𝐅𝐫𝐨𝐦 𝐏𝐥𝐚𝐲 𝐭𝐨 𝐈𝐧𝐧𝐨𝐯𝐚𝐭𝐢𝐨𝐧, 𝐁𝐡𝐮𝐭𝐚𝐧’𝐬 𝐘𝐨𝐮𝐧𝐠 𝐌𝐢𝐧𝐝𝐬 𝐄𝐦𝐛𝐫𝐚𝐜𝐞 𝐑𝐨𝐛𝐨𝐭𝐢𝐜𝐬

By Nedup Dorji and Pema Wangmo

In a modest classroom brimming with eager young minds, the foundation of Bhutan’s technological future is being carefully laid. Amid a global shift towards innovation, a local Science, Technology, Engineering and Mathematics (STEM) based Robotics and Internet of Things (IoT) Training Institute is pioneering technology education for children as young as five years old. Accredited by the Bhutan Qualifications and Professional Certification Authority (BQPCA) under the Ministry of Education and Skills Development (MoESD), this institute is redefining the standard for early STEM education in the country.

The institute’s approach is both structured and innovative, offering a five-module curriculum that cultivates a deep understanding of robotics, programming, and IoT. Tailored to different age groups, this curriculum not only builds technical proficiency but also nurtures creativity and problem-solving skills.

Pelden, the CEO and founder of Robitics and IoT Training Institute (RITI) said “His Majesty’s vision to transform Bhutan into a STEM hotspot in South Asia. On the 112th National Day, His Majesty emphasized that, unlike children in India who have advanced significantly in technology such as Artificial intelligence (AI), digital currency, and machine learning, Bhutan should not lag behind. We must begin somewhere and at some point.”

“Also my son, now nine years old, inspired this journey. From the age of seven, he was fascinated by mechanical items, often dismantling them to explore their inner workings. As a father, I saw the need for a dedicated platform, so I looked into various options. We visited places like the Super Fab Lab, an electrical institute, and Wetops, but none offered a curriculum designed for children. Recognizing that many others share this passion and need a platform, I decided to start this institute.”

“Additionally, my experience in New York, where I encountered YMCA facilities and robotic sessions, reinforced the idea of establishing something similar in Bhutan. These three factors were the driving forces behind the institute’s creation. We believe that by starting early, we can cultivate a lifelong passion for learning and innovation,” he added.

Pelden also discussed the institute’s five module curriculum, emphasizing its depth and structure. “The first module, Fundamentals of Electronics, is crucial. Many institutes focus on building robots or conducting science projects, but when issues arise, they often need to revisit the basics. We emphasize a strong foundation in electronics to address this,” he explained.

“The second module, STEM Starter, builds on this foundation. Students gain hands-on experience with circuit design using components such as capacitors, diodes, resistors, and motors. The third module, Sensor Application Kit, introduces students to various sensors, like ultrasonic, heat, and heartbeat sensors. We teach these concepts using real-time components rather than just theoretical knowledge.

The fourth module, IoT, explores smart devices connected via Wi-Fi or satellite, while the final module focuses on robotics. Students have the opportunity to design and build their own robots, from those intended for medical aid to construction tasks. We cater to all ages, from young children to older students, ensuring everyone starts with a solid understanding of the fundamentals.”

The institute’s mission extends beyond fostering individual achievements. By offering high-quality, hands on education in robotics and IoT, it addresses a crucial need in Bhutan’s workforce, the skills gap in technology and engineering fields. As Bhutan progresses towards modernization, the demand for skilled professionals in these areas is anticipated to increase. The institute’s initiatives are not only equipping students for future careers but also establishing a foundation for a more technologically advanced Bhutan.

The institute’s future plans involve expanding beyond Thimphu to reach every Dzongkhag, recognizing the need for STEM education in remote and underserved areas. “We see that students in far-flung schools are in dire need of STEM knowledge. For instance, we are in discussions with Save the Children Bhutan about reaching Gomphu Primary School in Zhemgang, which is 165 kilometers away and has only 76 students and 8 teachers. Making an impact there is a priority for us,” said Pelden.

