing this thesis and all sources used have been acknowledged in this thesis. vi Dedication This thesis is dedicated to the youth of Bhutan towards fulfilment of the education vision: An educated and enlightened society of GNH, built and sustained on the unique Bhutanese values of tha-damtshig ley gyu-drey. vii Table of Contents Acknowledgements ........................................................................................................... ii Abstract .............................................................................................................................. iv Candidate Certification .................................................................................................... vi Dedication ........................................................................................................................ vii Table of Contents ........................................................................................................... viii List of Tables .................................................................................................................... xv List of Figures .................................................................................................................. xvi List of Abbreviations ...................................................................................................... xix Glossary/Transliteration ................................................................................................ xxi Chapter 1: Overview .......................................................................................................... 1 1.1 Introduction ............................................................................................................. 1 1.2 Problem statement ................................................................................................... 5 1.3 Purpose of the study ...............................................................................................
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