Infrastructural Problems in Schools of Bhutan: An Analysis

This essay provides an in-depth analysis of the infrastructural problems plaguing schools in Bhutan. It begins by offering a geographical and contextual overview of Bhutan, including its education system and the impact of funding from organizations like the Asian Development Bank. The essay then delves into specific infrastructural challenges, such as overcrowding in classrooms, the lack of adequate sanitation facilities, limited access to electricity and playing spaces, and the absence of essential resources like libraries and science laboratories. It also examines the negative consequences of these issues, including the decline in student interest, health hazards, and restricted educational progress. Furthermore, the essay contrasts the situation in Bhutan with the more favorable infrastructural conditions in European schools. Finally, it proposes potential solutions by drawing on the reforms and strategies implemented in Asian countries, such as government funding, free meals, and the provision of essential resources, to address the infrastructural disabilities and improve the overall quality of education in Bhutan.

Running head: INFRASTRUCTURAL PROBLEMS IN SCHOOLS OF BHUTAN
Infrastructural Problems in Schools of Bhutan
Name of the Student
Name of the University
Author Note

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Bhutan is situated on the southern slopes of the Himalayan range. It is situated
between the region of Tibet, Sikkim West Bengal and Assam and shares the boundaries with
all of them. It is a mountainous region with valleys and swift flowing rivers. There are two
major river systems: the Mo Chhu and the Drangme Chhu which comprise of the water
system in the Black Mountain region (Dorji et al., 2014). The water bodies avail water from
snow that covers the mountains of the region. Due to the favorable location of Bhutan, it has
a large number of national parks which increases the inflow of tourists in the country. The
tourist inflow helps in the economic development of the country.
Bhutan has eleven colleges located all around the country with one regional
university. The programs of education received boost in the 1990, with the Asian
Development Bank providing fund of US$7.13 million as loan for the reforming of
educational structure (Park & Mercado, 2015). Bhutan has a large share of teachers from the
neighboring country, India. Specifically the natives of Kerala have been serving the as
teachers in the remote locations of Bhutan (Dorji, 2016). There are a number of issues that
have risen in the educational system of Bhutan. As per the data published by the Ministry of
Education, Bhutan, there are 552 formal schools and institutions, 3991 monastic schools and
747 non-formal schools in Bhutan. The girls make up 49.5% in the schools in rural areas 52%
in urban areas (Schuelka & Maxwell, 2016). The educational structure in Bhutan have
Buddhist monasteries located within the premises which are regarded as those places which
are to be considered for worship by the students. Students are not only required to pursue the
vocational learning but they are also expected to be religiously enlightened. Religion
occupies a major place in the educational procedure of Bhutan. There are many restraints
present in the educational process that the students are subjected to. The teachers who had
studied in the traditional times used their authoritative powers over the students that led to
strained relationship between themselves. The basic education system lacked in the major

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implications that were necessary for the attainment of better student teacher relationship but
the present system of education is working towards the betterment of the process. The
geographical location of Bhutan has resulted in the loss of teachers as well as students in the
educational institutions. The lack of favorable locations for the establishment of buildings are
the main reason for the infrastructural issues.
Infrastructure is a major requirement for the process of education. It is proven that
better infrastructural facilities attract a large number of students and the schools, universities
which offer good infrastructure often attract a larger share of students. The focus has shifted
from only curriculum to infrastructure as well. Better infrastructure helps to retain students in
educational structures.
The insufficient infrastructure is a major hindrance faced by the education system in
Bhutan. The schools located there face the issues of overcrowding. The capacity of the
schools to hold the number is very low but the constant increase in the number of students in
the schools has resulted in overcrowded classrooms which makes it difficult for the teachers
as well as the students to follow the learning process. The number of appeals by the parents
irrespective of their economic status is constantly increasing as the capacity of the schools
has reached a level of saturation. The number of schools should be increased and the
classrooms should be spacious enough to accumulate all the students who want to continue
the process of attaining knowledge (Gordon, 2013). Many children and their parents are
unwilling to send them to schools citing the problem of infrastructural unavailability. The
setting of classrooms is insufficient to meet the requirement of the students. The space
available in the classrooms is very less and this results in confinement of students. The
schools that are constructed after 2000 are comparatively larger than those constructed during
the earlier period. The classrooms that are mostly built on higher regions tend to stay cool

