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1. Convergence of Monastic and Modern Education in Bhutan? (EJ801023)
Author(s):
Denman, Brian D.; Namgyel, Singye
Source:
International Review of Education, v54 n3-4 p475-491 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Foreign Countries; Comparative Analysis; Universities; Influences; Development; Developing Nations; Group Unity
Abstract: In the 1960s, the Royal Government of Bhutan began developing its modern educational system. Over time, a strategic plan was formulated to meet Education for All and Millennium Development Goals. In 2003, the Royal University of Bhutan, the country's first university, opened its doors. This paper uses comparative analysis to describe and explore the impact on the development of The Royal University of Bhutan of the national consciousness termed "Gross National Happiness". It is proposed that the university is likely to become a catalyst for development, and an influential representative of and for a cultural identity. Will it become an elite institution? Will the institution offer formal degrees for all who qualify? It is suggested that the issues considered in Bhutan may be of significance for other new universities attempting to establish themselves in the developing world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Schools Brace for Bhutanese Wave (EJ794406)
Zehr, Mary Ann
Education Week, v27 n35 p1, 14-15 Apr 2008
2008-04-30
Journal Articles; Reports - Descriptive
No
Descriptors: Educational Needs; Ethnic Groups; Foreign Countries; Refugees; Immigrants; Cultural Pluralism; Limited English Speaking; Student Needs; Special Needs Students
Abstract: American educators in cities such as Syracuse, NY, Burlington, VT, and St. Paul, MN, for reasons including civic culture, existing ethnic communities, availability of jobs, and the location of refugee-resettlement organizations, periodically receive waves of resettling immigrants. Officials in those communities have become adept at educating themselves on the cultures and educational needs of newly arriving groups, which in recent years have included refugees from Burundi, Burma, Somalia, and now Bhutan. School administrators and teachers who work with English-language learners browse the Web sites of the United Nations High Commissioner for Refugees, the State Department, or the Cultural Orientation Resource Center of the Washington-based Center for Applied Linguistics to learn more about what to expect. Educators say they typically do not know what specific needs they will have to address until the children of refugee families arrive at the schoolhouse door, however. The Bhutanese Lhotshampas ("People of the South") are members of an ethnic group that retained its Nepalese culture and language while living in Bhutan for generations. The government of Bhutan enacted policies in the early 1990s that has made it increasingly difficult for the Lhotshampas to live and work legally in that country. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Distance Education in Bhutan: Improving Access and Quality through ICT Use (EJ768653)
Jamtsho, Sangay; Bullen, Mark
Distance Education, v28 n2 p149-161 Aug 2007
2007-08-00
Descriptors: Management Systems; Teacher Education Programs; Study Centers; Distance Education; Educational Quality; Access to Education; Foreign Countries; Information Technology; Student Attitudes
Abstract: Since 2004, the National Institute of Education (NIE) in Samtse, Bhutan, has made systematic efforts to introduce information and communication technology (ICT) for learning support into its distance teacher education program. This article describes the early experiences of using ICT for distance education in Bhutan by teachers and students with relatively limited ICT background. It discusses the challenges of providing student support for a distance teacher education program in Bhutan and it explores the use of ICT for student support. The article also reports an assessment of student perceptions and readiness for ICT use, the introduction of a learning management system and regional study centers as ICT access points, and the experiences and challenges encountered in the process of ICT introduction in its early stages. The use of ICT by distance students based on log data from the learning management system Moodle[TM] and regional study centers are discussed, as well as the challenges of ICT use under infrastructure and technological support limitations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Multilingualism in Emerging Diasporas: A Tibetan Case Study (EJ809860)
MacPherson, Seonaigh; Ghoso, Dawa Bhuti
Diaspora, Indigenous, and Minority Education, v2 n3 p188-216 Jul 2008
Journal Articles; Reports - Research
Descriptors: Multilingualism; Ideology; Foreign Countries; Literacy; Females; Immigrants; Questionnaires; Language Usage; Role of Education; Language Maintenance; Language Skill Attrition; Youth; Family Environment; Futures (of Society); Acculturation; English (Second Language); Case Studies
Abstract: This study examines the multilingual and multiliteracy practices of a group of Tibetan female youths from South Asia (India, Bhutan, Nepal) newly arrived in Toronto, Canada (N = 24). The main data are derived from a questionnaire surveying their language practices across contexts indicating the roles of education, community, and society in multilingual maintenance and loss. In addition, this study considers how language ideology and the other sociocultural factors have impacted on participants' language and literacy preferences and practices. The results indicate specific multilingual and multiliterate patterns within the diaspora with differences between South Asia and North America. As female youths, the participants offer an indication of future trends in cultural and linguistic participation given the unequal influence of women on family language practices. (Contains 10 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. 65. ICT-Based Distance Education in South Asia (EJ816797)
Berman, Sally D.
