Education and Culture in a Rapidly Changing Bhutan

Ann Childs and Ian ThompsonDepartment of Education

University of Oxford

Bhutan

Images

Taktsang Monastery

Trongsa Dzong

Punakka Dzong

Trashigang

Thimpu

Roads and transport

Governance and nation• 699, 847 (CIA, 2010)• As Hasrat (1980) maintains, the socially prominent section of the

population are of Tibetan origin. This group is positioned as the ‘predominant element of national and political life in Bhutan’ (ibid: 17). Accordingly, ‘Bhutanese culture and tradition’ often refers to that of this dominant group. However, minority groups are spread out across the country—e.g., the Llhops, Monpas, and Brokpas. The residents of south-western Bhutan are mainly of Nepali origin and are known as the Lhotshampa (Baral, 1993). Hasrat (ibid: 17) highlights the diversity of the Lhotshampa. He maintains the Lhotshampa represent numerous ethnic groups, including the Rais, Gurings, Limbus, Bahuns, Chettris, and Tharus. The religious beliefs and languages spoken across these populations differ. (Robles, 2014: 42)

1616 – Zhabdrung Ngawang Namgyal

• Dual governance – Druk Desi (secular ruler), Je Khenpo (monastic head)

Driglam Namzha

• Bhutanese values associated with ‘tradition’ are ‘guided by driglam namzha (code of behaviour or discipline), tsawasum (King; the government and kingdom), tha damtshig (loyalty), and le judre (karmic action retribution, cause and effect)’ (Crins, 2008: 81). Social relationships and conduct are organized around these values. Moreover, they define what is and is not acceptable in Bhutanese society. Driglam namzha not only sets out rules for ‘wholesome’ behavior, but also outlines morals, values, and rules for dress (see edited volume on driglam namzha compiled by Dampa, Tenzin: 1999). The traditional style of dress—i.e., the kira for women and gho for men—was instituted during the Zhabdrung’s rule and remains the mandatory dress code in government offices, schools, and in most professional settings. Robles (2014)

Monarchy from 1907

King Ugyen Wangchuck

King Jijme Wangchuck King Jigme Dorji Wangchuck

KING JIGME SINGYE WANGCHUCK

King Jigme Khesar Namgyel Wangchuk

• Basic education in Bhutan - Lungtenzampa MSS

• Phillips Academy (Andover), the Cushing Academy and Wheaton College in Massachusetts, United States

• Graduated from Magdalen College, Oxford University (politics and international relations) where he completed the Foreign Service Program and an MPhil in Politics.

Buddhism

• Je Khenpo • leads the Central Monk Body, the main monastic body of the

country, and to arbitrate on matters of doctrine. • in the 17th century, the powers of the government of Bhutan are

ideally divided between the religious branch, headed by the Je Khenpo, and the administrative branch, headed by the Druk Desi.

• Since the establishment of the monarchy in 1907, the relative influence of the Je Khenpo has diminished. Nonetheless, the position remains powerful and the Je Khenpo is typically viewed as the closest and most powerful advisor to the King of Bhutan. (http://www.drukpachoegon.info/rinpoche-gurus/je-khenpo-of-bhutan.aspx)

Elections• ‘Bhutan holds fake national poll’,

Sanjoy Majumder, BBC News, March 2007

• The country's first full general election took place in March 2008

• Bhutan Peace and Prosperity Party, has 45 directly elected members to the National Assembly; People's Democratic Party has 2 members

• 2013: People’s Democratic Party 32 seats; Bhutan Peace and Prosperity 15 seats

Gross National Happiness• The term was coined by Bhutan's King

Jigme Singye Wangchuck in 1972. It signaled his commitment to building an economy that would serve Bhutan's unique culture based on Buddhist spiritual values

• The concept of GNH claims to be based on the premise that true development of human society takes place when material and spiritual development occur side by side to complement and reinforce each other.

Four Pillars

The four original pillars of GNH were: • the promotion of equitable and sustainable

socio-economic development• preservation and promotion of cultural

values• conservation of the natural environment

and • establishment of good governance.

New version

• The nine Domains of GNH are: Psychological Well-being, Time Use, Community Vitality, Culture, Health, Education, Environmental Diversity, Living Standard, Governance (Ura, 2009)

Biodiversity - overview• Top 10% of countries with the highest species richness

per unit area in the world. • It has been designated as one of the ten Biodiversity

Hotspots in the world and the centre of 221 Global Endemic Bird Areas.

