UNDP/BHU/80/016 Assignment Report
For Internal Use Only: Not for General Distribution
B H U T A N
National Institute of Education, Samchi, Bhutan
by Â. Raoof (1.7.81 - 30.6.85)
The views expressed are those of the author and not necessarily those of Unesco. UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (Unesco) Paris, 1985
Serial No. FMR/ED/HEP/85/268(UNDP)
UNDP/BHU/80/016 Assignment Report (Raoof) FMR/ED/HEP/85/268(UNDP) Paris, 31 December 1985
(i) PREFACE
The Royal Government of Bhutan is fully aware of the fact that the quality of a nation depends upon the quality of its citizens. The quality of its citizens depends - not exclusively, but in critical measure - upon the quality of their education. The quality of their education depends more upon the quality of their teachers than on any other factor. The quality of the teachers depends largely upon the quality of their own education, both that portion which precedes and that which comes after their entrance into the profession. It follows that the purpose and effectiveness of teacher education must be matters of profound social concern. The Royal Government is also aware of the vital role that education plays in a nation's developmental programme and also of the fact that both the ability of the country to undertake far-reaching projects and of its citizens to participate in them is dependent upon the level of their education. It was due to this realization that from the commencement of the first Five-Year Plan in 1961, the growth of an educational system has been a top priority of the Government of Bhutan. The rapidly increasing funds allocated for educational expansion in the first five Five-Year Plans of the country demonstrate the Royal Government's commitment to education. At the beginning of 1980, the total number of primary schools (up to class V) in Bhutan was 113, with 1,281 students in class V, while the number of teachers was 738. The number of junior schools (class VI-VIII) was 22, with 399 students in class VIII and the number of teachers was 344. At the same time, the total number of central schools (class IX-X) was 6, with 130 students in class X, while the total number of teachers was 121. There was only one junior college (class XI-XII) in the country, with 58 students in class XII. The total number of teachers in this college was 16. In September 1980, out of a total of 1,212 teachers for all the levels of schools, there were 642 non-national teachers. The Government was therefore very keen that the non-national teachers should be replaced by national teachers as soon as possible. It was against this background that the Royal Government of Bhutan requested the United Nations Development Programme (UNDP) to assist in organizing a second Project after the completion of the first Project BHU/72/004 on 30 June 1981. The second (and current) Unesco/UNDP-assisted Project of the Royal Government of Bhutan - BHU/80/016, National Institute of Education - came into existence on 1 July 1981 for a period of five years. The major aims of this Project are (i) to establish a Department of Secondary Teacher Training so that a B.Ed, course could be organized to prepare teachers suitably qualified to teach in secondary (junior/central) schools in the country, and to play their new roles as animators who can work efficiently in their schools and outside schools with the community in pursuing
(ii)
national development goals; (ii) to continue the consolidation, strengthening and modernization of the Department of Primary Teacher Training (TTI); and (iii) to establish originally one regional teacher/extension centre to organize in-service education programmes for school teachers, headmasters and other school personnel for the improvement of the teaching-learning process in the nation's schools. The B.Ed, course, which started from July 1983, has been going on satisfactorily. Unesco/UNDP provided seven highly qualified expatriate staff members for this course. The services of ten Unesco/UNDP consultants and one government-sponsored consultant have been provided. Seventeen nationals, out of 23 scheduled earlier to be sent abroad, have already gone for fellowship training, and the applications of seven more candidates for fellowships are being processed. Ten others have already joined the National Institute of Education (NIE) after completing their training programme. A number of study tours for the senior officers of the Education Department and the Principal, NIE, have been completed. Short-term in-service training courses for school teachers were organized in India. Twenty-one in-service training courses were organized at the NIE, Samchi, for teachers, headmasters, school inspectors, NIE lecturers and others. NIE staff members and outside resource persons conducted these in-service courses. Adequate funds were earmarked for the purchase of equipment and teaching aids. A regional teacher centre has been established in the NIE, Samchi. A non-formal education and community development centre has also been established. A teaching-aids production workshop, science laboratories and a printing unit have also been established. One 40KV power generator and one 5KV power generator have been installed. The NIE library has been expanded. A new hostel for boys, and four new quarters for class II staff have been constructed. The NIE guest house and power generator room have been expanded. For a planned and systematic expansion of the building on the NIE campus, a Unesco architect, Miss Liv Moller-Christensen, has been appointed. About five acres of land have been purchased for the expansion of the NIE campus and its buildings. Unesco has obtained about one million dollars from Norway and Agfund (Arab Gulf Fund for United Nations Development) for the construction of new buildings for the NIE. Professional links of the NIE with outside institutions have been and are being established and efforts are being made by the Government to get the 3-year B.Ed. Degree recognized by the University of London. The Punjab University, Chandigarh, has already recognized the B.Ed. Degree of the NIE. Despite the initial rather slow start typical of this type of institution-building venture, the Project has gradually gained speed and momentum thanks to the excellent cooperation of the authorities and agencies concerned.