International Review of Research in Open and Distance Learning, v9 n3 p1-6 Oct 2008
2008-10-00
Descriptors: Distance Education; Living Standards; Foreign Countries; Developing Nations; Computer Uses in Education; Information Technology; Educational Technology; Rural Areas; Cross Cultural Studies; Mass Media Effects; Access to Education; Access to Computers
Abstract: This report provides an update about innovative uses of information and communication technology (ICT) for distance education and training in South Asia. Particular focus is given to ICT initiatives in India, Sri Lanka, and Bhutan, at university level, and in non-formal interventions. Lessons learned from these countries are of value to any developing nation that wishes to address the improvement of educational and living standards of its people. The report stresses current uses of ICT serving the distance education needs of rural populations, and concludes that in all three countries the traditional media, including radio and TV, must play an important continuing role to ensure that education is accessible to the widest possible range of students. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. The PANdora Model of Collaborative Distance Education Research (EJ768678)
N/A
Distance Education, v28 n2 p245-252 Aug 2007
Journal Articles; Opinion Papers
Descriptors: Teaching Methods; Foreign Countries; Models; Educational Technology; Computer Software; Student Evaluation; Instructional Design; Distance Education; Educational Research; Cooperation; Information Technology; Computer Assisted Testing; Teacher Education; Instructional Materials; Educational Policy; Evaluation Methods
Abstract: From 2005 to 2008, the International Development Research Centre (IDRC) is funding a series of distance education (DE) studies in its Pan Asia Networking (PAN) region. Eight collaborative projects are under way in Bhutan, Cambodia, China, Hong Kong, India, Indonesia, Laos, Mongolia, Pakistan, the Philippines, Sri Lanka, Thailand, and Viet Nam. The projects emphasize information and communication technology (ICT) appropriate to Asian DE, and cover a wide range of practical and policy topics, including the use of open-source software (OSS), mobile technologies, learning object materials (LOMs), and online assessment methods. The PAN projects' approach is designed to build on the strengths of individual Asian research teams, and to avoid overlap and duplication between projects and nations. The initiative has been named "PANdora," representing "PAN Asia Networking Distance and Open Resource Access." This article presents the PANdora projects (2005-2008): (1) Accessibility, Acceptance, and Effects of DE Technologies in South Asia (India, Pakistan, Sri Lanka); (2) The Viability of Mobile SMS Technologies for Nonformal DE in Asia (Mongolia, Philippines); (3) Evaluation and Customization of Open-Source Software for DE in Asia (Indonesia, Mongolia, Sri Lanka, Viet Nam); (4) Instructional Design Training for ICT-Based DE in Asia (India, the Philippines); (5) Distance-Based Teacher Education in Bhutan (Bhutan); (6) A Repository of Reusable Learning Objects for DE in Asia (Cambodia, Hong Kong, Indonesia, Pakistan, Thailand); (7) E-assessment Methods and Models for Student Evaluation in Asia (Indonesia, Pakistan, Sri Lanka); (8) Best Practices in DE Technology for Capacity Building (Cambodia, Laos, Viet Nam); and (9) Evaluation of DE Practices for Policy Recommendations (China, Hong Kong, Mongolia, Viet Nam). This article includes an interview with the researchers engaged in the PANdora projects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Development of Distributed Learning Techniques in Bhutan and Nepal (ED496159)
Rennie, Frank; Mason, Robin
Online Submission, International Review of Research in Open and Distance Learning v8 n1 Mar 2007
2007-03-15
Descriptors: Foreign Countries; Research and Development; Teaching Methods; Internet; Distance Education; Technology Uses in Education; Teacher Education; Teleconferencing; Educational Environment; College Students; Teacher Attitudes; Open Education; Instructional Design; Instructional Materials
Abstract: This paper discusses research and development work currently being conducted with universities in Bhutan and Nepal to design appropriate systems for distance and distributed learning courses among a network of campus sites. Although working from a high level of awareness of pedagogic skills, staff in the region face two significant impediments in the adoption of a more open culture of learning. Firstly, Internet access is improving rapidly, but is still generally too weak and inconsistent to allow any reliance on net-based learning solutions. Secondly, the academic culture is resistant to the recognition of the value of open-learning degrees, with subsequent difficulties in re-designing course materials for a more educationally flexible, student-centred learning environment. Some current pilot initiatives in distributed learning are described. Methods for addressing these two impediments are discussed. [This article was published in the theme issue on "Changing Faces of Open and Distance Education in Asia."] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (75K)