Modernisation

• Attributed to third King Jigme Dorji Wangchuk

• Flights: 1983 first revenue flights• TV and Internet 1999• Tourism

Tensions – perceptions

• Suicide rates and other social problems - farmers

• Urbanisation (e.g. litter problem)• Tourism• Gang culture – youth unemployment

Modernisation and education• Third King• Regarding the development of modern education, as Ura (ibid: 62)

writes, His Majesty ‘drew influence from his visits to Scotland and Switzerland and ‘chose elements that were suitable to Bhutan.’ In other words, Bhutan’s ‘attraction’ toward Western education seems to be tied to the third King’s experience as a student and a view of education in the West as being a pillar of modernization. Therefore, this form of education was considered an appropriate vehicle to ‘usher in’ planned modernization. It is generally agreed in the literature that the first modern schools appeared in the late 1950s in the Haa valley. (Robles, 2014)

Middle path/way• Wangchuk, T. (2004) ‘The Middle Path to Democracy in the

Kingdom of Bhutan’, Asian Survey, 44(6) 836-855• Willenswaard, H.V. (2004) ‘Will middle way economics emerge from

the Gross National Happiness Approach of Bhutan?’, Proceedings of the First International Conference on the Operationalisation of Gross National Happiness, Centre for Bhutan Studies, 214-221

• Brunet, S., Bauer, De Lacy, J. and Tshering. K. (2001) ‘Tourism Development in Bhutan: Tensions between tradition and Modernity’, Journal of Sustainable Tourism, 9(3) 243-263

• ‘Key stakeholders in Bhutan favour a policy of cautious or ‘middle path’ modernisation in which the Bhutanese maintain control of the type and amount of tourism and its effect on cultural traditions, religion, and the natural environment’ (p. 243).

Education (Cited from Phuntsho, 2000; 100)

Range of schools • According to the Annual Education Statistics

2013 produced by the Ministry of Education, there are 575 formal schools and institutions, 388 monastic schools and 885 non- formal education centres in Bhutan.

• In the formal schools, girls make up 50.2% of enrolment.

• Approximately 23% of primary students, 33% of middle school students, and 60% of higher secondary students get free boarding facilities.

Primary • 7 years – first three in Dzongkha, English

thereafter• Classes Pre-primary- class 6 (PP-Class 6)• Primary Schools (PS) and Community

Primary Schools (CPS)• 87% continue to secondary education

while others repeat and some drop out.• Multigrade teaching• Teachers highly revered

Secondary Education• Secondary schools - classes 7-12 (population

centres)• Lower Secondary (LSS) 7 + 8• Middle Secondary (MSS) 9 +10• Higher secondary (HSS) 11+12• Locations – central schools (youth problems and

urbanisation)• National exams in classes 8, 10, 12• 93% entering secondary education would complete to

class 10 (basic education)• 40% based on merit are enrolled in class 11 in HSS• 25% join class 11 in private HSS and the remainder have

to look for training and other opportunities

Lower Secondary School

Higher Education – Royal University of Bhutan 2003

• Royal Institute of Management, Thimpu• National Institute of Traditional Medicine, Thimpu• Royal Institute of Health Science, Thimpu• Institute for Language and Cultural Studies, Thimpu• Royal Bhutan Institute of Technology, Rinchending

Phuntsholing• National Institutes of Education, Paro and Samtse• Natural Resources Training Institute, Lobeysa • Sherbutse College Kanlung Trashigang

Science – a case study...

• Terms of reference – working with Bhutanese colleagues and devising a plan

• Three phases – Mr Wangpo Tenzing, Curriculum and Professional Support Division (CAPSD), David Johnson, Ann Childs, Kiran Ramachandran

Science education

• Environmental studies classes 1-3 in Dzongkha

• General science – developed in Bhutan with Bhutanese examples - classes 4-8

• Biology, chemistry and physics 9-12 (exams in 10) – Indian syllabus

Phase 1 - schools

Phase 2 Higher Education and Stakeholders

• Paro College of Education, Sherbutse College, Kanlung

• Stakeholders - College of Health Sciences, College of Science and Technology, Phuentsholing, Renewable Natural Resources Research Centre, Wangdue, College of Natural Resources, Army Welfare Project Distillery, Druk Seed Corporation Science professionals

• Questionnaire to 150 schools to explore issues that arose in Phase 1

Some issues – tentative…

• Great Bhutanese home grown curriculum

• Jump from class 8-9 and 10-11 taught mainly by Indian teachers

• Shortage of qualified Bhutanese science teachers at all levels

• Curriculum continuity an issue – unifying framework needed.

