Investigating the Gaps Among Policy, Teacher Education, and Practice in Multigrade Education in Bhutan

Title
Investigating the Gaps Among Policy, Teacher Education, and Practice in Multigrade Education in Bhutan
Publication Date
2015
Author(s)
Kivunja, Charles
( author )
OrcID: https://orcid.org/0000-0002-3520-0745
Email: ckivunja@une.edu.au
UNE Id une-id:ckivunja
Kuyini-Abubakar, Ahmed
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Scarecrow Press, Inc
Place of publication
United States of America
UNE publication id
une:17525
Abstract
Multigrade pedagogy has been used in Bhutan for more than two decades as a means of accelerating universal primary education. The study from which this paper is drawn used interview, document analysis, and observations to investigate the gaps among policy, teacher education, and practice in multigrade education in Bhutan. These gaps exist because government intention to train teachers and deploy them in multigrade classrooms lags far behind policy initiatives. We found that, currently, many teachers are either untrained or trained only in monograde pedagogy and are poorly resourced. Although the Ministry of Education has a policy to use multigrade teaching to achieve universal primary education, our research found a gap between policy intentions and practice in implementing multigrade teaching at the classroom level.
Link
Citation
International Journal of Educational Reform, 24(2), p. 116-135
ISSN
2631-9675
1056-7879
Start page
116
End page
135

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