When we talk about inclusivity or equality, the recent education policy to improve educational access for students with disabilities, creating alternative pathways for diverse learning needs stand out as an example of walking the talk.
The latest reform focuses on flexible, ability-based learning to ensure equitable access to quality education and foster inclusivity within Bhutan’s educational institutions. The reform allows assessing and promoting students with disabilities to choose subjects that align with their interests and abilities, rather than following a standard curriculum. This selective and functional learning programme enables students to study a mix of general subjects and functional learning tailored to their needs.
In other words, it provides students with disabilities the opportunity to grow or progress in their educational life even if they are good at only a few things, or not able to “pass” nine subjects. Special education needs are growing with development and the challenges brought on by progress. As we become aware and identify new challenges like special education needs, reform is the right intervention in a challenging world.
There are numerous cases of students dropping out of schools because as special students, they cannot cope up with the standard regulations. Board examinations at Class VIII, X and XII is a good example. These screening process are, when looked through the special needs lenses, are a hurdle to young students.
Allowing functional learning curriculum for those with severe learning difficulties and offering a programme suited to their unique needs has come as a blessing for students and parents who are lost for choices that abruptly brought an end to their educational journey.
After decades of developing our educational system, the recent reform can truly be called an inclusive education policy. This extends beyond normal schooling. Many who were lost of choices could now find an alternative to continue education even with disabilities.
This policy could be the way forward for many new reforms. Our policy makers and educationists must be wondering why our students are memorising the number of continents or the longest river in the world when TikTok or YouTube can provide the answers with visuals. We started with rote learning and are now talking about Artificial Intelligence, coding and Internet of Things, among others.
The next debate could be whether we need examinations to judge competency of students. Some parents aware of the changes are questioning why we cannot assess a student on his or her interest in a subject that they are good at. Afterall, the feeling is not everybody will become engineers, doctors or teachers. We could have artists, computer programmers, entrepreneurs, musicians and even stand- up comedians, if we allow them to develop their interests from an early age.
Educational systems in developed countries deliberately do away with examinations to let students hone their skills in the field they are good at or are interested in. This is because not all cannot be trained or schooled to become doctors, planners or engineers. The world offers bigger opportunities for those who have interests in what they love to learn to do.