Document Outline - Education in Bhutan Culture, Schooling, and Gross National Happiness
- Foreword
- Series Editors’ Introduction
- Contents
- Contributors
- Common Abbreviations and Bhutanese Terms
- Education in Bhutan: Introduction
- The Purpose of This Book
- Language Conventions for Bhutanese Research and Academic Writing
- Book Themes
- Book Structure and Outline
- References
- Part I: Historical Perspectives
- Overview and ‘Heart Essence’ of the Bhutanese Education System
- Introduction
- The Context: The Country and Its People
- The Current Bhutanese Education System
- Educating for GNH: The Heart Essence of the Unique System of Bhutanese Education
- Conclusion
- References
- The History and Development of Monastic Education in Bhutan
- Introduction
- Buddhist Education in the Ancient World
- Buddhist Education in Bhutan
- Tension and Reform in Monastic Education
- Conclusion: Two Education Systems, One Bhutan
- References
- History and Transition of Secular Education in Bhutan from the Twentieth into the Twenty-First Century
- Introduction: Birth and Expansion
- A Period of Learning Through Adoption and Dramatic Change
- Changes in the Organisational Structure of the Bhutanese Education System
- The Assessment System and Its Journey
- Conclusion
- References
- Higher Education in Bhutan: Progress and Challenges
- Brief History of Secular Higher Education in Bhutan
- The RUB’s Structure, Composition and Representative Programmes
- Admissions and Enrollment at the RUB
- Institutional and Individual Funding for Students
- Curriculum Development and Pedagogy
- Challenges Facing Bhutan’s Tertiary Education System
- Conclusion
- References
- Bhutanese Traditional Medical Education
- Introduction
- Institutional and Infrastructure Developments
- Faculty Recruitment and Development
- Curriculum Development and Courses Offered at FoTM
- Student Enrolment, Pedagogy and Assessments
- Challenges and Opportunities
- Conclusion and Future Directions
- References
- International Influence and Support for Educational Development in Bhutan
- Introduction
- Initial Challenges
- Indian Support
- Challenges of Growth and Expansion
- Outside Solutions to Teacher Shortages
- Bhutan’s Education Benefactors
- Conclusions
- References
- Part II: Contemporary Issues
- Rural Life and Modern Formal Schooling in Bhutan
- Introduction
- Rurality in Bhutan’s Context
- Modern Formal Education’s Impacts on the Current Rural-Urban Migration
- Discussion
- Conclusion
- References
- Conditions of Happiness: Bhutan’s Educating for Gross National Happiness Initiative and the Capability Approach
- Introduction
- Background
- The Capability Approach and Education
- The Capability Approach and the Educating for Gross National Happiness Initiative
- Conclusion: Happiness Is Freedom
- References
- Teacher Understanding of the Educating for Gross National Happiness Initiative
- Introduction
- Brief History and the Concept of GNH
- Why Educating for GNH?
- Teacher Understanding and Challenges of EGNH
- Way Forward for Realising the Potential of EGNH
- Conclusion
- References
- Non-Formal Education in Bhutan: Origin, Evolution, and Impact
- Introduction
- The Development and Progress of Non-Formal Education
- Continuing Education
- Impact of the NFE Programme
- Discussion and Recommendations
- References
- Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education
- Introduction
- A Brief Context and History
- Policy for the Education of Children with Disabilities
- Current Provision of Education for Children with Disabilities
- Teacher Development for Inclusive Education
- Conclusion
- References
- Early Childhood Care and Development in Bhutan: Mind the Gap(s)
- Introduction
- Overview of ECCD in Bhutan
- Theoretical Frameworks
- Early Childhood Education Begins at Home
- Bishaka
- Bishaka Goes to Preschool
- Bishaka Goes to School
- Conclusion
- References
- Gender and Education in Bhutan
- Introduction
- Understanding Gender and Gender Equality
- Impact of Socio-Cultural Factors on Gender and Education
- The Policy Framework
- Gender and School Enrollment
- Gender and Tertiary Enrollment
- Gender and School Achievement
- Gender, Education, and Participation
- Conclusion
- References
- Conclusion: Key Outcomes, Challenges, Ways Forward, and Future Research
- Introduction
- Key Outcomes
- Challenges and Potential Ways Forward
- Future Research
- Conclusion
- References
- About the Authors
- Index
