A Situation Analysis for the GCED Curriculum Development & Integration (CDI) Project in Bhutan

Table of Contents Acronyms 4 1. Introduction 5 1.1 Objectives 6 1.2 Methodology 6 2. Review of Policy Documents 8 2.1 The Constitution of Bhutan, 2008 8 2.2 Bhutan Education Blue-Print, 2014-2024 8 2.3 National Policy for Persons with Disabilities, 2019 8 2.4 Standards for Inclusive Education, 2017 9 2.5 National Youth Policy, 2011 9 2.6 Educating for GNH Initiative, 2010 9 3. Review of the National School Curriculum Framework 2021 11 3.1 Introduction to the curriculum framework 11 4. Results and Findings of the Curriculum Framework Review 12 4.1 Goals and concepts 12 4.2 Key learner attributes 13 4.3 GCED learning domains and attributes in the Framework 14 4.4 The overall GCED key learner attributes in each of the six core competency areas 18 4.5 Thematic area and specific GCED topics 22 4.6 Thematic topics at different key-stages 25 4.7 Pedagogy 27 4.8 Assessment 27 4.9 GCED enabling conditions 28 5. Sociocultural and Educational Issues that Impact upon the Understanding and Development of GCED 29 5.1 Social factors 29 5.2 Inequality 29 5.3 Rural-urban migration 30 5.4 Sexual and gender-based violence/ stereotypes 30 5.5 Youth-related issues 31 5.6 Youth unemployment 32 5.7 Educational factors 32 6. Key Stakeholders to Support the Development and Implementation of GCED 35 7. Opportunities and Limitations/Gaps 36 7.1 Policy and practice levels 36 7.2 National policy level 36 7.3 Practice at the school level 37 7.4 Curriculum, teaching, and learning 38 7.5 Engagement of pupils 39 7.6 Engagement of parents and a wider community 39 8. Recommendations to Improve GCED 40 8.1 Synergy of efforts of the MoESD and RUB 40 8.2 Equal emphasis on GCED learning domains 40 8.3 Curriculum, teaching, and learning 40 8.4 GCED Pedagogy 41 8.5 Hidden and extended curriculum 41 8.6 PD support for leaders 41 8.7 Community engagement 42 8.8 Teacher preparation 42 9. Conclusion 45 Bibliography 46 Appendix 1: Home-school partnership mechanisms in the revised curriculum framework 50

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