Kezang Sherab, an Assistant Professor has PhD (Cum Laude) in Education from the University of New England in Australia. He is the former Dean of Research and Industrial Linkages and also the former programme leader for M.Ed (Educational Leadership and Management) and B.Ed Primary programmes. He teaches health and physical education and research methodology courses both at undergraduate and graduate programmes. Kezang has published on a variety of educational topics and has led consultancy research for the Ministry of Education, UNICEF, UNFPA, Royal Education Council, and the Parliament. Kezang was a Convener of the various national and international seminars- 2nd Erasmus+ project seminar on Blended Learning course between Europe and Asia at PCE (w.e.f 26-31 January 2018), international seminar on 7th International Association of Art in Early Childhood Conference, Paro College of Education, Bhutan (15-18 April, 2017) and 32nd Annual International Society for Teacher Education (ISfTE) Seminar held at Paro College in 2012. He was the editor-in-chief of the RABSEL, the CERD Educational Journal and the Educational Action Research Journal. Kezang also contributed as a Review Panel Member for Bhutan Education Blueprint (2014-2024) and Tertiary Education Roadmap for Bhutan (2015-2025). He does guest lectures on research, reflective teaching and gross national happiness education for various institutions. He is the General Secretary of the Bhutan University Sports Federation.
Educational evaluation, GNH Education, Efficacy beliefs, educational research methods, use of SPSS for quantitative data analysis, use of MaxQDA for qualitative data analysis, and educational action research.
His research interests are in educational change, student engagement, efficacy beliefs, GNH Education, non-cognitive skills and youth fitness.
- 2018- Toyota Foundation Research Grant in collaboration with Matt Schuelka (University of Birmingham, UK and Akiko Ueda, (Nagoya University, Japan)- To explore Bhutan’s education system in which the policy directs a balance of the three elements of education – Head (knowledge), Hands (skills) and Heart – through the Educating for GNH initiative (5.6m Yen).
- 2017- Blended learning courses for teacher educators in Asia and Europe (4 universities in Asia and 4 universities in Europe), funded by Erasmus+ – Fund for Bhutan only 76,590 EUR (Total project amount 6.7m EUR).
- AAF 2017 round- R170003- Quality and equity in Science and Mathematics Education in Nepal and Bhutan funded by Australian Government (AUD 186,000).
- 2016 – Exploring the full potential of education: Non-cognitive skills, inclusivity, and happiness in Bhutan and England (£ 9992)
- 2016 – Legal and illegal drug use, mental health concerns and sexuality among college students in Bhutan (USD 5000)
- 2016 – Evaluation of the current Bhutanese school English Curriculum funded by REC (Nu.971837)
- AAF 2016 round- Enhancing teaching practice and professional development in Bhutan, funded by Australian Government (AUD 110,952)
- 2015 – Opportunities and Challenges of Implementing Inclusive Education in Bhutanese Schools: A Case Study (Nu. 325,536)
- 2015 – Impact assessment of the youth employment promotion programme (YEPP) (Nu. 499,358)
- 2016-17- Evaluation of the school English Curriculum (PP-XII) funded by Royal Education Council. Final report submitted on 13th March 2017. (Co-investigators- Kinley Dorji, Kinzang Lhendup, Kezang Tshering, Dr. Dechen Zangmo, Dr. Gembo Tshering).
- 2015 – Evaluation of Youth Employment Promotion Programmes National Council, Thimphu, Bhutan
- 2015 – Opportunities and Challenges of Implementing Inclusive Education in Bhutanese Schools: A Case Study UNICEF, Bhutan
- 2008 – Teaching of Bhutan History in Dzongkha, Ministry of Education, Bhutan
- 2006 – Corruption perception survey, Anti-Corruption Commission, Bhutan
- 2005 – Quality of education in Bhutan, Ministry of Education, Bhutan
Refereed Conferences and Seminars
- 2018- Keynote address at the International conference on Education for National Development organised by the International Islamic University of Islamabad, Pakistan on the topic- Educating for GNH: An approach for national development.
- 2014 – 34th International Society for Teacher Education. The implementation of Gross National Happiness Education in Bhutan: A comparative analysis of the vision and mission statements of four schools, Antalya, Turkey.
- 2013 – 33rd International Society for Teacher Education. Implementation of Gross National Happiness Education: The case of Zhabdrung Primary School, Hongkong Baptist University, Hongkong.
- 2009 – 29th International Society for Teacher Education. Ways to Actively Engage Bhutanese Pre-Service Student Teachers in their Curriculum Studies Classes: Plans for an Action Research Case Study, UNE, Australia.
- 2009 – Australian Teacher Education Association Conference. Ways to Actively Engage Bhutanese Pre-Service Student Teachers in their Curriculum Studies Classes: An Action Research Case Study Albury, Australia.
- 2008 – National seminar on quality of education. Bhutanese teachers’ pedagogical orientation in the primary classes (PP-VI): A factor on quality education, Paro College of Education, Bhutan.