(iii) TABLE OF CONTENTS
Page PREFACE I.
II.
BACKGROUND
1
Objectives
1
Components of the Project
2
ACTIVITIES AND OUTPUTS
2 i
A.
Establishment of the Secondary Teacher Training Department (B.Ed. Coursel
2
Syllabus Textbooks Science laboratories Head of the Department Expatriate staff Students Commencement of the Course Curricular and co-curricular activities
2 4 4 4 4 6 6 6
B.
Consultancies
7
C.
Fellowships, Study ToUrs and Group Training Programe
8
Fellowships Study tours Group training programme
8 8 8
D.
Equipment
8
E.
Buildings
8
F.
Preparation of Fivè-Yèár Work Plan of thé Pròjëct
9
G.
Establishment of the Regional Teacher Centres
9
H.
Non-formàl education and Community Development Centres
10
Professional links with other institutions
11
Institute of Education, University of London Mount Herman Training College, Darjeeling University of Delhi University of Punjab, Chandigarh Visit of the Under-Secretary of the Association of Indian Universities
11 11 11 11
I.
12
(iv)
Pag J.
K.
Strengthening and modernization of the Primary Teacher Training Department and its Demonstration Primary School
12
In-service Education Programme
12
ACHIEVEMENT OF IMMEDIATE OBJECTIVES
12
UTILIZATION OF PROJECT RESULTS
14
FINDINGS
15
CONCLUSIONS AND RECOMMENDATIONS
15
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I.
BACKGROUND Objectives
1. The development objectives of the project were designed to assist in creating suitable structures for the pre-service and in-service education of secondary school teachers and improvement of schools and curriculum, particularly in science and mathematics, in the light of the National Education Policy of the Royal Government of Bhutan and the Five-Year Plan for Strengthening and Modernising Teacher and School Education in Bhutan. Such assistance was not confined solely to raising academic competence in pedagogy, in the sciences and arts, but was also concentrated on preserving and strengthening the cultural heritage of Bhutan. 2.
The immediate objectives of the Project were defined as follows : i) To assist in creating a Secondary Teacher Training Department in the present campus of the Primary TTI at Samchi to cater for an intake of 20 students by 1982; in doing so, to ensure that the present facilities, including available human resources, at Samchi are strengthened and shared. ii) To assist in the establishment of a three-year course leading to a Bachelor of Education (B.Ed.) Degree available for entrants who have successfully completed twelfth grade schooling and in the establishment of a one-year course leading to a Bachelor of Teaching (B.T.) Degree available for entrants who have already acquired a Bachelor's Degree in Arts or Science. iii) To assist in establishing two Regional Teacher Centres so that these centres, along with Samchi Town Centre, would provide a network of facilities for in-service training of teachers, supervisors and other educational personnel with a countrywide coverage. iv) To assist in creating a National Institute of Education at Samchi under a National Director to be responsible to the Department of Education at Thimphu for the functioning of the two Departments of Primary and Secondary Teacher Training and the Centre at Samchi, and the two Regional Teacher Centres in the tenets of the national education policy through an overall programme of teacher education. v) To advise on the particular emphasis to be provided by the National Institute of Education on the weaker subject areas, in particular science and mathematics, where a special set of Project activities must be directed; on the new role of teachers as animators of progress in the community; on bringing about an awareness of functional literacy requirements using non-formal educational methods and structures, whenever feasible; and on curriculum renewal and development to make education relevant to the needs of the community and avoid alienation from the environment and culture.