Phase 3: Developing the unifying framework

• Phase 1: August 2009: Paro workshop• Phase 2 November-December 2009 –

feedback from schools• Phase 3 – three workshops one in Thimpu

and two in Wangdue Phodrang April 2010• Phase 4 final consultation schools in the

East

Tensions• To address student misconceptions in science –• In any society students have

misconceptions/preconceptions about science based on traditional beliefs and myths.

• A goal of the science curriculum would be to discuss these misconceptions and myths using the evidence base from science whilst recognising the value and respecting the role of myth and traditional beliefs in Bhutan for emotional and environmental well being.

Different positions • Those who were comfortable that science should

challenge traditional myths and beliefs that conflicted with current scientific understandings

• Those who were concerned that science was being set against traditional myths and beliefs and that science should not undermine the country’s cultural traditions

• Those who argued that many of the myths and traditional beliefs were compatible with scientific understandings and that the two should not been seen as in conflict

• Those who felt that science and religion were different ways of knowing and addressed different kinds of questions and therefore should not be brought together.

Science education

• For students to understand that there are some questions science can address but there are others, e.g. questions of religion, that it cannot.

Teachers and students navigating tensions - Robles 2014

• Accommodating – traditional and modern• Inviting discussion – withholding their own

views• Subordinating – traditional knowledge as

subordinate • Dismissing and avoiding – not allowing

into the classroom

English as a Medium of Instruction

• Bhutan- cultural, ethnic and linguistic diversity (19 languages and dialects - oral tradition)

• Dzongkha: national language, literary tradition. Since 1971- development of written grammar

• History of language of instruction reflects both historic links to British-India and modern India as well as cultural/historical identity of Bhutan

• Up to 1950s, education in Bhutan largely monastic (Chokey/dzongkha) but were some schools (Hindi medium-textbooks/teachers). Dzongkha and English

Gyatsho (2004) estimated that...• 28% of the total population native Dzongkha speakers• 65% of the population speaks Dzongkha• 60% of the population can read and speak basic

Dzongkha • 55% of the population can read, write and speak basic

Dzongkha • 20% of the population can read, write and speak fluently• 5% of the population can read, write and speak

professionally

EMI as practical choice• Up to 1950s, education in Bhutan largely

monastic (Chokey/dzongkha) but were some schools (Hindi medium-textbooks/teachers). Dzongkha and English established 1966

• English as a medium of instruction, with Dzongkha as a second language, established in 1975- international, HEI in India, Australia and elsewhere

• English not seen as imposed language (Thinley and Maxwell 2013)

Issues for EMI

• Teaching talk • Linguistic diversity• Textbooks in English (country of origin-

cultural assumptions)• Development of Bhutanese literature in

English • Role of dzongkha now and future

The Royal Academy: a case study

• Brochure• In 2014, the current king of Bhutan announced the establishment of The

Royal Academy comprising of a Co-educational boarding school, an Educational Research Centre (ERC) and a Teacher Development Centre (TDC).

• The architecture of the school, due to open in 2016, is designed to mirror the traditional Bhutanese dzong.

• The stated aims in the press release are to create a' world class Bhutanese institution drawing inspiration from Bhutan's rich history, traditions, and values while at the same time striving for excellence at the international level through the promotion of a global outlook.' The Academy is developing its own curriculum and is intended to be a beacon of excellence whilst supporting the 'most economically vulnerable families'.

• The medium of instruction will be English.  

Project Development

• Ambitious project • October 2014 – 15 month development

programme in Paro – 14 teachers (1 USA, 2 Indian, 11 Bhutanese all level of experience)

• School opens in February 2016 with 60 learners in class 7

• Learners will be orphans

Challenges• Effects of educational modernisation on

the values, traditions, and educational practices of a traditional culture

• Development of curriculum (Bhutan baccalaureate)

• Public perception• Logistical• Relationship between the school, TDC and

ERC.