8 August 2024
In a significant stride towards modernising its educational landscape, Bhutan’s Ministry of Education and Skill Development (MoESD) has reached commendable milestones in its flagship education programme. This initiative is a major leap forward, aimed at integrating contemporary technology-based learning facilities into the nation’s schools, thereby aligning them with 21st-century educational standards.
With an impressive budget of Nu 900 million (USD 10.7 million), the programme has been pivotal in digitising schools and enhancing the digital proficiency of both teachers and students. A cornerstone of this initiative has been the installation of computers, the connection of all schools to high-speed optic fibre, and the incorporation of Information and Communication Technology (ICT) as a mandatory subject across various classes.
Significant efforts were made to ensure that teachers and ICT lab assistants received adequate training to support the new curriculum. As part of this comprehensive plan, MoESD distributed computers and projectors to all schools, ensuring that each institution was equipped with essential technological tools. Additionally, the project established robust internal connections within schools, creating ICT labs that provide extensive internet access.
A critical component of the flagship programme was the meticulous review and enhancement of the ICT curriculum. This process involved collaboration with ICT educators, college professionals, the Department of Information Technology and Telecom (DITT), the Bhutan Council for School Examinations and Assessment (BCSEA), and MoESD. The review team successfully merged global best practices with local insights, defining the crucial digital skills and knowledge necessary for students to thrive in the 21st century.
To ensure a practical and applicable education, the ministry introduced a competency-based approach. Under this framework, students are expected to attain specific digital skills by the end of each class or key stage. These competencies are organised into four broad themes: technology operations, communication and collaboration, safety and ethics, and coding.
Despite these advancements, the ministry has recognised ongoing challenges. Some schools continue to face issues such as insufficient computers and inadequate internet connectivity. MoESD has acknowledged these obstacles and has assured that they will be addressed as part of the current plan to ensure that all schools can fully benefit from the digital advancements.
Bhutan’s forward-thinking approach to integrating ICT tools into its education system is a testament to its commitment to providing quality education and preparing its students for the digital age. As the programme continues to evolve, it holds the promise of transforming the educational experience for Bhutanese students, equipping them with the skills needed to excel in a rapidly changing world.
