DEMOCRACY: the New form of Government in Bhutan

Bhutan being one of the small and tiny was nation enjoying the tremendous peace and tranquility for many centuries. The small country like Bhutan has got unique culture and traditions of its own which is very much unique from other countries of the world. The way people live, the food habits, the dresses, the language, etiquette and so on are different from others. The religion of the state is Buddhism in which we the people of Bhutan have go faith with Buddhism and in return we get blessings.

After had gone through decades of regional feuds, the Wangchuck dynasty consolidated the National Governance with crowning Gongsar Ugyen Wangchubk as the First hereditary King of Bhutan on December 17, 1907 and he also known as "The Founding Monarch". He was then succeeded by his son Second Dragon King Jigme Wangchuck who was known as "The Consolidator". Thereafter, Third Dragon King Jigme Dorji Wangchuck who was designated with the title "Father of Modern Bhutan" succeeds the throne followed by Fourth Dragon King Jigme Singye Wangchuck, the "The Visionary King" and who was also referred to as "The Father of Constitution of Bhutan".

Till the reign of First to Fourth King, the relationship between the sovereign, who bestowed benevolence, and the people, who submitted their devotion to the monarch, became the real strength of political evolution of Monarchic Bhutan. The economic growth of Bhutan was steered by the succession of hereditary monarchs. Gongar Ugyen Wangchuck consolidated National governance and maintained good relations with the British in India. The second Druk Gyelpo King Jigme Wangchuck further strengthened modern Bhutan's relation with independent India. He also strengthened the rule of law, introduced a traditional education system, and developed a district administration system to the fullest. The Third Druk Gyelpo King Jigme Dorji Wangchuck who initiated the process of planned modernization in developing Bhutan in which he gained great changes. In 1961, Bhutan shed centuries of self-imposed isolation and launched itself into the developmental process such as, road network, basic health and medical cares, reallocation of land to the landless people, upgrading schools, etc. He also sent and gave modern education to the first generation of Bhutanese within and outside Bhutan. The three arms of the government, such as executive, legislature and judiciary were set up for the convenience of rule as the small country.

During the benevolent reign of Beloved Fourth Druk Gyelpo Jigme Singye Wangchuck, the modernization and statecraft took on new meaning. After many years the Kingdom of Bhutan stepped into a new millennium as a testimony of political and economic success. The major developmental process had taken place with the stipulated period to the fullest.

Bhutan had been Democratic Constitutional Monarchy which in Dzongkha term called 'Mangtsoi Tsathrim Chengi Gyelpoi Zhung' in year 2008 by nationwide elections on 24th March. Then thereafter we the people experienced the different forms of government under benevolent rule of democratically elected Prime Minister, Jigme Y. Thinley.

The King's unique developmental philosophy of Gross Nation Happiness has forced the world to reflect deeply on the essence of purpose of human development. The inner values of the Bhutanese identity that enabled Bhutan to flourish over the centuries remained the basis of change. This was the essence of the legacy that King Jigme Singye Wangchuck handed over the great unique developmental philosophy, the GNH, well developing country and its citizens, the sovereign nation as before, introduced democracy and so on, to the fifth King, Jigme Khesar Namgyel Wangchuck. He was the father of constitution and successfully introduced in the country with vision of not struggle in for the political powers. He also versioned, the future of the country and the people, the unending peace and harmony to last forever.

It was exactly 100 years of Monarchy System in the country since 1907, the Kings handed over the power of governance to the people. The forms of government from Monarchy changed to Democracy. In monarchy system the centralization of the power was existed and then Fourth King decentralized the powers to the people by adopting new forms of government, the democracy.

In the artistic and historic transition, His Majesty Jigme Khesar Nangyel Wangchuck inherited the responsibility to institute the country's first democratically elected government. Fifth Dragon King was crowned in the same year of nationwide election in May 24, 2008. He was known as "The People's King" after the coronation on November 1. Today, we the people of the country are proud of our visionary Monarchs who have initiated change not for the sake of change but with the mandate that change has to be for the better. We pledged the great Monarchs for bringing great changes in political arena or phenomena.

