Each year, about 10,000 students enter tertiary institutions in Bhutan. As of 2023, the nation’s Gross Intake Ratio (GIR) stands at 90.2%, with 11,182 students enrolled [1]. The country’s literacy rate is approximately 70.2% as of 2022[2]. However, the performance of science, compared to fields like commerce and arts, has been underwhelming. According to the 2023 Bhutan Council for School Examinations and Assessment (BCSEA), the mean pass percentages for science and mathematics subjects at the BHSEC level were as follows: 47.16% in pure mathematics, 64.43% in physics, 54.13% in chemistry, 67.39% in biology, and 47.38% in business mathematics [3]. These figures are lower than those for other subjects. The BCSE level isn’t much better, with 52.65% in mathematics and 60.33% in science (including physics, chemistry, and biology) [4] While the BCSEA doesn’t highlight the reasons behind these statistics [3],[4], I believe that there is need for some extensive research to be carried out to really understand the root cause. Here are my thoughts on some of the contributing factors.
Before I continue, I want to make it clear that this article is not meant to criticize or defame any institutions, systems, or individuals. These are simply my concerns and thoughts, which I have had for a long time. Bhutanese culture is deeply rooted in traditional values and beliefs, closely aligned with Buddhism. Historically, life in Bhutan was simple and guided by spirituality. This strong belief system may have contributed to a neglect of science, as people found practical ways to solve problems with the resources available at the time. For example, you can appreciate how ancient Bhutanese ironed their clothes using charcoal heat in a metal box. Meanwhile, during Bhutan’s internal con- flicts, the rest of the world saw tremendous scientific progress, such as the Industrial Revolution and the unification of electricity and magnetism in Europe and America.
Modern schools were predominantly established during the reigns of the third and fourth kings, and it took significant effort to break stereotypes and encourage people to embrace modern educa- tion. You can see this in how our grandparents would hide their children when officials came for registration. Those who succeeded in enrolling were often quickly absorbed into civil service, as the country’s modernization required a ready workforce. From the early days, education in Bhutan was seen primarily as a means to acquire skills for employment. This rigid mindset persists today, contributing to a focus on passing exams and obtaining certificates rather than truly acquiring knowl- edge. This attitude has led to the idea that high scores are a testament to intelligence. As a result, students are often overworked, and innovation is stifled.
Another factor is how we are raised. Although financial circumstances, geographic location, and economic conditions vary, none of my friends growing up ever talked about the wonders of science or how fun it is to learn. Even in well-off families, children are usually given short stories and comics, but not science-related books. During literacy week, you rarely hear a student give a book review on a recent science book they’ve read. Some people don’t even consider that science can be read and enjoyed like a novel. If you read biographies of scientists, you’ll often find that their passion for science was sparked by gifts like a compass, a puzzle, or a book on mathematics. In Bhutan, we seem to believe that science is only to be learned in the classroom, up to the level required by the syllabus, or only from what the science teacher teaches. In my experience, Bhutanese students are equally capable of learning, but the hunger for knowledge, especially in science, is often missing.
If you ask top students what they think, many won’t share their views. Education has become a race for scores, rather than a collaborative journey where we appreciate each branch of scientific knowledge and its role in explaining how the universe functions. I believe that the issue isn’t our ability to put in effort, but rather a fear of deviating from the traditional paths that many of our forefathers followed. It’s not wrong to read science books written by eminent scientists, watch talks on cosmology, materials science, medicine, or artificial intelligence on YouTube. These resources are just a click away. You can also write your thoughts and reviews, even if your language skills are lacking—there are many tools available today to help with that. You can explore topics that your teacher hasn’t covered. In the 21st century, we are fortunate to have countless free resources available on any topic, and we should take advantage of them to keep our passion for learning alive.
In conclusion, while infrastructure and financial resources are important for promoting science, the most critical factor is an individual’s inner drive. It’s time to break free from age-old stereotypes and take the path less traveled, as Robert Frost said: “I took the one less travelled by, And that has made all the difference.” [5]
References
[1] C. Dema, “Migration and fertility rate impacting enrollment rate in bhutanese schools and col- leges,” The Bhutanese, vol. 1, 2024. Accessed: October 15, 2024.
[2] B. N. S. Bureau, “Bhutan living standard survey(blss),” 2022.
[3] B. C. for School Examination and M. Assessment, “Students’ performance report (bhsec lcse-xii),” 2024.
[4] B. C. for School Examination and M. Assessment, “Students’ performance report (bcse lcse-x),” 2024.
[5] R. Frost, The Road Not Taken. The Poetry Foundation, 2013.
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