Formulation and Implementation of Education Policy as a Part of Public Policy in Bhutan

A Literature Review

Abstract

There is a growing body of research on policy formulation and implementation around the world, but there is little evidence in Bhutan that provides a realistic status on the formulation and implementation of policy. The study attempted to understand the formulation and implementation process of education policy in Bhutan through a literature review. The findings show that most of the policy formulation practices are a ‘top-down approach or technocratic manner’ and a one-way system. Little attention is paid to the ‘bottom-up approach’ to hear the voices of stakeholders and to understand the ground realities. Education policy is more politicised and influenced by the government ideologies and promises made in the political party manifestos. There are limited wider consultations and dialogues and the use of research-based evidence to support policy formulation and implementation. Bhutanese education is more of experimentation, trial and error oriented in the name of reforms. The policymakers need to revisit, rethink, and revise the policy formulation and implementation process. The study is the first attempt to study the formulation and implementation process of education policy as a part of public policy in Bhutan amidst limited access to literature. For future research, a mixed-method approach and inclusion of relevant stakeholders are recommended.