Journal of critical reviews 55 Journal of Critical Reviews ISSN- 2394-5125 Vol 6, Issue 3, 2019 Review Article EDUCATION IN BHUTAN: AN OBSERVATION FROM SUSTAINABILITY PERSPECTIVE RAJEETA SAPAM, ELANGBAM HARIDEV SINGH (PHD), DR RAJNISH RATNA3 Received: 14.10.2019 Revised: 11.11.2019 Accepted: 15.12.2019 ABSTRACT This study is a qualitative study on GNH based education policy of Bhutan based on literature review. Modernization of Bhutan despite being a land-locked country is due to its paradigm shift from Monastic education system to modern education system based on GNH principles and policy. Most of the GNH values align with SDG laid down by UN. However it is also seen that GNH education policy is a continuous attempt to protect and preserve cultural integrity of Bhutan. It has special importance as the society is exposed to forces of westernization through mass-media and internet. This study is an attempt to analyze how far Bhutan has achieved in terms of providing equitable and quality education. This study is also an inquiry into whether education has equipped its youths with minimum knowledge and skills to compete in the global markets. The continuation of green school initiatives is bound to have a positive impact on environment sustainability which is one of key pillars of a sustainable society. Keywords: Education policy, GNH, sustainable policy, Bhutan, Sustainable goals, inclusive education © 2019 by Advance Scientific Research. This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/ ) DOI: http://dx.doi.org/10.22159/jcr.06.03.10 Role of education in modernizing Bhutan Education is undoubtedly one of the most important tool for human beings to change attitudes, enhance knowledge and upgradation of skills to enable individuals to contribute towards social progress. It is a formal mode of transferring information to the group for larger gain of the society. In fact, education plays a pivotal role in bringing Bhutan to the present stage. Education in Bhutan was confined in monastery till 1950s (Jamtsho, 2018). Modern education began in Bhutan in 1913 when first Druk Gyalpo [Dragon King], Gongsa Ugyen Wangchuck, established the kingdom’s first school in the high valley of Haa in western Bhutan (Mathew J. Schuelka, 2016). Modern education has helped Bhutan diversify its economy to secondary and tertiary sector. There is growth of Bhutanese economy from 135 dollars in 1980 to 2.5 billion dollar in 2018. The life expectancy of the Bhutanese population is also increased from 34 years in 1960 to 71 years in 2018, credit must be given to modern education system of Bhutan which have enabled most of its population with basic literacy and communication skills. Along with improvements in education sector and more economic opportunities, consumerism has led to increase in CO2 emission from .0012 tons per capita in 1970 to 1.28 tons per capita in 2018 (World Bank, 2019). This article Tries to find the important policy shift in Bhutanese education toward sustainable development goals. Are UN SDG and GNH policy of Bhutan compatible? UN Sustainable development goals consisting of 17 goals and 169 targets aims to provide universal guidelines and framework for educational policies. Every country now feels a sense of urgency to achieve the targets by 2030 (UN, 2018). The key to these achievements for any country is very dependent on how far it has reached in terms of achieving Sustainable Development goal 4(SDG inclusive and equitable quality education. Significantly, many countries are aligning their economic and social policies with Education for Sustainable Development with the vision to build a sustainable society. Thus education policies of countries becomes the backbone to sustainable development (UNESCO, 2014). Bhutan’s GNH policy initiated by the fourth king, Jigme Singye Wangchuk is wholistic development policy which has drawn international interest due to its unique feature which touches the core issues of sustainable development. Bhutan’s education policy which gives emphasis on Green School initiatives has to be contributing factor to environmental sustainability of Bhutan (Dawa & Singh, April 2018). A comparative study of SDG and GNH goals by (Yangka, Newman, & Devereux, 18 May 2018) concludes that GNH model is one of the unique model which combines happiness and prosperity with carbon neutrality policy as well as aligning with universal goals and Paris agreement. Also National Educational policy of Bhutan ensures that international benchmark is maintained, which is at least 7.1% of Gross Domestic Product and or 23% of the national budget, outlay for education. The education for Gross National Happiness initiatives which started in 2010 put Bhutan on the path of sustainable education. However, subjects like global citizenship education, human rights, consumer education, ecological literacy and media literacy are missing in the mainstream curricula and assessment (Jamtsho, 2018) What is the contribution of GNH education policy to cultural integrity? GNH education policy has been able to blend cultural aspects seamlessly taking into consideration that culture, economy, social welfare and education are not isolated fields but interdependent entities (MoE, 2018). This aspect has been continuously given consideration throughout the implementation of GNH policy in Bhutan. It is reflected in the inclusion of Bhutanese cultural values ‘Tha-Dam-Tshig Ley Gyu-Drey’ in its education policy at all levels of education (MoE., 2018); (Mathew J. Schuelka, 2016). The GNH model has undertaken the robust task of integrating cultural values and modernization of society without overshadowing each other. But only time will tell its success rate. Empowering citizens to be able to make choices for themselves be it through formal or informal education is also part and parcel of the GNH policy. Buddhism, Buddhist philosophy and Buddhist values of