New Era: The Democracy

The democracy form of Government in Kingdom of Bhutan was established with the draft constitution of Bhutan. The Constitution of Bhutan was drafted by the committee starting from 2001 with the issue of Royal Edict. The committee submitted the draft constitution to the parliament in 2005. Then the draft was first issued to the people of 20 districts and former King and Present King presided over the discussion of draft constitution throughout the country. The people of the country submitted their opinion and suggestions about the constitution.

Then in year 2007, the two political parties were formed; namely, "People's Democratic Party" the first and foremost Party headed former Minister Lyonpo Sangay Nidup, and "Druk Phuensum Tshokpa" the second Party Headed over by present Prime Minister Lyonchen Jigme Y. Thinley. But the people of Bhutan didn't know what is really mean by Party and Democracy too. The democracy is the most powerful forms of Government today. It is a form of Government, a form of state, a form of society and an ethical idea of life- It is a form of Government where the sovereign power is vested in the hands of the people. The person chose their representatives and ensures that the Government runs according to their well being. Now in the country like Bhutan, we are experiencing the democratically elected government since 2008.

In the nationwide election, two parties participated actively where the "Druk Phuensum Tshokpa" flooded the "People's Democratic Party" by securing 45 seats in Parliament of 47 seats in total. The two seats were taken by PDP. DPT formed the ruling government and PDP formed opposition with two representatives in the Parliament. Bhutan is "Smallest Kingdom in the World", "Youngest Democratic Country in the World" and "World's Smallest Opposition in Parliament" but one of the "Strongest Opposition Party" so far. Our Smallest Opposition in the Parliament plays vital role in the Democratic System of Government with great mission. To ensure the democracy to function well in the Bhutanese society, the Nation Council election has took place in 2007 in 16 dzongkhags and remaining four districts in dawn of 2008. There are 25 members one each from 20 dzongkhags and five eminent member elected directly by King.

Democratically elected government in Bhutan has so far fulfilled the wishes of the people and their manifestoes too. We the people of Kingdom Bhutan were happy with the new forms of Government and the rule of government and the function of "World's Smallest Opposition" so far. The constitutional Autonomous bodies and NGOs are vital in the young democracy like Bhutan.

The nationwide elections of local government leaders like Thrompoens, Thromde Chimis, Gups, Mangmis and Tshokpas also depicts that the Democracy is growing in the Bhutanese Society. Local government election led the local peoples to know about the democracy and its importance of it.

Now the meaning, the functions, the features and importance and significance of democracy is growing in rural areas that the people in rural areas gained ideas what to do and what not to do by first elections. The people were aware of functions of democracy in Bhutanese society.

Besides these, our country experienced the Royal Wedding. The Royal Wedding was one of the significant for the Bhutanese citizens and moreover towards the continuity of the Hereditary Monarch. Unexpectedly, His Majesty announced the Royal Wedding in the 7th session of Parliament to the Bhutanese people on aired channel. The news flooded the nationwide newspapers and other Medias. Not only to Bhutan but also the news went internationally within short period of time. Then the Royal Wedding took place on October 13, at Pungthang Dewai Chenpoi Phodrang, on 15th at Changlingmathang statum and 19th at Ugyen Pelri Palace, Paro. Our Beloved King wed commoner Azhi Jetsun Pema.

Not only changes from monarchy to democracy and Royal Wedding but also the significant changes or infrastructural development process in and around the country. Bhutan entered in the modern world by entering into the membership in Organizations, committee and so on. Infrastructure development such as road networks, education system, health and medical care, telecommunication systems, etc. were enhanced.

GROSS NATIONAL HAPPINESS IN BHUTAN

The Origin and History of GNH

The GNH is most important philosophy in the countries like technologically and economically backward in the world. The most of the wealthy nation takes account the 'Gross Domestic Product', (GDP). Gross Domestic Product in Bhutanese society has given least importance than the GNH. The GNH is significantly growing further popular in the Nation like Kingdom of Bhutan.

