Bhutan’s education system has long been characterized by its strong cultural values while making steps towards modernization to meet the evolving demands of a globalized world.
However, a recent collaboration between the Ministry of Education and Skills Development (MoESD) and Cambridge International indicates an important modification in the nation’s educational approach.
As Bhutan seeks to align its curriculum with international standards, the partnership with Cambridge is a response to the growing recognition that the country’s current curriculum needs to change to better prepare students for both local and global challenges.
The Bhutanese, in a previous article, mentioned that Bhutan’s curriculum is closely aligned with Cambridge International standards up to Grade 8, particularly in subjects like Mathematics, English, and Science. However, beyond this stage, especially in secondary education, gaps have been identified in the curriculum’s alignment with international standards. This has led to the need for change, and the collaboration with Cambridge aims to address these gaps by refining key aspects of the educational framework.
In an insightful conversation with The Bhutanese, MoESD officials shared four essential changes that will be implemented as part of this transition. These changes are aimed at addressing key gaps in Bhutan’s education system and ensuring that students are better prepared for global challenges.
The first of these changes is a comprehensive enhancement of the curriculum. The current curriculum in Bhutan has often been criticized for its emphasis on memorization, which limits students’ ability to think critically and apply their knowledge in real-world situations.
The new curriculum, inspired by Cambridge International standards, will place a strong emphasis on fostering critical thinking, creativity, and problem-solving skills. This shift will encourage students to engage more deeply with the material and develop the kind of analytical thinking that is essential for success in today’s globalized world.
Alongside the curriculum changes, the ministry plans to refurbish the assessment and grading system. Currently, students are often assessed on their ability to recall information rather than their understanding of concepts. This is where Cambridge’s approach stands in stark contrast. Cambridge assessments are designed to test not only students’ knowledge but also their ability to apply it.
By adopting Cambridge’s assessment methods, Bhutan’s Education Curriculum will align its grading practices with international benchmarks, providing students with qualifications that are globally recognized.
This change will be particularly important for students who wish to pursue higher education abroad or enter the international workforce, as it will ensure that their academic achievements are valued on a global scale.
Educator training and capacity-building will also be an essential component of this transformation. The teachers will undergo extensive professional development programs designed by Cambridge to equip them with the necessary skills to deliver the refined curriculum.
The existing training programs in Bhutan have not fully embraced international best practices, which has sometimes hindered the effectiveness of teaching. With the introduction of Cambridge’s comprehensive educator training programs, the teachers will be able to improve their pedagogical methods, ensuring that they can effectively implement the new curriculum.
This is a critical step in enhancing the overall quality of education in the country and ensuring that students receive the best possible guidance in their learning journey.
The final key change mentioned by MoESD is working towards international accreditation for Bhutan’s school education system. According to Cambridge International, achieving international accreditation through the curriculum signifies that an education system meets global standards of excellence.
The current education system lacks such accreditation, which can limit students’ opportunities on the international stage. However, this accreditation enhances the credibility of the education system and increases opportunities for students in higher education and employment worldwide.
The implementation of these changes is set to begin in January this year, with the MoESD working closely with Cambridge to finalize the work plan.