The Ministry of Education and Skills Development (MoESD) has launched new guidelines to improve educational access for students with disabilities, creating alternative pathways for diverse learning needs.
On August 12, the Department of School Education directed all dzongkhags and thromde education officers to implement these revised guidelines, which focus on flexible, ability-based learning. The goal is to ensure equitable access to quality education and foster inclusivity within Bhutan’s educational institutions.
The ministry stated that the objective of these changes is to ensure equitable access to quality education for learners with disabilities while fostering a culture of inclusivity in Bhutan’s educational institutions.
The revised guidelines outline four key pathways for assessing and promoting students with disabilities. The first pathway allows students with significant learning challenges to choose subjects that align with their interests and abilities, rather than following a standard curriculum.
This selective and functional learning programme enables students to study a mix of general subjects and functional learning tailored to their needs.
The first pathway, the selective and functional learning programme, allows students with significant learning challenges to choose subjects aligned with their interests and abilities rather than following the general curriculum.
An official from the ECCD and Special Educational Needs (SEN) division under the Department of School Education said that learners with SEN who struggle with general subjects may now select subjects based on their cognitive levels and preferences.
In addition, students following this pathway can study a mix of general curriculum subjects and those from the functional learning program, designed to their specific requirements.
Upon completion of board exams, such as those at Class X and XII levels, the Bhutan Council for School Examinations and Assessment (BCSEA) will award equivalency certificates for these students.
To facilitate assessments, schools will submit to BCSEA records of individual learning achievements, individualised education plans and other relevant documents that reflect each student’s progress and abilities.
For those with severe learning difficulties, a functional learning curriculum has been developed, offering a programme suited to their unique needs.
Certification under this curriculum will be awarded based on school progress reports, with BCSEA or another designated authority overseeing the accreditation process.
For students unable to meet the general curriculum’s requirements, these programme offers necessary adaptations to the content and delivery of educational material.
The guidelines also introduce provisions for home schooling and support systems for children with disabilities who cannot attend regular schools, involving collaboration with civil society organisations.
An extended learning time pathway is available for students facing multiple challenges, allowing up to three years to complete each class level. If they cannot finish all subjects within this time, BCSEA will certify the subjects they have completed.
The guidelines also enable students to retake examinations in any subjects not passed, including core subjects, thereby offering flexibility and reducing the pressures associated with traditional assessment timelines.
Further, the guidelines include provisions for Technical and Vocational Education and Training (TVET) programs, creating an alternative learning path focused on practical skills and livelihood development.
TVET programmes will prioritise enrollment for students with disabilities, and schools and institutions are expected to adjust facilities and resources to meet the needs of these learners.
In addition, schools offering pre-vocational programmes will integrate livelihood skills and assessments through individualised education plans, with assessments designed to match each learner’s abilities.
For students with language or cognitive challenges, practical assessments will be provided instead of theoretical ones to ensure fair evaluations.
The guidelines further allow learners in selective and functional programs to continue their education up to Class XII or enter TVET and higher education programmes through special access schemes.
For those who have previously dropped out, open learning opportunities and non-formal education will now be available, providing readmission and certification pathways managed by BCSEA or a relevant authority.
Non-formal education will also be made available to adults with disabilities, enabling lifelong learning opportunities.
The official also said that the ministry plans to increase the number of inclusive schools in the 13th plan, aiming to transform majority of the schools into inclusive centres.
To achieve these targets and support children with disabilities, the official highlighted the importance of collaboration among all relevant individuals and stakeholders as a crucial factor in realising the goals of the revised policy.