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throughout the year which makes it difficult for the students to study in harsh weather
conditions.
The insufficiency of illuminating sources is also a major problem. The harsh weather
conditions and the lack of illuminating sources increases the problems. Unavailability of
accessible spaces in schools is identified with respect to the older as well as the new ones.
There are no assembly halls in schools where the teachers and students can hold a proper
assembly. Mostly schools are located on mountains and very few have the staircase structure
leading towards them which is a problem for students as well as the teachers. The schools
pose threat to the students and the teachers as the structures are not located in safe places. The
unsafe location of the areas where the schools adds to the problems in the educational sector.
Sanitation is a huge problem in the educational institutes of Bhutan. The schools besides
having no proper infrastructure often lack in proper sanitation structures. Schools are
regarded as places where students are meant to spend a sufficient amount of time. Without
proper toilets it is difficult for the teachers and students to stay in the schools for longer
durations. This has become a health hazard for all the individuals who participate in the
academic activities. The children are forced to relieve themselves in the nearby bushes which
makes the area unsuitable. Children have to survive in these dire conditions and continue
with their process of education. Girls mostly face this issue while studying in schools as
most of the schools do not have proper toilets where they can relieve themselves in private.
This results in increased health hazards and students even decide to leave the educational
institutions due to the lack of sanitation. Electricity is made available to many schools but
there are power cuts that last for long hours. The teachers have requested for continuous
power supply in schools which will help them to make the learning process interesting by
using electronic mediums like smart boards and computers as medium of instruction for the
students. It will make the work of the teacher easier as the images provide a lasting effect on

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the mind of the students and helps them to learn better. Prolonged hours of black outs cause
hindrance in the process of learning. Limited space of playing for children ends them being
cornered in the classrooms. The interest of the students is gradually decreased in the process
of education as they do not get the free time to play. The all-day round process of staying in
the classrooms and no place to go outside creates discontentment among the students. The
displeasure of the students is reflected in the process of study which decreases the enthusiasm
of the teachers who are employed in the process of teaching.
Libraries are unavailable for students and this hinders their educational progress. The
lack of space makes it tough for the students to avail a space where they can focus on their
studies. Libraries play an important role in imparting education. Lack of space has restricted
the intellectual capabilities of the students and restricted the imparting of knowledge only
with the teachers. The lack of space makes it difficult for the teachers to demand more
learning material for the students and the problem aggravates.
Science laboratories are considered as the place for the procurement of practical
knowledge for the students. Libraries should be properly equipped that will provide the
students with better formative learning. The lack of auditorium restricts the growth of
knowledge as the use of multimedia facilities is not availed by the students. The students are
unable to attain physical well-being as there are no sports facilities available for them. The
lack of space and infrastructure is considered as the main reason for the lack of sporting skills
in the students. The availability of indoor sports areas does not allow students to develop
social skills. The facilities for co-curricular activities increases the attendance of the students
in the schools. The need for investing in the infrastructure of the schools is the need of the
hour.

5INFRASTRUCTURAL PROBLEMS IN SCHOOLS OF BHUTAN
During the initial years the educational structures in Asian countries faced a lot of
problems related to infrastructure. The children were made to sit outside and study where
they cannot concentrate on their studies. The lack of infrastructure creates disinterest among
the students and this leads to their retention from the schools. There were many issues related
to the buildings and the hygiene facilities were also unavailable. The number of students in
the schools were decreasing citing the unavailability of facilities.
The European schools on the other hand do not face the issues related to
infrastructure. The schools and universities in the European countries boast good
infrastructural facilities that attracts a large number of students. The increase in the number of
students in the educational structure leads to in an increase in the literacy rate among the
masses there. The European countries house some of the best universities which proves that
the educational process is well developed there. The number of students who are attracted to
the European countries always keeps on increasing. The stable rate of students who enroll in
the universities establish the fact that the countries located in the European countries do not
face any problem when it comes to the availability of the infrastructure for the educational
process.
The educational authorities in Asia took steps for resolving these problems in the
educational structure by introducing certain reforms. Many schemes were introduced by the
governments like introducing mid-day meals which provides investments in the nutrition at
the early childhood. The investments in building the school buildings received funds from the
government which results in increased inflow of students. The better infrastructural facilities
guarantees the retention of students. It increases the willingness among the students as well as
their parents to send their students to schools. The number of schools has increased in the
past few years and the rate of students has also increased. New schools provide better
facilities related to playgrounds, libraries, laboratories and auditoriums which help the

