Annual Report 2017
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Diagnostic Trade Integration Strategy Update 2020
DIAGNOSTIC TRADE INTEGRATION STRATEGY UPDATE 2020 Foreword The Ministry of Economic Affairs is pleased to publish the Diagnostic Trade Integration Update (DTISU), initiated in December, 2019. Despite the challenges posed by the COVID-19 Pandemic, the Ministry in collaboration with the United Nations Development Programme has conducted the DTISU exercise successfully and been able to come up with a comprehensive and actionable DTISU document. The first Diagnostic Trade Integration Study (DTIS) was published in 2012 and the study has been an important guiding document for trade policy and other trade-related interventions for the Royal Government thus far. Bhutan’s economy has been growing steadily since the launch of the first DTIS. However, the economy has been Mr Loknath Sharma severely disrupted by the COVID-19 pandemic and is likely to take time for its full recovery. Without timely and appropriate interventions, the disruption will not only derail the economic trajectory, but, also impact Bhutan's smooth transition from the least developed to developing country category. Therefore, the DTISU is a timely intervention that will not only aid Bhutan’s economic recovery and graduation from the Least Developed Country (LDC) category but also help in realizing Bhutan's economic self-reliance in the long run. In a nutshell, the DTISU provides a clear analysis of the new priorities and challenges ahead for the growth of the Bhutanese economy with the Ministry of Economic Affairs at the forefront and specific action plans for relevant stakeholders. The study, in particular, underscores the instrumental role of trade facilitation and trade agreements in creating a favourable trading environment for Bhutan with clear analysis of Bhutan’s trade competitiveness factors and long-term policy recommendations. -
Role of the Christian Missionaries and Indigenous Bhutanese in the Education of Bhutan
Chapter 9 Role of the Christian Missionaries and Indigenous Bhutanese in the Education of Bhutan This chapter has been divided in two different parts in order to present the documents in a systematic way- (A) Role of the Christian Missionaries in the Education of Bhutan (B) Contribution of the Indigenous Bhutanese in the Education of Bhutan (A) Role of the Christian Missionaries in the Education of Bhutan Coming to role of Christian missionaries in education, the role of the Jesuit priests from India cannot be over-emphasized. When traditional monastic education was a Canadian priest, Rev. Father William Mackey, Society of Jesus (Jesuit), Darjeeling, India, who came to Bhutan in 1963 and nurtured the seeds sown by the Bhutan government and early Indian teachers to see the blossoming of modern education. Way before Fr. Mackey entered Bhutan, two Portuguese Jesuits had come in 1627, and found in Paro a lama school (monastic) with about hundred students under Sabdrung Ngawang Namgyel1 and despite the Jesuits interest to learn the local language they could not find a suitable teacher.2 Had they stayed behind in Bhutan they probably would have cast a lasting impression as far as education was concerned but their goal was Lhasa, the Vatican of Mahayana Buddhism, and after several months they left Bhutan for their destined address. of Christian missionaries. In 1808 William Carey of Baptist Mission stationed at Serampore (Bengal) sent William Robinson to penetrate Bhutan but despite several attempts to do so the Bhutan authorities persistently refused him permission to cross over the border. Facing numerous odds he made several abortive trips from Serampore to the alien land and during one such a mission his wife died along the border. -
Role of the Government of India and the Indians in the Spread of Education in Bhutan
Chapter 8 Role of the Government of India and the Indians in the Spread of Education in Bhutan This chapter has been divided in the two parts- (A) Role of the Government of India in the spread of Education in Bhutan (B) Role of the Indians in the spread of Education in Bhutan (A)Role of the Government of India in the spread of Education in Bhutan For centuries India and Bhutan have been sharing frontiers. But with India being a colony of the British Empire, the nature of political relations it shared with Bhutan was guided initially by the East India Company and later by the British was hostile. There were frequent attacks in the Duars plains of British territory by the Bhutanese. There were altogether eighteen Duars, eleven in Bengal and seven in Assam. In 1772, The Battle of Cooch Behar broke out and hostilities continued between Bhutan and Company. In 1841 the Company captured all the eight Assam Duars and by the Duar war in 1864 the British Government ceded all the Bengal Duars from the Bhutan. A treaty of peace was concluded at Sinchula in Bhutan in 1865 by which the British agreed to pay to Bhutan an amount of Rs.25, 000 annually which they offered to double if the treaty obligations were faithfully adhered to. Bhutan was by that time weakened by domestic strife and finally the Tongsa Penlop, Ugyen Wangchuck assumed political supremacy over Deb Raja, the legitimate ruler of the country. In the meantime the British wanted to establish a relation with Tibet. -
The Growth and Development of Modern Education in Bhutan (1907 to 1997 A.D.)
THE GROWTH AND DEVELOPMENT OF MODERN EDUCATION IN BHUTAN (1907 TO 1997 A.D.) A THESIS SUBMITTED TO THE UNIVERSITY OF NORTH BENGAL FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN HISTORY By RATNA PAUL SUPERVISOR DR. SAILEN DEBNATH Associate Professor, Alipurduar College CO-SUPERVISOR PROF. ANANDA GOPAL GHOSH Retired Professor, Department of History, N.B.U. Department of History University of North Bengal October 2017 ABSTRACT Title: “THE GROWTH AND DEVELOPMENT OF MODERN EDUCATION IN BHUTAN (1907 TO 1997 A.D.)” The march of modern Bhutan actually began since the year 1907; and the introduction of modern education under the hereditary kings began thereafter. Before the advent of modern education, monasteries were the centres of learning. The monastic education system was considered as a part of religion as it included the study of religious scriptures as well as literacy, numeracy, philosophy, astrology, arts, painting, traditional medicines etc. Monks and the nuns still hold a high position but with the introduction of modern education system, the monastic education has lost much of its influence. Ugyen Wangchuck, the first hereditary King, directed his Chamberlain, Ugyen Dorji to make contact with Dr. Sutherland, the principal of the Scottish University Mission Institution and Dr. John Graham, founder of the Graham‟s Homes School in Kal- impong. Dr. Sutherland sent two teachers to Bhutan and the first school of modern education began at Haa in western Bhutan in 1914. A mobile school was also opened at Bumthang in central Bhutan in 1915 by the first King to teach crown prince and other children. Hindi was the medium of instruction while English was also taught.