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vi)
To build up professional relationships with selected teacher education centres abroad so that on the completion of the project useful links will have been established. These links will enable the National Institute of Education to enrich and revitalize itself, in the directions required by the Royal Government, from exchange of experiences and expertise on a continuous basis.
Components of the Project 3.
The major components are listed as follows : -
Establishment of the Department of Secondary Teacher Training (B.Ed, course)
-
Expatriate staff
-
Consultancies
-
Fellowships, study tours and group training programme
-
Equipment
-
Buildings
-
Preparation of Five-Year Work Plan of the Project
-
Establishment of Regional Teacher Centre at the NIE, Samchi
-
Non-formal education and Community Development Centre
-
Professional links with other institutions
-
Strengthening and modernization of the Department of Primary Teacher Training (TTI) and its Demonstration Primary School
- -
III.
Publications In-service education
ACTIVITIES AND OUTPUTS
4. As the most important objective of the Project was the establishment of the Secondary Teacher Training Department (B.Ed, course), it is appropriate to throw light on the implementation of this component of the Project. A brief description of the same is given below. A.
Establishment of the Secondary Teacher Training Department (B.Ed, course) Syllabus
5. The CTA prepared the B.Ed, syllabus in consultation with the Principal and staff members of the NIE and especially with very active assistance from
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Dr. J.C. Goyal, Reader, Department of Teacher Education, NCERT, New Delhi. Dr. Goyal in turn consulted the Dean of the Faculty of Education, University of Delhi as well as his own colleagues in NCERT. The B.Ed, syllabus was finalized after the appointment of expatriate staff members for the teaching of physics, chemistry and biology. 6. It is noteworthy that the B.Ed, syllabus has been approved by all the agencies concerned. For example, the comments received from Unesco on the B.Ed, syllabus are as follows : "The Regulations and Syllabus of Studies for the B.Ed. Degree course are quite sound and seem relevant to the unique conditions of Bhutan ... I am confident that the proposed syllabus, prepared for the specific conditions and needs of the secondary schools of Bhutan, will prove an effective instrument in preparing suitable teachers for the secondary schools of Bhutan ... The professional courses which appear in the syllabus are quite sound and so are the components of teaching practice." Unesco (Dr. A.M. Yousuf, ED/HEP) Letter no. ED/HEP/TEP/374 dated 23 June 1983. 7. It may be pointed out that Dr. T.N. Davis, Dean of Professional Studies, Institute of Education, University of London, had earlier visited the NIE on a consultancy mission in degree design (curriculum development) from 3 to 20 March 1982, and had prepared a proposed outline for the B.Ed, syllabus. 8. Later, after the completion of the syllabus, Mr. Roy Gardener, Lecturer, Institute of Education, University of London, visited the NIE on a consultancy mission to study the syllabus. He also found the B.Ed, syllabus suitable for the present needs of students. 9. Finally, six Unesco consultants visited the NIE to study thoroughly and suggest modifications, if any, to the B.Ed, syllabus. Their main comments are as follows : "The consultants wish to state at the outset their genuine appreciation of all the hard work put into the programme by NIE staff operating under difficult circumstances." "We saw many members of the teaching staff doing their best with the limited resources at their disposal." "It should be made clear the NIE has some solid achievements to its credit. The secondary teacher training programme is underway. Practical classes in the sciences have been organized in a very short time. The language laboratory is in usé. The library, though small, is being used by the students. Fellows are returning from overseas training and taking up responsible positions." "The team appreciated that degree recognition may be an important incentive for Class XII graduates to enrol at NIE."
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Textbooks 10. A total number of 1,629 books were obtained for the B.Ed. Course. These include textbooks, recommended books, reference books, etc. These books were purchased locally from Calcutta, Delhi, Bombay, Ludhiana and other cities in India. Books were also obtained from British and American publishers and from Unesco, Paris. In addition, 628 books were received from the Institute of Education, University of London, through the courtesy of Dr. T.N. Davis, Dean of Professional Studies. 11. For the local purchase of B.Ed, books, the CTA had obtained from Unesco in June 1983 a sum of Nu. 29,550.-, so that books could be purchased without delay. 12.
Textbooks were distributed among the students.
