The origin of modern education may be traced to the advent of First World War. In 1914, when the world was embroiled in the 1st World War, 46 boys from Bhutan were enrolled in Dr. Graham’s Homes, a Scottish mission school in Kalimpong.
The foundation of education based on western model of schooling using western language as the medium of instruction began in the same year when Gongzin Ugyen Dorji was asked by the Royal Government of Gongsa Ugyen Wangchuk to establish a school.Bhutan’s first school was inaugurated in Haa the same year with teachers from the Church of Scotland mission. In 1915 another school was started at the King’s palace in Bumthang. By 1919-20, there were 21 students studying in Bumthang and 28 in Haa.
Western Education (source http://www.bhutan2008.bt/en/node/200)Four students from the Scottish mission school reached the Indian University entrance standard by 1920. GongsaUgyenWangchuck also requested the British to assist Bhutan in providing education and training in India and in the field of primary and higher secondary education. Thus, between 1924 and 1929, a few selected Bhutanese who had passed the matriculation examination were imparted training in different institutions in India among whom two of them were trained as teachers at the Training School at Bhagalpur and many others were offered for doctors, veterinary doctors ,in weaving, tanning, mining, engineering and forestry. Gongsa Ugyen Wangchuck wanted these students to be trained in different technical fields after their matriculation so that their services could be utilized for initiating economic development in Bhutan.
Though the Western-style education was introduced to Bhutan during the reign of UgyenWangchuck (1907-26). Until the 1950s, the only formal education available to Bhutanese students, except for private schools in Ha and Bumthang, was through Buddhist monasteries. Education gained momentum from 1950s when several private secular schools were established without government support, and several others were established in major district towns with government backing. The introduction of modern education toward the end of the 1950s opened a new chapter in the history of learning and scholarship in Bhutan. Although there is no denying that improvements were also made in other facets of living such as health, agriculture, communication, trade, transport, governance, etc., progressive changes in education were far more dramatic and far reaching. Educational means, including the number of academic institutions, teachers, students and the rate of literacy have increased since 1959 by leaps and bounds, affecting all sections of society. By the late 1950s, there were twenty-nine government and thirty private primary schools, but only about 2,500 children were enrolled. Secondary education was available only in India. Eventually, the private schools were taken under government supervision to raise the quality of education provided. Although some primary schools in remote areas had to be closed because of low attendance, the most significant modern developments in education came during the period of the First Development Plan (1961-66), when some 108 schools were operating and 15,000 students were enrolled.
This rapid development in modern education has brought about unprecedented changes in the social, cultural, political and economic structures, and has in particular revolutionized the education system.
Modern education is generally aimed at humandevelopment and improving living conditions in this world. Veryoften, it is for the purpose of obtaining happiness and material comfortfor oneself.
The purpose of education at that time was that Bhutanese people would:
1. Become literate and knowledgeable.
2. Acquire skills to use technology through literacy.
3. Increase productivity and then their income.
4. Imprve living standards.
5. Easily communicate with people of other lands.
6. Participate effectively in development programmes in the country, and
7. Safeguard the sovereign, independent status and the unique identity of the nation.
Questions
1. Why were the private schools taken under government supervision during the late 1980’s?
2. Describe in your own understanding about the modern education.
3. Write a short note on the advent of modern education in your own words.
4. What were some of the purpose of education in our country in 1960s?
5. What is the difference between the western education and the modern education?
6. “ By the middle of 1970s, the so called third wave of civilization was already rolling in, bringing with it the microchip technology”
What could be the challenges posed by the third wave of civilization to the education system?
