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General Aims

• Develop competence and confidence in content knowledge and skills that the student teachers will require to teach effectively in the primary classes (PP– VI).
•  Enhance the student teachers’ understanding of how primary children learn best.
•  Equip the student teachers with the most contemporary pedagogy suitable for the primary classes.
•  Pursue thorough study of the primary curriculum (PP- VI).

Objectives

The specific objectives of the programme are to develop teachers who:

• i. Have a sound understanding of both theory and practice and their links.
• ii. Are well-versed in appropriate teaching aids and materials and can themselves make a variety of these from recycled and environmental materials.
• iii. Have an extensive range of child-centered teaching methodologies and can select appropriately from these depending on the class, situation and learning area.
• iv. Are reflective, self-motivated learners who critically analyze, can knowledgeably justify their opinions and can evaluate, hypothesize and synthesize, so that they can develop the same attributes in their school students.
• v. Can recognize and respond well to individual differences.
• vi. Are committed to ongoing, formative assessment and individual record-keeping and understand that assessment of learning is primarily to inform their own teaching.
• vii. Understand, and are committed to their future role as agents for change in schools as well as in the larger system and the society.
• viii. Are flexible and responsive, not formulae-driven in their lesson planning and implementation.
• ix. Are lifelong learners and use the knowledge and skills gained as a basis for professional improvement and personal development.

Programme Structure

Admission Criteria

A candidate enrolled in the B.Ed Primary programme should at the time of registration meet the following requirements. He/she should:

• Have passed class XII examination from a recognized board/university with the following ability ratings;

• Be physically and mentally fit to carry out the rigorous academic tasks required by the programme.
• Be selected firstly through the merit ranking and then through a thorough viva voce.
• Produce the following documents at the time of selection interview and admission:
• Copy of Citizenship Identity Card.
• Original copy of Class X and XII mark sheets and certificates.
• Original copy of School Leaving Certificate (from the last school attended).
• Original copy of Character Certificate from the last school attended
• Copy of Certificate of birth (ke-tsi) or health card, which should be produced if the date of birth is not mentioned in any of the above documents.
• vi. Original copy of Certificate of Fitness from an authorized medical officer.
• vii. Original copy of Security Clearance from the Royal Bhutan Police, Thimphu.

General Aims

• Develop competence and confidence in content knowledge and skills that the student teachers will require to teach effectively in the primary classes (PP– VI).
• Enhance the student teachers’ understanding of how primary children learn best.
•  Equip the student teachers with the most contemporary pedagogy suitable for the primary classes.
• Pursue thorough study of the primary curriculum (PP- VI).

Objectives

The specific objectives of the programme are to develop teachers who:

• Have a sound understanding of both theory and practice and their links.
• Are well-versed in appropriate teaching aids and materials and can themselves make a variety of these from recycled and environmental materials.
• Have an extensive range of child-centered teaching methodologies and can select appropriately from these depending on the class, situation and learning area.
• Are reflective, self-motivated learners who critically analyze, can knowledgeably justify their opinions and can evaluate, hypothesize and synthesize, so that they can develop the same attributes in their school students.
• Can recognize and respond well to individual differences.
• Are committed to ongoing, formative assessment and individual record-keeping and understand that assessment of learning is primarily to inform their own teaching.
• Understand, and are committed to their future role as agents for change in schools as well as in the larger system and the society.
• Are flexible and responsive, not formulae-driven in their lesson planning and implementation.
• Are lifelong learners and use the knowledge and skills gained as a basis for professional improvement and personal development.

Programme Structure

Admission Criteria

A candidate enrolled in the B.Ed Primary programme should at the time of registration meet the following requirements. He/she should:

• Have passed class XII examination from a recognized board/university with the following ability ratings

• Be physically and mentally fit to carry out the rigorous academic tasks required by the programme.
• Be selected firstly through the merit ranking and then through a thorough viva voce.
• Produce the following documents at the time of selection interview and admission:

•  Copy of Citizenship Identity Card.
•   Original copy of Class X and XII mark sheets and certificates.
•   Original copy of School Leaving Certificate (from the last school attended).
•   Original copy of Character Certificate from the last school attended
• Copy of Certificate of birth (ke-tsi) or health card, which should be produced if the date of birth is not mentioned in any  of  the above documents.                  
• Original copy of Certificate of Fitness from an authorized medical officer.
•  Original copy of Security Clearance from the Royal Bhutan Police, Thimphu.

General Aims

The proposed M.Ed in Inclusive Education programme aims to:

• produce teachers and professionals with formal qualification in special and inclusive education who are equipped with sound knowledge and skills to teach and respond to students with special educational needs;
• develop awareness and skills in teachers and professionals to critically explore policy and practice in Special and Inclusive Education (SIE) within Bhutan and at the international level;
• produce teachers and professionals with deep understanding and appreciation of inclusive philosophy; and
• build on teachers’ and professionals’ prior knowledge and develop the skills necessary to support the needs of individuals experiencing a range of barriers to learning and participation.