The GNH stands for Gross National Happiness. GNH was first introduced by Former His Majesty the Third King of Bhutan Jigme Dorji Wangchuck in late 1960s.  And thereafter, His Majesty King Jigme Singye Wangchuck initiated the unique developmental philosophy with bold intensions to get well known to the modern world. With the entrance in UNO as the member, Bhutan's name and fame and reputation to the world as a tiny and small nation gained rapidly and increasingly. Later His Majesty the Fourth Druk Gyelpo Jigme Singye Wangchuck enhanced the unique developmental philosophy, which in turn gained popular in and around the world within short span of time. Bhutan was well identified and expands its popularity to the world because of the GNH, the unique developmental philosophy of Third King and Fourth King.

Now GNH, the unique developmental philosophy was popular in Kingdom of Bhutan as "Gyelyong Gakid Pelzom". When I was young and small, I heard term 'Gyelyong Gakid Pelzom' talking in the public by the village leaders or head men. Those times, I was young and I was thinking that 'Gyelyong Gakid Pelzom' was name of the person, but when it came to the reality, its unique developmental philosophy in the Bhutanese society where other countries did not take into account.

Does GNH growing its popularity in other countries during 1970 and 1980s? No it was not popular but it gained mere popularities in the country like Bhutan. Only His Majesty the King, Ministers, High Level dignitaries and local heads knew the concepts about GNH. Then it got popularity in urban areas of the country, but in village levels the GNH was considered as the high level talks.

To make clear cut meaning of the GNH, we must understand the main pillars of the GNH. The GNH has got “Four main Pillars” which is also called as “Kachen Zhi”. 'Kachen Zhi' depicts, how GNH country should be, usages of GNH, the terms of GNH, the meaning of GNH and so on. The 'Four Pillars' of GNH are as follows:

1.       Conservation of the Environment,

2.      Equitable Development,

3.      Preservation of Culture,

4.      Good Governance.

GNH counts a lot in every developmental process, that when development of infrastructure begun, the Environment will be definitely affected, Equity will be ruined, Culture will be vanished and Governmental system might change adversely. But to not to affect, ruin, vanish and change, the GNH is there to guide and when we keep in mind the 'Four Pillars' of GNH the all these things may not happen in the society like that of other countries in the world.

To understand the unique developmental philosophies of GNH completely, the following are the brief explanation on the 'Four Pillars' of GNH. They are tie following:

1). Conservation of the Environment:

Regarding conservation of the Environment, we the Bhutanese people must always keep in mind the GNH. The Conservation of the Environment includes in GNH, the capacity building for natural world monitoring, species conservation, substitute liveliness, understanding and fighting climate alteration. These are the main thing to maintain in our country as the GNH and as well as in the world today.

2). Equitable Development:

In terms of Equitable Development, the sustainable and equity must be honored. Everywhere anytime in the GNH country, there must be improved emergency medicine, pleasing to the eye education for children with special needs, supporting youth leadership and cheering entrepreneurship. All these should be given equally to the people living in the customized territory as the GNH country. There should not be unfairness amongst the citizens such as High level dignitaries, and low working peasants. The differences of Sky and Earth should be eradicated.

3).Preservation of Culture:

The unique culture and traditions of the country counts a lot. The culture and traditions of the nation plays an important role to get familiar in the world. The   reinstallation of cultural heritage sites, improving welfare of Choedey Lhentshog (Religious Organizations) such as Monks and Nuns, supporting traditional arts and music and oral literature is vital in GNH country like Bhutan. Currently, Bhutan is undergoing lots of programs to preserve culture and tradition of old aged Bhutan. The religious ceremonies like Tshechus and rituals are well known to the world.

4). Good Governance:

If the bureaucracy and bureaucrats in the country is not good then GNH might not succeed. The bureaucrats of the GNH country should be capable enough, experienced and should have good relation with the citizens of the country. What should bureaucrats have to do? The bureaucrats should mind to help following; Helping non-profit organizations succeed, encourage to develop civil society, capacity expansion and increasing awareness of the role of media and democracy is vital in new era like Bhutan and furthermore in the least developed nations in the world. But Good governance should not be exempted in developed countries of the world.

