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Bhutan is a country in the Himalayas with a relatively new education system and a unique governmental philosophy known as Gross National Happiness. This book explores the history, culture, challenges, and opportunities of schooling in Bhutan. It discusses topics including historical perspectives on Buddhist monastic education, the regional and international influence on educational development, traditional medical education, higher education, and the evolution of Bhutanese educational policy, to name but a few. It also investigates contemporary challenges to schooling in Bhutan such as adult education, inclusive education, early childhood education, rurality, and gender. Throughout the book, the developmental philosophy of Gross National Happiness is explored as a novel and culturally vital approach to education in Bhutan. The majority of the authors are prominent Bhutanese scholars and educational leaders, with select non-Bhutanese international scholars with strong links to Bhutan also contributing. This book is a valuable resource not only for those specifically interested in education in Bhutan, but for anyone with an interest in South Asian studies, general Asian studies, educational development, comparative education, Buddhist education, and the Gross National Happiness development philosophy.
Sommario
1 Introduction: Education in Bhutan.- Part I Historical Perspectives.- 2 Overview and 'Heart Essence' of the Bhutanese Education System.- 3 The History and Development of Monastic Education in Bhutan.- 4 History and Transitions of Secular Education in Bhutan from the 20th into the 21st Century.- 5 Higher Education in Bhutan: Progress and Challenges.- 6 Bhutanese Traditional Medical Education.- 7 International Influence and Support for Educational Development in Bhutan.- Part II Contemporary Issues.- 8 Rural Life and Modern Formal Schooling in Bhutan.- 9 Conditions of Happiness: Bhutan's Educating for Gross National Happiness Initiative and the Capability Approach.- 10 Teacher Understanding of the Educating for Gross National Happiness Initiative.- 11 Non-Formal Education in Bhutan: Origin, Evolution, and Impact.- 12 Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to inclusive Education.- 13 Early Childhood Care and Development in Bhutan: Mind the Gap(s).- 14 Gender and Education in Bhutan.- 15 Conclusion: Key Outcomes, Challenges, Ways Forward, and Future Research.
Info autore
Matthew J. Schuelka is a Lecturer at the School of Education, University of Birmingham, UK. Previously, he served as Lecturer and Head of the Sociology and Political Science Department at Royal Thimphu College, Bhutan. Matt has also taught various disciplines at different levels in the United States and Malaysia, and holds advanced degrees in Special Education and Comparative International Education from the University of Vermont, Stanford University, and the University of Minnesota. He has worked in numerous countries as a researcher and inclusive education consultant, most notably in the United States, United Kingdom, Serbia, Zambia, India, Malaysia, and Bhutan.
T.W. (Tom) Maxwell has recently retired from the University of New England, Australia, but he continues to work in Bhutan and in other international settings and also to publish in the area of international education – especially education in Bhutan, doctoral education, and action research.
Riassunto
Bhutan is a country in the Himalayas with a relatively new education system and a unique governmental philosophy known as Gross National Happiness. This book explores the history, culture, challenges, and opportunities of schooling in Bhutan. It discusses topics including historical perspectives on Buddhist monastic education, the regional and international influence on educational development, traditional medical education, higher education, and the evolution of Bhutanese educational policy, to name but a few. It also investigates contemporary challenges to schooling in Bhutan such as adult education, inclusive education, early childhood education, rurality, and gender. Throughout the book, the developmental philosophy of Gross National Happiness is explored as a novel and culturally vital approach to education in Bhutan. The majority of the authors are prominent Bhutanese scholars and educational leaders, with select non-Bhutanese international scholars with strong links to Bhutan also contributing. This book is a valuable resource not only for those specifically interested in education in Bhutan, but for anyone with an interest in South Asian studies, general Asian studies, educational development, comparative education, Buddhist education, and the Gross National Happiness development philosophy.