13. All the new books were classified by subject, entered in the acquisition registers and arranged on open shelves in the NIE library. 14. It may be pointed out that the librarian of the NIE has recently been trained exclusively for this purpose at NCERT, New Delhi. 15. Two detailed physical verifications of all the library books were conducted during this period. Science laboratories 16. One of the first assignments given to the expatriate staff members for science was the establishment of temporary science laboratories. As the permanent science laboratories are being constructed in the main building of the NIE, the three laboratories were established in the teaching aids training and production workshop, which is very large. All the three laboratories were established in record time and in a most effective manner. Also, the lecturers in science were asked to purchase from Delhi and other cities during their leave further articles which were not available locally. In this way, the science laboratories were, from the beginning, in very good condition. Head of the Department 17. A senior staff member of NCERT, Dr. J.C. Goyal, Reader, Teacher Education Department, who had earlier joined the NIE Project as Specialist in Curriculum Development, was appointed Head of the Department of Secondary Teacher Training. Dr. Goyal has had a long and varied experience in the fields of curriculum development and educational administration. Expatriate staff 18. Out of a total of seven expatriate staff members for the B.Ed. Course, etc., five had been interviewed earlier in Delhi by the representatives of the Government, the Chief Technical Adviser and subject specialists from NCERT, New Delhi, and Delhi University. These expatriate staff members reached the NIE during the last week of June, or soon thereafter.
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19. Two expatriate staff members were appointed later: one in psychology, who was needed after Mrs. Q. Raoof, Honorary Lecturer, left for the USA in May 1984 and one in non-formal education and community development. 20. The new Audio-visual Specialist has also joined in place of Mr. D. N. Choudhury, who had resigned. 21. All the expatriate staff members are indeed very competent, experienced and hard-working. In addition to their teaching in the B.Ed, course they are teaching in the Department of Primary Teacher Training. 22. The particulars of the expatriate staff members who joined during the period under report are as follows: SL. NO.
SUBJECT
NAME
1. Chemistry Mr. A. Akhtar
2. Physics
Mr. K. Singh
3. Physical
Mr. M.P. Sharma
Education
QUALIFICATIONS
LENGTH OF EXPERIENCE
DATE OF JOINING
PERIOD OF CONTRACT
M.Sc. B.Ed.
8 ;years
1.7.83
3 years
M.Phil. M.Sc. B.Ed.
7 years
1.7.83
3 years
M.A. (Phy.Ed.)
8 years
1.8.83
2 years
3 years
6.9.83
3 years
3.10.83
3 years
4. Biology
Miss M. Saxena
M.Sc. M.Ed.
5. Audio-
Mr. D.N. Choudhury
B.Sc.(H) 20 years Cert. from Leeds Univ. UK
Mr. M.P. Singh
M.A.(Psy) M.Ed.
20 years
13.8.84
2 years
Dr. R.K. Singh
M.Ed. 36 years (Adult Ed) Ed.D. (Adult Ed) M.A. (Pol. Sei.)
1.10.84
2 years
B.Sc, 15 years Cert, in Phot. Spld * Trg.in UK
2.2.85
2 years
Visual Specialist
6. Educational Psychology
7. NonFormal Education
8. Audio-
Mr. G. Visual Lahiri Specialist
REMARKS
Resigned on 31.7.84
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Students 23. To select suitable candidates for the B.Ed, course, two different sets of diagnostic/admission tests - one for science section and the other for the arts section - were administered. In July 1983, 22 candidates were selected on the basis of their marks, obtained in the written tests and interviews. In July 1984, 20 students were selected for the first year class of B.Ed. 24. The total number of students in the B.Ed, classes at present is as follows: Total „ . Number
- . Science
. _ Arts
Total No. c , of boys
Total No. c r-'-i of Girls
First Year
17
5
12
12
5
Second Year
15
8
7
12
3.
Year
25. All the students are living in the hostels. Out of the total number of 32 students, the number of boys is 24, while the number of girls is 8. Commencement of the Course 26. The B.Ed, course started on 20 July 1983. The District Dzongdag (Chief District Administrator) inaugurated the course. The Principal welcomed the new students, staff members and the guest. The CTA explained the aims and objectives, procedures and requirements of the course. Since the commencement of the course, the teaching programme has been going on regularly. Curricular and co-curricular activities 27. The curricular and co-curricular.activities of the B.Ed, classes during the period include the establishment/appointment of: i) ii) iii) iv) v) vi) vii) 28. These report. For i)
The B.Ed. Student Committee with a Student President The Literary Society The Electronics Club Games and Sports Secretary The Druk Geographers' Club The Photography.Club Cultural Programmes Secretary committees remained very active throughout the period under example: The students selected their new presidents every two months for their Student Committee.