The GNH in Bhutanese Society

In the late 1980s, His Majesty King Jigme Singye Wangchuck, the Fourth Dragon King of the Royal Kingdom of Bhutan, propounded a unique concept of the maximization of Gross National Happiness (GNH). The concept of GNH is distinctively Bhutanese and new in the conventional theories of development economics. The concept has its roots in Bhutan's Buddhist traditions that human sufferings can be avoided by the adequate provision of satisfaction of four necessities. They are:

1.       Food,

2.      Shelter,

3.      Clothing and                              

4.      Medicine.

These four are major problems for the Bhutanese people, but ultimately satisfaction or happiness is attained through a sense of material detachment and spiritual fulfillment. In simple terms, the concept of Gross National Happiness underlines that development of a country has many more dimensions beyond those linked to Gross Domestic Product as defined by modern economies. Moreover, development should be viewed as a process that seeks to maximize happiness rather than economic growth. In Bhutan the happiness is much more vital than the wealth as if there is happiness it's more than enough and if there is wealth, the happiness never exist. The richest countries in the world are not necessarily the happiest in the world. Thus, happiness may be subjective but it is enduring.

There three combined words make the unique sentence that flourished in the society of Bhutan since many decades. So, let us now glance at the three words "Gross National Happiness" connotes or denotes. 'Gross' reflects "totality and holistic" approach, 'National' refers to "Bhutanese Nationals across classes and 'Happiness' refers to prosperity and fulfillment within the cultural, social and environmental boundaries. Thus, the concept of GNH is more totalistic and holistic in terms of approach and it relates the focus of the development of the country to the fulfillment of the aspirations of all the nationals of Bhutan across the board while promoting and preserving the rich social, cultural and environmental possessions of Bhutan. The Gross National Happiness conceptual ideas are used in many more ways to promote and enhance the concepts in Bhutan and in the world as well. The concepts of Gross National Happiness are used in following ways:

• In Infrastructural Development,
• In Law making processes,
• In Preserving Culture and Heritage,
• In Equitable Development,
• In Government,
• In Conservation of Environment,
• In Educating the School Children, and
• In Health and Medical care,

With the help of Gross National Happiness concepts, everything we will and possess to do come true in the various fields. The achievements that we aspired come tremendous and magnificent. The way we use our concepts and policies are explained below:

In Infrastructural Development:
To maximize the happiness, of all Bhutanese, and to enable them to achieve their full and innate potential as human beings within the framework of traditional values and ethics and The infrastructural developments in the rural and urban areas such as construction of roads, electrification of village homes, sanitation and safe drinking water, access to good education and basic health facilities, etc...Never affects the eco-system of the animals, no destruction of flora and fauna, etc... Because the people who are involved in such team works has the concept of GNH and follows the four Pillars of GNH policies and future concern is there within them. Thus, this means that achieving sustainable improvements in eco-system, rich bio-diversity, flora and fauna, etc. Therefore, improvement of standards of infrastructure without affecting the environments

In Law making processes:
The Gross National Happiness concepts and policies are used in framing the rules and regulations, bills, laws, etc. of the country for benefits of the people. For example, the Constitution of the Kingdom of Bhutan was framed on the basis of GNH concepts. GNH is always kept above the laws and source of the laws. When Parliamentarian sits for the revision or making new laws they may take GNH as an major sources of law and based on the GNH, they may look whether there is positive impact or negative impacts or side effect or not. Thus, the GNH is used in making laws of the Kingdom of Bhutan.

In Preserving Culture and Heritage:
The culture and Heritage is one of the four pillars of the GNH. While in the preservation of culture and heritage the concepts of GNH is counted. If the country has to remain independent and unique forever, the preservation of rich cultural heritage is vital and significant. Thus, the country's sovereignty remains forever without other giants influence in internal and external affairs so that the country has got its own rich culture and heritage. Therefore country's rich cultural heritage and customs and traditions help to keep country from being annexed or colonized. Thus, GNH concept is used in preservation of culture and heritage.