8. Context or Key? Language in Four Adult Learning Programmes (EJ772614)
Robinson, Clinton
International Journal of Educational Development, v27 n5 p542-551 Sep 2007
2007-09-00
Descriptors: Foreign Countries; Multilingualism; Adult Learning; Adult Education; Program Development; Program Design; Developing Nations; Language of Instruction; Educational Policy; Cultural Context; Educational Environment; Politics of Education; Language Role; Rural Development; Literacy
Abstract: Context is a key factor in designing and delivering adult learning programmes, and in multilingual environments the choice of language plays a decisive role. Four programmes, two in Asia (Bhutan Myanmar) and two in Africa (Ghana and Uganda), which focus on learning for development, integrate language considerations in different ways, related both to the broader socio-political contest and to the purposes and assumptions of the programmers themselves. Both the functional and the symbolic roles affect the choice of language, and its impact, and must be factored into the design and implementation of adult learning programmes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. 61. The World-Wide Inaccessible Web, Part 2: Internet Routes (EJ800966)
Baggaley, Jon; Batpurev, Batchuluun; Klaas, Jim
International Review of Research in Open and Distance Learning, v6 n2 p1-6 Jun 2007
2007-06-00
Descriptors: Distance Education; Foreign Countries; Internet; Computer Software; Web Sites; Technology Planning; Computer System Design; Computers; Problems; Developing Nations
Abstract: In the previous report in this series, Web browser loading times were measured in 12 Asian countries, and were found to be up to four times slower than commonly prescribed as acceptable. Failure of webpages to load at all was frequent. The current follow-up study compares these loading times with the complexity of the Internet routes linking the Web users and the Web servers hosting them. The study was conducted in the same 12 Asian countries, with the assistance of members of the International Development Research Centre's PANdora distance education research network. The data were generated by network members in Bhutan, Cambodia, India, Indonesia, Laos, Mongolia, the Philippines, Sri Lanka, Pakistan, Singapore, Thailand, and Vietnam. Additional data for the follow-up study were collected in China. Using a "traceroute" routine, the study indicates that webpage loading time is linked to the complexity of the Internet routes between Web users and the host server. It is indicated that distance educators can apply such information in the design of improved online delivery and mirror sites, notably in areas of the developing world which currently lack an effective infrastructure for online education. (Contains 4 figures.) [For Part 1, see EJ800963.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. 60. The World-Wide Inaccessible Web, Part 1: Browsing (EJ800963)
Baggaley, Jon; Batpurev, Batchuluun
International Review of Research in Open and Distance Learning, v6 n2 p1-10 Jun 2007
Descriptors: Web Sites; Time; Surveys; Distance Education; Proximity; Programming; Formative Evaluation; Access to Information; Computer Software; Foreign Countries
Abstract: Two studies are reported, comparing the browser loading times of webpages created using common Web development techniques. The loading speeds were estimated in 12 Asian countries by members of the "PANdora" network, funded by the International Development Research Centre (IDRC) to conduct collaborative research in the development of effective distance education (DE) practices. An online survey tool with stopwatch-type counter was used. Responses were obtained from Bhutan, Cambodia, India, Indonesia, Laos, Mongolia, the Philippines, Sri Lanka, Pakistan, Singapore, Thailand, and Vietnam. In most of the survey conditions, browser loading times were noted up to four times slower than commonly prescribed as acceptable. Failure of pages to load at all was frequent. The speediest loading times were observed when the online material was hosted locally, and was created either in the "Docebo" learning management system (LMS), or in the HTML option provided by the "Moodle" LMS. It is recommended that formative evaluation of this type should become standard practice in the selection and use of online programming techniques, in order to preserve the accessibility of the World-Wide-Web across large geographical distances, as for DE in the developing world. (Contains 4 figures and 1 table. For part 2, see EJ800966.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (619K) | More Info: Help Find in a Library
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