Thinley Namgay
Experts are advocating for a transformative approach to Technical and Vocational Education and Training (TVET), emphasising that the programme should extend beyond traditional institutions to include all sectors of society.
This inclusive development is crucial for empowering underrepresented groups, such as retired public servants, women, individuals with disabilities, and the LGBTQ community, who currently have minimal involvement in TVET programmes.
The pressing question is: how can these groups be effectively engaged in TVET to equip them with the necessary skills?
According to experts, the key lies in investing in research and innovation.
These insights emerged during the national seminar titled ‘Empowering TVET Through Innovation: Research-Driven Strategies’, organised by the Ministry of Education and Skills Development in collaboration with the Colombo Plan Staff College (CPSC).
The seminar runs from October 7 to 11 in Thimphu. Some 30 TVET leaders and educators from 10 institutions are attending the programme.
In Bhutan, the current retirement age for civil servants is below 65, which is considered a working age in most countries.
Officials highlighted that many retirees face physical, mental, and social challenges due to inactivity post-retirement. “This is where the role of TVET should come in,” an official said.
CPSC’s Director General, Dr Suresh Kumar Dhameja, emphasised that a 21st-century research-based curriculum is required in TVET institutions, so that TVET graduates can secure jobs worldwide.
He added that research culture in Asia, in general, is minimal, despite its immense potential to revamp the TVET sector and improve livelihoods.
Dr Suresh Kumar Dhameja also said that if the TVET sector becomes strong and vibrant, the 17 UN 2030 Sustainable Development Goals—such as reducing poverty, gender inequality, and unemployment, as well as boosting industry, innovation, and infrastructure—could be achieved.
He shared shared best practices from other countries, such as Thailand, which emphasises research through partnerships, incubation centres for student projects, and innovative waste management solutions. Similarly, the Philippines utilises scrap materials to develop tools and gadgets, showcasing the power of innovation in TVET.
Karma Dorji, training director at the Technical Trainers Training and Resource Centre in Gelephu, expressed concerns about Bhutan’s current lack of publications related to technical education. He believes the workshop will help address this gap through action-based research projects that engage communities in finding relevant solutions. Participants are expected to publish six action research projects within six months.
Trainers are from CPSC, and Bhutan is one of the 16 member countries of CPSC.
Karma Dorji also highlighted that TVET culture in Bhutan has improved significantly. “The government will start diploma courses in TVET next year, followed by advanced diplomas and applied degrees in the future.”
He said the diploma in solar technology and diploma in electrical technology will begin next year. “This would also increase trust from parents and society in the TVET system.”
Currently, TVET graduates receive national certificates I and II.
Bhutan’s TVET sector struggles with a low public image, inadequate facilities, difficulties in adapting to modern technologies, and limited collaboration with industries.
Karma Dorji said that collaboration with industries could help TVET students acquire the skills needed in the workforce.
Prakash, an assistant lecturer at the Technical Training Institute in Samthang, called the seminar timely, providing valuable insights for enhancing action-oriented research cultures within TVET institutions.
“Youth are engaging in TVET, but it’s not enough. We should all work together to create a positive image of TVET so that more young people can be attracted to it,” he added.
Participants suggested that the government should invest more in TVET amid the global and societal demand for skilled workers.