Entrepreneurship Education in Bhutan: Perception, Culture and Challenges

Entrepreneurship Education in Bhutan: Perception, Culture and Challenges

Sonam Rinchen , Karma Utha, Bhupen Gurung, Ganeshman Gurung & Tshewang Rabgay

Abstract

The purpose of the study was to determine Bhutanese students' perception towards entrepreneurship and the influence of entrepreneurship on their career choice by a team of lecturers from Samtse College of Education and a teacher from Samtse Higher Secondary School. It was a multifaceted research involving survey, interviews, focus group interviews and document analysis. The samples included 921 students [19 diploma students, 248 undergraduate students, 654 school students (460=HSS & 194=MSS)], currently studying in the schools, colleges and VTIs in Samtse, Chhukha and Thimphu  Dzongkhags. Students perception analysis revealed that their perceptions on career choice are inclined more towards entrepreneurship second to government jobs. The study also found that students and parents are aware of the increasing unemployment scenario in Bhutan. It was also found that  there is a minimal focus on entrepreneurship education in both school and the university curriculum and the pedagogical practices which are teacher centered to a large extent are not favorable for entrepreneurship skill development. Some of the recommendations included a need to include entrepreneurship education in the curriculum of all levels of school and a need to disseminate information related to entrepreneurship among students in schools and colleges.

  

Keywords: Entrepreneurship; Bhutan; Career; Curriculum; Perception

A Study Of Factors Influencing Students’ Academic Performance In A Higher Secondary School In Bhutan: Published in the 16th Volume of RABSEL

Tshewang Rabgay

Abstract

The purpose of this study was to investigate the factors affecting academic performance of the students of a higher secondary school in Bhutan. The dependent variable considered for the study was students’ academic performance, which was indicated by students’ test scores and the independent variables were students’ demographic characteristics, parents’ socio-economic status, parenting style and students’ learning and study strategy. The data were collected from 241 students of the school using two questionnaires­–Learning And Study Strategy Inventory and Baumrind’s Parenting Style’s Questionnaire. Correlation analysis, independent samples t-test and descriptive analysis were used to analyze data. The findings revealed that socio-economic factors such as parents’ education, income and occupation resulted in difference in academic performance but there was no difference in students’ academic performance based on students’ demographic variables like gender, age and living arrangements. Of the three parenting styles, namely authoritative, authoritarian and permissive, it was found that authoritative parenting results in better academic performance. The findings also revealed that students had average level learning and study skills. Recommendations were suggested to improve students’ academic performance.

KEY WORDS: Academic Performance, Socio-economic Status, Learning and Study Strategy, Parenting Style

Kamal: A Talent In My School

Kamal is like any other eleventh grade science student in my school. He is a shy and a timid young boy. Because of his silent and calm nature, he is not an easily noticeable student in the school. He is a member of the school vocational club.

Recently the school conducted 'Club Exhibition'. The school has twenty one clubs. Kamal occupied a small space in the vocational club corner. He sat quietly with some mobile repairing equipment displayed before him. The crowd concentration shifted from one club to another but not many were interested in Kamal. The few that came thought that what was before him was merely a display of disassembled mobile phone. 

All during the program Kamal remained inconspicuous to the audience. It was only towards the end of the program that Kamal came to the limelight. Actually it was my encounter with him that caught the crowd's eye.

Kamal in the vocational club corner

The guests had already left and there was a very thin audience left. I thought we had called it an exhibition and I was walking out of the hall. As I neared the exit door I saw Kamal sitting quietly with two other friends.

"What have you got here?" I asked him.

"Mobile repair sir"

"Can you repair my mobile? Its sound doesn't work" I asked .

I thought he would not dare accept to work on a teacher's mobile. But the response was a confident "Yes sir"

I handed him my mobile and others around me started to laugh taking Kamal for granted. But Kamal started getting busy on the mobile. I told him in jest 'I hope you will not return my mobile in pieces like Mr. Bean returning a solid radio in several pieces to a customer' following which there was a huge laughter from students who thronged around to watch Kamal.

The students who were watching Kamal were anxious over what Kamal was doing. They thought he was on a risky venture of handling a teacher's phone.

Just then a lady teacher walked past and asked me "What's going on here?"

"He is repairing my mobile" I said.

"He will only get your mobile spoiled" she remarked and walked away giving a fleeting glance at Kamal.

Kamal heard the comment and he blushed but his hands never ceased to be confident.

Kamal working on my mobile

At one moment I was skeptical of his ability. I wished I had not given him the mobile. By then he had dismantled the phone completely and I could only watch him.

But his hands were deft and he exuded confidence over what he was doing

Still skeptical, I asked the other two boys sitting next to him who were equally quite. "Do you think he can really repair my mobile?"

"Yes sir. He can. He is really good at it sir." That gave me some reassurance.

Kamal had identified a problem with my phone. He said "sir, there is a disconnection here" He pointed to something very tiny which I couldn't make a thing. He  worked meticulously on it and got it fixed. 

Watching among the crowd was another teacher who also had problem with his mobile phone. He stepped forward and handed Kamal his phone. He had multiple problems - the camera, screen and dial pad. Kamal got all of them fixed just in few minutes. He won the crowd's heart.

Fascinated by his capability, I asked him "Did you do any formal training on repairing mobile phones?" 

"No sir. I learnt by myself at home" he said still looking timid.

"Are all these repair kits yours?" I asked pointing at the kits.

"Yes sir"

"Do you do this at home?"

"Yes sir"

"Sir, he is well known in Daragaon, (the place where he stays)" said the other two boys near him."People give him different electrical appliances such as, rice cooker, curry cooker, water boiler, microoven, washing machine and fan to repair. Just anything sir-any electrical equipment. He fixes them all for free sir. His room looks like a electronics repair shop" 

The next day I got the following things repaired:

1. Water boiler

2. Two fans 

3. Micro oven 

4. Tubelight

5. Extension cord

6. My wife's watch

I was surprised at Kamal's unique skills. Unique because he didn't learn from any Guru but his skills are self-taught. However, Kamal admitted that he cannot repair computers and digital camera. He has plans to attend computer repair course this winter. 

When asked about his ambition, Kamal said he wants to become an electronic engineer.