Illuminating Pathways: Empowering Futures Through Education [Interview]

Interview with Keeran Sharma Gautam, Long-time Education Coordinator of the Bhutanese Refugee Education Program (BREP)

We are pleased to present an exclusive interview with Keeran Sharma Gautam, a dedicated Education Coordinator (EC) who played a pivotal role in shaping the success of the Bhutanese Refugee Education Program (BREP). In this written conversation with Ramesh Gautam, Founder and Managing Editor of Bhutaneseliterature.com, Keeran Sharma Gautam shares invaluable insights into the establishment, challenges, achievements, and lasting impact of BREP—a program that not only provided education within the confines of refugee camps but also empowered an entire community for a brighter future.

In the conversation that spans the establishment of the first makeshift classrooms along the riverbanks of Eastern Nepal to the resounding success of BREP, Gautam paints a vivid picture of the challenges faced by Bhutanese refugees and the unwavering commitment of the volunteers that sustained their dreams of education. Against the backdrop of adverse refugee situations, the BREP emerged as a light of hope, proving that even in adversity, the power of education can transform lives and build bridges to a better tomorrow.

Going through this interview, you will discover how BREP overcame financial constraints, established a pious example of volunteerism, and fostered a sense of community ownership that became instrumental in its success. Gautam’s account sheds light on the crucial role of collaboration between stakeholders, the significance of maintaining peace within the camps, and the unwavering determination of volunteer educators that brought refugee education to the next level.

This interview not only acknowledges the achievements of BREP but also serves as an invaluable resource for educators, policymakers, and organizations working with refugees worldwide. The BREP stands as a testament to the resilience of the displaced Bhutanese citizens and the unconquerable power of education to shape lives, communities, and futures.

Let’s join Keeran Sharma Gautam to explore the transformative impact of the BREP. Through his words, we find inspiration, hope, and a reminder that education knows no boundaries—it is a universal force that transcends challenges and lights the path toward a brighter world.

Ramesh Gautam (RG): Could you provide us with an overview of the establishment of schools within the Bhutanese refugee camps? How were these schools organized and structured to meet the educational needs of the refugee children?

Keeran Gautam (KG): First of all, thank you for remembering the Bhutanese Refugee Education Program, “the only hope of the Bhutanese community and the Bhutanese children to shape their future,” and trying to help Bhutanese children learn about its pertinent role in the community. It was first envisaged by a Bhutanese Organization called the Students’ Union of Bhutan (SUB). The Union organized makeshift classrooms at Maidhar, bank of river Mai, near Suranga in Eastern Nepal, in the first Bhutanese Refugee camp sheltered around Kotihom.

Former Bhutanese teachers and educated students used small blackboards and would gather the young children on the sandy ground, tailoring their teaching to the children’s respective levels. Despite the scorching sun and the hot sand, their commitment to maintaining the children’s education akin to that in Bhutan remained unwavering. Occasionally, thunderstorms blew away the blackboards, and they had to run for safety. Nevertheless, the ardent volunteers kept up their excellent job.

As the refugee flow escalated, new camps were established in Timai and Sanischare. The Student Union constructed small rooms for the school office and staffroom; however, teaching continued in the open. The exiled Bhutanese teachers and higher-grade students continued to volunteer to teach. The Maidhar camp was eventually relocated to Beldangi and Goldhap, and schools started there too. In the first year, the record showed that the total number of students in all the camps was 37,000 as opposed to 57,370 in Bhutan. The total number of refugees in the Sanischare camp was 19,000, with over 7,000 students enrolled.

Initially, the challenges seemed insurmountable for the Students’ Union of Bhutan (SUB). It was at this juncture that Caritas Nepal, a Non-Governmental Organization based in Kathmandu, stepped in to take charge of overseeing the Education Program in the camps.

I must mention here that the then Executive Director of Caritas Nepal, Mr. Ashish Gurung, was very enthusiastic to help the refugees; he visited all the camps and distributed exercise books and pencils to the children in the beginning. He encouraged the teachers to continue the good work and assured us that Caritas would work together with us to continue the education of the deprived Bhutanese children. Caritas organized the first teacher training workshop in Beldangi II refugee camp in 1992.

Subsequently, the United Nations High Commissioner for Refugees (UNHCR) began funding the program, covering educational initiatives from pre-primary to grade eight as per their mandate to offer primary education to refugee children. Caritas continued its support by allocating funds for secondary education and offering a small monthly incentive of about $7 to the teachers involved in the program.