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students with better understanding of the concept of learning. Retaining of students is a
challenge that the schools faced during the initial years but the problem was solved with the
introduction of better facilities. The schools introduced free facilities like free school
uniforms, free study material and student counselling classes to avail better number of
student.
The methods adopted by the Asian countries can be used by the educational structures
in Bhutan to develop better facilities and demand funds from the government to develop the
infrastructure of the schools. Better funding for school infrastructure, the introduction of free
meals, uniforms and study material will lead to resolving the issues. Poor infrastructure
facilities decrease the number of students in the schools. Well-equipped libraries and science
laboratories can be developed with proper infrastructure funding which is the work of
government. Bhutan faces increased number of cases of students leaving the schools because
of the infrastructural problems. Students who study in schools of Bhutan face many issues
due to the location of schools where the weather is harsh, the inadequate infrastructure can be
developed with the help of funds provided by the government. Many schools in Bhutan can
use the models used by schools in Asian countries which will substitute the infrastructural
disabilities as there are many children who come to the schools from economically weak
background. Those coming from economically weak backgrounds should be attracted to the
schools by providing them with better facilities (Park & Mercado, 2015). The schools located
in the remote areas of Bhutan often face issues related to lack of infrastructure which can
only be resolved by the proper maintenance of the sources provided by the government.
Bhutan in the recent years the government of Bhutan has adopted certain financial matters for
the betterment of the educational sector. The government of Bhutan has availed support from
the Asian banks for the development of infrastructures in the schools. Providing better
facilities in schools helps the children to get motivated in the schools. The adopted measures

7INFRASTRUCTURAL PROBLEMS IN SCHOOLS OF BHUTAN
by the government focus on the betterment of schools at the primary level. The primary
schools are the basic premise where the child starts the process of education. The teaching
and learning process also has a great impact on the process of learning. The primary schools
by providing basic facilities help in attracting a large number of students. The schools at the
middle level should be well equipped with all the basic facilities that will encourage the
students to join the process of learning.
The monarchial system that prevailed in Bhutan during the earlier times had resulted
in the educational inabilities of the structure. The primary education was not given
importance in the earlier times which resulted in lack of facilities with respect to the
structure. The male and female ratio was unequal as only a small number of girls were
involved in the process of education. With all the implications, the educational structure of
Bhutan has attained a better position in the educational structure. Teachers who availed
proper training were the main reason that the system of education attained betterment. The
formal educational training received by the teachers in providing guidance to the students.
Introduction of new methods of research and learning were also introduced that helped the
students with better understanding of the concepts. Modern system should be introduced in
schools to develop a better number of student teacher ratio. The modern facilities should be
availed to retain a larger number of students. The state of deprivation of students that was
persistent in the educational structure during the former times had led to student attrition. The
introduction of new reforms in the infrastructure helps to retain the students for the present
times. The harm to the educational structure was mainly inflicted by the monarchial rule. The
schools were earlier classified as not being friendly to the student but with the introduction of
the new regimes the scenario has changed in Bhutan. The financial aid provided by the
government for the settling up of infrastructures for school buildings were deviated by the