- Education in Bhutan Culture, Schooling, and Gross National Happiness.pdf
- Foreword
- Series Editors’ Introduction
- Contents
- Contributors
- Common Abbreviations and Bhutanese Terms
- Education in Bhutan: Introduction
- The Purpose of This Book
- Language Conventions for Bhutanese Research and Academic Writing
- Book Themes
- Book Structure and Outline
- References
- Part I: Historical Perspectives
- Overview and ‘Heart Essence’ of the Bhutanese Education System
- Introduction
- The Context: The Country and Its People
- The Current Bhutanese Education System
- Educating for GNH: The Heart Essence of the Unique System of Bhutanese Education
- Conclusion
- References
- The History and Development of Monastic Education in Bhutan
- Introduction
- Buddhist Education in the Ancient World
- Buddhist Education in Bhutan
- Tension and Reform in Monastic Education
- Conclusion: Two Education Systems, One Bhutan
- References
- History and Transition of Secular Education in Bhutan from the Twentieth into the Twenty-First Century
- Introduction: Birth and Expansion
- A Period of Learning Through Adoption and Dramatic Change
- Changes in the Organisational Structure of the Bhutanese Education System
- The Assessment System and Its Journey
- Conclusion
- References
- Higher Education in Bhutan: Progress and Challenges
- Brief History of Secular Higher Education in Bhutan
- The RUB’s Structure, Composition and Representative Programmes
- Admissions and Enrollment at the RUB
- Institutional and Individual Funding for Students
- Curriculum Development and Pedagogy
- Challenges Facing Bhutan’s Tertiary Education System
- Conclusion
- References
- Bhutanese Traditional Medical Education
- Introduction
- Institutional and Infrastructure Developments
- Faculty Recruitment and Development
- Curriculum Development and Courses Offered at FoTM
- Student Enrolment, Pedagogy and Assessments
- Challenges and Opportunities
- Conclusion and Future Directions
- References
- International Influence and Support for Educational Development in Bhutan
- Introduction
- Initial Challenges
- Indian Support
- Challenges of Growth and Expansion
- Outside Solutions to Teacher Shortages
- Bhutan’s Education Benefactors
- Conclusions
- References
- Part II: Contemporary Issues
- Rural Life and Modern Formal Schooling in Bhutan
- Introduction
- Rurality in Bhutan’s Context
- Modern Formal Education’s Impacts on the Current Rural-Urban Migration
- Discussion
- Conclusion
- References
- Conditions of Happiness: Bhutan’s Educating for Gross National Happiness Initiative and the Capability Approach
- Introduction
- Background
- The Capability Approach and Education
- The Capability Approach and the Educating for Gross National Happiness Initiative
- Conclusion: Happiness Is Freedom
- References
- Teacher Understanding of the Educating for Gross National Happiness Initiative
- Introduction
- Brief History and the Concept of GNH
- Why Educating for GNH?
- Teacher Understanding and Challenges of EGNH
- Way Forward for Realising the Potential of EGNH
- Conclusion
- References
- Non-Formal Education in Bhutan: Origin, Evolution, and Impact
- Introduction
- The Development and Progress of Non-Formal Education
- Continuing Education
- Impact of the NFE Programme
- Discussion and Recommendations
- References
- Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education
- Introduction
- A Brief Context and History
- Policy for the Education of Children with Disabilities
- Current Provision of Education for Children with Disabilities
- Teacher Development for Inclusive Education
- Conclusion
- References
- Early Childhood Care and Development in Bhutan: Mind the Gap(s)
- Introduction
- Overview of ECCD in Bhutan
- Theoretical Frameworks
- Early Childhood Education Begins at Home
- Bishaka
- Bishaka Goes to Preschool
- Bishaka Goes to School
- Conclusion
- References
- Gender and Education in Bhutan
- Introduction
- Understanding Gender and Gender Equality
- Impact of Socio-Cultural Factors on Gender and Education
- The Policy Framework
- Gender and School Enrollment
- Gender and Tertiary Enrollment
- Gender and School Achievement
- Gender, Education, and Participation
- Conclusion
- References
- Conclusion: Key Outcomes, Challenges, Ways Forward, and Future Research
- Introduction
- Key Outcomes
- Challenges and Potential Ways Forward
- Future Research
- Conclusion
- References
- About the Authors
- Index
