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Before the introduction, learning of Bhutanese had been attempted by elder teach younger and monk teaches citizen.
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Under the second king, His Majesty Jigme Wangchuck, Bhutan opened its first secular schools, with both the curriculum and the medium of instruction (Hindi) borrowed from India and also applied the western style learning.
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Realizing that the small, isolated country needed to be able to communicate with the rest of the world, the third king made English the language of instruction. This laid the foundations for the network of primary, secondary and post-secondary institutions spread across Bhutan today.
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The First Five Year Plan provided for a central education authority—in the form of a director of education appointed in 1961—and an organized, modern school system with free and universal primary education which caused 108 schools were operating and 15,000 students were enrolled.
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Founded in 1973, Royal Bhutan Polytechnic offered courses in civil, mechanical, and electrical engineering; surveying; and drafting, provided by Royal Bhutan Polytechnic just outside the village of Deothang, Samdrup Jongkhar District, and by Kharbandi Technical School in Kharbandi, Chhukha District
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Seeking to orient the primary science curriculum for Classes IV to VI more firmly to take account of the Bhutanese context and to promote the teaching of science based on Bhutan’s natural and social environment.
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Bhutan's literacy rate in the early 1990s was estimated at 30 percent for males and 10 percent for females by the United Nations Development Programme, ranked lowest among all least developed countries. Other sources ranked the literacy rate as low as 12 to 18 percent.
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Education programs were given a boost in 1990 when the Asian Development Bank granted a US$7.13 million loan for staff training and development, specialist services, equipment and furniture purchases, salaries and other recurrent costs, and facility rehabilitation and construction at Royal Bhutan Polytechnic.
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Improved motivation of learners with activities from textbooks and include more and better quality scientific information to take account of the fact that primary science was taught mostly by general subject teachers, many of whom had very little knowledge of science
description for 2001. -
Cognizant of the need for developing our higher education system under a Royal Charter issued on April 18 2003 on a system of federation of colleges to administers colleges of education, Colleges of Education, College of Science and Technology, College of Natural Resources, Sherubtse College, Gaedugg College of Business Studies, Royal Institute of Health Science, Royal Institute of Management, National Institute of Indigenous Medicine, Institute of Language and Cultural Studies.
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The needs analysis showed that there was fragmentation and discontinuity of scientific ideas across the classes, content overload partially in higher classes, needed a better balance in the contents of biology, chemistry, and physics and also teachers needed to be more professional development. Therefore, strands and key stages was constructed to be the guideline of the curriculum which continued to the present.
