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Title: Investigating the Gaps Among Policy, Teacher Education, and Practice in Multigrade Education in Bhutan
Contributor(s): Kivunja, Charles  (author)orcid ; Kuyini-Abubakar, Ahmed  (author)
Publication Date: 2015
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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.
Publication Type: Journal Article
Source of Publication: International Journal of Educational Reform, 24(2), p. 116-135
Publisher: Scarecrow Press, Inc
Place of Publication: United States of America
ISSN: 2631-9675
Fields of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
130105 Primary Education (excl Maori)
Fields of Research (FoR) 2020: 390102 Curriculum and pedagogy theory and development
390304 Primary education
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
930201 Pedagogy
930302 Syllabus and Curriculum Development
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
160302 Pedagogy
160301 Assessment, development and evaluation of curriculum
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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