PGDE training duration reduced to one year at Samtse College

2026-03-30 - 13:11

Recent changes to the Postgraduate Diploma in Education (PGDE) program at Samtse College of Education (SCE), including a reduction in training duration, have come into effect this year. Earlier batches were required to undergo 18 months of training, which included six months of School Immersion and Teaching Practice (SITP). However, the SITP component has now been shortened from six months to 45 days. This year’s PGDE batch at SCE shared that they were informed during the two-day orientation that the course duration had been reduced to one year. A 22-year-old trainee from this year’s PGDE batch said that the change in program duration initially caused confusion, as the reasons were not clearly understood. “At first, I was confused because I didn’t know the reason. Eventually, it became exciting as we were offered a new module that aligns with the existing programs,” he said. Moreover, he said that the reduction of SITP to 45 days could motivate trainees to learn more within a shorter period of time, while also helping address teacher shortages by enabling them to contribute to students’ learning earlier. He also expressed confidence in the shorter program, stating that despite receiving less input compared to previous PGDE batches, they would have the opportunity to interact with students earlier and gain more hands-on experience. However, another trainee said that she feels the duration is too short. “Regarding the reduction in the duration of SITP, I feel that it will not be enough for me to familiarize myself with the education system, and I may not gain sufficient teaching practice within such a short period,” she said. She also expressed a lack of confidence in preparing herself for teaching within the reduced timeframe. “I don’t know how I am supposed to teach my students after training for only one year, and I don’t think I will get enough experience from the 45-day SITP,” she added. She further shared that the change may have been introduced due to the shortage of teachers, with the program being shortened to one year to address the issue. Meanwhile, last year’s batch, who are currently completing their 18-month training, said that the shorter duration may affect the quality of training. They noted that the change might have been driven by external factors such as policy updates, resource constraints, or the need to produce teachers more quickly to meet national demand. While the intent behind the change may be positive, they emphasized that its impact on teacher readiness should be closely monitored. Sonam Tashi (name changed), from last year’s batch and currently undergoing training, said that his batch joined the college in February last year and is expected to graduate by July this year. When asked about the reduction in training duration to one year, he said that while it may help address teacher shortages in some dzongkhags and schools more quickly, he is concerned about the depth of training the new batch is receiving. “While the accelerated program can fast-track teacher preparation, it may also reduce the time for deep reflection, practical experience, and skill consolidation,” he said. He explained that SITP is crucial for gaining hands-on teaching experience. Reducing it to 45 days might limit opportunities to navigate classroom challenges, understand student diversity, and develop effective classroom management skills. “It could make the transition from theory to practice more abrupt for new teachers,” he said. According to him, becoming an effective teacher requires more than theoretical knowledge, it takes time to develop teaching strategies, adjust to real classroom situations, and build confidence. Reducing the program might compromise these important aspects unless the curriculum is carefully redesigned to focus on essential skills. Looking back at the 18-month program, he said that the extended duration allowed ample time for lesson planning, mentorship, reflective practice, and repeated classroom exposure, all of which helped build confidence and competence. He added that in a shorter program, some of these important reflective and practical opportunities might be reduced or lost. A 23-year-old trainee from last year’s PGDE batch said that, initially, the decision felt abrupt and added extra pressure. When she learned that the SITP had been shortened, she became concerned that the current batch would not have enough time to gain sufficient practical experience. She noted that her batch had benefited greatly from a full semester of SITP, gaining hands-on exposure in schools, which she described as a “bonus point” for both professional and academic growth. She added that the shorter SITP might limit interactions with students, reducing opportunities to understand student diversity and different learning techniques. “It would’ve been better if it was at least for three months,” she said. When asked whether the shorter training might affect the quality of teacher preparation, she said the impact could go both ways. While it might reduce practical and field experience, she noted that the modules, teaching methods, and practical components have been streamlined and combined with new courses. In her view, this could create a “win-win situation” for the current batches. Looking back at her own 18-month program, she highlighted the benefits of the longer duration, including learning multiple modules and micro-teaching different strategies. She said, “Now, with fewer modules and a lighter workload, it feels like there will be limitations for the new batches.” “The strategies have also been reduced from seven to five, so it is really a more limited learning experience for them,” she added. Another trainee said, “The longer period allowed me to build meaningful relationships with students and colleagues, try different teaching strategies, and learn through trial and error,” he said. The changes to the PGDE program at SCE have brought mixed reactions from trainees, with some seeing it as an opportunity to enter the teaching field sooner, while others remain concerned about the depth of training and practical exposure. This paper is yet to receive a response from the Royal University of Bhutan (RUB).