Multi-Grade Teaching as a strategy to achieve Universal Primary Education in Bhutan: An Analysis of Current Policies and Procedures

Abstract

Although multi-grade teaching has been deployed in Bhutan for more than a decade, there has been no comprehensive study on related policy, teacher education and teaching. The Bhutan country report presented at the 2nd International Multi-Grade Teaching Conference in Bangkok in 2005 revealed some significant challenges to achieving quality and effective multi-grade education. Those challenges included policy development, curriculum structure, teaching methods, resources and classroom organization. The purpose of this study was to examine the congruencies between the government's policy intentions relating to multi-grade practice and the preparation of teachers and the actual implementation of multi-grade teaching. The study used a mixed method that combined qualitative and quantitative elements that were largely complementary and overcame some of the obstacles that impede the data of a unified body of knowledge, particularly in a complex study like multi-grade teaching. Data were collected from teachers, educational leaders, students and parents. Data were analyzed using SPSS and Leximancer computer programs. ... The findings of this study have the potential to make a significant impact on multi-grade policies, teacher education and practice in Bhutan. It is anticipated that the findings of this study will be considered by and responded to constructively by policy and decision makers as well as professional people in the education system so that multi-grade schooling can be effective in providing education for all children in the Kingdom of Bhutan.