In Equitable Development: 

To ensure that the benefits of development are shared equitably between different income groups and regions and in ways that promotes social harmony, stability and unity and contributes to the development of a just and compassionate society. The development is equal among the people settled in the same justified areas with reference to Gross National happiness policies and concepts. For example, the budget for the infrastructure development is same everywhere at anytime. Here the differences between haves and have-nots, poor and rich, etc. will be equalized and the people may enjoy the same basic needs and wants equally. Social justice and equity prevails which ultimately leads to Happiness for all the people of the nation as a whole.

Therefore, thus, the concepts and policies were used in the equitable development in the society in terms of any basic needs and wants in Gross National Happiness society like Bhutan.

In Governing the Country:
To further develop national institutions, human resources and system of governance in ways that enable us to reduce our dependence on others, to manage an increasingly complex process of development, and enlarge opportunities for people at all levels to participate more fully and effectively in decisions that have a bearing on their lives and livelihoods and the future of their families, communities and the nation. Institutional development must also promote transparency and accountability, and be supported by the force of law. If there is good governance existed, the country may experience the peace and tranquility, and happiness for the people residing in the territorial boundaries may occur.

The GNH concept and policies were vital in the governing the state or country as a GNH's Birth place. The governmental system of the country will be strong and cemented by GNH policies. Therefore, the concept and policies of Gross National Happiness is used in the Governing the country. Thus, GNH played significant role in the governing the Country.

In Conservation of Environment:
To ensure the developmental choices embody the principle of environmental sustainability and do not impair the biological productivity and diversity of the environment. The conservation of wild life and species, alternative energy, understanding and combating climate change such as melting of glaciers, increasing green house gases, etc. must be protected with the use of GNH concepts and policies.

The rapid increase in water levels and forest fires are much concerned problems in the modern countries. Therefore, the GNH concepts and policies must have been implemented and used in conservation of environment by reducing greenhouse gas, melting glaciers and all. Thus the GNH policy and concepts plays vital role.

In Educating the School Children:
Education in modern world is necessary for the children to enhance the knowledge about what was happened and what is happening in and around the world. In Bhutan the education is taught in accordance with the concepts and policy of Gross National Happiness. The school going children were treated well without any harassment and embarrassment from teachers, which shows that happiness for children, were brightened. The learning atmosphere is good and calm without any disturbances from outside.

Therefore, the students learn and study their subjects well and would achieve good results which signify happiness in the students of the Bhutanese society. Thus, the concept and policy of GNH were implemented and used in educating children and is achieved.

In Health and Medical care: 
The basic infrastructure for the people is that health and medical care for the people. The people were given free and equal health and medical care. The people were happy with what government did to them. The health care is much more tremendous to the people of Bhutan.

The Health and Medical care is 100 percent free for the people from government. Therefore, the concepts and policies of the GNH were existed in terms of proper health and medical care for the people residing in and around the Gross National Happiness country Bhutan which was experiencing tremendous peace and happiness prior to.

Education in Bhutan

The History of Education dates back to the reign of First King Gongsar Ugyen Wangchuck and Second King Jigme Wangchuck; there was very few schools, where the student were taught in Hindi besides other subjects. The history of education says that there was “Traditional Learning Systems”; the monasteries and learning from who knows how to read and write “Choe-kay”. Prior to the modern educated civil servants, there were civil servants who all came from Buddhist monasteries.

With the perception of modern education as most imperative and significant weapons to emerge into the developmental activities; the modern educational institutes were set up in the country. The modern educational institutes were, Haa School, 1913 in Haa and Thinley Rabten School, 1914 in Bumthang. Our Second King Jigme Wangchuck studies in Thinley Rabten School which was unstable as and when Royal Court moved to Trongsa in winter, the school also shifted to Kuenga Rabten⁽¹⁾.

