Implementation of Place-Based Education: A Case Study in a Primary School at Talhogang, Bhutan

Kuenzang Dorji,Kinley ,Alexander Sivitskis

doi:10.4236/ce.2021.1210180

Abstract

This research titled “implementation of place-based education: a case study in a primary school at Talhogang”was conducted with an aim to explore how place-based education (PBE) was implemented in an innovative Bhutanese place-based pilot school. The objectives of the study were to investigate the potential influence of place-based education on students’ engagement in learning and further describe the place-based education assessment practices carried out in the school. In addition to identifying the opportunities and challenges teachers face in implementing place-based education, the study also explored the relationship between PBE and Gross National Happiness (GNH), the guiding developmental philosophy of Bhutan. This qualitative study with an exploratory case study by design grounded its foundation on the constructivist worldview. Purposive sampling was used to solicit data from respondents who had experienced the phenomenon under study. The sample consisted of six teachers and eight students. Semi-structured interview, classroom observation and document analysis were employed to gather data from the participants. After the thematic and content analysis, data from these different sources were triangulated to authenticate the validity of the findings. The findings of the study revealed that the local community was used as an extended part of a classroom enabling students to gain hands-on learning experiences. In addition, analysis of the data indicates that the PBE School employed a variety of authentic assessment practices to evaluate the progress of learning. The study also demonstrated that there is a strong synergy between PBE and GNH, particularly intellectual and academic dimensions within the concept of Green School. While the results indicated that the PBE was implemented successfully, several barriers were likewise identified. Accordingly, recommendations to address these challenges of implementation are offered this educational approach more effectively.

Highlights

The Royal Government of Bhutan accords maximum priority to the education sector as the country’s quality of health, prosperity, contentment and advancement hinges on the quality of its education
The study demonstrated that there is a strong synergy between place-based education (PBE) and Gross National Happiness (GNH), intellectual and academic dimensions within the concept of Green School
This study showed that use of the local community for teaching and learning increased students’ active engagement in the activities and subsequently enhanced their learning

Summary

Introduction

The Royal Government of Bhutan accords maximum priority to the education sector as the country’s quality of health, prosperity, contentment and advancement hinges on the quality of its education Towards this end, the Bhutanese Ministry of Education has taken numerous reform initiatives to pursue improvements in access, equity and system efficiencies in order to improve the quality of education in the country. Seeking to improve the state of educational development, a trend towards the Bhutanisation of curriculum was initiated in the mid 1980’s (Gyamtso, 2013) This trajectory focused on the incorporation of traditional values and subject matters in order to align Bhutan’s teaching and learning practices with national needs and aspirations (Education Division, 1989). Incorporation and assimilation of more modern approaches including student-centered instruction, inquiry and hands-on learning, an increased emphasis on authentic learning processes and focus on more relevant content serve as a testament to this transitional period (Dolkar, 1995; Phuntsho, 2000)

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