The Drukrig Network of Bhutan Scholars hosted its 51st colloquium on October 23, 2024, to present key findings from the ongoing Gender Equality and Social Inclusion (GESI) project, led by Dr. Kinley Seden and Ms. Sonam Zangmo. The session, titled “Promoting Gender Equality and Social Inclusion in Schools: A Situational Analysis Study,” discussed the results of a pilot study conducted in five Bhutanese schools, involving over 100 students and 20 teachers. The study aimed to understand the perceptions of students and teachers on GESI issues. Key findings revealed that both students and teachers prioritized ‘education,’ ‘love and care,’ and ‘respect,’ while awareness of issues such as ‘nutritional well-being’ and ‘mental well-being’ was notably lower.
After the presentation, participants raised several important questions. One participant inquired about the inclusion of central schools and whether physical facilities, like washrooms and classrooms, were assessed for their impact on gender equality and social inclusion. The research team confirmed that central schools were included in the study, and the discussion highlighted the importance of assessing physical infrastructure, such as washrooms and classrooms, for their impact on gender equality and social inclusion. The team also highlighted that the data collected showed how inadequate sanitation facilities, particularly for girls, can impact gender equality and social inclusion in schools.
Language and competency barriers were also discussed, particularly the challenges younger students face in understanding GESI concepts. To address this, researchers adapted their approach by using local languages such as Dzongkha and Nepali to clarify terms and improve student engagement. The team plans to continue refining the language and questions to better suit the varying comprehension levels of students.
The colloquium also emphasized the need for a more cohesive approach to gender equality and social inclusion across Bhutan’s education system. Dr. Sonam Chuki noted that while the Ministry of Education, health sectors, and civil society organizations are making progress, their efforts are often isolated. There is increasing recognition that the National Gender Equality Policy needs to evolve to include LGBTQIA+ communities, and that gender equality focal points in each ministry are essential for effective policy implementation. Collaboration between schools, government bodies, and civil society was highlighted as crucial for advancing gender equality and social inclusion.
Dr. Karma Phuntsho raised important points about the intersection of religion, spirituality, and identity in relation to gender equality. He questioned whether ‘education’ as an indicator referred to specific gender education or general education and suggested that ‘respect’ might be better seen as an outcome of gender equality efforts. The researchers clarified that ‘education’ refers to general awareness, and literacy is seen as fundamental to promoting gender equality. They also discussed the role of religion in schools, noting that while Rimdos and Diwali are commonly celebrated in Bhutanese schools, other religious practices may not be as represented.
The researchers concluded by outlining plans for the next phases of the project, which will focus on refining GESI indicators and expanding the research approach. This phase marks the beginning of the three-year project, aimed at incorporating more comprehensive data and diverse perspectives. The colloquium, attended by over 20 participants from national and international institutions, including representatives from the UK and Australia, underscored the global relevance of the topic and the shared commitment to fostering a more inclusive educational environment.