 

During that time the summer residence of the government was in Bumthang and winter in Trongsa, where the school shifted with government. The facility was to the barest minimum but then it was in keeping with standard existing then. Two wood-floored rooms with bamboo thatch was a normal form of accommodation then ⁽²⁾.

The school was established mainly to give modern education for the second king who was then crown prince. He received his basic modern education in the unpleasant conditions of the school. In same year, 34 boys from around the country were selected to study in Haa School. These 34 students used to study in Haa during summer and Kalimpong during winter. Those times, government also used to send few students to study in Kalimpong, India, bearing the expenses of the students.

By 1950s, Bhutan stepped in modernization and the numbers of the schools were increased; the government schools and private schools were established in the country. Then the numbers of the schools were increased; there were 29 government schools and 30 private schools at the end of 1950s but the student enrolled in the school was only about 2,500. There were no secondary school exists in Bhutan but was available only in India.

The first two schools of the country, Haa School, where the name and fame still in the era of Education as Ugyen Dorji Higher Secondary School, but today Thinley Rabten School has no reputation like Haa School.

Then, the government took all the private schools under government supervision to enhance the quality of education in the country. But the saddest thing in emergence of modern education was that few schools in remote and far flung areas were closed, as the children enrolled was very low.

During those times, the government officials must go in the villages to select the students. But the parents too were not willing to send their children to study in schools. My father told me a story about him when I asked why you didn’t study.

Here it goes; "When I was young and I must be nine or ten years old boy. I was assigned with my daily works by my beloved mother, who always drinks locally brewed wine; to look after the cattle, to work in fields, and so on. Once I suggested my dad and mom to let me go Goenpa to learn traditional Buddhist philosophies for few months from Lama, but they failed to send me. Then I was busy working as before with localities of Ridangchen where I am hailed from, just below Menchu. I am elder and I have got a sister and two brothers" my dad explained me looking around but his color of face fades away. I nod my head.

Then he continues. "Now I will tell you the fact about why I am illiterate; once group of government officials who were teachers of Trashigang School, where currently upgraded to middle secondary school just above current Trashigang town. That time Trashigang School was only school and then Nakhardzong School was established. They questioned me and other local boys as those time girls were not interviewed. I was selected then. My father, who used to drink like mother, offered a Palang of Ara to them, and states "keep my child back, I have no one to help me, brothers and sister are too young". But they didn't listen to him. I was then taken with them via Nakhardzong where present school stands. I was happy to go with them because I would have employed. If my father allowed me then I would have not met with your mother today.

After walking for two to three hours I reached Bangma Ngyesa. We took race and then proceed towards the Bainangkhar Toe and finally we reached Nyinda, where my mother hailed from. Then we took rest for few minutes again where my father was running after me carrying three Khaws of Rice mixed with Kharang and Palang of Ara. He then appealed to the officials offered Rice, Kharang and Palang of Ara. They sent me back from Nyinda. That time the corruption exists in grassroots level. If my father’s bribe didn't work, then this time I would be ‘Dasho’³”. He took a sip of Suja. That was the situation in past where today it’s all contradictory.

To establish modern education in the country was very difficult tasks in Bhutan before 50 to 60 years ago, where these days everyone is running towards the school. Now children enrolled in the schools were drastically increasing and the numbers of schools were also increasing. But the private schools were not there during late 1960s and dawn of 1980s as government took the initiatives over the private schools during late 1950s.

The most emerging and inspiring development in modern education was due to the abundant initiation of Third King Jigme Dorji Wangchuck's First Five Year modernization Plan (1961-1966). There were some 108 schools in operations and enrolled about 15,000 students. Then year after year, the student enrolling in the school increased and more schools were established in the nook and corner of the country. The Father William Mackey played important role in establishing the schools in rural areas.