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ii)
The Literary Society brought out an 88-page quarterly magazine - LOBTEN NINGI MELONG - consisting of articles in the English, Dzongkha and Nepali languages.
iii) The Druk Geographers brought out their fortnightly wall papers regularly. iv)
A number of cultural programmes were organized by the Cultural Committee.
v)
Similarly, Electronics and Photography Clubs did commendable work during this period.
vi)
On the last two National Days of Bhutan (17 December 1983 and 1984) the B.Ed, students along with the students of the Department of Primary Teacher Training, organized educational exhibitions in the exhibition ground, Samchi. Both the exhibitions were appreciated by all. The chief guests, His Excellency the Minister of Communications and His Excellency the Deputy Minister Sangay Penjor, Ministry of Registration, respectively spent much time in inspecting the NIE exhibits. The second exhibition (1984) was also visited by Her Royal Highness Ashi Perna Lhaden Wangchuk and Dasho Barun Gurung.
vii) Also, the exhibits prepared by the NIE students were sent to Kanglung for an All-Bhutan Exhibition. viii) The Student Committee assisted in the organization of an educational tour to Chukha Hydel Project, Thimphu and Paro from 30.10.83 to 4.11.83, along with their Head of Department, and the Geography and Science Lecturers. ix)
All the B.Ed, trainees with the Director of the NIE, the Head of Department and some Lecturers, visited the A.C. B.Ed. Training College in Jalpaiguri, West Bengal.
x)
The B.Ed, second-year students visited Delhi in connection with their educational tour from 11 to 24 January 1985 in the Unesco/UNDP-supplied mini-bus. The main purpose of this visit was to see the places and institutions of historical, geographical, scientific and technological interest.
Consultancies Ten Unesco/UNDP-sponsored consultants and one government-sponsored Itant in various fields completed their missions during this period.
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C.
Fellowships, Study Tours and Group Training Programme Fellowships
30. Out of a revised total of 23 fellowships, 17 candidates were selected and sent abroad. 31. Seven candidates have been identified and two remain to be identified, as the mid-term evaluation mission has recommended some modifications in the fellowship programme. Study tours 32. Dasho Nado Rinchhen, Director-General of Education, went on his study tour from 16 May to 24 June 1982. He visited France, UK and USA. 33. Miss C. K. Gurung, Principal, NIE, went on her study tour from 31 January to 25 March 1983. She visited the UK, USA, Canada and France. 34. Mrs. T. P. Tsering, Deputy Director of Education and National Director of the Project, and Miss C. K. Gurung, Principal, NIE, visited educational institutions in South Korea and Singapore from 1 to 31 August 1984. Group training programme 35. A group of five national teachers was sent on a 3-week training programme in India from 15 December 1982 to 4 January 1983.
D.
Equipment
36.
A teaching aids training and production workshop was established.
37.
All damaged machines were repaired and installed.
38. A comprehensive list of equipment: Requisition No. IX, was prepared and submitted. Eight requisitions for equipment had been submitted earlier. 39. Two new power generators: (i) 40 KV and (ii) 5 KV were installed. The last one is for the exclusive use of the language laboratory.
E.
Buildings
40, The position of the building construction programme on the NIE campus was as follows: i)
A Unesco Architect, Miss Liv Moller-Christensen, joined the project on 4.5.84.
ii)
Four class II quarters were completed and allotted to the B.Ed, staff members.
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iii) The main wing of the boys' hostel was completed and occupied by the boys. iv)
In view of the growing needs of the NIE, the power generator room and the NIE Guest House were further expanded. A new dormitory was added to the guest house to accommodate five more guests, if needed.
v)
Work continued for the construction of the main building of the Institute. B.Ed, classes were held in its classrooms.
vi)
All the necessary steps had been taken for the accommodation of the staff members well ahead of the commencement of the B.Ed, course. In addition, five rooms were rented in the nearby government guest house.
vii) About five acres of land were purchased for the expansion of the NIE. F.
