General
objective of the module:
The
module aims to provide a sound knowledge of the Bhutanese education system
with particular emphasis on primary education. It also aims to familiarize
with the Code of Conduct for teachers and that this also applies to student
teachers in the field. Furthermore, this module will develop an understanding
of the important role teachers’ play concerning Gross National Happiness
(GNH) and the aspirations of Bhutan. Specific
objectives or learning outcomes:
On completion of this module, the trainee teacher will be able to:
•
explain the history of traditional and modern education in Bhutan, state
the purpose of school education in Bhutan,
• demonstrate an awareness of the educational aspirations of Bhutan
and the role of teachers in achieving these, including the reasons for
the choices concerning Dzongkha and English usage,
• describe cultural practices and Buddhist values and beliefs and
understand their place in the education system and their application to
classroom teaching,
• explain the administrative organization and the functions of the
various education sectors (MoE, CERD & RUB),
• discuss the functions of different personnel involved in the primary
school,
• describe the personal attributes of a professional teacher, these
including life-long learning,
• interpret pre-service and in-service teacher education programmes
in Bhutan,
• describe the code of conduct and ethics for teachers including
modelling positive behaviour in the community,describe the attributes
of an excellent school with reference to inclusive and child friendly
school document of CAPSD,
• develop an understanding of the principles behind Gross National
Happiness,
• describe the role that teachers can play in achieving the pillars
of Gross National Happiness,
• explain some of the current major challenges of the Ministry of
Education,
• be familiar with all the current major Ministry of Education documents
as they relate to primary education policies in Bhutan and
• explain the United Nations Convention on Rights of the Child.
Subject
matter of the module
1. Historical perspective of the Bhutanese education system
Traditional/monastic education
Modern/western education
Contribution to the contemporary Bhutanese society
Importance of Dzongkha and English
2.
The purpose of school education in Bhutan
Education Sector Strategy – Realizing Vision 2020, Policy and Strategy
A Curriculum Handbook for Schools (1996/2003) published by CAPSD
3.
Education system in Bhutan
The concept of Wholesome Education
General education curriculum (PP – VI) and an overview of subject
allocation
Education structure – Primary, Secondary, and Tertiary
Education Administration – Functions of the various education sectors
(MoE, CERD, RUB)
MoE – Human Resource and other relevant documents
4.
Roles and responsibilities of personnel in school
Principal – Personal and professional
Teacher - Personal and professional
Support staff
Community/parent support
5.
Teacher education in Bhutan
Pre-service teacher education programme
In-service teacher education programme
6.
Codes of conduct and ethics
Expectations of student teacher while in the college
Code of conduct for teachers
Application and modeling throughout life
7.
Creating an excellent school
The Culture of a School
Attributes of an excellent school
Implementation of cultural practices and Buddhist values and beliefs
Application of the Good School document published by CAPSD
UN Convention on the Rights of the Child
A Buddhist Belief Regarding the Precious Human Rebirth
National Council for Women and Children statements and programmes
Pillars of Gross National Happiness (GNH) and its implications
8.
Challenges of education in Bhutan, for example
Enrol and retain all children including those with disabilities
Limited resources: including transfer from non-formal to formal education;
education in rural communities
Introduction of multimedia
Improvement in the quality of education
Early childhood care, development and education
Education of the whole child
Adult literacy and continuing education
Increasing opportunities for vocational education
Decentralisation and management process
Response to population change
Poverty in relation to school fees, uniforms and etc.
Cost effectiveness and sustainability of school resources
Mode
of Assessment:
1.
Examination 50 %
2. Assignment 30%
3. Group Activities & Presentation 10 %
4. Class participation and attendance 10 %
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ExamTimetable Spring 2011