iClass

In the present year, a distinctive approach to education is being undertaken in one of the ninth-grade classes. Diverging from the conventional teaching methods, this particular class is engaging in learning via video conferencing. This innovative pedagogical method encompasses several schools: Pelkhil Higher Secondary School, Khasadrapchu Higher Secondary School, Tendu Higher Secondary School, P/ling Middle Secondary School, Khuru Middle Secondary School, and Bajothang Higher Secondary School.

Pelkhil HSS assumes the role of the primary teaching institution, orchestrating lessons for all participating schools. The remaining institutions play the role of participating schools. This setup enables students not only to address queries but also to interact with peers from other schools. The educators from the participating institutions play an active role in guiding students within their own classrooms.

It is pertinent to note that this alternative method of instruction is currently limited to specific subjects. The efficacy of this approach in the long run remains uncertain. Challenges such as fluctuations in lighting, audio disparities, and visibility issues with the presentation materials have been encountered. I hold some concern regarding the comprehensive coverage of the syllabus due to the perceived slower pace of instruction. Nonetheless, I am optimistic that the instructional tempo will gain momentum as the program progresses.

Occasionally, logistical issues arising from network connectivity prevent the seamless convening of all participating schools. This endeavor is an improvised initiative, representing our willingness to explore novel educational avenues. Remarkably, even technologically advanced nations might not have embarked on similar endeavors.

I cannot help but express my apprehensions about the state of the Bhutanese education system. It prompts me to reflect on the depth of expertise within our system and our ability to anticipate global trends. The ramifications of the revised English curriculum across all levels are now apparent, with board exam scores reflecting a general decline. While some exceptions exist, the overall average marks are somewhat underwhelming.

Additionally, I find myself compelled to address the introduction of the Canadian mathematics curriculum below the tenth-grade level. Regrettably, I hold a rather unfavorable opinion about this curriculum as it appears to undermine the academic prowess of our students. It is important to clarify that this sentiment is strictly a personal perspective.

In light of these developments, I emphasize the necessity for the Bhutanese education system to attain the highest echelons of quality and robustness. Aiming to preclude any discourse questioning the caliber of education should be the ultimate aspiration, shielding it from becoming a subject of public debate.