Preparation of Five-Year Work Plan of the Project
41. One of the requirements of the Project was the preparation of a Five-Year Work Plan of the Project. The CTA, in the light of the Project Document and in consultation with the Director-General of Education and the Principal, NIE, prepared a 30-page work plan of the Project, which, after the approval' of the Director-General of Education and the UNDP, Thimphu, was distributed to all the agencies concerned. The work plan included a bar chart, which was revised later. G.
Establishment of the Regional Teacher Centres
42. An effective programme of. in-service education of teachers is just as important as their pre-service education. The establishment of three regional teacher centres has therefore been included in the Project Document. These three centres are to be established in the NIE, Samchi, Paro and Tashigang/Kanglung. 43. However, keeping in view the material and human facilities of the NIE, it was decided in a tripartite review to establish on an experimental basis the first centre in the NIE. Mr. D.R. Gurung, who had joined the NIE after completing his training in teacher education in the Philippines was, with the approval of the Director-General of Education, appointed Coordinator of the Regional Teacher Centre at Samchi. Thus, the first Regional Teacher Centre started functioning with effect from 21 January, 1984. ,44. The CTA who has had long experience of working as a Coordinator of the Extension Service Department and also as a Field Adviser of the Department of Field Services in the NCERT, New Delhi, has been training Mr. D.R. Gurung to carry out his work effectively. 45. The work started in the District of Samchi and especially in the Demonstration Primary School at Samchi. To begin with, emphasis was placed on the in-service education of primary school teachers.
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H.
Non-formal education and Community Development Centres
46. The Non-formal Education Programme which had been initiated at the beginning of the previous Project, BHU/72/004, and which had been appreciated by all the visitors from the United Nations and other international agencies, continued during the present Project. Under this programme, evening classes were organized for : -
the drop-outs of primary schools;
-
those who had not had any schooling at all;
-
campus and off-campus students who did not have adequate lighting facilities in their houses;
-
those who needed some guidance or coaching from teachers.
47. The results of these classes have been excellent and they have had a positive impact on the general improvement of the communities from where these children come. The work, of these classes was so concrete and impressive that the Director-General of Education permitted the interchangeability of the students from these classes to the regular classes of the Demonstration Primary Schools. 48. The activities of the Non-formal Education (NFE) and Community Development Programme were intensified after the joining of Dr. R.K. Singh, as its Coordinator. His work involves helping the NIE in developing student-teachers as animators,and acting as an animator outside the NIE, among the community. For this task he was put in charge of agriculture, community development and other allied activities. 49. The programmes being organized at the Samchi Primary School, which has been converted into a community school, include NFE classes for 'out-of-school' children, remedial evening classes for day students, health education programme for children and adults, films on forestry, etc., tailoring classes for ladies and a parents' education programme. 50. Outside the campus Dr. Singh helped in creating a Dzongkhag (civil administration) NFE Committee, of which he himself is the MemberSecretary. Four meetings and discussions were held at the Dzongkhag with Government functionaries and block and village leaders to promote development through NFE. In order to assess the learning needs of the community and for their motivation, Dr. Singh organized discussion groups with village people in the market area and in the primary school, Samchi, five times with the help of resource persons qualified in banking, marketing, etc. He held discussion groups with teachers and village elders in eleven primary and junior high schools to promote NFE. 51. Future plans include the showing of educational films and information documentaries on health, agriculture, animal husbandry, forestry and education for development, creating a Home-Science Society for initiating other activities besides tailoring, developing the NIE farm as an experimental and demonstration farm for the NIE and the community. Depending upon the felt needs of the community, the
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Coordinator also hopes to start vocational courses for young adults in typing, watch repairing, knitting and hosiery work. He has also arranged for resource persons to speak to NIE .students on various non-formal subject areas. I.