During those times, why women enrolling in schools was low? Aum Soenam from Mongar, who was 72 years old, chanting Vajra Guru sitting in front of Bus stand said. "When I was 16 year old girl, the school in Mongar was started. I was selected to study in school as first batch. But women enrolled in schools were very few. My mother didn't send me to school as 18 years old my brother was also selected. "If both of you are go to school, then who will look after me and your father. So, girl must not go to school and girls will not get job" said mother Tumchen. So, I was left illiterate. That was the main reason why I am not literate and now it’s just opposite where both men and women are holding the same posts. But why Lyoenpos are always men?" Aum Soenam recommended.⁴

That was the main reason women enrolling in the schools was low during 1960s. So, these days, the ratio of boys and girls are same and women enrollment in job is also same, which clearly shows the equity and justice in the modern educational system.

The educational system and schools were enhanced after setting our own curriculum for lower classes and numerous schools were upgraded to secondary schools. The facilities of the schools were tremendous and fabulous where Bhutanese students enjoyed the real development of education in true Bhutanese society. The government took initiatives in upgrading more schools to secondary and secondary to High schools; even new schools in remote areas of Bhutan were established with the foreign aids.

To enhance and improve and to stand on our own foot, Royal Government of Bhutan initiated the Teacher Training College in Paro and Samtse, Sherabtse College in Trashigang, RBIT in Rinchending, Phuentsholing, JNP in Deothang, S/Jongkhar. Several schools were set up within short span of time. The Curriculum and Professional Support Divisions (CAPSD), Bhutan Board of Examination (BBE) was set up. The diverse subjects and curriculums were set up for benefits for lower classes. But for secondary and high school, the ISC curriculum was followed.

RGoB, Ministry of Health and Education, Department of School Education encouraged the private entrepreneurs to come with proposal for Private schools in the Country again. The private entrepreneurs forwarded their proposal and the private school was established without government support.

Again the history of Private schools dates back during the Second King who paid for the expenses of Thinley Rabten School and in Haa School, where they considered as private schools. There were 30 private schools by late 1950s. In late 1980s again, the Private school was established by Former Assistant Auditor General Mr. Kelzang Thinley.

Initially, Kelki Higher Secondary School was established as Day care Nursery School in 1987, which is nestled in the heart of capital city. Now the Kelki stands as the premier private school in the history of Education. There were only 65 students enrolling in the first academic session, and then increased to 107 in next session. In 1999, the school was upgraded to Higher Secondary School where in 2000, first batch passed out with BB-ICSE⁵.

Then, thereafter, more private schools were established in and around the country to give equal opportunities for disqualified students to get enrolled in the schools. Now there are more than 25 private schools in the country including 13 High Schools. The new era in the process of educational arena is developing yearly.

Ministry of Health and Education had come up with more changes in education system in Bhutan within short span of time. Number of students enrolled in schools have reached lakes and hundreds and thousands Bhutanese and Indian Teachers were employed where the quality of education was enhanced. Classes X and XII exams were finally conducted by Bhutan Board of Education since 2004 and 2006 with the slide changes in the syllabuses.

But still Sherabtse College was under Delhi University. With the establishment of Royal University of Bhutan with Chancellor Crown Prince Jigme Khesar Namgyel Wangchuck in 2003, where the secretariat was based in RIM, Semtokha, then the RUB initiated its own exams for the Degree students.

Then Royal University of Bhutan took initiatives over the colleges of Bhutan. Gaydu College of Business Administration was established in 2008. There were total of 11 government colleges and institutions under Royal University of Bhutan and only one Private college, Royal Thimphu College established in 2009. The names of the colleges were changed to existing names.

The additional new courses were set up in colleges. The thousands of Bhutanese students enrolled in the colleges were increased drastically. By June, 2011, RUB went autonomous and enrolled some thousands of students in colleges of RUB. Thousands of students under RUB and students studying in overseas were gazed after by Department of Adult and Higher Education, Ministry of Education. Ministry of Education was separated from Ministry of Health and Education in 2003.

Besides, students enrollment in schools, there were thousands of Adult Bhutanese were enrolled in Non-Formal Education in nook and corner of the country. The Adults who didn't get chance to go to school during childhood were enrolled. So, therefore the 'Reading and Writing' and the literacy rate increases. The Non-Formal Education scheme was started in 1992.