- Education in Bhutan Culture, Schooling, and Gross National Happiness.pdf
- Foreword
- Series Editors’ Introduction
- Contents
- Contributors
- Common Abbreviations and Bhutanese Terms
- Education in Bhutan: Introduction
- The Purpose of This Book
- Language Conventions for Bhutanese Research and Academic Writing
- Book Themes
- Book Structure and Outline
- References
- Part I: Historical Perspectives
- Overview and ‘Heart Essence’ of the Bhutanese Education System
- Introduction
- The Context: The Country and Its People
- The Current Bhutanese Education System
- Educating for GNH: The Heart Essence of the Unique System of Bhutanese Education
- Conclusion
- References
- The History and Development of Monastic Education in Bhutan
- Introduction
- Buddhist Education in the Ancient World
- Buddhist Education in Bhutan
- Tension and Reform in Monastic Education
- Conclusion: Two Education Systems, One Bhutan
- References
- History and Transition of Secular Education in Bhutan from the Twentieth into the Twenty-First Century
- Introduction: Birth and Expansion
- A Period of Learning Through Adoption and Dramatic Change
- Changes in the Organisational Structure of the Bhutanese Education System
- The Assessment System and Its Journey
- Conclusion
- References
- Higher Education in Bhutan: Progress and Challenges
- Brief History of Secular Higher Education in Bhutan
- The RUB’s Structure, Composition and Representative Programmes
- Admissions and Enrollment at the RUB
- Institutional and Individual Funding for Students
- Curriculum Development and Pedagogy
- Challenges Facing Bhutan’s Tertiary Education System
- Conclusion
- References
- Bhutanese Traditional Medical Education
- Introduction
- Institutional and Infrastructure Developments
- Faculty Recruitment and Development
- Curriculum Development and Courses Offered at FoTM
- Student Enrolment, Pedagogy and Assessments
- Challenges and Opportunities
- Conclusion and Future Directions
- References
- International Influence and Support for Educational Development in Bhutan
- Introduction
- Initial Challenges
- Indian Support
- Challenges of Growth and Expansion
- Outside Solutions to Teacher Shortages
- Bhutan’s Education Benefactors
- Conclusions
- References
- Part II: Contemporary Issues
- Rural Life and Modern Formal Schooling in Bhutan
- Introduction
- Rurality in Bhutan’s Context
- Modern Formal Education’s Impacts on the Current Rural-Urban Migration
- Discussion
- Conclusion
- References
- Conditions of Happiness: Bhutan’s Educating for Gross National Happiness Initiative and the Capability Approach
- Introduction
- Background
- The Capability Approach and Education
- The Capability Approach and the Educating for Gross National Happiness Initiative
- Conclusion: Happiness Is Freedom
- References
- Teacher Understanding of the Educating for Gross National Happiness Initiative
- Introduction
- Brief History and the Concept of GNH
- Why Educating for GNH?
- Teacher Understanding and Challenges of EGNH
- Way Forward for Realising the Potential of EGNH
- Conclusion
- References
- Non-Formal Education in Bhutan: Origin, Evolution, and Impact
- Introduction
- The Development and Progress of Non-Formal Education
- Continuing Education
- Impact of the NFE Programme
- Discussion and Recommendations
- References
- Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education
- Introduction
- A Brief Context and History
- Policy for the Education of Children with Disabilities
- Current Provision of Education for Children with Disabilities
- Teacher Development for Inclusive Education
- Conclusion
- References
- Early Childhood Care and Development in Bhutan: Mind the Gap(s)
- Introduction
- Overview of ECCD in Bhutan
- Theoretical Frameworks
- Early Childhood Education Begins at Home
- Bishaka
- Bishaka Goes to Preschool
- Bishaka Goes to School
- Conclusion
- References
- Gender and Education in Bhutan
- Introduction
- Understanding Gender and Gender Equality
- Impact of Socio-Cultural Factors on Gender and Education
- The Policy Framework
- Gender and School Enrollment
- Gender and Tertiary Enrollment
- Gender and School Achievement
- Gender, Education, and Participation
- Conclusion
- References
- Conclusion: Key Outcomes, Challenges, Ways Forward, and Future Research
- Introduction
- Key Outcomes
- Challenges and Potential Ways Forward
- Future Research
- Conclusion
- References
- About the Authors
- Index
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