Since 1989

In 1989 world leaders felt the need for a special rights for children under 18, after discovering that the Human Rights do not protect the children fully. They signed the Convention on the Rights of the Child and Bhutan was among the first countries to recognize and agree to it.

The Convention ...spells out the basic human rights that children everywhere have: the right to survival; to develop to the fullest; to protection from harmful influences, abuse and exploitation; and to participate fully in family, cultural and social life. The four core principles of the Convention are non-discrimination; devotion to the best interests of the child; the right to life, survival and development; and respect for the views of the child. Every right spelled out in the Convention is inherent to the human dignity and harmonious development of every child. The Convention protects children's rights by setting standards in health care; education; and legal, civil and social services. (UNICEF)

Built on varied legal systems and cultural traditions, the Convention is a universally agreed set of non-negotiable standards and obligations to be respected by every country signatory to the CRC.

Quite strangely I went to school in 1989. Every person of my age would have same hostile memories from schools but because I was very naughty myself I don't have any good thing to say about my primary school. I was beaten by teachers and seniors almost everyday. Nobody seemed to mind and therefore I didn't mind either. I thought I deserved the hammaring on the head and whipped naked in the public. But much later I realized that not many thought they deserved, because by the time I reached high school only a few of us where still holding on to school, rest have dropped out on the way.

Teachers and parents are the people who should be educated on the rights of the child, but how many of them even know there is such a thing? I actually saw the articles in CRC only last week, thanks to the 'Educating for GNH' workshop in my school. Perhaps this ignorance is still widespread among our teaching fraternity which is why even in 2012 children are scared of teachers.



I pledge to myself that I will respect the CRC at all cost without negotiation and serve my duty as care giver and protector of children who are put in my hand. I will work toward protecting the Rights of the Child which we were supposed to do since 1989.

My GNH Model

This is how an ICT (Information and Communication Technology) teacher looks at GNH model (see the picture). Imagine socio economic development without banks, or banks without the new technologies. Imagine environment conservation without hitech devices. Imagine preservation of ancient texts and their promotion without computers. Imagine government that doesn't employ computer technology.
There is too much to imagine, and we know we can't imagine any of these without technology. But so far we haven't spelled out the role of ICT in achieving GNH, and when something is not specified then it's hard to work on it. ICT needs to be given due importance right now and here.

ICT is the supporter to all Four Pillars of GNH and Light to all Nine Domains. 

© Copyright Not The Right to Copy

I was very happy to discover that a presentation I prepared two years ago has gone a long way and found itself a tiny place among the many wonderful content materials in the four day long Educating for GNH workshop. 'Dealing with Digital Natives' was my award winning presentation from NIIT Chigphen Rigphel master teacher training in Paro College of Education.
The whole presentation was used in its original format, from title to pictures to the words used, and only thing missing was my name I have put on the last slide. The content development for the course must have gone through series of professional screening before it was made into this Educating for GNH Bible, and I was awestruck how a simple credit for intellectual property was overlooked.
Nevertheless I forgave the blunder right away on seeing how well it's serving its purpose of educating teachers on the need to update themselves to match up with their digital genius students. I enjoyed the expressions on the faces of my fellow participants as they saw the slides unfold. It was still doing the magic it did during its debut in Paro college where I packed the house.
Like a happy child I shared my joy of discovery with the chief lady during the lunch. She was wise enough to apologize for failing to credit, reason being that lots of stakeholders were involved in it and it had been difficult to track things. I happily admitted that I was proud to see it doing good job.
Then came the twist in the story, the facilitators, all senior teachers and principals, who were sitting around the chief lady looked at me in confusion. One was honest and said, "Now who could be the real owner of this presentation? When we were in Chhukha Dzongkha there was on teacher who claimed it was his. Then Thimphu, another claimed ownership." Another facilitator confirmed the incidences. I found myself blushing because now my claim could be perceived as another fool seeking attention.
I still remember that day. We were given to answer a set of questions pertaining to our current mode of teaching and what changes are required to cater to our young children. Other groups had obediently answered each question and presented. I chose to differ. I digested all the questions and built a free flowing presentation employing lots of satirical pictures.
I received houseful of laughter on each slide, the certificate of 'Best presentation' and lots of handshakes. Before I could get back to my seat I was handed with handful of pen drives. Some jokingly suggested me to sell it but I was more than happy to share it to all 40 participants in that room. They unanimously agreed that it could be used as the introduction to the whole Chigphen Rigphel Teacher training course.
It's obvious that everyone would have deleted my name from the last slide once they were using in their courses, which is how it reached to my class today without it, but who were those friends who not only let their cow graze on my land but wanted to change my sa-thram to their name?

Religion in School

This topic came up when we were connecting our school activities to GNH domains. Many were confidently listing prayers, Rimdro and religious discourses in schools as activities they have in place that caters to Cultural Diversity. Where is diversity in an institution where one religion is generously practised without any regards to other believes?