Objectives

The specific objectives of this programme are to develop teachers and professionals:

• who demonstrate deep understanding of the knowledge of various types of disabilities and exhibit skills to respond to the educational needs of those children who are identified as having disability;
• with competency to critically explore policy and practice in special and inclusive education, nationally and internationally;
• with competency to identify and reduce barriers to individual student’s learning and development;
• with competency to foster educational environments that recognise difference, value diversity, foster high levels of student engagement and learning, challenge social injustice and inequity, and support collaborative relationships among students, parents/ caregivers, staff and professionals;
• who are equipped with skills and knowledge in instructional practice related to supporting students with learning difficulties and disabilities in inclusive classrooms;
• who understand and demonstrate knowledge of observation, documentation and assessment processes in inclusive classroom settings; and
• who understand the philosophy of inclusion, possess skills to identify children with special needs and those at a higher risk of experiencing barriers to learning and exclusion and to take care of their needs and make referrals where necessary.

 Programme Structure

Admission Criteria 

To be eligible for enrolment in this programme, the candidate should:

1. Hold a bachelor’s degree (BEd; BA; BSc) from a university or an institution recognized by RCSC;
2. Have scored a minimum of 50% in English Language Proficiency Test comprising of a written test and oral interview. The aim of the test will be to assess the candidate’s analytical ability and language proficiency so that the candidate can cope with the programmes demands on language and higher order thinking.
3. The English Language Proficiency Test and the oral interview will be conducted virtually.

Tender Documents for PCE

1. Tender Document for supply of STEM Equipments 

Coordination Meeting

The first coordination meeting for the Bhutan Technical Committee members was held at Paro College of Education (PCE) on 16/08/2022 with regard to the joint project “A Multi-Country Study on Educational Innovations for Out of School Children (OOSC) and Children at Risk of Dropping Out (covering Bangladesh, Bhutan, and Nepal)” supported by International Development Research Centre (IDRC) and Global Partnership for Education (GPE). The meeting was attended by representatives from various CSOs that support disabilities such as Ability Bhutan Society, Draktsho Vocational Institute, Phensem Parents Support Group and VTOB. Similarly, there were representatives from Ministry of Education, UNICEF Bhutan, and schools that support SEN programmes. The President, project coordinator and researchers for PCE attended the meeting.

The President as a Chairperson made opening remarks reminding the participants the importance and opportunities of this joint project for out of school children and youth with disabilities in Bhutan. Then the Project Coordinator presented an update of the project activities conducted as aligned to the project phases and milestones achieved till date. The researchers presented the results and analysis of the baseline qualitative study that was conducted with parents of children with disabilities, officials from Ministry of Education, District Education Officers and representatives from CSOs that support people with disabilities.

A brainstorming session was conducted for possible implementation of strategies and programmes that was identified as an output from the qualitative data analysis for including out of school children with disabilities and children with disabilities at risk of dropping out from the schools. It was decided that three intervention strategies namely – advocacy and awareness, therapy sessions and educational activities will be designed as a package considering the severity of disabilities in the children and youth. It was also decided that considering the organization’s strengths in implementing these intervention strategies, respective organizations would develop intervention packages accordingly. The preparation and transition to employability opportunities for youth with disabilities were also explored.

Tender Documents

1. Supply of Sport Lab Equipment Re-tender
2. Supply of Sport Lab Equipment tender
3. Tender Document (annual tender)
4. Tender Document for ATTAIN Project
5. Tender Document for STEM

PCE: Journal

Overview

A joint project titled ‘A Multi-Country Study on Educational Innovations for Out of School Children (OOSC) and Children at Risk of Dropping Out (covering Bangladesh, Bhutan and Nepal)’ in consortium with School of Arts, Kathmandu University (Lead) in Nepal and South Asian Institute of Social Transformation, Bangladesh (Partner), Paro College of Education, Royal University of Bhutan will address OOSC with Disabilities (OOSCD) and at risk children with disabilities (CWD) of dropping out.

In this regard, the overall objective of this joint project is to innovate and evaluate education approaches and practices that will address in increasing inclusion of OOSC in public schools and prevent children at risk of dropping out. Similarly, the specific objective are as follows:

1. Knowledge Generation – build knowledge about innovative practices and strategies to address barriers to inclusive access to education and better learning outcomes for out-of-school children and children at risk of dropping out including their scalability and scalable pathways.
2. Knowledge Mobilization – support the mobilization of the knowledge generated in and across education systems to inform policies and practices.
3. Capacity Building – build capacity of key stakeholders to generate, use and exchange knowledge and practices that promote quality education for out-of-school and at-risk children.

However, each country will address their own respective themes in terms of different groups of children.

For Bhutan, the theme as considered is educational innovations for out of school children with disabilities (OOSCD) and children with disabilities at risk of dropping out addressing urban and rural community of a particular district in Bhutan.

The timeline for the project is 31 Months (1^st May, 2021 – 30^th November, 2023)

Project Coordinators

1. Binayak Krishna Thapa (Nepal)
2. U.S. Rokeya Akhter (Bangladesh)
3. Dr. Karma Jigyel (Bhutan)

Events

1. Coordination Meeting

2. Enumerators Training

3. KIX IDRC Review Meeting

4. Disability  Equality Training (DET) and Self  Advocacy Workshop