Who will take the Broken Glass?

Last week we got to see a few Bhutanese entrepreneurs who made living on waste business, whose business has moral beyond money. I would like to congratulate Karma Yonten for his visionary Greener Way. He has made it his moral responsibility to take care of our waste while the rest of us wait for the government to handle it.
Last month a few people from some organizations came to talk to us on waste management, and they enlightened us on how we could locally do what Greener Way is doing in Thimphu. I asked them about the Broken Glasses and they said it has no commercial market, therefore it goes to Landfill. That didn't surprise me because I knew it already, but I at least expected them to have a better suggestion.
Then I asked if they would fund a project that would make use of Glass waste and create commercial market right here in the country, to which they said they have no considered that yet. Which means they only bank on stuff that will sell, and not on making things sell. This is very Bhutanese in nature.
I know Greener Way has done so much to demand any more from them, but I also know a young engineer who has tried to use glasses in concrete (Ask him how he was going to do that). He has done a project on this and even went meeting people but he gave up on the way because he only received warm doubts, and cold cynicism from people of whom he expected support. He was going to create commercial market for broken glasses but he realized we are only waiting for India to open up markets.

Character Certificate Misunderstood and Abused

Schools hold Character Certificate of a child as hostage and demand ransom of good discipline from them. It's also used as the ultimate weapon of punishment. It's a confidential document that the child gets to see only when he leaves the school. Therefore, Character Certificate is misunderstood and abused. But the true intention of this life defining document was never spelled out and therefore this heavy paper weighed very light so far. It's now coming into the light with Educating for GNH spirit, it may take time but the greatest achievement is in having it started.
Because we were brought up in such environment we look at our children through the same belief that a child is worth his scores in his marksheet. The toppers are praised in school and at home, they are favorites of teachers and parents. Colleges want them, job markets await them. Of course, these children do deserve the massive attention they are receiving, there is no way we can afford to compromise that but we must realize that we are just looking at the academic intelligence and worse using that to measure children's worth.
His majesty always stressed on "Emotional Intelligence" when talking to children. Emotional Intelligence is not something we can find among high marks alone. Emotional Intelligence defines a good human being but by giving absolute importance to marksheet we are totally disregarding the true worth of our children. Character certificate, if used correctly, can not only acknowledge those emotionally intelligent kids but also groom the normal children into achieving that goodness.
Character Certificates contains 10 Personal Qualities, which defines an emotionally intelligent child.

1. Leadership Quality
2. Punctuality
3. Honesty & Integrity
4. Willingness to Adapt to Rules
5. Respect for others
6. Civic Sense
7. Creativity
8. Participation in activities
9. Work Ethics
10. Conduct

We have always seen and used this document but we have never known it well. Children should see and understand every personal quality with specified criteria (See the sample Rubrics) and given opportunity and motivation to build on those qualities.

Mark Sheet	Character Certificate
Measures academic performance Identifies academically sound children Guarantees a good Job	Measures Human values Identifies good human being Guarantees a good Life

The most painful question is, why invest so much in something that no one will even look at? That is something Educating for GNH going to change eventually, one day Marksheet and Character Certificate will weigh the same. This is a big change in system and mentality that requires lots of time to set up. The best place to begin is the schools. Schools can already start investing in human values in their little ways.

Current status of Character Certificate	Expected Role of Character Certificate
It’s a confidential document It’s marked once in a year It’s marked at the end of the year It threatens the children It’s used as a weapon Only bad character certificate has effect on the child’s career, good certificate go unnoticed. It's a summative assessment.	It should be a mirror to the child on daily basis It should be marked several times in a year It should be marked in the beginning, middle and end of the year to motivate. It should motivate children It should be used as a guiding tool Good Character certificates should  be given due importance It should be Formative assessment.

With strong system in place Character Certificate can redefine that way human world functions; we will not only have the most intelligent people governing us but also the good human beings. Intelligence alone is only capable of making great stuffs like nuclear weapons, it takes emotional intelligence to build homes and make live saving drugs. 

This is what intelligence without emotion does!

The Inner Search in Schools

When Meditation was first introduced in schools a few years ago, it was received with good humor. Students found it funny in the beginning and boring gradually. Most teachers never believed in it and some believers soon forgot it. I never really understood why this was happening. But I tried hard to advocate that it was to do with calming our mind and sharpening our focus on studies-which was how I vaguely understood and I discovered I wasn't fully wrong.

Meditation before the Evening Prayer in Bajothang

Now that I have the complete understanding of the intention behind introducing this in schools I would like to share it with my readers. It's a very simple ritual a school should follow whenever possible to give students a quite moment of calmness, in which they get time to be mindful. Mindfulness is the key in this practice. It's a known fact that nobody wants be bad, nobody wants be in trouble, but they land up being without their intention. And one bad thing leads to another. That's the result of not being mindful. We are always in rush.
Everybody has a choice at all times, we make many decisions every moment of our lives and our decisions shape us. While making those many decisions we have two voices talking to us from within our head, one is the good one and other is bad, but how many of us know which one to listen to?
That's what's happening to our students everyday, they don't want to land up in problem but they got into trouble by the wrong decisions they made. They didn't know they have picked on the wrong choice. Not many of us make right decisions at all times either. They need help. But no external help can solve your internal problem, how long can anyone rely on help considering the hundreds of decisions we have to make everyday. The help is right there within ourselves. We only have to focus and that focus comes from training our mind. That's why Meditation is brought to school, and I believe in it, because a mindful child will live a meaningful life.

There are different types and levels of meditation, please Google it. I picked on the simplest one and I am trying with my students every day and I have asked them to spare one minute every morning and evening for it. They know why they are doing this, and with them I am also in search the good voice myself. This could solve many of life's problems, this could be the answer to all the disciplinary problems in the school, and this could be the revolution against social problems, if at all we take it with genuine seriousness.

Note: Meditation in school has no connection with any religion, the only connection it has is with ones mind and therefore with ones life. 

The Rights to Internet

The title "the Rights to Internet' might sound a little strange because it is neither from the Universal Declaration of Human Rights of 1948 nor Convention on the Rights of the Child of 1989. But considering the time the two were drafted, Internet couldn't have bothered those big brains. Now internet is a serious matter. It divides people as much as it connects them. You must have heard about internet connecting people from across the world, and must wonder where this 'dividing' thing emerges from.
We all know the difference between rich and poor, and we know what makes one rich and other poor. Through that same scale if we look at people in this information world we can see how poor some people are in comparison to others. I meet hundred students every day and I can notice the difference in the degree of smartness among them. The smart ones, the critical ones, and the confident ones are mostly the ones who are in my Facebook friend list. They are the lucky ones who are connected to the world through internet. They are divided from the ones who are not connected, and in the information world they are the rich ones exercising their dominance over the poor in the classroom. The same reason divides the rural students from the lucky urban brothers. Why should something that is easily available become a dividing factor, after all we don't need railroads or airport to expand internet connectivity.

Image Courtesy: The New York Times

There is fiber optic cable running across the country, and it's very unreasonable if all schools are not given internet connection within next few years. Our children should not find themselves in alien lands after their graduation, they should get the real taste of life in schools. They should not just hear about internet like fairy tales, they should use it. Schools with internet connection must make it accessible to students through whatever means possible. We must break the dividing factor among the students of same school and among rural and urban schools. Everybody should have equal rights to internet just like any other rights.

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.