Today, the ministry took initiatives in enhancing the modern education system by encouraging every individual to enroll in the schools. During the first king and second king's time, the education system was not that much high-quality like what we are experiencing today. Only few students were enrolled but today we can't imagine.

During Second Druk Gyelpo's time, the civil servants were all from traditional Buddhist background, where today the civil servants know how to operate computers, and other technologically advanced machines. Those times there were only Buddhist monks or lay monks. Today, there is only few school or colleges in the country which gives traditional Buddhist teachings. Institute of Language and culture Studies, Semtokha which was shifted to Taktse, Trongsa and College of Indigenous Medicine, in Kawangjangsa. These two colleges train students all about Buddhist philosophy.

To develop Modern Bhutan with Science and technology, the college of Science and Technology and Jigme Namgyel Poly-technique were established. The two college gives training in various fields; Civil, Electrical and Mechanical Engineering both degree and Diploma respectively. The new courses under these two were commenced.

The modern Education system of Bhutan is comparatively different from few decades ago. The quality of education, the enrollment of students, the numbers of schools and colleges, the well experienced faculty members, etc. were main factors for developing in terms of educational arena. The students in urban areas were far better than that of the rural areas, as students in urban areas enjoy the other resources where public library, entertainment centers and so on. The students in rural areas were below average and now coming up with good and inspiring results as well due to ministry's consistent support and encouragement.

The students of this modern Bhutan are creative, intelligent and brilliant where they can come up with new ideas and suggestions. The learning atmospheres of past and present are completely different. The students enjoy tremendous help and support from government and other Non Government Organizations, Foundations, etc. where students nation gets equal opportunities in all the fields.

The teaching and learning process in the class today is bearing comparative difference from past. The equipments used in past and today have got vast difference. The teachers and students have good mutual relations and have got inspiring mutual understandings.

The students plays an important role in the in the Bhutanese society as a real role model and educated men and women or boy and girl. The Education Ministry plays an important and significant role in promoting country's first elected government by educating the democracy.

In promoting democracy in the country is in the hands of our youth as after all today’s youth must become the leaders of tomorrow. The Ministers, Parliamentarian, high level dignitaries, officials, etc. consisted of highly educated men and women; therefore, it’s all contribution of Education Ministry.

The development in Education took place rapidly in very short span of time. Mr. Samten, 52 years old who was former clerk talks about it. "When I joined the school in 1971, at the age of 11, there were only few students enrolling in that school. I joined the school because teachers of Nakhardzong School insisted. I studied till class four, starting with Lower Kindergarten and Upper Kindergarten. When I was in class four, I was 17 years old then. I was promoted to next grade in following year. I was huge and tall and I was class captain too. One day, government official from Capital came in our school for job selection. The group of students sits for selection by writing something in paper. I have got nice handwriting and I was selected and my friends who were giants were also selected. I was placed in Gasa Dzong as clerk, and then my friends were sent to other dzongkhag as messenger. The pay scale was very low but anyway, I survived there" he said looking around the city of Thimphu.

“Then, I worked for couple of years and I resigned as government didn't accept my appellation letter of transfer to Thimphu. Then I got married to Thinley from Lhuntse. I then applied to work in Bhutan Telecom as technician. So, from there I resigned in late 1990s"⁶ he added smiling at me. That was the situation in Bhutan before scores of year. Now these days, the quality of education itself is good.

“Today I am worried about my children studying in remote areas of Haa, how they will be recruited in job as the minimum class to compete for job is class XII, where during my time it was just five or six with good handwriting. Now, the education system of Bhutan has improved a lot. The Education learners are intelligent, brave enough and brilliant, which shows tremendous change within decades. These days, numerous primary, secondary, high schools and colleges and institutions are well established" he appreciated the great change.

Now Bhutan is changing day after day, year after year in terms of advancement of Education. Therefore, education systems emerged from during First and Second King and after planned modernization were set up by Third King and finally enhanced by Fourth King and Fifth King. Today all most all the Bhutanese were literate and is increasing yearly and will go on increasing hereafter.