Professional links with other institutions
52. The Government has established professional links between the NIE and the following institutions : a)
Institute of Education, university of London i)
Dr. T.N. Davis, Dean of Professional Studies, Institute of Education, University of London, visited the NIE as a consultant from 3 to 20 March 1982, in order to make an outline of the syllabus for the B.Ed, course.
ii)
Mr. Roy Gardener, Lecturer, Institute of Education, University of London, visited the NIE from 21 to 29 September 1983 to study the B.Ed, syllabus of the NIE and to suggest modifications, if necessary.
iii) Dasho Nado Rinchhen, Director-General of Education, visited the Institute of Education, University of London, a few times and had very useful discussions with the authorities concerned regarding the recognition of the NIE-awarded B.Ed, degree. As a result, the Chief Examiner and the Academic Registrar from the University of London visited Bhutan. b)
Mount Herman Training College, Darjeeling The Principal, Mount Herman Training College, Darjeeling, also visited the NIE. The staff members of NIE, along with students, have been visiting this college each year for several years.
c)
University of Delhi The Director-General of Education established contacts with the senior officers of the univeristy. Also, the CTA and Dr. J.C. Goyal held discussions with the Dean, Faculty of Education with regard to the B.Ed, syllabus and the fellowship programme.
d)
University of Punjab, Chandigarh At the beginning of the B.Ed, course at the NIE and before the tripartite review in January 1984, the CTA wrote to the Registrar of the University of Punjab, Chandigarh, exploring the possibility of getting the B.Ed, degree recognized. Thereafter, Mr. K. Singh, Lecturer in Physics, contacted the Registrar, Punjab University, Chandigarh in this regard. As a result of these efforts, the Punjab University has recognized the B.Ed, degree of the NIE.
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e)
Visit of the Under-Secretary of the Association of Indian Universities At the invitation of the Royal Government of Bhutan, Mr. K.C. Kalra, Under-Secretary, Association of Indian Universities, visited the NIE from 5 to 12 May 1985. He thoroughly examined the B.Ed, syllabus and educational facilities being offered by the NIE, including library, science laboratories, subject-rooms, etc. He also met the staff members. It is expected that as a result of his visit the B.Ed, course will be recognized by the Indian Universities.
J.
Strengthening and modernization of the Primary Teacher Training Department and its Demonstration Primary School
53. The Principal of the NIE, Miss C K . Gurung, and the Coordinator of Studies, Mr. G. Rana, in cooperation with other staff members continued to administer the Primary Teacher Training Department of the NIE effectively. They mainly concentrated on the academic side of the programme, while the Registrar, Mr. K.P. Gupta, did much of the administrative work, including accounts and the building construction and maintenance side of the Primary Teacher Training Department. 54. The CTA provided guidance for the strengthening and modernization of the Department as and when needed. 55. The Demonstration Primary School, under the guidance of the Project and the NIE, became one of the biggest primary schools in the country with about 800 pupils. It received continuous guidance from the CTA, Principal of the NIE, the Coordinator of Studies and Dr. J.C. Goyal, Specialist in Curriculum Development and the Head, Secondary Teacher Training Department. K.
In-service Education Programme
56. During the period under report, 20 in-service education courses for school teachers of various subjects, especially for the Dzongkha language teachers, headmasters, school inspectors and others were organized.
III.
ACHIEVEMENT OF IMMEDIATE OBJECTIVES
57. Although there is still one year left for the completion of the Project, many immediate objectives have been achieved while work continues to achieve the others. The following achievements should be recorded : i)
The National Institute of Education has been established and its Director appointed.
ii)
The Department of Secondary Teacher Training has been established in the NIE. A highly qualified person has been appointed as Head of the Department.
iii) The three-year B.Ed, course is in operation with the first and second-year classes. The third year will start from August
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1985. As planned, it has science and arts streams to prepare teachers to teach physics, chemistry, biology, mathematics, history, geography, economics and English in secondary schools. The total number of students in the two classes at present is 31. iv)
B.Ed, syllabus was prepared long before the commencement of the course. This syllabus was approved by Unesco and other national and international agencies.
v)
Temporary science laboratories were established before the B.Ed, course started.
vi)
Suitable text and reference books have been purchased and placed in the NIE library for the B.Ed, course. The librarian was also sent on a 6-month fellowship training abroad.
vii)
Seven expatriate staff members have been appointed for teaching in the Department of Secondary Teacher Training.
viii) The Regional Teacher Centre at Samchi was set up as planned and started functioning with the schools in Samchi district. is)
À non-formal education and community development centre has also been established with an expatriate staff member as its Co-ordinator.
x)
Seventeen candidates were sent on fellowship training for higher studies. Seven additional candidates have been identified for fellowship training. Ten fellows joined the NIE after the completion of their training abroad. Study tours for officers of the Government were conducted as planned. A few more are planned during the latter part of 1985. One group training programme was also organized for national teachers in India.
xi)
Equipment for the teaching aids training and production workshop and the science laboratories was supplied by Unesco and also purchased locally. Delay in the approval of equipment requisition No. IX by UNDP caused some problems.
xii) Many curricular and co-curricular activities are being conducted regularly for the NIE students.
