KP Sharma
A few days after the National Assembly (NA) decided to defer the discussion on the education Bill, the National Council’s (NC) special committee for education attributed the current issues and challenges in the education sector to the lack of a concrete education Act.
The committee said this was the key solution to the current challenges while presenting the interim report yesterday.
The review aims to study the differences in the quality of education, infrastructure, teachers, funding, and access to technology between rural and urban students.
Presenting the report to the house, the Committee’s chairperson, Tshering Wangchen, highlighted the Royal Kasho of 2020 on Education Reform.
This decree states that education is indispensable and must be revitalised by reorienting school structures, revisiting the curriculum, pedagogy, learning processes, and assessments to address the challenges and opportunities of the twenty-first century.
According to the report, despite a major progress in education after the decree through various policies, redundancies exist in the education system, necessitating clear direction and a legal framework to ensure the sector’s effective operation.
Tshering Wangchen said that the National Education Policy, drafted since 2009, needed to be finalised, leading the ministry to rely heavily on the Education Policy Guidelines and Instructions (EPGI) to govern education in Bhutan.
The Committee found that the fluid nature of the EPGI makes it difficult to ensure inclusive and sustainable transformation in the education system.
One major issue the committee identified is the inconsistent implementation of existing policies and guidelines due to variations in interpretation among implementers, arising from the lack of a legal framework.
“Bhutan might require a robust legal framework, such as an education act, to ensure the seamless operation of its educational endeavors at all times,” the report stated.
The Committee’s study, which examined educational systems in Southeast Asia, Europe, East Asia, and South Asia, focused on the impacts of acts and policies.
The report added that the EPGI relies heavily on circulars, notices, and ad hoc decisions from the Ministry, resulting in weaknesses and uncertainties within the education system.
In addition, the lack of uniformity and the discretionary power exercised by decision-makers make it an unreliable policy for the Ministry.
The absence of legal standing further undermines the EPGI’s effectiveness.
“Teachers and students face numerous challenges due to frequent changes in the curriculum, assessment methods, teaching pedagogy, and the overall system,” the report stated.
The Committee also expressed concern about the draft national policy, which has remained unchanged since it was first prepared in 2009 and still awaits endorsement and implementation.
Pemagatshel’s NC member, Jamyang Namgyal, highlighted the importance of ensuring that Bhutan’s education system remains relevant to evolving times, stating that since Bhutan aims to become a high-income country by 2034, the relevance of education is crucial to achieving this goal.
“Automation, artificial intelligence, and cloud computing are gaining popularity and even replacing humans, urging education to equip learners with analytical and critical thinking skills,” Jamyang Namgyal said.
He added that it is important to bring technology into classrooms for a greater educational experience, regretting that budget constraints have hindered this in most schools.
Urging the government to provide financial support for these facilities, Jamyang Namgyal, said that education must aim for excellence and employability.
Eminent Member Phuntsho Rabten acknowledged the importance of an Act but suggested that the house should weigh the urgency between the national education policy and the Act.
Meanwhile, Education and Skill Development Minister Yeezang De Thapa has informed the National Assembly that the national education policy is ready and it will go for public consultation after the Cabinet endorses it.