Challenges Facing Education Policies In Bhutan: Impacts Of Social, Political, And Economic Factors

What are the current education policies in Bhutan and have they been effective in enhancing the development of the sector?

What are the social challenges in Bhutan and how do they impact education in the country?

How does the current political structure in Bhutan influence the implementation of education policies in the country?

What is the impact of Bhutan’s economy on the education fraternity?

What are the possible mitigation strategies to these challenges?

The stability of a nation or state depends mainly on the extent to which its people are empowered in terms of the necessary knowledge and skills which are crucial for the effective execution of day to day responsibilities. It is a fact worth noting that the economic strength of a country has a special a correlation with nature of education policies and approaches adopted in the country. It can therefore be noted that an environment in which knowledge is effectively disseminated through learning, training and exposure comprises individuals who are well equipped with timely solutions to common human challenges (Berg, 2009). Education plays a central role in increasing awareness, creating independence and individual competence among the members of a society. This in turn leads to positive impacts on living standards which are raised hence low poverty levels. On the other hand, a society in which education is given less meaning and attention is in most cases characterized with a myriad challenges including poverty, low economic levels, uncontrollable population growth, food shortages, diseases and rise of vice as well as insecurity. Successful implementation of education policies however requires the establishment of the most effective strategies. The stakeholders needs to create the best environments for learning through equitable distribution of resources, enhancement of infrastructure and availing the right personnel to oversee the implementation of these policies. It is however a fact worth noting that education in most parts of the world especially the less developed regions still continue to face various social, political and economic challenges. These obstacles mainly emanate from the leadership approaches used in the regions in addition to ineffective management principles which results in low resource distribution, less number of skilled personnel against huge populations and unstable strategies. This paper analyzes the impacts of social, economic and political factors on the effective implementation of education policies in Bhutan. The research proposal shall detail the proposed methodologies which is a mix of both qualitative and quantitative approaches. The core aim of the project shall be to establish the challenges to education in Bhutan before coming up with recommendations on some of the most practical mitigation strategies which can be implemented to ensure long lasting solutions to the noted problems. The research proposal therefore suggests some of the steps which could be followed in a bid to adequately respond to the problem.

Bhutan is one of the least populous countries in South Asia and has endured independence ever since. The country which is land locked mainly draws its economic strength from agriculture and through the sale of hydroelectric power. It is known to have the world’s smallest economy with very minimal growth noted especially over the past five years. The political structure comprises a unitary parliamentary constitutional monarchy led by a King and aided by a prime minister with government policies mainly passed in the parliament. The country’s social structure is largely made of two groups which include the Western and Eastern Bhutanese (Charmaz, 2014). The later form the larger part of the population. The brief overview above reveals the social, political and economic position of the country. It can be deduced from the case study that Bhutan’s economy is relatively low in growth an aspect which could be used to explain some of the challenges to effective implementation of education policies in the country. The country only has one University with various subsidiaries spread in different locations (Creswell, 2010). This indicates lack of diversity in education which is an important element when it comes to holistic learning. Despite the much improved infrastructural development, the country only has one airport and the fact that it is land locked has effectively hindered mobility of personnel and resources especially from international sources. Furthermore, the aspect of ethnic diversity has led to emergence of conflicts where some societies are driven out of their initial residences. These issues have had direct impacts on the quality of curriculum delivery in Bhutan hence the need for a thorough research on the most effective mitigation strategies which would be crucial in salvaging the situation.

Research Objectives

Based on the research questions above, it can be hypothesized that there is a correlation between social, political, economic factors and effective implementation of education approaches in Bhutan.

The overall objective of this research is to examine the social, political and economic position of Bhutan and identify how these factors have influenced the sector of education in the country.

• To discuss Bhutan’s socio-political structure and its impacts on education
• To examine the trends in education in Bhutan over the past decade and note the challenges faced during this duration
• To examine the possible solutions which could be put in place by the relevant stakeholders to ensure long lasting solutions to the noted challenges?

According to Karma (2013) while examining the history of Bhutan, the author points out that the position of the nation has over time locked it out of the much needed access to  essential elements which would be important for growth and development in a number of fonts. As noted by the author, the fact that the country has not been colonized ever since has hindered its interaction with the outside world especially the developed countries. This therefore implies that the country entirely depends on its internal resources and man power to drive its sectors. This aspect has in turn led to lack of consistency in times of quality delivery of education approaches. Robles (2016) also notes that the country’s lack of corporate associations in the international fonts has hindered the acquisition of resources and manpower which would be necessary in revamping the education sector. This aspect can be explained by the relatively low number of learning institutions against the population.  According to the author, the number of personnel available for curriculum implementation is much lower than the threshold requirement which leads to reduction in quality of delivery. Similarly, the few resources allocated for the purpose of education in Bhutan are overly exploited due to ineffective management approaches.