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xiii) The building programme at the NIE being financed by AGFUND and Norwegian extra-budgetary funds is being executed. The shortage of buildings has hampered the proper development of the NIE library and science laboratories.
IV.
UTILIZATION OF PROJECT RESULTS
58. The Project will soon complete four years out of its total period of five years. It is therefore difficult to assess in full the Project results and to express opinions about their utilization. Some lessons have been learnt and the following remarks are pertinent: a)
A five-year period for an institution-building project of this magnitude is inadequate.
b)
The entire staff, both administrative and academic» should be appointed at a very early stage of a project of this nature. The staff members should be selected with utmost care, keeping their qualifications and past professional experiences and records clearly in view.
c)
Newly recruited staff members for such projects should initially be appointed for one year only, with the first six months as probationary period. Any extension of contract should be given only in such cases where the staff members have proved their worth beyond any doubt.
d)
For effective administration of an institution, responsibility and authority should be shared proportionately among the staff and the students. The chief administrator should work as a chief co-ordinator.
e)
The syllabus of such courses of studies should initially be kept flexible and experimental. It should be modified as and when required.
f)
Adequate building facilities should be ensured from the very beginning of the project.
g)
Regular supply of electricity for the institution should also be ensured.
h)
National candidates for fellowship training abroad should be selected with the utmost care, bearing in mind their background and past performances. It is also suggested that for observation purposes, possible candidates may be attached to the concerned institution for a period of three months before they are finally selected for fellowship training. Also, it is essential that the candidates should be selected and sent for fellowship training soon after the commencement of the Project.
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i) An adequate range of curricular and co-curricular activities should be provided for students.
V.
j)
College level students are very keen to ensure that their degree should be recognized by the regional and international institutions.
k)
To assist development of the nearby communities, it is essential that the institution should pay adequate attention to non-formal education and education for development.
EINDINGS
59. The following are the main findings based on the observations and experience of the CTA of the Project : a)
The Unesco/UNDP-assisted Project was approved at the right time to meet the needs of the training of secondary school teachers for Bhutan.
b)
The Royal Government of Bhutan, UNDP and Unesco have extended excellent co-operation to the CTA in the implementation of the Project.
c)
The Government sometimes finds it difficult to identify suitable candidates for fellowships in certain subjects, and sometimes even for admission to the B.Ed, course.
d)
The one-year B.Ed, course could not be started as university graduates are not available for training.
e)
Some aspects of the Project work plans were difficult to implement because of numerous problems that arose in connection with transportation, local non-availability of materials, scarcity of qualified personnel.
f)
Efforts should therefore be made to supply locally/regionally manufactured machines, if available, since proper servicing and maintenance are thus mors easily ensured.
VI.
CONCLUSIONS AND RECOMMENDATIONS
A.
Action to be taken by the Government
60. One administrative officer and one accountant class I for the NIE office should be recruited. 61. One senior stenographer should be appointed who should also act as Personal Assistant to the National Director and as Project Accountant. 62. Expatriate staff for mathematics and economics subjects should be urgently recruited.
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63.
Two suitable candidates for the remaining fellowships in (i) Arts and Crafts (ii) Library Science
should be identified urgently. 64. Completion of the NIE buildings, especially the science laboratories and the library, should be expedited. 65. The Samchi Primary School and Samchi Central School should, as soon as possible, be used as demonstration schools for the NIE. 66. A librarian and one «peon» should be recruited for the Samchi Regional Teacher Extension Centre. B.
Action to be taken by Unesco
67. Fellows who have already been identified by the Government should be placed as soon as possible. 68. A consultant engineer from Sony Corporation, Japan, should be recruited to service the language laboratory and other machines. C»
Action to be taken by UNDP
69. Clear the bills of locally purchased science articles direct from the suppliers.