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higher authorities. The loopholes that exist in the present educational structure are the main
contributors in the increased challenges that are faced by the educational structure.
The teachers in the Bhutanese education system are burdened up with workload as the
number of teachers is constantly decreasing. The student teacher ratio is not sufficient to the
process of learning. The classrooms are immense in size and this makes it difficult for the
teachers to impart education among the students. The teachers have to teach continuously for
long hours which has adverse effects on their health. The psychological pressure that the
teachers while going through these situations aggravate with time. In some schools, teachers
are required to supervise the activities and also look after the cleaning part of the school
buildings. The arrangement for the extra-curricular activities conducted in the schools is also
included in the work of the teachers which should not be the case. The extra work pressure
that the teachers have to address leads them to leave their jobs. The child centric policy
adopted by the government to make reforms in the new curriculum resulted in a conflict in
the student teacher relationship (Schuelka & Maxwell, 2016). The teachers considered the
student centric curriculum as a means adopted by the government to increase their workload
which will increase their problems. The remuneration the teachers received were considered
to be insufficient by them. The teachers demanded higher wages for themselves as they
advocated that the amount they receive for the discharge of their duties are insufficient for
them. The number of students in the educational structure is constantly increasing and this
has burdened up the teachers. The increase in the working hours of teachers should be
compensated by the government by providing them with higher wages and increased number
of holidays. The teachers further complain that they are burdened up with the responsibility
of discharging all the duties which are at the lower levels. The duties which are of the
cleaners and those related to the ministerial level are often expected that the teachers will
discharge them. This causes much humiliation which the teachers should not be subjected to.

9INFRASTRUCTURAL PROBLEMS IN SCHOOLS OF BHUTAN
The educational ministry should appoint additional staff that will provide the required
facilities which are necessary to decrease their workload. The teachers demand that their
work should only be restricted to teaching and they should not be made to do such meagre
works. Their responsibility is only to impart education and the other works which they are
burdened with should not be imposed on them.
The work pressure that the system has inflicted on the teachers has resulted in a large
number of teachers who have left their job in search of better and respectable opportunities.
The teachers have made request to the authorities for posting them to favorable locations that
will be close to their living place which will reduce their problems. The problems related to
the teachers are a major issue in the educational structure. The teachers have reported that
there is an increase in the issues faced by them and the government is not taking effective
measures for resolving their issues. The teachers have time and again put the blame on the
government and their lack of adopting sufficient measures for the increase in their workload.
The inflow of students in the educational institutions is increasing and the government has
failed to provide sufficient number of teachers which has resulted in an increase in the
workload (Rinchen, Ritchie & Bellocchi, 2016). The teachers in the Bhutanese schools have
often complained that they are deliberately posted away from their homes to isolate them
from their children and their families. The extra workload has resulted in a strained
relationship between the teachers and their families. The children of those employed in the
educational structures are separated from their families as the teachers are not provide with
sufficient holidays due to which they fail to spend time with their children. The children are
often misguided due to the absence of their parental guidance. The lack of parental guidance
leads to the following of violent paths by their children and this often results in the
misleading of the youths. A lot of psychological issues are also arise with the teachers as they
are exposed to long working hours. The long working hours do not provide the time to rest

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for the teachers this leads to mental issues which include hypertension, migraine and
irritation. This affects their performance in the schools. This often results in rude behaviour
patterns and also harsh treatment of students on part of the teacher. The teachers should be
provided respite from their hectic work schedules to develop a better attitude towards their
students which will also increase their work efficiency. The efficiency of work should be a
major concern for the administrators which will increase the efficiency and quality of
education in the system.
Thus, it can be concluded from the above discussion that infrastructure is a major
requirement of the educational systems in the land of Bhutan. Bhutan needs to follow the
measures adopted by other Asian countries to enhance their educational structure. The
financial aid provided by the governments should be properly used for the development of the
infrastructural facilities. The teachers should be provided with attractive salaries and they
should be posted in their native areas which will lead to greater efficiency of work. The
infrastructure that the schools offer can help in attracting a large number of students and this
will also increase the literacy ratio in Bhutan which is considerably low. The schools should
become a center for the assessing the growth of students which will help in the growth of the
educational structure. The guidance the teacher provides should help in building a proper
educational system which will work for the benefit of the teachers as well the students. The
new measures should be adopted by the teachers for completing the teaching process and this
will attract a large number of students and will further benefit the system of education
(Thinley, Principal & Mongar, 2013). The buildings of the schools should be provided with
all the basic facilities that will result in the increased number of students. The students during
the earlier times blamed it on the insufficiency of the structural facilities that resulted in
negligence on part of parents and students which resulted in them not joining the schools. The

11INFRASTRUCTURAL PROBLEMS IN SCHOOLS OF BHUTAN
developed building structures will lead to an increase in the number of students who will
willingly join the schools and hence accelerate the process of learning.

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