Furthermore, Rose (2010) points out that the ethnic disarrays experienced in certain parts of the country have not done much favor to the education sector. Despite the fact that the country mainly comprises two ethnic groups, there have been reported cases of clashes and civil unrest. For instance in a bid to enhance conformity in culture, religion and dressing, the Lhotshampa population which makes over one fifth of the country’s entire population was expelled from the country. This aspect reveals one of the social aspects which has since impacted education in the country. The expulsions involved movement of both pupils and teachers hence leading to an imbalance in the education sector. Wangchhuk (2008) brings out the link between the country’s political structure and its impacts on education. The author notes that the government of Bhutan has never been keen on presenting the best policies to govern activities in the education sector.  The discussion reveals that much attention has been diverted to the sector of agriculture which is viewed as the country’s key source of economic power. This has been done at the expense of other sectors which also includes the fraternity of education.

Background and Significance

Based on the summary of the authors’ views above, it can be deduced that the sector of education in Bhutan faces a number of challenges hence the need for the right mitigation strategies. To begin with, the social unrest in some parts of the country over the past years has led to instability in the flow of activities. This has in turn led to unending impacts on the free flow of educational activities especially in the affected areas. In the regions characterized by divisions among the people, it becomes hard for the educational stakeholders to effectively executive their responsibilities in terms of policies and strategies. The research project would therefore identify the root cause of these social challenges before suggesting practical solutions which would restore parity and hence ensure the process of implementation of education policies is free and fare. Secondly, the government of Bhutan needs to introduce more effective educational policies. Through the research process, it shall be possible to deduce some of the government policies on education which have proved ineffective hence a suggestion to amend them in a bid to improve the quality of educational services in the country. Finally, the country’s overreliance on agriculture and hydroelectric power as a source of economic strength has worked at the expense of other sectors. Through this research process, it shall be possible to device and recommend practical strategies which can be embraced in Bhutan to ensure equitable distribution of resources and a holistic approach when addressing challenges in the country’s core sectors which include agriculture, infrastructure, industrialization and education.

The research process shall involve the use of a mixed approach both in data collection and analysis. The mixed approach is crucial in offering the researcher a wide variety of perspectives from which a central argument can be based.

The quantitative approaches of data collection shall involve the use of population sampling, use of questionnaires as well as the incorporation of direct interviews. To begin with, the population sample shall be derived from various locations in Bhutan. Due to the relatively smaller area, samples shall be picked from locations which are 10km² apart. The samples shall be picked from various institutions which shall include: teachers from primary, junior and high schools, learners in colleges, tutors in colleges, government stakeholders, education officials as well as ministry representatives. The research process intends to work with a sample population of 100. During the selection, gender shall be addressed hence the sample shall comprise both male and female respondents. Additionally, the ages of the respondents shall be considered in order to ensure that the final population is made up of a good mix (Franklin, 2012). This approach was picked on because it gives room for the collection of large amounts of data from which the research can pick on the best and most relevant piece of information. Sampling is also advantageous in ensuring a fair representation of the entire population.

The second approach shall involve the use of questionnaire. These shall be issued to the selected sample through physical and online means depending on the geographical location. The questionnaires shall then be collected after a period of two weeks hence giving the respondents enough time to address the survey questions. The method is fast and also gives room for access to vast perspectives on the research issue. At the same time, the fact that the respondents offer their most honest opinions without fear of intimidation leads to collection of valid and reliable data. Finally, the survey question can be converted into a soft copy and emailed to the respondents hence reducing the costs that would have otherwise been incurred when physically availing the questionnaires to them. The last data collection approach is the use of direct interviews. This shall be conducted on a total of 20 participants drawn from the larger sample of 100. The list of questions shall be presented to the subjects in due time before the interview process hence ensuring the effectiveness of the exercise. Interviews are not only convenient but also enhance reliability and validity of data as the opinions are honest and are always based on personal experiences (Gill & Johnson, 2010).

The qualitative approach of data collection shall involve the review of contextual literature.  In this case, relevant sources, articles and research papers on the same field shall be sampled and critical analyzed in a bid to obtain the most relevant piece of information. This method was chosen because it is reliable. At the same time, a review of the perspectives of other researchers on the same topic gives insights on the improvement areas which can be relied upon to ensure the effectiveness of the current research.

