Gross National Happiness and Challenges for Education in Bhutan: Perspectives of Policy Experts

Autor/in	Tobden, Jamba
Titel	Gross National Happiness and Challenges for Education in Bhutan: Perspectives of Policy Experts
Quelle	In: International Education Journal: Comparative Perspectives, 21 (2022) 2, S.116-128 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tobden, Jamba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Foreign Countries; Philosophy; Public Policy; Life Satisfaction; Social Values; Governance; National Surveys; Educational Attitudes; Educational Policy; Well Being; Sustainability; Educational Change; Role of Education; Bhutan + Suchen Sie Ihr Suchwort? Ausland; Philosophie; Öffentliche Ordnung; Lebensvollendung; Sozialer Wert; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Politics of education; Well-being; Wellness; Wohlbefinden; Nachhaltigkeit; Bildungsreform; Bildungsauftrag
Abstract	Nations, institutions and researchers worldwide are increasingly demanding their governments set out a systemic change to humanise the present order of the world. In Bhutan, introducing a Gross National Happiness (GNH) philosophy in the 1970s and applying GNH indicators in the early 2000s was a deliberate attempt to embed Bhutanese values into national governance structures. For Bhutan, GNH provides a focus to ensure developed policies stemming from international agendas are humane. The nationwide happiness index, constructed every five years, measures people's happiness level through nine domains consisting of 33 indicators by a GNH survey of all Bhutanese citizens. The latest survey indicates that citizens perceive education as making the lowest contribution to the GNH index. This study examines the perception of key policy actors gathered through interview and outlines three key challenges for policy architects implementing happiness-focused governance policies with implications for education. The paper concludes with observations on educational implications for Bhutan and other countries seeking to replicate a national focus on happiness. (As Provided).
Anmerkungen	Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01