Inclusive Education in Bhutan: A Small State with Alternative Priorities

Autor/in	Schuelka, Matthew J.
Titel	Inclusive Education in Bhutan: A Small State with Alternative Priorities
Quelle	In: Current Issues in Comparative Education, 15 (2012) 1, S.145-156 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Educational Policy; Inclusion; Cultural Background; Sustainable Development; Public Policy; Foreign Countries; Equal Education; Access to Education; International Organizations; Classification; Economic Development; Developing Nations; Educational Change; Bhutan + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Inklusion; Nachhaltige Entwicklung; Öffentliche Ordnung; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; International organisation; International organisations; International organization; Internationale Organisation; Classification system; Klassifikation; Klassifikationssystem; Wirtschaftsentwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsreform
Abstract	Bhutan is a "small state" according to the World Bank, and therefore categorized as fragile and vulnerable to local and global challenges. However, since the 1960s, when the country first engaged in "modernization" development and global politics, Bhutan has been anything but fragile and helpless. The Royal Government's focus on sustainable development, cultural heritage, and Gross National Happiness as a template for all social policies has empowered Bhutan to become a leader in the alternative development of small states. This article explores Bhutanese development in one specific area: inclusive education. As Bhutan has shifted its educational policy from elite monasticism to secular "Education for All", issues of educating a heterogenous student population led to the development of inclusive education policies. This article examines how equity-based educational policies provide an alternative to economic-based policy prescriptions of the World Bank for small states. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10