The process of data analysis shall majorly involve the use of mathematical approaches in which the obtained data shall be arranged to exhibit specific trends. These trends shall be presented in form of tables, charts and charts in a manner that is easy to analyze and comprehend. On the other hand, qualitative data shall majorly be analyzed through contextual review where the various sources shall be examined before deducing precise arguments which effectively address the research problem (Grix, 2014). These approaches in data analysis are effective in enhancing the reliability and validity of the arguments presented in the paper. Incorporating arguments by other researchers into the current work offers enough emphasis to the arguments and discussion. The evidence that other people share similar points of view enhances the reliability and validity of the presented information which eventually makes the research process effective and successful.

The research shall be conducted based on a strict compliance with the ethical guidelines. It is important to note that the respondent have a right to privacy (Napoli, 2011). In order to ensure the right ethical standards, the information provided by the respondents shall be kept and used solely for the purpose of completion of the research. The identity of the respondents, institutions and companies shall not be disclosed. In case the identity is to be shared, this shall be done strictly on the consent of the involved parties. In addition, during the process of data collection, the right ethical measures shall be observed. As such, the process shall be keen on ensuring that the respondents only give out the information that they feel comfortable sharing. This therefore implies that the subjects shall not be compelled to make responses but shall be requested to do so based on their own volition (Paris, 2013). Furthermore, other factors such as time management and respect of personal space shall be observed especially during the data collection process in order to ensure that the interests and rights of the respondents are not violated. As a strategy to avoid discriminatory approaches in terms of gender and age, the sampling process shall encompass both males and females. Similarly, young, middle age and older respondents shall be incorporated into the sample mix to ensure a holistic representation of the entire population (Rizal, 2015).

Strengths

Due to the fact that the entire population of Bhutan is relatively low, using a sample of 100 derived from different locations would enhance a fair representation of the population. At the same time the research process involves a topic in which the number of potential respondents is high hence it shall be easy to obtain the subjects for the research process (Robles, 2016). The research design shall incorporate the use of faster methods which would be crucial in enhancing time management and saving on the related costs. The other strength is the researcher’s prior knowledge and skills on research methods which shall be crucial in the effective execution of the research plan.  Finally, various other research papers on the same topic shall over the right insight and direction hence ensuring the most tacit conclusions are made at the end of the process

Weaknesses

The physical distribution of questionnaires may be cumbersome, and time consuming. At the same time the research process may be constrained by resources especially in cases where long distances are involved. Some respondents may decline to offer important details which acts as a challenge to the process of data collection.

Conclusion

The central place of education in any given society cannot be ignored at any given time. This is because education is a crucial resource which has a direct impact on the other sectors within the country. It therefore implies that that the right approaches ought to be established in a bid to ensure the effective flow of activities in the sector (Sandelowski, 2013). In order to achieve this, there is the inevitable need for extensive research on some of the common challenges faced by the education sector in Bhutan. The research proposal above provides an appropriate outline which would be essential in establishing these challenges before providing a framework for practical solutions to the identified challenges (Silverman, 2011). The success of the research process would therefore be of significance not only to the education sector in Bhutan but to the country as a whole.

References

Berg, L. (2009). Qualitative Research Methods for the Social Sciences.  Boston MA: Pearson Education.

Charmaz, K. (2014). Premises, Principles, and Practices in Qualitative Research. Revisiting the Foundations. Qualitative Healthcare Research. 14(1), pp. 97-100.

Creswell, J. (2010). Determining Validity in Qualitative Inquiry. Theory Into Practice. 39(1), pp. 124.

Franklin, M. (2012). Understanding Research: Coping with the Quantitative-Qualitative Divide. London and New York: Routledge.

Gill, J & Johnson, P. (2010). Research methods for managers (4th ed), London: SAGE.

Grix, J. (2014). The foundations of research. Hampshire: Palgrave 

Karma, P. (2013). The History of Bhutan. Nodia: Random House India. .

Napoli, L. (2011). Radio Shangri-La: What I Learned in Bhutan, the Happiest Kingdom on Earth. Thimphu Crown

Paris, D. (2013). Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities. New York: Sage.

Rizal, D. (2015). The Royal Semi-authoritarian Democracy of Bhutan. New York: Lexington Books.

Robles, C. (2016). Education and Society in Bhutan: Tradition and Modernisation . New York: Routledge.

Rose, L. (2010). The Nepali Ethnic Community in the Northeast of the Subcontinent. University of California: Berkeley.

Sandelowski, M. (2013). Writing the Proposal for a Qualitative Research Methodology Project. Qualitative Health Research, 13(1), pp.781, Sep.

Silverman, D (2011). Qualitative Research: Issues of Theory, Method and Practice. London, Thousand Oaks, New Delhi, Singapore: Sage Publications. 

Wangchhuk, L. (2008). Facts About Bhutan: The Land of the Thunder Dragon. Thimphu: Absolute Bhutan Books