Non-Formal Education in Bhutan: Origin, Evolution, and Impact

Abstract

The rapid growth of the formal education system notwithstanding, literacy has remained out of reach for many Bhutanese, especially among adult women and men in the less-developed parts of the country. Non-formal education in Bhutan has been a critical strategy for inclusion and empowerment of a significant population of citizens who missed the opportunity to acquire literacy due to several reasons, including social, economic, and occupational circumstances at the time of their regular schooling. Delivered through a large network of learning centres spread across the country, the programme has, over the years, gained in relevance and popularity – particularly as an enabler of learning that has exceeded the original intent of promoting the national language, Dzongkha. It has emerged as a veritable tool for self-realisation and participation in local governance in the increased space created by the advent of democracy. Non-formal education has, therefore, been a boon not only in promoting literacy and numeracy but also as an important vehicle for the communication of important messages about issues affecting people’s lives and the larger concerns of the society.