Gross National Happiness Education in the Colleges of Education, Bhutan: Perception, Culture, Impact and Challenges

Abstract

This study was situated in the two teacher education colleges of the Royal University of Bhutan. It examined whether the teacher education system and policies are in congruence with the Gross National Happiness (GNH) education. It is envisaged that education embodied with GNH values will not only act as an agent of change but also ensure that the country’s education system embodies and reflects GNH values and principles. The study employed mixed method approach. The participants for the survey consisted of 62 lecturers from the two colleges of education namely Samtse College of Education [SCE] and Paro College of Education [PCE] (SCE-32 & PCE-30). The sample was representative of the population (n=120) and so was other variables such as teaching subjects, age, experience and qualification as more than 50% of the population responded to the survey. To garner qualitative data thirteen lecturers (PCE-7 & 6-SCE) were interviewed and lessons of eight lecturers (SCE-5 & PCE-3) teaching Bachelor of Education (B.Ed) and Postgraduate Diploma in Education (PgDE) students were observed. Results revealed that lecturers in general have a positive perception of GNH education in the colleges of education as it aids the colleges in inculcating moral and cultural values and care for the environment in the future teachers (heart), the modules both professional and core modules including pedagogy and assessment offered at the colleges of education are laden with GNH values (Head), and GNH education is also built into co-curricular activities (Hand). However, the lecturers have mixed reactions on whether GNH education should be made compulsory programme in the colleges of education.