A Theoretical Review on Non-Formal Education and Women Empowerment in Bhutan

Abstract

The exponential growth of the formal education system, albeit literacy, has remained a far-fetched ideology for many Bhutanese, especially among adult women and men in the less-sourced parts of the country. Therefore, non-formal education in Bhutan has been a critical and essential strategy for inclusion and empowerment of a sizeable population of citizens who missed the opportunity to acquire literacy due to several factors; including social, economic, and occupational circumstances at the time of their regular schooling. The non-formal education program, conducted through a somewhat structured network of learning centers across the country, has grown in relevance and popularity over the years. It is viewed as a significant enabler of learning, surpassing its original goal of promoting the national language, Dzongkha. The non-formal education programme has emerged as a veritable tool for self-realization and participation in local governance, social economic activities for the women in an increased space created by the advent of democracy. Thus, non-formal education has proven to be beneficial not only in enhancing literacy and numeracy but also as a crucial means of conveying important messages regarding issues that impact people's lives and broader societal concerns. We were able to delve into extensive research carried out by other researchers as our mode of collecting data for analysis. Our findings culminated to the fact that, till date the Non-formal Education (NFE) and Continuous Education (CE)programme have benefitted about 170,000 and 11,000 learners respectively. Numerous success stories illustrate how the program has transformed the lives of individuals, particularly in rural Bhutan. The programme helped to read and write, take better care of family, do simple calculations and helped toestablish small businesses.However, the drop-out numbers from the programme are significant and the reasons cited range from closure of centers following the departure of the instructor, competing claims of housework, distance to learning centers, shortage of helping hands, to perceptions of gender roles.Recommendations have been put forward to ensure that the programme is beneficial to the society, is viable and experiences longevity.