Samtse College of Education (SCE) hosted a Knowledge Sharing Event on gender equality and social inclusion in schools across Bhutan, Nepal, and Bangladesh on 1 October, 2025. The session, moderated by Dr. Kinley Seden, featured a presentation by Tshering Om Tamang, faculty at SCE and project member.
The programme brought together a diverse audience, including educational scholars, representatives from UNICEF, faculty from the Royal University of Bhutan (RUB), stakeholders from the Ministry of Education and Skills Development, as well as teachers and researchers from across the country.
The presentation highlighted findings from the baseline study conducted in five schools in Samtse Dzongkhag, Bhutan, using a capability approach to assess students’ perceptions of school resources and overall well-being. The study revealed strengths such as adequate teaching staff and classroom facilities, while also identifying areas needing improvement, including textbook availability, playground facilities, and the effectiveness of school clubs. Students additionally reported limited freedom to plan their future and utilize free time meaningfully.
Discussions emphasized the importance of moving from an access-based education model toward an outcome-focused approach, ensuring that resources translate into tangible benefits for students. Key topics included social inclusion, children’s happiness, and gender equality in school leadership roles.
Following the presentation, participants engaged in an in-depth discussion with the project team to reflect on the study’s findings and explore practical ways to enhance gender equality and social inclusion in schools. Among the key points raised, the participants emphasized the importance of the inclusion and implementation of targeted interventions for children with disabilities in the project. The project team highlighted that such interventions are already being carried out at Tendu Central School, a SEN school, with the aim of supporting students with disabilities and enhancing their learning experiences and overall well-being.
The discussion also highlighted the need to conduct a more comprehensive analysis of gender differences in leadership roles and participation in school activities, aiming to understand the barriers and opportunities for both boys and girls in assuming leadership positions and actively contributing to school life. Participants stressed that this analysis should not only examine formal leadership roles but also consider informal opportunities for participation and decision-making within the school environment.
The Knowledge Sharing Event served as an informative platform for educational stakeholders to gain a comprehensive understanding of the project’s activities, review the progress achieved, and learn about ongoing initiatives to promote gender equality and social inclusion in schools.
