BHUTAN TODAY The New Perspective
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Sonam Deki
Ministry of Education and Skills Development (MoESD) reveals comprehensive insights into the integration of Information and Communication Technology (ICT) in Bhutanese schools. This detailed discourse encompasses the breadth of ICT coverage, highlights notable improvements, outlines the significant financial commitment, and sheds light on the challenges faced by the Ministry in this transformative educational initiative.
Responding to queries regarding the integration of ICT in Bhutanese schools, officials disclosed that every educational institution in the country has successfully incorporated computers into their academic infrastructure. Impressively, the computer-student ratio stands at 1:9, underscoring a concerted effort to equip students with essential digital tools. Moreover, each school boasts a minimum of one projector, elevating the technological landscape and fostering enhanced learning experiences.
Officials provided insights into the positive transformations witnessed since the implementation of ICT. Students, inspired by the inclusion of ICT in their curriculum, exhibited heightened proficiency in both application and coding. Remarkably, educators adapted their teaching methodologies, seamlessly integrating ICT into daily lessons. Leveraging resources such as the Ministry’s online repository and digital teaching materials, teachers embraced tools like PowerPoint and online videos, enriching the overall teaching-learning process.
The Ministry demonstrated a substantial financial commitment to ICT education, allocating Nu. 1000 Million from the Education ICT Flagship during the 12th Five-Year Plan. This budget has been strategically distributed across vital components, including the establishment of ICT labs, computer supply, reinforcement of local networks, provision of projectors, and the review and implementation of the ICT curriculum.
While celebrating successes, the Ministry acknowledged challenges encountered during the ICT integration process. A primary challenge highlighted was the capacity of teachers, particularly in primary classes. In response, the Ministry initiated a continuous professional development program, enhancing teachers’ ICT skills. The Paro College of Education, tasked with training primary teachers, introduced coding literacy in the pre-service teacher curriculum.
Another challenge discussed was the reliability of internet connectivity, particularly in remote locations. Despite all schools being connected through high-speed internet via optic fiber, the geographical remoteness of some schools poses reliability issues. Ongoing efforts aim to improve internet reliability, ensuring a seamless integration of technology into Bhutan’s educational system.
The Ministry reiterated its commitment to overcoming challenges and ensuring the sustained integration of ICT into the education system. The collaborative endeavors of the Ministry and educators highlight Bhutan’s dedication to creating a technologically enriched learning environment for students nationwide.
This comprehensive overview provides insight into Bhutan’s proactive approach to embracing ICT in education, marking a significant stride toward preparing its students for a digitally driven future.