RG: The Bhutanese Refugee Education Program (BREP) has been hailed as a success story by many researchers. Could you elaborate on the key components and achievements of BREP in delivering high-quality education to refugee children?

KG: In a refugee situation, strength comes from motivation. The motto of education, as perceived by the refugees, was ‘Education for Repatriation.’ The implementing partners did not accept this, as it was aggressive in their view. However, for the refugees, it just meant keeping up with education in Bhutan so that the children could assimilate into the mainstream in Bhutan after repatriation. The only dream of the refugees was to repatriate and resettle in Bhutan as soon as possible, and keeping the education at par with that of schools in Bhutan was the greatest motivation. For any project to be successful, it needs good administration, motivated and trained staff, good infrastructure, and commitment.

To facilitate effective education implementation, a small office for BREP was set up in Damak, eastern Nepal, where a Field Director (FD) was appointed to supervise the program. The Field Director, designated by Caritas Nepal, typically hailed from the Jesuit Refugee Service (JRS), often comprising priests affiliated with the Society of Jesus. Assisting the Field Director was the Assistant Field Director (AFD).

Within this structure, there were Primary Resource Teachers and Secondary Resource Teachers who were overseen by the Education Coordinator (EC). We had trained and experienced staff in the office, trained education experts, and motivated teachers in the field. All the teachers in the camp schools were Bhutanese; we did not hire any teachers from outside the Bhutanese community.

The EC planned all the activities for the entire year in advance. This approach ensured that all stakeholders within the Education System were well-informed about the upcoming activities. I had the privilege of serving as the EC for several years. Prior to the commencement of the school year, I crafted a comprehensive calendar that outlined key school events. This calendar highlighted various activities, including term exams, sports events, cultural activities, workshops, and syllabus completion milestones.

Notably, the syllabus was designed to align with the Indian Education system for all grade levels. Additionally, it was tailored to adhere to the School Leaving Certificate (SLC) examination requirements set by the Nepalese Government for grades 9 and 10. This strategic planning and alignment with educational standards ensured a structured and effective learning environment for refugee students.

The resource teachers and other experts from Nepal and India organized timely workshops and training for all the teachers centrally. The commitment of the Bhutanese educators is exceptional, and ‘thank you’ is simply not enough to show our gratitude to them.

The program had a strong relationship with the Department of Education of Nepal. In fact, during the program’s initial years, students were required to participate in public examinations for both eighth and tenth grades and later in tenth grade, known as the School Leaving Certificate (SLC) examination. This collaboration with the education authorities underscored the program’s commitment to providing quality education and aligning with recognized educational standards.

Initially, the program had three Education Coordinators, but they eventually moved out of their roles. Following their departure, I assumed the position of Education Coordinator and held this role until 2008, when I departed for resettlement.

RG: What were the pivotal strengths and unique features of BREP that contributed significantly to its successful implementation? How did these strengths impact the overall quality of education provided?

KG: Besides the committed and trained teachers involved in planning and implementing the program, we also got expertise from JRS. Through JRS, we acquired the guidance of the Field Director and resource teachers, most of whom were nuns. Additionally, we received support from resource teachers from Ireland, particularly in the context of the New Approach to Primary Education (NAPE). Further, education and training were provided to the Bhutanese students pursuing further education, though only a few came back to help after completing their education.

RG: Operating under financial constraints, how did the program manage to maintain a high standard of education and ensure that resources were optimally utilized for the benefit of the refugee students?

KG: We had financial constraints as the school population was overwhelming, and the agencies faced difficulties raising funds due to donor fatigue. The incentive was meager, and the teachers left camp schools for local schools. However, with meticulous planning and goodwill, the schools continued functioning with minimum resources and staffing.

RG: Volunteer teachers often play a vital role in delivering quality education in refugee contexts. How did BREP recognize and support the contributions of volunteer teachers to enhance the learning experience of refugee children?

KG: BREP periodically organized programs to felicitate and recognize all the teachers and volunteers. All staff of the schools and the office were given certificates and small gifts as a token of love. Although these tokens were small, they symbolized our deep gratitude for the dedicated work of the volunteers. Similarly, the schools themselves conducted various activities for the children and awarded certificates and prizes to deserving students.

RG: Every program faces challenges. Could you share some of the main challenges that BREP encountered during its operation and what strategies were employed to overcome these obstacles?

KG: The main challenge, amongst many others, was financial constraint. There was increasing pressure to increase the budget due to price hikes. The incentive was minimal, and unable to retain teachers, given the demand for Bhutanese teachers in local schools, even as far as Kathmandu, remote areas of western Nepal, and nearby locations in India. Consequently, we had to conduct frequent teacher interviews and training to fill gaps due to brain drain.

