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Bhutan is facing a shortage of teachers for science, technology, engineering and mathematics (STEM) subjects, and the government has decided to import teachers from neighboring India to address the problem.
The external teachers include STEM education improvement and students’ academic performance in STEM subjects and they will be planted on a contractual basis for two years.
Teachers’ main concerns were about how effective external teachers could provide education and the lack of infrastructure in schools to support them.
The Ministry of Education has equipped many schools with well-equipped science and information technology laboratories, but there are shortages and severe challenges in facilities, especially in remote schools.
A teacher in Sangzi said there was one computer in the school laboratory, but it was outdated. They were farmers and faced difficulties in accessing technical services.
A teacher in Zaramgaon said that there is no information technology service or modern education here, and “it is difficult to teach.”
Given these challenges, foreign teachers are asked to learn more about Bhutan’s STEM education system, and some doubt whether it is effective.
Teachers have agreed to bring in foreign teachers but the school now has basic facilities, asking what will happen if the challenges related to the disaster are not addressed.
Minister for Education and Skill Development Ibusandhi Thapa told reporters at his monthly meeting with the media that though ICT facilities were installed in schools, most schools in remote areas did not have the necessary facilities.
Confirming the emergency measures, the minister said the Thirteenth Plan would provide for the procurement of additional technological infrastructure and computers for schools, “which is not the case.”
In response to this issue, teachers expressed their desire to see the effectiveness of foreign teachers’ contributions and suggested a systematic review.
A principal in Dhaka said the system was part of the department’s future plans and “it is very important for people”.
Some teachers suggested strengthening support for STEM teachers across the country, and Bhutanese teachers would be able to teach STEM subjects by providing infrastructure. “It’s a good idea to start over,” he said.
The teachers should develop a system for allocating foreign teachers instead of the existing system. They are working on plans to make their services more useful in the education system of Bhutan.
A relevant official from the Ministry of Education said that foreign teachers will be assessed and assigned based on their salaries, and then fees will be charged based on the best ones.
According to officials, the monthly salary of foreign teachers will be paid to Bhutanese P3 level teachers, and the budget will be 50 Yuan each from the Bhutan and Indian governments.
The official said there was no consensus among Bhutanese teachers on monthly salaries and the increase was intended to encourage professionals.
The monthly salary of teachers at P3 level currently ranges from Rs 47,500 to Rs 61.7 and now, foreign teachers will also be charged a contractual fee depending on their admission level.
However, the previous government announced a salary of Rs 1.4 lakh for foreign teachers.
Bhutanese teachers solve the domestic STEM teacher shortage problem. When introducing foreign teachers, it is important to solve the infrastructure problem.
Ugyen Dorje
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