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VOL. 2, ISSUE 3 (2026)
Education of minorities in the Indo-Bhutan perspective: A comparative policy analysis of inclusion, equity, language and belonging
Authors
Ikhlas Ahmad, Alok Gardia, Mohd. Zafar Ayat, Rabiya Khatoon
Abstract
Education
is more than gaining knowledge and skills. It creates opportunities, respects
different identities, and enables people to participate fully in society. This
study compares minority and inclusive education in India and Bhutan through a
qualitative policy approach. It examines constitutional provisions, education
policies, government programmes, official reports, and relevant academic
studies. The comparison shows that the two countries follow different paths
towards inclusion. India provides specific constitutional protection to religious
and linguistic minorities and has introduced several programmes to improve
educational access. However, differences in religion, caste, gender, income,
location, and social background continue to shape educational opportunities.
Bhutan has followed a more universal approach, influenced by the philosophy of
Gross National Happiness and its focus on social well-being, cultural values,
and equity. At the same time, issues related to language, citizenship, cultural
identity, and the educational experiences of Lhotshampa communities remain
important concerns. The study suggests that educational inclusion requires both
universal provision and focused support for groups facing particular
disadvantages. Greater attention is also needed to multilingual education,
culturally relevant curricula, fair use of resources, and community involvement
in educational decisions. India can learn from Bhutan’s emphasis on holistic
development and well-being, while Bhutan can draw useful lessons from India’s
constitutional recognition of minority educational and cultural rights.
Overall, inclusion should not be judged by enrolment alone. A truly inclusive
education system should help learners remain in education, learn effectively,
participate equally, and feel respected and accepted within the educational
community.
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Pages:29-37
How to cite this article:
Ikhlas Ahmad, Alok Gardia, Mohd. Zafar Ayat, Rabiya Khatoon "Education of minorities in the Indo-Bhutan perspective: A comparative policy analysis of inclusion, equity, language and belonging". International Journal of Advanced Education
, Vol 2, Issue 3, 2026, Pages 29-37
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