Education
in Bhutan has witnessed a steady growth and amelioration over the years. Time
has revolutionized our age-old monastic education into the current modern
education. The ramshackle school buildings of the past has been transformed
into elegant structures of the present while the slates and chalks we used for
writing have become obsolete with the ingress of assorted materials of books,
pens and pencils in the writing market. Many have changed, yet many remains to
be changed.
With
the voluntary resignation of Lyonpo Mingbu Drukpa as the Education Minister, a
new promising protagonist has emerged on the scene adorned with all his
embellished promises and propaganda. The new Education Minister, Lyonpo Norbu
Wangchuk, has taken a bold leap into the oceanic world of education in Bhutan. He
can unquestionably be called the ‘Moses’ of Bhutanese Education System who has
pledged to offer us the ‘Promised Land’ and a decent future.
The
Education Minister, during his visit to Lungtenphu Lower Secondary School under
Thimphu Thromde on 21st April 2016, elucidated on his unwavering
dedication to revolutionize the education system in the country. The
back-breaking workload of teachers, the ageing curriculum and School as an Institution
were immaculately described as the tripod for the escalation of education in
Bhutan. The ‘three critical pillars of education’ as expounded by the Education
Minister is a manifestation of his impeccable comprehension of the education system
in Bhutan. The success of education in Bhutan, indeed, rests on this tripod.
Elucidating
on the first pillar, School as an Institution, Lyonpo Norbu Wangchuk stated
that schools must be ‘made conducive for learning with a proper environment’ in
respect to physical, social and emotional greenery. Most of the ‘forgotten
schools’ of our country has survived through the ages with poor physical
facilities. The intimidating roofs of schools which threatened to fall any
moment, the large unattended gaps between the planks, the dripping teardrops
from the water taps and the bountiful inhabitants of pitifully small classroom are
some, amongst many, which has become an inseparable picturesque of Bhutanese
schools. An amelioration of these standards would undoubtedly augment the
quality of education in Bhutan.
The
second pillar, teachers, or ‘foot soldiers’ (as he put it), play a pivotal role
in the success or failure of any education system. The quality and the level of
motivation of these ‘critical players’ weaves itself very intricately into any
educational web. Apart from the teaching prerogatives, a teacher is expected to
carry out multiple other academic and co-curricular responsibilities. Babysitting,
negotiating, counseling, barbering, doctoring are but few expected roles
besides the normal responsibilities of delivering lessons and correcting their
works. The laudable initiatives of other agencies and departments find seepage
into the mainstream adding on to the already inexhaustible list of responsibilities.
Arming these ‘foot soldiers’ with weapons congruent to the challenges of a
modern education system will indubitably bring unconditional proliferation in
the quality of education.
The
third pillar, curriculum, is a topic of deliberation for both the wise as well
as amateur minds like my own. Foreign curriculums have penetrated into the Bhutanese
education system. These glamorous systems with all its promises of superfluous results
have dominated the gullible mindsets of the Bhutanese educationist. All
attempts have been made to modernize the education system, only leading it to further
westernization. No foreign system can work miracles on the Bhutanese soil; for
we are we and they are they. One must not expect to grow sub-tropical fruits in
the Himalayas. It’s time we teach our children what they ought to know, rather
than stuffing them with all the primordial facts. We must focus on preparing
our children for the future by providing them with a vivacious curriculum at
present.
These
matters, explicated in a pellucid manner, have brought unconditional hope and
motivation to the teacher audience. Most could envisage the prospect of an enhanced
future. Many a frayed hearts
were sutured, many more were convalesced.
The
thunder has cracked; let’s wait to see the lightning.
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