I raised a question about how compulsory attendance in prayers and other buddhist discourses in schools might be disregarding children from different faith. And how this is unconstitutional. To which the facilitator, who used to be my teacher in Drukgyel, gave a very satisfying answer. He cited an example from a school in Thailand where the school hall has alters for different faiths, which he said could be an ideal concept. But he said if we are looking for a workable solution then respecting their faith and allowing them to stay away from normal religious activities could be realistic. However, he said, the best solution is to educate the children to such depth that they attain the openness to embrace the diversity, and be able to accept and tolerate. That sounded the most difficult and most convincing. Only this has the long term value which we are seeking. 

Sunday Syndrome

This morning our class of 35 teachers were strangely silent in the morning hours. When the chief lady, Ms. Phuntsho passed by our room, she wasn't happy with us. She interrupted our session to let us know that we were not in a prayer to be so solemn. She went on for some time trying to ignite our spirit, and concluded by stating she found 'teachers in Wangdue are not as interactive as those in other Dzongkhags she worked with.'
I had to jump in and inform her that, "actually we had very interactive sessions yesterday with some topic taking us to hot debates. It's just that you happened to come by when we are in 'Sunday Syndrome' mode." I didn't know if there was something called 'Sunday Syndrome' but she knew what I was catching at so she laughed, gave me a sweet sour looks and explained with apology.

Picture from Mirror News

Our body and mind are both so accustomed to taking rest once in every seven days ever since we knew Sunday, and when sunday is taken out of our week our minds go into standby mode. I always thought Sunday was just a state of mind but today I realized it's an unavoidable day in a week. It takes hours before our mind finally give up on Sunday Syndrome and agree to function normally. Sunday was supposed to be the only day I don't disappear after breakfast and my daughter enjoys it, and Kezang keeps so many things waiting in line for us to do together on Sunday but today I disappeared after breakfast and couldn't be helpful to Kezang- both are disappointed. Ironically it happened for a GNH workshop. It even took our Saturday. But I must admit it was worth, perhaps the only weekend in the year where so much is learnt.

P:S: Just found out that there is a phrase 'Sunday Syndrome' already in use, though meaning little differently than the context I have put in.

Understanding 'Educating for GNH'

Over 102 teachers in Wangdue attended the workshop on 'Educating for GNH' in my school since yesterday. I wasn't among the seven who were supposed to attend from our school but by some last minute twists three of our representatives couldn't make it giving me an easy entry. I handed over my charges as the second in command of Examination committee to a colleague and joined the workshop.
I lost my much awaited weekends by agreeing to attend the four day course over the weekend but after hours into the course I realized I have made a right decision. I wasn't ignorant about the concept of educating for GNH, I was rather bombarded with too many information from third party sources that I failed to appreciate it, perhaps that's what happened with many people. And perhaps that's why many were cynical about it. For me this workshop was all about filtering information, putting them in order and making sense out of them, and I succeeded right away. The concept is very simple and workable.
With the project we are identifying the possible values we are imparting through any subject and naming those values, because when we have a name then we have at least something less abstract to stress on. However, core of it is letting students find purpose in whatever they are learning so that they find purpose in their lives. Our roles are spelled out as the most important factor in their lives, we are to create the bestest conditions, and to make sure our schools have the right environment that is sensitive to both their physical and psychological needs and that we teachers are both the "message and the medium".

One of the three facilitators in my room is my physics teachers from Drukgyel, Mr Kinley Gyeltshen. He is such a wonderful person to listen to, he can edutain the adults as much as he did his magic on us as young students back in 1999.

The Gap Between the School and Home

No child is so bad in school. There is hardly any record of gang fights on campus, one among hundreds would dare be bold enough to smoke behind the toilet, and same bold ones would come to school on drugs and at times on alcohol. But they pay the price of daring. Rest are in their best form when they are within the school fence.
No child is so bad at home. Some might not listen to every thing their parents' demand but they won't find trouble in the bedroom. They may not study hours on stretch but nothing can go so wrong at home, even if they are watching movies or sleeping.

In the Gap. Photo Source: Flickr

It's between the school and home that every wrong thing happens. The gap that has no time limit and no supervision. From 8 AM to 3:30 PM schools will responsible. If a child is absent we call their parents. If a child wants to visit hospital we give them time frame and ask for prescriptions. But at what time do parents expect their children to reach home? Where do they go after changing? Were they really involved in school games, when they come late? Are they really going for discussing home work? Is there any birthday party at all? Which Lhakhang are they going to and with whom?
But sadly not many homes have anybody who would play that important part. Father is in archery ground and mother with her friends, father is playing cards late into night and mother's gone looking for him,... Worse, many children live with their young siblings who themselves are yet to grow up. Home like this are deeper gaps.
No child wants to go wrong, it just happens. They need help before everything goes wrong. They need help in getting them out of the gap. They have dreams, and dreams can't be achieved in those gaps. Schools are doing their role. What are homes doing?

Note: It's just a quick thought. Detailed piece will be written soon.