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Bhutan Education Blueprint 2014-2024 Bhutan Education Blueprint 2014-2024 Bhutan Education BHUTAN EDUCATION BLUEPRINT Rethinking Education 2014-2024 Rethinking Education Ministry of Education BHUTAN EDUCATION BLUEPRINT 2014-2024 Rethinking Education First Edition 2014 © Ministry of Education, Royal Government of Bhutan 2014 All rights reserved. No part of this publication may be reproduced, copied, stored in any retrieval system or transmitted in any form or by any means - electronic, mechanical, photocopying, recording or otherwise; without prior permission in writing from the Ministry of Education, Bhutan. Bhutan Education Blueprint 2014-2024 Rethinking Education Published by: Ministry of Education Royal Government of Bhutan Thimphu, Bhutan Dedication To a King who was born of a sacred prophecy and lives a life that far surpasses the expectations of his own destiny. This Blueprint is dedicated to the 60th Birth Anniversary of our beloved Monarch Drugyal Zhipa who has always believed that the greatness of a country is determined by the productiveness and character of its people, shaped by the quality of education they receive. As I serve my country, I have a number of priorities. Number one on my list is education. Education is empowering- it’s a social equalizer and it facilitates self-discovery, which leads to realizing one’s full potential. Good education gives you confidence, good judgment, virtuous disposition, and the tools to achieve happiness successfully. A good school gives a child a fair shot at success and ensures that a person’s achievement in life will not be predetermined by his or her race, parentage and social connections. -His Majesty Jigme Khesar Namgyel Wangchuck, 2014 Bhutan Education Blueprint 2014-2024 Rethinking Education Table of Contents EXECUTIVE SUMMARY 10 CHAPTER 1: CONTEXT AND APPROACH 1.1 Background 16 1.2 The Context for Change 18 1.3 Rationale for the Blueprint 19 1.4 The Purpose of the Blueprint 19 1.5 Blueprint Development Approach 20 CHAPTER 2: EMERGING CHALLENGES 2. 1 Achieving Access to Education 24 2.2 Achieving Quality of Education 27 2.3 Equity in Education 46 2.4 System Efficiency 51 CHAPTER 3: VISION AND ASPIRATION 3.1 National Aspiration and the Role of Education 62 3.2 Aspiration for the Education System and Student Learning 63 3.3 Aspiration for the Education System 63 3.4 Aspiration for Student Learning 64 3.5 Eight Shifts to Transform the System 70 CHAPTER 4: RECOMMENDED EDUCATION SHIFTS 4.1 Shift One: Ensure access and equity to education 74 4.2 Shift Two: Revamp curriculum and assessment to enhance student learning 77 4.3 Shift Three: Raise learning outcomes of students comparable to leading international standards 78 4.4 Shift Four: Transform teaching into a profession of choice 79 4.5 Shift Five: Ensuring high-performing schools and school leaders 81 4.6 Shift Six: Leverage ICT for learning 84 4.7 Shift Seven: Enhance values and wellbeing in education 84 4.8 Shift Eight: System transformation, delivery capabilities and capacity 85 Bhutan Education Blueprint 2014-2024 Rethinking Education CHAPTER 5: DELIVERING THE SHIFTS 5.1 Sequencing the Initiatives 90 5.2 Eight Shifts and Forty Game Changing Initiatives 91 5.3 Bhutan Education Transformation Journey 91 5.4 Delivering the Transformation 98 5.5 Monitoring and Evaluation 98 5.6 Financing the Transformation 99 APPENDIX Appendix I Growth of Education and Current Situation 106 Appendix II Methodology 122 Appendix III Nationwide Consultation Findings 133 Appendix IV Blueprint Cost Simulation Models 147 Appendix V Acknowledgment 151 ACRONYMS 162 REFERENCES 165 Bhutan Education Blueprint 2014-2024 Rethinking Education 8 Bhutan Education Blueprint 2014-2024 Rethinking Education Executive Summary 9 Bhutan Education Blueprint 2014-2024 Rethinking Education EXECUTIVE SUMMARY “We can dream of a strong bureaucracy of the highest standards but we must not forget that those standards must be set in school where our future bureaucrats are. We can dream of world class IT parks, of being an international financial centre, of competing at international standards but we must not forget that we can have none of these if our schools and colleges do not bestow such talents and skills. We can dream of a nation of environmental conservation, GNH, a strong economy, a vibrant democracy and yet none are possible or sustainable if we have not already toiled and sweated in the building of a strong education system.” His Majesty the King’s address at the 3rd Convocation of RUB (February 17 2009) Background aspiration to become self-reliant and prosperous depend on the knowledge, capability and character Education has played a central role in thesocial, of its citizens. Hence, Bhutan’s human development economic, political, cultural, intellectual and