- 2005 – National seminar on ‘Education through sports and physical activities. Inculcating healthy lifestyle in children through sports and physical education: A Position Paper, Paro College of Education, Paro Bhutan.
- 2004 – 29th Annual Education Conference. Teacher apprenticeship programme in Bhutan: An evaluation, Khuruthang, Bhutan.
Successfully supervised 12 M.Ed in Educational Leadership and Management students complete their thesis and 15 B. Ed Primary students complete their action research projects.
Refereed Journal Articles
- Schuelka, M. J., Sherab, K & Tsering Yangzom Nidup (2018). Gross National Happiness, British Values, and Non-Cognitive Skills: The role and perspective of teachers in Bhutan and England, Educational Review, Routledge, Taylor & Francis Group, https://doi.org/10.1080/00131911.2018.1474175.
- Sherab, K. (2017). Gross National Happiness Education in Bhutanese Schools: Understanding the Experiences and Efficacy Beliefs of Principals and Teachers. Germany: Lambert Academic Publishing, ISBN: 978-620-2-00633-0.
- Deki C. Gyamtso, Sherab, K. & T. W. Maxwell (2017). Teacher learning in changing professional contexts: Bhutanese teacher educators and the Educating for GNH initiative, Cogent Education, 4(1) DOI: http://doi.org/10.1080/2331186X.2017.1384637.
- Sherab, K., Howard, J., Sherub Tshomo, & Karma Tshering (2017). Substance use, mental health and sexual behaviour of college students in Bhutan. Journal of Applied Youth Studies, 2(2), 3-17.
- Tshering Tshomo & Sherab, K. (2017). Bhutanese teachers’ and students’ perceptions on using literary texts as English as a Second Language (ESL) teaching and learning materials. RABSEL: the CERD Educational Journal, 18(1), 26-42;
- Sherab, K., & Bijoy Kr Rai. (2016). Exploring the final year pre-service teachers’ sense of self-efficacy beliefs. RABSEL: the CERD Educational Journal, 17(2), 16-34.
- Hopwood, N., Sherab, K. Bijoy Kr. Rai & Kinzang Lhendup, (2016). Using a cultural-historical approach to promote Gross National Happiness (GNH) in Bhutan: Prospects for research and practice. Bhutan Journal of Research and Development, 5(1), 49-59.
- Sherab, K. (2015). Congruency and comparisons of the vision and mission statements across four case study schools, Bhutan Journal of Research and Development, 4 (2), 69-79.
- Sherab, K. (2015). Research-teaching nexus: Perceptions of RUB faculty and some personal experiences of integrating research into teaching, RABSEL: the CERD Educational Journal, 16 (2), 1-17.
- Sherab, K. (2014). Developing and nourishing research culture at PCE, Rabsel-the CERD Educational Journal, 15, 24-40.
- Sherab, K. (2014). Implementation of Gross National Happiness Education in Bhutan: The case of an efficacious ‘Zhabdrung’ Primary School, Bhutan Journal of Research and Development, 3 (1), 1-16.
- Sherab, K. (2013). School collective efficacy beliefs for GNH Education: Scales, clusters, and patterns of relationships, Journal of the International Society for Teacher Education, 17 (1), 48-60.
- Sherab, K. (2013). Bhutanese teachers’ pedagogical orientation in the primary classes: A factor on quality education, Journal of the International Society for Teacher Education, 17 (1), 18-28.
- Sherab, K. (2013). Strategies for encouraging behavioural and cognitive engagement of pre-service student-teachers in Bhutan: An action research case study, Educational Action Research, 21 (2), 164-184.
- Sherab, K. (2009). Qualitative or quantitative: A dilemma often faced by novice researchers, Rabsel – the CERD Educational Journal, 12, 1-10.
- Sherab, K. (2006). Teacher apprenticeship programme in Bhutan: An evaluation, International Society for Teacher Education, 10 (1), 11-19.
- Sherab, K. (2003). Implementation of health and physical education curriculum in Bhutanese schools: Inhibiting factors and opportunities, Rabsel-the CERD Educational Journal, 3, 99-129.
- Sherab, K., Maxwell, T. W. & Cooksey, R. W. (2016). Teacher understanding of the Educating for Gross National Happiness initiative, In Matthew J. Schuelka & Tom W. Maxwell (eds.), Education in Bhutan – Culture, Schooling and Gross National Happiness Education, pp. 153-168. Singapore: Springer. 1007/978-981-10-1649-3_10.
- Sherab, K. (2008). Superstition. In F. Rennie & R. Mason (Ed.), Bhutan Ways of knowing (pp. 135-139). Charlotte, NC (US): Information Age Publishing Inc
- Sherab, K. (2006). Inculcating healthy lifestyle in children through sports and physical, In T.S. Powdyel (Ed.), Education through Sports and Physical Activities, (pp. 9-12). n.d