Years of stalled bilateral talks between the Nepal and Bhutan governments led to hopelessness and regret in the camps. The need for a better life and family demands forced teachers to leave the camps for higher earning opportunities. Unfortunately, BREP lacked the means to increase incentives to retain them.

To meet the schools’ teacher demand, the office team had to appoint more teachers and train them periodically to keep up the education in the camps. Finding educators proficient in teaching mathematics and science and catering to SLC students was challenging. With the grace of God, we could continue the good work.

RG: Parental involvement is crucial for the success of any educational initiative. How did BREP engage and collaborate with parents to ensure their active participation in their children’s education within the refugee camp setting?

KG: It was found that the parents were very positive and supportive of the education program. They actively contributed to the workforce to construct classrooms and motivated their children to participate in school activities. They attended the parents’ meetings and were present during the annual academic and extracurricular activity results announcements. The refugee camps were structured into sectors and sub-sectors, facilitating organization. Parents were also kept informed about school programs and activities through meetings held at the sub-sector level.

RG: Reflecting on the program’s impact, how did BREP positively influence the lives and future prospects of the Bhutanese refugees? Are there any specific stories or instances that highlight this transformation?

KG: The schools were the sole assets of the Bhutanese people in the camps. Education was the sole avenue for their children’s advancement, a realization that underscored the importance of education in enabling their children to lead lives of dignity. In the initial stages, a meeting was held involving UNHCR, Nepal Government officials, and a handful of educated people from the refugee community. The UNHCR and the Officials were of the opinion that the schools should follow the curriculum of the Govt. schools of Nepal, and Nepali should be the medium of instruction. The refugee elites adamantly opposed and stressed the Bhutanese curriculum and English medium of instruction.

After heated debate, the UNHCR and the Govt. officials yielded, leaving the Bhutanese community to decide independently. So, the curriculum was devised based on the Bhutanese system, and English was made the medium of instruction. This strategic decision has proven to be of paramount importance, especially in light of the resettlement of the refugee population across eight countries, affording them the opportunity to embark on new chapters in their lives.

RG: Inclusivity is a fundamental principle in education. How did BREP ensure that education remained accessible to all refugees, including those with disabilities or special needs? Were there any innovative approaches adopted to address this aspect?

KG: All stakeholders had one thing in mind that education should be accessible to all refugee children. All children were accommodated in a single main school in the initial year. However, due to overcrowded classrooms and the challenge of providing individualized attention, I, as the headmaster of New Horizon Academy school, based in Sanischare Refugee Camp, took proactive measures the following year.

I initiated the decentralization of the school by constructing twelve smaller sector schools, each catering to a specific sector within the camp. This strategic move alleviated the burden on the main school and created manageable classroom sizes. It allowed teachers to dedicate more time to students and provide homework feedback. These sector schools were overseen by designated school-in-charge personnel. Each sector also established its own management structure, enabling administrative tasks to be decentralized.

Taking this lead, other camps schools adopted this criterion; bigger schools started sector schools, and smaller schools introduced extension schools. The guardians also had easier access to the schools, and the schools could monitor the admissions and attendance to stop students from remaining truant. By embracing these innovative changes, BREP aimed to ensure that education remained accessible to all, including those with disabilities or special needs.

RG: The success of BREP offers valuable insights for other refugee operations globally. What key lessons can be drawn from the accomplishments of BREP that might serve as a model for enhancing education in different refugee contexts worldwide?

KG: One critical lesson is the fundamental requirement of peace. There must be peace in any setup to impart meaningful education to the children. If there’s unrest within households, domestic violence, and conflicts between camp residents and outsiders, creating a conducive learning environment for children becomes nearly impossible. Additionally, the prevalence of drugs, alcohol abuse, and human trafficking further hinders establishing such an environment. Being law-abiding and peace-loving, the Bhutanese community played a significant role in fostering quality education.

Moreover, beneficiaries must recognize the value of education and understand the importance of collaborating with all stakeholders involved in the process. This spirit of cooperation was a pivotal factor that underpinned the success of the Education program. These lessons underscore the critical elements necessary for achieving success in refugee education initiatives globally.

RG: Thank you for generously sharing your invaluable knowledge and experiences about the BREP and its significance to the Bhutanese refugees.

KG: You’re most welcome. It’s my privilege to shed light on the Bhutanese Refugee Education Program and its impact on our community. Thank you for providing this platform to share our journey.