The institute has been invited by the Bhutan Innovation Forum to showcase a project prototype created by students at their event in Paro Pangbisa this October. The institute is also committed to contributing to the development of Gelephu Mindfulness City (GMC). “We are laying the groundwork for this and aim to emphasize the importance of STEM to students, enabling them to make significant contributions to society by helping the destitute and needy,” Pelden added.

The institute has ambitious plans for expansion, including new programs that will introduce advanced topics such as AI and data science. The goal is to ensure that Bhutanese youth are not merely consumers of technology but become active contributors to the global digital economy.

Kiyang Chodroma, a participant, shared how she was introduced to the program by friends who found it intriguing. “When I was a kid, I loved creating tiny robots out of paper and cardboard. My friends noticed this and told me about the institute. When I joined, I was genuinely interested,” she said.

She noted that while she faces some minor challenges, such as remembering information, her future plans are ambitious. “I aim to develop robots that can assist people, such as creating a device for voiceless individuals that can vocalize their thoughts,” Chodroma explained.

Jimmy Kuendrel Yoezer, a 10 year old participant, shared his enthusiasm for the program: “I enjoy taking things apart to see what’s inside. My father told me about the institute, which sparked my interest. When I grow up, I want to become an engineer. I hope to develop a nursing robot to help in hospitals. Since doctors can sometimes make mistakes with medication, a robot could ensure that patients receive the correct treatment.”

Yoezer added, “I want to develop a hand robot designed to assist people who are missing hands or have disabilities. My goal is to create a robotic solution that can provide practical support and improve the quality of life for individuals facing physical challenges.”

The institute’s emphasis on early STEM education highlights a commitment to nurturing talent from a young age, preparing students to tackle future challenges and drive technological advancement. As Bhutan embraces modernization, this institution plays a crucial role in shaping a generation of skilled professionals and creative thinkers who will lead the country’s transition into a more technologically advanced future. In doing so, it highlights the potential of education to transform and elevate a society, setting a benchmark for progress and innovation.

Pelden said, “Safe the Children organization has been incredibly supportive of our ideas, and we have established valuable connections with Australia. While we may not have the same level of resources or materials as they do, we maintain close communication to benefit from their advanced expertise.”

This international collaboration allows them to stay informed and adopt best practices in child safety and development. In addition to its international connections, they have partnered with local banks like Bank of Bhutan (BoB). Although these banks don’t provide direct financial assistance, they are instrumental in helping them enhance their staff’s skills.

“Through this partnership, we offer specialized training based on international standards such as those from IUT. This approach not only improves our team’s capabilities but also ensures that we are delivering the highest quality of care and support to the children we serve,” he said.

Choki Wangmo, Instructor with RITI, said, “We currently have a schedule where children attend our program every other day, but their enthusiasm is so high that many of them express a strong desire to come every day. They are genuinely interested in what we offer and often bring creative ideas to share. This eagerness is likely because our teaching approach is highly practical and hands on, which engages them more deeply in the learning process.”

Tshewang zangmo tshogyel 10 years old said, “I have always been curious about how electronics work, but it wasn’t until I joined this program that I truly began to understand. This experience has sparked my interest even further, and in the future, I aspire to create a robot that can help children sleep more peacefully.”

Mohammeed Asfak Mansuri 12 years old said, “The experience i get her has inspired me to think bigger, and in the future, I want to create a nurse robot that can assist in hospitals. My goal is to develop a robot that can help healthcare professionals provide better care and support to patients.”

Tandin Gyeltshen 9 years old said, “I have always been fascinated by how electronics work, and this program has deepened my understanding. In the future, I aim to create a robot that can handle household chores and look after people. My goal is to develop a versatile robot that can assist with everyday tasks and provide care, enhancing convenience and support in daily life.”