policies, especially those relating to education, environmental development of the country to give training and employment, must take into account the it a distinct identity as a small, peaceful, progressive demands of the emerging economy. and happy nation. The Royal Government of Bhutan continues to accord high importance to education as an The Bhutan Vision 202039 emphasises a holistic engine of growth in the nation building process. The approach to education. The document also envisages an past millennium of modern education has enhanced education that inculcates an awareness of the nation’s access to education and saw its immense benefit to unique cultural heritage and ethical values as well as the country in terms of producing a generation of universal values that develop the capacity of the young nation builders. In spite of these achievements, the people. This requires a system of Whole Education system still faces several challenges as it seeks to that grooms the citizens to become knowledgeable, further enhance educational access, quality, equity skilful, creative, enterprising, mindful, reflective, and system efficiency at all levels of the education confident, and capable of responding to the emerging system. global challenges and who make a conscious effort to uphold the traditional values of the nation. As a developing country known for mutual co- existence in harmony with nature and environment, As a lever to propel the country forward, education spirituality, peace and happiness, Bhutan aspires has always been accorded the highest priority. to be a self-reliant, economically prosperous, Bhutan’s education journey began with only a few environmentally sustainable, democratically sound hundred students in the early 1960s to about 200,000 with strong culture, the citizens of which are students as of 2014 studying in over 600 schools creative, highly skilled and capable of responding and institutes. The rewards have been diverse and to the emerging global challenges and contributing fulfilling. The current generation of nation builders, to the equitable and sustainable socio-economic like policy makers, bureaucrats, businessmen, etc. are development and well-being of their community and all products of the Bhutanese education system. the nation (NEF, 2012). The extent to which Bhutan’s 10 Bhutan Education Blueprint 2014-2024 Rethinking Education However, owing to the changing demands of the The preparatory process of the Blueprint took place changing times, the education system in Bhutan has through a three tier governance structure, namely the come under increased public scrutiny and debate National Steering Committee, National Task Force and for the system’s inability to provide the necessary Education Review Office. This structure was pinned knowledge and skills to meet the new challenges. around the Education Review Office established This establishes the urgency for ambitious review and in May 2014 with the mandate to spearhead the reform actions in the education system at the earliest. development of the Bhutan Education Blueprint. The requirements for a radical and systemic education The task of developing the Blueprint was carried out in reform was confirmed through various studies collaboration with several organizations and agencies conducted by the Royal Education Council, Bhutan such as the Royal University of Bhutan, Paro College Council for School Examinations and Assessment, of Education, National Statistical Bureau, Royal Ministry of Education and other independent bodies. Education Council, and Bhutan Council for School These studies indicate a growing gap between the Examinations and Assessment. Over the course of current and the desired state of quality of learning eight months, more than 11,000 people comprising outcomes. The gaps are prevalent in the students’ of students, teachers, school leaders, ministry learning outcomes, classroom practices, school officials, parents, law makers, eminent scholars and processes, and education support systems. administrators, senior citizens, business people, bureaucrats and members of the general public were Inspired by the national aspirations of preparing consulted. Bhutanese children to be nationally and globally productive, the government in the 33rd session The Education Blueprint development process was of Lhengye Zhungtshog approved the Ministry’s carried out in five phases from May to December proposal for the development of Education 2014: Blueprint. The document has been prepared based • Project initiation phase on a comprehensive review of the current education system and nationwide public consultations. The • Education sector review phase Blueprint presents a time bound strategic roadmap for • National consultation phase a systematic transformation of the
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