School Education in Bhutan

Gyeltshen, Kuenzang; Zangmo, Sonam

doi:10.1007/978-981-13-3309-5_12-1

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…However, the schools in Bhutan don"t respect these unique qualities and attitudes because there is just one curriculum no matter what children are interested in. This curriculum is also primarily academic-based (Gyeltshen & Zangmo, 2020). Textbooks and passing examinations rule the assessment aspect of this curriculum.…”

Section: Issue Of Diploma Diseasementioning

confidence: 99%

Curriculum Autonomy for Bhutanese Schools : A Fitting Solution to the Current Crisis in Bhutanese Education System

Dorji

2023

IJESS

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This paper aims to address the current crisis in Bhutan's education system by proposing a shift towards providing curriculum autonomy to schools. Drawing on George S. Counts' theory of 'Dare the School Build a New Social Order,' it discusses the limitations of the centralized curriculum system and its impact on Bhutanese education. By examining issues such as the centralized textbook distribution, the propagation of 'Diploma Disease,' and the need for decentralization, the paper argues for delinking schools from the central curriculum and empowering them with more autonomy. This shift is seen as essential to promote relevant education, provide better opportunities, and enhance the overall education quality.

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Section: Issue Of Diploma Diseasementioning

confidence: 99%

Curriculum Autonomy for Bhutanese Schools : A Fitting Solution to the Current Crisis in Bhutanese Education System

Dorji

2023

IJESS

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“…Bhutanese students exhibited poor competences in their speaking during the interviews when they conducted the research on communicative competences of secondary school students of Bhutan [9]. Further, the study School Education in Bhutan: Policy, Current Status and Challenges by Gyeltshen and Zangmo (2020) [28] indicates that a growing gap exists between the learning achievements between rural and urban children that students in urban areas are performing better than students in rural areas. Therefore, this study will attempt to explore the differences in the spoken competences in English of rural and urban students.…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Spoken Competency in English of Rural and Urban Students in Bhutanese Middle Secondary Schools

Wangmo

Daker

Wangmo

2023

AJESS

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The study aimed to examine the factors affecting the spoken competency of rural and urban students in Bhutanese Middle Secondary schools. The study employed a convergent mixed method design with the data collection tools of classroom observations, student survey questionnaires, and semi-structured interviews with teachers and students. Five English teachers (3 Males, 2 Females) and 243 students (114 Males, 129 Females) from both rural and urban areas participated in the study. The quantitative data were analyzed using descriptive (mean and standard deviation) analysis by means of a statistical package for social science (SPSS) and the qualitative data were analyzed thematically. The results indicated that the spoken competency of rural and urban students is affected by factors both inside and outside of the school. Language teachers, other subject teachers, non-teaching staff such as librarians, peer influence, teaching strategy, and student attitude are the factors. Furthermore, findings showed that there is no English-speaking environment and no strict policies in both rural and urban schools. If there are strict rules and policies with proper follow-up; there will be an improvement in English-spoken competency. The mean difference from quantitative findings displayed that rural students are not encouraged to speak English as much as urban students. The findings also confirm that both rural and urban students do not have adequate opportunities to speak English. Therefore, the findings recommend that despite the difference in family background, parents, as well as teachers, could motivate the students to speak English even outside the school. The finding also recommends that the school could develop substantial policies such as guidelines or language policies at school that will genuinely help students to develop their spoken competency. Moreover, the respective school teacherscreate a conducive environment so as to expose the students to the target language as the teacher is exemplary to create an English-speaking environment.

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Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data

Dorji,

Nima

2024

Front. Educ.

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IntroductionWe developed the IATPDI questionnaire, comprising seven scales for assessing teachers’ implementation of assessment methods, content, process, and product differentiation, familiarity with and use of various differentiated instruction (DI) strategies, factors influencing DI implementation, and resources used to enhance DI efficacy. This study examined the psychometric properties of the initial four scales with 35 items.MethodsThe questionnaire was administered to a sample of 237 Bhutanese teachers (66.2% male, 33.8% female), and confirmatory factor analysis (CFA) was used for psychometric evaluation.ResultsCFA supported the hypothesized four scales (CFI = 0.911, TLI = 0.903, SRMR = 0.052, RMSEA = 0.059, χ2/df = 1.58). Cronbach’s alpha coefficients ranged from 0.83 to 0.92, and Composite reliability (CR) ranged from 0.86 to 0.92, indicating high internal consistency reliability. Inter-factor correlations supported discriminant validity for most factor pairs, but correlations exceeding 0.85 between some pairs suggested potential overlap, prompting further investigation. Average Variance Extracted (AVE) values for assessment, content, process, and product factors were 0.50, 0.41, 0.53, and 0.51, respectively. While AVE for process and product factors surpassed the commonly accepted threshold (0.50) for convergent validity, the assessment factor approached the threshold and the content factor fell below it, indicating the need for further refinement of its indicators. However, all standardized factor loadings were significant (p < 0.05), confirming convergent validity.DiscussionThese results indicate that the proposed four scales of the IATPDI questionnaire are reliable and valid in measuring the intended constructs. Nevertheless, they also highlight the need for further refinement in identified areas to enhance the tool.

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School Education in Bhutan

Cited by 3 publications

References 2 publications

Curriculum Autonomy for Bhutanese Schools : A Fitting Solution to the Current Crisis in Bhutanese Education System

Curriculum Autonomy for Bhutanese Schools : A Fitting Solution to the Current Crisis in Bhutanese Education System

Factors Affecting Spoken Competency in English of Rural and Urban Students in Bhutanese Middle Secondary Schools

Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data

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